文档内容
Unit 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 句型
· 听、说、认读句型“— Where is she? —She’s in the kitchen.”“Open the door,
please.”“Look! They’re in the door.”
· 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
·在情景中运用句子“Open the door, please.”提出行动建议
·按意群朗读描述起居室（living room）的小文段
词汇
·听、说、认读单词或短语“bedroom, living room, study, kitchen, bathroom, bed, phone, table,
sofa, fridge”
·在有意义的语境中抄写单元话题词汇
·正确使用上述词汇描述家里的居室及物品设施
语音
·掌握u-e的发音规则,即u-e在单词中发长音/ju:/
·读出符合u-e发音规则的单词，并根据发音拼写出符合u-e发音规则的单词
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
3The first period(第一课时)
Part A Let’s talk & Let’s play
教学内容
▶
Let’s talk ·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
·用正确的语音、语调朗读对话
·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
·在情景中恰当运用句型“—Where is she? —She’s in the kitchen.”
·在语境中理解新词汇“living room, study, kitchen”的意思,并正确发音
Let’s play ·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《状元大课堂》《创优作业100分》《状元作业本》中本课时的相关内容。
2. PPT课件、课文录音、视频等。
▶ 教学过程 Teaching purpose①
Step 1: Warm-up & Revision & Lead-in 通过歌曲激发学生的
学习兴趣，帮助学生在歌声
1. Greetings.
中复习询问位置的句型“—
2. Sing a song—Short vowel song（. 课件出示：三下教材P69歌曲
Where is...? —It’s...”。再
的视频）①
通过互动问答的方式，引导
3. Free talk. 学生进一步操练，为本课时
Review the sentence structures “—Where’s…? —It’s in / on / 的学习奠定基础。
under…”（课件出示：球在课桌不同方位的图片）
4T: 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…
Teaching purpose②
Step 2: Presentation
通过设置情景，让学生
1. Learn the new vocabulary.②
在情景中熟悉新词汇和感知
（1）Present the picture of Amy’s home in the main scene.（课件出 新句型。通过猜测的方式让
示：Unit 4主情景图中Amy家的图片） 学生练习一般疑问句及其答
语。
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.)
Teaching purpose③
Ss: No, she isn’t.
通过问题引导学生观察
T: Is she in the kitchen?
并讨论图片，借助问题和图
Ss: Yes, she is. 片预测文本内容，使学生带
2. Let’s talk.③ 有目的性地去听录音。
5（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? Teaching purpose④
Ss: She’s in the kitchen. 通过三个活动，使学生
能够充分理解对话内容，并
T: Very good!
且能够正确地朗读对话。不
(3) Read after the recording.④
同形式的朗读活动使学生逐
T: Boys and girls, let’s read the dialogue after the recording. Please
步理解并掌握本课时的重点
listen and read carefully. 句型，为其熟练表达奠定基
(4) Read the dialogue in different roles. 础。
(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
Teaching purpose⑤
1. Recognize the pictures.
通过 hide-and-seek 游
Present the pictures quickly. （课件出示：客厅、厨房和书房的图 戏进一步巩固和练习新词汇
片） 及句型“—Is it in the…?
T: Say the words or the phrase quickly. — Yes, it is./ No, it
2. Let’s play hide-and-seek.⑤ isn’t.”。
Ask students to play the game in pairs. Make a model with a
student.
6Let 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. The n have a show.
Teaching purpose⑥
2. Play a game — “Look for Xiaowu.” ⑥
通过“寻找小五”的游
（1）Present the picture of Xiaowu（. 课件出示：小五在客厅看电视 戏，充分调动学生的积极性。
的图片）Ask students to compete in groups. 让学生在情境中合理运用所
学句型，可以激发学生的英
T: Who is he? He’s Xiaowu. He is watching TV now. Oh, he’s
语学习动力，并培养学生的
missing! Where is he? Let’s go and look for him.（课件出示：小五家的
竞争意识。
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
▶
7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（. 见“状元成才路”系列丛书《创优作业100分》或《状元作业本》对应课时
作业）
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
Let’s talk
·Understand the main idea of the dialogue by observing and talking about the pictures.
·Read the dialogue with the correct pronunciation and intonation.
·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.
·Use the key sentence structures “—Where is she? —She’s in the kitchen.” properly in situations.
·Understand the new vocabulary in context and pronounce correctly.
Let’s play
·Practice and consolidate the key sentence structures by the provided teaching activity.
▶Teaching Priorities
8·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 Teacher’ s Activities Students’ Activities Teaching Purposes
Stages
Warm-up 1. Greetings. 1. Greetings. Cultivate students’
& 2. Sing a song—Short vowel 2. Sing a song. learning interest.
Revision song. 3. Answer the questions. Review and consolidate
&
3. Free talk. the sentence structures
Lead-in
Show some pictures. Ask “—Where is…? — It’s
some questions. in/ on/ under…” Lay
the foundation for this
class.
Presentation 1. Learn the new vocabulary. （1）Learn the new Let students learn the
（1）Present the picture of vocabulary. new vocabulary and
Amy’s home. Teach the （2）Talk with the perceive the new
new teacher. sentence structures in
vocabulary“bedroom, Learn the new situations. Lead
study, living room, sentence structures. students to practice the
bathroom, kitchen”. general questions and
（2）Present the pictures of a the answers by
home and a dog. Talk
guessing.
with students. Teach the
new sentence structures.
2. Let’s talk. (1) Predict the main idea Help students
(1) Present the pictures. Ask and describe the understand the content
students to predict the main pictures simply. of the dialogue and read
idea of the dialogue and (2) Listen to the recording, the dialogue correctly.
describe the pictures simply. then answer the Lead them to master the
(2) Play the recording and ask questions. key sentence structures
the questions. (3) Read after the of this lesson by
(3) Play the recording again. recording. different forms. Lay the
(4) Ask students to read the (4) Read the dialogue in foundation for their
dialogue in different roles. different roles. skillful expression.
(5) Ask students to act it out. (5) Act it out.
Practice 1. Present the pictures. 1. Say the vocabulary Further consolidate
9and practice the new
2. Let’s play hide-and-seek. quickly according to the vocabulary and
Ask students to play the game pictures. sentence structures by
in pairs. Make a model with a 2. Play hide-and-seek the game hide-and-
student. with the partner. seek provided in this
section.
Consolidation 1. Let’s chant. 1. Make up a chant and By making up a chant
& Make up a chant according to have a show. and play the game,
Extension the dialogue of “Let’s talk”. 2. Compete in groups. arouse students’
2. Play a game — “Look for Look at the pictures. enthusiasm of learning
Xiaowu.” Read out the names of English. Lead students
Show the pictures. the rooms in groups. to practice the sentence
Look for Xiaowu by structures actively.
asking and answering Cultivate their sense of
with the key sentence competition.
structures.
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.
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