小学英语说课稿全英版【优秀13篇】

This lesson focuses on engaging students in basic English vocabulary and phrases through interactive activities, fostering communication skills and boosting confidence in language use.下面是勤劳的小编为大家分享的小学英语说课稿全英版范例，欢迎借鉴参考。

小学英语英文说课稿 篇1

Teaching Objectives:

Language Skills:

Students will be able to describe their family members and friends using appropriate adjectives and nouns.

Students will develop their listening and speaking skills through role-play activities and discussions.

Vocabulary:

Students will learn and use new vocabulary related to family members (, uncle, aunt, cousin) and adjectives to describe them (, kind, funny, tall).

Grammar:

Students will practice using the present tense to talk about their family members and friends characteristics and activities.

Social and Emotional Learning:

Students will develop a sense of belonging and appreciation for their family and friends.

Students will learn to express love and gratitude towards their loved ones.

Materials Needed:

Pictures or cutouts of different family members and friends

Flashcards with new vocabulary words

A worksheet for students to write about their own family and friends

Audio recordings of family-themed songs or stories

Warm-up (5 minutes):

Begin with a song or rhyme related to families, such as "The Family Finger Song," to engage students and set the mood for the lesson.

Introduction (5 minutes):

Show a picture of a happy family and ask students to share who they see in the picture. Introduce the topic of "My Family and Friends" and explain its importance in our lives.

Vocabulary Development (10 minutes):

Display flashcards with new vocabulary words and ask students to guess their meanings based on context clues or pictures.

Practice pronunciation and encourage students to use the new words in sentences.

Grammar Practice (15 minutes):

Model sentences using the present tense to describe a family member or friend (, "My mom is very kind and always helps me with my homework.").

Divide students into pairs or small groups and ask them to make similar sentences about their own family members or friends.

Encourage students to use adjectives learned during the vocabulary development stage.

Activity: Family and Friends Showcase (15 minutes):

Prepare a scenario where students take turns introducing their "family" or "friends" using props and the new vocabulary and grammar structures.

Each student can choose a family member or friend to represent and create a short skit or dialogue showcasing their qualities and activities.

Wrap-up and Emotional Connection (10 minutes):

Lead a discussion about why families and friends are important in our lives.

Encourage students to share one thing they love or appreciate about their family members or friends.

End with a positive message about cherishing the relationships we have.

Homework:

Ask students to complete the worksheet by writing a short paragraph about their favorite family member or friend, using the new vocabulary and grammar learned in class.

Assessment:

Observe students participation in class activities and their ability to use new vocabulary and grammar structures accurately.

Evaluate their written work for creativity, use of language, and demonstration of understanding of the lessons themes.

Step 3 Listen to the tape and Ss imitate to read and say. 篇2

As the new reformation of curriculum, emphasized the traditional class attach importance to the mechanical teaching, neglect the experience and participation, for example, the five-step method. So in this lesson, after presentation, I ask Ss to listen to the tape with three Qs, read in different roles and in pairs, then try to recite the text.

英语课全英说课稿 篇3

一、说教材（教材分析） Analyzing teaching material

1. 说课型 lesson type (Dialogue/ reading/ listening/ revision)

2. 本课在教材中的地位 status and function

Lesson 33 Saving the Earth is a dialogue. The lesson is focused on the topic of the problems of the earth and the functional items of Supposition/ Intentions/ conjecture/ Prohibition. Since it is a dialogue / reading. It’s helpful to improve the Ss communicative/ reading ability.

3. 说教学指导思想 teaching guideline

(Teaching syllabus: Language is for communication, develop their four skills, lay special emphasis on reading; Grellet put it well in his book developing reading skills: develop reading skill/ discourse analysis; get them to understand the western culture better; improve the ability to discover, analyze & solve the problems; Reading is for information, for fun; Use Top- down model or Bottom- up model to activate Ss schemata; Interactive model)

4. 说教学目标和要求 Teaching aims and demands (…be intended for Ss in key schools)

1）认知目标 knowledge objects

a. Enable the Ss to remember the following new words & phrases:

Damage, lecture, pollute, pollution, room, standing room, be fit for, hear about, turn into

b. Get the Ss to be familiar with this sentence pattern:

If the population keeps growing so quickly, there will only be standing room left…

Give the Ss a reinforced practice on the functional item Supposition.

c. Activate Ss schemata regarding the topic of pollution and help Ss to know more about the problem of pollution.

