1、.教學(xué)目的1.能用“Is it ？詢問物品所在。2.能純熟朗讀、模擬、表演本節(jié)課對(duì)話。3.能在實(shí)際生活中運(yùn)用本節(jié)課對(duì)話，能聽懂、會(huì)說：Is she in the bedroom？Yes, she is. /No, she isnt. Is it？Yes，it is./No，it isnt. I have Where is?教學(xué)重點(diǎn)掌握一般疑問句“Is he/she/it 及其答復(fù)。教學(xué)難點(diǎn)能根據(jù)圖片用一般疑問句進(jìn)展提問。教學(xué)準(zhǔn)備教學(xué)掛圖,教學(xué)光盤,人物頭飾。教學(xué)過程Step 1:Warm up1.老師將書包放在不同的位置，并運(yùn)用句型“Where is the schoolbag?引導(dǎo)學(xué)生運(yùn)用“

2、Its in/on/under/near 來答復(fù)。2.老師發(fā)指令，學(xué)生做動(dòng)作，如：Put your notebook under your schoolbag.Put your pencil in your desk.Put your pencil box on your chair.Put your eraser near your pencil box.Step 2:Presentation一話題交流，導(dǎo)入新課。1.學(xué)習(xí)cute。T: I have a nice home. You have a nice home. I think the school is our home too,

3、right? Look! Who is coming?SS: He is Liu Qian.T: Yes. He is a magician. He will put on a magic show. monkey, mouse, duck, cat2.魔術(shù)停留在出現(xiàn)的“cat上，T: I have a cat. Shes cute. What about you? 板書：I have a _. Shes cute. 引導(dǎo)學(xué)生介紹自己的寵物：I have a Shes cute.二情景創(chuàng)設(shè)，理解語意。學(xué)習(xí)：Is she in ? Yes, she is. / No, she isnt.1.在魔

4、術(shù)中，最后出現(xiàn)的dog消失了。T: Oh！Wheres my dog? Lets guess: where is she?T: Is she in the bedroom/study/living room/kitchen/bathroom?播放ppt ,一組猜，一組答，集體操練。2.學(xué)習(xí):Yes, she is. No, she isnt.找學(xué)生猜的時(shí)候，點(diǎn)擊圖片，學(xué)習(xí)這兩個(gè)句子。讓學(xué)生利用身邊的事物學(xué)習(xí)和穩(wěn)固句三交際練習(xí)，板書呈現(xiàn)。老師把寵物貓拿出來放到門外播放敲門聲，詢問：Where is she? Is she in the classroom? 引導(dǎo)學(xué)生答復(fù)：No，she isnt.

5、并解釋。然后詢問：Is she in the school? 引導(dǎo)答復(fù)：Yes，she is.把貓拿進(jìn)來，詢問：Is she in the classroom ?引導(dǎo)答復(fù)：Yes，she is.答對(duì)有獎(jiǎng)勵(lì)。板書：Where is ? Is she in ? Yes, she is. No, She isnt.四問題視聽，整體感知。T：I find my cat. But Amys cat is missing. Lets go and find.Where is Amys cat ?借助圖片幫助學(xué)生理解文本聽錄音之前先猜測(cè):Is she in the ?:Is she in the bedro

6、om? Is she in the ? Step 3：Consolidation and extension1.完成Lets play部分的任務(wù)。2.穩(wěn)固歌謠并表演。 I have a cat. It is cute. Where is she? Where is she?Is she in the bedroom? No. No, she isnt.Is she in the study? No. No, she isnt.Look, Look, Shes in the kitchen. 3.活動(dòng)運(yùn)用，任務(wù)落實(shí)。拯救美羊羊，誰先猜到美羊羊被灰太狼關(guān)在哪里，誰就贏了。Is she in ?拯救

7、懶羊羊。Is he in ?其實(shí),任何一門學(xué)科都離不開死記硬背,關(guān)鍵是記憶有技巧,“死記之后會(huì)“活用。不記住那些根底知識(shí),怎么會(huì)向高層次進(jìn)軍?尤其是語文學(xué)科涉獵的范圍很廣,要真正進(jìn)步學(xué)生的寫作程度,單靠分析文章的寫作技巧是遠(yuǎn)遠(yuǎn)不夠的,必須從根底知識(shí)抓起,每天擠一點(diǎn)時(shí)間讓學(xué)生“死記名篇佳句、名言警句,以及豐富的詞語、新穎的材料等。這樣,就會(huì)在有限的時(shí)間、空間里給學(xué)生的腦海里注入無限的內(nèi)容。日積月累,積少成多,從而收到水滴石穿,繩鋸木斷的成效。Step 4:Homework將Lets talk部分的對(duì)話讀給家長(zhǎng)聽。單靠“死記還不行,還得“活用,姑且稱之為“先死后活吧。讓學(xué)生把一周看到或聽到的新穎事

8、記下來,摒棄那些假話套話空話,寫出自己的真情實(shí)感,篇幅可長(zhǎng)可短,并要求運(yùn)用積累的成語、名言警句等,定期檢查點(diǎn)評(píng),選擇優(yōu)秀篇目在班里朗讀或展出。這樣,即穩(wěn)固了所學(xué)的材料,又鍛煉了學(xué)生的寫作才能,同時(shí)還培養(yǎng)了學(xué)生的觀察才能、思維才能等等,到達(dá)“一石多鳥的效果。板書設(shè)計(jì)其實(shí),任何一門學(xué)科都離不開死記硬背,關(guān)鍵是記憶有技巧,“死記之后會(huì)“活用。不記住那些根底知識(shí),怎么會(huì)向高層次進(jìn)軍?尤其是語文學(xué)科涉獵的范圍很廣,要真正進(jìn)步學(xué)生的寫作程度,單靠分析文章的寫作技巧是遠(yuǎn)遠(yuǎn)不夠的,必須從根底知識(shí)抓起,每天擠一點(diǎn)時(shí)間讓學(xué)生“死記名篇佳句、名言警句,以及豐富的詞語、新穎的材料等。這樣,就會(huì)在有限的時(shí)間、空間里給學(xué)生的腦海里注入無限的內(nèi)容。日積月累,積少成多,從而收到水滴石穿,繩鋸木斷的成效。教學(xué)反思本課時(shí)主要學(xué)習(xí)句型:Is she/he/it in Yes, she/he/it is.