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1、Unit 10 Have you got a big house?（第一课时教学设计）一、学情分析本班学生有一局部来自本市，一局部来自郊区，农村，还有少数来自外地。大家的生活背景 不尽相同，住房情况有较大差异。教师可利用学生的生活经验，使学生能正确使用用本课的 语言来描述各自的住所，并通过倾听了解同班同学的住所信息。第一课时 lead-in + listening and speaking第二课时 Reading and writing第三课时 Language in use第四课时Unit task第一课时 Lead-in + Listening & Speaking二、教材分析.教学内容本
2、课时系教材英语（基础模块预备级）第十单元的第一课时，包括Lead-in & Listening and speaking两局部，具体内容为：，听懂并掌握询问及描述居住环境和住所信息的词汇、 句型。1 .教学重点、难点教学重点听懂并掌握询问及描述居住环境和住所信息的词汇、句型。教学难点居住环境和住所信息的词汇、句型。三、教学目标.知识目标掌握房屋及家俱类词汇，如 tent; apartment; flat; dormitory; downtown; garage; washroom; study; yard; kitchen; cupboard; furniture; mirror; dinin
3、g room; livingroom询问及描述居住环境和住所信息句型，如：Have you got a flat?I ve got a flat.I m renting a flat.Have you got a bedroom/living room/kitchen/dining room/washroom in your flat?V ve got a big/small/beautiful. . bedroom/. in my flat.What do you think of the flat?1 .能力目标学生能听懂并掌握基本常见的住所信息。学生能用英语询问并描述日常的住所信息。四、
4、教学步骤Step One Lead-in1. Activity 1: The teacher shows four pictures of the students dormitories and asks the class to guess: Whose dormitories are these? Which one is the tidiest?（设计意图:因本班有局部学生来自外地，在学校住读。因此教师提前在课下拍了几张学生 寝室的照片展示给学生，让全班同学猜想是哪些同学的寝室，并选出最清洁寝室。此活动 从学生生活出发，吸引学生兴趣，自然地引出本课话题。）Activity 1: The
5、 teacher shows pictures of a tent, a flat/an apartment, a dormitory and a house to the class and The students are required to match the pictures with proper names. The teacher check the answers and gives feedback.（设计意图:老师通过展示不同的住所图片，让学生初步了解日常住所名称，通过匹配单词 和图片，导入本单元的话题。）Activity 2: The students read th
6、e list of rooms and tick the ones that are includedin their living places.（设计意图:本活动的目的是训练学生根据生活经验，选择住所中的细节信息，进一步呈现 与本单元相关的词句。）2. Activity 3: The students complete the small passage with the words in Activity 1 and 2 in accordance with their own housing condition.（设计意图:本活动的目的是训练学生运用所呈现的词汇，联系实际，补全语句，初
7、步掌握 并运用本单元的重点词汇。）Step Two Listening and speaking1. Activity 4: The students read the given words and try to predict what the dialogue is about. After that, they listen to the dialogue and tick what are mentioned in it. The teacher checks the answers and gives feedback.（设计意图:本活动的目的是让学生标出听力材料中出现的住所信息，
8、目的是训练学生在听 音过程中准确识别细节信息的能力。）2. Activity 5: The students look at the pictures and identify different living places in order to prepare for the listening task. Then the students listen, identify and choose what they hear. The teacher checks the answers and gives feedback.（设计意图:本活动的目的是让学生根据录音内容选择正确答案，训练
9、学生在特定语境下辨 别住所信息的能力。）3. Activity 6: The students listen to a dialogue and underline the sentences describing living places. The teacher checks the answers and gives feedback. After that, the students practice reading the dialogue in pairs.（设计意图:本活动的目的帮助学生通过听音进一步巩巩固语言要点O ）4. Activity 7: The students p
10、ut the things into different groups according to their function or different rooms that they belong to. Then they are required to write down the things that may be used in Sara s room. The teacher checks the answers and gives feedback.（设计意图:本活动的目的是让学生根据生活经验讨论确定房间内可用的物品，并正确写出 单词。）5. Activity 8: The s
11、tudents listen to the tape and mark the stressed words, rising tone or falling tone. Then they practice reading it in pairs.（设计意图:本活动的目的是训练学生通过模仿朗读能够把握句子的语音语调，并能掌握具体语境下交际对话中的节奏，从而形成良好的语感和语音面貌。）6. Activity 9: The students work in pairs, ask and answer about their living places according to the pictur
12、e.（设计意图:本活动是让学生运用提示的句型就房间的格局和内部物品进行完整的交流活 动，训练学生根据图示交流具体住所信息的能力。）7. Activity 10: The students work in groups and talk about their living places by asking and answering. Some students are asked to give a presentation to the whole class. The teacher gives feedback.（设计意图:本活动是让学生运用已经学过的词汇和句式，联系实际，讨论自己的住
13、所情况, 培养学生在实际生活中描述交流住所信息的能力。）Step Three Summary1. Make a short summary of what weve learned today.（l）key vocabulary about residence.（2）Everyday English describing housing conditionHave you got a new house?What do you think of the flat?.Step Four HomeworkDraw a picture of your house layout and describe it.五、板书设计Living room TV flowerBedroom bed bathroomDining roomTable kitchencupboard studycomputermirrorwashing machine