The
sixth
period(第六课时)
Part
B
Read
and
write
&
Let’s
check
&
Let’s
sing
?教学内容与目标
课时教学内容
课时教学目标
Read
and
write
·能够读懂描述起居室的小短文,完成图片与文字的连线以及描述钥匙位置的任务·能够按意群和正确的语音、语调朗读小短文·能够在有意义的语境中抄写单元的话题词汇并将句子补充完整·能够综合运用本单元的核心词句
Let’s
check
·检测本单元A、B部分的核心句型·考查单元核心词汇的认读和意义的理解
Let’s
sing
·能够了解歌词的意义并且能够清晰准确地歌唱
?教学重点
1.
能够听懂、会说、认读本单元的重点词汇。
2.
能够完成阅读、判断、匹配等活动，正确理解、运用本单元的重点句型。
?教学难点
能够在有意义的语境中抄写单元的话题词汇并将句子补充完整。
?教学准备
1.预习本课时的相关内容。
2.
PPT课件、课文录音、视频等。
?教学过程
Step
1:
Warm-up
&
Revision①
1.
Greetings.
2.
Enjoy
the
song—My
home.
Play
the
song
of
“Let’s
sing”.
(课件出示：教材P44
Let’s
sing板块的歌曲)
3.
Sharp
eyes.
Present
the
vocabulary
“bedroom,
living
room,
study,
kitchen,
bathroom,
key,
sofa,
bed,
fridge,
table,
phone”
one
by
one.
(出示课件)
Ask
students
to
read
them
out.
Write
down
the
vocabulary
on
the
blackboard.
4.
Revision.②
Present
the
picture
of
“Let’s
learn”
on
page
42.
(出示课件)
Talk
about
the
picture
with
students.
T:
This
is
a
bedroom.
It
has
a
blue
bed.
The
bed
is
near
the
window.
A
teddy
bear
is
on
the
bed.
Step
2:
Presentation
1.
Pre-reading.③
Present
the
picture
of
Wu
Yifan’s
living
room.
(课件出示：教材P43
Read
and
write板块中吴一凡家的客厅图片)
T:
Look,
this
is
Wu
Yifan’s
living
room.
What
are
in
the
living
room?
Ss:
A
TV,
a
table,
a
fridge,
a
phone
and
a
sofa.
T:
Where
is
the
TV?
S1:
It’s
on
the
wall.
T:
Where
is
the
phone?
S2:
It’s
on
the
table.
T:
Where
is
the
fridge?
S3:
It’s
near
the
table.
T:
Oh,
the
living
room
is
clean
and
tidy.（课件出示：教材P43
Read
and
match左侧的物品图片）
There
are
some
books
and
pens,
a
bag
and
a
pair
of
glasses.
Guess!
Where
are
the
books?
Where
are
the
pens?
Where
is
the
bag?
And
where
are
the
glasses?
Ss:
…
2.
While-reading.④
(1)
Present
the
passage
of
“Read
and
write”.
(出示课件)
Ask
students
to
read
the
passage
carefully.
Pay
attention
to
underlining
the
key
phrases
of
the
questions.
T:
Where
are
the
books?
Where
are
the
pens?
Where
is
the
bag?
Where
are
the
glasses?
Now
put
these
things
in
the
right
places.
Answer
the
questions
and
match.
(2)
Check
the
answers
with
students.
Answers:
1.
The
books
are
on
the
sofa.
2.
The
pens
are
on
the
fridge.
3.
The
bag
is
under
the
table.
4.
The
glasses
are
near
the
phone.
T:
Wu
Yifan
can’t
find
his
keys.
Can
you
help
him?
Where
are
the
keys?
Ask
students
to
look
at
the
picture
of
Wu
Yifan’s
living
room
again
and
find
the
keys.
(出示课件)
Ss:
They
are
near
the
sofa.
(3)
Listen
to
the
recording
and
repeat
it.
①Read
after
the
recording.
②Read
the
passage
together.
③Repeat
the
text.
3.
Post-reading.⑤
(1)
Look,
choose
and
write.
(课件出示：教材P43
Look,
choose
and
write中第一部分的图片及练习)
Let
students
read
the
vocabulary
“living
room,
bedroom,
kitchen,
bathroom,
study”
first.
T:
Let’s
go
and
visit
other
rooms.
Look
at
Picture
1.
Answer
the
questions:
Where
is
the
sofa?
Where
is
the
picture?
Ss:
The
sofa
is
in
the
living
room.
The
picture
is
on
the
wall.
It’s
in
the
living
room,
too.
T:
Look
at
Picture
2.
Where
is
the
bed?
Where
are
the
chairs?
Ss:
The
bed
is
in
the
bedroom.
The
chairs
are
in
the
bedroom,
too.
T:
Great!
Let’s
finish
the
exercises.
Finish
the
exercises
and
check
the
answers.
Answers:
The
sofa
is
in
the
living
room.
The
chairs
are
in
the
bedroom.
(2)
Write
about
your
room.
(课件出示：整洁的客厅图片与脏乱的客厅图片)
T:
Which
room
do
you
like?
…
Yes.
Picture
1.
East
or
west,
home
is
the
best.
We
must
keep
our
home
clean
and
tidy.
After
visiting
Wu
Yifan’s
home,
you
may
have
some
ideas
about
your
room.
Now
write
about
your
room
in
your
book.
(课件出示：Look,
choose
and
write中第二部分的图片及练习)
Let
students
read
the
words
“phone,
sofa,
table,
chairs,
fridge,
bed”
together
first.
T:
When
you
write
sentences,
you
should
pay
attention
to
capitalizing
the
first
letter,
the
punctuation
marks
and
the
spelling
of
words.
After
that,
please
share
your
ideas
with
your
partner.
Let’s
do
it!
Answers:
The
TV
is
in
the
living
room.
The
books
are
in
the
study.
(3)
Listen
and
tick
or
cross.⑥
①Present
the
pictures
of
“Listen
and
tick
or
cross”.
(课件出示：教材P44
Listen
and
tick
or
cross部分的图片)
T:
Can
you
see
the
glasses
in
the
first
picture?
Where
are
they?
S1:
…
T:
Can
you
see
the
keys
in
the
second
picture?
Where
are
they?
S2:
…
T:
Where
are
the
books
in
the
third
picture?
S3:
…
T:
Where
is
Mike?
S4:
…
②Listen
and
tick
or
cross.
T:
Now,
please
listen
and
tick
or
cross.
(课件出示：教材P44
Listen
and
tick
or
cross部分的音频)
Pay
attention
to
the
key
words.
③Check
the
answers.
Listen
to
the
recording
again
and
check
the
answers
together.
Answers:
√
×
√
×
Step
3:
Practice⑦
Look
and
tick.
(1)
Present
the
pictures
of
“FOR
RENT”
of
“Look
and
tick”.（出示课件）
T:
“For
rent”
means
“出租”.
What
can
we
know
from
the
ads?
Please
discuss
with
your
partner.S1：
It
has
two
bedrooms,
a
living
room,
a
kitchen
and
two
bathrooms
in
the
first
“FOR
RENT”.
S2:
It
has
a
bedroom,
a
living
room,
a
kitchen
and
a
bathroom
in
the
second
“FOR
RENT”.
(2)
Present
the
picture
of
the
house
in
“Look
and
tick”.
(课件出示：教材P44
Look
and
tick部分中右边房子的图片)
T:
Look
at
the
picture.
How
many
rooms
are
there?
What
are
they?
Ss:
Four
rooms.
A
bedroom,
a
living
room,
a
kitchen
and
a
bathroom.
T:
Now,
look
and
tick.
Which
is
right?
Show
me
your
answer,
please.
(3)
Check
the
answer.
Answer:
The
second
“FOR
RENT”
is
right.
Step
4:
Consolidation
&
Extension
1.
Introduce
your
home.⑧
Present
a
picture
of
a
home
and
introduce
it.
(课件出示：房子的居室图)
T:
Boys
and
girls,
this
is
my
home.
What
about
your
home?
Please
draw
and
introduce
your
home.
This
activity
is
carried
out
in
groups.
There
are
six
students
in
each
group.
Choose
the
best
one
from
the
groups
and
then
take
part
in
the
class
competition.
At
last,
select
the
best
one
to
show.
2.
For
rent.
Choose
some
pictures
of
students’
homes
and
show
them
in
class.
T:
Great!
These
houses
are
pretty.
Now
I’m
going
to
rent
these
houses.
Which
house
do
you
need?
Please
choose
it
and
give
your
reasons.
The
house
with
the
largest
number
of
choices
will
be
rated
as
the
most
popular
house
today.
Make
a
model:
I
like
this
house.
It
has
a
living
room,
a
bedroom,
a
study,
a
kitchen
and
a
bathroom…
3.
Let’s
sing.⑨
(1)
Learn
the
new
sentences.
T:
(课件出示：一台电视机)
What’s
this?
Ss:
It’s
a
TV.
T:（课件出示：鼠标点击电视机，电视机消失）Oh!
