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英语人教版 (PEP)Unit 4 My home Part A第一课时教案
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这是一份英语人教版 (PEP)Unit 4 My home Part A第一课时教案，共8页。
The first perid(第一课时)
Part A Let’s talk & Let’s play
▶教学内容与目标
▶教学重点
1. 能够听懂、会说句型“—Where is she?—She is in the kitchen.”“—Is she in the…?—Yes, she is./ N, she isn’t.”。
2. 能够听懂并使用词汇“living rm, study, kitchen”。
3. 能够听懂、会读对话，并能分角色表演。
▶教学难点
能够在情景中正确使用句型“—Where is she/ it? —She/ It is…”来询问和描述人物或物品的位置；使用句型“—Is she/ it in…? —Yes, she/ it is./ N, she/ it isn’t.”来询问人物或物品的位置，同时作出判断。
▶教学准备
1.预习《状元大课堂》《创优作业100分》《状元作业本》中本课时的相关内容。
Teaching purpse
通过歌曲激发学生的学习兴趣，帮助学生在歌声中复习询问位置的句型“—Where is…? —It’s…”。
2. PPT课件、课文录音、视频等。
▶教学过程教材分析
本单元学习的主题是家里的居室及相关设施。教学内容主要是围绕着家人和朋友间的家居生活来展开。教学重点是能够听、说、认读核心句型“—Where is she? —She’s in the kitchen.”“Open the dr, please.”“Lk! They’re in the dr.”“—Is she in the…? —Yes, she is./N, she isn’t.”“Where are the…?”“—Are they in…? —Yes, they are./N, they aren’t.”；能够听、说、认读单词和短语“bedrm, living rm, study, kitchen, bathrm, bed, phne, table, sfa, fridge”。
教学目标
知识与能力目标:
句型
· 能够听、说、认读句型“—Where is she? —She’s in the kitchen.”“Open the dr, please.”“Lk! They’re in the dr.”
· 能够在情景中运用句型 “—Is she in the…? —Yes, she is./N, she isn’t.”“Where are the…?”“—Are they in…? —Yes, they are./ N, they aren’t.”询问物品或人物的位置并作出相应判断
·能够在情景中运用句子“Open the dr, please.”提出行动建议
·能够按意群朗读描述起居室（living rm）的小文段
词汇
·能够听、说、认读单词或短语“bedrm, living rm, study, kitchen, bathrm, bed, phne, table, sfa, fridge”
·能够在有意义的语境中抄写单元话题词汇
·能够正确使用上述词汇描述家里的居室及物品设施
语音
·能够掌握u-e的发音规则,即u-e在单词中发长音/ju:/
·能够读出符合u-e发音规则的单词，并能够根据发音拼写出符合u-e发音规则的单词
情感态度、文化意识、学习策略目标：
·能够在生活中主动询问别人或对别人的询问能够热情应答
·能够感受到家的温馨,从而激发学生爱家、爱家人的情感
·能够主动收拾物品并摆放整齐,养成良好的生活习惯
·能够逐步做到见到符合u-e发音规则的单词能够拼读,听到符合u-e发音规则的单词能够拼写
课时安排
第一课时： Part A Let’s talk & Let’s play
第二课时： Part A Let’s learn & Let’s d
第三课时： Part A Let’s spell
第四课时： Part B Let’s talk & Ask, answer and write
第五课时： Part B Let’s learn & Let’s play
第六课时： Part B Read and write & Let’s check & Let’s sing
课时教学内容
课时教学目标
Let’s talk
·能够通过观察、谈论Let’s talk板块的图片，在图片、PPT和老师的帮助下理解对话大意
·能够用正确的语音、语调朗读对话
·能够在情景中运用句型“—Is she in the…?—Yes, she is./N, she isn’t.”询问物品或人物的位置,同时作出判断
·能够在情景中恰当运用句型“—Where is she? —She’s in the kitchen.”
·能够在语境中理解新词汇“living rm, study, kitchen”的意思,并能够正确发音
Let’s play
·能够通过本板块提供的教学活动，操练并巩固本课时的重要句型“—Is it in…?—Yes, it is./ N, it isn’t.”
