(共39张PPT)
Unit
4
My
home
PEP·四年级上册
Part
B
Let’s
talk
&
Ask,
answer
and
write
A
guessing
game—“Where
is
my
pen?”
Guess,
please.
Let’s
chant.
Lead-in.
A:
Where’s
the
ball?
B:
_________________.
It’s
near
the
chair
It’s
on
the
chair
It’s
under
the
chair
A:
What
are
these?
B:
They
are
balls.
A:
Where
are
the
balls?
Guess!
Are
they…?
B:
…
A:
Amy
can’t
find
her
cat.
Let’s
help
her!
Is
she
in
the
kitchen?
Guess!
B:
Yes,
she
is./No,
she
isn’t.
Open
the
door.
Let's
have
a
look!
The
cat
is
near
the
table.
We
eat
beside
the
table,
the
desk
is
for
studying
and
working.
table
desk
—Are
they…?
—No,
they
aren’t.
Look
and
predict.
Watch
the
video
and
answer
the
questions.
(1)Are
the
keys
on
the
table?
(2)Are
they
near
the
phone?
(3)Where
are
the
keys?
Underline
the
answers
in
the
book.
Watch
the
video
again
and
check
the
answers.
(1)Are
the
keys
on
the
table?
No,
they
aren’t.
(2)Are
they
near
the
phone?
(3)Where
are
the
keys?
No,
they
aren’t.
They’re
in
the
door.
—Where
are
the
keys?
—They’re
in
the
door.
Read
and
act.
(1)
Read
after
the
recording
and
pay
attention
to
the
pronunciation
and
the
intonation.
(2)
Practice
the
dialogue
in
groups.
(3)
Act
out
the
dialogue.
Read
in
groups
k
b
p
g
p
Ask,
answer
and
write
A
letter
“p”
in
the
circle
on
the
desk.
It
means
“The
pens
are
on
the
desk.”
Please
read
what
Sarah
and
Wu
Yifan
say.
Where
are
the
pens?
Are
they
under
the
desk?
No,
they
aren’t.
Are
they
on
the
desk?
Yes,
they
are.
Ask,
answer
and
write
Read
in
groups
Read
the
dialogue
of
Sarah
and
Wu
Yifan.
Play
the
game
in
pairs
according
to
the
dialogue.
Show
the
dialogues.
k
b
p
g
p
k
b
g
A
guessing
game—“What
is
it?
/What
are
they?”
Look
at
this
picture.
This
is
a
study.
What
can
you
see
in
the
study?
Now,
I
will
say
a
thing.
Please
guess
what
it
is
or
what
they
are.
Listen
carefully.
—They
are
near
the
phone.
What
are
they?
—______________.
—No,
they
aren’t.
—______________.
They
are
keys
They
are
books
—They
are
…
the…
What
are
they?
—______________.
—No,
they
aren’t.
—______________.
They
are
...
They
are
...
Ask
and
answer
in
pairs
as
above.
Play
a
game—“The
cat
catches
mice.”
A
cat
that
catches
a
mouse
is
a
good
cat.
There
are
three
mice
in
Amy’s
house.
Where
are
they?
The
group
that
can
catch
the
most
mice
is
the
winner.
group
1
group
2
group
3
group
4
red
cat
white
cat
black
cat
yellow
cat
Where
are
the
mice?
—Where
are
the
mice?
—Are
they
in
the…
(bedroom/living
room/study/kitchen/bathroom/…)?
—Yes,
they
are./No,
they
aren’t.
—Are
they
under/behind/near…the…
(bed/phone/table/door…)?
—Yes,
they
are./No,
they
aren’t.
Blackboard
design
Unit
4
My
home
Open
the
door,
please.
—Where
are
the
keys?
—They’re
in
the
door.
—Are
they…
(on
the
table/near
the
phone)?
—No,
they
aren’t./Yes,
they
are.
Listen
and
imitate
the
dialogue
for
three
times.
Do
the
exercises.
HomeworkThe
fourth
period(第四课时)
Part
B
Let’s
talk
&
Ask,
answer
and
write
?教学内容与目标
课时教学内容
课时教学目标
Let’s
talk
·能够理解对话大意；能够用正确的语音、语调朗读对话·能够在情景中运用句型“Where
are…?”“—Are
they
on/
near…?—Yes,
they
are./
No,
they
aren’t.”询问物品的位置,同时作出判断·能够在情景中恰当运用功能句“Open
the
door,
please.”提出行动建议
Ask,
answer
and
write
·能够在游戏中进一步巩固和运用“询问复数物品的位置并作出应答”的句型
?教学重点
1.