2）智能目标 ability objects

a. Ask the Ss to make up a similar dialogue.

b. Help them to understand the dialogue better and improve the four skills.

c. Develop their ability of thinking independently.

d. Cultivate their ability to discover, analyze and solve problems.

e. Train them to collect information from the Internet.

f. Train them with some effective learning methods to optimize Ss’ learning results.

3）德育目标 moral objects

a. Arouse their interest in learning English;

b. Help them to understand the background of pollution.

c. Enable the students to love our earth and the nature.

d. Be aware of the importance of stopping pollution & protecting our environment.

e. Encourage the Ss to do something to save the earth.

5. 说教学重点 teaching important points (生词、句型；培养阅读技能)

a. New words and phrases

b. Sentence pattern: If- clause

c. improve their reading skills.

d. Talking about problems of the Earth.

6. 说教学难点 teaching difficult points (语法；发展交际能力)

a. functional item: Supposition.

b. Develop their communicative ability. Act out their own dialogue.

7. 说教具 teaching aids (multi-media computer, software, OHP)

The teaching syllabus says that it’s necessary for teachers to use modern teaching facilities. It’s of great help to increase the class density and improve our teaching result. It can also make the Ss reach a better understanding of the text by making the classes lively and interesting. At the same time, it arouses the Ss’ interest in learning English.

二、说教法 Teaching methods

Five step method; audio-video; communicative approach;

Task-based learning: New Syllabus Design encourages teachers to use this teaching method. TBLT can stimulate Ss’ initiative in learning and develop their ability in language application. Make the Ss the real masters in class while the teacher himself acts as the director and bring their ability into full play.

三、说学法 Study methods

1. Teach Ss how to be successful language learners.

2. Teach Ss how to develop the reading skill — skim & scan; how to communicate with others; how to learn new words; how to learn independently;

3. Get the Ss to form good learning habits.

四、说教学过程Teaching procedures

I. 复习(Revision) 5min (Daily report; 词汇diagram; brainstorming; activate schemata)

Activity 1: Imagination

1). Suppose a bottle of ink is turned over and dirties your white shirt, what is to be done? (Wash it? Or throw it away?)

2). Suppose you catch a bad cold, what’s to be done?

3). Suppose your bike is broken, what’s to be done?

4). And suppose the earth, on which we all live, is damaged, what’s to be done?

* What can you think of when you see “pollution” this word?(waste, environment, air, water, factory, desert, climate... Try to activate the Ss schemata regarding the topic of pollution.)

II. 呈现 (Presentation) 5min

Activity 2: Presentation

Play the song “Earth Song” sung by Michael Jackson. (Create an atmosphere)

A lot of pictures and video clips about the causes and results of the three problems mentioned in this lesson will be shown on the screen with the help of the computer.

Ss’ presentation on pollution. Attract their attention, arouse their interest, and create a good atmosphere for communication.

* Activate their schemata and cultivate their ability in collecting information from the Internet and develop their ability in thinking independently.

III. 对话 / 阅读 (Dialogue)18m

1. Pre- reading

Activity 3: Prediction

1st listening/ fast reading, one guided Q to help Ss to get the main idea:

What do you think is discussed at the conference?

2. While- reading

Activity 4: Read and answer

2nd listening/ careful reading, more Qs to get the detailed information. Develop their reading skills: skim & scan. Pay attention to the pronunciation, stress & intonation.

* 阅读： Pre-reading; while-reading; post-reading (fast reading/ careful reading; skim/ scan; 识别关键词key words；确定主题句；创设信息差information gap；T or F; 填表格chart/diagram; Predicting; Make a timeline; Make a story map。达到对课文的整体理解和掌握。So that they can have a good understanding of the whole text.)

3. Post- reading

Activity 5: Language focus

While Ss are answering the Qs, the teacher deals with some key language points.

a. is being caused b. and so on c. go on doing

d. be fit for e. standing room f. if- clause

IV. 操练 (Practice) 10m

Activity 6: Retell

Use your own words to retell the dialogue in the 3rd person.

Activity 7: Acting out

Activity 8: Drill – Supposition

Purpose: Practise the functional item of Supposition. (P. 33 Part 2; , wb Ex. 3)

(Retell; act out; role play)

V. 巩固 (Consolidation) 6m

(Discussion; interview; press conference; debate; quiz)

Activity 9: role play

Suppose you were head of a village, scientist, journalist and villager, make up a conversation and ask several groups to demonstrate in front of the class.