Where
has
the
TV
gone?
Where
can
it
be?
(Do
actions
to
help
students
understand
the
sentences.)
T:
Is
it
in
the
living
room?
(课件出示：没有电视机的客厅图片)
Ss:
No,
it
isn’t.
T:
Is
it
in
the
bedroom?
(课件出示：有电视机的卧室图片)
Ss:
Yes,
it
is.
T:
It’s
in
the
bedroom
with
me.
Present
the
pictures
of
the
phone
and
the
sofa.
(课件出示：电话和沙发的图片)
Practice
the
sentence
structures
in
the
same
way
as
above：
Where
has
the
telephone/
sofa
gone?
Where
can
it
be?
(2)
Listen
to
the
song—My
home.
(3)
Listen
to
the
song
again,
and
sing
along
with
it.
(4)
Sing
the
song
together.
?板书设计
?作业设计
1.
Read
the
text
three
times,
then
repeat
it.
2.
Draw
and
write
about
your
home.
3.
Do
the
exercises.
?教学反思
1.本课是本单元的最后一课，是一节复习课，教学内容包括听力、阅读等形式，本节课注重以多样化的活动引导学生在各种语境中完成本单元的复习。
2.突出学生学习的主体地位，注重对学生学习方法的指导，包括读的指导、听的指导和写的指导。
3.在阅读这部分时,从直观地看,到问答,再到跟读,让学生们对文段内容逐步熟悉,通过阅读问题，训练了学生在语篇中捕捉不同类型信息的能力。
4.充分利用现代化教育技术辅助教学，如出示图片帮助学生理解句意，充分利用多媒体的示范教学功能，起到正确的指向作用。
?Teaching
Contents
&
Teaching
Aims
Read
and
write
?·Be
able
to
read
and
understand
the
passage
of
describing
the
living
room,
match
the
pictures
with
the
text
and
complete
the
task
of
describing
the
position
of
the
keys.
?·Be
able
to
read
the
passage
according
to
the
sense
group
and
the
correct
pronunciation
and
intonation.
?·Be
able
to
copy
the
topic
vocabulary
of
this
unit
and
complete
the
sentences
in
context.
?·Be
able
to
use
the
key
vocabulary
and
sentence
structures
of
this
unit
synthetically.
Let’s
check
?·Check
the
key
sentence
structures
of
Part
A
and
Part
B
of
this
unit.
?·Check
the
recognition
and
understanding
of
the
key
vocabulary
of
this
unit.
Let’s
sing
·Be
able
to
understand
the
meaning
of
lyrics
and
sing
clearly
and
accurately.
?Teaching
Priorities
·Be
able
to
understand,
speak
and
read
the
key
vocabulary
of
this
unit.
·Be
able
to
complete
reading,
judgement,
matching
and
other
activities.
Understand
and
use
the
key
sentence
structures
of
this
unit
correctly.
?Teaching
Difficulties
·Be
able
to
copy
the
topic
vocabulary
of
this
unit
and
complete
the
sentences
in
context.
?Teaching
Procedures
Teaching
Stages
Teacher’
s
Activities
Students’
Activities
Teaching
Purposes
Warm-up&
Revision
1.
Greetings.2.
Enjoy
the
song—My
home.Play
the
song.3.
Sharp
eyes.Present
the
vocabulary.4.
Revision.Show
the
picture
and
talk
about
it
with
students.
1.
Greetings.2.
Enjoy
the
song—My
home.3.
Read
out
the
vocabulary.4.
Talk
about
the
picture.
Review
the
key
vocabulary
and
the
sentence
structures
of
this
unit
by
singing,
reading,
listening
and
speaking.
Prepare
for
the
later
reading.
Presentation
1.
Pre-reading.Present
the
picture
of
Wu
Yifan’s
living
room.
Look
at
the
picture
and
talk
about
Wu
Yifan’s
living
room.
By
observing
and
describing
the
picture,
review
the
key
vocabulary
and
the
sentence
structures
of
this
unit
to
prepare
for
the
reading
of
this
lesson.
2.
While-reading.(1)
Present
the
passage
and
ask
the
questions.(2)
Check
the
answers.(3)
Play
the
recording.
Let
students
repeat
the
text.
(1)
Read
the
passage
and
put
the
things
in
the
right
places.Answer
the
questions
and
match.(2)
Check
the
answers.(3)
Read
after
the
recording,
then
repeat
the
text.
Cultivate
students’
ability
of
obtaining
and
processing
information
by
close
reading.
Improve
students’
reading
skills.
3.
Post-reading.(1)
Look,
choose
and
write.Ask
the
questions
and
check
the
answers.(2)
Write
about
your
home.(3)
Listen
and
tick
or
cross.
(1)
Read
the
vocabulary
and
finish
the
exercises.Check
the
answers.(2)
Write
about
their
own
homes.(3)
Listen
to
the
recording,
then
tick
or
cross.Check
the
answers.
Check
whether
students
can
understand
the
sentences
and
read
the
words
correctly.
And
let
students
consolidate
their
knowledge
by
writing
sentences.
Practice
Look
and
tick.
(1)
Show
the
two
pictures
of
“FOR
RENT”.(2)
Present
the
picture
of
the
house.(3)
Check
the
answer.
(1)
Talk
about
“FOR
RENT”.(2)
Talk
about
the
house.(3)
Give
the
answer
and
check
it.
Test
students’
ability
of
reading
and
understanding
words.
Lead
students
to
observe
and
describe
the
pictures
independently.
Help
students
review
the
key
vocabulary
and
sentences
of
this
unit.
Develop
students’
learning
methods.
Consolidation&Extension
1.
Introduce
your
home.2.
For
rent.3.
Let’s
sing.
1.
Introduce
their
homes.2.
Design
a
renting
house
and
choose
one
“For
rent”
in
groups.3.
Learn
to
sing
the
song—My
home.
Cultivate
students’
comprehensive
ability
of
using
language.
Give
students
the
space
of
free
imagination
to
study
and
use
the
language
flexibly.
Homework
1.
Read
the
text
three
times,
then
repeat
it.2.
Draw
and
write
about
your
home.3.
Do
the
exercises.
Teaching
purpose①
以歌曲来热身，使学生在韵律中集中注意力，激发学生的学习兴趣。歌曲与本单元的重点内容息息相关，可以让学生在轻松欢快的氛围中准备进入本课内容的学习。
Teaching
purpose②
通过让学生描述图片中房间内的物品摆设，复习前面学过的句型，同时为后面的阅读做铺垫。
Teaching
purpose③
通过观察和描述图片，复习本单元的词汇和句型，为本课的阅读做准备。
Teaching
purpose④
通过细读环节，培养学生自主阅读获取信息和处理信息的能力，进而提高学生的阅读技巧，让学生扎实地掌握所学知识。
Teaching
purpose⑤
先引导学生观察图片中的内容，
然后再根据自己观察到的图片中的物品位置来选择正确的词汇进行填空，检验学生能否正确理解句子、认读词汇。最后让学生选择正确的词汇填写句子来介绍自己的房间，让学生在运用中巩固所学知识。
Teaching
purpose⑥
在完成听力练习之前，先引导学生观察图片，获取有用信息并推测考查点，做到有目的地听录音，培养学生听前预测的习惯，进而提高听力水平。
Teaching
purpose⑦
该活动旨在检验学生的认读和理解能力。引导学生自主观察图片并描述图片，帮助学生复习本单元的重点词句，同时对学生进行有效的练习技巧指导，注重对学生学习方法的培养。
Teaching
purpose⑧
创设真实的情境，让学生根据自己的实际情况画出图片，编写文段并展示，培养学生的综合语言运用能力。给学生自由想象的空间，真正地实现活学活用。
Teaching
purpose⑨
通过图片及教师提问等方法帮助学生逐步学习并理解歌曲中的难点句型，调动学生学习的积极性。
4
9The
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做出应答”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。
?教学准备
1.预习本课时的相关内容。
2.
PPT课件、课文录音、视频等。
?教学过程
Step
1:
Warm-up
&
Revision
&
Lead-in
1.
Greetings.
2.
A
guessing
game—“Where
is
my
pen?”①
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.②
(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.③
(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.④
(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.⑤
(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.⑥
(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
like
Sarah
and
Wu
Yifan.
(3)
Show
the
dialogues.
Step
4:
Consolidation
&
Extension⑦
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
the
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
locations
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
purpose①
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
purpose②
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
purpose③
设置情景，让学生在语境中熟悉新单词，感知新句型。
Teaching
purpose④
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
purpose⑤
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
purpose⑥
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
purpose⑦
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。
4
7The
fifth
period(第五课时)
Part
B
Let’s
learn
&
Let’s
play
?教学内容与目标
课时教学内容
课时教学目标
Let’s
learn
·能够听、说、认读单词“bed,
phone,
table,
sofa,
fridge”·能够熟练运用句型
“—Where
are
the
keys?