Step 1: Warm-up & Revisin & Lead-in
1. Greetings.
Teaching purpse
再通过互动问答的方式，引导学生进一步操练，为本课时的学习奠定基础。
2. Sing a sng—Shrt vwel sng.（课件出示：三下教材P69歌曲的视频）
3. Free talk.
Review the sentence structures “—Where’s…? —It’s in / n / under…”（课件出示：球在课桌不同方位的图片）
T: Where’s the ball?
Ss: It’s in/ n/ under the desk.
Ask and answer with ther things.
T: Where’s the bk/ pen/ pencil…?
Ss: It’s in/ n/ under…
Step 2: Presentatin
1. Learn the new vcabulary.
Teaching purpse
通过设置情景，让学生在情景中熟悉新词汇和感知新句型。通过猜测的方式让学生练习一般疑问句及其答语。
（1）Present the picture f Amy’s hme in the main scene.（课件出示：Unit 4主情景图中Amy家的图片）
T: Lk, this is Amy’s hme. Let’s g and have a lk. This is the bedrm/ study/ living rm/ kitchen/ bathrm. S in Unit 4 we’ll talk abut “hme”.
Write dwn the tpic “Unit 4 My hme” n the blackbard.
T:（Pint t the bedrm.）Lk! What can yu see in this rm?
Ss: A bed.
T: Great! We can see a bed in the rm, bed + rm=bedrm.
Write dwn the wrd “bedrm” n the blackbard and teach it.
T: Fllw me: bed, bed, rm, rm, bedrm.
Practice the wrd “bedrm” in grups r ne by ne.
T:（Pint t the study.）Is this a bedrm?
Ss: N, it isn’t.
T: It’s a study. We can see a cmputer n the desk. We can see many bks in the bkcase. We study hard in the study.
Write dwn the wrd “study” n the blackbard and teach it.
T: Please read after me. If I read it in a lw vice, yu read it ludly. If I read it ludly, yu read it in a lw vice.
Teach the new vcabulary “living rm, kitchen, bathrm” in the same way as abve.
T: Amy’s hme is very nice.
（2）Present the pictures f a hme and a dg.（课件出示：家庭居室图和小狗在厨房的图）Talk with students.
T: Lk! I have a dg. She’s cute. I lve my dg. But I can’t find her nw. Oh! Where’s the dg? Is she in the living rm/ bedrm/ study/ bathrm?
(Help students answer the questins.)
Ss: N, she isn’t.
T: Is she in the kitchen?
Ss: Yes, she is.
2. Let’s talk.
Teaching purpse
通过问题引导学生观察并讨论图片，借助问题和图片预测文本内容，使学生带有目的性地去听录音。
（1）Present the pictures f “Let’s talk” and lead students t predict the main idea f the dialgue.（课件出示：教材P38 Let’s talk 板块的图片）
T: Lk, this is Amy’s hme. What rms can yu see in the pictures?
Ss: I can see a bedrm, a living rm, a study and a kitchen.
(2) Present the questins abut “Let’s talk” n the PPT.
Play the recrding. (出示课件) Ask students t answer the questins and underline the key wrds f the answers in their bks.
T: What are Amy and Sarah ding?
Ss: They are lking fr the cat.
Shw the fur pictures f “Let’s talk” in turn n the PPT. (课件依次出示：教材P38 Let’s talk 板块的四幅图片)
T: Amy and Sarah are in the bedrm. Is the cat in the bedrm?
S1: N, she isn’t.
T: Nw they are in the living rm. Is the cat in the living rm?
S2: N, she isn’t.
T: Nw they are in the study. Is the cat in the study?
S3: N, she isn’t.
T: The cat isn’t in the bedrm, the living rm r the study. Where is she?
Teaching purpse
通过三个活动，使学生能够充分理解对话内容，并且能够正确地朗读对话。不同形式的朗读活动使学生逐步理解并掌握本课时的重点句型，为其熟练表达奠定基础。
Ss: She’s in the kitchen.
T: Very gd!
(3) Read after the recrding.
T: Bys and girls, let’s read the dialgue after the recrding. Please listen and read carefully.
(4) Read the dialgue in different rles.
(5) Act it ut.
T: Nw we’ll find the best actr r actress. Please cme t the frnt and shw the dialgue.
Step 3: Practice
1. Recgnize the pictures.
Present the pictures quickly. （课件出示：客厅、厨房和书房的图片）
T: Say the wrds r the phrase quickly.
