人教PEP版四年级上册英语全册教案(含单元知识点总结)


    Unit 1 My classroom 教材分析 本单元学习的主题是新学期开始打扫新更换的教室。教学内容主要是通过学生们谈论、打扫教室的情景来呈现的。教学重点是能够听、说、认读核心句型“What’s in the classroom?”“Let’s go and see!”“—Where is it? —It’s near the window.”“Let’s clean the classroom.”“Let me clean the teacher’s desk.”;能够听、说、认读单词和短语“classroom, window, blackboard, light, picture, door, teacher’s desk, computer, fan, wall, floor”。 教学目标 知识与能力目标: 句型 ·能够听、说、认读句型“What’s in the classroom?”“Let’s go and see!”“—Where is it? —It’s near the window.”“Let’s clean the classroom.”“Let me clean the teacher’s desk.” ·能够在情景中运用句型“—Where is…? —It’s in/on/under/near the…”询问并回答物品的位置 ·能够在情景中运用句型“Let’s…”“Let me…”提出行动建议 ·能够按意群朗读“—Where is the green book? —It is under the teacher’s desk.”等四组句子 词汇 ·能够听、说、认读单词和短语“classroom, window, blackboard, light, picture, door, teacher’s desk, computer, fan, wall, floor” ·能够正确使用上述词汇描述教室里的物品及设施 ·能够在有意义的语境中正确书写上述词汇 语音 ·能够掌握a-e的发音规则,即a-e在单词中发长音/eɪ/ ·能够读出符合a-e发音规则的单词,并能够根据发音拼写出符合a-e发音规则的单词 情感态度、文化意识、学习策略目标: ·学习礼貌言行,能够对请求、道歉等行为做出恰当反应 ·具有讲卫生、爱整洁的意识 ·能够根据a-e的发音规则拼读单词,并能够根据a与a-e的发音规则拼写单词 课时安排 第一课时: Part A Let’s talk & Let’s play 第二课时: Part A Let’s learn & Let’s do 第三课时: Part A Let’s spell 第四课时: Part B Let’s talk & Let’s play 第五课时: Part B Let’s learn & Colour and say 第六课时: Part B Read and write & Let’s check & Let’s sing The first period(第一课时) Part A Let’s talk & Let’s play ▶教学内容与目标 课时教学内容 课时教学目标 Let’s talk ·通过观察、谈论Let’s talk板块的图片,能够理解对话大意 ·能够按照正确的语音、语调及意群朗读对话,并能够在小组中进行角色扮演 ·能够在情景中运用句型“—Where is…? —It’s in/on/under/near…”询问并回答物品的位置 ·能够在情景中恰当运用句型“What’s in the classroom?”“Let’s go and see!”谈论教室 ·能够在语境中借助图片等帮助理解新词“classroom, really, picture, near, window”的意思,并能够正确发音 Let’s play ·通过本部分提供的教学活动,进一步巩固对方位介词的理解和运用及操练本课时的重要句型“—Where is…? —It’s in/on/under/near…” ▶教学重点 1能够按照正确的语音、语调及意群朗读对话,并能够在小组中进行角色扮演。 2能够理解和掌握本课重点句型“What’s in the classroom?” “Let’s go and see!”“—Where is…? —It’s in/on/under/near…”。 3能够在情景中运用以上句型与他人谈论相关话题。 ▶教学难点 能够在语境中灵活运用以上句型。 ▶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、头饰、单词卡片等。 Teaching purpose① 通过与学生的自由谈话拉近师生间的距离,创造和谐愉悦的学习环境,并引出本课句型“What’s in…?”。通过Let’s do复习以前学过的方位介词on, in, under等,为后面的学习做好铺垫。 ▶教学过程 Step 1: Warm-up & Revision & Lead-in① 1. Greetings. 2. Enjoy an English song—We have a new classroom. (出示课件) 3. Free talk. T: Hello, S1. What’s in your pencil box? S1: (Open the pencil box.) A pen, three pencils, a ruler… The teacher asks more students to answer the question of “What’s in your pencil box?” 4. Let’s do. T: Boys and girls, let’s play a game — “I say, you do.” Teaching purpose② 在导入环节,教师继续使用句型“What’s in your…?”对学生的绘画内容进行提问,提前进行新句型及常用语“Really? Let’s go and see.”的渗透,使学生能自然进入英语的学习氛围中。 Show me your ruler. Put your pencil on your desk. Put your crayon in your bag. Put your eraser on your English book. … 5. Lead-in.② T: OK. Let’s have a break. Take out your pencil and crayons to draw a picture. Then the teacher asks students to stand up and answer: T: S1, what’s in your picture? S1: Some flowers. T: Really? Let’s go and see. Oh, your flowers are beautiful! S2, what’s in your picture? S2: An apple. T: Really? Let’s go and see. Oh, your apple is big and red! Teaching purpose③ 学习Let’s talk板块的对话之前,先通过图片和实物学习新词汇“classroom, picture, window, near the window”及句子“It’s near the window.”,为后面理解对话清除障碍。 … Step 2: Presentation 1. Learn the new vocabulary “classroom, picture, window, near the window”.③ (1)Look and learn. T: Good, your pictures are very nice. Look! I have some pictures, too. Class, all the things in the pictures are in our new classroom. Show a picture of “classroom”. (课件出示:教室的图片及单词) T: Look! This is a new classroom. Read after me: class/klɑːs/-room/ru:m/, classroom . Write down the word “classroom” on the blackboard and teach it. Show another picture with a cover. (课件出示:一张被遮住的图画的图片) T: Guess! What is it? Ss: 图画。 T: Really? Let’s have a look! Yes. It’s a picture. Read after me: c/k/-ture/tʃə(r)/, picture . Write down the word “picture” on the blackboard and teach it. T: Do we have pictures in our classroom? Where are they? Ss: Yes, they are on the… T: Yes, they are on the wall. Point to a picture near the window and teach the phrase “near the window” and the sentence “It’s near the window.” (课件出示:一张在窗户附近的图画及短语near the window) T: (Point to a picture near the window on the PPT.) Where is the picture? Ss: It’s near the window. T: Yes, it’s near the window. Read after me: n/n/-ear/ɪə(r)/, near/nɪə(r)/, w/w/-i/I/-n/n/-d/d/-ow/əʊ/, window . It’s near the window. Write down the sentence “It’s near the window.” on the blackboard and teach it. (2)Ask and answer. The teacher asks questions and let students answer them with the sentence structures “—Where is the…? —It’s near the…” according to some objects or word cards. Teaching purpose④ 通过头饰和PPT图片创设情境,引入Let’s talk板块的对话,先让学生观察图片,说说图片中的教室里都有哪些物品,一来检测学生对新词的掌握情况,二来可以降低学习难度,为后面的学习扫清障碍。 2. Learn the dialogue of “Let’s talk”.④ Show the headdresses of Sarah and Zhang Peng. T: Who are they? Ss: Sarah and Zhang Peng. Show the picture of Sarah and Zhang Peng’s new classroom. (出示课件) T: Class, we have a new classroom. This is Sarah and Zhang Peng’s new classroom. They’re happy, because they have a new classroom. What’s in the classroom? Let’s go and see! S1: Many desks and chairs. S2: A window. S3: Some pictures. … Write down the sentences “We have a new classroom.” “What’s in the classroom?” “Let’s go and see!” on the blackboard. T: Good job! Guess! What are Sarah and Zhang Peng talking about? S1: They are talking about the new classroom. S2: They are talking about the picture. Teaching purpose⑤ 听对话,通过三个问题检测学生对对话的理解。 3. Listen to the dialogue and answer the questions.⑤ T: Well done! Let’s listen to the recording with the questions. Underline the answers in the books. Let’s go and see! (课件出示:教材P4 Let’s talk板块的音频) Teaching purpose⑥ 听录音跟读,引导学生按照正确的语音、语调朗读对话。采用分角色表演的方式对重要句型进行操练,帮助学生理解并运用这些句型。 Ask students to answer the questions. S1: It’s so big. S2: It’s Sarah’s picture. S3: It’s near the window. Step 3: Practice⑥ 1. Listen to the dialogue again and imitate. Play the recording and let students listen and imitate sentence by sentence. 2. Read the dialogue. Ask students to read the dialogue freely and then in pairs or in groups. 3. Read and act out. T: Let’s read the dialogue in roles. Girls will be Sarah. Boys will be Zhang Peng. Then act out in pairs and show in class. T: Who will be Sarah and Zhang Peng? Now, find your partners and act it out. I will select the best pair. The red star is for the winner! 4. Play a game. Borrow some pencil boxes from students and hide the pencil boxes in different places. T: Where is S1’s pencil box? Let some students guess. Teaching purpose⑦ 通过 Let’s play板块提供的I spy游戏进一步练习并巩固新词汇及句型“—Where is…? —It’s in/on/ under/near the...”。 T: What’s in his/her pencil box? Open the pencil box and let students answer. 5. Let’s play.⑦ Present the picture of “Let’s play”. (出示课件) T: I see something in the picture. It begins with “c”. What is it? S1: It’s a crayon. T: Really? Let’s go and see! Where is it? S1: It’s in the desk. S2: It’s a car. It’s on the desk. S3: I see a crayon, too. It’s on the floor. T: Good job, kids! Now boys and girls, let’s play a game: I spy. (游戏说明:当教师说“I spy. I spy. I see a letter ‘p’.”,学生可以问“Where is it?”。教师告诉学生在哪里,然后学生必须告诉教师那是什么。) Make a model: Teaching purpose⑧ 在巩固和拓展环节,通过编写并展示对话和画并谈论学生新教室的图片,培养和提高学生的综合语言运用能力。 T: I spy. I spy. I see a letter “p”. S1: Where is it? T: It’s near the window. S1: It’s a picture. Then let students practice in pairs. Step 4: Consolidation & Extension⑧ 1. Ask and answer in pairs. Show the picture of a classroom. (课件出示:另一幅教室图片) Ask students to make their own dialogues according to the picture. Practice in pairs and act it out in class. 2. Draw the new classroom and talk about it. 3. Show time. T: So nice! You all have your new classroom. You must keep your classroom clean and beautiful. ▶板书设计 ▶作业设计 1. Practice the dialogue. 2. Talk about your classroom with your partner. 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教学流程简洁明了,过渡自然流畅,重点突出,借助各种教学手段降低难度、突破教学难点。 2教师利用图片、实物、肢体语言等手段,让学生更直观地理解新词汇。 3通过图片、PPT等创设虚拟的语言情境,让学生在情景中真实自然地运用所学语言知识进行交流,达到了学以致用的目的。 4板书设计简练,学生在拓展环节能够根据板书内容编写新对话,对教学起到了很好的辅助作用。 ▶Teaching Contents & Teaching Aims Let’s talk ·Be able to understand the main idea of the dialogue by observing and talking about the pictures. ·Be able to read the dialogue correctly, fluently and emotionally, and then act it out in groups. ·Be able to use the sentence structures “—Where is…? —It’s in/on/under/near…” to ask and answer the locations of objects in situations. ·Be able to use the sentence structures “What’s in the classroom?”“Let’s go and see!” properly to talk about the classroom. ·Be able to understand and read the new words “classroom, really, picture, near, window”. Let’s play ·Be able to consolidate the prepositions of the position and use the sentence structures “—Where is…? —It’s in/on/under/near…” to communicate in real language situations. ▶Teaching Priorities ·Be able to read the dialogue correctly, fluently and emotionally, and then act it out in groups. ·Be able to understand and master the key sentence structures “What’s in the classroom?”“Let’s go and see!”“—Where is…? —It’s in/on/under/near…” ·Be able to use the above sentence structures to talk about related topics with others in situations. ▶Teaching Difficulties ·Be able to use the above sentence structures flexibly in situations. ▶Teaching Procedures Teaching Stages Teacher’ s Activities Students’ Activities Teaching Purposes Warm-up & Revision & Lead-in 1. Greetings. 2. Enjoy an English song—We have a new classroom. 3. Free talk. 4. Let’s do. 5. Lead-in. 1. Greetings. 2. Enjoy the song. 3. Perceive the key sentence structure. 4. Review the words “in, on, under…”. 5. Draw a simple picture and answer the question “What’s in your picture?” Review the words that students have learnt and lead in the new sentence structure to prepare for the new lesson. Presentation 1. Teach the new vocabulary “classroom, picture, window, near the window”. 2. Teach the dialogue of “Let’s talk”. Talk about the picture and teach the sentences “We have a new classroom.” “What’s in the classroom?” “Let’s go and see!” 3. Play the recording and ask some questions. 1. Learn the new vocabulary. 2. Talk about the picture. Learn the dialogue of “Let’s talk”. Learn the key sentences. 3. Listen to the recording and answer the questions. Learn the new words, phrase and sentences before the learning of the dialogue. Sweep the language barrier. Make sentences with objects or pictures to consolidate the sentence structures and deepen the understanding of the dialogue. Practice 1. Listen to the dialogue again and imitate. Play the recording again and let students listen and imitate. 2. Read the dialogue. 3. Read and act out. 4. Play a game. 5. Let’s play. Present the picture of “Let’s play”. Make a demonstration. 1. Listen to the recording again and imitate. 2. Read the dialogue in different ways. 3. Read and act out. 4. Play a game. 5. Let’s play. Play the game and practice in pairs. Lead students to read the dialogue according to the correct pronunciation and intonation. Use games and role-play to practice the key sentence structures to help students understand and use them. (续表) Teaching Stages Teacher’ s Activities Students’ Activities Teaching Purposes Consolidation & Extension 1. Show the picture of a classroom. Ask students to make their own dialogues. 2. Draw the new classroom and talk about it. 3. Ask students to show. 1. Make a new dialogue. 2. Draw a picture of the new classroom. Talk about it in groups. 3. Act it out. Cultivate and improve students’ comprehensive language using ability by making the dialogue. Homework 1. Practice the dialogue. 2. Talk about your classroom with your partner. 3. Do the exercises. The second period(第二课时) Part A Let’s learn & Let’s do ▶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、认读单词“classroom, window, blackboard, light, picture, door” ·能够听、说单词“TV” ·能够在情景中熟练运用句型“—What’s in the classroom? —One blackboard…”来问答教室中的各种物品 Let’s do ·能够听懂指令并根据指令做出正确的动作反应 ·能够通过操练在情景中恰当运用“open, turn on, close, put up, clean”等动词(短语) ·能够培养学生节约能源的意识 ▶教学重点 能够理解和掌握句型“What’s in the classroom?”及重点单词“classroom, window, blackboard, light, picture, door”。 ▶教学难点 1能够掌握句型“What’s in the classroom?”及重点单词“classroom, window, blackboard, light, picture, door”。 2能够在情景中熟练运用动词(短语)“open, turn on, close, put up, clean”。 ▶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 通过欣赏歌曲,活跃学习氛围,为开展新课的教学做好铺垫。 ▶教学过程 Step 1: Warm-up & Lead-in 1. Greetings. T: Hello, everyone. Welcome back to our classroom! 2. Enjoy the song—In the classroom. (出示课件)① Teaching purpose② 通过呈现生活中的教室来创设情境,引出本课的主题。 3. Free talk. T: What’s in the classroom? Ss: One blackboard… 4. Lead-in. Write down the topic “Unit 1 My classroom” on the blackboard. Step 2: Presentation② 1. Teach the word “classroom”. (课件出示:一间教室的图片) T: What’s this? Ss: It’s a classroom. Teach the word “classroom” and write it down on the blackboard. Ask students to read the word three times to help them understand the spelling and the word formation of “classroom”. T: class + room=classroom. cl/kl/-a/ɑː/-ss/s/-r/r/-oo/u:/-m/m/, classroom. Let students read it after the teacher. Then show another picture of “classroom” on the PPT. (课件出示:另一间教室图片,重点突出教室中物品的陈列) Teaching purpose③ 在进行单词教学的同时,渗透Let’s do板块动词短语的教学,巧妙地将二者合二为一。 T: What’s in the classroom? Ask students to look at the picture and answer the question. 2. Teach the word “window”.③ After students say out the word “window”, write it down on the blackboard and teach it. T: w/w/-i/I/-n/n/-d/d/-ow/ əʊ/, window. Let students read it after the teacher. T: Look at the window. (Point to an open window.) What can we do? Do the action of closing the window. Write down the sentence “Close the window.” on the blackboard and teach the word “close”.(cl/kl/-o/ əʊ/-se/z/, close .) Let students read it aloud after the teacher with the action of closing the window. Teaching purpose④ 语音是英语教学的难点。在本课新授单词door和blackboard中都有/ɔ:/的发音,通过拼读单词并进行对比,加深对该音标的认识。 3. Teach the word “door”. (课件出示:门的图片及单词)④ T: What is this? Ss: Door. Write down the word “door” on the blackboard and teach it. Emphasize that “oor” sounds / ɔ:(r)/. Point to the word “blackboard” and tell students that “oar” also sounds / ɔ:/ here. Students try to read the word “blackboard”. Show the video of opening the door on the PPT. (课件出示:开门的动画及短语) T: What can we do? Write down the sentence “Open the door.” on the blackboard and teach the word “open”(o + pen=open). Ask students to read it with the action of opening the door. Show the video of closing the door, opening the window and closing the window on the PPT. (课件出示:关门、开窗户和关窗户的动画及短语) T: Look! What else can we do? Teaching purpose⑤ 通过课件中图片和动画的呈现,教室中实物的展示及教师的肢体动作演示,引出本课的动词短语教学,帮助学生掌握并运用于实际。 Get students to do the actions with the teacher and say out the sentences. 4. Teach the word “blackboard”. (课件出示:黑板图片和对应的单词)⑤ Take out the word card of “blackboard”. Cover the word “board”. Let students read “black” aloud. Then show the whole word “blackboard”. Get students to read it. At last, write it down on the blackboard. Show a picture of Sarah cleaning the blackboard on the PPT. (课件出示:教材P5 Sarah擦黑板的图片及短语) T: What is she doing? Ss: She’s cleaning the blackboard. Write down the sentence “Clean the blackboard.” on the blackboard and teach the word “clean” (cl/kl/-ea/i:/-n/n/, clean/kli:n/). Let students read the sentence “Clean the blackboard.” aloud after the teacher with the action. Show some pictures. (课件出示:首先呈现一张教室脏乱的图片,通过点击鼠标控制,图片上的门、窗户、桌子和椅子能被打扫干净) T: Wow! This classroom is so dirty. What can we do? I can clean the window. You can… S1: Clean the door. S2: Clean the desks. … Teaching purpose⑥ 在教授picture时,通过呈现单词局部设疑,讲解“-ture”在单词中的音标,借助语音知识帮助学生更好地记忆单词。通过对短语turn on的教学,结合生活实际,培养学生节约能源的意识。 5. Teach the words “picture, light” in the same way.⑥ (1)Show a picture and teach the word “picture”. (课件出示:一幅图片及单词picture) Write down the word “picture” on the blackboard, and write “ture” with a red chalk. T: “-ture” sounds /tʃə(r)/. p/p/-i/ɪ/-c/k/-ture/tʃə(r)/, picture . Use the phonetic knowledge to help students remember the word better. (2)T: Let me put up the picture on the blackboard. Write down the sentence “Put up the picture.” on the blackboard and ask students to read it and do the action together. T: Look at the two words “put” “up”. p/p/-u/ʊ/-t/t/, put/pʊt/, u/ʌ/-p/p/, up/ʌp/. Get students to read in the same way. (3)Show the picture of “light” on the PPT. Then teach the word “light”. (课件出示:灯的图片及单词) T: l/l/-igh/aɪ/-t/t/, light/laɪt/. Get students to read it. (4)Turn on the light in the classroom, and teach the sentence “Turn on the light.” T: t/t/-ur/ɜː/-n/n/, turn/tɜːn/. Get students to read it. Write down the sentence “Turn on the light.” on the blackboard and ask students to read it and do the action together. (5)Take out the picture of “TV”. T: What is this? Ss: TV. Teaching purpose⑦ 在向学生输入本课单词知识的基础上,通过呈现教室图片,引导学生使用重点句型进行语言的输出,并让他们学会运用可数名词复数形式进行适当的表达,辅以习题,讲练结合。 Teach the word “TV” and let students pay attention to the pronunciation. Lead students to say the sentence “Turn on the TV.” Tell them to form the habit of saving energy. 6. Show a picture of “classroom”. (课件出示:一幅教室图片,教室里有一块黑板,两盏灯,三扇窗户,许多桌子和椅子)⑦ T: There is one blackboard, two lights, three windows, many desks and chairs… Help students understand the plural forms of countable nouns. Show the corresponding exercises on the PPT. Teaching purpose⑧ 教师播放单词部分的录音,学生听录音跟读。引导学生按照正确的语音、语调朗读单词,并为后面教学环节的展开做好准备。 7. Listen, read and act.⑧ (1)Let students listen to the recording of “Let’s learn” and read after it. (出示课件) Teaching purpose⑨ 三次播放Let’s do板块的录音,每次播放都有不同的要求。由浅入深,让学生由听懂,到掌握,再到最后做出动作,顺利完成本课内容由输入到输出的过程。 (2)T: We can see all these things in our classroom. What’s in Zoom and Zip’s classroom? Let’s go and see. You can listen to the recording. Pay attention to the pronunciation and the intonation. When we state many things, the word “and” must be used before the last thing. We read the things before “and” with the rising tone, and read the last thing with the falling tone. Play the recording again and let students listen and read it twice. Ask students to act out the dialogue in pairs. Choose several groups to show the dialogue in class. Make a model: —What’s in the classroom? —One blackboard, one TV… 8. Play the recording of “Let’s do”. (出示课件)⑨ Ask students to listen for the first time and get the overall perception of the recording. Listen again. Let students point out the correct picture in their books and do the actions with the teacher. Finally, ask four students to come to the platform and do the actions. Teaching purpose⑩ 通过大小声读单词、单词与图片匹配以及省略单词部分字母,让学生补全单词的游戏,指导学生从单词的音、形、义三个层面理解单词,并结合语音来记忆单词,加深对单词音和形的掌握。 Step 3: Practice⑩ 1. Play a game—“Loudly and quietly.” (游戏说明:将本课的所有单词卡片背面朝上摆放在讲台上,每组选派一名学生配合组员完成游戏。这名学生随机拿起一张卡片,读出该单词, 如果他/她是大声读,则其他组员小声读;如果他/她是小声读,则其他组员大声读。) 2. Look and match. T: I have some pictures of these words. Can you look and match? (课件出示:本课所有单词及图片) 3. Guessing game. T: Wow! You learn so many words. Let’s play a game. Can you guess what words they are? Show the six words with some letters missing on the PPT. (课件出示:本课所有单词省略几个字母,然后逐个出示并播放单词读音) Teaching purpose⑪ 通过绘画并说一说的活动,将本课所学的知识进行有效的融合与输出,提高本课的趣味性。 Ask students to fill in the blanks according to the recording of these words. Help students spell the words according to the phonetic knowledge. For example,_ ind _ _ , “w”is /w/, and “ow” is / əʊ/. Step 4: Consolidation & Extension⑪ 1. Draw and say. Let students draw the pictures of their classroom. Ask each group to choose a student to show her/his picture in class and say what is in the classroom in the picture. 2. Enjoy a song. Enjoy the song—We have a new classroom. (出示课件) While listening to the song, recall the learning content of the class. ▶板书设计 ▶作业设计 1. Describe your classroom for your parents. 2. Copy the words “classroom, picture, blackboard, light, door, window”. 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运用歌曲引入新课,利用图片、视频等手段创设教学情境,吸引学生的注意力,激发学生的学习兴趣,帮助学生更直观地理解单词、短语等新内容。 2单词、短语、句子的操练贯穿每个教学环节,在呈现方式上有图片、动画、实物、肢体语言等多种方式。 3教授单词的过程中,适时地展开了音标教学及拼读教学,在此基础上指导并帮助学生记忆单词。 4板书设计直观,突出重点词汇和句型,起到了很好的辅助教学的作用。 ▶Teaching Contents & Teaching Aims Let’s learn ·Be able to listen, speak and read the words “classroom, window, blackboard, light, picture, door”. ·Be able to listen and speak the word “TV”. ·Be able to use the sentence structures “—What’s in the classroom? —One blackboard...” skillfully to ask and answer the objects in the classroom in situations. Let’s do ·Be able to understand the instructions and do the actions according to instructions. ·Be able to use the verbs and the verb phrases“open, turn on, close, put up, clean” properly in the situation through practice. ·Be able to cultivate students’ awareness of energy conservation. ▶Teaching Priorities ·Be able to understand and master the sentence structure “What’s in the classroom?” and the key words “classroom, window, blackboard, light, picture, door”. ▶Teaching Difficulties ·Be able to master the sentence structure “What’s in the classroom?” and the key words “classroom, window, blackboard, light, picture, door” in situations. ·Be able to use the verbs and the verb phrases “open, turn on, close, put up, clean” skillfully in situations. ▶Teaching Procedures Teaching Stages Teacher’ s Activities Students’ Activities Teaching Purposes Warm-up & Lead-in 1. Greetings. 2. Enjoy the song—In the classroom. 3. Free talk. 4. Lead-in. 1. Greetings. 2. Enjoy the song. 3. Review the main sentences they have learnt. 4. Read the topic. Create learning atmosphere by enjoying the song. Quickly review the sentences to lead in the new lesson. Presentation 1. Teach the word “classroom”. Show a picture of “classroom” on the PPT. Teach “classroom” and write it down on the blackboard. Look at the picture and learn the word “classroom”. 2. Teach the word “window”. Teach and write down the word “window” on the blackboard. Write down the sentence “Close the window.” on the blackboard and teach the word “close”. Learn the word “window”. Learn and read the sentence “Close the window.” aloud with the action of closing the window. (续表) Teaching Stages Teacher’ s Activities Students’ Activities Teaching Purposes Presentation 3. Teach the word “door”. Teach the word “door”. And write down the word on the blackboard. Write down the sentence “Open the door.” on the blackboard and teach the word “open”. Read and learn the word “door”. Learn and read the sentence “Open the door.” aloud with the action of opening the door. Create a situation to lead in the topic of this lesson. The two parts “phonetic teaching and word teaching, word teaching and verb phrases teaching” permeate each other and complement each other. Use phonetic symbols to help students remember the words better. 4. Teach the word “blackboard”. Teach the word “blackboard”. Write the sentence “Clean the blackboard.” on the blackboard and teach the word “clean”. Read and learn the word “blackboard”. Learn and read the sentence “Clean the blackboard.” aloud with the action. 5. Teach the word “picture, light”. (1)Use the phonetic knowledge to help students remember the word “picture” better. (2)Write down the sentence “Put up the picture.” on the blackboard and ask students to do the action together. (3)Show the picture of “light” on the PPT. Then teach the word “light”. (4)Turn on the light in the classroom, and teach the sentence “Turn on the light.” (5)Teach the word “TV” and the sentence “Turn on the TV.” (1)Learn and read the word “picture”. (2)Read the sentence “Put up the picture.” aloud after the teacher with the action. (3)Learn and read the word “light”. (4)Read the sentence “Turn on the light.” aloud after the teacher with the action. (5)Read the word “TV” and the sentence “Turn on the TV.” Help students better memorize the new vocabulary and sentences. Combine the teaching with the reality to cultivate student’s awareness of energy saving. (续表) Teaching Stages Teacher’ s Activities Students’ Activities Teaching Purposes Presentation 6. Show a picture of “classroom”. Describe the classroom. Lead students to complete the exercises. Complete the exercises and understand the plural forms of countable nouns. Lead students to use the key sentence structures to express properly. Help them to understand the plural forms of countable nouns. Make preparations for the following teaching. 7. Listen, read and act. Play the recording of “Let’s learn”. Listen and follow the recording. Act out the dialogue. 8. Play the recording of “Let’s do”. Listen to the recording three times, and do the actions. Practice 1. Play a game — “Loudly and quietly.” Read the words. Deepen the understanding of the forms and the meanings of words. Lead students to memorize the words with phonetics. Deepen the mastery of the sounds and the forms of words. 2. Look and match. Show pictures of the new words. Quickly match the words with pictures. 3. Guessing game. Show the six words with some letters missing. Fill in the blanks. Consolidation & Extension 1. Draw and say. Draw a picture of the classroom and talk in class. The knowledge learned in this lesson is effectively integrated and output. Through the relaxing song, let students recall what they have learned in this lesson. 2. Enjoy a song. Listen to the song and recall the learning content of the class. Homework 1. Describe your classroom for your parents. 2. Copy the words “classroom, picture, blackboard, light, door, window”. 3. Do the exercises. The third period(第三课时) Part A Let’s spell ▶教学内容与目标 课时教学内容 课时教学目标 Let’s spell ·能够感知并归纳a-e在单词中的发音规则,即a-e在单词中发长音/eI/ ·能够读出符合a-e发音规则的单词 ·能够根据单词的读音拼写出符合a-e发音规则的单词 ▶教学重点 1能够归纳a-e在单词中的发音规则,即a-e在单词中发长音/eɪ/。 2能够读出符合a-e发音规则的单词。 ▶教学难点 能够根据单词的读音拼写出符合a-e发音规则的单词。 ▶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 通过相互问候和自由谈话活动,与学生产生亲切感,拉近彼此的距离。通过有韵律的歌谣,将学生带入一个轻松愉快的学习氛围中,并且通过歌谣复习字母a在重读闭音节中发短音/æ/的规律。 ▶教学过程 Step 1: Warm-up & Revision① 1. Greetings and free talk. 2. Listen to a chant and review the sound of “/æ/”. T: Let’s listen to a chant together. T: Listen again. Then tell me the words you hear in the chant. Ss: Apple./Ant./Cat./Cap. T: They have the same letter “a” and the letter “a” sounds /æ/. Read together. 3. Show and read some words. (课件出示:单词dad, hat, map, bag) Let students read the words in groups. Give a prize to the best group. Teaching purpose② 通过教材提供的歌谣创设情景,引出单词“name, Jake, face, cake, make, date, Dave”,引导学生初步感知和体验a-e的发音规则。 Step 2: Presentation 1. Lead-in.② Create a situation and introduce the open syllable words with the letter “a”. (1)Teach the words “name, Jake, face”. Show Jake’s photo. (课件出示:Jake的照片) T: Look at the boy. He’s my friend. His name is Jake. /n/-/eɪ/-/m/, name/neɪm/; /dʒ/-/ eɪ/-/k/, Jake/ dʒeɪk/. Let students repeat the words “name, Jake” and write them down on the blackboard. T: He has a small face. /f/-/eɪ/-/s/, face/feɪs/. Let students repeat the word “face” and write it down on the blackboard. (2)Teach the words “cake, make”. Show a picture of a cake. (课件出示:一张蛋糕的图片) T: Oh, what’s this? Yes, it’s a birthday cake. Jake can make a cake. /k/-/eɪ/-/k/, cake/keɪk/; /m/-/eɪ/-/k/, make/meɪk/. Let students repeat the words “cake, make” and write them down on the blackboard. (3)Teach the words “date, Dave”. Show Dave’s photo. (课件出示:Dave的照片) T: Is this Jake? No, he’s Dave. Can Dave make a cake? No, he can’t. But he likes to eat cake. Dave’s birthday is coming, so Jake will make a cake for Dave. What’s the date of Dave’s birthday? Dave, /d/-/eɪ/-/v/, /deɪv/; date, /d/-/eɪ/-/t/, /deɪt/. Teaching purpose③ 教师在教学中通过拆音、拼音和分类等语音意识训练活动,引导学生观察、发现并归纳出a-e在单词中的发音规则。 Let students repeat the words “Dave, date” and write them down on the blackboard. 2. Learn the pronunciation rule of “a-e”.③ (1)Find the common letters. Show the words “name, Jake, face, cake, make, date, Dave” on the PPT. (出示课件) Play the recording of “Read, listen and chant”. (课件出示: 教材P6 Read, listen and chant部分的音频) T: Boys and girls, let’s listen to the recording. Pay attention to the words on the PPT. What can you find? Ss: They have the same letter “a”, and they have the same letter “e” at the end. (2)Learn the pronunciation of “a-e”. T: Great! They all have “a-e”. The letter “e” at the end is silent. Let’s read these words again. Pay attention to their pronunciation. T: Yes, “a-e” sounds “/eɪ/”. Look at my mouth: /eɪ/, /eɪ/, /eɪ/. Pay attention to the letter “e”. It’s silent. (3)Read after the recording. Play the recording again. (出示课件) Let students read after the recording and pay attention to the pronunciation and the intonation. Let students read the words by themselves. (4)Try to pronounce the words. Show more words with “a-e”. Spell first, then let students pronounce the following words. Teaching purpose④ 通过朗朗上口的歌谣,让学生掌握a-e的发音规则;通过Read, listen and tick部分的听力活动对比a和ae的发音,训练a和ae的音—形对应关系;通过Listen, circle and write部分的听音写单词活动帮助学生按照发音规则拼写单词,并辨认词形。 Step 3: Practice④ 1. Let’s chant. 2. Read, listen and tick. Read the words in the book. Let students pay attention to the sounds /æ/ and /eɪ/. Listen to the recording and tick the right words. (课件出示:教材P6 Read, listen and tick的音频) Check the answers. Answers: 1. cake 2. dad 3. hate 3. Listen, circle and write. Listen to the recording and try to circle the right letters and write the right words. (课件出示:教材P6 Listen, circle and write的音频) First let students observe the pictures carefully and make predictions. Then play the recording and let students listen, circle and write. Let students pay attention to the handwriting. Check the answers. Answers: cake map face Teaching purpose⑤ 通过将所给单词按读音分类和听音填空补全短文两个活动,巩固语音知识并检测学生对本节课a-e发音及发音规则的掌握情况。 Step 4: Consolidation & Extension⑤ 1. Classify the given words. Let students read the following words and classify them according to their pronunciations. Ask them to discuss with their partners. Check the answers. Answers: bag: A C D G H Kate: B E F I J K 2. I can finish the passage. Listen to the passage and fill in the blanks. (课件出示:填空练习题) Check the answers. And read the passage. Answers: My name is Kate. I can make a cake. This is my cap. It’s in my bag. Where’s my cat? It’s on the map. ▶板书设计 ▶作业设计 1. Read the chant for your family. 2. Try to find more words with “a-e” that sounds “/eɪ/”. 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通过热身阶段的师生问好和自由谈话活动,拉近了彼此的心理距离。 2在复习环节通过有韵律的歌谣,复习字母a在重读闭音节中发短音//的规律;在练习环节,通过相同韵律的歌谣巩固a-e在开音节中发长音/eɪ/的规律,让学生在轻松愉快的氛围中复习旧知、巩固新知。 3教师在教学中通过拆音、拼音和分类等语音意识训练活动,引导学生观察、发现并自己归纳出a-e在单词中的发音规则,很好地体现了课堂教学中以学生为主体的教学理念。 4板书设计直观,重难点一目了然,起到了辅助教学的作用。 ▶Teaching Contents & Teaching Aims Let’s spell ·Be able to conclude and summarize the pronunciation rule of “a-e” in words. ·Be able to read the words that conform to the pronunciation rule of “a-e”. ·Be able to spell the words that conform to the pronunciation rule of “a-e”. ▶Teaching Priorities ·Be able to summarize the pronunciation rule of “a-e” in words. ·Be able to read the words that conform to the pronunciation rule of “a-e”. ▶Teaching Difficulties ·Be able to spell the words that conform to the pronunciation rule of “a-e”. ▶Teaching Procedures Teaching Stages Teacher’ s Activities Students’ Activities Teaching Purposes Warm-up & Revision 1. Greetings and free talk. 2. Play a chant and review the sound of “/æ/”. 3. Show the words “dad, hat, map, bag”. And let students read. 1. Greetings and free talk. 2. Listen to a chant and review the sound of “/æ/”. 3. Read the words in groups. Bring students into a relaxing and happy learning atmosphere through the rhythmic chant. Review the sound of letter “a” in stressed closed syllables. Presentation 1. Lead-in. (1)Teach the words “name, Jake, face”. (2)Teach the words “cake, make”. (3)Teach the words “date, Dave”. Understand the meaning of the words and repeat the words. Create a situation. Lead students to perceive the pronunciation rule of “a-e”. 2. Teach the pronunciation rule of “a-e”. (1)Show the words “name, Jake, face, cake, make, date, Dave” and let students find the same letters in the words. (2)Teach the pronunciation of “a-e”. (3)Play the recording. (4)Show more words and let students try to spell them. (1)Listen to the recording and find the same letters. (2)Learn the pronunciation of “a-e”. (3)Read after the recording. Read the words by themselves. (4)Try to spell more words with “a-e”. Lead students to observe, discover and summarize the pronunciation rule of “a-e” in words. (续表) Teaching Stages Teacher’ s Activities Students’ Activities Teaching Purposes Practice 1. Play a chant. 2. Read, listen and tick. Let students pay attention to the sounds /æ/ and /eɪ/. Play the recording. Check the answers. 3. Listen, circle and write. Let students observe the pictures carefully and make predictions. Then play the recording. Check the answers. 1. Let’s chant. Practice the sound of /eɪ/. 2. Listen to the recording and tick the right words. 3. Listen to the recording and try to circle the right letters and write the right words. Consolidate the pronunciation of “a-e” through various exercises. Help students recognize the word form and spell the word according to the pronunciation rule. Consolidation & Extension 1. Classify the given words. Check the answers. 2. Finish the passage. Show the exercise and let students fill in the blanks. Check the answers. 1. Read the following words and classify them according to their pronunciation. Discuss with the partners and record the results. 2. Listen to the passage and fill in the blanks. Read the passage. Improve students’ speech recognition ability. Homework 1. Read the chant for your family. 2. Try to find more words with “a-e” that sounds “/eɪ/”. 3. Do the exercises. The fourth period(第四课时) Part B Let’s talk & Let’s play ▶教学内容与目标 课时教学内容 课时教学目标 Let’s talk ·能够在图片、PPT和老师的帮助下理解对话大意 ·能够按照正确的语音、语调朗读对话,并能够在小组中进行角色扮演 ·能够在情景中恰当运用句型“Let’s…”“Let me…”提出行动建议并做出正确反应 ·能够在语境中理解新词“teacher’s desk, clean, help”的意思,并能够正确发音 Let’s play ·通过该板块提供的教学活动,巩固并操练本课时的重要句型“Let’s…”“Let me…” ▶教学重点 1能够按照正确的语音、语调朗读对话,并能够在小组中进行角色扮演。 2能够在情景中恰当运用句型“Let’s…” “Let me…”提出行动建议并做出正确反应。 ▶教学难点 能够在情景中熟练运用句型“Let’s…” “Let me…”提出行动建议并做出正确反应。 ▶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、骰子等。 Teaching purpose① 在热身阶段,通过TPR活动,将学生所有感官调动起来,全身心地投入到英语学习中,同时将本课的重点句型“Let’s…”作为指令,让学生初步感知句型的意义及其用法。 ▶教学过程 Step 1: Warm-up & Revision & Lead-in 1. Greetings. 2. Sing an English song—We have a new classroom.(课件出示:教材P10 Let’s sing板块的歌曲音频) 3. Do the TPR action.① T: First, let’s do some actions together. I say, you do and then repeat. Let’s stand up! T: Wonderful! Are you happy now? Good. Sit down, please! 4. Revision and lead-in. Show the second picture of “Let’s talk” in Part A on the PPT. (出示课件) Point to different objects. Lead students to review the words in Part A: classroom, blackboard, light, picture, door. Then lead in the new phrase: teacher’s desk. Step 2: Presentation Teaching purpose② 教师首先利用肢体语言、抹布等道具创设情境引入并帮助学生理解、学习Let’s talk对话中出现的新短语“teacher’s desk”和单词“clean”,以及动词短语“clean the teacher’s desk/classroom/windows/blackboard/door”。 1. Teach the phrase “teacher’s desk” and the word “clean”.② T: (Point to a student’s desk.) That’s your desk. T: (Point to the teacher’s desk.) I’m a teacher. And this is my desk. This is the teacher’s desk. Read it like this: teacher—teacher’s—teacher’s desk. Let students read the phrase in groups, read by boys and girls, read one by one and so on. Show a picture of a dirty teacher’s desk on the PPT. (课件出示:一张脏的讲台图片) T: What’s this? Ss: It’s a teacher’s desk. T: Yes, but it is dirty. Let’s clean the teacher’s desk. Take out the rag and do the action of wiping the teacher’s desk to help students understand the meaning of the word “clean”. Teaching purpose③ 在创设的真实语言情境中,利用肢体语言,帮助学生理解并使用句型“Let’s/Let me clean the...”“Let me help you.”。 Students practice the phrases: clean the teacher’s desk/windows/ blackboard /door. (Practice through these ways: say in unison, rush to answer, say in groups, say one by one and so on.) 2. Teach the sentence structures “Let’s…”“Let me…”③ Look around the classroom and say, “Our classroom is messy. Let’s clean the classroom and give other teachers a surprise. OK?” Write down the sentence structure “Let’s…” on the blackboard and teach it. Point to S1 and S2 and say, “Let’s clean the desks and chairs, S1, S2.” T: For two, three or many people, we can use “Let’s…” Teach “let’s=let us”. Ask students to read the sentence “Let’s clean the classroom.” Ask a row of students to read the sentence one by one and check if they can read it correctly. T: The blackboard is dirty. I can clean it by myself. Let me clean the blackboard. Write down the sentence structure “Let me…” on the blackboard and teach it. T: For only one person, we can say “Let me…” “Let him…” or “Let her…” Ask students to read the sentence “Let me clean the blackboard.” twice. T: Who wants to clean the teacher’s desk/windows/blackboard/ door…? Let some students practice the sentences “Let me clean the teacher’s desk/windows/blackboard/door…” 3. Teach the word “help”. Take out another rag and say to S2, “Let me help you.” Clean the windows and say to students, “So many windows, who can help us?” Repeat the word “help” and teach it. Ss: Let me help you. Several students join in. The teacher says “Thank you.” to the students. T: Thank you, good boys and girls. The windows are clean now. Our classroom is clean, too. Go back to your seat! I think other teachers will be very happy! Teaching purpose④ 通过对图片的观察和简单的问答,引导学生初步预测对话内容,进一步感知整个对话的语境,培养学生的观察能力和逻辑推理能力。 4. Teach the dialogue of “Let’s talk”.④ (1)Let students have a preliminary understanding of the dialogue. Show the pictures of “Let’s talk”. (课件出示:教材P7 Let’s talk板块的图片) T: Look! Who can you see in the pictures? S1: Wu Yifan and his classmates./Wu Yifan, Mike, John and Zhang Peng. T: Right. Where are they? S2: They are in the classroom. T: Good! What are they doing in the classroom? Ss: They are cleaning the classroom. (2)Show some questions and make students understand the dialogue. Play the recording. (课件出示:教材P7 Let’s talk板块的音频) (3)Listen to the recording again and answer the questions. (4)Check the answers. Step 3: Practice 1. Listen again and repeat.⑤ Teaching purpose⑤ 学生听录音跟读,教师引导学生按照正确的语音、语调及意群朗读对话。再通过分角色读课文,让学生熟悉对话内容及结构,为后面环节的自主交流做好铺垫。 Play the recording again. (出示课件) And ask students to repeat after it. 2. Practice the dialogue in pairs or in groups. Let students read the dialogue in pairs or in groups. 3. Read the dialogue in different roles. T: Let’s read the dialogue in roles. Group 1 is Wu Yifan. Group 2 is John. Group 3 is Mike. Group 4 is Zhang Peng. T: Now read the dialogue in groups of four. Then act it out. I will reward the best group. 4. Play a game. Teaching purpose⑥ 通过Let’s play让学生能熟练运用句型。先由教师示范,让学生明白游戏规则及方法,再进行小组活动,最后小组展示,检查操练效果。 Show the pictures. (课件出示:快速显示打扫教室、擦窗户、擦桌椅、擦黑板、擦讲台、擦门等图片) Ask students to say a sentence with the sentence structures “Let’s…” or “Let me…” as quickly as they can. 5. Let’s play.⑥ Take out the dice prepared before class and play with students. Teaching purpose⑦ 在拓展环节,把学生分成若干个小组,通过创设贴近生活的语言情境,让学生用本课所学词汇及句型新编一个对话,进行工作分工,提高学生的语篇输出能力,发挥其自主性和创造性。 (游戏说明:教师在课前按照教材中的示意图制作一个大的六面体骰子,出示骰子并投掷一次,按照投掷结果说句子“Let me…”“Let’s…”,然后请学生掷骰子说句子。再进行小组活动,最后小组展示。) T: Let’s clean the classroom. Throw the dice like this. OK. Let me… S1: (Throw the dice.) Let me… T: Boys and girls, are you clear? Play with your partners now. Let some groups show in class. Step 4: Consolidation & Extension⑦ 1. Create a new dialogue. Show a picture of a messy house. (课件出示:一张凌乱的房屋图片) T: Mary is ill. Her house is messy. Can we help her? Ss: Yes, we can. We can help her clean the house. T: OK. Please work in groups of four and make a dialogue. Let students make their dialogues in groups. 2. Show time. Prepare some rags. Let several groups show in class. 3. Give some presents to the performers. 4. Sum up. T: Mary is happy now. I’m also very happy that you’re helpful at school. I think you’re helpful at home, too. Please help your parents at home! ▶板书设计 ▶作业设计 1. Practice the dialogue. 2. Help your parents at home. 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通过创设各种情境,营造民主、和谐的教学气氛,引导和鼓励学生使用英语。 2在特定的语境中引入新单词,不但让学生觉得有趣,还有利于加深学生对单词的理解。 3在教学中遵循了“词不离句,句不离景”的教学规律。 4在教学过程中要时刻关注后进生和性格内向的孩子,尽可能为他们提供展示自我的机会。 ▶Teaching Contents & Teaching Aims Let’s talk ·Be able to understand the main idea of the dialogue with the help of the pictures, PPT and the teacher. ·Be able to read the dialogue with the correct pronunciation and intonation, and be able to act out in groups. ·Be able to use the sentence structures “Let’s…”“Let me…” properly to offer action suggestions and make correct response in situations. ·Be able to understand and read the new phrase and words “teacher’s desk, clean, help” in context. Let’s play ·Consolidate and practice the key sentence structures “Let’s…”“Let me…” of this period. ▶Teaching Priorities ·Be able to use the sentence structures “Let’s…”“Let me…” skillfully to offer action suggestions and make correct response in real situations. ▶Teaching Difficulties ·Be able to use the sentence structures “Let’s…” “Let me…” skillfully to offer action suggestions and make correct response in real situations. ▶Teaching Procedures Teaching Stages Teacher’ s Activities Students’ Activities Teaching Purposes Warm-up & Revision & Lead-in 1. Greetings. 2. sing an English song—We have a new classroom. 3. Do the TPR action. 4. Revision and lead-in. Show the second picture of “Let’s talk” in Part A. Then lead in the new phrase. 1. Greetings. 2. sing the English song. 3. Do the TPR action with the teacher. Review the words in Part A. 4. Look at the picture and review the words in Part A. Review the words that students have learned and lead in the key sentence structure to prepare for the new lesson. (续表) Teaching Stages Teacher’ s Activities Students’ Activities Teaching Purposes Presentation 1. Teach the phrase “teacher’s desk” and the word “clean”. Help students understand the meaning of the word “clean” with the action. Learn the phrase “teacher’s desk” and the word “clean”. Practice the phrases “clean the teacher’s desk/ windows/ blackboard/door”. Create situations and make students understand the new words and sentence structures by body language and other teaching appliances. Then make students understand the dialogue by answering some questions. 2. Teach the sentence structures “Let’s…” “Let me…” Teach the sentence structures by creating a situation and doing actions. Learn the sentence structures. Practice the sentences and use the sentence structures in the situation. 3. Teach the word “help” by creating a situation and doing actions. Understand the meaning of “help”. Use the sentence “Let me help you.” in the situation. 4. Teach the dialogue of “Let’s talk”. (1)Show the pictures and talk about them. (2)Show some questions and let students understand the dialogue. Play the recording. (3)Play the recording again. (4)Check the answers. Have a preliminary understanding of the dialogue by answering some simple questions. Listen to the recording twice and understand the dialogue deeply by thinking about the questions. (续表) Teaching Stages Teacher’ s Activities Students’ Activities Teaching Purposes Practice 1. Play the recording again and let students repeat. 2. Let students practice the dialogue in pairs or in groups. 3. Let students read the dialogue in different roles. 4. Play a game. Show the pictures on the PPT and let students use “Let’s…” or “Let me…” to say a sentence as quickly as they can. 5. Let’s play. 1. Listen to the recording and repeat. 2. Practice the dialogue in pairs or in groups. 3. Read in roles. 4. Look at the pictures and use the sentence structures to say a sentence quickly. 5. Throw the dice and say the sentence in groups. Make students master the key words and sentence structures of this lesson better by giving students enough time to practice in class. Lead students to use the key words and sentence structures through various exercises, so as to pave the way for the later independent communication. Consolidation & Extension 1. Create a new dialogue. Create a situation: Mary is ill. Her house is messy. Can we help her? 2. Show time. 3. Give some presents to the performers. 4. Sum up. 1. Work in groups of four and make a dialogue. 2. Show in class. Help students use the new words and sentence structures properly in the situation. Improve students’ discourse output ability. Homework 1. Practice the dialogue. 2. Help your parents at home. 3. Do the exercises. The fifth period(第五课时) Part B Let’s learn & Colour 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、认读单词和短语“teacher’s desk, computer, fan, wall, floor” ·能够熟练描述教室中各种物品的颜色 Colour and say ·通过完成为教室涂色并作口头表达的活动,帮助学生更好地理解词汇含义,并为学生提供运用词汇个性化表达的机会 ▶教学重点 1.能够听、说、认读单词和短语“teacher’s desk, computer, fan, wall, floor”。 2.能够熟练描述教室中各种物品的颜色。 ▶教学难点 在描述教室中物品的颜色时,能够正确使用名词单复数进行表达。 ▶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、视频、单词卡片、贴纸等。 ▶教学过程 Step 1: Warm-up & Revision & Lead-in 1. Greetings. Teaching purpose① 学生的说唱活动以之前学过的指令性祈使句为内容,用有韵律的节奏调动学生所有感官参与活动,让学生快速进入英语学习的状态,同时为下一步的学习提供知识储备。 2. Sing the song—We have a new classroom. (课件出示:教材P10 Let’s sing板块的歌曲音频) 3. Do and say.① The teacher says and students do and repeat. T: Wonderful! You are very helpful! 4. Lead-in. Show the pictures of Zoom and Zip. (课件出示:Zoom和Zip的头像) T: Zoom and Zip have a new classroom. They will go and have a look. Let’s go with them! Ss: Great! Show the picture of the classroom in “Let’s learn”. (课件出示:教材P8 Let’s learn板块的教室图片) T: Wow! Their classroom is so nice. It’s new. This is the new classroom. Teaching purpose② 改变以往单词卡或单一图片呈现单词的方式,让学生在场景中学习新单词,不但可以引起学生的学习兴趣,还能使学生感受物品的含义,并形成一个小语境,更有利于学生理解和掌握词汇。 Write down the sentence “This is the new classroom.” on the blackboard. Teach the sentence. Then let students read it one by one. Step 2: Presentation② T: OK. Let’s look at Zoom and Zip’s new classroom. What’s in the classroom? What colour is it/are they? Talk with students to review the names and colours of the objects in the classroom. Pay attention to the plural forms of nouns, such as “lights”: There are four lights. 1. Teach the new word “computer” and the new phrase “teacher’s desk”. T: Please find something in the picture of the classroom! It’s black. It’s near the blackboard. Come on, boys and girls! Point to it! Who is the first? S1: (Point to the computer.)… T: Good! You find it. You are the first. It’s a computer. Repeat “computer”. (课件出示:教材P8 Let’s learn板块中的电脑图及computer的相关内容) Teach the word “computer” syllable by syllable: /kəm/-/pju:/ -/tə(r)/,. T: What colour is the computer? S1: It’s black. T: Yes. We can say “The computer is…” S2: The computer is black. T: Good job! The computer is black. Write down the sentence “The computer is black.” on the blackboard. (课件出示:白色电脑图、红色电脑图、蓝色电脑图等) T: What colour is the computer? Let some students answer the question with the sentence structure “The computer is…” T: Look at our classroom. Where is the computer in our classroom? Ss: It’s on the teacher’s desk. (课件出示:教材P8 Let’s learn板块中的讲台图及teacher’s desk的相关内容) Teach the new phrase (teacher—teacher’s—teacher’s desk). T: What colour is the teacher’s desk in the picture? S1: It’s yellow. The teacher’s desk is yellow. T: What colour is the teacher’s desk in our classroom? S2: It’s… The teacher’s desk is… 2. Teach the new word “fan”. T: I feel hot. What can make me cool? Can you find it in the classroom? Students point to the fan and answer. T: Good! It’s a fan. (课件出示:教材P8 Let’s learn板块中的风扇图及fan的相关内容) Read the word: Fan, /f/-/æ/-/n/, /fæn/. T: What colour is the fan in the picture? S1: The fan is blue. T: What colour is the fan in our classroom? S2: It’s… Show the pictures of fans in different colours. (出示课件) Lead students to describe them with the sentence structure “The fan is…” 3. Teach the new word “wall”. T: Look at Zoom and Zip’s new classroom. Where is the fan? Students point to the fan and say, “There it is!” T: Yes, it’s on the wall. Teach the word “wall”. (课件出示:教材P8 Let’s learn板块中的墙壁图及wall的相关内容) Teach the pronunciation of the word “wall” with the words “all, tall, small”. T: Look at our classroom. What colour is the wall? Ss: It’s white. T: Look at Zoom and Zip’s new classroom. What colour is the wall? S1: It’s white and blue. 4. Teach the new word “floor”. Point to the floor and ask a question. T: Is our floor white, too? Ss: No, it’s yellow. T: Good. The floor is yellow. Teach the word “floor”. (课件出示:教材P8 Let’s learn板块中的地板图及floor的相关内容) Teach the pronunciation of the word “floor” with the word “door” and read the word “floor”. T: The floor is yellow in our classroom. What colour is the floor of Zoom and Zip’s classroom? Teaching purpose③ 教师播放Let’s learn板块的录音,学生听录音跟读。