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四年級(jí)英語《Where Do You Live?》優(yōu)秀教案（精選12篇）
作為一位杰出的老師，就有可能用到教案，教案是教學(xué)活動(dòng)的依據(jù)，有著重要的地位。那么大家知道正規(guī)的教案是怎么寫的嗎？以下是小編整理的四年級(jí)英語《Where Do You Live?》優(yōu)秀教案，歡迎閱讀，希望大家能夠喜歡。
四年級(jí)英語《Where Do You Live?》優(yōu)秀教案 1
一、 教學(xué)目標(biāo)：
1. 知識(shí)目標(biāo)：掌握本課重點(diǎn)概念: Where do you live?
I live in a/an .
house, apartment
2.能力目標(biāo)：使同學(xué)能夠熟練地運(yùn)用“Where do you live?
I live in a/an .”
3.情感目標(biāo)：感知英語的'實(shí)用性，增強(qiáng)學(xué)習(xí)英語的興趣。
二、教學(xué)重難點(diǎn)：
1.重要概念 house, apartment
2. 同學(xué)能夠熟練地運(yùn)用“Where do you live?
I live in a/an .”
三、教具、學(xué)具：
1. house, apartment的圖片.
2.錄音機(jī)和磁帶
3.單詞卡片
四、教學(xué)過程
1.Greeting
2. 復(fù)習(xí)
Review “near,far”which students mastered in Level Demonstrate the concepts with volunteers.
3.教授重要概念:
Demonstrate “Where do you live? I live in a/an .”with puppets.Draw a house and an apartment building on the blackboard. Let one puppet “l(fā)ive”in the “house”and the other puppet “l(fā)ive” in the “apartment” Do a dialogue with the puppets based on “Where do you live? I live in a/an .”
Remind the students about “a”and“an”: a house,an apartment.
4.Practiceivide the class into small groups then ask and answer ,they can say:
S1:Where do you live?
S2:I live in a/an .
S1:Is it near/far from school?
S2:Yes/No,……
5.Read after the tape.
6.做<活動(dòng)手冊>
7. 作業(yè): a. 完成<活動(dòng)手冊>剩余局部.
b. 對話練習(xí).
板書設(shè)計(jì):
Lesson 20 Where Do You Live?
Where do you live?
I live in a house.
I live in an apartment.
四年級(jí)英語《Where Do You Live?》優(yōu)秀教案 2
一．設(shè)計(jì)意圖：
綱要中明確指出“興趣是學(xué)習(xí)的動(dòng)力，只有對事物產(chǎn)生興趣，才能成為獲得知識(shí)的前提。在一次和孩子們的接觸中，我發(fā)現(xiàn)班上很多孩子對英語特別感興趣，課后也會(huì)來問我生活中常見的英語單詞，鑒于這個(gè)情況，同時(shí)也發(fā)揮自己的特長，我設(shè)計(jì)了這堂英語活動(dòng)《What do you see?》，讓幼兒在游戲中玩耍，同時(shí)也鞏固了對單詞和句型的掌握，用肢體語言來表現(xiàn)歌曲，體驗(yàn)英語活動(dòng)的興趣。
二．活動(dòng)目的：
1.學(xué)會(huì)單詞pigdogcat，掌握句型What do you see?I see a ______.
2.能大膽地演唱和表演歌曲。
3.大膽地參與活動(dòng)，體驗(yàn)英語活動(dòng)的樂趣。
三．活動(dòng)重點(diǎn)、難點(diǎn)：
學(xué)會(huì)單詞pigdogcat，掌握句型What do you see?I see a ______.
四．活動(dòng)準(zhǔn)備：
1.多媒體課件。
2.游戲活動(dòng)中用的`錘子、球。
3.卡片若干張。
五．教學(xué)方法：
1.自然教學(xué)法
2.情景教學(xué)法
3.接教學(xué)法
4.溝通式教學(xué)法
5.歌謠韻文教學(xué)法
6.互動(dòng)式教學(xué)法
7.肢體反應(yīng)教學(xué)法。
六．活動(dòng)過程：
一）熱身活動(dòng)，充分調(diào)動(dòng)孩子的積極性。
●Greetings
（師）Good morning ,everyone
（生）Good morning ,Selina
（師）How are you
（生）I’m fine ,thank you.。
（師）Ok,boy and girls,Are you ready for the class?
（生）yes, I am ready.
●Let’s do finger game.（通過手指做出來很多的小動(dòng)物，游戲中能讓孩子初步了解關(guān)于動(dòng)物的單詞，為后面的教學(xué)做好鋪墊。）
二）利用多媒體課件，吸引孩子的注意力。
1．單詞教學(xué)。
●播放課件，引出單詞。
教師利用各種方法來刺激幼兒學(xué)習(xí)新單詞的興趣。如：大小聲游戲、我說你做、我做你說等游戲，讓幼兒對單詞的發(fā)音有個(gè)初步的印象。
●利用游戲，鞏固單詞。
Bomb game:把三張卡片分別放在黑板前，教師把地雷放在任意一張卡片上面，接著幼兒跟隨老師讀單詞，讀到放置地雷那張卡片時(shí)，孩子們必須停止跟讀，否則，將會(huì)被地雷炸傷。
Missing game:讓幼兒把眼睛閉起來，隨意抽走一張，隨后讓幼兒找找，看看哪個(gè)小動(dòng)物被藏起來了。（孩子們對游戲最感興趣了，在游戲中學(xué)習(xí)可以達(dá)到事半功倍的效果，同時(shí)也可以檢測孩子的學(xué)習(xí)情況，為下一步的句型學(xué)習(xí)做好準(zhǔn)備。）
2．句型教學(xué)。
●利用情景表演，引出句型。
讓一位小朋友扮演Cody，由她來提出問題，讓老師回答。
師：“Who’s coming today?Hello ,What’s your name?”
生: “My name is Cody.Hello,everyone. Selina,What do you see?”
師: “I see a ____.