2. Let’s play hide-and-seek.
Teaching purpse
通过hide-and-seek游戏进一步巩固和练习新词汇及句型“—Is it in the…? —Yes, it is./ N, it isn’t.”。
Ask students t play the game in pairs. Make a mdel with a student.
Let the student hide a pen when the teacher clses his/her eyes. Then pen the eyes and guess.
S1: I have a pen. It’s nice. Where’s my pen?
T: Is it n yur desk? S1: N, it isn’t.
T: Is it in yur desk? S1: N, it isn’t.
T: Is it under yur desk? S1: N, it isn’t.
T: Is it in yur hand? S1: Yes, it is.
T: Nw, play hide-and-seek with yur partner.
Step 4: Cnslidatin & Extensin
1. Let’s chant.
Make up a chant accrding t the dialgue f “Let’s talk”.
Teaching purpse
通过“寻找小五”的游戏，充分调动学生的积极性。让学生在情境中合理运用所学句型，可以激发学生的英语学习动力，并培养学生的竞争意识。
Change the wrds t adapt the chant. Then have a shw.
2. Play a game—“Lk fr Xiawu.”
（1）Present the picture f Xiawu.（课件出示：小五在客厅看电视的图片）Ask students t cmpete in grups.
T: Wh is he? He’s Xiawu. He is watching TV nw. Oh, he’s missing! Where is he? Let’s g and lk fr him.（课件出示：小五家的居室图）
(2) Read ut the names f the rms in grups.
Practice the vcabulary “bedrm, living rm, kitchen, bathrm, study”.
(3) Lk fr Xiawu.
The grup that finds Xiawu first will be the winner.
Practice the sentence structures “—Is he in the…? —Yes, he is. / N, he isn’t.”“—Where is he? —He is in…”
▶板书设计
▶作业设计
1. Practice the dialgue.
2. Practice the sentence structures “—Is she in the…? —Yes, she is. / N, she isn’t.” with yur partner.
3. D the exercises.（见“”系列丛书《创优作业100分》或《状元作业本》对应课时作业）
▶教学反思
1. 由歌曲视频引入，带领学生边唱边复习句型“—Where’s…? —It’s in/ n/ under…”，再在自由谈话中巩固该句型，进而激发学生的兴趣，为新课做好铺垫。
2. 创设与现实生活及教材内容相近的语境，在特定语境中导入新词汇和句型，再自然地开展教学内容。环环相扣，层层深入，让学生轻松地掌握教学重点。
3. 设计的活动形式丰富、易操作，且具备层次感，有效地提升了学生的核心素养。在教学过程中，以学生为本，以解决问题为导向，引导学生自主学习。
4. 板书设计清晰明了，重点突出，起到了很好的辅助作用。
▶Teaching Cntents & Teaching Aims
Let’s talk
·Be able t understand the main idea f the dialgue by bserving and talking abut the pictures.
·Be able t read the dialgue with the crrect prnunciatin and intnatin.
·Be able t use the key sentence structures “—Is she in the…? —Yes, she is./ N, she isn’t.” t ask and judge the lcatin f bjects r characters in situatins.
·Be able t use the key sentence structures “—Where is she? —She’s in the kitchen.” prperly in situatins.
·Be able t understand the new vcabulary in cntext and prnunce crrectly.
Let’s play
·Be able t practice and cnslidate the key sentence structures by the prvided teaching activity.
▶Teaching Pririties
·Be able t understand and speak the sentence structures “—Where is she? —She is in the kitchen.” “Is she in the…? —Yes, she is./ N, she isn’t.”
·Be able t understand and use the key vcabulary “living rm, study, kitchen”.
·Be able t understand, read and act the dialgue in different rles.
▶Teaching Difficulties
·Be able t use the key sentence structures crrectly in situatins t ask and describe the lcatin f characters r bjects and make a judgement at the same time.
▶Teaching Prcedures
Teaching Stages
Teacher’ s Activities
Students’ Activities
Teaching Purpses
Warm-up
&
Revisin
&
Lead-in
1. Greetings.
2. Sing a sng—Shrt vwel sng.
3. Free talk.
Shw sme pictures. Ask sme questins.
1. Greetings.
2. Sing a sng.
3. Answer the questins.
Cultivate students’ learning interest. Review and cnslidate the sentence structures “—Where is…?—It’s in/ n/ under…” Lay the fundatin fr this class.