—They’re…”询问物品的位置并作出回答
Let’s
play
·在游戏中进一步巩固Let’s
learn板块学习的家居设施名称,并用方位词描述它们的位置
?教学重点
1.
能够听懂、会说、认读单词“bed,
phone,
table,
sofa,
fridge”。
2.
能够运用句型“—Where
are
the
keys?
—They
are…”询问物品的位置并作出回答。
?教学难点
能够熟练且正确地运用句型“—Where
are
the
keys?—They
are…”询问并回答物品的位置。
?教学准备
1.预习本课时的相关内容。
2.
PPT课件、课文录音、视频等。
?教学过程
Step
1:
Warm-up
&
Revision
&
Lead-in
1.
Greetings.
2.
Let’s
do.
Play
the
video
of
“Let’s
do”
on
page
39
in
the
book.
Ask
students
to
read
loudly
and
act
at
the
same
time.
3.
Lead-in.①
The
teacher
does
the
actions
and
asks
students
to
guess.
T:
Now,
I
do
and
you
say.
Guess
what
I
do
and
where
I
am.
Ss:
Watch
TV.
/
Read
a
book.
/
Have
a
snack.
/
Have
a
nap.
/
Take
a
shower.
You
are
in
the
living
room/study/kitchen/bedroom/bathroom.
Step
2:
Presentation
1.
Learn
the
new
words.
Present
a
picture
of
a
home.
(出示课件)
(1)
Review
the
word
“key”.
T:
This
is
my
home.
It’s
big.
I
have
a
living
room,
a
study,
a
bedroom,
a
kitchen
and
a
bathroom.
Do
you
want
to
visit
my
home?
Let’s
go.
First,
let
me
open
the
door.
Oh,
no!
Where
are
the
keys?
Are
they
in
my
bag?
No.
Are
they
in
my
pocket?
Yes,
they
are.
Look,
they
are
my
keys.
Now,
let’s
open
the
door.
(2)
Teach
the
words
“sofa,
table,
phone”.（课件出示：客厅的图片)②
T:
This
is
my
living
room.
It’s
big.
What’s
in
the
living
room?
Ss:
A
TV
is
in
the
living
room.
T:
Yes.
And?
A
sofa
is
in
the
living
room,
too.
It
has
a
sofa,
a
green
sofa.
Follow
me:
sofa,
sofa,
a
green
sofa.
Sit
on
the
sofa.
Write
down
the
word
“sofa”
on
the
blackboard
and
teach
it.
T:
Now,
let’s
sit
on
the
sofa.
(Do
the
corresponding
action.)
T:
And?
A
table
is
in
the
living
room,
too.
A
table,
a
yellow
table.
Follow
me:
table,
table,
a
yellow
table.
Eat
at
the
table.
Write
down
the
word
“table”
on
the
blackboard
and
teach
it.
T:
Now,
let’s
eat
at
the
table.
(Do
the
corresponding
action.)
T:
Look!
What’s
on
the
table?
Ss:
A
phone
is
on
the
table.
T:
Follow
me:
phone,
ph/f/-one/??n/,
phone/f??n/.
Answer
the
phone.
Write
down
the
word
“phone”
on
the
blackboard
and
teach
it.
T:
Now,
let’s
answer
the
phone.
(Do
the
corresponding
action.)
(3)
Teach
the
word
“bed”.（课件出示：卧室的图片)
T:
This
is
my
bedroom.
It’s
small.
What’s
in
the
bedroom?
Ss:
Some
books,
a
desk,
a
chair
and
a
bed.
T:
Yes,
it
has
a
bed,
a
blue
bed.
Follow
me:
bed,
bed,
a
blue
bed.
Sleep
in
bed.
Write
down
the
word
“bed”
on
the
blackboard
and
teach
it.
T:
Now,
let’s
sleep
in
bed.
(Do
the
corresponding
action.)
(4)
Teach
the
word
“fridge”.（课件出示：厨房的图片)
T:
Let’s
go
to
the
kitchen.
What’s
in
the
kitchen?
Ss:
A…
T:
A
fridge.
Follow
me:
fridge,
fr/fr/-i/?/-dg/d?/,
fridge/fr?d?/.
Open
the
fridge.
Write
down
the
word
“fridge”
on
the
blackboard
and
teach
it.
T:
Let’s
open
the
fridge.
(Do
the
corresponding
action.)
Oh,
a
lot
of
food
is
in
the
fridge.
2.
Let’s
learn.③
(1)
Present
the
picture
of
“Let’s
learn”
and
talk
about
it.
(课件出示：教材P42
Let’s
learn板块的图片，遮住钥匙的位置)
T:
John
can’t
find
his
keys!
He
is
looking
for
the
keys.
Where
are
the
keys?
Guess！
S1:
Are
they
on
the
table?
T:
No,
they
aren’t.
Look
at
that
table.
A
phone
is
on
the
table.
S2:
Are
they
on
the
bed?
T:
No,
they
aren’t.
Look
at
that
bed.
A
teddy
bear
is
on
the
bed.
…
（2）Watch
the
cartoon
and
answer
the
question.（课件出示:教材P42
Let’s
learn板块的视频）
T:
Watch
the
cartoon
and
answer
the
question:
Where
are
the
keys?
Ask
students
to
underline
the
key
sentence
of
the
answer.
T:
Where
are
the
keys?
Ss:
They’re
on
the
fridge.
T:
Yes,
they’re
on
the
fridge.
Write
down
the
sentences
“—Where
are
the
keys?
—They’re
on
the
fridge.”
on
the
blackboard.
Ask
students
to
read
the
sentences
together
or
one
by
one.
(3)
Listen
to
the
recording
and
repeat
it.
Step
3:
Practice
1.
Sharp
eyes.④
(课件出示：单词sofa,
bed,
fridge,
table,
phone的卡片逐个出现)
T:
If
you
know
the
word,
you
can
stand
up
and
read
it.
2.
Hide-and-seek.
(课件出示：两只小猫躲进了Amy家的客厅)
T:
Where
are
the
cats?
They’re
on/
near/
under…
3.
Let’s
play.
Present
the
picture
of
“Let’s
play”.（出示课件）
T:
Now
let’s
play
a
game
“Sentence
Chain”.
Three
students
make
up
a
group.
For
example:
S1:
Look
at
that
room.
S2:
Look
at
that
room.
It
has
a
blue
bed.
S3:
Look
at
that
room.
It
has
a
blue
bed.
The
bed
is
near
the
window.
Ask
some
groups
to
act
it
out.
Step
4:
Consolidation
&
Extension
1.
Design
a
dream
home.⑤
Divide
students
into
four
groups.
Ask
students
of
every
group
to
design
a
dream
house
together.
A
student
can
be
chosen
from
the
group
to
introduce
the
house
as
the
demonstration.
At
last,
select
the
most
beautiful
house.
2.
Make
a
summary.
(课件出示：一张含有桌子、椅子、电话、床、沙发、冰箱、钥匙等物品的房间图片)
T:
Now
review
the
new
words.
I
point,
you
say.
Look
at
the
picture.
Where’s
the
sofa/
bed/
fridge/
table/
phone?
Where
are
the
chairs/
keys?
Ss:
It’s/
They
are…
T:
I
have
a
warm
home.
I
love
my
home.
What
about
you?
3.
Enjoy
the
song—My
home.
Play
the
video
of
the
song.
(课件出示：教材P44
Let’s
sing板块的歌曲)
?板书设计
?作业设计
1.
Listen
to
the
recording
and
read
the
new
words
and
sentences.
2.
Introduce
your
room
to
your
family
or
friends.
3.
Do
the
exercises.
?教学反思
1.
这是一节单词和句型的新授课，用Let’s
do
这种说做结合的活动来热身，既活跃了氛围，又起到了很好的承前启后的作用。
2.
将单词融入情景中教学，加深了学生的理解和记忆，再通过游戏加以巩固，学习效果明显。
3.
句型操练设计形式多样，以学生为本，层层递进，语言从输入再到输出，完成顺利。
4.
生动的课件素材，良好的师生互动和活跃的课堂气氛使本节课的教学任务顺利完成。
5.
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
learn
?·Be
able
to
listen,
speak
and
read
the
new
words
“bed,
phone,
table,
sofa,
fridge”.
?·Be
able
to
use
the
sentence
structures
“—Where
are
the
keys?—They’re...”
to
ask
and
answer
the
locations
of
objects.
Let’s
play
?·Further
consolidate
the
names
of
home
facilities
learned
in
“Let’s
learn”
and
use
location
words
to
describe
their
locations
in
the
game.
?Teaching
Priorities
·Be
able
to
understand,
speak
and
read
the
new
words
“bed,
phone,
table,
sofa,
fridge”.
·Be
able
to
use
the
key
sentence
structures
“—Where
are
the
keys?—They’re…”
to
ask
and
answer
the
locations
of
objects.
?Teaching
Difficulties
·Be
able
to
use
the
key
sentence
structures
“—Where
are
the
keys?—They’re…”
to
ask
and
answer
the
locations
of
objects
skillfully
and
correctly.