●出示句型條，練習(xí)句子。
教師利用肢體動(dòng)作，讓孩子更快的的記住這句話。（在這一環(huán)節(jié)中，為了能讓幼兒更好的理解這個(gè)句子，還可以利用前面學(xué)過的水果單詞來鞏固這句話，還能達(dá)到舉一返三的效果。）
●播放課件中的游戲，復(fù)習(xí)句型。
游戲中有六個(gè)數(shù)字供幼兒選擇，點(diǎn)擊不同的數(shù)字會(huì)有不同的畫面，讓幼兒大膽說出剛所教的英語句子。
3．歌曲教學(xué)。
●播放課件，欣賞歌曲。
●教師用開火車的游戲帶領(lǐng)幼兒練習(xí)歌詞。
●鼓勵(lì)幼兒大膽演唱和表演歌曲。
●利用游戲，把整個(gè)活動(dòng)推入高潮。
讓幼兒邊演唱歌曲邊傳球，如果老師喊停，球傳到哪個(gè)小朋友手上，哪個(gè)小朋友就得回答老師提出的問題或是唱下一句的歌詞。
三）活動(dòng)結(jié)束，體驗(yàn)學(xué)、說英語的樂趣。
●幼兒演唱歌曲“Goodbye”,結(jié)束今天的英語活動(dòng)。
教師和幼兒對話，感受快樂。
T: So much for today, Are you happy?
SS:Yes,I’m very happy.
四年級(jí)英語《Where Do You Live?》優(yōu)秀教案 3
一、教學(xué)目標(biāo)
知識(shí)與技能：
學(xué)生能夠掌握并使用核心句型“What do you see? I see a/an ______.”來提問和回答。
學(xué)生能夠認(rèn)讀并記憶相關(guān)的動(dòng)物和顏色單詞，如pig, dog, cat, blue, green等。
過程與方法：
通過游戲、歌曲、圖片等多種方式，讓學(xué)生在活動(dòng)中學(xué)習(xí)和鞏固英語單詞和句型。
鼓勵(lì)學(xué)生大膽參與，積極互動(dòng)，通過實(shí)踐提高英語聽說能力。
情感、態(tài)度與價(jià)值觀：
培養(yǎng)學(xué)生對英語學(xué)習(xí)的興趣和自信心。
通過小組合作，培養(yǎng)學(xué)生團(tuán)隊(duì)協(xié)作精神和分享意識(shí)。
二、教學(xué)重難點(diǎn)
重點(diǎn)：掌握句型“What do you see? I see a/an ______.”并能用其進(jìn)行提問和回答。
難點(diǎn)：正確運(yùn)用所學(xué)單詞和句型進(jìn)行實(shí)際交流。
三、教學(xué)準(zhǔn)備
多媒體課件，包含相關(guān)動(dòng)物和顏色的圖片、視頻素材。
實(shí)物或玩具動(dòng)物模型，用于直觀展示。
音樂設(shè)備，播放與活動(dòng)相關(guān)的.英語歌曲。
四、教學(xué)過程
導(dǎo)入新課
播放一段歡快的英語歌曲，讓學(xué)生感受英語氛圍。
提問學(xué)生：“What do you see in the song?”引導(dǎo)學(xué)生用英語回答。
呈現(xiàn)新課
展示多媒體課件中的動(dòng)物和顏色圖片，教授相關(guān)單詞。
引導(dǎo)學(xué)生觀察圖片，提問：“What do you see?”并示范回答：“I see a pig.”
邀請學(xué)生模仿并跟讀，確保學(xué)生掌握正確發(fā)音。
鞏固練習(xí)
分組進(jìn)行角色扮演游戲，每組選擇一個(gè)動(dòng)物角色，其他組員提問：“What do you see?”該組員回答：“I see a/an ______.”
鼓勵(lì)學(xué)生使用不同的動(dòng)物和顏色單詞進(jìn)行練習(xí)。
拓展延伸
播放一段英語動(dòng)畫片片段，讓學(xué)生觀察并找出動(dòng)畫片中出現(xiàn)的`動(dòng)物和顏色。
引導(dǎo)學(xué)生用所學(xué)句型描述動(dòng)畫片內(nèi)容，如：“I see a blue cat and a green dog.”
總結(jié)歸納
總結(jié)本節(jié)課所學(xué)的單詞和句型，強(qiáng)調(diào)重點(diǎn)難點(diǎn)。
鼓勵(lì)學(xué)生課后與家人或朋友分享今天學(xué)到的內(nèi)容。
五、作業(yè)布置
口語作業(yè)：與家人或朋友進(jìn)行對話練習(xí)，使用所學(xué)句型“What do you see? I see a/an ______.”進(jìn)行提問和回答。
書面作業(yè)：繪制一幅包含多種動(dòng)物和顏色的圖畫，并用英語描述圖畫內(nèi)容。
六、教學(xué)反思
課后對教學(xué)活動(dòng)進(jìn)行反思，總結(jié)學(xué)生在活動(dòng)中的表現(xiàn)，分析活動(dòng)效果及不足之處，以便在后續(xù)教學(xué)中加以改進(jìn)。
四年級(jí)英語《Where Do You Live?》優(yōu)秀教案 4
一、教學(xué)目標(biāo)
知識(shí)目標(biāo)：學(xué)生能夠掌握基本句型“What do you see? I see a _______.”并能正確運(yùn)用動(dòng)物單詞如pig, dog, cat等。
能力目標(biāo)：培養(yǎng)學(xué)生的英語聽說能力，通過互動(dòng)游戲和角色扮演等形式，提高學(xué)生的英語應(yīng)用能力。
情感目標(biāo)：激發(fā)學(xué)生對英語學(xué)習(xí)的興趣，培養(yǎng)學(xué)生的合作精神和自信心。
二、教學(xué)重難點(diǎn)
重點(diǎn)：掌握句型“What do you see? I see a _______.”和動(dòng)物單詞的正確發(fā)音。
難點(diǎn)：在實(shí)際情境中靈活運(yùn)用所學(xué)句型進(jìn)行表達(dá)。
三、教學(xué)準(zhǔn)備
多媒體課件，包含動(dòng)物圖片和音頻資料。
動(dòng)物卡片或玩具，用于游戲環(huán)節(jié)。
