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Unit8 Where is Billy 教学设计
分析单元教材教法:本单元的话题是围绕家庭日常生活展开的，话题内容贴近生活，教师可采用情境教学法进行教学，有利于调动学习兴趣，并为后续语言输出打好基础;也可采用任务教学法、交流法和合作学习法组织课堂活动，帮助学生有目的的学习，同时在学习中积极与他人合作，共同完成学习任务。
分析学生学习特点:四年级的学生具备较好的英语学习基础，知道如何组织对话和参与课堂，但也存在两极分化现象。因此在进行课堂教学时，教师要时时关注到不同的学生，采用分层处理的方式，创设合理并贴近生活的情境吸引更多的学生加入课堂。
分析单元教学目标:
语言知识目标 话题 谈论家庭日常生活
功能 了解和运用表示询问和问答人物位置、建议等交际功能的基本表达形式
语法 能够听懂、认读，并能在日常交际中运用寻找某人的核心语言Where is Billy 及询问某人是否在某处的核心语言In the bedroom
词汇 能听、说、读、写并运用living room，kitchen，bedroom，bathroom
语音 了解和学习字母H h在单词中的正确发音，并能根据发音规律读准house等例词
语言技能目标 听说 能够听懂、会说核心词汇living room，kitchen，bedroom，bathroom，并能将其熟练地运用于日常情境中能够在日常交际中运用核心语言Where is… 和In the… 来询问人物位置，并能够在情境中初步口头运用
读写 能够借助图片及阅读策略读懂本单元的小对话和小故事，并能流利地朗读本单元的小对话及小故事能够认读、书写本单元核心词汇，并能根据语境、借助图片提示，用本单元所学词汇将文中的句子或对话补充完整，且做到规范书写词汇
学习策略、情感态度、文化意识目标 能在本单元所学词语与对应事物之间建立联系，并能运用所学句型Where is … 进行表达和交流敢于开口，表达中不怕出错，乐于感知并积极尝试表达自己的观点了解母亲节等节日的名词，能够养成帮家人分担家务的好习惯
Unit8 Where is Billy Period1教学设计
教学内容
辽师大版小学英语学科四年级第44页
教学目标
能听懂、会读、会说本单元的核心语言：Where is Billy 和In the bedroom 并能在真实语境中进行交流、问答。
能听、说、读、写核心词汇living room ,kitchen ,bedroom ,bathroom ,做到书写规范，并能将其正确熟练地运用于日常交际中。
3. 掌握并正确运用核心语言Where is Billy 和In the… 句型对人物的位置进行提问。
4.激发学习语言的兴趣，积极参与课堂活动。
教学重难点
重点：1. 能听、说、读、写并运用核心词汇。
2.掌握并正确运用核心语言Where is Billy 和In the… 句型对人物的位置进行提问。
难点：bedroom和bathroom的发音。
教学方法
情景教学法，小组合作教学法，任务型教学法，多媒体教学法
教学过程
Warming up and leading in
T: Hello, everyone! Nice to meet you. Ss: Nice to meet you, too.
T: Let's begin our class. Are you ready Ss: Yes.
T: Look, There is a box in the bedroom.
Well, what’s in it Look and tell me , please. Ss: ...
T: You’re wonderful. Where is /are… Ss: …
T: Well, where is Billy Do you know Ss: I don’t know.
T：I don't know ,either. Maybe he is playing hide-and-seek in his home with
his friends.Let’s look for Billy in this lesson , OK
Ss: OK.
T: Please read after me Unit 8 Where is Billy Ss: …
(Read several times并板书)
【设计意图：通过复习单词和句型，引出本课课题Where is Billy 并以寻找Billy
为主线，创设出学习本课的语境，从而展开一系列新知的学习。】
Presentation and drills
1. New words and sentences
T: You did a good job. First,let’s go into the living room and have a look. Please
listen and read .
Ss: living room living room living room
T:So great. Please follow me.(l/l/,i/I/,li/lI/ v/v/,i/I/,ng/ /,ving/vI /,r/r/,oo/u:/,
m/m/,room/ru:m/,living room/lIvI ru:m/) living room ，living room ，living room
Ss: living room living room living room
T：Perfect.Let’s spell it together.（用身体的不同部位进行书写练习，调动学生学习英语的积极性，并活跃课堂氛围。其他单词拼写调动方式雷同。）
Ss：l-i-v-i-n-g r-o-o-m,living room
T: Well done.Look, I see a cat in the living room. What do you see
模板一：I see ________ in the living room.
( a book, a hat, a T-shirt, trousers, socks, Bob…)
【设计意图：给学生创设出真实的情景学习单词living room，让他们表达出自己看到的人或物，由此对living room进行了操练，同时也为下面句型的学习与操练埋下了伏笔】
T: Super. Where is Billy In the living room
Ss:No, he isn’t.