?Teaching
Procedures
Teaching
Stages
Teacher’
s
Activities
Students’
Activities
Teaching
Purposes
Warm-up&Revision&Lead-in
1.
Greetings.2.
Let’s
do.Play
the
video.3.
Lead-in.Do
some
actions.
1.
Greetings.2.
Read
loudly
and
act.3.
Guess
and
say.
Review
the
words
and
related
sentence
structures.
Help
students
awaken
their
existing
knowledge.
Prepare
for
the
next
step.
Presentation
1.
Learn
the
new
words.Present
a
picture
of
a
house.Review
the
word
“key”
and
teach
the
new
words
“sofa,
table,
phone,
bed,
fridge”.
Review
the
word
“key”
and
learn
the
new
words
“sofa,
table,
phone,
bed,
fridge”.
Learn
the
words
in
combination
with
the
situation.
Make
learning
easier
and
more
enjoyable.
2.
Let’s
learn.(1)
Present
the
picture
of
“Let’s
learn”
and
talk
about
it.(2)
Play
the
cartoon
and
ask
the
question.(3)
Play
the
recording
and
ask
students
to
repeat
it.
(1)
Talk
about
the
picture.(2)
Watch
the
cartoon
and
answer
the
question.(3)
Listen
to
the
recording
and
repeat
it.
Stimulate
students’
enthusiasm
for
learning
and
make
students
easily
master
the
key
words
and
the
sentence
structures
of
this
lesson
by
setting
up
the
situation
of
looking
for
the
keys.
Practice
1.
Sharp
eyes.2.
Hide-and-seek.3.
Let’s
play.Present
the
picture
of
“Let’s
play”.
Ask
some
groups
to
act
it
out.
1.
Read
the
new
words.2.
Play
hide-and-seek.3.
Three
students
make
up
a
group.
Play
a
game
“Sentence
Chain”.
Cultivate
students’
memory
and
sense
of
competition.
Review
and
practice
the
words
and
sentences
in
the
game.
Consolidation&Extension
1.
Design
a
dream
home.2.
Make
a
summary.
3.
Play
the
song—My
home.
1.
Talk
about
the
dream
house
in
groups.2.
Review
all
the
words
of
this
lesson.3.
Enjoy
the
song—My
home.
Develop
students’
comprehensive
language
skills
by
designing
and
introducing
the
house.
Strengthen
students’
emotion
of
loving
home.
Homework
1.
Listen
to
the
recording
and
read
the
new
words
and
sentences.2.
Introduce
your
room
to
your
family
or
friends.3.
Do
the
exercises.
Teaching
purpose①
通过猜一猜的游戏，复习房间词汇及相关短语，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
purpose②
通过情景引入新词，将单词与情景结合起来学习，再在游戏中巩固，使学习更加轻松愉快，从而达到更好的学习效果。
Teaching
purpose③
通过设置找钥匙的环节，将学生带入情境之中。通过熟悉的生活场景激发学生的学习热情，
让学生轻松地掌握本课时的重点词汇及句型。
Teaching
purpose④
通过不同形式的小游戏，对新学的单词进行操练，充分调动学生的多种感官。既能活跃课堂气氛，又能培养学生的记忆能力和竞争意识。
Teaching
purpose⑤
通过让学生自己设计并介绍房子来培养其综合语言运用能力，同时增强学生对家的热爱之情，适时进行情感态度的渗透。
4
7Unit
4
My
home
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
door,
please.”“Look!
They’re
in
the
door.”“—Is
she
in
the…?
—Yes,
she
is./No,
she
isn’t.”“Where
are
the…?”“—Are
they
in…?
—Yes,
they
are./No,
they
aren’t.”；能够听、说、认读单词和短语“bedroom,
living
room,
study,
kitchen,
bathroom,
bed,
phone,
table,
sofa,
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
door,
please.”“Look!
They’re
in
the
door.”·
能够在情景中运用句型
“—Is
she
in
the…?
—Yes,
she
is./No,
she
isn’t.”“Where
are
the…?”“—Are
they
in…?
—Yes,
they
are./
No,
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
door,
please.”提出行动建议·能够按意群朗读描述起居室（living
room）的小文段词汇·能够听、说、认读单词或短语“bedroom,
living
room,
study,
kitchen,
bathroom,
bed,
phone,
table,
sofa,
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
do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
The
first
period(第一课时)
Part
A
Let’s
talk
&
Let’s
play
?教学内容与目标
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和教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./No,
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
room,
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./
No,
it
isn’t.”
?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./
No,
she
isn’t.”。
2.
能够听懂并使用词汇“living
room,
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./
No,
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.预习本课时的相关内容。
2.
PPT课件、课文录音、视频等。
?教学过程
Step
1:
Warm-up
&
Revision
&
Lead-in
1.
Greetings.
2.
Sing
a
song—Short
vowel
song.（课件出示：三下教材P69歌曲的视频）①
3.
Free
talk.
Review
the
sentence
structures
“—Where’s…?
—It’s
in
/
on
/
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/
on/
under
the
desk.
Ask
and
answer
with
other
things.
T:
Where’s
the
book/
pen/
pencil…?
Ss:
It’s
in/
on/
under…
Step
2:
Presentation
1.
Learn
the
new
vocabulary.②
（1）Present
the
picture
of
Amy’s
home
in
the
main
scene.（课件出示：Unit
4主情景图中Amy家的图片）
T:
Look,
this
is
Amy’s
home.
Let’s
go
and
have
a
look.
This
is
the
bedroom/
study/
living
room/
kitchen/
bathroom.
So
in
Unit
4
we’ll
talk
about
“home”.
Write
down
the
topic
“Unit
4
My
home”
on
the
blackboard.
T:（Point
to
the
bedroom.）Look!
What
can
you
see
in
this
room?
Ss:
A
bed.
T:
Great!
We
can
see
a
bed
in
the
room,
bed
+
room=bedroom.
Write
down
the
word
“bedroom”
on
the
blackboard
and
teach
it.
T:
Follow
me:
bed,
bed,
room,
room,
bedroom.
Practice
the
word
“bedroom”
in
groups
or
one
by
one.
T:（Point
to
the
study.）Is
this
a
bedroom?
Ss:
No,
it
isn’t.
T:
It’s
a
study.
We
can
see
a
computer
on
the
desk.
We
can
see
many
books
in
the
bookcase.
We
study
hard
in
the
study.
Write
down
the
word
“study”
on
the
blackboard
and
teach
it.
T:
Please
read
after
me.
If
I
read
it
in
a
low
voice,
you
read
it
loudly.
If
I
read
it
loudly,
you
read
it
in
a
low
voice.
Teach
the
new
vocabulary
“living
room,
kitchen,
bathroom”
in
the
same
way
as
above.
T:
Amy’s
home
is
very
nice.
（2）Present
the
pictures
of
a
home
and
a
dog.（课件出示：家庭居室图和小狗在厨房的图）Talk
with
students.
T:
Look!
I
have
a
dog.
She’s
cute.
I
love
my
dog.
But
I
can’t
find
her
now.
Oh!
Where’s
the
dog?
Is
she
in
the
living
room/
bedroom/
study/
bathroom?
(Help
students
answer
the
questions.)
Ss:
No,
she
isn’t.
T:
Is
she
in
the
kitchen?
Ss:
Yes,
she
is.
2.
Let’s
talk.③
（1）Present
the
pictures
of
“Let’s
talk”
and
lead
students
to
predict
the
main
idea
of
the
dialogue.（课件出示：教材P38
Let’s
talk
板块的图片）
T:
Look,
this
is
Amy’s
home.
What
rooms
can
you
see
in
the
pictures?
Ss:
I
can
see
a
bedroom,
a
living
room,
a
study
and
a
kitchen.
(2)
Present
the
questions
about
“Let’s
talk”
on
the
PPT.
Play
the
recording.
(出示课件)
Ask
students
to
answer
the
questions
and
underline
the
key
words
of
the
answers
in
their
books.
T:
What
are
Amy
and
Sarah
doing?
Ss:
They
are
looking
for
the
cat.
Show
the
four
pictures
of
“Let’s
talk”
in
turn
on
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
bedroom.
Is
the
cat
in
the
bedroom?
S1:
No,
she
isn’t.
T:
Now
they
are
in
the
living
room.
Is
the
cat
in
the
living
room?
S2:
No,
she
isn’t.
T:
Now
they
are
in
the
study.
Is
the
cat
in
the
study?
S3:
No,
she
isn’t.
T:
The
cat
isn’t
in
the
bedroom,
the
living
room
or
the
study.
Where
is
she?
Ss:
She’s
in
the
kitchen.
T:
Very
good!
(3)
Read
after
the
recording.④
T:
Boys
and
girls,
let’s
read
the
dialogue
after
the
recording.
Please
listen
and
read
carefully.
(4)
Read
the
dialogue
in
different
roles.
(5)
Act
it
out.
T:
Now
we’ll
find
the
best
actor
or
actress.
