人教PEP版六年级上册英语全册教案(含单元知识点总结)


    Unit 1 How can I get there? 教材分析 本单元学习的主题是问路。教学内容主要是通过吴一凡和机器人Robin去参观科学博物馆途中问路的情景来展开的。教学重点是能够听、说、读、写核心句型“—Where is the museum shop? —It’s near the door.”“—How can we get there? —Turn left at the bookstore.”;能够听、说、读、写单词和词组: science, museum, post office, bookstore, cinema, hospital, crossing, turn, left, straight, right 教学目标 知识与能力目标: ·能够听、说、读、写句型“—Where is the…? —It’s near the door.”“—How can we get there? —Turn left at the bookstore.” ·能够在情景中运用句型“—Where is the…? —It’s…”询问地点并作答 ·能够在情景中运用句型“—How can we get there? —Turn left/right at the…”问路并描述路线 ·能够在图片的帮助下正确理解并按照正确的意群及语音、语调朗读有关Robin新功能的小故事,运用本单元所学核心句型讲述该故事,同时能根据阅读所获信息写出故事中的关键信息 · 能够听、说、读、写单词和词组: science museum, post office, bookstore, cinema, hospital, crossing, turn left, go straight, turn right ·能够正确使用上述单词和词组描述城市设施及其位置 ·知道英语句子有升降调,并能使用正确的语调朗读不同类型的句子 情感态度、文化意识、学习策略目标: ·能够在迷路时主动寻求帮助 ·能够适度饮食,不暴饮暴食 ·了解英国代表性建筑“伦敦眼”,著名河流泰晤士河以及特色快餐“Fish and chips” ·能够通过看图捕捉主要信息,并根据提示做出听前预测 ·能够通读文段,获取主旨大意,通过相关细节猜测词义 课时安排 第一课时: Part A Let’s try & Let’s talk 第二课时: Part A Let’s learn & Make a map and talk 第三课时: Part B Let’s try & Let’s talk 第四课时: Part B Let’s learn & Be a tour guide 第五课时: Part B Read and write 第六课时: Part B Let’s check & Let’s wrap it up The first period(第一课时) Part A Let’ s try & Let’s talk ▶教学内容与目标 课时教学内容 课时教学目标 Let’s try ·能够读懂题目要求,对听力的重点内容进行预测 ·能够通过听录音,运用基本的听力技巧,勾选正确的选项 Let’s talk ·能够通过观察、谈论Let’s talk板块的图片,在PPT和老师的帮助下理解对话大意,并能够回答对话下面的问题 ·通过听录音,能够用正确的意群及语音、语调朗读对话,并能在小组中进行角色表演 ·能够在情景中恰当运用句型“—Where is the…? —It’s…”询问地点并作答 ·能够在语境中借助图片等理解新词“museum, bookstore, post office, ask, sir”的意思,并能够正确发音 ·能够运用礼貌用语寻求他人的帮助 ▶教学重点 能够理解和掌握本课时的重点词汇和句型。 ▶教学难点 能够在情景中恰当运用句型“—Where is the…? —It’s…”询问地点并作答。 ▶教学准备 1.预习《XX大课堂》《创优作业100分》《XX作业本》中本课时的相关内容。 Teaching purpose① 树立课前评价机制,引导并鼓励学生在课上大胆表达自己的想法,积极发言,保持思维开放。采取小组合作方式,得分最多的小组为优胜组。 2.PPT课件、课文录音、视频等。 ▶教学过程 Step 1: Warm-up & Revision & Lead-in 1. Greetings.① Teaching purpose② 以看图猜方位介词(词组)和读句子猜地点的活动帮助学生快速复习方位介词以及有关建筑物和场所的词汇,为下面即将要学习的对话做好词汇铺垫。 Greet students. Divide them into several groups. The group which gets the most points will be the winner. 2. Quick review.② Review the words and the phrases of the locations “in front of, near, next to, behind, between” with the pictures. (课件出示: 表示方位介词的图片) 3. Read and guess. Read the sentences and guess what places they are. Teaching purpose③ 通过主情景图,引导学生预测吴一凡将要参观的地方,简单描述城市设施的位置,为即将学习的Let’s try板块设置话题背景。 4. Lead-in.③ Present the main scene on page 2.(课件出示: Unit 1主情景图) T: What can you see in the main scene? Ss: We can see a hospital, a park, a restaurant… T: Here are Wu Yifan and Robin. Wu Yifan likes robots very much. Where can Wu Yifan go? Ss: He can go to the science museum. T: Where is the science museum? How can he get there? Today we’ll learn “Unit 1 How can I get there?” Write down the title of “Unit 1” on the blackboard. Teaching purpose④ 利用机器人创设情境,通过各种不同功能的机器人,激发学生学习兴趣,吸引其注意力。先引导学生基于语言情境猜测吴一凡所在的场所,再通过听力验证预测的答案并完成Let’s try板块的听力练习,培养学生听前预测的习惯。 Step 2: Presentation 1. Let’s try.④ (1)Freely talk about robots. In a science museum, we can see many interesting things of hightech. Present some pictures of hightech robots on exhibition. (课件出示: 能做各种不同动作的机器人的图片及相应的动词词组) T: These robots are so cool! What can they do? Ss: They can… (2)Listen and tick. Ask students to read the text content in“Let’s try” and predict the content of listening and the answers to the questions. Then students listen and tick the right options for the questions. At last, check the answers together. (课件出示: 教材P4 Let’s try板块的习题、音频及答案) (3)Read the listening material. Learn the key sentences underlined. (课件出示: 教材P4 Let’s try板块的听力材料) 2. Watch and answer. Wu Yifan and Robin are at the science museum now. Wu Yifan has something to do. Watch the video of “Let’s talk” and answer the question. Lead students to get the main idea of the dialogue. (课件出示: 教材P4 Let’s talk板块的对话视频和问题) Q: What does Wu Yifan want to do? (He wants to buy a postcard and send it.) Compare the differences between “buy” and “send” with pictures. (课件出示: 买明信片和寄明信片的图片) Teaching purpose⑤ 对对话中的重点词汇做详解,基于对话文本做相应拓展,提高学生的语用能力。同时渗透情感目标,引导学生在外遇到困难时能够主动向他人寻求帮助。 3. Get more details.⑤ Watch the video of “Let’s talk”again and answer the following questions. (课件出示: 问题①②,配图museum shop和post office) ①Where can Wu Yifan buy the postcard? Where is the museum shop? ②Where can he send the postcard? Where is the post office? Highlight the sentence structure “Where is…?” Make brief talks with students while checking the answers. (课件出示: 问题①②的答案) Write down “museum shop, post office” and the sentence structure “Where is…?” on the blackboard. ①Key: He can buy the postcard in the museum shop. The museum shop is near the door. T: What else can you buy in a museum shop? Ss: I can also buy some toy robots/soft toys/toy machines/books… ②Key: He can send the postcard in the post office. The post office is next to the museum. T: Does Robin know where the post office is? Ss: No, he doesn’t. T: So how can they find the post office? Ss: They can use a map./They can ask other people. T: Yes. If you need help, just try to be brave and ask for help. Learn the key words “ask, sir” in detail. (课件出示: ask和sir的相关内容) Write down “ask, sir” on the blackboard. T: Robin asks a man where the post office is. The man is so surprised that Robin can talk. It is a talking robot. He thinks the museum is a great museum. (Simply explain “a talking robot” and “What a great museum!”) Teaching purpose⑥ 让学生听录音跟读。引导学生按照正确的意群及语音、语调朗读对话,并在小组中进行角色表演,操练对话。 T: Where is the post office? Ss: It’s next to the museum. (课件出示: 对比near和next to的区别) Step 3: Practice 1. Read and act.⑥ (1)Students read after the recording. Pay attention to the pronunciation and the intonation. (2)Let students practice the dialogue in roles in groups. Teaching purpose⑦ 通过读对话、画简易小地图等活动帮助学生深入理解对话文本,小组合作环节基于手绘的地图情境,引导学生尝试描述博物馆、商店和邮局的位置以及不同城市设施中能够进行的活动,丰富学生的语言表达。 (3)Act out. 2. Draw a map for the museum.⑦ Students read the dialogue and try to draw a simple map for the museum. Work in pairs to make a brief introduction of their maps. Then choose two students to come to the front to share their maps. They can say like this: The museum shop is… You can…there. The post office is… You can…there. Step 4: Consolidation & Extension 1. Create a new dialogue.⑧ Teaching purpose⑧ 提炼课本对话内容,呈现核心语言框架,引导学生重构文本,鼓励学生创编新的对话,巩固本课的核心词汇和句型。 T: If you are Wu Yifan, what gift do you want to buy? You can be in a supermarket or anywhere you want to be. Create a new dialogue and let’s find out more ideas. You can do it like this: Wu Yifan: Robin, where is the…? I want to buy… Robin: It’s… Wu Yifan: Thanks. Where is the…? I want to…today. Robin: I don’t know. I’ll ask. Excuse me, sir. Man: Wow! A talking robot! That’s interesting! Robin: Where is the…? Man: It’s… Teaching purpose⑨ 引导学生通过组内交流自己居住地的相关城市设施和位置,拓展他们对其喜好与经常进行的活动的相关表达,提高学生的语言综合运用能力。 Robin: Thanks. The teacher makes a model with two students first. Then ask students to work in groups. Choose one or two groups to act out. 2. Talk about your city.⑨ T: Now we’ve known something about Wu Yifan’s city. Can you talk about something about your city/town/village? The teacher sets a model and makes a brief conversation with a student first. You can use these words: park, library, zoo, post office, school, museum… (课件出示: 对话练习的框架) Teaching purpose⑩ 引导学生总结本课所学核心词汇和句型,巩固本课渗透的情感目标。 Then students work in groups and talk about the places in their city/town/village. 3. Make a summary.⑩ Lead students to make a summary of this class. Let them conclude the key words and sentence structures they’ve learned. Encourage students to be brave and ask for help if they need. ▶板书设计 ▶作业设计 1. Practice the dialogue. 2. Write down your new dialogue. 3. Do the exercises. (见“”系列丛书《创优作业100分》或《XX作业本》对应课时作业) ▶教学反思 1. 热身环节快速复习方位介词以及有关建筑物和场所的词汇,为下面即将要学习的对话做好词汇铺垫。通过主情境图创设情境,为即将学习的Let’s try板块设置话题背景。 2. 呈现活动由浅入深,注重培养学生听前预测的习惯。以学生为本,引导和启发学生思考,注重对学生思维能力的培养。 3. 基于课本基础,设置多元化的教学活动,适当拓展,丰富学生表达,提高其语言综合运用能力。 4. 板书设计清晰明了,重点突出,起到了很好的辅助作用。 ▶Teaching Contents & Teaching Aims Let’s try ·Be able to predict the main content of the listening part by reading the questions. ·Be able to understand the recording and tick the right answers. Let’s talk ·Be able to understand the main idea of the dialogue by observing the picture and answer the questions below the dialogue. ·Be able to read the dialogue correctly, fluently and emotionally, and then act out in groups. · Be able to use the sentence structures “—Where is the…?—It’s…” properly to ask and answer about the locations in scenes. ·Be able to have a good command of the new words “museum, bookstore, post office, ask, sir”. ·Be able to learn to ask for help politely. ▶Teaching Priorities ·Be able to understand and master the key words and sentence structures of this lesson. ▶Teaching Difficulties ·Be able to use the sentence structures “—Where is the…? —It’s…” properly to ask and answer about the locations in scenes. ▶Teaching Procedures Teaching Stages Teacher’ s Activities Students Activities Teaching Purposes Warm-up & Lead-in 1. Greetings. 2. Quick review. 3. Read and guess. 4. Lead-in. Present the main scene on page 2 on the PPT. 1. Greet the teacher and understand the mode of evaluation. 2. Review the words of locations. 3. Read and guess what places they are. 4. Talk about the main scene on page 2. Review the words and the phrases of locations and buildings through the guessing game. Get students prepared for the following learning, and set a topic background for the dialogue. Presentation 1. Let’s try. (1) Present pictures and talk with students. (2) Ask students to listen and tick. (3) Present the listening material and teach the key sentences. (1)Freely talk about robots. (2)Listen and tick. (3)Read the listening material. Stimulate students’ interest in learning and attract their attention through a variety of robots with different functions. Cultivate students’ habit of making predictions before listening. 2. Watch and answer. Play the video of “Let’s talk” and ask the question. Lead students to get the main idea of the dialogue. Watch the video of “Let’s talk” and answer the question. Get the main idea of the dialogue. Lead students to get a whole perception of the dialogue and the main idea of it with the question. 3. Get more details. Play the video of “Let’s talk” again and ask students to answer the questions. Teach “museum, shop, post office” and “—Where is…? —It’s…” Talk with students and teach the words “ask, sir” in detail. “It’s time for…” Teach the sentence “Time to go home.” and the word “kid”. Contrast “It’s time for…” with “It’s time to…” Watch the video of “Let’s talk” again and answer the questions. Learn “museum, shop, post office” and “—Where is…? —It’s…” Talk with the teacher about more details. Learn the words “ask, sir” in detail. Understand the sentence “Time to go home.” and the word “kid”. Learn the difference between “It’s time for…”and “It’s time to…” Make corresponding extension based on the context to improve students’ pragmatic ability. Penetrate the emotional aim. Lead students to ask for help from others when they encounter difficulties. (续表) Teaching Stages Teacher’ s Activities Students’ Activities Teaching Purposes Practice 1. Read and act. (1)Read after the recording. Pay attention to the pronunciation and the intonation. (2)Practice in roles in groups. (3)Act out. Lead students to read the dialogue in correct pronunciation and intonation and act it out in groups to practice the dialogue. 2. Draw a map for the museum. Read the dialogue and try to draw a simple map for the museum. Work in pairs and make a brief introduction of the maps. Help students go deeper into the text. Lead students to describe the locations as well as the activities that can be carried out there. Enrich students’ expression. Consolidation & Extension 1. Create a new dialogue. Work in groups. Create a new dialogue and find out more ideas. Lead students to reconstruct the text. Consolidate the key words and sentence structures by creating new dialogues. 2. Talk about your city. Set a model and make a brief conversation with a student first. Talk about the places in their city/town/village. Extend students’ expression of their preferences and frequent activities. Improve their comprehensive language using ability. 3. Make a summary. Conclude the key words and sentence structures they’ve learned. Get an overview of the class and penetrate the emotional goal. Homework 1. Practice the dialogue. 2. Write down your new dialogue. 3. Do the exercises. The second period(第二课时) Part A Let’s learn & Make a map and talk ▶教学内容与目标 课时教学内容 课时教学目标 Let’s learn · 通过图片、课件等方式,能够听、说、读、写有关城市设施的单词和词组:science museum, post office, bookstore, cinema, hospital ·了解一些简单的构词规律,如合成词bookstore是由两个词构成 ·了解一些简单的发音规律,如双音节词、多音节词和词组的重音 ·能够在情景中恰当运用句型“—Where is the…? —It’s…”开展有关问路和指路的表达 Make a map and talk ·能够独立制作地图,并熟练运用所学词汇介绍场所的方位 ▶教学重点 能够理解和掌握本课时的重点词汇和句型。 ▶教学难点 能够在情景中恰当运用句型“—Where is the…? —It’s…”开展有关问路和指路的表达。 ▶教学准备 1.预习《XX大课堂》《创优作业100分》《XX作业本》中本课时的相关内容。 2.PPT课件、课文录音、相关视频等。 Teaching purpose① 通过学生喜爱的动画角色——《超能陆战队》中的大白,引入city的概念,利用简单的英英释义帮助学生了解city一词的内涵,为下文即将要学习的城市设施单词和词组建立语境背景。 ▶教学过程 Step 1: Warm-up & Revision & Lead-in 1. Greetings. Greet the class. T:In this class, I hope you can be confident(☆), open-minded(☆☆), and especially creative(☆☆☆). 2. My favourite cartoon—Big Hero.① T:(课件出示:《超能陆战队》中大白的图片)This is my favourite cartoon—Big Hero. He is Baymax. Do you know where he lives? Ss:He lives in... (Students guess.) T:Look, he lives in a city. Today we’ll learn something about a city. A city is a big town with many streets and buildings where people live and work. 3. Lead-in.② Teaching purpose② 导入环节的动画短视频能充分吸引学生注意力,利用问题设置引导学生关注视频内容,进行头脑风暴,复习或拓展与本课主题相关的词汇,丰富学生语言表达 T:Now let’s watch a video. What can you see in the city? (课件出示:《超能陆战队》视频剪辑) Ss:Houses, policemen… T:Good job! We can also see a police station, BRT… (学生观看视频后给出答案时,教师根据monster展开师生间的简短交流,对学生的回答给予补充,复习或拓展有关城市设施的词汇。) Teaching purpose③ 通过动画短视频节选片段中的film导入新授词汇cinema,结合主情景图引出有关问路和指路的表达,呈现本课核心句型。 Step 2: Presentation 1. Learn the word “cinema”.③ T:Good job! We can watch a monster film on TV. Where else can you watch films? S1: I can watch films on the computers. / I can… T:Yes. We can watch films at home. We can watch films at a cinema. Teach the new word “cinema”. (课件出示:cinema的相关内容) Write down “cinema” on the blackboard. Students read the word in syllables. 2. Learn the sentence structures “—Where is…? —It’s…” Present the picture of the cinema on page 5. (课件出示:教材P5 cinema的图片) T:Where is the cinema? (Ask a student to come to the front to point it out on the picture of the main scene.) S1:It’s here. Write down “—Where is…? —It’s…” on the blackboard. Teaching purpose④ 将bookstore与library的图片和图标进行对比,了解两者的区别,学会分辨它们的单词和图标,掌握合成词的基本构成方法。 Lead students to understand the meaning by highlighting the popcorn and the film recorder on the picture. T:The cinema is near the bookstore. Present the positions of “next to” and “near”. (出示课件) Compare the locations between these two words. 3. Learn the word “bookstore”.④ Present the pictures of a bookstore and a library. (课件出示:bookstore和library的图片) Teaching purpose⑤ 利用动画中大白和阿宏的人物背景,呈现hospital和science museum,借助动画情境和简单的英英释义使学生理解词义,培养和建立英语思维。 Lead students to observe and compare the two pictures of “bookstore” and “library” on the main scene. Present the new word “bookstore”. Divide the word into two words of “book” and “store”. Students read the word after the recording and learn its regulations of word-formation. (课件出示:bookstore的单词合成方式、图片和读音) Write down “bookstore” on the blackboard. 4. Learn the word “hospital”.⑤ T:We can store many books in a shop. We can also store many books in robots. So, robots know lots of things and give people lots of help. (课件出示:带有医疗功能的大白图片) T:Baymax is a medical robot. He is a “walking hospital”. Teach the new word “hospital”. Students read the word in syllables and pay attention to its stress in pronunciation. (课件出示:hospital的相关内容) Write down “hospital” on the blackboard. 5. Learn the phrases “science museum” and “post office”. T:Hiro is a 14-year-old boy. He is Baymax’s best friend. He likes science very much. His favourite place is the science museum. (课件出示:《超能陆战队》里的阿宏和科学馆) Present the phrase “science museum” on the PPT. Lead students to learn the meaning and the pronunciation. Let students read in groups, in boys and girls. (课件出示:science museum的相关内容) Write down “museum” on the blackboard. T:What can you see in a science museum? Ss:I can see… T:Wow, that’s great! It sounds interesting. I want to go and have a look. Where is the science museum? Present the main scene. Lead students to spot the science museum on the picture. (课件出示:Unit 1主情景图) Ss:It’s near the post office. Teaching purpose⑥ 通过词汇认读、寻找消失的建筑物和双簧三个不同形式的游戏,加深学生对词汇的记忆和理解,培养学生的观察能力。在学生积极参与的同时,达到寓教于乐的目的。 Present the phrase “post office”. Lead students to learn the meaning of “post” and “office”. Help them get to know its regulation of word-formation. Students read after the recording and practice by themselves. (课件出示:post office的相关内容) Write down “post office” on the blackboard. T:Where’s the post office? Ss:It’s next to the library. Step 3: Practice 1. Word games.⑥ (1) Read and point. Present the main scene on page 2. (课件出示:Unit 1主情景图) Ask students to find out what places Wu Yifan and Robin see. Lead students to read the words while pointing. Then students practice in pairs. (2)What’s missing? Ask students to observe the main scene carefully and remember the buildings in the picture. Then let students name the buildings quickly when the buildings disappear. (课件出示:Unit 1主情景图,利用PPT动画,使情景图上的建筑物逐一消失) (3)A two-man act. Firstly, the teacher makes a model. Read the word, but in silence. Students guess the word according to the teacher’s shape of the mouth. Then ask a student to come to the front of the class, and play the game together. Teaching purpose⑦ 通过对场所名称词汇的分类,引导学生观察词汇形式,学会辨别合成词,了解一些简单的构词规律以及发音规律,如双音节词、多音节词和词组的重音。 2. Words in groups.⑦ Present the words of places and buildings that students have learned. Ask students to put them into two groups according to their regulations of word-formation. A group of words are like “school” and a group of words are like “bookstore”. Then lead students to make a summary of the regulations. Students learn about the word-formation of the compound words. Teaching purpose⑧ 以绘制地图描述建筑和方位的活动,巩固本课的核心词汇和句型,根据地图创设的语言情境提高学生的语言运用能力,使学生能够熟练运用所学词汇介绍场所的方位。 Step 4: Consolidation & Extension 1. Make a map and talk.⑧ T:Make a map of Sarah’s city. Talk about the buildings and their locations in the city. Work in pairs. You may talk like this: Teaching purpose⑨ 引导学生总结本课所学核心词汇和句型,学会读图和猜测合成词的词义。 2. Describe your own city. T:Make a map of your own city and describe it. You may talk like this: This is my city. There is… It’s near/next to… I often…there. Ask students to introduce their city to the class. 3. Make a summary.⑨ Lead students to make a summary of this class. Let them conclude the key words and sentence structures they’ve learned. Lead students to learn to read the pictures and guess the meaning of the compound words. ▶板书设计 ▶作业设计 4. Read and remember the words and the phrases that you have learned in this class. Write down your new dialogue. 5. Draw a map and write about your city. 6. Do the exercises. (见“”系列丛书《创优作业100分》或《XX作业本》对应课时作业) ▶教学反思 1. 利用学生喜爱的动画短视频导入,引出city的概念,用简单的英英释义帮助学生理解词义,有助于培养学生的英语思维。 2. 呈现环节的活动易操作,由词到句,丰富学生对核心词汇的理解。不同的活动之间过渡自然,环环相扣,逐层深入。 3. 操练和巩固环节活动形式多样,通过词汇认读、寻找消失的建筑物和双簧三个不同形式的游戏,不仅能加深学生对词汇的记忆和理解,还能培养学生的观察能力。 4. 根据地图创设的语言情境提高学生语言运用能力,以绘制地图描述建筑和方位的活动,巩固本课的核心词汇和句型,使学生能够熟练运用所学词汇介绍场所的方位,实现本课的教学目标。 ▶Teaching Contents & Teaching Aims Let’s learn ·Be able to listen, speak, read and write the words and the phrases “science museum, post office, bookstore, cinema, hospital”. ·Learn some simple rules of word-formation. ·Learn some simple pronunciation rules, such as the stress on two-syllable words, multi-syllable words and phrases. ·Be able to use the sentence structures “—Where is the…? —It’s…” to ask the way and give directions skillfully in scenes. Make a map and talk ·Be able to make maps and describe the locations independently with the words and the phrases that students have learned. ▶Teaching Priorities ·Be able to understand and master the key words and sentence structures of this lesson. ▶Teaching Difficulties ·Be able to understand and master the key words and sentence structures of this lesson. ▶Teaching Procedures Teaching Stages Teacher’ s Activities Students Activities Teaching Purposes Warm-up & Revision & Lead-in 1. Greetings. Greet the teacher Present the cartoon character of Baymax to establish the context and background for the following learning. 2. My favourite cartoon—Big Hero. Freely talk with the teacher about the video. 3. Lead-in. Play a video and talk with students. Watch the video and talk with the teacher. Attract students’ attention with the video. Enrich students’ expression through brainstorming. Presentation 1. Learn the word “cinema”. Talk about the screenshot of the video. Learn the word “cinema”. Lead in the new word through a screenshot of the cartoon video. Present the key sentence structures by using the main scene. Lead in the activities of asking for directions and giving directions. 2. Learn the sentence structures “—Where is…? —It’s…” Talk about the main scene. Learn the sentence structures “—Where is…? —It’s…” 3. Learn the word “bookstore”. Learn the word “bookstore” by comparing with “library”. Lead students to compare the two words and learn the difference. Master the simple rules of word-formation. 4. Learn the word “hospital”. Talk with the teacher about Baymax and learn the word “hospital”. Help students understand the meaning with simple English-English explanations to develop students’ English thinking. 5. Learn the phrases “science museum” and “post office”. Talk with the teacher about Hiro and learn the phrases. (续表) Teaching Stages Teacher’ s Activities Students’ Activities Teaching Purposes Practice 1. Word games. (1)Read and point. (2)What’s missing? (3)A two-man act. Deepen students’ memory and understanding of the words, and cultivate their observation ability through various activities. 2. Words in groups. Put the words of places and buildings that students have learned into two groups. Make a summary of the regulations and learn about the word-formation of the compound words. Lead students to observe word forms, learn to distinguish compound words and get to know some simple rules of word-formation and pronunciation. Consolidation & Extension 1. Make a map and talk. Talk about the buildings and their locations in the city. Lead students to reconstruct the text. Consolidate the key words and sentence structures by creating new dialogues. 2. Describe your own city. Make a map of their own city and describe it. Consolidate the key words and sentence structures of this lesson. Improve students’ language using ability, and enable them to use the target language to introduce locations skillfully. 3. Make a summary. Conclude the key words and sentence structures that they have learned. Help students get an overview of the class and lead them to read the pictures and learn to guess the meaning of compound words. Homework 4. Read and remember the words and the phrases that you have learned in this class. 5. Draw a map and write about your city. 6. Do the exercises. The third period(第三课时) Part B Let’s try & Let’s talk ▶教学内容与目标 课时教学内容 课时教学目标 Let’s try ·能够读懂题目要求,对听力的重点内容进行预测 ·能够运用基本的听力技巧完成本部分的听力任务 Let’s talk ·能够通过观察、谈论Let’s talk板块的图片,在PPT和老师的帮助下理解对话大意,并能回答对话下面的问题 ·能够通过听录音,学会按照正确的意群及语音、语调朗读对话,并能在小组中进行角色表演 ·能够听、说、读、写并在情景中恰当运用句型“—How can we get there? —Turn left/ right at…”问路并作答 ·能够在语境中借助图片等理解新词“interesting, Italian, restaurant, pizza, street, get”的意思,并能正确发音重点 ▶教学重点 能够理解和掌握本课时的重点单词和句型。 ▶教学难点 能够在情景中恰当运用句型“—How can we get there? —Turn left/right at…”问路并作答。 ▶教学准备 1.预习《XX大课堂》《创优作业100分》《XX作业本》中本课时的相关内容。 Teaching purpose① 通过歌曲导入新课,能活跃课堂气氛,吸引学生注意力,激发学生学习兴趣,带领他们快速积极地参与课堂。利用歌曲复习旧知,巩固询问地点和作答的核心句型。 2.PPT课件、课文录音、视频、卡片等。 ▶教学过程 Step 1: Warm-up & Revision & Lead-in 1. Greetings. Greet students. Divide them into several groups and tell them, “If you can be brave, active and open-minded in class, your group can get more points. The group which gets the most points will be the winner.” 2. Let’s sing.① T:Let’s watch the cartoon and sing the song—Where is the hospital?(课件出示:歌曲《Where is the hospital?》的视频) Teaching purpose② 以主情景图的街景导入,通过school, library, post office三个建筑物的位置关系,出示新授单词left和right,为对话中即将要学习的turn left和turn right做铺垫。 3. Lead-in.② Present the main scene on page 2 and ask questions according to the scene. (课件出示:Unit 1主情景图) T:Where is the hospital? / Where is the library? Ss:It’s… T:The school is on the left side of the library. / The post office is on the right side of the library. Present the new words “left, right”. Lead students to learn the new words by hand gestures and read them after the recording. (课件出示:left和right的相关内容) Write down “left, right” on the blackboard. Teaching purpose③ 呈现对话主人公吴一凡和迈克,通过Let’s try板块中两人的对话,创设下一部分Let’s talk板块的人物和场景信息。学习本课的核心词组turn left,为下一步学习对话做好准备。 Step 2: Presentation 1. Tick or cross.③ (1)Lead students to read the text content in “Let’s try”. Play the recording. (课件出示:教材P6 Let’s try板块的音频) Ask the questions: Do Wu Yifan and Mike want to go to the bookstore? / Where do they want to go? (2) Play the recording for the second time and ask students to tick or cross. Then check the answers with students. (课件出示:教材P6 Let’s try的音频及答案) (3)Present the listening material. Students read the dialogue. (课件出示:教材P6 Let’s try板块的听力材料) Teaching purpose④ 引导学生观察图片信息,预测对话中即将要发生的事情,培养学生的观察能力和逻辑推理能力,在预测的活动中也能提升学生的想象力和语言运用能力。 (4)Highlight the key phrase “turn left” in the listening material. (出示课件) Lead students to express the meaning of the phrase through gestures. Help them learn the new phrase. 2. Look and predict.④ (1)Show the main picture of “Let’s talk” on the PPT. (课件出示:教材P6 Let’s talk板块的图片) T:Here we can see Wu Yifan and Mike. Where are they? Ss:They are at the cinema. T:They look very happy. The film must be very interesting. Present the first sentence of the dialogue. Students listen to the recording and imitate the intonation. (出示课件) Teach the exclamatory sentence “What an interesting film!” and the new word “interesting”. (2)Lead students to predict what will happen next. T:After watching the film, where will Wu Yifan and Mike go? What do they want to do? Ss:They will go to the... They want to... (Students guess.) Teaching purpose⑤ 观看Let’s talk板块的动画视频,验证刚才的预测是否正确。学习生词Italian, restaurant和pizza,拓展意大利的四种特色美食,激发学生的学习兴趣和好奇心,引出下文对restaurant的问路和路线描述。让学生带着问题看视频,获取关键信息,帮助学生逐步理解对话内容,学习如何问路并描述路线。 3. Watch and talk.⑤ Watch the cartoon of “Let’s talk” for the first time. Answer the questions. (课件出示:教材P6 Let’s talk板块的视频并呈现问题) T:Where will Wu Yifan and Mike go? What do they want to do? Ss:They will go to the restaurant. They want to find something to eat. T:Yes. Because they are very hungry. 4. Read and find. (1)Watch the first part of “Let’s talk”. (课件出示:教材P6 Let’s talk板块的视频及问题) Answer the question: Do you know any Italian food? Present the pictures of an Italian restaurant and some Italian special food: spaghetti, pizza, toasted bread, sausage. (课件出示:意大利餐厅及意大利美食图片) Lead students to learn the new words “Italian, restaurant, pizza”. (课件出示:restaurant和pizza的相关内容) Write down “Italian, restaurant, pizza” on the blackboard. Talk about the Italian food with students. T:OK. Let’s see how we can get to the Italian restaurant. Present and teach the key sentence “How can we get there?” (2)Students watch the second part of “Let’s talk”. (课件出示:教材P6 Let’s talk板块的视频及问题) Then answer the questions: Where is the restaurant? How can we get there? T:Where is the restaurant? Ss:It’s next to the park on Dongfang Street. Teach the new word “street”. (课件出示:street的相关内容) Write down “street” on the blackboard. T:How can we get there? Ss:Turn left at the bookstore. Then turn right at the hospital. Step 3: Practice Teaching purpose⑥ 通过视频跟读,引导学生用正确的意群及语音、语调朗读对话,熟悉对话内容,加深理解。 1. Read and act.⑥ (1) Let students watch the cartoon of “Let’s talk” for the third time. Then let them read after it and pay attention to the pronunciation and the intonation. (课件出示:教材P6 Let’s talk板块的视频) (2) Work in pairs. Students read the dialogue in roles. (3) Let students read the dialogue together. Boys play the role of Mike, and girls play the role of Wu Yifan. Teaching purpose⑦ 通过打乱对话顺序让学生给句子重新排序的文本重构活动,引导学生关注语篇中句子与句子之间的逻辑关系,根据上下文的语言情境判断,提高学生的语言理解能力。 (请学生展示时,可利用教师用书配套光盘中的角色扮演功能,请学生给对话配音。) 2. Order the sentences.⑦ Make the sentences in the dialogue in disorder. Ask students to number the sentences. Then check the answer with them. (课件出示:打乱顺序的排序练习及答案) 3. Make a comparison. T:Compare the following phrases. What’s in common? What’s the difference? Lead students to observe the forms and summarize the regulations. Teaching purpose⑧ 让学生在主情景图和对话创设的情景中进行问路并描述路线,由于学生选取的出发点和目的地不同,使得对话内容多样,能有效地巩固本课核心句型。 Step 4: Consolidation & Extension 1. Ask for directions.⑧ Present the main scene of this unit. (课件出示:Unit 1主情景图) Let students work in pairs and ask for directions according to the scene. (引导学生把一块橡皮放置在地图上代表自己所在的位置,根据主情景图上的建筑物和方位开展问路和描述路线的对话。) Make a model with a student: T:Excuse me. Where is the hospital? S1: It’s near the park. T:How can I get there? S1: Turn left at the bookstore. It’s on your right. 2. Share your favourite place. T:Talk about a cinema or restaurant you like. Draw a map to show how you can get there. Work in groups and then act out. You can make a dialogue with the structure. (课件出示:对话练习的框架) ▶板书设计 ▶作业设计 7. Practice the dialogue. 8. Write down your new dialogue. 9. Do the exercises. (见“”系列丛书《创优作业100分》或《XX作业本》对应课时作业) ▶教学反思 1.歌曲导入,活跃课堂气氛,快速吸引了学生注意力,能有效帮助复习上一节课的旧知,巩固核心句型。 2.充分利用主情景图和对话所创设的情景,让学生在语境中创设接近于真实的对话,开展有效的问答和交流。 3.教学目标明确,重难点突破巧妙。各环节之间层层深入,过渡自然。每一个教学环节都在为下一步即将学习的内容做好铺垫或扫清学习障碍,帮助学生理解和更好地掌握新知。 4.教学活动注重对学生思维品质的培养,注重观察能力和逻辑推理能力,在预测等活动中也激发了学生的想象力,提升了语言运用能力。基于课本基础,适时拓展,丰富学生语言输入和表达,提高语言综合运用能力。 5.板书设计中的生词和重点句型清晰明了,起到了很好的归纳总结作用。 ▶Teaching Contents & Teaching Aims Let’s try ·Be able to understand the questions and predict the key points of the listening part. ·Be able to understand the recording and finish the exercises. Let’s talk ·Be able to understand the main idea of the dialogue and answer the questions below the dialogue. ·Be able to read the dialogue correctly and fluently, and act out in groups. ·Be able to listen, speak, read, write and use the sentence structures “—How can we get there? —Turn left/right at…” properly to ask the way and give directions in scenes. ·Be able to understand and have a good command of the new words “interesting, Italian, restaurant, pizza, street, get”. ▶Teaching Priorities ·Be able to understand and master the key words and sentence structures of this lesson. ▶Teaching Difficulties ·Be able to use the sentence structures “—How can we get there? —Turn left/right at…” properly to ask the way and give directions in scenes. ▶Teaching Procedures Teaching Stages Teacher’ s Activities Students Activities Teaching Purposes Warm-up & Revision & Lead-in 1. Greetings. 2. Let’s sing. 3. Lead-in. Present the main scene and ask questions. Teach the words “left, right”. 1. Greet the teacher. 2. Watch the cartoon and sing the song—Where is the hospital? 3. Answer the questions according to the scene. Learn the new words “left, right” and read them after the recording. Lead students to participate in the class quickly and actively. Lead in the new class through the main scene and get students prepared for the following learning. Presentation 1. Tick or cross. (1)Play the recording. Then ask questions. (2)Play the recording again and check the answers. (3)Present the listening material. (4)Highlight and teach the key phrase “turn left”. (1)Read the text content in “Let’s try” and listen to the recording. Then answer the questions. (2)Listen again and tick or cross. (3)Read the listening material. (4)Learn the phrase “turn left”. Create the background information of characters and scenes for “Let’s talk”. Get them ready for the next part. 2. Look and predict. (1)Show the main picture of “Let’s talk” on the PPT. Teach the exclamatory sentence and the new word “interesting”. (2)Lead students to predict what will happen in the dialogue. (1)Talk with the teacher about the picture of “Let’s talk”. Learn the exclamatory sentence and the new word. (2)Predict what will happen in the dialogue. Cultivate students’ observation ability and logical reasoning ability, and promote their imagination and language using ability. 3. Watch and talk. Play the cartoon of “Let’s talk” for the first time and ask the questions. Watch the cartoon and answer the questions: Where will Wu Yifan and Mike go? What do they want to do? Verify the prediction through the video. Lead students to get the key information with the questions. 4. Read and find. (1)Play the first part of the cartoon and ask the question. Teach the words “restaurant, pizza”. (2)Play the second part of the cartoon and ask the questions. Teach the word “street”. (1)Answer the question. Observe the pictures and learn the words “restaurant, pizza”. (2)Answer the questions. Find out where the restaurant is and how to get there, and learn the word “street”. Stimulate students’ curiosity and interest in learning. Help students understand the dialogue step by step. Lead them to learn how to ask the way and give directions. (续表) Teaching Stages Teacher’ s Activities Students’ Activities Teaching Purposes Practice 1. Read and act. Play the cartoon of “Let’s talk”. (1)Watch the cartoon again and read after it. (2)Work in pairs. Read the dialogue in roles. (3)Read the dialogue together. Lead students to read the dialogue with correct pronunciation and intonation. 2. Order the sentences. Disorder the sentences in the dialogue and let students number the sentences. Then check the answer. Number the sentences and check the answer with the teacher. Improve students’ language comprehension ability and lead students to judge according to the context. 3. Make a comparison. Show some phrases on the PPT. Lead students to observe the forms and summarize the regulations. Compare the following phrases. Observe the forms and summarize the regulations. Let students know how to use “at + a small place” and “on+ a street”. Master the correct ways of describing locations. Consolidation & Extension 1. Ask for directions. Present the main scene of this unit. Work in pairs and ask for directions according to the scene. Effectively consolidate the key expressions of this lesson by creating the new dialogues. 2. Share your favourite place. Talk about a cinema or restaurant they like. Draw a map. Work in groups and then act out. Create scenes through the hand-drawn map and describe the directions to improve students’ comprehensive language using ability further. Homework 7. Practice the dialogue. 8. Write down your new dialogue. 9. Do the exercises. The fourth period(第四课时) Part B Let’s learn & Be a tour guide ▶教学内容与目标 课时教学内容 课时教学目标 Let’s learn · 通过图片、课件等方式,能够听、说、读、写有关指明方向的单词和词组:crossing, turn left, go straight, turn right ·能够在情景中熟练运用句型,并能够运用上述单词和词组为他人指路 Be a tour guide ·通过角色扮演,能够运用本单元的词汇和句型指路并能简单介绍景点 ▶教学重点 能够理解和掌握本课时的重点词汇和句型。 ▶教学难点 能够运用本单元的词汇和句型为他人指路并能简单介绍景点。 ▶教学准备 1.预习《XX大课堂》《创优作业100分》《XX作业本》中本课时的相关内容。 2.PPT课件、课文录音、视频等。 ▶教学过程 Step 1: Warm-up & Revision & Lead-in Teaching purpose① 创编节奏明快、朗朗上口的歌谣形式,便于学生记忆,有效帮助学生复习上节课的重点词汇和句型。 1. Greetings. Greet the class. Divide them into several groups and tell them, “If you can be brave, active and open-minded in class, your group can get more points. The group which gets the most points will be the winner.” 2. Let’s chant.① Teaching purpose② 利用Let’s learn板块的图片创设情境导入,为下一环节即将学习的指路内容设置话题背景。 Make a presentation first and show students how to do it. Then students clap hands and say the chant, and then chant with the teacher. (出示课件) 3. Lead-in.② Present the picture of “Let’s learn”. Lead students to observe the picture and guess what they are doing. (课件出示:教材P7 Let’s learn板块的图片) T:Where are Wu Yifan and Mike? Ss:They are on the street. T:What are they doing there? Ss:Maybe they are asking the way. Step 2: Presentation 6. Learn the word “crossing”. T:When two streets meet together, they will form a… Ss:Crossing. Present the picture and the word “crossing”. (课件出示:十字路口图片) Extend the word “cross”. Teach the new words and highlight the differences between these two words. Teaching purpose③ 通过问题设置,引导学生在听的过程中有目的地关注听力文本信息,理解对话内容。通过手势和肢体语言帮助学生理解turn left/right的含义。 Write down “crossing” on the blackboard. 2. Learn the phrases “turn right/left”.③ (1)Play the short video of “Let’s learn”. (课件出示:教材P7 Let’s learn板块的视频) Let students watch the video and think about these two questions: ①Where do Wu Yifan and Mike want to go? (They want to go to the Italian restaurant.) ②How can they get there? (Turn left.) Write down “turn left” on the blackboard. Lead students to express more precisely like this, “Turn left at the crossing.” (2)Present the new phrase “turn right”. Lead students to express the phrase’s meaning through gestures or body language. (课件出示:左转/右转图片) Students learn the new phrases “turn right/left” and read them after the recording. Write down “turn right” on the blackboard. (3)Present the dialogue. Let students read it after the recording. (课件出示:教材P7 Let’s learn板块的视频) Teaching purpose④ 利用形象直观的图片辅助说明,帮助学生理解词义,适时拓展相关单词和词组,丰富学生语言表达。 3. Learn the phrase “go straight”.④ Present a picture of a straight street. (课件出示:笔直街道的图片)Draw a straight line and a curving line. Make a comparison and help students understand the word “straight”. Write down “go straight” on the blackboard. T:On this part of the street, you can’t turn left or right. You can… Ss:Go straight along the street. T:Excellent! Present the phrase “go straight”. Extend the expressions of “Go straight along…” and “Go straight ahead”. Students learn the new phrases and read after the recording. (出示课件) 4. Listen, read and point. (1)Present the four pictures of “Let’s learn”. (课件出示:教材P7 Let’s learn板块的四幅图片) Students listen, read after the recording and point. (出示课件) (2)Practice in pairs by the game “I say, you point”. Teaching purpose⑤ 快速反应以及小组竞赛活动,会让学生兴致勃勃地积极参与,同时也能帮助学生加深对核心词汇的理解和记忆。 看图指路的活动能有效地帮助学生操练本课的核心句型。 Step 3: Practice⑤ 1. Quick response. (1)Flash the pictures of “crossing, turn left, go straight, turn right” on the PPT. (出示课件) Students say the words or phrases loudly while the pictures are flashing. (2) Mark a word or a phrase as a bomb. Flash the pictures of “crossing, turn left, go straight, turn right”. (出示课件) Students say the words or phrases loudly while the pictures are flashing. But when students meet the bomb word or phrase, they should keep silent and not read. 2. Group competition. (1)One student says these words or phrases. The others do the actions. (2)I say, you do. (游戏说明:将全班学生分为四个小组,教师给指令,学生做动作。首先教师示范四个指令“Crossing./Turn left./Turn right./Go straight.”的正确动作。然后全体学生起立,在做指令过程中,动作做错的同学坐下,其他站立的同学继续参加下一轮。经过两轮指令后,站立同学最多的一组为优胜组。 ) 3. Can you tell me the way? Teaching purpose⑥ 引导学生通过角色表演,以小组合作的形式在相对真实的语言环境中灵活运用本课核心词汇和句型进行交流,同时经过整合旧知对名胜古迹进行简要描述和推荐,丰富语言表达。 Present several maps.(出示课件)Can you ask and answer about the directions? You can do it like this: A: Excuse me, where is the…? B: Turn left/right/… The teacher makes a model with a student at first. Then students work in pairs. Ask several pairs of students to act out the dialogues. Step 4: Consolidation & Extension 1. Be a tour guide.⑥ (1)Chen Jie is trying to be a tour guide for Oliver in Beijing. Can you help her?(课件出示:教材P7 Be a tour guide板块的图片) T:What interesting places can you see on the map? Ss:The Palace Museum, Tian’anmen and Beihai Park. T:Well done! These are popular places in Beijing. They are great fun to visit. Teach the word “Palace”. Students read “the Palace Museum, Tian’anmen and Beihai Park”. (2)Now we are in front of Tian’anmen. Go straight and you can see the Palace Museum. In the Palace Museum, you can feel the Chinese history and culture there. (3)Present a bigger tourist map of Beijing. (课件出示:一张北京的旅游地图,节选三个不同的部分) Students work in groups. Then act out. Choose the best tour guide. T:Let’s be a tour guide and lead Oliver and other friends to have a good visit of Beijing. 2. Introduce a popular place in your hometown. Teaching purpose⑦ 引导学生总结本课所学核心词汇和句型,学会读地图并在不明确方向的时候大胆向他人问路。。 T:You’ve prepared a hand-drawn map of a popular place in your hometown. Come to the front and present your map. Make a brief introduction. Lead us to have a good visit of it. I think we’ll visit it one day. 3. Make a summary.⑦ Lead students to make a summary of this class. Let them conclude the key words and sentence structures they’ve learned. Lead students to learn to read the maps and be brave to ask for directions when they don’t know the way. ▶板书设计 ▶作业设计 10. Write a short passage to show a tour of your favourite place in your hometown. 11. Do the exercises. (见“”系列丛书《创优作业100分》或《XX作业本》对应课时作业) ▶教学反思 1. 结合上节课重点词汇和句型创编的歌谣,节奏明快、朗朗上口,便于学生记忆,能在热身环节有效地帮助学生复习上节课的重点词汇和句型。 2. 合理地设置问题,引导学生在听的过程中有目的地关注听力文本信息,培养学生良好的听力习惯和听力策略。 3. 借助手势、肢体语言、图片和多媒体等直观方式解释单词和词组含义,帮助学生理解和记忆。 4. 结合话题主题,在教学活动中适时拓展相关词汇,丰富学生语言表达,使学生的语言基于课本,但又不拘泥于课文词汇和句型。 5. 多种游戏操练单词和词组,让学生在轻松、愉悦的氛围中掌握单词和词组。 6. 创设相对真实的语言环境,引导学生在小组内合作交流,注重对旧知的整合,在提高学生的语言表达能力的同时,渗透情感目标。 ▶Teaching Contents & Teaching Aims Let’s learn ·Be able to listen, speak, read and write the words and the phrases of directions: crossing, turn left, go straight, turn right. ·Be able to use the sentence structures and the words above to give directions skillfully in scenes. Be a tour guide ·Be able to use the key words and sentence structures to describe the routes and scenic spots. ▶Teaching Priorities ·Be able to understand and master the key words and sentence structures of this lesson. ▶Teaching Difficulties ·Be able to use the key words and sentence structures to describe the routes and scenic spots. ▶Teaching Procedures Teaching Stages Teacher’ s Activities Students Activities Teaching Purposes Warm-up & Revision & Lead-in 1. Greetings. 2. Let’s chant. 1. Greet the teacher 2. Clap hands and say the chant. Then chant together. Effectively help students review the key words and phrases they learned last class with the chant. 3. Lead-in. Present the picture of “Let’s learn”. Observe the picture and guess what they are doing. Set the topic background for the following learning. Presentation 1. Learn the word “crossing”. Learn the word “crossing”. Use the picture to help students understand the meaning of the word. 2. Learn the phrases “turn right/left”. (1)Present the short video of “Let’s learn”. Let students think about the two questions. (2)Present and teach the phrases “turn right/left”. (3)Present the dialogue. (1)Watch the short video of “Let’s learn”. Think about the two questions. (2)Learn the phrases “turn right/left”. (3)Read the dialogue after the recording. Lead students to pay attention to the listening text purposefully through questions. Use gestures and body language to help them understand the phrases “turn left/right, go straight”. Expanding relevant words and phrases in time to enrich students’ language expression. 3. Learn the phrase “go straight”. 4. Listen, read and point. 3. Learn the phrase “go straight”. 4. Listen, read after the recording and point. Practice in pairs. Practice 1. Quick response. (1) Flashing game. (2) Bomb game. 2. Group competition. 3. Can you tell me the way? 1. Practice the key words through the flashing game and the bomb game. 2. (1) One student says. The others do. (2)I say, you do. 3. Ask and answer about the directions according to the maps. Lead students to participate in the games and activities actively, which can help them memorize and deepen their understanding of the key words and sentence structures. (续表) Teaching Stages Teacher’ s Activities Students’ Activities Teaching Purposes Consolidation & Extension 1. Be a tour guide. Be a tour guide for Oliver in Beijing. Lead students to use the key words and phrases flexibly to communicate through role play. 2. Introduce a popular place in your hometown. Prepare a hand-drawn map of a popular place in their hometown and make a brief introduction. Create the situation to consolidate the key expressions. Penetrate the emotional goal to help students know more about famous attractions in their hometown. 3. Make a summary. Conclude the key words and sentence structures they’ve learned. Lead students to get an overall view of the class. Help them to read the maps and be brave to ask for directions. Homework 10. Write a short passage to show a tour of your favourite place in your hometown. 11. Do the exercises. The fifth period(第五课时) Part B Read and write ▶教学内容与目标 课时教学内容 课时教学目标 Read and write ·能够正确听、说、认读单词:BDS, gave, feature, follow, far, tell ·能够讨论车辆中哪种工具能帮助人们找到自己想去的地方,并能以此激活已有的背景知识和储备词汇 ·能够通过阅读问题在语篇中捕捉不同类型的信息,训练根据上下文猜新词的能力 ·能够通过推理获得教材提供的阅读理解题,根据阅读所获取的信息写出文章梗概 ·知道英语句子有升降调,并能在教师的帮助下找到一般规律,正确朗读句子 ▶教学重点 能够理解和掌握本课重点单词和句型。 ▶教学难点 能够通过阅读问题在语篇中捕捉不同类型的信息,训练根据上下文猜新词的能力。 ▶教学准备 1.预习《XX大课堂》《创优作业100分》《XX作业本》中本课时的相关内容。 2.PPT课件、课文录音、视频等。 Teaching purpose① 树立课前评价机制,引导并鼓励学生在课上大胆表达自己的想法,积极发言,保持思维开放。采取小组合作方式,得分最多的小组为优胜组。 ▶教学过程 Step 1: Pre-reading 1. Greetings.① Greet students. Divide them into several groups and tell them, “If you can act bravely, actively and be open-minded in class, your group can get more points. The group which gets the most points will be the winner.” Teaching purpose② 以现代人和古代人寻找路线时所能使用的工具导入本课核心生词BDS,让学生了解compass,即指南针/罗盘。 2. Free talk.② T:What will you do if you don’t know the way? (课件出示:现代人迷路的图片) S1: I will ask the police/other people for help. S2: I will use the BDS on my mobile phone. S3: I will use a map. … (课件出示:地图的图片,寻求警察或他人帮助的图片及BDS的图片) Present the new word “BDS” according to the student’s answer. (课件出示:BDS的相关内容) Students learn the word through the picture. T:What about the people in ancient times? They don’t have mobile phones or computers. How can they find the way? (课件出示:古代人迷路的图片) S1: They can use a compass. S2: They can look at the stars. … T:Wow, you’ve known a lot! That’s great! (课件出示:星星的图片及指南针的图片) Teaching purpose③ 教师呈现图片,让学生识图、读词,根据问题选择正确的答案,培养学生的自主学习能力。创设情境导入本课生词,为下面即将学习的文本扫清阅读障碍。 Present the new word “compass” according to the student’s answer. (课件出示:compass的相关内容) Students learn the word through the picture and read the word. Students learn to find a place through different ways. 3. Read and choose.③ (1)Present the four pictures of “map, compass, BDS, stars”. (课件出示:教材P8 Read and write板块的四幅图片) T:Do you know these things? Ss:Yes. They are “map, compass, BDS and stars”. T:What are they for? Ss:They can help us find the way. T:Excellent! Now let’s read the words. (2)Lead students to read the words and understand the meaning of them through the pictures. T:You are in a car. Which of these can help you find a place? Ss:BDS. T:Good job! (3)Present a short video of using BDS in a car. (课件出示:车内使用BDS的视频) Teaching purpose④ 观察图片,预测文本内容。快速阅读对话,整体感知文本,初步理解情节的发展过程,梳理吴一凡和迈克在去意大利餐厅途中经过的地方。 T:If we want to go to a place far away, but don’t know the way, we can follow the BDS. The voice prompts of the BDS will tell us the way. With the help of the video, the teacher uses gestures and body language to help students understand the meaning of “far, follow, tell” in context. If we want to go to a place far away, but don’t know the way. We can follow the BDS. The voice prompts of the BDS will tell us the way. Step 2: While-reading 1. Fast reading.④ Show the four pictures of the passage. (课件出示:教材P8 对话部分四幅图) Lead students to predict the content through the pictures. T:Where are they? Ss:They are in front of the cinema. T:They look like going somewhere. Where are they going? Ss:They are going to the restaurant. T:Wu Yifan and his friend Mike want to go to the Italian restaurant. How did they go there? What places did they pass by? Play the recording of the whole text. (课件出示:教材P8 Read and write板块的音频) Lead students to go over the second question on page 9, and then ask them to read the passage as quickly as possible and underline the places Wu Yifan and Mike passed by. T:They passed by the… Ss:Cinema, bookstore and hospital. T:Well done! Teaching purpose⑤ 自主感知,完成细节题,帮助学生在仔细阅读的过程中获取更多信息,深入对文本的理解。根据对话内容绘制去意大利餐馆的路线图,利用手绘图复述对话内容,既能锻炼学生的语言表达能力又能培养他们的思维能力。以填空完成小短文的形式,提高学生在阅读过程中根据题目要求提取关键词的能力。 Present the pictures of the places they passed by one by one. (课件出示:逐一呈现教材P8阅读材料中的位置图片) 2. Careful reading.⑤ (1)Students read the passage carefully this time, and answer the first and the third questions. (2)Q1: What is Robin’s new feature? Present the first paragraph of the passage. (课件出示:教材P8 Read and write板块的第一段) Robin has a new feature. Highlight and teach the new word “feature” in the paragraph. Let students learn to read the word and get to know its meaning. (课件出示:feature的相关内容) T:What’s the new feature that Robin has?(课件出示:教材P9第1题问题及答案) Ss:He has BDS now. T:Yes, Wu Yifan’s grandpa gave Robin the new feature. Highlight and teach the new word “gave” in the paragraph. Compare it with the form of “give”. Get students to know the difference between these two forms. (课件出示:gave的相关内容) Write down “give—gave” on the blackboard. Q3: Which word under the fourth picture means “奏效,起作用”?(课件出示:教材P9第3题问题及答案) (3) Students circle the prepositions or prepositional phrases of locations in the passage. Get a quick review of these words. Prepositions for locations: in front of, at, behind. (4)Students draw a map to the Italian restaurant. Let students share their maps and choose the best one. (5)Students fill in the blanks. (课件出示:教材P9第二部分习题及答案) Students fill in the blanks. Check the answers together with the teacher. Teaching purpose⑥ 培养学生的语音语调,让学生学会按正确的意群朗读,并注意句子的升调和降调。 Then retell the story according to their maps. 3. Read the story.⑥ Students listen to the recording and read the passage. Pay attention to the pronunciation and the intonation, especially those sentences underlined in “Tips for pronunciation”. Try to read correctly, fluently and emotionally. (课件出示:教材P8 Read and write板块的音频) Step 3: Post-reading 1. Read the sentences in “Tips for pronunciation” in the text. (课件出示:教材P9 Tips for pronunciation的句子) 2. Make a summary. Lead students to try to find some regulations of their tones. Get them to know that English sentences have the rising or falling intonation. Students practice reading the sentences, and the teacher summarizes the regulations. (课件出示:语调的发音规律) Teaching purpose⑦ 利用朗读练习,培养学生的英语语音语调,引导学生发现英语句子有升降调,并了解句子常见升调和降调的特点。 3. Learn the rising and falling tones.⑦ Lead students to read these sentences in correct tones. ▶板书设计 Unit 1 How can I get there? BDS Tips for pronunciation give—gave Robin has BDS.(降调) feature Follow me, please! (升调) follow Is it far? (升调) far Where is the restaurant? (降调) tell ▶作业设计 12. Practice the dialogue. 13. Do the exercises. (见“”系列丛书《创优作业100分》或《XX作业本》对应课时作业) ▶教学反思 1. 创设情境,利用图片和小视频等形象直观的方式呈现并教学部分新单词,结合手势或肢体语言辅助和解释说明,为后面的阅读扫清部分障碍。 2. 通过多元化的教学活动设计,启发学生思考,培养学生自主学习能力,引导学生观察和总结,注重对思维能力的培养。 3. 通过不同层次的阅读活动设计,引导学生从快速阅读到仔细阅读,从初步感知文本到深入理解。 4. 注重对学生语音意识的培养,关注朗读时的语音语调,了解句子常见的升调和降调规律。 5. 手绘地图环节的设计既强化了学生对文本的理解,又在动手的过程中锻炼了学生的空间想象能力,也为学生复述故事提供了辅助,提高了学生的语言综合表达能力。 ▶Teaching Contents & Teaching Aims Read and write ·Be able to listen, speak, read and write the words “BDS, gave, feature, follow, far, tell” correctly. ·Be able to discuss which tools in your vehicle will help you find the place you want to go. ·Be able to capture different types of information in the text by reading questions and train the ability to guess the meaning of the new words according to the context. ·Be able to obtain the reading comprehension questions through reasoning, and write an outline of the passage based on the information obtained from the reading. ·Get to know that English sentences have the rising and falling tones. Find the regulations with the teacher’s help and learn to read the sentences correctly. ▶Teaching Priorities ·Be able to understand and master the key words and sentence structures of this lesson. ▶Teaching Difficulties ·Be able to able to capture different types of information in the text by reading questions and train the ability to guess the meaning of the new words according to the context. ▶Teaching Procedures Teaching Stages Teacher’ s Activities Students’ Activities Teaching Purposes Pre-reading 1. Greetings. Greet students and divide them into several groups. 2. Free talk. Talk with students and teach the new word “BDS”. 1. Greet the teacher. 2. Talk with the teacher and learn the new word “BDS”. Use the tools that modern and ancient people can use to lead in the new word “BDS”. Get students to know the word “compass”. 3. Read and choose. (1)Present the four pictures of “map, compass, BDS, stars”. (2)Lead students to read the words and understand the meaning. (3)Present a short video of using BDS in a car. (1)Learn the words “map, compass, BDS, stars”. (2)Read the words and understand the meaning of them through the pictures. (3)Get to know how to use BDS in a car. Cultivate students’ self-learning ability. Create a situation to introduce the new words in this lesson and remove the obstacles for the studying of the following text. While-reading 1. Fast reading. Ask students to read the passage quickly. Predict the content through the pictures and underline the places Wu Yifan and Mike passed by. Let students read the content quickly. Lead them to perceive the text preliminarily and sort out the places that Wu Yifan and Mike passed by on their way to the Italian restaurant. 2. Careful reading. (1)Ask students to read the passage carefully. (2)Robin’s new feature. (3)Ask students to circle the prepositions or prepositional phrases of locations in the passage. (4)Ask students to draw a map to the Italian restaurant. (5)Ask students to fill in the blanks. (1)Read the passage and answer the questions. (2)Get Robin’s new feature. (3)Circle the locative prepositions in the passage. (4)Draw a map to the Italian restaurant. (5)Fill in the blanks, check the answers and retell the story. Help students obtain more information and get in-depth understanding of the text through exercises. Develop students’ ability of extracting key words according to the requirements of questions. (续表) Teaching Stages Teacher’ s Activities Students’ Activities Teaching Purposes While-reading 3. Read the story. Play the recording and ask students to pay attention to the rising and falling tones. Listen to the recording and read the story. Lead students to read according to the sense-group and pay attention to the rising and falling tones of sentences through reading exercises. Post-reading 1. Read the sentences in “Tips for pronunciation” in the text. 2. Make a summary. 3. Learn the rising and falling tones. 1. Read the sentences in correct tones. 2. Try to find some regulations of the tones. 3. Read the sentences in correct tones. Lead students to find that English sentences have rising and falling tones and understand the characteristics of rising and falling tones in sentences through reading exercises. Homework 12. Practice the dialogue. 13. Do the exercises. The sixth period(第六课时) Part B Let’s check & Let’s wrap it up ▶教学内容与目标 课时教学内容 课时教学目标 Let’s check ·能够完成Let’s check板块的语篇听力训练,巩固本单元所学重点内容 ·能够根据图片信息推测听力内容,做到有目的地去听录音,听后完成判断任务 ·培养学生良好的听力习惯,有策略地提高学生听力水平 Let’s wrap it up ·能够巩固复习归纳本单元所学的介词词组 ·能够在教师的引导下,启发思维,学会总结 ▶教学重点 1检测学生的学习成果。 2能够复习并巩固本单元所学的核心词汇和句型。 ▶教学难点 能够在教师的引导下,启发思维,学会巩固复习和归纳总结。 ▶教学准备 1.预习《XX大课堂》《创优作业100分》《XX作业本》中本课时的相关内容。 Teaching purpose① 树立课前评价机制,引导并鼓励学生在课上大声、清晰、准确地朗读词汇或句子。采取小组合作方式,得分最多的小组为优胜组。 2.PPT课件、课文录音、视频等。 ▶教学过程 Step 1: Warm-up & Revision 1. Greetings.① Teaching purpose② 让学生先自主回忆本单元的所学内容,再带领学生快速复习核心词汇和句型,唤醒学生的相关词汇和背景知识,为即将进行的复习巩固活动打好基础。 Greet the class. Divide them into several groups and tell them, “If you can read loudly, clearly and correctly in class, your group can get more points. The group which gets the most points will be the winner.” 2. A quick review of the key words and phrases of this unit.② (1)Bingo game. (出示课件) Help students review these words and phrases “science museum, post office, bookstore, restaurant, cinema, hospital, library, school, park” quickly. (游戏说明:呈现一个九宫格,每个格子中有一张建筑物的图片,选择一个格子并正确拼出格中图片的单词,使横行、竖行或斜行连成一条线的小组就是获胜组。) (2)Traffic police game. (出示课件) Help students review these words and phrases “crossing, turn left/right, go straight”. (游戏说明:请一位学生到讲台上来出示指示牌,其他同学起立扮演交警。活动过程中动作做错的同学需要坐下,两轮过后,站立同学最多的一组为优胜组。) (3)Be a city guide. (出示课件) Help students review the expressions of giving directions. (游戏说明:呈现一张城市地图,请一位同学扮演导游,另一位扮演游客,根据游客想要参观的地方展开交流。) Give the sentence structures: A: Excuse me, how can I get to…? / Excuse me, where is…? Teaching purpose③ 带领学生读图,了解图片信息,预测听力文本的内容,检测学生对核心词句的掌握情况。通过听音打勾和问答的活动形式帮助学生进一步理解听力文本。为Bob寻找新路线的活动能帮助学生有效地巩固本单元的核心词句,做到在语境中自主表达。 B: You can…/It’s… Step 2: Presentation & Practice 1. Let’s check.③ (1)Present the picture of “Let’s check”. (课件出示:教材P10 Let’s check板块的图片) Point to the buildings one by one and ask students questions. Lead students to predict the content of the listening. T:Do you know the place? What is it? Ss:It is the hospital/school/post office/cinema/bookstore/science museum. T:Good job! Now write down the words or phrases under the pictures. (2)Listen and tick. Play the recording. Let students listen and tick the places they hear. Then check the answers together. (课件出示:教材P10 Let’s check板块的音频及答案) (3)Listen again and answer. Lead students to learn to use the map. Students can circle the key information or make marks on the map while listening, then complete the answers after listening. (课件出示:教材P10 Listen again and answer的相关内容) Check the answers together. (课件出示:教材P10 Listen again and answer的答案) (4)Present the listening material and lead students to read it together. (课件出示:教材P10 Let’s check板块的听力材料) (5)Find a new way for Bob. T:Work in pairs. Can you find a new way for Bob? Share your routes. Let’s see who can find the nearest way. Teaching purpose④ 引导学生学会观察和发现单词的规律,培养他们的观察能力和逻辑思维能力。利用巧妙的记忆方法帮助学生理解和记忆east, west, south, north这四个表示方向的拓展单词,寓教于乐。通过描述同学座位关系的教学活动有效地巩固学生对方位介词的掌握情况。 2. Let’s wrap it up.④ (1)Find the words’ regulation. Present the picture of “Let’s wrap it up”. Students read the words. (课件出示:教材P10 Let’s wrap it up板块的图片) T:Can you find the regulation? What words are they? Ss:它们是表示方位的词/介词…… T:Yes, they are prepositions for locations. Keys: in front of; left; right; behind. (2)Try to write more words. T:Can you write more words like these? Ss:Yes. We know “in, on, under, on the left/right, at the back of, in the middle…” T:Excellent! Lead students to have a quick review of these prepositions or prepositional phrases for locations. Make sure they can understand them well. (课件出示:相关的方位介词及词组) Extend the words of directions: east, west, south, north. Use a good way to help students memorize the four words. (出示课件) (引导学生用news一词来记忆这四个单词,新闻即表示来自四面八方的消息,因此单词中的n-e-w-s四个字母即为北north、东east、西west和南south四个单词的首字母,而这四个方向在单词中 +的顺序正好与“北东西南”相同,可利用趣味的谐音记忆。) (3)Make sentences. T:Can you make sentences with these words? We can describe the locations of our classmates’ desks. The teacher makes a model first. Students can say like this: S1 is in front of S2. Step 3: Consolidation & Extension Teaching purpose⑤ 引导学生学会看图,关注细节和图片之间的逻辑顺序,初步预测故事的情节发展。 1. Read and act. “Story time” Introduce the background of the story: Zoom wants to get some food, but he doesn’t know the way to the shop. He asks the way. 1. Number the pictures.