* The Ss are encouraged to use the words and expression_r_rs like pollution, damage, be fit for, turn into, the if- clause, etc.

Activity 10: Discussion

Think of the question: Are we causing damage to the world?

What should we do to save the earth and protect our environment especially in our daily life?

Collect their answers and form a report.

VI. 作业 (Homework) 1m (Writing; continue the story; recite; retell)

Write a letter to the mayor, telling him sth. about the pollution around your school.

A Brief Instruction to the topic of “What should I do?”

Shangyuan Middle School Li Yi Cai

Good afternoon, ladies and gentlemen. My name is LiYiCai. I come from Shangyuan Middle School in I’m going to talk about the topic” What should I do?”I will divide the instruction into seven parts： they are Teaching material Analysis, Teaching aims, Teaching emphasis, Teaching difficulties, Teaching methods, Teaching aids and Teaching procedures.

Part 1 Teaching material analysis

This period is from Unit 3 of 9A Oxford English. First of all,I’d like to talk about my understanding about this have learned Star sings in Unit 1 and Colours and moods in Unit have also learned how to write a formal recommendation letter and how to write a report on the moods of people in last two we are going to learn two letters to a famous youth worker about Millie’s and Simon’s this unit links with a special meaning of Unit 1 and Unit period is the first lesson of main idea of the topic is how to express their problems and ask for are going to learn the ways to deal with problems and stress in following this period is very important in this unit.

Part 2 Teaching aims

of the knowledge:

（1）To know the spelling of some words and usage of some phrases.

（2）To learn something about Millie’s and Simon’s problems.

（3）To grasp the main idea of Reading and use the information to talk to others about one’s problems and how to deal with them.

of the ablilities:

（1）To improve the ability of getting information by reading.

（2）To improve the ability of retelling the story.

of the emotion:

（1）To understand how to write about problems and to express feelings.

（2）To ask for advice to solve the problems.

Part 3 Teaching emphasis

master the ‘to’-infinitives and ‘wh-’words+‘to’-infinitives.

get the ability of general reading and getting information.

Part 4 Teaching difficulties

recognize and understand vocabulary about problems.

ask for advice

Part 5 Teaching methods

In this topic,I will use five-step Teaching Method and Task-based language design some tasks to help the students think if I want to improve the students’ oral English,I should give them enough chances to practice and I will use pair work,group work to let the students take an active part in all kinds of is “Learning by doing,learning by using”。Let the students be the masters of the class teaching,thus,student-centered teaching method is well shown.

Part 6 Teaching aids

Projector，slide show，tape recorder and blackboard

Part 7 Teaching procedure

Step Ⅰ.Lead-in

The purpose is to arouse the students’interest of study.

Let’s have a free talk.

T：Have you got problems?

S：Yes.

T：What is it?

S：Eating too much makes me unhealthy.

T：What about you?

S：……

Step Ⅱ.Presentation

The purpose is to develop the skills of skimming and how to gain the main idea of the articles.

students to read two letters and answer the following questions:

①What is Millie’s favorite hobby?(Painting)

②What is Millie’s problem?(She doesn’t have enough time for hobbies and homework.)

③When does Simon play football?(After school until late)

④How do his parents feel about it?

(They don’t like this and ask him to go home before 6 )

students if there are words that they do not know.

Explain some new words briefly.

deal；choice；complete；refuse；accept；spare；doubt；whether；

Step Ⅲ.Practice

The purpose is to develop the skills of scanning and how to gain the details from the articles.

to the tape and answer some question about “True”or“False”。

students to read the articles again and explain some important phrases.

How to solve the problems；hand in；on time；at the moment；

can’t find any time for my hobbies；feel bad；give up；

achieve a balance between the two；hear form；make unhappy

Step Ⅳ.Retelling

The purpose is to develop the skills of retelling with the key words

students to make sentences with phrases that we have learned.

to retell the outline of the articles.

students to say something about themselves.

Step Ⅴ.Summary and homework

The purpose is to give the students a clear idea of how to express their problems and revise the articles.

students to revise the words and phrases

students to write a letter about himself after class.

During my teaching，I’ll try my best to get my class alive and encourage the students to talk with each other in English. I think the general aim of English teaching is to improve the ability of using English. And I’ll use this to guide my teaching.

Thank you!

