一、学 科 英语
二、课例名称 Home
五、课 型 新授课
六、年 级 四年级
七、教材版本 福建教育出版社 义务教育课程标准实验教科书
八、教学设计
1、教学目标
（一）知识目标：
1、使学生能听、说、读、写有关方位的一些介词in、on 、near.
2、知道there be 句型的单复数形式。如：There is a _____. There are some ____.
Are there any ______? Yes, there are. No, there aren’t
（二）能力目标：
1、使学生初步掌握介词的用法及there be句型。
2、使学生知道be动词单复数变化的一般规律。
3、使学生能在一定的情境中自觉运用所学新知识。
（三）情感目标：
培养学生分析观察能力，知道要关爱身边的人，爱父母要从生活中的小事做起。
2、教学重难点：初步掌握介词的用法，灵活运用there be句型。熟练掌握there be 句型的单数句和复数句。
3、教具准备：图片、单词卡、一些实物,课件。
4、教学过程：
Step 1.Warm-up ( revision )
( 1 ) 1.Greeting.
T: Good morning, boys and girls.
S: Good morning, Mr. Zhong.
T: How are you?
S: I am fine, thank you.
( 2 ) Free talk.
T: We know there are more and more new building in our city now. Who can tell me what did you see?
S1: Jingbi Garden. S2: Xianghong Garden…
T: Do you know where is my home? You can guess it. Who want to try?
Yes, you please. ……Good, you are right. Now, look at the picture please.
My home is in the Xingfu garden. Do you want to visit my home? Follow me.（CAI）
Step2. Presentation (practice)
⑴ Leading in.
Now, look at me. Can you guess where am I? ( Do the actions. Students say it out).
1. sleeping (bedroom)
2. brushing teeth and washing face. (bathroom)
3. cooking. (kitchen)
4. eating ( dining room)
5. playing the computer (study)
6. watching TV. (sitting room)
（设计意图：教师充分利用自己的肢体语言引导学生复习单词）
⑵ Put the word cars on the blackboard, then listen and repeat.
(Play a game--- Bomb games 设计意图：利用趣味性的游戏复习所学单词)
⑶ Learn to say. (CAI)Show a picture. Ask students to look and say.
T: Look at this picture. This is my sitting room. What can you see?
S1: … S2: …
Blackboard writing design:There is a vase on the table.
There are some books on the table.
Are there any apples on the table? Yes, there are. No, there aren’t.
⑷ Introduce the Sally’s sitting room.
⑸ Free talk. Ask some students to say something about their sitting room, bedroom or study.
⑹ Ask and answer. Ask two students to the front. One student put up the pictures. The other one ask :“Are there any _____ on the desk?”The other students answer:“Yes, there are. ”or :“No, there aren’t.”(Practice in groups)
⑺ Play a game. Ask some students to the front and close their eyes. Then put something in the box. Ask the student to touch the material objects and answer the questions.
(设计意图：让学生在真实的生活情境感受语言知识，提高运用语言的能力。)
Step3. Task time (Consolidation)
( 1 ) Listen and choose pictureA or B. (CAI )
( 2 ) Do some exercises. In the each group, they have a picture. They must look at the picture and answer the six questions. At last, they must choose the right answer.
Step 4. Homework ( extension )
1 Draw a picture about the bedroom or sitting room .
2 Do some exercises.
附件1. 课堂练习
Exercises
Part A. Choose the right answer.
( ) 1. Is there a TV near the window?
A. Yes, there is. B. No, there isn’t.
( ) 2. Are there any books on the piano?
A. Yes, there are. B. No, there aren’t.
( ) 3. Is there a table near the sofa?
A. Yes, there is. B. No, there aren’t.
Part B. Write down the answers.
1. Are there any books on the table?
_____, there _______.
2. Are there any apples on the table?
_____, there_______.
3. What can you see on the wall?
There ____ some pictures ____ the wall.
附件2. 课后练习
This is my sitting room. It is very large. There is piano in it.
It is near the door. There is a long sofa in the sitting room.
It is yellow. On the wall there are some pictures.
Choose the right answer.
( ) 1. This is my _______.
A. sitting room. B. dining room
( ) 2. Near the door there is a ______.
A. sofa B. piano
( ) 3. Is there a sofa in the sitting room?
A. Yes, there is. B. No, there isn’t.
( ) 4. What color is the sofa?
A. It is green. B. It is yellow.
( ) 5. Are there any clocks on the wall?
A. Yes, there are. B. No, there aren’t.
Step 5. Blackboard writing design
九、教学反思：
1、在整个教学程序上，本课设置的问题层层深入，教学步骤的每一步都是后一步的基础，是前一步的深入，由整体到局部再到整体。
2、本课的教学模式有利于学生形成自主学习的能力和创造性解决问题所需要的逻辑思维能力。通过反复实践，学生能不断提高语言运用能力，并形成可持续发展的英语学习能力。
3、“授人以鱼，供一餐之用；授人以渔，则享用不尽。”在教学中教师应帮助学生养成良好的学习习惯，教给学生的是一把把打开金库的钥匙，而不是金山和银山。“善学者师逸而功倍、不善学者师勤而功半。”当学生最终形成良好的科学学习习惯后，不仅仅有助于学生卓有成效地完成学习任务，也在一定程度上减轻了教师的教学压力，更可以在一定程度上弥补学生智力上的不足。使学生从盲目的学习心态走向自觉的、科学的学习轨道上来。
4、让课堂真正成为学生探究的天地。在学习中很多知识都应该尽量让学生用他们感兴趣的方式和他们自己的方法去体会和感知，教师不再是传统意义上的“灌输者”，不应对学生加以怜悯而将答案轻易的告诉他们，因为每一个错误也是学生努力探究的结果。本节课我始终坚守教师组织者、帮助者、指引者的立场，在学生学有困难时加以点拨，让课堂真正成为学生探索的天地。我想，在新课程改革的英语课堂中，教师如果少些包办束缚，多些自由体验；少些理性教条，多些生活情趣，让学生自己的身心体验与学习，才能真正让学生说出”Happy English, I love it.” 。
十、课例点评
钟华老师执教的 Home是一节真实、自然、生动、有趣的小学英语课。该课教学目的明确，教学过程有序，教学活动设计合理，教学各环节过渡自然，学生思维活跃。 注重学生的主体地位，实现了教师角色的转变。 执教教师从学生的兴趣出发，通过创设情景，示范教学内容，启发学生的思维，组织学生实践，培养学生的语言交际能力。教师在整个教学活动中成功地扮演了多个角色。首先，他是一个示范者，他为学生展示语言结构、意义和语言运用的情景；同时他又是一个启发者，启发学生思考，引导学生想象；其次，他还是一个情景的设计者和学习的指导者，他通过多媒体课件展现生动、逼真的交际情景，帮助和引导学生在语境中理解语言的结构和意义；此外，他更是一名课堂活动的组织者、学生学习的激励者和促进者，他通过身体语言设计情景，组织学生开展游戏和两人小组活动，给学生提供模仿、体验、实践和创造性运用语言的机会，并在活动中适时地鼓励和表扬学生，保护学生的自信心和学习的积极性，使学生学有所获。 教师在教学的设计上采用分解难点、分步呈现、逐步扩展、层层深入的方式，注重示范质量，保证学生对语言意义的正确理解，通过各种模仿和操练活动，使学生掌握新的语言形式。 钟老师通过创设情景，将学习内容与学生的实际生活相结合，使学生身临其境，从而达到了学以致用的目的。
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