引导学生按照正确的语音、语调朗读单词或短语,并能运用本节课所学的句型描述教室里物品的颜色。 S1: The floor is green. 5. Listen to the recording, read and act.③ Play the recording. (课件出示:教材P8 Let’s learn板块的音频) Let students listen to the recording and read after it. Remind students to pay attention to the pronunciation and the intonation. Ask students to act out the sentences in pairs. Make a demonstration: This is the new classroom. The door is orange. The computer is black. Then let students act out the sentences in pairs and show in class. Practice the sentence structures “This is the new classroom. The…is/are…” Teaching purpose④ 通过短文填空练习来检查学生对本课重点句型“The door is orange.”“The lights are green.”以及名词单复数的掌握情况。 Step 3: Practice 1. Talk about the classroom.④ Ask students to fill in the blanks according to the picture. (课件出示:教材P8 Let’s learn板块的图片) Teaching purpose⑤ 通过“Guessing words”这个游戏,让学生在一定范围内猜测物品,不但可以复习之前所学单词,也可以检测学生是否会说本课新单词,以此提高学生的参与兴趣,活跃课堂气氛,激励学生开口表达。 Let students discuss in groups. Choose one student from each group and show in class. Check the answers. Answers: door; floor; wall; fan; lights; teacher’s desk; computer 2. Play some games. T: Now let’s play some games. If you do a good job, you can get a sticker. Come on! (1)Guessing words.⑤ Take out the word cards of the objects in the classroom. Select a card randomly from them and ask students to guess what it is. (2)Watch, think and guess. (课件出示:电脑图片) T: Now, look, what’s this? We can see a part of the picture. Please guess. S1: Is it a TV? T: No, it isn’t. S2: It’s a computer. T: Good job! You’re right. A sticker for you! Let’s go on. Teaching purpose⑥ 通过“Make up the words”这个游戏检测学生对单词字形的把握程度,激发学生的学习兴趣和参与的积极性,同时达到可以听说、认读新学单词的目的。 ... (3)Make up the words.⑥ Present the letters that can make up the words in random order. (课件出示:几组被打乱字母的单词:1. alwl2. olfro3. eptocmru4. skde5. anf ) Ask students to guess the words. T: Look at these letters. Put the letters in correct order and we can see the words. What are they? T: Write down the words in your exercise book. Let’s go! Who is the fastest? Come on! Check the answers. Give out the stickers to the winner. Teaching purpose⑦ 通过给无色彩的教室涂色和画一个教室并涂色这两个活动激发学生的创造力。同时,使学生掌握如何将颜色与物品联系起来进行表达,让学生在应用中熟练掌握所学单词,达到学以致用的目的。 Step 4: Consolidation & Extension⑦ 1. Colour and say. Show the picture of “Colour and say”. (课件出示:教材P8 Colour and say板块的图片) T: This is a new classroom. It doesn’t have colours. Please colour it and then say something about it. (课件出示:涂上颜色的教室图片) Ask students to colour the classroom in the book by themselves and describe it as the demonstration. 2. Draw your dream classroom. Divide students into several groups. Draw a classroom together and colour it. Choose one student from each group to introduce his/her classroom in class. 3. Make the evaluation. Choose the best group and give an award. ▶板书设计 ▶作业设计 1. Copy the vocabulary “teacher’s desk, computer, fan, wall, floor”. 2. Talk about your room with your 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在学习新单词时以旧引新,利用PPT创设教学情境,不但能抓住学生的眼球,激发学生的学习兴趣,更能直观地理解生词等新内容。 2在教学过程中始终遵循“词不离句”的教学规律。 3在教授新单词时,通过拆音等语音意识训练活动,让学生注意到单词的音节,能快速记忆单词。 4在巩固拓展阶段,通过给无色彩的教室涂色和画一个教室并涂色这两个活动,激发学生的创造力,同时让学生熟练应用所学单词进行表达,达到学以致用的目的。 ▶Teaching Contents & Teaching Aims Let’s learn ·Be able to listen, speak and read the vocabulary “teacher’s desk, computer, fan, wall, floor”. ·Be able to describe the colours of various objects in the classroom adroitly. Colour and say ·By finishing the activity of colouring and making oral expression, help students better understand the meaning of the key vocabulary and provide students with the opportunity of personalized expression. ▶Teaching Priorities ·Be able to listen, speak and read the vocabulary “teacher’s desk, computer, fan, wall, floor”. ·Be able to describe the colours of various objects in the classroom adroitly. ▶Teaching Difficulties ·Be able to use the singular and plural forms of nouns correctly when describing the colours of the objects in the classroom. ▶Teaching Procedures Teaching Stages Teacher’ s Activities Students’ Activities Teaching Purposes Warm-up & Revision & Lead-in 1. Greetings. 2. Sing the song. 3. Do and say. 4. Lead-in. 1. Greetings 2. Sing the song. 3. Review the words. 4. Learn to describe something in the classroom. Review the words they have learned by a chant. Lead students to quickly enter the state of English learning. Presentation Talk with students about some objects in Zoom and Zip’s new classroom. Review the names and colours of the objects in the classroom. Let students learn new words in the scene instead of presenting words with word cards or single pictures. Arouse students’ interest in learning. Make students feel the meaning of the objects. Help students understand and master the vocabulary. 1. Teach the new word “computer” and the new phrase “teacher’s desk”. Describe something in the classroom and let students guess. Learn the new word “computer” and the new phrase “teacher’s desk”. Guess and describe the colour. 2. Teach the new word “fan”. Learn the new word “fan”. Guess and describe the colour. 3. Teach the new word “wall”. Let students find where the fan is in the classroom and teach the word “wall”. Find where the fan is and learn the word “wall”. 4. Teach the new word “floor”. Point to the floor and ask a question. Learn the new word “floor” and describe its colour. 5. Play the recording. Listen to the recording, read and act out. (续表) Teaching Stages Teacher’ s Activities Students’ Activities Teaching Purposes Practice 1. Talk about the classroom. Present the picture of “Let’s learn” and a short essay. Let students fill in the blanks. Check the answers. Complete the short essay. Practice the sentences in groups. Show in class. The exercise of filling in the blanks is used to check the key sentence structures of this lesson. 2. Play some games. (1)Guessing words. (2)Watch, think and guess. (3)Make up the words. (1)Guess the words of the objects in the classroom. (2)Observe a part of a picture and guess what it is. (3)Write down the words in correct order. Stimulate students’ interest in learning. Improve students’ enthusiasm for participation. Achieve the purpose of listening, speaking and reading new words. Consolidation & Extension 1. Colour and say. Present the picture of “Colour and say”. Provide a demonstration for students. 2. Draw your dream classroom. Let students draw a classroom together in groups and colour it. 3. Make the evaluation. 1. Colour the picture and say something about it with the key sentence structures. 2. Draw and colour a classroom together in groups and introduce it. 3. Choose the best group and give an award. Stimulate students’ creativity and let them know how to associate colour with objects to express. Meanwhile, lead students to master the new knowledge skillfully in application. Homework 1. Copy the vocabulary “teacher’s desk, computer, fan, wall, floor”. 2. Talk about your room with your parents. 3. Do the exercises. The sixth period(第六课时) Part B Read and write & Let’s check & Let’s sing ▶教学内容与目标 课时教学内容 课时教学目标 Read and write ·能够读懂四组句子并完成判断正误的读后任务 ·能够按意群和正确的语音、语调朗读四组句子 ·能够在有意义的语境中抄写本单元的话题词汇并将句子填充完整 ·能够综合运用本单元的核心词句 Let’s check ·能够熟练地听、说本单元A、B部分的核心句型 ·能够听、说、认读本单元的核心词汇 ·能够从图片信息中推测考查点,做到有意识地去听录音,听后完成判断任务 Let’s sing ·能够了解歌词意义,并能够清晰、准确地歌唱。 ▶教学重点 1.能够按意群和正确的语音、语调朗读四组句子。 2.能够熟练地运用方位介词,并能够看图判断句子的正误。 3.能够在有意义的语境中抄写本单元的话题词汇并将句子填充完整。 ▶教学难点 能够综合利用本单元的核心词汇进行替换并练习核心句型“—Where is…?—It is in/on/ under/ near the…”。 ▶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 通过唱歌复习旧知识,为新课学习营造轻松愉快的氛围。 2.PPT课件、课文录音、视频材料、单词卡片等。 ▶教学过程 Step 1: Warm-up & Revision & Lead-in Teaching purpose② 通过游戏和观察图片,让学生复习已经学过的词汇,为新课的学习做好知识铺垫。 1. Greetings. 2. Sing the song—We have a new classroom. (课件出示:教材P10 Let’s sing板块的歌曲音频)① 3. Play a game—“What’s missing?” (出示课件)② Review the vocabulary “classroom, window, blackboard, light, picture, door, teacher’s desk, computer, fan, wall, floor”. 4. Look and circle. (课件出示:教材P10 Look and circle部分中的教室图片及内容) T: Look at the picture. What’s in the classroom? Please read and circle. Check the answer. Answer: BT: Text A is different from the picture. What’s the difference? Let’s read Text A, then find the difference. Teaching purpose③ 通过看图片以及问答的方式让学生们回顾颜色单词和方位介词,为下一步的阅读做好铺垫。 5. Lead-in.③ Look and say. (课件出示:几组图片:1. 先呈现红钢笔,再呈现它在桌子上;2. 先呈现一本绿色的书,再呈现它在书包里;3. 先呈现一把黄色的椅子,再呈现它在课桌旁边;4. 先呈现一只黑色的猫,再呈现它在椅子下面) T: Look! What’s this? S1: A pen. T: What colour? S1: Red. T: Where’s the red pen? S2: It’s on the desk. … Teaching purpose④ 根据图片或话题预测文本大意和潜在的词汇,活跃学生的思维。 Step 2: Presentation 1. Pre-reading.④ Look and say: What’s in Zhang Peng’s classroom? T: Now look at the PPT. (课件出示: 教材P9 Read and tick or cross 的图片) This is Zhang Peng’s classroom. What’s in it? Teaching purpose⑤ 通过细读环节,初步培养学生自主阅读来获取信息和处理信息的能力,进而提升学生的阅读技巧,让学生比较扎实地掌握所学知识。通过评比来提高学生对朗读的兴趣,让学生从能读、会读到规范、优美地朗读。 S1: A green book, a yellow book, a green bag, a kite, a picture, a blue pencil box… 2. While-reading.⑤ (1)Ask and answer. T: There are many things in Zhang Peng’s classroom. Now look at the PPT, then answer the questions. Q: Where is the green book?/Where is the kite?/Where is the picture?/ Where is the blue pencil box? Lead students to answer. Ss: It is on the teacher’s desk./It is near the window./It is on the desk./It is on the floor. (2)Read and tick or cross. (课件出示:教材P9 Read and tick or cross 中的相关内容,并呈现阅读提示Tips: Read, find and circle the key words) Read the four pairs of sentences carefully. Find and circle the key words. Ask students to finish the task in the book. (3)Check the answers together. Answers: × √ × √ (4)Listen and read aloud. Play the recording. Ask students to read after it correctly. Pay attention to the pronunciation and the intonation. (5)Who will be the reading star? Choose some students to read the sentences. The student who reads best will be the reading star. 3. Post-reading. (1)Show the picture of “Look, choose and write”. (课件出示:教材P9 Look, choose and write部分的图片) Ask students to say the things in it. Ss: A window, a desk, a chair, a picture, a bag, a computer and a newspaper… Lead students to ask and answer the questions with the sentence structures “—Where is the bag/the newspaper/the computer/…? —It’s in/under/near the…” (2)Write down the words. Write down the words to finish the sentences according to the picture. T: Pay attention to the spelling of the words. When we write sentences, we should pay attention to capitalizing the first letter and punctuation marks. Answers: desk; chair; window Teaching purpose⑥ 通过联系实际的练习,提高学生对本课句型的运用能力。 Step 3: Practice⑥ 1. Talk about our own classroom in groups of four. T: Is the study clean or messy? Ss: Messy. T: Do you like the study? Ss: No. T: We all like clean and tidy places. So we should keep our classroom clean and tidy. Look! This is our own classroom. Now talk about our own classroom with your partners. You can use the sentence structures “—Where is the…? —It is in/on/under/near the…” Let students practice in groups and act out in class. Then ask students to finish the sentences in the book. Teaching purpose⑦ 在学生完成听力练习之前,先引导他们观察题目中的图片,获取信息。再去听音判断,以帮助他们养成在完成听力题目之前做好信息储备的习惯。同时,这个活动也帮助学生回忆本单元的重点句型。 Let students show the sentences. 2. Listen and tick or cross. (课件出示:教材P10 Listen and tick or cross 部分的相关内容)⑦ T: Look at these pictures. The pictures are all about the classroom. Let’s look at Picture 1. Who are in the classroom? Ss: Chen Jie and Mike. T: What are they doing? Ss: Mike is cleaning the blackboard and Chen Jie is cleaning the desks. T: Good! They are cleaning the classroom. Now, look at Picture 2. What can you see in this classroom? Ss: A blackboard, a teacher’s desk and some desks and chairs. T: Good job! What colour are the walls/the desks? What colour is the floor/the blackboard? Ss: … T: This is the last picture. What’s in it? Ss: A fan and a window. T: Where is the fan? Ss: It’s near the window. T: Now listen to the recording. Then tick or cross. T: Show me your answers, please. Answers: √ × √ Teaching purpose⑧ 给学生自由想象的空间,真正把语言做到活学、活用之后,再运用到写作之中,这是一个从输入到输出的过程,提高学生的写作水平和语言组织能力。 Step 4: Consolidation & Extension⑧ Write about your dream classroom. T: What’s your dream classroom like? Clean or messy? Please draw a picture of your dream classroom. And describe your classroom with the sentence structures “—Where is the…? —It is in/on/under/near the…”. Please write them correctly in your exercise book. Practice in groups. Choose the best one in each group, then let him/her show in class. T: Your dream classroom is clean and tidy. I like it. How to make our classroom become our dream classroom? Ss: Keep our classroom tidy and clean! Make our classroom beautiful! ▶板书设计 ▶作业设计 1. Practice the sentences. 2. Write about your room with the sentence structures “—Where is the…? —It is in/on/under/near the…” 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运用歌曲、游戏等手段复习本单元的单词,吸引学生的注意力,激发学生的学习兴趣,使复习效果事半功倍,再通过听听力进一步复习已学单词句型,为下一步的阅读做好铺垫,让学生们能轻松地进入阅读。 2在阅读这部分,从直观地看,到说,再到读,最后通过比赛的方式,让学生们对这一部分内容烂熟于心,这样语言输入就完成了,再通过练习和拓展,完成了语言输出的过程。 3学生在四线三格内书写单词和句子的时候,教师要适时地给予指导。 4板书设计直观,突出重点单词和句型,起到了很好的辅助教学的作用。 ▶Teaching Contents & Teaching Aims Read and write ·Be able to read and understand four pairs of sentences and complete the post-reading task of judging. ·Be able to read four pairs of sentences according to the correct pronunciation and intonation. ·Be able to copy the topic vocabulary of this unit and complete the sentences in the meaningful context. ·Be able to use the key vocabulary and sentences of this unit synthetically. Let’s check ·Be able to listen and speak the key sentence structures of this unit skillfully. ·Be able to listen, speak and read the key vocabulary of this unit. ·Be able to infer the examination points from the picture information, listen to the recording consciously, and complete the judgement task after listening. Let’s sing ·Be able to understand the meaning of the lyrics and sing clearly and accurately. ▶Teaching Priorities ·Be able to read four pairs of sentences according to the correct pronunciation and intonation. ·Be able to use position prepositions skillfully and look at the picture to judge the correctness or falseness of sentences. ·Be able to copy the topic words of this unit and complete the sentences in context. ▶Teaching Difficulties ·Be able to replace the key vocabulary of this unit synthetically to practice the key sentence structures “—Where is…? —It is in/on/under/near the…” ▶Teaching Procedures Teaching Stages Teacher’s Activities Students’ Activities Teaching Purposes Warm-up & Revision & Lead-in 1. Greetings. 2. Play the song. 3. Play a game. 4. Look and circle. Show a picture and lead students to understand the picture. 5. Lead-in. Show some pictures and ask some questions. 1. Greetings. 2. Sing the song—We have a new classroom. 3. Look at the PPT and say the missing words. 4. Look at the PPT. Choose the right answer. 5. Look at the PPT and say. Review the vocabulary and sentence structures that students have learned. Create a relaxing and happy atmosphere. Prepare for the new lesson. Presentation 1. Pre-reading. Look and say. Show Zhang Peng’s classroom, and ask a question. 1. Look at the pictures. And answer the question. Activate students’ thinking by predicting the main content and possible vocabulary of the text according to pictures or topics. (续表) Teaching Stages Teacher’ s Activities Students’ Activities Teaching Purposes Presentation 2. While-reading. (1)Ask some questions. (2)Read and tick or cross. Read the passage carefully. Find and circle the key words. (3)Check the answers. (4)Listen and read aloud. Play the recording. Ask students to read after it correctly. (5)Select the reading star. (1)Answer the questions. (2)Read, find and circle the key words. Finish the task in the book. (3)Check the answers. (4)Listen and read aloud. (5)Read the sentences. Cultivate students’ ability of obtaining and processing information. Improve students’ reading skills. Consolidate the knowledge that students have learned. Improve students’ writing ability. 3. Post-reading. (1)Show the picture of the study and ask students to say the things in it. (2)Ask students to write down the words and finish the sentences. (1)Look at the picture, and answer the questions. (2)Write the words “desk, chair, window” in four lines and three grids. Practice 1. Let students talk about their classroom in groups of four. Talk about their classroom. Work in groups. Enhance students’ ability to use the key sentence structures by working in groups and listening training. 2. Listen and tick or cross. (1)Show the pictures on the PPT. (2)Play the recording of “Listen and tick or cross”. Listen to the recording. Then tick or cross. Consolidation & Extension Write about your dream classroom. Let students draw and describe their dream classrooms. Choose the best one in each group, then let him/her show in class. Draw their dream classrooms. Describe them with the key sentence structures. Then write them in their exercise books. Practice in groups. Improve students’ ability of imagination and writing. Achieve the purpose of using the language flexibly. Develop students’ emotional attitudes and values. Homework 1. Practice the sentences. 2. Write about your room with the sentence structures “—Where is the…? —It is in/on/under/near the…” 3. Do the exercises. Unit 2 My schoolbag 教材分析 本单元学习的主题是描述书包的颜色并说出书包里的教材及其他物品名称。教学内容主要通过展示学生们的新书包、教材及文具物品,以及通过张鹏在失物招领处寻找丢失的书包的情景,呈现本单元要学习的核心词汇和句型。教学重点是能够听、说、认读核心句型“—What’s in your schoolbag? —An English book…”“—What colour is it? —It’s…”;能够听、说、认读单词和短语“schoolbag, maths book, English book, Chinese book, storybook, candy, notebook, toy, key”。 教学目标 知识与能力目标: 句型 ·能够听、说、认读句型“—What’s in your schoolbag? —An English book...”“—What colour is it? —It’s...” ·能够在情景中运用句型“What’s in your...?”询问某处有什么物品并做出回答 ·能够在情景中运用句型“—What colour is it? —It’s...”询问并回答物品的颜色 ·能够按意群朗读“I have two storybooks, three keys, some candies...”等句子 词汇 ·能够听、说、认读单词和短语“schoolbag, maths book, English book, Chinese book, storybook, candy, notebook, toy, key” ·能够正确使用上述单词和短语描述书包里的物品 ·能够在有意义的语境中正确抄写上述话题词汇 语音 ·能够掌握i-e的发音规则,即i-e在单词中发长音/aɪ/ ·能够读出符合i-e发音规则的单词,并能根据发音拼写出符合i-e发音规则的单词 情感态度、文化意识、学习策略目标: ·学习教科书名称时,使学生了解教科书的重要性,要求他们爱护书本 ·了解“Hope School(希望学校),Lost & Found(失物招领) ”的意思 ·能够根据i-e的发音规则拼读单词,并能够根据i与i-e的发音规则拼写单词 课时安排 第一课时: Part A Let’s talk & Let’s play 第二课时: Part A Let’s learn & Let’s do 第三课时: Part A Let’s spell 第四课时: Part B Let’s talk & Let’s play 第五课时: Part B Let’s learn & Draw and say 第六课时: Part B Read and write & Let’s check & Let’s sing The first period(第一课时) Part A Let’s talk & Let’s play ▶教学内容与目标 课时教学内容 课时教学目标 Let’s talk ·能够通过观察和谈论Let’s talk板块的图片理解对话大意 ·能够用正确的语音、语调及意群朗读对话,并能在小组中进行角色扮演 ·能够在情景中运用句型“—What’s in your schoolbag? —An English book…”“I have a new schoolbag. It’s black and white.” ·能够在语境中理解新词“schoolbag, English book, maths book, storybook”的意思,并能够正确发音 Let’s play ·在趣味游戏中运用语言,操练并巩固句型“—What’s in your…? —It’s a/an…” ▶教学重点 1.能够理解和掌握重点词汇和核心句型。 2.能够在情景中运用句型“—What’s in your schoolbag? —An English book…”“I have a new schoolbag. It’s black and white.”。 ▶教学难点 能够在语境中灵活运用核心句型。 ▶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、视频、书包及各种教材等。 ▶教学过程 Step 1: Warm-up & Revision & Lead-in① Teaching purpose① 通过与学生打招呼并自由谈话拉近师生间的距离,创造和谐愉悦的学习环境,并引出本课生词 “wow”和句型“It’s+表示颜色的形容词.”。 1. Greetings. 2. Free talk. T: I have a new bag. What colour is it? Guess! S1: It’s red. S2: It’s white. ... T: Yes, you are right. It’s black! Wow! You’re lucky. Here’s a sticker for you. 3. Let’s review. Review the words about colours. Students look at the PPT and say out the words quickly. (课件出示:不同颜色的方块) 4. Lead-in.② Teaching purpose② 在导入环节,通过猜颜色引出两种颜色的表达方法,并在操练过程中不断地对学生进行第一单元的单词really的输入训练。 The teacher shows a colourless pencil box on the PPT. (课件出示:一个无色的文具盒) Let some students guess what colour it is. Ss: … T: Really? (Click the pencil box.) Look! It’s blue and yellow. The teacher must emphasize how to express two or more colours. Show the other two kinds of colourless pictures in turn on the PPT and let students guess the colours. (课件出示:依次显示一个无色的橡皮和一个无色的铅笔图片) Step 2: Presentation Teaching purpose③ 在处理本课时新授对话时,采用从处理局部语言到呈现完整对话的方式。先学习对话中出现的新词、新句,为后面学习并理解对话扫清障碍,然后再听对话,通过设置的三个问题,检测学生对对话的理解。 1. Learn the new vocabulary and sentence structures.③ (1)Learn the new vocabulary: schoolbag, English book, maths book, storybook. (课件出示:一个黄色小猫形状的魔术包) T: I have a magic bag. Help students ask: Really? T: Yes. It’s a cat. It’s yellow. Write down the sentence structure “I have a/an…” on the blackboard. Show several kinds of stationery on the PPT. (课件出示:一个黄蓝相间汽车形状的魔术文具盒) Practice the sentence structures “I have a/an… It’s a/an… It’s…” with students. T: Guess! What’s in the bag? Let one student click the mouse. Ss: Wow! It’s a pencil box! It’s a bus. T: Good. A bus pencil box. So nice! What colour is it? S1: It’s yellow and blue. T: What’s in the pencil box? Who wants to click the mouse? (S2 clicks the mouse.) Ss: Wow! T: It’s a schoolbag in it! So magic! It’s a magic pencil box! Write down the word “schoolbag” on the blackboard and teach the word “schoolbag” (school + bag=schoolbag). Ask some students to show their schoolbags and say “I have a schoolbag. It’s a/an… It’s…” one by one. In the same way, lead in the new vocabulary: English book, maths book, storybook. (2)Let students understand the sentence: It’s a fat panda! T: I have a new schoolbag! Ss: Really? Show a real schoolbag to students. There are many things in the schoolbag. T: Look! It’s a cat! It’s yellow and white. What’s in the schoolbag? Ss: A pencil box, an English book, a maths book… The teacher puts the things in the bag again. T: It’s a fat bag. It’s a fat cat! Cat, /k/-/æ/-/t/, /kæt/, fat, /f/-/æ/-/t/, /fæt/. Help students understand “fat” and “It’s a fat panda!”2Learn the dialogue of “Let’s talk”. (1)Present the pictures of “Let’s talk” on the PPT. (出示课件) T: Amy has something new, too. What’s it? Guess! A. A toy panda. B. A panda schoolbag. Ask students to underline the key sentence about the question in their books. (2)Listen to the dialogue and answer the question. (课件出示:教材P14 Let’s talk板块的音频) S1: A new schoolbag. S2: It’s a panda. S3: It’s a panda schoolbag. Check the answer. Answer: B (3)Listen to the dialogue again and answer the questions. T: What colour is the schoolbag? What’s in the schoolbag? Listen to the dialogue again and answer the questions. Underline the key sentences in your books about the questions. Teaching purpose④ 通过跟读模仿、分角色表演对话和根据对话原文填空,让学生掌握对话的语言框架,为后面的运用拓展做好准备。活动What’s in the pencil box?和Let’s play则是针对本课的重点句型What’s in…? 进行巩固练习,让学生能熟练使用该句型进行问答。 Check the answers. Answer 1: B Answer 2: B Step 3: Practice④ 1. Listen to the recording of “Let’s talk” and imitate. Play the recording again. Let students read the dialogue after the recording. Listen carefully and pay attention to the pronunciation and the intonation. 2. Read and role play in groups. T: Now, who wants to be Chen Jie? Who wants to be Amy? Let’s read it in roles. 3. Act out the dialogue in roles. T: Now let’s find the best actor or actress. Please come to the front of the classroom and show the dialogue. 4. Fill in the blanks. Check the answers. (出示课件) 5. Activity: What’s in the pencil box? (1)Ask and answer with the partner. (活动说明:两人一组,每个人准备一个文具盒,在文具盒里装一些文具,运用本课的核心句型进行对话。) (2)Show time. 6. Let’s play. (课件出示:教材P14 Let’s play板块的图片) T: Who are they? Ss: Sarah and Zhang Peng. T: Yes, they’re Sarah and Zhang Peng. They are playing a guessing game. What’s in Sarah’s hand? Is it a pencil? Ss: No. It’s an eraser. Let students play the game in groups. Teaching purpose⑤ 在巩固和拓展环节,设置两个活动。第一个活动是教师提供图片和语言支架,学生编新对话,让学生能进行初步的语言运用与交流;第二个活动则是学生自己设计书包,并与小伙伴使用本课所学的句型进行对话,充分发挥学生的自主性,培养学生的创造性,提高学生的综合语言运用能力。 Act out in class. Step 4: Consolidation & Extension⑤ 1. Create a new dialogue. Show three schoolbags on the PPT: A black and white football schoolbag, a yellow and white cat schoolbag and a blue and red cap schoolbag. (出示课件) T: Do you like these schoolbags? Lead students to answer: I like this schoolbag. T: OK! Choose a schoolbag you like. Make a new dialogue with your partner. Show the language scaffolds on the PPT to help students make dialogues. Practice in pairs and report it in class. 2. Draw a new schoolbag and talk about it with your partner. Students draw a new schoolbag, then talk about it in pairs. Choose some groups to act out in class. The teacher and students evaluate their performances together. ▶板书设计 ▶作业设计 1. Practice the dialogue. 2. Talk about your schoolbag with your partner. 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上课伊始,通过与学生自由谈话拉近师生间的距离,创造和谐愉悦的学习环境, 并自然而然地引出本课表达物品颜色的句型。 2在教学过程中遵循“词不离句,句不离篇”的教学原则,如“Really? What’s in…?”贯穿教学的各个环节。 3本课时教学采用从处理局部语言到呈现完整对话的方式。先学习对话中出现的新词,然后再听对话,并通过问题,检测学生对对话的理解。 4新单词是通过PPT展示的一个神奇的魔术包一个个地“变”出来的,牢牢地抓住了学生的眼球;新句型的呈现则是通过实物书包和教师的相应动作,生动直观地帮助学生理解了“a fat panda”的含义。 5通过形式多样的操练活动,一步步引导学生掌握本课的重点句型,并通过巩固拓展部分的两个活动训练学生灵活运用语言的能力。 6板书设计简洁,重难点突出,起到了很好的辅助教学的作用。 ▶Teaching Contents & Teaching Aims Let’s talk ·Be able to understand the main idea of the dialogue by observing and talking about the pictures. ·Be able to read the dialogue with correct pronunciation, intonation and meaning group and act out in groups. ·Be able to use the sentence structures “—What’s in your schoolbag? —An English book…”“I have a new schoolbag. It’s black and white.” in the situations. ·Be able to understand the meanings of the new vocabulary “schoolbag, English book, maths book, storybook” in context and pronounce them correctly. Let’s play ·Practice and consolidate the sentence structures “—What’s in your…? —It’s a/an…” in fun games. ▶Teaching Priorities ·Be able to understand and master the key vocabulary and the key sentence structures. ·Be able to use the key sentence structures to communicate in the situations. ▶Teaching Difficulties ·Be able to use the key sentence structures flexibly to communicate in context. ▶Teaching Procedures Teaching Stages Teacher’ s Activities Students’ Activities Teaching Purposes Warm-up & Revision & Lead-in 1. Greetings. 2. Free talk. 3. Let’s review. Show blocks of different colours. 4. Lead-in. Show several colourless stationery pictures and let students guess the colours. 1. Greetings. 2. Free talk. 3. Review the words about colours. 4. Guess the colours. Create a harmonious and pleasant learning environment. Review the words about colours. Lead in the new sentence structure. (续表) Teaching Stages Teacher’ s Activities Students’ Activities Teaching Purposes Presentation 1. Teach the new words and the sentence structures. (1)Lead in and teach the new vocabulary and sentence structures. (2)Let students understand the sentence: It’s a fat panda! (1)Learn the new vocabulary and practice the sentence structures. (2)Understand the sentence: It’s a fat panda! First, learn the new vocabulary and the sentence structures in the dialogue so as to prepare for the later learning and understanding. Then, test students’ understanding of the dialogue by setting up three questions. 2. Teach the dialogue of “Let’s talk”. Present the pictures of “Let’s talk”. Give some questions and play the recording twice. Check the answers. Listen to the dialogue twice and answer the questions. Check the answers. Practice 1. Play the recording. 2. Let students read in roles. 3. Let some students act out in roles. 4. Let students fill in the blanks. 5. Activity: What’s in the pencil box? 6. Let’s play. 1. Listen to the recording again and imitate. 2. Read and role play in groups. 3. Act out the dialogue in roles. 4. Fill in the blanks. 5. Ask and answer with the partner and show in class. 6. Play the game and act out in class. Practice the main sentences in different ways. Prepare for the next part. Consolidation & Extension 1. Create a new dialogue. Show three schoolbags and language scaffolds. 2. Draw a new schoolbag and talk about it with your partner. Make an evaluation. 1. Create a new dialogue according to the language scaffolds. Practice in paris and report it in class. 2. Draw a new schoolbag and talk about it with your partner. Act out in class. Evaluate some students’ performances. Use the sentence structures learned in this lesson to create a dialogue. Give full play to students’ autonomy, cultivate their creativity, and improve their ability to use the language synthetically. Homework 1. Practice the dialogue. 2. Talk about your schoolbag with your partner. 3. Do the exercises. The second period(第二课时) Part A Let’s learn & Let’s do ▶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、认读单词和短语“schoolbag, maths book, English book, Chinese book, storybook” ·能够熟练运用句型“What’s in your schoolbag?”来询问书包中各种书本的名称并 做出回答 Let’s do ·能够听懂指令,并做出正确的动作反应 ▶教学重点 1.能够理解和掌握句型“What’s in your schoolbag?”及重点单词和短语“schoolbag, maths book, English book, Chinese book, storybook”。 2.注意含有 “book”的短语“maths book, English book, Chinese book”及合成词“storybook”的正确书写。 ▶教学难点 1.能够熟练运用句型“What’s in your schoolbag?”来询问书包里各种书本的名称并做出回答。 2.能够熟练使用句型“Put…in/on/under/near…”。 ▶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、视频、单词卡片等。 ▶教学过程 Teaching purpose① 通过欣赏歌曲,营造英语学习氛围,吸引学生的注意力,提高学生学习英语的兴趣,并为后面学习新内容做好铺垫。 Step 1: Warm-up & Revision & Lead-in① 1. Sing a song. T: Hello, boys and girls! Let’s enjoy the song My schoolbag. You can sing the song gently with the music. (课件出示:歌曲《My schoolbag》) 2. Revision. Review the dialogue of “Let’s talk”. (课件出示: Amy的熊猫书包) T: Look! What’s this? Oh, It’s a panda. It’s Amy’s new… Ss: Schoolbag. The teacher writes down the word “schoolbag” on the blackboard. T: Good. It’s Amy’s new schoolbag. T: OK. Who wants to be Amy? Who wants to be Chen Jie? Act out the dialogue in roles. 3. Lead-in. T: Good job! Amy has a fat panda. Amy’s schoolbag is heavy. We can ask Amy: Amy, What’s in your schoolbag? Write down the sentence “What’s in your schoolbag?” on the blackboard. Teach the word “schoolbag”. T: Pay attention to the word “schoolbag”: “s” sounds /s/, “ch” sounds /k/, “sch” sounds /sk/, “oo” sounds /u:/, school, school, school, “a” sounds /æ/, bag, bag, bag, school + bag=schoolbag. Step 2: Presentation 1. Learn the new vocabulary. (1) Watch the cartoon and answer. Play the cartoon for the first time. (课件出示:教材P15 Let’s learn板块的动画) T: What’s in Amy’s schoolbag? Ss: Many books. Teaching purpose② 通过这个活动检查学生是否初步建立起本节课书本词汇的音、形、义的联系。 T: Right! Many books are in Amy’s schoolbag. So her schoolbag is so heavy. (2)Watch and do.② T: What books are in Amy’s schoolbag? Watch the cartoon again. Then take out the right books of your schoolbags. Check the answer on the PPT. (出示课件) Teaching purpose③ 将Let’s do中的句型穿插在Let’s learn板块的教学中,教师引入相关指令语,让学生听听做做,手、眼、耳、脑并用,帮助学生更好地记忆单词的意思与读音,同时增加课堂的趣味性,活跃课堂气氛。 (3)Learn the new vocabulary: English book, Chinese book, maths book, storybook.③ ①Learn “English book”. The teacher shows an English book. T: It’s an English book. Pay attention to “an”. Write down “an English book” on the blackboard. T: Pay attention to the first letter of “English”. The letter “E” is the capital letter. It sounds /ɪ/. It is a vowel. So there is an “an” before “English”. OK. Read after me: /ɪ/-/ŋg/-/lɪʃ/, . Very good! T: I say and you do. Show me your English book. Put your English book on your head. Put your English book on your desk. ②Learn “Chinese book”. The teacher shows two books. T: I have two books. An English book and a Chinese book. Write down “a Chinese book” on the blackboard. T: Pay attention to the first letter of “Chinese”. The letter “C” is the capital letter. Now read after me: “ch” sounds /tʃ/, /tʃaɪ/-/ni:z/, . T: Show me your English book and Chinese book. Put your Chinese book on your English book. ③Learn “maths book”. T: S1, show me your schoolbag. What’s in your schoolbag? Let me see! Oh, you have a maths book. Write down “a maths book” on the blackboard. T: Please look at my mouth and pay attention to the pronunciation of the word “maths”: “m” sounds /m/, “a” sounds /æ/, “th” sounds /θ/, “s” sounds /s/. The letter “m” sounds /m/. It is a consonant. So there is an “a” before “maths book”. T: Everybody, show me your maths book. Put your maths book on your desk. How many books are there on your desk now? Ss: Three books. T: What are they? Ss: An English book, a Chinese book and a maths book. ④Learn “storybook”. T: Look at my schoolbag. What’s in my schoolbag? Please guess. Ss: … The teacher opens the schoolbag and says: A Chinese book, a maths book, an English book and… The teacher shows three storybooks and says: Storybooks. One storybook, two storybooks, three storybooks. Write down “three storybooks” on the blackboard. Lead students to observe the structure of the word “storybook”. Teaching purpose④ 通过完成连线练习检查学生对所学词汇的形义的掌握程度,同时引导学生关注名词的单复数形式。 T: This word “storybook” is a compound word. The words “story” and “book” are not written separately. And what’s in my schoolbag? Ss: A Chinese book, a maths book, an English book and three storybooks. T: Very good! 2. Look and match.④ Look at the PPT and match the words with the pictures. Teaching purpose⑤ 教师播放录音,学生听录音跟读。引导学生按照正确的语音、语调朗读,并为后面教学环节的展开做好准备。 3. Listen to the recording of “Let’s learn”. (课件出示:教材P15 Let’s learn板块的音频)⑤ Let students read after the recording. Listen carefully and pay attention to the pronunciation and the intonation. 4. Let’s do. (1)The teacher plays the recording sentence by sentence. (课件出示:教材P15 Let’s do板块的音频) Students show the things they have heard. (2)The teacher repeats sentence by sentence. Students point out the pictures in their books. (3)Listen and do. T: Class! Now, I say and you do. Show me your Chinese book/English book/maths book/pencil box/eraser… OK, wonderful! Please listen and do after the recording. Play the recording again and let students do the corresponding actions after the recording together. Teaching purpose⑥ 通过三个有趣的游戏,增加英语课堂的趣味性,复习和巩固新词汇。 Step 3: Practice⑥ 1. Play a game—“Loudly and quietly.” Tips: The teacher hides the word card in a certain place. Ask one student to find. If he/she comes near the word card, students speak the word quietly. If he/she goes far away from the card, students read the word loudly. 2. Play a game—“Simon says.” (游戏说明:教师发指令前说Simon says,学生则做此动作,发指令前没有说Simon says,学生则不做此动作。如:Simon says, show me your Chinese book.则学生做此动作;如: Put your maths book in your schoolbag.则学生不做此动作。这个活动可以以小组竞赛的形式进行。) 3. Play a game—“Sharp eyes.” Show some pictures and options one by one, and let students choose the correct option for each picture as quickly as they can. Teaching purpose⑦ 巩固拓展部分提供三个游戏,旨在训练学生综合运用新句型和新词汇的能力,并能够将所学内容运用到真实的语言情境中去,起到一个知识内化的作用。 Step 4: Consolidation & Extension⑦ 1. A guessing game. Play the game in groups of four. One student hides a book in his/her schoolbag. The others guess. S1: What’s in my schoolbag? Guess! S2: A maths book? S3: … S4: … 2. Play a chain game. S1: What’s in your schoolbag? S2: A Chinese book. S3: A Chinese book and a pencil box. S4: … 3. A circling game. T: Anna has a nice schoolbag. What’s in it? Let’s listen and circle the things in Anna’s schoolbag. [课件出示:一个书包,一些书本,一些文具(必须包含下面对话中出现的物品,再加上一些无关的物品)] Students listen to the dialogue and circle the things. ▶板书设计 ▶作业设计 1. Copy the new vocabulary and the sentences. 2. Talk about your schoolbag with your 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运用歌曲、PPT、游戏等多种教学手段吸引学生参与到各种教学活动中来,在轻松愉快的氛围中复习旧知、学习新知。 2将Let’s do中的句型穿插在Let’s learn板块的教学中,教师引入相关指令语,让学生听听做做,手、眼、耳、脑并用,帮助学生更好地记忆单词的意义与读音,同时增加了课堂的趣味性,活跃了课堂气氛。 3通过形式多样的游戏和操练活动,全面提高学生听、说、认读词汇的能力。 4板书设计直观,突出重点词汇和句型,起到了很好的辅助教学的作用。 ▶Teaching Contents & Teaching Aims Let’s learn ·Be able to listen, speak and read the vocabulary “schoolbag, maths book, English book, Chinese book, storybook”. ·Be able to use the sentence structure “What’s in your schoolbag?” skillfully to ask and answer the names of the various books in the schoolbag. Let’s do ·Be able to understand the instructions and do the corresponding actions. ▶Teaching Priorities ·Be able to understand and grasp the key vocabulary “schoolbag, maths book, English book, Chinese book, storybook” and the sentence structure “What’s in your schoolbag?” ·Pay attention to the writing of the word and the phrases with “book”. ▶Teaching Difficulties ·Be able to use the sentence structure “What’s in your schoolbag?” adroitly to ask and answer the names of the various books in the schoolbag. ·Be able to use the sentence structures “Put…in/on/under/near…” adroitly. ▶Teaching Procedures Teaching Stages Teacher’ s Activities Students’ Activities Teaching Purposes Warm-up & Revision & Lead-in 1. Sing a song. 2. Revision. 3. Lead-in. Lead in the new lesson and teach the word “schoolbag”. 1. Sing a song—My schoolbag. 2. Review the dialogue of “Let’s talk”. Read and act out in roles. 3. Listen to the teacher and learn the word “schoolbag”. Create an English learning atmosphere by singing a song. Review the content of the last class, and lay a good foundation for the new lesson. 1. Teach the new vocabulary. (1)Play the cartoon and ask a question. (2)Watch and do. (3)Teach the new vocabulary. (1)Watch the cartoon and answer. (2)Watch and do. (3)Learn the new vocabulary “English book, Chinese book, maths book, storybook”. Through various games and activities, let students master the new vocabulary from three aspects: sound, shape and meaning. Lead students to know the singular and plural forms of nouns. Activate the atmosphere of the class. 2. Look and match. Present a match game. Look and match. Lead students to read the vocabulary according to the correct pronunciation and intonation. Prepare for the next step. 3. Listen to the recording of “Let’s learn”. Play the recording. Read after the recording. 4. Let’s do. (1)Play the recording sentence by sentence. (2)Repeat sentence by sentence. (3)Listen and do. (1)Show the things they have heard. (2)Point out the pictures in their books. (3)Listen and do after the teacher and the recording. Practice 1. Play a game— “Loudly and quietly.” 2. Play a game—“Simon says.” 3. Play a game—“Sharp eyes.” 1. Play a game—“Loudly and quietly”. 2. Play a game—“Simon says.” 3. Choose the correct option for each picture as quickly as they can. Stimulate students’ interest. Consolidate the new vocabulary in this lesson through games. Consolidation & Extension 1. A guessing game. 2. Play a chain game. 3. A circling game. 1. Play the game in groups of four. Hide and guess. 2. Play a chain game. 3. Listen to the dialogue and circle Anna’s things. Train students’ ability to use language synthetically through games so as to achieve the purpose of knowledge internalization. Homework 1. Copy the new vocabulary and the sentences. 2. Talk about your schoolbag with your parents. 3. Do the exercises. The third period(第三课时) Part A Let’s spell ▶教学内容与目标 课时教学内容 课时教学目标 Let’s spell ·能够感知并归纳i-e在单词中的发音规则,即i-e在单词中发长音/aɪ/ ·能够读出符合i-e发音规则的单词 ·能够根据单词的读音拼写出符合i-e发音规则的单词 ▶教学重点 能够读出符合i-e发音规则的单词,并能根据单词的读音拼写出符合i-e发音规则的单词。 ▶教学难点 能够根据单词的读音拼写出符合i-e发音规则的单词。 ▶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、视频等。 ▶教学过程 Step 1: Warm-up & Revision & Lead-in① Teaching purpose① 课前利用歌曲热身,创设愉快的英语学习氛围。说唱自编歌谣,复习字母i在闭音节中的发音/ɪ/,并以谈论同学们的书包来引出本课新授部分的情境。 1. Greetings. 2. Sing the song—My schoolbag. (出示课件) 3. Let’s chant. T: What’s this? Ss: A pig. T: Yes, It’s a big pig. (Write down “big, pig” on the blackboard.) How many pigs now? Ss: Six. T: Good. Six big pigs. (Write down “six” on the blackboard.) Chant in groups. Let’s have a PK. The winner will get a red star. 4. Lead-in. T: S1, show me your schoolbag. What’s in your schoolbag? S1: A Chinese book, a maths book… Talk about things in the schoolbags with several students. Teaching purpose② 教师在教学中通过拆音、拼音和分类等语音意识训练活动,引导学生观察、发现并自己归纳i-e在单词中的发音规则。 Step 2: Presentation② 1. Find the letters: i-e. Find and learn the pronunciation rule of “i-e”. (课件出示:Zoom背书包的图片) (1)T: Look! Zoom has a new schoolbag, too. Wow! It’s nice. (Write down “nice” on the blackboard.) Students read it after the teacher. The teacher underlines the letters “i-e” and teaches /aɪ/. (2)T: Zoom’s schoolbag is nice. So he likes it very much. (Write down “like” on the blackboard.) Students read it after the teacher. The teacher underlines the letters “i-e”. T: How does “i-e” sound? Yes, “i-e” sounds /aɪ/. Read after me, /aɪ/-/aɪ/-/aɪ/. Read like this: i-e/aɪ/-c/s/-ice/aɪs/, nice/naɪs/; i-e/aɪ/-k/k/-ike/aɪk/, like/laɪk/. (3)T: Guess! What’s in Zoom’s schoolbag? Ss: An English book/A Chinese book/…? The teacher clicks the mouse. Show a kite on the PPT. (出示课件) Ss: Wow! It’s a kite. T: Yes, It’s a kite. (Write down “kite” on the blackboard.) Students read “kite” after the teacher. Then the teacher repeats /aɪ/ and let some students try to underline the letters. (Reward students with some red stars.) Read like this: i-e/aɪ/-t/t/-ite/aɪt/, kite/kaɪt/. (4)Click the mouse and enlarge the picture of the kite on the PPT. (出示课件) T: Look! There’s a secret on the kite. What is it? Yes, two numbers: five and nine. (Write down “five, nine” on the blackboard.) Read like this: i-e/aɪ/-v/v/-ive/aɪv/, five/faɪv/; i-e/aɪ/-n/n/-ine/aɪn/, nine/naɪn/. (Reward students with some red stars.) (5)T: Zoom has a nice kite in his schoolbag. He likes the kite very much. He flies the kite all day. He’s hungry. He’s eating some rice. (课件出示:Zoom正在吃米饭的图片) (Write down “rice” on the blackboard.) Let students underline “i-e” and read it. Then spell the word. (Reward students with some red stars.) Lead students to observe their common points: “i-e”, the vowel letter “i” and a silent “e” at the end of the words, sounds the same sound /aɪ/. That is, “i-e” sounds /aɪ/ in the words. 2. Read and match. T: Look at the PPT. Read the words and match with the pictures. (课件出示:单词like, kite, five, nine, rice及其图片) 3. Read after the recording. (课件出示:教材P16 Read, listen and chant部分的音频) (1)Look at the pictures carefully and say something about the pictures. (2)Students listen to the recording. (3)Students read after the recording. Teaching purpose③ 通过练习帮助学生按照发音规则拼读单词、辨认词形并完成单词的拼写。 (4)Students listen to the chant and circle the letters “i-e”. Step 3: Practice③ 1. Read, listen and number. (课件出示:教材P16 Read, listen and number部分的音频) T: Turn to page 16 and finish the exercise of “Read, listen and number”. (1)The teacher teaches the word “fine” and students read the words. (2)Listen to the recording and number the words. (3)Check the answers. Answers: 1. pig 2. big 3. fine 4. nice 5. six 6. ice 2. Read and distinguish. Read the words in each group and distinguish. 3. Listen, circle and write. (1)Give an example. T: Look at the first picture. What can you see? Ss: “Five”. T: Great! Now listen to the recording. (课件出示:“five”的音频) What do you hear? Ss: /faɪv/. T: Good job! (2)Lead students to observe the pictures of this part and try to predict the content of the listening text. (3)Let students listen, circle and write. (课件出示:教材P16 Listen, circle and write部分的音频) Remind them to pay attention to the words’ handwriting. Teaching purpose④ 通过尝试利用发音规则拼读单词和按读音将单词分类这两个活动,巩固并检测学生对本节课i-e的发音及发音规则的掌握情况。 Answers: six big kite Step 4: Consolidation & Extension④ 1. Try to read the following words. Show some words with “i-e”, just like “time, wife, white, line, bite, Mike, drive” on the PPT. (出示课件) Let students try to spell these words. Then read them aloud. 2. Classify the given words. T: Read the following words and classify them according to their pronunciations. Discuss with your partners. Then report the results. Check the answers. Answers: /ɪ/: A C F J /əɪ/: B D E G H I K ▶板书设计 ▶作业设计 1. Try to find more words with “i-e” that sounds “/aɪ/”. 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课前歌曲及教师与学生谈论书包这一话题,都为创设本课新授部分的情境做准备。 2在复习环节通过自编歌谣,复习字母i在闭音节中发/ɪ/音的规律,复习旧知,为后面学生辨别词形做准备。 3教师在教学中通过拆音、拼音和分类等语音意识训练活动,引导学生观察、发现并自己归纳i-e在单词中的发音规则,很好地体现了课堂教学中以学生为主体的教学理念。 4板书设计直观,重难点突出,起到了总结归纳的作用。 ▶Teaching Contents & Teaching Aims Let’s spell ·Be able to perceive and generalize the pronunciation rule of “i-e” in the words. ·Be able to read the words that conform to the pronunciation rule of “i-e”. ·Be able to spell the words that conform to the pronunciation rule of “i-e” according to the pronunciation of the words. ▶Teaching Priorities ·Be able to read the words that conform to the pronunciation rule of “i-e” and spell the words that conform to the pronunciation rule of “i-e” according to the pronunciation of the words. ▶Teaching Difficulties ·Be able to spell the words that conform to the pronunciation rule of “i-e” according to the pronunciation of the words. ▶Teaching Procedures Teaching Stages Teacher’ s Activities Students’ Activities Teaching Purposes Warm-up & Revision & Lead-in 1. Greetings. 2. Play a song—My schoolbag. 3. Teach students a chant. 4. Lead-in. 1. Greetings. 2. Sing a song—My schoolbag. 3. Learn a chant and review the sound of “/ɪ/”. 4. Talk about things in the schoolbags. Create an English learning atmosphere. Review the sound of “/ɪ/”. Lead in the new lesson. Presentation 1. Find the letters: i-e. Create a situation and present the words: nice, like, kite, five, nine, rice. Teach the sound: /aɪ/. Find the letters: i-e. Learn the sound: /aɪ/. Lead students to observe, find and summarize the pronunciation rule of “i-e” in the words. 2. Read and match. Present the words and the pictures on the PPT. Let students read and match. Read the words. Match the words with the pictures. 3. Read after the recording. Let students read after the recording. (1)Look at the pictures carefully and say something about the pictures. (2)Listen to the recording. (3)Imitate after the recording. (4)Listen to the chant and circle the letters “i-e”. (续表) Teaching Stages Teacher’ s Activities Students’ Activities Teaching Purposes Practice 1. Read, listen and number. Teach the word “fine”. Play the recording of “Read, listen and number”. 2. Read and distinguish. Present some words on the PPT. 3. Listen, circle and write. (1)Give an example. (2)Lead students to observe the pictures of this part and try to predict the content of the listening text. (3)Let students listen, circle and write. Remind students to pay attention to the words’ handwriting. 1. Turn to page 16 and finish “Read, listen and number.” 2. Read the words in each group and distinguish. 3. Finish the exercise of “Listen, circle and write” on page 16. Through practice, help students spell the words according to the pronunciation rules, recognize the shapes of the words and complete the spelling of the words. Consolidation & Extension 1. Try to read the following words. Show some words with “i-e”. Let students try to spell these words. 2. Classify the given words. Present a group of words on the PPT. Check the answers. 1. Try to spell these words. Then read them aloud. 2. Read the words and classify them according to their pronunciations. Discuss with their partners. Report the results. Check the answers. Consolidate and test students’ mastery of the pronunciation and the pronunciation rule of “i-e” in this lesson. Homework 1. Try to find more words with “i-e” that sounds “/aɪ/”. 2. Do the exercises. The fourth period(第四课时) Part B Let’s talk & Let’s play ▶教学内容与目标 课时教学内容 课时教学目标 Let’s talk ·能够通过观察和谈论Let’s talk板块的图片理解对话大意 ·能够用正确的语音、语调朗读对话,并能在小组中进行角色扮演 ·能够在情境中恰当运用句型“—What colour is it? —It’s…”问答颜色 ·能够在情境中理解新词“lost, toy, notebook”的意思并能正确发音 Let’s play ·能够通过本板块提供的教学活动,操练并巩固本课的核心句型“—What colour is it? —It’s…” ▶教学重点 1.能够理解新词并掌握重点句型。 2.能够在情景中恰当运用句型“—What colour is it? —It’s…”问答颜色。 ▶教学难点 能够在情景中恰当运用句型“—What colour is it? —It’s…”问答颜色。 ▶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、视频等。 Teaching purpose① 通过TPR活动,将学生所有感官调动起来,全身心地投入到英语学习中去,同时提前渗透句型“Here it is!”。 ▶教学过程 Step 1: Warm-up① 1. Greetings. 2. Sing a song—My schoolbag. (出示课件) 3. Do the TPR action. T: Where is your mouth/the door/your pen/…? Teaching purpose② 通过谈论主情景图,导入本课话题,学习并理解新单词“lost, notebook”。 Ss: Here it is! Step 2: Presentation② 1. Lead-in. T: Good job. Are you happy now? Ss: Yes. Show the main scene graph of Unit 2 on the PPT. (课件出示:教材P12主情景图中有关Sarah和Amy的图片) T: Who are they? Ss: Sarah and Amy. T: Is Sarah happy? Ss: No. (The teacher shows a notebook.) T: You’re right. Sarah is not happy, because she lost her notebook. Write down “lost, notebook” on the blackboard. T: Read after me, please. /l/-/ɒ/-/s/-/t/, /lɒst/. /n/-/əʊ-/t/, /nəʊt/, the letter “e” is silent. /b/-/ʊ/-/k/, /bʊk/, note/nəʊt/-book/bʊk/, notebook . Let students read after the teacher. Teaching purpose③ 教师设置问题一步步引导学生观察并讨论Part B Let’s talk板块的图片,引出并学习新词及常用语。新句型“—What colour is it? —It’s…”的学习则是通过实物创设情境,在真实的语境中学习、理解。最后通过听课文录音并回答预设的问题来理解课文。 2. Learn “Lost & Found, excuse me”.