黑板和粉筆，用于書寫重點(diǎn)句型和單詞。
四、教學(xué)過程
Step 1: Warming up
教師與學(xué)生進(jìn)行簡單的問候，營造輕松的課堂氛圍。
通過播放歡快的英語歌曲，激發(fā)學(xué)生的學(xué)習(xí)興趣。
Step 2: Presentation
教師利用多媒體課件展示動(dòng)物圖片，并教授動(dòng)物單詞的發(fā)音和意思。
教師示范句型“What do you see? I see a _______.”并引導(dǎo)學(xué)生跟讀。
Step 3: Practice
小組活動(dòng)：學(xué)生分成若干小組，每組選出一名代表進(jìn)行句型練習(xí)。教師出示動(dòng)物卡片，每組代表輪流提問和回答。
角色扮演：學(xué)生扮演不同的動(dòng)物角色，用所學(xué)句型進(jìn)行對話練習(xí)。
Step 4: Game
“我說你猜”游戲：教師描述一種動(dòng)物的特征，學(xué)生猜測并說出相應(yīng)的動(dòng)物單詞。
“尋找動(dòng)物”游戲：教師將動(dòng)物卡片藏在教室的不同位置，學(xué)生分組尋找并用所學(xué)句型進(jìn)行匯報(bào)。
Step 5: Summary
教師總結(jié)本節(jié)課所學(xué)內(nèi)容，強(qiáng)調(diào)句型和單詞的掌握。
鼓勵(lì)學(xué)生回家后與家人分享所學(xué)內(nèi)容，鞏固所學(xué)知識(shí)。
五、作業(yè)布置
要求學(xué)生回家后與家長一起制作動(dòng)物卡片，并練習(xí)使用所學(xué)句型進(jìn)行對話。
鼓勵(lì)學(xué)生通過繪畫或手工制作等形式，創(chuàng)作與動(dòng)物相關(guān)的'作品，展示對動(dòng)物世界的理解和想象。
六、教學(xué)反思
課后，教師應(yīng)根據(jù)學(xué)生的表現(xiàn)和教學(xué)效果進(jìn)行反思，總結(jié)本節(jié)課的優(yōu)缺點(diǎn)，為今后的教學(xué)提供參考和改進(jìn)方向。同時(shí)，教師應(yīng)關(guān)注學(xué)生的個(gè)體差異，為不同層次的學(xué)生提供有針對性的輔導(dǎo)和幫助。
四年級(jí)英語《Where Do You Live?》優(yōu)秀教案 5
一、教學(xué)目標(biāo)
讓學(xué)生掌握并運(yùn)用核心句型“What do you see?”進(jìn)行提問，并能用“I see...”句型根據(jù)實(shí)際情況回答。
學(xué)生能夠聽說、認(rèn)讀單詞pig, dog, cat等動(dòng)物類單詞，并能在實(shí)際情境中運(yùn)用。
培養(yǎng)學(xué)生的英語學(xué)習(xí)興趣，提高他們參與英語活動(dòng)的積極性，體驗(yàn)英語學(xué)習(xí)的樂趣。
二、教學(xué)準(zhǔn)備
多媒體課件，包含動(dòng)物圖片及相應(yīng)英文單詞。
動(dòng)物玩具或模型，用于實(shí)物展示。
音樂設(shè)備，播放相關(guān)英語兒歌。
三、教學(xué)過程
Step 1: 導(dǎo)入（Leading-in）
播放一首歡快的`英語兒歌，營造輕松愉快的課堂氛圍。
與學(xué)生進(jìn)行簡單的英語問候，詢問學(xué)生今天的心情，拉近師生距離。
Step 2: 呈現(xiàn)新知（Presentation）
利用多媒體展示動(dòng)物圖片，引導(dǎo)學(xué)生觀察并說出動(dòng)物的英文名稱。
教師示范使用“What do you see?”句型提問，引導(dǎo)學(xué)生用“I see...”句型回答。
重復(fù)練習(xí)，確保學(xué)生掌握句型結(jié)構(gòu)。
Step 3: 實(shí)踐活動(dòng)（Practical Activities）
分組活動(dòng)：將學(xué)生分成若干小組，每組選一名代表，教師向代表展示動(dòng)物玩具或模型，代表用“What do you see?”提問，其他小組成員用“I see...”回答。
角色扮演：學(xué)生兩兩配對，一人扮演提問者，另一人扮演回答者，進(jìn)行對話練習(xí)。
歌曲演唱：教授一首與“What do you see?”相關(guān)的英語兒歌，讓學(xué)生在唱歌中鞏固句型。
Step 4: 總結(jié)反饋（Summary and Feedback）
教師總結(jié)本節(jié)課所學(xué)內(nèi)容，強(qiáng)調(diào)句型“What do you see?”和“I see...”的重要性。
邀請學(xué)生分享他們在實(shí)踐活動(dòng)中的表現(xiàn)，鼓勵(lì)他們提出問題和建議。
布置課后作業(yè)：讓學(xué)生在家中與家人進(jìn)行“What do you see?”的英語對話練習(xí)，并記錄下對話內(nèi)容。
四、教學(xué)反思
本節(jié)課通過多媒體展示、實(shí)物展示、分組活動(dòng)、角色扮演和歌曲演唱等多種方式，讓學(xué)生在輕松愉快的氛圍中掌握了“What do you see?”句型，提高了他們的英語學(xué)習(xí)興趣和積極性。然而，在教學(xué)過程中也發(fā)現(xiàn)部分學(xué)生在發(fā)音和句型運(yùn)用上還存在問題，需要在今后的教學(xué)中加強(qiáng)針對性訓(xùn)練。
四年級(jí)英語《Where Do You Live?》優(yōu)秀教案 6
一、教學(xué)目標(biāo)
知識(shí)與技能：
學(xué)生能夠正確發(fā)音并認(rèn)讀單詞：pig, dog, cat, blue, green, yellow, red, purple, white, brown, black等。
學(xué)生能夠掌握并運(yùn)用句型“What do you see? I see a/an ____.”
