1、Unit 4My home课时1Lets talkLets play教学目标：1.能用“Is it ?”询问物品所在。2.能熟练朗读、模仿、表演本节课对话。3.能在实际生活中运用本节课对话，能听懂、会说：Is she in the bedroom?Yes, she is. /No, she isnt. Is it?Yes, it is./No，it isnt. I have Where is?教学重点：掌握一般疑问句“Is he/she/it ”及其回答。教学难点：能根据图片用一般疑问句进行提问。教学准备：教学挂图,教学光盘,人物头饰。教学过程：Step 1: Warm up1.教师将书包放在
2、不同的位置，并运用句型“Where is the schoolbag?”引导学生运用“Its in/on/under/near ”来回答。2.教师发指令，学生做动作，如：Put your notebook under your schoolbag.Put your pencil in your desk.Put your pencil box on your chair.Put your eraser near your pencil box.Step 2: Presentation（一）话题交流，导入新课。1.学习cute。T: I have a nice home. You have a
3、nice home. I think the school is our home too, right? Look! Who is coming?SS: He is Liu Qian.T: Yes. He is a magician. He will put on a magic show. (monkey, mouse, duck, cat)2.魔术停留在出现的“cat”上，T: I have a cat. Shes cute. What about you? (板书：I have a _. Shes cute.) 引导学生介绍自己的宠物：I have a Shes cute.（二）情景创
4、设，理解语意。学习：Is she in ? Yes, she is. / No, she isnt.1.在魔术中，最后出现的dog消失了。T: Oh！Wheres my dog? Lets guess: where is she?T: Is she in the bedroom/study/living room/kitchen/bathroom?(播放ppt ,一组猜，一组答，集体操练。）2.学习:Yes, she is. No, she isnt.找学生猜的时候，点击图片，学习这两个句子。让学生利用身边的事物学习和巩固句（三）交际练习，板书呈现。教师把宠物猫拿出来放到门外（播放敲门声），询
5、问：Where is she? Is she in the classroom? 引导学生回答：No, she isnt.并解释。然后询问：Is she in the school? 引导回答：Yes, she is.把猫拿进来，询问：Is she in the classroom ?引导回答：Yes，she is.答对有奖励。板书：Where is ? Is she in ? Yes, she is. No, She isnt.(四)问题视听，整体感知。T：I find my cat. But Amys cat is missing. Lets go and find.Where is Am
6、ys cat ?借助图片帮助学生理解文本(听录音之前先猜测:Is she in the ?):Is she in the bedroom? Is she in the ?Step 3: Consolidation and extension1.完成Lets play部分的任务。2.巩固歌谣并表演。 I have a cat. It is cute. Where is she? Where is she?Is she in the bedroom? No. No, she isnt.Is she in the study? No. No, she isnt.Look, Look, Shes in
7、 the kitchen. 3.活动运用，任务落实。拯救美羊羊，谁先猜到美羊羊被灰太狼关在哪里，谁就赢了。（Is she in ?）拯救懒羊羊。（Is he in ?）Step 4: Homework将Lets talk部分的对话读给家长听。板书设计：教学反思：本课时主要学习句型:Is she/he/it in Yes, she/he/it is. No, she/he/it isnt.教师创设新奇的情景，让学生有一种新奇感，从而唤起学生的学习兴趣和探究欲望，激发学生的参与热情，提高学生学习的积极性。教师结合学生对魔术的兴趣，积极创设情景，并结合日常生活和周边实物，学习重点句型，真正让英语走出课堂。3