③ (1)T: Sarah isn’t happy. She lost her notebook. Where can she find it? Maybe she can go to the Lost & Found. (课件出示:失物招领处的画面) Write down “Lost & Found” on the blackboard. Let students read after the teacher. (2)Show the pictures of “Let’s talk” in Part B. (出示课件) T: We can see Zhang Peng in this picture. Look carefully. Where’s Zhang Peng? Ss: At the Lost & Found. T: Yes, he’s at the Lost & Found. Why is he here? Maybe he lost… S1: … S2: … Listen and choose the right answer. (出示课件) Check the answer. Answer: B T: How do you know the answer? Can you read the sentence in the book out? Ss: Zhang Peng says, “I lost my schoolbag.” Let students read the sentence one by one. T: Zhang Peng is a polite boy, because he says, “Excuse me. I lost my schoolbag.” Let students read this sentence one by one. Present some scenes to practice “excuse me”. (课件出示:场景一:向交警叔叔问路;场景二:借东西;场景三:请别人让路) 3. Learn the sentence structures “—What colour is it? —It’s…” and the new word “toy”. The teacher walks to S1. T: Excuse me. Can I have a look at your schoolbag? … T: Oh, thank you. Your schoolbag is nice. It’s blue and yellow. What’s in it? (The student takes out the books and answers.) S1: A maths book, a Chinese book… T: Can I borrow your schoolbag for a moment? The teacher walks to S2. T: Excuse me. Can I have a look at your schoolbag? … T: Oh, thank you. What colour is it? S2: It’s red. T: Can I borrow your schoolbag for a moment? Write down the sentence structures “—What colour is it? —It’s…” on the blackboard. Let students read after the teacher. Then students read it one by one. … The teacher gets several schoolbags in the same way. T: Now I have some schoolbags here. But I forget their owners. Whose schoolbags are on the teacher’s desk? Please come here. T: What colour is your schoolbag? S1: … T: What’s in it? S1: … T: Oh, What’s this? It’s a toy. There is a toy in your schoolbag. Can we take toys to school? No, we can’t. So you can’t take a toy next time, OK? S1: OK. T: Here it is. S1: Thank you! The teacher writes down the new word “toy” on the blackboard. T: Now read after me. Toy, /t/-/ɔɪ/, /tɔɪ/. The teacher and students continue to ask and answer like this until the teacher finds other schoolbags’ owners. 4. Get more details. Listen to the recording and answer the questions. (课件出示:教材P17 Let’s talk板块的音频) Underline the key sentences in the books. Check the answers. Answer 1: B T: How do you know the answer? S1: Zhang Peng says, “It’s blue and white.” Answer 2: A T: What’s in Zhang Peng’s schoolbag? S2: An English book, two toys and a notebook. Answer 3: Yes, he can. T: Yes. Zhang Peng found his schoolbag. He thanks Miss White very much. So he says, “Thank you so much!” Teaching purpose④ 学会按照正确的语音、语调朗读对话,并能在小组中进行角色表演。在真实语境中操练重点句型,帮助学生真正理解并掌握重点句型。 Repeat “so much”. Let students read and act out “Thank you so much!” Step 3: Practice④ 1. Listen to the recording again and repeat. Let students read the dialogue after the recording. Listen carefully and pay attention to the pronunciation and the intonation. 2. Read the dialogue. Let students read the dialogue in pairs. 3. Role play. T: Let’s read the dialogue in roles. Group 1 and Group 2, you are Zhang Peng. Group 3 and Group 4, you’re Miss White. Now read the dialogue in pairs. Then act it out in class. I will find the best group. The red star is for the best group! 4. Let’s play. Ask students to guess what book it is according to the colours. Finish the activity of “Let’s play”. (课件出示:教材P17 Let’s play板块的图片) (1)T: Look, What’s this? Yes, It’s a storybook. What colour is it? It’s green. What’s this? It’s a Chinese book. What colour is it? It’s red… Help students get to know all the books and their colours in “Let’s play”. Then start the activity. T: I have a new book. Guess, what is it? You can ask me the colour of my new book. Then you can know it. Make a model first. T: I have a new book. S1: What colour is it? T: It’s yellow. S1: It’s a Chinese book. T: Yes. Now, please do it like this in pairs. I will find the best pair. The red stars are for the winners! (2)Show time. Teaching purpose⑤ 通过两个活动培养学生在真实的情境中运用所学新词和新句型的能力,放手让学生表达自己的真实情感,发挥学生的自主性和创造性。 Step 4: Consolidation & Extension⑤ 1. Create a new dialogue. Two students make a group to create a dialogue according to the PPT. 2. Draw and talk. Let students draw a new schoolbag and talk about it with their partners like this: S1: This is my new schoolbag. S2: What colour is it? S1: It’s… S2: What’s in it? S1: … S2: It’s nice. S1: Thank you. Let several groups show in class. Reward some presents to the winners. ▶板书设计 ▶作业设计 1. Read the dialogue. 2. Act out the dialogue with your partner at the Lost & Found. 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课前热身环节通过学生喜爱的与本课时教学内容相关的歌曲、TPR活动,充分激发学生的学习兴趣。 2本课时的教学以“失物招领”为主线创设情境,在情境中学习新知、巩固新知、运用新知。 3在教学过程中通过师生、生生对话,在情景中习得知识,遵循了“词不离句,句不离景”的教学规律。 4在真实语境中操练重点句型,帮助学生真正理解并掌握重点句型,学会灵活运用。 ▶Teaching Contents & Teaching Aims Let’s talk ·Be able to understand the main idea of the dialogue by observing and talking about the pictures. ·Be able to read the dialogue with the correct pronunciation and intonation and then act out in groups. ·Be able to use the key sentence structures to ask and answer about the colours properly in the situations. ·Be able to understand and pronounce the new words “lost, toy, notebook” in the situations. Let’s play ·Be able to practice and consolidate the key sentence structures “—What colour is it? —It’s…” through the teaching activities provided in this section. ▶Teaching Priorities ·Be able to understand the new words “lost, toy, notebook” and grasp the key sentence structures. ·Be able to use the key sentence structures to ask and answer the colours properly in the situations. ▶Teaching Difficulties ·Be able to use the key sentence structures to ask and answer about the colours properly in the situations. ▶Teaching Procedures Teaching Stages Teacher’ s Activities Students’ Activities Teaching Purposes Warm-up 1. Greetings. 2. Sing a song—My schoolbag. 3. Do the TPR action. 1. Greetings. 2. Sing a song—My schoolbag. 3. Do the TPR action with the teacher. Arouse students’ initiative by TPR. Learn the sentence in advance. Prepare for the new lesson. (续表) Teaching Stages Teacher’ s Activities Students’ Activities Teaching Purposes Presentation 1. Lead-in. Show the main scene graph of Unit 2 and lead in the new lesson. Teach the new words “lost, notebook”. Look at the picture and answer some questions. Learn the new words “lost, notebook”. Lead in the new lesson by talking about the main scene graph. Help students know the new words “lost, notebook”. 2. Teach “Lost & Found, excuse me”. Learn “Lost & Found, excuse me”. Lead students to observe and discuss the pictures through setting questions. Help them learn the new vocabulary and the sentence structures by creating situations and understand the text by listening to the recording and answering the questions. 3.Teach the sentence structure“—What colour is it? —It’s…” and the new word “toy”. Learn the sentence structures “—What colour is it? —It’s…” and the new word “toy”. 4. Get more details. Show questions. Play the recording. Check the answers. Listen to the recording and answer the questions. Check the answers. Practice 1. Play the recording again. 2. Let students read the dialogue. 3. Role play. 4. Let’s play. Show some pictures and let students guess what book it is. 1. Listen to the recording and repeat. 2. Read the dialogue in pairs. 3. Read in roles and act out in class. 4. Look at the pictures and guess. Learn to read the dialogue with correct pronunciation and intonation. Act out in groups. Practice the key sentence structures in real context. Help students understand and master them. Consolidation & Extension 1. Create a new dialogue. 2. Draw and talk. 1. Work in groups of two and make a dialogue. 2. Draw a new schoolbag and talk about it with their partners. Cultivate students’ ability to use the key vocabulary and the sentence structures in real situations. Let students express their true feelings. Stimulate students’ autonomy and creativity. Homework 1. Read the dialogue. 2. Act out the dialogue with your partner at the Lost & Found. 3. Do the exercises. The fifth period(第五课时) Part B Let’s learn & Draw 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、认读单词“candy, key, toy, notebook” ·能够熟练运用句型“What’s in the schoolbag?”询问并描述书包中各种物品的名称 ·在描述书包中的物品时能够正确使用名词的单复数形式 Draw and say ·复习并巩固Part B Let’s learn板块的主要句型“What’s in my/your schoolbag?”以及单词“candy, key, toy, notebook” ▶教学重点 1. 能够听懂、会说、认读单词“candy, key, toy, notebook”。 2. 能够熟练描述书包中的各种物品。 ▶教学难点 在描述书包中的物品时,能够正确使用名词的单复数形式。 ▶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、视频、贴纸、实物等。 ▶教学过程 Teaching purpose① 猜猜教师书包里有什么,复习之前学过的关于书本的词汇和询问颜色的句型。 Step 1: Warm-up & Revision① 1. Greetings. 2. Sing the song—My schoolbag. (出示课件) 3. Revision. Put the schoolbag in a plastic bag and show it to students. T: Look, boys and girls! What’s this? … Yes, It’s my schoolbag. It’s a nice schoolbag. What colour is it? What’s in it? Do you want to know? Please guess! Come on, class! If you do a good job, you can get a sticker. (Show students the stickers.) T: What colour is my schoolbag? S1: Green? T: No, again! S1: Orange? T: Yes, you’re right! Here’s your sticker! T: What’s in my schoolbag? S2: A Chinese book? T: No, again! S2: An English book? … Step 2: Presentation 1. Teach the new words “notebook, toy, toys”. (课件出示:上节课张鹏在失物招领处找到的蓝白色书包) T: Look! Do you know this schoolbag? Whose schoolbag is it? Ss: It’s Zhang Peng’s schoolbag. T: Yes, It’s Zhang Peng’s schoolbag. He found it at the Lost & Found. What’s in his schoolbag? Ss: An English book, two toys and a notebook. T: Are you right? Let’s check. (课件出示: P18 Let’s learn板块的插图) T: Oh, yes, look! A notebook! Two toys! (课件出示:将书包中的笔记本和两个玩具分别闪烁两下,接着在图片旁边出现单词notebook和toys,其中toys中的字母s用红色) T: How many notebooks can you see in Zhang Peng’s schoolbag? Ss: One. T: Good, one notebook. Notebook, note-book, note/nəʊt/-book /bʊk/, notebook . How many toys? T: Let’s count. One, two. Two toys. Toy, oy/ɔɪ/, toy/tɔɪ/, toys/tɔɪz/. Write down the words “notebook, toy, toys” on the blackboard. The teacher reads the words “toys” and “notebook” syllable by syllable. Students follow the teacher and then practice reading the words. (课件出示:几种物品都从一个到多个) Teaching purpose② 在设定的情境中,以不同方式呈现新单词,吸引学生的注意力,使学生感受物品的真实含义,并形成一个小语境,帮助学生理解和掌握单词。 Students read the words after the teacher for three times. Then choose a group of words to read one by one like this: one boy, two boys, three boys. One book, four books, five books. 2. Teach the new words “candy, candies, key, keys”.② (1)The teacher holds a candy in the hand. T: Guess, What’s in my hand? It’s sweet and children all like it. Ss: … T: Good! Look! It’s a candy. It’s a red candy. Candy, can/k æn/ -dy/di/, candy . Write down the word “candy” on the blackboard. The teacher reads the word “candy” syllable by syllable. Students follow the teacher and then practice reading the word. The teacher shows another candy. T: What colour is it? Ss: It’s blue. T: Wonderful! Now, Let’s count. One candy, two candies. I have two candies. One candy, two candies . Write down the word “candies” on the blackboard. The teacher reads the word “candies” syllable by syllable. Students follow the teacher and then practice reading the word. (2)The teacher shows students a schoolbag. T: I have something in the schoolbag. Please ask with the sentence “What’s in your schoolbag?”. And you can touch and take it/them out. Then tell other students what it is/they are. Write down the sentence “What’s in your schoolbag?” on the blackboard. S1: What’s in your schoolbag? (Touch the inside of the schoolbag.) A notebook and two candies. T: Great! You’re right. S2: What’s in your schoolbag? (Touch the inside of the schoolbag.) … S3: What’s in your schoolbag? (Touch the inside of the schoolbag.) I don’t know. T: Take it/them out of the bag. Let’s have a look. T: Oh, they’re keys. The teacher shows one key and says slowly, “A key.” Teaching purpose③ 教师播放单词部分的录音,学生听录音跟读。引导学生按照正确的语音、语调朗读单词。 The teacher shows two keys and says slowly, “Two keys.” The teacher shows a bunch of keys and says, “I have many keys.” Write down the words “key, keys” on the blackboard. The teacher reads the words like this: k/k/-ey/i:/, key/ki:/, keys/ki:z/. Students follow the teacher and practice reading the words. Then read one by one. Teaching purpose④ 三个游戏活动目的不同。第一个游戏检查学生对新单词音形的掌握情况。第二个游戏则是将单词含义与单词图片结合的活动。第三个游戏则是检查学生对单词字形的把握程度,能否做到拼读单词。三个活动以游戏形式呈现,可以激发学生的学习兴趣,提高学生参与的积极性,同时可以达到听、说、认读新单词的目的。 Step 3: Practice 1. Listen to the recording and repeat. (课件出示:教材P18 Let’s learn板块中单词的音频)③ T: What’s in Zhang Peng’s schoolbag? Listen and repeat. Play the recording. Let students listen to the recording and repeat. Remind students to pay attention to the pronunciation and the intonation. 2. Read the words and the sentences. Let students read the words and the sentences in different ways. Read freely. Read in pairs. Read together. 3. Play some games.④ T: Now, Let’s play some games. If you do a good job, you can get a sticker. Come on! (1)Flash words. (课件出示:快速一一闪现Part A和Part B两部分所学的词汇) T: Look at the PPT and say the words as quickly as you can. (2)Watch, think and guess. The teacher shows a part of some pictures and asks: What’s this? Students try to guess and answer. T: Good job! You’re right. Here’s a sticker for you! Let’s go on. … (3)Make up the words. Present the letters that can make up the words in random order. Ask students to guess the words. T: Look at these letters. Put the letters in right order and we can see a word. What is it? T: Write down the words in your exercise books. Come on! Check the answers. Give out the stickers for the winners. Teaching purpose⑤ 通过两个活动巩固本课所学单词与句型,让学生在应用中熟练掌握所学内容,达到学以致用的目的。 Step 4: Consolidation & Extension⑤ 1. Listen and circle. T: What’s in Amy’s schoolbag? Look at the PPT and listen carefully, then circle. 2. Draw and say. Draw a schoolbag and some things in the schoolbag. Talk about the schoolbag like this: A: What’s in your schoolbag? B: Three keys, two toys and an English book. Practice in pairs. Choose some pairs to act out in class. The teacher makes an evaluation. ▶板书设计 ▶作业设计 1. Read the new words to your parents and copy the words. 2. Practice reading the sentences. 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以不同的方式呈现新单词,吸引学生的注意力,使学生感受物品的真实含义,并形成一个小语境,更有利于学生理解和掌握单词。 2在教学过程中,不是单纯地教单词,而是始终遵循“词不离句”的教学原则,使学生在语境中更容易理解单词的含义。 3在教授新单词的时候,通过拆音、拼音等语音意识训练活动,帮助学生快速记忆单词。 4给学生一个想象的空间,让学生自己画书包及书包里装的物品,并谈论自己的新书包,培养学生的想象力和交际能力。 ▶Teaching Contents & Teaching Aims Let’s learn ·Be able to listen, speak and read the words “candy, key, toy, notebook”. ·Be able to use the sentence structure “What’s in the schoolbag?” to ask and describe the objects in the schoolbag adroitly. ·Be able to use the singular and plural forms of nouns correctly when describing the objects in the schoolbag. Draw and say ·Review and consolidate the main sentence structures “What’s in my/your schoolbag?” and the words “candy, key, toy, notebook”. ▶Teaching Priorities ·Be able to listen, speak and read the words “candy, key, toy, notebook”. ·Be able to describe the objects in the schoolbag adroitly. ▶Teaching Difficulties ·Be able to use the singular and plural forms of nouns correctly when describing the objects in the schoolbag. ▶Teaching Procedures Teaching Stages Teacher’ s Activities Students’ Activities Teaching Purposes Warm-up & Revision 1. Greetings. 2. Sing the song—My schoolbag. 3. Revision. Show a schoolbag and let students guess what colour it is and what is in it. 1. Greetings. 2. Sing the song—My schoolbag. 3. Revision. Guess the colour of the teacher’s bag and the items in the bag. Review the words and the sentence structures related to this lesson by guessing the colour of the teacher’s bag and the items in the bag. Presentation 1. Teach the new word “notebook, toy, toys”. Show Zhang Peng’s schoolbag and create a situation: Zhang Peng found his bag. What’s in his schoolbag? 2. Teach the new words “candy, candies, key, keys”. (1)Ask students to guess a riddle: It’s sweet and children all like it. (2)Let students touch and guess. 1. Learn the new words “notebook, toy, toys”. 2. Learn the new words “candy, candies, key, keys”. (1)Guess a riddle and learn the new words “candy, candies”. (2)Touch and guess the objects in the schoolbag and learn the new words “key, keys”. Attract students’ attention by presenting the new words in different ways and let them feel the real meanings of the objects in a set situation. Help students understand and grasp the new words. (续表) Teaching Stages Teacher’ s Activities Students’ Activities Teaching Purposes Practice 1. Play the recording. 2. Let students read the words and the sentences. 3. Play some games. (1)Flash words. Show the words on the PPT. (2)Watch, think and guess. Show a part of the pictures. (3)Make up the words. Show the letters in random order. 1. Listen to the recording and repeat. 2. Read the words and the sentences. 3. Play some games. (1)Flash words. Say the words as quickly as they can. (2)Watch, think and guess. Look at a part of the pictures and guess the words. (3)Make up the words. Lead students to read the new words with correct pronunciation and intonation. Through three different games, stimulate students’ learning interest, increase the initiative of students’ participation and achieve the purpose of listening, speaking and reading the new words. Consolidation & Extension 1. Show the exercise on the PPT. Play the recording. 2. Let students draw and say. 1. Listen and circle. 2. Draw and say. Let students consolidate the words and the sentence structures learned in this lesson and master the content in the application through the activities. Homework 1. Read the new words to your parents and copy the words. 2. Practice reading the sentences. 3. Do the exercises. The sixth period(第六课时) Part B Read and write & Let’s check & Let’s sing ▶教学内容与目标 课时教学内容 课时教学目标 Read and write ·能够读懂一组句子并完成选择正确图片任务 ·能够按正确的意群和语音、语调朗读这组句子 ·能够在有意义的语境中抄写单元话题词汇并将句子补充完整 ·能够综合运用本单元的核心词句 Let’s check ·检测本单元A、B部分的核心句型 ·考查单元核心词汇的认读 Let’s sing ·能够了解歌词意义并能够清晰准确地歌唱 ▶教学重点 1.能够读懂一组句子并完成选择正确图片的任务。 2.能够按正确的意群和语音、语调朗读这组句子。 3.能够在有意义的语境中抄写单元的话题词汇并将句子补充完整。 4.能够综合运用本单元的核心词句。 ▶教学难点 能够综合运用本单元的核心词句。 ▶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、录音或视频材料。 Teaching purpose① 通过唱歌,既能复习旧知,又能为新课学习营造轻松愉快的氛围。 ▶教学过程 Step 1: Warm-up & Lead-in 1. Greetings. 2. Sing the song—My schoolbag. (出示课件)① 3. Play a game—“What’s missing?”② Review the words: schoolbag, maths book, English book, Chinese book, storybook, candy, notebook, toy, key. (课件出示:schoolbag, maths Teaching purpose② 通过游戏让学生们复习已经学过的词汇,为新课的学习做好知识铺垫。 book, English book, Chinese book, storybook, candy, notebook, toy, key,然后一个个随机消失) Ask students to say the missing word quickly. Teaching purpose③ 通过谈论学生书包的颜色和书包里的物品,复习本单元的重要句型,并引出新课。 4. Lead-in.③ Talk about the schoolbags with students: T: What colour is your schoolbag? S1: It’s blue. T: What’s in your schoolbag? S2: An English book, a maths book, three storybooks. … Teaching purpose④ 引导学生观察图片,说出学过的词汇,并学习二会单词cute,为后面的阅读做铺垫。 Step 2: Presentation 1. Pre-reading.④ (1)Look and say. T: I know what is in your schoolbag. Now, I have two schoolbags. (课件出示:教材P19 Read and circle中的两个书包的图片) I have many things in the two schoolbags. Look! What are these? Show the things on the PPT. (课件出示: 教材P19 Read and circle中除书包以外的所有物品分类呈现) Lead students to say: a storybook, two storybooks; a car; a ball; some candies; some toys. (2)Learn the word “cute”. (课件出示:带有熊猫的钥匙图片闪烁) T: What are these? Ss: Keys. T: How many keys? S: Three keys. T: Yes. The keys are with a panda. I like the panda because It’s cute. Do you like it? Ask students to read after the teacher: cute, cute, a cute panda. (课件出示:带有猴子的钥匙图片闪烁) The teacher leads students to say: a cute monkey. Ask students to read after the teacher: cute, cute, a cute monkey. Teaching purpose⑤ 在新授环节,初步培养学生自主阅读获取信息和处理信息的能力,引导学生掌握阅读技巧。 2. While-reading. (1)Ask and answer. (课件出示:教材P19 Read and circle部分的两幅图片)⑤ T: Look at Picture A. What’s in the schoolbag? S1: Two storybooks, three keys, some candies, some toys and a cute panda. T: What’s in the schoolbag in Picture B? S2: A storybook, two keys, some candies, some toys and a cute monkey. (2)Listen and underline. T: Listen to the recording and underline the words about school things.(课件出示:教材P19 Read and circle部分的音频) (3)Read and circle. T: Read the text, then circle the correct answer. Teaching purpose⑥ 通过比赛提高学生对朗读的兴趣,让学生从能读、会读到规范、优美地朗读。 (4)Check the answer. Answer: A (5)Listen again and read after the recording. T: Now, let’s listen to the recording again and read after it. Make sure you can read the sentences correctly. Pay attention to your pronunciation and intonation. (6)Show time.⑥ Students have a reading show. Choose several reading stars. The reading stars can get presents. 3. Post-reading.⑦ Teaching purpose⑦ 这部分的训练内容,主要用来培养学生们的书写能力。 Look, choose and write. (1)What is in it? (课件出示:教材P19 Look, choose and write部分的图片) T: Now we can see a desk. What’s in it? S1: An egg, a pen, a notebook and three keys. T: Good. We must pay attention to the words “egg” and “notebook”. The first letter of “egg” sounds /e/. It is a vowel. So we say “an egg”. And “keys” is the plural form. We can’t say “three key”. We must say “three keys”. Let students turn to page 19 in the book and fill in the blanks. Check the answers. (出示课件) Let a student read it. (2)What’s in your desk? T: Now please look at your desk. What’s in your desk? Ss: … T: Good. Please fill in the blank on page 19. The teacher can walk around and make sure students write the words correctly. Step 3: Practice Let’s check. (1)Listen and number. (课件出示:教材P20 Listen and number中的四幅图片) T: Look at these pictures. They are all school things. Now, look at Picture 1. What can you see? S1: A pen. T: Good. It’s a red pen. And how about Picture 2? What’s it? And what colour is it? S2: It’s a green schoolbag. T: Great! What can you see in Picture 3? S3: I can see a red schoolbag. T: Wonderful. And what’s in the red schoolbag? S3: A storybook and some candies. T: Good job! Now who can say something about Picture 4? S4: I can see a pink schoolbag. A notebook and a maths book are in the schoolbag. T: Very good. Let’s listen and number. (课件出示:Listen and number的音频) Check the answers. Teaching purpose⑧ 通过两个练习,提高学生们的阅读能力,检测学生对上节课可数名词复数这一语法点的掌握情况。 Answers: 3 1 2 4 (2)①Look and circle. (课件出示:教材P20 Look and circle部分的文字与图片)⑧ T: What’s in the schoolbag? Please read and circle. You can underline the different school things in A and B first. Then look at the picture and circle the correct answer. Check the answer and let students read in groups. Answer: B ②Read and fill in the blanks. Let students look at the picture on the PPT and try to fill in the blanks. Check the answers. (出示课件) Teaching purpose⑨ 培养学生的综合语言运用能力,通过将语言内化并运用,完成语言输入到输出的过程。 Step 4: Consolidation & Extension⑨ 1. Write about your schoolbag or your pencil box. T: What’s in your schoolbag? What’s in your pencil box? Choose one topic and write about it. You can write like this: T: Please write down on your exercise books. Pay attention to the capitalizing letter before a sentence and the punctuation after a sentence. Show some students’ sentences in class. Check the answers with students. The other students check in pairs. 2. Emotional education. T: Is your schoolbag/desk tidy or messy? Please put away your school things in time. Keep your schoolbag or desk tidy. It’s a good habit! ▶板书设计 ▶作业设计 1. Read the text to your parents. 2. Write about your desk in your bedroom. 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热身环节通过歌曲、游戏活动复习已经学过的单词,为新课的学习做好知识铺垫。 2在阅读教学之前,对语篇认真地进行分析,明确语篇的中心内容和知识要点,找出其中的重难点词汇和句型,明确教学目标与重难点。在阅读过程中,初步培养学生自主阅读获取信息和处理信息的能力,引导学生掌握阅读技巧。在阅读后,通过练习加强巩固学生的语言实际运用能力和书写能力。3在教学过程中要注重培养学生良好规范的书写习惯。 4板书设计呈现本课的语言支架,对学生的阅读和书写起到了很好的辅助作用。 ▶Teaching Contents & Teaching Aims Read and write ·Be able to understand a group of sentences and complete the task of selecting the right picture. ·Be able to read this group of sentences according to the correct meaning group, pronunciation and intonation. ·Be able to copy the topic vocabulary of this unit and complete the sentences in context. ·Be able to use the key words and the key sentences of this unit synthetically. Let’s check ·Check the key sentence structures of Part A and Part B of this unit. ·Examine the recognition of the key vocabulary of this unit. Let’s sing  ·Be able to understand the meaning of the lyrics and sing clearly and accurately. ▶Teaching Priorities ·Be able to understand a group of sentences and complete the task of selecting the right picture. ·Be able to read this group of sentences according to the correct meaning group, pronunciation and intonation. ·Be able to copy the topic vocabulary of this unit and complete the sentences in context. ·Be able to use the core words and the core sentences of this unit synthetically. ▶Teaching Difficulties ·Be able to use the core words and the core sentences of this unit synthetically. ▶Teaching Procedures Teaching Stages Teacher’s Activities Students’ Activities Teaching Purposes Warm-up & Lead-in 1. Greetings. 2. Play the song—My schoolbag. 3. Play a game: What’s missing? 4. Lead-in. Talk about the schoolbags with students. 1. Greetings. 2. Sing the song—My schoolbag. 3. Play a game: What’s missing? 4. Talk about the schoolbags with the teacher. Use the song and the game to create a relaxing and pleasant learning atmosphere, review the words learned, and prepare for the new lesson. Presentation 1. Pre-reading. (1)Look and say. Show the pictures and lead students to say the words. (2)Teach the word: cute. (1)Look at the pictures and say the words that students have learned. (2)Learn the new word: cute. (续表) Teaching Stages Teacher’ s Activities Students’ Activities Teaching Purposes Presentation 2. While-reading. (1)Ask and answer. (2)Play the recording. (3)Read and circle. (4)Check the answer. (5)Play the recording again. (6)Show time. Choose the reading stars and give presents. (1)Talk about Picture A and Picture B. (2)Listen and underline the words about school things. (3)Read the text and circle the correct answer. (4)Check the answer. (5)Listen again and read after the recording. (6)Show time. Read the text in class. Observe the pictures and review the words that students have learned. Learn the new word to prepare for reading. Cultivate students’ ability to obtain and process information through independent reading and lead them to master reading skills. Improve students’ reading interest so as to achieve the purpose of reading normatively and gracefully. 3. Post-reading. Look, choose and write. (1)What is in it? Ask the question and finish the writing task. Check the answers. (2)What’s in your desk? Lead students to finish the writing task. Make sure they write correctly. Answer the questions and fill in the blanks. Check the answers with the teacher. Practice Let’s check. (1)Listen and number. Lead students to say something about the pictures. Play the recording. Check the answers. (2)①Look and circle. ②Read and fill in the blanks. Show the text and a picture. Check the answers. (1)Say something about the pictures. Then listen and number. (2)①Look at the picture and circle the correct answer. Check the answer and read in groups. ②Look at the picture and try to fill in the blanks. Check the answers. Improve students’ reading ability and help them grasp the grammar point of the plural forms of countable nouns. (续表) Teaching Stages Teacher’ s Activities Students’ Activities Teaching Purposes Consolidation & Extension 1. Write about your schoolbag or your pencil box. 2. Emotional education. 1. Write about your schoolbag or your pencil box. 2. Keep a good habit! Cultivate students’ comprehensive language application ability. Finish the process from the input to the output of language by internalizing and using language. Homework 1. Read the text to your parents. 2. Write about your desk in your bedroom. 3. Do the exercises. Unit 3 My friends 教材分析 本单元学习的主题是向他人介绍自己的好朋友,对好友的性格和外貌特征进行描述。教学内容主要是通过展示学生们介绍好友的情景来展开的。教学重点是能够听、说、认读核心句型“—What’s his name? —His name is Zhang Peng.”“He’s tall and strong.”“Who’s he?”“He has glasses and his shoes are blue.”;能够听、说、认读单词“strong, friendly, quiet, hair, shoe, glasses”。 教学目标 知识与能力目标: 句型 · 能够听、说、认读句型“—What’s his name? —His name is Zhang Peng.”“He’s tall and strong.”“Who’s he?”“He has glasses and his shoes are blue.” ·能够在情景中运用句型“—What’s his/her name?—His/ Her name is…”“—Who’s he/ she?—He/ She is…”询问他人的姓名或身份并做出回答 ·能够在情景中运用句型“He’s/ She’s…”“He/ She has…”描述人物的性格或外貌特征 ·能够按照意群朗读“He has short hair. He has a big green bag. What is his name?”等四组句子 词汇 ·能够听、说、认读单词“strong, friendly, quiet, hair, shoe, glasses” ·能够正确使用上述单词描述人物的性格或外貌特征 ·能够在有意义的语境中抄写上述话题词汇 语音 ·能够掌握o-e的发音规则,即o-e在单词中发长音/əʊ/ ·能够读出符合o-e发音规则的单词,并能根据发音拼写出符合o-e发音规则的单词 情感态度、文化意识、学习策略目标: ·能够了解外貌描述中的文化禁忌,如:不要对同学长得胖或戴眼镜等有歧视性语言 ·能够根据o-e的发音规则拼读单词,并能够根据o与o-e的发音规则拼写单词 课时安排 第一课时:Part A Let’s talk & Let’s play 第二课时:Part A Let’s learn & Let’s chant 第三课时:Part A Let’s spell 第四课时:Part B Let’s talk & Let’s play 第五课时:Part B Let’s learn & Say and draw 第六课时:Part B Read and write & Let’s check & Let’s sing The first period(第一课时) Part A Let’s talk & Let’s play ▶教学内容与目标 课时教学内容 课时教学目标 Let’s talk ·能够在图片、PPT和教师的帮助下理解对话大意 ·能够用正确的语音、语调朗读对话,并能够在小组中进行角色扮演 ·能够在情景中运用句型“—What’s his/ her name? —His/ Her name is...”询问他人姓名并能够回答;能够在情景中运用句型“He’s/She’s...”“He/ She has…”描述人物的性格和外貌特征 ·能够在语境中借助图片等理解新词“friendly, strong, his”的意思,并能够正确发音 Let’s play ·通过观察Let’s play板块的图片,能够依照语言示范简单描述人物的外貌特征 ·能够进一步巩固对核心句型“He’s/She’s...”“—What’s his/her name? —His/ Her name is...”的理解与运用 ▶教学重点 1. 能够在情景中运用句型“—What’s his/ her name? —His/ Her name is…”询问他人姓名并能够回答。 2. 能够在情景中运用句型“He’s/ She’s…”“He/ She has…”描述他人的性格和外貌特征。 ▶教学难点 1. 能够在情景中灵活运用核心句型询问他人姓名并回答。 2. 能够熟练描述他人的性格和外貌特征。 3. 能够正确读出“Chinese, his”的尾音。 ▶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、卡片、一块幕布等。 Teaching purpose① 由教师的问候和握手交朋友的动作展开教学,营造轻松、愉快的学习氛围,引出本单元的话题。说唱chant和猜人游戏能够调动学生的积极性,激发他们的语言表达欲望,使学生快速地将精力集中到课堂上。 ▶教学过程 Step 1: Warm-up & Lead-in① 1. Greetings. T: Good afternoon, boys and girls. Today let’s be good friends, OK? Ss: OK. The teacher shakes hands with a student and says, “Friends, friends, good friends.” Then students shake hands with each other and say what the teacher says. Ss: Friends, friends, good friends. T: Now, tell me, “Who is your good friend?” S1: He/ She is… S2: … 2. Let’s do. Show the chant on the PPT. Play the music and chant with students. (出示课件) Teaching purpose② 通过层层递进的对话,逐渐把主动权交给学生,不仅能对已学句型“My name’s…”进行巩固,同时可以导入“his”,稍加点拨,加以强化操练。学生能很快掌握“his”的用法,加强知识结构的前后联系。 3. Play a guessing game. Pull up a curtain. Ask some students to hide behind the curtain and put their arms or legs out of the curtain in turn. Point to one of them and let the other students guess who he/ she is. T: Who’s he/ she? Ss: He/ She is… Step 2: Presentation② Teaching purpose③ 语言就是在不断的听说中习得,由“My name’s…”导入,继而操练句型“His/ Her name is…”,再在此基础上学会问答“What’s his/her name?”,一步一步,水到渠成。 1. Learn the new sentences.③ (1) The teacher makes a self-introduction with the sentence “My name’s…” and asks a boy. T: What’s your name? Boy: My name is… After the boy answers the question, the teacher introduces the boy. T: His name is… He is… (2) The teacher asks students, “What’s his name?” (3) The teacher inspires other students to answer the question and writes down the sentence structure “His name is…” on the blackboard. Ask students to pay attention to the ending sound of the word “his/hɪz/”. (4) The teacher points to other boys one by one and lets students do more exercises to master the language points. T: What’s his name? Ss: His name is… (5) The teacher points to a girl and says, “She’s… Her name is…” Then the teacher asks students, “What’s her name?”. Let students try to answer the question. Write down the sentence structure “Her name is…” on the blackboard. Ask students to pay attention to the ending sound of the word “her/hə (r)/”. The teacher points to another girl and asks, “What’s her name?” Let students ask and answer in pairs with the sentence structures “—What’s her name? —Her name is…” 2. Practice the new sentences. (1)Show fuzzy pictures of the two people on the PPT. (课件出示:学生熟悉的两个人的模糊图片,这两个人分别是男人和女人或者男孩和女孩) T: Look! He’s/ She’s my new friend. Let students guess the names of the two people. Teaching purpose④ 通过上面几个环节全面系统地学习本课的单词和句型,让学生在小组中、在师生操练中反复认知并再现新句型,以完成教学目标。 Lead students to ask the question “What’s his/her name?” Show clear pictures of the two people and reveal the names.(出示课件) Write down the sentence “What’s his/ her name?” on the blackboard. And emphasize the distinction between “his” and “her”. (2)Show some students’ pictures collected in advance on the PPT. (出示课件)④ T: Look! I have some pictures. Look at this picture. Who can tell me his/her name? Lead students to use the sentence structure “His/ Her name is…” to answer. Ss: His/ Her name is… T: Is he/ she tall/ short? Ss: Yes. T: Is he/ she thin? Ss: No, he/ she is… Do the action to show “strong”. Then write down the word “strong” and teach it. T: str/str/-o/ɒ/-ng/ŋ/, strong/strɒŋ/. T: He’s/ She’s tall and strong/short and thin. And he/she is friendly. Write down the word “friendly” on the blackboard. Mark “-ly” with red chalk. Teach the word. T: friend/frend/-ly/li/, friendly. Teaching purpose⑤ 通过课文图片和问题的呈现,引导学生听录音并理解对话内容。通过观看录像,调动学生的视觉、听觉和记忆力,提高他们参与语言活动的积极性。 Ask students to read it and pronounce it correctly. Introduce the etiquette of appearance description: Replace “fat” with “strong”. T: We usually don’t say he/ she is fat, but he/ she is strong. 3. Let’s talk.⑤ (1)Show a picture of John on the PPT. (出示课件) T: What’s his name? Ss: His name is John. Show a picture of John’s mum on the PPT. (出示课件) T: She is John’s mother. What are they talking about? Ss: … (Guess.) T: They are talking about John’s new friend. Who is he/she? (2)Show the questions one by one on the PPT. ①Does John have a Chinese friend? T: We are all Chinese, because we are all from China. Point to the Chinese flag on the wall to help students understand the word “Chinese”. Then teach the word “Chinese”. T: Ch/tʃ/-i/aɪ/-nese/ni:z/, Chinese. ②What’s John’s friend’s name? ③Is John’s friend tall and strong? Teaching purpose⑥ 教师播放录音,学生听录音跟读。引导学生按照正确的语音、语调及意群朗读对话,并能在小组中进行角色扮演。 (3)Play the video of “Let’s talk” on the PPT. Let students watch the video with questions. (课件出示:教材P24 Let’s talk板块的视频) Ask students to underline the sentences about the answers in their books and answer the questions in class. Then check the answers together. 4. Listen, read and act.⑥ (1) Let students listen to the recording and read after it.(出示课件) Teaching purpose⑦ 通过完成Let’s play和“找朋友”活动,进一步巩固对核心句型“He’s/ She’s…”“His name is…” “—What’s his/her name? —His/ Her name is…”的理解和运用。 (2) Lead students to act out the dialogue in pairs. Step 3: Practice⑦ 1. Let’s play. Show the picture of “Let’s play” on the PPT. (出示课件) T: We have four new friends today. Can you introduce them to me? Ss: His name is… He’s…/ Her name is… She’s… T: Good. Now let me describe them, and you say out the names. She’s tall and thin. What’s her name? Ss: Her name is Lucy. T: Where is she? Ss: … T: Yes, there she is. (Do the action to point at Lucy on the screen.) Let students quickly name the characters according to the teacher’s description. Finally point to the character and say the sentence “Oh, there she/ he is.” Then lead students to ask and answer in pairs. One describes and asks, the other answers. 2. Play a game—“Find a friend.” Divide students into groups of four. Let each student write down a classmate’s name on the card. The back of the card is facing up. Let a student in each group pick a card randomly and describe the student on the card one by one. The rest of the group guess who the student is according to the description. Make a model: A: My friend is a boy. He’s thin. He has short hair. He likes maths. Who’s he? Teaching purpose⑧ 通过学生喜欢的画画活动,让他们发挥自己的绘画技能,画出人物,并用本课的核心句型做介绍,提升语言运用的真实性。 B & C & D: His name is… Step 4: Consolidation & Extension⑧ Play a game—“Draw my friend.” Present a passage on the PPT. Lead students to read the passage. Then ask students to draw a portrait on the blackboard one by one. Each one draws a brushstroke to complete the portrait. ▶板书设计 ▶作业设计 1. Practice the dialogue. 2. Introduce the friend to parents with 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. 本课时主要学习描述他人的性格和外貌特征。课程开始,通过复习和巩固句型“My name is…”导入新词“his, her”并稍加练习,学生能很快地掌握句型“What’s his/ her name?”并用句型“His/ Her name is…”进行作答。 2. 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。 3. 猜人和绘画活动活跃了课堂氛围,调动了学生的学习积极性,加强了师生交流。活动既有合作又有竞争,取得了不错的教学效果。 4. 突出语用功能,联系学生的实际情况,设置多个环节,层层深入,帮助学生在真实情景中灵活地操练所学语言。 ▶Teaching Contents & Teaching Aims Let’s talk ·Be able to understand the meaning of the dialogue with the help of photos, the PPT and the teacher. ·Be able to read the dialogue with the correct pronunciation and intonation. And be able to act out the dialogue in the groups. ·Be able to use the sentence structures to ask and answer the names and describe the characters in situations. ·Be able to understand the new words “friendly, strong, his” in context and pronounce them correctly. Let’s play ·Be able to describe the characters’ appearances simply according to the language demonstration by observing the pictures of “Let’s play”. ·Be able to further consolidate the understanding and application of the key sentence structures. ▶Teaching Priorities ·Be able to ask and answer about names with the key sentence structures in real situations. ·Be able to use the key sentence structures to describe the characteristics of others in real situations. ▶Teaching Difficulties ·Be able to use the key sentence structures flexibly to ask and answer about names in real situations. ·Be able to use the key sentence structures to describe the characteristics of others expertly. ·Be able to pronounce the ending sound “Chinese, his” correctly. ▶Teaching Procedures Teaching Stages Teacher’ s Activities Students’ Activities Teaching Purposes Warm-up & Lead-in 1. Greetings. 2. Let’s do. Show the chant on the PPT. Play the music and chant. 3. Play a guessing game. 1. Greetings. 2. Chant with the teacher. 3. Guess who’s behind the curtain. Create a teaching atmosphere through greetings and games. Teaching Stages Teacher’ s Activities Students’ Activities Teaching Purposes Presentation 1. Learn the new sentences. (1)Make a self-introduction. Ask a boy about his name. Introduce the boy. (2)Ask students about the boy’s name. (3)Teach the sentence structure “His name is…” (4)Let students do more exercises. (5)Teach the sentence structures with the girls’ names. (1) Listen to the teacher. (2) Listen and answer the name. (3) Learn the sentence structure “His name is…” Pay attention to the pronunciation of “his”. (4) Do more exercises. (5) Ask and answer in pairs with the sentence structures. Through progressive dialogues, help students review and consolidate the sentence structure “My name’s…” and quickly grasp the usage of “his, her”. Enhance the linkages of knowledge. 2. Practice the new sentences. (1) Show fuzzy character pictures and let students guess the names. (2) Show pictures of some students and ask questions. (1) Guess who the characters in the pictures are. Learn how to use “his” and “her”. (2) Practice the sentence structures to introduce others. Make students learn the vocabulary and the sentence structures of this lesson synthetically and systematically. Let students practice new sentence structures in various forms to achieve teaching aims. 3. Let’s talk. (1)Show the pictures of John and his mum and talk about them. (2)Show the questions on the PPT. Interpret and teach“Chinese”. (3)Play the video of “Let’s talk” on the PPT. Check the answers. (1) Talk about the pictures of John and his mum. (2) Read the questions and learn “Chinese”. (3) Watch the video with questions. Then answer the questions and check the answers. By presenting texts and questions, lead students to understand the dialogue. By watching the video, let students take part in the language activity with visual sense, auditory sense and memory. 4. Listen, read and act. (1)Play the recording. (2)Lead students to act out the dialogue. (1) Listen to the recording and read after it. (2) Practice and act out the dialogue in pairs. Help students master the correct pronunciation and intonation. Practice 1. Let’s play. Show the picture and give students an explanation. 2. Play a game — “Find a friend.” 1. Listen to the teacher and answer his/ her questions. Ask and answer in pairs. 2. Play the game. Practice the key sentence structures. Further strengthen the understanding and application of them. Consolidation & Extension Play a game — “Draw my friend.” Show a passage on the PPT. Read the passage on the PPT. Draw a portrait on the blackboard one by one. Increase the authenticity of language use. Homework 1. Practice the dialogue. 2. Introduce the friend to parents with the key sentences. 3. Do the exercises. The second period(第二课时) Part A Let’s learn & Let’s chant ▶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、认读单词“tall, strong, short, thin, friendly, quiet” ·能够在情景中熟练运用句型“He’s/ She’s…”介绍人物的性格和外貌特征 ·能够运用句型“Who is he/ she?”询问他人的姓名,并能回答 Let’s chant ·能够通过有节奏的说唱强化单词的音义联系,并增加课堂的趣味性 ·能理解歌谣中对人物外貌和性格特征的描述,并能创编新的歌谣描述自己的朋友 ▶教学重点 1. 能够掌握描述人物特点的词汇。 2. 能够用以上词汇简单描述他人的性格和外貌特征。 ▶教学难点 1. 能够在情景中熟练运用句型“He’s…”介绍人物的性格和外貌特征。 2. 能够掌握单词“friendly, quiet”的发音。 ▶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 以上节课中学习的询问他人姓名的重点句型开始课程,起到“温故”的作用。同时,以带有游戏趣味的韵句进行交流,能够极大地激发学生的学习兴趣,让课堂氛围更加热烈,更有益于学生的英语学习。 ▶教学过程 Step 1: Warm-up & Revision & Lead-in 1. Greetings. 2. Revision.① (1) Point to a boy and ask his name in rhyme. Ask students to answer in rhyme, too. T:(Clap hands.)What’s his name? What’s his name? Ss: His name is… His name is… T: What’s her name? What’s her name?(Clap hands and point to a girl.) Ss: Her name is… Her name is… (2) Play a game—“I say, you do”. (课件出示:一段有节奏的背景音乐) T: Boys and girls, now I say, you do. Make yourself tall. Teaching purpose② 通过对上一节课内容的角色扮演,复习旧知识,为导入新课做好准备。 Ss: Tall, tall, tall. (Students stand up and say while they do it.) T: Make yourself short. / Make your arms long. / Make your eyes big. /… Ss: Short, short, short! / Long, long, long! / Big, big, big! /… 3. Watch and act.② Play the video of “Let’s talk”. (课件出示:教材P24 Let’s talk板块的视频) Let students watch it and act out the dialogue in pairs. 4. Lead-in. T: John has a good friend. I have a good friend, too. Do you want to know what his/ her name is? Step 2: Presentation 1. Learn the sentences. T: I have a good friend in our class. He is a boy. He’s tall and strong. He’s in Group 4. Guess! What’s his name? Describe the appearance of a student in the class simply. If other students can’t guess who he is, lead them to ask, “What’s his name?” T: You can also ask me, “Who is he?” Teaching purpose③ 教师播放录音,学生听录音跟读,训练其认真倾听且在倾听过程中获取重要信息的能力。让学生跟读,以掌握单词的正确读音。 Write down the sentences “What’s his name?” “Who is he?” on the blackboard. 2. Let’s learn.③ (1)Learn the words “tall, strong, short, thin”. Ask a student to come to the front of the classroom and introduce him as a good friend. Then invite another student who is completely different from the boy before. Ask other students to observe their differences in figure. Lead in the words “tall, strong, short, thin”. Show the word cards in turn. Teach these words. Ask students to read after the teacher. Let students point to the classmates and use the sentence structure “He’s/ She’s…” to describe others. (2)Learn the phrases “tall and strong, short and thin”. Point to the tall and strong boy on the podium. Lead students to say the sentences “He’s tall.” and “He’s strong.” Then the teacher says “He’s tall and strong.” Ask students to read the sentence after the teacher. Practice the sentence “He’s short and thin.” in the same way. (3) Learn the word “quiet”. The teacher makes a gesture with the index finger to keep students quiet and says the sentence “Be quiet!” Then show the word card “quiet” and read it, qu/kw/-i/aɪ/-e/ə/-t/t/, quiet. Then paste the card onto the blackboard. Help students understand the meaning of the word “quiet”. Lead students to use the word “quiet” to make sentences in the real situations. (4) Learn the word “friendly”. Show pictures of some activities on the PPT and ask, “Who is friendly?” Explain the exact meaning of the word “friendly” through the movement or the expression. (5) Play and watch. Play the video of “Let’s learn” on the PPT.(课件出示:教材P25 Let’s learn板块的视频)Let students watch it. Play it again. Ask students to imitate after it and read the words and the sentences over and over again. The teacher describes John with the sentences “I have a good friend. He’s short and thin.” Lead boys to ask, “Who is he?” Lead girls to guess who he is and use the sentence “His name is John.” to answer. Ask students to choose a person from the pictures of this section and practice the dialogue in pairs. Then let students act it out. Teaching purpose④ 三组活动不断升级,将新词的词义、词形及读音相统一,保证学生能够正确认读单词。这些活动会不断地重复操练新词的读音,这有助于他们熟练地掌握单词。 Step 3: Practice④ 1. I point, you say. Show the words at random on the PPT. (出示课件) Ask students to say out the words quickly. T: I will point to the words one by one on the PPT. Please say out the words quickly. Let’s go! What’s this? Ss: … 2. I say, you do. The teacher speaks the words and asks students to perform corresponding actions. T: This time, I say, you do. When I say the word “tall”, please do like this.(Raise the arms up.)When I say the word “short”, please do like this.(Put the arms down.)When I say the word “strong”, please do like this.(Raise the fists up.)And this is for “thin”. (Put the hands on the both sides of cheeks.) Are you ready? Let’s play. 3. I do, you say. Teaching purpose⑤ 通过观察人物的特征,选择正确的词汇来形容他们,帮助学生正确理解并使用新学的词汇。 T: Now let’s exchange. I do, you say. 4. Let’s chant.⑤ Show the pictures of Lily and Tim in the chant on the PPT. (课件出示:教材P25 Let’s chant板块中的人物图片) Help students describe Lily and Tim with the words they have learned and the sentence structure “He/She is…” Play the chant separately.(出示课件)Let students read the chant after the recording. Teaching purpose⑥ 话题继续延伸,将创编歌谣活动与实际相结合,鼓励学生发挥自己的想象力和主观能动性,培养他们的英语思维。 Step 4: Consolidation & Extension 1. Make a competition. Let students chant in different ways to make a competition. Remind students to do some actions while they’re chanting. 2. Create a new chant.⑥ Encourage students to replace the adjectives in the chant according to the true situations of friends. Create a new chant and perform it in class. ▶板书设计 ▶作业设计 1. Copy the words learned in this lesson five times in four lines and three grids. 2. Draw your parents and describe them in English. 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. 在韵句中,复习上一课的句型,极大地激发了学生的学习兴趣。 2. “我指你说”“我说你做”等一连串的活动贯穿授新和操练过程,尽可能地让学生的多种感官参与到此学习过程中来,大大提高了学习效率。 3. 学习单词的目的就是能把单词灵活地运用到句子中去,使表达更加完整,同时把单词运用到句子中也能巩固所学的单词,两者之间相辅相成,相互促进。 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 learn ·Be able to listen, speak and read the words “tall, strong, short, thin, friendly, quiet”. ·Be able to use the sentence structure “He’s/She’s…” to introduce the characters’ personalities and appearances in situations. ·Be able to use the sentence structure “Who is he/ she?” to ask someone’s name and be able to answer. Let’s chant ·Be able to strengthen the phonetic connection of words and increase the interest of the lesson through rhythmic chant. ·Be able to understand the description of the characters’ appearances and personalities in the chant and create a new chant about friends. ▶Teaching Priorities ·Master the words that describe characters’ characteristics. ·Be able to simply describe the appearances and personalities of others with the above words. ▶Teaching Difficulties ·Be able to use the sentence structure “He’s/ She’s…” skillfully in real situations. ·Be able to master the pronunciations of the words “friendly, quiet”. ▶Teaching Procedures Teaching Stages Teacher’ s Activities Students’ Activities Teaching Purposes Warm-up & Revision & Lead-in 1. Greetings. 2. Revision. Ask in rhyme and do the actions. Play the game. 1. Greetings. 2. Answer in rhyme and do the actions as the teacher’s instruction. This activity can refresh the knowledge learned before and stimulate students’ interest in learning. 3. Watch and act. Play the video of “Let’s talk”. 4. Lead-in. 3. Watch and act out the dialogue in pairs. 