過程與方法：
通過游戲、歌曲和角色扮演等活動(dòng)，讓學(xué)生在輕松愉快的氛圍中學(xué)習(xí)英語。
培養(yǎng)學(xué)生運(yùn)用英語進(jìn)行觀察和表達(dá)的能力。
情感態(tài)度與價(jià)值觀：
激發(fā)學(xué)生對英語學(xué)習(xí)的興趣，培養(yǎng)他們主動(dòng)參與英語活動(dòng)的積極性。
通過合作學(xué)習(xí)，培養(yǎng)學(xué)生的團(tuán)隊(duì)精神和互助意識(shí)。
二、教學(xué)重難點(diǎn)
重點(diǎn)：掌握新單詞和句型，并能在實(shí)際情境中運(yùn)用。
難點(diǎn)：正確運(yùn)用“a”和“an”冠詞。
三、教學(xué)準(zhǔn)備
多媒體課件，包括圖片、視頻和音頻素材。
實(shí)物或圖片卡片，如動(dòng)物、顏色等。
錄音設(shè)備，用于錄制學(xué)生的.發(fā)音和對話。
四、教學(xué)過程
Step 1: 導(dǎo)入新課
播放一段有關(guān)動(dòng)物的英文兒歌，吸引學(xué)生的注意力。
提問：“What animals can you hear in the song?” 引導(dǎo)學(xué)生回答并引出新單詞。
Step 2: 呈現(xiàn)新課
利用多媒體課件展示動(dòng)物和顏色的圖片，教授新單詞。
通過游戲“快速反應(yīng)”，讓學(xué)生快速說出看到的動(dòng)物或顏色。
教授句型“What do you see? I see a/an ____.”，并進(jìn)行角色扮演練習(xí)。
Step 3: 鞏固練習(xí)
分組進(jìn)行“你問我答”游戲，學(xué)生之間互相提問和回答。
播放一首與主題相關(guān)的`英文歌曲，讓學(xué)生邊聽邊跟唱，鞏固新學(xué)內(nèi)容。
Step 4: 拓展延伸
讓學(xué)生描述自己看到的教室或校園內(nèi)的物品，運(yùn)用所學(xué)句型和單詞。
引導(dǎo)學(xué)生思考：“If you could see anything in the world, what would you like to see?” 鼓勵(lì)學(xué)生發(fā)揮想象力并表達(dá)自己的想法。
Step 5: 總結(jié)歸納
總結(jié)本節(jié)課所學(xué)的新單詞和句型。
表揚(yáng)積極參與活動(dòng)的學(xué)生，鼓勵(lì)他們在日常生活中多運(yùn)用英語。
五、作業(yè)布置
讓學(xué)生回家后與家人一起進(jìn)行“What do you see?”的游戲，鞏固所學(xué)內(nèi)容。
準(zhǔn)備下一節(jié)課的相關(guān)材料，預(yù)習(xí)新內(nèi)容。
六、教學(xué)反思
課后，教師應(yīng)對本節(jié)課的教學(xué)效果進(jìn)行反思，總結(jié)學(xué)生在活動(dòng)中的表現(xiàn)以及教學(xué)中的不足之處，以便在今后的教學(xué)中加以改進(jìn)。同時(shí)，教師還應(yīng)關(guān)注學(xué)生的個(gè)體差異，為不同層次的學(xué)生提供個(gè)性化的指導(dǎo)和幫助。
四年級(jí)英語《Where Do You Live?》優(yōu)秀教案 7
一、教學(xué)目標(biāo)
讓學(xué)生掌握新單詞：pig, dog, cat，并學(xué)會(huì)使用句型“What do you see? I see a ______.”
培養(yǎng)學(xué)生的英語聽說能力，能夠在實(shí)際情境中運(yùn)用所學(xué)句型進(jìn)行簡單交流。
激發(fā)學(xué)生對英語學(xué)習(xí)的興趣，通過活動(dòng)體驗(yàn)英語學(xué)習(xí)的樂趣。
二、教學(xué)準(zhǔn)備
多媒體課件，包含相關(guān)動(dòng)物圖片和聲音。
動(dòng)物卡片或玩具，用于實(shí)物展示。
黑板和粉筆，用于書寫單詞和句型。
三、教學(xué)過程
導(dǎo)入（Leading-in）
問候?qū)W生，與學(xué)生進(jìn)行簡單的英語交流，營造英語氛圍。
通過多媒體課件展示一張包含多種動(dòng)物的`圖片，詢問學(xué)生：“What can you see in the picture?” 引導(dǎo)學(xué)生用英語描述所看到的動(dòng)物。
新課呈現(xiàn)（Presentation）
逐一展示動(dòng)物圖片（pig, dog, cat），教授新單詞，并讓學(xué)生跟讀。
展示句型“What do you see? I see a ______.” 并解釋其含義和用法。
通過多媒體課件播放動(dòng)物的聲音，讓學(xué)生猜測是哪種動(dòng)物，并練習(xí)使用句型“What do you see? I see a ______.”進(jìn)行回答。
練習(xí)鞏固（Practice）
分組進(jìn)行角色扮演游戲，每組選一名學(xué)生扮演提問者，其他學(xué)生扮演動(dòng)物，通過問答形式鞏固所學(xué)句型。
利用動(dòng)物卡片或玩具進(jìn)行實(shí)物展示，讓學(xué)生用所學(xué)句型進(jìn)行描述。
組織學(xué)生進(jìn)行小組競賽，看哪個(gè)小組能最快最準(zhǔn)確地使用句型描述動(dòng)物。
總結(jié)反饋（Summary and Feedback）
總結(jié)本節(jié)課所學(xué)內(nèi)容，強(qiáng)調(diào)新單詞和句型的重要性。
詢問學(xué)生在活動(dòng)中的感受，收集學(xué)生的反饋意見，以便改進(jìn)后續(xù)教學(xué)。
四、作業(yè)布置
讓學(xué)生回家后與家人一起練習(xí)使用所學(xué)句型描述動(dòng)物。
鼓勵(lì)學(xué)生收集更多關(guān)于動(dòng)物的英語資料，擴(kuò)展詞匯量。
五、教學(xué)反思
教師在課后應(yīng)對本次教學(xué)活動(dòng)進(jìn)行反思，總結(jié)教學(xué)中的成功之處和不足之處，以便在今后的教學(xué)中加以改進(jìn)和完善。同時(shí)，教師還應(yīng)關(guān)注學(xué)生的學(xué)習(xí)情況，針對學(xué)生的個(gè)體差異進(jìn)行有針對性的輔導(dǎo)和幫助。
四年級(jí)英語《Where Do You Live?》優(yōu)秀教案 8
教學(xué)內(nèi)容：
本單元主要內(nèi)容是談?wù)撐锲返乃谖恢茫ㄟ^這一話題，訓(xùn)練學(xué)生的聽、說、讀、寫四項(xiàng)基本技能，讓學(xué)生通過詢問物品的位置，學(xué) on , in , under ,behind 等的用法；學(xué) 重點(diǎn)：a、方位介詞 in , on , under , behind的用法。
b、where的特殊疑問句和is this a/an . . . ?一般疑問句的肯定和否定回答。
c、學(xué) bed , dresser , bookcase ,backpack . . .
難點(diǎn)：a、能夠正確運(yùn)用方位介詞描述物品作在的位置；
b、能夠運(yùn)用where的問句找到物品位置。
課時(shí)安排：
第一課時(shí) section a 1a-1c
第二課時(shí) section a 2a-4
第三課時(shí) section b 1-2b
第四課時(shí) section b 3a-4 self-check
period one
教師：準(zhǔn)備一個(gè)帶有家具的房間的多媒體課件或掛圖，搜集圖片、卡片、一些學(xué) 學(xué)生：彩筆
學(xué)生用品、大白紙、課本所涉及的單詞的實(shí)物。
學(xué)步驟
step one: present the new words.
①warming up.
(prepare some school things for the students as presents .)
t: what’s this ? (there is a pencil in the teacher’s hand .)
s1: yes you a right . here you are .
