教学环节

教师活动

学生活动

设计意图

Pre-reading

1.         Encourage Ss to sing a song ‘In my home’

ask：What’s   this song about?

2.         Lead in topic.

(1)  Guide Ss to learn the new words about   rooms.

(2)   Guide Ss to play a game.

   Say what you see.

(3)   Play a video and guide Ss to learn the words about household things.

(4)   Encourage Ss to recall where the household things are.

1. Follow the music and sing the song.

Learn: room, home

2. Know the topic of this lesson.

(1 )Guess and answer.

Learn: bedroom, living room, kitchen,   bathroom

(2) Review the words about rooms.

(3 )Watch and learn.

Learn: fridge, sofa, table,

 clock

(4) Try to ask and answer.

Where’s the…?

It’s in the…

Where are the …?

They are in the …

利用歌曲引入本课情境,帮助学生集中注意力。

直接进入本课的主题,借助图片和动画，在师生的问答互动中教学本课的房间和家具新词,帮助学生从音形义的角度感知、理解单词。

借助黑板上的图片场景，在游戏中，让学生初步感知where的两个不同句型，并尝试运用。

While-

reading

1. Watch   and answer.

（1）What happened?  

（2）If you are   Su Hai or Su Yang, what will you ask?

（3）Where are   the bag and the skirts？

Their   mother can help them. Let’s watch a video.

2. Look and   imagine.

Su Yang   likes her white cap, too. Now, she is looking for it. Can you guess what they   are saying?

3. Listen   and answer.

Where is   the white cap?

4. Look and   find.

Who took   the white cap?

5. Read and   imagine.

(1)   Encourage Ss to read and act with emotion.

(2) If Su   Hai wants to get  back the white cap, what   will she say?

6. Read   story time.

(1)Read   after the tape.

(2)Read   together.

(3)Read in   roles.

(T---Mum,Group1&2---Su   Yang,Group3&4---Su Hai)

1. Watch   and answer.

(1) Predict   the story.

(2) Try to   be Su Hai and Su Yang and ask the questions.

(3) Watch   half of the story and answer.

Su Yang’s   bag is in the bedroom.

Su Hai’s   skirts are in the living room, on the sofa.

2.Imagine   and make a dialogue in pairs.

Is it…?

I can’t   find…

I’m not   sure.

…

3. Listen   and answer.

It’s in the   kitchen.

4. Look and   find.

The dog.

5. Read and   imagine.

(1) Read   and act.

(2) Guess   and say.

Would you   like…?

This…is for   you.

Give me the   cap.

6. Read   story time.

阅读前借助动画进行预测，带着问题，整体感知图1和图2。在师生问答中，补全板书，理清故事脉络。

鼓励学生看图3想象，自编对话，尝试运用并巩固本课的新句型,并为学生充分体会surprising ending 做好铺垫。

通过听力整体感知图3图4，验证刚才自己的猜测。

充分发挥孩子们的想象力，续编故事，鼓励孩子积累运用，丰富语言。

通过听录音跟读,分角色朗读，全班齐读等方式，再一次帮助学生熟悉文本，规范发音。

Post-reading

1.   Show time.

Task 1: Read in roles.

Task 2: Act it out.

Task 3: Act creatively.

2. Ticking   time.

(1) I can name some rooms and household things in Su Hai’s home.

(2) I can use “Where’s…? Where   are…?” to talk about Su Hai’s home.

(3) I can read and act the story.

1. Choose   one task to take on.

2. Ss are allowed some time to   reflect and assess each other.

将任务分级，以学生为中心，让他们根据自己的情况自主选择配音，表演或创编。

围绕本课的学习内容制定评价内容，鼓励学生回顾本课所学，在与同伴的互评中扬长补短。

Blackboard

design