读单词，方法：全体齐读、男女分读、小组内一个一个读。

教师把玩具放在盒子上，问学生：Where is my toy ?学生回答：It's on the box.

3.教师拿出大明的头像说：Today is Daming's birthday. （出示幻灯片）He has got a present. But he doesn't know where it is. So, today we'll help Daming find out his present.I know there are some tips in the cards.

【设计意图】：以实物的形式呈现本课新授单词，使得原本枯燥的单词变得形象生动，使学生建立了单词与实物之间的联系，更加深了学生对单词的印象，学生兴趣浓，课堂气氛活跃；教师引导学生把单词boy与单词toy比较读,起到温故知新，加深记忆单词的效果。通过师生问答，复习巩固三年级上册所学句型Where is...?It's in/on...，让学生在一个完整的语言环境中进行语言学习，形成自然的语言习得习惯，教学效果好。

Step 3 情景教学，探索新知 用时7分钟。

1. T:教师指着桌子上的卡片说：Here's the card. Let's open it, OK?

Ss:OK?

T:A present for you. It's in the box.(出示幻灯片)教师领读句子，同时板书单词for，并教读单词for。方法：全体齐读、男女分读、小组内一个一个读。

T：教师板书单词four,与单词for比较读。A present for you/me. You are four boys.

Ss: ...... .

教师出示玩具狗问：What's this? Ss：It's a toy . S1: It's a present . Yes ,it's a present for me .

T: (把礼物传递给坐在第一个的学生)A present for you.

S: Thank you.

T: Pass the present one by one. (让学生一个接一个的传递玩具，并练习说"A present for you."和"Thank you.")

Ss:...... .

1. 教师鼓励学生看着卡片读句子：A present for you. It's in the box.

T：let's open the box ,ok ? Who can help me ?接着找一生打开盒子，拿出一张卡片让学生看，鼓励学生读出卡片上的句子：It's on your desk.（出示幻灯片）同时教师画出桌子的简笔画，引导学生练习句子。教师拿出桌子上的卡片让学生看并且试着读出句子：It's behind the door.（出示幻灯片）教师领读句子，借机板书、教读单词behind ，（方法：全体齐读、男女分读、小组