C教学内容概述

Teaching plan I Teaching contents:

A let’s learn of Unit 4 in Book Three of PEP.

II Title: Unit 4 My home III Analysis of teaching material:

It’s the first lesson of this unit. Its topic is about home. To introduce one’s home is the key point of this unit. In the first lesson, we’ll learn five room words “study living room bedroom bathroom kitchen” and the sentence patterns “Is he/she in ...? Yes, he/she is. /No, he/she isn’t.”.

We can consolidate the words through TPR. This is the basis of the unit. So the lesson is very necessary and important. IV Analysis of the pupils:

The pupils have learned English for more than one year in school. They like English. Naive, lively and curious as they are, they are eager to learn new knowledge. They have a strong ability to imitate. And it’s children’s nature to be active, so they are happy to participate in teaching activities. V Teaching concept:

The pupils are the master of the class, while the teacher is just the guider, the organizer, the supervisor. Every teaching step is based on pupil’s understanding. And I should try my best to make every pupil in my class have a chance to experience fun and success of learning English.

VI Teaching goal:

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Knowledge aims: The students can listen to, say recognize and read the five words: bedroom bathroom living room study kitchen. The students can listen to, say recognize and read the sentence pattern:

“Is he/she in ...? Yes, he/she is. /No, he/she isn’t.”.

The student can finish “let’s do” through TPR.

Ability aims:

The students can use the structure in real situation.

The students can introduce their homes in simple English.

The students can train their speaking and listening skills. Emotional aims:

To cultivate the children’s love for family and home.

VII Teaching key: The students can listen to, say recognize and read the five words. The students can introduce their homes in simple English. VIII Teaching difficult point:

The students can pronounce the words “bedroom bathroom” correctly.

IX Teaching aids:

Multi-media PPT

word-cards pictures

X Teaching process:

Step 1 Warm-up

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1. Teacher and students greet each other.

2. Daily questions. Step 2 Presentation 1. T: Wow, there are so many teachers in our classroom. Let’s say hello to them. T, Ss: Good morning, teachers. T: You did a good job. Welcome to our classroom. What’s in the classroom?

T guides Ss to review the words “desk chair blackboard computer door window floor ...”

T: The classroom is the home of these.

The pencil-case is the home of the pencils. PPT presents “ The sky is the home of the clouds.

The forest is the home of the birds.

The river is the home of the fish.

The soil is the home of the seeds.”

T: Today our topic is about home. Do you want to see my home? T: OK. Let’s go.

T presents her home in PPT. T: This is my home. Welcome to my home. (guide the Ss to read home) There are five rooms in my home.(guide the Ss to read room) Let me show you the rooms. 2.

T presents the five rooms one by one and guide the students to read the

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room words. (1) Room 1 bedroom T presents the bedroom picture and ask “ What’s this? (point the bed)”

T: Yes, it’s a bed. This is a bedroom.

T guides the students to read the word through a game “Once and three times”.

T puts on the word-card on the blackboard. T introduce her daughter Yang Duocheng to the pupils, and asks “Where is Yang Duocheng? Is she in the bedroom?” Then T guides the students to answer it with “No, she isn’t.”

(2) Room 2 bathroom

T presents the sound of bathing and present bathroom. T guides the students to read the word through a game “Loud and low voice”.

T puts on the word-card on the blackboard. T asks “Where is Yang Duocheng? Is she in the bathroom?” Then T guides the students to answer it with “No, she isn’t.”

(3) Room 3 living room T present a part picture of the living room, the students guess the room name. T guides the students to read the word through a game “Group competition”.

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T puts on the word-card on the blackboard. T asks “Where is Yang Duocheng? Is she in the bathroom?” Then T guides the students to answer it with “Yes, she is.”

(4)

Room 3 study T: There are many books in it. Guess its name.

T guides the students to read the word through a game “Golden fingers”.

T puts on the word-card on the blackboard. T asks “Where is Yang Duocheng? Is she in the bathroom?” Then T guides the students to answer it with “No, she isn’t.”

(5)

Room 5 kitchen T presents the kitchen picture and the word.

T guides the students to read the word through a game “From loud to low”.

T puts on the word-card on the blackboard. T asks “Where is Yang Duocheng? Is she in the bathroom?” Then T guides the students to answer it with “No, she isn’t.”

Step 3 Practise T: You have a good performance. Now it’s game time. 1.

The first game

“sharps eyes” . Speak it loudly when you see the words. 2.

Then “What’s missing?”

3.

Play a game “Find the thieves”

T: When I show you round my home, I forgot to lock the door. The police

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tell me a group of thieves are in the house. Let’s help the police find the thieves. Can you help me? And you can guess where the thief is by asking”

Is he in the...?”

4.

Pair work

A: where is ...? Is he/she in ...? B: Yes, he/she is. /No, he/she isn’t.

Step 4 consolidation

1. T presents “let’s do”

Let’s chant about “let’s do”

Watch the flash of “let’s do”

T gives orders, and the students do actions. 2.

The students watch a video about many beautiful houses. T: This is my home .Everyone has his home. Let’s watch a video. Wow, these are very beautiful. For me, they are just houses, not home. The place where she is in, is my home. I love her. I love my family and home. How about you? Do you love your family? Do you love your home? T presents “We love our family and home.”

T: Hope all of you and teachers have a comfortable home and a happy family. Thank you! XI Homework 1. Design a home you like best. 2.Introduce your home to your friends.

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XII Board design:

Unit 4 My home

My home bedroom

study

bathroom living room

kitchen - Is he/she in...? - Yes, he/she is. /No,he/she isn’t.

XIII Teaching reflection:

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