Presentatin
1. Learn the new vcabulary.
（1）Present the picture f Amy’s hme. Teach the new vcabulary“bedrm, study, living rm, bathrm, kitchen”.
（2）Present the pictures f a hme and a dg. Talk with students. Teach the new sentence structures.
（1）Learn the new vcabulary.
（2）Talk with the teacher.
Learn the new sentence structures.
Let students learn the new vcabulary and perceive the new sentence structures in the situatin. Lead students t practice the general questins and the answers by guessing.
2. Let’s talk.
(1) Present the pictures. Ask students t predict the main idea f the dialgue and describe the pictures simply.
(2) Play the recrding and ask the questins.
(3) Play the recrding again.
(4) Ask students t read the dialgue in different rles.
(5) Ask students t act it ut.
(1) Predict the main idea and describe the pictures simply.
(2) Listen t the recrding, then answer the questins.
(3) Read after the recrding.
(4) Read the dialgue in different rles.
(5) Act it ut.
Help students understand the cntent f the dialgue and read the dialgue crrectly. Lead them t master the key sentence structures f this lessn by different frms. Lay the fundatin fr their skillful expressin.
Practice
1. Present the pictures.
2. Let’s play hide-and-seek.
Ask students t play the game in pairs. Make a mdel with a student.
1. Say the new vcabulary quickly.
2. Play hide-and-seek with the partner.
Further cnslidate and practice the new vcabulary and sentence structures by the game hide-and-seek prvided in this sectin.
Cnslidatin
&
Extensin
1. Let’s chant.
Make up a chant accrding t the dialgue f “Let’s talk”.
2. Play a game—“Lk fr Xiawu.”
Shw the pictures.
1. Make up a chant and have a shw.
2. Cmpete in grups.
Lk at the pictures.
Read ut the names f the rms in grups.
Lk fr Xiawu by asking and answering with the key sentence structures.
By making up a chant and play the game, aruse students’ enthusiasm f learning English. Lead students t practice the sentence structures actively. Cultivate their sense f cmpetitin and respnsibility.
Hmewrk
1. Practice the dialgue.
2. Practice the sentence structures “—Is she in the…? —Yes, she is. / N, she isn’t.” with yur partner.
3. D the exercises.
The first perid(第一课时)
Part A Let’s talk & Let’s play
▶教学内容与目标
▶教学重点
1. 能够听懂、会说句型“—Where is she?—She is in the kitchen.”“—Is she in the…?—Yes, she is./ N, she isn’t.”。
2. 能够听懂并使用词汇“living rm, study, kitchen”。
3. 能够听懂、会读对话，并能分角色表演。
▶教学难点
能够在情景中正确使用句型“—Where is she/ it? —She/ It is…”来询问和描述人物或物品的位置；使用句型“—Is she/ it in…? —Yes, she/ it is./ N, she/ it isn’t.”来询问人物或物品的位置，同时作出判断。
▶教学准备
1.预习《状元大课堂》《创优作业100分》《状元作业本》中本课时的相关内容。
Teaching purpse
通过歌曲激发学生的学习兴趣，帮助学生在歌声中复习询问位置的句型“—Where is…? —It’s…”。
2. PPT课件、课文录音、视频等。
▶教学过程教材分析
本单元学习的主题是家里的居室及相关设施。教学内容主要是围绕着家人和朋友间的家居生活来展开。教学重点是能够听、说、认读核心句型“—Where is she? —She’s in the kitchen.”“Open the dr, please.”“Lk! They’re in the dr.”“—Is she in the…? —Yes, she is./N, she isn’t.”“Where are the…?”“—Are they in…? —Yes, they are./N, they aren’t.”；能够听、说、认读单词和短语“bedrm, living rm, study, kitchen, bathrm, bed, phne, table, sfa, fridge”。
教学目标
知识与能力目标:
句型
· 能够听、说、认读句型“—Where is she? —She’s in the kitchen.”“Open the dr, please.”“Lk! They’re in the dr.”