Please
come
to
the
front
and
show
the
dialogue.
Step
3:
Practice
1.
Recognize
the
pictures.
Present
the
pictures
quickly.
（课件出示：客厅、厨房和书房的图片）
T:
Say
the
words
or
the
phrase
quickly.
2.
Let’s
play
hide-and-seek.⑤
Ask
students
to
play
the
game
in
pairs.
Make
a
model
with
a
student.
Let
the
student
hide
a
pen
when
the
teacher
closes
his/her
eyes.
Then
open
the
eyes
and
guess.
S1:
I
have
a
pen.
It’s
nice.
Where’s
my
pen?
T:
Is
it
on
your
desk?
S1:
No,
it
isn’t.
T:
Is
it
in
your
desk?
S1:
No,
it
isn’t.
T:
Is
it
under
your
desk?
S1:
No,
it
isn’t.
T:
Is
it
in
your
hand?
S1:
Yes,
it
is.
T:
Now,
play
hide-and-seek
with
your
partner.
Step
4:
Consolidation
&
Extension
1.
Let’s
chant.
Make
up
a
chant
according
to
the
dialogue
of
“Let’s
talk”.
Change
the
words
to
adapt
the
chant.
Then
have
a
show.
2.
Play
a
game
—
“Look
for
Xiaowu.”
⑥
（1）Present
the
picture
of
Xiaowu.（课件出示：小五在客厅看电视的图片）Ask
students
to
compete
in
groups.
T:
Who
is
he?
He’s
Xiaowu.
He
is
watching
TV
now.
Oh,
he’s
missing!
Where
is
he?
Let’s
go
and
look
for
him.（课件出示：小五家的居室图）
(2)
Read
out
the
names
of
the
rooms
in
groups.
Practice
the
vocabulary
“bedroom,
living
room,
kitchen,
bathroom,
study”.
(3)
Look
for
Xiaowu.
The
group
that
finds
Xiaowu
first
will
be
the
winner.
Practice
the
sentence
structures
“—Is
he
in
the…?
—Yes,
he
is.
/
No,
he
isn’t.”“—Where
is
he?
—He
is
in…”
?板书设计
?作业设计
1.
Practice
the
dialogue.
2.
Practice
the
sentence
structures
“—Is
she
in
the…?
—Yes,
she
is.
/
No,
she
isn’t.”
with
your
partner.
3.
Do
the
exercises.
?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/
on/
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
Contents
&
Teaching
Aims
Let’s
talk
·Be
able
to
understand
the
main
idea
of
the
dialogue
by
observing
and
talking
about
the
pictures.
·Be
able
to
read
the
dialogue
with
the
correct
pronunciation
and
intonation.
·Be
able
to
use
the
key
sentence
structures
“—Is
she
in
the…?
—Yes,
she
is./
No,
she
isn’t.”
to
ask
and
judge
the
locations
of
objects
or
characters
in
situations.
·Be
able
to
use
the
key
sentence
structures
“—Where
is
she?
—She’s
in
the
kitchen.”
properly
in
situations.
·Be
able
to
understand
the
new
vocabulary
in
context
and
pronounce
correctly.
Let’s
play
?
·Be
able
to
practice
and
consolidate
the
key
sentence
structures
by
the
provided
teaching
activity.
?Teaching
Priorities
·Be
able
to
understand
and
speak
the
sentence
structures
“—Where
is
she?
—She
is
in
the
kitchen.”
“Is
she
in
the…?
—Yes,
she
is./
No,
she
isn’t.”
·Be
able
to
understand
and
use
the
key
vocabulary
“living
room,
study,
kitchen”.
?·Be
able
to
understand,
read
and
act
the
dialogue
out
in
different
roles.
?Teaching
Difficulties
·Be
able
to
use
the
key
sentence
structures
correctly
in
situations
to
ask
and
describe
the
location
of
characters
or
objects
and
make
a
judgement
at
the
same
time.
?Teaching
Procedures
Teaching
Stages
Teacher’
s
Activities
Students’
Activities
Teaching
Purposes
Warm-up&Revision&Lead-in
1.
Greetings.
2.
Sing
a
song—Short
vowel
song.3.
Free
talk.
Show
some
pictures.
Ask
some
questions.
1.
Greetings.2.
Sing
a
song.
3.
Answer
the
questions.
Cultivate
students’
learning
interest.
Review
and
consolidate
the
sentence
structures
“—Where
is…?
—
It’s
in/
on/
under…”
Lay
the
foundation
for
this
class.
Presentation
1.
Learn
the
new
vocabulary.（1）Present
the
picture
of
Amy’s
home.
Teach
the
new
vocabulary“bedroom,
study,
living
room,
bathroom,
kitchen”.（2）Present
the
pictures
of
a
home
and
a
dog.
Talk
with
students.
Teach
the
new
sentence
structures.
（1）Learn
the
new
vocabulary.（2）Talk
with
the
teacher.
Learn
the
new
sentence
structures.
Let
students
learn
the
new
vocabulary
and
perceive
the
new
sentence
structures
in
situations.
Lead
students
to
practice
the
general
questions
and
the
answers
by
guessing.
2.
Let’s
talk.(1)
Present
the
pictures.
Ask
students
to
predict
the
main
idea
of
the
dialogue
and
describe
the
pictures
simply.(2)
Play
the
recording
and
ask
the
questions.(3)
Play
the
recording
again.(4)
Ask
students
to
read
the
dialogue
in
different
roles.(5)
Ask
students
to
act
it
out.
(1)
Predict
the
main
idea
and
describe
the
pictures
simply.(2)
Listen
to
the
recording,
then
answer
the
questions.(3)
Read
after
the
recording.(4)
Read
the
dialogue
in
different
roles.(5)
Act
it
out.
Help
students
understand
the
content
of
the
dialogue
and
read
the
dialogue
correctly.
Lead
them
to
master
the
key
sentence
structures
of
this
lesson
by
different
forms.
Lay
the
foundation
for
their
skillful
expression.
Practice
1.
Present
the
pictures.2.
Let’s
play
hide-and-seek.Ask
students
to
play
the
game
in
pairs.
Make
a
model
with
a
student.
1.
Say
the
vocabulary
quickly
according
to
the
pictures.2.
Play
hide-and-seek
with
the
partner.
Further
consolidate
and
practice
the
new
vocabulary
and
sentence
structures
by
the
game
hide-and-seek
provided
in
this
section.
Consolidation&Extension
1.
Let’s
chant.Make
up
a
chant
according
to
the
dialogue
of
“Let’s
talk”.2.
Play
a
game
—
“Look
for
Xiaowu.”Show
the
pictures.
1.
Make
up
a
chant
and
have
a
show.2.
Compete
in
groups.Look
at
the
pictures.Read
out
the
names
of
the
rooms
in
groups.
Look
for
Xiaowu
by
asking
and
answering
with
the
key
sentence
structures.
By
making
up
a
chant
and
play
the
game,
arouse
students’
enthusiasm
of
learning
English.
Lead
students
to
practice
the
sentence
structures
actively.
Cultivate
their
sense
of
competition.
Homework
1.
Practice
the
dialogue.2.
Practice
the
sentence
structures
“—Is
she
in
the…?
—Yes,
she
is.
/
No,
she
isn’t.”
with
your
partner.3.
Do
the
exercises.
Teaching
purpose①
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...”。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。
Teaching
purpose②
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。
Teaching
purpose③
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。
Teaching
purpose④
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。
Teaching
purpose⑤
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./
No,
it
isn’t.”。
Teaching
purpose⑥
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。
4
9The
second
period(第二课时)
Part
A
Let’s
learn
&
Let’s
do
?教学内容与目标
课时教学内容
课时教学目标
Let’s
learn
·能够听、说、认读单词或短语“bedroom,
living
room,
study,
kitchen,
bathroom”·能够熟练运用句型“Where’s
Amy?”“—Is
she
in
the
study?
—Yes,
she
is.”进行询问并作出回答
Let’s
do
·能够听懂指令并根据指令语做出正确的动作
?教学重点
1.
能够使用描述居室名称的重点词汇。
2.
能够在情景中运用重点句型询问人物或物品的位置并作出回答。
?教学难点
能够听懂Let’s
do
中的指令并根据指令做出正确的动作；能够正确匹配居室和活动。
?教学准备
1.预习本课时的相关内容。
2.
PPT课件、课文录音、视频、卡片等。
?教学过程
Step
1:
Warm-up
&
Revision①
1.
Greetings.
2.
Let’s
chant.
3.
A
guessing
game.
(课件出示：钢笔在书包、文具盒、桌子或盒子等任一物品里的图片)
T:
I
lost
my
pen.
Where’s
my
pen?
Let’s
look
for
it
together.
Is
it
in
the…?
Guess!
S1:
Is
it
in
the
box?
T:
Yes,
it
is.
/
No,
it
isn’t.
…
Step
2:
Presentation
1.
Teach
the
new
vocabulary
and
sentences.②
（1）Teach
the
word
“study”.