⑤ Present the pictures of the story in disorder. Lead students to predict the main idea. ((课件出示:打乱教材P11 Story time板块的图片顺序) T:Observe the pictures carefully. Pay attention to the logical relations among them. Put them into the right order. Then open your books and check the answers. Teaching purpose⑥ 观看故事视频,初步感知故事内容。通过三个问答题,引发学生思考,关注文本细节,加深对故事的理解。在解答第三个问题时渗透情感目标:注意合理并适量地饮食,做到饮食健康。 2. Watch, read and answer.⑥ Play the video of “story time” and ask the questions. Make brief conversations with students. Students watch the video, then read and answer the questions. T:I think Zoom is clever. He knows how to ask for help and finds the way. / Wow, that’s a lot. Can you eat three large portions of fish and chips? / Zoom shouldn’t eat so much. His stomach will be hurt. It’s bad for health. Teaching purpose⑦ 培养学生的语音语调意识,让他们学会按正确的意群朗读故事。以小组合作和角色扮演的活动形式,引导学生恰当并熟练运用故事中的语言。通过故事拓展阅读,丰富学生的语言表达,增加单元主题相关的语言输入。 3. Read the story.⑦ (1)Students read the story after the recording. (课件出示:教材P11 Story time板块的音频)Imitate the pronunciation and the intonation. (2)Practice in groups. Read the story in roles. Teaching purpose⑧ 引导学生总结本单元所学核心词汇和句型。 (3)Ask several students to come to the front and act out the story. 4. Make a summary.⑧ Lead students to conclude the key words and sentence structures they’ve learned in this class. ▶板书设计 ▶作业设计 14. Remember the key words and sentence structures. 15. Do the exercises. (见“”系列丛书《创优作业100分》或《XX作业本》对应课时作业) ▶教学反思 1. 利用快速复习的方式,激活学生相关词汇和本单元的背景知识。复习之前先让学生回忆和总结,不仅能帮助学生唤醒已有知识,还能让他们在下面的学习中更有针对性地复习遗忘的知识。 2. 教学活动设计逐层深入,以学生为主体,注重对学生思维的引导和启发,培养学生的自主学习能力和思维能力。 3. 设计贴合学生生活的不同层次的语言表达活动,引导学生大胆表达,复习和巩固本单元的核心语法点,提高语言综合运用能力。 4. 通过学习故事,丰富语言输入,拓展本单元主题的相关表达,让学生了解暴饮暴食的坏处,帮助他们树立健康饮食的观念。 ▶Teaching Contents & Teaching Aims Let’s check ·Be able to complete the listening exercises in “Let’s check” and consolidate the key words and sentence structures of this unit. ·Be able to predict the key words of listening through the pictures, and try to listen with purpose, then complete the exercises. ·Develop students’ good listening habits, and improve their listening level. Let’s wrap it up ·Have a good command of the key words and sentence structures of this unit. ·Be able to inspire thinking and learn to summarize under the teacher’s guidance. Teaching Priorities ▶Teaching Priorities ·Test students’ learning outcomes. ·Review and consolidate the key words and sentence structures of this unit. ▶Teaching Difficulties ·Be able to inspire thinking and learn to summarize under the teacher’s guidance. ▶Teaching Procedures Teaching Stages Teacher’ s Activities Students Activities Teaching Purposes Warm-up & Revision 1. Greetings. 2. A quick review of the key words and phrases of this unit. 1. Greet the teacher. 2. (1) Bingo game. (2) Traffic police game. (3) Be a city guide. Review the key words and phrases, so as to arouse students’ relevant vocabulary and background knowledge. Lay a good foundation for the following activities. Presentation & Practice 1. Let’s check. (1)Present the picture of “Let’s check”. (2)Ask students to listen and tick. (3)Ask students to listen again and answer. (4)Present the listening material. (5)Ask students to find a new way for Bob. (1)Look at the picture and answer the questions. Predict the listening content. (2)Listen and tick the places they hear. (3)Listen again and answer the questions. (4)Read the listening material. (5)Find a new way for Bob. Test students’ mastery of the key words and phrases. Help them get in-depth understanding of the listening text by various activities. Consolidate the key words and sentence structures of this unit. 2. Let’s wrap it up. (1)Present the picture of “Let’s wrap it up”. (2)Ask students to write more words. (3)Ask students to make sentences. (1)Find the words’ regulation. (2)Try to write more words. (3)Make sentences. Cultivate students’ observation ability and logical thinking ability by asking them to observe and find the regulation. Effectively consolidate their mastery of the prepositions and prepositional phrases for locations. (续表) Teaching Stages Teacher’ s Activities Students’ Activities Teaching Purposes Consolidation & Extension “Story time” 1. Present the pictures of the story in disorder. 2. Play the video of “Story time” and make brief conversations with students. Ask the questions. 1. Number the pictures. 2. Watch the video of “Story time”. Read and answer the questions. Lead students to learn to observe the pictures. Pay attention to the details and the logical order between pictures. Predict the story’s plot development preliminarily. Stimulate students’ thinking through the questions. Deepen their understanding of the story. Penetrate the emotional goal of keeping a healthy diet. 3. Ask students to read the story and practice. 4. Lead students to make a summary. 3. Read the story. 4. Make a summary. Enrich students’ language expression, and increase the language input related to the topic of this unit. Homework 14. Remember the key words and sentence structures. 15. Do the exercises. Unit 2 Ways to go to school 教材分析 本单元学习的主题是交通方式和交通规则。教学内容主要是通过展示教材主要人物上学路上交通出行的情景来展开的。教学重点是能够听、说、读、写核心句型“—How do you come to school? —I usually/sometimes/often come/go…”“Don’t…”“I/You must…”;能够听、说、读、写单词和词组:by plane, by train, by taxi, by ship, on foot, by bus, by subway, wait, slow down, go, stop 教学目标 知识与能力目标: ·能够听、说、读、写句型“—How do you come to school? —I usually/sometimes/often come on foot.”“Don’t go at the red light.”“I must pay attention to the traffic lights.” ·能够在情景中运用句型“—How do you come/go…? —I usually/sometimes/often come/go…” 谈论交通方式 ·能够在情境中运用句型“Don’t…”“I/You must…”谈论交通规则 ·能够在图片的帮助下正确理解并按照正确的意群及语音、语调朗读杂志里有关上学交通 方式的报道,运用本单元所学核心句型给同伴提出安全出行的建议,同时能仿照范例绘 制自己的交通规则海报 ·能够听、说、读、写单词和词组:by plane, by train, by taxi, by ship, on foot, by bus, by subway, wait, slow down, go, stop ·能够正确使用上述单词和词组谈论或描述交通方式和交通规则 ·知道英语句子中单词之间的连读现象 情感态度、文化意识、学习策略目标: ·了解不同国家学生上学的交通方式 ·能够辨认一些常见的交通标志,了解并遵守交通规则 ·知道英国和中国驾驶习惯的差异 ·能够通过看图捕捉主要信息,并根据提示做出听前预测 ·能够通读文段,获取主旨大意和细节信息,并能进行推理判断 课时安排 第一课时: Part A Let’s try & Let’s talk 第二课时: Part A Let’s learn & Write and say 第三课时: Part B Let’s try & Let’s talk 第四课时: Part B Let’s learn & Role-play 第五课时: Part B Read and write 第六课时: Part B Let’s check & Let’s wrap it up & Part C Story time The first period(第一课时) Part A Let’s try & Let’s talk ▶教学内容与目标 课时教学内容 课时教学目标 Let’s try ·能够读懂题目要求,对听力部分的重点内容进行预测 ·通过听录音,能够运用基本的听力技巧完成Let’s try板块的听力任务 Let’s talk ·能够通过观察、谈论Let’s talk板块的图片,在PPT和老师的帮助下理解对话大意,并 回答对话下面的问题 ·能够通过听录音,学会按照正确的意群及语音、语调朗读对话,并能够在小组中进行角色 表演 ·能够听、说、读、写并在情景中恰当运用句型“—How do you come to school? —I usually/sometimes/often come…”提问及作答 ▶教学重点 1. 能够理解和掌握本课时重点词汇及句型。 2. 能够在情景中运用句型“—How do you come to school? —I usually/sometimes/often come…”提问及作答。 ▶教学难点 能够在情景中恰当运用句型“—How do you come to school? —I usually/sometimes/often come…”提问及作答。 ▶教学准备 1.预习《XX大课堂》《创优作业100分》《XX作业本》中本课时的相关内容。 Teaching purpose① 歌曲热身,借用歌曲激发学生的学习兴趣,同时帮助学生预习将要学习的词汇和句型,为后面的学习做好铺垫。 2.PPT课件、课文录音、视频、卡片等。 ▶教学过程 Step 1: Warm-up & Lead-in 1. Greetings. 2. Let’s watch and sing.① Play the video of the song in Unit 2—How do you get there?(出示课件) Teaching purpose② 通过问题引导学生观察并讨论图片,借助图片预测本单元教学内容,培养学生的观察能力和逻辑推理能力。 T:What can you see in the video? Ss:Subway, taxi, airplane, ship... T:Yes, you are right. There are many ways to go to some places. 3. Look and predict.② Show the picture of the main scene of Unit 2 in the textbook. (课件出示:Unit 2主情景图) Let students look at the picture carefully. Then ask some questions to lead them to predict the main idea of the dialogues. The questions are like these: ① Where are they? (They are at a crossroads/at school.) ②What can you see? (Four people and a subway station. / Amy, Mike and many bikes.) ③What are they talking about? (Ways to go to school.) T:Yes! In this unit we’re going to talk about “Ways to go to school”. Write down the topic “Unit 2 Ways to go to school” on the blackboard. Teaching purpose③ 引导学生在听录音之前预测听力内容,培养学生的观察能力和逻辑思维能力。 Step 2: Presentation 1. Listen and tick or cross.③ (1)Students read the sentences of “Let’s try” by themselves and get the information: Who?(Amy and Mike.)/Where?(At school.)/When? (This morning.) (2)Show the sentences on the PPT. Let students predict and guess the answers. (课件出示:教材P14 Let’s try板块的内容) (3)The teacher plays the recording of “Let’s try”. (出示课件) Students try to tick or cross the sentences. (4)The teacher plays the recording again. Students read the dialogue and check the answers. (课件出示:教材P14 Let’s try 板块的音频、听力材料及答案) Teaching purpose④ 图片生动形象,帮助学生直观理解词汇含义,并利用chant帮助学生操练核心词汇和句型,为接下来的学习做好铺垫。教师设计不同的活动,逐步引导学生学习,从单词到词组再到句型结构,层层递进。 2. Look, guess and chant.④ Show the pictures of the part of the bike, the car and the bus. (课件出示:自行车、小汽车和公共汽车的一些局部图片) Let students guess. Teach the words and the phrases “bike, car, bus , by bike/car/bus” with the pictures.(出示课件) T: I come to school by car. Lead students to make sentences: I come to school by bike /car /bus. Then students read a chant together. (课件出示:与交通方式有关的歌谣) 3. Learn the new dialogue. (1)Use the teacher’s language to penetrate the sentences. Then teach the sentence “How do you come to school?” T:Today, I come to school at 7:00. I’m early. I come to school by bike. How do you come to school? S1:I come to school by car. T:How about you? S2:I come to school by bike. T:That’s good exercise. Well, do you know how Mike, Amy and Mrs Smith come to school? Now, let’s have a look. Teaching purpose⑤ 引导学生带着问题观看动画,整体感知文本,获取有用信息。 (2)Show the picture of “Let’s talk”. (课件出示:教材P14 Let’s talk板块的图片) Let students predict the main idea of the dialogue. (3)Let students watch the video of “Let’s talk” and try to find the traffic tools in the chart.⑤ (课件出示:教材P14 Let’s talk板块的视频及相应的表格) Write down the phrase “on foot” on the blackboard and teach it. (4)Let students watch the cartoon again with the following questions.⑥ Teaching purpose⑥ 让学生再次观看文本动画,引导学生理解文本,利用问题逐步引导学生跟随文本学习新词汇和新句型。对重点句型进行认知和操练,突破教学重点。 Let students know “I usually walk.=I usually come on foot.” Write down the words “always, usually, often, sometimes, never” on the blackboard. And use the number of the tick to help them understand. (5)Show the answers with the chart and teach the sentences. (课件出示:表格的答案) Teach the sentences “—How do you come to school? —Usually/Sometimes I come on foot/by bus./I often come by bike./I usually walk.” Teaching purpose⑦ 角色表演的活动可以锻炼学生的情景应用表达能力,并为后面的拓展交际活动做好准备。 Let students pay attention to the words and the phrases “usually, sometimes, often, on foot, by bus/bike/car” in the key sentences. 4. Read and act.⑦ (1)Let students read after the recording.(出示课件) Lead them to pay attention to the pronunciation and the intonation. (2)Let students practice the dialogue in roles in groups. (3)Let students act out. Teaching purpose⑧ 利用单词卡片,帮助学生操练核心词汇和句型。角色表演的活动,锻炼学生的情景应用表达能力,并为后面的拓展交际活动做好准备。 Step 3: Practice⑧ 1. Use the word cards to practice the words and the sentences. (1)Show the word cards one by one. Ask students to read the cards. (2)Sharp eyes. Show the word cards quickly. Ask students to read the cards as fast as they can. 2. Ask and answer in pairs. Make a model: (出示课件) T:How do you come/go to school? Ss: I usually/sometimes/often come/go… Students make dialogues in pairs like the model. 3. Show time. The teacher gives stickers to the students who do a good job. Teaching purpose⑨ 通过创设真实的情境,让学生根据自己的实际情况运用所学句型来对话并展示,培养学生的语言综合运用能力。最后拓展一些根据距离选择的合适的交通方式,丰富学生的课外知识。 Step 4: Consolidation & Extension⑨ 4. Do a survey. Students ask their classmates and teachers, “How do you come to school?” Then finish the chart below the dialogue of “Let’s talk” on page 14 according to the results. 5. Make a report.. The teacher makes a model report like this: Three students usually come to school by car. Two students sometimes come to school by bus… Students try to make a report to the class. 3. Different ways of travelling. Show pictures to introduce more ways to go to different places. (课件出示:多种类型的交通方式) ▶板书设计 ▶作业设计 16. Ask your parents, “How do you go to work?” 17. Read the dialogue after the recording. 18. Do the exercises. (见“”系列丛书《创优作业100分》或《XX作业本》对应课时作业) ▶教学反思 1. 由歌曲引入,带领学生预习新知,轻快的节奏激发学生的学习兴趣。 2. 呈现活动设计丰富,易操作,且具备层次感,有效地提升了学生的核心素养。以学生为本,以解决问题为导向,引导学生自主学习。 3. 突出语用功能,联系学生生活中的实际情况,设置多个环节,环环相扣,层层深入,帮助学生在真实情景中自然地使用所学语言。 ▶Teaching Contents & Teaching Aims Let’s try ·Be able to predict the main content of the listening part by reading the sentences. ·Be able to understand the recording and finish the task. Let’s talk ·Be able to understand the main idea of the dialogue by observing and talking about the picture. Be able to answer the questions about the dialogue. ·Be able to read the dialogue fluently and act out. ·Be able to use the sentence structures “—How do you come to school? —I usually/sometimes/often come… ” to ask and answer about each other’s ways to go to school properly. ▶Teaching Priorities ·Be able to understand and master the key words and the sentence structures of this lesson. ·Be able to use the sentence structures “—How do you come to school? —I usually/sometimes/often come…” to ask and answer about each other’s ways to go to school. ▶Teaching Difficulties ·Be able to use the sentence structures “—How do you come to school? —I usually/sometimes/often come… ” to ask and answer about each other’s ways to go to school properly. ▶Teaching Procedures Teaching Stages Teacher’ s Activities Students Activities Teaching Purposes Warm-up & Lead-in 1. Greetings. 2. Watch and sing—How do you get there? 3. Look and predict. 1. Greetings. 2. Watch and sing. 3. Observe the picture and answer the questions. Stimulate students’ interest in learning and lead in the topic of “Ways to go to school” and prepare for the following study. Presentation 1. Listen and tick or cross. (1)Let students read the sentences of “Let’s try” and get the information. (2)Show the sentences of “Let’s try” on the PPT. Let students predict and guess the answers. (3)Play the recording. (4)Play the recording again and check the answers. (1)Read the sentences and get useful information. (2)Predict and guess the answers. (3)Listen and tick or cross the answers. (4)Read the dialogue and check the answers. Lead students to predict the listening content before listening to the recording. Cultivate students’ ability of observation and logical thinking. 2. Look, guess and chant. Teach the words and the phrases with the pictures. Lead students to make sentences. Then show a chant. Look and guess the traffic tools. Learn the words and the phrases. Make sentences. Then read a chant. Help students understand the new words and the new phrases by the pictures. Use the chant to help students practice the key words and sentence structures and prepare for the next study. Teaching Stages Teacher’ s Activities Students’ Activities Teaching Purposes Presentation 3. Learn the new dialogue. (1)Teach the sentence “How do you come to school?” (2)Show the picture of “Let’s talk”. (3)Let students watch the video of “Let’s talk” and try to find the traffic tools in the chart. (4)Let students watch the cartoon again with the questions. (5)Show the answers with the chart and teach the sentences. (1)Talk with the teacher. Learn the sentence. (2)Predict the main idea of the dialogue. (3)Watch the video and fill in the chart and learn the phrase “on foot”. (4)Watch the video again and answer the questions. (5)Check the answers and learn the new sentences. Lead students to learn new words and sentence structures gradually by designing different tasks. Help students understand the text and get useful information. Reduce the difficulty of learning. 4. Read and act. Read after the recording and pay attention to the pronunciation and the intonation. Practice in roles and act out. Practice students’ ability of expressing in scenes and prepare for further communication activities. Practice 1. Use the word cards to practice the words and the sentences. 2. Ask and answer in pairs. 3. Show time. 1. Practice the words and the sentences with the word cards. 2. Make dialogues in pairs. 3. Act out the dialogues. Help students practice the key words and sentence structures. Train students’ ability of expressing in scenes, and prepare for the expansion of communication activities. Consolidation & Extension 1. Do a survey. 2. Make a report. 3. Different ways of travelling. 1. Do a survey and finish the chart on page 14. 2. Make a report to the class. 3. Look at the pictures, and learn more about the ways to go to different places. Create a natural and real situation to develop students’ comprehensive language using ability. Expand some ways of travelling to enrich students’ extracurricular knowledge. Homework 16. Ask your parents, “How do you go to work?” 17. Read the dialogue after the recording. 18. Do the exercises. The second period(第二课时) Part A Let’s learn & Write and say ▶教学内容与目标 课时教学内容 课时教学目标 Let’s learn ·能够听、说、读、写词组:by plane, by train, by taxi, by ship, by bus, by subway, on foot ·能够正确运用句型“How do we/you get there?”询问出行方式,并能够用“By...”进行回答 Write and say ·能够根据自己的意愿在方框中填写出发地和目的地,并能根据实际情况进行交通方式的连线,然后与同伴谈论自己的出行交通方式 ▶教学重点 1. 能够理解和掌握本课的重点词组和句型。 2. 能够在现实生活中灵活运用句型“How do we/you get there?”来询问出行方式,并能够用句型“By…”进行回答。 ▶教学难点 能够在情景中灵活运用句型“How do we/you get there?”询问出行方式,并能够用句型“By…”进行回答。 ▶教学准备 1.预习《XX大课堂》《创优作业100分》《XX作业本》中本课时的相关内容。 2.PPT课件、课文录音、视频、卡片等。 Teaching purpose① 利用地图激发学生的学习兴趣,引出“选择出行方式”这个话题。在对话中提前渗透核心句型及多种出行方式的表达。以面对不同地方怎样选择出行方式的师生间自由讨论导入教学,自然地创设真实、有效的教学情景。 ▶教学过程 Step 1: Warm-up & Revision & Lead-in 1. Greetings. 2. Let’s sing— How do we get there? 3. Lead-in.① (1)Look and say. Show the world map on the PPT. Let students point and say the names of these countries: China(中国), USA(美国), Canada(加拿大), Russia(俄罗斯), Australia(澳大利亚). (出示课件) (2)Free talk. Show the words and the pictures one by one on the PPT. Let students look and say. T:How do we go to Canada? By car? By plane? Ss:By plane. T:Yes, maybe we go by plane. How do we go to Wuhan? Ss:By car/bus. T:Cool! We can go by car or by bus. How do we get to school? Ss:By bike/bus./On foot. T:How does Mrs Smith go to school? Ss:Sometimes by car. T:Yeah! Today Mrs Smith and the students are going to the nature park. Let’s see how they get there! Step 2: Presentation 1. Look and discuss. Teaching purpose② 用思维导图的形式让学生初步理解情境,为接下来的学习做铺垫。设计不同的任务,环环相扣,逐步引导学生跟随文本学习新词汇、新句型,降低学习的难度。 (1)Show the picture of “Let’s learn” on the PPT. (课件出示:教材P15 Let’s learn板块的图片) (2)Let students observe the picture and discuss the questions. (课件出示:教材P15 Let’s learn板块的相关问题) Questions: Who are they? What are they talking about? What are they going to do? (3)Let students answer the questions on the PPT. 2. Learn the new sentences and phrases.② (1)Show a mind map of “Let’s learn”. (课件出示:教材P15 Let’s learn板块的思维导图) Teaching purpose③ 通过图片、声音和视频等多种方式教授新词汇,让学生加深对新词汇的认识和记忆。将词组融入重点句型中操练,进一步巩固学生对重点句型的掌握。 Play the recording. (课件出示:教材P15 Let’s learn板块的音频) Let students listen and circle the traffic tool that they have heard in the book. (2)Check the answer and teach the sentence structures “—How do we get there? —By…” (3)Learn the phrases.③ ①Draw a picture of a plane on the blackboard. Point to the picture and teach the word. Then write down the phrase “by plane” on the blackboard and let students point and say. “Plane, plane, by plane.” “How do you get there?” “By plane.” ②Use the same method to teach “by bus, by taxi”. Then ask students to practice the phrases. Play the sound of a train. (课件出示:火车行驶的声音) And ask students to guess the traffic tool. Write down the word “train” on the blackboard and teach the word. Then let students point and say. “Train, train, by train.” “How do you get there?” “By train.” ③Show a picture of a ship on the PPT. (课件出示:轮船图片) Then write down the word “ship” on the blackboard. Encourage students to spell the word by themselves. Then teach the phrase “by ship”. Let students point and say. “Ship, ship, by ship.” “How do you get there?” “By ship.” ④Show a video about the subway on the PPT. (课件出示:一段地铁短视频) Write down the word “subway” on the blackboard and teach the word. Then teach the phrase “by subway”. Let students point and say. Teaching purpose④ 播放录音,让学生听录音跟读。引导学生按照正确的意群及语音、语调朗读对话,并能在小组中进行角色表演。 “Subway, subway, by subway.” “How do you get there?” “By subway.” ⑤Point to the foot and say “Foot, foot, on foot. I go to school on foot.” Write down the phrase “on foot” on the blackboard and teach it to students. Teaching purpose⑤ 利用单词卡片和“接龙”游戏,帮助学生操练核心词汇和句型。以活泼的游戏方式进行问答,提高学生学习英语的兴趣的同时,又较好地为学生创造说英语的机会。之后开展自由练习的活动,培养学生的自主思考能力,为后面的拓展活动做好准备。 Then let students point and say. “Foot, foot, on foot.” “How do you get there?” “On foot.” 3. Read and act.④ (1)Students read after the recording. (课件出示:教材P15 Let’s learn板块的音频) Pay attention to the pronunciation and the intonation. (2)Let students practice the dialogue in groups. (3)Act out the dialogue. Step 3: Practice⑤ 1. Practice the phrases and the sentences. (1)Use the word cards to practice the phrases: on foot, by plane/bus/taxi/ship/subway/train. (2)Play the chain game. (游戏说明:学生把本课时的单词卡片正面朝上放在课桌上,随意抽取一张。教师也从自己的单词卡片中抽取一张,然后和学生同时说“How can you get there?”。教师迅速向学生展示自己的卡片,和教师选同一张卡片的学生起立,根据卡片内容回答“By… ”。) 2. Write and say. (1)Show the part of “Write and say” on the PPT. (课件出示:教材P15 Write and say 板块的内容) (2)Students look at the model. Write down the origins and destinations. Then choose the traffic tools and match them. (3)Let students practice the dialogue in pairs with the sentence structures“—How do you get to…from…? —By…/On foot.” Teaching purpose⑥ 通过创设真实的情境,让学生根据自己的想法制作单词卡片,进而利用所学的句子编写对话并展示,培养学生的语言综合运用能力。最后利用填空的形式让学生自主总结回顾本课所学知识内容,锻炼学生的归纳总结能力。 Step 4: Consolidation & Extension⑥ “Choose and say” 1. Do a survey. (1)Make the word cards of some places, such as Beijing, Shanghai, … (2)Show the chart on the PPT. Let students use the sentence structures to make dialogues according to the cards they choose. Make a model: T:How do you get to Wuhan from Beijing? Ss:By plane. 2. Show time. 3. Make a summary together. ▶板书设计 ▶作业设计 19. Practice the dialogue. 20. Do the exercises. (见“”系列丛书《创优作业100分》或《XX作业本》对应课时作业) ▶教学反思 1. 在本堂课中,以课标为理论指导,以学生为主体、训练为主线,利用词汇卡片,使学生在学中用,在用中学,学用结合,激发学生的多元智能学习能力。 2. 本节课以词汇教学为主,配以简单的句型来运用所学词汇。采用卡片、chant、“接龙”游戏等多种形式来逐步引导学生操练单词、词组、句型,有效地帮助学生巩固重点词汇和句型。 3. 呈现活动设计丰富,易操作,且具备层次感,有效地提升了学生的核心素养。以学生为本,以解决问题为导向,引导学生自主学习。 4. 突出语用功能,联系学生和班级的实际情况,设置多个环节,环环相扣,层层深入,帮助学生在真实情景中自然地使用所学语言。 5. 板书设计清晰明了,重点突出,起到了很好的辅助作用。 ▶Teaching Contents & Teaching Aims Let’s learn ·Be able to listen, speak, read and write the new phrases “by plane, by train, by taxi, by ship, by bus, by subway, on foot”. ·Be able to use the sentence structure “How do we/you get there?” to ask about ways of travelling and use “By…” to answer. Write and say ·Be able to fill in the origins and destinations in the box, match them according to the actual situation, and then talk about their own ways of travelling. ▶Teaching Priorities ·Be able to understand and master the key phrases and sentence structures of this lesson. ·Be able to use the sentence structures “—How do we/you get there? —By…” to ask and answer the question about each other’s ways of travelling. ▶Teaching Difficulties ·Be able to use the sentence structures “—How do we/you get there? —By…” to ask and answer the question about each other’s ways of travelling. ▶Teaching Procedures Teaching Stages Teacher’ s Activities Students Activities Teaching Purposes Warm-up & Revision & Lead-in 1. Greetings. 2. Let’s sing—How can we get there? 3. Lead-in. 1. Greetings. 2. Sing the song. 3. Lead-in. (1)Look and say. (2)Talk to the teacher. Penetrate the key sentence structures and the expressions of a variety of travelling tools in advance and create a real and effective teaching situation. Presentation 1. Look and discuss. (1)Show the picture of “Let’s learn” on the PPT. (2)Show the questions. (1)Observe the picture. (2)Discuss and answer the questions. Lead students to understand the context in which words are used. 2. Teach the new sentences and phrases. (1)Show the mind map of“Let’s learn”. Play the recording. (2)Check the answer and teach the key sentence structures. (3)Teach the phrases “by plane, by bus, by taxi, by ship, by subway, on foot”. (1)Look at the picture, listen and circle. (2)Check the answer and learn the sentence structures “—How do we get there? —By…” (3)Learn the new phrases and practice them. Use the mind map to let students have a preliminary understanding of the situation and pave the way for the following study. Use different tasks to lead students to learn the new vocabulary and sentence structures, so as to reduce the difficulty of learning. 3. Read and act. Read after the recording. Practice in groups and act out. Make sure students read the dialogue correctly and fluently. Practice 1. Practice the phrases and the sentences. (1)Use the word cards to practice the phrases: on foot, by plane /bus /taxi /ship /subway /train. (2)Play the chain game. Improve students’ interest in learning English, create opportunities for students to speak and practice English, and develop students’ ability of independent thinking. Prepare for the next part. (续表) Teaching Stages Teacher’ s Activities Students’ Activities Teaching Purposes Practice 2. Write and say. (1) Show the part of “Write and say”on the PPT. (2) Ask students to write, choose and match. (3)Let students practice the dialogue in pairs. (1)Look at the pictures of “Write and say”. (2)Write down the origins and destinations. Then choose the traffic tools and match them. (3)Practice with partners. Consolidation & Extension “Choose and say” 1. Do a survey. 2. Show time. 3. Make a summary together. 1. (1) Make the word cards of some places. (2)Do a survey and make dialogues. 2. Show the dialogues. 3. Make a summary. Develop students’ comprehensive language using ability. Let students make a conclusion about the ways of travelling to enrich students’ inductive learning ability. Homework 19. Practice the dialogue. 20. Do the exercises. The third period(第三课时) Part B Let’s try & Let’s talk ▶教学内容与目标 课时教学内容 课时教学目标 Let’s try ·能够读懂题目要求,并通过观察Let’s try板块的图片,对听力部分的重点内容进行预测 ·通过听录音,能够运用基本听力技巧完成Let’s try板块的听力任务 Let’s talk ·能够理解对话大意,并能够回答对话下面的问题 ·能够按照正确的意群及语音、语调朗读对话,并能够在小组中进行角色表演 ·能够听、说、认读并在情景中恰当运用句型“…must…”和 “Don’t…”表达要遵守的交通规则 ·能够理解情景语言“I must pay attention to the traffic lights!”的大意 ·通过对话学习了解欧美国家骑自行车的注意事项,了解不同的交通警示标志和这些标志出现的场所 ▶教学重点 1. 能够理解并在情景中恰当运用句型。 2. 能够在情景中运用句型“…must…”和“Don’t…”表达要遵守的交通规则。 ▶教学难点 能够在情景中恰当运用句型“…must…”和“Don’t…”表达要遵守的交通规则。 ▶教学准备 1.预习《XX大课堂》《创优作业100分》《XX作业本》中本课时的相关内容。 2.PPT课件、课文音频、视频、教学卡片等。 Teaching purpose① 歌曲热身,借用歌曲激发学生的学习兴趣,同时帮助学生复习前面学习过的词汇和句型,为后面的学习做好铺垫。 ▶教学过程 Step 1: Warm-up & Revision & Lead-in 1. Greetings. 2. Let’s sing— How do you get there?① (出示课件) Students sing the song together. 3. Lead-in.② (1)Look and say. Teaching purpose② 引导学生观察理解图片,借助图片和头脑风暴,预习将要学习的内容,培养学生的观察能力,激活学生已有的生活经验和旧知识,并提取与文本有关的知识,进入文本话题。 Show the pictures of ways to go to different places. (课件出示:不同出行方式的图片) Let students look at the pictures and talk about them. A:How do you get to…? B: By taxi/train/bus/ship/plane/subway/bike./On foot./I walk there. (2)Lead-in. T: Wherever we go, we must know and obey the traffic rules. Now, let’s see the pictures and talk about the traffic rules you know. Step 2: Presentation 1. Look and guess. (1)Show the pictures of “Let’s try” on the PPT. (课件出示:教材P16 Let’s try板块的图片) (2)Let students observe the pictures and discuss the questions. T: Look at Picture 1. What are the children doing? Ss: They are crossing the road one by one. (Help students understand the phrase “one by one” with the picture.) Look at Picture 2. Lead students to try to say “They are getting on the bus one by one.” T:Mrs Smith and the children are going to the nature park. What does Mrs Smith tell the children to do? Can you guess? Teaching purpose③ 教师引导学生带着问题听录音,整体感知文本,获取有用信息,自然引入文本话题。 Ss:… 2. Listen and tick.③ (1)Show the part of “Let’s try” on the PPT. (课件出示:教材P16 Let’s try板块的内容) Let students listen and tick. (2)Play the recording of “Let’s try”. (课件出示:教材P16 Let’s try板块的音频) Students try to finish the exercise. Teaching purpose④ 教师通过问题引导学生观看文本动画,掌握对话大意。 (3)Students read the dialogue after the recording and check the answer. (课件出示:教材P16 Let’s try板块的听力材料及答案) 3. Watch and answer.④ (1)Ask students to scan the dialogue of “Let’s talk”. T:Wu Yifan is going to the Fuxing Hospital. But he doesn’t know the way. Whom does he ask? How can he get there? Can you guess? (2)Play the video of “Let’s talk”. (课件出示:教材P16 Let’s talk 板块的视频) Let students watch the video and answer the questions on the PPT. (出示课件) ①Who does Wu Yifan meet? ②What are they talking about? Teaching purpose⑤ 教师逐步呈现新知,充分利用多媒体呈现图片,让课堂生动化。引导学生学习,调动他们的学习积极性,降低学习难度。 ③How can Wu Yifan go to the hospital? 4. Learn the new words “helmet, wear” and the sentence structure “…must…”⑤ (1)Play the cartoon again, then talk about it. (出示课件) T:Who does Wu Yifan meet? Ss:Mr Jones. T:What are they talking about? Ss:How can Wu Yifan get to the Fuxing Hospital? T: Yes! Do you know how Wu Yifan can get to the Fuxing Hospital? Ss:Yes, he can take the No. 57 bus. T:Great! (2) Look at the pictures on the PPT. (课件出示:骑车戴头盔与不戴头盔的对比图) T:Look! What are they doing? Ss:They are riding bikes. T:When you are on bikes in the USA, which picture is right? Ss:The left one. T:Yes! In the USA people on bikes must wear the helmet. Teach the word “helmet”. (课件出示:helmet的相关内容) Do the action to help students understand the word “wear”. Teach the word. Use some sentences to help them understand the sentence structure “…must…” Make a model: In China, you must walk on the right of the road. 5. Learn the phrases “traffic lights, pay attention to” and the sentence structure “Don’t…” (1)Show two pictures of people crossing the road. (课件出示:过马路是否规范的对比图) Let students choose “Which is right?” Then point to the traffic lights and ask students to read “traffic lights” three times. (2)Show some pictures and say some sentences to help students understand “pay attention to”. (课件出示:pay attention to的相关内容) Make a model: Pay attention to the traffic lights. (3)Use the gestures and some pictures to help students understand the sentence structure “Don’t…” (课件出示:Don’t…的相关内容) Make a model: Don’t eat sweets before sleeping. 6 .Answer the question. T:What do you learn about riding a bike from the dialogue? S1:We must wear a helmet. S2: Don’t go at the red light. Teaching purpose⑥ 通过听录音跟读,引导学生按照正确的意群及语音、语调朗读对话,并能在小组中进行角色表演。利用单词卡片,帮助学生操练核心词汇和句型。锻炼学生的情景应用表达能力,并为后面的拓展活动做好准备。 S3: We must pay attention to the traffic lights! Step 3: Practice⑥ 1. Read and act. (1)Let students read after the recording. (课件出示:教材P16 Let’s talk板块的音频) Pay attention to the pronunciation and the intonation. (2)Let students practice the dialogue in roles. (3)Let students act out. 2. Let’s play. Turn over the word cards and say the sentences. Teaching purpose⑦ 通过创设自然真实的情境,让学生在情境中认知并运用核心句型,培养学生的语言综合运用能力。最后拓展一些常见的交通标志,丰富学生的课外知识,并提醒学生在生活中要遵守交通规则,对学生进行情感价值观的渗透。 (活动说明:教师在黑板上贴上背面标有数字的卡片,卡片的正面是一些动作图片或表示动作的单词和词组。学生说数字,教师翻开卡片,然后该学生根据卡片内容,用 … must…, Don’t… 句型快速说出句子。) Step 4: Consolidation & Extension⑦ 3. Tell your partners about the signs. Lead students to look at the pictures in the book. (课件出示:教材P16 Let’s talk板块下方图片) T:What do these signs mean? Where can you see them? Students talk about them in groups. Then tell them to the class. P1: You must look right before you cross the road. You can see this on the road in Hong Kong. P2: You must stop outside the stop line and make sure it is safe before you pass. You can see this on an unguarded railroad crossing. P3: Don’t turn right. You can see this at a crossroads. P4: Don’t touch the door. You can see this in the subway. 4. Different kinds of signs. Show more pictures about different kinds of signs. Introduce more signs to students and tell them to obey the traffic rules. (课件出示:不同的交通标志图) ▶板书设计 ▶作业设计 1. Read after the recording. 2. Find out at least three traffic signs in your life. 3. Do the exercises. (见“”系列丛书《创优作业100分》或《XX作业本》对应课时作业) ▶教学反思 1. 在本节课中,以新课标为理论指导,以学生为主体、训练为主线,利用卡片游戏,使学生在学中用,用中学,学用结合,激发学生的多元智能学习能力。 2. 本节课以句型教学为主,配以简单的词组来运用所学句型。采用卡片、图片等多种形式来逐步引导学生操练单词、词组和句型,有效地帮助学生巩固重点词汇和句型。 3. 呈现活动设计丰富,易操作,且具备层次感,有效地提升了学生的核心素养。以学生为本,以解决问题为导向,引导学生自主学习。 4. 突出语用功能,联系学生和班级的实际情况,设置多个环节,环环相扣,层层深入,帮助学生在真实情景中自然地使用所学语言。 ▶Teaching Contents & Teaching Aims Let’s try ·Be able to predict the main content of the listening part by observing the pictures. ·Be able to understand the recording and tick the right answer. Let’s talk ·Be able to understand the main idea of the dialogue by observing the pictures and answer the questions above the dialogue. ·Be able to read the dialogue with correct pronunciation and intonation and act out in groups. ·Be able to use the sentence structures “…must…” “Don’t…” properly in scenes. ·Be able to understand the sentence “I must pay attention to the traffic lights!” ·Know about the tips for cycling in European and American countries, and learn about different traffic warning signs and the places where these signs appear. ▶Teaching Priorities ·Be able to understand and use the sentence structures properly in situations. ·Be able to use the sentence structures “…must…” “Don’t…” to express the traffic rules that people should obey. ▶Teaching Difficulties ·Be able to use the sentence structures “…must…” “Don’t…” to express the traffic rules that people should obey. ▶Teaching Procedures Teaching Stages Teacher’ s Activities Students Activities Teaching Purposes Warm-up & Revision & Lead-in 1. Greetings. 2. Let’s sing—How do you get there? 3. Lead-in. 1. Greetings. 2. Listen and sing the song. 3. Observe and talk about the pictures. Stimulate students’ interest in learning. Review the knowledge they have learned and lead in the topic. Presentation 1. Look and guess. Show the pictures of “Let’s try”. 2. Listen and tick. (1)Show the part of “Let’s try” on the PPT. (2)Play the recording of “Let’s try”. (3)Check the answer. 1. Observe the pictures and discuss the questions. 2. (1)Observe the part of “Let’s try” on the PPT. (2)Listen and tick. (3)Read the dialogue and check the answer. Lead students to predict the listening content before listening to the recording. Cultivate students’ observation ability and logical reasoning ability. Get an overall perception of the text and useful information. 3. Watch and answer. Play the video. Let students answer the questions. Scan the dialogue and guess about the questions. Watch the video and answer the questions. Lead students to watch the video and grasp the general idea of the dialogue. 4. Learn the new words “helmet, wear” and the sentence structure “…must…” 5. Learn the phrases “traffic lights, pay attention to” and the sentence structure “Don’t …” 6. Answer the question. 4. Watch the cartoon again and talk about it. Learn the new words “helmet, wear” and the sentence structure “…must…” 5. Learn the new phrases “traffic lights, pay attention to” and the sentence structure “Don’t…” 6. Answer the question. Lead students to learn new words and new sentence structures gradually. Improve students’ enthusiasm. Reduce the difficulty of learning. (续表) Teaching Stages Teacher’ s Activities Students’ Activities Teaching Purposes Practice 1. Read and act. Play the recording. Ask students to practice in roles and act out. 2. Let’s play. 1. Read after the recording and practice the dialogue in roles. Then act out. 2. Look at the word cards and say sentences. Make sure students read the dialogue correctly and fluently. Practice the key words and sentence structures. Train students’ ability of expressing in scenes and prepare for the next part. Consolidation & Extension 1. Tell your partners about the signs. Lead students to talk about the signs in groups. 2. Different kinds of signs. Show the pictures. 1. Look at the pictures in the book. Talk about them in groups. Then tell them to the class. 2. Look at the pictures to learn more traffic signs. Cultivate students’ comprehensive language using ability. Expand some introduction about traffic signs to enrich students’ extra-curricular knowledge. Remind students to obey traffic rules in life to penetrate the emotional value. Homework 21. Read after the recording. 22. Find out at least three traffic signs in your life. 23. Do the exercises. The fourth period(第四课时) Part B Let’s learn & Role-play ▶教学内容与目标 课时教学内容 课时教学目标 Let’s learn ·能够按照正确的意群及语音、语调朗读对话,并能够在小组中进行角色表演 ·能够听、说、读、写单词及词组:stop, wait, slow down, go ·能够熟练运用句型“…must…”提出建议 Role-play ·能够根据自己的角色(Mike、盲人和红绿灯演示者)用英语进行交流 ·能够了解一些简单的交通标志和交通规则,增强学生的交通意识 ▶教学重点 1. 能够了解基本的交通规则,即红、黄、绿灯的功能,并能根据英文指令做动作。 2. 能够理解和掌握本课重点词汇和句型。 ▶教学难点 1. 理解动词stop和wait的含义。 2. 能够在情景中恰当运用句子“Slow down and stop at a yellow light. Stop and wait at a red light. Go at a green light.”表达交通指示灯的作用。 ▶教学准备 1.预习《XX大课堂》《创优作业100分》《XX作业本》中本课时的相关内容。 2.PPT课件、课文录音、视频、卡片、模拟红绿灯等。 ▶教学过程 Step 1: Warm-up & Revision & Lead-in① Teaching purpose① 音乐节奏轻松愉悦,能够激发学生的兴趣。通过与学生间的表演互动,调动学生参与英语课堂活动的积极性。此外,通过复习旧知引入本课将要学习的内容traffic lights,为后面的学习做好铺垫。 1. Greetings. 2. Let’s sing and do. Play the song—Rabbit Dance. (出示课件) Let students stand in a line and do the actions with the music. “Left—left—right—right—go—turn around—go—go—go!” 3. Lead-in. (1)Review the traffic rules. Show the pictures. (课件出示:上节课学过的交通标志图片) Let students look and say. (2)Lead-in. T: (课件出示:交通信号灯图片) What are these? Ss:Traffic lights. T:Yeah. They are traffic lights. What colour are they? Ss:Red, yellow and green. Teaching purpose② 通过问题引导学生观察并讨论图片,借助图片预测教学内容,培养学生的观察能力和逻辑推理能力。通过预测图片内容激活已有知识,并提取与文本有关的知识,进入文本话题。 T:Yes! Do you know what the lights mean? You can speak in Chinese. Ss:红灯停,绿灯行…… Step 2: Presentation 7. Look and predict.② (1)Show the pictures of “Let’s learn” on the PPT. Ask students to predict the main idea of the dialogue. (课件出示:教材P17 Let’s learn板块的图片) (2)Let students observe the pictures and discuss the questions. Questions: Who are they? Where are they? Where are they going? Teaching purpose③ 设计不同的任务,环环相扣,逐步引导学生跟随文本学习新词汇、新句型,降低学习的难度。 (3)Ask students to answer the questions on the PPT. (出示课件) 2. Learn the traffic lights.③ (1)Play the recording. (课件出示:教材P17 Let’s learn板块的音频)Let students listen and check the answers to the three questions. T:Who are they? Ss:Mrs Smith and the children. T:Where are they? Ss:They are at the crossing. T:Yes! Do you know where they are going? Ss:To the nature park. T:Can they go now? Ss:No, they can’t. T:Why? Ss:Because the light is red now. T:Well done! So what must we do when it is a red light? Ss: … Show the chart on the PPT. (出示课件) T:And what must we do when it is a yellow/green light? Students answer by themselves. (2)Show the following diagram to help students know the traffic lights. What do the colours mean? 3. Learn the new words and the phrase. Play the recording again. (课件出示:教材P17 Let’s learn板块的音频) Then teach the words and the phrase “stop, wait, slow down, go”. (1)Use the gesture to help students understand the word “stop”. Ask two students to come to the front of the blackboard. Say “go” to let the two students go straight, then show the gesture and say “stop” to let them stop. Then one student says “go” “stop”, and the other student follows the instructions. (2)Show a picture of someone who is waiting for the bus at the bus stop.(出示课件) Use some sentences to help students understand the word “wait”. Make a model: Lucy is waiting for the bus./The little lion is waiting for his father. Let’s chant: A red light, a red light. Stop and wait at a red light. (3)Do the actions and say some sentences to help students understand the phrase “slow down”. Make a model: Look! It’s the yellow light. We must slow down. Let’s chant: A yellow light, a yellow light. Slow down and stop at a yellow light. (4)Show a picture of the green light to students. (课件出示:绿灯亮图) T:What should we do at a green light? Ss:We can go. Teaching purpose④ 通过让学生听录音跟读,引导学生按照正确的意群及语音、语调朗读对话,并能在小组中进行角色表演。最后引导学生复述Mrs Smith和学生去公园的过程并创编新对话。 Let’s chant: A green light, a green light. Go at a green light. 4. Fill in the chart. Students fill in the chart together. (出示课件) 5. Read and act.④ (1)Let students read after the recording. Pay attention to the pronunciation and the intonation. (2)Let students practice the dialogue in roles. Teaching purpose⑤ 利用“do and say”游戏,帮助学生操练核心词汇和句型。提高学生学习英语的兴趣的同时,又较好地为学生创造说英语的机会。 (3)Let students act out in groups. (4)Let students retell the dialogue in “Let’s learn” and encourage them to create new dialogues. Step 3: Practice 1. Practice the phrases and the sentences.⑤ Take out the paper traffic lights. Let students look, do and say in pairs. (1)Look and do. Student A puts up the lights one by one. Student B does the actions. Then exchange. (2)Do and say. Student A points to the lights. Student B says and does the actions. Then exchange. Teaching purpose⑥ 通过创设真实的情境,让学生分别扮演警察和行人。在这个过程中,学生不仅要学会去听英语指令,还要学会按照指令做动作并说出相应的动作表达,可以培养学生的语言综合运用能力。 2. Let’s do role-play.⑥ (1)Make four students in a group. Choose one student as the policeman to hold the traffic lights and say. Another student works as a blind man. The other two students help the blind man and say. (课件出示:教材P17 Role-play板块的图片) (2)Make a model: Policeman: Red light. The other two students (stop and say): Stop and wait at a red light. Policeman: Yellow light. The other two students (slow down and say): Slow down and stop at a yellow light. Policeman: Green light. The other two students (go straight and say): Go at a green light. (3)Practice in groups. Teaching purpose⑦ 本课时的重点是学习基本的交通标志与交通规则,这个话题与学生的日常生活联系紧密,学生学习兴趣浓厚。本活动帮助学生结合生活常识,设计交通宣传布告牌,提高学生积极性。 (4)Show time. Step 4: Consolidation & Extension⑦ “Make a traffic bulletin board” 1. Show a model on the PPT. 2. Let students work in groups to make a bulletin board. 3. Let students show the bulletin boards to the class. 4. Choose the best group and give an award. ▶板书设计 ▶作业设计 1. Read after the recording. 2. Tell the traffic rules to your friends and parents. 3. Do the exercises. (见“”系列丛书《创优作业100分》或《XX作业本》对应课时作业) ▶教学反思 1. 在本堂课中,以新课标为理论指导,以学生为主体、训练为主线,利用卡片游戏,使学生在学中用、用中学。学用结合,激发学生的多元智能学习能力。 2. 这节课以句型教学为主,配以简单的词组来运用所学句型。采用卡片、角色表演等多种形式来逐步引导学生操练单词、词组和句型,有效地帮助学生巩固重点词汇和句型。 3. 呈现活动设计丰富,易操作,且具备层次感,有效地提升了学生的核心素养。以学生为本,以解决问题为导向,引导学生自主学习。 4. 突出语用功能,联系学生和班级的实际情况,设置多个环节,环环相扣,层层深入,帮助学生在真实情景中自然地使用所学语言。 5. 本课时的重点是学习基本的交通标志与交通规则,教师通过多种活动帮助学生将这个话题与他们的日常生活紧密联系起来,充分激发了学生的学习兴趣。 ▶Teaching Contents & Teaching Aims Let’s learn ·Be able to read the dialogue correctly, fluently and emotionally, and then act out in groups. ·Be able to listen, speak, read and write the words and the phrases “stop, wait, slow down, go”. ·Be able to make suggestions by using the sentence structure “…must…” skillfully. Role-play ·Be able to communicate in English according to the roles. ·Be able to understand some simple traffic signs and traffic rules and enhance traffic awareness. ▶Teaching Priorities ·Be able to understand and master the key words and sentence structures of this lesson. ·Be able to understand and the basic traffic rules—the functions of red, yellow and green lights, and be able to do the actions according to English instructions. ▶Teaching Difficulties ·Be able to understand the meaning of “stop” and “wait”. ·Be able to use the sentences “Slow down and stop at a yellow light. Stop and wait at a red light. Go at a green light.” to express the functions of the traffic lights. ▶Teaching Procedures Teaching Stages Teacher’ s Activities Students Activities Teaching Purposes Warm-up & Revision & Lead-in 1. Greetings. 2. Let’s sing and do. 3. Lead-in. 1. Greetings. 2. Listen and do. 3. Observe the pictures and say. Stimulate students’ interest in learning and lead in the topic. Prepare for the following part. Presentation 1. Look and predict. Show the pictures and ask the questions. 2. Learn the traffic lights. (1)Play the recording and check the answers. (2)Show the following diagram to help students know the traffic lights. 1. Look at the pictures and discuss the questions. 2. (1) Listen to the recording and check the answers with the teacher. (2)Look at the signs and know the traffic lights. Lead students to predict the content before listening to the recording. Cultivate students’ observation ability and logical reasoning ability. Prepare for the next study. 3. Learn the new words and the phrase. Play the recording again. Help students understand and practice the words, the phrase and the sentences. 4. Fill in the chart. Let students fill in the chart together. 5. Read and act. 3. Learn the words, the phrase and the sentences to express the traffic rules. 4. Fill in the chart together. 5. Read after the recording. Then practice and act out. Retell the dialogue and create new dialogues. Use the pictures to let students guess and understand the new words, the phrase and the sentences. Design different tasks to lead students to learn the new words and the sentence structures gradually. Reduce the difficulty of learning. Make sure students read the dialogue correctly and fluently. Practice 1. Practice the phrases and the sentences. 2. Let’s do role-play. 1. Look, do and say in pairs to practice the phrases and the sentences. 2. Play the game in roles. Stimulate students’ interest in learning. Create opportunities for students to speak English. Practice the key words and the sentences. (续表) Teaching Stages Teacher’ s Activities Students’ Activities Teaching Purposes Consolidation & Extension “Make a traffic bulletin board” 1. Show a model on the PPT. 2. Let students work in groups to make a bulletin board. 3. Let students show the bulletin boards to the class. 4. Choose the best group and give an award. Work in groups to make a traffic bulletin board. Then show the bulletin boards to the class. Improve students’ learning enthusiasm. Consolidate the new words and sentences of this unit. Homework 1. Read after the recording. 2. Tell the traffic rules to your friends and parents. 3. Do the exercises. The fifth period(第五课时) Part B Read and write ▶教学内容与目标 课时教学内容 课时教学目标 Read and write ·通过头脑风暴活动汇总自己所知的各种上学方式,激活已有的背景知识和储备词汇 ·通过阅读问题训练,能够在语篇中寻找关键词,并能就细节进行推理 ·能够根据示范的海报完成安全海报的设计 ·能够根据例句提示在文段中找到更多同类现象,最终正确朗读句子 ▶教学重点 能够听懂、读懂“Read and write”板块的短文,并能够根据短文内容完成相应的练习。 ▶教学难点 能够了解不同国家的文化差异和出行方式。 ▶教学准备 1.预习《XX大课堂》《创优作业100分》《XX作业本》中本课时的相关内容。 2.PPT课件、课文录音、视频、交通信号灯模型等。 Teaching purpose① 通过与学生互动,调动学生参与课堂的积极性。通过复习旧知引入本课将要学习的内容,为后面的学习做好铺垫。 ▶教学过程 Step 1: Pre-reading① 1. Greetings. 2. Review. Hold a model of traffic lights. Talk with students. T:What do the traffic lights mean? Ss:Red means… Green means… Yellow means… T:You are so clever! Do you know different countries have different traffic rules? For example, in China, we walk on the right of the road. But in England, people should walk on the left. Do you know any other countries’ ways of transportation? Now, let’s see what we will learn today! 3. Lead-in. Show some pictures. (出示课件) Help students know the names of these places. Students read after the teacher. Step 2: While-reading Teaching purpose② 通过问题引导学生观察并讨论图片,借助图片预测教学内容,培养学生的观察能力和逻辑推理能力。通过预测教学内容激活已有知识,并提取与文本有关的知识,进入文本话题。 1. Brainstorm. T:How many ways can you think of to go to school? Please talk with your partner. Students do the “Brainstorm”. Gather all the ways they know to go to school.(课件出示:本单元学过的上学的方式by car/bus/bike/subway/taxi/plane/ship/train和on foot的相关内容) 2. Look and predict.② Show the picture of “Read and write” on the PPT. (课件出示:教材P18 Read and write板块爷爷和Robin交谈的插图) Let students observe the pictures,read the dialogue and discuss the questions. Questions: ① Who are they? (Robin and Wu Yifan’s grandpa. And Grandpa is ill.) Teaching purpose③ 引导学生带着问题阅读文本,整体感知文本,获取有用信息。利用问题逐步引导学生理解文本,逐步跟随文本学习新句型。 ② What does Robin want to do? (He wants to read a magazine to Grandpa.) ③What’s the magazine about? (Different ways to go to school in different countries.) 3. Listen and say.③ (1)Show the four pictures one by one. (课件出示:依次出示教材P18 Read and write板块的四幅图片) Let students observe the pictures and discuss the questions. Questions: ①Who are they? (They are students/kids/children.) ②Where are they? (In Munich, Germany. In Alaska, USA. In Jiangxi, China. In Papa Westray, Scotland.) ③How do they go to school? Let students read the text quickly and find the ways of the children to go to school. Teaching purpose④ 运用任务型教学方法,设计不同的任务,环环相扣,逐步引导学生跟随文本学习新词汇、新句型,对重点句型进行认知和操练,突破教学重点,降低学习的难度。 (2)Play the recording. (课件出示:教材P18 Read and write板块的音频)Let students listen to it and answer the questions below the passage in the book. (3)Check the answers. 4. Learn the new words and sentences.④ (1)Play the recording again. (课件出示:教材P18 Read and write板块的音频) Lead students to learn the new words and sentences. ①Show the picture of the sled and do the action to help students understand the phrase “by sled”.(课件出示:雪橇图片) Do the action fast first, then do the same action slowly. Let students understand the word “fast”. Ask students to do and say the sentences “Some kids go to school by sled. It’s fast.” “Don’t let the dogs run too fast. You must drive slowly.” ②Show the pictures of a boat, a ferry and a ship on the PPT. Help students understand the differences among “ship, boat and ferry”. Do the action and teach the phrase “by ferry”. Wear a life jacket to help students understand the sentence “We must wear a life jacket by ferry. And don’t run on the ferry.” Write down the sentence structure “Some kids go to school by…” on the blackboard. Do the actions and let students use the sentence structure to make sentences. ③Lead students to look at Picture 4. Ask them to read the sentences and try to answer the questions. T:How do the children in Papa Westray go to school? Ss:By ferry. Teaching purpose⑤ 播放录音,让学生听录音跟读。引导学生按照正确的意群及语音、语调朗读对话。 T:How did they go to school in 2009? Ss:By plane. T:Why? Ss:Because the ferry didn’t work. Teaching purpose⑥ 利用插图引导学生分组复述原文。最后,带领学生阅读后文给出的关于选择不同交通方式的建议,引导学生对前文的孩子们的不同的出行方式提供合适的建议。 (2)Play the recording.⑤(课件出示:教材P18 Read and write板块的音频) Let students read after the recording. Pay attention to the pronunciation and the intonation. 5. Read and choose.⑥ (1)Let students practice the passage. (2)Let students act out. (3)Let students retell the ways of the kids to go to school in groups by looking at the pictures. (4)Let students give some suggestions for the kids. Divide students into six groups. Let them read the suggestions on page 19 one by one. Then ask them to choose the suitable suggestions for the kids and write them down on page 18. 6. Practice the words and the sentences. (1)Play the game of “Drive the train”. Make up a chant of the words and the phrases. Teaching purpose⑦ 滚雪球游戏可以锻炼学生的快速反应能力,让学生在游戏中进一步巩固所学知识,加深对本课重点词汇和句型的理解,体现在玩中学、学中玩的思想,让学生在课上及时吸收消化所学知识。 Ask students to chant it one by one in lines. Give a sticker to the student who does a good job. (2)Play the game of “Roll the snowball”.⑦ Lead students to practice the key sentences “Some kids go to school on foot./By sled, you must drive slowly./On foot, don’t go at a red light.” Make students stand in a line. Let the first student say the first word “some” of the sentence. Then the second student says “some kids”. The third student says “some kids go” …Students say till the last student speaks out the whole sentence “Some kids go to school on foot.” Once one of the students says it wrong, the team loses the game. Oppositely, the team can get a sticker if all the students say it correctly. Step 3: Post-reading 1. Play the recording of “Tips for pronunciation”. (课件出示:教材P19 Tips for pronunciation的音频) Teaching purpose⑧ 利用小组调查活动,创造学生说英语的机会,使学生能够在实际情景中运用核心词汇和句型。 Let students listen and compare, then find out the rule of pronunciation. Tell students the law of linking sounds. Ask students to listen again and repeat. Then let students find and say more words like these from the text on page 18. 2. Do a survey.⑧ (1)Make a model: A: How do you go to school? B: I go to school by/on… Teaching purpose⑨ 紧密联系前面布置的小组调查活动,环环相扣,让学生能够在熟练运用核心词汇和句型之后,自由设计海报,学以致用。 (2)Let students ask and answer in groups. Finish the chart. (课件出示:调查表) Then let the group leader make a report with the sentence structure “… goes to school by/on…” 3. Make a poster.⑨ (1)Let students list the ways of the group members to go to school. (2)Let students write down at least two suggestions for each way. Make a model: By ferry, you must wear a life jacket. / Don’t run on the ferry. (3)Let students make a poster in groups. (4)Show time. ▶板书设计 ▶作业设计 21. Read after the recording. 22. Do the exercises. (见“”系列丛书《创优作业100分》或《XX作业本》对应课时作业) ▶教学反思 1. 在本堂课中,以学生为主体、训练为主线,开展多类型的小组活动,使学生在学中用、用中学。学用结合,激发学生的多元智能学习能力。 2. 这节课以句型教学为主,配以简单的词组来运用所学句型。采用chant、滚雪球等多种形式来逐步引导学生操练词汇和句型,有效地帮助学生巩固重点词汇和句型。 3. 呈现活动设计丰富,易操作,且具备层次感,有效地提升了学生的核心素养。以学生为本,以解决问题为导向,引导学生自主学习。 4. 突出语用功能,联系学生和班级的实际情况,设置多个环节,环环相扣,层层深入,帮助学生在真实情景中自然地使用所学语言。 ▶Teaching Contents & Teaching Aims Read and write ·Gather all kinds of ways to go to school they know through the brainstorm and activate the background knowledge and the vocabulary they have learned. ·Be able to find the key words in the text and reason about details through solving the problems below the text. ·Be able to complete the design of a safety poster according to the demonstration poster. ·Be able to find more similar sentences in the passage according to the example sentence prompt and read the sentences correctly. ▶Teaching Priorities ·Be able to listen and read the passage and complete the corresponding exercises according to the passage. ▶Teaching Difficulties ·Be able to learn about the cultural differences and the ways of travelling in different countries. ▶Teaching Procedures Teaching Stages Teacher’ s Activities Students’ Activities Teaching Purposes Pre-reading 1. Greetings. 2. Review. 3. Lead-in. 1. Greetings. 2. Look and talk with the teacher. 3. Look and learn the names of the places. Read after the teacher. Review the words and the sentences. Stimulate students’ interest in learning and lead in the topic. Prepare for the next part. While-reading 1. Brainstorming activity. Ask students to do the“Brainstorm”. Gather all the ways to go to school Do the brainstorming activity. Lead students to predict the content before listening to the recording. Cultivate students’ observation ability and logical reasoning ability. Prepare for the next study. 2. Look and predict. Look at the picture and discuss the questions. Predict the main idea. 3. Listen and say. (1)Show the four pictures one by one. Let students observe and discuss the questions. (2)Play the recording. (3)Check the answers. (1)Observe the pictures and discuss the questions. (2)Listen and answer the questions. (3)Check the answers. 4. Learn the new words and sentences. (1)Play the recording again and show the pictures. Lead students to learn the new words and the sentences. (2)Let students read after the recording. (1)Learn the new words and the sentences and answer the questions. (2)Read after the recording. Stimulate students’ interest in learning. Train students’ ability of responding quickly. Practice the key words and sentences. Reduce the difficulty of learning. 5. Read and choose. Practice the passage and act out. Retell the passage and choose the suitable suggestions. 6. Practice the words and the sentences. (1)Play the game of “Drive the train”. (2)Play the game of “Roll the snowball”. Practice the words and the sentences by playing the two games. (续表) Teaching Stages Teacher’ s Activities Students’ Activities Teaching Purposes Post-reading 1. Play the recording of “Tips for pronunciation”. 2. Do a survey. (1)Make a model. (2)Let students ask and answer in groups. And let the group leader make a report with the sentence structure “…goes to school by/on…” 3. Make a poster. 1. Listen and compare, then find out the rule of pronunciation. Listen again and repeat. Then find and say more words like these from the text on page 18. 2. Do a survey. 3. List the ways of the group members to go to school and write down the suggestions. Make a poster and show it to the class. Create opportunities for students to speak English. Consolidate the new words and sentences of this unit. Make sure students can use the key vocabulary and sentence structures in real situations. Homework 24. Read after the recording. 25. Do the exercises. The sixth period(第六课时) Part B Let’s check & Let’s wrap it up & Part C Story time ▶教学内容与目标 课时教学内容 课时教学目标 Let’s check ·能够逐一看图,并根据图片信息预测听力考查点 ·能够有意识地去听录音并完成相应任务 Let’s wrap it up ·能够对本单元句型进行句法归纳 Story time ·通过阅读趣味故事,复习巩固本单元所学语言,增加学生语言的输入 ·全体学生能理解故事内容 ·能按照正确的意群及语音、语调朗读故事 ·部分学生能表演故事,并能恰当运用故事中的语言 ▶教学重点 能够复习巩固本单元所学的目标语言,并能够熟练运用所学语言描述出行方式。 ▶教学难点 1. 能够巩固本单元所学的目标语言。 2. 能够了解中国和英国在交通规则上的差异。 ▶教学准备 1.预习《XX大课堂》《创优作业100分》《XX作业本》中本课时的相关内容。 2.PPT课件、课文录音、视频、单词卡片等。 Teaching purpose① 音乐节奏轻松愉悦,能够激发学生的兴趣。通过与学生间的游戏互动,调动学生参与英语课堂活动的积极性。此外,通过复习旧知来为后面的检测做好铺垫。 ▶教学过程 Step 1: Warm-up & Revision① 1. Greetings. 2. Sing the song— How do you get there? (出示课件) 3. Review the words and the sentences. (1) Show the game rule of passing words on the PPT. (课件出示:游戏规则) Students read and play. (Review the words and the phrase “plane, train, taxi, ship, subway, on foot”.) (2)T:Look at the screen. Let’s see what is missing. (Review the sentences.) Teaching purpose② 通过问题引导学生观察并讨论图片,借助图片预测教学内容,培养学生的观察能力和逻辑推理能力。设计不同的任务降低学习难度,并逐步引导学生完成练习部分的任务。 Step 2: Presentation② 1. Look at the pictures. Listen and number. Show the pictures of “Let’s check” on the PPT. (课件出示:教材P20 Let’s check板块的四幅图片) Let students observe and talk about the pictures. T:Look at the pictures. How many pictures can you see? Ss:Four pictures. T:Yes! Look at the pictures one by one carefully. Try to tell me what’s in the pictures. S1:In Picture 1, there are Amy and John. They are walking. S2:In Picture 2, … … T:Wow! You are so smart! Now, let’s listen and number the pictures. (1)Play the recording. (课件出示:教材P20 Let’s check板块的音频)Let students listen and number. (2)Check the answers. 2. Listen again and answer the questions. (1)Let students look at the questions below the pictures. (2)Play the recording again. (课件出示:教材P20 Let’s check板块的音频) Let students listen and fill in the blanks. (3)Check the answers. Pay attention to the spelling of the words. (课件出示:教材P20 Let’s check板块的答案) 3. Let’s wrap it up. (1)Show the part of “Let’s wrap it up” on the PPT. (课件出示:教材P20 Let’s wrap it up板块的内容) T:Boys and girls, do you know where Mike is? Ss:I don’t know. T:Let’s see what Mike says and guess where he is. Ss:OK. T:Look at the first sentence. Who can read it? S1:Go to the cinema. T:Good! Mike says, “Go to the cinema.” So, is he at the cinema? Ss:No, he is not at the cinema. T:Good job! Now you can read the sentences one by one and tick the right answers. Do the exercises and check the answers. (课件出示:教材P20 Let’s wrap it up板块的答案) (2)Teach the difference between “come” and “go”. Say “Come here.” to one student and use body language to let him/her come to the front of the platform. Then use body language to show “come” and say “Come, come, come here.” to help students understand the meaning of “come”. Let students do actions and say “Come, come, come here.” Use some sentences “Go to school./Go to the zoo./Go to the playground./…” to show the meaning of “go”. (3) Ask students to make sentences with “come” or “go”. Make a model: Teaching purpose③ 让学生看图说交通规则,帮助他们复习、巩固本单元所学语言。 It’s so cold, because winter is coming./I go to school on Monday. Step 3: Practice③ “Traffic signs and traffic rules” Show some traffic signs on the PPT. Let students try to say the traffic rules according to the pictures. Help students know these traffic signs. Teaching purpose④ 通过设计不同的问题来降低学习难度,且在每次听录音前布置一定的任务,培养学生处理听力文本信息和捕捉关键信息的能力。多种形式的词汇练习,极大地激发学生学习的兴趣,使学生在玩中学、学中用。 