能够听懂、会说句型“Where
are
they?”“—Are
they…?
—Yes,
they
are./
No,
they
aren’t.”。
2.
能够理解并正确朗读课文对话，发音准确、语调自然。
?教学难点
1.
能够在真实的语境中运用本课的句型来询问物品或人物的位置，并进行回答。
2.
能够正确使用单复数形式。
?教学过程
Step
1:
Warm-up
&
Revision
&
Lead-in
1.
Greetings.
2.
A
guessing
game—“Where
is
my
pen?”
T:
Look,
it’s
my
pen.
Now
close
your
eyes,
please.（将钢笔藏在一个地方）Open
your
eyes,
please.
Where
is
my
pen
now?
You
can
ask
me
like
this:
Is
it
in/
on/
under…
the…?
Guess,
please.
S1:
Is
it
in
the
desk?
T:
No,
it
isn’t.
…
3.
Let’s
chant.
Present
the
chant.
Ask
students
to
read
together.
4.
Lead-in.
(课件出示：一个球分别在椅子上面/旁边/下面；紧接着把一个球换成三个）
T:
Look!
It’s
a
ball.
Where
is
the
ball?
Ss:
It’s
on/
near/
under
the
chair.
T:
What
are
these?
Ss:
They
are
balls.
T:
Where
are
the
balls?
Guess!
Ss:
Are
they…?
…
Step
2:
Presentation
1.
Teach
the
new
words
and
sentences.
(课件出示：教材Unit
4主情景图中Amy家的图片)
T:
Amy
can’t
find
her
cat.
Let’s
help
her!
Is
she
in
the
kitchen?
Guess!
Ss:
Yes,
she
is.
/
No,
she
isn’t.
T:
Open
the
door.
Let’s
have
a
look!
Follow
me:
Open
the
door.
(Help
students
understand
the
sentence
with
the
action.)
Ss:
…
T:
The
cat
is
near
the
table.
Table,
table,
ta/te?/-ble/bl/,
table.
Read
after
me.
Write
down
the
word
“table”
on
the
blackboard
and
teach
it.
T:
(课件出示：table与desk的对比图)
We
eat
beside
the
table,
the
desk
is
for
studying
and
working.
(课件出示：教材Unit
4主情景图中Amy家的图片)
T:
Look
at
the
table.
What’s
on
the
table?
Ss:
…
T:
(With
a
gesture.)
Yes,
it’s
a
phone.
Phone,
phone,
ph/f/
-one/??n/,
…
Ss:
…
T:
Now,
Amy
can’t
find
her
crayons.
Let’s
help
her!
Are
they
in
the
kitchen?
Ss:
No,
they
aren’t.
They
are
in
the
study.
T:
Are
they
on
the
desk?
Ss:
No,
they
aren’t.
They
are
near
the
desk.
Write
down
the
sentence
structures
“—Are
they…?
—No,
they
aren’t.”
on
the
blackboard
and
teach
them.
2.
Let’s
talk.
(1)
Look
and
predict.
Show
the
pictures
of
“Let’s
talk”
and
lead
students
to
predict.
(课件出示：教材P41
Let’s
talk板块的图片)
T:
Who
are
they?
Ss:
John
and
his
mother.
T:
What’s
in
John’s
hand
in
Picture
1?
Ss:
Keys.
T:
Follow
me:
k/k/-ey/i:/,
key/ki:/,
keys/ki:z/.
Write
down
the
word
“key”
on
the
blackboard.
T:
What
are
they
talking
about?
Ss:
They
are
talking
about
the
keys.
They
can’t
find
the
keys.
(2)
Watch
the
video
and
answer
the
questions.
Play
the
video
and
show
the
questions.
(课件出示：教材P41
Let’s
talk板块的视频)
Ask
students
to
underline
the
answers
in
the
book.
(3)
Watch
the
video
again
and
check
the
answers.
T:
Are
the
keys
on
the
table?
Ss:
No,
they
aren’t.
T:
Are
they
near
the
phone?
Ss:
No,
they
aren’t.
T:
Where
are
the
keys?
Ss:
They’re
in
the
door.
Write
down
the
sentences
“—Where
are
the
keys?