4. Listen to the teacher. Through role-play, review old knowledge and lead in new knowledge. Teaching Stages Teacher’ s Activities Students’ Activities Teaching Purposes Presentation 1. Learn the sentences. Create a situation. Teach the sentences “What’s his name?” “Who is he?” Listen to the teacher’s description and guess who he is. Learn the sentences. Introduce the new sentences. 2. Let’s learn. (1) Teach the words “tall, strong, short, thin”. (2) Teach the phrases and lead students to say the sentences to express the appearance of the character. (3) Teach the word “quiet”. (4) Show pictures of different activities on the PPT to help students understand the meaning of “friendly”. (5) Play the video of “Let’s learn” on the PPT. (1) Learn the new words. Make sentences to describe classmates. (2) Learn the phrases and practice the sentences. (3) Understand the meaning of “quiet” and learn how to use it. (4) Understand the meaning of “friendly” and learn how to use it. (5) Read the words and the sentences repeatedly. Practice the dialogue and act it out. Help students master the correct pronunciation of the words by comparing, observing and listening. Practice 1. I point, you say. Show the words at random on the PPT. 2. I say, you do. Speak the adjectives. 3. I do, you say. Do the actions. 4. Let’s chant. Show the pictures of Lily and Tim in the chant on the PPT. Play the chant. 1. Quickly say out the words on the PPT. 2. Do the corresponding actions. 3. Say the corresponding words. 4. Use the words and the sentence structures they have learned to describe the characteristics. Listen to the chant, follow it and chant together. Get students to grasp the words from shape, meaning and pronunciation through three groups of activities. Help students understand and use the new vocabulary correctly. Consolidation & Extension 1. Make a competition. Let students chant in different ways to make a competition. 2. Create a new chant. 1. Chant in different ways. 2. Create a new chant. Act it out in class. Extend the topic. Combine the creative activity with the real situation. Encourage students to use their imagination and initiative. Cultivate their English thinking. Homework 1. Copy the words learned in this lesson five times in four lines and three girds. 2. Draw your parents and describe them in English. 3. Do the exercises. The third period(第三课时) Part A Let’s spell ▶教学内容与目标 课时教学内容 课时教学目标 Let’s spell ·能够感知并归纳o-e在单词中的发音规则 ·能够读出符合o-e发音规则的单词 ·能够根据单词的读音拼写出符合o-e发音规则的单词 ▶教学重点 1. 能够感知并归纳o-e在单词中的发音规则。 2. 能够读出符合o-e发音规则的单词。 ▶教学难点 能够根据单词的读音拼写出符合o-e发音规则的单词。 ▶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、语音例词单词卡等。 Teaching purpose① 以歌曲来热身,可以使学生在韵律中集中注意力,并激发学生的学习兴趣,让学生在轻松欢快的氛围中准备本课内容的学习。吟唱两首和i-e及o相关的歌谣,在律动中复习o的短音发音规律,为本节课的语音教学做铺垫。 ▶教学过程 Step 1: Warm-up & Lead-in① 1. Enjoy a song. Play the song—Friends. Ask students to sing after the recording. (出示课件) 2. Let’s chant. Play the chant for “i-e” in Unit 2 on the PPT. Get students to chant together. (课件出示:教材P16 Let’s spell板块中Read, listen and chant部分的chant内容) Teaching purpose② 逐步出示语音例词,使学生在语境中理解词汇的含义。 Play the chant for short sound of “o” on the PPT. Get students to chant together. (课件出示:PEP三下教材P40 Let’s spell板块中Listen,repeat and chant部分的chant内容) Step 2: Presentation 1. Read the words.② T: Today, we have a new friend. Look! Show the picture of Mr Jones on the PPT.(课件出示:教材P26 Mr Jones的图片)Lead in the words of this section. T: Who is he? Ss: He is Mr Jones. T: Yes, he is Mr Jones. “j” sounds /dʒ/, “o-e” sounds /əʊ/, “n” sounds /n/, “s” sounds /z/. Read after me. Ss: … Write down “Mr Jones” on the blackboard. T: (Point at Mr Jones’ nose.) What’s this? Ss: It is Mr Jones’ nose. T: Yes, it’s his nose, nose, nose. n/n/-o/əʊ/-s/z/. Write down the word “nose” on the blackboard. T: Touch your nose, please. Let students do the action. Show another picture on the PPT. T: And what’s in Mr Jones’ left hand? Ss: It’s a note. T: Good! We write notes on our notebooks. And this is Coke. (Point at the Coke in Mr Jones’ right hand.) Do you like Coke? Write down the words “note, Coke” on the blackboard. Teaching purpose③ 通过拼读,让学生自己发现字母的发音规则,再模仿口型,获得正确的发音方式。 Ask students to read after the teacher and practice in groups. 2. Find out the rules.③ T: Look at these words on the blackboard. What can you find? S1: They have the same letter “o”. S2: They have the same letter “e”. T: Yes. They all have “o-e”. The letter “e” at the end is silent. What is the sound of the “o-e”? Let’s read and find. The teacher reads each word slowly with students. T: What is the sound? Ss: … T: Yes, it’s /əʊ/. Look at my mouth and read after me. Lead students to summarize the pronunciation rule of “o-e”. Present the rule on the PPT. Teaching purpose④ 学生先倾听韵句,初步感受韵句内容。然后跟读,获取正确的语音。自由吟唱可以使学生以自己喜欢的方式操练韵句,以达到熟练说韵句的目的。 3. Read, listen and chant.④ Ask students to look at the pictures of “Read, listen and chant” carefully. Then play the recording of this part. (出示课件) Let students listen to it carefully. Next, show the listening material. (出示课件) Ask students to read it after the recording and circle the words with “o-e”. At last, play the recording and lead students to chant freely with clapping their hands. 4. Act out. Teaching purpose⑤ 通过观察教师口型来猜单词,有助于学生感受o-e在单词中的发音并掌握o-e的发音方法。 Get students to act out the chant together. Step 3: Practice⑤ 1. Guess the words. The teacher says the four words one by one in silence. The students guess the words by observing the teacher’s mouth and say them out loudly. Teaching purpose⑥ 这个活动检验学生能否听懂所学的语音例词,提高学生的听音、辨音能力。 2. Listen and do.⑥ The teacher gives out the word cards to students and says the words at random. The students listen to the teacher and raise up the corresponding word cards. 3. Read, listen and tick.⑦ Teaching purpose⑦ 此活动将单词的读音与词形结合起来,使学生在准确辨音的基础上,区分并掌握单词的词形。 Present the four groups of words on the PPT. (课件出示: 教材P26 Read, listen and tick部分的练习) Get students to observe them and discuss the similarities and the differences. Let students read the four groups of words. Remind students to pay attention to the different pronunciations of “o” and “o-e”. “o-e” sounds Teaching purpose⑧ 学生先根据听到单词的读音判断其属于闭音节还是开音节,圈出相应的代表符号,再在四线三格上写一写单词。一方面可以体会单词在四线三格中的书写方式,另一方面也可以在书写中进一步体会字母在单词中的发音。 / əʊ/ in the open syllable, and “o” sounds /ɒ/ in the closed syllable. Play the recording and ask students to choose the words they hear. (课件出示:教材P26 Read, listen and tick部分的音频) Play the recording again. Check the answers together with students. Answers: 1. note 2. home 3. dog 4. lost 4. Listen, circle and write.⑧ (1) Let students look at the pictures in this section and try to predict the content of the listening. (2) Let students look at the standard writing of the word “dog” in the textbook. Then read the word. T: d/d/-o/ɒ/-g/g/, dog/dɒg/. Lead students to find the letter “o” is in a closed syllable, so “o” sounds /ɒ/ here. (3) Play the recording of this section. (出示课件) Ask students to answer “Is there ‘o’ or ‘o-e’ in the words you hear?” (4) Let them circle the right answers, and write down the words they hear. Remind students to write English words correctly. Answers: 1. dog 2. nose 3. mom 4. note Step 4: Consolidation & Extension 1. Spell the words. Show more words on the PPT, such as smoke, phone, joke… Ask students to try to read the words according to the pronunciation rule of “o-e”. Show more words on the PPT, such as dog, box, fox… Ask students to try to read the words according to the pronunciation rule of “o”. Teaching purpose⑨ 通过韵句来完整呈现本课的重点语音知识。让学生在逐句的跟读中不断重复、强调o-e和o在单词中的发音,为总结并巩固其发音规律奠定基础。 2. Chant together.⑨ (1)Show a chant on the PPT. Let students try to sing the chant. (2)Act out the chant. Give students some time to practice it. Encourage them to add their own actions. Let them work in groups and choose the ways they like to chant creatively. ▶板书设计 ▶作业设计 1. Read “Let’s spell” three times after the recording. 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. 本节语音课主要教学元音字母“o”在重读开音节中的发音规则。在教学音标时,充分调动学生的积极性,让学生在不断地感知和练习中自己总结发音规律。 2. 通过“看口型猜单词”“听音找单词”“听音写单词”活动,将所学知识运用于实践中,提高学生参与课堂学习的意识,调动其学习热情。 3. 通过听一听、读一读等多种形式来反复练习,让学生在听和读中找出发音规律及拼写规律,很好地培养了学生的分析能力和归纳总结能力。 4. 通过创编chant,将发音规则融入活泼的韵句中,降低了学生学习的难度。 ▶Teaching Contents & Teaching Aims Let’s spell ·Be able to perceive and generalize the pronunciation rule of “o-e” in the words. ·Be able to read the words that conform to the pronunciation rule of “o-e”. ·Be able to spell the words that conform to the pronunciation rule of “o-e” according to the words’ pronunciations. ▶Teaching Priorities ·Be able to perceive and generalize the pronunciation rule of “o-e” in the words. ·Be able to read the words that conform to the pronunciation rule of “o-e”. ▶Teaching Difficulties ·Be able to spell the words that conform to the pronunciation rule of “o-e” according to the words’ pronunciations. ▶Teaching Procedures Teaching Stages Teacher’ s Activities Students’ Activities Teaching Purposes Warm-up & Lead-in 1. Enjoy a song—Friends. 2. Let’s chant. Play the two chants learned. 1. Listen to the song and sing after the recording. 2. Chant together. Warming up with a song can help students focus their attention on the rhythm and stimulate students’ interest in learning. Through chanting, help students review the pronunciation rule of “o”. (续表) Teaching Stages Teacher’ s Activities Students’ Activities Teaching Purposes Presentation 1. Read the words. Play the PPT. Talk with students and lead in the example words. Watch the PPT and talk with the teacher. Then read the example words after the teacher and practice in groups. Present the example words step by step. Make students understand the meaning of the words in the context. 2. Find out the rules. Summarize the pronunciation rule of “o-e”. Find out the pronunciation rule of “o-e”. Imitate the teacher’s pronunciation and accent. By spelling, let students find out the pronunciation rule by themselves and get the right way to pronounce. 3. Read, listen and chant. Play the recording of “Read, listen and chant” three times. At the first time, listen carefully. At the second time, read after the recording. At the third time, chant freely. Get students to listen to the chant and feel the content of the chant. Then repeat after the recording to get the correct pronunciation. Get students to practice the chant in the ways they like to help them speak the chant fluently. 4. Act out. Act out the chant together. Practice 1. Guess the words. Say the words one by one in silence. Guess the words by observing the teacher’s mouth and say them out loudly. Help students feel the pronunciation of “o-e” in the words. 2. Listen and do. Give out the word cards. Say the words at random. Listen to the teacher, and raise up the corresponding word cards. Improve students’ ability of listening and identifying phonetic symbols. 3. Read, listen and tick. Get students to observe the similarities and the differences of the four groups of words. Play the recording. Check the answers. Talk about the similarities and the differences of the words. Read the words. Listen and choose the words they hear. Check the answers. Enable students to distinguish and master the form of words on the basis of accurate pronunciations. 4. Listen, circle and write. Play the recording and instruct students to complete the tasks. Look at the pictures in this section. Circle the right answers, and then write down the words. Further experience the pronunciation rules of “o” and “o-e” in the words when they write. Consolidation & Extension 1. Spell the words. Show more words on the PPT. Try to read the words according to the pronunciation rules. Help students master the pronunciation rules of the letter “o” and “o-e”. 2. Chant together. (1) Show a chant on the PPT. (2) Lead students to practice the chant in groups. (1) Learn to sing the chant. (2) Act the chant out. Consolidate the pronunciation rules of“o-e”and“o” through chanting. Homework 1. Read “Let’s spell” three times after the recording. 2. Do the exercises. The fourth period(第四课时) Part A Let’s talk & Let’s play ▶教学内容与目标 课时教学内容 课时教学目标 Let’s talk ·能够在图片、PPT和教师的帮助下理解对话大意 ·能够用正确的语音、语调朗读对话,并能够在小组中进行角色扮演 ·能够在情景中恰当运用句型“He has…and his…”描述外貌特征 ·能够在语境中理解新词“or, right, glasses, shoes”的意思,并能正确发音 ·重点关注glasses和shoes的末尾-es和-s的发音 Let’s play ·能够根据语言支架创编对话,综合运用目标语言 ·能够根据描述判断出与之相应的人物 ▶教学重点 1. 能够理解对话大意。 2. 能够用正确的语音、语调朗读对话,并能够在小组中进行角色扮演。 3. 能够运用重点句型描述他人的外貌以及其他特征。 ▶教学难点 1. 能够在语境中理解新词“or, right, glasses, shoes”的意思,并能正确发音。 2. 能够掌握单词“is/ are, has/ have”的用法。 ▶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 以学生们熟悉的chant来开始课程,为学生营造一个欢快的英语学习氛围,并为下一环节的学习做好知识准备。 2. PPT课件、课文录音、视频、卡片等。 ▶教学过程 Step 1: Warm-up & Lead-in 1. Sing a chant.① Play the video of “Let’s chant” on page 25.(课件出示:教材P25 Let’s chant板块的视频)Get students to sing together. Teaching purpose② 通过学生问、教师答的猜人游戏,引出本课的重要内容,使学生能够在语境中理解本课的重点词汇,同时理解重点句型的意思及用法。 T: Do you remember the chant about friends? Let’s sing the chant together. 2. Lead-in.② Show three characters on the PPT. (课件出示:矮个男孩John穿蓝色鞋子;双胞胎姐妹Lucy和Lily,Lucy高个子,穿红色鞋子,Lily也是高个子,穿黑色鞋子) Lead students to find clues by asking the teacher to guess who the teacher’s friend is. Ss: Is your friend a boy? T: No, she is a girl. Ss: Is she tall? T: Yes, she is. Ss: Is she Lucy? T: No. Look at the shoes. (Point to the shoes, and help students know the meaning of “shoes”.) Write down the word “shoes” on the blackboard and read it. Get students to know “-es” sounds /z/ here. T: Her shoes are black. (Say the colour of the friend’s shoes.) Ss: She is Lily. T: Yes, you’re right. Lucy’s shoes are red. Lily’s shoes are black. And we can say: Her shoes are red. (Point at Lucy.) Her shoes are black. (Point at Lily.) His shoes are blue. (Point at John.) Teaching purpose③ 通过两轮问题的展示,让学生对即将学习的内容充满阅读兴趣。学生带着问题听录音和看动画,一方面可以集中注意力,另一方面可以训练在倾听时抓住关键信息的能力。听后的讨论使学生能够更好地理解对话的内容,并能正确理解新词汇的意义。 Then write down the sentence structure “His/Her shoes are…” on the blackboard. Step 2: Presentation 1. Let’s talk.③ (1) Show the pictures of “Let’s talk”. (课件出示:教材P27 Let’s talk板块的图片) Talk about the dialogue with students. Ask students to predict the main idea of the dialogue. T: Who are they? Ss: They are Mike and John. T: What are they talking about? Guess! S1: Maybe they are talking about friends. S2: … … T: You know about my new friend. What about Mike’s new friend? Who is he or she? Let’s listen to the recording with the questions, underline the key sentences about the questions, then answer the questions. Show the question and the pictures of different characters on the PPT. (课件出示:张鹏、吴一凡和陈杰的图片) Questions: Who is Mike’s new friend? A boy or girl? Play the recording.(课件出示:教材P27 Let’s talk板块的音频) T: Who is Mike’s new friend? A boy or girl? Ss: A boy. T: Who’s he? Zhang Peng? Ss: No. T: Is he Wu Yifan? Ss: Yes. You’re right. Write down the word “or” and the sentence “Who is he?” on the blackboard, and teach them. Tell students how to answer the questions with “or”. (2)Show the questions on the PPT: ①Is Mike’s friend a boy or a girl? ②Is he tall and thin? ③Who is tall and thin, too? ④What colour are Wu Yifan’s shoes? ⑤Does he have glasses? Show the picture and the word “glasses” on the PPT.(课件出示:glasses的相关内容)Teach the word and ask students to pay attention to the pronunciation of “es”. Play the cartoon on the PPT.(出示课件)Lead students to watch it carefully and discuss the dialogue, then answer the questions. T: Is Mike’s friend a boy or a girl? Ss: A boy. T: Is he tall and thin? Ss: Yes. You’re right. T: Who is tall and thin, too? Ss: Zhang Peng. T: What colour are Wu Yifan’s shoes? Ss: His shoes are blue. T: Does he have glasses? Teaching purpose④ 通过播放对话录音,并让学生跟读,保证学生能够正确朗读对话内容。分角色表演课文,一方面使学生能够正确流利地朗读课文,另一方面也能让学生进一步熟悉重点句型的表达。 Ss: Yes. He has glasses. T: Yes. He has glasses. And I have glasses, too. Write down the word “has”. Remind students to pay attention to the usage of “has/ have”. Point to the boy or the girl wearing glasses in the classroom. Lead students to say the sentence “He/ She has glasses.” 2. Read after the recording.④ Play the recording again. (出示课件) Ask students to follow it and pay attention to the pronunciation and the intonation. 3. Act out in pairs. Get students to read the dialogue freely. Then ask them to act it out in pairs and find the best pair. Step 3: Practice Teaching purpose⑤ 以游戏的方式进行重点句型的练习,通过句型与人物特征的匹配,使重点句型的操练在真实语境中进行,帮助学生能够真正理解并掌握重点句型的意思及用法。 1. Make a new dialogue. Ask students to make a new dialogue with the main sentence structures in this lesson and talk in pairs. 2. Guess! Who’s he/ she?⑤ (1)Show several characters that students are familiar with in turn on the PPT. Let students try to describe their characteristics in groups. T: Look at this man. Can you say something about him? Please have a try. Make a model: T: He is a man. He is tall and thin. He has glasses. His shoes are black. His bag is blue. Who’s he? Is he…? Ss: … (If students are right, the teacher says, “Yes. You’re right.”) (2)Show time. S1: He/ She is… He/ She has… His/ Her shoes are… His/ Her bag is… Teaching purpose⑥ 在游戏中操练,可以给学生提供描述人物的机会。 教师给出语言支架,让学生能够正确地使用所学词汇和句型来描述人物的特征。 S2: … 3. Let’s play.⑥ T: (课件出示:教材P27 Let’s play板块的图片及文字) Boys and girls, we all have good friends. Look at the picture. Please talk about your friends in pairs with the key sentence structures. S1: He is a boy. He has… His shoes are… His bag is… What’s his name? S2: He is… S1: Yes. You’re right. What about your friend? S2: She is a girl. She has… Her shoes are… Her bag is… What’s her name? Teaching purpose⑦ 通过不同角色的描述与猜测,让学生能够使用学过的句型,并在交流过程中加深对对话的理解。在完成“找人”的活动中,可以加强目标语的训练和加大语言的输入和输出量。 S1: … Step 4: Consolidation & Extension⑦ “Little policeman/ policewoman”—Looking for the lost child. Divide students into three groups. Select one student from each group to play the role of the mother or the father. Ask the selected student to describe the physical feature of her/ his lost child and the others help her/ him find the child. Make a model with a student: T (mother): Help me! I lost my baby. S1: A boy or girl? T: … ▶板书设计 ▶作业设计 1. Read after the recording of “Let’s talk” three times. 2. Describe one of your best friends to your 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. 由chant引入,引领学生进入课堂,激起学生的学习兴趣。紧接着由猜人游戏引出本课的重要句型。 2. 通过创设真实的情境,引导学生从听、说、演开始,到最后能运用所学语言,完成活动“寻找走失的孩子”。 3. 教学中注重新旧知识之间的渗透,培养学生综合运用语言的能力。 4. 在实践中,注意分层教学,因材施教,用最有效的方式激发学生主动参与,培养他们独立思考和合作探究的创新精神。 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 talk ·Be able to understand the main idea of the dialogue with the help of the pictures, the PPT and the teacher. ·Be able to read the dialogue with the correct pronunciation and intonation. And be able to role play in groups. ·Be able to use the sentence structure“He has...and his...”properly to describe the appearance characteristics in the situation. ·Be able to understand the meanings of the new words“or, right, glasses, shoes”in context and pronounce them correctly. ·Pay attention to the ending sounds according to of the words“glasses”and“shoes”. Let’s play ·Be able to create dialogues the language scaffolds and use the target language synthetically. ·Be able to judge the corresponding characters according to the descriptions. ▶Teaching Priorities ·Be able to understand the main idea of the dialogue. ·Be able to read the dialogue with the correct pronunciation and intonation and role play in groups. ·Be able to use the key sentence structures to describe the appearances and other characteristics. ▶Teaching Difficulties ·Be able to understand the meanings of the new words “or, right, glasses, shoes” in context and pronounce them correctly. ·Be able to master the usage of the words“is/ are”and“has/ have”. ▶Teaching Procedures Teaching Stages Teacher’ s Activities Students’ Activities Teaching Purposes Warm-up & Lead-in 1. Sing a chant. 2. Lead-in. Show three characters on the PPT. Talk about the characters with students. 1. Sing the chant together. 2. Look for clues by asking the teacher to guess who the teacher’s friend is. The important content of this lesson is brought out through the guessing game. Help students understand the meaning and the usage of the sentence structures. Presentation 1. Let’s talk. (1) Show the pictures and ask questions. Then play the recording. Teach the word “or” and the sentence. (2) Show the questions. Let students watch the cartoon carefully and discuss the dialogue. (1) Listen to the recording carefully and find out the answers to the questions. Learn the word “or” and the sentence. (2) Learn the word “glasses”. Watch the cartoon. Understand the dialogue and answer the questions. Train students to grasp the key messages by listening with the questions. Enable students to better understand the dialogue and understand the meaning of the new words. 2. Read after the recording. Play the recording again. Read the dialogue after the recording. Pay attention to the pronunciation and the intonation. Ensure that students can read the dialogue correctly. 3. Act out in pairs. Get students to read the dialogue freely and then act out in pairs. Read the dialogue freely. Then act it out in pairs. Enable students to read the dialogue fluently and become more familiar with the expression of the key sentences. Teaching Stages Teacher’ s Activities Students’ Activities Teaching Purposes Practice 1. Make a new dialogue. Lead students to make a new dialogue. Make a new dialogue and talk in pairs. Help students better grasp the sentence structures of this lesson. 2. Guess! Who’s he/ she? (1) Show several characters in turn on the PPT. Make a model to give the language support. (2) Show time. Try to describe their characteristics. Practice in groups with the language support. Then figure out the characters. Show time. Practice the main sentences in the real situations. 3. Let’s play. Show the pictures and the sentence structures on the PPT. Practice in pairs with the key sentence structures to talk about friends. Help students truly understand and master the meaning and the usage of the key sentence structures. Consolidation & Extension “Little policeman/ policewoman” —Looking for the lost child. Divide students into three groups. Lead them to play the game. Complete the tasks with the key sentence structures. Through the description and speculation of different characters, make students practice the learned sentence structures. Deepen the understanding of the dialogue during the exchange process. Enhance the training of the target language and increase the input and the output of language. Homework 1. Read after the recording of “Let’s talk” three times. 2. Describe one of your best friends to your parents. 3. Do the exercises. The fifth period(第五课时) Part B Let’s learn & Say and draw ▶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、认读短语“long hair, short hair, brown shoes, blue glasses, a green bag” ·能够运用上述短语描述人物的外貌特征及衣着打扮 ·能够理解不同的句型可以表达相同的意思,如“His glasses are blue.”也可以表达为 “He has blue glasses.”,提高学生灵活运用语言的能力 Say and draw ·通过活动,复习巩固重点句型“He has…”及Let’s learn板块所学的短语 ·培养学生的口语表达能力和综合实践能力 ▶教学重点 1. 能够听懂、会说、认读单词“hair, shoes, glasses”。 2. 能够听懂、会说、认读句型“He has…”“His…is /are…”。 ▶教学难点 1. 能够熟练且正确地描述人物的外貌特征及衣着打扮。 2. 关注名词单复数的变化。 ▶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 通过描述自己非常熟悉的同学的特征,帮助学生回忆、使用前几课时学习到的重点词汇及句型,并为下一步的学习做好铺垫。 2. PPT课件、课文录音、视频、单词卡片等。 ▶教学过程 Step 1: Warm-up & Lead-in 1. Sing a chant. Play the chant in “Let’s chant” on page 25.(课件出示:教材P25 Let’s chant板块的chant)Get students to chant together. Teaching purpose② “hair”为学生新接触的单词。将单词融入短语中,以对比的方式使学生充分理解新词的意思。教师通过真实的情景,帮助学生用不同句型表达同一种意思。 2. Lead-in.① Point to a student and ask other students to try to describe his/ her characteristics by using the key sentence structures they have learned. Step 2: Presentation 1. Create a situation.② (1) Show the outline of Sarah.(课件出示:Sarah的外轮廓) T: I have two new friends. Who are they? Guess! Now, let’s have a look! Ss: She is a girl. She is tall and thin.(Get students to describe her characteristics.) T: Look at her hair.(Point to her hair.) Teach the word “hair/heə(r)/” and ask students to read it after the teacher. T: It’s long. (Show students the meaning of “long” by gestures.) Her hair is long. She has long hair. Write down the sentence “She has long hair.” on the blackboard. Ss: She is… According to the description and the observation, let students guess her name. Then show a complete picture of Sarah. (课件出示:Sarah的完整图像) T: Oh, it’s Sarah. Sarah has long hair. Teach the phrase “long hair” and the sentence “She has long hair.” Point to the other girls with long hair in class, and practice the sentence. (2) Point to a girl with short hair in the class. T: But she has short hair. (Show students the meaning of “short” by gestures. Write down the phrase “short hair” on the blackboard.) Point to a boy with short hair in the class and say out the phrase “short hair”. Ask students to read the phrase while doing some actions. Practice the phrase “short hair” and the sentence “He/ She has short hair.” T: Who has short hair in our class? Get students to answer the question with the sentence “He/ She has short hair.” T: Yes. His/ Her hair is short. Write down the two sentences, and ask students to make a comparison. (3) Show the outline of Wu Yifan on the PPT. (课件出示: 吴一凡的外轮廓) Lead students to say the sentences “He is a boy. His hair is short. / He has short hair.” Then present Wu Yifan’s green schoolbag and blue glasses on the PPT. (课件出示:吴一凡的绿书包和蓝眼镜) Teach the phrases “blue glasses, a green bag”. Ask students to use the key sentence structures “He has…” or “His…is/ are…” to introduce the boy. S1: He has blue glasses. He has a green bag. S2: His glasses are blue. His bag is green. Present a complete picture of Wu Yifan.(课件出示:吴一凡的完整图像) Teaching purpose③ 由谈论课本人物自然过渡到谈论学生熟悉的班级同学。激发学生运用所学知识进行表达的欲望,学以致用,操练本课时所学词汇与句型。 T: (Point to the picture.) It’s Wu Yifan. (4) Point to a boy in the class.③ T: Look! What colour are his shoes? Ss: … T: His shoes are brown. And we can say, “He has brown shoes.” Then present some pictures of shoes in different colours on the PPT. Lead students to say “…shoes”. Teaching purpose④ 形式多样的朗读训练可以巩固和强化目标词汇和句型。生生互动可以有效地提升学生的学习热情,增强学生的自信心,满足学生的成就感。 Write down the sentence “His/ Her shoes are…” “He/ She has…shoes.” on the blackboard. 2. Let’s learn.④ T: My another friend is Wu Yifan. And he is Mike’s good friend, too. Let’s listen and read. (1)Show the picture of “Let’s learn” on the PPT. Play the recording. (课件出示:教材P28 Let’s learn板块的图片及音频) Ask students to read after it and pay attention to the pronunciation and the intonation. Lead students to read the words together and have a competition in different groups. For example: Group 1 PK Group 2, boys PK girls. (2)First, make a model with a student. Then lead students to ask and answer in pairs. Teaching purpose⑤ 在交流中使学生理解并使用新授内容,为其能够自由运用这些短语描述人物特征奠定基础。 (3)Ask some students to act out the dialogue. 3. Talk in class.⑤ Show pictures of the other two characters in “Let’s learn” on the PPT. (课件出示:教材P28 Let’s learn板块另外两个人物的图片) Ask students to imitate the dialogue between Mike and Chen Jie and discuss the appearances and other characteristics of the two characters. Make a model: A: My friend has brown shoes. B: It’s Amy. Her shoes are brown. Step 3: Practice 1. Find friends. The teacher takes out the prepared phrase cards and lets students say the equivalent phrases of the card in groups. Like this: Group 1 shows the card “long hair”. S1: Long hair. S2: Short hair. Group 2 shows the card “long arms”. S1: Long arms. S2: Short arms. Group 3 shows the card “a red bag”. S1: A red bag. S2: A green bag. 2. Find and match. Teaching purpose⑥ 通过这个活动,使学生能够真正自如地运用所学到的短语和句型来描述身边朋友的特征,从而达到掌握知识的目的。 The teacher shows photos of three cartoon characters with descriptions on the PPT and ask students to find and match. (课件出示:卡通人物及其相应描述) 3. Guess in groups.⑥ Divide students into groups of four. Let students take turns describing one member of the group and the others in the group guess who he or she is. Make a model: T: He is a boy. He has short hair. He has black glasses. He has blue shoes. Who is he? Guess! Teaching purpose⑦ 整合运用所学语句谈论主情景图,并延伸到听、说、画活动。通过此活动,灵活操练句型“He has...”并巩固前面所学的短语。 Ss: He is…/His name is… 4. Say and draw.⑦ (1) Talk about the main scene picture of Unit 3. Present the main scene picture of Unit 3 and talk about the picture. (课件出示:Unit 3主情景图) (2) Say and draw. Present the picture of “Say and draw”. (出示课件) The rule: One person introduces the characteristics of his/her friend. The other draws the corresponding character on the paper. Make a model: T: I have a friend. He has short hair. He has red glasses. He has brown shoes… Teaching purpose⑧ 通过引导学生完成调查与汇报这个活动,巩固本课的学习重点,突破难点,培养学生综合运用语言的能力。 Ask students to draw the boy. Let students say and draw in pairs according to the rule. At last, select the pair that performs best. Step 4: Consolidation & Extension⑧ Do a survey. Show the form on the PPT. Let students investigate each other about the length of their hair, the colours of their shoes and whether they have glasses in groups. Ask students to report the results of the survey in the group after completing the survey. Make a model: I have a friend. His/ Her name is… He/ She has…hair. His/ Her shoes are… He/ She has/ doesn’t have glasses. ▶板书设计 ▶作业设计 1. Read the vocabulary after the recording. 2. Describe a friend with the key sentence structures and write them down. 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. 本课是词汇和句型的新授课。新课教学前,通过歌曲和对话的方式帮助学生复习了上节课所学的知识,为本节课做了铺垫。 2. 结合课件及师生互动讲授新知,将新授词汇融入句子教学中,既能帮助学生将词汇灵活地运用到句子中,同时也能在句子中巩固所学词汇,二者相辅相成,互相促进。 3. 呈现本单元主情景图,通过画画让学生在玩乐中练习巩固词汇和句型,让英语课堂生动起来。 4. 在小组内完成调查报告,让学生能够运用所学语言去描述身边的朋友和亲人。 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 and read the phrases “long hair, short hair, brown shoes, blue glasses, a green bag”. ·Be able to use the phrases above to describe the character’s appearances and dress. ·Be able to understand that different sentence structures can express the same meaning and improve students’ ability to use language flexibly. Say and draw ·Be able to help students review and consolidate the key sentence structures and the phrases they have learned in “Let’s learn” with the activity. ·Cultivate students’ oral expression ability and comprehensive practice ability. ▶Teaching Priorities ·Be able to listen, speak and read the words “hair, shoes, glasses”. ·Be able to listen, speak and read the sentence structures “He has…”“His…is/are…” ▶Teaching Difficulties ·Be able to describe character’s appearances and dress skillfully and correctly. ·Pay attention to the changes of singular nouns and plural nouns. ▶Teaching Procedures Teaching Stages Teacher’ s Activities Students’ Activities Teaching Purposes Warm-up & Lead-in 1. Sing a chant. Play the chant on the PPT. 2. Lead-in. Point to a student and ask other students to describe him/ her. 1. Sing the chant together. 2. Describe the student’s characteristics by using the key sentence structures they have learned. Through the chant and the description, help students review the phrases and the sentence structures they have learned. Presentation 1. Create a situation. (1)Teach“hair, long hair”. (2)Teach“short hair”. (3)Teach “blue glasses” and “a green bag”. (4)Teach“brown shoes”. Learn the new phrases and practice the sentence structures flexibly. Make students fully understand the meaning of the vocabulary in a comparative manner. And help them know that we can express the same meaning with different sentence structures. Teaching Stages Teacher’ s Activities Students’ Activities Teaching Purposes Presentation 2. Let’s learn. (1) Play the recording of “Let’s learn” on the PPT. (2) Make a model with a student. (3) Ask some students to act out the dialogue. (1) Listen carefully, imitate and read the words. And have a competition in different groups. (2) Ask and answer in pairs. (3) Act out the dialogue. Various forms of reading exercises can consolidate and strengthen the target vocabulary and the sentence structures. And it can effectively improve students’ learning enthusiasm, enhance their confidence and satisfy their sense of achievement. 3. Talk in class. Ask students to imitate and discuss. Imitate the dialogue between Mike and Chen Jie. Discuss the appearances and the dress of the other two characters. Enable students to understand and use the phrases and the sentences in communication. Lay the foundation for students to freely use these phrases to describe characters’ characteristics. Practice 1. Find friends. Take out the prepared phrase cards. 2. Find and match. Show the PPT and lead students to finish the task. 3. Guess in groups. Make a model. 4. Say and draw. Present the main scene picture of Unit 3. Talk about it. Then present the picture of “Say and draw”. 1. Read the cards and say other phrases of the same kind. 2. Find and match the characters. 3. Practice the main phrases and sentences in groups. 4. Talk about the main scene picture of Unit 3. Then do the activities. Help students practice the phrases and the key sentence structures flexibly. Combine the pronunciations with the meanings of the words to deepen students’ memory. Integrate the sentence structures and the phrases in this unit. Consolidation & Extension Do a survey. Show a survey form on the PPT. Do a survey in groups. Report in the group. Lead students to consolidate the key points of the course and overcome the difficulties by completing the survey and reporting. Cultivate students’ ability to use language synthetically. Homework 1. Read the vocabulary after the recording. 2. Describe a friend with the key sentence structures and write them down. 3. Do the exercises. The sixth period(第六课时) Part B Read and write & Let’s check & Let’s sing ▶教学内容与目标 课时教学内容 课时教学目标 Read and write ·能够读懂四组句子并与图中的人物正确匹配 ·能够按正确的语音、语调及意群朗读四组句子 ·能够在有意义的语境中抄写单元的话题词汇并将句子补充完整 ·能够综合运用本单元的核心词句 Let’s check ·通过看图,学会从图片信息中推测考查点,做到有意识地去听录音,听后完成排序任务 ·能够养成良好的听力习惯,以持续提高学生的听力水平 Let’s sing ·能够了解歌词意义并能够清晰准确地歌唱 ▶教学重点 能够运用所学词汇和句型简单地描述一位熟悉的朋友或同学。 ▶教学难点 理解“What is his/ her name?”和“Who is he/ she?”的区别及联系。 ▶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 1. Greetings. Teaching purpose① 通过运用前面课时中所学的描述人物外貌特征及衣着打扮的词汇和句型开始课程,起到“温故”的作用,能够极大地激发学生的学习兴趣,让课堂氛围更加热烈,更有益于学生的英语学习。 T: Good morning/ afternoon, boys and girls. Ss: Good morning/ afternoon, Mr/ Miss/ Mrs… T: How are you today? Ss: … 2. Revision.① (1) Free talk. T: Who is tall and strong in our class? Ss: … T: Who has brown shoes in our class? Ss: … … (2) Fill in the blanks. Present the words of this unit on the PPT. Ask students to complete the exercise as required. Step 2: Presentation Teaching purpose② 通过“创造超级模特”的游戏,激发学生的表达欲望,提高课堂参与度,并利用已学词汇输出句子,让学生自己将点(词汇)组合构成面(语段)进行输出。 Read and write. (1)Pre-reading. ①Play a game—“Create a supermodel”.② Draw the outline of a person on the blackboard. Ask students to design his/ her appearance and clothes. Let each student say one sentence. Draw the outline according to students’ descriptions until a supermodel is created. Ask students to look at the picture again. Let them try to make descriptive sentences into a short paragraph. ②Guess: Who is my best friend? Ask some students to use a complete paragraph to introduce their good friend’s appearance and dress. Ask the other students to guess who he / she is. Review and consolidate the key sentences learned in this unit. Teaching purpose③ 先让学生观察并讨论图片内容,再根据句子来选择正确的图片,培养阅读策略,检验学生是否能够正确认读并理解词汇及句型。 (2) While-reading.③ ①Show the picture and four groups of sentences of “Read and match” on the PPT.(出示课件) Let students observe the picture, underline the key words and phrases and talk about it in class. T: Look at these children, boys and girls. Who are they? Ss: They’re Ben, James, Ann and Kate. Write down the names on the blackboard and read them at the same time. T: Ben, pen—Ben, e/e/. James, name—James, a-e/eɪ/. Ann, ant—Ann, a/æ/. Kate, cake—Kate, a-e/eɪ/. Ss: … (Read after the teacher.) T: Can you talk something about James? S1: … T: Who can talk about Ben? … ②Complete the activity of “Read and match”. Ask four students to read the four groups of sentences in turn. The other students judge by what they hear. Then check the answers together by letting students ask and answer. Answers:1—James; 2—Ann; 3—Kate; 4—Ben S1: He has short hair. He has a big green bag. What is his name? S2: His name is James. S3: She has long hair. She has orange shoes. What is her name? S4: Her name is Ann. Write down the sentence structures “He/She has…” “—What’s his/her name? —His/ Her name is…” on the blackboard. S5: She is tall. She is friendly. She has a blue hat. Who is she? S6: She is Kate. S7: He is short and thin. He has glasses. He is near the window. Who is he? S8: He is Ben. Write down the sentence structures “—Who is he/she? —He/ She is…” on the blackboard. Lead students to understand the difference between “What is his/her name?” and “Who is he/ she?” T: What is his/ her name? We can only answer the name here. Who is he/ she? We can answer the name, the job or the relationship with the speaker here. ③Listen and repeat. Ask and answer in pairs. One says the name of the character in the picture. The other quickly retells the character’s descriptive text. Then exchange to complete the exercise. For example: S1: Kate. Teaching purpose④ 此活动帮助学生将读音、词义及词形结合起来,保证他们能够理解重点词汇及句型的意思,并能够正确运用。 S2: She is tall. She is friendly. She has a blue hat. (3)Post-reading.④ ①Observe and read. Present the three pictures, the words and the phrases.(课件出示:教材P29 Look, choose and write部分的文本与图片)Ask students to observe the pictures and read the words and the phrases. ②Give the language support, and talk with students. T: (Point to the tall man.) Look at this man. He is…and… (Describe with body language.) Ss: He is tall and thin. T: Who is this old man? He is Santa Claus. What does he have? Ss: He has a red bag. T: Yes, there are many gifts in the red bag. He has a red hat, too. But there is no “hat” in the square frame. So we should fill “bag” in the blank. Does this girl have long hair or short hair? Ss: She has long hair. T: Great! Please choose the correct words or phrases to fill in the blanks. ③Remind students to write the words or phrases correctly. Comment on the completion of students. Correct writing errors in time. Then check the answers together. Answers: 1. tall; thin 2. bag 3. long hair Ask three students to read the sentences in turn. ④Let students write a few sentences they have learned in this unit to introduce a classmate. Next, let some students read the sentences they have written. The other students guess which student they’re describing. Comment on the completion of students. Correct writing errors in time. Teaching purpose⑤ 先引导学生观察图片中的内容,然后再听录音给图片排序,使学生养成在完成听力活动之前先获取习题信息的习惯并检验学生是否可以听懂本单元的重点句型。 Step 3: Practice Let’s check. (1) Listen and number.⑤ Show the pictures of “Listen and number” on the PPT. (出示课件) Let students talk about the names, characteristics and other features of the characters in the pictures. S1: She is a girl. She has long hair and oranges shoes. S2: He is a boy. He has short hair. S3: He is a boy. He has long hair. He has brown shoes. S4: He is a boy. He is tall and strong. He has glasses. Play the recording. Remind students to grasp the key information and complete the exercise of “Listen and number”.(出示课件) Teaching purpose⑥ 通过让学生观察图片,发散他们的思维,建立与所学单词、句子的联系,检验学生能否认读、理解词汇与句型,并能运用这些知识进行合适的表达。 Play the recording again to help students check the answers. (出示课件) Answers: 2-3-1-4 (2)Look and match.⑥ Show the pictures of “Look and match” on the PPT.(出示课件) Let students observe the pictures,and then describe the characteristics of the characters in the pictures with the sentence structures “He/ She is…”“He/ She has…” T: Look at this girl in the first picture. What’s she like? Ss: She has short black hair. She is quiet. T: Good. What about this girl in the second picture? What do you think about her? … Show the words and the phrases on the PPT.(出示课件)Let students read them, and choose the right pictures to match. Remind students that there is more than one word or phrase that can match the same picture. Check the answers. Answers: 图1: quiet 图2: long black hair; glasses/ friendly 图3: tall and strong; blue shoes; short brown hair图4: short and thin Teaching purpose⑦ 以表演、欣赏、演唱、创编歌曲等多种形式来回忆本单元的重点词汇,达到总结的目的。 Step 4: Consolidation & Extension 1. Let’s act.⑦ Ask students to act out the words “tall, short, fat, thin, quiet…” 2. Listen and do. Give orders such as: Clap your hands. Stamp your feet. Wave your arms. Shake your body… Students do actions according to the orders. 3. Let’s sing. (1) Play the song —Friends.(出示课件)Get students to enjoy it together. (2) T: Listen again and answer. If your friend is tall and quiet, what can you do? Ss: Clap my hands. (3) Students sing the song in pairs, then sing the song together. (4) Make a new song with replacing the adjective and the verb phrases of the song in groups. Make a model: If your friend is thin and funny, stamp your feet. If your friend is thin and funny, stamp your feet. If your friend is thin and funny, if your friend is thin and funny, if your friend is thin and funny, stamp your feet. ▶板书设计 ▶作业设计 1. Copy the key words learned in this unit five times. 2. Draw your parents and describe them in English. 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. 本课主要进行读、写练习,读、写的句子都是本单元的重点内容。 2. 采用与学生问答的方式展开本课时的重点内容,既减轻了学生的压力,也活跃了课堂气氛。 3. 在教学过程中,充分运用游戏、图片、录音等教学手段,让学生积极参与课堂活动,学生的参与意识很强,完成的效果也不错。 4. 将难点进行细化,采用“单词—短语—句型”的方式化解难点。 5. 引导学生开展练习,操练句型,完成任务,加深了学生对句型的印象,也培养了学生学习英语的兴趣。 6. 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 Read and write ·Be able to read and understand the four groups of sentences and match them with the characters correctly. ·Be able to read the four groups of sentences with the correct pronunciation and intonation. ·Be able to copy the topic vocabulary of this unit in the meaningful context and complete the sentences. ·Be able to use the key vocabulary and sentences of this unit synthetically. Let’s check ·Learn to predict the examination points from the picture information and consciously listen to the recording and complete the task. ·Be able to develop good listening habits and improve students’ listening skills. Let’s sing ·Be able to sing the song—Friends. Be able to understand the meaning of the lyrics and sing clearly and accurately. ▶Teaching Priorities ·Be able to simply describe a familiar friend or classmate by using the vocabulary and the sentence structures they have learned. ▶Teaching Difficulties ·Understand the difference and the connection between“What’s his/ her name?” and “Who is he/she?” ▶Teaching Procedures Teaching Stages Teacher’ s Activities Students’ Activities Teaching Purposes Warm-up & Revision 1. Greetings. 2. Revision. Talk to students and show the exercise. 1. Greetings. 2. Talk to the teacher. Fill in the blanks. Review the vocabulary and the sentence structures. Stimulate students’ interest. Lay the foundation for the new lesson. Presentation Read and write. (1) Pre-reading. ①Play a game—“Create a supermodel.” ②Who is my best friend? ①Design appearance and clothes and help the teacher to draw a model. Make descriptive sentences into a short paragraph. ②Some students introduce their good friends with a complete paragraph. The other students guess who he/ she is. Stimulate students’ desire to express and improve their participation in class. Increase students’ language output. (2) While-reading. Show the picture and four groups of sentences of “Read and match” on the PPT. Instruct students to observe the picture, complete the activity and retell the text. Talk about the picture in class. Complete the activity. And retell in pairs. Develop students’ observation skills through the picture. Cultivate their reading strategies. (3) Post-reading. Lead students to complete the activity of “Look, choose and write”. Observe the pictures. Read the words and the phrases. Then complete the activity of “Look, choose and write”. Help students combine word pronunciation, word meaning and word formation. Ensure that they can understand the meaning of the key vocabulary and sentence structures and use them correctly. Practice Let’s check. (1) Listen and number. Show the pictures of this section. And play the recording. Discuss the names, characteristics and other features of the characters in the pictures. Complete the exercises of “Listen and number”. Make students get into the habit of obtaining the information of the exercises first before they finish the listening activities. (2) Look and match. Show the pictures, the words and the phrases on the PPT. Get students to observe the pictures and read the words and the phrases. Talk to students. Observe the pictures, and describe the characteristics of the characters in the pictures. Complete the exercise of “Look and match”. Cultivate students’ divergent thinking. Make sure students can use the words, the phrases and the sentence structures correctly. Consolidation & Extension 1. Ask students to act out the words. 2. Give orders. 3. Play the song—Friends. Lead students to make a new song. 1. Act out the words. 2. Do corresponding actions. 3. Enjoy the song. Make a new song. End the lesson with a song. Let students recall the key vocabulary of this unit through the song. Homework 1. Copy the key words learned in this unit five times. 2. Draw your parents and describe them in English. 3. Do the exercises. Recycle 1 教材分析 本单元是一个复习单元,主要复习1~3单元的核心知识点。该单元主要包含六个部分的内容。 Read aloud是在对话中复现1~3单元的主要句型及词汇。教材通过陈杰与John谈论书本和好友的故事情景,使学生对所学词汇和句型的语义及语用情景加深记忆。 Connect and say通过五个名字Kate, Mike, Rose, Tim, Bob串起a, i, o三个元音字母的长短音,要求学生寻找含有相同发音的单词,并连线到城堡。 Look, listen and write要求学生看图、听录音并填充三句绕口令,复习前三个单元所学的语音知识。 Look and find通过张鹏根据Sarah描述的人物特征连词找朋友的情景复习第三单元的核心词汇和句型。 Read aloud and match the pictures要求学生阅读两组对话,选择正确的图片匹配,并根据图片提示续编对话。该活动旨在复习巩固1~3单元的主要词汇和句型。 Play a game呈现的情景是:陈杰和Mike两人挑战登山, 途中一一回答遇到的问题,最先到达山顶的人即为获胜者。通过此活动复习1~3单元的核心句型。 教学目标 知识与能力目标: 句型 ·能够听、说、认读并在实际情景中运用1~3单元的核心句型 ·能够在情景中运用句型 “What’s in your…?”询问并回答某处有什么物品;能够在情景中运用句型“—Where is…? —It’s in/ on/ under/ near the…”询问并回答物品的位置 ·能够在情景中运用句型介绍朋友的姓名、性格、外貌、穿着等,如“—What’s his/her name? —His / Her name is…”“He’s/She’s…”“He / She has…” ·能够按意群朗读课文 词汇 ·能够听、说、认读并在实际情景中运用1~3单元有关教室物品设施、书本文具及描述他人性格、外貌、穿着的单词或短语 ·能够在有意义的语境中抄写上述话题词汇 语音 ·能够掌握1~3单元中a-e, i-e, o-e的发音规则 ·能够读出符合发音规则的单词,并能根据发音拼写出符合发音规则的单词 情感态度、文化意识、学习策略目标: ·能够体会同学之间互帮互助的友谊,加强人际交往的能力 ·能够在游戏闯关的活动中,提高语言学习的积极性,增强灵活运用语言的能力 课时安排 第一课时: Read aloud & Connect and say & Look, listen and write 第二课时: Look and find & Read aloud and match the pictures & Play a game The first period(第一课时) Read aloud & Connect and say & Look, listen and write ▶教学内容与目标 课时教学内容 课时教学目标 Read aloud ·能够理解对话大意;能够用正确的语音、语调朗读对话 ·能够通过学习对话复习巩固“What’s in it?”“Who’s your friend?”“What’s her name?”等句型, 并能作出回答 ·能够在语境中理解“Your bag is so heavy.”“I know.”“I don’t know.”等句子的意思,并能正确朗读 Connect and say & Look, listen and write ·能够巩固学习1~3单元的语音知识,读出符合发音规则的单词 ·能够根据发音规则将单词归类,完成连线及填充单词的任务 ▶教学重点 1. 能够将1~3单元的核心语言融为一体,在具体情景中能自然熟练地运用。 2. 巩固学习1~3单元的语音知识。 ▶教学难点 1. 能够用核心句型描述朋友的特征。 2. 能够根据发音规则读出符合发音规则的单词并能根据发音规则将单词分类。 ▶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 歌曲热身,激发学生的学习兴趣;“眼疾口快”复习学过的词汇,活跃课堂气氛。 ▶教学过程 Step 1: Warm-up & Revision① 1. Greetings. 2. Sing a song—Friends. 3. Sharp eyes. Show the following vocabulary on the PPT one by one. (课件出示:classroom, window, blackboard, light, picture, door, teacher’s desk, computer, fan, wall, floor, schoolbag, maths, English, Chinese, storybook, candy, notebook, toy, key, strong, friendly, quiet, hair, shoe, glasses) T: If you know the vocabulary, you can stand up and read it out. 4. Free talk. Do Q & A on the topics of “classroom” “schoolbag” and “friends”. T: What’s in the classroom? / What’s in your schoolbag? / Who’s your friend? What is he/ she like? Is he/ she tall /thin/…? /… Ss: … Teaching purpose② 教师通过问题引导学生复习1~3单元的内容,再创设情境让学生领会句子“Let me help you.”和单词“heavy”,让学生认识到遇到困难时要互相帮助,为进入Read aloud部分的话题做好铺垫。 Step 2: Presentation 1. Lead-in.② Show a schoolbag with some books in it. T: Look at this schoolbag. What’s in it? Let’s have a look. Lead students to answer: An English book, a maths book, a notebook and ten storybooks. Take all the books out of the schoolbag. Then put some school things on the teacher’s desk and ask a student to come to the front. T: Put the pen / pencil / ruler…in the schoolbag. The student does as the teacher says. T: Now show me the schoolbag. (The schoolbag is too heavy for the student to carry.) T: Let me help you. (Help the student raise the schoolbag.) S1: Thank you. The teacher asks more students to carry the schoolbag. T: What do you think of this schoolbag? Ss: So heavy. T: Yes. The schoolbag is so heavy. Let students read the word “heavy” after the teacher and help them understand the sentence “Let me help you.” Teaching purpose③ 教师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。 