T:Maybe he is hiding in the box.Let’s look at it.Where is Billy In the box
Ss:No, he isn’t.
T:Perhaps he is in the bag.Let’s look at it.Where is Billy In the bag
Ss:No, he isn’t.
【设计意图：通过在living room中对Billy一系列的寻找来学习与操练句型Where is Billy In the ... 及其答语No, he isn’t.同时为引出下一个单词做铺垫。】
T: Oh,Billy is really not in the living room. Let’s go on looking for him in the kitchen.
T: Please read after me . Kitchen ,kitchen, kitchen
Ss: kitchen kitchen kitchen
T:Excellent. Please look at my card(k/k/,i/ /,ki/kI/ , tch/t /,e/ /,n/n/,tchen/t n/,
kitchen/kIt n/) kitchen ，kitchen ，kitchen
Ss: kitchen kitchen kitchen
T：Good.Spell it together.
Ss：k-i-t-c-h-e-n,kitchen
T:Good job.Where is Billy In the kitchen
Ss:No, he isn’t.
T:Who is in the kitchen Can you tell me
模板二：_________ is in the kitchen.
( Xiao Hui ,Linda, Peppa, George,Miss Li,...)
【设计意图：再次让学生表达出自己在厨房看到的人物，从而对kitchen进行了操练，也始终以寻找Billy为主线引入文本的学习。】
2. Listen and say
T：You did a good job.We are looking for Billy,but we can’t find him.Billy’s dad is looking for him too.Does he find him Please listen to the tape,then answer my question.（第一次感知课文）
Q:Is Billy in the bedroom
Ss: No,he isn’t.(Listen and answer)
T:You’re good listeners. Billy isn’t in the bedroom. Please follow me.
Ss: bedroom, bedroom, bedroom
T:You’re so good. Follow me again(b/b/,e/e/,be/be/ , dr/dr/,oo/u:/,m/m/,droom
/dru:m/,bedroom/bedru:m/) bedroom ，bedroom ，bedroom
Ss: bedroom bedroom bedroom
T：Very good.Spell it, please.
Ss：b-e-d-r-o-o-m,bedroom
T:You’re so clever.Let’s go to the bedroom and have a look,OK
Ss:OK.
T:Wow,it’s a nice bedroom.Where is Jimmy In the bedroom
Ss: Yes,he is.
T:Where is George In the bedroom
Ss: No,he isn’t.
T:You’re so great.Can you ask and answer like this with your partner
Ss:Yes.
模板三： -Where is _________ In the bedroom
-Yes,he is./No, he isn’t.
( Li Ming,Li Gang,Jimmy,Dad,George,Billy,Bob,...)
【设计意图：设置问题，让学生带着问题第一次感知课文，同时学习并操练单词bedroom.另外，巩固并延伸句型的学习，让学生在真实的情境中掌握Where is... In the ... 的肯定答语Yes,he is. 还有一个目的就是让学生感知到在作答时单一的男性用he来代替。】
T:Perfect.So many people in the bedroom.But Billy isn’t .Where is he Listen,repeat,
then answer my question.（第二次感知课文）
Q:Where is Billy
Ss:In the bathroom.(Listen ,repeat and answer)
T:You’re clever.He is in the bathroom.Read after me.
Ss: bathroom, bathroom, bathroom
T:b/b/,a/ɑ /,th/θ/,bath/bɑ θ/,room/ru:m/,bathroom/bɑ θru:m/ bathroom，bathroom ，bathroom
Ss: bathroom, bathroom, bathroom
T:Good job.Can you spell
Ss:b-a-t-h-r-o-o-m,bathroom
T:You are super. We find all the children.Well,where are they now Let’s have a look.Where is Helen In the bathroom
Ss:No,she isn’t.She is in the living room.
T:Good . Where is Xiao Hui In the bathroom
Ss:Yes,she is.She is in the bathroom.Can you ask and answer like this
模板四：-Where is _____ In the bathroom
-Yes,she is./No,she isn't.She is in the_______.
(Helen,Mom,Ms Li,Xiao Hui,...
living room,kitchen,bedroom,bathroom,...)
【设计意图：设置问题，让学生带着问题第二次感知课文，同时学习并操练单词bathroom.再次进一步巩固并延伸句型的学习，由易而难，逐层递进，让学生感觉很轻松的掌握所学内容。另外，让学生感知到在作答时单一的女性用she来代替。】
T: Great.Please read the text after the tape again. （第三次感知课文）Ss: ...