   (IV)TEACHING DIFFICULTIES: 篇4

   1. The usage of the Modal Verbs ,especially usage for making suggestions.

   2. Using the learned phrases and sentence patterns to make suggestions and replying.

Step 2 Lead-in 篇5

    Sign to the students to be quiet and close their books. Then start a free talk with the students. Use computer to show some pictures of different pets, such as dogs, cats etc. Ask the students several questions about raising pets. These questions are employed to warm up the students and raise the interests of the students to speak English in class on the topics they like and familiar with.

Good morning, everyone!

Today, I’ll say something about Unit 9 Part A in Book 4 of Oxford English.

Background on the reformation of curriculum, this book can connect the life and act, emphasize the interest and experience of the Ss, the pictures are active and vivid. Grade four is the initial stage of English learning, so it stresses on the emotion of the Ss, creates a well beginning for the Ss. This Unit has 7 parts, we’ll learn Part A mainly, it embodies the repeating characterize. Review the learned language points “Where’s…”and the new language points will be represented in the following units. So this unit forms connecting links with a special meaning in this book.

The content of this period is to use “Where’s\are…” to determine the place. And according to the contents and the fact of the Ss, I establish the following three teaching aims of this period:

The first one: students can listen, read, say and spell the following words: a glass, a fridge, an egg, bread and a table.

The second one: students can listen, read, say and write the following daily expressions: What’s for breakfast?

Have some juice then.

The third one: students can listen, read, say and write the following sentence patterns: Where’s\Where are the\my…

It’s \They’re…

There’s no …in \on \near…

I think the most difficult point of this period is to make sure the students can use the patterns “Where’s\Where are…and There is no …in\on\near…” in their daily life correctly.

And I will use some pictures, words and sentence cards, a tape recorder and the multi-media computer to help me achieve the aims.

The task-based method, communicated method, group cooperate method will be used in this period.

To accomplish the aims, I design the following steps:

   (V)TEACHING AIDS: 篇6

Multi-media computer; OHP(overhead projector); tape recorder; software: Powerpoint or Authorware

PART 2 Teaching Methods 篇7

1>Five Steps Approach.

2>Communicative Approach.

小学英语全英说课稿 篇8

小学英语全英说课稿参考

Good morning, everyone!

Today, I’ll say something about Unit 9 Part A in Book 4 of Oxford English.

Background on the reformation of curriculum, this book can connect the life and act, emphasize the interest and experience of the Ss, the pictures are active and vivid. Grade four is the initial stage of English learning, so it stresses on the emotion of the Ss, creates a well beginning for the Ss. This Unit has 7 parts, we’ll learn Part A mainly, it embodies the repeating characterize. Review the learned language points “Where’s…”and the new language points will be represented in the following units. So this unit forms connecting links with a special meaning in this book.

The content of this period is to use “Where’sare…” to determine the place. And according to the contents and the fact of the Ss, I establish the following three teaching aims of this period:

The first one: students can listen, read, say and spell the following words: a glass, a fridge, an egg, bread and a table.

The second one: students can listen, read, say and write the following daily expressions: What’s for breakfast?

Have some juice then.

The third one: students can listen, read, say and write the following sentence patterns: Where’sWhere are themy…

It’s They’re…

There’s no …in on ear…

I think the most difficult point of this period is to make sure the students can use the patterns “Where’sWhere are…and There is no …inon ear…” in their daily life correctly.

And I will use some pictures, words and sentence cards, a tape recorder and the multi-media computer to help me achieve the aims.

The task-based method, communicated method, group cooperate method will be used in this period.

To accomplish the aims, I design the following steps:

Step 1 Songs and the game arousers the emotion.

In order to attract the Ss’ attention and construct an atmosphere of learning English, I let the students sing some English songs and play the game “Simon says”。 At the same time the game can review the prep, serve the knowledge as foil and consist the appearance of the knowledge.

Step 2 Change class to life, happy to say.

The substance of language is communication and the environment of communication is life. So when I present the sentence pattern “What’s for breakfast?” I first show a clock to elicit the time for breakfast, teach the sentence. Then show my own photo of having breakfast, Ss ask and guess. In this way I can attract Ss’ attention, encourage Ss to ask Qs with the new knowledge.

Most of the Ss have learnt the sentence pattern: Where’s…? so I design a task for Ss to help Helen find the food and drinks for breakfast, and teach the new language points: Where are…? They’re … Meanwhile stick the sentences on the Bb.

After some practice by asking and answering, I present the next language points:

There’s no …inon ear…

Have …then.

And I will stick these sentence patterns on the Bb. Finally I’ll let the Ss do pair works to consolidate them.

Step 3 Listen to the tape and Ss imitate to read and say.

