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Unit 4 My home
第四课时
课时内容
B. Let’s talk, Ask, answer and write
课时分析
本部分在 A 部分的单词及句型学习的基础上，继续学习如何询问人物或物品位置的句
式：Are they ...? 教材中，John 和妈妈回家之后，发现钥匙找不到了，他们先后在桌上、
电话旁找，没有发现，最后 John 发现钥匙还在门上插着呢。这个故事场景是学生在生活中
可能遇到的。有趣而又易理解。在对话过程中，学生能够感受并学习如何询问复数的物品或
人物的位置及回答：Are they in/ on/ near/...? Yes, they are./ No, they aren’t. 句
式结构与前几课时学习到的重点句式一样，但是单复数形式不同，要让学生在学习中关注到
数量的变化，选择使用正确的句式。
Ask, answer and write 部分是两人活动。学生按自己的想法把钥匙、日记本、钢笔、
眼镜等代表字母写在不同的位置。然后两人一组进行猜位置的活动。通过使用本课时的一般
疑问句来询问同学把物品写在了哪个位置上。从而练习本课时中的重点句式。
本课中的 table, phone 都为下课时要学习的重点词汇。在本课时中，只要求学生可以
听懂会说即可。
课时目标
1. 能够听懂、会说句式：Where are they? Are they...? Yes, they are. No, they
aren’t.
2. 能够理解并能正确认读课文对话，发音准确，语调自然
3. 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
课时重难点
1.重点：
能够听懂、会说句式：Where are they? Are they...? Yes, they are. No, they aren’t.
能够理解并能正确认读课文对话，发音准确，语调自然
2. 难点：
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
教学准备
1. 多媒体课件、录音机、磁带
2. 单词卡片
教学过程
Step 1 Warm up
1. 呈现韵句：Where is my book? 教师先示范，学生倾听后跟读，之后一起表演说。
Teacher：Boys and girls, let’s chant. First, please listen to me.
Where is it? Where is it? Where is my book?
Is it on the desk? Is it on the desk?
No, it isn’t. It isn’t on the desk.
Is it in the desk? Is it in the desk?
No, it isn’t. It isn’t in the desk.
Is it under the desk? Is it under the desk?
No, it isn’t. It isn’t under the desk.
Where is it? Where is it? Where is my book?
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It’s in my schoolbag. It’s in my schoolbag.
Teacher：Now please chant with me.
Teacher: Say the chant together, please.
设计意图：以学习过的文具作为韵句的支撑词汇，由上一课时与本课的重点句式作为韵
句的主要结构来进行热身，帮助唤醒学生的已有知识，并为下一环节的学习做好准备。
Step 2 Lead in
1. 和学生进行猜宝游戏。请学生猜一猜自己的书和其他文具放在了哪里。
Teacher: What’ s this? Yes, it’s my book. Now close your eyes, please. （将
书放在一个位置）Open your eyes, please. Guess, where is my book now? You should say
like this: Is it in the desk? Is it in the bag? Guess, please.
Teacher: What are these? They are my pens. Close your eyes, please. Now, open
your eyes, please. Where are my pens? No, you should say: Are they in the desk? Read
after me, are they in the desk? （板书句子）
设计意图：通过不同数量物品的询问，使学生感受单复数之间的区别， 为课文对话的
学习做好准备。
Step 3 Presentation
1.提出问题，引起学生的阅读兴趣。播放对话，学生认真倾听，找出答案并展示。
Teacher：You are good at finding. Let’s help John and his mother find their
keys. Now listen and find. Where are their keys?
2. 讨论课文内容，帮助学生理解重点词汇及句式的意思，进而理解对话的内容。
Teacher: Are their keys on the table? （展示桌子的图片）Look, this is a table.
（指向学生的书桌）Is this a table? No, it’s a desk. Are their keys on the table?
No, they aren’t. （板书句式）Read after me, please. NO, they aren’t. Are they near
the phone? （出示电话图片）This is the phone. Read it one by one, please. Are the
keys near the phone? No, they aren’t. Where are the keys? Yes, they are in the door.