(give it to the student as a present .)
t: is this a ruler ? (hold up a ruler .)
s2: yes it is.
t: how to spell ruler ?
s2: r-u-l-e-r , ruler .
t: good , here you are.
(hold up a pen , an eraser , a notebook and so on . ask the questions in the same way . and give the presents to the students .)
t: what’s this ?
s3: it’s a backpack .
t: i have a backpack for you as a present ,(looking for it in the desk , under the chair . . . ) but i can’t find it . where’s it ? do you know ?
s3: i don’t know .
s4: i think it’s in your desk..
t: (look into the desk.) no ,it isn’t .now , let’s look for the backpack together , ok ? (write down the title on the blackboard .)
②learn the new words.
t: look at the big picture on the screen .this is a big nice room .i want to own such a room . because there is some nice furniture in it . do you know the names of the furniture ?
(show a picture of a bed and a dresser .)
t: what’s this ? it’s a bed . “bed” . read after me .b-e-d , bed.
ss: b-e-d , bed.
t: what’s this ? it’s a dresser . d-r-e-s-s-r , dresser.
ss: d-r-e-s-s-r , dresser.
(teach the other words bookcase /sofa/chair/drawer/plant/ . . . in the same way .)
通過師生互動(dòng)，激發(fā)學(xué)生思維，并用學(xué)過的句子導(dǎo)入新課。
利用多媒體課件創(chuàng)設(shè)情景，直觀地呈現(xiàn)單詞，使學(xué)生在語境中理解單詞。
t: read the words aloud .
③present the words in , on , under , behind using the objects .
t: where is my book ? it’s on the desk . (put a book on the desk .)
t: where is my bag ? (put a bag on the desk and ask this question .)
s1: it’s on the desk .
t: where is my bag ? (to all the students)
ss: it’s on the desk .
t: where is my pen ? it’s in the pencil case . (put a pen in the pencil case and ask .)
t: where is my ruler ? (put a ruler in the pencil case , too .)
s1: it’s in the pencil case , too .
t: where is the ruler ?
ss: it’s in the pencil case .
(then learn the other two prepositions “under”, “behind” in the same way . )
④present the words .
t: now , please look at the screen , where is the ball in picture 1 ?
s1: i think it’s in the box .
t: where is the ball in picture 2 ?
s2: it’s on the box .
t: where is the ball in picture 3 ?
s3: it’s behind the box .
t: where is the ball in picture 4 ?
s4: it’s under the box .
t: there are some pictures on the screen , please match the sentences and the pictures .
1: the cat is under the chair .
2: the cat is on the bed .
3: the cat is behind the door .
4: the cat is in the box .
5: the cat is next to the plant .
通過實(shí)物所在的位置直觀地呈現(xiàn)乏味介詞。
利用多媒體課件創(chuàng)設(shè)語言情景，準(zhǔn)確呈現(xiàn)物品之間的位置關(guān)系，讓學(xué)生在真實(shí)的.情景中理解和掌握方位介詞。
讓學(xué)生把句子和圖畫匹配起來，鞏固方位介詞的用法。
6: the cat is on the chair .
t：please open your books and do 1a quickly as you can.
(after doing 1a,check the answer.)
step two :drills .
①practice the drills .
t: this time , use the school things around you to practice the conversation .
t:where’s the watch? (hold up a watch in the hand.)
s1: it’s in your hand.
t: where’s the bag? (put a bag on the chair.)
s2: it’s on the chair.
(ask the students to practice the dialogue like this. then get some pairs to act it out.)
②introduce a room and listen to the tape.
t: this is tommy’s room, but he can’t find his books, his pencil case, his baseball, his computer game and his keys, please help him find the things. listen and number [1-5] the things in the picture.
(play the recording and then check the answer.)
step three: play a game.
t: now, we will play a game , i have a new ruler, all the students close your eyes, and i hide it in our classroom. please guess, where is it ? if your answer is right, it is yours. please ask like this is it on the desk? is it on the floor? are you ready?共8頁，當(dāng)前第2頁12345678
s1: is it in the ...?
t: no,it isn’t.
s2: is it under the…?
t: no, it isn’t.
s3: is it behind the…?
t: yes, it is. please find it out .here you are.(give the ruler to him.)
(ask three or four students to come to the front to hide three or four new school things, others look for them.)
t:who can come here to hide my new pen?
ss: i can.
(after playing the game, some students who can find the school things will have them.)
step four: task.
t: look at the picture on the screen. this is mary’s room. in groups of four , describe where the things are in the room.(prepare
讓學(xué)生用身邊的學(xué) 用學(xué)過的一般疑問句以游戲的方式操練本節(jié)課所學(xué)內(nèi)容以增強(qiáng)趣味性。
利用屏幕上所給圖片，描述mary房間物品的位置，強(qiáng)化句型。
for five minutes.)
s1: is the book on the desk?
s2: yes, it is. is the backpack under the chair?
s3: no, it isn’t. it’s… where are the keys?
s4: they are…
homework: make a play.
there is a man. his name is “forgetful”. he always forgets somethings, and he always asks where is / are my …?
please make a short play and next class we will act it out.
period two
課前準(zhǔn)備
教師:準(zhǔn)備表格、一些學(xué) 學(xué)生：表演短劇的道具、表格。
教學(xué)設(shè)計(jì)
step one: check the homework.（運(yùn)用所學(xué)句型表演短劇。）
(the students practice the short play “forgetful” for three minutes so that they can act it out well.)
t:which group can act the play out?
ss:we can.(come to the front.)
s1:my name is “forgetful”, i want to work , but ,but … where are my …?
s2: (come to him ) are they on the…?
s1: no, it isn’t.
s3: are they in your…?
s1: oh, yes, it is. but where is my id card?...
(some groups act it out.)
step two: review the words.（利用多媒體教學(xué)課件復(fù)from 1-6.
t:check the answer.(students give the answer.)
t:now, listen again. let’s do 2b. find out where are the things from 2a? number the things in the pictures [1-6].（通過聽力訓(xùn)練檢測學(xué)生對所學(xué)知識(shí)掌握的情況，培養(yǎng)學(xué)生聽的能力。）
(play the tape again and check the answer.)
t:who can answer?
s1:the computer game is on the backpack.
s2:the books are …
s3:the pencil case is …共8頁，當(dāng)前第3頁12345678
s4: the backpack is…
s5: the baseball is…
s6: the keys are …
step three: practice the drills.（根據(jù)聽力材料中的句型，利用圖片再次進(jìn)行鞏固練
教師：搜集學(xué)
學(xué)生：準(zhǔn)備學(xué)教學(xué)設(shè)計(jì)
step one:present the new words.
t: i have some things on my desk, i think you can tell me how to say them.
t: what’s this? (hold up a book in the hand)
ss: it’s a book.
t: yes, it’s a math book. read after me. m-a-t-h-b-o-o-k, math book.
ss: m-a-t-h-b-o-o-k, math book.
t: do you have a watch?
ss: yes, i do./ no, i don’t.
t: is it a watch?
ss: no, it isn’t. it’s a clock.
t: good. it’s an alarm clock. read after me. a-l-a-r-m-c-l-o-c-k,alarm clock.