As the new reformation of curriculum, emphasized the traditional class attach importance to the mechanical teaching, neglect the experience and participation, for example, the five-step method. So in this lesson, after presentation, I ask Ss to listen to the tape with three Qs, read in different roles and in pairs, then try to recite the text.

Step 4 Ss be the main body, T makes a guider.

In class, Ss play as a host, and the T makes an influence on guiding, help Ss to act the learnt dialogue, it can stress the position of the Ss, and arouse their interest.

Then I show a carton with no voice, ask Ss to make a dialogue in pairs.

There are lots of ways to consolidate the new knowledge. Playing game is a good way. So according to the physiology of Ss, I hold a group competition during the game, ask Ss to finish the blanks. In this way can develop Ss’ good habits and achieve the aim of mastering the learned knowledge in situation.

Step 5 Change class to life, learn by themselves.

Is this the end of the class? I don’t think so. If there is an end, I think it should be in the life. So I extend this class, encourage Ss to use the learned to communicate with each other in their life.

In a word, the whole period is based on tasks, which are designed from easy steps to steps that are challenging. When the Ss are carting out the tasks, they can acquire information, knowledge, and have their ability and skills trained.

That’s all. Thanks a lot for your attention.

小学英语英文说课稿 篇9

Title: Colors and Shapes

Grade Level: Primary 3

Teaching Objectives:

Knowledge and Understanding: Students will be able to recognize and name basic colors (red, blue, yellow, green) and shapes (circle, square, triangle, rectangle).

Skills: Students will develop their listening, speaking, and vocabulary skills through activities related to colors and shapes.

Attitudes and Values: Students will enjoy learning English through interactive and fun activities, fostering a positive attitude towards language learning.

Teaching Materials:

Colorful flashcards of basic colors and shapes

Pictures or cutouts of objects in different colors and shapes

Whiteboard and markers

Interactive game materials (, color sorting board, shape puzzles)

Teaching Methods:

Direct Instruction: Introducing new vocabulary and concepts clearly and concisely.

Visual Aids: Using flashcards and pictures to make the lesson more engaging and memorable.

Group Work: Encouraging peer interaction through games and activities.

Repetition and Practice: Reinforcing new knowledge through repeated exposure and exercises.

Teaching Steps:

Step 1: Warm-up (5 minutes)

Sing a song related to colors or shapes to create a relaxed and fun atmosphere.

Step 2: Introduction of New Vocabulary (10 minutes)

Display flashcards of colors and shapes, teaching one by one with clear pronunciation and simple explanations.

Encourage students to repeat after the teacher.

Step 3: Interactive Practice (15 minutes)

Play a "Point and Say" game: Students point to flashcards and say the name of the color or shape in English.

Group activity: Students work in pairs to match objects with their corresponding colors and shapes.

Step 4: Consolidation (10 minutes)

Whiteboard activity: The teacher draws a shape on the board and asks students to suggest a color to fill it in.

Students take turns to draw a shape and ask their classmates to suggest a color.

Step 5: Wrap-up and Assessment (5 minutes)

Quick review of the learned colors and shapes.

Simple quiz: Students show their understanding by pointing to colors and shapes when called upon.

Positive feedback to all students, emphasizing their participation and effort.

Assessment:

Observational assessment during group activities and individual practice.

Quick quiz at the end of the lesson to check comprehension.

Homework:

Draw a picture using at least three different colors and shapes, label them in English, and bring it to the next class.

Step 2 Change class to life, happy to say. 篇10

The substance of language is communication and the environment of communication is life. So when I present the sentence pattern “What’s for breakfast?” I first show a clock to elicit the time for breakfast, teach the sentence. Then show my own photo of having breakfast, Ss ask and guess. In this way I can attract Ss’ attention, encourage Ss to ask Qs with the new knowledge.

Most of the Ss have learnt the sentence pattern: Where’s…? so I design a task for Ss to help Helen find the food and drinks for breakfast, and teach the new language points: Where are…?      

They’re … Meanwhile stick the sentences on the Bb.

After some practice by asking and answering, I present the next language points:

There’s no …in\on\near…

Have …then.

And I will stick these sentence patterns on the Bb. Finally I’ll let the Ss do pair works to consolidate them.

Step 5 Change class to life, learn by themselves. 篇11

Is this the end of the class? I don’t think so. If there is an end, I think it should be in the life. So I extend this class, encourage Ss to use the learned to communicate with each other in their life.