· 能够在情景中运用句型 “—Is she in the…? —Yes, she is./N, she isn’t.”“Where are the…?”“—Are they in…? —Yes, they are./ N, they aren’t.”询问物品或人物的位置并作出相应判断
·能够在情景中运用句子“Open the dr, please.”提出行动建议
·能够按意群朗读描述起居室（living rm）的小文段
词汇
·能够听、说、认读单词或短语“bedrm, living rm, study, kitchen, bathrm, bed, phne, table, sfa, fridge”
·能够在有意义的语境中抄写单元话题词汇
·能够正确使用上述词汇描述家里的居室及物品设施
语音
·能够掌握u-e的发音规则,即u-e在单词中发长音/ju:/
·能够读出符合u-e发音规则的单词，并能够根据发音拼写出符合u-e发音规则的单词
情感态度、文化意识、学习策略目标：
·能够在生活中主动询问别人或对别人的询问能够热情应答
·能够感受到家的温馨,从而激发学生爱家、爱家人的情感
·能够主动收拾物品并摆放整齐,养成良好的生活习惯
·能够逐步做到见到符合u-e发音规则的单词能够拼读,听到符合u-e发音规则的单词能够拼写
课时安排
第一课时： Part A Let’s talk & Let’s play
第二课时： Part A Let’s learn & Let’s d
第三课时： Part A Let’s spell
第四课时： Part B Let’s talk & Ask, answer and write
第五课时： Part B Let’s learn & Let’s play
第六课时： Part B Read and write & Let’s check & Let’s sing
课时教学内容
课时教学目标
Let’s talk
·能够通过观察、谈论Let’s talk板块的图片，在图片、PPT和老师的帮助下理解对话大意
·能够用正确的语音、语调朗读对话
·能够在情景中运用句型“—Is she in the…?—Yes, she is./N, she isn’t.”询问物品或人物的位置,同时作出判断
·能够在情景中恰当运用句型“—Where is she? —She’s in the kitchen.”
·能够在语境中理解新词汇“living rm, study, kitchen”的意思,并能够正确发音
Let’s play
·能够通过本板块提供的教学活动，操练并巩固本课时的重要句型“—Is it in…?—Yes, it is./ N, it isn’t.”
Step 1: Warm-up & Revisin & Lead-in
1. Greetings.
Teaching purpse
再通过互动问答的方式，引导学生进一步操练，为本课时的学习奠定基础。
2. Sing a sng—Shrt vwel sng.（课件出示：三下教材P69歌曲的视频）
3. Free talk.
Review the sentence structures “—Where’s…? —It’s in / n / under…”（课件出示：球在课桌不同方位的图片）
T: Where’s the ball?
Ss: It’s in/ n/ under the desk.
Ask and answer with ther things.
T: Where’s the bk/ pen/ pencil…?
Ss: It’s in/ n/ under…
Step 2: Presentatin
1. Learn the new vcabulary.
Teaching purpse
通过设置情景，让学生在情景中熟悉新词汇和感知新句型。通过猜测的方式让学生练习一般疑问句及其答语。
（1）Present the picture f Amy’s hme in the main scene.（课件出示：Unit 4主情景图中Amy家的图片）
T: Lk, this is Amy’s hme. Let’s g and have a lk. This is the bedrm/ study/ living rm/ kitchen/ bathrm. S in Unit 4 we’ll talk abut “hme”.
Write dwn the tpic “Unit 4 My hme” n the blackbard.
T:（Pint t the bedrm.）Lk! What can yu see in this rm?
Ss: A bed.
T: Great! We can see a bed in the rm, bed + rm=bedrm.
Write dwn the wrd “bedrm” n the blackbard and teach it.
T: Fllw me: bed, bed, rm, rm, bedrm.
Practice the wrd “bedrm” in grups r ne by ne.
T:（Pint t the study.）Is this a bedrm?
Ss: N, it isn’t.
T: It’s a study. We can see a cmputer n the desk. We can see many bks in the bkcase. We study hard in the study.
Write dwn the wrd “study” n the blackbard and teach it.
T: Please read after me. If I read it in a lw vice, yu read it ludly. If I read it ludly, yu read it in a lw vice.
Teach the new vcabulary “living rm, kitchen, bathrm” in the same way as abve.
T: Amy’s hme is very nice.
（2）Present the pictures f a hme and a dg.（课件出示：家庭居室图和小狗在厨房的图）Talk with students.
T: Lk! I have a dg. She’s cute. I lve my dg. But I can’t find her nw. Oh! Where’s the dg? Is she in the living rm/ bedrm/ study/ bathrm?
(Help students answer the questins.)
