The fourth period(第四课时)

Part B  Let’s talk & Ask, answer and write

▶教学内容

▶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

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/teɪ/-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/əʊn/, …

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 Binbin say.

Read the dialogue of Sarah and Wu Binbin.

(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 Binbin.

(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。