In the Bathroom
一、教材分析
本课内容选自EEC小学英语教材四年级下册Unit8 In the Bathroom课文故事讲述了Ken的家人在家里发生的一段故事：爸爸妈妈都在忙着做事，Ken和Betty在津津有味的看动画片，然后Betty去卫生间，发现了一只大蜘蛛，吓得她大叫起来，后来在家人的帮助下，拿走了蜘蛛。
二、学情分析
本课是EEC教材小学英语四年级下册第八单元第一课时， 教学内容是：学习房间名称living room和正在做某事的相关表达。四年级的学生经过一年半的英语学习，已经具备了一定的语言学习能力和学习方法，他们乐于学习新语言，对与自己生活相关的知识内容非常感兴趣，学习过room, watch TV，这些都为本课的学习打下了基础。
本课着重让学生理解故事内容。学习表达“正在发生的事情”是学生初次接触到的内容，因此需要通过PPT图片、录音以及教师的肢体语言帮助学生准确理解，再通过操练、应用等教学环节帮助学生掌握和运用。
三、教学目标
1. 技能目标：能够听懂理解故事内容；
能够模仿录音，有感情的朗读课文；
能够扮演故事中的人物表演部分对话
Where…? In the living room./ In his room./In the bathroom.
2)能够听懂会说正在发生的事：
I’m watching TV.
He’s working in his room.
3)能够听懂会说：
It’s very funny, spider
3. 学习策略：
培养学生的预测、理解大意和细节，以及在语境中猜测词意、句意的学习策略。
四、教学重难点
教学重点：
1、能够听懂会说人物所处的位置和正在发生的事。
2、词汇：funny, spider, living room, bathroom, work
3、句型：Where…? In the living room./ In his room./In the bathroom.
I’m watching TV. He’s working in his room.
教学难点：
1、在本课时学习“正在发生的事”的句型时，教师应该让学生整体理解和练习整句输出，不必去讲解语法细节，避免影响对故事的理解。
2、“基于故事的学习”应该始终保持学生学习的兴趣和积极性，可以借助教师帮助、小组合作、完成小任务等方式，使学生敢于张口，乐于张口。
教学流程
导入
师生问候
认识故事里的人物
T: Today I’d like you to know a new friend. This is Ken Newton. Say “hi” to everybody, Ken.
And this is his family. These are his parents Mr. and Mrs. Newton. This girl is Ken’s little sister Betty. And this, its name is Robo. It’s a robot. It made by Mr. Newton.
Now, we’re going to learn a story of theirs.
【设计意图】让学生认识本课故事中的人物，以便更快地进入剧情。
新授
讨论故事图片，交代故事背景，激发学生已有经验。
（首先出示房子的照片）
T: There is a house. Whose house is it? Can you guess? S: It’s Ken’s house.
T: Yes, it’s Ken’s house. Is Ken in? What is he doing? Let’s check out.
（三幅图按发展顺序呈现）
(图1) T: What is he doing? S: He’s watching TV.
T: Who are they? S: Ken’s mom and Betty.
·讨论：What do you usually do at home after school? (学生先讨论，再回答，提问5人）S:……
（图2·3）T: Who’s this? S: Ken’s dad.
T: Can you see Betty? What’s happening to Betty?（出示图3） Can you guess? Please talk with your partners and then tell me your ideas.
讨论 What’s wrong with Betty?
(3) 听框架问题，检测答案。（听整篇故事）
过渡：I like your guesses, now let’s listen and check your answers. (PPT出示框架问题)
What’s wrong with Betty?
A. Betty likes the TV show, she is happy. Ken doesn’t like it.
B. Betty sees a big spider, she is scared. Ken and dad help her.
C. Betty doesn’t like the TV show. She is angry. Ken and dad help her.
学习 spider
【设计意图】通过讨论、观察、初听录音，引导学生结合自己的已有经验，充分理解对话产生的故事背景，明确人物的关系，以及故事对话的主题，从而实现对故事框架的整体理解。落实“初听”的教学目标。
(4) 分图讲解，解决细节问题。
Picture 1
过渡：Look！Ken is watching TV at home. But where is he watching TV? Listen carefully,
try to find it!