(then hold up cd, video tape, hat, notebook, teach them in the same way. check the words using the cards.)
t: let’s do 1a in section b. match the words with the things in the picture in 1a.(then check the answers.)
step two: present the drills.
1.review the words.
t: now do 1b in section b, look at tommy’s room for three minutes. please try your best to remember all the things in the room. begin!
(three minutes later,ask them to close their books. give them another three minutes to write down the things they remembered.)
t:who can write them down on the blackboard?
s1:i can.(after writing them,students open the books to check the answer.)
t:how many words did you write?
ss:fifteen/twenty/twenty-two …
t:what are in the picture?
s:a backpack, a quilt, a computer game, some books…
2.present the drill.
t: look at the picture 1a in section b and answer my questions where is the math book?
s1: it is…
t: where are the pictures?
s2: they are…
t: where are the books?
s3: they are…
t: ask and answer according to the picture then fill in the chart.
thingsbackpackbooksid cardrulercap
places
step three: listen and practice the drill.
1.listen to the tape.
t: tommy wants his mother to bring some school things to school for him. but his room isn’t tidy. so his mother can’t find the things. let’s listen to the recording of 2a and help his mother find the things.
(play the tape for the first time. the students circle the word they hear. then check the answer.)
t:now listen again, and fill in the chart.
thingsrulernotebookmath bookcds
places
2.practice the dialogue.
t: where’s the ruler?
s1: it’s…
t: where’s the notebook?
s2: it’s…
t: where’re cds?
s3: they’re…
t: work in pairs according to the chart.
step four: task.
t: please look at tommy’s room. do you think it’s tidy?
ss: no, i don’t think so.
t: four students in a group. draw a picture about tommy’s room, help him clean the room to put the things in the correct places.
(choose some groups to show the room.)
homework.
1.draw a picture about your room.
2.describe your new room.
period four
課前準(zhǔn)備
教師: 搜集單詞卡片、背景資料。
學(xué)生：彩筆、大白紙、相關(guān)新單詞。
教學(xué)設(shè)計(jì)
step one: learn the new words.
1.present the new words.
(show some pictures and words on the screen to teach the students the new words.)
t: what’s this?
s1: it’s a room.
t: do you have a room like this?
s2: yes, i do./ no, i don’t.
t: read after me. r-o-o-m, room.
ss: r-o-o-m, room.
(teach the other words “tv, desk, picture” in the same way.)
t: there are some words here. read the words after me and spell them.
(learn the other words without pictures on the cards.)
t: this is a word. can you spell this word?
(point to a word in the card.)
s1: yes, i can. / no, i can’t.
(let them know the meaning of “can”.)
t: i can spell your name. can you spell my name?
s1: yes, i can.
t: can you write your name?
s: sorry, i can’t. i have no pen.
t: you need a pen.( give him a pen.)
( let the students understand the word “need”.)
t: i bring a football to school every day. now it is on the floor. after class i take it to my home.
(teach “bring” and “take”. put a football on the floor and point to the floor to teach the word “floor”.)
2.practice the words.
(give the cxamples to the students and get the students to understand the new words.)
step two: listen and practice.
t: books closed. here is a note. please listen carefully and then answer the questions how many things are there in the note?
ss: there are five things in the note.
t: what are these?
ss: they are notebook…
t: open your books, who can read it for us?
ss: i can.
(one student reads it , others listen carefully.)
t: this is a note from mom to sally. please look at the picture, draw the missing things in the picture.
t: who can tell me where the missing things are?
s1: the baseball is…
s2: the cds are…
the other students will answer other questions.
step three: play a game.
t: i divide the class into two groups, one group chooses several students to come to the front to draw some big pictures on the blackboard. the other group chooses someone to draw something on the big things.
(after drawing them.)
t: who can say the sentences according to the pictures?
s1: i can. the dog is under the chair.
s2: the cups are…
s3: the quilt are…
s4: the books are …
step four: practice and fill in the blanks.
1.fill in the blank.
(first, let the students describe the picture.)
t: look at the picture in 3b where is the hat?
s1: it’s…
t: where is the clock?
s2: it is…
t: where is the id card?
s3: it is …
t: where is the notebook?
s4: it is…
(ask the same questions in the same way.)
t: who can fill in the blank?
s1: i can.
(then ask one or two students to read it aloud. check the answer according to the picture.)
2.practice.
t: you want four things in your room now. but you have no time to go home to get them. write a note to a friend, let him go to your home to get them. tell him where the things are.
(students write a note.)
step five: task.
t: now draw your ideal rooms in groups of six, please use your color pencils to draw them, everyone can join this task, and then show the room to us.
(ten minutes later, ask the students hand up their drawing, every group chooses one to describe the room. choose the best one and give them some candies or school things encourage them.)
step six: do self-check.
1.review the words.
t: look at self check, let’s do exercise 1. look at the cards in my hand , and spell the words as quickly as you can.
(hold up some cards with chinese words on them such as“ 桌子”.)
t: who can spell this word?
s: i can. “table”.
(hold up the other cards to let the students spell them quickly in order to master the key words in this unit.)
2.write some new words about this unit.
t: now, please think it over. do you know the other words about school things and furniture? who can write them down on the blackboard?
s: we can.
(some students will come to the front to write them down on the blackboard and others write them down in the notebook.)
t: look at the blackboard. they are: ball, pen, ink, cupboard, living room, bedroom, kitchen, fridge, and washing machine…
t:please remember them.
step seven: homework.
t: look at 3, read the note, and draw a room according to it on a picece of paper after class.
四年級(jí)英語《Where Do You Live?》優(yōu)秀教案 9
教學(xué)目標(biāo)：
1、掌握表示地點(diǎn)的詞匯;
2、掌握where 引導(dǎo)的特殊疑問句;
3、能夠簡單地描述地點(diǎn)方位;
4、能夠畫出簡單的示意圖。
教學(xué)向?qū)В?/strong>
語言目標(biāo)
學(xué)習(xí)策略與思維技巧
重點(diǎn)詞匯
表示地點(diǎn)的詞匯
where 引導(dǎo)的特殊疑問句
個(gè)體、群體思維;
看圖作答;
交換信息;
Post office; library; hotel...