T:Traffic signs of different colors have different meanings. Red means forbiddance and danger. Yellow means warning. Green means the indicator. Step 4: Consolidation & Extension④ 1. Look and discuss. Show the pictures of “Story time” on the PPT. (课件出示:教材P21 Story time板块的图片) Let students observe the pictures and discuss the questions. T:Look, Amy’s friend Annie comes to China. Do you know where Annie is from? Ss:She is from the UK. T:Yeah! Look at Picture 1 carefully. Can you guess where they are? Ss:At the airport. T:Yes! Now let’s listen and see what happened. 2. Let’s listen. Let students listen and get the main idea of the story. Play the recording. (课件出示:教材P21 Story time板块的音频) T:How do they go home? Ss:By bus. T:Which side do the drivers drive in China? Ss:In China, people drive on the right side. T:What about the drivers in the UK? Ss:In the UK, drivers drive on the left side. T:Yes! The road and the steering wheel in the UK are different from China. So, we have different traffic rules, too. Let’s listen to the recording again and find out the differences. 3. Listen and learn. (1) Play the recording again. (课件出示:教材P21 Story time板块的音频)Ask students to listen to the recording sentence by sentence. Help them understand the story and learn the different traffic rules between China and the UK. (2)Help students learn the key words. Use some sentences to help students understand the word “miss”. Make a model: Lucy went to Beijing last month. I miss her so much. Lead students to learn the word “different”. Compare the teacher’s desk with students’ desks. They are all made of wood, but they are different. Show a picture of people crossing the road to help students understand the word “cross”. (课件出示:人过马路的图片) Point to Picture 5 and help students understand the word “double-decker”. Point to the left and the right to teach “left” and “right”. Do the actions and let students look and say. Teach another meaning of the word “right” by an object. Take out a Chinese book and say, “It is an English book.” Students answer, “No, it’s wrong.” Then take out an English book and say, “This book is right.” 4. Make a summary. After reading the story, let students discuss about the traffic rules in the UK. Then lead them to make a conclusion: In the UK, people must drive on the left side. In China, people must drive on the right side. In the UK, people must… In China, people must… 5. Let’s read. Play the recording for the third time. (课件出示:教材P21 Story time板块的音频) Let students read after the recording and pay attention to the pronunciation and the intonation. 6. Act out. Let students read the story in roles. Then lead them to act out. ▶板书设计 ▶作业设计 23. Enjoy the story. 24. Do the exercises. (见“”系列丛书《创优作业100分》或《XX作业本》对应课时作业) ▶教学反思 1. 在本堂课中,以学生为主体、训练为主线,开展多类型的小组活动,使学生在学中用、用中学。学用结合,激发学生的多元智能学习能力。 2. 这节课以复习巩固为主,配以简单的习题检测和情景故事来运用所学句型。采用传递词汇、填词游戏等多种形式来逐步引导学生操练词汇、句型,有效地帮助学生巩固重点词汇和句型。 3. 呈现活动设计丰富,易操作,且具备层次感,有效地提升了学生的核心素养。以学生为本,以解决问题为导向,引导学生自主学习。 4. 突出语用功能,联系学生和班级的实际情况,设置多个环节,环环相扣,层层深入,帮助学生在真实情景中自然地使用所学语言。 5. 通过设计不同的问题来降低学习难度,且在每次听录音前布置一定的任务,培养学生处理听力文本信息和捕捉关键信息的能力。多种形式的词汇练习,极大地激发了学生学习的兴趣,使学生在玩中学、学中用。 ▶Teaching Contents & Teaching Aims Let’s check ·Be able to predict the examination points of listening by observing the pictures one by one. ·Be able to understand the recording, then number the pictures and answer the questions. Let’s wrap it up ·Be able to summarize the sentence structures of this unit. Story time ·Review and consolidate the target language learned in this unit and increase the input of students by reading the interesting story. ·Be able to understand the story for all students. ·Be able to read the story with correct pronunciation and intonation and sense groups. ·Be able to act out the story and use the language in the story properly for a part of students. ▶Teaching Priorities ·Be able to review and consolidate the target language learned in this unit and be able to use the language to describe the ways of travelling. ▶Teaching Difficulties ·Be able to consolidate the target language of this unit. ·Be able to understand the differences between China and the UK in traffic rules. ▶Teaching Procedures Teaching Stages Teacher’ s Activities Students Activities Teaching Purposes Warm-up & Revision 1. Greetings. 2. Sing the song—How do you get there? 3. Review the words and the sentences. 1. Greetings. 2. Sing the song. 3. Review the words and the sentences. Stimulate students’ interest in learning and motivate students to participate in the activities in class. Review old knowledge to pave the way for later tasks. Presentation 1. Look at the pictures. Listen and number. 2. Listen again and answer the questions. 3. Let’s wrap it up. (1)Ask students to do the exercises and check the answers. (2)Teach the difference between “come” and “go”. (3)Ask students to make sentences with “come” or “go”. 1. Observe and talk about the pictures. Listen and number the pictures. 2. Listen and fill in the blanks. Check the answers. 3. (1)Do the exercises and check the answers. (2)Learn the difference between “come” and “go”. (3)Make sentences with “come” or “go”. Lead students to predict the content before listening to the recording. Cultivate students’ observation ability and logical reasoning ability. Design different tasks to reduce the difficulty of learning. Practice “Traffic signs and traffic rules” Show some traffic signs on the PPT. Ask students to try to say the traffic rules according to the pictures. Help students know these traffic signs. Look at the traffic signs and try to say the traffic rules according to the pictures. Know these traffic signs. Review and consolidate the language learned in this unit. (续表) Teaching Stages Teacher’ s Activities Students’ Activities Teaching Purposes Consolidation & Extension 1. Look at the pictures and discuss the questions. 2. Let's listen. 3. Listen and learn. Play the recording again. Lead students to learn the different traffic rules between China and the UK. 4. Make a summary. 5. Let’s read. 6. Act out. 1. Look at the picture and discuss the questions. 2. Listen and get the main idea of the story. 3. Listen to the recording sentence by sentence. Understand the story. Learn the key words. 4. Discuss about the traffic rules in the UK. And make a conclusion. 5. Read after the recording. Pay attention to the pronunciation and the intonation. 6. Read the story in roles. Act out the story. Help students understand the story. Make sure some students read the story correctly and fluently. Stimulate students’ interest in learning. Develop students’ ability to process the listening text and capture key information. Homework 26. Enjoy the story. 27. Do the exercises. Unit 3 My weekend plan 教材分析 本单元学习的主题是周末活动计划。教学内容主要是通过展示陈杰和Amy的对话,以及张鹏朋友们的周末活动展开的。教学重点是能够听、说、读、写并运用核心句型“—What are/is…going to do? —We’re/I’m going to…/He/ She is going to…”“—Where are/is…going? —We’re/I’m going…/He/ She is going…”“—When are/is…going? —We’re/I’m going…/He/ She is going…”;听、说、读、写单词和词组:take a trip, go to the supermarket, visit my grandparents, see a film, tonight, this morning, this afternoon, this evening, next week, postcard, dictionary, comic book, word book 教学目标 知识与能力目标: · 能够听、说、读、写句型“—What are you going to do tomorrow? —I’m going to have an art lesson“—Where are you going? —I’m going to the cinema.”“—When are you going? —Next Wednesday.” ·能够在情景中运用句型“—What are/is…going to do? —We’re/I’m going to…/He/ She is going…”“—Where are/is…going? —We’re/I’m going…/He/ She is going…”“—When are/is…going? —We’re/I’m going…/He/ She is going…”谈论活动计划的内容、地点和时间 ·能够在图片的帮助下正确理解并按照正确的意群及语音、语调朗读吴一凡的日记,运用本单元所学核心句型口头描述并能写出自己中秋节的安排 ·能够听、说、读、写单词和词组:take a trip, go to the supermarket, visit my grandparents, see a film, tonight, this morning, this afternoon, this evening, next week, postcard, dictionary, comic book, word book ·能够正确使用上述单词和词组谈论或描述自己的活动计划 ·能够在图片和文字的支持下完成表格和仿写语句 ·知道英语多音节单词有重音,且需重读的语言现象 情感态度、文化意识、学习策略目标: ·能够树立需要在活动前做好合理计划的意识,鼓励自己“做中学” ·了解中秋节的一些传统习俗 ·知道藏头诗的特点 ·能够通过看图捕捉主要信息,并根据提示做出听前预测 ·能够通读文段,获取主旨大意和细节信息 课时安排 第一课时: Part A Let’s try & Let’s talk 第二课时: Part A Let’s learn & Make a plan 第三课时: Part B Let’s try & Let’s talk 第四课时: Part B Let’s learn & Role-play 第五课时: Part B Read and write 第六课时: Part B Let’s check & Let’s wrap it up & Part C Story time The first period(第一课时) Part A Let’ s try & Let’s talk ▶教学内容与目标 课时教学内容 课时教学目标 Let’s try ·能够读懂题目要求,学会听前预测要听的重点内容 ·能运用基本听力技巧完成本部分的听力任务 Let’s talk ·能够通过观察、谈论Let’s talk板块的图片,并在PPT和老师的帮助下理解对话大意 ·能够通过听录音,学会按照正确的意群及语音、语调朗读对话,并能在小组中进行角色表演 ·能够听、说、读、写并在情景中恰当运用句型“—What are/is…going to do? —We’re/ I’m going to…/He /She is going to…/They are going to…”提问及作答 ·能够用所学语言谈论自己和朋友的周末活动计划重点 ▶教学重点 1.能理解和掌握本课重点句型“—What are you going to do…? —I’m going to…”并在真实情景中灵活运用。 2.能够用所学语言谈论自己和朋友的周末活动计划。 ▶教学难点 正确运用“be going to”谈论自己和朋友的活动计划并与他人进行交流。 ▶教学准备 1.预习《XX大课堂》《创优作业100分》《XX作业本》中本课时的相关内容。 2.PPT课件、课文录音、视频、单词卡片、日历等。 Teaching purpose① 通过游戏复习之前学过的动词和动词词组,为接下来的学习做铺垫。接着把本课中出现的动词词组编成一首chant,不仅能对新知进行预热,也能在一定程度上活跃课堂气氛。 ▶教学过程 Step 1: Warm-up & Lead-in 1. Greetings. 2. Play a game: Sharp eyes.① Show some verbs and verb phrases “draw a picture, swim, dance, see a film, do homework, have a lesson, watch TV, cook, wash clothes, clean the room, go for a picnic, read books, play football, go shopping, play computer games…” quickly on the PPT. (出示课件) Students try to speak out the right word or phrase as soon as possible when it shows up. 3. Enjoy a chant together. Teaching purpose② 通过让学生观察主情景图,并对图片内容进行问答,引入本课的主题:My Weekend Plan。并引导学生对此主题展开讨论。 4. Lead-in.② (1)T: Do you like today’s chant? Ss: Yes. T:Are you going to draw a picture/see a film…this weekend? Ss: Yes./No. T: The weekend is coming! Zhang Peng’s friends are going to different places and they are going to do different things. Let’s go and have a look. (2) Show the picture of the main scene in this unit on the PPT. Ask students to observe it carefully and try to think about three questions: (3) Check the answers together. (课件出示:前两个问题的答案) Encourage students to think out more answers about the last question. T: Zhang Peng’s friends have different plans for this weekend. What are you going to do this weekend? Today we are going to make a weekend plan. Teaching purpose③ 引导学生在听听力前预测练习的答案,对要听的内容进行热身。接着带着问题去听对话,增强听的目的性,有效地训练学生的听力能力。 Step 2: Presentation 1. Listen and circle.③ (1) Show the two questions of “Let’s try” on the PPT. (课件出示:教材P24 Let’s try板块的两个问题) Let students read the questions and guess the answers. T: Can Mike go swimming today? What do you think of this question? Ss: Yes, he can./No, he can’t. T: Why do you think he can/can’t go swimming today? Ss: Because… Encourage students to think out more reasons. (2)Play the recording of “Let’s try”. (课件出示:教材P24 Let’s try板块的音频) Ask students to get the key information. Then ask them to choose the right answers. (3)Check the answers. Show the listening material to help students understand further. (课件出示:教材P24 Let’s try板块的答案及听力材料) (4)After checking the second answer, provide one more question: What is Mike going to do this afternoon? Lead students to choose the right picture and speak out the sentence: He is going fishing this afternoon. Teaching purpose④ 通过实物展示和对话帮助学生理解tomorrow的含义,为学生下一步学习对于明天的计划和安排打下一定的基础。 2. Look and say.④ Take out a calendar of this month and show it through the video display desk. T: What day is it today? S1: It is Monday/… Ask this student to circle the day of today on the calendar. Then write down the word “today” beside the circle. T: Clever! Who knows what day it is tomorrow? S2: It’s Tuesday/… T: Super! Ask that student to circle the day of tomorrow on the calendar. Then write down the word “tomorrow” beside that circle. Lead students to read the word “tomorrow” three times. Teaching purpose⑤ 从呈现整体对话,让学生整体感知对话,到逐步处理局部语言,使学生深入了解对话的内容,对本课的重点词组、句型和语法点都有切实的理解。 3. “Let’s talk”.⑤ (1)Show the pictures of “Let’s talk”. (课件出示:教材P24 Let’s talk板块的图片) T: Sarah is on the phone with Mike. What are they talking about this time? S1: They are talking about tomorrow’s plan. T: Good answer! They are talking about their plans for tomorrow. What are they going to do tomorrow? Look at the pictures and guess the answers. Ss: Mike/Sarah is going to… (2)Show the first question: What are Mike and Sarah going to do tomorrow? Let students watch the video of “Let’s talk” and try to fill in the blanks. (课件出示:教材P24 Let’s talk板块的视频) Check the answers together. (出示课件) (3)①Show the picture of “have an art lesson” to help students review the phrase. (课件出示:have an art lesson的相关内容) ②Provide another question: What is Sarah going to do in the art lesson? Ask students to answer the question and check the answer together. Put the word card of “draw some pictures” on the blackboard. Do the action of “draw some pictures” to help students review this phrase. And lead students to read it three times. Then ask students to read the dialogue two times. ③Show the picture of “see a film” to help students understand its meaning better. (课件出示:see a film的相关内容) (4)Lead students to read these three phrases three times. Then ask them to read the three sentences. ①Ask students to observe the sentences carefully and try to find out the same part by discussing with their deskmates. Ask some students to stand up and share their answers. When the student says “is going to”, the teacher takes out the word card of this phrase and puts it on the blackboard. Lead students to read it in the way of “high-low voice”. ②T:Why do all these three sentences have “is going to”? S1: They are talking about tomorrow. S2: They will do these things tomorrow. T: I like your answers. You are brilliant! They are talking about the plans for tomorrow. These things didn’t happen before. They are not doing these things now. They will do these things tomorrow. ③Provide some sentences. Ask students to divide them into two groups. Check the answers together. Lead students to conclude the rules of the two groups. T: Group One is about the structure of “be going to”. They are all about plans for the future. Group Two is about the structure of “be+ v-ing”. They are all about doing something now. 4. Read and act. (1)Students read after the recording. Pay attention to the pronunciation and the intonation. (2)Let students practice the dialogue in pairs. (3)Act out the dialogue. Teaching purpose⑥ 练习部分的设计由认词组到组句子,再到使用不同的人称描述不同的计划,层层递进,帮助学生逐步掌握本课重点句型,并能够进一步体会be动词与不同的人称搭配,达到举一反三的作用。 Step 3: Practice⑥ 1. A matching task. Show different pictures and phrases: go ice-skating, wash clothes, draw pictures, make a snowman, go for a picnic. (课件出示:上述动词词组及其图片的连线题) Ask students to complete the matching task. 2. Pick apples. Divide students into several groups. Show a big apple tree and a question on the PPT: What am I going to do tomorrow? Each apple has a phrase in it, such as go ice-skating, wash clothes, draw pictures, make a snowman, go for a picnic. (课件以摘苹果的方式出示上述动词词组) The teacher picks one apple each time. Students try to make a sentence with the phrase in it to answer the question. Make a model: T: What am I going to do tomorrow? S1: You’re going to draw pictures. … The first student who speaks out the right sentence can get a score for his/her group. 3. Look and say. Show some pictures of the phrases on page 24 on the PPT. (课件出示:教材P24下方词组及其相应的图片) Lead students to talk about the pictures with the sentence structures “— What is/are…going to do? —…is/are going to…” Make a model. T: What is he going to do? S1: He is going to go ice-skating. The first student who speaks out the right sentence can get a score for his/her group. Teaching purpose⑦ 引导学生运用所学的内容谈论自己和他人的周末计划,将所学的重点词组和句型灵活运用到真实的情景中,以达到语言输出的目的,进一步巩固一般将来时的用法。 Step 4: Consolidation & Extension⑦ “Weekend Plan” 1. Play a game: A Miming Game. Each time ask one student to come to the front of the platform. Give him/her a picture about an activity. Let him/her mime it. Through the miming activity, the others try to guess: What is this student going to do this weekend? And try to describe the plan with the sentence structure “You’re going to…” The winner can get a score for his/her group. 2. Do a survey. Ask students to talk about the weekend plan by using the sentence structures “—What are you going to do? —I’m/We’re going to…” in groups. Write down the result on the paper. The leader in each group collects all the answers. Fill in the chart below. (课件出示:调查表模板) 3. Show time. Ask two or three groups to give reports like this: I’m going to see a film. Student 1 is going to read books this weekend. Student 2 and Student 3 are going to play basketball… The group which does a good job can get a score. 4. Evaluation. Count the total scores of each group. Find the best group. Give each member of this group a big hug. ▶板书设计 ▶作业设计 25. Practice the dialogue. 26. Do the exercises. (见“”系列丛书《创优作业100分》或《XX作业本》对应课时作业) ▶教学反思 1.本课通过游戏和歌谣引入主题,活跃了课堂气氛,也让学生通过旧知初步了解了新知,温故而知新。 2.本课主要锻炼了学生的听、说、读、写英语的能力,使学生能够更加流利地使用英语进行交流。 3.教师利用图片、日历、卡片和动作等方式将学生带入真实的语言环境中,让学生身临其境,自发地融入到课堂中来。 4.本课设置多个环节,环环相扣,层层深入,抽丝剥茧,帮助学生逐步理解并使用所学语言来谈论自己及他人的周末计划。 5.板书设计清晰明了,重点突出,起到了很好的辅助作用。 ▶Teaching Contents & Teaching Aims Let’s try ·Be able to understand the questions and predict the key points before listening. ·Be able to use basic listening skills to complete the listening task in this section. Let’s talk ·Be able to understand the main idea of the dialogue by observing and talking about the pictures with the help of the teacher. ·Be able to read the dialogue with the correct pronunciation and intonation and act it out in groups. ·Be able to listen, speak, read, write and use the sentence structures “—What are/is…going to do? —We’re/I’m going to…/He/ She is going to…/They are going to…” to ask and answer questions. ·Be able to talk about the weekend plans freely. ▶Teaching Priorities ·Be able to understand and master the key sentence structures in this lesson, and use them flexibly in real situations. ·Be able to talk about the weekend plans freely. ▶Teaching Difficulties ·Use the sentence structure “be going to” correctly to talk about plans for activities and communicate with others. ▶Teaching Procedures Teaching Stages Teacher’ s Activities Students Activities Teaching Purposes Warm-up & Lead-in 1. Greetings. 2. Play a game: Sharp eyes. Show some verbs and verb phrases on the PPT. 3. Enjoy a chant together. 1. Greetings. 2. Try to speak out the right word or phrase as soon as possible when it shows up. 3. Enjoy a chant together. Review the verbs and the verb phrases learned before. Lay a foundation for the following study. 4. Lead-in. Freely talk and provide some questions. Check the answers together. Think about and answer the questions about the main scene. Check the answers together. Lead in the topic of this lesson. Presentation 1. Listen and circle. (1) Show the two questions. Let students read them and guess the answers. (2) Play the recording. (3) Check the answers. Show the listening material. (4) Provide one more question. (1) Read the two questions and guess the answers. (2) Listen to the recording and choose the right options. (3) Check the answers. (4) Think about and answer the question. Lead students to predict the answers to the exercises before listening. Then listen to the dialogue with questions. Enhance the purpose of listening, and train students’ listening ability effectively. 2. Look and say. Use a calendar to teach the word “tomorrow”. Observe the calendar and answer the teacher’s questions to learn the word “tomorrow”. Help students understand the word “tomorrow” through the physical display and the dialogue. Lay a certain foundation for further study. 3. “Let’s talk”. (1) Show the pictures. Ask students to guess the answers. (2) Show the first question and ask students to watch the video and fill in the blanks. Check the answers. (3) Teach the key phrases. (4) Lead students to learn the structure of “be going to”. (1) Look at the pictures and guess the answers. (2) Watch the video and fill in the blanks. Check the answers. (3) Learn and practice the key phrases and sentences. (4) Find out the same part of the key sentences. Classify the sentences into two groups and conclude the rules of the two groups. Let students perceive the dialogue as a whole and process the local language step by step. Help students to get a deep understanding of the dialogue and a practical understanding of the key phrases, sentence structures and grammar points of the lesson. 4. Read and act. Read after the recording. Practice and act out. (续表) Teaching Stages Teacher’ s Activities Students’ Activities Teaching Purposes Practice 1. A matching task. Show different pictures and phrases on the PPT. 2. Pick apples. Show a big apple tree and a question on the PPT. Pick one apple each time. 3. Look and say. Show some pictures of the phrases. 1. Finish the matching task. 2. Make sentences with the phrases in the apples. 3. Talk about the pictures with the sentence structures. Help students master the key sentence structures of this lesson step by step, and further understand the verb “be”. Consolidation & Extension “Weekend Plan” 1. Play a game: A Miming Game. Ask students to mime the activities on the pictures. 2. Do a survey. Let students ask and answer in groups and fill in the chart. 3. Show time. Ask two or three groups to show their works. 4. Evaluation. 1. Guess and try to describe the plan in the structure of “You’re going to…” 2. Talk about the weekend plan with the sentence structures in groups and fill in the chart. 3. Show their works. 4. Evaluation. Apply the key phrases and sentence structures to the real situation. Achieve the purpose of language output, and further consolidate the use of the simple future tense. Homework 1. Practice the dialogue. 2. Do the exercises. The second period(第二课时) Part A Let’s learn & Make a plan ▶教学内容与目标 课时教学内容 课时教学目标 Let’s learn · 能够听、说、读、写单词和词组:visit, film, trip, supermarket, evening, tonight, tomorrow, next week ·能够听、说、读、写本课重点动词词组:visit my grandparents, see a film, take a trip, go to the supermarket ·能结合本板块核心句型“—What are you going to do...? —I’m/We’re going to…”谈论周末计划;并能替换其中的动词词组和时间词组进行操练,做到语音准确,语调自然 Make a plan ·能够根据自己的意愿在表格中写出自己的计划 ·能与同桌分享交流自己的计划内容 ·能够合理安排自己的活动时间并与他人交流重点 ▶教学重点 1.能够理解和掌握本课时的重点单词和词组。 2.能够在情景中运用含有“be going to”结构的句型谈论周末计划。 ▶教学难点 1.能够在情景中运用句型“—What are you going to do...? —I’m/We’re going to…”谈论周末计划;并能替换其中的动词短语和时间短语进行操练,做到语音准确,语调自然。 2.能够合理安排自己的活动时间并与他人交流。 ▶教学准备 1.预习《XX大课堂》《创优作业100分》《XX作业本》中本课时的相关内容。 2. PPT课件、课文录音、视频、卡片、实物、自制教具等。 Teaching purpose① 本单元的歌曲和游戏都可以有效地帮助学生复习所学的动词词组以及包含be going to的一般将来时的句型,同时也能活跃课堂气氛,激发学生的学习兴趣。 ▶教学过程 Step 1: Warm-up & Revision & Lead-in① 1. Greetings. 2. Enjoy the song —What are you going to do? (出示课件) 3. Play a game: Choose and talk. The teacher takes out a box. There are some word cards of verbs and verb phrases in it. Play a piece of music. (出示课件) Students pass the box one by one. When the music stops, the student who holds the box chooses a card. The teacher asks, “What are you going to do?” The student tries to answer this question by using the verb or the verb phrase on the card. Make a model: T: What are you going to do? S1: I’m going to see a film. … 4. Lead-in. Show the picture of “Let’s learn” on the PPT. (课件出示:教材P25 Let’s learn板块Sarah和Chen Jie交谈的插图) T: Who are they? What are they talking about? Ss: They are… They are talking about… Encourage more students to discuss and answer these questions.Teaching purpose② 利用图片、实物展示以及表演等多种方式教授本课重点单词和词组,使单词和词组的教学方式不再单一和枯燥。同时将单词、词组和句子融为一体,与情景相结合,符合正确的认知规律。 Step 2: Presentation 1. Learn the words and the verb phrases.② (1) Lead students to say the word “grandparents” with a picture. (出示课件) Stress that: grandma + grandpa=grandparents. Then teach the phrase “visit my grandparents”. (课件出示:visit my grandparents的相关内容) Write down the phrase on the blackboard and lead students to practice reading it three times. Show one more picture of some children visiting their friend. (出示课件) Lead students to say “visit their friend”. Teach the word “visit”. (课件出示:visit的相关内容) Write down the word “visit” on the blackboard and lead students to practice reading it three times. (2) Show a movie poster on the PPT. (出示课件) T: Do you know what this is? Ss: A poster. /A movie. /A film. / … Write down the word “film” on the blackboard and lead students to practice reading it three times. Stress that: film=movie. Then take out a real movie ticket. T: Look at the time on this ticket. Can you tell me when the film will start? Ss: It will start at… T: The film will start at 7:30 this evening. So what am I going to do this evening? Ss: You are going to see a film. T: You are brilliant! Show a picture about watching a film in the cinema on the PPT. (出示课件) Write down the phrase “see a film” on the blackboard and lead students to practice reading it three times. (3) Take out a suitcase and pretend to go out to take a trip. T: I like trips. Trips can make me happy. I’m going to take a trip with my friends. Show a picture about the trip. (出示课件) Teach the word “trip”. And then show a picture of taking a trip to teach the phrase “take a trip”. (出示课件) Write down the word and the phrase on the blackboard and lead students to practice reading them three times. Point to the suitcase and ask: What are you going to do in your next winter vacation? Lead students to speak out the sentence: I’m going to take a trip. (4) Take out a shopping bag and a toy shopping cart. Ask one student to take them and walk to the teacher. There is a card in the teacher’s hand. There is a word “supermarket” on the card. T: What is…doing? Where is he/she going? Ss: He/ She is going shopping. He/ She is going to the… T: Look at the word card in my hand. Now, this is a supermarket. XXX is going to the supermarket. Show a picture of a supermarket. (出示课件) Teach the word “supermarket=super +market”. And then show a picture of a girl going shopping in the supermarket to teach the phrase “go to the supermarket”. (出示课件) Write down the word and the phrase on the blackboard and lead students to practice reading them three times. (5) Show the pictures of “Let’s learn”. (课件出示:教材P25 Let’s learn板块的四幅图片) Point to the four pictures one by one. Ask and answer the question with students as follows: T: Today is Saturday. What is Chen Jie going to do this weekend? S1: She is going to visit her grandparents. S2: She is going to see a film. S3: She is going to take a trip. Teaching purpose③ 通过时间线和日历,标注出本课重点时间单词和词组,让知识变得生动、形象。使学生一目了然,易于理解和掌握。 S4: She is going to the supermarket. 2. Learn the time words and phrases.③ Show a time line of a day to teach the word and the phrases: this morning, this afternoon, this evening, tonight. Show a calendar of a month to teach the word and the phrase: tomorrow, next week. (出示课件) Teaching purpose④ 通过听录音跟读,编创对话并表演,使学生进一步理解并记忆本课的重点内容,培养学生的口语输出能力。 Write down the words and the phrases on the blackboard and lead students to practice reading them for two times. 3. Listen, read and act.④ (1)Show the pictures of “Let’s learn”. Play the recording of this part. (课件出示:教材P25 Let’s learn板块的图片和音频) Let students read the phrases and the dialogue after the recording. (2) Act out the dialogue. First, let students work in pairs and try to make their dialogues by using the phrases and the sentence structures in this part. Then ask several pairs to act out their dialogues. Teaching purpose⑤ 设计不同的活动,使练习活动变得活泼有趣,使学生的参与度更高。男女生竞赛活动,让学生们在比赛中练习替换句型中的动词短语和时间短语,突破难点。 Step 3: Practice⑤ 1. Listen and match. T: Chen Jie is going to have a busy weekend. Miss X is going to have a busy weekend, too. Make up a passage about future plans. Ask students to listen carefully and complete the matching task on the PPT.(出示课件) 2. Let’s chant. Show a chant. The teacher and students chant together.(出示课件) 3. Boys VS Girls. Divide students into two groups. Let boys and girls PK in this activity. Give all the word cards about time to the boys and all the word cards of verb phrases to the girls. Let them look at two pictures and fill in the dialogue “Boys: What are you going to do? Girls: I’m going to.” according to the two pictures on each PPT. The quicker group which holds up the right card will get one score. Then all the students read the dialogue in roles. Make a model: Boys: What are you going to do this evening? Girls: I’m going to see a film. (补充说明:该游戏共分6个环节:第一张PPT展示的时钟上显示的时间是晚上,活动是看电影。第二张PPT展示的时钟上显示的时间是下午,活动是去超市。第三张PPT展示的时钟上显示的时间是早上,活动是洗衣服。第四张PPT展示的时钟上显示的时间是在晚上,活动是做家庭作业。第五张PPT是一个日历,上面强调显示出的时间是明天,活动是看望爷爷奶奶。最后一个PPT是一个日历,上面强调显示出的时间是下周,活动是去旅行。) Teaching purpose⑥ 根据所学的知识让学生制作自己的时间表,达到学以致用的目的。引导学生意识到合理安排时间的重要性,养成合理安排时间的好习惯。 Step 4: Consolidation & Extension⑥ “Make a plan” 1. Show the chart in “Make a plan”. (课件出示:教材P25 Make a plan板块的表格) T: It is Saturday morning now. Make a plan and share it with your partner. You can ask and answer with each other by using the sentence structures “—What are you going to do…? —I’m/We’re going to…” Write down the answers in the chart. Walk around to provide help when necessary. 2. Ask several pairs to show their dialogues and share their plans in the chart. Give stickers to the students who do good jobs. 3. Show some mind maps of proper arrangement of time. (课件出示:一些合理安排时间的思维导图) Lead students to realize the importance of arranging time reasonably. ▶板书设计 ▶作业设计 27. Share your weekend plan with your parents. 28. Do the exercises. (见“”系列丛书《创优作业100分》或《XX作业本》对应课时作业) ▶教学反思 1.本课的设计立足于学生的实际生活, 让学生通过含有“be going to”结构的句型来交流自己的行程计划。 2.通过多种不同的方式来呈现新知,使教学灵活多变,也激发了学生的学习兴趣,活跃了课堂气氛。 3.课堂以学生为本,以解决问题为导向,引导学生自主学习。 4.在练习环节,采取了说唱、竞赛的方式,学生不仅参与度极高,同时也牢牢地把所学的知识记到了自己的脑海中,达到了在玩中学,玩中用的效果。 5.板书设计清晰明了,重点突出,起到了很好的辅助作用。 ▶Teaching Contents & Teaching Aims Let’s learn  · Be able to listen, speak, read and write the words and the phrase “visit, film, trip, supermarket, evening, tonight, tomorrow, next week”. · Be able to listen, speak, read and write the key verb phrases “visit my grandparents, see a film, take a trip, go to the supermarket”. · Be able to use the key sentence structures “—What are you going to do...? —I’m/We’re going to...” to talk about the plans for the weekend. And be able to replace the verb phrases and the time phrases to practice the dialogue, so as to achieve accurate pronunciation and natural intonation. Make a plan · Be able to write their own plans in the form according to their own wishes. · Be able to share their plans with their deskmates. · Be able to arrange their time reasonably and communicate with others. ▶Teaching Priorities · Be able to understand and master the key words and phrases of this lesson. · Be able to talk about the plans for the weekend by using the sentence structure “be going to” in the real situations. ▶Teaching Difficulties · Be able to use the sentence structures “—What are you going to do…? —I’m/We’re going to…” to talk about the plans for the weekend. And be able to replace the verb phrases and the time phrases to practice the dialogue, so as to achieve accurate pronunciation and natural intonation. · Be able to arrange their time reasonably and communicate with others. ▶Teaching Procedures Teaching Stages Teacher’ s Activities Students Activities Teaching Purposes Warm-up & Revision & Lead-in 1. Greetings. 2. Enjoy the song —What are you going to do? 3. Play a game: Choose and talk. 4. Lead-in. Show the picture of“Let’slearn”and ask two questions. 1. Greetings. 2. Enjoy the song. 3. Play a game and try to answer the question by using the word cards in the box. 4. Discuss and answer the questions. Help students review the verb phrases and the sentence structures. Activate the atmosphere of the class and stimulate students’ interest in learning. Presentation 1. Learn the words and the verb phrases. (1) Show pictures to teach the word and the phrase. (2) Show a movie poster, a real movie ticket and a picture to teach the word and the phrase. (3) Take out a suitcase. Show pictures. Teach the word and the phrase. (4)Take out a shopping bag and a toy shopping cart. Show pictures. Teach the word and the phrase. (5) Show the pictures. (1) Observe the pictures carefully to learn the word and the phrase. (2) Observe and feel the physical item and picture to learn the word and the phrase. (3) Watch the teacher’s action and the pictures to learn the word and the phrase. (4) Act with the teacher and observe the pictures. Learn the word and the phrase. (5) Describe Chen Jie’s weekend plan. The key words and phrases of this lesson are taught by pictures, physical display and performance, so that the teaching of words and phrases is no longer simplex and boring. At the same time, words, phrases and sentences are integrated into one, combining with the situation, in accordance with the correct cognitive law. 2. Learn the time words and phrases. Observe and learn the time words and phrases. Practice reading the key words and phrases. Mark the key words and the phrases in this lesson. Help students understand and master the knowledge easily. 3. Listen, read and act. (1) Show the pictures. Play the recording. (2) Let students work in pairs to make dialogues and act them out. (1) Read the phrases and the dialogue after the recording. (2) Make their dialogues and act them out. Reading after the recording, creating dialogues and acting them out make students further understand and memorize the key content of this lesson, and develop their oral output ability. Practice 1. Listen and match. Make up a passage about future plans. 2. Let’s chant. 3. Boys VS Girls. 1. Listen and complete the matching task on the PPT. 2. Chant together. 3. Look at two pictures and fill in the dialogue according to the two pictures on each PPT. Design different activities to make the practicing activities lively and interesting. Enable students to practice the substitution of verb phrases and time phrases and break through the difficulty of this lesson through the competition. Consolidation & Extension “Make a plan” 1. Show the chart in “Make a plan”. 2. Ask several pairs to show their dialogues and share their plans in the chart. 3. Show some mind maps of proper arrangement of time. 1. Ask and answer in pairs to fill in the chart in the book. 2. Show their dialogues and share their plans in the chart. 3. Realize the importance of arranging time reasonably. Let students make their own schedule according to the knowledge. Lead students to realize the importance of reasonable arrangement of time and develop good habit of reasonable arrangement of time. Homework 1. Share your weekend plan with your parents. 2. Do the exercises. The third period(第三课时) Part B Let’s try & Let’s talk ▶教学内容与目标 课时教学内容 课时教学目标 Let’s try ·能够读懂题目要求,并能在听前预测听力重点内容 ·能通过完成听力练习预测后续故事 ·能运用基本听力技巧完成主旨题和细节题 Let’s talk ·能够理解对话大意,并能够按照正确的意群及语音、语调朗读对话 ·能够听、说、读、写并在情景中恰当运用句型“—Where are/is…going? —…is going to…”“When are/is…going?”谈论计划的地点与时间 ·通过对话学习了解电影院周二通常有半价电影票的生活常识 ·能够听、说、认读单词:space, travel, half, price ▶教学重点 1.能够理解对话大意,并能够按照正确的意群及语音、语调朗读对话。 2.能够听、说、读、写并在情景中恰当运用句型“—Where are/is…going? —…is going to…”“When are/is…going?”谈论计划的地点与时间。 ▶教学难点 能运用what, where, when引导的特殊疑问句进行真实的交流。 ▶教学准备 1.预习《XX大课堂》《创优作业100分》《XX作业本》中本课时的相关内容。 2.PPT课件、课文录音、视频、卡片、电影海报、价格标签等。 Teaching purpose① 通过歌曲对本课将要学习的新知进行预热。游戏环节使学生们在一个轻松、愉悦的环境中对上节课所学的词汇进行复习和巩固。 ▶教学过程 Step 1: Warm-up & Revision & Lead-in 1. Greetings. 2. Enjoy a song—Where are you going?①(课件出示:本歌曲的视频) 3. Play a game: Watch out for the tiger! Show the rules of this game. Rules: (游戏说明:PPT以随机的顺序呈现上节课所学的重点单词和词组:this morning, this afternoon, this evening, tonight, tomorrow, next week, visit my grandparents, see a film, take a trip, go to the supermarket。 在此过程中,一只淘气的老虎会偷偷出现,同学们在看见单词和词组出现的时候大声读出它们,当老虎出现的时候集体用手抱住头部,并大喊: “Ah!”) 4. Lead-in. T:You’ve done a good job! Here is a special apple and a special ice cream for you! Do you want to have a look? Ss: Yes… Show the pictures of “Let’s try” on the PPT. (课件出示:教材P26 Let’s try板块的两幅图片) Let students answer who is in the apple and who is in the ice cream. Teaching purpose② 通过问题引导学生在听录音之前先预测听力内容,发散学生的思维,加强对学生的听力技巧的训练。 Step 2: Presentation 1. Listen and answer.② T: John is on his way home. He sees Amy. What are they talking about? (1) Show the questions of “Let’s try” on the PPT. (出示课件) Let students predict the answers. (2) Then play the recording of “Let’s try”. (出示课件) Ask students to catch the key information. And ask them to pay attention to the changes in person and number. Then ask them to answer the two questions. Teaching purpose③ 通过观察电影海报、回答老师的提问、观看视频、运用实物、创设场景等多种方式,尽量让学生在潜移默化中学习新的词组,而不是生搬硬套地让学生去记忆学习。 (3) Students read the dialogue and check the answers with the teacher. (课件出示:教材P26 Let’s try板块的听力材料及答案) 2. Find some information from the poster.③ (1) Show a picture of John and Jack. (课件出示:John和Jack的图片) T: Look. He is John’s cousin Jack. John and Jack are going to do something interesting. What are they going to do? Please guess! Ss: They are going to… Encourage students to say more possible activities. (2) Let students watch the poster of Travel to Mars. (课件出示:电影《火星之旅》的海报) And ask students to try to find the answer to the question: What are John and Jack going to do? Check the answer together: They are going to see a film. Ask another question: What film are they going to see? Ask students to watch the poster carefully. Lead students to find the answer: They are going to see a film about space travel. Write down the key phrase “space travel” on the blackboard. T: Do you know what space travel is? Ss: … Play a short video about space travel. (课件出示:一段关于太空旅行的简短视频) T: Do you like the film about space travel? Why? Encourage students to say their own opinions. Then lead students to read the phrase “space travel” three times. The teacher can provide another question: What’s your favourite film? Let students discuss and answer it. (3)T: Try to get more information from this poster. Can you say more information about this film? Lead students to find the key phrase “half price”. Use a real half-price price tag to teach what “half price” is. T: We usually see this kind of price tag in the supermarkets, shoe stores, clothes shops and every kind of big or small malls. Who can tell me what it means? After students express their explanations, the teacher can act as a sales assistant and sell some things at their half price to students. Students need to speak out the right price. Then lead students to read the phrase “half price” three times. At last, point to the word “Tuesday”. T: When is the film half price? Ss: It’s on Tuesday. Teaching purpose④ 通过正向解决问题,再反向找出问题的方式,使学生对课本的对话内容有深入的了解,培养学生的逻辑思维能力。 T: Clever! 3. Learn the dialogue.④ (1)T: We know that the film is half price on Tuesday. So when are you going to see it? Why? Ss: I’m going to see it on Tuesday. Because it is cheap on that day./… T: How about John and Jack? When are they going to see the film? S1: I think they are going to see it on Tuesday, too. / S2: I don’t think so… T: It seems that we have different opinions. John is talking with Amy about what he is going to do with Jack. Let’s watch the cartoon of “Let’s talk” to find the answers to the following questions. You can underline the answers in the dialogue. Let students watch the video of “Let’s talk” and try to answer the three questions. (课件出示:教材P26 Let’s talk板块的视频) Then check the answers. Questions: ①Where are they going?(They are going to the cinema.) ②What are they going to do?(They are going to see a film about space travel.) ③When are they going? Why?(Next Tuesday. Because it’s half price then.) T: John and Jack are going to see the film next Wednesday. Amy suggests them seeing it next Tuesday. The film is half price on that day. Movie theaters usually charge half price on Tuesday. So what does Amy say? Ss: Why not go on Tuesday? T: That’s right! Boys and girls, why not study hard in class? Then we can get more free time to do interesting things. (2) Show the chart below on the PPT. Let students watch the video of “Let’s talk” again, and fill in the chart. Check the answers and write down the key special question words “where, what, when” on the blackboard. Lead students to read them several times. Teaching purpose⑤ 由机械训练递进到学生根据自己的情况进行创编对话练习,逐步锻炼学生的学习能力以及对所学知识进行运用的能力。 Step 3: Practice⑤ 1. Practice the dialogue. (1) Ask students to read after the recording and pay attention to the pronunciation and the intonation. (2) Let students practice the dialogue in pairs. 2. Retell the dialogue. Ask several pairs to retell the dialogue by filling in the blanks. (出示课件) Each pair can get two stickers as a reward. 3. Make your own dialogues. Teaching purpose⑥ 在思维导图的帮助下,能够降低拓展环节的难度。学生通过采访进行对话练习,灵活运用本课的重点句型,并能适当替换关键词进行拓展,有效地达到本课的学习目标。 (1) Show a model on the PPT. Ask students to fill in the blanks according to their own situations and thoughts. (出示课件) (2) Ask several pairs to show their own dialogues. Each pair that completes their dialogue can get four stickers. Step 4: Consolidation & Extension⑥ “Interview and report” 1. Complete the mind maps. Lead students to complete the mind maps according to what they have learned in this lesson. 2. Interview your classmates. Show the chart in the book. (课件出示:教材P26 下面表格) Let students ask and answer with each other in pairs and write down the results in the chart. 3. Show time. Ask students to work in pairs to show their dialogue according to the three questions in the chart. Make a model: A: Where are you going this afternoon? B: I’m going to the nature park. A: What are you going to do there? B: I’m going to play basketball. A: When are you going? B: I’m going at 4:30 this afternoon. The best pair can get five stickers. The second pair can get three stickers. The third pair can get one sticker. 4. Evaluation. Count the total stickers of each pair. Find the best pair. Give them two film posters as rewards. ▶板书设计 ▶作业设计 1. Practice the dialogue. 2. Interview your family members’ plans for short future. 3. Do the exercises. (见“”系列丛书《创优作业100分》或《XX作业本》对应课时作业) ▶教学反思 1.本课重点是掌握由what、where、when三个特殊疑问词引导的特殊疑问句。因此本课注重让学生大量地练习对话,并在接近真实的情景里运用对话。 2.在完成听力活动和学习对话之前,让学生对所学内容进行了预测。给出问题,让学生带着问题去听听力、阅读对话,使学生的学习目的明确,因而更加能够集中注意力,主动去探究、去学习。 3.学习词组部分,采取了丰富多样的形式,降低了学习词组的枯燥性,增加了课堂的色彩和活力。 4.拓展环节的思维导图,还有重点句型的展示,为学生进行拓展活动降低了难度,也让学生在完成活动的过程中建立了自信。 ▶Teaching Contents & Teaching Aims Let’s try ·Be able to understand the requirements of the questions and predict the key points before listening. ·Be able to predict the subsequent story by completing the listening exercises. ·Be able to use basic listening skills to complete the topic and the detail questions. Let’s talk ·Be able to understand the main idea of the dialogue and read the dialogue according to the correct pronunciation, intonation and sense group. ·Be able to listen, speak, read, write and use the sentence structures “—Where are/is…going? —…is going to…” “When are/is…going?” to talk about planned time and place in scenes. ·Through the dialogue, get to know that movie theaters usually offer halfprice tickets on Tuesdays. ·Be able to listen, speak and read the words “space, travel, half, price”. ▶Teaching Priorities · Be able to understand the main idea of the dialogue and be able to read the dialogue according to the corrects pronunciation, intonation and sense group. · Be able to listen, speak, read, write and use the sentence structures “—Where are/is…going?…is going to…” “When are/is…going?” to talk about planned time and place in scenes. ▶Teaching Difficulties · Be able to use the sentence structures “What…?” “Where…?” “When…?” to communicate in real situations. ▶Teaching Procedures Teaching Stages Teacher’ s Activities Students Activities Teaching Purposes Warm-up & Revision & Lead-in 1. Greetings. 2. Enjoy a song—Where are you going? 3. Play a game: Watch out for the tiger! 4. Lead-in. Show the pictures of “Let’s try”. Lead students to meet two friends. 1. Greetings. 2. Enjoy the song. 3. Play the game. If they see a word or a phrase, read it out. If they see a tiger, hold their heads and say “Ah!” 4. Meet two friends. The song previews the new knowledge in this lesson. The game makes students review the words and the phrases they’ve learned in the last lesson in a pleasant environment. Presentation Listen and answer. (1) Show the questions of “Let’s try” on the PPT. (2)Play the recording of “Let’s try”. (3) Check the answers. (1) Predict and guess the answers. (2) Listen and answer the questions. (3) Pay attention to the changes in person and number. Read the dialogue and check the answers. Lead students to predict the listening content before listening to the recording with the questions. Diverge students’ thinking and strengthen their listening skill training. 2. Find some information from the poster. (1) Show a picture of John and Jack. Encourage students to say more possible activities. (2) Use a short video to teach the phrase “space travel”. (3) Teach the phrase “half price”. (1) Say more possible activities that John and Jack are going to do. (2) Answer the teacher’s questions and learn the phrase “space travel”. (2) Learn the phrase “half price”. By observing the film poster, answering the questions, watching the video and other ways, try to let students learn the new phrases in an imperceptible way. 3. Learn the dialogue. (1) Give students three questions. Play the video. (2) Show a chart. Check the answers and lead students to read the key special question words several times. (1) Watch the video of “Let’s talk” and answer these three questions. (2) Watch the video again and fill in the chart. Check the answers and read the key special question words several times. By solving the problems in the forward direction and then finding the problems in the reverse direction, let students have a deep understanding of the dialogue. Cultivate students’ logical thinking ability. (续表) Teaching Stages Teacher’ s Activities Students’ Activities Teaching Purposes Practice 1. Practice the dialogue. Play the recording. 2. Retell the dialogue. Ask several pairs to retell the dialogue by filling in the blanks. 3. Make your own dialogues. Show a model on the PPT. 1. Read the dialogue after the recording. Practice the dialogue in pairs. 2. Retell the dialogue by filling in the blanks. 3. Fill in the blanks according to their own situations and thoughts and act out their own dialogues. From mechanical training to replacing the key parts according to students’ own situations, gradually train their learning ability and the ability of using English. Consolidation & Extension “Interview and report” 1. Complete the mind maps. 2. Interview your classmates. 3. Show time. 4. Evaluation. Find the best pair and reward them. 1. Complete the mind maps. 2. Ask and answer with each other in pairs and write down the results in the chart. 3. Show their work in pairs. 4. The winner pair can get rewards. Reduce the difficulty of the consolidation and extension with the help of the mind maps. Enable students to use the key sentence structures flexibly and replace the key words to expand, effectively achieving the learning aims of this lesson through the interview. Homework 1. Practice the dialogue. 2. Interview your family members’ plans for short future. 3. Do the exercises. The fourth period(第四课时) Part B Let’s learn & Role-play ▶教学内容与目标 课时教学内容 课时教学目标 Let’s learn ·能够听、说、读、写单词和词组:dictionary, comic book, word book, postcard ·能够熟练运用“—Where are we going? —To the bookstore. I’m going to buy…”等句型描述自己要买的物品 Role-play ·能够运用所学知识,根据自己的角色(顾客或者书店店员),完成角色扮演,达到在真实语境中用英语进行交流的目的 ▶教学重点 1.能够听、说、读、写单词和词组:dictionary, comic book, word book, postcard。 2.能够熟练运用“—Where are we going? —To the bookstore. I’m going to buy…”等句型描述自己要买的物品。 ▶教学难点 能够运用所学句型谈论在商店里购物的简单话题。 ▶教学准备 1.预习《XX大课堂》《创优作业100分》《XX作业本》中本课时的相关内容。 2.PPT课件、课文录音、视频、卡片、实物等。 Teaching purpose① 根据上节课的内容自编chant,引导学生复习三个特殊疑问词引导的句型。接着让学生看图练习对话,对所学知识进行进一步的复习与巩固,最后引入购物的话题。导入部分让学生带着问题进入新课的学习,提高学生学习的主动性和积极性。 ▶教学过程 Step 1: Warm-up & Revision & Lead-in① 1. Greetings. 2. Chant together. 3. Look and say. Show the pictures of different places, activities and time. (出示课件) Lead students to practice the sentence structures in pairs. 4. Lead-in. Show the picture of John and Jack standing in front of the cinema. (课件出示:教材P27 Let’s learn板块John和Jack的图片) T: John and Jack saw a film about space travel. Now they are in front of the cinema. Where are they going? Encourage more students to discuss the question and say more answers. Teaching purpose② 利用问题一步一步地引出本课的主题:书店购物。让学生带着问题去听音频,并核对答案。尽量让学生联系自己的现实生活进入课堂。 Step 2: Presentation 1. Listen and answer.② (1) Play the recording of “Let’s learn”. (课件出示:教材P27 Let’s learn板块的音频) Ask students to watch it carefully and try to find the answer to the question: Where are they going? Lead students to get the answer: To the bookstore. Then show some different stores on the PPT. (课件出示:不同商店的图片) Let students choose which one is the bookstore. (2) Then show more pictures of a bookstore on the PPT. (课件出示:关于书店的图片) Ask the questions. Freely talk with students. Give some help to students if they need about the third question. Questions: ①Do you often go to the bookstore?(Yes, I do./No, I don’t.) Teaching purpose③ 通过实物展示和问答来教授新单词和词组,在此过程中学生不是简单地学习不同种类的书的名称,而是在观察、思索和总结,在了解不同种类书的特征的基础上理解并记忆。给学生提出要求,完成任务后书店才能开张,给学生们接下来的学习增加动力。 ②What can we do in the bookstore?(We can buy books in the bookstore.) ③What can we buy in the bookstore?(We can buy comic books, dictionaries, postcards, word books and so on.) (3) Show the picture of “Let’s learn”. (出示课件) Play the cartoon of this part for the second time. (出示课件) Ask students to watch it carefully and try to find the answer to the question: What book is John going to buy? Lead students to get the answer: John is going to buy a new comic book. 2. Learn the new words and phrases.③ (1) Take out a real comic book. Let students pass it one by one to see the content quickly. T: After looking over this book, who can tell us the main features of this book? S1: It has so many pictures in this book. S2: It has very few words and sentences. … T: You all get the key points! It mainly uses pictures to tell the stories. It’s the comic book. Show the picture of a comic book on the PPT to teach the phrase “comic book”. (课件出示:comic book的相关内容) Write down the phrase “comic book” on the blackboard and lead students to practice reading it for three times. (2) Continue to take out a word book. Let students pass it one by one to see the content quickly. T: After looking over this book, who can tell us the main features of this book? S1: It has so many words in this book. S2: We can read these words in this book. … T: There are so many words in this book. It can help us to learn more words. I want to know if someone can tell us the name of this book. Lead students to speak out the answer: word book. Show the picture of a word book on the PPT to teach the phrase “word book”. (课件出示:word book的相关内容) Write down the phrase “word book” on the blackboard and lead students to practice reading it three times. T: Now we know “comic book” and “word book”. In our schoolbag, we also have maths book, Chinese book and so on. (3) Take out a postcard this time. T: What’s this? What can we do with it? S1: I know, we can write our words on it. And we can send it in the post office. … T: Brilliant! It is a postcard. (post + card=postcard). We can send this card in the post office. Show the picture of a postcard on the PPT to teach the word “postcard”. (课件出示:postcard的相关内容) Write down the word “postcard” on the blackboard and lead students to practice reading it three times. (4)T: We’ve learned a new word and two phrases in this class. There are still many words we don’t know. If we don’t know a word, what tools can we use? Take out a dictionary to teach the word “dictionary”. Ask students to take out their own dictionaries. Show the picture of a dictionary on the PPT. (课件出示:一本词典的图片) Write down the word “dictionary” on the blackboard and lead students to practice reading it three times. (5) Lead students to put all kinds of books on the desk in the front of the classroom to build a bookstore. There are not only the books we have learned today, but also some newspapers, magazines, storybooks and so on. Students can also put their own books on the desk. T: We’ve got a bookstore now. But we need to complete some tasks to make it open. Step 3: Practice④ Teaching purpose④ 设计的练习活动由易到难,层层递进,能够很好地训练本课所学的新单词、新词组以及新句型,并为接下来的环节做铺垫。 1. Task 1: Read aloud. Show the picture of “Let’s learn”. Play the recording of this part. (课件出示:教材P27 Let’s learn板块的图片和音频) Ask students to try to read the words, the phrases and the dialogue after the recording. 2. Task 2: Play a game—What’s missing? Show the words and phrases in “Let’s learn” on each PPT.(出示课件)Students speak out the missing word or phrase loudly and quickly. After four rounds, students are required to read all the four words and phrases. 3. Task 3: Act out the dialogue. Show the pictures of the words and the phrases in “Let’s learn” one by one on the PPT. (课件出示:依次展示教材P27 Let’s learn板块的单词和词组的图片) Ask a question each time. The question is “What are you going to buy?” Students should answer it according to the picture. Let students work in pairs. Try to practice the dialogues by using the words, the phrases and the sentence structures in this part. Then ask several pairs to act out their dialogues. 4. Task 4: Make your own dialogues. Students ask and answer with each other to see what he/she is going to buy in a bookstore by using the sentence structures “—What are you going to buy? —I’m going to buy…” Make a model: A: What are you going to buy in the bookstore? B: I’m going to buy a storybook. Provide some pictures of different kinds of books to help students make their dialogues on the PPT. (课件出示:不同种类的书的图片) Step 4: Consolidation & Extension⑤ Teaching purpose⑤ 书店开张,学生进行表演将整节课推向高潮,实现语言输出,将所学语言运用到实际生活情景中。 “The bookstore is open.” 1. Role-play. T: You’ve done all the tasks successfully, so our bookstore is open now. I’ll divide you into several groups. Each group has four people. Each group has one student to be the shop assistant. The others are customers. The bookstore can sell all kinds of books. Imitate the scene in the part of “Role-play” to make your own dialogues about shopping in a bookstore. Make a model first. And provide the sentence structures of the dialogue. (课件出示:对话练习的框架) 2. Show time. Invite several groups to come to the bookstore in the front of the classroom. Show their dialogues to the class. Provide some help when necessary. 3. Evaluation. The teacher and students vote the best performance, the best dialogue, the most interesting group and so on. Then encourage students to make their own bookstore in groups. Try to sell and buy books in the bookstore. 4. The emotional education. 3. Read good books, and you will be better and better. ▶板书设计 ▶作业设计 1. Copy the key words and phrases in this lesson. 2. Do the exercises. (见“”系列丛书《创优作业100分》或《XX作业本》对应课时作业) ▶教学反思 1.热身和导入部分,从复习与本课相关的知识入手,通过旧知导入新知,教学过程由浅入深,由易到难,层层深入。 2.用直观实物教学法等多种记忆法来指导学生记忆词汇,使学生更好地掌握所学内容。 3.巩固新知的阶段,让学生模拟生活场景,让英语走进生活,用英语来解决实际问题。这样不仅巩固了所学的语言,还使学生体会到了英语的实用性和趣味性。 4.书设计清晰明了,重点突出,起到了很好的辅助作用。 ▶Teaching Contents & Teaching Aims Let’s learn ·Be able to listen, speak, read and write the words and the phrases: dictionary, comic book, word book, postcard. ·Be able to use the key sentence structures “—Where are we going? —To the bookstore. I’m going to buy…” to describe what they want to buy. Role-play ·Be able to use what they have learned to play according to their roles (customers or bookstore clerks), so as to communicate in the real context. ▶Teaching Priorities ·Be able to listen, speak, read and write the words and the phrases: dictionary, comic book, word book, postcard. · Be able to use the key sentence structures“—Where are we going? —To the bookstore. I’m going to buy…” to describe what they want to buy. ▶Teaching Difficulties Be able to use the sentence structures to talk about the simple topic of shopping in the store. ▶Teaching Procedures Teaching Stages Teacher’ s Activities Students Activities Teaching Purposes Warm-up & Revision & Lead-in 1. Greetings. 2. Chant together. 3. Look and say. 4. Lead-in. Show the picture of John and Jack standing in front of the cinema and ask a question: Where are they going? 1. Greetings. 2. Chant together. 3. Look at the pictures. Practice the sentence structures in pairs. 4. Discuss and answer the question. Help students review the sentence structures of the three special question words with the chant. The lead-in part enables students to enter into the study of the new lesson with doubts, which improves the initiative and enthusiasm of learning. (续表) Teaching Stages Teacher’ s Activities Students’ Activities Teaching Purposes Presentation 1. Watch and answer. (1) Play the recording. (2) Ask three questions. (3) Show the picture and play the recording again. (1) Listen to the recording carefully to get the answer to the question: Where are they going? (2) Try to get the answers to the three questions. (3) Listen to the recording again and try to guess the answer to the question: What book is John going to buy? Use questions to lead in the topic of bookstore shopping. Let students listen with the questions and check the answers. Let students get into the lesson by connecting with their real life. 2. Learn the new words and phrases. Teach the phrases “comic book, word book” and the words “postcard, dictionary” in different ways. Lead students to put all kinds of books on the desk in the front of the classroom to build a bookstore. Observe the different kinds of books carefully. Answer the teacher’s questions to learn the new words and phrases in this lesson one by one. Build a bookstore in the front of the classroom. Help students understand and learn the names of different kinds of books. Students are asked to finish the tasks before the bookstore is open, which gives them more motivation for further study. Practice 1. Task 1: Read aloud. Show the picture and play the recording of this part. 2. Task 2: Play a game—What’s missing? 3. Task 3: Act out the dialogue. 4. Task 4: Make your own dialogues. Provide some pictures to help students make dialogues. 1. Read the words, the phrases and the dialogue after the recording. 2. Speak out the missing words or phrases. 3. Practice in pairs and act out the dialogues. 4. Ask and answer with each other to see what he/she is going to buy in a bookstore. The exercises are designed from easy to difficult. It’s a good training of the new words, phrases and sentence structures of the lesson. And set the stage for the next part. Consolidation & Extension “The bookstore is open.” 1. Role-play. Divide students into several groups. Ask them to make their own dialogues about shopping in a bookstore. 2. Show time. Invite several groups to show their dialogues to the class. 3. Evaluation. Encourage students to make their own bookstore in groups. 4. The emotional education. 1. Make dialogues about shopping in a bookstore. 2. Show their dialogues to the class. 3. Vote the best performance, the best dialogue, the most interesting group and so on. Sell and buy books in the bookstore they open. 4. Realize the importance of reading books. The bookstore is open, and students’ performances push the whole class to the climax. Achieve the language output. Help students apply the language to the real life situation. Homework 1. Copy the key words and phrases in this lesson. 