北京版二下教案UNIT THREE WELCOME TO MY HOUSE 第1课时

教学基本信息学科小学英语年级二年级单元UNITTHREEWELCOMETOMYHOUSE课时Lesson1WelcometoMyHouse!单元整体思路单元教学目标通过本单元的学习，学生能够：1.理解并朗读Unit3的三篇对话；2.在招待客人时，运用句型Wouldyouliketo…?Wouldyouliketouse…?向客人提出邀请或建议，并用Yes,we’dloveto./No,thankyou.进行回答；在做客时用CanIuse…?礼貌地向主人提出合理请求，并根据实际情况，运用Sure./Sorryyoucan’t.进行回答；3.在语境中理解、认读并运用不同房间名称：bathroom,kitchen；居家活动：cometomyroom,readmybooks,ridemybike,playwithmytoys；部分厨卫物品名称：spoon,chopsticks,glass,bowl;towel,shampoo,soap,toothpaste等；4.朗读含有字母e和字母组合ea的单词，了解其两种不同发音；5.在做客的语境中，体验无论主人或客人，都应懂礼貌、讲礼节。第一课时教学目标及重难点教学目标： 通过本节课的学习，学生能够：1.理解并朗读课文，在语境中学习句型Wouldyouliketo…?向客人提出邀请或建议，并用Yes,we’dloveto./No,thankyou.进行回答；2.在语境中认读、理解并运用居家活动名称：cometomyroom,readmybooks,ridemybike,playwithmytoys等；3.借助绘本学习元音字母e在bed、pen等单词，以及字母组合ea在head、bread等单词中的读音；4.在做客的语境中，站在主人的角度体验主动、热情招待客人。教学重点：1.理解并朗读课文，在语境中学习句型Wouldyouliketo…?向客人提出邀请或建议，并用Yes,we’dloveto./No,thankyou.进行回答；2.在语境中理解、认读并运用居家活动：cometomyroom,readmybooks,ridemybike,playwithmytoys等。教学难点：在语境中学习句型Wouldyouliketo…?向客人提出邀请或建议，并用Yes,we’dloveto./No,thankyou.进行回答。教学过程Step1:LeadingintheTopicActivity1:GreetingsT:Hello,boysandgirls.It’sourEnglishTime.I’mMissWang.YourEnglishteachertoday.Nicetomeetyou!教师介绍听、读标志。Activity2:WarmupT:Todaywe’regoingtolearnUnit3,Welcometomyhouse!Whatisitabout?I’llshowyouavideo.播放视频，呈现本节课话题T:RebeccaandMs.Chickenwelcometheirfriends.Ourtopictodayis“Welcometomyhouse!”.【设计意图】通过动画，引入本课话题。Step2:LearningtheNewDialogueinLesson9Activity1:WatchandLearntheDialogue1.介绍本课主人公，进入话题。T:That’sLingling.They’reLingling’sfriends,MaomaoandGuoguo.Theyarecoming.Linglingisveryhappy.2.引导学生跟读，重点模仿Lingling热情欢迎朋友的语气。T:Let’ssayasLingling“Welcometomyhouse!”Nowlet’sgoinsidewiththem.3.播放Lesson9对话一（无字幕）视频，引导学生理解对话大意。 T:ThisisLingling’shouse.Whatwilltheydo?4.再次播放对话一（有字幕）视频，师生交流中深入理解对话，聚焦功能句，模仿Lingling热情好客的语气。T:Oh,Linglingasksfriendstocometoherroom.Andshesays“Wouldyouliketocometomyroom?”Look,theyareallveryhappy.Canyoureadhappily?5.观看Lesson9对话二视频，引导学生关注Guoguo与Maomao对Lingling房间的评价，然后模仿。T:ThisisLingling’sroom.Hereisabigbed.Therearesometoysonit.Ilikethisbike.Howaboutyou?DoyoulikeLingling’sroom?HowaboutGuoguoandMaomao?DotheylikeLingling’sroom?WhatdoesGuoguosay?WhatdoesMaomaosay?6.师生分角色朗读Lesson9对话二。T:Now,let’sact.I’mGuoguo.CanyoubeMaomao?7.延伸Lesson9对话二的情境，学习动词短语playwithmytoys和ridemybike。T:TherearesomanythingsinLingling’sroom.Linglingasks“Guoguo,wouldyouliketoplaywithmytoys?”