设计意图：通过提问，使学生对即将学习的内容充满阅读兴趣。带着问题倾听，可以集
中他们的注意力，并训练他们在倾听中抓住关键信息的能力。听后的讨论使他们能够更好地
理解对话的内容，并能正确理解新词汇的意义。
Step 4 Practice
1. 播放课文内容，学生跟读，注意发音、语调。
Teacher：Now read the dialogue with the tape. Please read it carefully and loudly.
Pay attention to the pronunciation.
2.自由读对话内容，分角色表演课文。
Teacher：Read the dialogue freely. Then I will ask you to act it out. Let’s
find the best pair.
设计意图：通过跟读，保证学生能够正确朗读对话内容，而分角色表演课文，一方面使
学生能够正确流利地朗读课文，另一方面也能进一步熟悉重点句式的表达。
3. 展示图片，学生观察位置，接龙问答。
Teacher：Look at this picture. Where are the notebooks? Are they on the desk?
Yes, they are. Please ask and answer one by one. You can ask Where are they. And
you can ask Are they in/ on/ under/ near ...? Please do it now.
Teacher: Look at this picture. Ask and answer one by one again.
设计意图：通过观察图片中物品的位置，学生自由进行问答。一个接一个地接龙使他们
既可以练习问句，也可以练习答语。
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4. 游戏：猜猜是什么。教师展示一幅图片，然后描述某件或某些物品的位置，使学生
猜出教师说的物品是什么。
Teacher：Look at this picture. What can you see?
Teacher: 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? Yes, they are book.
Teacher：Let’s do a pair work like this. Ask and answer in pairs.
Teacher: Which pair wants to show your dialogue?
设计意图：通过游戏的方式使学生在真实的语境中使用重点句式，从而掌握其用法。
5. 完成活动：Ask，answer and write.
Teacher：Look at the picture. You can write k, b, p, g in the circles. Then guess
where your partner writes them. Guess it like Sarah and Wu Yifan. Now, please write.
Teacher: Please read what Sarah and Wu Yifan say.
Teacher: Now play it in pairs.
Teacher: Which pair wants to show your dialogue?
设计意图：因为学生填写单词的位置是随机的，所以就产生了信息差。学生通过使用本
课时的重点句式询问出同学写的物品的位置。这为学生提供了一个相对真实的语境来使用语
言，帮助他们更好地掌握语言，提高自己的口语表达能力。
Step 5 Summary
1. 呈现韵句：Where is my book? 学生齐说。然后请学生利用本课的重点句式改写韵
句并表演。
Teacher：Let’s say the chant where is my book together.
Teacher: Now try to make a chant with the sentences on the blackboard.
Teacher: Show your chant, please.
设计意图：通过改编韵句，使学生在吟唱中再一次重点句式的表达。
课堂作业
一、根据图片内容选出正确的单词，将序号填入括号内。
( ) 1. A. table B. desk
( ) 2. A. phone B. computer
( ) 3. A. keys B. door
( ) 4. A. glasses B. pens
二、为下列问句选出正确的答句。
( ) 1. Where is the pen?
A. It’s on the table. B. They are on the desk.
( ) 2. Where are my notebooks?
A. It’s in the desk. B. They are in the schoolbag.
( ) 3. Is it on the table?
A. Yes, it is. B. Yes, they are.
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( ) 4. Are they near the phone?
A. No, it isn’t. B. No, they aren’t.
三、连词成句。
1. keys are Where the (?)
________________________________________________
2. near Are the they phone (?)
________________________________________________
3. door the Open please (, ) (.)
________________________________________________
答案：
一、1. A 2. B 3. A 4. B
二、1. A 2. B 3. A 4. B
三、1. Where are they keys? 2. Are they near the phone? 3. Open the door, please.
板书设计
Unit Four My home
B. Let’s talk
Where are the keys?
Are they on the table?
No, they aren’t.
Are they in the door?
Yes, they are.
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