Between; on; next to;across from...
語言結(jié)構(gòu)
語言功能
跨學(xué)科學(xué)習(xí)
There be 句型
Where句型的問答
詢問路線
指出方位
通過繪畫激發(fā)學(xué)生學(xué)習(xí)興趣
教學(xué)過程設(shè)計(jì)：
Steps
Teachers activity
Students activity
Preparation
Brain storm
Look at some pictures and know the words of these places
Look and read and learn
Ppt.
Task I pair work: Is there ....
Aim
Use there be sentences, familiar with the new words
1 Read and match the new words in 1a
Read and finish the work
Picture
2 Show the target language:
Is there a bank near here?
Look at the sentence and the answer
3 Ask Ss to talk about the places in the picture
Pair work to talk about the places and streets
Pair work
4 Move around the room and give support as needed
Talk to each other
5 Ask pairs of students to show their works
Pairs of Ss show their works
Check out the conversations
Task II Listening comprehensions
Aim
Familiar with the prepositions in the sentences
1 Look at the picture in 2a and explain the prepositions
Look and learn
Write on the blackboard
2 Listen to the tape for two times
Fill in the blanks and know the meaning
Recorder
3 Move around the room and give support as needed
Write down the answer
4 Check the answer and point out the mistakes
Check the answers
Task III group work: our school
Aim
Use the target language and familiar with our school and places
1 Teach some more words to the Ss and read
Learn the new words
Pictures
2 Ask Ss to draw a picture of our school and to introduce it
Draw the picture
3 Move around the room and give support as needed
Discuss in groups and finish the picture
4 Ask Ss to show their works and talk about it
Introduce their works
Task IV pair work: talk about the pictures
Aim
Use where question, and know how to answer it.
1 Target language: where is the bank?
Learn the sentences
2 Ask Ss to talk about the pictures
Pair work to talk about the places
Ss pictures or the picture in 1a
3 Move around the room and give support as needed
Discuss in pairs and
4 Ask Ss to show their works and perform it
Show the conversation with the picture
Homework
Draw a picture of your neighborhood and write a short passage to introduce it
教學(xué)反思：
介詞表示的方位應(yīng)該講解清楚，這樣學(xué)生才能更加明確的表述各個(gè)建筑所處的位置。這些知識(shí)不能死板的傳授，一定要在任務(wù)中完成，讓學(xué)生不知不覺地學(xué)習(xí)目標(biāo)語言。圖片的'展示能給學(xué)生更立體的感受，更加明確空間位置關(guān)系。運(yùn)用畫圖的輔助形式，激發(fā)學(xué)生的興趣，能夠達(dá)到更好的效果。
四年級(jí)英語《Where Do You Live?》優(yōu)秀教案 10
一、教學(xué)目標(biāo)：
1、學(xué)習(xí)be動(dòng)詞的一般疑問句、特殊疑問句及其答語。
2、學(xué)習(xí)句型：What’s your name?和Where is/are sb .from?(特殊疑問句)
二、教學(xué)重點(diǎn)：
短語：1.Excuse me 請?jiān)?/p>
2.be from 來自
3.my name 我的名字
三、教學(xué)難點(diǎn)：
1、一般疑問句：Are you from…?
2、特殊疑問句：What’s your name?/ Where is/are sb .from?
四、自主學(xué)習(xí)(一)：
1、閱讀對話并且翻譯;
五、新課導(dǎo)入:
1、閱讀9-10頁單詞表：excuse me what your name please where from Canade America Japan England they who Cuba he she ;
2、對話題2對話進(jìn)行詞句翻譯;
3、回顧上一節(jié)課內(nèi)容，be動(dòng)詞：is am are
六、自主學(xué)習(xí)(二)：
1、找出be動(dòng)詞的`一般疑問句;
七、講授新課：
1、找出be動(dòng)詞的一般疑問句;Are you from Canada?
(be動(dòng)詞提前，句末加問號(hào);be動(dòng)詞跟隨前面的主語變化而變化.肯定回答：Yes.I am/she is /he is they are.否定回答：No.I’m not/she isn’t/they aren’t)
1、 找出特殊疑問句：What’s your name?/Where are you from?
(以What/ Where+be動(dòng)詞+sb 開頭的疑問句，be動(dòng)詞跟隨前面主語的變化而變化.)
2、 找出be...from短語：表示某人來自某地(be動(dòng)詞跟隨前面主語的變化而變化.)
八、板書設(shè)計(jì)：
一般疑問句：be+主語…
回答：Yes.主語+be/No.主語+not
F:Are you from Canada?
Yes.I am/No.I am not.
特殊疑問句：Where+be+主語+from
F:Where is she from?
What+be+主語
F:What’s your name?
短語：be…from：表示某人來自某地
四年級(jí)英語《Where Do You Live?》優(yōu)秀教案 11
教學(xué)內(nèi)容：
Unit1 Where I live Lesson1
教學(xué)目標(biāo)：
1. Using imperatives to give simple instructions.
2.Using the definite article to refer to specific classroom objects.
重點(diǎn)難點(diǎn)：
1. Review the sentences: Look at the … Open/Close the… Show/ me your… Take your…
2. Teach the new sentences: Clean the desk, please. Sweep the floor, please.
教學(xué)方法：
1. Read and say:
2. Look, read and learn:
3. Look and say:
4. Think and guess:
5. Look and read:
教具準(zhǔn)備：
tape recorder, tape, word and picture cards, some objects.
教學(xué)過程：
Teacher’s activityStudents’s activityRemark
Pre-task preparation
1.Warming up: Sing a song: Hello！
2. Free talk:
1） T: Hello, boys and girls, I’m very happy to see you again. Welcome to back our school and our classroom. （Ss say the word ‘classroom’ together several times.） First please say ‘hello’ to your partner. Ss do it.
2） T: Good morning, S1.
S1: Good morning , Miss Shen.
T: How do you do！/ How are you?/ I’ m happy to see you.
S1: …。. （ Ask and answer several times.）
3.Ask and answer:
1） T: what is this? （Point to the desk） S2: This is a desk. Encourage the class to point to their own desks and say ‘ desk’。
2） T: And your know, this is our classroom.