—They’re
in
the
door.”
on
the
blackboard
and
teach
them.
Step
3:
Practice
1.
Read
and
act.
(1)
Ask
students
to
read
after
the
recording
and
pay
attention
to
the
pronunciation
and
the
intonation.
(2)
Let
students
practice
the
dialogue
in
groups.
(3)
Act
out
the
dialogue.
2.
Ask,
answer
and
write.
(1)
Show
the
picture
of
“Ask,
answer
and
write”.（出示课件）
T:
Look!
Sarah
writes
a
letter
“p”
in
the
circle
on
the
desk.
It
means
“The
pens
are
on
the
desk.”
Please
read
what
Sarah
and
Wu
Yifan
say.
Read
the
dialogue
of
Sarah
and
Wu
Yifan.
(2)
Ask
students
to
play
the
game
in
pairs
according
to
the
dialogue.
T:
Look
at
the
picture.
You
can
write
k
(keys),
b
(book),
p
(pens),
g
(glasses)
in
the
circles.
Then
your
partner
guesses
where
you
write
them.
Guess
them
like
Sarah
and
Wu
Yifan.
(3)
Show
the
dialogues.
Step
4:
Consolidation
&
Extension
1.
A
guessing
game—“What
is
it?
/
What
are
they?”
T:
(课件出示：书房场景图)
Look
at
this
picture.
This
is
a
study.
What
can
you
see
in
the
study?
Ss:
…
T:
Now,
I
will
say
a
thing.
Please
guess
what
it
is
or
what
they
are.
Listen
carefully.
They
are
near
the
phone.
What
are
they?
S1:
They
are
keys.
T:
No,
they
aren’t.
S2:
They
are
books.
T:
Yes,
they
are
books.
T:
Please
ask
and
answer
in
pairs
as
above.
Which
pair
wants
to
show
your
dialogue?
2.
Play
a
game—“The
cat
catches
mice.”
Divide
students
into
four
groups:
red
cat,
white
cat,
black
cat
and
yellow
cat.
T:
A
cat
that
catches
a
mouse
is
a
good
cat.
There
are
three
mice
in
Amy’s
home.
Where
are
they?
The
group
that
can
catch
the
most
mice
is
the
winner.
（课件出示：老鼠在Amy家各个房间躲藏：1.
老鼠跑进卧室，藏在床底下；2.
老鼠跑进客厅，藏在沙发后面；3.
老鼠跑进书房，藏在桌子底下；4.
老鼠跑进厨房，藏在门后面）
—Where
are
the
mice?
—Are
they
in
the…（bedroom/
living
room/
study/
kitchen/
bathroom/…）?
—Yes,
they
are.
/
No,
they
aren’t.
—Are
they
under/
behind/
near…the…(bed/
phone/
table/
door/…)?
—Yes,
they
are./
No,
they
aren’t.
?板书设计
?作业设计
1.
Listen
and
imitate
the
dialogue
for
three
times.
2.
Do
the
exercises.
?教学反思
1.
教学过程中采用了以旧知带新知的学习方法，在复习单数形式的问句和答语的基础上，再进一步学习复数形式的句型，从而使学生在掌握新知时有一个阶梯性的接受过程。
2.
利用多媒体先整体、再分段展开教学，通过问题引导学生的学习，帮助学生理解文本，并在文本中感知新单词、新句型。
3.
教学活动形式多样、有趣、易操作且具备层次感，有效地激发了学生的学习兴趣，并帮助学生在真实的情境中自然地使用所学语言。
4.
板书设计清晰明了，重点突出，起到了很好的辅助作用。
?Teaching
Contents
&
Teaching
Aims
Let’s
talk
?·Be
able
to
understand
the
main
idea
of
the
dialogue
and
read
the
dialogue
with
the
correct
pronunciation
and
intonation.
?·Be
able
to
use
the
sentence
structures“Where
are…?”“—Are
they
on/
near…?—Yes,
they
are./
No,
they
aren’t.”to
ask
and
answer
the
location
of
objects
in
situations.
?·Be
able
to
use
the
functional
sentence“Open
the
door,
please.”appropriately
in
situations
to
put
forward
action
suggestions.
Ask,
answer
and
write
?·Be
able
to
consolidate
and
use
the
sentence
structures
“Where
are…?”“—Are
they
on/
near…?
—Yes,
they
are./
No,
they
aren’t.”
in
the
games.