Q1：Which room is he in? （listen） S: He’s in the living room.
T: What is Ken dong? S: He is watching TV.
T: So we can say Ken is watching TV in the living room.(板书)
帮助学生理解句意，通过举例学习living room，并会运用。
出示一些房间的图片，让学生找出living room，并说说 What can you see in a living room? What can we do in a living room?
过渡：In this picture, we can see mom, Betty and Ken, but where is Dad? Is Dad with Ken? （教师通过肢体语言帮助学生理解此句话的意思）
Q2：Where is Dad? What’s he doing? （Listen）
S: He’s working in his room. (板书)
帮助学生理解句意，通过举例学习work，并会运用。
Picture 2
过渡：Now, dad is coming. He looks unhappy. He’s talking to Ken. What does he ask? Can you guess? Please talk with your partners.
讨论：What does he ask? （让学生先进行猜测）
Q1: What does he ask? (listen) 对问题进行检测
帮助学生理解 What are you watching?
Q2: What is Ken watching? (listen)
观看视频Tom and Jerry. 学习、理解funny,并会运用。
过渡：Betty sees a big spider, she is scared and she is shouting.
Q3：What is she shouting? Where is Betty? （listen）
理解Help! 并学习 She’s in the bathroom. (板书)
学习bathroom。 What’s in your bathroom? What do you do in the bathroom?
【设计意图】通过观察图片，引导学生围绕故事主题，逐图听音、讨论，在理解关键词汇、短语的基础上，整体理解故事对话。借助多媒体、教师肢体语言、图片（图示）等帮助学生有效理解关键词汇、短语。
练习
复述课文，并进行听音模仿。（个别学生逐句模仿）
过渡：Now, it’s your turn. Can you tell this story? Have a try. I can help you!
Picture 1 Look, mom is in the kitchen. What does she say to Ken？(Mom: Where are you Ken?) How does Ken answer?(Ken: In the living room. I’m watching TV.) Mom wants to know whether dad is with Ken. So, she asks…?
(Mom: Is Dad with you?) How does Ken answer? (Ken: No. He’s working in his room.)
Picture 2 Now, Dad is coming. He asks Ken? (Dad: What are you watching?) Ken
answers? (Ken: Tom and Jerry. It’s very funny.) At this time, Betty is very scared. What is she shouting?( Betty: Help! Help! A big spider! ) Ken asks: (Ken: Where?) Betty says
(Betty: In the bathroom.)
2. 全班整体进行听音跟读。
3. 表演课文（学生可自选表演一幅图或是两幅图）
【设计意图】在通过图片与学生一起回忆故事之后，让学生跟读课文，使学生模仿录音中人物的语音语调，体验录音中人物的情感，教师及时对学生不准确的语音进行纠音。在表演环节，设置了吸引学生参与的活动：“装饰你的起居室”，学生通过小组合作选择表演1到2页课文，学习程度更好的学生还可以试着用一到两句话为故事加上结尾。即可以创造性表演出故事的结局，教师根据表演效果给予不同的奖励，使每一个学生都积极参与并得到充分的鼓励。
四、德育情感渗透
过渡：From the story, we know when dad and mom are busy, Ken helps them to look after his
sister. When Betty is scared and shouting in the bathroom. Dad, Ken and Robo help
her to take the spider away. What a nice family!
讨论：When your family are busy or in trouble, what do you usually do?
过渡：Please remember. Family is our best harbor. We should love and help our family!
【设计意图】从实际生活出发，引发学生对生活中实际问题的思考，引导学生更加关爱家人，体贴家人，达到从“文”到“情”的情感升华。
作业
1. Listen and read P60、P61 picture1 （听音跟读作业）
2. Copy the sentences: Where are you? I’m in the living room. I’m watching TV.
He’s working in his room. She’s in the bathroom. （核心句型抄写作业）
Preview P61 Picture2（预习作业）
【设计意图】从听说读写的角度设计作业，体现了作业的多样性和实效性。同时，引导学生带着好奇心预习下一课时的内容。
作者：吴 凯（黑龙江省哈尔滨市抚顺小学）