T: We should help each other. Look! Chen Jie is helping John. (课件出示:教材P32 Read aloud部分的图一) 2. Watch and answer.③ (1) Look at the pictures and answer the question. T: What’s in John’s schoolbag? (课件出示:教材P32 Read aloud部分的图二及图三) Ss: Books. (2) Watch the cartoon and answer the questions. Show the questions on the PPT. Then play the cartoon of “Read aloud”. (课件出示:教材P32 Read aloud部分的视频) After students finish watching, check the answers by talking to them. T: Are they John’s storybooks? Ss: No, they are his friend’s. T: Oh! I know. I know they are his friend’s. (Emphasize “I know.” with the head nodding.) But who’s his friend? I don’t know. (Emphasize “I don’t know.” with a gesture and an expression.) Ss: Sandy White. T: I know. John’s friend is Sandy White. So they’re Sandy White’s storybooks. Teach the sentence “They’re my friend’s storybooks.” Show a picture of Sandy White.(出示课件) T: Look! This is Sandy White. Do you know what her job is and what she is like? Ss: … Check the answers and teach the sentences above. Students read these sentences after the teacher. Show the pictures of two pupils in the class. (出示课件) T: Who is he/ she? Can you tell me something about him/ her? Teaching purpose④ 引导学生按照正确的语音、语调朗读对话,并能在小组中进行角色表演。 (3) Watch the cartoon again, and then number the pictures.(课件出示:教材P32 Read aloud的动画和六张打乱顺序的图片) 3. Read and act.④ (1)Let students read after the recording and pay attention to the pronunciation and the intonation.(课件出示:教材P32 Read aloud部分的音频) Teaching purpose⑤ 通过引导学生关注元音字母的发音,帮助他们回忆相关的语音知识,为完成教材中的活动做好准备。再请学生说出人名中a, i, o字母的发音,引导他们发现相同字母在重读开音节与闭音节里的发音是不同的。 (2)Let students practice the dialogues in groups. (3)Choose some students to act out the dialogue. Step 3: Practice 1. Connect and say.⑤ (1)Let’s chant.(课件出示:Units 1~3中Let’s spell板块的歌谣) (2)Show the pictures of the five children. (课件出示:教材P33 Connect and say部分的五个人物图片) Describe their appearances and read their names. T: Look at the pictures. I will say something about them. Listen carefully. She is a girl. She has a blue hat. Who is she? Ss: She is Kate. T: Yes, she is Kate. Read after me, please. Kate. Ss: Kate. T: Pay attention to the sound of “a-e”. What is the sound of “a-e”? It’s /eɪ/. Can you say any words like this? Ss: Yes. Name. T: What else? Ss: … T: Look at the two boys, one is Mike, the other is Tim. Please compare the sounds of the letter “i” in the words “Mike” and “Tim”. The sound of “i-e” in “Mike” is /aɪ/. The sound of “i” in “Tim” is /ɪ/. Can you say any words like these? Ss: Yes. Like, win…T: Look, the clever girl is Rose. The boy with glasses is Bob. Please compare the sounds of the letter “o” in the words “Rose” and “Bob”. The sound of “o-e” in “Rose” is /əʊ/. And the sound of “o” in Bob is /əʊ/. Can you say any words like these? Ss: Yes. Nose, dog… Teaching purpose⑥ 教师先帮助学生理解题目要求,发现题目的考查目的。请学生展示答案时读出单词,以检验他们能否依据发音规则来拼读单词。再通过游戏使学生将字母的发音与单词结合起来,利用学习到的字母发音来拼读、记忆单词。 (3)Listen and connect.⑥ T: How does Kate go to the castle? You can connect the words that have the same letter “a” and the same sound /eɪ/. Now listen and connect. (课件出示:教材P33 Connect and say部分的音频) T: Help the other children go to the castle in the same way. Check the answers and read them. Answer: Kate—name—race—lake—game Mike—nine—fine—time—side Rose—note—Jones—Coke—hope Tim—win—big—milk—fit Bob—dog—Tom—hot—doll (4)Play a match game. Teaching purpose⑦ 先引导学生初步认识单词,正确地书写单词。在学生比赛快速说出绕口令时,感受到练习绕口令的乐趣。培养学生的竞争意识,同时锻炼他们的口语表达能力,提高他们的语音准确度。 T: Let’s play a match game. If I say /eɪ/, please say “name, Kate” and so on. If I say /əʊ/, please say “Rose, note, Jones” and so on. Are you ready? Let’s play! 2. Look, listen and write.⑦ (1)Talk about the pictures. ①T:(课件出示:rice cake和女孩Kate的图片)Look! What are they? They are rice cakes. They are Chinese food. (Teach “rice cake”.) This girl is Kate. Guess! What is she doing? (Do the action of making rice cakes.) Ss: She’s making rice cakes. T: Yes. Kate likes to make rice cakes. (Teach this sentence.) ②T: (课件出示:bike和five mice的图片) Look at these pictures. This is a bike. They are mice. How many? One, two, three… Five mice. “Mice” is the plural form of “mouse”. What do they do? (Do the action of riding a bike.) Ss: They ride a bike. T: Is the bike nice? Ss: Yes. T: Five mice ride a nice bike. (Teach this sentence.) ③T:(课件出示:Mr Jones和他的房子的图片)Wow, what a beautiful house! This is Mr Jones’ home. Look, where is Mr Jones? Ss: He’s at home. T: What does he do?(Do the action of phoning.) Ss: He phones. T: Good. Mr Jones phones me at home. (Teach this sentence.) (2)Listen to the recording, then fill in the blanks. (课件出示:教材P33 Look, listen and write部分的音频) T: You know the letters and the sounds well. Please look at the pictures and listen carefully. Pay attention to the key words. Write down the words you hear and fill in the blanks. Check the answers, and read them.(课件出示:Look, listen and write部分的答案) T: It’s interesting, isn’t it? They are tongue twisters. Now, read after the recording. (3)Reading competition. Teaching purpose⑧ 以比赛的形式来练习重点句型的问答。这既可以帮助学生复习相关知识,也可以激发学生的学习兴趣,使原本枯燥的操练变得有趣。 T: Now who can say the sentences more quickly? Let’s have a competition. Step 4: Consolidation & Extension 1. A group game.⑧ Teaching purpose⑨ 通过老师的示范,引导学生描述自己的朋友让他人猜一猜。这既考验参与介绍的同学的口语表达能力,又考验其他同学能否听懂相关语句,是否具有良好的观察能力。 T: John’s schoolbag is so heavy. There is an English book, a maths book, a notebook and ten storybooks in it. Is your schoolbag so heavy? What’s in your schoolbag? Let’s PK. Please ask and answer one by one. For example: T: What’s in your schoolbag? S1: A Chinese book, a maths book… What’s in your schoolbag? S2: … 2. A guessing game.⑨ T: John has a friend, Sandy White. Do you have a good friend? Who is your good friend? Please come to the front and tell us what your good friend is like. The others guess. Let me do it first. I have a friend in this class. She is tall. She has long hair. Her shoes are… Her schoolbag is… Who is she? Ask students to play the game with the demonstration. 3. Classify the words according to the pronunciation rules. T: Look at the two words “dog” and “note”. When I say “dog”, please say “one”. When I say “note”, please say “two”. If I say a word like “dog”, you say “one”. If I say a word like “note”, you say “two”. Let’s do it. T: What do you find? The vowels in “a-e” “i-e” and “o-e” sound long sounds. ▶板书设计 ▶作业设计 1. Practice the dialogue. 2. Describe your parents with the sentence structures “He/ She is… He/ She has…” 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. 通过唱歌、玩游戏及师生对话的方式,带领学生复习了1~3单元所学的单词及短语,然后巩固了有关教室、学习用品、朋友等话题的重点句型,为本部分的对话学习做铺垫。 2. 通过多媒体教学形式教学对话,然后学生们通过角色扮演的方式练习对话。 3. 通过听录音、看图片、唱歌谣等方式来回忆元音字母的发音规律。然后,通过城堡游戏巩固发音规律。 4. 通过小组竞赛、猜一猜以及找发音规律的方式,对本节课的知识加以巩固,学生的积极性被进一步激发。整个教学过程以学生活动为主,充分体现了以学生为主体的教育理念,教学效果良好。 ▶Teaching Contents & Teaching Aims Read aloud ·Be able to understand the main idea of the dialogues and read the dialogues with the correct pronunciation and intonation. ·Be able to review and consolidate the sentence structures“What’s in it?”“Who’s your friend?”“What’s her name?”by learning the dialogues and be able to answer them. ·Be able to understand the meanings of the sentences“Your bag is so heavy.”“I know.”“I don’t know.”in context and read them correctly. Connect and say & Look, listen and write ·Be able to consolidate the phonetic knowledge of Units 1~3 and read out the words that conform to the pronunciation rules. ·Be able to classify the words according to the pronunciation rules, complete the tasks of connecting and filling in the blanks. ▶Teaching Priorities ·Be able to integrate the key language of Units 1~3 and use it naturally in specific situations. ·Consolidate the phonetic knowledge of Units 1~3. ▶Teaching Difficulties ·Be able to use the key sentence structures to describe the characteristics of friends. ·Be able to read the words and classify them according to the pronunciation rules. ▶Teaching Procedures Teaching Stages Teacher’ s Activities Students’ Activities Teaching Purposes Warm-up & Revision 1. Greetings. 2. Sing a song—Friends. 3. Sharp eyes. 4. Free talk. 1. Greetings. 2. Sing the song. 3. Play the game. 4. Talk with the teacher and answer the questions. Stimulate students’ learning interest. Review the knowledge that students have learned. Enliven the class atmosphere. Presentation 1. Lead-in. Show a schoolbag with some books in it. Teach the word “heavy” and the sentence “Let me help you.” Review the words. Learn the word “heavy” and the sentence “Let me help you.” Create situations for students to understand the word and the sentence. Let students understand that when they are in trouble, they should help each other. Pave the way for the topic of “Read aloud”. Teaching Stages Teacher’ s Activities Students’ Activities Teaching Purposes Presentation 2. Watch and answer. (1) Show the pictures and ask the question. (2) Play the cartoon, then ask questions. (3) Play the cartoon again, then let students number the pictures. (1) Look at the pictures and answer the question. (2) Watch the cartoon and answer the questions. (3) Watch the cartoon again and number the pictures. Lead students to watch the cartoon with questions. Help them perceive the text as a whole, and obtain useful information. 3. Read and act. (1)Play the recording. (2)Let students practice the dialogues in groups. (3)Let students act out the dialogue. (1) Read after the recording. (2) Practice the dialogues in groups. (3) Act out. Lead students to read the dialogues according to correct pronunciation and intonation. Practice 1. Connect and say. (1) Let’s chant. (2) Show the pictures of the five children. Describe their appearances and read their names with students. (3) Play the recording. (4) Play a match game. (1) Chant together. (2) Guess the children’s names by description, then read their names. (3) Listen and connect. (4) Play a match game. Help students recall relevant phonetic knowledge, and prepare for the completion of the activities in the textbook. Help them find out the difference of the same letter in the stressed open syllable and the closed syllable. 2. Look, listen and write. (1) Lead students to describe the pictures. (2) Play the recording. Ask students to fill in the blanks. (3) Reading competition. (1) Describe the pictures. (2) Listen and fill in the blanks. (3) Join in the reading competition. First, let students feel the joy of English tongue twisters. Then, let students practice their oral expression ability through the competition, and improve the accuracy of their pronunciation. Consolidation & Extension 1. A group game. 2. A guessing game. 3. Show some words. 1. Ask and answer. 2. Describe their friends and guess. 3. Classify the words according to the pronunciation rules. Review the phonetic knowledge in Units 1~3 through the three games. It not only increases students’ interest in learning, but also improves their language output ability. Homework 1. Practice the dialogue. 2. Describe your parents with the sentence structures “He/ She is… He/ She has…” 3. Do the exercises. The second period(第二课时) Look and find & Read aloud and match the pictures & Play a game ▶教学内容与目标 课时教学内容 课时教学目标 Look and find & Read aloud and match the pictures ·能够通过观察、谈论对话部分的图片,理解对话大意 ·能够按正确的意群和语音、语调朗读对话 ·能够按要求完成图文配对等任务 Play a game ·能够根据实际情况熟练问答1~3单元所学的核心句型 ▶教学重点 1. 复习描述他人外貌特征和性格特点的常用词汇和句型。 2. 复习表示建议的句型“Let’s…/ Let me…”的用法。 ▶教学难点 1. 能够在情境中熟练运用核心词汇和句型描述他人的外貌特征和性格特点。 2. 能够在情境中熟练运用表示建议的核心句型。 ▶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、视频等。 Teaching purpose① 以指令性活动来重现1、2单元的重点词汇,让学生在活动中复习学过的重点词汇,在快乐的氛围中进入本课的学习。 ▶教学过程 Step 1: Warm-up & Revision① 1. Greetings. 2. Sing a song—Friends. 3. Play a game—“I say, you do”. Teaching purpose② 通过与学生之间的自由交谈,使学生在真实的语境中交流有关朋友的外貌、性格和衣着等特征,复习相关知识。为下一环节的活动做好准备。 T: Let’s play. I say and you do. Open the door. / Turn on the light./ Close the window./ Put up the picture./ Clean the blackboard./Put your pencil box in your desk./ Put your Chinese book on your English book./ Put your eraser near your pencil box./Put your maths book under your schoolbag. 4. Free talk.② T: Do you have friends? How many friends do you have? What’s your friend’s name? Is your friend a boy or a girl? Is he/ she tall? Is he / she friendly? Does he/she have long hair? (Use the words or phrases: quiet, friendly, tall, thin, small, glasses, brown shoes, a blue bag, long hair, …) Teaching purpose③ 通过让学生描述指定人物的活动来复习、练习相关知识,检验学生能否正确地认读重点词汇并描述人物的外貌特征。 Step 2: Presentation③ 1. Look and say. Show the pictures of Fred, Kate, Ben and Ann.(课件出示:教材P34 Look and find部分Fred、Kate、Ben和Ann的图片) T: Look at these boys and girls. They are Fred, Kate, Ben and Ann. Can you say something about them? S1: This is Fred. He is tall. His hair is short and brown. He has glasses. His shoes are red and white. S2: This is Kate. She is tall. She has long hair. She has a blue hat. She has brown shoes. S3: This is Ben. He is short. He has short hair. He has a blue bag. S4: This is Ann. She is short. She has long hair. She has yellow shoes. 2. Look and find. T: Sarah and Zhang Peng are talking about their good friends. Sarah has a good friend. She asks Zhang Peng to guess who he is. Read the sentences that Sarah says. Help Zhang Peng find Sarah’s good friend. Ask students to read the sentences and find the correct friend. Check the answer. T: Who’s Sarah’s good friend? Ss: He is… Answer: Fred. 3. Pair work. Let students use the words or the phrases in “Look and find” correctly to describe the other three characters in the activity. T: Choose one student of these to be your friend. Say something about your friend. Let your partner guess who your friend is. Practice your dialogue in pairs, please. Make a model: T: I have a good friend. She is friendly. She’s thin. She has a blue hat and brown shoes. Who is she? S1: She is Kate. Step 3: Practice 1. Make a new chant.④ T: It’s time for a chant. Let’s chant together. Teaching purpose④ 通过韵句在轻松的氛围中帮助学生复习总结本课时的重点知识,激发学生的学习兴趣。 Teaching purpose⑤ 通过游戏,使学生能够根据相应的描述猜出同学的身份。同时,也使学生在老师的示范帮助下,学习如何通过提问去获得相应的重要信息。 T: Now please make a new chant about your friend. You can talk in groups. Ask students to make their own chants. Then let some of them show in class. 2. Play a game — “Guess who he/ she is!”⑤ Show four photos of the students on the PPT. (出示课件) Everyone has a schoolbag. T: Now I will stand here with my back to you. You choose one of them to the front. I ask some questions and you answer. And I guess who it is. Start like this: T: Is it a boy? Does he have glasses? What colour is his schoolbag? What colour are his shoes? His name is… Yes or no? After giving a demonstration, let students play the game. Teaching purpose⑥ 通过活动,复习第一单元和第三单元的相关重点知识。学生既要能够认读相关内容,又要可以听懂相关句型,同时还要能够正确地表达、交流。 T: Now, who wants to try? 3. Read aloud and match the pictures.⑥ (1) Present the Dialogue 1 and the two pictures of this part on the PPT. (课件出示:教材P34 Read aloud and match the pictures部分的对话一及其图片) T: Look at the first picture. Who are they? Where are they? What are they doing? S1: They are Mike and John. S2: They are in the classroom. T: Yes. And they are cleaning the classroom. But in Picture 2, they are talking about “What’s in the schoolbag?” Play the recording.(课件出示:教材P34 Read aloud and match the pictures部分中对话一的音频) T: Now listen to the recording and read after it. Then choose the correct picture. Check the answer. (Answer: Picture 1) Present the Dialogue 2 and the two pictures of this part on the PPT. (出示课件) Play the recording and ask students to answer the questions. (课件出示:教材P34 Read aloud and match the pictures部分中对话二的音频) ①Who is the new student? ②What’s he like? ③Is he Mike’s friend? T: Now listen to the recording again, and read after it. Then choose the correct picture. Check the answer. (Answer: Picture 2) (2) Read and act out the dialogues. (3) Make new dialogues. T: There are other two pictures.(出示课件)Please make new dialogues according to the other two pictures. Practice in pairs. Then show to us. Find the best group. References are as follows: ①Ted: Oh, my schoolbag is heavy. John: What’s in your schoolbag? Ted: I have an English book, a maths book and two storybooks. ②Mike: John, this is Ted, my new friend. He’s a new student. John: Nice to meet you. Teaching purpose⑦ 通过问答问题竞赛,使学生复习巩固1~3单元学习过的重点句型。 Ted: Nice to meet you, too. 4. Play a game.⑦ T: Everyone did a good job. Now let’s play a game. Look at the picture. It’s a mountain. Let’s see who can climb the mountain fast. How to climb it? Yes, you should answer the questions correctly. Let’s see who the winner is. (游戏说明:将全班学生分成几个小组,通过回答阶梯上的问题来进行竞赛。可男生与女生比,小组之间比等。答对小组的小旗帜就向上移,看哪个小组最先登上顶峰。) For example: Competition between boys and girls. Boy 1: What colour is your schoolbag? Girl 1: It’s blue. Girls climb a step up the mountain. Teaching purpose⑧ 通过创设真实的情境,让学生根据自己的实际情况编写对话并展示,培养学生的综合语言运用能力。 Girl 1: What colour is your English book? Boy 2: Oh, sorry. Boys can’t answer so they stay where they are. Boy 2: Who’s your best friend? Girl 2: … (课件出示:教材P35 Play a game部分的图片及内容) Step 4: Consolidation & Extension⑧ 1. Make dialogues. Divide students into three groups and give the three topics “my classroom” “my schoolbag” “my friends” to the three groups. Ask each group of students to make a dialogue on the topic they are assigned to. 2. Show time. Ask some students from each group to act out the dialogues. ▶板书设计 ▶作业设计 1. Practice the dialogues. 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. 本节课是综合复习课,主要帮助学生复习表示建议的句型“Let’s…/ Let me…”的用法、描述他人特征的句型以及询问关于他人信息的问句。 2. 通过跟唱歌曲、“我说你做”的游戏互动及师生对话,引导学生复习了1~3单元所学的单词及短语,并引出有关朋友话题的句型,为本部分的对话学习做铺垫。 3. 通过多媒体、口语交流和看图练习等多种形式,充分调动了学生的积极性,使学生在不知不觉中完成复习任务,较好地实现了教学目标。 4. 复习活动设计多样化,语言由输入到输出,较全面地兼顾到各个单元的重点知识的梳理和归纳。 ▶Teaching Contents & Teaching Aims Look and find & Read aloud and match the pictures ·Be able to understand the main idea of the dialogue by observing the pictures and talking about them. ·Be able to read the dialogues according to the correct pronunciation and intonation. ·Be able to complete the tasks as required. Play a game ·Be able to skillfully ask and answer with the key sentence structures learned in Units 1~3 according to actual situations. ▶Teaching Priorities ·Review the words, the phrases and the sentence structures that are used to describe people’s appearances and personality characteristics. ·Review the usages of the sentence structures“Let’s/ Let me…” ▶Teaching Difficulties ·Be able to use the key vocabulary and sentence structures to describe people’s appearances and personality characteristics adroitly in situations. ·Be able to use the key sentence structures to express suggestions adroitly in situations. ▶Teaching Procedures Teaching Stages Teacher’ s Activities Students’ Activities Teaching Purposes Warm-up & Revision 1. Greetings. 2. Sing a song—Friends. 3. I say, you do. 4. Free talk. 1. Greetings. 2. Sing the song. 3. Do actions. 4. Answer the questions. Cultivate students’ learning interest. Review the knowledge learned before. Presentation 1. Look and say. Show the pictures of “Look and find”. Ask students to describe Fred, Kate, Ben and Ann. 2. Look and find. Check the answer with students. 3. Pair work. Make a model to lead students to finish the task. 1. Look at the pictures and describe Fred, Kate, Ben and Ann. 2. Read the sentences and find Sarah’s friend. 3. Choose one from Kate, Ben and Ann as a friend and describe him/ her. Ask you partner to guess who the friend is. Review and practice the relevant knowledge. Test whether students can read the key words and the phrases correctly, and describe the appearances of the characters. Practice 1. Make a new chant. Show a model on the PPT. Make a new chant according to the model. Show their chants in class. Help students review the key knowledge. Stimulate students’ learning interest. 2. Play a game—“Guess who he/ she is!” Show four photos on the PPT. Make a demonstration. Guess who the person is. Help students learn how to get important information by asking questions. 3. Read aloud and match the pictures. (1)Finish the task of“Read aloud and match the pictures.” (2)Read and act out the dialogues. (3)Make new dialogues. (1) Look at the pictures and answer the questions. Listen to the recordings and choose the correct pictures. (2) Read and act out the dialogues. (3) Make new dialogues according to the other pictures. Through the above activities, review the relevant key knowledge in Units 1~3. Make sure students can read the relevant content, understand the relevant sentence structures and express correctly. 4. Play a game. Ask and answer. Review and consolidate the key sentence structures in Units 1~3. Consolidation & Extension 1. Divide students into three groups and let them make dialogues. 2. Show time. 1. Make dialogues. 2. Act out the dialogues. Cultivate students’ comprehensive language application ability by creating real situations. Homework 1. Practice the dialogues. 2. Do the exercises. Unit 4 My home 教材分析 本单元学习的主题是家里的居室及相关设施。教学内容主要是围绕着家人和朋友间的家居生活来展开。教学重点是能够听、说、认读核心句型“—Where is she? —She’s in the kitchen.”“Open the door, please.”“Look! They’re in the door.”“—Is she in the…? —Yes, she is./No, she isn’t.”“Where are the…?”“—Are they in…? —Yes, they are./No, they aren’t.”;能够听、说、认读单词和短语“bedroom, living room, study, kitchen, bathroom, bed, phone, table, sofa, fridge”。 教学目标 知识与能力目标: 句型 · 能够听、说、认读句型“—Where is she? —She’s in the kitchen.”“Open the door, please.”“Look! They’re in the door.” · 能够在情景中运用句型 “—Is she in the…? —Yes, she is./No, she isn’t.”“Where are the…?”“—Are they in…? —Yes, they are./ No, they aren’t.”询问物品或人物的位置并作出相应判断 ·能够在情景中运用句子“Open the door, please.”提出行动建议 ·能够按意群朗读描述起居室(living room)的小文段 词汇 ·能够听、说、认读单词或短语“bedroom, living room, study, kitchen, bathroom, bed, phone, table, sofa, fridge” ·能够在有意义的语境中抄写单元话题词汇 ·能够正确使用上述词汇描述家里的居室及物品设施 语音 ·能够掌握u-e的发音规则,即u-e在单词中发长音/ju:/ ·能够读出符合u-e发音规则的单词,并能够根据发音拼写出符合u-e发音规则的单词 情感态度、文化意识、学习策略目标: ·能够在生活中主动询问别人或对别人的询问能够热情应答 ·能够感受到家的温馨,从而激发学生爱家、爱家人的情感 ·能够主动收拾物品并摆放整齐,养成良好的生活习惯 ·能够逐步做到见到符合u-e发音规则的单词能够拼读,听到符合u-e发音规则的单词能够拼写 课时安排 第一课时: Part A Let’s talk & Let’s play 第二课时: Part A Let’s learn & Let’s do 第三课时: Part A Let’s spell 第四课时: Part B Let’s talk & Ask, answer and write 第五课时: Part B Let’s learn & Let’s play 第六课时: Part B Read and write & Let’s check & Let’s sing The first period(第一课时) Part A Let’s talk & Let’s play ▶教学内容与目标 课时教学内容 课时教学目标 Let’s talk ·能够通过观察、谈论Let’s talk板块的图片,在图片、PPT和教师的帮助下理解对话大意 ·能够用正确的语音、语调朗读对话 ·能够在情景中运用句型“—Is she in the…?—Yes, she is./No, she isn’t.”询问物品或人物的位置,同时作出判断 ·能够在情景中恰当运用句型“—Where is she? —She’s in the kitchen.” ·能够在语境中理解新词汇“living room, study, kitchen”的意思,并能够正确发音 Let’s play ·能够通过本板块提供的教学活动,操练并巩固本课时的重要句型“—Is it in…?—Yes, it is./ No, it isn’t.” ▶教学重点 1. 能够听懂、会说句型“—Where is she?—She is in the kitchen.”“—Is she in the…?—Yes, she is./ No, she isn’t.”。 2. 能够听懂并使用词汇“living room, study, kitchen”。 3. 能够听懂、会读对话,并能分角色表演。 ▶教学难点 能够在情景中正确使用句型“—Where is she/ it? —She/ It is…”来询问和描述人物或物品的位置;使用句型“—Is she/ it in…? —Yes, she/ it is./ No, she/ it isn’t.”来询问人物或物品的位置,同时作出判断。 ▶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 通过歌曲激发学生的学习兴趣,帮助学生在歌声中复习询问位置的句型“—Where is...? —It’s...”。再通过互动问答的方式,引导学生进一步操练,为本课时的学习奠定基础。 2. PPT课件、课文录音、视频等。 ▶教学过程 Step 1: Warm-up & Revision & Lead-in 1. Greetings. 2. Sing a song—Short vowel song.(课件出示:三下教材P69歌曲的视频)① 3. Free talk. Review the sentence structures “—Where’s…? —It’s in / on / under…”(课件出示:球在课桌不同方位的图片) T: Where’s the ball? Ss: It’s in/ on/ under the desk. Ask and answer with other things. T: Where’s the book/ pen/ pencil…? Teaching purpose② 通过设置情景,让学生在情景中熟悉新词汇和感知新句型。通过猜测的方式让学生练习一般疑问句及其答语。 Ss: It’s in/ on/ under… Step 2: Presentation 1. Learn the new vocabulary.② (1)Present the picture of Amy’s home in the main scene.(课件出示:Unit 4主情景图中Amy家的图片) T: Look, this is Amy’s home. Let’s go and have a look. This is the bedroom/ study/ living room/ kitchen/ bathroom. So in Unit 4 we’ll talk about “home”. Write down the topic “Unit 4 My home” on the blackboard. T:(Point to the bedroom.)Look! What can you see in this room? Ss: A bed. T: Great! We can see a bed in the room, bed + room=bedroom. Write down the word “bedroom” on the blackboard and teach it. T: Follow me: bed, bed, room, room, bedroom. Practice the word “bedroom” in groups or one by one. T:(Point to the study.)Is this a bedroom? Ss: No, it isn’t. T: It’s a study. We can see a computer on the desk. We can see many books in the bookcase. We study hard in the study. Write down the word “study” on the blackboard and teach it. T: Please read after me. If I read it in a low voice, you read it loudly. If I read it loudly, you read it in a low voice. Teach the new vocabulary “living room, kitchen, bathroom” in the same way as above. T: Amy’s home is very nice. (2)Present the pictures of a home and a dog.(课件出示:家庭居室图和小狗在厨房的图)Talk with students. T: Look! I have a dog. She’s cute. I love my dog. But I can’t find her now. Oh! Where’s the dog? Is she in the living room/ bedroom/ study/ bathroom? Teaching purpose③ 通过问题引导学生观察并讨论图片,借助问题和图片预测文本内容,使学生带有目的性地去听录音。 (Help students answer the questions.) Ss: No, she isn’t. T: Is she in the kitchen? Ss: Yes, she is. 2. Let’s talk.③ (1)Present the pictures of “Let’s talk” and lead students to predict the main idea of the dialogue.(课件出示:教材P38 Let’s talk 板块的图片) T: Look, this is Amy’s home. What rooms can you see in the pictures? Ss: I can see a bedroom, a living room, a study and a kitchen. (2) Present the questions about “Let’s talk” on the PPT. Play the recording. (出示课件) Ask students to answer the questions and underline the key words of the answers in their books. T: What are Amy and Sarah doing? Ss: They are looking for the cat. Show the four pictures of “Let’s talk” in turn on the PPT. (课件依次出示:教材P38 Let’s talk 板块的四幅图片) T: Amy and Sarah are in the bedroom. Is the cat in the bedroom? S1: No, she isn’t. T: Now they are in the living room. Is the cat in the living room? S2: No, she isn’t. T: Now they are in the study. Is the cat in the study? S3: No, she isn’t. Teaching purpose④ 通过三个活动,使学生能够充分理解对话内容,并且能够正确地朗读对话。不同形式的朗读活动使学生逐步理解并掌握本课时的重点句型,为其熟练表达奠定基础。 T: The cat isn’t in the bedroom, the living room or the study. Where is she? Ss: She’s in the kitchen. T: Very good! (3) Read after the recording.④ T: Boys and girls, let’s read the dialogue after the recording. Please listen and read carefully. (4) Read the dialogue in different roles. (5) Act it out. T: Now we’ll find the best actor or actress. Please come to the front and show the dialogue. Teaching purpose⑤ 通过hide-and-seek游戏进一步巩固和练习新词汇及句型“—Is it in the…? —Yes, it is./ No, it isn’t.”。 Step 3: Practice 1. Recognize the pictures. Present the pictures quickly. (课件出示:客厅、厨房和书房的图片) T: Say the words or the phrase quickly. 2. Let’s play hide-and-seek.⑤ Ask students to play the game in pairs. Make a model with a student. Let the student hide a pen when the teacher closes his/her eyes. Then open the eyes and guess. S1: I have a pen. It’s nice. Where’s my pen? T: Is it on your desk? S1: No, it isn’t. T: Is it in your desk? S1: No, it isn’t. T: Is it under your desk? S1: No, it isn’t. T: Is it in your hand? S1: Yes, it is. T: Now, play hide-and-seek with your partner. Step 4: Consolidation & Extension 1. Let’s chant. Make up a chant according to the dialogue of “Let’s talk”. Teaching purpose⑥ 通过“寻找小五”的游戏,充分调动学生的积极性。让学生在情境中合理运用所学句型,可以激发学生的英语学习动力,并培养学生的竞争意识。 Change the words to adapt the chant. Then have a show. 2. Play a game — “Look for Xiaowu.” ⑥ (1)Present the picture of Xiaowu.(课件出示:小五在客厅看电视的图片)Ask students to compete in groups. T: Who is he? He’s Xiaowu. He is watching TV now. Oh, he’s missing! Where is he? Let’s go and look for him.(课件出示:小五家的居室图) (2) Read out the names of the rooms in groups. Practice the vocabulary “bedroom, living room, kitchen, bathroom, study”. (3) Look for Xiaowu. The group that finds Xiaowu first will be the winner. Practice the sentence structures “—Is he in the…? —Yes, he is. / No, he isn’t.”“—Where is he? —He is in…” ▶板书设计 ▶作业设计 1. Practice the dialogue. 2. Practice the sentence structures “—Is she in the…? —Yes, she is. / No, she isn’t.” with your partner. 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. 由歌曲视频引入,带领学生边唱边复习句型“—Where’s…? —It’s in/ on/ under…”,再在自由谈话中巩固该句型,进而激发学生的兴趣,为新课做好铺垫。 2. 创设与现实生活及教材内容相近的语境,在特定语境中导入新词汇和句型,再自然地开展教学内容。环环相扣,层层深入,让学生轻松地掌握教学重点。 3. 设计的活动形式丰富、易操作,且具备层次感,有效地提升了学生的核心素养。在教学过程中,以学生为本,以解决问题为导向,引导学生自主学习。 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 talk ·Be able to understand the main idea of the dialogue by observing and talking about the pictures. ·Be able to read the dialogue with the correct pronunciation and intonation. ·Be able to use the key sentence structures “—Is she in the…? —Yes, she is./ No, she isn’t.” to ask and judge the locations of objects or characters in situations. ·Be able to use the key sentence structures “—Where is she? —She’s in the kitchen.” properly in situations. ·Be able to understand the new vocabulary in context and pronounce correctly. Let’s play  ·Be able to practice and consolidate the key sentence structures by the provided teaching activity. ▶Teaching Priorities ·Be able to understand and speak the sentence structures “—Where is she? —She is in the kitchen.” “Is she in the…? —Yes, she is./ No, she isn’t.” ·Be able to understand and use the key vocabulary “living room, study, kitchen”. ·Be able to understand, read and act the dialogue out in different roles. ▶Teaching Difficulties ·Be able to use the key sentence structures correctly in situations to ask and describe the location of characters or objects and make a judgement at the same time. ▶Teaching Procedures Teaching Stages Teacher’ s Activities Students’ Activities Teaching Purposes Warm-up & Revision & Lead-in 1. Greetings. 2. Sing a song—Short vowel song. 3. Free talk. Show some pictures. Ask some questions. 1. Greetings. 2. Sing a song. 3. Answer the questions. Cultivate students’ learning interest. Review and consolidate the sentence structures “—Where is…? — It’s in/ on/ under…” Lay the foundation for this class. Presentation 1. Learn the new vocabulary. (1)Present the picture of Amy’s home. Teach the new vocabulary“bedroom, study, living room, bathroom, kitchen”. (2)Present the pictures of a home and a dog. Talk with students. Teach the new sentence structures. (1)Learn the new vocabulary. (2)Talk with the teacher. Learn the new sentence structures. Let students learn the new vocabulary and perceive the new sentence structures in situations. Lead students to practice the general questions and the answers by guessing. 2. Let’s talk. (1) Present the pictures. Ask students to predict the main idea of the dialogue and describe the pictures simply. (2) Play the recording and ask the questions. (3) Play the recording again. (4) Ask students to read the dialogue in different roles. (5) Ask students to act it out. (1) Predict the main idea and describe the pictures simply. (2) Listen to the recording, then answer the questions. (3) Read after the recording. (4) Read the dialogue in different roles. (5) Act it out. Help students understand the content of the dialogue and read the dialogue correctly. Lead them to master the key sentence structures of this lesson by different forms. Lay the foundation for their skillful expression. Practice 1. Present the pictures. 2. Let’s play hide-and-seek. Ask students to play the game in pairs. Make a model with a student. 1. Say the vocabulary quickly according to the pictures. 2. Play hide-and-seek with the partner. Further consolidate and practice the new vocabulary and sentence structures by the game hide-and-seek provided in this section. Consolidation & Extension 1. Let’s chant. Make up a chant according to the dialogue of “Let’s talk”. 2. Play a game — “Look for Xiaowu.” Show the pictures. 1. Make up a chant and have a show. 2. Compete in groups. Look at the pictures. Read out the names of the rooms in groups. Look for Xiaowu by asking and answering with the key sentence structures. By making up a chant and play the game, arouse students’ enthusiasm of learning English. Lead students to practice the sentence structures actively. Cultivate their sense of competition. Homework 1. Practice the dialogue. 2. Practice the sentence structures “—Is she in the…? —Yes, she is. / No, she isn’t.” with your partner. 3. Do the exercises. The second period(第二课时) Part A Let’s learn & Let’s do ▶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、认读单词或短语“bedroom, living room, study, kitchen, bathroom” ·能够熟练运用句型“Where’s Amy?”“—Is she in the study? —Yes, she is.”进行询问并作出回答 Let’s do ·能够听懂指令并根据指令语做出正确的动作 ▶教学重点 1. 能够使用描述居室名称的重点词汇。 2. 能够在情景中运用重点句型询问人物或物品的位置并作出回答。 ▶教学难点 能够听懂Let’s do 中的指令并根据指令做出正确的动作;能够正确匹配居室和活动。 ▶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、卡片等。 Teaching purpose① 通过韵句激发学生的学习兴趣,帮助学生复习Let’s talk板块的内容。再通过游戏复习重点句型“—Is it in the…? —Yes, it is./ No, it isn’t.”。 ▶教学过程 Step 1: Warm-up & Revision① 1. Greetings. 2. Let’s chant. 3. A guessing game. (课件出示:钢笔在书包、文具盒、桌子或盒子等任一物品里的图片) T: I lost my pen. Where’s my pen? Let’s look for it together. Is it in the…? Guess! S1: Is it in the box? T: Yes, it is. / No, it isn’t. Teaching purpose② 一方面,通过情景引入新词汇,帮助学生借助图片等理解新词汇的意思,并正确发音。另一方面,一边学习新词,一边把Let’s do板块的内容有机结合起来,从词汇到句子,层层递进,让学生在轻松愉快的氛围中学习新知。 … Step 2: Presentation 1. Teach the new vocabulary and sentences.② (1)Teach the word “study”. T: Where are my books? Look, they are in a room. (课件出示:书房中有很多书的图片) I have many books in it. Oh, it’s a study! (课件出示:study的相关内容) (Write down the word “study” on the blackboard and teach it.) T: Follow me: study, st/st/-u/ʌ/-dy/di/, study. Ss: … (Read it together, then read it one by one.) T: What can you do in the study? Ss: Read a book. T: (课件出示:read a book的相关内容) Do you like reading books? Ss: Yes. T: Let’s go to the study and read a book. Follow me: Go to the study. Read a book. Write down the phrase “read a book” on the blackboard and teach the sentences “Go to the study. Read a book.” (2) Teach the phrase “living room”. Show a picture of a living room. (课件出示:客厅的图片) T: Is this room a classroom? Ss: No. T: What’s this? Ss: A living room. T: Yes. This is a living room. (课件出示:living room的相关内容) Follow me: living room, li/lɪ/-ving/vɪŋ/, living, o/u:/-room/ru:m/, living room. Write down the phrase “living room” on the blackboard and teach it. Ss: … (Read it in groups.) T: What can you see in the living room? Ss: I can see a table, a sofa, a…and a TV. T: Do you like watching TV? (课件出示:watch TV的相关内容) Ss: Yes. T: Let’s go to the living room and watch TV. Ss: OK. T: Go to the living room and watch TV. Follow me: Go to the living room. Watch TV. Write down the phrase “watch TV” on the blackboard and teach the sentences “Go to the living room. Watch TV.” (3) Teach the word “kitchen”. T: Oh, I read a book. I watch TV. Now I feel a little hungry. I want to have a snack. (课件出示:have a snack的相关内容) Follow me: have a snack, have a snack. Do you want to have a snack? Ss: Yes. Write down the phrase “have a snack” on the blackboard and teach it. T: Oh, I can’t find any snacks. Where can we get snacks? Ss: Kitchen. T: Yes. (课件出示:kitchen的相关内容) Follow me: kitchen, ki/kɪ/-tch/tʃ/-en/ɪn/, kitchen. Write down the word “kitchen” on the blackboard and teach it. Ss: … (Read it one by one.) T: Let’s go to the kitchen and have a snack. Follow me: Go to the kitchen. Have a snack. Teaching purpose③ 通过TPR活动形式增强课堂的趣味性,提高学生参与的积极性,强化单词读音与词义的匹配。 Teach the sentences “Go to the kitchen. Have a snack.” (4) Teach the word “bathroom”.③ T: Haha, I’m full. (Touch the belly and yawn, looking sleepy.) I’m sleepy. Can I have a nap? (Help students understand with the action.) Ss: No, you’re dirty. T: Yes. Let me take a shower. (课件出示:take a shower的相关内容) Write down the phrase “take a shower” on the blackboard and teach it. T: Where can I take a shower? Ss: Bathroom. (课件出示:bathroom的相关内容) T: Yes. Follow me: bathroom, ba/bɑː/-th/θ/-bath, bathroom. Write down the word “bathroom” on the blackboard and teach it. Ss: … (Read it aloud or in a low voice.) T: Let me go to the bathroom. Take a shower. Follow me: Go to the bathroom. Take a shower. / Wash your face and hands. / Brush your teeth. Teach the sentences “Go to the bathroom. Take a shower.” (5) Teach the word “bedroom”. T: Now, I’m clean and I’m tired. I want to have a nap. (课件出示:have a nap的相关内容) Write down the phrase “have a nap” on the blackboard and teach it. T: Where can I have a nap? Ss: Bedroom. (课件出示:bedroom的相关内容) T: Follow me: bedroom, e/e/-bed/bed/, bedroom. Write down the word “bedroom” on the blackboard and teach it. Ss: … (Read it in groups.) T: Good. Follow me: Go to the bedroom. Have a nap. Do the corresponding actions and let students learn the new vocabulary above. Present the vocabulary “bedroom, living room, bathroom” on the PPT. T: Please read the words and the phrase together, and tell me what you find. Ss: … T: Great! They are all rooms and they all have the same word “room”. Teaching purpose④ 通过提问激起学生的学习兴趣,使学生在听录音时更有目的性,听的时候会更加认真。再在同样的情境中进行对话练习,让学生能自如地运用本课的句型。 2. Let’s learn.④ (1)Show the pictures of “Let’s learn”. (课件出示:教材P39 Let’s learn板块的房间图片) T: Look, it’s a nice home. That is Amy’s cat. Where is the cat? Is she in the bedroom/ living room/ bathroom/ study/ kitchen? Ss: … T: Where is Amy? Let’s listen to the recording of “Let’s learn” and answer the question. (2) Listen and answer. Play the recording of “Let’s learn” and ask the questions. (出示课件) T: Where is Amy? Is she in the bedroom/ living room/ bathroom/ study/ kitchen? Ss: … T: Amy is in the study. Where’s Amy’s dad? And where’s Amy’s mum? Teaching purpose⑤ 通过游戏进一步加深学生对新授词汇的熟悉程度,再结合句型来练习,使学生更熟练地掌握并运用本课的重点词汇和句型。 Ss: Is he/ she in the…? (课件出示:点击学生问的房间,点进去看到爸爸在客厅,妈妈在厨房) (3)Ask students to listen to the recording again and read after it. (4) Act out the dialogue. Step 3: Practice 1. Play games.⑤ (1) What’s missing? Present the vocabulary “living room, bedroom, study, bathroom, kitchen” on the PPT. Ask students to say the missing word or phrase quickly.(出示课件) (2) Guess words. Show the back of the word cards. Ask students to guess what the word or the phrase is. Students can say “Is it a…?” 2. Let’s do. Teaching purpose⑥ 通过让学生将活动与居室名称匹配起来,形成对于新授词汇的立体记忆,以达到牢固掌握动词短语与居室名称的目的。 (1) Play the video of “Let’s do”. (课件出示:教材P39 Let’s do板块的视频) Ask students to read after the video. (2) Let’s match.⑥ T: Now, let’s match. I say the name of the room. You say what you can do in it and do the action. Then practice in pairs. 3. Guess where Mike is. Present the picture of Mike’s home. (课件出示:Mike的家,猜他在哪个房间,猜对了,点开房间看到Mike) T: Look, this is Mike’s home. We can see a living room, a bedroom, a study, a bathroom and a kitchen in his home. But where is Mike? Let’s guess! You can say “Is he in the…?” S1: Is he in the living room? T: No, he isn’t. Teaching purpose⑦ 运用所学语言来描述自己的家,既可以锻炼学生运用语言的能力,也可以提高学生参与英语学习的积极性。 Step 4: Consolidation & Extension 1. Talk about your home.⑦ Present a picture of a new home. (课件出示:新家的图片) T: Look, boys and girls! This is my new home. You can see a living room, two bedrooms, a study, a bathroom and a kitchen in it. I can watch TV in the living room. I can read a book in the study. I can have a nap in the bedroom. I can take a shower in the bathroom. I can have a snack in the kitchen. Take out the picture of your home. Talk about your home with your partners. Then introduce your home to us. (课件出示:句型This is my new home. You can see… I can…in…) Divide students into three groups. Lead students to work in groups. At last, ask some students to show in class. 2. Let’s sing. Sing the song —My home. (课件出示:教材P44 Let’s sing板块的歌曲) T: East or west, home is the best. We love our home. We love our family. ▶板书设计 ▶作业设计 1. Practice the words and the dialogue. 2. Design your ideal home, then introduce it to your 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. 由韵句和游戏导入新课,引导学生复习上一课的内容,迅速抓住学生的注意力。 2. 通过情景引入新词,在词汇学习的环节,融入Let’s do板块的内容,让学生在轻松愉快的氛围中学习和掌握新的知识。 3. 通过游戏的创设,将新知融入生活,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。 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 learn ·Be able to listen, speak and read the vocabulary “bedroom, living room, study, kitchen, bathroom”. ·Be able to use the sentence structures“Where’s Amy?”“—Is she in the study? —Yes, she is.” to ask and answer adroitly. Let’s do ·Be able to understand the instructions and do the correct actions according to the instructions. ▶Teaching Priorities ·Be able to use the key vocabulary to describe the room names. ·Be able to use the key sentence structures to ask the locations of characters or objects in situations. ▶Teaching Difficulties ·Be able to understand the instructions in “Let’s do” and do the correct actions according to the instructions. And be able to match the rooms with the activities correctly. ▶Teaching Procedures Teaching Stages Teacher’ s Activities Students’ Activities Teaching Purposes Warm-up & Revision 1. Greetings. 2. Let’s chant. 3. A guessing game. 1. Greetings. 2. Read the chant together. 3. Guess where the pen is. Stimulate students’ interest in learning and review the content of “Let’s talk” through the chant. Review the key sentence structures through the game. Presentation 1. Teach the new vocabulary and sentences. Teach the new vocabulary “bedroom, living room, study, kitchen, bathroom”. Teach the content of “Let’s do”. 2. Let’s learn. (1) Show the pictures of “Let’s learn”. (2) Play the recording of “Let’s learn” and ask the questions. (3) Play the recording again. (4) Ask students to act out the dialogue. 1. Learn the new vocabulary and sentences. 2. (1) Talk about the pictures. (2) Listen to the recording of “Let’s learn” and answer the questions. (3) Read after the recording. (4) Act out the dialogue. Lead in the new vocabulary and sentences properly. Help students learn them with the pictures and activities. Help students practice the new vocabulary and sentences in different ways. Practice 1. Play games. (1) What’s missing? Present the vocabulary. (2) Guess words. 2. Let’s do. (1) Play the video of “Let’s do” and ask students to read after the video. (2) Let’s match. 3. Guess where Mike is. 1. (1) Say the missing word or phrase quickly. (2) Look at the back of the word cards and guess the words or the phrases. 2. (1) Read after the video. (2) Match the corresponding rooms with the activities and do the actions. 3. Guess where Mike is. Deepen students’ impression of the new vocabulary through the games. Make students master and use the key vocabulary and sentence structures of this lesson more skillfully. Consolidation & Extension 1. Talk about your home. Present a picture and give a demonstration first. 2. Sing a song —My home. 1. Talk about their homes in groups. 2. Sing the song —My home. Promote students’ ability of using the language, and improve their enthusiasm of learning English. Homework 1. Practice the words and the dialogue. 2. Design your ideal home, then introduce it to your parents. 3. Do the exercises. The third period(第三课时) Part A Let’s spell ▶教学内容与目标 课时教学内容 课时教学目标 Let’s spell ·能够感知并归纳u-e在单词中的发音规则 ·能够读出符合u-e发音规则的单词 ·能够根据单词读音拼写出符合u-e发音规则的单词 ▶教学重点 1. 能够感知并归纳u-e在单词中发长音/ju:/的发音规则。 2. 能够读出符合u-e发音规则的单词。 ▶教学难点 能够根据单词的读音拼写出符合u-e发音规则的单词。 ▶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 1. Greetings. 2. Revision. Teaching purpose① 以学过的知识自编chant进行热身,帮助学生唤醒已有知识。 3. Let’s chant.① Step 2: Presentation 1. Find the same letters. (1) Teach the word “cute”. (课件出示:一个漂亮的带白猫图案的铅笔盒) T: Oh, what a beautiful pencil box! There is a white cat on it. The cat is so cute. Follow me: Cute, cute, the cat is cute. Please make a chant like: Cute, cute, … (课件出示:可爱的小狗、鸭子等图片) Ss: Cute, cute, the dog is cute. Cute, cute, the duck is cute… (2) Teach the words “excuse, use”. T: Excuse me, I lost my pen. Can I use your pen? Teaching purpose② 先让学生通过观察发现三个单词的共同点是u-e,并且发相同的音/ju:/。再通过听录音跟读,让学生进一步感知、体验发音,为下面的拼读练习做准备。 Ss: Yes, of course. T: Follow me: excuse, excuse, use, use. Write down the words “cute, excuse, use” on the blackboard. (3) Read and find out the rules.② T: Look at these words. What are the same letters? Ss: u-e. T: Yes. The letter “e” at the end of the words is silent. What’s the sound of “u-e”? Listen to the recording carefully. Play the recording of the words. (课件出示:单词cute, excuse, use的发音) Teaching purpose③ 通过变换不同的辅音字母,让学生尝试读出新单词。对含有u-e的单词的读音进行强化训练,培养学生“见词能读”的能力。 Ss: /ju:/. (4) Teach the sound of “u-e”. 2. Let’s read.③ Help students try to read the words “mute, cute, tube, cube, muse, fuse, mule, duke, huge” on the PPT. (出示课件) 3. Read, listen and chant. (1) Look and think. (课件出示:一只猫使用两个球的图片和两只猫使用三个球的图片) T: Look at Picture 1: One cute cat uses two balls. Look at Picture 2: Two cute cats use three balls. So three cute cats use… Ss: Three cute cats use four balls. T: And four… And five… Ss: Four cute cats use five balls. Five cute cats use six balls. T: Good! Five cute cats are playing tricks. (2) Let’s chant. Teaching purpose④ 通过观察和跟读,引导学生掌握字母u发短音的规律,并能正确拼读一些单词。 Play the video. (课件出示:教材P40 Read, listen and chant部分的视频) Ask students to read the chant after the video together. 4. Let’s read and find.④ Present the words “us, up, duck” on the PPT. (出示课件) Ask students to find out the same letter in these words. T: What’s the sound of “u” in these words? Listen to the recording carefully. (课件出示:上述单词的音频) Ss: /ʌ/. T: Yes. U, u, /ʌ/, us, up, duck. Let students read after the teacher and then read together. (课件出示:bus, mum, cut, fun, nut, cup) Ask students to try to read these words. Pay attention to the sound of letter “u” in these words. Teaching purpose⑤ 通过对比u/ u-e的发音,强化u/ u-e的音—形对应关系,同时培养学生“听音能辨”的能力。 Step 3: Practice 1. Listen, circle and say.⑤ Play the recording.(课件出示:教材P40 Listen, circle and say部分的音频)Ask students to listen and circle the words. T: Look at these letters. There are many words in them. Listen and find the words you hear. Then circle them. Teaching purpose⑥ 通过观察和书写单词,培养学生根据发音规则拼写单词的能力,能真正做到把语音的学习落实到单词的拼写上面,培养学生“听词能写”的能力。 Check the answers together. Read the words after the recording. Answers: cute, cut, us, use, fun, tube, up, excuse, bus, mum, mule 2. Listen, circle and write.⑥ (1) Listen to the recording and try to write the right words. First let students observe the pictures carefully and make predictions. Then play the recording and let students listen, circle and write. (课件出示:教材P40 Listen, circle and write部分的音频) Pay attention to the hand-writing. (2) Check the answers. Answers: duck, cute, up, use Teaching purpose⑦ 让学生在做游戏和任务的过程中强化字母u和u-e在单词中的发音。 Step 4: Consolidation & Extension 1. Play a game—“Pick apples from the tree.”⑦ (课件出示:一棵苹果树,苹果上的单词有tube, but, mule, duke, use, cute, tune, rug, gun, cup, huge, plum, mud, refuse, luck, much;两个篮子,一个是u/ʌ/,一个是u-e/ju:/) Divide students into two groups. One group uses the basket “u/ʌ/”, the other group uses the basket “u-e/ju:/”. T: Now let’s have a competition. If you pick the apples quickly and correctly within the limited time, you will be the winner. Answers: u/ʌ/: but, rug, gun, cup, plum, mud, luck, much Teaching purpose⑧ 在故事中学习语音,将语音与语境相结合,有助于激发学生的学习兴趣,更好的落实本课的语音知识。 u-e /ju:/: tube, mule, duke, use, cute, tune, huge, refuse 2. Read a story.⑧ Show the story.(课件出示:一只猫和一头骡子的故事) This is a cute cat. His name is Duke. Duke’s friend is Tube. Tube is a mule. One day, Duke lost his cute cup. He was very sad. Tube helped him look for the cup. Oh, it was under the rug. Tube picked up the cup and gave it back to Duke. Duke was happy. Ask students to read the story in groups, and then read the story one by one. ▶板书设计 ▶作业设计 1. Read the words and the chant to your family. 2. Think about other words with “u” and “u-e”. 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. 创设了特定的语言情境,让学生在语境中学习和掌握语音知识,教学过程突出学生的自主性,鼓励学生主动参与、独立思考并大胆总结和归纳发音规则。 2. 拼读结合的方式,在多层次的活动中练习了语音知识,更好地帮助了学生强化发音规则。 3. 由浅入深的语音学习,培养了学生的分析能力和举一反三的能力。 4. 自编chant、师生互动和小组竞赛等形式,使原本枯燥的语音课变得生动起来。总之,这节语音课既发展了学生的听、说、读、写的基本技能,又培养了学生的英语语感以及对听、说的感性认识。 ▶Teaching Contents & Teaching Aims Let’s spell ·Be able to perceive and summarize the pronunciation rule of“u-e” in the words. ·Be able to read the words that conform to the pronunciation rule of“u-e”. ·Be able to spell the words that conform to the pronunciation rule of“u-e”according to the pronunciation of the words. ▶Teaching Priorities ·Be able to perceive and summarize the pronunciation rule of“u-e” in the words. ·Be able to read the words that conform to the pronunciation rule of“u-e”. ▶Teaching Difficulties ·Be able to spell the words that conform to the pronunciation rule of“u-e”according to the pronunciation of the words. ▶Teaching Procedures Teaching Stages Teacher’ s Activities Students’ Activities Teaching Purposes Warm-up & Revision 1. Greetings. 