2. Do the exercises. The fifth period(第五课时) Part B Read and write ▶教学内容与目标 课时教学内容 课时教学目标 Read and write ·能够听、说、认读单词和词组:Mid-Autumn Festival, together, get together, mooncake, poem, moon ·能够读懂Read and write板块的文段,并根据文段内容完成之后的练习 ·能够通过讨论哪些节日会有家庭聚会来激活相关背景知识和储备词汇 ·能够通过阅读问题训练在语篇中捕捉不同类型的信息和思考的能力 ·能够从阅读中获取有用的句型,并口头描述自己家庭成员在中秋节的活动,最终写出一篇相关日记 ·能够根据例词提示在文段中找到更多双音节单词或多音节单词,知道重音位置并能正确朗读出来 ·了解中国的传统节日习俗,知道藏头诗的特点 ▶教学重点 能够读懂Read and write板块的信件,并完成相应的练习。 ▶教学难点 能够运用所学语言熟练地描述自己的节日活动安排,并写出一篇相关的日记。 ▶教学准备 1.预习《XX大课堂》《创优作业100分》《XX作业本》中本课时的相关内容。 2.PPT课件、课文录音、视频等。 Teaching purpose① 通过让学生观看有关节日的视频、看图猜节日、谈论节日特点等方式引入本课主题:中秋节。过程自然流畅,激发学生的表达欲望,拓展学生的知识面,让本课有一个好的开端。 ▶教学过程 Step 1: Pre-reading① 1. Greetings. 2. Enjoy a video about different festivals. (课件出示:一段关于不同节日简介的视频) 3. Look and guess: What festivals are they? Show the pictures of different festivals in the book. (课件出示:教材P28 Read and write板块的节日图片) Let students guess and say: What festivals are they? What does your family do on these days? 4. Discuss: What do we often do on these days? (1) Divide students into several groups. Let them discuss the features and the activities of different festivals. Give some tips and provide some help. Make a model: Chinese National Day is the birthday of our nation. We usually watch the National Day parade on TV with our family members. We all celebrate happily on that day. (2) After the discussion and the free talk, the teacher asks a question, “These different festivals have something in common. Can you find it?” Lead students to speak out the answer. The common feature is family get together. (3) Show a picture of a family tree. (课件出示:一棵家谱树的图片) Ask students to say the right appellation of each member on the tree to complete the family tree. And show a picture of a family getting together to teach the word “together” and the phrase “get together”. (课件出示:一家人团聚的图片) Write down the word “together” and the phrase “get together” on the blackboard and lead students to practice reading them three times. (4) Ask questions “When will your family get together? Can you think of other festivals?” Ask students to discuss and say more festivals. If someone speaks out Mid-Autumn Festival, show the picture of it on the PPT. (课件出示:中秋节的图片) Write down the phrase “Mid-Autumn Festival” on the blackboard. Lead students to practice reading it three times. T: Wu Yifan wrote a diary about his family’s plan for tomorrow’s Mid-Autumn Festival. Let’s go and have a look. Teaching purpose② 通过三步阅读的方式,让学生逐步读懂Read and write板块的日记,完成相应的练习并学习重点单词。同时感受藏头诗的特点,对中秋节也有进一步的了解。 Step 2: While-reading② 1. Fast reading. (1) Ask students to read the diary quickly for the first time. Students try to underline the family members mentioned by Wu Yifan in the diary and the activities they are going to do. (2) Check the answers together. (出示课件) 2. Careful reading. (1) Ask students to read the diary carefully for the second time and try to fill in the table in the book. Write down the right sentences in the table. (出示课件) (2) Check the answers together. (课件出示:教材P29第一题答案) Ask students to correct the mistakes. (3) Lead students to read the sentences in the table two times. (4) Show the pictures of “moon” “mooncake” and “poem” to teach these new words. (课件出示:moon, mooncake和poem的相关内容) Stress that: mooncake=moon + cake. Write down these words on the blackboard. Lead students to practice reading them three times. (5) Ask students to make a simple conclusion about Mid-Autumn Festival. T: What can we see on that night? What do we usually eat on that day? What are the poems about this festival? Lead students to answer these questions with the key words in this lesson. Make a model: We can see a round and bright moon on that night. We usually eat mooncakes on that day. Let students enjoy some poems about the moon and Mid-Autumn Festival in Chinese. (课件出示:李白《静夜思》、苏轼《阳关曲·中秋月》、李商隐《嫦娥》等相应诗词) T: We know that Robin and Wu Yifan are going to read a poem about the moon and Mid-Autumn Festival, too. Do you want to read with them together? Ss: We’d love to. T: That’s great! Let’s go! 3. Read the poem. (1) Ask students to read the poem again. (2) After students’ reading, show the poem sentence by sentence with blanks on the PPT. (出示课件) Ask students to fill in the blanks according to the poem. (3) Show the poem again. Lead students to read it one time. (4) Let students discuss with each other. Then ask them to express their opinions. At last, make a conclusion. Lead students to know that the first letter in each sentence can make up the word “family”. Teaching purpose③ 阅读和复述日记使学生进一步巩固所学的知识,并最终能够运用所学语言知识描述自己家庭成员在中秋节的活动,通过听读游戏能正确掌握本课的语音知识。 Encourage students to create this kind of poem by themselves. Provide some examples to help students. For example: Have been your teacher for a long time. Always feel your passion for life. People like your lovely smile. People like your sweet voice. Yes, I really like to be your teacher! (出示课件) (5) Play the recording of “Read and write”. (课件出示:教材P28 Read and write板块的音频) Ask students to read it after the recording. Step 3: Post-reading③ 1. Retell the diary. (1) Ask students to read the diary by themselves several times. (2) Show some tips to help students retell the diary. (出示课件) (3) Ask some students to retell the diary. The students who do well can get a piece of mooncake. 2. Discuss freely. (1) Ask the questions “What about your Mid-Autumn Festival? What are you going to do?” Ask students to discuss with their partners and try to write down their plans in the book. (课件出示:教材P29第二题) (2) Ask some students to show their work to the class. The students who do well can get a festival card. 3. “Tips for pronunciation”. Ask students to complete the tasks for the section of “Tips for pronunciation”. Let students read the words aloud in the way of driving the train. Play the recording and then check the stress. Lead students to comment on the words just read, then play the recording again. Ask students to read after it. Lead students to clap their hands when they come to the stressed part. Finally, ask a few students to read aloud, and the other students comment. Ask students to find more stressed words. And then read them out. Step 4: Consolidation & Extension④ “Enjoy the fairy tales” Teaching purpose④ 绘本阅读使学生更加深入地了解中国的传统节日习俗,拓展学生的阅读知识面,也激发学生继续了解其他节日的兴趣,为课后作业做铺垫。 1. Show the bilingual picture book about the fairy tale of Mid-Autumn Festival. (课件出示:双语版中国传统节日故事绘本中的《中秋节》) The teacher tells the story to the students. 2. The emotional education: Try to get to know more knowledge about different kinds of Chinese festivals. (课件出示:其他中国传统节日的相关知识) ▶板书设计 ▶作业设计 1. Try to get to know at least one kind of festival. And write a diary to talk about your family’s plan for this festival. 2. Do the exercises. (见“”系列丛书《创优作业100分》或《XX作业本》对应课时作业) ▶教学反思 1.本节课的重点是阅读教学和使学生通过阅读完成相应的练习。本课很好地抓住并落实了课堂重点,围绕阅读和练习来展开教学。 2.本节课同伴配合合作的活动居多,培养了学生的协同合作精神;实质性的奖励,激发了学生的表现力,也通过实物来帮助学生进一步理解和记忆单词和节日习俗。 3.每一次的阅读训练都给了学生不同的任务,由浅入深,培养了学生正确的阅读方法和技巧。 4. 绘本阅读很好地帮助学生拓展了与本课相关的课外知识,让学生更加了解中国的传统文化,感受祖国文化的博大精深,加深了学生的爱国情怀。 ▶Teaching Contents & Teaching Aims Read and write ·Be able to listen, speak, and read the key words and phrases: Mid-Autumn Festival, together, get together, mooncake, poem, moon. ·Be able to understand the section of “Read and write” and complete the exercises after studying the passage. ·Be able to activate the background knowledge and vocabulary by discussing which holidays will have family gatherings. ·Be able to grasp different types of information and think in discourse through reading the questions. ·Be able to get useful sentence structures from reading and verbally describe their family members’ activities during Mid-Autumn Festival, and finally write a relevant diary. ·Be able to find more two-syllable words or multi-syllable words in the passage according to the example words, be able to know the stress position and read them out correctly. ·Learn about Chinese traditional festivals and customs. Know the characteristics of the acrostic. ▶Teaching Priorities ·Be able to understand the section of “Read and write” and complete the exercises. ▶Teaching Difficulties ·Be able to use the language skillfully to describe their own holiday arrangements, and write a relevant diary. ▶Teaching Procedures Teaching Stages Teacher’ s Activities Students Activities Teaching Purposes Pre-reading 1. Greetings. 2. Enjoy a video about different festivals. 3. Look and guess: What festivals are they? Show the pictures of different festivals in the book. 4. Discuss: What do we often do on these days? (1) Divide students into groups and let them discuss. Give some tips and provide help. (2) Ask a question. (3) Ask students to complete the family tree to teach the word “together” and the phrase “get together”. (4) Ask students to discuss and say more festivals. 1. Greetings. 2. Enjoy a video about different festivals. 3. Look and guess. 4. (1) Discuss the features and the activities of different festivals. (2) Speak out the answer. (3) Complete the family tree and learn the word “together” and the phrase “get together”. (4) Discuss and say more festivals. Lead in the theme of Mid-Autumn Festival by letting students watch the video about festivals, guess the festivals and talk about the features and the activities of the festivals. Arouse students’ desire to express and expand their knowledge scope naturally and smoothly. Leave this lesson a good start. While-reading 1. Fast reading. (1) Ask students to read the diary quickly for the first time and underline the family members mentioned by Wu Yifan in the diary and the activities they are going to do. (2) Check the answers together. 2. Careful reading. (1) Ask students to read the diary carefully for the second time, and try to fill in the table in the book. (2) Check the answers together. Ask students to correct the mistakes. (3) Lead students to read the sentences in the table. (4) Teach the new words in the text. (5) Lead students to feel more about Mid-Autumn Festival. 1. Read the diary quickly for the first time and finish the underline task. Then check the answers together. 2. (1) Read the diary carefully. And try to fill in the table in the book. (2) Check the answers and correct the mistakes. (3) Read the sentences. (4) Learn the new words in the text. (5) Learn and feel more about Mid-Autumn Festival. Through the three-step reading method, enable students to understand the diary in “Read and write” gradually, complete the corresponding exercises and learn the key words. At the same time, let students feel the features of acrostic poems and have a further understanding of Mid-Autumn Festival. (续表) Teaching Stages Teacher’ s Activities Students’ Activities Teaching Purposes While-reading 3. Read the poem. (1) Ask students to read the poem again. (2) Show the poem sentence by sentence on the PPT. Ask students to fill in the blanks according to the poem. (3) Show the poem again. Lead students to read the poem. (4) Let students discuss with each other and think of the reason why the poem is special. Encourage students to create this kind of poem by themselves. (5) Play the recording. (1) Read the poem again. (2) Fill in the blanks according to the poem. (3) Read the poem. (4) Discuss with each other. Think of the reason why the poem is special. Try to create this kind of poem. (5) Read the passage after the recording. Post-reading Post-reading 1. Retell the diary. (1) Ask students to read the diary by themselves several times. (2) Show some tips to help students retell the diary. (3) Ask some students to retell the diary. 2. Discuss freely. (1) Ask students to discuss their own plans for Mid-Autumn Festival with their partners. (2) Ask some students to show their work to the class. 3. Tips for pronunciation. Ask students to complete the tasks for the section of “Tips for pronunciation”. As students to find more stressed words and read them out. 1.(1) Read the diary several times. (2) Retell the diary with the tips on the PPT. (3) Show time. 2. (1) Discuss their own plans for Mid-Autumn Festival with their partners. (2) Show their work to the class. 3. Listen and read. Try to find more stressed words and read them out. Reading and retelling the diary help students consolidate what they have learned. Finally, they can use the language learned to describe the activities of their family members during Mid-Autumn Festival. And they can correctly grasp the phonetic knowledge of this lesson. Consolidation & Extension “Enjoy the fairy tales” 1. Show the bilingual picture book about the fairy tale of Mid-Autumn Festival. Tell the story to students. 2. The emotional education; Try to get to know more knowledge about different kinds of Chinese festivals. 1. Enjoy the bilingual picture book about the fairy tale of Mid-Autumn Festival together. 2. Learn to get to know more knowledge about different kinds of Chinese festivals. Enable students to have a deeper understanding of Chinese traditional festival customs through reading the picture book. It broadens students’ reading knowledge, stimulates their interest in learning about other festivals, and paves the way for homework. Homework 1. Try to get to know at least one kind of festival. And write a diary to talk about your family’s plan for this festival. 2. Do the exercises. The sixth period(第六课时) Part B Let’s check & Let’s wrap it up & Part C Story time ▶教学内容与目标 课时教学内容 课时教学目标 Let’s check ·通过完成Let’s check的听力活动,检测学生对本单元的核心句型的掌握 ·能从图片信息中推测考查点,做到有目的地去听录音,然后完成相应的听力任务 ·培养学生良好的听力习惯,以持续提高学生的听力水平 Let’s wrap it up ·归纳本单元一般将来时的三个核心问句“What are you going to do?”“When are you going?”“Where are you going?”的句法特点 ·启发学生的思维,引导学生多观察,自己进行归纳和总结 Story time ·能够通过阅读趣味故事,复习巩固本单元所学语言,增加学生语言的输入 ·能够理解故事内容,能按照正确的意群及语音、语调朗读故事 ·能够表演故事,还能恰当运用故事中的语言等 ▶教学重点 一般将来时的语法要点复习。 ▶教学难点 能在实际情景中灵活运用一般将来时进行问答。 ▶教学准备 1.预习《XX大课堂》《创优作业100分》《XX作业本》中本课时的相关内容。 2.PPT课件、课文录音、视频、图片等。 Teaching purpose① 在开始新课之前,通过游戏的方式带领学生对本单元的重点单词、词组和句型进行一个比较全面和系统的复习,形式新颖,能够活跃课堂气氛。 注重对学生对话和书写练习的训练。 ▶教学过程 Step 1: Warm-up & Revision & Lead-in① 1. Greetings. 2. Play a game: Cube Challenge. (出示课件) (游戏说明:该游戏分两轮进行。每一轮的开头PPT上都会出现魔方的一面,共九个格子。教师随机点击任意的格子,显示出格子背后的内容。第一轮要求大家根据格子后面的图片说出其对应的单词或词组:comic book, see a film, dictionary, take a trip, visit my grandparents, word book, go to the supermarket, half price, Mid-Autumn Festival;第二轮要求学生以最快的速度读出格子后面出现的单词、 词组或句子:We are going to draw some pictures. / What are you going to do tomorrow? / Where are you going? / next week/tonight/I’m going to buy a new comic book. / this evening/We’re going to the cinema. / When are you going?) 3. Lead-in. Show the sentence structures. Teaching purpose② 在听听力之前,先让学生对图片和题目进行仔细观察,对将要听到的内容进行预测,注重对学生听力技巧和听力策略的培养。 Ask several students to show their dialogues. Step 2: Presentation 1. Listen and tick.② (1) Show the pictures of “Let’s check” on the PPT. (课件出示:教材P30 Let’s check板块的图片) Let students observe these pictures carefully. And try to describe them in their own words. Try to predict the listening content. Make a model: In Group 1, the first picture is a cinema, and the second picture is about the post office. Maybe it means we should choose the right place in this part. (2) Then play the recording of “Let’s check”. (课件出示:教材P30 Let’s check板块的音频) Students listen to it and tick the right pictures. (3) Ask students to say the right answers. Check the answers together. (课件出示:教材P30 Let’s check版块第一题的答案) Teaching purpose③ 对于本部分语法点的归纳和总结并不是教师单方面的教授,而是通过设计环节,一步步引导学生观察,启发学生的思维,让他们自己对语法知识进行归纳和总结。 2. Listen and fill in the blanks.③ (1) Show the four sentences below the pictures. (出示课件) Ask students to read them together. Try to know the missing parts. Think of the possible answers before listening to the recording. (2) Then play the recording of “Let’s check” again. (出示课件) Students listen and write down the right words in their books. (3) Ask four students to read the sentences one by one. Check the answers together. (课件出示:教材P30 Let’s check板块第二题的答案) Ask students to pay attention to the spelling of the words and correct their mistakes. (4) Present the listening material to help students train their listening skills(课件出示:教材P30 Let’s check板块的听力材料) 3. Let’s wrap it up. (1) Show a sentence: What are you going to do? (出示课件) Ask students to observe this sentence carefully and divide it into five parts. (2) Show the correct division of the sentence. (出示课件) Take the word “what” as an example. Ask students to think about the substitute words of it. Let students write them down under the word “what”. Then let students discuss with each other: How about the other four parts? What can each part be substituted with? (3) Ask students to share their opinions. Check the answers together. Write down the rule on the blackboard: Special question word + be +subject +going to +original verb (+others)? Stress that “be” varies according to the person and number of the subject. (4) Ask students to look at “Let’s wrap it up” in the book and compare with the words on the five Russian nesting dolls. (5) Show the pictures of the five Russian nesting dolls. (课件出示:教材P30 Let’s wrap it up板块俄罗斯套娃的图片) Divide students into several groups. Let them make sentences by using the contents on the dolls. Encourage them to make as many sentences as possible and write them down on the paper. Teaching purpose④ 对话练习帮助学生进一步巩固本单元的重点词组及句型,达到语言输出的目的。 (6) Check the sentences. If students can make sentences like these “Are you going…? Is he going…? He/ She is going…”, praise and encourage them. Step 3: Practice④ 1. Show the scenes and the three questions: Where are you going? What are you going to do? When are you going? (出示课件) Ask students to make dialogues in pairs according to different scenes. Make a model: Scene 1: A boy and a girl are going to the bookstore to buy comic books this afternoon. Scene 2: Mike is going to see a film in the cinema tomorrow evening. 2. Ask several pairs to show their works. Try to find the best pair. Step 4: Consolidation & Extension⑤ Teaching purpose⑤ 通过阅读故事,增加语言的输入, 使学生明白实践出真知,坚持就是胜利的道理。 “Story time” 1. Free talk. Ask students to observe the pictures of “Story time”. Then let students freely talk about swimming. Provide some questions. Make a model: Can you swim? How did you learn to swim? Let several students answer the questions. 2. Watch and answer. Show some questions: ①Can Zoom swim? ②What will happen? Lead students to think about and answer the questions. Then play the cartoon of “Story time”. (课件出示:教材P31 Story time板块的视频) Ask students to listen and watch the cartoon carefully to get to know the main idea of the story. 3. Answer the questions. Ask a question: How does Zoom learn to swim first? Ask one student to answer this question. Then check the answer by showing the second picture on the PPT. (出示课件) Then continue to ask: Where are they going later? Lead students to find the answer: To the swimming pool. At last, ask: Can Zoom swim at last? Why? Lead students to summarize this sentence: Learn by doing. Ask several students to explain the meaning of “Learn by doing”. Then make a conclusion. 4. Read the story after the cartoon. Play the cartoon of “Story time” again. (课件出示:教材P31 Story time板块的视频) Let students read after it. Then role-play the story. 对话练习帮助学生进一步巩固本单元的重点词组及句型,达到语言输出的目的。通过阅读故事,增加语言的输入, 使学生明白实践出真知,坚持就是胜利的道理。 5. Evaluation. Where there is a will, there is a way. Success belongs to the persevering. No pleasure without pain. A good beginning is half done. (出示课件) ▶板书设计 ▶作业设计 29. Sort out the key words and sentence structures in this unit. 30. Do the exercises. (见“”系列丛书《创优作业100分》或《XX作业本》对应课时作业) ▶教学反思 1. 整个教学设计侧重于培养学生自主学习的能力,为学生创设了使用英语的环境,力争最大限度地为学生创造展示才能、发挥才智的空间。 2. 在听力活动和学习对话之前,让学生对所学内容进行了预测。听录音时给出问题,让学生带着问题去听听力,阅读对话,使学生的学习目的明确,因而更加能够集中注意力,主动去探究、学习。 3. 保持学生的课堂主体地位,鼓励、引导学生主动观察,主动思考,主动合作,主动回答,促进学生全面能力的提高。 4. 实施单元的整体教学,把握了单元教学目标的整体性。 ▶Teaching Contents & Teaching Aims Let’s check ·By completing the listening activities in the first part of “Let’s check”, check students’ mastery of the key sentence structures in this unit. ·Be able to infer the examination points from the picture information, listen to the recording purposefully, and then complete the corresponding listening task. ·Cultivate students’ good listening habits to continuously improve their listening levels. Let’s wrap it up ·Summarize the syntactic features of the three key questions in the future tense: What are you going to do? When are you going? Where are you going? ·Inspire students’ thinking, and lead students to observe more and learn to summarize by themselves. Story time · Be able to read the interesting story, review and consolidate the language they have learned in this unit, and increase their language input. · Be able to understand the content of the story and read the story according to the correct pronunciation, intonation and sense group. · Be able to act out the story and use the language of the story properly. ▶Teaching Priorities ·Review the grammar points of the future tense. ▶Teaching Difficulties ·Be able to use the future tense to ask and answer in real situations. ▶Teaching Procedures Teaching Stages Teacher’ s Activities Students Activities Teaching Purposes Warm-up & Revision & Lead-in 1. Greetings. 2. Play a game: Cube Challenge. 3. Lead-in. Show the sentence structures. Ask students to ask and answer with the sentence structures 1. Greetings. 2. Complete two rounds of challenges. 3. Lead-in. Ask and answer with partners. Talk about the plans for the festival. Show the dialogues to the class. Make a comprehensive and systematic review of the key words, phrases and sentence structures by playing the game. Liven up the class atmosphere. Focus on dialogues and writing practice training. Presentation 1. Listen and tick. (1) Show the pictures of “Let’s check”. (2) Then play the recording. Ask students to listen and tick the right answers. (3) Check the answers together. (1) Observe the pictures carefully and try to describe them before listening to the recording. (2) Then listen and tick. (3) Check the answers together. Let students observe the pictures and the questions carefully to predict the content of the listening part before listening. Attention is paid to the cultivation of students’ listening skills and listening strategies. 2. Listen and fill in the blanks. (1) Show the four sentences below the pictures. Ask students to read the sentences and think of the answers before listening to the recording. (2) Then play the recording again. (3) Ask four students to read the sentences and check the answers. (4) Present the listening material to help students train their listening skills. (1) Read the sentences and think of the answers before listening to the recording. (2) Then listen and fill in the blanks. (3) Read the sentences and check the answers. (4) Read the listening material. (续表) Teaching Stages Teacher’ s Activities Students’ Activities Teaching Purposes Presentation 3. Let’s wrap it up. (1) Show a sentence. (2) Show the correct division of the sentence. (3) Ask students to share their opinions. Check the answers together. Write down the rule on the blackboard. (4) Ask students to compare with the words on the five Russian nesting dolls. (5) Show the pictures of the five Russian nesting dolls. Divide students into several groups. (6) Check the sentences. Praise and encourage the good behaviors. (1) Observe the sentence on the PPT carefully and divide it into five parts. (2) Think about the substitute words of the five parts. (3) Share opinions. Check the answers together. (4) Compare with the words on the five Russian nesting dolls. (5) Make sentences by using the contents on the dolls in groups. (6) Listen to the teacher’s comments. The induction and the summary of grammar points in this part are not the unilateral teaching of the teacher, but the design process. Lead students to observe, inspire their thinking, let them summarize the knowledge of grammar by themselves step by step. Practice 1. Show the scenes and three questions. Ask students to make dialogues in pairs according to different scenes. 2. Ask several pairs to show their works. Try to find the best pair. 1. Make dialogues in pairs according to different scenes on the PPT. 2. Show their work. Making dialogues can help students to further consolidate the key phrases and sentence structures and achieve the purpose of language output. Consolidation & Extension “Story time” 1. Free talk. Show the pictures of “Story time”. Ask some questions. 2. Watch and answer. Show some questions. Play the recording. 3. Answer the questions. Teach the story by asking the key questions. 4. Read the story after the cartoon. Let students read the story after the cartoon. 5. Evaluation. 1. Observe the pictures, then talk freely and answer the questions. 2. Think about and answer the questions. Listen to the recording carefully. Get to know the main idea of the story. 3. Answer the questions. 4. Read the story after the cartoon and then role-play the story. 5. Understand that genuine knowledge comes from practice and that persistence means victory. Through reading the story, increase the input of language, so that students can understand that genuine knowledge comes from practice and that persistence is the truth of victory. Homework 1. Sort out the key words and sentence structures in this unit. 2. Do the exercises. Recycle 1 教材分析 本单元学习的主题是帮助学生复习巩固前三个单元的语言知识。本单元以“吴一凡在去拜访爷爷奶奶的路上所发生的事情”为切入点展开。将前三个单元的知识Unit 1的指路问路、Unit 2 的交通出行方式和Unit 3 的周末活动计划巧妙地融合在一系列丰富有趣的活动中,内容包含听、说、读、写、唱和演等方面。能够在交际活动中熟练运用前三单元的重点语言知识,如:turn right, turn left, go straight等表达问路指路的词组,“They are going on foot/by bus.”等表示出行方式的语句。强调对学生语言综合运用能力的培养 教学目标 知识与能力目标: ·能够听、说、读、写并在实际情景中运用第1~3单元的核心句型 ·能够在情景中运用句型“—Where is…? —It’s…”询问并回答某物的地点方位 ·能够在情景中运用句型“How can we get there?”问路并描述到某地的路线 ·能够在情景中正确运用句型“—How do you go to…? —By…”询问并回答乘坐某种交通工具去某地 ·能够辨认一些常见的交通标志,了解并遵守交通规则 ·能够用 be going to句型交流计划,并能使用句型“What are you going to do?”和“When are you going to do it?”提问并作答 ·能够听、说、读、写第1~3单元中有关地点、交通方式、交通规则以及计划的单词和词组 ·能够在有意义的语境中运用上述单词和词组 ·知道英语句子有不同语调,并能用正确的语调朗读不同类型的句子 ·知道英语句子中的连读,并能正确连读 ·知道多音节单词的重音,并能正确读出单词的重音 情感态度、文化意识、学习策略目标: ·能够在迷路时主动寻求帮助 ·知道英文摇篮曲《Hush Little Baby》 ·能够看地图或者听指示找到相应地点方位 ·了解交通法规,并能主动遵守交通规则 课时安排 第一课时: Page 32 & Page 33 第二课时: Page 34 & Page 35 The first period(第一课时) Page 32 & Page 33 ▶教学内容与目标 课时教学内容 课时教学目标 Page 32 & Page 33 ·能够理解对话大意 ·能够通过学习故事、情景对话复习巩固运用句型“—Where is…? —It’s next to…” 询问并回答地点方位 ·能够在情景中运用句型“—How can we get there? —Go straight./Turn left/right at the…”问路并描述去某地的路线 ·能够查找方位,能够运用“…must…”和“Don’t…”给他人提建议;能描述一些交通标志的意思 ▶教学重点 巩固和拓展第一、二单元的主要知识点。 ▶教学难点 能够在交际活动中灵活运用第1~2单元的重点语言知识。 ▶教学准备 1.预习《XX大课堂》《创优作业100分》《XX作业本》中本课时的相关内容。 2.PPT课件、课文录音、视频、教学卡片等。 Teaching purpose① 通过游戏复习第一、二单元所学的知识,同时活跃课堂气氛,激发学生的学习兴趣。 ▶教学过程 Step 1: Warm-up & Lead-in 1. Greetings. 2. Sharp eyes.① Play a short sound of cars and people on the street. (课件出示:一段街道的声音) Let students listen and guess: Where is it? Lead students to say the answer: On the street. Ask a question: What can you see on the street? Show a series of pictures about different buildings and traffic signs on the street. (课件出示:学过的建筑物和交通标志的图片) Students try to speak them out one by one. 3. Play a game: To be a traffic policeman. (游戏说明:一名学生拿着自制的交通灯,并变换交通灯的颜色,其他同学需要根据不同的颜色说出相应的交通规则并做出相应的动作。如:看到绿灯时应该说“Go at a green light.”,全班一起原地踏步代表前进。看到黄灯时应该说“Slow down and stop at a yellow light.”, 全班慢慢地减速停下。看到红灯时应该说:“Stop at a red light.”,全班一起停住脚步。此时老师违反交通规则,引导学生说出句子:“You must stop at a red light./ Don’t go at a red light.”。) 4. Lead-in. T: I want to go to the science museum in the city. But I don’t know where it is. How can I go to this place? Lead students to think of different ways to find the science museum. Then lead students to think of different ways to get to the science museum. Teaching purpose② 将此部分创设为较为真实的情景,学生们通过完成听、说、读、写等任务,帮助吴一凡找到爷爷奶奶的新家,培养学生的语言综合运用能力。 Step 2: Presentation 1. Wu Yifan is going to visit his grandparents.② (1)Show the map on page 32. (课件出示:教材P32的地图) Lead students to find out the differences between Pictures A and Pictures B in the map. Encourage them to express their opinions. Then play the recording of this part. (课件出示:教材P32的音频) Ask students to find out the key information and circle the right pictures. Check the answers together. (课件出示:教材P32第一题答案) (2) Lead students to fill in the blanks according to the right pictures they just circled on the map. Ask one student to stand up and read his/her answers. Check the answers together. Ask students to correct the mistakes. (课件出示:教材P32第二题答案) (3) Show the two questions on page 32. (出示课件) Simply explain that the first question is the alternative question. We can choose “by bus” or “on foot (walk)” to answer directly. Stress that “walk” and “on foot” are the same kind of transportation. The second question is to ask the time. So ask students to pay attention to the departure time. Then play the recording of this part again. (出示课件) Ask students to find out the key information and write down the two answers in the book. Students read the dialogue and check the answers with the teacher. (课件出示:教材P32第三题答案) (4) Play the recording of this part twice. (出示课件) Ask students to imitate and read after the recording. Pay attention to the tone and the intonation of the characters. Ask students to practice the dialogue in roles. Invite several groups to act out the story. The best actors can get a paper traffic sign as a reward. Teaching purpose③ 听前预测,带着目的去听听力,有效培养学生的听力技巧和能力。学生自编故事,使学生情绪高涨,培养学生的小组合作能力。 2. A little boy crying on the street.③ (1)Show the first picture on page 33. (课件出示:教材P33第一幅图) Let students try to guess: Why is the little boy crying? What will Wu Yifan and Robin say to him? What will the boy answer them? Encourage them to speak out their answers. (2)Show the second and third pictures on page 33. (课件出示:教材P33第二、三幅图) Ask students to predict the content of these two pictures. Lead students to read the sentences in the part of “These may help you”. Divide students into several groups. Let them talk about the pictures with each other. Ask one or two groups to stand up. Tell the class their story about the pictures. Make a model: Wu Yifan and Robin see a little boy crying on the street. He wants to cross the road. But the light is red. Wu Yifan and Robin say, “Stop! Don’t go at a red light.” The boy tells them that he can’t find his mother and he is hungry. Wu Yifan and Robin tell him where he can eat food. Then they use the GPS to help the boy find the police station. (3) Play the recording of this part. (课件出示:教材P33音频) Ask students to listen and feel about the story. (4) Play the recording of this part again. (出示课件) Ask students to find out the key information, such as “red light” “police station” “go straight” “turn right at the second crossing” “go straight again” and “next to the supermarket”. Then students complete the sentences in the part of “These may help you”. Check the answers together. (课件出示:教材P33第一题答案) Teaching purpose④ 通过大声读和两个游戏活动,复习巩固第一、二单元的重点知识,使学生认识到遵守交通规则的重要性。同时,游戏也能让学生在玩中学,在学中玩。 (5) Ask students to read the three sentences in the part of “Now listen and tick or cross”. Play the recording of this part for the third time. (出示课件) Ask students to find out the key information, such as “can’t find my mum”, “go to the police station” and “turn right at the second crossing”. Then tick or cross. Check the answers together. (课件出示:教材P33第二题答案) Step 3: Practice④ 1. Read aloud. Show the key words and sentences in this lesson on the PPT. Ask students to read them together. 2.Play a game: Don’t do what I say. (游戏说明:老师说指令,学生不能做相应的动作。如:老师说“turn left”时学生可右转或前行,但不能左转;老师说“turn right”时学生可左转或前行,但不能右转;老师说“go straight”时学生可停可转,但不能前行;老师说“stop”时学生可走可转,但不能停。做错的学生会被淘汰出局,其余的学生进入下一轮,直到选出获胜者,奖励贴纸一张。) 3.Play a game:To be the guardians of civilization. (游戏说明:教师使用PPT呈现一些不文明的交通行为图片,让学生口头用“…must…”“Don’t…”此类句子来提醒他人应该做什么和不能做什么。回答正确的学生奖励自制文明小卫士奖章一枚。) Teaching purpose⑤ 联系生活实际,创设接近真实的场景和任务,让学生训练第一、二单元的重点语言,也适当加入第三单元的知识,将知识串联起来。文化拓展有助于丰富学生的课外知识。 Step 4: Consolidation & Extension⑤ 1. Little guides. Show a map on the PPT. There’s a man standing in front of the cinema. And there are many other places in the map. Divide students into six groups. Each group chooses one place and makes a dialogue to ask for the directions. The teacher can make a model with one student: T: I want to go to the bookstore. Where is it? S1: It’s near the shoe store. T: How can I get to the bookstore? S1: Go straight. Turn right at the pet hospital. Then go straight. You can find the bookstore in front of the shoe store. Ask several groups to stand up and show their dialogues. Each group that does a good job can get a medal. 2. Do a survey. Show the chart below on the PPT. (课件出示:表格内容) Students ask and answer the questions in the chart. Fill in the chart according to the answers of their group members. The teacher invites several groups to report the results of the survey. Make a model: Student A goes to school by bike. He/ She is going to see a film on the weekend. Each group that does a good job can get a medal. 3. Cultural development. T: Different countries have different traffic rules. In most countries, people and cars should go on the right. But in some other regions and countries, they should go on the left. Can you say some names of these countries? Lead students to say the names: the UK, Australia, Singapore, Thailand, Indian, Japan and so on. T: So can you use “…must…” and “Don’t…” to say the traffic rules in these countries? Ss: People must walk and drive on the left in Singapore. / People must look right before crossing the road in Hong Kong. / Don’t walk or drive on the right in Japan. ▶板书设计 ▶作业设计 1. Review the key words, phrases and sentences in Unit 1 and Unit 2. 2. Try to draw some traffic signs and write down the traffic rules beside the signs. 3. Do the exercises. (见“”系列丛书《创优作业100分》或《XX作业本》对应课时作业) ▶教学反思 1. 在复习前两个单元的知识之前先为学生提供了一个全面而又真实的综合运用语言的机会,先复习巩固所有的重点知识,然后再进入课本的学习。 2. 本课创设了大量接近真实的情景,将生活植入课堂,多以游戏的方式来进行有关的学习,提高了学生的学习兴趣,也提高了学生的语言技能。 3. 小组活动较多,培养了学生的小组合作与交流的能力。 4. 学生在听听力之前,先自己猜测,编出故事,有利于学生发挥自己的主观能动性,让学生放飞自己的大脑,大胆想象,有利于学生发散思维的培养。 5. 板书设计清晰明了,重点突出,起到了很好的辅助作用。 ▶Teaching Contents & Teaching Aims ·Be able to understand the main idea of the dialogue. ·Be able to review and consolidate the sentence structures “—Where is…? —It’s next to…” by learning stories and situational dialogues, and ask and answer the locations by using the sentence structures. ·Be able to use the sentence structures “—How can we get there? —Go straight./Turn left/right at the…” to ask directions and describe the way to a place in situations. ·Be able to find directions, use “…must…” and “Don’t…” to give advice, and be able to describe the meaning of some traffic signs. ▶Teaching Priorities ·Consolidate and expand the key knowledge points in Unit 1 and Unit 2. ▶Teaching Difficulties ·Be able to flexibly use the key language knowledge of Unit 1 and Unit 2 in communicative activities. ▶Teaching Procedures Teaching Stages Teacher’ s Activities Students’ Activities Teaching Purposes Warm-up & Lead-in 1. Greetings. 2. Sharp eyes. 3. Play a game: To be a traffic policeman. 4. Lead-in. Lead students to think of different ways to find the science museum. 1. Greetings. 2. Answer the teacher’s question and try to speak out the right words and phrases one by one. 3. Play a game: To be a traffic policeman. 4. Talk about different ways to find the science museum. Review the knowledge of Unit 1 and Unit 2. Enliven the class. Stimulate students’ interest in learning. Presentation 1. Wu Yifan is going to visit his grandparents. (1) Show the map on page 32. Play the recording of this part. Ask students to circle the right pictures. Check the answers together. (2) Lead students to fill in the blanks. Check the answers together. (3) Ask students to guess the answers of some questions. Then play the recording of this part again. (4) Play the recording twice. (1) Listen and circle the right pictures. Check the answers together. (2) Fill in the blanks according to the right pictures circled on the map. Check the answers together and correct the mistakes. (3) Listen and write down the answers in the book. (4) Listen and read after the recording. Then act out the story. Set this part as a more real situation. Students help Wu Yifan find his grandparents’ new home through the completion of listening, speaking, reading, writing and other tasks. Develop students’ comprehensive language ability.2 2. A little boy crying on the street. (1) Show the first picture on page 33. Ask some questions about the picture. (2) Show the second and third pictures on page 33. Ask students to predict the content of the two pictures. (3) Play the recording of this part. (1) Observe the picture and guess the answers to the teacher’s questions. (2) Predict the content of the two pictures. One or two groups stand up and tell their story about the pictures. (3) Listen and feel about the story. Cultivate students’ listening skills and ability. Students make up stories by themselves, which keep students in high spirits and cultivate their ability of group cooperation. (续表) Teaching Stages Teacher’ s Activities Students’ Activities Teaching Purposes Presentation (4) Play the recording of this part again. Then check the answers. (5) Play the recording of this part for the third time. Then check the answers. (4) Listen and complete the sentences in the part of “These may help you”. Check the answers. (5) Read the dialogue and check the answers. Practice 1. Read aloud. Show the key words and sentences on the PPT. 2. Play a game: Don’t do what I say. 3. Play a game: To be the guardians of civilization. 1. Try to read out the key words and sentences aloud. 2. Play the game. 3. Play the game. Through reading aloud and two games, review and consolidate the key knowledge of Unit 1 and Unit 2. Make students realize the importance of obeying the traffic rules. Consolidation & Extension 1. Little guides. Show a map. Divide students into six groups and ask each group to choose one place and make a dialogue to ask for the directions. 2. Do a survey. Show a chart. Ask students to fill in the chart. 3. Cultural development. 1. Choose one place and make a dialogue to ask for the directions and show their dialogues to the class. 2. Ask and answer the questions in the chart. Fill in the chart according to the answers of their group members. 3. Cultural development. Create real scenes and tasks to let students train the key language of Units 1~3 and connect the knowledge together. Cultural development is helpful to enrich students’ extra-curricular knowledge. Homework 1. Review the key words, phrases and sentences in Unit 1 and Unit 2. 2. Try to draw some traffic signs and write down the traffic rules beside the signs. 3. Do the exercises. The second period(第二课时) Page 34 & Page 35 ▶教学内容与目标 课时教学内容 课时教学目标 Page 34 & Page 35 ·学生能够在情景中运用句型“—What/Where/When are/is…going(to do…)? —I’m/He /She is going to…”询问并回答计划的活动、地点和时间 ·能够通过活动归纳总结出be going to 中be与人称的搭配,以及be going to 后面接动词原形的相关知识 ·培养学生助人为乐的优秀品质 ▶教学重点 巩固和拓展第一至三单元的主要知识点。 ▶教学难点 能够在交际活动中灵活运用前三个单元的重点语言知识。 ▶教学准备 1.预习《XX大课堂》《创优作业100分》《XX作业本》中本课时的相关内容。 2. PPT课件、课文录音、视频、教学卡片等。 Teaching purpose① 通过师生对话和角色扮演活动复习巩固前三个单元所学的知识,提高学生的语言综合运用能力。使用歌曲导入,激发学生的学习热情。 ▶教学过程 Step 1: Warm-up & Lead-in① 1. Greetings. 2. Free talk. Show the chart below on the PPT. Talk freely about the teacher’s calendar with students. Lead students to read the chart and guess: Where is the teacher going at different time? Make a model: T: At 10 o’clock in the morning, I’m going to the supermarket. S1: At 6 o’clock in the afternoon, you’re going to the cinema. S2: At 9 o’clock in the evening, you’re going to stay at home. T: How about your weekend plan? Where are you going? What are you going to do? And when are you going? Ss:… 3.Role play: Find the missing cat. Present a map on the PPT. There is a cat on the map. Two students work in a group. One acts the kid who can’t find his/her cat. The other student acts the policeman/policewoman. The kid comes to the police office to ask for help. They can make a dialogue like this: Kid: Where is my cat? Policeman: Look! It’s at the hospital. It’s near the post office. Kid: How can I go to the hospital? Policeman: You can go straight. Turn left at the post office. It’s near the post office. Kid: Can I go there on foot? Policeman: Yes. It’s not far. You can also take the No. 5 bus. Kid: Thank you very much. Policeman: You’re welcome. 4.Lead-in. T: Do you still remember what Wu Yifan is going to do this weekend? Ss:He is going to visit his grandparents. T:Do you still remember the little boy on the street? Ss:Yes. He is crying. T:Good memory! The little boy is waiting for his mother. Robin is singing a song to him. Play the song and see what Robin is singing. Play the recording of the song Hush, little boy. (课件出示:歌曲《Hush, little boy》的音频及歌词) Students listen to the song and feel the rhythm. Ask students to circle the words and the phrases they don’t understand. Teaching purpose② 采取多种方式学习该部分的歌曲,不仅让学生能够感受歌曲的旋律,同时也把这首歌当作一篇阅读材料,训练并提高学生的阅读能力。 Step 2: Presentation 1.Robin is singing a song to the little boy.② (1) Help students understand the words and the phrases they circled in their books, such as hush, if, ring, lost, looking glass, fall down and sweetest. The teacher can use body language and some pictures to help students understand. (2) Lead students to read the song sentence by sentence. Then the teacher plays the recording of this song again. (出示课件) All students sing the song together after the recording. Encourage students to add some actions. (3) Let the boys PK with the girls to sing the song Hush, little boy. (4) After the PK, ask students to answer the question: In the song, what is Papa going to do? Ask three students to stand up and read the three sentences. Check the answers together. Ask students to correct the mistakes. (5) Ask students to read the song again. And circle the right answers in the book. Ask two students to stand up and say the two answers. Check the answers together. (课件出示:教材P34 Read and circle的答案) Teaching purpose③ 培养学生读图、认图的能力,同时提高学生归纳总结知识的能力。培养学生良好的语音和语调意识,可以增强学生学习英语的自信心,也可以提高他们用英语表达的积极性。 2. The little boy’s mother is on the phone.③ (1) Play a sound of the traffic car. Let students guess: Where is the little boy now? (课件出示:一段警车的声音) Lead students to answer: He is in the police station. T:Wu Yifan and Robin take the little boy to the police station. Now, the little boy’s mother is talking with the policeman on the phone. Can you guess what they are talking about? Lead students to say more possibilities. (2)Show the map on page 35. (课件出示:教材P35的地图) T:The little boy’s mother is going to the police station to find her son. Let’s go and see how she can get to the police station. Lead students to observe the map carefully. Ask them to draw a route to the police station on the map. Then lead students to say the route together in English and write it down briefly at the bottom of the map. Show the dialogue part on page 35. (课件出示:教材P35的对话) Ask students to fill in the blanks individually. Ask one or two students to speak out their sentences. Provide some corrections if there are some mistakes. (3) Check the answers together. (课件出示:教材P35的答案) Lead students to read the dialogue in pairs. (4) Ask students to read the dialogue by themselves. And try to finish the exercises in the part of “Read, answer and do”. Encourage students to write down more kinds of transportation. Ask students to say their answers. The teacher can provide some examples, such as by subway, by train, by plane, by taxi and by bike. (出示课件) (5) Ask students to pay attention to the intonation of the sentences in the part of “Listen and read aloud”. Lead them to read in the correct intonation. Then play the recording of this part. (出示课件) Ask students to listen and read after the recording. Ask students to practice reading the dialogue in pairs. Then ask several pairs to read the dialogue loudly. Then check their intonation and give help when necessary. Teaching purpose④ 让学生在练习的过程中整体感知Recycle 1的故事,复述的过程实际上就是对所学知识的一个整合和归纳,让学生有一个语言产出的过程,也让学生有一个自我展示的机会。 Step 3: Practice④ 1. Play a game: Challenge the repeater. Students challenge the recording of the text in the English book. Ask several students to stand up and read the text. Pay attention to the pronunciation and the intonation. Find out who does the best work. The best student can get a “Gold microphone” medal. 2. Retell the whole story. Teaching purpose⑤ 通过调查活动将前面三个单元的内容全部都融合在一起,避免学习知识的片面性。培养学生助人为乐的优秀品质。 Lead students to retell the whole story in Recycle 1. Try to describe all the things happened on the way to Wu Yifan’s grandparents’ new house. Let students review the key language points from Unit 1 to Unit 3 in this way. Encourage students to retell the whole story to the class. Step 4: Consolidation & Extension⑤ 1. Do a survey. Talk about the plans of students, and ask them to finish the chart. Show the chart.课件出示:调查活动的表格) Make a model with one student. Then divide students into several groups. Ask students to ask and answer these questions in groups, then try to finish the chart. If some students in the group have the same plan, they can go to the same place together. Ask one or two groups to report the results of the survey. Make a model: XXX is/XXX and XXX are going to… He/ She is/ They are going to… He/ She is/ They are going to…with… They are going at… They are going there by…/on foot. 2. Evaluation. Show a proverb to students. Cultivate students’ quality of helping others. Gifts of roses, hand there are lingering fragrance. ▶板书设计 ▶作业设计 31. Review the key words, phrases and sentences from Unit 1 to Unit 3. 32. Do the exercises. (见“”系列丛书《创优作业100分》或《XX作业本》对应课时作业) ▶教学反思 1.本课时主要通过听、唱、读和写来对前三个单元所学的知识进行综合的复习和运用。 2.热身活动让学生初步感知本节课所要复习的内容,让学生对要学的内容有所了解,有所期待,提高了他们学习英语的兴趣,也降低了学习的难度。 3.注重课本知识的整体性,加深学生对知识点整体框架的印象。 4.注重学生的语言输出和语言综合运用能力的培养,让学生将所学的知识转化为实实在在的语言运用能力。 5.较好地培养了学生用英语交流的能力,体现了交际语言教学的思想。 ▶Teaching Contents & Teaching Aims ·Be able to use the sentence structures “—What/Where/When are/is…going(to do…)? —I’m/He /She is going to…” in situations to ask and answer questions about planned activities, places and times. ·Be able to summarize the collocation of “be” and “person” in “be going to”, and learn the related knowledge that “be going to” is followed by the original form of verbs. ·Cultivate the excellent quality of helping others. ▶Teaching Priorities · Ma Consolidate and expand the key knowledge points from Unit 1 to Unit 3. ▶Teaching Difficulties · Be able to flexibly use the key language knowledge of Units 1~3 in communicative activities. ▶Teaching Procedures Teaching Stages Teacher’ s Activities Students’ Activities Teaching Purposes Warm-up & Lead-in 1. Greetings. 2. Free talk. Show the chart. Let students talk about the teacher’s calendar. 3. Role play: Find the missing cat. 4. Lead-in. Play the recording of the song Hush, little boy. 11. Greetings. 2. Free talk. Talk freely about the teacher’s calendar. 3. Role play: Find the missing cat. Role play and make a dialogue. 4. Lead-in. Listen to the song and feel the rhythm. Circle the words and the phrases they don’t understand. Through the activities, review the knowledge in Units 1~3 and improve students’ comprehensive language ability. The usage of listening and singing the song can stimulate the enthusiasm of students. Presentation 1. Robin is singing a song to the little boy. (1) Help students understand the words and the phrases they circled in their books. (2) Lead students to read the song. Play the recording of this song. (3) Let the boys PK with the girls to sing the song Hush, little boy. (4) Ask students to answer the question: In the song, what is Papa going to do? (5) Ask students to read the song again. And circle the right answers in the book. Check the answers together. (1) Try to understand the meaning of the song. (2) Read the song after the teacher and sing the song together after the recording. (3) Boys and girls PK. (4) Complete the exercise: In the song, what is Papa going to do? (5) Read the song again. And circle the right answers in the book. Check the answers. By learning this part of the song in a variety of ways, students can not only feel the melody of the song, but also take the song as a reading material to train and improve their reading ability. (续表) Teaching Stages Teacher’ s Activities Students’ Activities Teaching Purposes Practice 2. The little boy’s mother is on the phone. (1) Let students guess what the people are talking about on the phone. (2) Show the map and the dialogue on page 35. Ask students to fill in the blanks. (3) Check the answers together. Lead students to read the dialogue in pairs. (4) Ask students to read the dialogue and try to finish the exercises in the part of “Read, answer and do”. (5) Play the recording. Ask students to listen and read after the recording and practice the dialogue in pairs. (1) Guess what the people are talking about on the phone. (2) Observe the map carefully, draw and say the route to the police station. Then fill in the blanks. (3) Check the answers together. Read the dialogue in pairs. (4) Read the dialogue and try to finish the exercises in the part of “Read, answer and do”. (5) Listen and read after the recording. Pay attention to the pronunciation and the intonation of the sentences. Practice the dialogue in pairs. Cultivate students’ ability to read and recognize pictures, and improve students’ ability to summarize knowledge. Training students’ good pronunciation and intonation can enhance students’ confidence in learning English, and also can improve their enthusiasm to express in English. Practice 1. Play a game: Challenge the repeater. 1. Challenge the recording of the text in the English book. The retelling process is actually an integration and induction of what they have learned, so that students can have a process of language production and have an opportunity to present themselves. 2. Retell the whole story. Lead students to retell the whole story in Recycle 1 2. Try to retell the whole story in Recycle 1 Consolidation & Extension 1. Do a survey. Ask students’ plans. Ask students to ask and answer these questions in groups, then try to finish the chart. 1. Do a survey. Ask and answer these questions in groups. And try to finish the chart. Report to the class. Through the investigation, all the contents of the three units were integrated together. Avoid learning the knowledge in one-side. Cultivate the excellent quality of helping others. 2. Evaluation. Show a proverb. Gifts of roses, hand there are lingering fragrance. 2. Evaluation. Learn to help others. Homework 1. Review the key words, phrases and sentences from Unit 1 to Unit 3. 2. Do the exercises. Unit 4 I have a pen pal 教材分析 本单元学习的主题是交笔友。教学内容主要是围绕孩子们谈论自己笔友的情景来展开的。教学重点是能听、说、读、写核心句型“—What are Peter’s hobbies? —He likes reading stories.”“—Does he live in Sydney? —No, he doesn’t.”“—Does he like doing word puzzles and going hiking? —Yes, he does.”;能听、说、读、写单词和词组:dancing, singing, reading stories, playing football, doing kung fu, cooks Chinese food, studies Chinese, does word puzzles, goes hiking 教学目标 知识与能力目标: ·能够听、说、读、写句型“—What are Peter’s hobbies? —He likes reading stories.”“—Does he live in Sydney? —No, he doesn’t.”“—Does he like doing word puzzles and going hiking? —Yes, he does.” ·能够在情景中运用句型“—What are…’s hobbies? —He/ She likes…”“—Does he/she…? —Yes, he/she does./—No, he/she doesn’t.”谈论他人的爱好与个人信息 ·能够在图片的帮助下正确理解并按照正确的意群及语音、语调朗读公告栏内的四则广告,运用本课所学核心句型口头描述自己的爱好,同时能仿照范例编写自己的交友广告 ·能够听、说、读、写单词和词组:dancing, singing, reading stories, playing football, doing kung fu, cooks Chinese food, studies Chinese, does word puzzles, goes hiking ·能够正确使用上述单词和词组谈论或描述自己的兴趣爱好和日常活动 ·知道英语句子中通常需要重读哪些单词 情感态度、文化意识、学习策略目标: ·了解中式茶和英式茶的饮茶器皿及饮茶习惯 ·培养通过了解对方的兴趣爱好结交朋友的意识 ·能够看图捕捉主要信息,并根据提示做出听前预测 ·能够通读文段,获取主旨大意并能根据其选择合适的标题 课时安排 第一课时: Part A Let’s try & Let’s talk 第二课时: Part A Let’s learn & Do a survey 第三课时: Part B Let’s learn & Listen, match and say 第四课时: Part B Let’s try & Let’s talk 第五课时: Part B Read and write 第六课时: Part B Let’s check & Let’s wrap it up The first period(第一课时) Part A Let’ s try & Let’s talk ▶教学内容与目标 课时教学内容 课时教学目标 Let’s try ·能够读懂Let’s try板块的题目要求,并对听力部分的重点内容进行听前预测 ·能够通过听录音,运用基本听力技巧完成Let’s try板块的听力任务 Let’s talk ·能够通过观察、谈论Let’s talk板块的图片,在PPT和教师的帮助下理解对话大意,并能回答对话下面的问题 ·能够通过听录音,学会按照正确的意群及语音、语调朗读对话,并能在小组中进行角色表演 ·能够听、说、读、写并在情景中恰当运用句型“—What are…’s hobbies? —He/ She likes…”交流相关内容 ·能够在语境中借助图片等理解新词汇“pen pal, hobby, jasmine, idea”的意思,并能正确发音 ▶教学重点 1. 能够理解和掌握本课时的重点词汇和句型。 2. 能够在情景中恰当运用句型“—What are…’s hobbies? —He/ She likes…”交流相关内容。 ▶教学难点 能够在情景中熟练运用句型“—What are…’s hobbies? —He/ She likes…”交流相关内容。 ▶教学准备 1.预习《XX大课堂》《创优作业100分》《XX作业本》中本课时的相关内容。 2.PPT课件、课文录音、视频等。 Teaching purpose① 结合学生的生活经历,以选项的形式呈现不同交友方式,引出笔友的话题,降低难度,帮助学生迅速进入单元主题。先让学生结合旧知尝试描述有关笔友的信息,再通过新课的学习,整合旧知,丰富表达。 ▶教学过程 Step 1: Warm-up & Lead-in① 1. Greetings. Greet students. Divide them into several groups and tell them, “If you can be active, open minded and creative in class, your group can get more points.” The group which gets the most points will be the winner. 2. How can we make friends? T: Do you have friends? Who is your best friend? Ss: … T: In our daily life, we have many friends. How can we make friends? Show some ways of making friends on the PPT. Ask students to choose. Ss: A, B, and C. T: Good job! These options are all right. Sometimes we can make friends through letters. We don’t have to meet them. We call them “pen pals”. In this unit, we’re going to talk about pen pals. Present the new phrase “pen pal”. (出示课件) Lead students to learn and read it. 3. Lead-in. T: Do you have pen pals? Say something about your pen pals. Ss: … Teaching purpose② 呈现Let’s try板块的语言情境,先让学生预测对话可能谈论哪些关于Zhang Peng笔友的内容,然后听录音验证预测并完成判断正误的练习,培养学生良好的听前预测习惯。通过听力材料后追加的问题,引导学生根据问题检索并获取有效信息。 Step 2: Presentation 1. “Let’s try”.② (1) Make predictions. (课件出示:Unit 4主情景图的右图) T: Zhang Peng is talking with Oliver about his pen pal. Predict what they will talk about the pen pal. Ss: They will talk about his… (name, age, nationality, height, hobbies, etc.) T: Well done! Let’s listen to it and find out what they will talk about the pen pal. (2)Listen and write T or F. Present the two statements of “Let’s try”. (课件出示:教材P38 Let’s try板块的习题) Ask students to pay attention to the words “basketball” and “tall” and try to catch the key words while listening. Teaching purpose③ 呈现Let’s talk板块的图片,引导学生观察图片信息,预测即将学习的对话内容,培养学生的逻辑思维能力。观看对话视频,验证预测。通过再听对话,完成表格,检验学生对对话细节的理解。 Ask students to listen and write T (true) or F (false). Then check the answers. (课件出示:教材P38 Let’s try板块的音频及习题答案) (3)Listen again. Read the listening material after the recording. (课件出示:教材P38 Let’s try板块的听力材料)Review the highlighted words and sentences. T: Now what do you know about Zhang Peng’s pen pal? Ss: He is Peter. He’s from New Zealand. He likes playing basketball. And he is very tall. 2. Make predictions.③ Present the picture of “Let’s talk”. (课件出示:教材P38 Let’s talk板块的图片)Lead students to make predictions through the picture. T: This boy in the picture is Peter. What is he doing? Ss: He is reading a book. T: I can see some cows. Where do you think he lives? Ss: I think he lives on a farm. T: Look at the cows. Their eyes are looking at the book. I think they also like reading. 3. Watch and answer. (1) Present the video of “Let’s talk”. (课件出示:教材P38 Let’s talk 板块的视频) And ask students to answer the question. Lead students to get the main idea of the dialogue. T: What are they talking about? Ss: They are talking about Peter’s hobbies. (2) Learn the new word “hobby”. T: “Hobby” is an activity that someone enjoys doing in free time. Teach the new word “hobby”. (课件出示:hobby的相关内容) Lead students to read the word in syllables. Write down the word “hobby” on the blackboard. Then present its plural form “hobbies”. (出示课件) Lead students to learn its irregular plural form. T: “Peter’s hobbies” means “Peter的爱好”, then how to express “Zhang Peng的爱好” and “Oliver的爱好”? Ss: Zhang Peng’s hobbies. Oliver’s hobbies. Lead students to learn about the possessive nouns. (课件出示:名词所有格的相关内容) (3) Listen and complete the chart.(出示课件)What are their hobbies? You can tick (√) in the chart. Listen again and check the answers. Ask questions about each of the three people by using the key sentence structure “What are…’s hobbies?”(课件出示:核心句型的相关内容)Write down the key sentence structure “What are…’s hobbies?” on the blackboard. S1: Oliver likes doing kung fu and swimming. S2: Zhang Peng likes singing. S3: Peter likes reading stories, doing kung fu, swimming and singing. 4. Learn the sentence structure. (1)Lead students to find some regulations of the words and the sentence structure. Present the following sentences:(出示课件) ①Oliver likes doing kung fu and swimming. ②Zhang Peng likes singing. ③Peter likes reading stories, doing kung fu, swimming and singing. Lead students to read and observe the words and the sentences above. (引导学生阅读并观察上述单词及句子,通过自主学习,发现like后面的动词都是用的-ing形式,而swim加-ing时双写了m。) Teaching purpose④ 引导学生了解著名的中国民歌《茉莉花》——该歌曲在海外华人和西方音乐界中也流传甚广。 Present the sentence structure “He/She likes doing…” and highlight the “-ing”. Lead students to pay attention to the “-ing” form of the verbs. (2)T: Which song is Zhang Peng going to teach Peter?④ Ss: He is going to teach him the Chinese song Jasmine Flower. Teach the word “jasmine”. (课件出示:jasmine的相关内容) T: Oliver says this is a good idea. Do you know why? Ss: … Teaching purpose⑤ 通过听录音跟读,引导学生按照正确的意群及语音、语调朗读对话,并在小组中进行角色表演。 Lead students to understand the new word “idea”. (课件出示: idea的相关内容) T: Yes. Because this is a famous Chinese classic song. Now let’s enjoy a short period of this song.(课件出示:歌曲《茉莉花》片段) Step 3: Practice 1. Read and act.⑤ Teaching purpose⑥ 以头脑风暴的形式收集有关兴趣爱好的单词和词组,归纳为不同的类别,帮助学生理解和记忆。利用简短的pair work操练本课核心单词、词组和句型,通过追问,将对话从第一人称过渡到第三人称,为下面的教学活动做铺垫。 (1) Read after the recording. Pay attention to the pronunciation and the intonation. (2) Practice the dialogue in a group of three. Read in roles. (3) Act out. 2. Brainstorm.⑥ (1) Brainstorm the hobbies. Present the hobbies on the PPT. (课件出示:各种不同的爱好) Write down the phrases “playing sports, climbing mountains, listening to music, watching TV, playing the piano, drawing cartoons” on the blackboard. Lead students to divide the hobbies into different groups. Ask them to make a discussion. Present the results on the PPT. (课件出示:爱好相关词汇的分类结果) (2) Summarize some regulations. 3. What are your hobbies? Ask students to talk about their hobbies in pairs. A: What are your hobbies? B: I like (doing)… Then add another question to change the first person into the third person. T: What are his/her hobbies? Teaching purpose⑦ 创设真实情境,让学生根据生活实际开展对话,谈论有关朋友的特征及其兴趣爱好,巩固本课的核心词汇和句型。利用对话过程中记录的笔记,组织语言汇报有关同学或朋友的相关信息,提高学生的语言综合运用能力。 Ss: He/ She likes (doing)… Step 4: Consolidation & Extension⑦ 1. Talk about your friend’s hobbies. T: Who is your best friend? Talk about his or her hobbies. You can conduct the dialogue like this: Make a model with a student first. And then ask students to work in groups and take notes while talking. 2. Make a report. Ask students to make a report according to the notes they’ve just taken as the following structure. 3. Summary. Make a brief summary according to the blackboard design. Evaluate students’ group work and select the best group. ▶板书设计 ▶作业设计 1. Practice the dialogue. 2. Remember the key words and expressions of this class. 3. Do the exercises. (见“”系列丛书《创优作业100分》或《XX作业本》对应课时作业) ▶教学反思 1.结合学生生活经历,导入单元主题,以选项的形式呈现不同的交友方式,迅速导入本课。 2.在学习和呈现听力材料之前引导学生先预测,培养良好的听前预测习惯,注重逻辑思维能力的培养。通过自主学习的方式,验证预测。以多元化的教学活动设计,在教学内容层层递进的过程中帮助学生突破重点词汇和句型,检测学生对对话细节的理解。 3.欣赏著名的中国民歌《茉莉花》的片段,了解该歌曲在海外华人和西方音乐界中也流传甚广。 4.描述兴趣爱好的词汇不局限于课本,而是打开学生思维,从不同维度展开分类,拓展学生表达。 