?Teaching
Priorities
·Be
able
to
understand
and
use
the
sentence
structures
“Where
are…?”“—Are
they
on/near…?
—Yes,
they
are.
/
No,
they
aren’t.”
·Be
able
to
understand
and
read
the
dialogue
correctly
with
accurate
pronunciation
and
natural
intonation.
?Teaching
Difficulties
·Be
able
to
use
the
sentence
structures
of
this
lesson
in
real
context
to
ask
and
answer
the
location
of
objects
or
characters.
·Be
able
to
use
the
singular
forms
and
the
plural
forms
correctly.
?Teaching
Procedures
Teaching
Stages
Teacher’
s
Activities
Students’
Activities
Teaching
Purposes
Warm-up&Revision
&Lead-in
1.
Greetings.2.
A
guessing
game.3.
Let’s
chant.4.
Lead-in.
1.
Greetings.2.
Play
a
game.3.
Read
the
chant.4.
Answer
the
questions.
Help
students
review
prepositions,
feel
the
difference
between
the
singular
forms
and
the
plural
forms.
Prepare
for
the
study
of
the
new
lesson.
Presentation
1.
Teach
the
new
words
and
sentences.
Learn
the
new
words
and
sentences.
Lead
students
to
learn
new
words
and
perceive
new
sentence
structures
by
setting
up
the
situation.
2.
Let’s
talk.(1)
Look
and
predict.Show
the
pictures.(2)
Play
the
video
and
ask
the
questions.(3)
Play
the
video
again
and
check
the
answers.
Teach
the
sentences
“—Where
are
the
keys?
—They’re
in
the
door.”
(1)
Look
and
predict.(2)
Watch
the
video
and
answer
the
questions.(3)
Watch
the
video
again
and
check
the
answers.
Learn
the
sentences.
Ask
questions
to
arouse
students’
reading
interest
and
make
them
watch
the
video
with
questions.
Cultivate
students’
ability
of
observation
and
logical
reasoning.
Practice
1.
Read
and
act.(1)
Play
the
recording.(2)
Let
students
practice
the
dialogue
in
groups.(3)
Let
students
act
out
the
dialogue.
(1)
Read
after
the
recording.(2)
Practice
the
dialogue
in
groups.(3)
Act
out
the
dialogue.
Let
students
gradually
understand
and
master
the
key
sentence
structures
in
this
lesson,
and
lay
the
foundation
for
their
skillful
expression.
2.
Ask,
answer
and
write.(1)
Show
the
picture.(2)
Ask
students
to
play
the
game
in
pairs.(3)
Ask
students
to
show
the
dialogues.
(1)
Look
at
the
picture
and
read
the
dialogue.(2)
Play
the
game
in
pairs.(3)
Show
the
dialogues.
Provide
a
real
context
for
students
to
use
the
key
sentence
structures
to
help
them
master
the
knowledge
better
and
improve
their
oral
expression
ability.
Consolidation&Extension
1.
A
guessing
game—“What
is
it?
/
What
are
they?”2.
Play
a
game—“The
cat
catches
mice.”
1.
Work
in
pairs.2.
Work
in
groups.
Through
the
two
activities,
create
interesting
situations
for
students
to
practice
and
use
the
key
language
they
have
learned
enjoyably.
Homework
1.
Listen
and
imitate
the
dialogue
for
three
times.2.
Do
the
exercises.
Teaching
purpose
通过游戏和chant来复习A部分的重点句型，帮助学生唤醒他们的已有知识，并为下一环节的学习做好准备。
Teaching
purpose
通过变换物品的数量对物品的不同位置进行询问，使学生感受单复数之间的区别并复习介词，
为新课的学习做铺垫。
Teaching
purpose
设置情景，让学生在语境中熟悉新单词，感知新句型。
Teaching
purpose
通过提问和讨论图片激发学生的阅读兴趣，引导学生预测文本内容，培养学生的观察能力和逻辑推理能力，并使学生带着问题认真观看视频，整体感知文本，获取有用信息。
Teaching
purpose
该部分三个活动使学生能够充分理解文本内容，并能够正确朗读对话。在不同形式的朗读和表演活动中，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。
Teaching
purpose
为学生提供一个相对真实的语境来运用重点句型，帮助学生更好地掌握重点句型，提高其口语表达能力。
Teaching
purpose
通过两个游戏活动，创设有趣的情景，让学生在特定的语境中快乐地操练所学的核心语言。
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