T: Wonderful.Can read it by yourself now Ss: Yes
T: Please read it loudly by yourselves.（第四次感知课文） Ss: …
T: Super. Next, let’s read it in role. （第五次感知课文） Ss:...
T: Who can read it by charactors （第六次感知课文） Ss: ...
T: Well done, my children. Now let’s fill in the blanks.（第七次感知课文）Ss: ...
T: At last, let’s read the text together.（第八次感知课文） Ss: ...
【设计意图：通过听音回答问题，听音跟读，大声朗读，分角色读，齐读等各种不同方式的操练，让学生把文本知识掌握扎实，同时培养学生听的能力，模仿的能力，读的能力等等。】
Consolidation and practice.
T: Perfect. Let’s PK,OK
Ss: OK.
T:Look ,there are two houses.You put the names in the orange house,and put the rooms in the brown house.Let me have a try. (师示范)Do you understand
Ss:Yes.
T:Who wants to have a try
S1:... S2:...
T: You are great. Let’s have a chant, OK Ss: OK!
Where is Billy Where is Billy
In the bedroom In the bedroom
No,he isn't. No,he isn't.
Where is Billy Where is Billy
In the kitchen In the kitchen
No,he isn't. No,he isn't.
Where is Billy Where is Billy
In the living room In the living room
No,he isn't. No,he isn't.
Where is Billy Where is Billy
In the bathroom In the bathroom
Yes,he is. Yes,he is.
【设计意图：利用PK的小游戏和chant来复习巩固本节课所学知识，同时，增加了英语教学的趣味性，让学生保持着学习英语的热情。】
四、Extension
T:Wonderful!We know there is a...,a...,a...,and a...in Billy’s house.And we can do different things in different rooms.Look,this is Ms Li’s family.Where are they.Please listen.
Hello,boys and girls! I'm Ms Li .Look!This is my family.
My younger daughter is in the kitchen .
Dad is in the bedroom.
My elder daughter is in the living room.
Where is Ms Li In the bathroom Yes,she is in the bathroom.
T:Can you talk about your family like this
模板五：Hello,boys and girls! I'm _____ .
Look!This is my family.
_______ is in the _____ .
_____ is in the _____.
______ is in the ______.
Where is ______ In the ______
Oh,yes.______ is in the _______ .
（Dad ,Mom,Grandpa,Grandma,...
living room,bathroom,bedroom,kitchen
he,she）
T:Who can introduce S1: … S2: … S3: …
【设计意图：老师用对自己家人所在房间的介绍来引导学生去介绍自己家人所在的房间，由此让学生达到语篇的有效输出，体现出用英语做事情的理念。】
五、Emotion
T: Well done, my children. Look at these pictures now.When you are little,you can’t eat,drink,walk,or run ,your dad and mom help you,right
Ss:Yes.
T:They are great and tired,yes
Ss:Yes.
T:Now you are growing up,you can do a lot for them.For example,wash the dishes,make the bed,wash clothes,cook meals,sweep the floor and so on.You can be a good helper,can’t you
Ss:Yes, we can.
T:I’m sure that you can.
【设计意图：通过观看小时候自己不会做任何事情时，父母帮助我们的图片，让学生深深地体会到父母的伟大与不易，从而引导学生去为父母做一些力所能及的事情，教育孩子学会体谅父母，感恩父母。】
六、Summary
T:How time flies.Our class is over.What have you got in this lesson
S1:... S2:... S3:... S4:...
七：Homework
T:You did a good job.Let’s know our homework now.OK
Ss: OK.
T:Must do:
1.Write the new words five times.
2. Read the words and text fluently.
Choose to do:
1.Draw a picture about your house,then write down the rooms in English.
2.Help your parents do some housework.
T:Do you remember
Ss: Yes!
T:Good.Let’s look at the mark.Which team is the winner
Ss:...
T:Congratulations,Team.... Team...,come on.
T: Let’s say goodbye to each other now. Goodbye, my children.
Ss: Goodbye , teacher.
【总评】
本节课中，教师运用情景教学法，在房间情景中学习相关词汇和句子。在讲授新知时，对教材各内容进行重组和整合，利用目标词汇间的内在联系,以旧带新、以词带句、以句入篇，由简入深，符合学生的认知发展规律;:在进行语篇教学时,采用任务教学法，用listen and choose、read and fill the blanks、listen and imitate、role play等形式层层递进，帮助学生理解并掌握。 在操练阶段，创编chant进行趣味复习，并安排PK小游戏的形式做拓展练习，结合目标语言和生活实际，帮助学生完成输入到输出的过程，学以致用，实现知识的内化。在每个教学环节，教师都适时进行情感教育，让学生深深地体会到父母的伟大与不易，从而引导学生去为父母做一些力所能及的事情，教育孩子学会体谅父母，感恩父母。

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