5.创设真实语境,让学生根据生活实际开展对话,谈论有关朋友的特征及其兴趣爱好,巩固本课的核心词汇和句型,提高学生的语言综合运用能力。 ▶Teaching Contents & Teaching Aims Let’s try ·Be able to predict the main content of the listening part by reading the statements in “Let’s try”. ·Be able to understand the meaning of the recording and complete the task in “Let’s try” with basic listening skills. Let’s talk ·Be able to understand the main idea of the dialogue by observing and talking about the picture. And be able to answer the question below the dialogue. ·Be able to read the dialogue correctly, fluently and emotionally, and then act out in groups. ·Be able to use the sentence structures “—What are…’s hobbies? —He/ She likes…” properly to talk about hobbies in situations. ·Be able to understand and read the new words and the phrase “pen pal, hobby, jasmine, idea”correctly. ▶Teaching Priorities ·Be able to understand and master the key words and sentence structures of this class. ·Be able to use the sentence structures “—What are…’s hobbies? —He/ She likes…” properly to talk about somebody’s hobbies in situations. ▶Teaching Difficulties ·Be able to use the sentence structures “—What are…’s hobbies? —He/ She likes…” skillfully to talk about somebody’s hobbies in situations. ▶Teaching Procedures Teaching Stages Teacher’ s Activities Students Activities Teaching Purposes Warm-up & Lead-in 1. Greetings. Greet students. Divide them into several groups. 1. Greet the teacher. Acquire the evaluation rules of group work. Introduce the topic of “pen pal” according to students’ life experience. The options of how to make friends can help students enter the topic of the unit quickly. Prepare for the following learning. 2. How can we make friends? Talk with students about how to make friends. Teach the new phrase “pen pal”. 2. Talk with the teacher about how to make friends. Learn and read the phrase “pen pal”. 3. Lead-in. Lead students to say something about their pen pals. 3. Say something about their pen pals. Presentation 1. “Let’s try”. (1) Lead students to predict. (2) Ask students to listen and write T or F. (3) Present the listening material. (1) Predict what Zhang Peng and Oliver will talk about Zhang Peng’s pen pal. (2) Complete the exercise and check the answers. (3) Listen and read the listening material after the recording. Review the highlighted words and sentences. Lead students to retrieve and obtain valid information according to the question. Lead students to observe the picture and predict the dialogue. Cultivate their logical thinking ability. Let them watch the video and verify the predictions. Check their understanding of the details by asking them to complete the chart. 2. Make predictions. Present the picture of “Let’s talk”. Make predictions through the picture 3. Watch and answer. (1) Present the video of “Let’s talk”. (2) Teach the word “hobby”. (3) Help students tick in the chart about the three boys’ hobbies. (1) Watch the video of “Let’s talk” and answer the question. (2) Learn the word “hobby”. (3) Listen and complete the chart. Then practice the sentence structure. (续表) Teaching Stages Teacher’ s Activities Students’ Activities Teaching Purposes Presentation 4. Learn the sentence structure. (1) Lead students to find some regulations of the words and the sentence structure. (2) Get them to know about the famous Chinese classic song Jasmine Flower and teach the word “jasmine”. (1) Find some regulations of the words and the sentence structure. (2) Learn the word “jasmine” and enjoy the music. Lead students to learn about the famous Chinese classic song Jasmine Flower which is also popular among the overseas Chinese and western music circles. Practice 1. Read and act. Lead students to read the dialogue in roles and act out in groups. (1) Read after the recording. (2) Practice in groups in roles. (3) Act out. Lead students to read the dialogue in correct pronunciation and intonation in roles. 2. Brainstorm. (1) Ask students to brainstorm the hobbies and divide them into different groups. (2) Summarize some regulations. (1) Brainstorm the hobbies and divide them into different groups. (2) Summarize some regulations. Help students understand and remember the words of hobbies. Practice the key words, phrases and sentence structures through pair work. Lay the foundation for the following teaching activities. 3. What are your hobbies? Organize students to work in pairs. Work in pairs. Talk about the hobbies. Consolidation & Extension 1. Talk about your friend’s hobbies. Make a model with a student first and then ask students to work in groups and take notes. Work in groups. Talk about their friend’s hobbies. Take notes while talking. Create a real situation and let students make dialogues according to the reality of life. Consolidate the key vocabulary and sentence structures of this lesson. Make use of the notes taken during the dialogue to organize and report the hobbies of their classmates or friends. Improve students’ comprehensive language using ability 2. Make a report. Ask students to make a report according to the notes they’ve just taken. Make a report according to the notes they’ve just taken as the structure. 3. Summary. Make a summary and select the best group. Have an overview of the class according to the blackboard design. Homework 1. Practice the dialogue. 2. Remember the key words and expressions of this class. 3. Do the exercises. The second period(第二课时) Part A Let’s learn & Do a survey ▶教学内容与目标 课时教学内容 课时教学目标 Let’s learn ·能够听、说、读、写有关兴趣爱好的单词和词组:dancing, singing, reading stories, playing football, doing kung fu ·能够结合本板块核心句型“—What are your hobbies? —I like…”谈论兴趣爱好 Do a survey ·能够根据调查结果完成表格,并根据表格信息做汇报 ▶教学重点 1.掌握本课时的重点词汇和句型。 2.能够结合本部分核心句型“—What are your hobbies? —I like…”谈论兴趣爱好。 ▶教学难点 能够结合本部分核心句型“—What are your hobbies? —I like…”谈论兴趣爱好。 ▶教学准备 1.预习《XX大课堂》《创优作业100分》《XX作业本》中本课时的相关内容。 Teaching purpose① 通过描述哆啦A梦能做的业余活动,激发学生的学习兴趣,帮助学生复习熟悉的动词dance, sing, fly, swim和read,为下一步的导入和授新做好铺垫。 2. PPT课件、课文录音、视频等。 ▶教学过程 Step 1: Warm-up & Revision & Lead-in 1. Greetings. T: Good morning, boys and girls. Today I’ve prepared many colorful stars for you. If you behave well, you can get a star. The group which gets the most stars will be the super winner. 2. Let’s watch.① Teaching purpose② 通过问题引导学生观察图片,从描述哆啦A梦能做的事过渡到哆啦A梦喜欢做的事,导入本课主题“hobby”。对比呈现动词原形和-ing形式,引导学生关注动词形式在不同句式中表述会有所不同。 T:(课件出示:哆啦A梦的小视频) What can Doraemon do? Ss:He can… (sing, dance, fly, swim, read…) (课件出示:哆啦A梦唱歌、跳舞、飞行、游泳、看书等的图片) 3. Lead-in.② T:Does Doraemon like singing? Ss:Yes, he does. T:How do you know that? Ss:Because he looks very happy when singing. T:Well done! Write down “sing—singing” on the blackboard. (课件出示:sing & singing的相关内容) Teach the words “sing” and “singing”. Ask students to pay attention to the “-ing” form. Let students compare the following two statements: ①He can sing.②He likes singing. Teaching purpose③ 从学生熟悉的单词入手,以singing为例,基于hobby的话题描述哆啦A梦喜欢做的其他的事情,然后再呈现对应动词的-ing形式。在呈现和学习的过程中做到词不离句,让学生在具体的语境中掌握词汇。 Lead students to compare the meaning of the two words: “can” means something you are able to do; “like” means something you enjoy doing. Step 2: Presentation 1. Learn the word “dancing” and the phrase “reading stories”.③ T:Doraemon likes singing. He also likes… Write down the sentence structures “He likes… He also likes…” on the blackboard. (课件出示:哆啦A梦唱歌、跳舞、飞行、游泳和看书的图片以及对应的动词) Ss:He also likes dancing, flying, swimming and reading. (课件出示:动词后加上-ing) Write down the word “dancing” on the blackboard. T:Look! What book is he reading? Ss:It’s a storybook. T:Yes. He likes reading stories. (课件出示:reading stories的相关内容) Write down the phrase “reading stories” on the blackboard. Teach the phrase “reading stories”. Extend the words “flying, swimming”. Teaching purpose④ 利用形象生动的构词法导入football,拓展basketball,引导学生观察并总结“打(踢)球”的表达方式,丰富对兴趣爱好的描述。通过熟知的卡通明星功夫熊猫导入kung fu一词,学生能迅速地理解和掌握。 Present the original form of the verb and the “-ing” form, and lead students to understand the changes of the “-ing” form of different verbs through comparison. 2. Learn the phrase “playing football”.④ T I think Doraemon is a super star, because he can do so many things. Let’s find out what other hobbies Doraemon has. I’ll give you some clues. (1)T:It is a ball. We can play the ball with our feet. So it’s a… Ss: Football. T:Wonderful! Look! He likes playing football.(课件出示:playing football的相关内容) Teach the phrase “playing football”. And write it down on the blackboard. (2)T:What about this ball? It’s a… (课件出示:篮球的图片) Ss:Basketball. T:Do you like playing basketball? Ss:… Write down the phrase “playing basketball” on the blackboard. Then make a brief summary: play+球类运动. 3. Learn the phrase “doing kung fu”. T:Now we’ve known so many Doraemon’s hobbies. There is another popular cartoon star. He likes doing kung fu. Who is he? (课件出示:功夫熊猫图片) Ss:Kung Fu Panda. T:Yes, you’re right. Kung Fu Panda likes doing kung fu. He is also a kung fu star. Teaching purpose⑤ 先以听力的形式,检测学生是否能听懂和正确理解Let’s learn板块的对话。然后让他们通过跟读和分角色朗读对话,熟悉本课的核心句型。呈现动词-ing形式的变化规则,提高学生语言表达的准确性。 Present the phrase “doing kung fu” and teach it. (课件出示:doing kung fu的相关内容) Write down the phrase “doing kung fu” on the blackboard. 4. Let’s learn.⑤ (1)T:Kung Fu Panda likes doing kung fu. Zhang Peng likes doing kung fu, too. How about his other hobbies? Listen to the dialogue. Let’s see what Zhang Peng’s hobbies are. (课件出示:教材P39 Let’s learn板块的音频) T:What are Zhang Peng’s hobbies? Write down the sentence structure “What are…’s hobbies?” on the blackboard. Teaching purpose⑥ 通过学生快读、教师模仿动作学生猜词、说出消失的图片三种不同形式的活动操练单词和词组。 选择学生了解并感兴趣的人物,以他们的兴趣爱好为话题操练本课目标语言。 Ss:He likes reading stories. He also likes singing and doing kung fu. (2) Students read after the recording and pay attention to the pronunciation and the intonation. (3) Practice the dialogue in pairs. (4) Read the dialogue in roles. 5. Learn the changing rules of “v-ing”. Help students know the changing rules first. Then let them practice. (课件出示:动词-ing变化规则的相关内容) Step 3: Practice⑥ 1. What’s missing? Present the pictures of different hobbies. (课件出示:跳舞、唱歌、游泳、读故事书、踢足球、打篮球和练武术的图片) (1) Students read the words and the phrases quickly. (2) The teacher does the actions. Students say the words or the phrases. (3) Play the game. Students say the missing picture. 2. Do you know their hobbies? Present the pictures of some people. (出示课件) Let students talk about their hobbies. Make a model with a student first. Then ask students to work in pairs like this: A: What are his/her/their hobbies? Teaching purpose⑦ 先以brainstorm的形式巩固和拓展学生兴趣爱好的相关表达,再通过调查活动巩固本课的核心词汇和句型,在创设的语境中提高学生的语言运用能力,使学生能够熟练运用所学语言谈论兴趣爱好。 B: He/She/They like(s)… Step 4: Consolidation & Extension⑦ 1. Talk about your hobbies. T:What are your hobbies? Talk about the things you like doing in your free time. (补充说明:教师可根据学生的表达进而生成板书,适时拓展。例如:drawing, playing ping pong/chess…, playing the guitar/piano/erhu/…等其他有关兴趣爱好的单词或词组。) 2. Do a survey. (1) Make a group of six students. Ask students to interview their classmates and then give a report. Add more information to the chart when it’s necessary. Students can do a survey like this: A: What are your hobbies? B: I like singing and dancing. C: I like… … Make a model first. Then ask students to work in groups and complete the chart. (2) Show time. Ask students to give reports according to the surveys. They can report like this: …likes… …likes… 3. Summary. Make a brief summary according to the blackboard design. Evaluate students’ group work and select the best group. ▶板书设计 ▶作业设计 1. Recite the words and the phrases in “Let’s learn”. 2. Practice the key sentence structures. 3. Do the exercises. (见“”系列丛书《创优作业100分》或《XX作业本》对应课时作业) ▶教学反思 1.由哆啦A梦的视频引入,利用活泼可爱的卡通角色带领学生迅速复习熟知的动词,为导入和授新做铺垫。 2.教学活动循序渐进,层层递进,呈现和授新做到词不离句,创设具体的语言情境,让学生在语境中学习和掌握词汇。 3.呈现活动有设计感和层次感,能有效帮助学生提升英语核心素养。以学生为本,多启发、多引导学生思考,培养学生的自主学习能力。 4.对课文内容进行整合和调整,既基于课本知识,又不局限于课本形式。在兴趣爱好的话题基础上,拓展必要的相关单词和词组,丰富学生表达。 5.板书设计清晰明了,重点突出,起到了很好的辅助作用。 ▶Teaching Contents & Teaching Aims Let’s learn · Be able to listen, speak, read and write the words and the phrases of interests and hobbies “dancing, singing, reading stories, playing football, doing kung fu”. ·Be able to use the sentence structures “—What are your hobbies? —I like…” to talk about interests and hobbies. Do a survey ·Be able to make a survey, complete the chart and make a report. ▶Teaching Priorities · Be able to understand and master the key words and sentence structures of this period. · Be able to use the key sentence structures “—What are your hobbies? —I like…” to talk about interests and hobbies. ▶Teaching Difficulties · Be able to use the key sentence structures “—What are your hobbies? —I like…” to talk about interests and hobbies. ▶Teaching Procedures Teaching Stages Teacher’ s Activities Students’ Activities Teaching Purposes Warm-up & Revision & Lead-in 1. Greetings. Greet students. Divide them into several groups. Greet the teacher. Acquire the evaluation rules of group work. Stimulate students’ interest in learning with the cartoon character. By describing Doraemon’s free time activities, lead students to review the verbs to get prepared for the lead-in. 2. Let’s watch. Play the cartoon and ask a question: What can Doraemon do? Talk about the things Doraemon can do. 3. Lead-in. Talk with students. Teach the words “sing” and “singing”. Lead students to compare the meaning of “can” and “like”. Talk with the teacher. Learn the words “sing” and“singing”. Know the differences between “can” and “like” in meaning. Lead in the topic of the lesson. Lead students to pay attention to the difference of the verb form in the expression of different sentence structures and understand the difference between “can do” and “like doing” in meaning through comparison. Presentation 1. Learn the word “dancing” and the phrase “reading stories”. Learn the new word, phrase and the “-ing” form. Lead students to master the new word and the phrase in the specific context. 2. Learn the phrase “playing football”. Teach the phrase and extend other ball games. Find out what other hobbies Doraemon has. Learn the new phrase and ways to express playing ball games. Introduce the word through vivid word -formation. Enrich students’ expressions of interests and hobbies. (续表) Teaching Stages Teacher’ s Activities Students’ Activities Teaching Purposes Presentation 3. Learn the phrase “doing kung fu”. Introduce Kung Fu Panda. Present the phrase “doing kung fu” and teach it. Learn and read the phrase “doing kung fu”. Help students understand and master the phrase “doing kung fu” by the introduction of Kung Fu Panda. 4. Let’s learn. Lead students to understand and read the dialogue. Organize them to work in roles in pairs. (1) Listen to the dialogue. (2) Read after the recording. (3) Practice the dialogue in pairs. (4) Read the dialogue in roles. Check whether students can understand the dialogue of “Let’s learn” correctly through listening. Get students familiar with the key sentence structures through various ways of reading. Lead students to acquire the regulations of “-ing” form. Help them improve the accuracy of expression. 5. Learn the changing rules of “v-ing”. Observe the words and learn the regulations of “-ing” form and then practice. Practice 1. What’s missing? (1) Present the pictures of different hobbies. (2) Do the actions. (3) Lead students to play the game “What’s missing?” (1) Look at the pictures and read the words and the phrases quickly. (2) Say the words or the phrases according to the teacher’s actions. (3) Say the missing picture. Practice the target language through the various activities of “quick reading”, “mime and say” and “say the missing picture”. Practice the target language by talking about the interests and hobbies of some people that students know and are interested in. 2. Do you know their hobbies? Present the pictures of some people. Let students talk about their hobbies. Make a model with a student. Then ask students to work in pairs. Work in pairs. Talk about the hobbies of some people. Consolidation & Extension 1. Talk about your hobbies. Talk about the things they like doing in their free time. Consolidate and extend the related expressions of students’ interests and hobbies in the form of brainstorm and surveying. Improve students’ language using ability in the created context. 2. Do a survey. Make a group of six students. Organize them to do the survey. Make a model first. Then ask students to work in groups and complete the chart. Ask them to give reports. Work in groups. Interview their classmates and then give a report. And then show to the class. 3. Summary. Make a brief summary and evaluate students’ group work and select the best group. Have an overview of the class according to the blackboard design. Homework 1. Recite the words and the phrases in “Let’s learn”. 2. Practice the key sentence structures. 3. Do the exercises. The third period(第三课时) Part B Let’s learn & Listen, match and say ▶教学内容与目标 课时教学内容 课时教学目标 Let’s learn ·能能够听、说、读、写有关兴趣爱好的词组:cooks Chinese food, studies Chinese, does word puzzles, goes hiking ·能够结合语境,在第三人称单数的句子中正确使用上述词组,并能熟练运用句型“—Does he/she…? —Yes, he/she does./No, he/she doesn’t.”进行提问并作答 Listen, match and say ·能够根据听力连线,然后进行交谈 ▶教学重点 1. 能够理解和掌握本课时的重点词汇和句型。 2.能够运用句型“—Does he/she…? —Yes, he/she does./No, he/she doesn’t.”进行提问并作答。 ▶教学难点 能够熟练运用句型“—Does he/she…? —Yes, he/she does./No, he/she doesn’t.”进行提问并作答。 ▶教学准备 1.预习《XX大课堂》《创优作业100分》《XX作业本》中本课时的相关内容。 2.PPT课件、课文录音、视频等。 Teaching purpose① 借助直观形象的图片快速复习上节课所学的单词和词组,为下面的学习奠定语言表达的基础。 ▶教学过程 Step 1: Warm-up & Revision & Lead-in 1. Greetings. T: Good morning, boys and girls. In this class, if you can read the words loudly, correctly and clearly, you can get more points for your groups. The group which gets the most points will be the winner. 2. A quick review.① Present the pictures of different hobbies. Lead students to review the words and the expressions. Revision: dancing, singing, reading stories, playing football, doing kung fu, swimming, climbing mountains, listening to music, watching Teaching purpose② 由上节对话课出现的人物导入,通过设问引导学生初步感受一般现在时的一般疑问句,在与学生的交谈过程中,引导学生复习上节课的核心词汇和句型。 TV, playing the pipa, drawing cartoons… (课件出示:先出示相关图片,后出示相应的单词或短语) 3. Enjoy a song—My new pen pal. (课件出示:歌曲《My new pen pal》的视频) 4. Lead-in.② Present the picture of Zhang Peng’s pen pal Peter. (课件出示:Peter的图片) T: Do you know who he is? Ss: He is Zhang Peng’s pen pal Peter. T: Does he live on a farm? Ss: Yes, he does. T: What are his hobbies? (课件出示:教材P38 Let’s talk板块的图片及与Peter爱好对应的图片) Ss: He likes reading stories, doing kung fu, swimming and singing. T: Good job! John has a pen pal, too. (出示课件) Let’s get to know about him. Teaching purpose③ 通过问题设置,引导学生在看的过程中有目的地关注文本信息,理解对话内容。在呈现不同国家的语言文化过程中,渗透中文的文化与乐趣,导入新词,引导学生关注一般现在时中动词第三人称的形式及其不规则变化。 Step 2: Presentation 1. Learn the phrase “studies Chinese” and the key sentence structures.③ (1) Present the short video of “Let’s learn”. (课件出示:教材P41 Let’s learn板块的视频) Ask students to think about the two questions: ①What’s the name of John’s pen pal? (His name is John, too.) ②Does he live in China, too? (No, he doesn’t.) Write down the sentences “—Does he live in China, too? —No, he doesn’t.” on the blackboard. T: Good job! He lives in Australia. (课件出示:澳大利亚的国旗和图片) Write down the words “Australia (country)” on the blackboard. T: What language do people speak in Australia? Ss: They speak English. T: Right. Look! Is John studying English now? (课件出示:教材P41 Let’s learn板块的图二) Ss: No, he is studying Chinese. T: John lives in Australia, but he studies Chinese every day. He thinks Chinese is interesting and full of culture. Teaching purpose 通过问题设置,引导学生在看的过程中有目的地关注文本信息,理解对话内容。在呈现不同国家的语言文化过程中,渗透中文的文化与乐趣,导入新词,引导学生关注一般现在时中动词第三人称的形式及其不规则变化。 Write down the phrase “studies Chinese” and the sentence “He lives in Australia, but he studies Chinese.” on the blackboard. (2) Present the two phrases “study Chinese, studies Chinese”. (出示课件)Lead students to compare the two phrases and find the regulation. Let students learn the new phrases and read them after the recording. (3) Present the dialogue. (课件出示:教材P41 Let’s learn板块的音频) Let students read it after the recording. Highlight the key sentences “—Does he live in China, too? —No, he doesn’t.” (补充说明:引导学生关注第三人称的一般疑问句,在句中含有实义动词时,要用does帮助构成句子,does本身并无实际词义,不用翻译。) Lead students to practice the dialogue in pairs like this: Teaching purpose④ 基于外国人对中国文化的浓厚兴趣创设情境,通过中国美食、传统节日、汉服、京剧等充满中国元素的文化和活动拓展学生的相关表达,引导学生向笔友介绍和传播中国文化。 T: Does John study Chinese? Ss: Yes, he does. 2. Learn the phrase “cooks Chinese food”.④ T: Many foreigners like the culture of China. They think it’s interesting and full of history. What else do they like about China? Ss: They like… (Chinese food, Chinese traditional festivals, Han Fu, Peking Opera…) T: Well done! So they often learn to… Ss: They often learn to… (cook Chinese food, enjoy Chinese festivals, wear Han Fu, sing Peking Opera…) (课件出示:活动词组对应的图片) T: Chinese food is very delicious. Many people in other countries like Chinese food. Look at this boy. He cooks Chinese food with his classmates and teachers every week. (课件出示:教材P41 Let’s learn板块的图一) Present the new phrase “cooks Chinese food”. (出示课件) Highlight the “s” at the end of the verb. Ask students to learn the new phrase and read it after the recording. Write down the phrase “cooks Chinese food” on the blackboard. Point to the picture and ask. T: Does he cook Chinese food? Ss: Yes, he does. Students practice the dialogue in pairs. 3. Learn the phrase “does word puzzles”. Present the pictures of foreigners enjoying Lantern Festival. (课件出示:一些外国人欢度元宵节的图片) T: Do you know what festival it is? Ss: Lantern Festival. T: Lantern Festival is one of the most popular festivals in China. What do you often do on this day? Ss: I often… (get together, enjoy the Lantern Show, do Chinese word puzzles…) (课件出示:活动词组对应的图片) (Transfer students’ answers into the third person.) T: Excellent. He/ She often… Do you know the English word puzzles? (课件出示:英语字谜的图片和词组,与中文字谜做 对比) Write down the phrase “does word puzzles” on the blackboard. Present the new phrase “does word puzzles”. (出示课件)Highlight the “es” at the end of the verb. Students learn the new phrase and read it after the recording. Point to the picture and ask. T: Does she do word puzzles? Ss: Yes, she does. Students practice the dialogue in pairs. 4. Learn the phrase “goes hiking”. T: After Lantern Festival, spring comes. The weather gets warmer. It’s good for outdoor activities. Present the new phrase “go hiking” and extend the phrases: fly a kite, climb mountains, have a picnic, ride a bike. (课件出示:活动词组对应的图片和拓展词组) Students read them after the teacher. T: Here are some foreigners. They make friends with Chinese people and join in the outdoor activities. Let’s see what they often do. (课件出示:下列句子的配图) Teaching purpose⑤ 创设不同形式的活动让学生操练本课核心词汇和句型,保持学生课堂学习的兴趣和激情。 Write down the phrases “goes hiking, every weekend/week/Saturday/Sunday” on the blackboard. Step 3: Practice⑤ 1.Play a game:What’s missing? Present the pictures and the phrases of these activities: study Chinese, study English, cook Chinese food, do word puzzles, go hiking, climb mountains, fly a kite. (出示课件) (1) Students read the phrases together. (2) Make a model first. Lead some students to read the verb phrases and the other students say the phrases in the third person. (3) Ask students to say the missing picture. 2. Ask and answer. Present the pictures of the phrases. (出示课件)Help students practice the key phrases and the sentence structures. Let them pay attention to the happy or the sad face attached. Then ask and answer. (1) The teacher asks “Does he/she…?” Students answer “Yes, he/she does.” or “No, he/she doesn’t.” The teacher makes models with several students first. (补充说明:强调以助动词开头的一般疑问句的句式,注意问句中的动词要用原形,答句要先回答Yes或No。) (2) Then students work in groups. Groups 1~3 ask. Groups 4~6 answer. Teaching purpose⑥ 利用听音练习的活动检测学生对核心词句的掌握情况,引导学生观察句子特征,了解一般现在时的表达及其常用的时间状语。通过记忆游戏,巩固学生改写一般疑问句进行问答的语言能力。 (3) Boys ask. Girls answer. Step 4: Consolidation & Extension 1. Listen, match and say.⑥ (1) Present the pictures and the recording in “Listen, match, and say”. (课件出示:教材P41 Listen, match and say板块的图片和音频) Lead students to read the pictures first. Ask them to predict the key phrases before listening. T: We have to catch the names, he or she, and the phrases of hobbies while listening. Then let students listen to the recording and match the pictures. Listen again and check the answers. (课件出示:教材P41 Listen, match and say板块的答案) (2) Present the listening material. (课件出示:教材P41 Listen, match and say板块的听力材料) Highlight the new word “characters”. Ask students to guess its meaning. Help them get to know the word and read the sentences together. (3) Lead students to observe these four sentences and find some regulations. Help them learn the simple present tense and the relevant time adverbials. (4) Let’s play a memory game. (游戏说明:给学生2分钟时间记忆上面的四个句子,用does创设一般疑问句对四个主人公进行提问,然后根据上面的描述进行回答。) Make a model: A: Does John goes hiking every day? B: No, he doesn’t. He goes hiking every Saturday. 2. Summary. Make a brief summary according to the blackboard design. Evaluate students’ group work and select the best group. ▶板书设计 ▶作业设计 1. Recite the phrases in “Let’s learn”. 2. Practice the key sentence structures. 3. Do the exercises. (见“”系列丛书《创优作业100分》或《XX作业本》对应课时作业) ▶教学反思 1.利用直观形象的图片快速复习学过的重点单词和词组,活泼欢快的歌谣帮助复习核心句型,为即将开展的学习奠定语言基础。 2.词组的授新和呈现注重情境创设,注重文化渗透。基于外国人对中国文化的浓厚兴趣,通过中国美食、传统节日、汉服和京剧等充满中国元素的文化和活动拓展学生的相关表达,引导学生向笔友介绍和传播中国文化。 3.以学生为主体,注重对学生的引导,启发思维,让学生观察和总结一般现在时的表达特点和一般疑问句的表达方式。 4.创设不同形式的操练活动帮助学生巩固本课核心语言,保持学生课堂学习的兴趣和激情。教学重难点得到了有效的突破。 5.板书设计清晰明了,重点突出,起到了很好的总结作用。 ▶Teaching Contents & Teaching Aims Let’s learn ·Be able to listen, speak, read and write the phrases of interests and hobbies: cooks Chinese food, studies Chinese, does word puzzles, goes hiking. ·Be able to use the sentence structures “—Does he/she…? —Yes, he/she does./No, he/she doesn’t.” to ask and answer. Listen, match and say ·Be able to listen and match, then make communication. ▶Teaching Priorities ·Be able to understand and master the key words and sentence structures of this period. ·Be able to use the sentence structures “—Does he/she…? —Yes, he/she does./No, he/she doesn’t.” to ask and answer.. ▶Teaching Difficulties ·Be able to use the sentence structures “—Does he/she…? —Yes, he/she does./No, he/she doesn’t.” to ask and answer skillfully. ▶Teaching Procedures Teaching Stages Teacher’ s Activities Students Activities Teaching Purposes Warm-up & Revision & Lead-in 1. Greetings. Divide students into several groups. 1. Greet the teacher. Acquire the evaluation rules of group work. Use the vivid pictures and the cheerful song to review the vocabulary and the phrases they learned last class quickly. Lay the foundation of language expression for the following learning. 2. A quick review. Present the pictures of different hobbies. 2. Review the words and the expressions they learned last class. 3. Enjoy a song—My new pen pal. 3. Enjoy and sing the song. 4. Lead-in. Present the pictures. Talk with students about Zhang Peng’s pen pal Peter. Talk with the teacher about Zhang Peng’s pen pal Peter. Lead students to have a preliminary experience of the general questions in the simple present tense through the conversation. Presentation 1. Learn the phrase “studies Chinese” and the key sentence structures. (1) Present the video of “Let’s learn” and ask students to think about two questions before watching. (2) Teach the new phrase. (3) Teach the key sentence structures. (1) Think about the questions and then watch the short video of “Let’s learn”. (2) Learn the new phrase. (3) Learn the key sentence structures and practice in pairs. Extend students’ expressions through Chinese food, traditional festivals, Han Fu, Peking Opera and other cultural forms full of Chinese elements which foreigners are greatly interested in. Lead them to introduce and spread Chinese culture to their pen pals. 2. Learn the phrase “cooks Chinese food”. Talk with students. Teach the phrase. Talk with the teacher. Brainstorm the elements that foreigners like about China. Learn the phrase. 3. Learn the phrase “does word puzzles”. Present the pictures and teach the phrase. Learn the new phrase. Pay attention to the third singular form of verbs. 4. Learn the phrase “goes hiking”. Teach the phrase. Learn and read the phrase. Talk about what outdoor activities foreigners often join in in China. (续表) Teaching Stages Teacher’ s Activities Students’ Activities Teaching Purposes Practice 1. Play a game: What’s missing? Present the pictures and the phrases of some activities and then make a model. (1) Read the phrases together. (2) Some students read the verb phrases and the other students say the phrases in the third person. (3) Say the missing picture. Create different forms of activities to let students practice the key words and phrases of this lesson. Maintain students’ interest and passion in learning. 2. Ask and answer. Present the pictures. Lead students to talk about the pictures. (1) Practice the key phrases and the key sentence structures with the teacher. (2) Work in groups. (3) Work in boys and girls. Consolidation & Extension 1. Listen, match and say. (1)Present the pictures and play the recording. Let students listen and match. Check the answers. (2)Present the listening material. (3)Help students learn the simple present tense and the relevant time adverbials. (4)Let students play a game. (1) Look at the pictures. Listen and match. Then check the answers. (2) Read the listening material, learn the word “characters” and read the sentences together. (3) Learn the simple present tense and the relevant time adverbials. (4) Play a memory game. Test students’ mastery of the key words and the phrases through the listening and matching exercises. Get them to know the simple present tense and its commonly used adverbials. Through the memory game, consolidate students’ language ability of rewriting general questions to ask and answer. 2. Summary. Make a brief summary according to the blackboard design. Have an overview of the class according to the blackboard design. Homework 1. Recite the phrases in “Let’s learn”. 2. Practice the key sentence structures. 3. Do the exercises. The fourth period(第四课时) Part B Let’s try & Let’s talk ▶教学内容与目标 课时教学内容 课时教学目标 Let’s try ·能够读懂Let’s try板块的题目要求,学会听前预测要听的重点内容 ·通过完成听力题目能对即将发生的故事进行预测 ·能运用基本听力技巧完成主旨题和细节题 Let’s talk ·能够通过观察、谈论Let’s talk板块的图片,在PPT和教师的帮助下理解对话大意,并能回答对话下面的问题 ·能够通过听录音,学会按照正确的意群及语音、语调朗读对话,并能在小组中进行角色表演 ·能够听、说、读、写并在情景中恰当运用句型“—Does he/she…? —Yes, he/she does./No, he/she doesn’t.”谈论他人信息,并通过对话简单了解澳大利亚的首都堪培拉和著名城市悉尼 ·能够在语境中借助图片等理解新词“Canberra, amazing”的意思,并能正确发音 ▶教学重点 1.能够理解和掌握本课时的重点词汇和句型。 2.能够听、说、读、写并在情景中恰当运用句型“—Does he/she…? —Yes, he/she does./No, he/she doesn’t.”谈论他人信息 ▶教学难点 能够听、说、读、写并在情景中恰当运用句型“—Does he/she…? —Yes, he/she does./No, he/she doesn’t.”谈论他人信息。 ▶教学准备 1.预习《XX大课堂》《创优作业100分》《XX作业本》中本课时的相关内容。 2.PPT课件、课文录音、视频等。 Teaching purpose① 利用图片快速复习上节课所学的词汇和句型,为接下来的对话奠定语言基础。 ▶教学过程 Step 1: Warm-up & Revision & Lead-in 1. Greetings. Greet students. Divide them into several groups and tell them, “If you can read loudly, clearly and correctly in class, your group can get more points. The group which gets the most points will be the winner.” 2. A quick review.① (1) Present the pictures of the following activities. (课件出示:相关图片及相应的词汇) Let students review the words and the expressions they learned last class. Activities: cook Chinese food, study Chinese, study English, do word puzzles, go hiking, write a letter/an email, climb mountains, do kung fu, play football, read stories, sing, dance, swim, run. (2) Let students change the verbs into “-ing” forms. Help them review the rules of adding “-ing” at the end of the verbs. (出示课件) 3. Lead-in. T: How can you connect with your pen pal?(课件出示) Ss: I can connect with my pen pal by… (QQ, WeChat, emails, letters, phone calls…) Teaching purpose② 由导入环节快速进入Let’s try板块,快速阅读听前的两个问题,预测听力关键词,然后听录音并选择正确的答案,培养良好的听前预测习惯。 Step 2: Presentation 1. Let’s try.② (1)T: School is over. Miss White is talking to Wu Yifan. Read the questions. Predict the key information we are going to catch during the listening. Then listen and circle the correct answers. (课件出示:分步出示教材P40 Let’s try 板块的问题、音频和答案) (2)Let students listen again. Ask them to read the listening material after the recording. Highlight the key information “pen pal” and “11”. (课件出示:教材P40 Let’s try板块的听力材料) Teaching purpose③ 呈现Let’s talk板块的图片,引导学生观察图片信息,预测即将学习的对话内容,培养学生的逻辑思维能力。观看对话视频,了解对话大意。带着问题再听对话录音,完成问答题,检验学生对对话细节的理解。 2. Make predictions.③ Present the picture of “Let’s talk”. (课件出示:教材P40 Let’s talk板块的图片) Lead students to make predictions through the picture. T: Who are the two boys? Ss: They are John and Wu Yifan. T: What is Wu Yifan doing? Ss: He is writing an email. T: Can you guess what they are talking about? Ss: They are talking about…(Ask students to make predictions.) 3. Watch and answer. (1) Present the video of “Let’s talk”. (课件出示:教材P40 Let’s talk板块的视频) Let students watch it. Lead them to answer the question and get the main idea of the dialogue. T: What are they talking about? Ss: They are talking about Wu Yifan’s new pen pal in Australia. (2) Listen again and answer. ①Does the new pen pal live in Sydney?(No, he doesn’t.) Write down the sentence “Does the new pen pal live in Sydney?” on the blackboard. ②Is his name John?(Yes, it is.) Teaching purpose④ 在通过回答问题、理解对话之后,基于学生对对话内容细节感知的加深,利用设问引导学生了解两个John的共同爱好,并认识到具有相似爱好的人更容易成为朋友。 ③Does the new pen pal like doing word puzzles and reading stories? (No, he doesn’t. He likes doing word puzzles and going hiking.) Write down the sentence structures “—Does the new pen pal like…? —Yes, he does. /No, he doesn’t.” on the blackboard. 4. Get more details.④ (1)T: Does the new pen pal live in Sydney, Australia? Ss: No, he doesn’t. T: Where does the pen pal John live? Ss: He lives in Canberra. Present the flag of Australia, pictures of Sydney and Canberra and famous animals of Australia. (出示课件) Get students to know something about Australian culture. Write down the words and the phrase “Australia(country), Sydney(the biggest city), Canberra (capital)” on the blackboard. T: Sydney is the biggest city in Australia. Canberra is the capital. There are many famous animals. Kangaroos and koalas are famous around the world. These animals are amazing! Write down the word “amazing” on the blackboard. Teach the new words “Canberra” and “amazing”. (出示课件) Help students learn to read them in syllables correctly. (2)T: Does Wu Yifan’s new pen pal like doing word puzzles and going hiking? Ss: Yes, he does. T: Does John like doing word puzzles and going hiking, too? Ss: Yes, he does. T: Wu Yifan’s new pen pal’s name is John, too. What do the two Johns like? Ss: They both like doing word puzzles and going hiking. T: What does John want to do? Ss: He wants to make friends with Wu Yifan’s new pen pal. Teaching purpose⑤ 通过听录音跟读,引导学生按照正确的意群及语音、语调朗读对话,并在小组中进行角色表演。 T: Why does he want to make friends with Wu Yifan’s pen pal? Ss: Because they have the same hobbies. They both like doing word puzzles and going hiking. T: Good job! People with similar hobbies and favourites are more likely to be friends. Step 3: Practice 1. Read and act.⑤ (1) Students read after the recording. (出示课件) Pay attention to the pronunciation and the intonation. (2) Practice the dialogue in pairs. Read in roles. Teaching purpose⑥ 基于对话创设一些有关John的信息,帮助学生更多地了解Wu Yifan的笔友。以一般疑问句的形式操练本课的核心句型,也为接下来的巩固活动拓展相关表达,做好充分的语言准备。 (3) Act out. Boys play the role of Wu Yifan. Girls play the role of John. 2. Let’s know more about Wu Yifan’s pen pal.⑥ Present a set of pictures. Lead students to read them. Make a model first. (课件出示:给单词和词组sing, read stories, play football, do kung fu, climb mountains, watch cartoons配图。在每张图片右下角随机附上笑脸和哭脸,在PPT中以动画形式出现。呈现核心句型“—Does he like…? —Yes, he does./No, he doesn’t.”) T: Does he like singing? Ss: (Students guess the answer.) Yes, he does. /No, he doesn’t. Teaching purpose⑦ 通过帮助John设计交友广告,整合对话内容,完成文本重构,提高学生的语言综合运用能力。 Present the pictures and check whether the students guess the right answers. Step 4: Consolidation & Extension 1. Design an ad for John on a pen pal website.⑦ T: John is an outgoing boy. He wants to make more friends from different countries. Can you help him design an ad on a pen pal website? (1) What message can we share on the website? Ss: We can share his name, country, city, age, hobbies, favourite things… T: Well done! If you share more, people can know him better. (2)T: Work in groups. Design an ad for John. You can do like this: Teaching purpose⑧ 指导学生根据教材下方表格完善给John的交友信息,使学生能熟练运用所学语言谈论自己的相关信息以及兴趣爱好。同时渗透结交朋友要有共同兴趣爱好的情感教育。 Hi! My name is John. I’m…years old. I’m from… I live in… My favourite…is… (3)T: Share your ads. Let’s see which group does best. 2. Finish the message to John.⑧(出示课件) Lead students to go over the chart on page 40 and understand how to write it. Then ask students to complete the message and give a brief report. 3. A friends-making column. Lead students to create a friends-making column in the classroom after class. Ask them to paste the messages on the column. Let them read the messages and choose their friends. They can chat with each other to get deeper understanding. 4. Summary. Make a brief summary according to the blackboard design. Evaluate students’ group work and select the best group. ▶板书设计 ▶作业设计 1. Practice the dialogue. 2. Remember the key words and expressions of this class. 3. Do the exercises. (见“”系列丛书《创优作业100分》或《XX作业本》对应课时作业) ▶教学反思 1.利用直观形象的图片,复习前几节课所学的核心词汇和句型,为即将学习的对话奠定语言基础。 2.结合学生生活导入新课,为对话创设语言背景,使学生在情境中展开语言学习。 3.注重对学生听力习惯和逻辑思维的培养,引导学生读题并预测听力关键词。通过观察图片信息,预测对话内容。 4.关注学生的语音语调,引导学生按照正确的意群及语音、语调朗读对话,并能在小组中进行角色表演。 5.师生对话的过程中注意情感目标的渗透,引导学生了解两个John的共同爱好,并认识到具有相似爱好的人更容易成为朋友。 6.巩固活动注重对对话内容的整合和重构,基于情境提高学生的语言综合运用能力。 ▶Teaching Contents & Teaching Aims Let’s try ·Be able to understand the questions and predict the key points of the listening part. ·Be able to predict the story by finishing the listening questions. ·Be able to understand the recording and finish the exercises. Let’s talk ·Be able to understand the main idea of the dialogue by observing and talking about the picture. ·Be able to answer the questions below the dialogue.Be able to read the dialogue correctly and fluently, and act it out in groups. ·Be able to use the sentence structures “—Does he/she...? —Yes, he/she does./No, he/she doesn’t.” properly to ask for information about others. Learn about the cities of Canberra and Sydney. ·Be able to understand and read the new words “Canberra, amazing”. ▶Teaching Priorities ·Be able to understand and master the key words and sentence structures of this class. ·Be able to use the sentence structures “—Does he/she...? —Yes, he/she does./No, he/she doesn’t.” properly to ask for information about others. ▶Teaching Difficulties ·Be able to use the sentence structures “—Does he/she…? —Yes, he/she does./No, he/she doesn’t.” properly to ask for information about others.. ▶Teaching Procedures Teaching Stages Teacher’ s Activities Students Activities Teaching Purposes Warm-up & Revision & Lead-in 1. Greetings. Divide students into several groups. Greet the teacher. Get to know the evaluation rules of group work. Use pictures to review the words and the sentence structures learned last class quickly. Lay a language foundation for the upcoming dialogue. 2. A quick review. Lead students to review the key points of last class. (1) Review the words and the expressions. (2) Review the “-ing” form. 3. Lead-in. Talk with students about how to connect with pen pals. Talk with the teacher about how to connect with pen pals. Presentation 1. Let’s try. (1)Play the recording. Lead students to listen and complete the exercises. (2)Present the listening material. (1) Predict the key words. Then listen and circle the correct answers. (2) Listen again. Read the listening material after the recording. Lead students to predict the key words of the listening part. Cultivate their good listening habits of prediction. 2. Make predictions. Lead students to make predictions through the picture. Talk with the teacher and make predictions through the picture. Lead students to observe the picture and predict the dialogue. Cultivate their logical thinking ability. Let them watch the video to get the main idea first and then listen to it and answer the questions to test their understanding of the details. 3. Watch and answer. (1)Play the video. Lead students to answer the question and get the main idea of the dialogue. (2)Let students listen again and answer the questions. (1) Watch the video of “Let’s talk”, answer the question and get the main idea of the dialogue. (2) Listen again and answer the questions. (续表) Teaching Stages Teacher’ s Activities Students’ Activities Teaching Purposes Presentation 4. Get more details. Lead students to get more information about the dialogue. Teach the words and the phrase. Talk with the teacher to get more information about the dialogue. Learn the words and the phrase. Talk with students to lead them to find out the common interests of two John’s, and realize that people with similar interests are more likely to be friends. Practice 1. Read and act. Play the recording. (1) Read after the recording. (2) Practice the dialogue in pairs and read in roles. (2) Act out. Lead students to read the dialogue with the correct pronunciation and intonation. 2. Let’s know more about Wu Yifan’s pen pal. Present a set of pictures. Lead students to read them. Then make a model. Talk with the teacher to practice the key sentence structures. Create some information about John based on the dialogue. Practice the key sentence structures and make language preparation for the next activity and extend their related expressions. Consolidation & Extension 1. Design an ad for John on a pen pal website. Organize students to work in groups. (1) Talk about the message they can share on the website. (2) Work in groups. Design an ad for John. (3) Share their ads. Lead students to talk about their own information and hobbies skillfully. Permeate the emotional education of making friends with people who have the common interests. 2. Finish the message to John. Ask students to complete the message and give a brief report. Go over the chart and understand how to write it. Complete the message and give a brief report. 3. A friends-making column. Create a friends-making column in the classroom after class. 4. Summary. Make a brief summary according to the blackboard design. Select the best group. Have an overview of the class according to the blackboard design. Homework 1. Practice the dialogue. 2. Remember the key words and expressions of this class. 3. Do the exercises. The fifth period(第五课时) Part B Read and write ▶教学内容与目标 课时教学内容 课时教学目标 Read and write ·能够正确听、说、认读单词:shall, goal, join, club, share ·能够通过讨论自己和同伴的爱好激活相关的背景知识、储备词汇 ·能够通过阅读问题训练在语篇中捕捉细节信息、思考推理问题的能力 ·能够根据示范广告仿写自己想建立的俱乐部广告 ·能根据提示正确找到并读出文段中不同句子应该重读的单词 ▶教学重点 1.能够通过讨论自己和同伴的爱好激活相关的背景知识、储备词汇。 2.能够通过阅读问题训练在语篇中捕捉细节信息、思考推理问题的能力。 ▶教学难点 能够根据示范广告仿写自己想建立的俱乐部广告。 ▶教学准备 1.预习《XX大课堂》《创优作业100分》《XX作业本》中本课时的相关内容。 2.PPT课件、课文录音等。 Teaching purpose① 以师生对话的形式复习本单元的核心句型,整合本课部分重点词组,在热身环节扫清一部分词汇障碍,为接下来的学习做好铺垫。 ▶教学过程 Step 1: Pre-reading 1. Greetings. Greet students. Divide them into several groups and tell them, “If you can act bravely, actively and be open-minded in class, your group can get more points. The group which gets the most points will be the winner.” 2. Free talk.① T: I like cooking noodles and making salad. (课件出示:cooking noodles和making salad的相关内容) What are your hobbies? Ss: I like…and… T: (课件出示:一些爱好图片) What about these boys and girls? What are their hobbies? Ss: He/She/They like(s)… Teaching purpose② 通过同伴合作交流彼此的兴趣爱好,结合校园社团活动,创设情境导入生词club, join, share,为即将学习的阅读语篇再次扫清部分词汇障碍,做好语言铺垫,激活学生的相关背景知识。 3. Talk and write.② T: Work in pairs. Talk about your hobbies and your partner’s hobbies. Finish this table with your partner. Write it down in your book. (课件出示:Read and write板块的表格) 4. Lead-in. T: There are many clubs in our school. Do you know these clubs? (课件出示:club的相关内容以及不同社团的图片) Teach the new word “club”. Ss: They are the singing club, dancing club, football club, basketball club, reading club, robots club and cooking club… Write down the sentence “Join our football club!” on the blackboard. T: Do you want to join the clubs? (课件出示:join的相关内容) Ss: Yes. Teach the new word “join”. T: In the clubs, we can share our hobbies. That will be great fun! (课件出示:share的相关内容) Teaching purpose③ 引导学生通过快速阅读四则广告初步了解广告内容及其作者,整体感知文本。 Teach the new word “share”. Write down the words “club, join, share” in turn on the blackboard. Step 2: While-reading 1. The Notice Board.③(课件出示:教材P42 NOTICE BOARD的内容) Ask students to read the notices quickly, try to get their main ideas and circle the writers of these notices. T: What are the topics of these notices? Who writes them? (课件出示:句型提示) S1: The topic of the first notice is… …writes it. (Shall we dance? Amy.) Write down the word “shall” and the sentence “Shall we dance?” on the blackboard. Highlight the new word “shall”. Present its pronunciation and show students how to use the word. (课件出示:shall的相关内容) S2: The topic of the second notice is… …writes it. (Goal! Goal! Goal! John.) Write down the word “goal” on the blackboard. Highlight the new word “goal”. Present its pronunciation and show students how to use the word. (课件出示:goal的相关内容) S3: The topic of the third notice is… …writes it. (Let’s read together! Mike.) S4: The topic of the fourth notice is… …writes it. (Science Club, YOUR club! Robin.) Teaching purpose④ 引导学生通过快速阅读四则广告初步了解广告内容及其作者,整体感知文本。引导学生自主学习,完成细节题,通过阅读问题训练在语篇中捕捉细节信息的能力,深入对文本的理解。 2. Careful reading.④(课件出示:先出示句型提示,再出示答案) Ask students to read the notices carefully and try to understand the content in details. Offer proper guidance and help while students answer the questions. (1)T: What are the notices about? S1: In the first notice, Amy needs… (a partner in the dance class) S2: In the second notice, John wants you to… (join the football club) S3: In the third notice, Mike wants to share… (his books) S4: In the fourth notice, Robin wants you to… (come to the science room to learn to make robots) (2)T: Do the four people in the text want pen pals? Ss: No, they don’t. T: How do you know? Teaching purpose⑤ 通过听录音跟读,引导学生按照正确的意群及语音、语调朗读。引导学生通过记忆关键词,尝试复述小短文,提高语言表达能力。 Ss: (Give the reasons.) (3) Ask students to find out the hobbies in the text. 3. Read the notice board.⑤ (1) Read after the recording. Pay attention to the pronunciation and the intonation. (2) Practice reading in pairs. (3) Retell the notice board. Write down no more than five key words. Then try to retell. Teaching purpose⑥ 让学生了解并学习句子重读的主要规律,培养学生的语音意识,使学生能够正确读出阅读文段中典型例句的单词重音。 4. “Tips for pronunciation”.⑥ (1) Present the part of “Tips for pronunciation” first. (课件出示:教材P43 Tips for pronunciation的内容) Lead students to guess the function of these squares under the words. Make a model first. Show students how to identify the stress in pronunciation. (2) Students read the text after the recording. (课件出示:教材P43 Tips for pronunciation的音频) Pay attention to the pronunciation and the intonation, especially the words stressed. Try to read correctly, fluently and emotionally and underline the words stressed. (3) Learn the regulations. (课件出示:句子重读的主要规律) (4) Read the sentences in “Tips for pronunciation”. Ask students to try to read these sentences first, and then act out. Choose the group which reads the best. T: Can you find out more sentences like these? Please show us how to read them. Step 3: Post-reading Teaching purpose⑦ 以短文填空的活动形式引导学生仿写广告,通过选项词中动词原形和单三形式的对比,引导学生关注主语是第三人称单数时,后面的谓语动词要用单三形式。 1. Finish this ad for a cooking club.⑦(课件出示:教材P43 Let’s cook!的内容) (1)T: Here is an ad for a cooking club. Choose the right words to complete the text. (2) Check the answers. Lead students to pay attention to the forms of the verbs after the singular third person. Answers: talks; cooks; makes; does Teaching purpose⑧ 引导学生根据课本上的示范广告仿写自己交友或者建立社团的广告,巩固本课的核心词汇和句型,提高学生的语言综合运用能力。 (3) Let’s read it together. 2. Make your own ad.⑧ (1)T: Do you want to make friends through an ad? Do you want to find someone who has the same hobbies as you to join the club? Make your own ad. You can choose one to complete and do it like this: T: If you can create more in the ad, that will be greater. (2) Share the ads. Choose the best and the most attractive ad. 3. Summary. Make a brief summary according to the blackboard design. Evaluate students’ group work and select the best group. ▶板书设计 ▶作业设计 1. Recite the new words of this class. 2. Practice reading the passages. Try to read the stress correctly. 3. Do the exercises. (见“”系列丛书《创优作业100分》或《XX作业本》对应课时作业) ▶教学反思 1.在课堂评价方式上引导并鼓励学生在课上大胆表达自己的想法,积极发言,培养学生的思维能力,积极开发课堂思维。 2.以师生对话和同伴交流的形式创设情境导入新词,为后面的阅读扫清部分词汇障碍,做好语言铺垫,激活学生的相关背景知识。 3.教学活动循序渐进,通过快速阅读,整体感知文本,再通过自主学习,利用细节题引导学生在语篇中抓细节,逐层深入理解文本。 4.引导学生了解并学习句子重读的主要规律,培养学生的语音意识,使学生能够正确读出阅读文段中典型例句的单词重音。 5.拓展部分让学生尝试创造自己的广告牌,引导学生学会选择关键信息,通过鲜明的社团特征和号召性的语句吸引关注,评选出最优秀的几篇。 6.教学过程以学生为主体,注重对学生的引导和对思维品质的培养,在阅读的过程中渗透阅读策略。 ▶Teaching Contents & Teaching Aims Read and write ·Be able to listen, speak and read the words: shall, goal, join, club, share. ·Be able to discuss the hobbies and activate the relevant background knowledge and the reserved vocabulary. ·Be able to capture information in details through questions and train the ability of thinking and reasoning. ·Be able to write one’s own club ads according to the demonstration in the textbook. ·Be able to find out the words pronounced in stress and read them correctly. ▶Teaching Priorities ·Be able to activate the relevant background knowledge and the reserved vocabulary by discussing their own and partner’s hobbies.  ·Be able to capture detailed information in the text. Train the ability of thinking and reasoning through questions while reading. ▶Teaching Difficulties ·Be able to write one’s own club ads according to the demonstration in the textbook. ▶Teaching Procedures Teaching Stages Teacher’ s Activities Students Activities Teaching Purposes Pre-reading 1. Greetings. Greet students. Divide them into several groups. Greet the teacher. Acquire the evaluation rules of group work. Encourage students to express their ideas bravely in class and keep open-minded. 2. Free talk. Talk with students about hobbies. Talk with the teacher about hobbies. Review the key sentence structures in this unit. 3. Talk and write. Lead students to finish the table with their partner. Work in pairs. Talk about their hobbies and their partner’s hobbies. Create scenes to introduce new words. Clear some barriers of words and make a preparation for the upcoming reading. Activate students’ relevant background knowledge. 4. Lead-in. Talk about the clubs in school. Lead in the new words “club, join, share”. Talk about the clubs with the teacher. Learn the new words “club, join, share”. (续表) Teaching Stages Teacher’ s Activities Students’ Activities Teaching Purposes While-reading 1. The notice board. Lead students to read the notices quickly. Teach the new words. Try to get their main ideas. Circle the writers of these notices. Learn the new words. Read the four ads quickly to get a preliminary understanding of the content and the writers. 2. Careful reading. Lead students to read the notices carefully and understand the content in details. (1) Find out what the notices are about. (2) Think about whether the four people in the text want pen pals. (3) Find out the hobbies in the text. Lead them to capture the detailed information in the text through questions, and deepen their understanding of the text. 3. Read the notice board. Lead students to read, practice and retell. (1) Read after the recording. (2) Practice reading in pairs. (3) Retell the notice board. Lead students to read the text with correct pronunciation and intonation. Improve their oral expressing ability through retelling the text. 4. “Tips for pronunciation”. Lead students to read the words stressed correctly. (1) Guess the function of the squares under the words and identify the stress in pronunciation. (2) Read after the recording and underline the words stressed. (3) Learn the regulations. (4) Read the sentences and act out. Lead students to understand the main rules of sentence stress. Cultivate their phonological awareness and let them be able to read the words stressed correctly in the reading text. Post-reading 1. Finish this ad for a cooking club. (1) Complete the text. (2) Check the answers. (3) Read it together. Lead students to pay attention to the forms of the verbs following the singular third person. 2. Make your own ad. Lead students to make their own ads. (1) Make their own ads according to the texts. (2) Share the ads. Choose the best and the most attractive ad. Consolidate the key words and sentence structures, and improve students’ comprehensive language using ability. 3. Summary. Make a brief summary of this class. Evaluate students’ group work and select the best group. Have an overview of the class according to the blackboard design. Homework 1. Recite the new words of this class. 2. Practice reading the passages. Try to read the stress correctly. 3. Do the exercises. The sixth period(第六课时) Part B Let’s check & Let’s wrap it up & Part C Story time ▶教学内容与目标 课时教学内容 课时教学目标 Let’s check ·能够完成Let’s check板块的语篇听力训练,巩固本单元所学重点内容 ·能够学会从图片信息中推测考查点,做到有目的地去听录音,听后完成判断任务 ·培养学生良好的听力习惯,有策略地提高学生的听力水平 Let’s wrap it up ·能够通过图配文的方式帮助学生理解一般现在时第三人称单数形式,并通过使用找关键词进行词尾转换的方式,帮助学生归纳本单元主要语法现象 ·能够在教师的引导下,启发思维,学会总结 Story time ·能够通过阅读趣味故事,复习巩固本单元所学语言,增加语言输入 ▶教学重点 能够复习并巩固本单元所学的核心单词、词组和句型。 ▶教学难点 能够在教师的引导下,启发思维,学会巩固复习和归纳总结。 ▶教学准备 1.预习《XX大课堂》《创优作业100分》《XX作业本》中本课时的相关内容。 2.PPT课件、课文录音、视频等。 Teaching purpose① 以开放式的提问引导学生复习本单元的核心词汇,通过与学生交流有关他们自己、父母或朋友的兴趣爱好,复习本单元的核心句型,为下面的句子表达和篇章输出奠定基础。 ▶教学过程 Step 1: Warm-up & Revision & Lead-in① 1. Greetings. Greet students. Divide them into several groups and tell them, “If you can join actively, response quickly, and be open-minded in class, your group can get more points. The group which gets the most points will be the winner.” 2. A quick review. (课件出示:图片和词组) T: Let’s get a quick review. How many hobbies can you name in these five columns: sports, art, music, outdoor activities, indoor activities? If you can name one, you’ll get one point for your group. (课件出示:以分类形式呈现与爱好相关的词汇) 3. Free talk. Talk with students about their own, their parents’ or their friends’ hobbies. Teaching purpose② 带领学生逐一读图,学会从图片信息中推测考查点,预测听力文本的内容,做到有目的地去听录音。注重对学生良好听力习惯的培养,以持续提高学生的听力水平。 Step 2: Presentation & Practice 1. Let’s check.② (1) Make predictions. Present the pictures of “Let’s check”. (课件出示:教材P44 Let’s check板块的图片) Lead students to go over the pictures and predict the content they are going to listen. T: In the dialogues, we are going to talk about four people. They are Andy, Mike, Amy and John’s mother. What are the dialogues going to talk about? Ss: The dialogues are going to talk about their hobbies. T: Nice guess. What are their hobbies from Dialogue 1 to Dialogue 4? S1: In Dialogue 1, he likes playing football or the piano. S2: In Dialogue 2, he likes going by bus or by bike. S3: In Dialogue 3, she likes doing word puzzles or reading stories. S4: In Dialogue 4, she likes watching news or cooking. T: Good job! Let’s see whether we get the right guess. (2) Listen and tick. Play the recording. (课件出示:教材P44 Let\'s check板块的音频) Lead students to listen to it and tick the correct pictures. Then check the answers.(课件出示:教材P44 Listen and tick的答案) (3) Listen again and fill in the blanks. Try to fill in the blanks according to the pictures before listening. Listen again and complete the sentences. Check the answers after listening.(课件出示:教材P44 Listen again and fill in the blanks的内容及答案) Teaching purpose③ 通过图配文的形式帮助学生理解小短文的意义。引导学生观察动词形式,自主学习探究,通过找关键词进行词尾转换的方式,帮助学生归纳本单元的主要语法现象,了解并学习一般现在时第三人称单数形式。 (4) Present the listening material and let students read the text together. (课件出示:教材P44 Let’s check板块的听力材料) 2. Let’s wrap it up.③(出示课件) (1) Let students observe the picture in the book and then read the passage and underline the verbs. Then lead them to fill in the blanks. Check the answers together. (2) Work in groups. Discuss about the regulations of these verbs. Lead students to put them into different groups and find out more words like these. Write down the changing rules of verbs following the third person singular on the blackboard. Present the rules on the PPT.(课件出示:动词第三人称单数形式的变化规则) (3)T: How do we use these verbs? Ss: We use them after the third person singular in the simple present tense. (Students can answer in Chinese.) T: Excellent! Here is a short passage written in the first person. Can you change it into the third person? Ss: Yes! T: Great! Let’s have a try. Teaching purpose④ 观看故事视频,整体感知,理解故事内容,把握主旨。 Step 3: Consolidation & Extension “Story time” 1. Let’s read. (1) Know the main characters and the main idea of the story.④ T: What does the squirrel look like? Ss: It is cute. It has got a big and long tail. T: Yes. Let’s get into the story and see what the story talks about the squirrel. Watch the video of “Story time”. (课件出示:教材P45 Story time板块的视频) Get the main idea. Teaching purpose⑤ 复习动词的一般现在时。利用问题设置,帮助学生深入理解文本,巩固本单元的核心句型。 T: What does the story talk about the squirrel? Ss: It talks about the squirrel’s bushy tail. (2) Circle the verbs in the simple present tense.⑤ Ask students to read the story as fast as they can and circle the verbs in the simple present tense. Lead students to have a basic understanding of the simple present tense. (3) Read and answer the questions. Ask students to read the story carefully and try to get a better understanding. Let them think about these questions and underline the answers while reading. ①What is the Monkey King’s hobby?(The Monkey King likes reading books.) ②What is Zac’s hobby?(He likes singing and dancing very much.) ③Why was the Monkey King so angry?(He doesn’t like Zac’s music. One day, Zac sang for the king. The king was very angry.) T: So, how does the squirrel’s tail get bushy? Ss: The king shouted, “Go away!” Then he threw Zac out of the tree. From that day on, all squirrels’ tails were bushy. Teaching purpose⑥ 培养学生学会按正确的意群及语音、语调朗读故事。以小组合作和角色表演的活动形式,引导学生恰当并熟练地运用故事中的语言。通过故事拓展阅读,丰富学生的语言表达,增加单元主题相关的语言输入。 T: Is it a true story? Ss: … (4)Read the story.⑥ ①Read the story after the recording. Imitate the pronunciation and the intonation. ②Practice in groups. Choose a short part to perform the story. ③Ask several students to come to the front of the classroom and act out the story. 2. Summary. Make a brief summary according to the blackboard design. Evaluate students’ group work and select the best group. ▶板书设计 ▶作业设计 33. Remember the key words and sentence structures 34. Do the exercises. (见“”系列丛书《创优作业100分》或《XX作业本》对应课时作业) ▶教学反思 1. 利用快速复习的方式,激活学生相关词汇和本单元的背景知识。复习之前先让学生回忆和总结,不仅能帮助学生唤醒旧知,还能使他们在下面的学习中更有针对性地复习并牢记被遗忘的知识。 2.教学活动设计循序渐进,以学生为主体,注重小组合作与交流探究,引导和启发学生思维,培养学生的自主学习能力和思维能力。 3.教学活动设计由词逐句,由句步入篇章,引导学生关注语言细节,复习和巩固本单元的核心语法点,提高语言表达的准确度。 4.通过学习故事,丰富语言输入,拓展本单元主题的相关表达,了解松鼠尾巴变蓬松的趣味故事。 ▶Teaching Contents & Teaching Aims Let’s check ·Be able to complete the listening exercises in “Let’s check” and consolidate the key words and sentence structures in this unit. ·Be able to predict the test points through pictures, and try to listen to the recording with purpose, then complete the exercises. ·Develop students’ good listening habits, and strategically improve their listening level. Let’s wrap it up ·Be able to understand the usage of the third person singular in simple present tense. And be able to summarize the main grammatical phenomenon in this unit. ·Be able to inspire thinking and learn to summarize under the teacher’s guidance.. Story time ·Be able to review the key expressions of this unit and enrich the language input through reading the story. ▶Teaching Priorities ·Be able to review and consolidate the key words, phrases and sentence structures of this unit. ▶Teaching Difficulties ·Be able to inspire thinking and learn to consolidate and summarize under the teacher’s guidance. ▶Teaching Procedures Teaching Stages Teacher’ s Activities Students Activities Teaching Purposes Warm-up & Revision & Lead-in 1. Greetings. Greet students. Divide them into several groups. Greet the teacher. Acquire the evaluation rules of group work. Set up an evaluation mechanism. 2. A quick review. Lead students to review the words of the hobbies in this unit. Get a quick review of the words of the hobbies in this unit. Review the key vocabulary and sentence structures of this unit. Lay the foundation for the following sentence expressions and text output. 3. Free talk. Talk with students about their own, their parents’ or friends’ hobbies. Talk with the teacher about their own, their parents’ or their friends’ hobbies. Presentation & Practice 1. Let’s check. (1) Present the pictures of “Let’s check”. Lead students to go over the pictures and predict the content. (2) Play the recording. Lead students to listen and tick the correct pictures. Then check the answers. (3) Play the recording again. Lead students to complete the sentences. Check the answers after listening. (4) Present the listening material. (1) Go over the pictures and make predictions. (2) Listen and tick. Check the answers. (3) Fill in the blanks before listening. Listen again and complete the sentences. (4) Read the listening material together. Lead students to observe the pictures one by one, and learn to infer the test points. Predict the content of the listening text, so as to listen purposefully. Cultivate students’ good listening habits, in order to continuously improve their listening level. 2. Let’s wrap it up. (1)Lead students to complete the exercise in “Let’s wrap it up”. (2)Ask students to work in groups and discuss about the regulations of the verbs. (3)Teach how to use the verbs. (1) Read the passage and underline the verbs. Then fill in the blanks. (2) Work in groups. Discuss about the regulations of these verbs. Put them into different groups and find out more words like these. (3) Learn to use the words. Help students understand the meaning of the short passage through the picture. Lead them to observe the verb forms, and summarize the main grammatical phenomenon in this unit. Learn the third person singular in the simple present tense. Consolidation & Extension “Story time” 1. Let’s read. (1) Lead students to watch the video of “Story time” and know the main characters and get the main idea. (2) Teach the verbs in the simple present tense. (3) Ask students to read the story and answer the questions. (4) Let students practice reading the story and act out. (1) Watch the video of “Story time”. Know the main characters and get the main idea. (2) Circle the verbs in the simple present tense. (3) Read the story and answer the questions. (4)①Read the story. ②Practice in groups. ③Act out. Watch the video of the story, get an overall perception of the story, and grasp the main idea. Review the simple present tense. Help students deeply understand the text and consolidate the key sentence structures of this unit. Make sure students can read the story correctly. 2. Summary. Have an overview of the class according to the blackboard design. Enrich students’ language expressions, and increase the language input related to the unit topic. Homework 1. Remember the key words and sentence structures. 2. Do the exercises. Unit 5 What does he do? 教材分析 本单元学习的主题是人物职业和生活情况。教学内容主要是通过家长日Oliver和Sarah谈论各自父母工作的情景以及Mike和Xiao Yu在回家路上谈自己家人工作和生活的场景来展开的。教学重点是能听、说、读、写核心句型“—What does he/she do? —He/ She is…”“—Where does he/she work? —He/ She works…”“—How does he/she go to work? —He/ She goes to work…”;能听、说、读、写单词和词组:factory worker, postman, businessman, police officer, fisherman, scientist, pilot, coach 教学目标 知识与能力目标: ·能够听、说、读、写句型“—What does he do? —He is a businessman.”“—Where does he work? —He works at sea.”“—How does he go to work? —He goes to work by bike.” · 能够在情景中运用句型“—What does he/she do? —He/ She is…”“—Where does he/she work? —He /She works…”“—How does he/she go to work? —He/ She goes to work…”谈论人物的职业和生活情况 ·能够在图片的帮助下正确理解并按照正确的意群及语音、语调朗读关于爱好及职业的语篇, 能运用本单元所学核心句型口头描述自己的爱好和喜欢的职业,同时能仿照范例完成信息表 ·能够听、说、读、写单词和词组:factory worker, postman, businessman, police officer, fisherman, scientist, pilot, coach ·能够正确使用上述单词和词组谈论和描述人物的职业和生活情况 ·知道逗号是英语句子中停顿的标志 情感态度、文化意识、学习策略目标: ·了解橙色多用于各国紧急救援的衣服和设备上,如:救生衣、救生艇、消防员衣服、工程抢险车等 ·能够从不同视角认识职业,明白能从事某些职业应具备的条件,构思自己的职业梦想 ·能够通过看图捕捉关键信息,并根据提示做出听前预测 ·能够通读文段获取主旨大意,并能据此选择合适的标题 课时安排 第一课时: Part A Let’s try & Let’s talk 第二课时: Part A Let’s learn & Listen, match and say 第三课时: Part B Let’s try & Let’s talk 第四课时: Part B Let’s learn & Write and discuss 第五课时: Part B Read and write 第六课时: Part B Let’s check & Let’s wrap it up & Part C Story time The first period(第一课时) Part A Let’s try & Let’s talk ▶教学内容与目标 课时教学内容 课时教学目标 Let’s try ·能够读懂题目要求,学会听前预测听力的重点内容 ·能够运用基本听力技巧完成Let’s try板块的听力任务 Let’s talk ·能够通过观察、谈论Let’s talk板块的图片,在PPT和老师的帮助下理解对话大意,并能回答对话后面的问题 ·能够通过听录音,学会按照正确的意群及语音、语调朗读对话,并能在小组中进行角色表演 ·能够在情景中运用句型“—What does he/she do?—He/ She is…”谈论人物的职业 ·能够在情景中运用第三人称单数的特殊疑问句 ·能够在语境中借助图片等理解“country, head teacher”的意思,并能正确发音 ▶教学重点 能够在情景中运用句型“—What does he/ she do?—He/ She is…”谈论人物的职业。 ▶教学难点 能够在情景中运用第三人称单数的特殊疑问句。 ▶教学准备 1. 预习《XX大课堂》《创优作业100分》《XX作业本》中本课时的相关内容。 2. PPT课件、课文录音、视频和教学卡片等。 Teaching purpose① PPT出示不同职业的相关图片,借用“头脑风暴”帮助学生唤醒旧知,激发学生的学习兴趣,为后面的学习做好铺垫。 ▶教学过程 Step 1: Warm-up & Revision & Lead-in① 1. Greetings. 2. Revision—Brainstorm. Show some pictures of different jobs on the PPT. Help students review the words of the jobs.(课件出示:一些不同职业的图片及其职业词汇,如:driver, doctor, cook, farmer, basketball player, dancer, singer 等,最后在中间呈现“jobs”) 3. Lead-in. T: My father is a teacher. My mother is a nurse. What about your father and mother? Ss: My father is a/an… T: In this unit, we’re going to talk about “jobs”. We’ll learn how to ask and answer about jobs. Write down the topic “What does he do?” on the blackboard. T: Today is Parents’ Day. Our friends’ parents will come to school to meet the teachers. Who will come? Can you guess? Ss: ... Step 2: Presentation Teaching purpose② 逐步帮助学生读懂题目要求,引导学生学会在听录音之前预测听力的重点内容。 1. Listen and circle.② (1) Show the part of “Let’s try” to students. Students read the question by themselves.(课件出示:教材P48 Let’s try板块的内容) T: Listen to the recording. Please pay attention to the bold words. Who will come? (2) Play the recording.(课件出示:教材P48 Let’s try板块的音频) Students listen to the recording and try to answer the question. (3) Play the recording again and ask students to circle the answers in the book.(出示课件)Then check the answers. Teaching purpose③ 通过问题引导学生观察并讨论图片,借助图片预测教学内容,培养学生的观察能力和逻辑推理能力。通过图片内容激活已有知识,并提取与文本有关的知识,进入文本话题。 T: What does Sarah’s father do? Is he a doctor, a teacher or a taxi driver? Ss: He’s a doctor. 2. Look and predict.③ Show the picture of “Let’s talk” to students. Let students look at the picture carefully. Ask some questions to lead them to predict the main idea of the dialogue.(课件出示:教材P48 Let’s talk板块的图片) Questions: ①Who are they?/ ②Who are they talking about?/ ③Is it Parents’ Day today? Who will come? Oliver’s father or his mother, or both?/… Teaching purpose④ 引导学生带着问题观看文本动画,整体感知文本,获取有用信息。 3. Watch and answer.④ Show the questions on the PPT. Let students watch the cartoon and try to answer the questions.(课件出示:教材P47 Let’s talk板块的视频及下列问题) Q1: Who are they talking about?(They are talking about Oliver’s father and mother.) Q2: Who will come?(Oliver’s mother will come.) T: Yes. Oliver’s mother will come today. And how about Oliver’s father? Teaching purpose⑤ 引导学生带着问题再读文本,进一步感知文本,获取有用信息。并引导学生跟随文本学习新的单词、词组和句型。 S1: Oliver’s father can’t come. T: Why? S2: Because Oliver’s father is in Australia now. 4. Read and answer.⑤ Students read the dialogue and try to answer the questions.(课件出示:下列问题) Q3: What does Oliver’s father do? Q4: What does Oliver’s mother do? T: What does Oliver’s father do? S1: He’s a businessman. T: Yes. He’s a businessman. He sales things. He often goes to other countries. Maybe Japan, the USA, ... Help students understand the words “businessman, country”. Teach the words. Students learn to read. T: What does Oliver’s mother do? S2: She’s a teacher. T: Yes! She’s a head teacher. In our school, Mr…/Mrs…is our head teacher. Teach the phrase “head teacher”. Students learn to read. T: Do you want to be a head teacher? (Ask several students. Help them to answer.) S3: Yes. I want to be a head teacher. / No, I want to be a/an… Teaching purpose⑥ 通过让学生听录音跟读,引导他们按照正确的意群及语音、语调朗读对话,并能在小组中进行角色表演。 T: What does Oliver’s father do? What does Oliver’s mother do? How does Sarah ask? How does Oliver answer? Write down the sentence structures “—What does he/she do? —He/ She is…” on the blackboard. Students practice in pairs. 5. Read and act.⑥ (1)Students read after the recording. Pay attention to the pronunciation and the intonation.(出示课件) (2)Let students practice the dialogue in groups. Then act out. (3)Make a new dialogue. Step 3: Practice 1. Choose and say. Show some word cards(writer, cleaner, taxi driver, singer, dancer, football player)to students. Students read the words and the phrases one by one. Teaching purpose⑦ 借助PPT给学生呈现一些人物和职业,帮助学生操练新句型。 Then let some students choose one card each time. And ask them to use the sentences to describe it. For example, “I like writing stories for children.” The boys ask, “What does he/she do?” The girls answer, “He/She is a writer.” Then exchange. 2. Pair work.⑦ (1) Show some pictures of famous people on the PPT. (出示课件)(2) Make a model. Point to the picture of “Mo Yan” and ask one student. T: What does he do? S1: He is a writer. T: Do you want to be a writer, too? S1: Yes, I want to be a writer. / No, I want to be a/an… (3) Students practice in pairs. (4) Show time. Teaching purpose⑧ 通过创设自然真实的情境,让学生在情境中合理运用所学语言询问他人的职业并作简单的汇报,培养学生的语言综合运用能力。 Ask several students to show to the class. The other students listen and make evaluations to them. Step 4: Consolidation & Extension⑧ “Make a survey” 1. Create a situation. T: Oliver’s father is a businessman. His mother is a head teacher. There are some other jobs. Let’s see. Show some pictures on the PPT.(课件出示:教材P48 Let’s try板块下方的职业图片)Lead students to review the words of the jobs. T: My father is a teacher. My mother is a nurse. What does your father or mother do? What does your classmates’ father or mother do? Let’s make a survey. 2. Make a demonstration. Show a chart to the class. Name Father Mother Lin Hong teacher nurse T: …, what does your father do? S1: He is a… T: What does your mother do? S1: She’s a… Write down the answers in the chart. 3. Work in groups. Ask students to work in groups of four as the demonstration and finish the chart. 4. Make a report. Some students show the chart to the class and make a report with the structure “My father is a teacher. My mother is a nurse. …’s father is a/an… Her/ His mother is a/an…” The other students listen and make evaluations to them. ▶板书设计 ▶作业设计 1. Practice the dialogue. 2. Do the exercises.(见“”系列丛书《创优作业100分》或《XX作业本》对应课时作业) ▶教学反思 1. 整个教学设计流程清晰,很好地达成了课程教学目标。 2. 逐步帮助学生读懂题目要求,引导学生学会听前预测听力的重点内容。 3. 在情境中理解,在活动中运用,突出语用功能。通过创设合理情景,帮助学生在情景中真实自然地使用所学语言,突出教学重点。 4. 在教学中适当引入一些当代名人信息,既调动了学生的积极性,又让学生了解到了许多课堂以外的信息,跟时代接轨。 ▶Teaching Contents & Teaching Aims Let’s try ·Be able to predict the main content of the listening part. ·Be able to use basic listening skills to complete the listening tasks. Let’s talk ·Be able to understand the main idea of the dialogue by observing and talking about the picture and answer the questions below the dialogue. ·Be able to read the dialogue correctly, fluently and emotionally and act it out in groups. ·Be able to use the sentence structures“—What does he/she do?—He/ She is…”to talk about people’s jobs properly. ·Be able to use the third person singular special questions in situations. ·Be able to understand and read the new word and phrase“country, head teacher”correctly. ▶Teaching Priorities ·Be able to understand and use the key sentence structures “—What does he/she do? —He/ She is…” properly. ▶Teaching Difficulties Be able to use the third person singular special questions in situations. ▶Teaching Procedures Teaching Stages Teacher’ s Activities Students Activities Teaching Purposes Warm-up & Revision & Lead-in 1. Greetings. 2. Revision—Brainstorm. 3. Lead-in. 1. Greetings. 2. Review the words of the jobs. 3. Free talk. Stimulate students’ interest in learning and lead in the topic of the jobs. Review some words of the jobs. Prepare for the next part. Presentation 1. Listen and circle. (1) Show the part of “Let’s try” to students. Ask students to read the question by themselves. (2) Play the recording. (3) Play the recording again and check the answers. (1) Look at the part of “Let’s try”. Read the question. (2) Listen to the recording and answer the question. (3) Listen to the dialogue and try to circle the answers. Check the answers. Lead students to predict the main idea before listening. Cultivate students’ ability of logical reasoning. 2. Look and predict. Show the picture of “Let’s talk” to students. Look at the picture carefully. Answer the questions. Predict the main idea of the dialogue. Develop students’ observation and logical reasoning ability by predicting the main idea of the dialogue. 3. Watch and answer. Show the questions on the PPT. Play the cartoon. Check the answers. Watch the cartoon and try to answer the questions. Check the answers. Lead students to understand the content of the dialogue by asking questions. Get an overall perception of the text and get useful information. Help students learn the words, the phrase and the sentence structures. (续表) Teaching Stages Teacher’ s Activities Students’ Activities Teaching Purposes Presentation 4. Read and answer. Teach the new sentences. Show the questions on the PPT. Help students understand the words “businessman, country”. Teach the phrase “head teacher”. Read the dialogue and try to answer the questions. Try to understand and learn the words “businessman, country”. Learn the phrase “head teacher”. Practice the sentence structures in pairs. 5. Read and act. (1) Ask students to read after the recording. (2) Let students practice the dialogue in groups and act out. (3) Let students make a new dialogue. (1) Read after the recording. Pay attention to the pronunciation and the intonation. (2) Practice the dialogue in groups and act out. (3) Make a new dialogue. Make sure students are able to read the dialogue correctly and fluently and act it out in groups. Practice 1. Choose and say. Show some word cards to students. Ask students to choose and say. 2. Pair work. (1) Show some pictures on the PPT. (2) Make a model. (3) Ask students to practice in pairs. (4) Show time. 1. Read the words of the jobs one by one. Choose word cards and describe them. Then ask and answer. 2. (1) Look at the pictures. (2) Learn the model. (3) Practice in pairs. (4) Show to the class. Practice the key words and sentence structures. Consolidation & Extension “Make a survey” 1. Create a situation. 2. Make a demonstration. 3. Work in groups. 4. Make a report. Work in groups of four. Ask and write down the answers in the chart. Then try to make a report. Create a real situation to develop students’ comprehensive language using ability. Homework 1. Practice the dialogue. 2. Do the exercises. The second period(第二课时) Part A Let’s learn & Listen, match and say ▶教学内容与目标 课时教学内容 课时教学目标 Let’s learn ·通过图片、课件等,结合教材中张鹏和Oliver在职业体验日谈论自己父母工作的情景学 会听、说、读、写有关职业的单词及词组:factory worker, postman, businessman, police officer ·能够熟练运用上述单词及词组,并通过多种活动运用句型“What does he/she do?”来谈论 职业 Listen, match and say ·能够在教师的帮助下听录音,获取相关信息并完成听后连线任务 ·能够根据完成的连线内容就四人父母的职业进行问答练习 ▶教学重点 能够听、说、读、写并熟练运用下列有关职业的单词及词组:factory worker, postman, businessman, police officer。 ▶教学难点 能够用所学词汇及句型来谈论他人职业。 ▶教学准备 1. 预习《XX大课堂》《创优作业100分》《XX作业本》中本课时的相关内容。 2. PPT课件、课文音频、视频、教学卡片等。 Teaching purpose① 借用PPT出示相关职业的图片,帮助学生复习与职业相关的词汇,激发学生的学习兴趣,为后面的学习做好铺垫。 ▶教学过程 Step 1: Warm-up & Revision & Lead-in 1. Greetings. 2. Revision.① Show some pictures of the jobs on the PPT. Help students review the words of the jobs.(课件出示:一些与职业相关的人物图片,如:driver, cleaner, writer, singer, farmer, dancer, basketball player等) T: There are some jobs around us. Let’s see. What does he/she do?/ What do they do? Ss: He/ She is a/an... / They’re... 3. Lead-in. T: What other jobs do you know? Ss: Teacher, doctor, nurse... T: Cool! There are lots of jobs around us. What do you want to be? S1: I want to be a doctor. ... T: Today is Career Day. What career will you act? First let’s learn some more jobs. They’re so cool! Let’s go! Step 2: Presentation Teaching purpose② PPT出示图片,引导学生理解“businesswoman”,对比教学印象更深刻,同时为后面的活动扫清障碍。 1. Look and learn.② Present the pictures of “Let’s learn” on the PPT. (课件出示:教材P49 Let’s learn板块的四幅图片)Lead students to learn the new word “businessman”. T: It’s Career Day. Zhang Peng and Oliver are talking about Oliver’s father in front of the display. What does Oliver’s father do? Do you remember? Please circle the right picture. Students look at the pictures carefully and find the right picture. Write down “business + man=businessman” on the blackboard. Use the picture and the recording to teach the word.(出示课件) Point to Picture 3 and lead students to practice the word like this: A: What does he do? B: He’s a businessman. Show a picture of a businesswoman on the PPT.(课件出示:一个女商人图片) T: She’s a woman. What does she do? Can you guess? Lead students to say the word “businesswoman”. Show the word on the PPT.(出示课件) Show two pictures on the PPT.(课件出示:一个男商人和一个女商人图片) Point to the pictures and lead students to practice the words like this: A: What does he/ she do? B: He’s/ She’s a businessman/businesswoman. Teaching purpose③ 结合图片和对话引导学生学习新单词。借用多媒体教授新单词,多种方式引导学生操练新单词。 2. Learn the new word “postman”.③ T: There is another man in the pictures. Can you find? What does he do? Students look at the pictures carefully and find the right picture. T: Yes, he’s a postman. He works in a post office. Write down “post+ man=postman” on the blackboard. Teach the new word.(出示课件) Ask students to read the word one by one. Point to the picture and lead students to practice the word like this: A: What does he do? B: He’s a postman. Teach the word “postwoman” with the picture and the recording. (课件出示:postwoman的相关内容) Show two pictures on the PPT. Let students practice the words with the sentences “—What does he/she do? —He’s/ She’s a postman/ postwoman.”(课件出示:一个男邮递员和一个女邮递员图片) Point to the pictures and lead students to practice the words like this: A: What does he/ she do? Teaching purpose④ 借助PPT出示图片,通过介绍工作地点引出工作人物,帮助学生理解新单词,充分利用旧单词引出新词汇,帮助学生认读新单词。 B: He’s/ She’s a postman/postwoman. 3. Learn the new phrase “factory worker”.④ T: There are some other jobs in the pictures. Look at Picture 1. What does the woman do? Students look at the picture carefully and try to spell the phrase. T: She works in a factory. Work—worker. Yes, she’s a factory worker. Write down “factory worker” on the blackboard. Teach the word “factory” and the phrase “factory worker” with the recording.(出示课件) Ask students to read the phrase one by one. Point to the picture and lead students to practice the phrase in pairs like this: A: Is she a head teacher? B: No, she isn’t. A: What does she do? B: She’s a factory worker. 4. Learn the new phrase “police officer”. T: Look at Picture 4. There is a woman. What does she do? Students look at the picture carefully and try to spell the phrase. T: She works in a police office. Police—police, office—officer. Cool! She’s a police officer. Write down “police officer” on the blackboard. Use the recording to teach the phrase.(出示课件) Let several students read the phrase one by one. Teaching purpose⑤ 利用单词卡片帮助学生操练新词汇,在句型中练习运用新词汇,活跃课堂气氛。 Point to the pictures and lead students to practice the phrase the same as above. Step 3: Practice⑤ 1. Flashing cards. Use the word cards to play a game. Students read the words or the phrases as fast as they can. 2. What’s missing? Use the word cards to play this game. The teacher hides one card and asks “What’s missing?” The student who raises his/her hand fastest has a chance to answer. If he or she is right, the teacher gives a prize to him or her. Then the teacher shows the card to students and asks. T: What does he/ she do? Ss: He/ She is a/ an… 3. Listen, match and say. (1)Show the part of “Listen, match and say” on the PPT. (课件出示:教材P49 Listen, match and say板块的内容) T: Chen Jie and John are talking about the jobs of their parents. What do they do? Now let’s listen and match. (2)Play the recording.(课件出示:教材P49 Listen, match and say板块的音频) Students listen to the recording and match by themselves. (3)Check the answers. Play the recording again. Check the answers.(出示课件) (4)Work in pairs. Students ask and answer in pairs. A: What does Jiao Jie’s mother do? B: She’s a businesswoman. Teaching purpose⑥ 通过游戏让学生在情境中合理运用所学词汇,激发学生的英语学习动力,培养学生的语言综合运用能力。 … Step 4: Consolidation & Extension⑥ 1. Create a situation. T: Today is Career Day. What career will you act? Now let’s play a game. (游戏说明:选四至五名学生到讲台前面,播放一段音乐,让他们想象自己要扮演的职业并做出相关动作,在老师说出口令“Freeze!”之后,这些学生必须立刻像被冰冻一样迅速停止动作。教师逐个指出并向其他同学提问“What does he/she do?”,并要求他们根据台上学生的动作用“Is he/she a/an…?”来猜测其相关职业,表演者则用“Yes/No. I’m a/an…”来公布答案,猜中的学生给予奖励。) 2. Make a demonstration. Choose four or five students to the front of the platform to play the game as a demonstration. 3. Work in groups. Students work in groups to play the game. ▶板书设计 ▶作业设计 1. Copy the words and the phrases 3 times. 2. Do the exercises.(见“”系列丛书《创优作业100分》或《XX作业本》对应课时作业) ▶教学反思 1. 通过师生间的自由谈话复习上节课学过的句型,为后面的学习做好铺垫。 2. 充分利用图片来进行词汇教学,帮助学生直观地了解所学知识。 3. 遵循学生的认知规律,学习单词、词组、句型时先是知其义,再是音和形,让学生在理解中去学习、去运用。 4. 通过图片对比,引导学生试着说出businesswoman和postwoman,帮助学生进行有效拓展,对学生进行学习方法上的指导。 ▶Teaching Contents & Teaching Aims Let’s learn ·Be able to listen, speak, read and write the new words and phrases “factory worker, postman, businessman, police officer” by talking about the pictures and the PPT. ·Be able to talk about the jobs by using the sentence structure “What does he/she do?” Listen, match and say ·Be able to listen and get the information to complete the task with the help of the teacher. ·Be able to ask and answer about their parents’ careers. ▶Teaching Priorities ·Be able to listen, speak, read, write and use the new words and phrases “factory worker, postman, businessman, police officer”. ▶Teaching Difficulties ·Be able to talk about other people’s careers by using the language they have learned. ▶Teaching Procedures Teaching Stages Teacher’ s Activities Students’ Activities Teaching Purposes Warm-up & Revision & Lead-in 1. Greetings. 2. Revision. Show some pictures of the jobs on the PPT. Help students review the words of the jobs. 3. Lead-in. 1. Greetings. 2. Review the words of the jobs. 3. Free talk. Stimulate students’ interest in learning and lead in the topic of jobs. Review some words about the jobs. Prepare for the following study. Presentation 1. Look and learn. Present the pictures on the PPT. Teach the new word “businessman”. Use the PPT to show a picture of a businesswoman. Lead students to learn the word “businesswoman”. Look at the pictures carefully and find the right picture. Learn and practice the words “businessman, businesswoman”. Lead in the new word properly. Help students learn the new words through the pictures and the questions. Pave the way for later activities. 2. Learn the new word “postman”. Let students find the right picture and teach the new word “postman”. Ask students to practice the word. Lead students to learn the word “postwoman”. Show the pictures and let students practice the words. Find the right picture. Learn and practice the new word. Look at another picture and try to say “postwoman”. Point to the pictures and practice. Use the pictures to teach the new words. Lead students to learn and practice. 3. Learn the new phrase “factory worker”. Teach the phrase and ask students to read the phrase one by one and practice in pairs. 4. Learn the new phrase “police officer”. Teach the phrase. Ask students to read the phrase one by one and practice in pairs. Look at the pictures carefully and try to spell the phrases. Practice the phrases in pairs. Lead in the new phrases properly. Lead students to learn new words through the pictures and the questions. Practice the new phrases in pairs. (续表) Teaching Stages Teacher’ s Activities Students’ Activities Teaching Purposes Practice 1. Flashing cards. 2. What’s missing? Use the word cards to play this game. 3. Listen, match and say. (1) Show the part of “Listen, match and say” on the PPT, and ask students the question. (2) Play the recording. (3) Play the recording again. Check the answers. (4) Ask students to practice the dialogues in pairs. 1. Read the words or phrases as fast as they can. 2. Play the game. 3. (1) Look at the words and the phrases carefully. (2) Listen and match. (3) Listen and check the answers. (4) Practice the dialogues in pairs. Make classroom atmosphere active. Help students practice the new words and phrases. Stimulate students’ interest in learning. Consolidation & Extension 1. Create a situation. 2. Make a demonstration. 3. Work in groups. Give a demonstration. Work in groups of four or five. Use the sentence structures they have learned to play the game. Create a real situation to motivate students to use the words and the sentence structures and develop students’ comprehensive language using ability. Homework 1. Copy the words and the phrases 3 times. 2. Do the exercises. The third period(第三课时) Part B Let’s try & Let’s talk ▶教学内容与目标 课时教学内容 课时教学目标 Let’s try ·能够读懂题目要求,学会听前预测听力的重点内容 ·能够运用基本听力技巧完成Let’s try板块的听力任务 Let’s talk ·能够通过观察、谈论Let’s talk板块的图片,在PPT和老师的帮助下理解对话大意,并回答对话后面的问题 ·能够通过听录音,学会按照正确的意群及语音、语调朗读对话,并能在小组中进行角色表演 ·能够在情景中运用句型“Where does he work?”“How does he go to work?”询问他人工作地点和他们上班的交通工具 ·能够在语境中借助图片等理解“stay healthy, work hard, study hard”的意思,并能正确发音 ·能够树立努力学习、健康生活的意识 ▶教学重点 能够在情景中运用句型“Where does he work?”“How does he go to work?”询问他人工作地点和他们上班的交通工具。 ▶教学难点 能够运用核心句型谈论他人工作的地点和他们上班的交通工具。 ▶教学准备 1. 预习《XX大课堂》《创优作业100分》《XX作业本》中本课时的相关内容。 2. PPT课件、课文录音、视频等。 Teaching purpose① PPT出示A部分已经学习过的职业及其图片,借用头脑风暴帮助学生唤醒旧知,激发学生的学习兴趣,为后面的学习做好铺垫。 ▶教学过程 Step 1: Warm-up & Revision & Lead-in 1. Greetings. 2. Revision.① Show some pictures of the jobs on the PPT. Help students review the words of the jobs.(课件出示:A部分的职业名词及图片) T: What does he/ she do? Ss: He/ She is a/ an… 3. Lead-in. T: My father is a teacher. My mother is a nurse. What about your father and mother? S1: My father is a/an… T: In Part B we’re going to continue to talk about “jobs”. Write down the topic “What does he do?” on the blackboard. Teaching purpose② 帮助学生读懂题目要求,逐步引导学生学会听前预测听力的重点内容。再次听录音核对答案,师生就录音内容进行对话练习。 Step 2: Presentation 1. Listen and circle.② (1) Show the picture of Mike and Xiao Yu on the PPT. (课件出示:Mike和Xiao Yu的图片) T: Mike and Xiao Yu are going home now. Mike sees a man coming towards them. He is Xiao Yu’s uncle. They’re talking about Xiao Yu’s uncle. (2) Show the questions to students. Ask students to predict the main idea of the listening content. (3) Play the recording.(出示课件) Teaching purpose③ 通过问题引导学生观察并讨论图片,借助图片预测教学内容,培养学生的观察能力和逻辑推理能力。通过预测教学内容激活已有知识,并提取与文本有关的知识,进入文本话题。 Students listen to the recording and try to circle the answers. (4)Play the recording again and check the answers. (5)Talk about the appearance, and workplace of Xiao Yu’s uncle with students. (课件出示:教材P50 Let’s try板块的听力材料) 2. Look and predict.③ Show the picture to students. (课件出示:教材P50 Let’s talk板块的图片) Let students look at the picture carefully. Ask some questions to lead them to predict the main idea of the dialogue. Questions: ①Who is the man that Mike and Xiao Yu are talking about?/ ②Where is the man? What does he do?/… Teaching purpose④ 利用问题逐步引导学生理解文本,引出并教授新单词。 3. Watch and answer.④ Show the questions on the PPT.(出示课件) Play the cartoon. Ask students to watch the cartoon and try to answer the questions. Then check the answers.(课件出示:教材P50 Let’s talk板块的视频) Q1: Who is that man?(He’s Mike’s uncle.) Q2: What does he do?(He is a fisherman.) Teaching purpose⑤ 引导学生在语境中借助图片等理解stay healthy, work hard, study hard的意思,并帮助他们正确发音。帮助学生树立努力学习、健康生活的意识。 Write down “fish +er +man=fisherman” on the blackboard. And teach the word. Write down the questions on the blackboard. 4. Read and answer. Learn the new phrases and sentences.⑤ Show the questions on the PPT. (出示课件) Students read the dialogue and try to answer the questions. Q3: Where does he work? (He works at sea.) Q4: How does he go to work? (He goes to work by bike.) Show a picture of a sea on the PPT. (课件出示:sea的相关内容) T: He sees lots of fish every day! Use gestures and exaggerated tones to help students understand. Write down the key sentences “He works at sea.” and “He goes to work by bike.” on the blackboard. Lead students to read and practice the sentences in pairs. A: Where does he work? B: He works at sea. A: How does he go to work? B: He goes to work by bike. T: What else do you know about Mike’s uncle? (He works hard and stays healthy.) Teach the phrases “work hard” and “stay healthy”. Make sentences to help students understand them. Let students look at the last sentence of the dialogue and lead them to say out the right answer. T: What should we do?(We should study hard and stay healthy.) Help students understand “study hard”. Then teach the phrase. Teaching purpose⑥ 通过让学生听录音跟读引导他们按照正确的意群及语音、语调朗读对话,并能在小组中进行角色表演。根据对话提供句型模板,让学生填词练习对话。 T: Yes, we should study hard and stay healthy. It’s good for us. Ask students to make sentences with the word “should”. 5. Read and act.⑥ (1)Students read after the recording. Pay attention to the pronunciation and the intonation.(出示课件) (2)Let students practice the dialogue in groups and act out. (3)Lead students to make a new dialogue as the model. (课件出示:对话练习的框架) Teaching purpose⑦ 借助PPT给学生呈现一些与职业、场景及交通方式有关的词汇,帮助学生操练新句型。 Step 3: Practice 1. Read the words and the phrases.⑦ Show some words on the PPT line by line.(课件出示:逐行出示词汇) Students read the words and the phrases. 2. Find and classify. Ask students to find out different types of vocabulary in each line. Then lead students to classify the words and phrases into three sorts. (课件出示:分类结果) Lead students to find the special question words “What, Where, How”. 3. Ask questions. T: How can we ask? Show the questions on the PPT. 4. Practice in pairs. Show the model of the dialogue. (课件出示:对话练习的范例) 5. Show time. Ask several students to show to the class. The other students listen and make evaluations to them. Teaching purpose⑧ 通过创设自然真实的情境,让学生在情境中合理运用所学语言询问他人的职业并作简单的汇报,培养学生的语言综合运用能力。 Step 4: Consolidation & Extension⑧ “Make a survey” 1. Create a situation. T: Mike and Xiao Yu are talking about their uncles’ jobs. How about you? What does your father or mother do? Where does he or she work? How does he or she go to work? Let’s make a survey. 2. Make a demonstration. Show a chart to the class. (出示课件) Make a demonstration with a student. T: …, what does your father do? S1: He is a doctor. T: Where does he work? S1: He works in a hospital. T: How does he go to work? S1: He goes to work by car. Write down the answers in the chart. 3. Work in groups. Lead students to work in groups of four. Students ask and write down the answers in the chart. 4. Make a report. Show the chart to the class and make a model. T: …’s father is a doctor. He works in a hospital. He goes to work by car. Some students try to make a report. The other students listen and make evaluations to them. ▶板书设计 ▶作业设计 1. Practice the dialogue. 2. Do the exercises.(见“”系列丛书《创优作业100分》或《XX作业本》对应课时作业) ▶教学反思 1教学活动设计具有梯度性,遵循学生的认知规律,以学生为本,以问题为导向,引导学生学习,培养学生的自主学习能力。 2在听力教学中,逐步帮助学生读懂题目要求,引导学生学会听前预测听力的重点内容。 3在情境中理解,在活动中运用,突出语用功能。通过创设合理情景,帮助学生在情景中真实自然地使用所学语言,突出教学重点。 4有效利用表格帮助学生学习,表格的设计一目了然,起到了很好的辅助作用。 5对话表演的学习方式很好地激发了学生的学习兴趣,拓宽了学生的参与面,调动了学生的积极性和主动性,为全体学生提供了锻炼口语的机会。 ▶Teaching Contents & Teaching Aims Let’s try ·Be able to predict the main content of the listening part. ·Be able to use basic listening skills to complete the listening tasks. Let’s talk ·Be able to understand the main idea of the dialogue by observing and talking about the picture. Be able to answer the questions below the dialogue. ·Be able to read the dialogue correctly, fluently and emotionally, and act out in groups. ·Be able to use the sentence structures“Where does he work?”“How does he go to work?”to talk about where others work and how they go to work properly. ·Be able to understand and read the new phrases“stay healthy, work hard, study hard”correctly. ·Be able to help students establish the consciousness of studying hard and living healthily. ▶Teaching Priorities ·Be able to use the key sentence structures “Where does he work?” “How does he go to work?” to talk about where others work and how they go to work in situations. ▶Teaching Difficulties ·Be able to use the key sentence structures to talk about where others work and how they go to work. ▶Teaching Procedures Teaching Stages Teacher’ s Activities Students’ Activities Teaching Purposes Warm-up & Revision & Lead-in 1. Greetings. 2. Revision. T: What does he/she do? Ss: He/ She is a/an… 3. Lead-in. 1. Greetings. 2. Review the words of the jobs. 3. Free talk. Review some words of the jobs. Prepare for the next part. Presentation 1. Listen and circle. (1) Show the picture of Mike and Xiao Yu on the PPT. (2) Show the questions to students. Let them predict the main idea of the listening content. (3) Play the recording. (4) Play the recording again and check the answers. (5) Talk about Xiao Yu’s uncle. (1) Look at the picture. (2) Read the questions of “Let’s try” and predict the main idea of the listening content. (3) Listen to the recording and try to circle the answers. (4) Listen again and check the answers. (5) Talk about Xiao Yu’s uncle. Lead students to predict the listening content before listening. Cultivate students’ logical reasoning ability. 2. Look and predict. Show the picture to students. Ask some questions to lead them to predict the main idea of the dialogue. Look at the picture carefully. Answer the questions. Predict the main idea of the dialogue. Cultivate students’ observation ability and logical reasoning ability. Activate existing knowledge, extract knowledge related to the text. 3. Watch and answer. Show the questions on the PPT. Play the cartoon. Check the answers. Teach the word “fisherman”. Watch the cartoon and try to answer the questions. Check the answers. Learn the word “fisherman”. Use the questions to lead students to understand the dialogue and lead in the new word. (续表) Teaching Stages Teacher’ s Activities Students’ Activities Teaching Purposes Presentation 4. Read and answer. Learn the new phrases and sentences. Show the questions on the PPT. Teach the key sentences. Teach the phrases “work hard, stay healthy, study hard”. Read the dialogue and try to answer the questions. Read and practice the sentences in pairs. Try to understand and learn the phrases “work hard, stay healthy, study hard”. Help students to understand the phrases and read them correctly. Help students build up the awareness of working hard and living a healthy life. 5. Read and act. (1) Let students read after the recording. (2) Let students practice the dialogue in groups and act out. (3) Lead students to make a new dialogue. (1) Read after the recording. (2) Practice the dialogue in groups and act out. (3) Make a new dialogue. Make sure students are able to read the dialogue correctly and fluently. Practice 1. Show some words and phrases on the PPT line by line. 2. Ask students to find and classify. 3. Show the questions. 4. Show the model of the dialogue. 5. Show time. 1. Read the words and the phrases. 2. Find out different types of vocabulary in each line. Then try to classify the words and the phrases. 3. Ask questions. 4. Practice in pairs. 5. Show time. Prepare for the next part. Present some words of occupations, places and transportation tools on the PPT to help students practice the key words and sentence structures. Consolidation & Extension “Make a survey” 1. Create a situation. 2. Make a demonstration. 3. Let students work in groups. 4. Make a report. Work in groups of four. Ask and write down the answers in the chart. Then try to make a report. Create a real situation to develop students’ comprehensive language using ability. Homework 1. Practice the dialogue. 2. Do the exercises. The fourth period(第四课时) Part B Let’s learn & Write and discuss ▶教学内容与目标 课时教学内容 课时教学目标 Let’s learn ·通过图片、课件等,结合教材中Oliver和吴一凡谈论自己家人工作的情景学会听、说、读、写有关职业的单词:fisherman, scientist, pilot, coach ·能够熟练运用上述单词,并能结合本板块核心句型“What does he/she do?”“Where does he/she work?”来询问职业和工作地点 Write and discuss ·能够在图片的提示下写出四种职业的名称,为其选择工作地点 ·能够根据完成的内容就四人的职业和工作地点进行交流 ▶教学重点 能够听、说、读、写并熟练运用下列有关职业的单词:fisherman, scientist, pilot, coach。 ▶教学难点 能够用所学有关职业的词汇和句型来谈论他人职业和工作地点。 ▶教学准备 1. 预习《XX大课堂》《创优作业100分》《XX作业本》中本课时的相关内容。 2. PPT课件、课文录音、视频、教学卡片等。 ▶教学过程 Step 1: Warm-up & Revision & Lead-in① 1. Greetings. Teaching purpose① 借用PPT出示相关职业、工作地点和上班方式的单词卡片,帮助学生复习与职业相关的词汇及句型。由讨论图片上的人物再自然过渡到讨论学生家长的话题上,激发学生的学习兴趣,为后面的学习做好铺垫。 2. Revision. Show some pictures and word cards on the PPT. Help students review the words of the jobs. Ask students to talk about them and review the key sentences in pairs. 3. Free talk & Lead-in. Talk about students’ parents’ jobs, workplaces and the ways to work. T: Do you know any other jobs? There are more jobs around us. They’re very cool! Let’s go and have a look. Teaching purpose② 利用图片以及上一课时对话引导学生学习新单词。借用多媒体教授新单词,并用多种方式引导学生操练新单词,加深学生对单词的印象。 Write down the topic “What does he do?” on the blackboard. Step 2: Presentation 1. Look and learn.② Present the pictures on the PPT. Lead students to learn the new word “fisherman”.(课件出示:教材P51 Let’s learn板块的图片) T: What does Mike’s uncle do? Do you remember? Please circle the right picture. Students look at the pictures carefully and find the right picture. Write down the word “fisherman” on the blackboard. Use the recording to teach the word.(出示课件) Then write down the word “fisherwoman” on the blackboard. Students try to read by themselves. Point to the picture and lead students to practice the word in pairs like this: A: What does he do? B: He’s a fisherman. A: Where does he work? Teaching purpose③ 结合对话和图片引导学生学习新单词。借用多媒体教授新单词,并让学生在对话中操练新单词。用PPT展示中国一些著名科学家的图片,激发学生的爱国热情及民族自豪感。 B: He works at sea. 2. Listen and learn the dialogue. Learn the word “scientist”.③ T: Oliver and Wu Yifan are talking. Who are they talking about? What does he or she do? Now let’s listen. Play the recording and lead students to answer the questions.(课件出示:教材P51 Let’s learn板块的音频) T: Who are they talking about? Ss: They are talking about Oliver’s aunt. T: What does she do? Ss: She is a scientist. She teaches science. T: Yes! Where does she work? … She works at a university. Show a picture of a university on the PPT and teach the word “university”.(课件出示:university的相关内容) Show the picture to students.(课件出示:教材P51 Let’s learn板块的图二) Write down the word “scientist” on the blackboard. Help students learn the word by comparing with the word “science”. Use the recording to teach the word. (出示课件) Show some scientists’ pictures on the PPT. (课件出示:一些科学家图片,如:袁隆平,钱学森,李四光,竺可桢,邓稼先) Students practice the word and the dialogue in pairs. A: Who’s that man? B: He’s… He’s a famous scientist. 3. Learn the word “pilot”. T: Look at Picture 3. There is a woman. She’s so cool! She works on a rescue plane. What does she do? Let’s listen.(课件出示:救援飞机的图片及词汇) Write down the word “pilot” on the blackboard. Teach the word to students.(课件出示:pilot的相关内容) Lead them to read the word one by one. Point to the picture and lead students to practice the word in pairs like this: A: What does she do? B: She is a pilot. A: Where does she work? Teaching purpose④ 通过与旧单词的对比记忆,帮助学生挑战新单词的发音,从而促使学生更好地记住新单词的词音和词性。 B: She works on a rescue plane. 4. Learn the word “coach”.④ T: (课件出示:教材P51 Let’s learn板块的图四) Look at Picture 4. There is a man. He’s strong. What does he do? Students look at the picture carefully and try to spell the word. Show the word “coat” to help them spell the new word “coach”. Write down the word “coach” on the blackboard. Teach it and lead students to read the word one by one.(课件出示:coach的相关内容) Point to the picture and lead students to practice the word the same as above. 5. Read the words. Play the recording of “Let’s learn”.(课件出示:教材P51 Let’s learn板块的音频) Teaching purpose⑤ 利用单词卡片和多媒体开展游戏活动,帮助学生操练新单词,并在句型中运用新单词,很好地活跃课堂气氛。 Students read after the recording. Then students practice the words by themselves. The teacher gives help when they need. Step 3: Practice⑤ 1. Play the game: High voice and low voice. Use the word cards to play this game. The teacher shows one card to students. Students read the corresponding word right away. If the teacher raises the card up, students should read the word in a higher voice. If the teacher brings the card down, students should read the word in a lower voice. 2. Sharp eyes. Use the PPT to play a game. Students read the words or the phrases as fast as they can.(课件出示:本课学习的单词或词组,一个接一个快速滑过屏幕) 3. Pair work. Students look at the pictures of “Let’s learn” in the book and ask and answer in pairs. A: What does he/ she do? Teaching purpose⑥ 通过活动让学生在情境中合理运用所学词汇,激发学生的英语学习动力,培养学生的语言综合运用能力。帮助学生了解橙色多用于各国紧急救援的衣服和设备上,如:救生衣、救生艇、消防员衣服和工程抢险车等。 B: He/ She is a/an… Step 4: Consolidation & Extension⑥ “Write and discuss” 1. Create a situation. T: There are some cool persons around us. Let’s go and have a look. 2. The places where people work. Show the pictures and the words of “pet hospital, university, gym, sea, plane” on the PPT. (课件出示:宠物医院,大学,体育馆,大海,飞机词汇及其图片) Ask students to match the to with the corresponding pictures. Show a picture of a gym on the PPT to help students understand the word “gym”. Teach them to read the word. (课件出示:体育馆图片) 3. Talk about the people working in these places. The teacher points to the pictures and asks some students to answer the questions. T:(Point to the picture of the pet hospital.)Who works in a pet hospital? S1: A doctor. He works in a pet hospital. T:(Point to the picture of the university.)Who works in a university? … 4. Finish the task. Ask students to complete the sentences of “Write and discuss” in the book. 5. Check the answers. 6. Talk about other jobs. T: Can you think of any other jobs? Where do those people work? Students talk about other jobs. S1: My aunt is a cleaner. She works in a company. … Show the picture of the main scene to students. (课件出示:Unit 5主情景图) Talk about the picture with students. Help students know something about “rescue”. T: Orange is often used for emergency rescue clothes and equipment in many countries, such as life jackets, lifeboats, firemen’s clothes and engineering emergency vehicles. ▶板书设计 ▶作业设计 1. Copy the words 3 times. 2. Do the exercises.(见“”系列丛书《创优作业100分》或《XX作业本》对应课时作业) ▶教学反思 1. 借用PPT出示相关职业、工作地点和上班方式的单词卡片,帮助学生复习与职业相关的词汇及句型,激发学生的学习兴趣,为后面的学习做好铺垫。 2. 充分结合图片和对话引导学生学习新单词。借用多媒体教授新单词,多种方式引导学生操练新单词。 3. 在情境中理解,在活动中运用,突出语用功能。通过创设合理情景,帮助学生在情景中真实自然地使用所学语言,突出教学重点。 4. 注重话题的延续性,由讨论图片上的人物到讨论学生家长的话题,再到讨论“Mike’s uncle”和“Oliver’s aunt”,然后到书上的五个人物,这样自然过渡,将整堂课串成一个有机整体。 5. 帮助学生了解橙色多用于各国紧急救援的衣服和设备上,如:救生衣、救生艇、消防员衣服和工程抢险车等。 ▶Teaching Contents & Teaching Aims Let’s learn ·Be able to listen, speak, read and write the new words “fisherman, scientist, pilot, coach” by talking about the pictures and the PPT. ·Be able to use the above words skillfully and talk about the jobs and the workplaces by using “What does he/she do?”“Where does he/she work?” Write and discuss ·Be able to write down the names of the four jobs with the help of the pictures and choose the workplaces for them. ·Be able to communicate with each other about their careers and workplaces according to the completed contents. ▶Teaching Priorities ·Be able to listen, speak, read, write and use the new words “fisherman, scientist, pilot, coach”. ▶Teaching Difficulties · Be able to talk about other people’s careers and workplaces by using the language they have learned. ▶Teaching Procedures Teaching Stages Teacher’ s Activities Students Activities Teaching Purposes Warm-up & Revision & Lead-in 1. Greetings. 2. Revision. Show some pictures and word cards on the PPT. Lead students to review the sentences. 3. Free talk & Lead-in. 1. Greetings. 2. Review the words of the jobs. Talk about them and review the sentences. 3. Talk about their parents’ jobs and workplaces. Review some words and the sentence structures about jobs and workplaces. Prepare for the following study. Presentation 1. Look and learn. Present the pictures on the PPT. Teach the word “fisherman”. Point to the picture. Look at the pictures carefully and find the right picture. Learn and practice the new word in pairs. Deepen students’ impression of the new word by reviewing what they learned in the last class and practicing with the key sentence structures. 2. Listen and learn the dialogue. Learn the word “scientist”. Play the recording. Show some pictures. Teach the word “scientist”. Listen to the recording and answer the questions. Learn the word “scientist”. Practice the word and the dialogue in pairs. (续表) Teaching Stages Teacher’ s Activities Students’ Activities Teaching Purposes Presentation 3. Learn the word “pilot”. Show Picture 3 and a picture of rescue plane. Play the recording of “pilot” and teach the word. Look at the pictures carefully. Learn the new word and read it one by one. Practice in pairs. Lead in the new words properly. Help students learn the new words through the pictures and the questions. Show some pictures of famous Chinese scientists to help students stimulate their patriotism and national pride. 4. Learn the word “coach”. Show Picture 4 and show the word “coat” to help students spell the new word “coach”. Then teach the word. Look at the picture carefully. Read the word “coat” and try to spell the new word “coach”. Practice the word the same as above. 5. Read the words. Play the recording. Give help when necessary. Read after the recording. Then practice the words. Lead students to read the words by themselves. Elevate students’ learning initiative. Practice 1. Play the game: High voice and low voice. 2. Sharp eyes. 3. Pair work. 1. Read the words in a higher voice or a lower voice according to the teacher’s actions. 2. Read the words or the phrases as fast as they can. 3. Look at the pictures of “Let’s learn” and ask and answer in pairs. Enliven the class. Help students practice the words in different ways. Stimulate students’ interest in learning. Consolidation & Extension “Write and discuss” 1. Create a situation. 2. The places where people work. Show the pictures and the words of some places. 3. Talk about the people working in these places. 4. Finish the task. 5. Check the answers. 6. Talk about other jobs. Match the words to the corresponding pictures of the workplaces. Talk about the people working in these places. Write down the words and complete the sentences of “Write and discuss” in the book. Check the answers. Talk about other jobs. Create a real situation to develop students’ comprehensive language using ability. Help students understand that orange is often used in emergency rescue clothes and equipment in many countries. Homework 1. Copy the words 3 times. 2. Do the exercises. The fifth period(第五课时) Part B Read and write ▶教学内容与目标 课时教学内容 课时教学目标 Read and write ·能够通过头脑风暴活动说出五种职业名称,激活背景知识和储备词汇 ·能够通过阅读问题训练在语篇中捕捉不同类型信息的能力 ·能够根据阅读所获取的信息完成有意义的仿写活动 ·能够通过朗读选自阅读文段中的句子,明白英语中逗号是句中停顿标识的朗读技巧 ·能够根据例句提示在文段中找到更多同类句子,并正确朗读句子 ·能够从不同视角认识职业,明白从事某些职业应具备的条件,构思自己的理想职业 ▶教学重点 能够通过阅读问题训练在语篇中捕捉不同类型信息的能力。 ▶教学难点 能够根据阅读所获取的信息完成有意义的仿写活动。 ▶教学准备 1. 预习《XX大课堂》《创优作业100分》《XX作业本》中本课时的相关内容。 2. PPT课件、课文录音、视频等。 ▶教学过程 Step 1: Pre-reading 1. Greetings. Teaching purpose① 通过头脑风暴活动让学生说出五种职业名称,激活学生背景知识和储备词汇,引导学生对职业名称的词汇按词形进行归类,加深记忆。 2. Write and say.① (1) List five jobs. T: There are many jobs around us. Now please list five jobs. Students write down five jobs in their books. (2) Compare with partners. Students compare with their partners. T: Please compare with your partners. How many different jobs are there in the lists? (3) Classify the words of the jobs. Students work in groups to classify the words of the jobs according to the word forms. (课件出示:按词形进行归类的职业名称词汇) 3. Lead-in. T: Today we’re going to continue to talk about “jobs”. We are going to understand the necessary conditions of some jobs, and try to conceive your own career dream. Teaching purpose② 通过问题引导学生观察并讨论图片,借助图片预测教学内容,培养学生的观察能力和逻辑推理能力。引导学生通过预测教学内容激活已有知识,并提取与文本有关的知识,进入文本话题。 Step 2: While-reading 1. Look and predict.② Show the pictures of “Read and write” to students. Let students look at the pictures carefully. Ask some questions to lead them to predict the main idea of each paragraph.(课件出示:教材P52 Read and write板块的三幅图片) Questions: ①Who is he/she?/②What’s he/she doing?/③What jobs does he/she want to do?/… 2. Read and write a title.③ Teaching purpose③ 帮助学生读懂选择题目的要求,逐步引导学生理解文本,并通过阅读问题训练学生在语篇中捕捉不同类型信息的能力。 Students read the paragraphs for the first time quickly. Do the exercise on page 53. Choose a title for the text. Check the answer. Write down the title on the line. 3. Read and fill in the table. Students read the paragraphs for the second time carefully. Try to fill in the table in the book. Check the answers. (课件出示:教材P53 表格习题的答案) Teaching purpose④ 充分借助PPT和教师语言帮助学生进一步理解文本以及新单词,特别是对“if”句型的理解。 4. Understand the paragraphs.④ Students read the paragraphs and find the difficult words and the sentences. The teacher helps them understand the words and the sentences. Show Picture 1 on the PPT to help students understand the words and the phrase “gym, reporter/sports reporter”. (课件出示:教材P52 Read and write板块的第一幅图片和gym, reporter/sports reporter的图片及相关内容) Show some pictures to help students understand the phrase “be good at…” T:(课件出示:姚明的图片)Yao Ming is good at basketball. T: Do you understand the word “if”? For example, “If you’re happy, you can laugh.” “If you’re sad, you may cry.” “If you like singing, you can be a singer.” Show some pictures on the PPT and make more sentences to help students understand the word “if”. (出示课件) T: Look! She is good at singing. She is a singer. If you like singing, you can be a singer. T: He is a dancer. He is good at dancing. If you’re good at dancing, you can be a dancer. Show Picture 2 to help students understand the word “secretary”. (课件出示:教材P52 Read and write板块的第二幅图片) Do the action on the keyboard to help students understand the word “type” and the phrase “type very quickly”. Show Picture 3 to help students understand the paragraph. (课件出示:教材P52 Read and write板块的第三幅图片) Teaching purpose⑤ 通过让学生听录音跟读,引导学生模仿正确的停顿,按照正确的意群及语音、语调朗读对话。 T: What does Robin like? What does he want to be? Ss: He likes science. He wants to be a scientist. 5. Read after the recording.⑤ Play the recording.(课件出示:教材P52 Read and write板块的音频) Teaching purpose⑥ 通过对话活动,帮助学生从不同视角认识职业,在活动过程中渗透对学生安全意识的教育,引导他们明白没有家长陪同时,参加校外活动应该首先取得家长的许可。 Students read after the recording and imitate the right pause. Pay attention to the pronunciation and the intonation. 6. Talk about the hobbies and the jobs.⑥ Students talk about their hobbies and jobs in pairs. A: What’s your hobby? B: My hobby is singing. A: What job do you want to do? B: I want to be a music teacher. A: Where are you going to work? B: I’m going to work in a school. … 7. Imitative writing activity. Students write a short paragraph by imitating the paragraphs by themselves and share it in groups. Then several students show their writings to the class. The other students make evaluations to them. 8. The Real World Camp. T: At the Real World Camp, children can do different jobs. Do you want to go there? Please fill in this form.(课件出示:教材P53的申请表) Teaching purpose⑦ 引导学生通过阅读绘本故事激发学习兴趣,并且让学生以小组为单位仿制绘本,进一步巩固本单元的职业词汇及句型,培养学生的创造能力和合作能力。 T: Pay attention to the last line. There is the “Parent’s signature”. If you are not accompanied with your parent(s), you should get permission from your parent(s) to participate in these extra-school activities. Step 3: Post-reading 1. Read a comic named “Job”.⑦ (1)Show a comic to students on the PPT.(课件出示:绘本故事) Students enjoy the comic. (2)Students read the comic. (3)Students work in groups to make a comic about “jobs”. (4)Show their comics to the class. Teaching purpose⑧ 引导学生通过朗读选自阅读文段中的句子,明白英语中逗号是句中停顿标识的朗读技巧。鼓励学生根据例句提示在文段中找到更多同类句子,并正确朗读句子,然后在班上展示交流,提升学习自信心。 2. “Tips for pronunciation”.⑧ (1)Listen and repeat. Play the recording.(课件出示:教材P53 Tips for pronunciation的音频) Students read after the recording. Feel the comma pause in the sentences. And practice the sentences. (2)Find and practice. Find more similar sentences in the passage according to the example prompts and read the sentences correctly. Then practice in groups. (3)Show time. Ask several students to show to the class. The other students listen to them and make evaluations to them. (4)Summary. T: When there are several parallel words in a sentence, pause after each word. ▶板书设计 ▶作业设计 1. Choose some sentences and practice them. 2. Do the exercises. ( 见“”系列丛书《创优作业100分》或《XX作业本》对应课时作业) ▶教学反思 1. 教学活动设计具有梯度性,遵循学生的认知规律,以学生为本,以问题为导向,引导学生学习,培养学生的自主学习能力。借用图片、语言等帮助学生读懂题目要求,逐步引导学生理解文本,并通过阅读问题训练学生在语篇中捕捉不同类型信息的能力。 2. 引导学生对职业名称的词汇按词形进行了归类,加深了学生对词汇的记忆;通过头脑风暴活动、自由编组对话和组内讨论等方式帮助学生复习巩固了所学知识。 3. 在活动过程中渗透了对学生安全意识的教育,引导他们明白没有家长陪同时,参加校外活动应该首先取得家长的许可。 ▶Teaching Contents & Teaching Aims Read and write ·Be able to say five jobs through the brainstorm. Activate background knowledge and reserve vocabulary. ·Be able to train students’ ability to capture different types of information in the text through reading tasks. ·Be able to complete the meaningful imitative writing activity according to the information they get from reading text. ·Be able to understand the reading skill that the comma is the mark of pause in the sentence by reading the sentences selected from the passage. ·Be able to find more similar sentences in the passage according to the example sentence prompts and read the sentences correctly. ·Be able to understand the profession from different perspectives, and understand the necessary conditions to engage in some professions, and conceive your own career dream. ▶Teaching Priorities ·Be able to train students’ ability to capture different types of information in the text through reading tasks. ▶Teaching Difficulties ·Be able to complete the meaningful imitative writing activity according to the information they get from reading text. ▶Teaching Procedures Teaching Stages Teacher’ s Activities Students Activities Teaching Purposes Pre-reading 1. Greetings. 2. Write and say. (1) List five jobs. (2) Compare with partners. (3) Classify the words of the jobs 3. Lead-in. 1. Greetings. 2. (1) Write down five jobs in their books. (2) Compare with their partners. (3) Work in groups to classify the words of the jobs according to the word forms. Activate students’ background knowledge and review the vocabulary through the brainstorm. Classify the words of the jobs according to the word forms to deepen the memory. While-reading 1. Look and predict. Look at the pictures carefully. Answer the questions and predict the main idea of each paragraph. Develop students’ ability of observation and logical reasoning. 2. Read and write a title. Read the paragraphs for the first time quickly. Then choose a title for the text. Check the answer. Help students understand the requirements of choosing the topic. Lead them to understand the text step by step, and train them to capture different types of information in the text through reading tasks. 3. Read and fill in the table. Read the paragraphs for the second time carefully. Try to fill in the table. Check the answers. 4. Understand the paragraphs. Read the paragraphs and find the difficult words and sentences and try to understand them. Help students understand the text and the new words. Make sure students are able to read the paragraphs correctly and fluently. 5. Read after the recording. Read after the recording and imitate the right pause. Pay attention to the pronunciation and the intonation. While-reading 6. Talk about the hobbies and the jobs. Talk about their own hobbies and jobs in pairs. Help students understand the occupation from different perspectives. Permeate the education of students’ safety consciousness. 7. Imitative writing activity. Write a short paragraph by imitating the paragraphs. Share their writings in groups. 8. The Real World Camp. Fill in the form. Post-reading 1. Read a comic named “Job”. (1) Show a comic to students on the PPT. Ask students to enjoy the comic. (2) Lead students to read the comic. (3) Let students work in groups to make a comic about “jobs”. (4) Let students show their comics to the class. Enjoy the comic and then try to make their own comics in groups. Show their comics to the others. Stimulate students’ interest in learning and further consolidate the vocabulary and the sentence structures in this unit. Cultivate students’ creativity and cooperation ability. 2. “Tips for pronunciation”. (1) Listen and repeat. (2) Find and practice. (3) Show time. Ask several students to show to the class. Ask the other students to listen to them and make evaluations to them. (4)Summary. (1) Read after the recording. Feel the comma pause in the sentences. Practice the sentences. (2) Find more similar sentences in the passage according to the example prompts and read the sentences correctly. (3) Show to the class. (4) Summary. Help students understand the reading skill that the comma is the mark of pause in the sentences. Encourage students to find more similar sentences in the passage, and read the sentences correctly, and then show to the class to improve their selfconfidence in learning. Homework 1. Choose some sentences and practice them. 2. Do the exercises. The sixth period(第六课时) Part B Let’s check & Let’s wrap it up & Part C Story time ▶教学内容与目标 课时教学内容 课时教学目标 Let’s check ·能够通过看图和相关文字信息,学会从中推测考查点,做到有目的地听录音,完成听后匹配任务 ·能够在活动中培养学生听前预测的习惯,帮助学生逐渐提高听力水平 Let’s wrap it up ·通过活动,能够找出需要注意的语法要点,进行归纳,总结规律 Story time ·通过阅读趣味故事,复习巩固本单元所学语言,增加学生语言的输入 ·能够在图片及教师的帮助下理解故事内容 ·能够按照正确的意群及语音、语调朗读故事 ·能够表演故事,并能恰当运用故事中的语言进行交流 ▶教学重点 复习巩固本单元所学语言,引导学生对语法要点进行归纳,总结规律。 ▶教学难点 能够在图片及教师的帮助下理解故事内容,并能按照正确的语音、语调朗读故事。 ▶教学准备 1. 预习《XX大课堂》《创优作业100分》《XX作业本》中本课时的相关内容。 2. PPT课件、课文音频、视频等。 ▶教学过程 Step 1: Warm-up & Revision① 1. Greetings. 2. Revision. Teaching purpose① PPT出示相关职业人物、上班地点及上班方式的图片,帮助学生复习相关句型,为后面的学习做好铺垫。接下来由谈论图片到谈论对方父母,延续话题。 Show some pictures on the PPT. Help students review the sentences. (课件出示:一些职业人物、上班地点及上班方式的图片) A: What does he/ she do? B: He/ She is a/ an… A: Where does he/she work? B: He/ She works… A: How does he/ she go to work? B: He/ She goes to work by/on… 3. Free talk. Students talk about their parents as the above sentence structures. Teaching purpose② 引导学生通过看图和相关文字信息,学会从中推测考查点,做到有目的地听录音,培养听前预测的习惯,逐渐提高听力水平。 Step 2: Presentation 1. Let’s check.② (1) Look and predict. Show the pictures and the phrases of “Let’s check”. Lead students to predict the listening content.