T:
Where
are
my
books?
Look,
they
are
in
a
room.
(课件出示：书房中有很多书的图片)
I
have
many
books
in
it.
Oh,
it’s
a
study!
(课件出示：study的相关内容)
(Write
down
the
word
“study”
on
the
blackboard
and
teach
it.)
T:
Follow
me:
study,
st/st/-u/?/-dy/di/,
study.
Ss:
…
(Read
it
together,
then
read
it
one
by
one.)
T:
What
can
you
do
in
the
study?
Ss:
Read
a
book.
T:
(课件出示：read
a
book的相关内容)
Do
you
like
reading
books?
Ss:
Yes.
T:
Let’s
go
to
the
study
and
read
a
book.
Follow
me:
Go
to
the
study.
Read
a
book.
Write
down
the
phrase
“read
a
book”
on
the
blackboard
and
teach
the
sentences
“Go
to
the
study.
Read
a
book.”
(2)
Teach
the
phrase
“living
room”.
Show
a
picture
of
a
living
room.
(课件出示：客厅的图片)
T:
Is
this
room
a
classroom?
Ss:
No.
T:
What’s
this?
Ss:
A
living
room.
T:
Yes.
This
is
a
living
room.
(课件出示：living
room的相关内容)
Follow
me:
living
room,
li/l?/-ving/v??/,
living,
o/u:/-room/ru:m/,
living
room.
Write
down
the
phrase
“living
room”
on
the
blackboard
and
teach
it.
Ss:
…
(Read
it
in
groups.)
T:
What
can
you
see
in
the
living
room?
Ss:
I
can
see
a
table,
a
sofa,
a…and
a
TV.
T:
Do
you
like
watching
TV?
（课件出示：watch
TV的相关内容）
Ss:
Yes.
T:
Let’s
go
to
the
living
room
and
watch
TV.
Ss:
OK.
T:
Go
to
the
living
room
and
watch
TV.
Follow
me:
Go
to
the
living
room.
Watch
TV.
Write
down
the
phrase
“watch
TV”
on
the
blackboard
and
teach
the
sentences
“Go
to
the
living
room.
Watch
TV.”
(3)
Teach
the
word
“kitchen”.
T:
Oh,
I
read
a
book.
I
watch
TV.
Now
I
feel
a
little
hungry.
I
want
to
have
a
snack.
(课件出示：have
a
snack的相关内容)
Follow
me:
have
a
snack,
have
a
snack.
Do
you
want
to
have
a
snack?
Ss:
Yes.
Write
down
the
phrase
“have
a
snack”
on
the
blackboard
and
teach
it.
T:
Oh,
I
can’t
find
any
snacks.
Where
can
we
get
snacks?
Ss:
Kitchen.
T:
Yes.
(课件出示：kitchen的相关内容)
Follow
me:
kitchen,
ki/k?/-tch/t?/-en/?n/,
kitchen.
Write
down
the
word
“kitchen”
on
the
blackboard
and
teach
it.
Ss:
…
(Read
it
one
by
one.)
T:
Let’s
go
to
the
kitchen
and
have
a
snack.
Follow
me:
Go
to
the
kitchen.
Have
a
snack.
Teach
the
sentences
“Go
to
the
kitchen.
Have
a
snack.”
(4)
Teach
the
word
“bathroom”.③
T:
Haha,
I’m
full.
(Touch
the
belly
and
yawn,
looking
sleepy.)
I’m
sleepy.
Can
I
have
a
nap?
(Help
students
understand
with
the
action.)
Ss:
No,
you’re
dirty.
T:
Yes.
Let
me
take
a
shower.
(课件出示：take
a
shower的相关内容)
Write
down
the
phrase
“take
a
shower”
on
the
blackboard
and
teach
it.
T:
Where
can
I
take
a
shower?
Ss:
Bathroom.
(课件出示：bathroom的相关内容)
T:
Yes.
Follow
me:
bathroom,
ba/bɑ?/-th/θ/-bath,
bathroom.
Write
down
the
word
“bathroom”
on
the
blackboard
and
teach
it.
Ss:
…
(Read
it
aloud
or
in
a
low
voice.)
T:
Let
me
go
to
the
bathroom.
Take
a
shower.
Follow
me:
Go
to
the
bathroom.
Take
a
shower.
/
Wash
your
face
and
hands.
/
Brush
your
teeth.
Teach
the
sentences
“Go
to
the
bathroom.
Take
a
shower.”
(5)
Teach
the
word
“bedroom”.
T:
Now,
I’m
clean
and
I’m
tired.
I
want
to
have
a
nap.
(课件出示：have
a
nap的相关内容)
Write
down
the
phrase
“have
a
nap”
on
the
blackboard
and
teach
it.
T:
Where
can
I
have
a
nap?
Ss:
Bedroom.
(课件出示：bedroom的相关内容)
T:
Follow
me:
bedroom,
e/e/-bed/bed/,
bedroom.
Write
down
the
word
“bedroom”
on
the
blackboard
and
teach
it.
Ss:
…
(Read
it
in
groups.)
T:
Good.
Follow
me:
Go
to
the
bedroom.
Have
a
nap.
Do
the
corresponding
actions
and
let
students
learn
the
new
vocabulary
above.
Present
the
vocabulary
“bedroom,
living
room,
bathroom”
on
the
PPT.
T:
Please
read
the
words
and
the
phrase
together,
and
tell
me
what
you
find.
Ss:
…
T:
Great!
They
are
all
rooms
and
they
all
have
the
same
word
“room”.
2.
Let’s
learn.④
（1）Show
the
pictures
of
“Let’s
learn”.
(课件出示：教材P39
Let’s
learn板块的房间图片)
T:
Look,
it’s
a
nice
home.
That
is
Amy’s
cat.
Where
is
the
cat?
Is
she
in
the
bedroom/
living
room/
bathroom/
study/
kitchen?
Ss:
…
T:
Where
is
Amy?
Let’s
listen
to
the
recording
of
“Let’s
learn”
and
answer
the
question.
(2)
Listen
and
answer.
Play
the
recording
of
“Let’s
learn”
and
ask
the
questions.
(出示课件)
T:
Where
is
Amy?
Is
she
in
the
bedroom/
living
room/
bathroom/
study/
kitchen?
Ss:
…
T:
Amy
is
in
the
study.
Where’s
Amy’s
dad?
And
where’s
Amy’s
mum?
Ss:
Is
he/
she
in
the…?
（课件出示：点击学生问的房间，点进去看到爸爸在客厅，妈妈在厨房）
（3）Ask
students
to
listen
to
the
recording
again
and
read
after
it.
(4)
Act
out
the
dialogue.
Step
3:
Practice
1.
Play
games.⑤
(1)
What’s
missing?
Present
the
vocabulary
“living
room,
bedroom,
study,
bathroom,
kitchen”
on
the
PPT.
Ask
students
to
say
the
missing
word
or
phrase
quickly.（出示课件）
(2)
Guess
words.
Show
the
back
of
the
word
cards.
Ask
students
to
guess
what
the
word
or
the
phrase
is.
Students
can
say
“Is
it
a…?”
2.
Let’s
do.
(1)
Play
the
video
of
“Let’s
do”.
(课件出示：教材P39
Let’s
do板块的视频)
Ask
students
to
read
after
the
video.
(2)
Let’s
match.⑥
T:
Now,
let’s
match.
I
say
the
name
of
the
room.
You
say
what
you
can
do
in
it
and
do
the
action.
Then
practice
in
pairs.
3.
Guess
where
Mike
is.
Present
the
picture
of
Mike’s
home.
(课件出示：Mike的家，猜他在哪个房间，猜对了，点开房间看到Mike)
T:
Look,
this
is
Mike’s
home.
We
can
see
a
living
room,
a
bedroom,
a
study,
a
bathroom
and
a
kitchen
in
his
home.
But
where
is
Mike?
Let’s
guess!
You
can
say
“Is
he
in
the…?”
S1:
Is
he
in
the
living
room?
T:
No,
he
isn’t.
Step
4:
Consolidation
&
Extension
1.
Talk
about
your
home.⑦
Present
a
picture
of
a
new
home.
(课件出示：新家的图片)
T:
Look,
boys
and
girls!
This
is
my
new
home.
You
can
see
a
living
room,
two
bedrooms,
a
study,
a
bathroom
and
a
kitchen
in
it.
I
can
watch
TV
in
the
living
room.
I
can
read
a
book
in
the
study.
I
can
have
a
nap
in
the
bedroom.
I
can
take
a
shower
in
the
bathroom.
I
can
have
a
snack
in
the
kitchen.
Take
out
the
picture
of
your
home.
Talk
about
your
home
with
your
partners.
Then
introduce
your
home
to
us.
(课件出示：句型This
is
my
new
home.
You
can
see…
I
can…in…)
Divide
students
into
three
groups.
Lead
students
to
work
in
groups.
At
last,
ask
some
students
to
show
in
class.
2.
