µStep 1 Warm up 1. 播放歌曲：Finger family. 学生先倾听，再学唱。 µStep 2 Lead in 1. 询问自己物品的位置，请学生来回答。 Teacher：Where is my book? Is it in the desk? 设计意图：通过询问自己的教材的位置来引导学生理解本课时重点句式。并学习如何使用Yes, it is. No, it isn’t来回答。 2. 展示猫的部分图片，请学生猜一猜它是什么，讲授单词cute。 设计意图：以猜测使学生来练习一般疑问句及其回答。同时通过猫的形象来使学生理解词语cute的含义。 µStep 3 Presentation 1. 提出问题，引起学生阅读兴趣，呈现对话内容。 Teacher：Do you like cats? Do you have a cat? Amy has a cat. Is it cute? Where is it? Let’s listen and find. 2. 播放对话录音，学生找出答案。听完录音后，请学生说出自己的答案。 Teacher: Answer the question, please. Yes, Amy’s cat is cute. The cat is in the kitchen. 设计意图：通过提问引起学生的阅读兴趣，并使学生带着问题认真倾听课文内容。 3. 出示教材中的图片，使学生理解新词含义和拼写方法。 Teacher：Look at this picture. Where is it? Is it the kitchen? No, it’s the living room. （板书单词）Read it together, please, living room. Look at this one, is it a living room? No, it’s the study. （板书单词）Read it one by one, please. And where is it? Yes, it’s the kitchen. （板书单词）Girls read it, please. Boys read it, please. 设计意图：以一般疑问句的形式来讲授居室类单词。 µStep 4 Practice 1. 再次播放课文录音。学生跟读课文。 Teacher: Boys and girls, let’s read the dialogue after the tape. Please listen carefully, read carefully. 2. 学生分角色朗读课文。 Teacher: Now, who wants to be Amy? Who wants to be Sarah? Let’s read it in roles. 3. 请学生戴上头饰来扮演对话的角色，表演对话。 4. 出示不同房间的图片，学生快速说出单词。 Teacher：Look at the pictures of the rooms. What is it? Say the word quickly. 设计意图：帮助学生将语音与语义结合起来进行记忆。 5. 做动作，让学生猜猜看这是在哪个房间。 6. 完成Let’s play. 活动。 Teacher: Now, let’s play. Let’s play hide and seek. You, please.（请学生闭上眼睛）Where is my book? Ask me, please. You can say is it in the desk. My book is in his desk. Teacher: Who wants to play this game? 设计意图：以这种游戏来练习本课的重点句式。 µStep 5 Summary 1.再次播放歌曲Finger family，学生齐唱歌曲并表演。 Teacher: Let’s sing the song finger family together. Please sing and do the actions. 设计意图：利用热身的歌曲来总结本课，让学生在歌声中熟悉本课询问位置的句式。 | 
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