(课件出示:教材P54 Let’s check板块的内容) (2) Listen and match. Play the recording for the first time.(课件出示:教材P54 Let’s check板块的音频) Students listen and grasp the key information of the listening content, then match the pictures to the phrases according to the listening content. (3) Listen again and answer the questions. Students read the three questions by themselves.(课件出示:教材P54 Let’s check板块的三个问题) Play the recording again. Students try to answer the questions and then write down the answers. (4)Play the recording and check the answers. Teaching purpose③ 引导学生通过活动,找出需要注意的语法要点,进行归纳,总结规律。并在游戏活动中进行操练,激发学生的学习兴趣。 (5)Talk about the listening material. (出示课件) Students talk about the listening material with their partners. 2. Let’s wrap it up.③ (1)Show a photo of a person.(课件出示:教师朋友的图片) T: This is my best friend. Do you want to know something about her? You can ask me. For example, what does she do? S1: What does she do? S2: Where does she work? S3: How does she go to work? … Students ask some questions to the teacher. Write down the answers and other information about the person on the blackboard. Make a model: She has a dog. She goes to work on foot. She works in an office… (2)Describe the person. Lead students to describe the person according to the above information. (3)Ask questions. Lead students to ask questions based on the above information. (4)Analysis and summary. Ask students to work in groups to talk about “how they ask the questions”. Lead students to observe the change of verbs in questions. Then help them sum up and make a report to the class. (5) Fill in the blanks. Students try to fill in the blanks in “Let’s wrap it up” in the book. Then check the answers. (6) Play the game “I didn’t hear you”. A: Mary has a cat. B: Sorry, I didn’t hear you. What does Mary have? A: Mary has a cat. Teaching purpose④ 利用问题逐步引导学生在语境中借助图片等理解故事大意,利用多媒体课件帮助他们正确发音,并表演故事。 Students work in pairs. Step 3: Consolidation & Extension④ “Story time” 1. Create a situation. Use the PPT to show some pictures of the jobs.(课件出示:学过的不同职业的图片)Students say the words of the jobs one by one. T: There are many jobs around us. But there are also some unusual jobs. Look, this is a job ad of the zoo. What unusual jobs does it have? Let’s go and have a look. 2. Show some unusual jobs. Use the pictures to help students understand some unusual jobs. (课件出示:驯狮员、蜂农、电脑游戏测试员和魔术师助手的图片) 3. Talk about the unusual jobs. Talk about these unusual jobs to students. T: What do you want to be? Do you want to be a/an…? Ss: … T: Why do you want to be a/an…?/Why not? Ss: Because… Lead in some descriptions of the attitude about the jobs. Help students understand the phrases “too dangerous, get stung”. 4. Look and predict. Show the pictures to students.(课件出示:教材P55 Story time板块的配图)Let students look at the pictures carefully. Ask some questions to lead them to predict the main idea of the dialogues. Questions: ①Who are they?/②What jobs are they talking about?/③What job does Zip want to do?/… 5. Watch and answer. Play the cartoon.(课件出示:教材P55 Story time板块的视频) Ask students to try to answer the questions. Q1: How many unusual jobs does Zoom think of? What are they? Q2: What job does Zip want to do? Check the answers. Then ask students to read the story by themselves and answer the question. Q3: Why doesn’t Zip like those unusual jobs? Play the cartoon again. Check the answer.(出示课件) 6. Read the story. Play the cartoon.(出示课件)Students read after it. Pay attention to the pronunciation, the intonation and the emotion. 7. Practice and act out the story. Students practice the story in groups, and act it out. ▶板书设计 ▶作业设计 1. Read the story and enjoy it. 2. Do the exercises.(见“”系列丛书《创优作业100分》或《XX作业本》对应课时作业) ▶教学反思 1.在本课时的Let’s check板块中注重引导学生通过看图和相关文字信息,学会从中推测考查点,做到有目的地听录音,听后完成匹配任务。并通过活动培养了学生听前预测的习惯,帮助学生逐渐提高了听力水平。 2.在Let’s wrap it up板块中,逐步引导学生通过活动,找出需要注意的语法要点,进行归纳,总结规律。并在游戏活动中进行操练,激发了学生的学习兴趣。 3.在Story time板块中,利用问题逐步引导学生在语境中借助图片等理解故事大意,利用多媒体帮助他们正确发音,并表演故事,激发了学生的学习兴趣。 4.课堂教学突出学生主体,充分发挥引导作用,利用多种方式引导学生去探索、去学习、去归纳、去运用。 ▶Teaching Contents & Teaching Aims Let’s check ·Be able to learn to infer the test points by looking at the pictures and the relevant text information. Listen to the recording purposefully and complete the matching task after listening. ·Be able to develop the habit of pre-listening prediction and help students improve their listening ability. Let’s wrap it up ·Be able to find out the grammar points that need to be paid attention to, and summarize the rules through the activities. Story time · Be able to review and consolidate the language learned in this unit by reading the interesting story, and increase students’ language input. ·Be able to understand the story with the help of pictures and the teacher. ·Be able to read the story according to the correct pronunciation, intonation and meaning group. ·Be able to act out the story and communicate by using the language of the story appropriately. ▶Teaching Priorities · Be able to review the sentence structures of this unit and lead students to sum up the grammar points and summarize the rules. ▶Teaching Difficulties · Be able to understand the story with the help of pictures and the teacher, and read the story aloud with correct pronunciation and intonation. ▶Teaching Procedures Teaching Stages Teacher’ s Activities Students’ Activities Teaching Purposes Warm-up & Revision 1. Greetings. 2. Revision. Show some pictures on the PPT. Help students review the sentences. 3. Free talk. 1. Greetings. 2. Review the sentences. 3. Talk about their parents by using the sentence structures in this unit. Help students review the relevant sentence structures to prepare for the following study. Presentation 1. Let’s check. (1) Look and predict. (2) Listen and match. (3) Listen again and answer the questions. (4) Play the recording and check the answers. (5) Talk about the listening content. (1) Look at the pictures and the phrases. Predict the listening content. (2) Listen to the recording and match the pictures to the phrases according to the listening content. (3) Listen to the recording again. Try to answer the questions and then write down the answers. (4) Check the answers. (5) Talk about the listening content with their partners. Help students learn to guess the test points from the pictures and the relevant text information. Listen to the recording purposefully. Develop students’ habits of predicting before listening. Improve their listening ability. 2. Let’s wrap it up. (1) Show a photo of a person. Lead students to ask some questions. Write down the answers and other information about the person on the blackboard. (2) Describe the person. (3) Ask questions. Lead students to ask questions based on the information. (4) Analysis and summary. (5) Fill in the blanks. (6) Play the game “I didn’t hear you”. (1) Look at the photo and ask some questions to the teacher. (2) Try to describe the person according to the above information. (3) Ask questions based on the above information. (4) Work in groups to talk about “how they ask the questions”. Observe the change of verbs in questions. Then sum up and make a report to the class. (5) Try to fill in the blanks in the book. Check the answers. (6) Work in pairs to play the game “I didn’t hear you”. Lead students to find the grammar essential points which need to be paid attention to. Let students summarize and master the grammar knowledge through self-observation. Stimulate students’ interest. Cultivate students’ learning ability. Consolidation & Extension “Story time” 1. Create a situation. Show some pictures of the jobs on the PPT. 2. Show some unusual jobs. 3. Talk about the unusual jobs. Lead in some descriptions of the attitude about the jobs. Help students understand the phrases “too dangerous, get stung”. 4. Look and predict. 5. Watch and answer. 6. Read the story. 7. Practice and act out the story. 1. Say the words of the jobs one by one. 2. Understand some unusual jobs with the pictures. 3. Talk about the unusual jobs. Try to understand the phrases “too dangerous, get stung”. 4. Look at the pictures. Predict the main idea of the dialogues. 5. Watch the cartoon and try to answer the questions. 6. Read after the cartoon. Pay attention to the pronunciation, the intonation and the emotion. 7. Practice the story in groups. Then act it out. Use questions to lead students to understand the story with the help of pictures. Use the cartoon to help them pronounce correctly, and act out the story. Homework 1. Read the story and enjoy it. 2. Do the exercises. Unit 6 How do you feel? 教材分析 本单元学习的主题是表达情绪、心理状态和对情绪疏导提出建议。教学内容主要是通过Sam和Sarah在家谈论所看卡通片的场景和Sarah姐弟及妈妈谈论因爸爸生病,不能按原计划去动物园的对话场景来展开的。教学重点是能听、说、读、写核心句型“How do you feel?”“The mice are afraid of the cat.”“The cat is angry with them.”“He should see a doctor.”“Don’t be angry.”;能听、说、读、写单词和词组:feel, sad, angry, happy, worried, afraid, wrong, ill, see a doctor, do more exercise, wear warm clothes, take a deep breath, count to ten等 教学目标 知识与能力目标: ·能够听、说、读、写句型“How do you feel?”“The mice are afraid of the cat.”“The cat is angry with them.”“He should see a doctor.”“Don’t be angry.” ·能够在情景中运用句型“The mice are afraid of the cat.”“The cat is angry with them.”等,简单 表达相关情绪和心理状态;能够运用“What should…do?”寻求解决问题的方法;能够用“How does…feel?”询问他人的情绪和心理状态;能够用“…should…”“Don’t…”等句子疏导情 绪或提出建议 ·能够理解蚂蚁与Robin互相帮助的故事,能够按正确的意群及语音、语调朗读故事,并运用本单元所学核心句型复述故事,同时能根据阅读所获信息写出故事梗概 ·能够听、说、读、写单词和词组:feel, sad, angry, happy, worried, afraid, wrong, ill, see the doctor, do more exercise, wear warm clothes, take a deep breath, count to ten等 ·能够正确使用上述单词和词组简单表达自己、他人或动物的各种情绪和心理状态,并对疏导 他人情绪提出建议 ·能够在图片和文字的支持下完成表格和仿写语句 ·知道英语句子中单词之间失去爆破的现象 情感态度、文化意识、学习策略目标: ·渗透不能以自我为中心,要关心他人,为他人所想;不要以貌取人,知恩图报的情感态度教 育 ·了解中国的卡通名片《黑猫警长》 ·了解与蚂蚁相关的基本科学知识 ·能够通过看图捕捉主要信息,并根据提示做出听前预测 ·能够通读文段,获取主旨大意和细节信息,并能进行推理判断 课时安排 第一课时: Part A Let’s try & Let’s talk 第二课时: Part A Let’s learn & Write and say 第三课时: Part B Let’s try & Let’s talk 第四课时: Part B Let’s learn & Play card games 第五课时: Part B Read and write 第六课时: Part B Let’s check & Let’s wrap it up & Part C Story time The first period(第一课时) Part A Let’s try & Let’s talk ▶教学内容与目标 课时教学内容 课时教学目标 Let’s try ·能够读懂题目要求,学会听前预测听力的重点内容 ·能够运用基本听力技巧完成Let’s try板块的听力任务 Let’s talk ·能够通过观察、谈论Let’s talk板块的图片,在PPT和老师的帮助下理解对话大意, 并回答对话后面的问题 ·能够通过听录音,学会用正确的意群及语音、语调朗读对话,并能在小组中进行角色表 演 ·能够在情景中运用“be+表示情绪的形容词”来表达心情和感受 ·能够在语境中借助图片等理解“chase, mice, bad, hurt, be afraid of, be angry with”的意思,并能正确发音 ▶教学重点 能够听懂对话大意,并能用正确的意群及语音、语调朗读对话。 ▶教学难点 能够在情景中运用“be+表示情绪的形容词”来表达心情和感受。 ▶教学准备 1.预习《XX大课堂》《创优作业100分》《XX作业本》中本课时的相关内容。 2.PPT课件、课文录音、视频、卡片等。 Teaching purpose① PPT播放歌曲,学生尝试跟唱。借用主情景图自然地引出本单元表达情绪的话题。 ▶教学过程 Step 1: Warm-up & Lead-in① 1. Greetings. 2. Sing a song. Play the song If you’re happy, clap your hands by using the PPT. (出示课件) Students can sing along with the song and do actions after it. 3. Free talk. T: That’s cool! How do you feel now? Are you happy? Ss: … 4. Lead-in. Present the pictures of the main scene.(课件出示:Unit 6主情景图) T: Look at these pictures. How does Sarah feel? Lead students to talk about the pictures by using the sentences below: Is she happy/sad/angry/…in Picture…? Use the facial expressions to help students understand the words. T: In this unit we’re going to talk about “feelings”. Write down the topic “How do you feel?” on the blackboard. Step 2: Presentation Teaching purpose② 逐步帮助学生读懂题目要求,引导学生学会听前预测听力的重点内容。 1. Finish the exercises.② (1) Show the part of “Let’s try” to students.(课件出示:教材P58 Let’s try板块的内容) T: It’s cold outside. Sam is talking with Sarah. Where are they? Are they at home? Are they at school? What will they do? Can you guess? (2) Ask students to read the questions quickly. T: Now let’s listen and find the right answers. (3) Play the recording.(课件出示:教材P58 Let’s try板块的音频) Students listen to the recording and try to circle the right answers. (4) Play the recording again and check the answers.(出示课件) Q1: Where are they? (At home.) Teaching purpose③ 通过问题引导学生观察并讨论图片,借助图片预测教学内容,培养学生的观察能力和逻辑推理能力,并通过动作帮助学生理解chase,为后面的学习扫清障碍。 Q2: What will they do? (Watch films.) 2. Look and predict.③ Show the picture of “Let’s talk” to students.(课件出示:教材P58 Let’s talk板块的图片)Let students look at the picture carefully. Ask some questions to lead them to predict the main idea of the dialogue. T: Sam and Sarah are at home. Look out of the window. What’s the weather like? Ss: It’s cold/ windy outside. T: And what do you see in Sarah’s hand? Ss: I see a DVD. There is a cat and a mouse in the picture on the DVD. T: Yes. Maybe the cat is chasing the mouse now. Write down the word “chase” on the blackboard. Do the action to help students understand the word and then teach the word. T: Sam and Sarah are at home. What will they do? Ss: They will watch a film. T: What film will they watch? Can you guess? Teaching purpose④ 引导学生带着问题观看文本动画,整体感知文本,获取有用信息。 Ss: There is a cat in the picture on the DVD. Maybe it’s a film about a cat. T: Cool! Let’s watch it! 3. Watch and answer.④ (1) Show the questions on the PPT.(出示课件) Q1: What’s the cartoon about? Q2: What does the cat do? (2) Play the cartoon.(课件出示:教材P58 Let’s talk板块的视频) Students watch the cartoon and try to answer the questions. (3) Check the answers. A1: It’s about a cat. A2: It’s a police officer. T: Cool! The cat is a police officer. He chases the mice. The mice are afraid of him. Show a picture to help students understand the word and the phrase “mice, be afraid of…” on the PPT.(课件出示:猫抓老鼠,老鼠很害怕的图片) Lead students to read the words. Write down the sentence “The mice are afraid of him.” on the blackboard and teach the sentence. 4. Read and answer. Learn the new words. Show the question on the PPT.(出示课件) Q3: Why is the cat angry with the mice? Students read the dialogue and try to answer the question. Ss: Because the mice are bad. They hurt people. Use the pictures to help students understand the words “bad, hurt”. (课件出示:bad和hurt的相关内容) Lead students to read the words. 5. Learn the new sentence structure. T: Because the mice are bad. They hurt people. The cat is angry with them. Lead students to read the word “angry”. Teaching purpose⑤ 通过听录音跟读,引导学生按照正确的意群及语音、语调朗读对话,并能在小组中进行角色表演。 Write down the sentence structure “…be angry with…” on the blackboard. T: Maybe our cat is chasing a mouse now. Why? Ss: Because the cat is angry with the mice. T: Good! Step 3: Practice 1. Read and act.⑤ (1) Students read after the recording.(课件出示:教材P58 Let’s talk板块的音频)Pay attention to the pronunciation and the intonation. (2) Let students practice the dialogue in groups. (3) Students act out the dialogue. 2. Choose the word to fill in the blanks. (1) Show some sentences on the PPT. (2) Students try to fill in the blanks by using “am, is, are”. Answers: a. is b. is c. am d. are e. is f. are (3) Students say the sentences. Ask several students to read the sentences to the class. The other students listen to them and make evaluations. Teaching purpose⑥ 通过看图片引导学生学会运用所学语言描述自己的情绪。再通过做一做,猜一猜的游戏帮助学生巩固所学新知识,提高学生学习的积极性。 Step 4: Consolidation & Extension⑥ 1. Look and say. (1) Ask students to look at the three pictures in the book. Use some questions to lead them to understand. T: How do you feel about Picture 1? S1: I’m afraid of him. … (2) Lead students to discuss in pairs. T: How do these pictures make you feel? Please tell your partner. (3) Ask several students to show to the class. The other students listen to them and make evaluations. 2. Guessing game. Choose one student to come to the front of the classroom. Ask him/her to act out an emotion with actions and expressions. T: How does he/she feel? The other students guess it. Praise the student who guesses right. Students play the game in groups. ▶板书设计 ▶作业设计 1. Practice the dialogue. 2. Do the exercises.(见“”系列丛书《创优作业100分》或《XX作业本》对应课时作业) ▶教学反思 1.整个教学设计流畅清晰,很好地达成了课程教学目标。 2.活动设计具有梯度性,遵循学生的认知规律,以学生为本,以问题为导向,引导学生学习,培养学生的自主学习能力。 3.逐步帮助学生读懂题目要求,引导学生学会听前预测听力的重点内容。 4.在情境中理解,在活动中运用,突出语用功能。通过创设合理情景,帮助学生在情景中真实自然地使用所学语言,突出教学重点。 ▶Teaching Contents & Teaching Aims Let’s try ·Be able to understand the questions and predict the main content of the listening part. ·Be able to use basic listening skills to complete the listening task. Let’s talk ·Be able to understand the main idea of the dialogue by observing and talking about the picture. And be able to answer the question below the dialogue. ·Be able to read the dialogue correctly, fluently and emotionally and act it out in groups. ·Be able to use the sentence structure “be+ adj.” to express their feelings in situations. · Be able to understand and read the new words and the phrases “chase, mice, bad, hurt, be afraid of, be angry with” correctly by using the pictures in the context. ▶Teaching Priorities ·Be able to understand and read the dialogue correctly, fluently and emotionally. ▶Teaching Difficulties ·Be able to use the key sentence structure “be+ adj.” to express feelings in situations. ▶Teaching Procedures Teaching Stages Teacher’ s Activities Students’ Activities Teaching Purposes Warm-up & Lead-in 1. Greetings. 2. Sing a song. Play the song If you’re happy, clap your hands. 3. Free talk. 4. Lead-in. Present the pictures of the main scene. Lead students to observe and talk about the pictures. 1. Greetings. 2. Sing along with the song and do actions after it. 3. Free talk. 4. Observe and talk about the pictures of the main scene. Stimulate students’ interest in learning. Use the pictures of the main scene to lead in the topic of expressing feelings in this unit naturally. Presentation 1. Finish the exercises. (1) Show the part of “Let’s try”. (2) Let students read the questions quickly. (3) Play the recording. (4) Play the recording again and check the answers. (1) Predict the listening content. (2) Read the questions quickly. (3) Listen to the recording and try to circle the right answers. (4) Check the answers. Lead students to predict the listening content before listening. Cultivate students’ logical reasoning ability. 2. Look and predict. Show the picture of “Let’s talk”. Ask some questions to lead them to predict the main idea of the dialogue. Teach the word “chase”. Look at the picture carefully. Answer the teacher’s questions. Predict the main idea of the dialogue. Learn the word “chase”. Use the questions to lead students to predict the main idea of the dialogue. Cultivate students’ observation ability and logical reasoning ability. Pave the way for further learning. 3. Watch and answer. (1) Show the questions on the PPT. (2) Play the cartoon. Let students watch the cartoon and try to answer the questions. (3) Check the answers. Teach the word and the phrase “mice, be afraid of…” Teach the sentence. (1) Read the questions. (2) Watch the cartoon and try to answer the questions. (3) Check the answers. Learn the word and the phrase “mice, be afraid of…” Learn the sentence. (续表) Teaching Stages Teacher’ s Activities Students’ Activities Teaching Purposes Presentation 4. Read and answer. Learn the new words. Show the question on the PPT. Lead students to read the dialogue and answer the question. Teach the words “bad, hurt”. Read the dialogue and try to answer the question. Try to understand and learn the words. Help students get an overall perception of the dialogue and get useful information. Use the questions to lead students to learn the new words, the phrase, the sentence structure and the sentence. 5. Learn the new sentence structure. Teach the sentence structure “…be angry with…” Learn the new sentence structure “…be angry with…” Practice 1. Read and act. (1) Play the recording and let students read after the recording. (2) Let students practice the dialogue in groups. (3) Let students act out the dialogue. (1) Read after the recording. Pay attention to the pronunciation and the intonation. (2) Practice the dialogue in groups. (3) Act out the dialogue. Make sure students can read the dialogue correctly, fluently and emotionally. 2. Choose the word to fill in the blanks. (1) Show some sentences on the PPT. (2) Let students try to fill in the blanks by using “am, is, are”. (3) Let students read the sentences. (1) Look at the sentences on the PPT. (2) Try to fill in the blanks by using “am, is, are”. (3) Some students read the sentences and the other students evaluate them. Prepare for the next part. Practice the key words and sentences. Consolidation & Extension 1. Look and say. (1) Let students look at the three pictures in the book. Use some questions to lead them to talk about the pictures. (2) Let students discuss in pairs. (3) Ask several students to show to the class and the other students listen and make evaluations. (1) Look at the three pictures and talk about them with the help of the teacher. (2) Discuss in pairs. (3) Show to the class and make evaluations. Help students use the language they have learned to describe their own feelings by looking at the pictures. 2. Guessing game. Choose one student to come to the front of the platform. Ask him/her to act out an emotion with actions and expressions, and the other students guess it. Praise the student who guesses right. Let students play the game in groups. One student acts out an emotion with actions and expressions. The other students try to guess. Then play the game in groups. Consolidate the knowledge through the game. Improve students’ motivation of learning. Homework 1. Practice the dialogue. 2. Do the exercises. The second period(第二课时) Part A Let’s learn & Write and say ▶教学内容与目标 课时教学内容 课时教学目标 Let’s learn ·通过图片、课件等,结合教材中Sarah和小猫在不同生活事件中的状态和情绪,学会听、说、读、写下列单词:feel, sad, angry, happy, worried, afraid ·能够结合本板块核心句型表达人物和动物的情绪和心理状态 Write and say ·观察图中人物的动作和表情 ·能够根据自己的生活经验,判断并写出描述人物的情绪和心理状态的形容词 ▶教学重点 能够听、说、读、写并熟练运用下列单词:feel, sad, angry, happy, worried, afraid。 ▶教学难点 能够用所学语言来表达人物和动物的情绪和心理状态。 ▶教学准备 1. 预习《XX大课堂》《创优作业100分》《XX作业本》中本课时的相关内容。 2. PPT课件、课文录音、视频、卡片等。 ▶教学过程 Step 1: Warm-up & Lead-in① Teaching purpose① 播放歌曲,让学生跟唱,激发学生的学习兴趣。并借用PPT出示图片,师生讨论图片,自然地引出本单元表达情绪的话题。 1. Greetings. 2. Sing a song. Play the song If you’re happy, clap your hands.(出示课件) Students sing along with the song and do actions after the video. 3. Free talk. T: What a nice song! How do you feel? Are you happy now? Ss: … T: In our life, people have different feelings. Show some pictures of people on the PPT.(课件出示:人物不同情绪的图片) Students try to describe the pictures. Then show some pictures of animals on the PPT.(课件出示:动物不同情绪的图片) T: Look! Animals also have feelings. Students try to describe the pictures. 4. Lead-in. T: Today we’re going to learn how to describe feelings. Write down the topic “How do you feel?” on the blackboard. Teaching purpose② 结合图片,利用问题引导学生学习新单词,借用多媒体教授新单词,通过多种方式帮助学生操练新单词。 Step 2: Presentation② 1. Look at Picture 1. Learn the words “angry, afraid”. T: Sam and Sarah were talking about a cartoon. It’s about a cat. The cat is a police officer. He chases the mice. They’re afraid of him. Why? Ss: Because the mice are bad. They hurt people. The cat is angry with them. Show Picture 1 to students.(出示课件) Students look at the picture carefully. Talk about the picture with students. Questions: ①Who is she?/ ②What is it?/ ③What are they doing?/ ④How does she feel?/ ⑤How does the cat feel?/ ⑥Why? Lead students to answer the questions. Write down the words “angry, afraid” on the blackboard and teach them. Help students practice the words in pairs, then in groups like this: Angry, angry, Sarah is angry. Afraid, afraid, the cat is afraid. 2. Look at Picture 2. Learn the words “ill, sad”. Show Picture 2 to students. Students look at the picture carefully. Talk about the picture with students. Questions: ①How does the cat feel?/ ②How does Sarah feel? Lead students to answer the questions. Write down the words “ill, sad” on the blackboard and teach them. Help students read the word “ill” through the word “hill”. Help students read the word “sad” through the word “bad”. Help students practice the words like this: Ill, ill, the cat is ill. Sad, sad, Sarah is sad. 3. Look at Picture 3. Learn the word “worried”. Show Picture 3 to students. Students look at the picture carefully. Talk about the picture with students. Questions: ①Where is the cat?/②How does the cat feel?/③How does Sarah feel? Lead students to answer the questions. Write down the word “worried” on the blackboard and teach it. Use sentences to help students compare the word “worried” with the word “worry”. Help students practice the word like this: Worried, worried, Sarah and the cat are worried. 4. Look at Picture 4. Learn the word “happy”. T: The cat is in the tree. Sarah and the cat are worried. Who can help them? Look at Picture 4. Show Picture 4 to students. Students look at Picture 4 carefully. Talk about the picture with students. Questions: ①Who’s that man?/②How does the cat feel?/③How does Sarah feel? Lead students to answer the questions. Write down the word “happy” on the blackboard and teach it. Help students practice the word like this: Happy, happy, Sarah and the cat are happy. 5. Read and practice. Teaching purpose③ 利用单词卡片帮助学生操练新单词,快速认读新单词。 Play the recording. (课件出示:教材P59 Let’s learn板块的音频) Students read after it. Then ask students to read the sentences by themselves and act out. Step 3: Practice 1. Flashing cards.③ Use the word cards to help students practice the words. Students read the words as fast as they can. Teaching purpose④ 利用游戏、连线并说一说帮助学生在句型中练习运用新单词,活跃课堂气氛。 2. Play a game.④ (游戏说明:教师每次选一名同学到讲台前面,请他/她抽出一张单词卡,并做出相应的表情,其他同学根据他/她的表演使用句型“Are you happy/sad/angry…?”来猜一猜。猜对后让表演的学生试着说:I’m happy/sad/angry…because…) 3. Look and match, then say. Show some pictures on the PPT.(课件出示:人物不同情绪的图片) Then show the words one by one. (课件出示:逐个展示情绪类单词) Students look and try to match the words to the pictures. Check the answers.(课件出示:答案) Then talk about the pictures with students. T: How does he/ she feel?/ How do they feel? Ss: He/ She is…/ They’re… Students practice in pairs. Then the teacher asks several students to show to the class, the other students listen and make evaluations. Step 4: Consolidation & Extension 1. Write and say. (1)Show the pictures to students. (课件出示:教材P59 Write and say板块的图片) Ask questions and lead students to answer. Questions: ①What is he/she doing?/②What are they doing?/③How does he/she feel?/④How do they feel? Students try to answer the questions. (2)Students write down the words to finish the sentences. Teaching purpose⑤ 通过游戏让学生在情境中合理运用所学词汇和句型,激发学生的英语学习动力,培养学生的语言综合运用能力。 (3)Check the answers. (4)Students point and say. Students work in pairs. 2. Play the game—“changing the face”.⑤ (1)Ask one student to come to the front of the platform and make a face. The teacher asks “How does he/she feel?” The other students answer. Then the student changes another face. The teacher asks and the other students answer. (2)Students work in groups to play the game “changing the face”. ▶板书设计 ▶作业设计 1. Copy the words three times. 2. Do the exercises.(见“”系列丛书《创优作业100分》或《XX作业本》对应课时作业) ▶教学反思 1.课前利用一首学生耳熟能详的歌曲导入,歌曲明快的节奏调动了学生学习的积极性,舒缓了学生课前紧张的情绪,使他们能较快地投入到英语学习之中。 2.结合图片,利用问题引导学生感知并理解新单词,帮助学生轻松学习新单词,并通过几个活动帮助学生操练新单词。 3.通过“变脸”游戏的创设,将生活植入课堂,以活泼的游戏形式帮助学生进一步巩固所学知识,让学生在玩中学、学中玩。 ▶Teaching Contents & Teaching Aims Let’s learn ·Be able to listen, speak, read and write the new words “feel, sad, angry, happy, worried, afraid” by observing the pictures and the PPT. ·Be able to express the feelings of people and animals by using the key sentence structures. Write and say ·Observe the movements and the expressions of the people in the pictures. · Be able to judge and write down the adjectives to describe the feelings of the characters according to life experience. ▶Teaching Priorities ·Be able to listen, speak, read, write and use the new words “feel, sad, angry, happy, worried, afraid” skillfully. ▶Teaching Difficulties ·Be able to use the target language to express the feelings of people and animals. ▶Teaching Procedures Teaching Stages Teacher’ s Activities Students’ Activities Teaching Purposes Warm-up & Lead-in 1. Greetings. 2. Sing a song. Play the song If you’re happy, clap your hands. 3. Free talk. Show some pictures on the PPT. Talk to students. 4. Lead-in. 1. Greetings. 2. Sing along with the song and do actions. 3. Try to describe the pictures. Stimulate students’ interest in learning and lead in the topic of feelings. Teaching Stages Teacher’ s Activities Students’ Activities Teaching Purposes Presentation 1. Look at Picture 1. Learn the words “angry, afraid”. Show Picture 1 to students. Talk about the picture with students with some questions. Teach the words “angry, afraid”. Help students practice the words in pairs and in groups. Look at the pictures carefully and talk about them with the teacher. Answer the questions. Learn and practice the words. Lead in the new words properly. Help students learn the new words through the pictures and the questions. Help students practice the new words in different ways. 2. Look at Picture 2. Learn the words “ill, sad”. Show Picture 2 to students. Talk about the picture with students with some questions. Teach the words “ill, sad”. Help students read the words “ill, sad” through the words “hill, bad.” Help students practice the words. 3. Look at Picture 3. Learn the word “worried”. Show Picture 3 to students. Talk about the picture to students with some questions. Teach the word “worried”. Use the sentences to help students compare the word “worried” with the word “worry”. Help students practice the word. 4. Look at Picture 4. Learn the word “happy”. Show Picture 4 to students. Talk about the picture with students with some questions. Teach the word “happy”. Help students practice the word. 5. Read and practice. Read after the recording. Then read and act out. Make sure students can read the sentences correctly and fluently. Practice 1. Flashing cards. Use the word cards to help students practice the words. 2. Play a game. Play a guessing game to help students practice the words and the sentence structures. 3. Look and match, then say. Show some pictures and words on the PPT. Let students look and try to match the words to the pictures and then check the answers. Talk about them by using “How does he/she feel?/How do they feel?” “He/She is…/They’re…” with students. Ask students to practice in pairs and show to the class. 1. Read the words as fast as they can. 2. Play a guessing game to practice the words and the sentence structures. 3. Look and try to match the words to the pictures. Check the answers. Then talk about them and practice in pairs. At last several students show to the class and the other students make evaluations. Help students practice the new words in sentences. Liven up the class. Cultivate students’ interest in learning. Consolidation & Extension 1. Write and say. (1) Show the pictures to students. Ask questions and lead them to answer. (2) Let students write down the words to finish the sentences. (3) Check the answers. (4) Let students point and say. (1)Look at the pictures and talk about them with the teacher. (2)Write down the words to finish the sentences. (3)Check the answers. (4)Point and say. Help students use the words and the sentence structures properly in situations. Stimulate students’ motivation in English learning. Create a real situation to develop students’ comprehensive language using ability. 2. Play the game —“changing the face”. (1) Ask one student to come to the front of the platform and make a face. The teacher asks “How does he/she feel?” Ask the other students to answer. Then let the student change another face. The teacher asks and let the other students answer. (2) Let students work in groups to play the game “changing the face”. (1)One student comes to the front of the platform and makes a face. The other students answer the teacher’s question. Then the student changes another face. The other students answer the teacher’s question. (2)Work in groups to play the game. Homework 1. Copy the words three times. 2. Do the exercises. The third period(第三课时) Part B Let’s try & Let’s talk ▶教学内容与目标 课时教学内容 课时教学目标 Let’s try ·能够读懂题目要求,能够在听前预测听力重点内容 ·能够运用基本听力技巧完成Let’s try板块的听力任务 Let’s talk ·能够通过观察、谈论Let’s talk板块的图片,在PPT和老师的帮助下理解对话大意,并回答对话后面的问题 ·能够通过听录音,学会用正确的意群及语音、语调朗读对话,并能在小组中进行角色 表演 ·能够在情景中运用句型“…should…”和“Don’t…”提出建议 ·能够使用“What’s wrong?”询问他人状况 ·能够在语境中借助图片等理解“wrong, should, feel, well”的意思,并能正确发音 ·在教学过程中,对学生进行不能以自我为中心,要关心他人,为他人着想的德育教育 ▶教学重点 能够理解对话大意,并能用正确的意群及语音、语调朗读对话。 ▶教学难点 能够在情景中运用句型“…should…”和“Don’t…”提出建议。 ▶教学准备 1.预习《XX大课堂》《创优作业100分》《XX作业本》中本课时的相关内容。 2.PPT课件、课文录音、视频、时钟教具等。 ▶教学过程 Step 1: Warm-up & Revision & Lead-in 1. Greetings. Teaching purpose① 利用不同情绪或状态的图片,帮助学生复习相关的单词,唤醒旧知,激发学生的学习兴趣,为后面的学习做好铺垫,并提前渗透句型。 2. Revision.① Show some pictures on the PPT.(课件出示:表示不同情绪或状态的图片,如angry, afraid, ill, sad, worried, happy等) Talk about them with students. Help students review the words of feelings. T: How does he/ she feel? Ss: He’s/ She’s… … T: …is ill. What will you say to him/ her? Lead students to answer by using “He/ She should…” Ss: He/ She should go to the hospital. T: Yes. He/ She should see a doctor. 3. Lead-in. T: That’s a good suggestion. Today we are going to learn how to give suggestions. Teaching purpose② 逐步帮助学生读懂题目要求,引导学生学会听前预测听力的重点内容。再次听录音核对答案,就录音内容与学生进行对话练习。 Write down the topic “How do you feel?” on the blackboard. Step 2: Presentation 1. Finish the exercises.② (1) Predict the listening content. Show the part of “Let’s try” to students. (课件出示:教材P60 Let’s try板块的内容) T: It’s seven o’clock in the morning, and it’s time to get up. Two people are talking. Who are they? Doctors or parents? Can you guess? Show the words “doctors, parents” to students.(课件出示:doctors和parents两个单词) (2) Read the questions. T: Who is talking? What are they talking about? Let’s listen and circle. Please pay attention to the options. We should listen and circle the right answers. Students read the questions quickly by themselves. (3) Play the recording.(课件出示:教材P60 Let’s try板块的音频) Students listen to the recording and try to circle the right answers. (4) Play the recording again and check the answers. (5) Talk about the listening material. (出示课件) Teaching purpose③ 通过预测教学内容激活已有知识,并提取与文本有关的知识,进入文本话题。 Questions: ①Who is talking? (Parents.)/ ②What are they talking about? (Going to the zoo.)/ ③What’s wrong with Dad?(He’s ill./He has a fever.)/ ④What should he do?(He should see a doctor.) 2. Look and predict.③ Show the picture to students. (课件出示:教材P60 Let’s talk板块的图片) Let students look at the picture carefully. Ask some questions to lead them to predict the main idea of the dialogue. Teaching purpose④ 利用问题逐步引导学生理解文本,相继教授新单词、新句型,并引导学生对重点句型进行认知和操练。 Questions: ①Who are they?/②What are they talking about?/③How does Sam feel?/… 3. Watch and answer.④ Show the questions on the PPT. (课件出示:下列问题) Let students watch the cartoon and try to answer the questions. Q1: What’s wrong? Q2: How does Sam feel? Q3: What does Sam’s mum say? Play the cartoon.(课件出示:教材P60 Let’s talk板块的视频) Students watch the cartoon. Then check the answers. A1: Sam’s father is ill. A2: He is sad. A3: Don’t be sad. Write down the sentences “What’s wrong?” “Don’t be sad.” on the blackboard. And then teach them. Let students spell the word “wrong” by themselves. T: The letter “w” doesn’t sound in this word. Teaching purpose⑤ 在教学过程中,对学生进行不能以自我为中心,要关心他人,为他人着想的德育教育。 Students practice the word and the sentences. 4. Read and answer. Learn the new words and sentence.⑤ Show the questions on the PPT.(课件出示:下列问题) Q4: Sam’s father is ill. What should his father do? Q5: Sam is sad. What should he do? Students read the dialogue and try to answer the questions. A4: He should see a doctor. A5: He should go to the zoo next time. Write down the sentence “He should see a doctor.” on the blackboard. Then teach the word “should” and the sentence. Ask students to practice in pairs. T: What does Sam say? Ss: He says, “How does Dad feel now?” Lead students to answer the question. T: Yes. His father is not well. Sam cares for his father. He should go to the hospital with his father. We should care for others. Teaching purpose⑥ 通过播放录音,学生听录音跟读,引导学生按照正确的意群及语音、语调朗读对话,并能在小组中进行角色表演。 Help students understand the words “feel, well”. Help students establish the consciousness of caring for others. 5. Read and act.⑥ (1) Let students read after the recording.(课件出示:教材P60 Let’s talk板块的音频)Let them pay attention to the pronunciation and the intonation. (2) Let students practice the dialogue in groups. (3) Let students act out the dialogue. Teaching purpose⑦ 借助图片给学生呈现一些情景片段,帮助学生操练新句型,给出合理建议。 Step 3: Practice 1. Look and say.⑦ Show the pictures on the PPT one by one.(课件出示:逐一出示爬树图、生病图、让座图和禁止游泳图) Students look and try to say. 2. Pair work. (1) Show the pictures in the book to students.(课件出示:教材P60 Let’s talk板块的Act with your friends的图片) T: Your friends need some help. Call them and give them your suggestions. (2) Make a demonstration. Look at the first picture. Make a demonstration with a student. Simulate a phone call with your hands. T: What’s wrong with you? S1: I’m angry. T: Don’t be angry. You should take a deep breath. (3) Practice in pairs. (4) Show time. S1: What’s wrong with you? S2: I’m ill. S1: Oh. I’m sorry to hear that. You should see a doctor. S3: What’s wrong with you? S4: I’m sad. S3: You should listen to happy music. T: You should think about some happy things/read a joke book. Ask several students to show to the class. The other students listen to them and make evaluations. Teaching purpose⑧ 通过创设自然真实的情境,让学生在情境中合理运用所学语言,了解心理医生这个职业,并尝试给别人一些合理的建议,培养学生的语言综合运用能力。 Step 4: Consolidation & Extension⑧ “Play a psychologist” 1. Create a situation. Show a picture of a psychologist on the PPT. (课件出示:一张心理医生照片) T: There’s a special job—the psychologist. He/ She helps other people in psychology. He/ She can give some suggestions to people. Show some words of the feelings on the left of the PPT.(课件左侧出示:一些表示各种情绪或感觉的词汇,如angry, afraid, ill, sad, worried, happy, hungry, tired等)Students read the words one by one. Show some words or phrases of some actions on the right of the PPT.(课件右侧出示:一些动词或动词词组,如dance, swim, listen to music, sing songs, draw cartoons, read books, watch TV, do exercise, go shopping, play basketball, play sports等) Students read the words or the phrases one by one. 2. Make a demonstration. T: I’m a psychologist now. What’s wrong with you? How do you feel? S1: I am angry. T: Don’t be angry. You should take a deep breath. Can you tell me something? … 3. Work in groups. T: Now please work in groups of four. 4. Show time. Ask several students to show to the class. The other students listen to them and make evaluations. ▶板书设计 ▶作业设计 1. Practice the dialogue. 2. Do the exercises.(见“”系列丛书《创优作业100分》或《XX作业本》对应课时作业) ▶教学反思 1.教学活动设计具有梯度性,遵循学生的认知规律,以学生为本,以问题为导向,引导学生学习,培养学生的自主学习能力。 2.在听力教学中,逐步帮助学生读懂题目要求,引导学生学会听前预测听力的重点内容。 3.在情境中理解,在活动中运用,突出语用功能。通过创设合理情景,帮助学生在情景中真实自然地使用所学语言,突出教学重点。 4.在教学过程中,对学生进行不能以自我为中心,要关心他人,为他人着想的德育教育。 ▶Teaching Contents & Teaching Aims Let’s try · Be able to understand the requirements of the questions and predict the main content of the listening part. ·Be able to use basic listening skills to complete the listening tasks. Let’s talk ·Be able to understand the main idea of the dialogue by observing and talking about the picture, be able to answer the questions below the dialogue. ·Be able to read the dialogue correctly, fluently and emotionally and act it out in groups. · Be able to use the sentence structures “…should…”and “Don’t…”to give suggestions properly in situations. ·Be able to ask other people by using“What’s wrong?” · Be able to understand and read the new words “wrong, should, feel, well” correctly in situations. ·Help students establish the consciousness of caring for others. ▶Teaching Priorities ·Be able to understand and read the dialogue correctly, fluently and emotionally. ▶Teaching Difficulties ·Be able to use the sentence structures “…should…” and “Don’t…” to give suggestions properly in situations. ▶Teaching Procedures Teaching Stages Teacher’ s Activities Students’ Activities Teaching Purposes Warm-up & Revision & Lead-in 1. Greetings. 2. Revision. Show some pictures on the PPT. Talk about them with students. Help students review the words of feelings. Lead students to answer by using “He/ She should…” 3. Lead-in. 1. Greetings. 2. Look at the pictures and talk about them with the teacher. Review the words of feelings. Try to answer by using “He/She should…” Stimulate students’ interest in learning and help them review some words. Lead in the topic of giving suggestions. Prepare for the further learning and permeate the sentence structure in advance. (续表) Teaching Stages Teacher’ s Activities Students’ Activities Teaching Purposes Presentation 1. Finish the exercises. (1) Let students predict the listening content. Show the part of “Let’s try”. Show the words “doctors, parents”. Lead students to predict. (2)Let students read the questions quickly by themselves. (3)Play the recording. (4)Play the recording again and check the answers. (5)Talk about the listening material. (1) Look at the part of “Let’s try” and the two words, and predict the listening content. (2) Read the questions quickly. (3) Listen to the recording and try to circle the right answers. (4) Check the answers. (5) Talk about the listening material. Lead students to predict the listening content before listening. Cultivate students’ logical reasoning ability. 2. Look and predict. Show the picture to students. Let students look at the picture carefully. Ask some questions to lead them to predict the main idea of the dialogue. Look at the picture carefully. Answer the questions. Predict the main idea of the dialogue. Use the questions and the picture to help students predict the main idea of the dialogue. Activate the old knowledge. 3. Watch and answer. Show the questions on the PPT. Play the cartoon and check the answers. Teach the sentences “What’s wrong?” “Don’t be sad.” Let students spell the word“wrong” by themselves. Watch the cartoon and try to answer the questions. Check the answers. Learn and practice the word and the sentences. Use the questions to lead students to understand the dialogue step by step. Help students understand the new word and sentences. 4. Read and answer. Learn the new words and sentence. Show the questions on the PPT. Let students read the dialogue and try to answer the questions. Teach the word “should” and the sentence “He should see a doctor.” Help students understand the words “feel, well” and establish the consciousness of caring for others. Read the dialogue and try to answer the questions. Learn the word “should” and the sentence. Practice the word and the sentence structure in pairs. Learn the words “feel, well” and try to understand them. Establish the consciousness of caring for others with the help of the teacher. Use the questions to lead students to learn the new words and the sentence structure. Help students establish the consciousness of caring for others. 5. Read and act. (1) Let students read after the recording. (2) Let students practice the dialogue in groups. (3) Let students act out the dialogue. (1) Read after the recording. (2) Practice the dialogue in groups. (3)Act out the dialogue. Make sure students can read the dialogue correctly and fluently. Practice 1. Look and say. Show some pictures on the PPT one by one. 2. Pair work. (1) Show the pictures in the book to students. (2) Make a demonstration. Make a demonstration with a student. Simulate a phone call with the hands. (3) Practice in pairs. (4) Show time. 1. Look at the pictures and try to say. 2. (1) Observe the pictures in the book. (2) A student makes a demonstration with the teacher. (3) Practice in pairs. (4) Several students show to the class. The other students listen and make evaluations. Help students practice the key words and sentence structures through scenes made of pictures and give them some suggestions. Consolidation & Extension “Play a psychologist” 1. Create a situation. Show a picture of a psychologist on the PPT and introduce the job. Show some words of feelings on the left of the PPT. Show some words or phrases of some actions on the right of the PPT. 2. Make a demonstration. 3. Work in groups. 4. Show time. 1. Learn about the psychologist. Read the words or the phrases one by one. 2. A student makes a demonstration with the teacher. 3. Work in groups of four. 4. Several students show to the class. The other students listen to them and make evaluations. Create a real situation to develop students’ comprehensive language using ability. Help students learn about the psychologist and try to give others some appropriate suggestions. Homework 1. Practice the dialogue. 2. Do the exercises. The fourth period(第四课时) Part B Let’s learn & Play card games ▶教学内容与目标 课时教学内容 课时教学目标 Let’s learn ·通过图片、课件等,结合教材中陈杰、吴一凡、Mike和Oliver在不同情境中表现的不同情绪和感受,以及教师、父母和朋友分别提出了针对性的建议来疏导他们情绪的场景,学会听、说、读、写词组:see a doctor, do more exercise, wear warm clothes, take a deep breath, count to ten ·能够熟练运用句型“You should…”提出合理建议 Play card games ·能够根据同伴抽到卡片的内容,提出相应的建议 ▶教学重点 能够听、说、读、写并熟练运用下列词组:see a doctor, do more exercise, wear warm clothes, take a deep breath, count to ten。 ▶教学难点 能够用所学词组和句型来针对不同情况提出合理建议。 ▶教学准备 1.预习《XX大课堂》《创优作业100分》《XX作业本》中本课时的相关内容。 2. PPT课件、课文录音、视频、卡片等。 ▶教学过程 Step 1: Warm-up & Revision & Lead-in Teaching purpose① 借用上节课的图片进行对话练习,帮助学生复习相关句型,自然导入新课。 1. Greetings. 2. Revision.① Show the pictures on page 60 to students. Talk about the pictures with students.(课件出示:教材P60 Let’s talk板块下方的图片) Students talk about the pictures in pairs. A: What’s wrong with you? B: I’m angry. A: Don’t be angry. You should take a deep breath. … 3. Free talk. Prepare the word cards about “ill, sad, angry, worried”. Ask several students to choose one card and act it out. T: What’s wrong with him/ her? Ss: Are you ill/ sad/ angry/ worried? S1: Yes. I’m angry. /… T: What should he/she do? Can you give him/her some suggestions? Ss: You should… 4. Lead-in. T: People may meet problems anytime. How to solve the problems? Today we’re going to learn how to give more suggestions to other people. Write down the topic “How do you feel?” on the blackboard. Teaching purpose② 结合对话和图片引导学生学习新词组。借用多媒体教授新词组,并引导学生在对话中操练新词组。 Step 2: Presentation② 1. Look at Picture 1. Learn the phrase “see a doctor”. Present Picture 1.(课件出示:教材P61 Let’s learn板块的第一幅图)Talk about the picture with students. T: Who is the girl? Ss: She’s Chen Jie. T: How does she feel? Ss: She’s ill. T: What’s your suggestion? What does Miss White say to her? Ss: You should see a doctor. Write down the phrase “see a doctor” on the blackboard. Use the recording to teach the phrase.(出示课件) Ask students to practice the phrase like this: A: Ill, ill. I’m ill. B: See a doctor, see a doctor. You should see a doctor. 2. Look at Picture 2. Learn the phrase “do more exercise”. Present Picture 2. Talk about the picture with students. T: Who is the boy? Ss: He’s Wu Yifan. T: Wu Yifan can’t run fast. What does the PE teacher say to him? Lead students to answer “You should do more exercise.” Write down the phrase “do more exercise” on the blackboard. Lead students to spell words by syllables. Use the recording to teach the phrase.(出示课件) Explain the different usage of the words “more” and “much” briefly. Ask students to practice the phrase like this: A: Healthy, healthy. I want to be healthy. B: Do more exercise, do more exercise. You should do more exercise. 3. Look at Picture 3. Learn the phrase “wear warm clothes”. Present Picture 3. Talk about the picture with students. T: What’s the weather like? Ss: It’s cold. T: What should Mike do? What does his mum say to him? Lead students to answer “You should wear warm clothes.” Write down the phrase “wear warm clothes” on the blackboard. Use the word “pear” to help students spell the word “wear”. Use the recording to teach the phrase. (出示课件) Ask students to practice the phrase like this: A: Cold, cold. It’s cold outside. B: You should wear warm clothes. 4. Look at Picture 4. Learn the phrases “take a deep breath, count to ten”. Present Picture 4. Talk about the picture with students. T: Who are they? Ss: Oliver and John. T: How does Oliver feel? Ss: He is angry. T: What should Oliver do? What does John say to him? Lead students to answer “You should take a deep breath and count to ten.” Write down the phrases “take a deep breath, count to ten” on the blackboard. Use the recording to teach the phrases.(出示课件) Students read the phrases one by one. Ask students to practice the phrases like this: A: Angry, angry. I’m angry. B: You should take a deep breath and count to ten. 5. Read and act. (1)Students read after the recording. Pay attention to the pronunciation and the intonation. (2)Let students practice by acting out in scenes. For example, scenes of being ill, running slowly, panting, feeling so cold, and being angry etc. Ask them to work in groups. Teaching purpose③ 利用单词卡片和自制卡片帮助学生操练新词组,并根据实际情况运用所学知识给出合理建议,很好地活跃课堂气氛。 (3)Show time. Step 3: Practice③ 1. Flashing cards. Use the word cards to play a game. Students read the phrases as fast as they can. 2. Play card games. Use the word cards to play this game. Students work in pairs. Students make some word cards. They write down the words “cold, ill, angry, worried” on the cards. One student chooses a card and says something according to the card. The other student gives advice to him/her. A: I’m… What should I do? B: You should… Ask several students to show to the class. Teaching purpose④ 通过活动让学生在情境中合理运用所学词汇,激发学生的英语学习动力,培养学生的语言综合运用能力。 The other students listen and make evaluations. Step 4: Consolidation & Extension④ “Agony aunt” 1. Create a situation. Show a picture to create a situation on the PPT. (课件出示:“知心姐姐”的图片) T: Look! She is the agony aunt. She helps other people. But today she is ill. Can you help her to write back the letters? Let’s see the letters. 2. Give advice. Show some letters on the PPT. Students try to give some advice to them. Students can work in groups. 3. Write down the advice. Students write down the advice. 4. Write back the letters. T: Let’s help the agony aunt. We can help her to write back the letters. Students try to write back the letters. 5. Show the letters. Choose some students to show their letters to the class. The other students try to find out who is the right person to be the “intimate friend”. ▶板书设计 ▶作业设计 1. Copy the phrases three times. 2. Do the exercises.(见“”系列丛书《创优作业100分》或《XX作业本》对应课时作业) ▶教学反思 1.借用上节课的教材图片引导学生进行对话练习,帮助学生复习相关句型,自然导入新课,为后面的学习做好铺垫。 2.充分结合图片和对话引导学生学习新词组。借用多媒体教授新词组,并引导学生用多种方式操练新词组。 3.操练环节利用单词卡片和自制卡片帮助学生操练新词组,并根据实际情况运用所学知识给出合理建议,很好地活跃了课堂气氛。 4.在情境中理解,在活动中运用,突出语用功能。通过创设合理情景,帮助学生在情景中真实自然地使用所学语言,突出教学重点。 ▶Teaching Contents & Teaching Aims Let’s learn ·Be able to listen, speak, read and write the new phrases “see a doctor, do more exercise, wear warm clothes, take a deep breath, count to ten” by observing and talking about the pictures. ·Be able to make reasonable suggestions by using the sentence structure“You should…” Play card games ·Be able to give suggestions according to the content of the word cards. ▶Teaching Priorities ·Be able to listen, speak, read, write and use the new phrases “see a doctor, do more exercise, wear warm clothes, take a deep breath, count to ten” skillfully. ▶Teaching Difficulties ·Be able to use the phrases and the sentence structures they have learned to make reasonable suggestions for different situations. ▶Teaching Procedures Teaching Stages Teacher’ s Activities Students’ Activities Teaching Purposes Warm-up & Revision & Lead-in 1. Greetings. 2. Revision. Show the pictures on page 60 to students. Talk about the pictures with students. 3. Free talk. Prepare the word cards about “ill, sad, angry, worried”. Ask several students to choose one card and act it out. Talk with students. 4. Lead-in. 1. Greetings. 2. Look at the pictures and talk about them in pairs. 3. Several students choose one card and act it out. Talk with the teacher. Help students review the relevant sentence structures and lead in the topic. Presentation 1. Present the pictures. Learn the phrases. Present Pictures 1~4. Talk about the pictures with students. Use some questions to lead students to learn. Write down the phrases “see a doctor” “do more exercise” “wear warm clothes” “take a deep breath” and “count to ten” on the blackboard. Use the recording to teach the phrases. Use the word “pear” to help students spell the word “wear”. Ask students to practice the phrases in pairs, in groups. Look at Pictures 1~4 and talk about them. Learn and practice the phrases “see a doctor” “do more exercise” “wear warm clothes” “take a deep breath” and “count to ten”. Point to the pictures and practice the phrases in pairs, in groups. Lead in the new phrases properly. Lead students to learn the new phrases through the pictures and the questions. (续表) Teaching Stages Teacher’ s Activities Students’ Activities Teaching Purposes Presentation 2. Read and act. (1)Let students read after the recording. (2)Let students practice by acting out in scenes. For example, scenes of being ill, running slowly, panting, feeling so cold and being angry etc. Ask them to work in groups. (3)Show time. (1)Read after the recording. Pay attention to the pronunciation and the intonation. (2)Practice the dialogue by acting out in scenes in groups. (3)Show to the class. Make sure students can read the sentences correctly and fluently. Practice 1. Flashing cards. Use the word cards to play a game. 2. Play card games. Use the word cards to play this game. Let students work in pairs. Let students make some word cards and write down the words “cold, ill, angry, worried” on the cards. Ask one student to choose a card and say something according to the card. Ask the other student to give advice to him/her. 1. Read the phrases as fast as they can. 2. Make some word cards. Write down the words “cold, ill, angry, worried” on the cards. One student chooses a card and says something according to the card. The other student gives some advice to him/her. Use the word cards and the self-made cards to help students practice the new phrases. Use what they’ve learned to make reasonable suggestions according to the real situations. Consolidation & Extension “Agony aunt” 1. Create a situation. Show a picture to create a situation on the PPT. 2. Give advice. Show some letters on the PPT. Ask students to try to give advice to them. 3. Write down the advice. Let students write down the advice. 4. Write back the letters. Ask students to try to write back the letters. 5. Show the letters. 1. Observe the picture on the PPT. 2. Read the letters on the PPT and try to give advice to them. 3. Write down the advice. 4. Try to write back the letters. 5. Some students show their letters to the class. The other students try to find out who is the right person to be the “intimate friend”. Create a real situation to stimulate students’ motivation in English learning and develop students’ comprehensive language using ability. Homework 1. Copy the phrases three times. 2. Do the exercises. The fifth period(第五课时) Part B Read and write ▶教学内容与目标 课时教学内容 课时教学目标 Read and write ·能够通过绘制表情图复习表示情绪的单词 ·能够在语篇中捕捉不同类型的信息,提炼出文章的主旨大意,完成排序题 ·能够根据阅读所获取的信息完成故事缩写活动并能口头复述 ·能够根据例句提示在文段中找到更多同类现象,能够正确朗读句子和语篇 ·在活动中渗透让学生不要以貌取人,明白团结的力量,以及应当乐于助人的道理 ▶教学重点 能够根据阅读所获取的信息完成相应的阅读任务。 ▶教学难点 能够在语篇中捕捉不同类型的信息,提炼出文章的主旨大意。 ▶教学准备 1. 预习《XX大课堂》《创优作业100分》《XX作业本》中本课时的相关内容。 2. PPT课件、课文录音等。 Teaching purpose① 通过PPT出示的图片,引导学生复习相关内容,激活背景知识和储备词汇,动脑、动手为下面进入阅读做准备,激发他们的学习兴趣。 ▶教学过程 Step 1: Pre-reading① 1. Greetings. 2. Sing a song. Play a song If you’re happy, clap your hands on the PPT.(出示课件) Students sing along with it. 3. Look and say. (1)Show some pictures on the PPT.(课件出示:带有不同情绪的人物图片)Let students look at the pictures. (2)Talk about the pictures. Talk about one picture with a student to make a demonstration. T: How does she feel? S1: She is angry. T: What should she do? S1: She should take a deep breath and count to ten. Students talk about the pictures with their partner. 4. Draw faces for each word. T: Now please open your English book and turn to page 62. Look at this part. Can you read these words? Students read the words together. Ss: Afraid, happy, angry, sad. Students draw faces for each word by themselves. Teaching purpose② 通过问题引导学生观察并讨论图片,借助图片预测教学内容,培养学生的观察能力和逻辑推理能力。通过预测教学内容激活已有知识,并提取与文本有关的知识,进入文本话题。 Step 2: While-reading 1. Look and predict.② Show the picture to students. (课件出示:教材P62 Read and write板块的图片) Let students look at the picture carefully. Ask some questions to lead them to predict the main idea of the story. Teaching purpose③ 帮助学生读懂题目要求,引导学生快速阅读故事,提炼出文章的主旨大意。 Questions: ①Who are they? (Point to the ant and write down the word “ant” on the blackboard. Help students spell the word.)/ ②What will happen between Robin and the ant? Can you guess?/ ③How do they feel?/… 2. Fast reading.③ Ask students to read the story for the first time quickly and try to finish the first task. Then check the answer. Teaching purpose④ 引导学生通过任务在语篇中捕捉不同类型的信息,提炼出文章的主旨大意,完成排序题。就故事跟学生展开对话,借助动作、图片等使学生理解故事。并在学习中渗透让学生不要以貌取人,明白团结的力量,以及应当乐于助人的道理。 Help students understand the main idea of the story. 3. Careful reading.④ Ask students to read the story for the second time carefully and try to number the pictures and underline the corresponding sentences. Then check the answers. Talk about the story with students to help them understand the story. T: Robin is going to sit on the grass. Use the picture to help students understand “sit on” and “grass”. (课件出示:Robin坐在草地上的图片) T: He hears, “Wait!” (Use the action to help students understand.) Whom does Robin find? Ss: A little ant. T: How does the ant feel? Ss: He is afraid. T: What does Robin say? (Lead students to answer.) Ss: Don’t worry. Help students understand the word “worry” through the word “worried”. T: The next day, it is raining. What’s wrong with Robin? T: Oh! He’s stuck in the mud. Show the picture to students. (课件出示:Robin陷在泥里的图片) Help them understand the phrase “stuck in the mud”. Teach the phrase. T: Who helps Robin then? Ss: The ant and his friends. T: How do they help Robin? (Lead students to answer.) Ss: They pull Robin out of the mud. Use the action to help students understand the word “pull”. T: What do you think of ants? Ss: They’re small. But they are strong. T: Cool! Unity is strength. How do they feel? Ss: They feel happy. T: Why? (Lead students to answer.) Ss: Because they help each other. Teaching purpose⑤ 通过让学生听录音跟读,引导学生模仿正确的停顿,按照正确的意群及语音、语调朗读故事。 T: Yes! Everyone needs help. We should help others when they are in trouble. Help students understand the word “everyone”. Teach the word. 4. Read after the recording.⑤ Play the recording.(课件出示:教材P62 Read and write板块的音频) Students read after it. Imitate the right pause. Pay attention to the pronunciation and the intonation. Teaching purpose⑥ 引导学生根据阅读所获取的信息完成故事缩写活动并能口头复述。 5. Fill in the blanks and retell the story.⑥ (1) Fill in the blanks. Students fill in the blanks by themselves. Then talk about them in groups. Check the answers. Answers: afraid; worried; pull Robin out of the mud; is happy (2) Retell the story. Students try to retell the story according to the sentences and the pictures. Ask several students to retell the story to the class. Teaching purpose⑦ 补充一篇有关宠物的小短文,培养学生的阅读兴趣和阅读能力。 Step 3: Post-reading 1. Read a passage about pets and fill in the chart.⑦ Show a passage about pets and the chart on the PPT. (课件出示:阅读材料及其表格) Students read the passage and try to fill in the chart. Check the answers. Teaching purpose⑧ 让学生通过朗读词组,感受单词间失去爆破的现象。