2. Revision. 3. Let’s chant. 1. Greetings. 2. Read the words. 3. Chant together. Review the knowledge that students have learned by making a chant. Presentation 1. Find the same letters. (1) Teach the word “cute”. (2) Teach the words “excuse, use”. (3) Read and find out the rules. (4) Teach the sound of “u-e”. Learn the words “cute, excuse, use”. Read and find out the rules. Learn the sound of “u-e”. Conclude the pronunciation rule of “u-e”from the three words. Prepare for the spelling exercise. 2. Let’s read. Show other words with “u-e”. Try to read the words. Develop students’ ability of pronouncing words by changing the consonants of the words. 3. Read, listen and chant. Teach the chant and play the video of it. Learn the chant and read it after the video together. Review the words in the chant. Help students practice the pronunciation of “u-e” in sentences. 4. Let’s read and find. Present the words “us, up, duck”. Play the recording of the words. Find the same letter. Read and find out the pronunciation rule of “u” in the words. Through observation and reading, help students master the pronunciation rule of “u” and spell some words correctly. Practice 1. Listen, circle and say. Play the recording. Check the answers. Listen and circle the words. Check the answers. Read the words after the recording. Help students compare the pronunciations of “u” and “u-e”. Strengthen the corresponding relationship between sounds and shapes of “u” and “u-e”. 2. Listen, circle and write. Present the pictures and play the recording. Check the answers. Observe the pictures and make predictions. Listen to the recording and write down the words. Check the answers. Cultivate students’ ability of spelling words according to the pronunciation rules. Consolidation & Extension 1. Play a game — “Pick apples from the tree.” 2. Read a story. Show the story. 1. Compete to pick apples. 2. Read the story in groups. Then read the story one by one. Help students consolidate the pronunciations of “u” and “u-e” in the process of playing games. Practice the pronunciation by reading the story. Homework 1. Read the words and the chant to your family. 2. Think about other words with“u”and“u-e”. 3. Do the exercises. The fourth period(第四课时) Part B Let’s talk & Ask, answer and write ▶教学内容与目标 课时教学内容 课时教学目标 Let’s talk ·能够理解对话大意;能够用正确的语音、语调朗读对话 ·能够在情景中运用句型“Where are…?”“—Are they on/ near…?—Yes, they are./ No, they aren’t.”询问物品的位置,同时作出判断 ·能够在情景中恰当运用功能句“Open the door, please.”提出行动建议 Ask, answer and write ·能够在游戏中进一步巩固和运用“询问复数物品的位置并做出应答”的句型 ▶教学重点 1. 能够听懂、会说句型“Where are they?”“—Are they…? —Yes, they are./ No, they aren’t.”。 2. 能够理解并正确朗读课文对话,发音准确、语调自然。 ▶教学难点 1. 能够在真实的语境中运用本课的句型来询问物品或人物的位置,并进行回答。 2. 能够正确使用单复数形式。 ▶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、视频等。 Teaching purpose① 通过游戏和chant来复习A部分的重点句型,帮助学生唤醒他们的已有知识,并为下一环节的学习做好准备。 ▶教学过程 Step 1: Warm-up & Revision & Lead-in 1. Greetings. 2. A guessing game—“Where is my pen?”① T: Look, it’s my pen. Now close your eyes, please.(将钢笔藏在一个地方)Open your eyes, please. Where is my pen now? You can ask me like this: Is it in/ on/ under… the…? Guess, please. S1: Is it in the desk? T: No, it isn’t. ... 3. Let’s chant. Present the chant. Ask students to read together. Teaching purpose② 通过变换物品的数量对物品的不同位置进行询问,使学生感受单复数之间的区别并复习介词, 为新课的学习做铺垫。 4. Lead-in.② (课件出示:一个球分别在椅子上面/旁边/下面;紧接着把一个球换成三个) T: Look! It’s a ball. Where is the ball? Ss: It’s on/ near/ under the chair. T: What are these? Ss: They are balls. T: Where are the balls? Guess! Ss: Are they…? ... Teaching purpose③ 设置情景,让学生在语境中熟悉新单词,感知新句型。 Step 2: Presentation 1. Teach the new words and sentences.③ (课件出示:教材Unit 4主情景图中Amy家的图片) T: Amy can’t find her cat. Let’s help her! Is she in the kitchen? Guess! Ss: Yes, she is. / No, she isn’t. T: Open the door. Let’s have a look! Follow me: Open the door. (Help students understand the sentence with the action.) Ss: … T: The cat is near the table. Table, table, ta/teɪ/-ble/bl/, table. Read after me. Write down the word “table” on the blackboard and teach it. T: (课件出示:table与desk的对比图) We eat beside the table. The desk is for studying and working. (课件出示:教材Unit 4主情景图中Amy家的图片) T: Look at the table. What’s on the table? Ss: … T: (With a gesture.) Yes, it’s a phone. Phone, phone, ph/f/ -one/əʊn/, … Ss: … T: Now, Amy can’t find her crayons. Let’s help her! Are they in the kitchen? Ss: No, they aren’t. They are in the study. T: Are they on the desk? Ss: No, they aren’t. They are near the desk. Write down the sentence structures “—Are they…? —No, they aren’t.” on the blackboard and teach them. Teaching purpose④ 通过提问和讨论图片激发学生的阅读兴趣,引导学生预测文本内容,培养学生的观察能力和逻辑推理能力,并使学生带着问题认真观看视频,整体感知文本,获取有用信息。 2. Let’s talk.④ (1) Look and predict. Show the pictures of “Let’s talk” and lead students to predict. (课件出示:教材P41 Let’s talk板块的图片) T: Who are they? Ss: John and his mother. T: What’s in John’s hand in Picture 1? Ss: Keys. T: Follow me: k/k/-ey/i:/, key/ki:/, keys/ki:z/. Write down the word “key” on the blackboard. T: What are they talking about? Ss: They are talking about the keys. They can’t find the keys. (2) Watch the video and answer the questions. Play the video and show the questions. (课件出示:教材P41 Let’s talk板块的视频) Ask students to underline the answers in the book. (3) Watch the video again and check the answers. T: Are the keys on the table? Teaching purpose⑤ 该部分三个活动使学生能够充分理解文本内容,并能够正确朗读对话。在不同形式的朗读和表演活动中,使学生逐步理解并掌握本课时的重点句型,为其熟练表达奠定基础。 Ss: No, they aren’t. T: Are they near the phone? Ss: No, they aren’t. T: Where are the keys? Ss: They’re in the door. Write down the sentences “—Where are the keys? —They’re in the door.” on the blackboard and teach them. Step 3: Practice 1. Read and act.⑤ Teaching purpose⑥ 为学生提供一个相对真实的语境来运用重点句型,帮助学生更好地掌握重点句型,提高其口语表达能力。 (1) Ask students to read after the recording and pay attention to the pronunciation and the intonation. (2) Let students practice the dialogue in groups. (3) Act out the dialogue. 2. Ask, answer and write.⑥ (1) Show the picture of “Ask, answer and write”.(出示课件) T: Look! Sarah writes a letter “p” in the circle on the desk. It means “The pens are on the desk.” Please read what Sarah and Wu Yifan say. Read the dialogue of Sarah and Wu Yifan. (2) Ask students to play the game in pairs according to the dialogue. T: Look at the picture. You can write k (keys), b (book), p (pens), g (glasses) in the circles. Then your partner guesses where you write them. Guess like Sarah and Wu Yifan. (3) Show the dialogues. Teaching purpose⑦ 通过两个游戏活动,创设有趣的情景,让学生在特定的语境中快乐地操练所学的核心语言。 Step 4: Consolidation & Extension⑦ 1. A guessing game—“What is it? / What are they?” T: (课件出示:书房场景图) Look at this picture. This is a study. What can you see in the study? Ss: … T: Now, I will say a thing. Please guess what it is or what they are. Listen carefully. They are near the phone. What are they? S1: They are keys. T: No, they aren’t. S2: They are books. T: Yes, they are books. T: Please ask and answer in pairs as above. Which pair wants to show your dialogue? 2. Play a game — “The cat catches mice.” Divide students into four groups: red cat, white cat, black cat and yellow cat. T: A cat that catches a mouse is a good cat. There are three mice in Amy’s home. Where are they? The group that can catch the most mice is the winner. (课件出示:老鼠在Amy家各个房间躲藏:1. 老鼠跑进卧室,藏在床底下;2. 老鼠跑进客厅,藏在沙发后面;3. 老鼠跑进书房,藏在桌子底下;4. 老鼠跑进厨房,藏在门后面) —Where are the mice? —Are they in the…(bedroom/ living room/ study/ kitchen/ bathroom/…)? —Yes, they are. / No, they aren’t. —Are they under/ behind/ near…the…(bed/ phone/ table/ door/…)? —Yes, they are./ No, they aren’t. ▶板书设计 ▶作业设计 1. Listen and imitate the dialogue for 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. 教学过程中采用了以旧知带新知的学习方法,在复习单数形式的问句和答语的基础上,再进一步学习复数形式的句型,从而使学生在掌握新知时有一个阶梯性的接受过程。 2. 利用多媒体先整体、再分段展开教学,通过问题引导学生的学习,帮助学生理解文本,并在文本中感知新单词、新句型。 3. 教学活动形式多样、有趣、易操作且具备层次感,有效地激发了学生的学习兴趣,并帮助学生在真实的情境中自然地使用所学语言。 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 talk ·Be able to understand the main idea of the dialogue and read the dialogue with the correct pronunciation and intonation. ·Be able to use the sentence structures“Where are…?”“—Are they on/ near…?—Yes, they are./ No, they aren’t.”to ask and answer the location of objects in situations. ·Be able to use the functional sentence“Open the door, please.”appropriately in situations to put forward action suggestions. Ask, answer and write ·Be able to consolidate and use the sentence structures “Where are…?”“—Are they on/ near…? —Yes, they are./ No, they aren’t.” in the games. ▶Teaching Priorities ·Be able to understand and use the sentence structures “Where are…?”“—Are they on/near…? —Yes, they are. / No, they aren’t.” ·Be able to understand and read the dialogue correctly with the accurate pronunciation and natural intonation. ▶Teaching Difficulties ·Be able to use the sentence structures of this lesson in real context to ask and answer the locations of objects or characters. ·Be able to use the singular forms and the plural forms correctly. ▶Teaching Procedures Teaching Stages Teacher’ s Activities Students’ Activities Teaching Purposes Warm-up & Revision & Lead-in 1. Greetings. 2. A guessing game. 3. Let’s chant. 4. Lead-in. 1. Greetings. 2. Play a game. 3. Read the chant. 4. Answer the questions. Help students review prepositions, feel the difference between the singular forms and the plural forms. Prepare for the study of the new lesson. Presentation 1. Teach the new words and sentences. Learn the new words and sentences. Lead students to learn new words and perceive new sentence structures by setting up the situation. 2. Let’s talk. (1) Look and predict. Show the pictures. (2) Play the video and ask the questions. (3) Play the video again and check the answers. Teach the sentences “—Where are the keys? —They’re in the door.” (1) Look and predict. (2) Watch the video and answer the questions. (3) Watch the video again and check the answers. Learn the sentences. Ask questions to arouse students’ reading interest and make them watch the video with questions. Cultivate students’ ability of observation and logical reasoning. Practice 1. Read and act. (1) Play 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. Let students gradually understand and master the key sentence structures in this lesson, and lay the foundation for their skillful expression. 2. Ask, answer and write. (1) Show the picture. (2) Ask students to play the game in pairs. (3) Ask students to show the dialogues. (1) Look at the picture and read the dialogue. (2) Play the game in pairs. (3) Show the dialogues. Provide a real context for students to use the key sentence structures to help them master the knowledge better and improve their oral expression ability. Consolidation & Extension 1. A guessing game — “What is it? / What are they?” 2. Play a game — “The cat catches mice.” 1. Work in pairs. 2. Work in groups. Through the two activities, create interesting situations for students to practice and use the key language they have learned enjoyably. Homework 1. Listen and imitate the dialogue for three times. 2. Do the exercises. The fifth period(第五课时) Part B Let’s learn & Let’s 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、认读单词“bed, phone, table, sofa, fridge” ·能够熟练运用句型 “—Where are the keys? —They’re…”询问物品的位置并作出回答 Let’s play ·在游戏中进一步巩固Let’s learn板块学习的家居设施名称,并用方位词描述它们的位置 ▶教学重点 1. 能够听懂、会说、认读单词“bed, phone, table, sofa, fridge”。 2. 能够运用句型“—Where are the keys? —They are…”询问物品的位置并作出回答。 ▶教学难点 能够熟练且正确地运用句型“—Where are the keys?—They are…”询问并回答物品的位置。 ▶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 1. Greetings. Teaching purpose① 通过猜一猜的游戏,复习房间词汇及相关短语,帮助学生唤醒他们的已有知识,并为下一环节的学习做好准备。 2. Let’s do. Play the video of “Let’s do” on page 39 in the book. Ask students to read loudly and act at the same time. 3. Lead-in.① The teacher does the actions and asks students to guess. T: Now, I do and you say. Guess what I do and where I am. Ss: Watch TV. / Read a book. / Have a snack. / Have a nap. / Take a shower. You are in the living room/study/kitchen/bedroom/bathroom. Step 2: Presentation 1. Learn the new words. Present a picture of a home. (出示课件) (1) Review the word “key”. T: This is my home. It’s big. I have a living room, a study, a bedroom, a kitchen and a bathroom. Do you want to visit my home? Teaching purpose② 通过情景引入新词,将单词与情景结合起来学习,再在游戏中巩固,使学习更加轻松愉快,从而达到更好的学习效果。 Let’s go. First, let me open the door. Oh, no! Where are the keys? Are they in my bag? No. Are they in my pocket? Yes, they are. Look, they are my keys. Now, let’s open the door. (2) Teach the words “sofa, table, phone”.(课件出示:客厅的图片)② T: This is my living room. It’s big. What’s in the living room? Ss: A TV is in the living room. T: Yes. And? A sofa is in the living room, too. It has a sofa, a green sofa. Follow me: sofa, sofa, a green sofa. Sit on the sofa. Write down the word “sofa” on the blackboard and teach it. T: Now, let’s sit on the sofa. (Do the corresponding action.) T: And? A table is in the living room, too. A table, a yellow table. Follow me: table, table, a yellow table. Eat at the table. Write down the word “table” on the blackboard and teach it. T: Now, let’s eat at the table. (Do the corresponding action.) T: Look! What’s on the table? Ss: A phone is on the table. T: Follow me: phone, ph/f/-one/əʊn/, phone/fəʊn/. Answer the phone. Write down the word “phone” on the blackboard and teach it. T: Now, let’s answer the phone. (Do the corresponding action.) (3) Teach the word “bed”.(课件出示:卧室的图片) T: This is my bedroom. It’s small. What’s in the bedroom? Ss: Some books, a desk, a chair and a bed. T: Yes, it has a bed, a blue bed. Follow me: bed, bed, a blue bed. Sleep in bed. Write down the word “bed” on the blackboard and teach it. T: Now, let’s sleep in bed. (Do the corresponding action.) (4) Teach the word “fridge”.(课件出示:厨房的图片) T: Let’s go to the kitchen. What’s in the kitchen? Teaching purpose③ 通过设置找钥匙的环节,将学生带入情境之中。通过熟悉的生活场景激发学生的学习热情, 让学生轻松地掌握本课时的重点词汇及句型。 Ss: A… T: A fridge. Follow me: fridge, fr/fr/-i/ɪ/-dg/dʒ/, fridge/frɪdʒ/. Open the fridge. Write down the word “fridge” on the blackboard and teach it. T: Let’s open the fridge. (Do the corresponding action.) Oh, a lot of food is in the fridge. 2. Let’s learn.③ (1) Present the picture of “Let’s learn” and talk about it. (课件出示:教材P42 Let’s learn板块的图片,遮住钥匙的位置) T: John can’t find his keys! He is looking for the keys. Where are the keys? Guess! S1: Are they on the table? T: No, they aren’t. Look at that table. A phone is on the table. S2: Are they on the bed? T: No, they aren’t. Look at that bed. A teddy bear is on the bed. … (2)Watch the cartoon and answer the question.(课件出示:教材P42 Let’s learn板块的视频) T: Watch the cartoon and answer the question: Where are the keys? Ask students to underline the key sentence of the answer. T: Where are the keys? Ss: They’re on the fridge. T: Yes, they’re on the fridge. Write down the sentences “—Where are the keys? —They’re on the fridge.” on the blackboard. Ask students to read the sentences together or one by one. (3) Listen to the recording and repeat it. Teaching purpose④ 通过不同形式的小游戏,对新学的单词进行操练,充分调动学生的多种感官。既能活跃课堂气氛,又能培养学生的记忆能力和竞争意识。 Step 3: Practice 1. Sharp eyes.④ (课件出示:单词sofa, bed, fridge, table, phone的卡片逐个出现) T: If you know the word, you can stand up and read it. 2. Hide-and-seek. (课件出示:两只小猫躲进了Amy家的客厅) T: Where are the cats? They’re on/ near/ under… 3. Let’s play. Present the picture of “Let’s play”.(出示课件) T: Now let’s play a game “Sentence Chain”. Three students make up a group. For example: S1: Look at that room. S2: Look at that room. It has a blue bed. Teaching purpose⑤ 通过让学生自己设计并介绍房子来培养其综合语言运用能力,同时增强学生对家的热爱之情,适时进行情感态度的渗透。 S3: Look at that room. It has a blue bed. The bed is near the window. Ask some groups to act it out. Step 4: Consolidation & Extension 1. Design a dream home.⑤ Divide students into four groups. Ask students of every group to design a dream house together. A student can be chosen from the group to introduce the house as the demonstration. At last, select the most beautiful house. 2. Make a summary. (课件出示:一张含有桌子、椅子、电话、床、沙发、冰箱、钥匙等物品的房间图片) T: Now review the new words. I point, you say. Look at the picture. Where’s the sofa/ bed/ fridge/ table/ phone? Where are the chairs/ keys? Ss: It’s/ They are… T: I have a warm home. I love my home. What about you? 3. Enjoy the song—My home. Play the video of the song. (课件出示:教材P44 Let’s sing板块的歌曲) ▶板书设计 ▶作业设计 1. Listen to the recording and read the new words and sentences. 2. Introduce your room to your family or friends. 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. 这是一节单词和句型的新授课,用Let’s do 这种说做结合的活动来热身,既活跃了氛围,又起到了很好的承前启后的作用。 2. 将单词融入情景中教学,加深了学生的理解和记忆,再通过游戏加以巩固,学习效果明显。 3. 句型操练设计形式多样,以学生为本,层层递进,语言从输入再到输出,完成顺利。 4. 生动的课件素材,良好的师生互动和活跃的课堂气氛使本节课的教学任务顺利完成。 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 and read the new words “bed, phone, table, sofa, fridge”. ·Be able to use the sentence structures “—Where are the keys?—They’re...” to ask and answer the locations of objects. Let’s play ·Further consolidate the names of home facilities learned in “Let’s learn” and use location words to describe their locations in the game. ▶Teaching Priorities ·Be able to understand, speak and read the new words “bed, phone, table, sofa, fridge”. ·Be able to use the key sentence structures “—Where are the keys?—They’re…” to ask and answer the locations of objects. ▶Teaching Difficulties ·Be able to use the key sentence structures “—Where are the keys?—They’re…” to ask and answer the locations of objects skillfully and correctly. ▶Teaching Procedures Teaching Stages Teacher’ s Activities Students’ Activities Teaching Purposes Warm-up & Revision & Lead-in 1. Greetings. 2. Let’s do. Play the video. 3. Lead-in. Do some actions. 1. Greetings. 2. Read loudly and act. 3. Guess and say. Review the words and related sentence structures. Help students awaken their existing knowledge. Prepare for the next step. Presentation 1. Learn the new words. Present a picture of a house. Review the word “key” and teach the new words “sofa, table, phone, bed, fridge”. Review the word “key” and learn the new words “sofa, table, phone, bed, fridge”. Learn the words in combination with the situation. Make learning easier and more enjoyable. 2. Let’s learn. (1) Present the picture of “Let’s learn” and talk about it. (2) Play the cartoon and ask the question. (3) Play the recording and ask students to repeat it. (1) Talk about the picture. (2) Watch the cartoon and answer the question. (3) Listen to the recording and repeat it. Stimulate students’ enthusiasm for learning and make students easily master the key words and the sentence structures of this lesson by setting up the situation of looking for the keys. Practice 1. Sharp eyes. 2. Hide-and-seek. 3. Let’s play. Present the picture of “Let’s play”. Ask some groups to act it out. 1. Read the new words. 2. Play hide-and-seek. 3. Three students make up a group. Play a game “Sentence Chain”. Cultivate students’ memory and sense of competition. Review and practice the words and sentences in the game. Consolidation & Extension 1. Design a dream home. 2. Make a summary. 3. Play the song—My home. 1. Talk about the dream house in groups. 2. Review all the words of this lesson. 3. Enjoy the song—My home. Develop students’ comprehensive language skills by designing and introducing the house. Strengthen students’ emotion of loving home. Homework 1. Listen to the recording and read the new words and sentences. 2. Introduce your room to your family or friends. 3. Do the exercises. The sixth period(第六课时) Part B Read and write & Let’s check & Let’s sing ▶教学内容与目标 课时教学内容 课时教学目标 Read and write ·能够读懂描述起居室的小短文,完成图片与文字的连线以及描述钥匙位置的任务 ·能够按意群和正确的语音、语调朗读小短文 ·能够在有意义的语境中抄写单元的话题词汇并将句子补充完整 ·能够综合运用本单元的核心词句 Let’s check ·检测本单元A、B部分的核心句型 ·考查单元核心词汇的认读和意义的理解 Let’s sing ·能够了解歌词的意义并且能够清晰准确地歌唱 ▶教学重点 1. 能够听懂、会说、认读本单元的重点词汇。 2. 能够完成阅读、判断、匹配等活动,正确理解、运用本单元的重点句型。 ▶教学难点 能够在有意义的语境中抄写单元的话题词汇并将句子补充完整。 ▶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 以歌曲来热身,使学生在韵律中集中注意力,激发学生的学习兴趣。歌曲与本单元的重点内容息息相关,可以让学生在轻松欢快的氛围中准备进入本课内容的学习。 2. PPT课件、课文录音、视频等。 ▶教学过程 Step 1: Warm-up & Revision① 1. Greetings. 2. Enjoy the song—My home. Play the song of “Let’s sing”. (课件出示:教材P44 Let’s sing板块的歌曲) 3. Sharp eyes. Teaching purpose② 通过让学生描述图片中房间内的物品摆设,复习前面学过的句型,同时为后面的阅读做铺垫。 Present the vocabulary “bedroom, living room, study, kitchen, bathroom, key, sofa, bed, fridge, table, phone” one by one. (出示课件) Ask students to read them out. Write down the vocabulary on the blackboard. 4. Revision.② Present the picture of “Let’s learn” on page 42. (出示课件) Talk about the picture with students. T: This is a bedroom. It has a blue bed. The bed is near the window. A teddy bear is on the bed. Teaching purpose③ 通过观察和描述图片,复习本单元的词汇和句型,为本课的阅读做准备。 Step 2: Presentation 1. Pre-reading.③ Present the picture of Wu Yifan’s living room. (课件出示:教材P43 Read and write板块中吴一凡家的客厅图片) T: Look, this is Wu Yifan’s living room. What are in the living room? Ss: A TV, a table, a fridge, a phone and a sofa. T: Where is the TV? S1: It’s on the wall. T: Where is the phone? S2: It’s on the table. T: Where is the fridge? S3: It’s near the table. T: Oh, the living room is clean and tidy.(课件出示:教材P43 Read and match左侧的物品图片) There are some books and pens, a bag and a pair of glasses. Guess! Where are the books? Where are the pens? Where is the bag? And where are the glasses? Teaching purpose④ 通过细读环节,培养学生自主阅读获取信息和处理信息的能力,进而提高学生的阅读技巧,让学生扎实地掌握所学知识。 Ss: … 2. While-reading.④ (1) Present the passage of “Read and write”. (出示课件) Ask students to read the passage carefully. Pay attention to underlining the key phrases of the questions. T: Where are the books? Where are the pens? Where is the bag? Where are the glasses? Now put these things in the right places. Answer the questions and match. (2) Check the answers with students. Answers: 1. The books are on the sofa. 2. The pens are on the fridge. 3. The bag is under the table. 4. The glasses are near the phone. T: Wu Yifan can’t find his keys. Can you help him? Where are the keys? Ask students to look at the picture of Wu Yifan’s living room again and find the keys. (出示课件) Ss: They are near the sofa. (3) Listen to the recording and repeat it. ①Read after the recording. ②Read the passage together. ③Repeat the text. Teaching purpose⑤ 先引导学生观察图片中的内容, 然后再根据自己观察到的图片中的物品位置来选择正确的词汇进行填空,检验学生能否正确理解句子、认读词汇。最后让学生选择正确的词汇填写句子来介绍自己的房间,让学生在运用中巩固所学知识。 3. Post-reading.⑤ (1) Look, choose and write. (课件出示:教材P43 Look, choose and write中第一部分的图片及练习) Let students read the vocabulary “living room, bedroom, kitchen, bathroom, study” first. T: Let’s go and visit other rooms. Look at Picture 1. Answer the questions: Where is the sofa? Where is the picture? Ss: The sofa is in the living room. The picture is on the wall. It’s in the living room, too. T: Look at Picture 2. Where is the bed? Where are the chairs? Ss: The bed is in the bedroom. The chairs are in the bedroom, too. T: Great! Let’s finish the exercises. Finish the exercises and check the answers. Answers: The sofa is in the living room. The chairs are in the bedroom. (2) Write about your room. (课件出示:整洁的客厅图片与脏乱的客厅图片) T: Which room do you like? … Yes. Picture 1. East or west, home is the best. We must keep our home clean and tidy. After visiting Wu Yifan’s home, you may have some ideas about your room. Now write about your room in your book. (课件出示:Look, choose and write中第二部分的图片及练习) Teaching purpose⑥ 在完成听力练习之前,先引导学生观察图片,获取有用信息并推测考查点,做到有目的地听录音,培养学生听前预测的习惯,进而提高听力水平。 Let students read the words “phone, sofa, table, chairs, fridge, bed” together first. T: When you write sentences, you should pay attention to capitalizing the first letter, the punctuation marks and the spelling of words. After that, please share your ideas with your partner. Let’s do it! Answers: The TV is in the living room. The books are in the study. (3) Listen and tick or cross.⑥ ①Present the pictures of “Listen and tick or cross”. (课件出示:教材P44 Listen and tick or cross部分的图片) T: Can you see the glasses in the first picture? Where are they? S1: … T: Can you see the keys in the second picture? Where are they? S2: … T: Where are the books in the third picture? S3: … T: Where is Mike? S4: … ②Listen and tick or cross. T: Now, please listen and tick or cross. (课件出示:教材P44 Listen and tick or cross部分的音频) Pay attention to the key words. ③Check the answers. Listen to the recording again and check the answers together. Teaching purpose⑦ 该活动旨在检验学生的认读和理解能力。引导学生自主观察图片并描述图片,帮助学生复习本单元的重点词句,同时对学生进行有效的练习技巧指导,注重对学生学习方法的培养。 Answers: √ × √ × Step 3: Practice⑦ Look and tick. (1) Present the pictures of “FOR RENT” of “Look and tick”.(出示课件) T: “For rent” means “出租”. What can we know from the ads? Please discuss with your partner.S1: It has two bedrooms, a living room, a kitchen and two bathrooms in the first “FOR RENT”. S2: It has a bedroom, a living room, a kitchen and a bathroom in the second “FOR RENT”. (2) Present the picture of the house in “Look and tick”. (课件出示:教材P44 Look and tick部分中右边房子的图片) T: Look at the picture. How many rooms are there? What are they? Ss: Four rooms. A bedroom, a living room, a kitchen and a bathroom. Teaching purpose⑧ 创设真实的情境,让学生根据自己的实际情况画出图片,编写文段并展示,培养学生的综合语言运用能力。给学生自由想象的空间,真正地实现活学活用。 T: Now, look and tick. Which is right? Show me your answer, please. (3) Check the answer. Answer: The second “FOR RENT” is right. Step 4: Consolidation & Extension 1. Introduce your home.⑧ Present a picture of a home and introduce it. (课件出示:房子的居室图) T: Boys and girls, this is my home. What about your home? Please draw and introduce your home. This activity is carried out in groups. There are six students in each group. Choose the best one from the groups and then take part in the class competition. At last, select the best one to show. 2. For rent. Choose some pictures of students’ homes and show them in class. T: Great! These houses are pretty. Now I’m going to rent these houses. Which house do you need? Please choose it and give your reasons. The house with the largest number of choices will be rated as the most popular house today. Make a model: I like this house. It has a living room, a bedroom, a study, a kitchen and a bathroom… Teaching purpose⑨ 通过图片及教师提问等方法帮助学生逐步学习并理解歌曲中的难点句型,调动学生学习的积极性。 3. Let’s sing.⑨ (1) Learn the new sentences. T: (课件出示:一台电视机) What’s this? Ss: It’s a TV. T:(课件出示:鼠标点击电视机,电视机消失)Oh! Where has the TV gone? Where can it be? (Do actions to help students understand the sentences.) T: Is it in the living room? (课件出示:没有电视机的客厅图片) Ss: No, it isn’t. T: Is it in the bedroom? (课件出示:有电视机的卧室图片) Ss: Yes, it is. T: It’s in the bedroom with me. Present the pictures of the phone and the sofa. (课件出示:电话和沙发的图片) Practice the sentence structures in the same way as above: Where has the telephone/ sofa gone? Where can it be? (2) Listen to the song—My home. (3) Listen to the song again, and sing along with it. (4) Sing the song together. ▶板书设计 ▶作业设计 1. Read the text three times, then repeat it. 2. Draw and write about your home. 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.本课是本单元的最后一课,是一节复习课,教学内容包括听力、阅读等形式,本节课注重以多样化的活动引导学生在各种语境中完成本单元的复习。 2.突出学生学习的主体地位,注重对学生学习方法的指导,包括读的指导、听的指导和写的指导。 3.在阅读这部分时,从直观地看,到问答,再到跟读,让学生们对文段内容逐步熟悉,通过阅读问题,训练了学生在语篇中捕捉不同类型信息的能力。 4.充分利用现代化教育技术辅助教学,如出示图片帮助学生理解句意,充分利用多媒体的示范教学功能,起到正确的指向作用。 ▶Teaching Contents & Teaching Aims Read and write ·Be able to read and understand the passage of describing the living room, match the pictures with the text and complete the task of describing the position of the keys. ·Be able to read the passage according to the sense group and the correct pronunciation and intonation. ·Be able to copy the topic vocabulary of this unit and complete the sentences in context. ·Be able to use the key vocabulary and sentence structures of this unit synthetically. Let’s check ·Check the key sentence structures of Part A and Part B of this unit. ·Check the recognition and understanding of the key vocabulary of this unit. Let’s sing ·Be able to understand the meaning of lyrics and sing clearly and accurately. ▶Teaching Priorities ·Be able to understand, speak and read the key vocabulary of this unit. ·Be able to complete reading, judgement, matching and other activities. Understand and use the key sentence structures of this unit correctly. ▶Teaching Difficulties ·Be able to copy the topic vocabulary of this unit and complete the sentences in context. ▶Teaching Procedures Teaching Stages Teacher’ s Activities Students’ Activities Teaching Purposes Warm-up & Revision 1. Greetings. 2. Enjoy the song—My home. Play the song. 3. Sharp eyes. Present the vocabulary. 4. Revision. Show the picture and talk about it with students. 1. Greetings. 2. Enjoy the song—My home. 3. Read out the vocabulary. 4. Talk about the picture. Review the key vocabulary and the sentence structures of this unit by singing, reading, listening and speaking. Prepare for the later reading. Presentation 1. Pre-reading. Present the picture of Wu Yifan’s living room. Look at the picture and talk about Wu Yifan’s living room. By observing and describing the picture, review the key vocabulary and the sentence structures of this unit to prepare for the reading of this lesson. 2. While-reading. (1) Present the passage and ask the questions. (2) Check the answers. (3) Play the recording. Let students repeat the text. (1) Read the passage and put the things in the right places. Answer the questions and match. (2) Check the answers. (3) Read after the recording, then repeat the text. Cultivate students’ ability of obtaining and processing information by close reading. Improve students’ reading skills. 3. Post-reading. (1) Look, choose and write. Ask the questions and check the answers. (2) Write about your home. (3) Listen and tick or cross. (1) Read the vocabulary and finish the exercises. Check the answers. (2) Write about their own homes. (3) Listen to the recording, then tick or cross. Check the answers. Check whether students can understand the sentences and read the words correctly. And let students consolidate their knowledge by writing sentences. Practice Look and tick. (1) Show the two pictures of “FOR RENT”. (2) Present the picture of the house. (3) Check the answer. (1) Talk about “FOR RENT”. (2) Talk about the house. (3) Give the answer and check it. Test students’ ability of reading and understanding words. Lead students to observe and describe the pictures independently. Help students review the key vocabulary and sentences of this unit. Develop students’ learning methods. Consolidation & Extension 1. Introduce your home. 2. For rent. 3. Let’s sing. 1. Introduce their homes. 2. Design a renting house and choose one “For rent” in groups. 3. Learn to sing the song—My home. Cultivate students’ comprehensive ability of using language. Give students the space of free imagination to study and use the language flexibly. Homework 1. Read the text three times, then repeat it. 2. Draw and write about your home. 3. Do the exercises. Unit 5 Dinner’s ready 教材分析 本单元学习的主题是用餐。教学内容主要是围绕着用餐的各种情景来展开的。教学重点是能够听、说、认读核心句型“What’s for dinner?”“—What would you like (for…)? —I’d like some…, please.”“—Would you like…? —Yes, please./No, thanks. I can use…”;能够听、说、认读单词“beef, chicken, noodles, soup, vegetable, chopsticks, bowl, fork, knife, spoon”。 教学目标 知识与能力目标: 句型 ·能够听、说、认读句型“What’s for dinner?”“—What would you like (for…)? —I’d like some…, please.”“—Would you like…? —No, thanks. I can use…” ·能够在情景中运用句型“—What would you like (for…)? —I’d like…”征求并表达用餐意愿 ·能够在情景中运用句型“Help yourself.”“—Would you like…? —Yes, please./No, thanks. I can use…”提出用餐建议和餐具使用建议,并恰当回应 ·能够在情景中运用句型“What’s for dinner?”询问用餐的食物 ·能够按意群朗读“—What would you like for dinner, John? —I’d like some beef, please.”等三组句子 词汇 ·能够听、说、认读单词“beef, chicken, noodles, soup, vegetable, chopsticks, bowl, fork, knife, spoon” ·能够正确使用上述单词表达用餐意愿和餐具使用情况 ·能够在有意义的语境中抄写上述话题词汇 语音 ·能够掌握-e的发音规则,即-e在单词中发长音/ i: / ·能够读出符合-e发音规则的单词,并能够根据发音拼写出符合-e发音规则的单词 情感态度、文化意识、学习策略目标: ·了解用餐礼仪,能够对用餐建议作出恰当反应 ·初步了解中西方餐饮文化的差异 ·能够根据-e的发音规则拼读单词,并能够根据-e-与-e的发音规则拼写单词 课时安排 第一课时: Part A Let’s talk & Let’s survey 第二课时: Part A Let’s learn & Let’s play 第三课时: Part A Let’s spell 第四课时: Part B Let’s talk & Let’s play 第五课时: Part B Let’s learn & Let’s do 第六课时: Part B Read and write & Let’s check & Let’s sing The first period(第一课时) Part A Let’s talk & Let’s survey ▶教学内容与目标 课时教学内容 课时教学目标 Let’s talk ·能够理解对话大意 ·能够用正确的语音、语调朗读对话 ·能够在情景中运用句型“—What would you like (for…)? —I’d like (I would like) some…, please.”征求并表达用餐意愿 ·能够在情景中恰当运用功能句“What’s for dinner?” ·能够在语境中理解新词“dinner, soup, vegetable, ready”的意思,并能够正确发音 Let’s survey ·能够在采访活动中进一步巩固和运用征求用餐意愿及表达用餐意愿的句型,并进一步巩固和运用食物类词汇 ▶教学重点 1.能够听懂、会说句型“—What would you like (for…)? —I’d like (I would like) some…, please.”“What’s for dinner?”。 2.能够听懂、会读单词“dinner, soup, vegetable, ready”。 3.能够听懂、会读对话,并能够分角色表演。 ▶教学难点 能够在情景中正确使用句型“—What would you like (for…)? —I’d like (I would like) some…, please.”来征求并表达用餐意愿。 ▶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、单词卡片、人物头饰、厨师帽、食物及饮品图片、价格标签等。 ▶教学过程 Step 1: Warm-up & Revision Teaching purpose① 通过这两个活动,让学生在轻松愉快的氛围中复习已学过的食物及饮品单词。同时,游戏活动引入用餐话题,自然地创设真实、有效的教学情景。 1. Greetings. 2. Sing a song—Let’s have a picnic today. (课件出示: PEP三上教材P54的歌曲动画) 3. Revision.① (1)Sharp eyes. Show the words about food and drinks one by one. (课件出示:egg, juice, bread, milk, water, fish, rice, cake依次快速出现,再消失) T: If you know the word, you can stand up and read it aloud. (2)Drive a train. Show the words above and review the word “fish” with pictures. (课件出示:1. 已学的食物及饮品单词egg, juice, bread, milk, water, fish, rice, cake。2. 出示三张图片,图片一:一盘鱼肉,教学fish;图片二:两条同一种类的鱼,教学fish;图片三:两条不同种类的鱼,教学fishes)Let students work in groups of six. Ask every student in the group to ask and answer questions in turn. Make a model: T: Oh, I’m hungry. I’d like some bread and milk. What would you like? S1: I’d like some… What would you like? S2: I’d like some… What would you like? S3: … Step 2: Presentation Teaching purpose② 设置情景,让学生在情景中学习新单词,感知新句型。 1. Talk about dinner.② (1)Show a picture on the PPT. (课件出示: 一幅图,画面显示太阳落山了,钟表显示18:00) T: Look! It’s 6:00 in the evening. It’s time for dinner. Guess what “dinner” means. Ss: 晚餐。 T: Yes. I’m hungry. What’s for dinner? (Show the word card.) Dinner, dinner, /d/-/ɪ/-/n/-/ə (r)/, //. Write down the sentence “What’s for dinner?” on the blackboard and teach it. (2)Show a picture on the PPT. (课件出示: 一张餐桌,学生每提问一次“What’s for dinner?”,餐桌上就出现一种食物,依次为fish, rice, egg, soup, vegetable) Ss: What’s for dinner? T: Some fish/rice/eggs. Ss: What’s for dinner? T: Some soup. (Show the word card.) Soup, soup, /s/-/u:/-/p/, /su:p/, some soup. Write down the word “soup” on the blackboard and teach it. Ss: What’s for dinner? T: Some vegetables. (Show the word card.) Vegetable, vegetable, /vedʒ/-/tə/-/bl/, //, some vegetables. Pay attention to the pronunciations of “v/v/” and “s/z/”. Write down the word “vegetable” on the blackboard and teach it. Show the picture of the table with the food mentioned above. (课件出示:摆放着上述食物的餐桌图片) T: Oh! Dinner’s ready! I can eat now. (Show the word card.) Ready, ready, /r/-/e/-/d/-/i/, //. Dinner’s ready! Write down the sentence “Dinner’s ready!” on the blackboard and teach it. T: What would you like for dinner? Write down the sentence “What would you like for dinner?” on the blackboard and teach it. S1: I’d like some… Teaching purpose③ 通过各项活动,使学生能够充分理解课文内容,并且能够正确朗读课文。在不同形式的读和表演活动中,使学生逐步理解并掌握本课的重点句型,为其达到熟练表达奠定基础。 Write down the sentence “I’d like some…” on the blackboard. Lead more students to answer the question “What would you like for dinner?” by using this sentence structure. 2. Let’s talk.③ (1)Talk about Picture 3 of “Let’s talk” and predict the main idea of the dialogue. (课件出示:教材P48 Let’s talk板块的图三) T: (Point to the picture.) Wow, a lot of delicious food! Dinner’s ready! What’s for dinner? Ss: Some soup, some bread, some fish and some vegetables. T: Look at the food. I’m hungry. I’d like some bread. Are you hungry? What would you like? S1: Yes. I’m hungry. I’d like some… S2: … T: Mike is hungry, too. What would he like? (2)Watch the video and answer the questions. Show Picture 1 of “Let’s talk”. (课件出示:教材P48 Let’s talk板块的图一) T: Where are Mike and his mother? Ss: They are in the kitchen. T: Mike is hungry. What would Mike like for dinner? Let’s watch the video. Underline the key sentence of the answer in your books. Play the video and let students get the key sentence. (课件出示:教材P48 Let’s talk板块的音频) T: What would Mike like? Teaching purpose④ 教师播放录音,学生听录音跟读。引导学生按正确的语音、语调及意群朗读对话,并能够进行角色扮演。 Ss: Some soup and bread. Mike says, “I’d like some soup and bread, please.” T: What would Mike’s dad like for dinner? Let’s watch the video again. Underline the key sentence of the answer in your books. Play the video again and let students get the key sentence. (出示课件) T: What would Mike’s dad like? Ss: Some fish and vegetables. Mike’s dad says, “Some fish and vegetables, please.” (3)Read after the video.④ T: Boys and girls, let’s read the dialogue after the video. Please listen to it and read carefully. Play the video again and ask students to read after it and try to imitate the pronunciation and the intonation. Then let students read together and read freely. (4)Read the dialogue in different roles. Then act out the dialogue. T: Now we’ll find the best actor or actress. Please come to the front and show the dialogue. Take out some headdresses and ask some students to act out the dialogue. (5)Retell the dialogue according to the blackboard-writing and the pictures of “Let’s talk”. Teaching purpose⑤ 通过完成调查活动,进一步巩固练习新单词及核心句型,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询问及表达用餐意愿。 Make a model first and then lead students to retell the dialogue without their textbooks. Step 3: Practice⑤ Let’s survey. (课件出示:教材P48 Let’s survey板块的表格及以下句型) T: Suppose it’s time for dinner. What would you like for dinner? Let’s make a survey. Let students do the survey in groups of four. Make a model: T: S1, what would you like for dinner? S1: I’d like some fish and rice. T: S2, what would you like for dinner? S2: I’d like some bread and milk. T: … S3: … Teaching purpose⑥ 教师让学生先模仿练习对话,再创设在餐厅点餐的情景,层层深入,为学生创建真实的语言运用环境,以此巩固本节课的重点内容,同时达到学以致用的目的。 T: S1 would like some fish and rice. S2 would like some bread and milk. S3… Ask each group to choose a reporter to interview the other three students, fill in a form and report the results to the whole class. Step 4: Consolidation & Extension⑥ 1. Make a new dialogue. Ask students to imitate the text to make a new dialogue. (1)Make a model. (2)Let students imitate to work in groups of three. Then make a new dialogue in groups. (3)Show time. Ask some groups to act out their dialogues. 2. In the restaurant. (课件出示:一家餐厅的背景和句子“Don’t waste food.”) Take out a prepared chef cap, some pictures of food and drinks and the relevant price tags. Let students act as customers or a cook. (1)Make a model. T: Look! What do I do? Yes, I’m a cook. I can cook delicious food. Please come to my restaurant for dinner. My restaurant’s rule is “Order as much as you can eat. Don’t waste food.” T: Welcome to my restaurant! What would you like for dinner? S1: I’d like… T: Here you are. Ten yuan, please. S1: Thank you! (2)Let students work in groups. (3)Show time. Ask some groups to act out. ▶板书设计 ▶作业设计 1. Read the dialogue of “Let’s talk” five times. 2. Ask your parents with the key sentence structures and write their answers down. 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. 在课前热身阶段,活动丰富,有歌曲,有游戏,有表演,让学生在轻松的环境中迅速进入英语学习的状态,同时也起到了承上启下的作用,为新课做好了铺垫。 2. 设计与生活相近、与课文内容也相关的语境,导入新单词和句型,再自然地引出课文。环环相扣,层层深入,让学生轻松地掌握课文内容。 3. 呈现的活动设计丰富,操练形式多样,且具有连贯性、层次性。学生积极主动参与,参与面很广,体现了以学生为主体的教学原则。学生不仅从中学到了新知识,更拓展了思维,效果非常明显。 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 talk ·Be able to understand the general idea of the dialogue. ·Be able to read the dialogue with the correct pronunciation and intonation. ·Be able to use the sentence structures “—What would you like (for…)? —I’d like (I would like) some…, please.”in situations. ·Be able to use the sentence “What’s for dinner?” in situations properly. ·Be able to understand the new words in context and pronounce them correctly. Let’s survey ·Be able to further consolidate and use the sentence structures of asking for and expressing the will to eat in the interview activities. And further consolidate and use the vocabulary of food. ▶Teaching Priorities ·Be able to understand and speak the sentence structures “—What would you like (for…)? —I’d like (I would like) some…, please.” “What’s for dinner?” ·Be able to understand and read the words “dinner, soup, vegetable, ready”. ·Be able to understand, read and act out the dialogue in different roles. ▶Teaching Difficulties ·Be able to use the sentence structures “—What would you like (for…)? —I’d like (I would like) some…, please.” to ask for and express the will to eat in situations. ▶Teaching Procedures Teaching Stages Teacher’ s Activities Students’ Activities Teaching Purposes Warm-up & Revision 1. Greetings. 2. Sing a song—Let’s have a picnic today. 3. Revision. (1)Sharp eyes. (2)Drive a train. 1. Greetings. 2. Sing the song. 3. Revision. Play the games. Help students review the words easily in the song and the games, and prepare to learn the new content. Presentation 1. Talk about dinner. Teach the new words and the sentence structures. Learn the new words. Have a preliminary understanding of the new sentence structures. Set the situation. Let students learn the new words and perceive the new sentence structures in the situation. 2. Let’s talk. (1)Show the third picture of “Let’s talk” and ask students to talk about it. (2)Play the video and ask the questions. (3)Let students practice the dialogue in different ways. (1)Talk about the picture. (2)Watch the video and answer the questions. (3)Read after the video. (4)Read the dialogue in different roles. Act out the dialogue. (5)Retell the dialogue. Understand the content of the text and read the text correctly. Understand and master the key sentence structures of this lesson in different forms of reading and performing activities. Practice Let’s survey. Let students do the survey in groups. Make a model. Assign investigation tasks and do the survey in groups. Report the results to the class. Further consolidate and practice the new words and sentence structures through doing the survey. Consolidation & Extension 1. Make a new dialogue. Ask students to imitate the text to make a new dialogue. (1)Make a model. (2)Let students imitate to work in groups of three and make a new dialogue. (3)Show time. 2. In the restaurant. (1)Make a model. (2)Let students work in groups. (3)Show time. 1. Imitate the text to make a new dialogue in groups. 2. Act as customers or a cook. Work in groups and show in class. Consolidate the key content of this lesson and transform the knowledge into abilities by making a new dialogue about ordering in the restaurant. Homework 1. Read the dialogue of “Let’s talk” five times. 2. Ask your parents with the key sentence structures and write their answers down. 3. Do the exercises. The second period(第二课时) Part A Let’s learn & Let’s 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、认读单词“beef, chicken, noodles, soup, vegetable” ·能够熟练运用句型“—What would you like? —I’d like some…”征求和表达用餐意愿 Let’s play ·能够模拟餐馆中顾客点餐时与服务员之间的对话,并且能够快速找到食物图片或判断图片的正确性 ▶教学重点 1. 能够听、说、认读单词“beef, chicken, noodles, soup, vegetable”。 2. 能够在真实或虚拟的情景中熟练运用句型“—What would you like? —I’d like some…”征求和表达用餐意愿。 ▶教学难点 能够熟练运用所学单词及核心句型进行简单的点餐活动。 ▶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、卡片等。 ▶教学过程 Teaching purpose① 韵句既可以激发学生的学习兴趣,又可以复习上节课Let’s talk板块的内容。再通过游戏复习所学有关食物或饮品的单词和数词,激活学习背景,为学习新知识做好铺垫。 Step 1: Warm-up & Revision① 1. Greetings. 2. Let’s chant. Let students change the words of food to make a new chant. 3. Sharp eyes. Review the words of food and drinks. (课件出示: apple, 10 apples, banana, 12 bananas, egg, 5 eggs, bread, milk, rice, juice, fish依次快速出现并消失) T: If you know the word or the phrase, you can stand up and read it aloud. Step 2: Presentation Teaching purpose② 创设情境,利用餐馆这个环境来引出本课的重点知识。用菜单这一餐馆中常见的重要物品来引出食物类词汇,帮助学生为接下来的学习做好词汇的积累工作。 1. Teach the new words.② Show a picture of a restaurant. (出示课件) (1)T: Welcome to my restaurant—Fresh Restaurant. We have lots of yummy food. This is the menu. (课件出示: 教材P49 Let’s learn板块的菜单) Let’s have a look! The rice is one yuan. The fish is… Ss: The fish is ten yuan. The juice is five yuan. The milk is two yuan. The bread is one yuan. (2)Teach the word “noodles”. T: Good! Guess what these are. They’re usually long and white. (Show the back of the card.) Yes, they’re noodles. Noodles//, n/n/-oo/u:/-dle/dl/-s/z/, noodles//. (课件出示: 图片一: 筷子夹一根面条,出示单词noodle;图片二:一碗面条,出示单词noodles) Put the word card of “noodles” on the blackboard and write down this word. Ask students to read and chant after the teacher with some actions. T: Noodles, noodles, long noodles. I like noodles. If you’d like some noodles, you can say, “I’d like some noodles. Yummy, yummy!” What would you like? Ss: I’d like some noodles. Yummy, yummy! T: Look! There are many kinds of noodles. (课件出示:各种面条的图片) We have egg noodles, vegetable noodles, beef noodles and chicken noodles. Eggs and noodles are egg noodles, so vegetables and noodles are vegetable noodles. (3)Teach the word “vegetables”. (课件出示:一个西红柿,一根黄瓜,一个南瓜) T: Look! Are they fruit? Ss: No. T: They are vegetables. Vegetable//, ve/ve/-ge/dʒ/-ta/tə/ -ble/bl/, vegetable//. Put the word card of “vegetables” on the blackboard and write down this word. Ask students to read and chant after the teacher. Let students pay attention to the change of singular and plural forms. T: Vegetable, vegetable, green vegetables, red vegetables, yellow vegetables… I like vegetables. What would you like? Ss: I’d like some vegetables. Yummy, yummy! (4)Teach the word “beef”. T: Beef noodles are very yummy. Beef is from the cow. (课件出示:牛和牛肉的图片)I like beef. Do you like beef? Put the word card of “beef” on the blackboard and write down this word. Ask students to read and chant after the teacher. T: Beef/bi:f/, b/b/-ee/i:/-f/f/, beef/bi:f/. I like beef. What would you like? Ss: I’d like some beef. Yummy, yummy! (5)Teach the word “chicken”. T: Chicken is very yummy, too. We often eat chicken in the KFC. Do you like chicken? (课件出示:鸡肉的图片) Put the word card of “chicken” on the blackboard and write down this word. Ask students to read and chant after the teacher. T: Chicken//, ch/tʃ/-i/ɪ/-ck/k/-en/ɪn/, chicken//. I like chicken. What would you like? Ss: I’d like some chicken. Yummy, yummy! (6)Teach the word “soup”. (课件出示:各种汤的图片) T: (Point to the picture of soup.) What’s this? It’s soup. Soup/su:p/, s/s/-ou/u:/-p/p/. Look! There are many kinds of soup in my restaurant. What are they? Teaching purpose③ 继续创设情境,结合情境练习本课句型,再在上一课的句型基础上加上食物的价格,让学生将食物与价格建立起联系,为之后的对话创编做好准备。教师播放Let’s learn板块的录音,学生听录音跟读,引导学生按照正确的语音、语调朗读对话。通过在小组中创编并分角色表演对话,激发学生的兴趣,然后挑选小组,全面呈现操练结果,巩固本课的重点句型,强化语言知识点。 Ss: They are egg soup, vegetable soup, fish soup, beef soup and chicken soup. T: I like fish soup. What would you like? … 2. Watch the cartoon and answer the question.③ (1)T: It’s 6:00 o’clock in the evening. It’s time for dinner. My restaurant is open now. Welcome to Fresh Restaurant. This is the menu. (课件出示: 教材P49 Let’s learn板块的菜单) What would you like? S1: I’d like some beef, please. T: You should eat some rice, noodles or bread. Or you won’t be full. (课件出示:标示出菜单中的主食:rice, noodles, bread) S1: I’d like some beef and rice, please. T: OK. Twenty-one yuan, please. Oh, look! Zoom and Zip are in my restaurant. What would Zoom like? Guess! S1: Maybe some… S2: Maybe some… … T: Maybe! Let’s watch the cartoon and answer “What would Zoom like?” Play the cartoon of “Let’s learn”. (出示课件) Ask students to read after it. (2)Let students read the dialogue again and answer the question. Check students’ answers and lead students to make an introduction according to their answers. It can be done like this: Zoom says, “I’d like some vegetables, please.” (3)Read and act. ①Play the recording again and ask students to read after it. (出示课件)Lead students to try to imitate the pronunciation and the intonation of the recording. Let them read together and read freely. ②Let students read the dialogue in pairs and choose some food. Several minutes later, ask some students to act out their dialogues. Make a model: S1: What would you like? S2: I’d like some chicken, vegetables and rice. S1: OK. Twenty-one yuan, please. S2: Here you are. … ③Choose the best performers and give awards. Teaching purpose④ 通过活动,使学生形成对于新授词汇的立体记忆,以达到牢固掌握本课新授词汇的目的。 