Ss: N, she isn’t.
T: Is she in the kitchen?
Ss: Yes, she is.
2. Let’s talk.
Teaching purpse
通过问题引导学生观察并讨论图片，借助问题和图片预测文本内容，使学生带有目的性地去听录音。
（1）Present the pictures f “Let’s talk” and lead students t predict the main idea f the dialgue.（课件出示：教材P38 Let’s talk 板块的图片）
T: Lk, this is Amy’s hme. What rms can yu see in the pictures?
Ss: I can see a bedrm, a living rm, a study and a kitchen.
(2) Present the questins abut “Let’s talk” n the PPT.
Play the recrding. (出示课件) Ask students t answer the questins and underline the key wrds f the answers in their bks.
T: What are Amy and Sarah ding?
Ss: They are lking fr the cat.
Shw the fur pictures f “Let’s talk” in turn n the PPT. (课件依次出示：教材P38 Let’s talk 板块的四幅图片)
T: Amy and Sarah are in the bedrm. Is the cat in the bedrm?
S1: N, she isn’t.
T: Nw they are in the living rm. Is the cat in the living rm?
S2: N, she isn’t.
T: Nw they are in the study. Is the cat in the study?
S3: N, she isn’t.
T: The cat isn’t in the bedrm, the living rm r the study. Where is she?
Teaching purpse
通过三个活动，使学生能够充分理解对话内容，并且能够正确地朗读对话。不同形式的朗读活动使学生逐步理解并掌握本课时的重点句型，为其熟练表达奠定基础。
Ss: She’s in the kitchen.
T: Very gd!
(3) Read after the recrding.
T: Bys and girls, let’s read the dialgue after the recrding. Please listen and read carefully.
(4) Read the dialgue in different rles.
(5) Act it ut.
T: Nw we’ll find the best actr r actress. Please cme t the frnt and shw the dialgue.
Step 3: Practice
1. Recgnize the pictures.
Present the pictures quickly. （课件出示：客厅、厨房和书房的图片）
T: Say the wrds r the phrase quickly.
2. Let’s play hide-and-seek.
Teaching purpse
通过hide-and-seek游戏进一步巩固和练习新词汇及句型“—Is it in the…? —Yes, it is./ N, it isn’t.”。
Ask students t play the game in pairs. Make a mdel with a student.
Let the student hide a pen when the teacher clses his/her eyes. Then pen the eyes and guess.
S1: I have a pen. It’s nice. Where’s my pen?
T: Is it n yur desk? S1: N, it isn’t.
T: Is it in yur desk? S1: N, it isn’t.
T: Is it under yur desk? S1: N, it isn’t.
T: Is it in yur hand? S1: Yes, it is.
T: Nw, play hide-and-seek with yur partner.
Step 4: Cnslidatin & Extensin
1. Let’s chant.
Make up a chant accrding t the dialgue f “Let’s talk”.
Teaching purpse
通过“寻找小五”的游戏，充分调动学生的积极性。让学生在情境中合理运用所学句型，可以激发学生的英语学习动力，并培养学生的竞争意识。
Change the wrds t adapt the chant. Then have a shw.
2. Play a game—“Lk fr Xiawu.”
（1）Present the picture f Xiawu.（课件出示：小五在客厅看电视的图片）Ask students t cmpete in grups.
T: Wh is he? He’s Xiawu. He is watching TV nw. Oh, he’s missing! Where is he? Let’s g and lk fr him.（课件出示：小五家的居室图）
(2) Read ut the names f the rms in grups.
Practice the vcabulary “bedrm, living rm, kitchen, bathrm, study”.
(3) Lk fr Xiawu.
The grup that finds Xiawu first will be the winner.
Practice the sentence structures “—Is he in the…? —Yes, he is. / N, he isn’t.”“—Where is he? —He is in…”
▶板书设计
▶作业设计
1. Practice the dialgue.
2. Practice the sentence structures “—Is she in the…? —Yes, she is. / N, she isn’t.” with yur partner.
3. D the exercises.（见“”系列丛书《创优作业100分》或《状元作业本》对应课时作业）
▶教学反思
1. 由歌曲视频引入，带领学生边唱边复习句型“—Where’s…? —It’s in/ n/ under…”，再在自由谈话中巩固该句型，进而激发学生的兴趣，为新课做好铺垫。
2. 创设与现实生活及教材内容相近的语境，在特定语境中导入新词汇和句型，再自然地开展教学内容。环环相扣，层层深入，让学生轻松地掌握教学重点。
3. 设计的活动形式丰富、易操作，且具备层次感，有效地提升了学生的核心素养。在教学过程中，以学生为本，以解决问题为导向，引导学生自主学习。
4. 板书设计清晰明了，重点突出，起到了很好的辅助作用。
▶Teaching Cntents & Teaching Aims
Let’s talk
·Be able t understand the main idea f the dialgue by bserving and talking abut the pictures.