In a word, the whole period is based on tasks, which are designed from easy steps to steps that are challenging. When the Ss are carting out the tasks, they can acquire information, knowledge, and have their ability and skills trained.

 

Thank you！

Step 1 Songs and the game arousers the emotion. 篇12

In order to attract the Ss’ attention and construct an atmosphere of learning English, I let the students sing some English songs and play the game “Simon says”。 At the same time the game can review the prep, serve the knowledge as foil and consist the appearance of the knowledge.

小学英语全英说课稿 篇13

《My home》是小学英语四年级上册的第四单元。本单元的资料都是围绕“家”这一学生喜闻乐见的主题展开的。本节课是第四单元的第一课时，资料是要学习有关房间的五个单词及进行简单的对家的介绍，本课时是本单元的重点，所以首先应让学生掌握各个房间的名称，再经过Let’s do等TPR活动进行巩固操练，本节课掌握的好坏程度，直接会影响到本单元后阶段有关“描述和询问东西在哪里”的对话和故事的`掌握，所以在本单元教学中具有举足轻重的地位。

Theaching goal:

1。能够听、说、认读五个有关房间的单词 study， kitchen， bedroom， bathroom， living room。

2。能够用This is my home。 You can see a living room…句型简单介绍房子。

3。能够听懂“Let’s do”的指令，并做出相应的动作。

4。 培养学生对家的热爱，提高学生的口语表达本事和交际本事。

Theaching key:

熟练认读有关房间的五个单词。

Theaching difficulty:单词bathroom， living room，的正确发音。

Theaching aid: Cards Tape recorder CAI

Theaching method: TPR Pairwork Groupwork

Theaching steps

Step 1 Warm-up

1。 Good morning。 Boys and girls。 How are you? Nice to meet you。

2。Let’s sing《In the Classroom》，OK?

Step 2 Preview

1。Show the CAI（door ，window） What’s this? This is my home， there are many room are there? Do you visit my home? Now， let’s study Unit4 《My Home》。

Step 3 Presentation

1。（Show the CAI）。 This is my home， you can see a bedroom， a living room， a study ，a kitchen and a bathroom

2。Look ，what’s this?（客厅） There are five words on the blackboard， listen to me and guess， which word is “living room”?Teach“living room”。 There is a TV in the living room。 What can you do in the living room? Teach“watch TV”。Chant “living room，living room ， watch TV。”

3。（Show the CAI）。 。Look ，what’s this?（书房） Listen to me and guess， which word is “study”?Teach“study”。 There are many books in the study。 What can you do in the study? Teach“read a book”。Chant “study，study， read a book”。

4。（Show the CAI）。 。Look ，what’s this?（厨房） Listen to me and guess， Which word is “kitchen”?Teach“kitchen”。 What can you do in the study? Teach“have a snack”。Chant “kitchen ，kitchen，have a snack”。

5。（Show the CAI）。 。Look ，what’s this?（bathroom） Listen to me and guess， which word is “bathroom”?Teach“bathroom”。 What can you do in the bathroom? Teach“take a shower”。Chant “bathroom ，bathroom ，take a shower”。

6。（Show the CAI）。 。Look ，what’s this?（bed ） What’s this? （room） What’s this? （bedroom）Teach“bedroom”。 There is a bed in the bedroom。 What can you do in the bedroom? Teach“have a sleep”。Chant “bedroom bedroom， have a sleep”

7。Listen to the tape and read after the tape。

8。Let’s do。

Show the “Go to the ”， put the “living room， study ， kitchen， bathroom， bedroom” on， then T act “Go to the living room， watch TV。 Go to the study， read a book。 Go to the kitchen，have a snack。 Go to the bathroom ，take a shower。 Go to the bedroom， have a sleep”。

Now let’s do， ok? Follow me。

Step 4 Practice

Now， this group is team one， this group is team two。 Let’s go，ok?

1。炸地雷： Let’s play a game， Ok? Who can read? Read together。

2。Close your eyes， what’s missing? Guess， then tell us。

3。Now，look at the screen， Guess， what’s this? （Show the CAI ） The student guess。

4。look， this is my home，you can see a bedroom， a living room， a study ，a kitchen and a bathroom。

Who can do like me ? Tell us what’s your room like?

The students look and say。

Homework:

1。Tell your home to your friend。2。 Prepare the“Lets talk。”

五、Blackblard design:

Unit4 My Home

living room watch TV

study read a book

kitchen have a snack

bathroom take a shower

bedroom have a sleep