Step 3: Practice④ 1. Play a game—“What’s missing?” (游戏说明:单词noodles, vegetables, beef, chicken, soup在课件上逐一消失,让学生快速读出消失的单词。) 2. Let’s match. Let students match the corresponding words with the pictures. T: Now let’s match. I show the pictures, and you read the words. 3. Play a game—“What would I like?” Make a model: T: Please guess. It’s five yuan on the menu. What would I like? S1: You’d like some juice. Teaching purpose⑤ 让学生以点餐的方式来进行对话练习。教师提供语言架构支持,使学生在模拟的情境中进行比较流畅的对话,帮助学生提高口语表达能力。 T: No. S2: I know. You’d like some vegetables. Please guess. It’s ten yuan on the menu. What would I like? S3: … Ask some students to do as they do. Step 4: Consolidation & Extension⑤ 1. Let’s play. Let students work in groups of six. Teaching purpose⑥ 这是对学生听说读写中“写”的训练,同时让学生明白“珍惜粮食, 科学搭配, 均衡营养”,并学会根据自己的喜好,设计自己的三餐。 T: You know the restaurant well and you know how much the food is. Now let’s play. Please make a dialogue in groups. One of you can be the waiter or waitress in the restaurant. The others go to the restaurant and order. 2. According to the dining principles, design your own three meals.⑥ Choose students with the most reasonable three meals and the best handwriting. ▶板书设计 ▶作业设计 1. Read the new words and the dialogue of “Let’s learn” five times. 2. Design three meals for your 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. 由chant和游戏引入,带领学生复习已学的与食物有关的单词和上一课的句型,迅速抓住学生的注意力。 2. 通过情景引入新词,做到在语篇中呈现单词,具有情景性和完整性,也最大限度地增加了单词在篇章中的运用频率,尽可能地提高综合语言运用能力。 3. 从听到说,再到读,从大量的输入再到学生自主的输出,由易到难,呈现递进关系,同时运用多种方式调动学生学习的能动性与积极性。 4. 最后把“写”与生活相结合,并对学生进行思想教育,让学生把所学知识与生活更紧密地结合起来。 ▶Teaching Contents & Teaching Aims Let’s learn ·Be able to listen, speak and read the words “beef, chicken, noodles, soup, vegetable”. ·Be able to use the sentence structures “—What would you like? —I’d like some…” skillfully to ask for and express the will to eat. Let’s play ·Be able to simulate the dialogue between the customer and the waiter when ordering in the restaurant and quickly find the picture of food or judge the correctness of the pictures. ▶Teaching Priorities ·Be able to listen, speak and read the words “beef, chicken, noodles, soup, vegetable”. ·Be able to use the sentence structures “—What would you like? —I’d like some…” skillfully in real or virtual situations to ask for and express the will to eat. ▶Teaching Difficulties ·Be able to use the key words and sentence structures to carry out simple ordering activities. ▶Teaching Procedures Teaching Stages Teacher’ s Activities Students’ Activities Teaching Purposes Warm-up & Revision 1. Greetings. 2. Let’s chant. 3. Sharp eyes. 1. Greetings. 2. Read the chant together and make a new chant. 3. Review the words of food and drinks. Stimulate students’ learning interest. Review the contents of “Let’s talk”. Create a learning atmosphere and pave the way for learning new knowledge. Presentation 1. Teach the new words. Teach the new words “noodles, vegetables, beef, chicken, soup”. Learn the new words. Pay attention to the singular, plural and uncountable forms of the words about food. Create a situation and use the restaurant environment to bring out the key knowledge of this lesson. Introduce the words about food by using the menu. Help students accumulate words for the next step. 2. Watch the cartoon and answer the question. (1)Play the cartoon. Let students guess what Zoom would like. (2)Let students read the dialogue again and answer the question. (3)Read and act. (1)Watch the cartoon and guess the answer. (2)Read the dialogue and answer the question. Check the answer with the teacher. Make an introduction according to the answer. (3)Read in different ways and act out. Create a situation to practice the sentence structures. Establish a link between the food and its price by adding the price of the food. Prepare for the creation of a new dialogue. Practice 1. Play a game—“What’s missing?” 2. Let’s match. 3. Play a game—“What would I like?” Make a model. 1. Say the missing word. 2. Match the corresponding words with the pictures. 3. Some students say the price of the food and the others guess what they would like. Let students form a three-dimensional memory of the new words through the activities so as to achieve the purpose of mastering the new words of this lesson firmly. (续表) Teaching Stages Teacher’ s Activities Students’ Activities Teaching Purposes Consolidation & Extension 1. Let’s play. Let students work in groups of six. 2. According to the dining principles, ask students to design their own three meals. 1. Make a dialogue in groups. 2. Design their own three meals. Improve students’ ability of speaking and writing by practicing the dialogue and designing their own three meals. Homework 1. Read the new words and the dialogue of “Let’s learn” five times. 2. Design three meals for your parents. 3. Do the exercises. The third period(第三课时) Part A Let’s spell ▶教学内容与目标 课时教学内容 课时教学目标 Let’s spell ·能够感知并归纳-e在单词中的发音规则 ·能够读出符合-e发音规则的单词 ·能够根据单词读音拼写出符合-e, -e-以及a-e, i-e, o-e, u-e发音规则的单词 ▶教学重点 1.感知并归纳字母e在开音节(-e)与闭音节(-e-)中的发音规则。 2.能够读出符合-e和-e-发音规则的单词。。 ▶教学难点 能够根据单词的读音拼写出符合发音规则的单词。 ▶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 & Revision① Teaching purpose① 通过复习已经学过的字母发音自编韵句进行热身,帮助唤醒学生的已有知识。 1. Greetings. 2. Let’s chant. T: Who can try to make a new chant like this? Please have a try! Step 2: Presentation Teaching purpose② 让学生通过读韵句观察一些单词,发现它们的共有字母e在-e的结构中发相同的读音/i: /,在-e-的结构中发/e/。通过随录音跟读,让学生初步感知、体验音素与字母之间的对应关系,为下面的拼读练习做准备 1. Present the pictures.② (1)Talk about the pictures. T: This is Lee. He is ten. He has… Tell me more about him. Ss: He is thin. He has a red pen. T: Look! This is Eve. Tell me something about her. Ss: Eve is a girl. She is ten. She has a yellow pen. (课件出示:男孩女孩身边的笔消失,然后一起找笔,红色的笔在课桌上,黄色的笔在床上) T: Where’s the red pen? Where’s the yellow pen? Ss: The red pen is on the desk. The yellow pen is on the bed. (课件出示:Zoom出现并拿到笔说:“Let me get the pens.”) Write down “he, she, me” and “ten, red, pen, yellow, desk, bed” on the blackboard. T: Read the chant together, then observe these words and tell me the common letter among them. Ss: The letter “e”. (2)Look at the words and find out the pronunciation rules. T: Look at these words “he, she, me”. What’s the sound of the letter “-e”? Listen to me carefully. (Read these words.) Ss: /i: /. Teach the sound /i: /. T: Look at these words “ten, red, pen, yellow, desk, bed”. What’s the sound of the letter “-e-”? Listen to me carefully. (Read these words.) Ss: /e/. Teach the sound /e/. (3)Compare these words and summarize the pronunciation rules of the letter “e”. Teaching purpose③ 教师变换不同的辅音字母,让学生尝试读出新单词。对含有字母e的单词的读音进行强化训练。培养学生“见词能读”的能力。 2. Let’s read.③ Show the words “me, be, we, set, red, hen, beg, let” on the PPT. (出示课件) T: Who can read these words? (1)Ask some students to read these words. Teaching purpose④ 在歌谣中练习所学字母e的读音,做到音不离词,词不离句。 (2)Read aloud together. 3. Read, listen and chant.④ (1)Show the pictures and the words. (课件出示:教材P50 Read, listen and chant部分的内容) Ask students to read the words one by one and then read in groups. (2)Let’s chant. Show the chant of “Read, listen and chant” on the PPT. ①Ask students to listen and read after it. ②Read together with students. Step 3: Practice Teaching purpose⑤ 让学生将单词的读音与拼写结合起来,同时帮助学生区分字母e在开音节与闭音节里的不同发音。 1. Read, listen and tick.⑤ (课件出示:教材P50 Read, listen and tick部分的图片) T: Look at these words. Who can read these words? Ss: … T: Good! Now listen to the recording and tick the words you hear, please. (课件出示:教材P50 Read, listen and tick部分的音频) Check the answers. Teaching purpose⑥ 让学生通过观察和书写单词,训练学生根据发音规则拼写单词的能力,真正做到把语音的学习落实到单词的拼写上面。培养学生“听词能写”的能力。 Answers: be; red; me; she; let 2. Listen, circle and write.⑥ (1)Let students observe the four pictures and guess what words should be filled in the picture. (课件出示:教材P50 Listen, circle and write部分的图片) (2)Lead students to listen to the recording and write down the answers. Then check the answers. Answers: rice; he; red; we T: Rice. Is it for “-e” or “i-e”? Ss: It’s for “i-e”. T: So circle “i-e”. T: He, circle… Ss: “-e”. Teaching purpose⑦ 让学生在做游戏和任务过程中感知字母e的发音。 Step 4: Consolidation & Extension 1. 1Play a game—“Pick the apples from the tree.” ⑦ (课件出示:一棵苹果树,苹果上的单词为“we, wet, yes, me, pencil, Lee, hen, be, set, met, he, let, desk, tell, she”,树下两个篮子,一个是“-e/i:/”,一个是“-e-/e/”) Divide students into two groups. Let one group use the basket “-e/i:/” and the other use the basket “-e-/e/”. Teaching purpose⑧ 锻炼学生能听懂所学的语音例词。提高学生的听音辨音能力。 T: Now you’re competing to pick apples. Give you ten seconds. The winner belongs to the fast group. 2. Listen and lift.⑧ The teacher gives out some word cards to students. When the teacher says a word, students find the corresponding word card and lift it up. Teaching purpose⑨ 通过韵句来完整呈现本课的重点语音知识,并复习总结前四课的语音知识。 3. Make a new chant.⑨ T: It’s chant time. Listen first, then chant together. E, e, e; it’s in “he”, /i:/, /i:/, /i:/. E, e, e; it’s in “pen”, /e/, /e/, /e/. Ask students to make a new chant one by one. Use these chants to review the pronunciations of letters “a, e, i, o, u”. ▶板书设计 ▶作业设计 1. Write the words “rice, he, red, we” in four lines and three grids. 2. Think about other words with the letter “e” in the open syllable and the closed syllable. 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 本课是人教PEP四年级上册第五单元的语音教学板块。小学英语语音教学是教会小学生运用英语语音的基本知识,提高听、说、读、写的基本技能,培养学生的英语语感以及对听、说的感性认识。结合四年级学生的年龄特点,本课设计突出了以下几点: 1. 创设语言情境,在语境中学习语音。 2. 拼读结合,在多层次的活动中练习语音。 3. 由浅入深,培养了学生的分析能力和举一反三的能力。 4. 利用自编chant,师生频繁互动,小组竞赛等形式,使原本枯燥的语音课变得生动起来。 ▶Teaching Contents & Teaching Aims Let’s spell ·Be able to perceive and summarize the pronunciation rule of “-e” in words. ·Be able to read words that conform to the pronunciation rule of “-e”. ·Be able to spell out the words that conform to the pronunciation rules of “-e, -e-” and “a-e, i-e, o-e, u-e” according to the pronunciation of the words. ▶Teaching Priorities ·Be able to perceive and summarize the pronunciation rules of the letter “e” in the open syllable and the closed syllable. ·Be able to read the words that conform to the pronunciation rules of “-e” and “-e-”. ▶Teaching Difficulties ·Be able to spell out the words that conform to the pronunciation rules according to the pronunciation of the words. ▶Teaching Procedures Teaching Stages Teacher’ s Activities Students’ Activities Teaching Purposes Warm-up & Revision 1. Greetings. 2. Let’s chant. 1. Greetings. 2. Read the chant together. Warm up with the pronunciation of the letters they have learned through the chant. Presentation 1. Present the pictures. (1)Talk about the pictures. (2)Look at the words and find out the pronunciation rules. (3)Compare these words and summarize the pronunciation rules of the letter “e”. (1)Talk about the pictures, then read the chant and review the words “he, she, me” and “ten, red, pen, yellow, desk, bed”. (2)Read and find out the pronunciation rules. Learn the sounds of“/ i:/”and “/e/”. (3)Compare these words. Let students have a preliminary perception by reading rhymes. Find out the pronunciation rules by observing and comparing. Prepare for the following spelling exercises. 2. Let’s read. Show the words “me, be, we, set, red, hen, beg, let” on the PPT. Read these words. Pay attention to the pronunciation of the letter “e” in the words. Change different consonants and ask students to read the new words. Develop students’ ability to read words. 3. Read, listen and chant. Teach the words and play the chant. Learn the words and chant together. Practice the pronunciations of the letter “e” in rhymes. Keep the sounds in the words, and keep the words in the sentences. Practice 1. Read, listen and tick. Ask students to read the words and finish the exercises. Check the answers. Read these words. Listen to the recording and tick the words they heard. Check the answers. Let students combine the pronunciation of the words with the spellings. At the same time, help students distinguish the pronunciations of the letter “e” in the open syllable and the closed syllable. 2. Listen, circle and write. Let students observe the four pictures and write down the words. Listen to the recording and write down the words. Let students observe and write down the words. Train students to spell out the words according to the pronunciation rules. Consolidation & Extension 1. Play a game—“Pick the apples from the tree.” Divide students into two groups. 2. Listen and lift. Give out some word cards and say the words. 3. Make a new chant. Make a model. 1. Compete to pick the apples. 2. Find the corresponding word card and lift it up. 3. Make a chant one by one. Let students feel the pronunciations of the letter “e” in the process of playing games and finishing tasks. Improve students’ ability of listening and distinguishing. Use the chant to review the pronunciations of letters “a, e, i, o, u”. Homework 1. Write the words “rice, he, red, we” in four lines and three grids. 2. Think about other words with the letter “e” in the open syllable and the closed syllable. 3. Do the exercises. The fourth period(第四课时) Part B Let’s talk & Let’s play ▶教学内容与目标 课时教学内容 课时教学目标 Let’s talk ·能够理解对话大意 ·能够用正确的语音、语调朗读对话 ·能够在情景中恰当运用句型“—Would you like…? —Yes, please./No, thanks. I can use…”提出餐具使用建议并做出正确回应 ·能够在情景中恰当运用功能句“Help yourself.” ·能够在语境中理解新词“knife, fork, chopsticks”的意思,并能够正确发音 Let’s play ·能够在选择食物的场景中巩固运用句型“Would you like some…?” ▶教学重点 1.能够听懂、会说句型“—Would you like some…? —Yes, please./No, thanks.”“Help yourself.”。 2.能够理解并正确朗读课文对话,做到发音准确、语调自然。 ▶教学难点 能够在真实的情景中运用本课的句型来向别人提出用餐建议或餐具使用建议。 ▶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、筷子和刀叉等。 Teaching purpose① 通过听音乐和玩游戏来复习学过的词汇,在自由谈话中复习A部分的句型,帮助唤醒学生的已有知识,并为下一环节的学习做好准备。 ▶教学过程 Step 1: Warm-up & Revision & Lead-in① 1. Greetings. 2. Enjoy the song—What would you like? (课件出示:教材P54 Let’s sing板块的歌曲动画) 3. Play a game—“What’s missing?” (课件出示:egg, juice, bread, milk, water, fish, rice, cake, beef, chicken, noodles, soup, vegetables的图片依次快速出现,再消失) T: Look! A lot of food! What are they? Ss: … T: Now, what’s missing? Ss: … 4. Free talk. T: What delicious food! Oh, I’m hungry. I’d like some fish, chicken and beef. (教师表现出一副很想品尝的模样) What would you like? Ss: I’d like some… Teaching purpose② 设置情景,让学生在情景中学习新单词,感知新句型。 Step 2: Presentation 1. Teach the new words and sentences.② (1)(课件出示:18:00的闹钟和一些食物的图片) T: It’s time for dinner. What would you like for dinner? Would you like some beef? If you would, you can say, “Yes, please.” If you wouldn’t, you should say, “No, thanks.” S1: Yes, please. T: Would you like some rice? S2: No, thanks. … Write down the sentence structures “—Would you like some…? —Yes, please./No, thanks.” on the blackboard. Read these sentences together. (2)T: I want to eat some noodles. What can I use? (课件出示:一双筷子和一副刀叉) T: (Pick up the prepared tableware.) Chopsticks or a knife and fork? (Students point to the chopsticks.) T: Yes, chopsticks//, ch/tʃ/-o/ɒ/-chop/tʃɒp/-sticks/stɪks/, //. I can use chopsticks. Write down the word “chopsticks” on the blackboard and teach it. (3)T: (Point to S1.) He would like some beef. What can he use? Chopsticks or a knife and fork? (Students point to the knife and fork.) T: Yes, a knife and fork. Knife/naɪf/, kn/n/-i/aɪ/-fe/f/, /naɪf/; fork/fɔ:k/, f/f/-or/ɔ:/-k/k/, /fɔ:k/. Knives and forks are used in sets. A set of knife and fork means a knife and fork. He can use a knife and fork. Write down the phrase “a knife and fork” on the blackboard and teach it. T: (Point to some food on the table on the PPT and say to students.) Now, dinner’s ready! Help yourself. Help/help/, e/e/, help/help/, yourself//, your/jɔ:/-self/self/, yourself//. Write down the sentence “Help yourself.” on the blackboard and teach it. T: You are all polite, so you should say… Ss: Thanks. T: Good! Oh, I can use chopsticks, but I can’t use a knife and fork. Can you teach me? Ask a student to demonstrate how to use it on the platform. Teaching purpose③ 通过各种活动,使学生能够充分理解课文内容,并且能够正确朗读课文。在不同形式的读和表演活动中,使学生逐步理解并掌握本课的重点句型,为其熟练表达奠定基础。 T: The fork is on the left. The knife is on the right. Do like this. (教师做使用刀叉的动作) Now, I can use a knife and fork. Thank you. 2. Let’s talk.③ (1)Present the first picture of “Let’s talk”. (课件出示:教材P51 Let’s talk板块的图一) T: Look. Mike is at Wu Yifan’s home. It’s 6:00 in the afternoon. It’s time for dinner. Dinner’s ready. What’s for dinner? Look at Picture 1. S1: Soup, beef, vegetables and bread. T: They are all western food. Why? S2: Mike is from Canada. T: Would Mike like a knife and fork for dinner? Guess! S2: Yes./No. (2)Watch the cartoon and answer the questions. (课件出示:教材P51 Let’s talk板块的视频) T: When you listen to the recording, pay attention to the pronunciation and the intonation. And underline the key sentences in your book. (3)Check the answers. ①T: Would Mike like a knife and fork? S1: No. Mike says, “No, thanks.” ②T: What can he use? Can he use chopsticks? S2: He can use chopsticks. Mike says, “I can use chopsticks.” ③T: Would Mike like some soup? S3: Yes. Mike says, “Yes, please!” (4)Read and act. ①Read after the recording and pay attention to the pronunciation and the intonation. Teaching purpose④ 通过创编对话让学生把握重点句型的结构,熟练表达重点句型。 ②Let students practice the dialogue in groups. ③Act out. Ask some groups to perform in different roles. Step 3: Practice 1. Make a new dialogue.④ Take out some pictures of food and tableware. Let students work in pairs to make a new dialogue. Make a model: T: Would you like some bread/…? (Take out a picture of food.) S1: Yes, please./No, thanks. T: (Take out a picture of tableware.) Would you like a knife and fork/chopsticks? S1: Yes, please./No, thanks. I can use chopsticks/a knife and fork. Teaching purpose⑤ 利用教材中有关特惠菜的图片进行对话交流,让学生在交流中练习、使用重点句型,培养学生灵活运用语言的能力。既能落实课标的要求,又能实现语言的迁移运用。 T: Now practice the dialogue with your partner. 2. Let’s play. (课件出示:教材P51 Let’s play板块的图片)⑤ T: Let’s go to a restaurant now. Look! Today’s specials. Soup is only 1 yuan now. Noodles are only 3 yuan now. Juice is only 2 yuan. Fish is only 8 yuan. Beef is only 10 yuan. Vegetables are only 5 yuan. So cheap! Let students work in pairs. Make a model with a student. T: Here are today’s specials. Would you like some beef? S1: Yes, please. How much is it? T: Ten yuan. T: Now, do it in pairs. Ask and answer, please. Ask some pairs to perform on the platform. Teaching purpose⑥ 设置吴一凡去Mike家做客的情境更具延续性。引导学生运用所学新句型,结合旧知,创编新对话,提高语言的综合运用能力。 Step 4: Consolidation & Extension 1. Make a new dialogue. (课件出示:吴一凡去Mike家吃饭的情景图)⑥ T: Look. Who are they? Ss: They are Mike’s mum, Mike and Wu Yifan. T: Today Wu Yifan is at Mike’s home for dinner. Mike is from Canada. What’s for dinner? Chinese food or western food? Guess! Ss: Chinese food. Wu Yifan is from China. (课件出示:分类展示中餐和西餐的图片) T: Please make a new dialogue with your partners. Let students work in groups of three. Then act out their dialogues. Make a model: Teaching purpose⑦ 通过换单词编韵句的活动再现、总结重点词汇与重点句型,从而巩固所学知识。 2. Let’s chant.⑦ Change the words to make a new chant. ▶板书设计 ▶作业设计 1. Listen and imitate the dialogue of “Let’s talk” for 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. 在课前热身阶段,通过听歌曲、玩游戏、对话等活动让学生们在轻松的气氛中进入复习,同时这些食物类的单词和句型也起到了承上启下的作用,为新课做了一定的铺垫。 2. 设计与生活相近、与课文内容也相关的语境,导入新词汇和句型,再自然地引入课文。环环相扣,层层深入,让学生轻松地掌握课文内容。 3. 呈现的活动丰富、操练形式多样,充分调动了学生的积极性,使学生能够积极主动地参与到活动中,既拓展了思维,也明显提高了语言能力。 4. 本节课的对话学习中穿插了中西饮食文化中餐具使用的差异,充分激发了学生的学习兴趣。 ▶Teaching Contents & Teaching Aims Let’s talk ·Be able to understand the general idea of the dialogue. ·Be able to read the dialogue with the correct pronunciation and intonation. ·Be able to use the sentence structures“—Would you like…? —Yes, please./No, thanks. I can use…”to offer suggestions on the use of tableware and make correct response in situations. ·Be able to use the functional sentence “Help yourself.” in situations properly. · Be able to understand the meanings of the new words “knife, fork, chopsticks” in context, and pronounce them correctly. Let’s play ·Be able to consolidate and use the key sentence structures in the scene of food selection. ▶Teaching Priorities ·Be able to understand and say the sentence structures “—Would you like some…? —Yes, please. /No, thanks.” “Help yourself.” ·Be able to understand and read the text correctly with the accurate pronunciation and natural intonation. ▶Teaching Difficulties ·Be able to use the sentence structures of this lesson in real situations to give advice on dining or using tableware to others. ▶Teaching Procedures Teaching Stages Teacher’ s Activities Students’ Activities Teaching Purposes Warm-up & Revision & Lead-in 1. Greetings. 2. Enjoy the song. 3. Play a game—“What’s missing?” 4. Free talk. Ask some questions. 1. Greetings. 2. Enjoy the song. 3. Say the missing words. 4. Answer the questions. Review the words learned by listening to music and playing games. And review the sentence structures of Part A in free talk. Help students arouse their existing knowledge and prepare for the next step. (续表) Teaching Stages Teacher’ s Activities Students’ Activities Teaching Purposes Presentation 1. Teach the new words and sentences. Learn the new words and sentences. Set the situation, and let students learn the new words in situations and perceive the new sentence structures. 2. Let’s talk. (1)Present the first picture of“Let’s talk”. (2)Play the cartoon and ask three questions. (3)Check the answers. (4)Read and act. Let students practice the dialogue in groups. (1)Talk about the picture. (2)Watch the cartoon and answer the questions. (3)Check the answers with the teacher. (4)Read after the recording. Practice the dialogue in groups. Then act out. Let students understand and master the key sentence structures in this lesson gradually, and lay the foundation for their skillful expression. Practice 1. Make a new dialogue. Show some sentences on the PPT. Make a model. Look at the sentences on the PPT. Make a new dialogue in pairs according to the example. Through making new dialogues, let students grasp the structures of key sentences and express them skillfully. 2. Let’s play. Show the picture of “Let’s play” on the PPT. Set a scene for students to practice. Make a model. Look at the picture of “Let’s play”. Practice in pairs according to the picture of “Let’s play”. Ask and answer as the teacher’s model. Perform on the platform. Let students practice the key sentence structures. Cultivate students’ ability to use language flexibly. Consolidation & Extension 1. Make a new dialogue by imitating the text. Give the central sentences. 2. Let’s chant. Give an example. 1. Talk about the main scene with the teacher. Make a new dialogue in groups of three. Act out the dialogue. 2. Change the words to make a new chant. Through the two activities, let students practice and use the key words and sentence structures they have learned. Homework 1. Listen and imitate the dialogue of “Let’s talk” for three times. 2. Do the exercises. The fifth period(第五课时) Part B Let’s learn & Let’s do ▶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、认读单词“chopsticks, bowl, fork, knife, spoon” ·能够运用句型“Pass me the knife and fork, please.”熟练地表述就餐时需要的餐具 Let’s do ·能够听懂指令,并根据指令做出正确的动作 ▶教学重点 1.能够听懂、会说、认读单词“chopsticks, bowl, fork, knife, spoon”。 2.能够运用句型“Pass me the knife and fork, please.”熟练地表述就餐时需要的餐具。 ▶教学难点 能够熟练且正确地向别人提出用餐建议或使用餐具的建议并做出正确的回应。。 ▶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 由上一课时与本课的重点句型作为韵句的主要结构来进行热身,帮助唤醒学生的已有知识,并为下一环节的学习做好准备。 2. PPT课件、课文录音、视频、卡片、餐具、蔬菜等。 ▶教学过程 Step 1: Warm-up & Lead-in 1. Greetings. 2. Let’s chant.① Teaching purpose② 通过用课件快速闪现食物图片,让学生快速说出单词,在复习旧知的同时为学习新知做铺垫,这个游戏能使学生注意力高度集中,快速融入课堂。 3. Sharp eyes.② T: Now let’s play a game. When you see the picture, try to say the word as quickly as you can. (课件出示:egg, juice, bread, milk, water, fish, rice, cake, beef, chicken, noodles, soup, vegetables的图片逐一快速闪现) 4. Lead-in. T: Do you know what I would like? Can you guess? S1: Would you like some bread? T: No, thanks. S2: Would you like some beef? T: Yes, please. … T: What would I like? Yes, I’d like some beef, … (Write down the food the teacher likes on the blackboard.) Teaching purpose③ 通过情景引入新词,把单词和句子与情景结合起来学习。在对话中加强学生对新知的理解与运用能力。 Step 2: Presentation 1. Teach the new words and sentences.③ (1)Teach the words “pass, knife, fork”. (教师拿出餐具:chopsticks, a knife and fork, a spoon, a bowl) T: Oh, I’m hungry. I’d like some beef. How can I eat it?I can use… S1: A knife and fork. T: Good. I can use a knife and fork. Pass me the knife and fork. Pass/pɑːs/, a/ɑː/, pass/pɑːs/. Pass me the knife and fork. Write down the sentence “Pass me the knife and fork.” on the blackboard and teach it. T: Thank you. Knife/naɪf/, kn/n/-i/aɪ/-fe/f/. Knife, knife, cut with the knife. (教师边说边做动作,学生跟读) T: Fork/fɔ:k/, or/ɔ:/. Fork, fork, use the fork. (教师边说边做动作,学生跟读) T: Look! The knife is in my right hand. The fork is in my left hand. Then cut with the knife and use the fork to eat. Can you use them now? S1: Yes, I can. Let me show you. T: Great! Can you use the knife and fork? S2: No, I can’t. T: Let me help you. (2)Teach the word “bowl”. T: (Show a bowl.) What’s this? S2: 碗。 T: Yes, it’s a bowl. Bowl/bəʊl/, ow/əʊ/. Pass me the bowl. (用动作示意S2把碗递过来) T: Thank you! Bowl, bowl, pass me the bowl. (教师边说边做动作,学生跟读) Write down the word “bowl” on the blackboard and teach it. T: What can I put in the bowl? Ss: Rice./Noodles./Soup. (课件出示:a bowl of rice, a bowl of noodles, a bowl of soup) T: Bowl, bowl, a bowl of rice/a bowl of noodles/a bowl of soup. (3)Teach the word “chopsticks”. T: Oh, I’m hungry, too. I’d like a bowl of noodles. How can I eat them? Use a knife and fork? S3: No. Use the Chopsticks. T: Good. I can use the chopsticks. Chopsticks//, ch/tʃ/ -op/ɒp/-chop/tʃɒp/-sticks/stɪks/, //. Pass me the chopsticks. (用动作示意S3把筷子递过来) T: Thanks. Chopsticks, chopsticks, use the chopsticks. (教师边说边做动作,学生跟读) Write down the word “chopsticks” on the blackboard and teach it. (4)Teach the word “spoon”. T: I can use the chopsticks to have noodles. Can I drink the soup with the chopsticks? S4: No. T: I can use the spoon. Spoon/spu:n/, sp/sp/, oo/u:/. /u:/, noodles, food, soup. Pass me the spoon. (用动作示意S4把勺子递过来) T: Thank you. Spoon, spoon, use the spoon. (教师边说边做动作,学生跟读) Teaching purpose④ 引导学生理解课文内容,掌握本课的重点单词和句型,并且让学生能够把本课学习的单词和句型灵活地运用在一起。 Write down the word “spoon” on the blackboard and teach it. 2. Let’s learn. (课件出示:教材P52 Let’s learn板块的图片及音频) ④ (1)Listen and ask. T: John is eating dinner at Wu Yifan’s home. Wu Yifan’s mum cooks a lot of delicious food. What can you see? S1: I can see some rice, some beef, some vegetables, some soup… S2: I can see a knife and fork, a spoon, some bowls, some chopsticks… T: Let’s listen to the recording, then answer the following questions: ①What would John like? ②How can he eat it? (2)Let students read after the recording and pay attention to the pronunciation and the intonation. (3)Check the answers. T: What would John like? S1: John would like some beef. T: How can he eat it? S2: He can use a knife and fork. (4)Let students practice the dialogue in pairs. (5)Act out the dialogue. Step 3: Practice Teaching purpose⑤ 在游戏中巩固本课所学的新词,使学生学起来更轻松更愉快,学习效果更好。 1. Play games and practice the words.⑤ (1)What’s missing? (游戏说明:课件出示词汇“chopsticks, a knife and fork, a spoon, a bowl”,然后让其中一个词汇快速消失,让学生说出消失的词汇。将词汇换成图片,再玩一次。) T: Please watch carefully and tell me what the missing word is. (2)Listen and find. Say a word or a phrase each time, and let students find the corresponding picture. (课件出示:筷子、刀叉、勺子、碗的图片) Teaching purpose⑥ 通过分享salad的制作过程让学生对本课的学习内容更加感兴趣。利用TPR教学方法可以营造轻松愉快的课堂气氛,更好地调动学生的学习积极性。 2. Let’s do.⑥ (1)Make a salad. T: You really did a good job. I want to make a salad for you. I need some help. Who can help me? Take out the prepared vegetables, knife, bowl, fork and spoon and ask a student to help with the salad. T: Look. A lot of vegetables. I want to make a vegetable salad. S1, I say, you do. Pass me the bowl. Pass me the knife. S1: Here you are. T: Good, thank you. Go back to your seat. Let’s go on. Cut the vegetables. Use the spoon. Use the fork. Now let’s try it! Wow, yummy! (2)Listen and do some actions. ①Present the pictures of “Let’s do”. (课件出示:依次出示教材P52 Let’s do板块的图片,学生回答后呈现与图片对应的文字) T: Let’s look at the pictures. I show, you say. (Show Picture 1.) S1: Pass me the bowl. (Show Picture 2.) S2: Pass me the knife. … ②Listen to the recording and read after it. (课件出示:教材P52 Let’s do板块的音频) ③Listen to the order and point to the corresponding pictures. T: Now I say, you point. Use the spoon. S1: (Point to Picture 4.) … ④Listen to the order and do the corresponding actions. T: I say, you do. Pass me the knife. S1: (Do the corresponding action.) … (3)Make a salad and taste the salad. Make a salad in groups of four. Then taste the salad. Teaching purpose⑦ 通过创设情境,让学生在情境中运用所学习的语言知识,不仅可以帮助学生更深层次地理解和掌握所学语言知识,而且通过小组活动可以培养学生的合作能力。 Step 4: Consolidation & Extension⑦ Dinner time. T: Suppose your friends are eating dinner at your home. Make a dialogue with your friends. Work in groups of three. Make a model: A: Dinner’s ready! Help yourself! B: Thanks. C: Would you like some…? B: Yes, please./No, thanks. Pass me the… C: Here you are. Ask some groups to perform the dialogues on the platform and select the best group. ▶板书设计 ▶作业设计 1. Listen to the recording and read the new words and sentences for twenty minutes. 2. Make a salad for your 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. 这是一节单词和句型的新授课。用Let’s chant 这种说、做结合的活动来热身,既调节了气氛,又起到了很好地承前启后的作用。 2. 把单词放入情景中教学,加深学生的理解和记忆,然后再通过游戏加以巩固,学习效果事半功倍。 3. 句型操练设计形式多样,以学生为本,层层递进,完成了语言从输入再到输出的过程。 4. Let’s do部分制作沙拉,使用实物教学,边做边教学,再到学生自己动手做,自己品尝自己的成果,把这节课推向高潮,学生不仅学会了做沙拉,也学会了用语言来表达沙拉的制作过程。 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 and read the words “chopsticks, bowl, fork, knife, spoon”. ·Be able to use the sentence structure“Pass me the knife and fork, please.”to express the tableware needed in dining skillfully. Let’s do ·Be able to understand the instructions and make correct actions according to the instructions. ▶Teaching Priorities ·Be able to understand, speak and read the words “chopsticks, bowl, fork, knife, spoon”. ·Be able to use the sentence structure“Pass me the knife and fork, please.”to express the tableware for dining adroitly. ▶Teaching Difficulties ·Be able to give suggestions on dining or using tableware to others skillfully and correctly, and make correct response. ▶Teaching Procedures Teaching Stages Teacher’ s Activities Students’ Activities Teaching Purposes Warm-up & Lead-in 1. Greetings. 2. Let’s chant. 3. Sharp eyes. 4. Lead-in. 1. Greetings. 2. Read the chant loudly and act it out. 3. Say the word quickly. 4. Answer the questions. Review the words about food and related sentence structures. Help students awaken their existing knowledge. (续表) Teaching Stages Teacher’ s Activities Students’ Activities Teaching Purposes Presentation 1. Teach the new words and sentences. Learn the new words and sentences. Introduce the new words through situations. Learn the words in combination with the situation. Strengthen students’ understanding and application of new knowledge in dialogue. 2. Let’s learn. (1)Play the recording and ask. (2)Play the recording again. (3)Check the answers. (4)Let students practice the dialogue in pairs. (5)Let students act out the dialogue. (1)Listen and answer. (2)Read after the recording and pay attention to the pronunciation and the intonation. (3)Check the answers with the teacher. (4)Practice the dialogue in pairs. (5)Act out the dialogue. Understand the content of the text, master the key words and the sentence structures, and use them flexibly through the above activities. Practice 1. Play games and practice the words. (1)What’s missing? (2)Listen and find. (1)Say the missing words. (2)Listen to the teacher and find out the corresponding pictures. Consolidate the new words in the game. Make learning more relaxing and enjoyable for students, and make the learning effect better. 2. Let’s do. (1)Make a salad. Teach how to make a vegetable salad. (2)Listen and do some actions. Show the pictures of “Let’s do”. (3)Make a salad and taste the salad. (1)Learn how to make a salad. (2)Listen and do the relevant actions. (3)Make a salad in groups and taste it. Stimulate students’ learning interest and enthusiasm. Increase students’ participation. Consolidation & Extension Dinner time. Create a scene for students. And give relevant sentence structures. Select the best group. Make dialogues. Work in groups of three. And show the dialogue on the platform. Understand and master the language knowledge at a deeper level. Develop students’ cooperative ability through group activities. Homework 1. Listen to the recording and read the new words and sentences for twenty minutes. 2. Make a salad for your parents. 3. Do the exercises. The sixth period(第六课时) Part B Read and write & Let’s check & Let’s sing ▶教学内容与目标 课时教学内容 课时教学目标 Read and write ·能够按意群和正确的语音、语调朗读对话并理解大意 ·能够在有意义的语境中抄写本单元的话题词汇,完成句子 ·能够综合运用本单元的核心词句 Let’s check ·检测学生是否能够听懂和理解本单元A、B部分的核心句型 ·考查学生对于本单元核心词汇的认读和意义的理解 Let’s sing ·能够了解歌词意义,并能够清晰准确地歌唱 ▶教学重点 1. 能够听懂、会说、认读本单元重点词汇。 2. 能够完成阅读、判断、匹配等活动,正确理解、认读本单元重点句型。 ▶教学难点 1. 能够在有意义的语境中抄写本单元的话题词汇,完成句子。 2. 能够综合运用本单元的核心词句。 ▶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、卡片等。。 Teaching purpose① 通过听命令或问句找对应词汇的互动形式来复习已学的重点句型和词汇,帮助唤醒学生的已有知识,为下一环节的学习做好准备。 ▶教学过程 Step 1: Warm-up & Revision① 1. Greetings. 2. Let’s do. (课件出示:教材P52 Let’s do板块的音频) 3. Listen and do. The teacher pastes the pictures of tableware and food around the classroom before class. The teacher says, “Pass me…/Give me…” And students find the right pictures and give them to the teacher. Or the teacher says, “What would you like?” And students answer the question and find the right pictures. Teaching purpose② 通过观察和描述图片,在复习本单元的词汇和句型的基础上认读理解本课的新句型。 Step 2: Presentation 1. Pre-reading. (课件出示:傍晚John在家的图片)② (1)Look and say. T: It’s time for dinner. Look! Where is John? Yes, he’s at home. What would John like for dinner? Can you guess? Ss: Beef./Bread… The students guess the answers and the teacher writes down the words on the blackboard. The teacher takes out the pictures of food and asks several students to paste the pictures next to the corresponding words. Show the pictures of tableware. T: I’m hungry. I’d like some noodles. (教师从图片中随机抽取餐具图片并提问) Can I have a spoon/a knife and fork/chopsticks, please? Ss: Yes./No. T: Would you like some noodles? S1: Yes, please. (教师提示学生抽取一张餐具图片,其中不包含筷子图片) Can I have a spoon/a knife and fork, please? T: Yes, but try chopsticks for noodles. Teaching purpose③ 通过细读环节,培养学生自主阅读获取信息和处理信息的能力,进而提升学生的阅读技巧,让学生比较扎实地掌握所学知识。 Teach the sentence structures “Can I have…, please?” “Try… for…” and ask students to practice them. (课件出示:①先呈现牛肉、勺子图片,然后出现刀叉图片;②先呈现汤、筷子图片,然后出现勺子图片) 2. While-reading.③ (1)Watch the cartoon and answer. T: Look! John is at home with his mother. It’s time for dinner. They are talking about their dinner. What would John like for dinner? Watch the cartoon, find the answer and underline the key sentences. (课件出示:教材P53 Read and tick部分的动画) (2)Watch the cartoon again and answer. T: Would John like some noodles? What can John use for noodles? Watch the cartoon again, find the answers and underline the key sentences. (出示课件) (3)Read after the cartoon, then tick the pictures you read about in the talk. Ask students to pay attention to imitating the accurate pause and intonation and realize the emotion of the characters. Check the answers. Answers: Picture 2, 3, 4, 5 (4)Read the dialogue after the teacher. Instruct students to read the text according to the sense groups. Teaching purpose④ 先引导学生观察图片中的内容,再来选择正确的单词进行填空,检验学生能否正确地理解句子、认读单词。最后让学生选择正确的单词填写句子来介绍自己想吃的晚餐食物,让学生在使用中巩固所学知识。 (5)Read the dialogue aloud. (6)Act out the dialogue. 3. Post-reading.④ Look, choose and write. (课件出示:教材P53 Look, choose and write部分的图片及练习) (1)Talk about the soup and choose some words to fill in the blanks. T: (Point to the soup.) What’s this? Yes, soup. This is John’s soup. What’s in the soup? Ss: Beef, vegetables and noodles. T: If you are John, you can say, “In my soup, I’d like some beef, vegetables and some noodles.” Pay attention to the spelling of these words. When we write sentences, we should pay attention to capitalizing the first letter. And we should also pay attention to punctuation marks. Write the sentence on the blackboard for demonstration. (2)Talk about your dinner and choose some words to fill in the blanks. T: Now suppose it’s 6:00 in the evening. It’s time for dinner. What would you like for dinner? Please talk to your partner, then write down your dinner in your book. Write the sentence on the blackboard for demonstration: I’d like some fish, vegetables and rice. Teaching purpose⑤ 在完成听力练习之前,引导学生观察图片获取信息,养成在做听力之前先获取信息的习惯。 Step 3: Practice 1. Let’s check.⑤ (1)Look at the pictures and describe them. (课件出示:教材P54 Listen and tick部分的图片) Lead students to observe the four pairs of pictures carefully. T: Let’s look at the first pair of pictures. What’s in the picture above? S1: Some soup and vegetables. T: What’s in the picture below? S2: Some vegetables and fish. T: Let’s look at the second pair of pictures. What’s in the picture above? S3: A spoon. T: What’s in the picture below? S4: Chopsticks. … (2)Listen and tick. Play the recording. (课件出示:教材P54 Listen and tick部分的音频) Ask students to tick the correct pictures. (3)Check the answers. Teaching purpose⑥ 这个活动是检验学生对单词的认读和理解能力的。学生获得图片中的信息之后再去匹配单词,如果他们能够正确认读单词,就能很轻松地完成这个活动。 Answers: 第一组:上图; 第二组:下图; 第三组:上图; 第四组:上图 2. Look and match.⑥ (1)Look at the pictures and describe them. (课件出示:教材P54 Look and match部分的图片) T: Look at the table. What’s on the table? Talk about it with your partner. (2)Look and match. (3)Check the answers. Answers: 第一行从左到右序号:531410 第二行从左到右序号:78926 Teaching purpose⑦ 给学生自由想象的空间,真正把语言活学活用之后,再运用到写作之中,可以提高学生的写作水平和语言组织能力。 Step 4: Consolidation & Extension 1. Let’s write.⑦ (1)Show some sentences with blanks on the PPT and let students try to write and practice in groups. (2)Choose the best one in each group, then select in the whole class. Selection rules: Teaching purpose⑧ 这首歌与本单元的重点内容息息相关,最后以学习歌曲来结束本节以及本单元课程,可以让学生在轻松欢快的氛围中复习巩固本单元的内容。 ①Write correctly and beautifully. ②Eat healthily. 2. Let’s sing.⑧ (1)Learn the first part of the song. ①Listen to the first part of the song, then answer: What would I like? (出示课件) Ss: Some fish and beef. (课件出示:学生回答之后出示 fish 和beef的图片,再出现dish的图片。做出鱼和牛肉放到碟子中的动画,通过动画让学生理解“Put it on my dish.”的含义) T: (鼠标点击鱼,鱼到碟中) Put it on my dish. T: (鼠标点击牛肉,牛肉到碟中) Put it on my dish. ②Learn the first part of the song after the recording. (2)Learn the second part of the song. ①Listen and do. (课件出示:图片a fork, a spoon, a knife) T: Please pass me a fork. (请一名学生上前找到PPT中fork的图片,并点击图片,图片飞到碟子的左边) T: Please pass me a knife. (请一名学生上前找到PPT中knife的图片,并点击图片,图片飞到碟子的右边) T: Please pass me a spoon. (请一名学生上前找到PPT中spoon的图片,并点击图片,图片飞到碟子中) T: Now, dinner’s ready! Can we please eat soon? Can we please eat soon? (教师边说边做动作,帮助学生们理解句子) ②Listen to the second part of the song and learn it. (出示课件) (3)Students sing the song while doing actions. (4)Ask students to replace the words of food in the song when they sing. ▶板书设计 ▶作业设计 1. Write a family dinner plan. 2. Sing the song to your family. 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 本课是本单元的最后一课时,它是一节综合复习的阅读课。 1. 热身部分就是对前面课程内容的复习。学生由唱到听最后到用,这样的复习很轻松,复习效果事半功倍。 2. 在阅读这部分,从直观地看,到问答,再到读,让学生对这一部分内容烂熟于心,这样语言输入就完成了,再通过练习与拓展,完成了语言输出的过程。 3. 学生们能正确地在四线三格内书写本单元的四会单词和句子。 4. 整个教学过程流畅自然,重点突出又有趣,达到了知识与趣味的结合。 ▶Teaching Contents & Teaching Aims Read and write ·Be able to read the dialogue with the correct pronunciation and intonation and understand the general idea of the dialogue. ·Be able to copy the topic words of this unit in meaningful context and complete the sentences. ·Be able to use the key vocabulary and sentences of this unit synthetically. Let’s check ·Check students’ listening and understanding of the key sentence structures in this unit. ·Examine students’ reading of the key words and understanding of the meanings of the words. Let’s sing  ·Be able to understand the meaning of lyrics and sing clearly and accurately. ▶Teaching Priorities ·Be able to understand, speak and read the key words of this unit. ·Be able to complete the reading, judgment, matching and the other activities. Understand and read the key sentence structures of this unit correctly. ▶Teaching Difficulties ·Be able to copy the topic words of this unit and complete the sentences in meaningful context. ·Be able to use the key words and sentences of this unit synthetically.. ▶Teaching Procedures Teaching Stages Teacher’s Activities Students’ Activities Teaching Purposes Warm-up & Revision 1. Greetings. 2. Play the recording of “Let’s do”. 3. Listen and do. Give instructions or ask questions. 1. Greetings. 2. Let’s do. 3. Find the right pictures. Review the key words and sentence structures of this unit by singing, reading, listening and speaking. Prepare for the following study. (续表) Teaching Stages Teacher’ s Activities Students’ Activities Teaching Purposes Presentation 1. Pre-reading. Show a picture of John staying at home. Write the words on the blackboard. Take out the corresponding pictures. Show the pictures of tableware. Guess what John would like for dinner. Paste the pictures. Choose the tableware and practice the sentence structures. By observing and describing the pictures, read and understand the new sentence structures of this lesson on the basis of reviewing the vocabulary and sentence structures of this unit. 2. While-reading. (1)Play the cartoon and ask. (2)Play the cartoon again and ask. (3)Let students read after the cartoon and tick. Check the answers. (4)Let students read after the teacher. (5)Let students read aloud the dialogue by themselves. (6)Act out. (1)Watch the cartoon and answer. (2)Watch the cartoon again and answer. (3)Read after the cartoon. Then tick the pictures in the talk. Check the answers with the teacher. (4)Read after the teacher. (5)Read aloud. (6)Act out. Cultivate students’ ability of obtaining and processing information by close reading, and then improve students’ reading skills, so that students can grasp the knowledge solidly. 3. Post-reading. Look, choose and write. Lead students to observe the picture and finish the exercises. Talk about the soup and choose some words to fill in the blanks. Talk about your dinner and choose some words to fill in the blanks. Check whether students can understand the sentences and read the words correctly. And let students consolidate their knowledge by writing sentences. (续表) Teaching Stages Teacher’ s Activities Students’ Activities Teaching Purposes Practice 1. Let’s check. (1)Lead students to observe and describe the pictures. (2)Ask students to tick the correct pictures. (3)Check the answers. 2. Look and match. (1)Lead students to describe the pictures. (2)Look and match. (3)Check the answers. 1. Let’s check. (1)Look at the pictures and describe them. (2)Listen and tick. Tick the correct pictures. (3)Check the answers. 2. Look and match. (1)Look at the pictures and describe them. (2)Look and match. (3)Check the answers. This activity is to test students’ ability to read and understand the words. Students get the information from the pictures and then match the words. If they can recognize the words correctly, they can easily complete the activity. Consolidation & Extension 1. Let’s write. (1)Show some sentences with blanks on the PPT. Make a model. (2)Choose the best one. Write something about food and tableware. Practice in groups. Give students the space of free imagination, and apply the language to writing after learning and using, so as to improve students’ writing level and language organization ability. 2. Let’s sing. (1)Teach the first part of the song. (2)Teach the second part of the song. (3)Let students sing the song while doing actions. (4)Ask students to replace the words of food in the song when they sing. (1)Learn the first part of the song. (2)Learn the second part of the song. (3)Sing the song while doing actions. (4)Replace the words of food in the song. This song is closely related to the key content of this unit. At last, finish this section and this unit by learning the song, so that students can review and consolidate the content of this unit in a relaxing and happy atmosphere. Homework 1. Write a family dinner plan. 2. Sing the song to your family. 3. Do the exercises. Unit 6 Meet my family! 教材分析 本单元学习的主题是朋友之间如何互相了解对方的家庭情况。教学内容主要是通过谈论家庭成员及其职业来展开的。教学重点是能够听、说、认读核心句型“—How many people are there in your family? —Three.”“—Is this your uncle? —Yes, it is. He’s a football player.”“—What’s your aunt’s job? —She’s a nurse.”;能够听、说、认读单词和短语“parents, cousin, uncle, aunt, baby brother, doctor, cook, driver, farmer, nurse”。 教学目标 知识与能力目标: 句型 ·能够听、说、认读句型“—How many people are there in your family? —Three.”“—Is this your uncle? —Yes, it is. He’s a football player.”“—What’s your aunt’s job? —She’s a nurse.” ·能够在情景中运用句型“How many people are there in your family?”询问并回答家中有几位家庭成员;能够在情景中恰当运用句型“My family has six people.”“But that’s only five.” ·能够在情景中运用句型“—Is this your…? —Yes, it is.”“—What’s your…’s job? —He’s/She’s a…”询问并回答某人与说话方的亲属关系及其职业情况 ·能够按照意群朗读Read and write文段中的核心句型 词汇 ·能听、说、认读单词和短语“parents, cousin, uncle, aunt, baby brother, doctor, cook, driver, farmer, nurse” ·能够在语境中正确使用上述有关家庭成员和职业的单词或短语简单介绍家庭成员及其职业 ·能够在有意义的语境中抄写上述话题词汇 语音 ·能够掌握a-e, i-e, o-e, u-e, -e在单词中的长音发音规则 ·能够对比掌握a, e, i, o, u的长、短音发音规则 ·能够根据发音规则正确读出生词,并能够按照示范例词的提示,从歌谣中找出符合a, e, i, o, u长、短音发音规则的单词 情感态度、文化意识、学习策略目标: ·能够体会并表达对家庭和生活的热爱之情 ·能够了解英语国家中家庭成员之间的称呼习俗 ·能够逐步做到见到符合a-e, i-e, o-e, u-e,-e发音规则的单词能够拼读,听到符合发音规则的单词能够拼写 课时安排 第一课时: Part A Let’s talk & Let’s count 第二课时: Part A Let’s learn & Let’s play 第三课时: Part A Let’s spell 第四课时: Part B Let’s talk & Draw and say 第五课时: Part B Let’ learn & Let’s play 第六课时: Part B Read and write & Let’s check & Let’s sing & Part C Story time The first period(第一课时) Part A Let’ s talk & Let’s count ▶教学内容与目标 课时教学内容 课时教学目标 Let’s talk ·能够在图片和教师的帮助下理解对话大意 ·能够用正确的语音、语调朗读对话,并能够进行角色扮演 ·能够在情景中运用句型“How many people are there in your family?”询问并回答家中有几位家庭成员 ·能够在情景中恰当运用句型“My family has six people.”“But that’s only five.” ·能够在语境中理解生词“people, but, little, puppy”的意思,并能够正确发音 Let’s count ·能够通过“看图数数”活动,在语境中运用句型“How many…are there in/on/near…the…?”询问并回答物品数量 ▶教学重点 1. 能够在图片和教师的帮助下理解对话大意;能够用正确的语音、语调朗读对话,并能够进行角色扮演。 2. 能够在情景中运用句型“How many people are there in your family?”询问并回答家中有几位家庭成员。 ▶教学难点 1. 能够熟练掌握句型“How many…are there…?”的用法,并能在实际情景中运用。 2. 能够掌握句型“My family has six people.”“But that’s only five.”并能进行初步运用。 ▶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、实物、头饰、家庭照片等。 Teaching purpose① 用英语对话快速吸引学生的注意力,营造良好的英语课堂氛围。通过谈论手指及学校用品的数量帮助学生复习数字的知识。运用课堂上的实物和人物,操练句型“How many...?”,为学习本课的重点句型做准备。 ▶教学过程 Step 1: Warm-up & Revision① 1. Greetings. 2. Revision. Use the number of fingers and school supplies to review the knowledge. T: How many fingers/books/pens/…do you see? Ss: … Ask three boys/four girls to come to the platform. T: How many boys/girls are there? Ss: Three. / Four. Step 2: Presentation Teaching purpose② 先请学生认真观察图片,获取信息。然后请学生数一数,以替换词汇的方式练习重点句型。 1. Let’s count.② (1) Show the picture of “Let’s count” on the PPT. (课件出示: 教材P58 Let’s count板块的图片)And talk about it with the sentence structure “How many apples/ants/birds/…are there on/in the…?” in class. (2) Teach the word “people”. T: Look in through the window. How many people are there in the family? Write down the word “people” on the blackboard and teach it. T: p/p/-eo/ i:/-ple/pl/, people . Then help students answer the question. Ss: Three. T: Who are they? Ss: The father, the mother and a boy. T: Yes, they’re parents and the son. (3) Teach the word “parents”. Tell students “a father + a mother=parents”. Show a picture of parents. (课件出示:父母亲的图片) Lead them to understand what “parents” means. Teaching purpose③ 在处理本课新授对话时,采用从处理局部语言到呈现完整对话的方式。先学习对话中出现的新词、新句,为后面学习并理解对话扫清障碍。同时利用教学资源,就学生的真实情况展开讨论,提高语言运用的实践性,也为完成下一步教学任务做好铺垫。 T: p/p/-a/eə/r/-en/ ən/-ts/ts/, parents . Let students read the word “parents” several times. 2. Teach the new sentence structures.