·Be able t read the dialgue with the crrect prnunciatin and intnatin.
·Be able t use the key sentence structures “—Is she in the…? —Yes, she is./ N, she isn’t.” t ask and judge the lcatin f bjects r characters in situatins.
·Be able t use the key sentence structures “—Where is she? —She’s in the kitchen.” prperly in situatins.
·Be able t understand the new vcabulary in cntext and prnunce crrectly.
Let’s play
·Be able t practice and cnslidate the key sentence structures by the prvided teaching activity.
▶Teaching Pririties
·Be able t understand and speak the sentence structures “—Where is she? —She is in the kitchen.” “Is she in the…? —Yes, she is./ N, she isn’t.”
·Be able t understand and use the key vcabulary “living rm, study, kitchen”.
·Be able t understand, read and act the dialgue in different rles.
▶Teaching Difficulties
·Be able t use the key sentence structures crrectly in situatins t ask and describe the lcatin f characters r bjects and make a judgement at the same time.
▶Teaching Prcedures
Teaching Stages
Teacher’ s Activities
Students’ Activities
Teaching Purpses
Warm-up
&
Revisin
&
Lead-in
1. Greetings.
2. Sing a sng—Shrt vwel sng.
3. Free talk.
Shw sme pictures. Ask sme questins.
1. Greetings.
2. Sing a sng.
3. Answer the questins.
Cultivate students’ learning interest. Review and cnslidate the sentence structures “—Where is…?—It’s in/ n/ under…” Lay the fundatin fr this class.
Presentatin
1. Learn the new vcabulary.
（1）Present the picture f Amy’s hme. Teach the new vcabulary“bedrm, study, living rm, bathrm, kitchen”.
（2）Present the pictures f a hme and a dg. Talk with students. Teach the new sentence structures.
（1）Learn the new vcabulary.
（2）Talk with the teacher.
Learn the new sentence structures.
Let students learn the new vcabulary and perceive the new sentence structures in the situatin. Lead students t practice the general questins and the answers by guessing.
2. Let’s talk.
(1) Present the pictures. Ask students t predict the main idea f the dialgue and describe the pictures simply.
(2) Play the recrding and ask the questins.
(3) Play the recrding again.
(4) Ask students t read the dialgue in different rles.
(5) Ask students t act it ut.
(1) Predict the main idea and describe the pictures simply.
(2) Listen t the recrding, then answer the questins.
(3) Read after the recrding.
(4) Read the dialgue in different rles.
(5) Act it ut.
Help students understand the cntent f the dialgue and read the dialgue crrectly. Lead them t master the key sentence structures f this lessn by different frms. Lay the fundatin fr their skillful expressin.
Practice
1. Present the pictures.
2. Let’s play hide-and-seek.
Ask students t play the game in pairs. Make a mdel with a student.
1. Say the new vcabulary quickly.
2. Play hide-and-seek with the partner.
Further cnslidate and practice the new vcabulary and sentence structures by the game hide-and-seek prvided in this sectin.
Cnslidatin
&
Extensin
1. Let’s chant.
Make up a chant accrding t the dialgue f “Let’s talk”.
2. Play a game—“Lk fr Xiawu.”
Shw the pictures.
1. Make up a chant and have a shw.
2. Cmpete in grups.
Lk at the pictures.
Read ut the names f the rms in grups.
Lk fr Xiawu by asking and answering with the key sentence structures.
By making up a chant and play the game, aruse students’ enthusiasm f learning English. Lead students t practice the sentence structures actively. Cultivate their sense f cmpetitin and respnsibility.
Hmewrk
1. Practice the dialgue.
2. Practice the sentence structures “—Is she in the…? —Yes, she is. / N, she isn’t.” with yur partner.
3. D the exercises.
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