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英语四年级上册Unit 4 My home Part A精品ppt课件
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这是一份英语四年级上册Unit 4 My home Part A精品ppt课件，文件包含Unit4PartA第1课时ppt、Unit4MyhomePartA第1课时教案PPT课件doc、TALKwav、bathroomwav、bedroomwav、kitchenwav、livingroomwav、studywav、节奏声wav、SONGSWF、U4APLAY1SWF、U4ATALK1SWF等12份课件配套教学资源，其中PPT共0页， 欢迎下载使用。
Unit 4 My home The first period(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./ 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。1. 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 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.”Step 1: Warm-up & Revision & Lead-in1. Greetings.2. Sing a song—Short vowel song.（课件出示：三下教材P69歌曲的视频）①3. 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…?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。Ss: It’s in/ on/ under…Step 2: Presentation1. 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?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。(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.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。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.④T: 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.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.”。Step 3: Practice1. 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.⑤Ask 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 & Extension1. Let’s chant.Make up a chant according to the dialogue of “Let’s talk”.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。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 AimsLet’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 StagesTeacher’ s ActivitiesStudents’ ActivitiesTeaching PurposesWarm-up&Revision&Lead-in1. 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.Presentation1. 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.Practice1. 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&Extension1. 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.Homework1. 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.
Unit 4 My home The first period(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./ 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。1. 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 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.”Step 1: Warm-up & Revision & Lead-in1. Greetings.2. Sing a song—Short vowel song.（课件出示：三下教材P69歌曲的视频）①3. 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…?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。Ss: It’s in/ on/ under…Step 2: Presentation1. 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?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。(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.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。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.④T: 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.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.”。Step 3: Practice1. 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.⑤Ask 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 & Extension1. Let’s chant.Make up a chant according to the dialogue of “Let’s talk”.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。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 AimsLet’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 StagesTeacher’ s ActivitiesStudents’ ActivitiesTeaching PurposesWarm-up&Revision&Lead-in1. 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.Presentation1. 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.Practice1. 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&Extension1. 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.Homework1. 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.
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