“Maomao,wouldyouliketoridemybike?”教师指导学生跟读。Activity2:PracticetheDialogueinLesson91.指导学生逐句跟读Lesson9对话二内容。2.小黑板小结本课对话内容及功能句型，再次体现Lingling是个热情待客的主人。【设计意图】通过图片示意、逐句跟读、分角色朗读等方式，帮助学生理解、记忆功能句型；在跟读录音过程中，引导学生练习句型，读准发音；通过小黑板小结本课功能句型，帮助学生做阶段性小结。Step3PracticetoUsetheDialogueActivity1:PracticetheDialogue呈现两个做客的情景，引导学生在情景中操练和运用学过的句型。1.RebeccawelcomesPeppaPig.T:RebeccawantstoaskPeppatocometoherroom.Shesays“Wouldyouliketocometomyroom?”Peppasays“Thankyou.”T:Rebeccawantstoreadbookswithfriends.Shesays“Wouldyouliketoreadmybooks?”PeppaPigsays“Yes,we’dloveto.”呈现对话情景后，教师引导学生跟读功能句。2.Ms.Chickenwelcomeslittlebirds.T:Littlebirdslookatchicken’stoyandsay“Youhaveanicetoy.”Chickenwantstoaskthemtoplay,theysay“Wouldyouliketoplaywithmytoys?”Birdssay“Thankyou!”呈现对话情景后，教师引导学生跟读功能句。Activity2:UsetheLanguage 呈现RoyandJohn去Ann家做客的情景，检查学生是否掌握并灵活运用本课主要功能句型。T:TheyareournewfriendsAnn,RoyandJohn.RoyandJohncometoAnn’shouse.1.考查提问“Wouldyouliketocometomyroom?”T:Annsays“Welcometomyhouse!”Shewantstoaskthemtocometoherroom.Whatdoesshesay?课件出示Ann对话的气泡，引发学生思考Ann应如何提问。T:Yes.Shesays“Wouldyouliketocometomyroom?”呈现答案，课件出示Ann的问题。并在公布答案后，引导学生跟读。2.考查提问“Wouldyouliketoridemybike?”T:AnnwantstoaskRoytorideherbike.Howdoesshesay?课件出示Ann对话的气泡，引发学生思考Ann应如何提问。T:Yes.Shesays“Wouldyouliketoridemybike?”呈现答案，课件出示Ann的问题。并在公布答案后，引导学生跟读。【设计意图】在新的场景中拓展本课对话，指导学生在不同的场景中运用本课功能句型。通过新情景，考查学生是否掌握本课功能句型，运用语言热情邀请客人。Step4:PhonicTimeActivity1:TellaStory1.师生共读绘本封面，出示故事题目T:Thisisourstorytoday.Look,who’sthatboy?HeisBen.Benispainting.Whatcolourdoeshelike?Helikesred.SoourstorytodayisRedBen.2.师生图片环游绘本故事内容：Benpaintstheeggsred.Benpaintsthelemonsred.Benpaintsthebreadred.Benpaintstheelephantsred.Theelephantlooksatitsredhead.Oh!No!Theelephantismad.Theydon’tlikered.Theelephantcleansthem.Benishappyagain.Theyalllikered.师生图片环游绘本，理解故事并借助故事情境关注语音。Activity2:LearntheSound/e/1.教师通过问题引领，回顾呈现故事中含有字母e的单词，以及字母组合ea的单词，引导学生感知它们在单词中的读音/e/。并将这些发音相同、拼写不同的单词分类。T:Whatareredinthestory?Yes,thesewords.Theyhavethesamesoundbutlookdifferent.Canyougroupthem?2.课件中出示图文并茂的单词bed,pen,leg,get,desk,ready,weather，并逐一指导学生拼读这些单词，感悟字母e、字母组合ea在单词中的发音。【设计意图】采用学生喜欢的讲故事的方式，自然呈现了含有字母e的单词和字母组合ea的单词，引导学生感知并学习它们的发/e/的音。 Step5:SummaryActivity1:SummarizetheLanguageandtheSoundof“e,ea”课件呈现小黑板，小黑板逐一呈现本课主要功能句型和语音单词。Activity2:HomeworkT:PleaselistenandreadLesson9onPage22.Pleasechoosetheanswersandreadthedialogues.T:Somuchfortoday.Seeyounexttime.【设计意图】总结梳理对话、语音部分。布置作业。