Let’s
sing.
Sing
the
song
—My
home.
(课件出示：教材P44
Let’s
sing板块的歌曲)
T:
East
or
west,
home
is
the
best.
We
love
our
home.
We
love
our
family.
?板书设计
?作业设计
1.
Practice
the
words
and
the
dialogue.
2.
Design
your
ideal
home,
then
introduce
it
to
your
parents.
3.
Do
the
exercises.
?教学反思
1.
由韵句和游戏导入新课，引导学生复习上一课的内容，迅速抓住学生的注意力。
2.
通过情景引入新词，在词汇学习的环节，融入Let’s
do板块的内容，让学生在轻松愉快的氛围中学习和掌握新的知识。
3.
通过游戏的创设，将新知融入生活，以活泼的游戏形式帮助学生进一步巩固所学知识，让学生在玩中学，学中玩。
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
learn
?·Be
able
to
listen,
speak
and
read
the
vocabulary
“bedroom,
living
room,
study,
kitchen,
bathroom”.
?·Be
able
to
use
the
sentence
structures“Where’s
Amy?”“—Is
she
in
the
study?
—Yes,
she
is.”
to
ask
and
answer
adroitly.
Let’s
do
?·Be
able
to
understand
the
instructions
and
do
the
correct
actions
according
to
the
instructions.
?Teaching
Priorities
·Be
able
to
use
the
key
vocabulary
to
describe
the
room
names.
·Be
able
to
use
the
key
sentence
structures
to
ask
the
locations
of
characters
or
objects
in
situations.
?Teaching
Difficulties
·Be
able
to
understand
the
instructions
in
“Let’s
do”
and
do
the
correct
actions
according
to
the
instructions.
And
be
able
to
match
the
rooms
with
the
activities
correctly.
?Teaching
Procedures
Teaching
Stages
Teacher’
s
Activities
Students’
Activities
Teaching
Purposes
Warm-up&Revision
1.
Greetings.
2.
Let’s
chant.3.
A
guessing
game.
1.
Greetings.2.
Read
the
chant
together.
3.
Guess
where
the
pen
is.
Stimulate
students’
interest
in
learning
and
review
the
content
of
“Let’s
talk”
through
the
chant.
Review
the
key
sentence
structures
through
the
game.
Presentation
1.
Teach
the
new
vocabulary
and
sentences.Teach
the
new
vocabulary
“bedroom,
living
room,
study,
kitchen,
bathroom”.
Teach
the
content
of
“Let’s
do”.2.
Let’s
learn.(1)
Show
the
pictures
of
“Let’s
learn”.(2)
Play
the
recording
of
“Let’s
learn”
and
ask
the
questions.(3)
Play
the
recording
again.(4)
Ask
students
to
act
out
the
dialogue.
1.
Learn
the
new
vocabulary
and
sentences.2.
(1)
Talk
about
the
pictures.(2)
Listen
to
the
recording
of
“Let’s
learn”
and
answer
the
questions.(3)
Read
after
the
recording.(4)
Act
out
the
dialogue.
Lead
in
the
new
vocabulary
and
sentences
properly.
Help
students
learn
them
with
the
pictures
and
activities.
Help
students
practice
the
new
vocabulary
and
sentences
in
different
ways.
Practice
1.
Play
games.(1)
What’s
missing?
Present
the
vocabulary.(2)
Guess
words.2.
Let’s
do.(1)
Play
the
video
of
“Let’s
do”
and
ask
students
to
read
after
the
video.(2)
Let’s
match.3.
Guess
where
Mike
is.
1.
(1)
Say
the
missing
word
or
phrase
quickly.(2)
Look
at
the
back
of
the
word
cards
and
guess
the
words
or
the
phrases.2.
(1)
Read
after
the
video.(2)
Match
the
corresponding
rooms
with
the
activities
and
do
the
actions.3.
Guess
where
Mike
is.
Deepen
students’
impression
of
the
new
vocabulary
through
the
games.
Make
students
master
and
use
the
key
vocabulary
and
sentence
structures
of
this
lesson
more
skillfully.
Consolidation&Extension
1.
Talk
about
your
home.Present
a
picture
and
give
a
demonstration
first.2.
Sing
a
song
—My
home.
1.
Talk
about
their
homes
in
groups.2.
Sing
the
song
—My
home.
Promote
students’
ability
of
using
the
language,
and
improve
their
enthusiasm
of
learning
English.
Homework
1.
Practice
the
words
and
the
dialogue.2.
Design
your
ideal
home,
then
introduce
it
to
your
parents.3.
Do
the
exercises.
Teaching
purpose①
通过韵句激发学生的学习兴趣，帮助学生复习Let’s
talk板块的内容。再通过游戏复习重点句型“—Is
it
in
the…?
—Yes,
it
is./
No,
it
isn’t.”。
Teaching
purpose②
一方面，通过情景引入新词汇，帮助学生借助图片等理解新词汇的意思，并正确发音。另一方面，一边学习新词，一边把Let’s
do板块的内容有机结合起来，从词汇到句子，层层递进，让学生在轻松愉快的氛围中学习新知。
Teaching
purpose③
通过TPR活动形式增强课堂的趣味性，提高学生参与的积极性，强化单词读音与词义的匹配。
Teaching
purpose④
通过提问激起学生的学习兴趣，使学生在听录音时更有目的性，听的时候会更加认真。再在同样的情境中进行对话练习，让学生能自如地运用本课的句型。
Teaching
purpose⑤
通过游戏进一步加深学生对新授词汇的熟悉程度，再结合句型来练习，使学生更熟练地掌握并运用本课的重点词汇和句型。
Teaching
purpose⑥
通过让学生将活动与居室名称匹配起来，形成对于新授词汇的立体记忆，以达到牢固掌握动词短语与居室名称的目的。
Teaching
purpose⑦
运用所学语言来描述自己的家，既可以锻炼学生运用语言的能力，也可以提高学生参与英语学习的积极性。
4
9The
third
period(第三课时)
Part
A
Let’s
spell
?教学内容与目标
课时教学内容
课时教学目标
Let’s
spell
·能够感知并归纳u-e在单词中的发音规则·能够读出符合u-e发音规则的单词·能够根据单词读音拼写出符合u-e发音规则的单词
?教学重点
1.
能够感知并归纳u-e在单词中发长音/ju:/的发音规则。
2.
能够读出符合u-e发音规则的单词。
?教学难点
能够根据单词的读音拼写出符合u-e发音规则的单词。
?教学准备
1.预习本课时的相关内容。
2.
PPT课件、课文录音、视频等。
?教学过程
Step
1:
Warm-up
&
Revision
1.
Greetings.
2.
Revision.
3.
Let’s
chant.①
Step
2:
Presentation
1.
Find
the
same
letters.
(1)
Teach
the
word
“cute”.
(课件出示：一个漂亮的带白猫图案的铅笔盒)
T:
Oh,
what
a
beautiful
pencil
box!
There
is
a
white
cat
on
it.
The
cat
is
so
cute.
Follow
me:
Cute,
cute,
the
cat
is
cute.
Please
make
a
chant
like:
Cute,
cute,
…
(课件出示：可爱的小狗、鸭子等图片)
Ss:
Cute,
cute,
the
dog
is
cute.
Cute,
cute,
the
duck
is
cute…
(2)
Teach
the
words
“excuse,
use”.
T:
Excuse
me,
I
lost
my
pen.
Can
I
use
your
pen?
Ss:
Yes,
of
course.
T:
Follow
me:
excuse,
excuse,
use,
use.
Write
down
the
words
“cute,
excuse,
use”
on
the
blackboard.
(3)
Read
and
find
out
the
rules.②
T:
Look
at
these
words.
What
are
the
same
letters?
Ss:
u-e.
T:
Yes.
The
letter
“e”
at
the
end
of
the
words
is
silent.
What’s
the
sound
of
“u-e”?
Listen
to
the
recording
carefully.
Play
the
recording
of
the
words.
(课件出示：单词cute,
excuse,
use的发音)
Ss:
/ju:/.
(4)
Teach
the
sound
of
“u-e”.
2.
Let’s
read.③
Help
students
try
to
read
the
words
“mute,
cute,
tube,
cube,
muse,
fuse,
mule,
duke,
huge”
on
the
PPT.
(出示课件)
3.
Read,
listen
and
chant.
(1)
Look
and
think.
(课件出示：一只猫使用两个球的图片和两只猫使用三个球的图片)
T:
Look
at
Picture
1:
One
cute
cat
uses
two
balls.
Look
at
Picture
2:
Two
cute
cats
use
three
balls.
So
three
cute
cats
use…
Ss:
Three
cute
cats
use
four
balls.
T:
And
four…
And
five…
Ss:
Four
cute
cats
use
five
balls.
Five
cute
cats
use
six
balls.
T:
Good!
Five
cute
cats
are
playing
tricks.
(2)
Let’s
chant.
Play
the
video.
(课件出示：教材P40
Read,
listen
and
chant部分的视频)
Ask
students
to
read
the
chant
after
the
video
together.