鼓励学生根据例子提示在故事中找到更多同类词组,并正确朗读,然后在班上展示交流,提升学生学习的自信心。 2. “Tips for pronunciation”.⑧ (1)Listen and repeat. Play the recording.(课件出示:教材P63 Tips for pronunciation的音频) Students read after the recording and feel the phenomenon of loss of plosion between the words. Practice the phrases. T: 当一个爆破音跟另一个爆破音相遇时往往失去爆破。爆破音(即/b/ /p/ /d/ /t/ /g/ /k/)中的任意两个相邻时,第一个爆破音只形成阻碍,但失去爆破,稍停顿一下,快速向第二个完全爆破的爆破音滑去。 (2)Find and practice. Find more similar phrases in the story on page 62 according to the examples, and read them correctly. Practice in groups. (3)Show time. Ask several students to show to the class. The other students listen to them and make evaluations. ▶板书设计 ▶作业设计 1. Choose some more phrases and practice them. 2. Do the exercises.(见“”系列丛书《创优作业100分》或《XX作业本》对应课时作业) ▶教学反思 1.引导学生通过PPT出示的图片复习相关内容,帮助学生激活背景知识和储备词汇,动脑、动手为下面进入阅读做准备,充分激发学生的学习兴趣。 2.引导学生通过任务在语篇中捕捉不同类型的信息,提炼出文章的主旨大意,完成排序题。并就故事与学生展开对话,借助动作、图片等使学生理解故事。 3.在学习过程中渗透让学生不要以貌取人,明白团结的力量,以及应当乐于助人的道理。 ▶Teaching Contents & Teaching Aims Read and write ·Be able to review the emotional words by drawing pictures of expressions. ·Be able to train students’ reading ability to capture different types of information and extract the main idea of the story through the reading tasks. ·Be able to abbreviate the story and retell it orally. ·Be able to find more similar phrases in the story according to the examples and read them correctly. ·Be able to conduct moral and emotional education in activities. Help students know that“Don’t judge a person by his appearance.”, understand“the strength of unity”and know the truth of “be willing to help others”. ▶Teaching Priorities ·Be able to complete the corresponding reading tasks. ▶Teaching Difficulties ·Be able to capture different types of information in the story and extract the main idea of the text. ▶Teaching Procedures Teaching Stages Teacher’ s Activities Students’ Activities Teaching Purposes Pre-reading 1. Greetings. 2. Sing a song. Play a song If you’re happy, clap your hands by using the PPT. 3. Look and say. (1)Show some pictures on the PPT. (2)Talk about the pictures. (3)Talk about one picture with a student to make a demonstration. 4. Draw faces for each word. 1. Greetings. 2. Sing along with the recording. 3.(1)Look at the pictures. (2)Talk about the pictures with partners. 4. Read the words together. Then draw faces for each word on page 62. Activate students’ background knowledge and reserved vocabulary through pictures. Stimulate students’ interest in learning. Prepare for the following reading. (续表) Teaching Stages Teacher’ s Activities Students’ Activities Teaching Purposes While-reading 1. Look and predict. Show the picture to students. Ask some questions to lead students to predict the main idea of the story. Point to the ant and help students spell the word. Look at the picture carefully. Answer the questions and predict the main idea of the story. Try to spell the word “ant”. Use the questions and the picture to lead students to predict the main idea of the story. Cultivate students’ observation ability and logical reasoning ability. 2. Fast reading. Ask students to read the story for the first time quickly and try to finish the first task. Check the answer. Help students understand the main idea of the story. Read the story for the first time quickly. Try to finish the first task. Check the answer. Understand the main idea of the story. Help students understand the requirements of the questions. Lead them to read the story quickly and extract the main idea of the story. 3. Careful reading. Ask students to read the story for the second time carefully and try to number the pictures and underline the corresponding sentences. Then check the answers. Talk about the story with students to help them understand the story. Teach the new words and phrases. Read the story for the second time carefully. Try to number the pictures and underline the corresponding sentences. Check the answers. Then talk about the story with the teacher. Try to understand the story. Learn the new words and phrases. Capture different types of information and extract the main idea of the story through the reading tasks. Conduct moral and emotional education in activities. 4. Read after the recording. Play the recording. Read the story after the recording. Imitate the right pause. Pay attention to the pronunciation and the intonation. Make sure students are able to read the story correctly and fluently. 5. Fill in the blanks and retell the story. (1) Check the answers. (2) Retell the story. (1) Fill in the blanks. Then talk about them in groups. Check the answers. (2) Try to retell the story according to the sentences and the pictures. Retell to the class. Help students abbreviate the story and retell it orally. Post-reading 1. Read a passage about pets and fill in the chart. Show a passage about pets and the chart on the PPT. Ask students to fill in the chart. Check the answers. Read the passage and try to fill in the chart. Check the answers. Cultivate students’ reading interest and ability. 2. “Tips for pronunciation”. (1)Listen and repeat. Play the recording. Ask students to read after the recording and feel the phenomenon of loss of plosion between the words. Ask students to practice the phrases. (2)Find and practice. Ask students to find more similar phrases in the story according to the examples, and read them correctly. Ask students to practice in groups. (3)Show time. (1)Read after the recording. Feel the phenomenon of loss of plosion between the words. Practice the phrases. (2)Find more similar phrases in the story according to the examples, and read them correctly. Practice in groups. (3)Several students show to the class. The other students listen to them and make evaluations. Help students feel the phenomenon of loss of plosion between the words. Encourage students to find more similar phrases and read them correctly. Improve students’ self confidence in learning by showing to the class. Homework 1. Choose some more phrases and practice them. 2. Do the exercises. The sixth period(第六课时) Part B Let’s check & Let’s wrap it up & Part C Story time ▶教学内容与目标 课时教学内容 课时教学目标 Let’s check ·能够通过看图和相关文字信息,学会从中推测重点,做到有目的地听录音,听后完成匹配任务 ·能够在活动中培养学生良好的听力习惯,帮助学生逐渐提高听力水平和能力 Let’s wrap it up ·能够通过活动,找出需要注意的语法要点,进行归纳,总结规律 Story time ·能够在图片及教师的帮助下理解故事内容 ·能够按照正确的意群及语音、语调朗读故事 ·能够表演故事,并能恰当运用故事中的语言进行交流 ▶教学重点 复习本单元句型,引导学生对语法要点进行归纳,总结规律。 ▶教学难点 在图片及教师的帮助下理解故事内容,并能用正确的语音、语调朗读故事。 ▶教学准备 1. 预习《XX大课堂》《创优作业100分》《XX作业本》中本课时的相关内容。 2. PPT课件、课文录音、视频、卡片等。 ▶教学过程 Step 1: Warm-up & Revision & Lead-in① 1. Greetings. Teaching purpose① 借助歌曲和chant唤醒学生旧知,激发学生的学习兴趣,为后面的学习做好铺垫。 2. Sing a song. Play a song If you’re happy, clap your hands on the PPT.(出示课件)Students sing along with it. 3. Let’s chant. Show the word cards to students. Students try to chant like this: A: Ill, ill. I am ill. What should I do? B: See a doctor, see a doctor. You should see a doctor. A: Cold, cold. It’s cold. What should I do? B: Wear warm clothes, wear warm clothes. You should wear warm clothes. … Teaching purpose② 逐步帮助学生通过看图和相关文字信息,读懂题目要求,学会从中推测考查点,引导学生学会听前预测听力的重点内容,做到有目的地听录音,在活动中培养学生良好的听力习惯,帮助学生逐渐提高听力水平和能力。 Step 2: Presentation 1. Let’s check.② (1)Show the pictures to students. (课件出示:教材P64 Let’s check板块的图片) Talk about the pictures with students. Let them predict the listening content. T: Who are they? Ss: They are Mike, Wu Yifan, Oliver and Zhang Peng. T: Yes. There are four students on the left. How do they feel? What should they do? Can you guess? Look! There are four phrases on the right. Now let’s listen and match. (2)Listen and match. Play the recording.(课件出示:教材P64 Let’s check板块的音频) Students listen and match them. Then check the answers.(课件出示:教材P64 Listen and match的答案) (3)Read the questions and the options. Students read the four questions and the options. Help students listen to the recording with the questions. (4)Listen again and circle the right answers. Play the recording again.(出示课件) Students listen again and try to circle the right answers. (5)Play the recording for the third time and check the answers. (出示课件) Teaching purpose③ 引导学生通过活动,找出需要注意的语法要点,进行归纳,总结规律。并在活动中进行操练,激发学生的学习兴趣。 (6)Listen and read after the recording. 2. Let’s wrap it up.③ (1)Look and say. Show some pictures on the PPT.(课件出示:一些表示人物情绪或感受的图片) Talk about the pictures. T: How does he/she/it feel? How do they feel? Write down the words of emotions and feelings on the blackboard according to the answers of students. (2)Work in groups. Students work in groups to add more words and then sort the words into two categories. (3)Give some advice. Lead students to give some advice to others as the demonstration. A: I’m hungry. B: You should eat some bread. Teaching purpose④ 利用问题逐步引导学生在语境中借助图片等理解故事大意,利用多媒体帮助他们正确发音,并提醒学生注意故事中人物情绪的变化,从而很好地表演故事。 Students work in pairs. Step 3: Consolidation & Extension④ “Story time” 1. Look and predict. Show the pictures to students. (课件出示:教材P65 Story time板块的图片) Let students look at the pictures carefully. Ask some questions to lead them to predict the main idea of the story. Questions: ①Who are they?/②Where are they?/③What are they doing?/④How does Zip feel?/… 2. Look at Picture 1 and talk about it. Lead students to look at Picture 1 carefully. Talk about the picture with students. T: Who are they? Ss: Zoom and Zip. T: Where are they? Ss: They are at home. T: What are they going to do? Ss: They’re going to watch TV. T: What will Zoom do? Why? Ss: He’ll go and make some popcorn, because Zip wants to have some popcorn. 3. Look at Pictures 2, 3, 4 and talk about them. Lead students to look at Pictures 2, 3 and 4 carefully. Talk about the pictures with students. T: How does Zip feel in Picture 2? Ss: She’s so happy. Write down the word “happy” on the blackboard. T: What time is it now? Ss: It’s 7:00. (Point to Picture 3.) T: Ten minutes later, what does Zip think? Ss: Zoom must be making lots of popcorn. (Point to Picture 4.) T: What time is it? Ss: It’s 7:32. T: How does Zip feel? Ss: She’s a little worried. Write down the word “worried” on the blackboard. 4. Look at Pictures 5, 6 and talk about them. Lead students to look at Picture 5 and Picture 6 carefully. Talk about the pictures with students. T: Where is Zoom? Ss: He’s in the vegetable garden. T: What did Zoom do? Ss: He planted the popcorn seeds. T: Yes. He is waiting for them to grow, but they take a long time to grow. How does Zip feel? Ss: She’s angry. Write down the word “angry” on the blackboard. T: What should Zip do? Ss: She should count to ten and take a deep breath. 5. Watch and read. Play the cartoon. (课件出示:教材P65 Story time板块的视频) Students read after it and pay attention to the pronunciation, the intonation and the emotion. 6. Talk about the story. Talk about the story with students. Let them pay attention to the key words “happy, worried, angry” on the blackboard. T: How does Zip feel at first? Ss: She’s happy. T: Why does she feel happy? Ss: Because Zoom is going to make popcorn for her. T: Then how does Zip feel? Ss: She’s worried. T: Why does she feel worried about half an hour later? Ss: Because Zoom doesn’t come back. And Zip can’t find Zoom in the kitchen. T: How does Zip feel at last? Ss: She’s angry. T: What suggestions do you give to Zip? Ss: She should count to ten and take a deep breath. 7. Practice and act out the story. Students practice the story in groups, and pay attention to the emotional changes of the characters in the story. Then act it out in class. ▶板书设计 ▶作业设计 1. Read the story and enjoy it. 2. Do the exercises.(见“”系列丛书《创优作业100分》或《XX作业本》对应课时作业) ▶教学反思 1.在本课时的Let’s check板块,逐步帮助学生通过看图和相关文字信息,读懂题目要求,学会从中推测考查点,引导学生学会听前预测听力的重点内容,做到有目的地听录音,在活动中培养学生良好的听力习惯,帮助学生逐渐提高听力水平和能力。 2.在Let’s wrap it up板块,逐步引导学生通过活动,找出需要注意的语法要点,进行归纳,总结规律。并在活动中进行操练,激发学生的学习兴趣。 3.在Story time板块,利用问题逐步引导学生在语境中借助图片等理解故事大意,利用多媒体帮助他们正确发音,并表演故事。 4.课堂教学突出学生主体,教师充分发挥引导作用,利用多种方式引导学生去探索、去学习、去归纳、去运用。 ▶Teaching Contents & Teaching Aims Let’s check ·Be able to learn to infer the test points by looking at the pictures and the relevant text information. ·Be able to listen to the recording purposefully and complete the matching task after listening. ·Be able to develop the habit of pre-listening prediction and improve the listening ability. Let’s wrap it up ·Be able to find out the grammar points that need to be paid attention to, and summarize the rules through activities. Story time ·Be able to understand the story with the help of pictures and the teacher. ·Be able to read the story according to the correct sense group, pronunciation and intonation. ·Be able to act out the story and communicate appropriately in the language of the story. ▶Teaching Priorities ·Review the sentence structures of this unit and lead students to sum up the grammar points and summarize the rules. ▶Teaching Difficulties ·Be able to understand the story with the help of the pictures and the teacher, and be able to read the story aloud with correct pronunciation and intonation. Teaching Stages Teacher’ s Activities Students’ Activities Teaching Purposes Warm-up & Revision& Lead-in 1. Greetings. 2. Sing a song. Play the song If you’re happy, clap your hands. 3. Let’s chant. Show the word cards to students. 1. Greet the teacher. 2. Sing along with the recording. 3. Try to chant. Help students review the relevant knowledge to prepare for the following study. Stimulate students’ interest in learning. Presentation 1. Let’s check. (1)Show the picture to students. Talk about the picture with students. Let them predict the listening content. (2)Listen and match. Play the recording. Let students listen and match them. Then check the answers. (3)Read the questions and the options. (4)Listen again and circle the right answers. (5)Play the recording for the third time and check the answers. (6)Listen and read after the recording. (1) Look at the picture and talk about it with the teacher. Predict the listening content. (2) Listen and match them. Then check the answers. (3) Read the four questions and the options. (4) Listen again and try to circle the right answers. (5) Check the answers. (6) Listen and read after the recording. Help students learn to guess the test points from the pictures and the relevant text information. Listen to the recording purposefully. Develop students’ good habit of predicting before listening. Improve their listening ability. ▶Teaching Procedures (续表) Teaching Stages Teacher’ s Activities Students’ Activities Teaching Purposes Presentation 2. Let’s wrap it up. (1) Look and say. Show some pictures on the PPT and talk about them. Write down the words of emotions and feelings on the blackboard according to the answers of students. (2) Work in groups. Let students work in groups to add more words and then sort the words into two categories. (3) Give some advice. Lead students to give some advice to others. Let students work in pairs. (1) Look at the pictures and talk about them with the teacher. (2) Work in groups to add more words. Then sort the words into two categories. (3) Give some advice to others. Work in pairs. Lead students to find out the grammar points which need to be paid attention to. Then summarize the rules. Let students practice them in activities to stimulate their interest in learning. Consolidation & Extension “Story time” 1. Look and predict. 2. Look at Pictures 1~6 and talk about them. Write down the words “happy, worried, angry” on the blackboard. 3. Watch and read. Play the cartoon. 4. Talk about the story. Talk about the story with students. Let them pay attention to the key words “happy, worried, angry” on the blackboard. 5. Practice and act out the story. 1. Look at the pictures carefully and answer the questions. Predict the main idea of the story. 2. Talk about Pictures 1~6 with the teacher. 3. Read the story after watching the cartoon. Pay attention to the pronunciation, the intonation and the emotion. 4. Talk about the story with the teacher. Pay attention to the key words “happy, worried, angry”. 5. Practice the story in groups. Pay attention to the emotional changes of the characters in the story. Then act it out. Use questions to lead students to understand the story step by step with the pictures. Use the media to help students pronounce correctly, and act out the story well. Homework 1. Read the story and enjoy it. 2. Do the exercises. Recycle 2 教材分析 本单元的主要学习内容是通过故事、活动等形式复习和巩固第4~6单元的核心词汇及句型 教学目标 知识与能力目标: ·能够听、说、读、写并在实际情景中运用第4~6单元的核心句型 ·能够在情景中运用句型“—What are…’s hobbies? —He / She likes + v-ing.”等简单句来询问和描述某人的喜好 ·能够在情景中正确运用句型“—Does he/she…? —Yes, he/she does./No, he/she doesn’t.”询问某人是否做什么 ·能够在情景中运用句型“—What does he/she do? —He / She is…”询问并回答某人的职业 ·能够在情景中运用句型“Where does he work?”和“How does he go to work?”询问了解某人的工作地点和出行方式 ·能够运用句型“How does…feel?”询问某人的情绪并使用表示情绪的形容词来描述情绪 ·能够运用句型“You should…”和“Don’t…”安慰他人和提供建议 ·能使用句型“What’s wrong?”询问他人状况 ·能够听、说、读、写第4~6单元有关业余爱好、职业、情绪的单词或词组 ·能够在有意义的语境中运用上述单词或词组 ·知道英语句子有不同语调,并能根据正确的语调朗读不同类型的句子 ·知道英语句子中有连读、失去爆破,并能正确朗读含有以上现象的句子 ·知道句子有重音,并能正确读出句子的重音 情感态度、文化意识、学习策略目标: ·从不同视角认识职业,明白从事某些职业的基本条件,尊重每种职业,构思自己的职业理想 ·了解诚实是最宝贵的品质 ·了解英语故事的基本构成要素 课时安排 第一课时: Page 66 & Page 67 第二课时: Page 68 & Page 69 The first period(第一课时) Page 66 & Page 67 ▶教学内容与目标 课时教学内容 课时教学目标 Page 66 ·能够通过观察图片,听懂情景对话 ·能够在情景中运用句型“—What does he/she do? —He / She is…”询问并回答某人的职业 ·能够运用句型“—What are…’s hobbies? —He / She likes + v-ing.”来询问和描述某人的喜好. Page 67 ·能够运用句型“How does…feel?”询问某人的情绪 ·能够使用表示情绪的形容词描述情绪 ·能够运用句型“You should…”“Don’t…”安慰他人和提供建议 ·能够使用句型“What’s wrong?”询问他人状况 ▶教学重点 能够在情景中复习和运用第4~6单元的核心句型。 ▶教学难点 能够在情景中合理运用所学句型。 ▶教学准备 1.预习《XX大课堂》《创优作业100分》《XX作业本》中本课时的相关内容。 2.PPT课件、课文录音等。 Teaching purpose① PPT出示相关单词或词组,帮助学生唤醒旧知,为后面的学习做好铺垫。 ▶教学过程 Step 1: Pre-learning 1. Greetings. 2. Brainstorm.① Show some pictures of jobs on the PPT. (课件出示:一些职业照片,附上单词或词组,如:teacher, postman, fisherman, fireman, coach, scientist, pilot, businessman, factory worker, farmer, police officer等) Help students review the words or the phrases of jobs. 3. A guessing game. The teacher says some sentences to describe the jobs. And students try to guess the jobs. T:He works at sea. He likes fishing. What does he do? S1:He’s a fisherman. T:She works in a factory. What does she do? S2:She’s a factory worker. … Ask several students to make riddles about jobs. Then say the riddles to the class. The other students try to guess the jobs. 4. Read and do. Show some words or phrases on the PPT. (课件出示:单词或词组,如:happy, angry, sad, afraid, ill, worried, see a doctor, do more exercise, take a deep breath, wear warm clothes, talk, run, read books, play computer games, sing song等) Ask students to make facial expressions or do actions while reading the words or the phrases. Help students review the words of the feelings and some activities. 5. I do, you say. Ask some students to do actions to the class one by one. One student asks, “What’s his/her hobby?” The other students try to guess. Teaching purpose② 逐步帮助学生读懂题目要求,引导学生学会听前预测听力的重点内容,分步完成听力任务。并利用表格帮助学生梳理信息,再运用这些信息进行对话练习,在情景中运用所学语言。 Step 2: While-learning P66② 1. Understand the background knowledge. Students read the background knowledge by themselves first. Then the teacher introduces the background knowledge. T:Peter’s family are going to visit Ken’s family in another town. Peter’s father is talking about them. 2. Guess the jobs. Students work in groups to guess the jobs of Ken’s family. 3. Listen and fill in the blanks. (1)Play the recording. (课件出示:教材P66音频) Students listen to the recording and try to write down their jobs on the lines. (2)The teacher and students check the answers together. (课件出示:教材P66 第一题答案) Praise the students who write the answers right. 4. Listen again. Write down the hobbies for the people. (1)Play the recording again. (课件出示:教材P66音频) Students listen to the recording and try to write down the hobbies for the people on the lines. (2)The teacher and students check the answers together. (课件出示:教材P66 第二题答案) Praise the students who write the answers right. 5. Finish the chart. Show a chart to students. Ask them to fill in the blanks according to the listening text. 6. Talk about Ken’s family. Students work in pairs to talk about Ken’s family. Make a model: T:Ken’s father is a farmer. What does his mother do? S1:She’s a factory worker. T:What’s her hobby? S2:She likes reading. … Teaching purpose③ 引导学生观察和讨论图片,并设置连线任务帮助学生理解图片内容。借助完成后的连线任务引导学生运用所学句型进行对话练习,并在教学的过程中引导学生培养安全意识。 P67③ 1. Look and talk. Students read the background knowledge by themselves first. T:Peter’s family are on the bus. What are they doing on the bus? Now let’s have a look. Point to Peter’s family in the picture and talk with students. T:Who is she? Ss:She’s Peter’s mother. T:What is she doing? Ss:She’s reading. T:How does she feel? Ss:She feels sad. … 2. Look and match. Show the matching task on the PPT. Let students look at the picture in the book carefully and try to finish it. 3. Talk about Peter’s family. Ask students to talk about Peter’s family. Make a model: T:Peter’s family are on the bus. What is his cousin doing? S1:He’s running. T:How does he feel? S1:He feels happy. T:How does Peter’s aunt feel? S1:She feels angry. T:Why? S1:Because Peter’s cousin is running on the moving bus. T:Yes. It’s very dangerous. So what can we say to him? (Lead students to answer the question.) S2:You should sit down. S3:Don’t run on a moving bus. … Students work in pairs to talk about Peter’s family. 4. Talk about the pictures. Show some pictures on the PPT. (出示课件) Lead students to use the sentence structures “You should…/Don’t…” to comfort others and give advice to others. Step 3: Post-learning 1. Peter’s puzzle. (1)Show the puzzle to students. (课件出示:教材P67的字谜) T:Peter is doing word puzzles on the bus. This is Peter’s puzzle. Let’s try to do it. (2)Do the puzzle. Students do the puzzle by themselves. (3)Check the answers. (课件出示:教材P67的字谜的答案) Praise the students who finish it quickly and well. 2. My dream career.④ Teaching purpose④ 通过创设自然真实的情景,让学生在情景中合理运用所学语言。引导学生从不同角度认识职业,构思自己的理想职业,并作简单的汇报,培养学生的语言综合运用能力。 (1)Create a situation. T:There are many interesting things in our life. What do you like to do? What’s your hobby? What do you want to be? Let’s make a survey. For example, if you like fishing, you can be a fisherman. (2)Make a demonstration. Show a chart to the class. (课件出示:调查表) Make a demonstration with one student. T:…, what’s your hobby? S1:I like fishing. T:What do you want to be? S1:I want to be a fisherman. … Fill in the chart according to the answers of students. 3. Work in groups. T:Now please work in groups of four. Ask your partners’ hobbies and dream career and write down the answers in the chart. 4Make a report. Ask one student to make a model. S1:I’m… I like… I want to be a/an… …likes… He/She wants to be a/an… Ask several students to try to make a report. The other students listen to them and make evaluations. ▶板书设计 ▶作业设计 35. Write down your dream career. 36. Do the exercises. (见“”系列丛书《创优作业100分》或《XX作业本》对应课时作业) ▶教学反思 1. 充分发挥多媒体辅助作用,有效利用课件帮助学生学习。 2. 教学设计层次分明,逐步引导、帮助学生学习。引导学生听前预测,分步完成听力任务,并利用表格帮助学生梳理信息,再运用这些信息进行对话练习,层层递进,引导学生逐步完成学习任务。 3. 引导学生在情境中理解,在活动中运用,突出语用功能。通过创设合理情景,帮助学生在情景中真实自然地复习和使用所学语言,突出了教学重点。 4. 通过创设自然真实的情境,让学生在情境中合理运用所学语言,培养学生的语言综合运用能力,从而达到学以致用的目的。 ▶Teaching Contents & Teaching Aims Page 66 ·Be able to understand the listening material by observing the picture. ·Be able to ask and answer about someone’s occupation by using the sentence structures “—What does he/she do? —He / She is…” in scenes. ·Be able to ask and describe someone\'s hobbies by using the sentence structures “—What are…’s hobbies? —He / She likes + v-ing.” Page 67 ·Be able to ask about someone’s feelings by using the sentence structure “How does…feel?” ·Be able to use emotional adjectives to describe feelings. ·Be able to use the sentence structures “You should…/Don’t… ” to comfort others and offer advice. ·Be able to ask about other people by using the sentence “What’s wrong?” ▶Teaching Priorities ·Be able to review and use the key sentence structures of Unit 4 to Unit 6 properly. ▶Teaching Difficulties ·Be able to review and use the key sentence structures in situations properly. ▶Teaching Procedures Teaching Stages Teacher’ s Activities Students Activities Teaching Purposes Pre-learning 1. Greetings. 2. Brainstorm. Show some pictures of jobs on the PPT. 3. A guessing game. Say some sentences to describe the jobs. 4. Read and do. Show some words or phrases on the PPT. 5. I do, you say. Ask some students to do actions to the class one by one. 1. Greetings. 2. Review the words or the phrases of jobs. 3. Guess the jobs according to the teacher’s sentences. Then several students make riddles and the other students guess the jobs. 4. Make facial expressions or do actions and review the words of feelings and some activities. 5. Do actions to the class one by one. One student asks, the other students try to guess. Show relevant words or phrases on the PPT. Help students activate the old knowledge. Prepare for the later learning. While-learning P66 1. Understand the background knowledge. Introduce the background knowledge. 2. Guess the jobs. 3. Listen and fill in the blanks. (1)Play the recording. (2)Check the answers. 4. Listen again. Write down the hobbies for the people. (1)Play the recording again. (2)Check the answers. 5. Finish the chart. 6. Talk about Ken’s family. 1. Read and understand the background knowledge. 2. Work in groups to guess the jobs of Ken’s family. 3. (1) Listen and write down the jobs. (2) Check the answers. 4. (1) Listen again. Write down the hobbies for the people. (2) Check the answers. 5. Try to fill in the blanks according to the listening text. 6. Work in pairs to talk about Ken’s family. Help students understand the requirements of the questions. Lead students to predict the key content of listening text before listening, and then complete the listening task step by step. Help students sort out the information by using the chart, then lead them to use the information for dialogue practice. (续表) Teaching Stages Teacher’ s Activities Students’ Activities Teaching Purposes While-learning P67 1. Look and talk. Introduce the background knowledge. 2. Look and match. 3. Talk about Peter’s family. 4. Talk about the pictures. 1. Read and understand the background knowledge. Look at the picture and talk about it. 2. Look at the picture carefully and try to finish the matching task. 3. Work in pairs to talk about Peter’s family as the model. 4. Use the sentence structures “You should…/Don’t …” to comfort others and give advice to others. Lead students to observe and discuss the picture, and set the matching task to help them understand the picture. Lead students to develop safety awareness in the process of teaching. Post-learning 1. Peter’s puzzle. (1)Show the puzzle to students. (2)Ask students to do the puzzle. (3)Check the answers. Praise the students who finish it quickly and well. (1)Observe the puzzle. (2)Do the puzzle. (3)Check the answers. Help students practice the key words and sentence structures. Train students’ ability of expressing in scenes, and prepare for the expansion of communication activities. 2. My dream career. (1)Create a situation. (2)Make a demonstration. 3. Work in groups. 4. Make a report. Work in groups of four. Ask and write down the answers in the chart. Then several students try to make a report. The other students listen to them and make evaluations of their reports. Create a natural and real situation. Help students use the language reasonably in the situation. Help them understand occupations from different perspectives and conceive their own dream career. Develop students’ comprehensive language using ability. Homework 28. Write down your dream career. 29. Do the exercises. The first period(第一课时) Page 68 & Page 69 ▶教学内容与目标 课时教学内容 课时教学目标 Page 68 & Page 69 ·能够使用句型“—What are…’s hobbies? —He/ She likes+ v-ing.”询问和描述某人的喜好 ·能够使用句型“—Does he/she…? —Yes, he/she does./No, he/she doesn’t.”询问某人是否做什么 ·能够使用句型“—What does he/she do? —He/ She is…”询问并回答某人职业 ·能够使用句型“Where does he work?”“How does he go to work?”询问了解某人的工作地点和出行方式 ▶教学重点 能够通过故事和活动复习并运用第4~6单元的词汇和句型。 ▶教学难点 能够在情景中合理运用句型。 ▶教学准备 1.预习《XX大课堂》《创优作业100分》《XX作业本》中本课时的相关内容。 2.PPT课件、课文录音、视频、教学卡片等。 ▶教学过程 Step 1: Pre-reading① 1. Greetings. Teaching purpose① 引导学生复习第4~6单元的词汇及句型,激活旧知,为后面的学习做好准备。 2. Flashing cards. Use the word cards to play this game. Show the word cards of Unit 4 to Unit 6 one by one. Ask students to read the words as fast as possible. Reward the students who read fast and accurately. 3. A guessing game. Say some sentences about jobs. Let students try to guess the words of jobs. Check the answers like this to review the sentence structures: T: What does he/she do? Ss: He/ She is… T: Where does he/she work? Ss: He/ She works… 4. Ask and answer. Show some pictures about hobbies on the PPT. (课件出示: 一些人物爱好的图片) Lead students to ask and answer in pairs. A: What are…’s hobbies? B: He/ She likes+ v-ing. Show some pictures about emotions on the PPT. (课件出示: 一些人物情绪的图片) Lead students to ask and answer in pairs. A: How does he/she feel? B: He/She… 5. Lead-in. T: Good job! Peter’s family are at Ken’s house now. Ken’s father tells a story. Let’s read the story together. Teaching purpose② 逐步引导学生理解文本,并通过阅读问题训练学生在语篇中捕捉不同类型信息的能力。在活动过程中渗透诚信是人宝贵品质的德育教育。 Step 2: While- reading② 1. Fast reading. T: Now we’re going to read a story. What is the main idea of the story? Lead students to look at the chart on page 69. Write down the words “When, Where” on the blackboard. T: When does the story happen? Where does the story happen? Students read the story for the first time and write down the answer to “Where” in the chart. Check the answers. 2. Watch and circle. T: How many people are mentioned in the story? Ss: 4. Write down the word “Who” on the blackboard. T: What do they do? Now please read the story quickly and circle their jobs in the story. You have 10 seconds to do this. Students read the story and try to circle the jobs in the story. Check the answers. Play the recording. (课件出示: 教材P68的音频) Students listen to the recording and fill in the blanks on page 69. Check the answers. Who: a rich old businessman, a factory worker, a coach, a fisherman 3. Read again and fill in the chart. Show a chart on the PPT. Ask students to read the story again and fill in the chart. Read and fill in the blanks. Write down the phrase “What happens” on the blackboard. T: Now let’s read the story carefully. Then try to fill in the blanks on page 69. Let students read the story by themselves and fill in the blanks on page 69. Check the answers. 5. Answer the questions. Show the two questions below the passage on page 68 to the class. (课件出示: 教材P68 Read and answer的问题) Let students discuss them in groups. Then check the answers. T: How does the fisherman feel after three months? S1: He feels very sad. T: How does he feel at the end? S2: He feels very happy. T: Why? S3: Because he owns the money. S4: Because he is honest. T: What does the story tell us? Tick what you agree with in the book. Ss: People should be honest. Teaching purpose③ 引导学生总结故事的构成要素并根据故事要素复述故事,鼓励学生仿照故事要素写出自己的故事要素表,并尝试创编一个故事,培养学生的创造能力。 Step 3: Post- reading③ 1. Summarize the elements of a story. T: Peter likes the story very much. He is going to tell it to his best friend. Let’s take a look at the elements of a story. 2. Retell the story. (1)Ask students to look at the chart on page 69 and then try to retell the story. (2)Ask students to work in groups to prepare. (3)Ask several students to show their work to the class. 3. Try to make a story. Show a list of story elements on the PPT. (课件出示: 故事要素表) Then tell the story to the class as a model. (课件出示: 故事范例) Ask students to make a list of story elements and then try to make a story. Tell the story in groups. Asks several students to show their stories to the class. Other students listen to them and make evaluations of their stories. ▶板书设计 ▶作业设计 37. Tell your story to your family. 38. Do the exercises. (见“”系列丛书《创优作业100分》或《XX作业本》对应课时作业) ▶教学反思 1. 教学活动设计具有梯度性,遵循学生的认知规律,以学生为本,以问题为导向,引导学生学习,培养学生的自主学习能力。 2. 借用图片、语言等帮助学生读懂题目要求,逐步引导学生理解故事,并通过阅读问题训练学生在语篇中捕捉不同类型信息的能力。在活动过程中渗透诚信是人宝贵品质的德育教育。 3. 引导学生总结梳理故事的构成要素,并借助故事要素复述故事。引导学生仿照故事要素写出自己的故事要素表,并尝试创编一个故事,培养学生的创造能力。 ▶Teaching Contents & Teaching Aims Page 68 & Page 69 ·Be able to ask and express someone’s preference by using the sentence structures “—What are…’s hobbies? —He/ She likes+ v-ing.” ·Be able to use the sentence structures “—Does he/she…? —Yes, he/she does./No, he/she doesn’t.” to ask whether someone does something. ·Be able to use the sentence structures “—What does he/she do? —He/ She is…” to ask and answer questions about someone’s occupation. ·Be able to use the sentence structures “Where does he work?” and “How does he go to work?” to ask where someone works and how they go to work. ▶Teaching Priorities ·Be able to review and use the key words and sentence structures of Unit 4 to Unit 6 properly through the story and the activities. ▶Teaching Difficulties ·Be able to use the key sentence structures in situations properly. ▶Teaching Procedures Teaching Stages Teacher’ s Activities Students Activities Teaching Purposes Pre-learning 1. Greetings. 2. Flashing cards. Show the word cards of Unit 4 to Unit 6. 3. A guessing game. Say some sentences about jobs. Let students try to guess the words of the jobs. Check the answers to review the sentence structures. 4. Ask and answer. Show some pictures about hobbies and emotions on the PPT. Let students ask and answer in pairs. 5. Lead-in. 1. Greetings. 2. Read the words out as fast as possible. Review the words of Unit 4 to Unit 6. 3. Try to guess the words of the jobs. 4. Look at the pictures. Ask and answer someone’s hobbies and feelings in pairs. 1. Greetings. 2. Read the words out as fast as possible. Review the words of Unit 4 to 6. 3. Try to guess the words of the jobs. 4. Look at the pictures. Ask and answer someone’s hobbies and feelings in pairs. While- reading 1. Fast reading. Look at the chart on page 69. Read the story for the first time and write down the answer to “Where” in the chart. Check the answer. Lead students to understand the story and train them to capture different types of information in the story by reading tasks. In the process of the activity, the teacher permeates the moral education that integrity is people’s precious quality. 2. Watch and circle. Read the story and circle the jobs in the story. Watch the cartoon and fill the blanks on page 69. Check the answers. 3. Read again and fill in the chart. Read the story again and fill in the chart. Check the answers. 4. Read and fill in the blanks. Read the story by themselves carefully. Then fill in the blanks on page 69. Check the answers. 5. Answer the questions. Discuss them in groups and answer the questions on page 68. Check the answers. (续表) Teaching Stages Teacher’ s Activities Students’ Activities Teaching Purposes Post- reading 1. Summarize the elements of a story. Learn the elements of a story. Lead students to summarize the elements of a story and retell the story according to the story elements table. Encourage students to write their own story elements table and try to create a story. Cultivate students’ creativity. 2. Retell the story. (1)Let students look at the chart on page 69 and then try to retell the story. (2)Let students work in groups to prepare. (3)Ask several students to show their work to the class. (1)Look at the chart on page 69. Then try to retell the story. (2)Work in groups to prepare. (3)Show to the class. 3. Try to make a story. Show a list of story elements on the PPT. Then tell the story to the class as a model. Make a list of story elements and then try to make a story. Tell the story in groups. Show their stories to the class. Homework 30. Tell your story to your family. 31. Do the exercises. PEP小学英语六年级上册教学计划 第一学期  一、基本情况   本年级一个班,xx名学生。经过三年时间的英语学习,大部分的学生已掌握了良好的英语学习基础,对英语的学习怀着浓厚的学习兴趣,上课认真听讲,积极举手发言,学习的积极性高,语言模仿的能力强,并养成了良好的英语学习习惯和学习方法。但仍有部分学生的英语底子较差,学习英语的兴趣不高,有时甚至没有按时完成作业。本学期将继续抓好尖子生的培养工作,同时做好后进生的辅导工作,尽量是他们从思想上重视英语,加强对英语学习的兴趣。 二、教材分析 本册教材注重学生语言应用能力的培养,教材在整体构思、内容安排、活动设计和教学方法选用等方面紧密联系学生的生活实际,把知识和技能目标融会完成任务的过程之中充分体现了交际教学的思想。本册共6个单元,2个复习单元。每个单元分“ABC”三个部分,共10页,复习单元为4页。各单元的教学内容安排如下: 单元 题目 话题 Unit  one How can I get there ? Means of transportation ; traffic rules Unit  two Ways to go to school Locations; directions Unit  three My weekend plan Spare time activities Recycle  one Unit  four I have a pen pal Hobbies ;daily routine Unit five What does he do? jobs Unit six How do you feel? angry; sad Recycle  two 与教材配套使用的是活动手册,有6个单元和2个复习单元,每单元的设计以教材中“ABC”三部分的内容为主。 三、指导思想 为贯彻落实国家的教育方针,学习、实践 “三个代表”重要思想,为实现国家跨世纪发展目标培养高素质的人才,围绕学校的中心工作,结合实际,力求做到有计划、有目的地实施教学大纲的要求,以便使学生获得一些最基本的语言知识和技能,培养他们良好的学习习惯,为以后继续学习英语奠定良好的初步基础。 四、教具、媒体 实物、课文挂图和单词图片、录音机和录音带、投影仪和投影片、人物头饰、动物头饰、玩具模型等。 五、采取措施 a)       遵循英语教学规律,寓思想教育于语言教学之中。 b)       激发学习动机,培养学习兴趣。 c)       加强语言实践,着重能力培养。 d)       听说训练为主,视听说相结合。 e)       努力创设情景,尽量使用英语。 f)       发挥主导作用,创设和谐气氛。 g)       优化课堂教学,提高课堂效率。 h)       指导学习方法,养成良好习惯。 PEP小学六年级上册英语教学工作总结   本学期我担任六年级英语教学工作,完成了PEP本册教材的全部教学内容,具体情况如下。   一、扎实备课,认真上课,不断反思    我是新调到这所学校,大多数学生情况不熟悉。又是第一次使用人教版这册教材,但熟悉一至四册的内容和整体教材的编排体系。所以,我认真备课,认真阅读各种教科参考书,全面深入了解学生,结合自己的教学经验与学生的学习情况,认真编写教案,并不断地加以修改完善。在课堂教学中,我充分利用身边资源,为学生创设真实的交际情境,注重学生学习兴趣的激发和学习方法的培养,适时鼓励,分层教学,让所有学生都能跳一跳摘到苹果,品尝成功的喜悦。每节课后都认真反思,不断改进教学方法和手段,提高课堂效率。在每节课前的On duty中,每个学生都有机会成为课堂的主人,既锻炼了学生的交际能力,又培养了学生良好的倾听习惯和合作品质,同时课堂得到了自主、有效的延伸。    二、学生英语综合运用能力增强    1、每一单元都有两个Let’s try. 的内容,让学生在听力中感知新语言。学生的听力能力提高了,能根据所听的一小段话做出正确判断。而且养成了同学之间认真倾听的好习惯。    2、学生能够而且乐于交流更多自己的信息,如最自己的家人、朋友、爱好等,并能结合以前所学问候语,神情大方自然。    3、能认读所学词语,并能根据拼读的规律和音标,读出简单的单词;能正确朗读所学故事或短文,也能借助图片读懂简单的故事或小短文,逐步培养按意群阅读的习惯。    4、能正确书写单词和句子,能写一段完整的话,如 My pen pal, Plant trees等。能基本正确地使用大小写字母和标点符号。    三、存在问题及改进措施    在时态的综合运用中,经常出现混淆,五年级下学期的重点时态现在进行时没有掌握,单学习一般将来时和一般现在时,学生掌握情况都很好,但三个时态放在一起,就不知所措,为此我专门设计了复习课《Mr. Wood》,以故事的形式,从听说读写四方面进行针对性训练,收到较好的教学效果。但还是有个别学生不能正确灵活运用,下学期在学习一般过去时时还要不断复习,比较,使学生熟练正确运用所学语言。  Unit 1 How can I get there? 重点词汇: hospital 医院 cinema 电影院 post office 邮局 bookstore 书店 museum 博物馆 go straight 直走 turn right 右转 turn left 左转 crossing 十字路口 science 科学 turn 转弯 left 左 straight 笔直地 right 右 重点句型: 1. —Where is the...? ……在哪里? —It's near/next to the... 它在……附近/ 与……相邻。 2.How can I get to the...? 我怎么去……? 3.Turn right./Turn left./Go straight. 右转。/左转。/直走。 问(ask)路和指(tell)路 英语中常见问路的表达方法: Excuse me, where is+地点, please? Excuse me, how can I get to+地点? Excuse me, can you tell me where+地点+is? 英语中常见指路的表达方法: It's+表示位置的短语. Turn left/right at+地点. Go straight along+地点. 常见的方位介词及短语: 1. in表示“在……里面”。 2. on表示“在……上面”,但两者互相接触。 3. under表示“在……下方”。 4. behind表示“在……后面”。 5. in front of表示“在……前面”,正好与behind相反。 6. beside 表示“在……旁边”。 7. above 表示“在……上面”,但两者不接触。 8. between 表示“在……中间”。 9. near表示“在……附近”。 10. next to 表示“在……附近”,相当于near。 11. in the middle of 表示“在......中间” 12. over 在……上面;从……上方;穿越;over there 在那里 Unit 2 Ways to go to school 重点词汇: bus 公共汽车 plane 飞机 taxi 出租汽车 ship (大)船 subway 地铁 train 火车 by (表示方式)乘 on foot 不行 stop 停下 slow 慢的 down 减少;降低 slow down 慢下来 重点句型: 1. How do you get to...? 你怎么去……? 2. I usually/often/sometimes come to school on foot/by... 我通常/经常/有时候步行/乘……来学校。 3. Don't go at the red light! 别闯红灯! 4. I must pay attention to the traffic lights! 我必须注意交通信号灯! 语法一:询问出行方式 句型结构:How do/does+主语+come/go to+地点? 答语: 主语+come(s)/go(es) to+地点+by+交通工具. 主语+ come(s)/go(es) to+地点+on foot. 主语+take(s) a+交通工具. 主语+take(s) the +车号+交通工具. by后面一定要直接加交通工具的单数形式。另外,“小脚丫”foot与on搭配,即“步行”要用“on foot”表示。 — How do you go to Germany? — I go to Germany by plane. — How does John come to the park? — He takes a taxi to the park. — How do they go home? — They go home on foot. 语法二:频度副词 频度副词是用来表示动作频率的,但程度上有别。常用的频度副词频率由高到低用图表示为: always usually often sometimes never 总是 通常 经常 有时 从未;决不 100% 80% 60% 40% 0% 语法三:情态动词must must是情态动词,意为“必须”,语气很强烈,没有人称和数的变化,后面接动词原形。句型结构:主语+must+动词原形+其他. — Mum, can I watch TV now? — Yes, you can. But you must do your homework first. You must follow the traffic rules. 语法四:祈使句 祈使句主要用来表达请求、命令、建议、叮嘱或祝愿等。祈使句通常省略主语(you)。 ■肯定祈使句 1.Do型祈使句 句型结构:动词原形+其他. Take turns. Keep to the right. 2.Be型祈使句 句型结构:Be+形容词. 例:Be quiet. 保持安静 Be a good boy. 做个好孩子。 3.Let型祈使句 句型结构:Let's/Let me+动词原形+其他. 例:Let me help you. Let’s play football. 否定祈使句 1.Don't型祈使句 句型结构:Don't+动词原形+其他. 例:Don’t swim in the river. Don’t turn in the street. 2.No型祈使句 句型结构: (1)No+动词-ing形式+其他. (2)No+名词+其他. 例:No fishing. 禁止钓鱼 No photos. 禁止拍照;请勿拍照 Unit 3 My weekend plan 一、核心词汇  1. 名词: film 电影 trip 旅行 supermarket 超市 dictionary 词典 word 单词 postcard明信片 2. 动词: visit 拜访 3. 形容词: comic 滑稽的 4. 副词: evening 晚上;傍晚 tonight 在今晚 tomorrow 明天 5. 短语: see a film 看电影 take a trip 去旅行 next week 下周 comic book(儿童的)连环画册 word book 单词书 二、了解词汇  1. 名词: lesson 课 space 太空 half 一半 price 价格 moon cake 月饼 poem 诗 moon 月亮 2. 动词: travel (尤指长途)旅行 3. 副词: together 一起 4. 短语: Mid-Autumn Festival 中秋节 get together 聚会 三、核心句型  1. — What are you going to do tomorrow? 你明天打算做什么? — I’m going to have an art lesson. 我要上美术课。 句型结构: — What +be动词+主语+going to do+其他?……打算做什么? — 主语+be going to+动词原形+其他. ……打算…… 举一反三: — What is he going to do?他打算做什么? — He is going to climb mountains. 他要去爬山。 — What are they going to do?他们打算做什么? — They are going to cook the meals. 他们打算做饭。 2. — When are you going? 你们什么时候去? — Next Wednesday. 下星期三。 句型结构: — When +be动词+主语+going (to+动词原形+其他)?……什么时候去……? — 主语+be动词+going+将来时间状语.……打算……去。 举一反三: — When is he going?他什么时候去? — He is going at 4 o’clock. 他打算四点去。 — When are they going?他们什么时候去? — They are going this Sunday morning.他们打算这星期日上午去。 3. — Where are we going? 我们打算去哪儿? — To the bookstore. 去书店。 句型结构: — Where +be动词+主语+going+其他?……打算去哪儿? — 主语+be动词+going to+地点名词.……打算去…… 举一反三: — Where is he going?他打算去哪儿? — He is going to the hospital. 他要去医院。 — Where are Mike and Chen Jie going?迈克和陈杰打算去哪儿? — They are going to the cinema. 他们要去电影院。 四、了解句型  1. Have a good time! 玩得开心! 2. Why not go on Tuesday? 为什么不星期二去? 解读: why not意为“为什么不”, why don’t you也意为“为什么不”。 3. Here they are! 它们在这里! 4. We should always remember:“Learn by doing.”我们应该一直记着:“在实践中学习。” 解读: should意为“应该;应当”,否定形式是在should后加not。 Unit 4 I have a pen pal 一、核心词汇  1. 名词: puzzle谜 hiking远足 2. 动词: studies(study的第三人称单数形式)学习 二、了解词汇  1. 名词: hobby业余爱好 jasmine茉莉 idea想法;主意 Canberra堪培拉(澳大利亚首都) goal射门 club俱乐部 2. 动词: shall表示征求意见 join加入 share分享 3. 形容词: amazing令人惊奇的 4. 短语: pen pal笔友 三、核心句型  1. — What are his hobbies?他有什么爱好? — He likes flying kites and singing English songs. 他喜欢放风筝和唱英文歌。 举一反三: What are your hobbies?你有什么爱好? What are her hobbies?她有什么爱好? 拓展句型: — What is his/her hobby? 他/她有什么爱好? — He/She likes+动名词+其他. 他/她喜欢…… 拓展:动名词的构成方式 (1)一般在动词后面加-ing go — going ask — asking do — doing (2)以不发音字母e 结尾的去e加-ing write — writing take — taking have — having (3)以重读闭音节结尾的词,末尾只有一个辅音字母,双写末尾辅音字母,再加-ing stop — stopping shop — shopping plan — planning 2. — Does he live in Sydney?他住在悉尼吗? — No, he doesn’t. 不,他没有。 注意:在一般疑问句和否定句中动词第三人称单数要变回原形。 四、了解句型  1. Why not? 为什么不能呢? 解读: why not 后还可接动词原形,用来询问“为什么不……”, why don’t you也意为“为什么不”。 2. Really? 真的吗? Unit 5 What does he do? 一、核心词汇  1. 名词: factory工厂 worker工人 postman邮递员 businessman商人;企业家 fisherman渔民 scientist科学家 pilot飞行员 coach教练 2. 短语: police officer警察 二、了解词汇:  1. 名词: country 国家 sea 大海  university 大学 gym 体育馆 reporter 记者 secretary 秘书 2. 其他: stay保持 if如果 use使用 type打字 quickly迅速地 3. 短语: head teacher校长 三、核心句型  1. — What does he do?他是做什么的? — He’s a businessman. 他是商人。 解读:这是询问某人的职业的常用句型及回答。 句型结构: What do/does … do?……是做什么的? — What do you do?你是做什么的? — I’m a doctor. 我是医生。 — What does your father do?你爸爸是做什么的? — He is an engineer. 他是工程师。 拓展:问职业还可以用“What’s sb?”来询问。 — What’s your mother?你妈妈是做什么的? — She is an accountant.她是会计。 2. Where does he work?他在哪儿工作? 解读:这是常见的询问某人工作地点的句型。 句型结构: Where do/does … work? ……在哪儿工作? — Where does Mike work?迈克在哪儿工作? — He works in a bank. 他在一家银行工作。 — Where does your father work?你爸爸在哪儿工作? — He works in a company. 他在一家公司工作。 3. How does he go to work?他怎么去上班? 解读: 这是询问他人乘什么交通工具的句型。 句型结构: How do/does … go to work?……怎么去上班? — How does Amy go to work?埃米怎么去上班? — She goes to work on foot. 她步行去上班。 — How do you go to work?你怎么去上班? — I go to work by car. 我乘小汽车去上班。 四、了解句型  1. Is your father here today?你爸爸今天来了吗? 举一反三: — Is John here today? 今天约翰来了吗? — No, he isn’t. 不,他没来。 2. Do you want to be a head teacher too?你也想成为校长吗? 句型结构: Do/Does+主语+want to be+职业名词?……想成为……吗? 举一反三: Do you want to be a pilot?你想成为飞行员吗? 3. What does Xiao Yu’s uncle look like? 肖雨的叔叔长什么样? 句型结构: What +do/does+主语+look like?……长什么样? 举一反三: — What does your sister look like?你姐姐长什么样? — She is tall and thin. 她又高又瘦。 Unit 6 How do you feel? 一、核心词汇  1. 表达感受的形容词: angry生气的 afraid 害怕 sad 难过的 worried 担心的;发愁的 happy 高兴的 2. 其他: wear 穿 more更多的 deep 深的 breath 呼吸 3. 短语: see a doctor 看病 take a deep breath 深深吸一口气 count to ten 数到十 二、了解词汇  1. 名词: mice(mouse的复数)老鼠 grass草坪 ant蚂蚁 mud泥 everyone每个人 2. 动词: chase追赶 hurt(使)受伤 should应该 feel觉得;感到 sit坐 hear听见 worry担心;担忧 stuck陷住;无法移动 pull拉;拽 3. 形容词: ill有病;不舒服 wrong有毛病 bad邪恶的;坏的 4. 副词: well健康;身体好 三、核心句型  1. Why is the cat angry with the mice?为什么猫生老鼠们的气? 解读:这是由why引导的特殊疑问句,常用来询问原因。其答语常是because引导的句子。 2. The cat is ill. 猫生病了。 解读:这是一个陈述句,用来表达感受或身体状况。其中ill意为“有病;不舒服”,is可以用feels来替换,意为“觉得;感到”。 3. How does Dad feel now? 爸爸现在感觉怎么样? 解读:此句常用于询问对方心情或身体状况。当主语为第三人称单数形式时,要用助动词does。 4. What should he do?他应该做什么? 解读:这是询问某人该做什么的常见句型。 四、了解句型  1. What’s this cartoon about?这个动画片是有关什么的? 2. You should see a doctor. 你应该看病。 解读:此句是常见的给出他人意见或建议的句型。 3. What suggestions can you give? 你能给出什么建议? 解读:这是询问他人建议的常见句型。 拓展:提出建议的常用句型。 What/How about …? ……怎么样? Why not/don’t you+动词原形+其他?为什么不……呢? 4. Robin is going to sit on the grass when he hears, “Wait!” 罗宾刚要坐到草地上时,他听到:“等等!” 解读:这是由when引导的时间状语从句。 5. How does cold weather make John feel? 寒冷的天气使约翰感觉怎么样? 解读: make sb do sth意为“使某人做某事”。 第三人称单数主语的六种形式 大家都知道,在一般现在时中,当主语是第三人称单数时,谓语动词要用第三人称单数形式,即常在动词原形后加-s或-es。但有些同学们对于哪些主语是第三人称单数还不十分清楚,现归纳总结如下: 一、人称代词he, she, it是第三人称单数。如: He likes watching TV. 他喜欢看电视。 She has lunch at twelve. 她十二点吃午餐。 It looks like a cat. 它看起来像只猫。 二、单个人名、地名或称呼做主语;是第三人称单数。如: ①Han Mei looks like her mother. 韩梅看起来像她的母亲。 ②Beijing is in China. 北京在中国。 ③Uncle Wang often makes cakes. 王叔叔经常做蛋糕。 三、单数可数名词或“this / that / the+单数可数名词“做主语时,是第三人称单数。如: ①A horse is a useful animal. 马是有用的动物。 ②This book is yours. 这本书是你的。 ③That car is red. 那辆小汽车是红色的。 ④The cat is Lucy's. 这只猫是露茜的。 四、不定代词someone, somebody, nobody, everything, something等及指示代词this, that做主语时,是第三人称单数。如: ①Everyone is here. 大家到齐了。 ②There is something wrong with the watch. 这块手表有毛病。 ③This is a pen. 这是一支钢笔。 ④That is an eraser. 那是一块橡皮擦。 五、不可数名词做主语时为第三人称单数。如: ①The milk is in the glass. 牛奶在玻璃杯里。 ②The bread is very small. 那面包很小。 六、当数字或字母做主语时,看作第三人称单数。如: ①“6“ is a lucky number. “6“是个吉利数字。 ②“I“ is a letter. “I“是个字母。 PEP小学英语毕业总复习 一:学生易错词汇 1. a, an的选择: 元音音素开头的单词用an,辅音音素开头单词用a. 2. am , is , are的选择: 单数用is , 复数用are, I 用 am , you 用 are. 3. have , has 的选择: 表示某人有某物。单数用has , 复数用have, I \you 用 have . 4. there is, there are 的选择:表示某地有某物或某人。单数用there is , 复数用there are. 5. some, any 的选择:肯定句用some, 疑问句和否定句用any. 6.疑问词的选择:what (什么) who (谁) where (哪里) whose (谁的) why(为什么)when(什么时候)which(哪一个)how old (多大) how many (多少)how much(多少钱) 二:形容词比较级详解 当我们需要对事物作出比较时,需要用到比较级。比较级的句子结构通常是: 什么 + 动词be (am , is , are ) + 形容词比较级 + than(比)+ 什么 ,如: I’m taller and heavier than you. (我比你更高和更重。) An elephant is bigger than a tiger. (一只大象比一只老虎更大。) 形容词的比较级是在形容词的基础上变化而来的,它的变化规则是: ① 一般的直接在词尾加er ,如 tall - taller , strong - stronger , ② 以e结尾的,直接加r ,如 fine – finer , ③ 以辅音字母加y结尾的,先改y为i再加er,如funny - funnier ④ 双写最后的字母再加er,如big – bigger, thin – thinner ,hot – hotter ☆注意☆ 比较的两者应该是互相对应的可比较的东西。 典型错误:My hair is longer than you.(我的头发比你更长。) 比较的两者是我的头发、你(整个人),那么比较对象就没有可比性。 改为:My hair is longer than yours. 或My hair is longer than your hair. 比较级专项练习: 一、从下面中选出合适的单词完成句子 heavy tall long big (1) How is the Yellow River? (2) How is Mr Green? He’s 175cm. (3) How are your feet? I wear size 18. (4)How is the fish? It’s 2kg. 二、根据句意写出所缺的单词 (1) I’m 12 years old. You’re 14. I’m than you. (2) A rabbit’s tail is than a monkey’s tail. (3) An elephant is than a pig. (4) A lake is than a sea. (5) A basketball is than a football.(贵的) 三、根据答句写出问句 (1) I’m 160 cm. (2) I’m 12 years old. (4) Amy’s hair is 30 cm long. 四:动词过去式详解 动词的过去式的构成规则有: A、规则动词 ①一般直接在动词的后面加ed:如 worked , learned , cleaned , visited ② 以e结尾的动词直接加d:如 lived , danced , used ③以辅音字母加y结尾的动词要改y为i再加ed(此类动词较少) 如 study – studied carry – carried worry – worried (注意play、stay不是辅音字母加y,所以不属于此类) ④双写最后一个字母(此类动词较少)如 stopped B、不规则动词(此类词并无规则,须熟记)小学阶段要记住以下动词的原形和过去式:sing – sang , eat – ate , see – saw , have – had , do – did , go – went , take – took , buy – bought , get – got , read – read ,fly – flew , am/is – was , are – were , say – said , leave – left , swim – swam , tell – told , draw – drew , come – came , lose – lost , find – found , drink – drank , hurt – hurt , feel – felt 五:动词现在分词详解 动词的ing形式的构成规则: ① 一般的直接在后面加上ing , 如doing , going , working , singing , eating ② 以e 结尾的动词,要先去e再加ing ,如having , writing ③ 双写最后一个字母的(此类动词极少)有:running , swimming , sitting , getting 六:人称和数 人称代词 物主代词 主格 宾格 第一人称 单数 I(我) me my(我的) 复数 we(我们) us our(我们的) 第二人称 单数 you(你) you your(你的) 复数 you(你们) you your(你们的) 第三人称 单数 he(他) him his(他的) she(她) her(她的)it(它) it its(它的) 复数 they(他们/她们/它们) them their (他们的/她们的/它们的) 七:句型专项归类 1、 肯定句:是指用肯定的语气来陈述的句子, 如:I’m a student. She is a doctor. He works in a hospital. There are four fans in our classroom. He will eat lunch at 12:00. I watched TV yesterday evening. 2、 否定句:含有否定词或表示否定意义词的句子, 如:I’m not a student. She is not (isn’t) a doctor. He does not (doesn’t) work in a hospital. There are not (aren’t) four fans in our classroom. He will not (won’t) eat lunch at 12:00. I did not (didn’t) watch TV yesterday evening. ☆注意☆ 小结:否定句主要是在肯定句的基础上加上了否定词 “not”。有动词be的句子则“not”加在be后面,可缩写成“isn’t,aren’t”,但am not 一般都分开写。没有动词be的句子则要先在主要动词的前面加上一个助动词(do,does,did),然后在它后面加上“not”,你也可以把它们缩写在一起如“don’t , doesn’t , didn’t )。这三个助动词要根据人称和时态来选择,其中“does”只用于一般现在时主语是第三人称单数的情况,而“did”只用于一般过去时,不论主语是什么人称和数,都用“did” 。 3、一般疑问句:是指询问事实的句子,此类句子必须用“yes”,或“no”来回答。 如:Are you a student? Yes, I am / No, I’m not. Is she a doctor? Yes, she is. / No, she isn’t. Does he work in a hospital? Yes, he does. / No, he doesn’t. Are there four fans in our classroom? Yes, there are. / No, there aren’t. Are you going to buy a comic book tonight? Yes, I am. / No, I am not. (Yes, we are. / No, we aren’t.) Will he eat lunch at 12:00? Yes, I will. / No, I will not(won’t). Are they swimming? Yes, they are. / No, they aren’t. Did you watch TV yesterday evening? Yes, I did. / No, I didn’t. ☆注意☆ 小结:一般疑问句是在肯定句的基础上, ①把动词be调到首位,其他照写,末尾标点符号变成问号即可。 ②没有动词be的句子则要在句首加上一个助动词(do,does,did)再把紧跟在后面的动词变回原形,末尾标点符号变成问号即可。 这三个助动词也要根据人称和时态来选择,其中“does”只用于一般现在时主语是第三人称单数的情况,而“did”只用于一般过去时,不论主语是什么人称和数,都用“did” 。一般疑问句有个重要的原则就是问和答要一致,即问句里的第一个单词(助动词)和简略答句里的这个词是一致的。 4、特殊疑问句:以特殊疑问词(what , where , who , which , when , whose , why , how等)开头引导的句子。此类句子应该问什么就答什么,不能用“yes 、no”来回答。如: What is this? It’s a computer. What does he do? He’s a doctor. Where are you going? I’m going to Beijing. Who played football with you yesterday afternoon? Mike. Which season do you like best? Summer. When do you usually get up? I usually get up at 6:30. Whose skirt is this? It’s Amy’s. Why do you like spring best? Because I can plant trees. How are you? I’m fine. / I’m happy. How did you go to Xinjiang? I went to Xinjiang by train. ☆其中how又可以和其他一些形容词连用组成特殊疑问词组用来提问,如: how many(多少(数量)), how much(多少(钱)), how tall(多高), how long(多长), how big(多大), how heavy(多重) 例句:How many pencils do you have? I have three pencils. How many girls can you see? I can see four girls. How many desks are there in your classroom? There are 51. ☆小结:how many 用来提问可数名词的数量,主要有以上三种句式搭配, How many + 名词复数 + do you have? 你有多少……? How many + 名词复数 + can you see? 你能看见多少……? How many + 名词复数 + are there…? 有多少……? 八:完全、缩略形式: I’m=I am he’s=he is she’s=she is they’re=they are you’re=you are there’s=there is they’re=they are can’t=can not don’t=do not doesn’t=does not isn’t=is not aren’t=are not let’s=let us won’t=will not I’ll=I will wasn’t=was not 总结:通常情况下,'m即am,'s即is(但 let’s=let us), 're即are ,n't即not (但can’t=can not) 九:与字母相关的题型 ( 注:五个元音字母是 Aa Ee Ii Oo Uu ) 一般将来时的五种表达方法   一般将来时    1)am/is/are/going to + do和will/shall + do   shall用于第三人称单数,常被will 所代替,二者都可以缩写成'll。  will 在陈述句中用于各人称,在征求意见时常用于第二人称。   Which paragraph shall I read first.   Will you be at home at seven this evening?   2) be going to +动词原形或地点,表示将来。   a. 主语的意图,即将做某事。   What are you going to do tomorrow?   b. 计划,安排要发生的事。   The play is going to be produced next month。   c. 有迹象要发生的事。   Look at the dark clouds, there is going to be a storm.   3) be +不定式表将来,按计划或正式安排将发生的事。  We are to discuss the report next Saturday.   4) be about to +不定式,意为马上做某事。   He is about to leave for Beijing.   注意:be about to 不能与tomorrow, next week 等表示明确将来时的时间状语连用。   一般将来时    1.一般将来时的基本概念    一般将来时表示将来某一时刻的动作或状态,或将来某一段时间内经常的动作或状态。一般将来时由助动词shall(第一人称),will(第二、三人称)+动词原形构成。美国英语则不管什么人称,一律用will。    2.一般将来时的形式    ●will 常简略为 'll,并与主语连写在一起,如:I'll,he'll,it'll,we'll,you'll,they'll。    ●一般疑问句如用will you…?其简略答语须是Yes,I will或 No,I will not;如用 Shall you…?(较少见)其简略答语须是 Yes,I shall.或 No, I shall not.   3.一般将来时的用法   [ 1)表示将来的动作或状态    一般将来时常与一些表示将来的时间状语连用,如:    tomorrow(明天), next week(下周), from now on(从现在开始);in the future(将来)等。    2)表示将来经常发生的动作。    4.一般将来时的其他用法    一般将来时表示将来某一时刻的动作或状态,其表达形式除了“shall(第一人称),will(第二、三人称)+动词原形构成”外,还有以下几种形式。    1)“be going to+动词原形”表示即将发生的或最近打算进行的事。例如:   ①It is going to rain. 要下雨了。   ②We are going to have a meeting today. 今天我们开会。    2)go, come,start,move,sail,leave,arrive,stay,live, fly,等可用进行时态表示按计划即将发生的动作,例如: I'm leaving for Beijing.    我要去北京。    3)“be to+动词原形”表示按计划要发生的事或征求对方意见。例如:    ①Are we to go on with this work?我们继续干吗?    ②The boy is to go to school tomorrow.这个男孩明天要去上学。    4)“be about to+动词原形”表示即将发生的动作,意为:很快,马上。后面一般不跟时间状语。例如:    We are about to leave.我们马上就走。    5)某些词,如come, go, leave, arrive, start, get, stay,live, fly等的一般现在时也可表示将来。   ①The meeting starts at five o'clock.会议五点开始。   ②He gets off at the next stop.他下一站下车。   一般将来时的五种表达方法    一般将来时表示将来某个时间要发生的动作或存在的状态,也表示将来经常或反复发生的动作。常常与表示将来的时间状语连用。常用的表达形式共有五种,现归纳如下:   一、用will或shall表示。“助动词will或shall+动词原形”这一形式,表示将来发生的事情,用于征求对方的意见或表示客气的邀请。在口语中will用于所有人称,书面语中第一人称常用shall。如:   1. Tomorrow will be Sunday. 明天就是星期天。   2. The rain will stop soon. 雨很快就要停了。   3. Shall we go there at five? 我们五点钟去那儿,好吗?  4. Will you please open the door? 请你把门打开,好吗?   二、用be going to结构表示。“be going to+动词原形”用来表示近期或事先考虑过的将要发生的动作以及已有迹象表明必将发生某事,意为“打算;就要”。如:   1. We're going to meet outside the school gate. 我们打算在校门口见面。   2. Look! It's going to rain. 瞧!快下雨了。   三、用现在进行时表示。表示位置转移的动词(如:go, come, leave, start, arrive等),可用现在进行时表示将来时。如:   1. Uncle Wang is coming. 王叔叔就要来了。   2. They're leaving for Beijing. 他们即将前往北京。   四、用一般现在时表示。根据规定或时间表预计要发生的动作,在时间和条件状语从句中,都可用一般现在时表示将来时。如:   1. The new term starts (begins) on August 29th. 新学期八月二十九日开学。  2. If it doesn't rain tomorrow, we will go out for a picnic. 如果明天不下雨,我们将出去野餐。  五、用“be+动词不定式”或用“be about to +动词原形”的结构表示。如:   1. He is to visit Japan next year. 明年他将访问日本。   2. They're about to leave. (=They're leaving.) 他们就要走了。 英文书信的格式 1、  信头(Heading)  指发信人的姓名(单位名称)、地址和日期,一般写在信纸的右上角。一般公函或商业信函的信纸上都印有单位或公司的名称、地址、电话号码等,因此就只需在信头下面的右边写上写信日期就可以了。 英文地址的写法与中文完全不同,地址的名称按从小到大的顺序:第一行写门牌号码和街名;第二行写县、市、省、州、邮编、国名;然后再写日期。标点符号一般在每一行的末尾都不用,但在每一行的之间,该用的还要用,例如在写日期的时候。  2、  日期的写法: 如:1997年7月30日,英文为:July 30,1997(最为普遍); July 30th,1997; 30th July,1997等。1997不可写成97。  3、  信内地址(Inside Address): 在一般的社交信中,信内收信人的地址通常省略,但是在公务信函中不能。将收信人的姓名、地址等写在信头日期下方的左角上,要求与对信头的要求一样,不必再写日期。  4、  称呼(Salutation): 是写信人对收信人的称呼用语。位置在信内地址下方一、二行的地方,从该行的顶格写起,在称呼后面一般用逗号(英国式),也可以用冒号(美国式)。  (1)写给亲人、亲戚和关系密切的朋友时,用Dear或My dear再加上表示亲属关系的称呼或直称其名(这里指名字,不是姓氏)。例如:My dear father,Dear Tom等。 (2)写给公务上的信函用Dear Madam,Dear Sir或Gentleman(Gentlemen)。注意:Dear纯属公务上往来的客气形式。Gentlemen总是以复数形式出现,前不加Dear,是Dear Sir的复数形式。  (3)写给收信人的信,也可用头衔、职位、职称、学位等再加姓氏或姓氏和名字。例如:Dear Prof. Tim Scales, Dear Dr. John Smith。 5、  正文(Body of the Letter): 位置在下面称呼语隔一行,是信的核心部分。因此要求正文层次分明、简单易懂。和中文信不同的是,正文中一般不用Hello!(你好!)正文有缩进式和齐头式两种。每段书信第一行的第一个字母稍微向右缩进些,通常以五个字母为宜,每段第二行从左面顶格写起,这就是缩进式。但美国人写信各段落往往不用缩进式,用齐头式,即每一行都从左面顶格写起。商务信件大都采用齐头式的写法。  6、  结束语(Complimentary Close): 在正文下面的一、二行处,从信纸的中间偏右处开始,第一个词开头要大写,句末用逗号。不同的对象,结束语的写法也不同。  (1)写给家人、亲戚,用Your loving grandfather,Lovingly yours,Lovingly等;   (2)写给熟人、朋友,用Yours cordially,Yours affectionately等;  (3)写业务信函用Truely yours(Yours truely),Faithfully yours(Yours faithfully)等;  (4)对上级、长辈用Yours obediently(Obediently yours),Yours respectfully(Respectfully yours)等。  7、  签名(Signature) : 低于结束语一至二行,从信纸中间偏右的地方开始,在结束语的正下方,在签完名字的下面还要有用打字机打出的名字,以便识别。职务、职称可打在名字的下面。当然,写给亲朋好友的信,就不必再打了。  8、  附言(Postscript) : 一封信写完了,突然又想起遗漏的事情,这时用P.S.表示,再写上遗漏的话即可,要长话短说。通常在信末签名下面几行的左方,应于正文齐头。  注意:在正式的信函中,应避免使用附言。  9、  附件(Enclosure) : 信件如果有附件,可在信纸的左下角,注上Encl:或Enc:  例如:Encl:2 photos(内附两张照片)。如果福建附件不止一项,应写成Encl:或Encs。  我们有时可看到在称呼与正文之间有Re:或Subject:(事由)字样。一般在信纸的中间,也可与“称呼”对齐。还应在底下加横线,以引起读信人的注意,使收信人便于在读信之前就可了解信中的主要内容。事由一般在公务信函中使用,也可以省略 中英文地址的写法 1、***室 / 房 RM. *** ***村(乡) *** Village  2、***号 No. *** ***号宿舍 *** Dormitory 3、***楼 / 层 *** /F ***住宅区 / 小区 *** Residential Quater  4、甲 / 乙 / 丙 / 丁 A / B / C / D ***巷 / 弄 *** Lane  5、***单元 Unit *** ***号楼 / 幢 *** Buld  6、***公司 *** Com. / *** Crop ***厂 *** Factory  7、***酒楼/酒店 *** Hotel ***路 *** Road 8、***花园 *** Garden ***街 *** Street  9、***县 *** County ***镇 *** Town 10、***市 *** / *** City ***区 *** District  11、*** 信箱 Mailbox *** ***省 *** Prov.  英文地址一般的写法与我们描述的相反,由小写到大,以下为示范: 例如: 宝山区示范新村37号403室 Room 403,No.37,ShiFan Residential Quarter, BaoShan District  虹口区西康南路125弄34号201室 Room 201,No.34,Lane 125,XiKang Road(South),HongKou District  河南省南阳市中州路42号 Room 42, Zhongzhou Road,Nanyang City, Henan Prov.  湖北省荆州市红苑大酒店 Hongyuan Hotel, Jingzhou city, Hubei Prov. 河南南阳市八一路272号特钢公司 Special Steel Corp,No.272, Bayi Road,Nanyang City, Henan Prov.  中山市东区亨达花园7栋702 Room 702, 7th Building, Hengda Garden, East District, Zhongshan  福建省厦门市莲花五村龙昌里34号601室 Room 601, No.34 Long Chang Li, Xiamen, Fujian  厦门公交总公司承诺办 Cheng Nuo Ban, Gong Jiao Zong Gong Si, Xiamen, Fujian  山东省青岛市开平路53号国棉四厂二宿舍1号楼2单元204户甲 NO. 204,Entrance A, Building NO. 1, The 2nd Dormitory of the NO. 4 State-owned Textile Factory, 53 Kaiping Road, Qingdao, Shandong 英文地址的写法 一、寄达城市名的批译 :   我国城市有用英文等书写的,也有用汉语拼音书写的。例如“北京”英文写为“Peking”,汉语拼音写为“Beijing”二者虽然都是用拉丁字母,但拼读方法不同,前者是以音标相拼,而后者则是用声母和韵母相拼的,批译时要注意识别,以免错译。  二、街道地址及单位名称的批译:    常见有英文书写、汉语拼音书写、英文和汉语拼音混合书写三种。 1、英文书写的,例如Address:6 East Changan Avenue PeKing译为北京市东长安街6号; 2、汉语拼音书写的,例如:105 niujie Beijing译为北京市牛街105号; 3、英文、汉语拼音混合书写的,例如:NO.70 dong feng dong Rd.Guangzhou译为广州东风东路70号。  三、机关、企业等单位的批译:    收件人为机关、企业等单位的,应先译收件人地址,再译单位名称。批译方法为:    1、按中文语序书写的要顺译。 例如:SHANGHAI FOODSTUFFS IMP AND EXP CO. 译为:上海食品进出口公司;    2、以英文介词短语充当定语,一般位于被修饰的名词之后,译在该名词之前。 例如:Civil Aviation Administration Of China 译为:中国民航局:   3、机关、企业单位的分支机构一般用英文“branch”(分部、分公司等)表示。 例如:Beijing Electron Co. Ltd Xian branch 译为:北京电子有限公司西安分公司。 四、姓名方面:      外国人习惯是名(First name)在前,姓(Last name)在后。若碰到让您一起填的,最好要注意一  下顺序,不过你要是填反了,也没关系。中国银行收支票时是都承认的。 例如:刘刚,可写成Gang Liu,也可写成Liu Gang。 五、地址翻译——翻译原则:先小后大。 1、中国人喜欢先说大的后说小的,如**区**路**号。 而外国人喜欢先说小的后说大的,如 :**号**路**区,因此您在翻译时就应该先写小的后写大的。例如:中国山东省青岛市四方区洛阳路34号3号楼4单元402户,就要从房开始写 起: Room402,Unit4,Building3,No.34.LuoyangRoad,sifangDistrict,QingdaoCity,Shandong Prov,China (逗号后面有空格)。  注意:其中路名、公司名、村名等均不用翻译成同意的英文,只要照写拼音就行了。 因为您的支票是中国的邮递员送过来,关键是要他们明白。技术大厦您写成Technology Building,他们可能更迷糊。 注意:填写姓名时,姓在前,名在后,中间空格,首字母大写。填写地址时,从小地址到大地址,逗号或空格后的第一个字母大写。  常见中英文地址对照 201室——Room 201  12号——No.12  2单元——Unit 2  3号楼——Building No.3  长安街——Changan Street  南京路——Nanjing Road  长安公司——Changan Company  宝山区——BaoShan District  酒店——Hotel  花园——Garden  县——County  镇——Town 市——City  省——Province  室/房——Room  村——Vallage 号——No.  号宿舍——Dormitory  楼/层/F住宅区/小区——Residential/Quater  甲/乙/丙/丁A/B/C/D    巷/弄——Lane  单元——Unit  号楼/栋——Building  公司——Com./Crop/LTD.CO 厂——Factory  酒楼/酒店——Hotel 路——Road 花园——Garden  街——Street 信箱——Mailbox 或Postbox 区——District 院——Yard  大学——College 本文档由香当网(https://www.xiangdang.net)用户上传

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