江苏省会计从业资格考试报名-失职检讨书

Unit 4 My Home
Part A Let’s talk


一、 整体设计思路
本课的教学设计主要采用故事教学法，以“cat”为一个主 线，以猜测盒
子里的“cat”导入，通过寻找“cat”切入文本，进而学习文本，解决重难点，最后以“cat”到教室旅行进行拓展训练。整个课堂以学生猜故事，教师讲故
事、学生读故事、给 故事配音和续写故事为主要教学环节，主要目的在于培
养学生的学习兴趣。教师发挥启发引导作用，通过 对故事配图的观察和推理
来吸引学生，深刻理解故事，力图培养学生综合思维能力；通过分角色朗读，< br>动画配音对学生进行语音训练；通过对文本中难点和“淘气小猫旅行记”的
创新对话来培养学生联 系现实和小组合作的能力。
二、 教学目标
1. 学生能理解对话大意，用正确的语音语调朗读对话；
2. 学生能在情境中运用句型Is she in the …? Yes, she is. No, she isn’t.询
问物品或者人物的位置，同时作出判断。
3. 学生能在语境中理解新词或词组living room, study, kitchen的意思并能
正确发音。
4. 培养学生在生活中能够主动询问别人或者对别人的询问能够热情地回
答。
三、 教学重难点
重点：学生能理解对话大意，用正确的语音语调朗读对话；学生能在情
境中运用句型Is she in the …? Yes, she is. No, she isn’t.询问物品或者人物的
位置，同时作出判断。
难点：学生能在情境中运用句型Is she in the …? Yes, she is. No, she isn’t.
询问物品或者人物的位置，同时作出判断。
四、 教学过程
Step 1: Warm-Up
1. Greetings.
Good morning, boys and girls! Good morning, teacher!
Nice to meet you. Nice to meet you, too.
2. Guessing Game.
师生一起做一个猜测游戏，猜猜盒子里是什么？通过猜测引出
cute cat, 然后通过magic魔法，让小猫消失，教师用本课重点句型提
问，引出主句型，学生初步感知。

T: Boys and girls, I take a present for you today. Guess, what’s in the box?
Who knows?
S1: …
S2: …
S3: …
T: Let’s have a look. 1, 2, go! Wow! It’s a cat. Is she cute?
Ss: Yes, she is.
T: I also think so. She’s cute. (教读cute两遍) And she’s Amy’s.
T: OK, boys and girls! Do you think magic? Let’s do magic together.
表演魔术，让cat变没！
T： Oh, where is the cat? Is she in your hand? 师问其中一个同学。
S1：No, she isn’t. (师引导帮助学生回答)
T： Is she in your pencil-box? (师转问另一个同学)
S2：No, she isn’t.
T: Is she in your desk? (师转问第三个同学)
S3：No, she isn’t.
(设计目的：通过观看魔术调动学生的学习兴趣，学生初步感知句型Is
she in…?)

Step 2: Presentation
1. Watch a cartoon
教师播放课文配套动画（无声音和文本），给出问题Which room
is she in? 引导学生通过观察来推测猫的位置。
T: Where is she? Boys and girls, listen carefully!
PPT课件中传来猫叫声。
T: Oh, she is in Amy’s home. But which room is she in?
In the living room? Look, this room is living room. 教读living
room, 板书。
We can watch TV in the living room.
Is she in the living room?
S1: …
T: Oh, maybe. Maybe she is in the study. 教读study. 板书。
We can read books in the study.
Is she in the study?
S2: …
T: Maybe. Maybe she is in the kitchen. 教读kitchen, 板书。

We can cook meals in the kitchen.
Is she in the kitchen?
S3: …
T: Oh, maybe.
(设计目的：以动画片的形式整体呈现故 事让学生借助动画推测故事内
容，并对故事情节产生兴趣，培养学生的观察力。学生感知living room,
study, kitchen的意思，为文本学习做铺垫.)
2. Read and Match
教师要求学生通过观察图片来寻找对应的对话，学生通过图文匹
配理解故事大意。
T: The cat maybe in the living room, in the study or in the kitchen.
Where is she? Let’s watch these four pictures carefully and match it with
the right sentences.
T: Let’s look picture one first. We should match it with … You, please.
S1: C.
T: Yes, very good. C is … Can you read it?
S1: …
T: Now picture 2. We should match it with … You, please!
S2: D.
T: Great! Can you read C?
S2: …
T: Now picture 3. We should match it with … You, please!
S3: A.
T: Good girl, give me five! Can you read A?
S3: …
T: Now picture 4. We should match it with … You, please!
S4: B.
T: Good boy, give me five. Can you read it?
Yes, now we know where is the cat? Let’s say together.
Ss: She’s in the kitchen.
(设计目的：在上一次观看无声动画 的基础上，给出故事文本，帮助学
生逐步理解文本，同时培养学生推理能力。)
3. Watch the cartoon again
学生第二次观看动画（有声音和对话文本），完成 表格，并在此过
程中板书，帮助学生梳理故事情节。
T: We find the cat now! Can you fill in this form?

Ss: No.
T: Let’s see question 1 is, Is she in the living room? Look here, Is she
in the living room? 领读,注意语调。
分组读，单个读，齐读！
T：So question 2 is… Who know?
S1: Is she in the study?
T: Good. You, please!
S2: Is she in the study?
T: Great! Is she in the study? 领读，板书！生开火车读，齐读！
T：Good. Question 3 is … You, please!
S3: Is she in the kitchen?
T: You, please!
S4: Is she in the kitchen?
T: Good. Is she in the kitchen? 领读，个人读，齐读！
Now let’s read these three questions together! 学生齐读三个问
题！
T: Let’s watch the cartoon again and answer it.
学生观看动画，填表格！
T: Ok, boys and girls. Is she in the living room? You, please!
S1: No, she isn’t.
T: Good, sit down! No, she isn’t. 板书，教读！
T: Is she in the study? You, please!
S2: No, she isn’t.
T: Question 3: Is she in the kitchen?
S3: Yes, she is.
T: Great! Sit down! Yes, she is. 出示板书，教读！
T：Now let’s practice ask and answer. One ask, one answer, understand?
Let’s go!
学生两人一组，训练句型！
（设计目的：此环节是课堂的重点，教师通过不同形式的课堂讲解和
提问，检测学生是否理解对话，并 解决语言难点。）
Step 3: Practice & Progress
1. Listen and imitate.
T：Would you like to read the whole dialogue?
Ss: Yes.
播放动画，学生跟读。

2. Dub the cartoon.
T: Can you read the dialogue with your partner? One is Amy. One is
Sarah. Ready? Go!
3. Group show.
T: Can you show your dialogue now? You two, please!
Step 4: Production
“Naughty cat’s travel” “淘气猫旅行记”
T: There are two cats, father cat and mother cat. They want to travel our
classroom. Do you think where she (he) is? Can you guess? This time I
choose father cat. Now children, close your eyes! Don’t open, just think
where is he? Is he in the desk? Is he on the floor? Or is he under the chair?
T: Now open your eyes. Guess, where is he?
S1: … S2: … S3: …
T: Look, he’s ….
(设计意图：通过小猫到教室里旅行来还原对话，让学生试着输出语言。)

Homework:
Naughty cats 还会去那里旅行呢？仔细想一想，自由续编故事。
After class, where are the cats? Continue to tell or retell the story.

板书设计
Unit 4 My Home
Part A Let’s talk

living room?
Is she in the study? No, she isn’t.
kitchen? Yes, she is.