（Gesture with T’s arm to Listen and sing a song together. Say hello to each others in the class. Greeting between T and Ss. Ask and respond.歌曲開始課堂讓學(xué)生重新感受到英語課的氣氛。 1）和2）是讓學(xué)生先動(dòng)動(dòng)，調(diào)起他們的積極性。 這是為了教授新的知識(shí)而做的準(zhǔn)備工作。
T: This is our… Ss: Classroom.
T: Yes, we are in the classroom now. （ Ss follow.）
T: Is our nice? S3: Yes.
T: Ok, our classroom is nice. We must help to keep it clean.
While-task Procedure
1.Learn the new instructions:
1）T: First, please look at your desk. All the Ss look at their desk. T: And now please look at Miss shen’s desk. It’s very dirty. I will clean the desk.
（ T wipe the desk with a rag.） Please clean your desks. Ss follow T and say ‘ clean the desk’。
2） Practices: T invite a more able S to come to the front. Give the rag to him/her and say ‘clean the desk, please.’
（The S performs the action and repeats T’s command.） T invite more Ss to come to the front. Let the more able S give the command and others do the action. Repeat with several groups of Ss.
3） T invite another more able S to come up and say the command ‘Sweep the floor, please.’ （ T tell the S secretly） Guess the meaning of ‘Sweep the floor.’ Then one S performs the action. Repeat 2）。
2. Listen and say:
T play the tape ,Ss listen to the instructions and repeat.
T first do and say, Ss repeat. Practice in groups with rag. Teach the new instruction by the actions. Give the commands and do them. Listen and repeat the instructions.
這一部分新內(nèi)容是通過發(fā)命令和做動(dòng)作來教授的，這樣很容易就可以讓學(xué)生理解句子的意思。 聽錄音，模仿語音語調(diào)是不可缺少的，這樣可以讓孩子們更準(zhǔn)確的說。
Post-task activities 1Divide Ss into pairs. Have one S give the commands and the other mime the actions. Then let them change roles. Eg: Show me your pencil-box. Take your chair. Clean the pencil-box/chair/window/door… Sweep the floor…。
Invite pairs of Ss to act out the dialogue to the class. Ss vote for the best pair. Have a match. To practice in pairs with actions.
To vote the best pair then give them a star.
先分小組，一學(xué)生發(fā)令，其他學(xué)生做動(dòng)作，再讓學(xué)生成對表演，然后選出最佳組合。通過這樣一個(gè)活動(dòng)學(xué)生快樂動(dòng)起來，又鞏固和復(fù)習(xí)了知識(shí)，一舉兩得。
Assignments Ask Ss to clean their own bedroom. They must say ‘Clean/Sweep the…’ when they do the housework. Do and say.
板書設(shè)計(jì)：
Clean the desk, please. （rag）
Sweep the floor, please. （floor）
教學(xué)后記：
通過其他動(dòng)作的'導(dǎo)入來教授新的句子，使學(xué)生一步步進(jìn)入學(xué)習(xí)狀態(tài)，能夠很好的讓學(xué)生掌握句子結(jié)構(gòu)和意思，而且整個(gè)課堂氣氛十分活躍，就是單詞的發(fā)音不是很準(zhǔn)確，這要再多加練習(xí)。
四年級(jí)英語《Where Do You Live?》優(yōu)秀教案 12
教學(xué)內(nèi)容：Unit4 Where is it?
教學(xué)目標(biāo)：
知識(shí)目標(biāo)： 1)運(yùn)用in/on/under/behind/in front of描述物體所在的位置，英語 - Unit4 Where is it?。
2）熟悉操練句型Where is it?It’s …學(xué)習(xí)句型Where are the…?及其答語They are…
能力目標(biāo)：1)能夠熟練運(yùn)用in/on/under/behind/in front of 等介詞及詞組描述物體位置，能用Where is it?It’s …句型詢問物體的位置，并做出正確回答。
2）學(xué)習(xí)句型Where are the…?及其答語They are…，能區(qū)分并準(zhǔn)確運(yùn)用Where is the …?Where are the…?兩個(gè)句子及其回答。
情感態(tài)度：1）激發(fā)學(xué)生學(xué)習(xí)英語的.興趣，滲透方位意識(shí)。
2）培養(yǎng)學(xué)生良好的傾聽習(xí)慣和書寫習(xí)慣。
教學(xué)重點(diǎn)：能用Where is it?It’s …/Where are the …?They are…句型詢問物體的位置，并做出正確回答。
教學(xué)難點(diǎn)：能區(qū)分并準(zhǔn)確運(yùn)用Where is the …?Where are the…?兩個(gè)句子及其回答。
教學(xué)準(zhǔn)備：課件、圖片、兩份學(xué)生練習(xí)的材料（附頁1、2）錄音機(jī)
實(shí)踐活動(dòng)：小組活動(dòng)、 口語交際調(diào)查
板書設(shè)計(jì)：
Unit 4 Where is it?
Where is the cat? Where are the birds?
It’s on… They are …
In…
Under…
Behind…
In front of…
教學(xué)過程：
Step1 Greeting 1’
Step2 Let’s sing .2’
Step3 practice the words and sentences of this Unit.10’
*T:who can read?(where is it?板書在黑板上的句子)
*T:Let’s complete the sentences ,take out your paper.
Positions Master
1.The ball is ( )the box.
2.The ball is ( )the box.
… …(見附頁1)
*Ask and answer.
(1)Teacher and a student make a model.
T:where is the ball?
S:The ball is in(on /under /behind /in front of/next to ) the box.
(2)Group work.
(3)Report.
Step 4 Touch, ask, and answer. (page 45)（課件呈現(xiàn)）18’
*T：Look at picture1, what can you see in the picture?(學(xué)生回答)
*T: who can ask, who can answer?(問答birds ，引出where are the…? )
*Teacher write down the sentence:Where are the…?have students read the sentence and known.
*practice the new sentence.(用鉛筆、書本等學(xué)生身邊的東西練習(xí)這個(gè)句型，并隨時(shí)糾正錯(cuò)誤
*Look at the picture2, read the sentences, and the ask and answer.(這幅圖畫里基本是練習(xí)where are the …?They are …)
*Report.
*Make a survey, and the write the sentences in your paper.
(A)The tiger is behind the tree. (B)The shirt is on the desk.
Where is the tiger? Where is the shirt?
… … (見附頁2)
Step 5 Read the story. (課件)7’
T: Look at the screen. Let’s read the story.
*Look and listen.
*Listen and repeat.
*Listen and repeat again.(重點(diǎn)模仿課文中的語音語調(diào)。)
*Read the story all together.
Step6 Setting homework.1’
Use the sentences and words to describe your home.
Step7 Let’s sing .（page41）1’
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