文档内容
The fourth period(第四课时)
Part B Let’s talk & Ask, answer and write
教学内容
▶
Let’s talk ·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“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
·在情景中恰当运用功能句“Open the door, please.”提出行动建议
Ask, answer and ·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
write
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《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
▶
Step 1: Warm-up & Revision & Lead-in
1. Greetings.
2. A guessing game—“Where is my pen?”① Teaching purpose①
T: Look, it’s my pen. Now close your eyes, please.（将钢笔藏在一 通过游戏和chant来复
个地方）Open your eyes, please. Where is my pen now? You can ask me 习A部分的重点句型，帮助
学生唤醒他们的已有知识，
like this: Is it in/ on/ under… the…? Guess, please.
并为下一环节的学习做好准
S1: Is it in the desk?
备。
T: No, it isn’t.
...
3. Let’s chant.
Present the chant. Ask students to read together.
34. 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 Teaching purpose②
球换成三个） 通过变换物品的数量对
物品的不同位置进行询问，
T: Look! It’s a ball. Where is the ball?
使学生感受单复数之间的区
Ss: It’s on/ near/ under the chair.
别并复习介词， 为新课的学
T: What are these?
习做铺垫。
Ss: They are balls.
T: Where are the balls? Guess!
Ss: Are they…?
...
Step 2: Presentation
Teaching purpose③
1. Teach the new words and sentences.③
设置情景，让学生在语
(课件出示：教材Unit 4主情景图中Amy家的图片)
境中熟悉新单词，感知新句
T: Amy can’t find her cat. Let’s help her! Is she in the kitchen?
型。
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.
4Write down the sentence structures “—Are they…? —No, they
aren’t.” on the blackboard and teach them.
2. Let’s talk.④
Teaching purpose④
(1) Look and predict.
通过提问和讨论图片
Show the pictures of “Let’s talk” and lead students to predict. (课件
激发学生的阅读兴趣，引导
出示：教材P41 Let’s talk板块的图片) 学生预测文本内容，培养学
T: Who are they? 生的观察能力和逻辑推理能
力，并使学生带着问题认真
Ss: John and his mother.
观看视频，整体感知文本，
T: What’s in John’s hand in Picture 1?
获取有用信息。
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? Teaching purpose⑤
Ss: No, they aren’t.
该部分三个活动使学生
T: Where are the keys? 能够充分理解文本内容，并
Ss: They’re in the door. 能够正确朗读对话。在不同
Write down the sentences “—Where are the keys? —They’re in the 形式的朗读和表演活动中，
使学生逐步理解并掌握本课
door.” on the blackboard and teach them.
时的重点句型，为其熟练表
Step 3: Practice
达奠定基础。
1. Read and act.⑤
(1) Ask students to read after the recording and pay attention to the
Teaching purpose⑥
pronunciation and the intonation.
为学生提供一个相对真
(2) Let students practice the dialogue in groups.
实的语境来运用重点句型，
(3) Act out the dialogue.
帮助学生更好地掌握重点句
2. Ask, answer and write.⑥
型，提高其口语表达能力。
(1) Show the picture of “Ask, answer and write”.（出示课件）
5T: 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
Teaching purpose⑦
1. A guessing game—“What is it? / What are they?”
通过两个游戏活动，创
T: (课件出示：书房场景图) Look at this picture. This is a study.
设有趣的情景，让学生在特
What can you see in the study? 定的语境中快乐地操练所学
Ss: … 的核心语言。
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
▶
6作业设计
▶
1. Listen and imitate the dialogue for three times.
2. 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. 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
Let’s talk
·Understand the main idea of the dialogue and read the dialogue with the correct pronunciation and
intonation.
·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.
·Use the functional sentence“Open the door, please.”appropriately in situations to put
forward action suggestions.
Ask, answer and write
·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.”
7·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 Teacher’ s Activities Students’ Activities Teaching Purposes
Stages
Warm-up 1. Greetings. 1. Greetings. Help students review
& 2. A guessing game. 2. Play a game. prepositions, feel the
Revision 3. Let’s chant. 3. Read the chant. difference between the
&
4. Lead-in. 4. Answer the questions. singular forms and the
Lead-in
plural forms. Prepare
for the study of the new
lesson.
Presentation 1. Teach the new words and Learn the new words and Lead students to learn
sentences. sentences. new words and perceive
new sentence structures
by setting up the
situation.
2. Let’s talk. (1) Look and predict. Ask questions to arouse
(1) Look and predict. (2) Watch the video and students’ reading
Show the pictures. answer the questions. interest and make them
(2) Play the video and ask the (3) Watch the video again watch the video with
questions. and check the answers. questions. Cultivate
(3) Play the video again and Learn the sentences. students’ ability of
check the answers. Teach the observation and logical
sentences “—Where are the reasoning.
keys?
—They’re in the door.”
Practice 1. Read and act. (1) Read after the Let students gradually
(1) Play the recording. recording. understand and master
(2) Let students practice the (2) Practice the dialogue in the key sentence
dialogue in groups. groups. structures in this lesson,
(3) Let students act out the (3) Act out the dialogue. and lay the foundation
dialogue. for their skillful
expression.
2. Ask, answer and write. (1) Look at the picture and Provide a real context
(1) Show the picture. read the dialogue. for students to use the
(2) Ask students to play the (2) Play the game in pairs. key sentence structures
game in pairs. (3) Show the dialogues. to help them master the
8knowledge better and
(3) Ask students to show the
improve their oral
dialogues.
expression ability.
Consolidation 1. A guessing game — “What is 1. Work in pairs. Through the two
& it? / What are they?” 2. Work in groups. activities, create
Extension 2. Play a game — “The cat interesting situations
catches mice.” 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.
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