4.
Let’s
read
and
find.④
Present
the
words
“us,
up,
duck”
on
the
PPT.
(出示课件)
Ask
students
to
find
out
the
same
letter
in
these
words.
T:
What’s
the
sound
of
“u”
in
these
words?
Listen
to
the
recording
carefully.
(课件出示：上述单词的音频)
Ss:
/?/.
T:
Yes.
U,
u,
/?/,
us,
up,
duck.
Let
students
read
after
the
teacher
and
then
read
together.
(课件出示：bus,
mum,
cut,
fun,
nut,
cup)
Ask
students
to
try
to
read
these
words.
Pay
attention
to
the
sound
of
letter
“u”
in
these
words.
Step
3:
Practice
1.
Listen,
circle
and
say.⑤
Play
the
recording.（课件出示：教材P40
Listen,
circle
and
say部分的音频）Ask
students
to
listen
and
circle
the
words.
T:
Look
at
these
letters.
There
are
many
words
in
them.
Listen
and
find
the
words
you
hear.
Then
circle
them.
Check
the
answers
together.
Read
the
words
after
the
recording.
Answers:
cute,
cut,
us,
use,
fun,
tube,
up,
excuse,
bus,
mum,
mule
2.
Listen,
circle
and
write.⑥
(1)
Listen
to
the
recording
and
try
to
write
the
right
words.
First
let
students
observe
the
pictures
carefully
and
make
predictions.
Then
play
the
recording
and
let
students
listen,
circle
and
write.
(课件出示：教材P40
Listen,
circle
and
write部分的音频)
Pay
attention
to
the
hand-writing.
(2)
Check
the
answers.
Answers:
duck,
cute,
up,
use
Step
4:
Consolidation
&
Extension
1.
Play
a
game—“Pick
apples
from
the
tree.”⑦
（课件出示：一棵苹果树，苹果上的单词有tube,
but,
mule,
duke,
use,
cute,
tune,
rug,
gun,
cup,
huge,
plum,
mud,
refuse,
luck,
much；两个篮子，一个是u/?/，一个是u-e/ju:/）
Divide
students
into
two
groups.
One
group
uses
the
basket
“u/?/”,
the
other
group
uses
the
basket
“u-e/ju:/”.
T:
Now
let’s
have
a
competition.
If
you
pick
the
apples
quickly
and
correctly
within
the
limited
time,
you
will
be
the
winner.
Answers:
u/?/:
but,
rug,
gun,
cup,
plum,
mud,
luck,
much
u-e
/ju:/:
tube,
mule,
duke,
use,
cute,
tune,
huge,
refuse
2.
Read
a
story.⑧
Show
the
story.（课件出示：一只猫和一头骡子的故事）
This
is
a
cute
cat.
His
name
is
Duke.
Duke’s
friend
is
Tube.
Tube
is
a
mule.
One
day,
Duke
lost
his
cute
cup.
He
was
very
sad.
Tube
helped
him
look
for
the
cup.
Oh,
it
was
under
the
rug.
Tube
picked
up
the
cup
and
gave
it
back
to
Duke.
Duke
was
happy.
Ask
students
to
read
the
story
in
groups,
and
then
read
the
story
one
by
one.
?板书设计
?作业设计
1.
Read
the
words
and
the
chant
to
your
family.
2.
Think
about
other
words
with
“u”
and
“u-e”.
3.
Do
the
exercises.
?教学反思
1.
创设了特定的语言情境，让学生在语境中学习和掌握语音知识，教学过程突出学生的自主性，鼓励学生主动参与、独立思考并大胆总结和归纳发音规则。
2.
拼读结合的方式，在多层次的活动中练习了语音知识，更好地帮助了学生强化发音规则。
3.
由浅入深的语音学习，培养了学生的分析能力和举一反三的能力。
4.
自编chant、师生互动和小组竞赛等形式，使原本枯燥的语音课变得生动起来。总之，这节语音课既发展了学生的听、说、读、写的基本技能，又培养了学生的英语语感以及对听、说的感性认识。
?Teaching
Contents
&
Teaching
Aims
Let’s
spell
?·Be
able
to
perceive
and
summarize
the
pronunciation
rule
of“u-e”
in
the
words.
·Be
able
to
read
the
words
that
conform
to
the
pronunciation
rule
of“u-e”.
·Be
able
to
spell
the
words
that
conform
to
the
pronunciation
rule
of“u-e”according
to
the
pronunciation
of
the
words.
?Teaching
Priorities
·Be
able
to
perceive
and
summarize
the
pronunciation
rule
of“u-e”
in
the
words.
·Be
able
to
read
the
words
that
conform
to
the
pronunciation
rule
of“u-e”.
?Teaching
Difficulties
·Be
able
to
spell
the
words
that
conform
to
the
pronunciation
rule
of“u-e”according
to
the
pronunciation
of
the
words.
?Teaching
Procedures
Teaching
Stages
Teacher’
s
Activities
Students’
Activities
Teaching
Purposes
Warm-up&Revision
1.
Greetings.2.
Revision.3.
Let’s
chant.
1.
Greetings.2.
Read
the
words.3.
Chant
together.
Review
the
knowledge
that
students
have
learned
by
making
a
chant.
Presentation
1.
Find
the
same
letters.(1)
Teach
the
word
“cute”.(2)
Teach
the
words
“excuse,
use”.(3)
Read
and
find
out
the
rules.(4)
Teach
the
sound
of
“u-e”.
Learn
the
words
“cute,
excuse,
use”.Read
and
find
out
the
rules.
Learn
the
sound
of
“u-e”.
Conclude
the
pronunciation
rule
of
“u-e”from
the
three
words.
Prepare
for
the
spelling
exercise.
2.
Let’s
read.
Show
other
words
with
“u-e”.
Try
to
read
the
words.
Develop
students’
ability
of
pronouncing
words
by
changing
the
consonants
of
the
words.
3.
Read,
listen
and
chant.Teach
the
chant
and
play
the
video
of
it.
Learn
the
chant
and
read
it
after
the
video
together.
Review
the
words
in
the
chant.Help
students
practice
the
pronunciation
of
“u-e”
in
sentences.
4.
Let’s
read
and
find.Present
the
words
“us,
up,
duck”.
Play
the
recording
of
the
words.
Find
the
same
letter.
Read
and
find
out
the
pronunciation
rule
of
“u”
in
the
words.
Through
observation
and
reading,
help
students
master
the
pronunciation
rule
of
“u”
and
spell
some
words
correctly.
Practice
1.
Listen,
circle
and
say.
Play
the
recording.Check
the
answers.
Listen
and
circle
the
words.Check
the
answers.Read
the
words
after
the
recording.
Help
students
compare
the
pronunciations
of
“u”
and
“u-e”.
Strengthen
the
corresponding
relationship
between
sounds
and
shapes
of
“u”
and
“u-e”.
2.
Listen,
circle
and
write.
Present
the
pictures
and
play
the
recording.
Check
the
answers.
Observe
the
pictures
and
make
predictions.Listen
to
the
recording
and
write
down
the
words.Check
the
answers.
Cultivate
students’
ability
of
spelling
words
according
to
the
pronunciation
rules.
Consolidation&Extension
1.
Play
a
game
—
“Pick
apples
from
the
tree.”2.
Read
a
story.Show
the
story.
1.
Compete
to
pick
apples.
2.
Read
the
story
in
groups.
Then
read
the
story
one
by
one.
Help
students
consolidate
the
pronunciations
of
“u”
and
“u-e”
in
the
process
of
playing
games.Practice
the
pronunciation
by
reading
the
story.
Homework
1.
Read
the
words
and
the
chant
to
your
family.2.
Think
about
other
words
with“u”and“u-e”.3.
Do
the
exercises.
Teaching
purpose①
以学过的知识自编chant进行热身，帮助学生唤醒已有知识。
Teaching
purpose②
先让学生通过观察发现三个单词的共同点是u-e，并且发相同的音/ju:/。再通过听录音跟读，让学生进一步感知、体验发音，为下面的拼读练习做准备。
Teaching
purpose③
通过变换不同的辅音字母，让学生尝试读出新单词。对含有u-e的单词的读音进行强化训练，培养学生“见词能读”的能力。
Teaching
purpose④
通过观察和跟读，引导学生掌握字母u发短音的规律，并能正确拼读一些单词。
Teaching
purpose⑤
通过对比u/
u-e的发音，强化u/
u-e的音—形对应关系，同时培养学生“听音能辨”的能力。
Teaching
purpose⑥
通过观察和书写单词，培养学生根据发音规则拼写单词的能力，能真正做到把语音的学习落实到单词的拼写上面，培养学生“听词能写”的能力。
Teaching
purpose⑦
让学生在做游戏和任务的过程中强化字母u和u-e在单词中的发音。
Teaching
purpose⑧
在故事中学习语音，将语音与语境相结合，有助于激发学生的学习兴趣，更好的落实本课的语音知识。
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