③ (1) Ask a student a question: How many people are there in your family? S1: Three. My father(dad), my mother(mum) and me. T: You can also say “My parents and me.” Write down the sentence structures “—How many people are there in your family? —Three. My parents and me.” on the blackboard. Lead students to make dialogues with the question “How many people are there in your family?” according to the actual situations. First, students answer with the number. Then, students may answer with the words like brother, sister, grandfather(grandpa) and grandmother(grandma). Ask students to read and review these words. (2) Present and practice the sentence structure “My family has…people.” T: …’s family has 5 people. What about you? Ask students to practice the sentence structure in pairs. Then choose some students to introduce their families. (3) Present a survey form about the number of family members. (课件出示:家庭成员人数调查表) Let students use the sentence structures to carry out an investigation in groups of four and report the results of the survey. Present the results of a group survey. Point to the largest number in the form and say, “Wow!It’s a big family!” Then point to the smallest number and say, “But that’s only three.” Ask students to guess the meaning of the sentence and then explain the meaning of “but”. (4) Take out a photo of the teacher’s family. Then point to the family photo and ask the question. T: Look! This is a photo of my family. How many people are there in my family? Ss: Five. T: No, my family has six people. This is my father. This is my mother. This is my husband/wife. This is my little baby and this is me. (Point to the pet.) And this is my little puppy. Teach the words “baby, puppy” and ask students to read them. Use body language to make students understand the meaning of “little”. Teaching purpose④ 通过观察对话情景图片,初步猜测大意,激发学生对新知的学习兴趣。然后提出问题,激发学生的阅读兴趣。在阅读对话后,通过让学生回答问题帮助学生理解对话含义,学会在具体语境中运用新知。 3. Let’s talk.④ (1) Present the pictures of “Let’s talk” on the PPT. (出示课件) Lead students to observe the pictures and predict the main idea of the dialogue. (2) Watch the cartoon and answer the questions. Show the questions. (出示课件) Play the cartoon and ask students to answer the questions. (课件出示:教材P58 Let’s talk板块的动画) Let students try to underline the answers in the book. Q1: How many people are there in Chen Jie’s family? (Three.) Q2: How many people are there in Amy’s family? Five or six? (Six.) T: Great! Who are they in Chen Jie’s family? Who are they in Amy’s family? Let’s watch the cartoon again. Play the cartoon again. (出示课件) Ask students to try to underline the answers in the book. T: Who are they in Chen Jie’s family? You can answer like this: Chen Jie says, “My parents and me.” Ss: Chen Jie says, “My parents and me.” Teaching purpose⑤ 通过跟读录音,帮助学生用正确的语音、语调朗读对话。通过构建语言框架,让学生根据对话原文填空,帮助学生充分理解课文内容。 T: Yes. The word “parents” here means “father and mother”. “My parents and me.” means “Chen Jie, her father and her mother.” So there are three people in Chen Jie’s family. T: Who are they in Amy’s family? Ss: Amy says, “My dad, my mum, my sister, my baby brother and me.” “And my little puppy!” T: Wonderful! (3)Play the recording of the dialogue. (出示课件) Ask students to read after it and pay attention to the pronunciation and the intonation.⑤ Then show the sentences related to the dialogue on the PPT. Ask students to fill in the blanks according to the dialogue. Teaching purpose⑥ 通过分角色朗读对话和不同形式的表演活动,让学生进一步理解并掌握本课的重点句型,为学生能够熟练运用重点句型进行表达奠定基础。 Step 3: Practice⑥ 1. Read the dialogue in roles. T: Now, who wants to be Amy? Who wants to be Chen Jie? Let’s read it in roles. 2. Act out the dialogue in class. Take out some headdresses and ask some students to act out the dialogue. 3. Play a game — “3D Family Photos”. Lead students to work in groups of four. One student introduces his/her family members, and the others act out according to his/her introduction in groups. For example: S1: Look, this is a photo of my family. This is my grandpa. S2: Hi, I’m grandpa. I’m old. (Act with body language.) S1: This is my dad. S3: Hi, I’m Dad. I’m tall and strong. (Act with body language.) Teaching purpose⑦ 通过课件的示范,让学生运用所学词汇及句型介绍自己的家庭,培养学生的综合语言运用能力。 … Step 4: Consolidation & Extension⑦ Show a picture of Amy on the PPT. Introduce her family by using the sentence structures of this lesson. Let students try to introduce their families by following the example. Ask students to practice in pairs. Then choose four students to show in class. At last, select the best introduction. ▶板书设计 ▶作业设计 1. Read and act out the dialogue of “Let’s talk”. 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. 本课时主要学习谈论家庭成员。课程开始,由复习数字导入句型“How many…?”,结合活动中的图片操练并运用句型。 2. 课程活动设计丰富,易操作,且具备层次感。从局部到整体,先学习对话中出现的新词、新句,为后面学习并理解对话扫清障碍,有效地提升了学生的核心素养。结合表格进行调查,并谈论家庭成员的情况,帮助学生理解核心句型的意义并学会运用。 3. 在对话教学时,从观察图片猜测内容,到预设问题粗读对话进行感知,经过听录音精读对话回答问题,最后通过填空补充对话,复述内容。一步一步,由浅入深,由易到难,符合教学规律。并且通过多种形式的朗读,帮助学生掌握对话,落实知识点。 ▶Teaching Contents & Teaching Aims Let’s talk ·Be able to understand the main idea of the dialogue with the help of the pictures and the teacher. ·Be able to read the dialogue with the correct pronunciation and intonation and act it out in different roles. ·Be able to use the sentence structure“How many people are there in your family?”in situations to ask and answer the number of family members. ·Be able to use the sentences“My family has six people.”“But that’s only five.”appropriately in situations. ·Be able to understand new words “people, but, little, puppy” in context and pronounce them correctly. Let’s count ·Be able to use the sentence structure“How many...are there in/on/near...the...?”in context to ask and answer the number of things through counting activity. ▶Teaching Priorities ·Be able to understand the main idea of the dialogue with the help of the pictures and the teacher. Be able to read the dialogue with the correct pronunciation and intonation and act it out in different roles. ·Be able to use sentence structure “How many people are there in your family?”in situations to ask and answer the number of family members. ▶Teaching Difficulties ·Be able to master the sentence structure “How many…are there…?” adroitly and use it in real situations. ·Be able to master and use the sentences “My family has six people.”“But that’s only five.” ▶Teaching Procedures Teaching Stages Teacher’ s Activities Students’ Activities Teaching Purposes Warm-up & Revision 1. Greetings. 2. Revision. Practice the sentence structures with fingers and school supplies. 1. Greetings. 2. Answer the questions and practice the sentence structures. Attract students’ attention quickly. Practice the sentence structures with objects and characters in class. Prepare for studying the key sentence structures in this lesson. Presentation 1. Let’s count. (1) Show the picture of “Let’s count” and talk about it with the key sentence structure. (2) Teach the word “people”. (3) Teach the word “parents”. (1) Look at the picture and talk about it. (2) Answer the questions and learn the word “people”. (3) Learn the word “parents”. Get information by observing the picture carefully. Practice the key sentence structures by replacing words. 2. Teach the new sentence structures. (1) Ask a student a question: How many people are there in your family? (2) Present and practice the sentence structure “My family has…people.” (3) Lead students to complete the form. Teach the word “but”. (4) Teach the words “little, baby, puppy” with a family photo. (1) Answer the question and make dialogues according to the actual situations. (2) Practice the sentence structure “My family has…people.” in pairs. (3) Use the sentence structures to carry out an investigation in groups of four and report the results. Learn the word “but”. (4) Learn the words “little, baby, puppy”. Clear the way for studying the new dialogue by learning the new words and sentence structures. Improve the practicality of language using by discussing the actual situations of students. (续表) Teaching Stages Teacher’ s Activities Students’ Activities Teaching Purposes Presentation 3. Let’s talk. (1) Present the pictures of “Let’s talk” on the PPT. Help students predict the main idea of the dialogue. (2) Play the cartoon twice and ask some questions. (3) Play the recording. Ask students to read the dialogue after it. Show the sentences related to the dialogue on the PPT. Ask students to fill in the blanks. (1) Observe the pictures and predict the main idea of the dialogue. (2) Watch the cartoon twice. Answer the questions. (3) Read the dialogue after the recording. Fill in the blanks according to the dialogue. Stimulate students’ interest in learning new knowledge through observing pictures. Use the questions to attract students’ attention and help students learn how to use new knowledge in specific contexts. Make sure students can read the dialogue with the correct pronunciation and intonation. Practice 1. Read the dialogue in roles. Ask students to read the dialogue in roles. 1. Read the dialogue in roles. Through reading the dialogue in roles and different forms of performing activities, let students further understand and master the key sentence structures. 2. Act out the dialogue in class. Ask students to act out the dialogue in class. 2. Act out the dialogue in class. 3. Play a game— “3D Family Photos”. 3. Work in groups of four. One student introduces his/her family members, and the others act out. Consolidation & Extension Show a picture of Amy. Present an example. Let students try to introduce their families by following the example. Introduce their families by following the example. Cultivate students’ comprehensive language using ability by introducing their families. Homework 1. Read and act out the dialogue of “Let’s talk”. 2. Do the exercises. The second period(第二课时) Part A Let’s learn & Let’s play ▶教学内容与目标 课时教学内容 课时教学目标 Let’s learn ·能够听懂、会说、认读单词和短语“parents, uncle, aunt, cousin, baby brother” ·能够在语境中正确运用以上单词和短语介绍自己的家人 Let’s play ·能够通过活动巩固所学单词和短语“parents, uncle, aunt, cousin, baby brother” ·能够在真实情景中运用句型“This is my… He’s/She’s…”介绍自己的家庭成员,并简单描述其外貌特征 ▶教学重点 1. 能够听懂、会说、认读单词和短语“parents, uncle, aunt, cousin, baby brother”,并能简单介绍和描述自己的家人。 2. 能够理清家庭成员之间的关系。 ▶教学难点 能够综合运用所学词汇和句型来介绍和描述自己的家人。 ▶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、人物头饰、家庭成员类单词卡片等。 Teaching purpose① 以歌曲来吸引学生的注意力,帮助他们开启英语学习之旅。同时,复习有关家庭成员和描述外貌的知识,为接下来的学习做好知识与心理的双重准备。 ▶教学过程 Step 1: Warm-up & Revision & Lead-in① 1. Greetings and enjoy a song. Play the song—I love my family. (课件出示:PEP三下教材P20 Let’s sing板块的歌曲) Ask students to listen carefully and sing together. 2. Revision. Take out the word cards of family members that students have learned in Grade 3. Teaching purpose② 通过介绍Tom的家人,让学生了解如何使用学过的语言来介绍和描述他们的家人,为下一环节的学习做好准备。 Choose several word cards at random. Ask students to read the words and act with body movements according to the words on the cards. 3. Lead-in.② Show a photo of Tom’s family. (课件出示:男生Tom的家庭照片) Lead students to introduce and describe Tom’s family members. Lead in the relevant content of this lesson. T: Boys and girls, look! This is Tom’s family. There are four people in his family. This is his father. He is tall and strong. This is his mother. She is short and nice. This is his baby sister. She is little and cute. He loves his family. Teaching purpose③ 用看人物轮廓猜一猜的方式设疑,激发学生的学习兴趣。从观察头发,到猜一猜图中人物是谁,引导学生进入新授知识的学习中,极大地提高学习效率。 Step 2: Presentation 1. Teach the phrase “baby brother”.③ Show the picture of Amy’s outline on the PPT. (课件出示: Amy的轮廓图) Ask students to guess who she is. Then play the recording of Amy’s monologue “Hi. Meet my family!” (出示课件) Help students understand the meaning of the sentences and ask them to read after the recording. Show the picture of the baby brother’s hair. (课件出示:Amy弟弟的头发图片) Lead students to guess basing on what they have learned: brother, sister, mother, father. Then show the complete picture of the baby brother. (课件出示:Amy弟弟的全图) Write down the phrase “baby brother” on the blackboard and teach it. T: b/b/-a/eɪ/-b/b/-y/i/, baby . Teaching purpose④ 继续用猜人物的方式引出单词,整合并复习上节课学过的知识,并为后面教学的自然过渡做铺垫。 T: This is Amy’s baby brother. He’s cute. 2. Teach the word “parents”.④ Present the picture of Amy’s mum and dad’s outline. (课件出示:Amy父母亲的轮廓图) Lead students to guess “Amy’s father and mother”. Continue to show the whole picture and teach the word “parents”. (出示课件) Write down the word “parents” on the blackboard and teach it. Teaching purpose⑤ 在理解单词的意义以及在中英国家中的不同用法的基础上教授单词,帮助学生更好地理解和掌握单词。 3. Teach the words “uncle, aunt, cousin”.⑤ Present the picture of Amy’s aunt and uncle on the PPT. (课件出示: Amy的叔叔和婶婶的图片) Ask a question: The man is Amy’s father’s/mother’s brother. Who is he? Help students understand the word “uncle”. Write it down on the blackboard and teach it. T: u/ʌ/-n/ŋ/-c/k/-le/l/, uncle //. Teach and practice the word “aunt” in the same way. T: au/ɑː/-n/n/-t/t/, aunt /ɑːnt/. Explain the usage of “aunt, uncle” in English-speaking countries. Show the picture of uncle and aunt’s child. (课件出示:叔叔婶婶的孩子的图片) T: She is Amy’s uncle’s daughter. She’s Amy’s… Teach the word “cousin”. T: c/k/-ou/ʌ/-s/z/-in/n/, cousin //. Explain the meaning of “cousin”: The uncle and the aunt’s daughter or son can be called “cousin”. Write down the word “cousin” on the blackboard. Point to the words “uncle, cousin”. Get students to pay attention to the pronunciation of “u” and “ou”. Teaching purpose⑥ 通过跟读录音,帮助学生掌握正确的读音。通过边读边指这种形式,将所学词汇的音和形相结合。 T: The letter “u” in “uncle” and the letter combination “ou” in “cousin” both sound /ʌ/. 4. Listen, read and point.⑥ Play the recording of the vocabulary of “Let’s learn” and ask students to read after the recording. (课件出示:教材P59 Let’s learn板块中词汇部分的音频) Let students listen again and point out the words or the phrase they hear as they read them. 5. Let’s learn.⑦ Teaching purpose⑦ 在掌握词汇的基础上,结合语言支架,挑选人物进行描述并表演,灵活操练,有效突出本课的重点。 Show the picture of “Let’s learn”. (课件出示:教材P59 Let’s learn板块的图片) Let students choose two people from the picture to describe them according to the sentences on the PPT and act out in pairs. Teaching purpose⑧ 三个活动的目的都是让学生熟悉并操练重点词汇。活动一帮助学生理解单词的意思,并将单词图片与意义结合起来。活动二让学生将词形与读音结合起来。活动三让学生通过反复地猜测来不断重复重点词汇,进而熟悉并掌握词汇。 Step 3: Practice⑧ 1. Sharp eyes. Show pictures of Amy’s family members in a flash on the PPT, and then pause at random. (出示课件) Let students say the vocabulary related to the characters on the screen. T: Who’s he/she? Ss: He’s/She’s Amy’s… 2. Point and say. Point to the vocabulary on the blackboard. Ask students to say it out quickly. 3. A guessing game. Teaching purpose⑨ 以做家谱树的方式帮助学生理清家庭成员之间的关系。 Show the back of the family members’ word cards. Ask students to guess what word or phrase it is. 4. Make a “family tree”.⑨ Ask students to make a “family tree” for Amy. Let students choose the words or the phrase and fill them in the blanks of the family tree. Step 4: Consolidation & Extension⑩ 1. Let’s play. Teaching purpose⑩ 这种趣味活动,一方面可以激发学生的参与兴趣,另一方面可以综合(课件出示:Amy家的家谱树图)介绍家人和描述人物外貌特征的知识,让学生在参与活动的过程中提升自己的口语表达能力。 Show the picture of “Let’s play” on the PPT. (课件出示: 教材P59 Let’s play板块的图片) Lead students to observe the picture. T: Look at Zhang Peng. He draws his family members on his fingers and talks about his family members. Please draw and say in the same way. Ask students to work in groups by following the example on the PPT and choose some students to show in class. Teaching purpose⑪ 通过介绍family的含义,对学生进行情感教育,教育学生要热爱家庭,关心家人,并珍惜家人对自己的爱。 2. Make a summary. ⑪ Show the word “family” on the PPT and explain what it means. Remind students to love their families and family members. T: Look at the word “family”. F is from “father”. A is from “and”. M is from “mother”. L is from “love”. Y is from “you”. It’s a sentence: “Father and mother I love you.” Say it to your parents. Do more for your parents. And I think your parents will love you more. ▶板书设计 ▶作业设计 1. Copy the new vocabulary in this lesson five times. 2. Introduce your family photos to your teacher or friends in English. 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. 本节课以词汇教学为主,词汇的正确运用是学习英语的关键,词汇运用是用词汇去进行语言实践的过程,在此过程中,句子和单词之间相辅相成,相互促进。 2. 采用图片和音频等直观教学手段,设计了一些有意义的任务,在学生们完成任务的过程中,帮助他们听懂和理解对话,达到了运用语言进行真实交流的目的。 3. 在操练环节中通过让学生参与Let’s play板块的活动,增强了学生的口语表达能力。 4. 教学过程遵循了学生的认知规律,单词、短语、句型教学先是让学生知其义,再识其音和形,让学生在理解中去学、去运用。 ▶Teaching Contents & Teaching Aims Let’s learn ·Be able to understand, speak and read the vocabulary “parents, uncle, aunt, cousin, baby brother”. ·Be able to use the vocabulary above to introduce their family members in context correctly. Let’s play ·Be able to consolidate the vocabulary “parents, uncle, aunt, cousin, baby brother” through activities. ·Be able to use the sentence structures “This is my… He’s/She’s…” to introduce their family members and describe their appearance characteristics simply in real situations. ▶Teaching Priorities ·Be able to understand, speak and read the vocabulary “parents, uncle, aunt, cousin, baby brother”, and be able to introduce and describe their family members briefly. ·Be able to sort out the relationship among family members. ▶Teaching Difficulties ·Be able to use the vocabulary and the sentence structures synthetically to introduce and describe their family members. ▶Teaching Procedures Teaching Stages Teacher’ s Activities Students’ Activities Teaching Purposes Warm-up & Lead-in 1. Greetings and enjoy a song. Play the song—I love my family. 2. Revision. Review the words of family members with the word cards. 3. Lead-in. Show a photo of Tom’s family. Lead in the relevant content of this lesson. 1. Greetings. Listen to the song carefully and sing together. 2. Read the words and act with body movements according to the words on the cards. 3. Look at the photo of Tom’s family. Introduce and describe Tom’s family members. Use a song and a picture to arouse students’ curiosity and interest. Let students know how to use the language they have learned to describe their family members. Presentation 1. Teach the phrase“baby brother”. Show Amy’s outline, the picture of Amy, Amy’s baby brother’s hair and the picture of Amy’s baby brother on the PPT. Teach the phrase “baby brother”. Guess who she/he is. Learn the phrase “baby brother”. Lead in the new knowledge and improve students’ learning efficiency by asking questions. 2. Teach the word “parents”. Show the outline and the picture of Amy’s parents and teach the word. Look at the picture and learn the word “parents”. Integrate and review the knowledge of the last lesson. 3. Teach the words “uncle, aunt, cousin”. Teach the words with pictures and explain the usage of these three words in English-speaking countries. Learn the words “uncle, aunt, cousin”. Understand the usage of these words in English-speaking countries. Help students understand and master the words on the basis of understanding the meaning of words and the different usages in Chinese and English countries. 4. Listen, read and point. Play the recording of the vocabulary of “Let’s learn” twice. Read after the recording. Point out the words or the phrase they hear as they read them. Make sure students master the correct pronunciation. 5. Let’s learn. Show the picture of “Let’s learn”. Let students choose two people from the picture to describe according to the sentences and act out in pairs. Choose two people from the picture to describe according to the sentences. Act out in pairs. On the basis of mastering vocabulary, help students use sentence structures to practice the vocabulary flexibly. (续表) Teaching Stages Teacher’ s Activities Students’ Activities Teaching Purposes Practice 1. Sharp eyes. Show pictures of Amy’s family members in a flash, and then pause at random. Say the vocabulary related to the characters on the screen. The purpose of the three activities is to make students familiarize and practice the key vocabulary. 2. Point and say. Point to the vocabulary on the blackboard. Say the words or the phrase out quickly. 3. A guessing game. Show the back of the word cards about family members. Guess what word or phrase it is. 4. Make a “family tree”. Ask students to make a “family tree” for Amy. Make a “family tree” for Amy. Choose the words or the phrase and fill them in the blanks of the family tree. Help students sort out the relationships among family members by the way of making a “family tree”. Consolidation & Extension 1. Let’s play. Show the picture of “Let’s play”. Ask students to work in groups and choose some students to show in class. Observe the picture, then draw and say in the same way. Work in groups and show in class. Let students enhance their oral expression ability in the process of participating in activities. 2. Make a summary. Show the word “family” and explain what it means. Know the meaning of “family”. Through knowing the meaning of “family”, students are reminded to love their families, care for their family members and cherish their family members’ love. Homework 1. Copy the new vocabulary in this lesson five times. 2. Introduce your family photos to your teacher or friends in English. 3. Do the exercises. The third period(第三课时) Part A Let’s spell ▶教学内容与目标 课时教学内容 课时教学目标 Let’s spell ·能够根据a, e, i, o, u, a-e, i-e, o-e, u-e,-e的发音规则读出单词 ·能够通过对比a, e, i, o, u的长、短音,听录音选词,强化已学的发音规则 ·能够跟读歌谣,在有节奏的吟唱中强化学习上述发音规则 ·能够按照示范例词的提示,从歌谣中找出符合上述发音规则的单词 ▶教学重点 1. 能够感知并归纳元音字母a, e, i, o, u在开音节及闭音节中的发音规则。 2. 能够读出符合a, e, i, o, u发音规则的单词。 ▶教学难点 能够根据单词的读音拼写出符合发音规则的单词。 ▶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、录音、视频等。 ▶教学过程 Step 1: Warm-up & Revision & Lead-in① 1. Greetings. Teaching purpose① 通过韵句唤醒学生的记忆,帮助学生复习学过的单词,引出即将在语音韵句中提到的“cat”。 2. Read a chant. Show a chant on the PPT. Ask students to read it with the teacher together. Teaching purpose② 通过讨论图片,引导学生预先感知韵句的内容,并回忆一些语音例词的读音。 3. Lead-in.② Show a picture of a cat on the PPT. (课件出示: 一只猫的图片)Then ask students to discuss what they see. T: What’s this? Ss: It’s a cat. Teaching purpose③ 运用课件,逐步呈现本部分小猫的图片。采用对比的方法,在师生对话中寻找该部分单词的语音特点。在卡通形象的呈现中展示单词,利用拼读规则找出每组单词的细微不同,加深学生对元音字母发音规则的理解,并掌握单词。在此基础上,听韵句,初步感知韵句内容。然后跟读,获取正确的语音。最后通过表演韵句,使学生以自己喜欢的方式操练韵句,以达到熟练说韵句的目的。 T: Yes! It’s a cute cat. Step 2: Presentation③ 1. Listen and chant. (1)①Present the picture on the PPT. (课件出示:教材P60 Listen and chant部分中猫的头部图片) Play the recording of the sentence “We like the cat!” (出示课件) At the same time, present two options “cat/ cut” on the PPT. (出示课件) Ask students to spell it according to the pronunciation of “cat”, like this: /k/-/æ/-/t/, /kæt/. And choose the right word “cat”. Emphasize that “a” sounds /æ/ in “cat”. Read the words “cat, cut” in class, and compare the sounds of the two words: cat/k t/, cut/kʌt/. ②Present the picture on the PPT. (课件出示:教材P60 Listen and chant部分中猫左右两手空着的图片) Lead students to say,“Oh, the cat is cute!” Then present two options “cut/cute” on the PPT. (出示课件) Ask students to spell it according to the pronunciation of “cute”, like this: /k/-/ju: /-/t/, /kju:t/. And choose the right word “cute”. Emphasize that “u-e” sounds /ju:/ in “cute”. Read the words “cut, cute” in class, and compare the sounds of the two words: cut/kʌt/, cute/kju:t/. ③Present the picture on the PPT. (课件出示:教材P60 Listen and chant部分中猫右手拿蛋糕的图片) Play the recording of the sentence “He’s got a cake!” (出示课件) At the same time, present two options “cake /Coke” on the PPT. (出示课件) Ask students to spell it according to the pronunciation of “cake”, like this: /k/-/eɪ/-/k/, /keɪk/. And choose the right word “cake”. Emphasize that “a-e” sounds /eɪ/ in “cake”. Read the words “cake, Coke” in class, and compare the sounds of the two words: cake/ keɪk /, Coke/kəʊk/. ④Point at the rose on the cake in the picture and say, “A red rose on the cake!” Ask students to spell the two words according to the pronunciations of “red” and “rose”, like this: /r/-/e/-/d/, /red/; /r/-/əʊ/-/z/, /rəʊz/. Read the phrase “a red rose” in class. ⑤Present the picture on the PPT. (课件出示:教材P60 Listen and chant部分中猫左手拿一杯牛奶的图片) Play the recording of the phrase “a cup of milk”. (出示课件) Ask students to spell it according to the pronunciation of “milk”, like this: /m/-/ɪ/-/l/-/k/, /mɪlk/. Read the phrase “a cup of milk” in class. ⑥Ask the question “Do you like the cat?” Lead students to answer, “Yes, we like the cat.” Present two options “like/lake” on the PPT. (出示课件) Ask students to spell it according to the pronunciation of “like”, like this: /l/-/aɪ/-/k/, /laɪk/. Then choose the right word “like”. Emphasize that “i-e” sounds /aI/ in “like”. Read the words “like, lake” in class, and compare the sounds of the two words: like/laɪk/, lake/leɪk/. (2) Play the recording of “Listen and chant”. (课件出示:教材P60 Listen and chant部分的音频) First let students listen carefully and feel the melody of the chant. Then ask students to sing the chant after the recording. Chant with students sentence by sentence. 2. Sing the chant freely. Let students sing the chant freely with clapping their hands. 3. Act out the chant together. Teaching purpose④ 此活动让学生将单词的读音与词形结合起来,帮助学生区分元音字母在开音节与闭音节中发音方式的不同。 Let students act out the chant in pairs,then ask four pairs to show in class. Step 3: Practice 1. Read, listen and circle.④ Ask students to read the words of “Read, listen and circle” and pay attention to the pronunciations of the words. Play the recording of this part. (课件出示:教材P60 Read, listen and circle部分的音频) Get students to listen to the recording and circle the correct words. Teaching purpose⑤ 通过教师的引导与示范,帮助学生回忆表格中各元音字母的发音规则,并根据发音规则写出符合其发音规则的单词。通过拼写与拼读来进一步巩固其发音规则。 Check the answers in class. Answers: 1. he; men; rice2. had; make; nose3. use; cat; mum 2. Chant again. Group and write.⑤ Show the chart of “Chant again. Group and write” on the PPT. (课件出示: 教材P60 Chant again. Group and write部分的表格) Get students to sing the chant in groups again and read the words in the chart by themselves. Then let them complete the chart in groups. Ask a group to show their answers and then ask other students to add. Write down students’ answers on the blackboard. 3. Classify the words.⑥ Teaching purpose⑥ 通过这个活动,让学生根据所给例词,将单词进行分类,区分其属于开音节发音规则还是闭音节发音规则。将字母与其发音匹配起来,帮助学生更好地掌握元音字母的发音规则。 Show lots of words students have learned on the PPT. (出示课件) Let students read and classify them according to the example words. Check the answers. Teaching purpose⑦ 通过语音韵句,帮助学生再一次巩固各元音字母的发音规则。 Step 4: Consolidation & Extension⑦ 1. Make a summary. 2. Review the chant. Play the recording of the “Listen and chant”. (出示课件) Ask students to sing it together. ▶板书设计 ▶作业设计 1. Read the words and the chant of “Let’s spell” three times after the recording. 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. 本课是一节语音复习课。主要教学元音字母a, e, i, o, u及a-e, i-e, o-e, u-e, -e的发音规则。在教学音标时,充分调动了学生的积极性,让学生在不断地感知和练习中自主总结发音规律。 2. 通过自编chant导入,将发音规则融入活泼的韵句中,激发了学生学习的兴趣。 3. 在小组和全班同学中进行“看图片,听录音,选单词”“拼读单词选单词”“chant表演”等活动,将所学知识运用于实践,提高了学生参与课堂学习的意识,调动了其学习热情。 4. 通过听一听,读一读,圈一圈,分一分等多种形式来反复练习,使学生在听、读中体会发音规律和拼写规律,并做到见词能读、听音能写。 ▶Teaching Contents & Teaching Aims Let’s spell ·Be able to read the words according to the pronunciation rules of “a, e, i, o, u, a-e, i-e, o-e, u-e, -e”. ·Be able to listen and choose the words by comparing the long and short sounds of “a, e, i, o, u”. ·Be able to read the chant after the recording and learn the pronunciation rules above in rhythmic chant. ·Be able to identify the words that conform to the pronunciation rules above from the chant according to the example words. ▶Teaching Priorities ·Be able to perceive and summarize the pronunciation rules of vowel letters “a, e, i, o, u” in open and closed syllables. ·Be able to read the words that conform to the pronunciation rules of “a, e, i, o, u”. ▶Teaching Difficulties ·Be able to spell the words that conform to the pronunciation rules according to their pronunciations. ▶Teaching Procedures Teaching Stages Teacher’ s Activities Students’ Activities Teaching Purposes Warm-up & Revision & Lead-in 1. Greetings. 2. Read a chant. 3. Lead-in. Show a picture of a cat and ask students to discuss what they see. 1. Greetings. 2. Read the chant with the teacher. 3. Talk about the picture. Help students review the words they have learned. Lead students to perceive the chant and recall the pronunciations of the example words by discussing the picture. Presentation 1. Listen and chant. (1) Show the pictures and play the recordings. Lead students to notice the different pronunciations of the similar words. (2) Play the recording of “Listen and chant”. (1) Look at the pictures and listen to the recordings to distinguish the similar words in each group, and master the words. (2) Listen to the chant carefully and feel the melody of it. Then sing after the recording. With the method of comparison, deepen students’ understanding of the pronunciation rules of the vowel letters. Read after the recording to help students get the correct pronunciation. 2. Sing the chant freely. Sing the chant freely with clapping their hands. Let students practice the chant in the way they like to achieve the goal of singing the chant skillfully. 3. Act out the chant together. Act out the chant in pairs and show in class. By acting the chant, strengthen the pronunciation rules of the vowel letters. (续表) Teaching Stages Teacher’ s Activities Students’ Activities Teaching Purposes Practice 1. Read, listen and circle. Play the recording. Then check the answers in class. Read the words. Then listen to the recording and circle the correct words. Check the answers. Help students distinguish the sounds of vowel letters in the open and closed syllables. 2. Chant again. Group and write. Show the chart. Ask students to complete it. Write down the words on the blackboard. Sing the chant in groups again and read the words in the chart by themselves. Complete the chart. Help students review and consolidate the pronunciation rules of the vowel letters in the chart. 3. Classify the words. Show lots of words students have learned on the PPT. Read and classify the words according to the example words. Help students better master the pronunciation rules of the vowel letters. Consolidation & Extension 1. Make a summary. 2. Review the chant. Play the recording of the chant. Sing the chant together. Help students further consolidate the pronunciation rules of the vowel letters. Homework 1. Read the words and the chant of “Let’s spell” three times after the recording. 2. Do the exercises. The fourth period(第四课时) Part B Let’s talk & Draw and say ▶教学内容与目标 课时教学内容 课时教学目标 Let’s talk ·能够在图片和教师的帮助下理解对话大意 ·能够用正确的语音、语调朗读对话,并能够分角色表演对话 ·能够在情景中运用句型“—Is this your…? —Yes, it is./No, it isn’t./No, it’s me.”“—What’s your…’s job? —He’s/She’s a/an…”询问并回答某人与说话方的亲属关系及其职业情况 ·能够在语境中理解词汇“football player, nurse”的意思,并能够正确发音 Draw and say ·能够通过画一画、说一说,巩固B部分对话中所学的核心句型 ▶教学重点 1. 能够在图片和教师的帮助下理解对话大意;能够用正确的语音、语调朗读对话,并分角色表演。 2. 能够理解并运用句型“—Is this your...? —Yes, it is./No, it isn’t./No, it’s me.”“—What’s your...’s job? —He’s/She’s a/an...”。 ▶教学难点 能够在真实情景中灵活运用核心句型。 ▶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、家庭称呼类和职业类单词卡片等。 Teaching purpose① 用自编chant吸引学生的注意力,激发他们学习英语的兴趣。同时,复习有关家庭称呼的知识,为接下来的学习做好准备。 ▶教学过程 Step 1: Warm-up & Lead-in 1. Greetings. 2. Show the chant—I love you.① Ask students to read the chant carefully and then chant it together. 3. Lead-in. Show the outline picture of the teacher’s family photo on the PPT. (课件出示: 教师全家福的轮廓图)Ask students to guess the relationship between the person in the picture and the teacher. T: This is my family photo. Guess! Who’s she/he? You can ask like this: Is this your…? Remind students to use rising tones in general questions. Ss: Is this your cousin/aunt/…? T: Yes, it is. / No, it isn’t. / No, it’s me. Write down the sentence structures “—Is this your…? —Yes, it is. / No, it isn’t. / No, it’s me.” on the blackboard. Teaching purpose② 通过图片,帮助学生理解新词的含义,并引导学生通过听音和拆音的方法学习新词的读音,为对话学习扫清障碍。 Step 2: Presentation 1. Teach the new vocabulary and sentence structures.② (1) After guessing some characters, the picture of the teacher’s family members is clearly presented. The teacher points to herself/himself and says, “I’m a teacher.” Then point to her/his aunt in the picture. T: This is my aunt. She’s a nurse. Show a picture of the teacher’s aunt in a nurse’s uniform. Help students understand what “nurse” means. Teach the word “nurse”, n/n/-ur/ɜː/-se/s/, nurse/nɜːs/. (课件出示:nurse的相关内容) Ask students to read after the teacher and pay attention to the sound of “ur”. It sounds /ɜː/ here. T: What’s my aunt’s job? She’s a/an… Ask students to guess the meaning of this question and the word “job” according to the context. Ss: She’s a nurse. Write down the sentence “What’s your aunt’s job?” on the blackboard and get students to read after the teacher. Teaching purpose③ 通过介绍家人的职业,引出职业名称,帮助学生理解其含义,并使其掌握单词的读音。 T: au/ɑː/-n/n/-t/t/, aunt/ɑːnt/, t’s/ts/, aunt’s/ɑːnts/. “t’s” sounds /ts/ here. T: j/dʒ/-o/ɒ/-b/b/, job/dʒɒb/.③ T: Now you can ask me about my other family members with the sentence structure. Ss: What’s your…’s job? T: He’s/She’s a/an… (doctor, football player, nurse, farmer, cook, driver…) Show the pictures of the jobs above to help students understand. Write down the sentence structure “He’s/She’s a/an…” on the blackboard. (2) Write down the phrase “football player” and the sentence “He’s a football player.” on the blackboard. Help students understand the meaning of “football” through pictures of a foot, a ball and a football on the PPT. (出示课件) Show the cards of “father” “teacher” “sister” and so on. Let students listen to the pronunciation of these words to know the sound of “-er” when it appears at the end of a word and spell the word “player”. Teach the word “player”. Ask students to read after the recording. (课件出示:player的相关内容) Teaching purpose④ 通过对本单元主情景图的学习,设置特定的语言环境,进一步感知核心句型。 2. Talk about the picture of the main scene.④ Present the picture of the main scene on the PPT.(课件出示: 教材Unit 6主情景图) T: This is Sarah’s family. They are putting on a play. Do you know its name? Students may answer in Chinese. T: How many people are there in Sarah’s family? Ss: Nine. Wow! Point to one actor in the picture and ask, “Is this Sarah’s uncle?” Ss: Yes, it is. /No, it isn’t. T: What’s his job? Lead students to find a relevant person. Ask students to describe his job through the dialogue in the picture. Ss: He’s a football player. Continue to talk about Sarah’s aunt’s and father’s jobs. Play the cartoon of the main scene on the PPT. (课件出示: 教材Unit 6主情景图的视频) Ask students to read after it. Teaching purpose⑤ 通过提问让学生对对话内容产生阅读的兴趣。再通过回答问题,帮助学生理解对话的内容。 3. Let’s talk.⑤ (1) Show the pictures of the three characters in “Let’s talk” on the PPT. (课件出示: 教材P61 Let’s talk板块中Sarah的叔叔和婶婶的照片以及Sarah小时候的照片) Ask students to guess who these people related to Sarah are and predict the main idea of the dialogue. T: Is this your Sarah’s…? Ss: … Write down the words on the blackboard according to students’ guessing. T: What are Sarah and Zhang Peng talking about? Ss: They are talking about Sarah’s family members and their jobs. (2) Play the cartoon and ask the questions. Questions: Who’s this man/woman? What’s his/her job? Is the little baby Sarah’s baby brother? ① Play the cartoon of “Let’s talk” on the PPT and let students pay attention to the pronunciation and the intonation. (课件出示:教材P61 Let’s talk板块的视频) Ask students to watch the cartoon with the questions. Underline the answers in the book. ②Answer the questions. T: Who’s this man? Ss: It’s Sarah’s uncle. T: What’s his job? Ss: He’s a football player. T: Who’s this woman? Ss: It’s Sarah’s aunt. T: What’s her job? Ss: She’s a nurse. ③Play the cartoon again. (Pause at the last picture.) (出示课件) Teaching purpose⑥ 通过跟读与分角色表演对话,保证学生能够正确朗读对话,并进一步熟悉重点句型的表达。 T: Who’s the baby? Is the little baby Sarah’s baby brother? Ss: No. It’s Sarah. Sarah says, “It’s me!” (3) Read after the recording.⑥ Play the recording of “Let’s talk” on the PPT. (出示课件) Ask students to read after it. Then let them read in pairs. (4) Act out the dialogue. Ask students to read the dialogue freely and act out in roles. Select four pairs to act out in class. Step 3: Practice Teaching purpose⑦ 通过呈现单元主情景图,创编对话并操练重点句型,帮助学生在真实情景中运用核心句型,进而突破本课的重难点。 1. Make a dialogue.⑦ Present the picture of the main scene of this unit once again on the PPT. (课件出示: 教材Unit 6主情景图) Ask students to select a person in the picture and make a dialogue. Then let them practice in pairs. Make a model: A: Is this Sarah’s mother? B: Yes, it is. /No, it isn’t. She’s… Teaching purpose⑧ 通过观察图片、问答操练以及替换单词操练,逐步达到本部分“画一画,说一说”的要求,帮助学生巩固在对话中所学的核心句型。 A: What’s Sarah’s mother’s job? B: She’s a/an… 2. Draw and say.⑧ (1) Let students look at the four stick figures in “Draw and say”. (课件出示:教材P61 Draw and say板块的四幅简笔画) Ask them to describe the jobs of the characters. (2) Ask two students to read the dialogue of this part. Remind them to use rising tones in general questions. (3) Ask students to draw pictures of their family members. Then lead them to introduce their family members and the jobs of their family members w ith the key sentences. (4) Lead students to ask and answer in pairs with the following sentence structures. Teaching purpose⑨ “魔镜游戏”是上一个教学环节Draw and say活动的变化和延伸,让学生在轻松的游戏中,操练重点词汇和句型,并结合肢体语言,使学生对职业名词的理解更深入。 Step 4: Consolidation & Extension 1. Play a game— “Magic mirror”.⑨ Ask two students to make a model. First, use the ready-made materials in the classroom to make the frame of the magic mirror, such as a wooden ruler, broom, etc. Then ask student A to wear a mask with reflective effect and stand behind the mirror in a fixed position. B: (Stand in front of the mirror and ask.) Mirror, mirror on the wall! Is this B? A (“Magic mirror”): Yes, it is. B: What’s his/her job? A (“Magic mirror”): He’s/She’s a/an… Then let both of them make the representative action of this job at the same time. Teaching purpose⑩ 通过小结活动,帮助学生梳理并再现重点词汇与句型,从而对本课的重点内容进行总结及强化。 Get students to practice in pairs, then show in class. 2. Let’s sing—My family. Play the song —My family. (课件出示:教材P64 Let’s sing板块的歌曲)Ask students to listen carefully and sing together. 3. Make a summary.⑩ Point to the vocabulary and the sentence structures on the blackboard, and ask students to review them quickly. ▶板书设计 ▶作业设计 1. Read the dialogue to your parents. 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. 本课在A部分的基础上学习重点句型“—Is this your...? —Yes, it is./No, it isn’t./No, it’s me.”“—What’s your...’s job? —He’s/She’s a/an...”,教学内容贴近学生生活,因此学生们对话题较熟悉,这有助于他们更好地掌握知识。 2. 通过对本单元主情景图的教学,让学生在情景中初步感知重点词汇和句型,让英语课堂生动起来。 3. 在实践中注意分层教学,因材施教,用最有效的方式激发学生主动参与的兴趣,培养其独立思考和合作探究的创新精神。 4. 教学层次分明,引导适当,体现了学生在学习中的主体地位,顺利完成了教学目标。 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 talk ·Be able to understand the main idea of the dialogue with the help of the pictures and the teacher. ·Be able to read the dialogue with the correct pronunciation and intonation and act out the dialogue in roles. ·Be able to use the sentence structures “—Is this your...? —Yes, it is./No, it isn’t. /No, it’s me.”“—What’s your...’s job? —He’s/She’s a/an...” in situations to ask and answer the relationship between a person and the speaker and the person’s job. ·Be able to understand new vocabulary “football player, nurse” in context, and pronounce them correctly. Draw and say ·Be able to consolidate the key sentence structures learned in Part B by drawing and saying. ▶Teaching Priorities ·Be able to understand the main idea of the dialogue with the help of the pictures and the teacher. Be able to read the dialogue with the correct pronunciation and intonation and act out the dialogue in roles. ·Be able to understand and use the sentence structures “—Is this your…? —Yes, it is./No, it isn’t./No, it’s me.”“—What’s your…’s job? —He’s/She’s a/an…” ▶Teaching Difficulties ·Be able to use the key sentence structures flexibly in real situations. ▶Teaching Procedures Teaching Stages Teacher’ s Activities Students’ Activities Teaching Purposes Warm-up & Lead-in 1. Greetings. 2. Show the chant—I love you. 3. Lead-in. Show the outline picture of the teacher’s family photo on the PPT. Ask students to guess. 1. Greetings. 2. Read the chant carefully and chant with the teacher. 3. Talk about the outline picture with the teacher. Stimulate students’ curiosity and enthusiasm to participate in class by guessing. Presentation 1. Teach the new vocabulary and sentence structures. (1) Teach the word “nurse” and the sentence structures “—What’s your…’s job? —He’s/She’s a/an…” (2) Teach the phrase “football player”. Learn the vocabulary and the sentence structures. Help students learn the meanings and pronunciations of the new vocabulary. Let students perceive the new sentence structures. Clear the way for dialogue learning. 2. Talk about the picture of the main scene. Present the picture and play the cartoon of the main scene. Practice the key sentence structures by talking about the main scene. Read after the cartoon. Further perceive the key sentence structures by learning the main scene of the unit. 3. Let’s talk. (1) Show the pictures of the three characters in “Let’s talk” on the PPT. Ask students to guess. (2) Play the cartoon and ask the questions. (3) Play the recording of “Let’s talk”. (4) Ask four pairs to act out in class. (1) Look at the pictures and guess. (2) Watch the cartoon with the questions. Underline the answers in the book. And answer the questions. (3) Read after the recording and read in pairs. (4) Read the dialogue freely and act out in roles. Attract students’ interest in reading by asking questions. Help students understand the dialogue and perceive the key sentence structures. (续表) Teaching Stages Teacher’ s Activities Students’ Activities Teaching Purposes Practice 1. Make a dialogue. Present the picture of the main scene. Ask students to select a person in the picture and make a dialogue. Then let them practice in pairs. Select a person in the picture and make a dialogue. Then practice in pairs. Help students use the key sentence structures and break through the difficult points in real situations. 2. Draw and say. Lead students to complete the activities as required. Watch the stick figures and read the dialogue of this part. Draw pictures of their family members. Ask and answer in pairs. Help students consolidate the key sentence structures through a series of activities. Consolidation & Extension 1. Play a game — “Magic mirror”. Ask two students to make a model. Then ask students to play the game in pairs. Play the game and practice in pairs and then show in class. Practice the key vocabulary and sentence structures in the relaxing game. Make students have a deeper understanding of occupational nouns. 2. Let’s sing—My family. Listen carefully and sing the song together. Activate the atmosphere of class. 3. Make a summary. Point to the vocabulary and the sentence structures on the blackboard. Review the vocabulary and the sentence structures quickly. Help students consolidate and sort out the key knowledge of this lesson. Homework 1. Read the dialogue to your parents. 2. Do the exercises. The fifth period(第五课时) Part B Let’s learn & Let’s 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、认读五个有关职业的单词“doctor, cook, driver, farmer, nurse” ·能够在语境中正确运用这五个单词 ·能够在真实语境中理解句子“They’re helpful!”的意义,引导学生树立职业平等的观念 Let’s play ·能够在活动中模仿这五个职业的标志性动作,并用所学句型“—What’s his/her job? —He’s/She’s a/an...”正确询问并回答所模拟的职业 ▶教学重点 1. 能够听、说、认读并正确运用单词“doctor, cook, driver, farmer, nurse”。 2. 能够灵活运用句型“—What’s his/her job? —He’s/She’s a/an...”。 ▶教学难点 能够正确询问并回答家人的职业。 ▶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、课文录音、视频、学生准备的家人照片、家庭称呼类单词、职业类单词卡片等。 Teaching purpose① 让学生用学过的句子,结合全家福照片,在小组中自由交流,激发学生的语言表达欲望,快速导入教学。 ▶教学过程 Step 1: Warm-up & Lead-in 1. Greetings. 2. Free talk and lead-in.① Ask students to take out photos of their family and introduce their family members to each other in groups. Then ask four students to show in class. Select the best performer. Make a model: Teaching purpose② 运用上节课学过的对话,自然亲切地创设真实有效的教学情境。 采用对比的方式教学“nurse”和“doctor”,帮助学生掌握其词义及读音。 Hi! Meet my family! This is my father. This is my mother. This is my sister. This is my brother. Step 2: Presentation 1. Teach the words “nurse, doctor”.② Present Sarah’s aunt’s photo on the PPT and ask the question. T: What’s Sarah’s aunt’s job? Ss: She’s a nurse. T: Yes, she’s a nurse and she works in a hospital. Present the word “nurse” on the PPT and teach it. (课件出示:nurse的相关内容) T: n/n/-ur/ɜː/-se/s/, nurse/nɜːs/. Present a picture of the hospital to help students understand the meaning of “hospital”. (课件出示:医院的图片) T: My aunt works in a hospital, too. But she is not a nurse. (课件出示:一位女医生的图片) She’s a... Present the word “doctor” on the PPT and teach it. (课件出示:doctor的相关内容) T: d/d/-o/ɒ/-c/k/-t/t/-or/ ə (r)/, doctor//. Write down the words “nurse, doctor” on the blackboard. Play the recording of the two words. (出示课件) Let students read them after the recording. Ask students to read the words in groups with actions. For example: nurse (Do the action of holding an injector.) Teaching purpose③ 通过观察并讨论图片,让学生先对新授知识有直观的认识,再通过认真倾听获取信息,对新单词的词义和读音有更深的认识,最后通过对driver和farmer的比较,归纳并掌握更多的符合这种构词规则的职业类名词。 doctor (Do the action of holding a stethoscope.) 2. Teach the words “driver, farmer”.③ Present Sarah’s uncle’s photo on the PPT and ask the question: What’s Sarah’s uncle’s job? Ss: He’s a football player. T: Great! My uncle is not a football player. He drives a taxi. He is very helpful. What’s his job? Lead students to guess the word “driver” with the help of teacher’s body movement. Some students may speak in Chinese. Write down the word “driver” on the blackboard and teach it. (课件出示:driver的相关内容) Teaching purpose④ 以图片及音频相结合的方式呈现新单词,让学生从多角度感知新的教学内容。通过做与职业相关的动作,听与职业相关的声音,降低学习的难度,加深对新词的理解。通过拼读教学法与跟读获取新单词的准确读音,使学生在模仿中加深对新词的理解和记忆。 T: dr/dr/-i/aɪ/-v/v/-er/ ə (r)/, driver//. Let students read after the recording and read it one by one or in a row. (出示课件) Present a picture of a farmer on the PPT. (课件出示: 一位农民的图片)④ T: Sarah’s grandpa is very strong. He works on a farm. What’s his job? Lead students to guess the word “farmer”. Some students may speak in Chinese. Write down the word “farmer” on the blackboard and teach it. (课件出示:farmer的相关内容) T: f/f/-ar/ɑː/-m/m/-er/ ə (r)/, farmer//. Let students read after the recording and read it one by one or in a row. (出示课件) Present some occupational nouns similar to “driver, farmer”. Get students to try to read and find out what the words have in common. Teaching purpose⑤ 适时地进行情感教育,帮助学生树立职业平等的观念,培养其为家人职业而自豪的情感。 3. Teach the word “cook”.⑤ Present a picture of a cook on the PPT. (课件出示: 一位厨师的图片) T: Look at the man. He looks like a farmer. But he is not a farmer. Listen. What’s his job? (课件出示:菜入油锅和炒菜的声音) Lead students to guess the word “cook”. Some students may speak in Chinese. Write down the word “cook” on the blackboard and teach it. (课件出示:cook的相关内容) T: c/k/-oo/ʊ/-k/k/, cook/kʊk/. Let students read after the recording. (出示课件)Ask some students to read aloud. T: The nurse and the doctor can protect our health. The driver can drive. They can do many things for us. They are helpful! Write down the sentence “They are helpful!” on the blackboard and teach the word “helpful”.(课件出示:helpful的相关内容) T: help/help/-ful/ful/, helpful/helpful/. Ask students to read the sentence. 4. Watch the cartoon and read. Teaching purpose⑥ 在掌握新单词和核心句型的基础上,通过角色扮演来表演对话,让学生在真实情景中灵活运用语言,体验学习的乐趣。 Play the cartoon of “Let’s learn”.(课件出示:教材P62 Let’s learn板块的视频) Let students read after the recording. Remind them to pay attention to the pronunciation and the intonation. Ask students to listen again and point out the words they hear as they read after the recording. 5. Act out the dialogue.⑥ Teaching purpose⑦ 通过不同的操练活动,帮助学生认读单词,将单词的读音、拼写与词义结合起来。 Show the picture of “Let’s learn”. (课件出示:教材P62 Let’s learn板块的图片) Take out the headdresses of Chen Jie and Sarah. Let students act out the dialogue in pairs. Chen Jie: What’s your...’s job? Sarah: My...is a/an... Step 3: Practice⑦ 1. Play a game— “I point, you say.” Point to the words on the blackboard quickly. Let students read them loudly. 2. Play a game—“What’s missing?” Show all the word cards of jobs to students. Ask students to close their eyes, and take out one card from the word cards. Then let students open their eyes. Show them the word cards again. T: What’s missing? Let students say the missing word quickly. Reward the student who guesses quickly and correctly. 3. Play a game— “Stand, stand, stand!” Choose five students to go to the front of the classroom. Let each student squat down with a word card. Then lead students to play the game. Teaching purpose⑧ 通过这个活动,使学生重温本课的重点单词与句型,起到复习、巩固的效果。 (游戏说明:座位上的一位学生说出句子“I’m a/an...”。蹲在前面的五个人中,拿着相应图卡的学生马上站起来,举起图卡并将该单词大声读三遍。如果没有及时站起来,或者站起来的不是持有正确单词图卡的学生,则出局,再寻找其他的学生替换。) 4. Ask and answer.⑧ Show some word cards of family members and jobs. Take out a card randomly and ask students to practice. T: If I show you the word cards “mother” and “nurse”, boys must ask, “What’s your mother’s job?” Then girls answer, “She is a nurse.” Step 4: Consolidation & Extension Teaching purpose⑨ 通过TPR活动,训练手、眼、脑的配合。一方面能帮助学生进一步理解职业的特征,另一方面使学生巩固职业类单词的读音、词义。 1. Let’s play.⑨ (1)Present the five pictures of “Let’s play” on the PPT. (课件出示:教材P62 Let’s play板块的图片) Ask students to say out the words of jobs in the pictures in turn, and do actions to act out the jobs. (2)A boy does the action and the other boys ask, “What’s his job?” Girls guess the job with the sentence structure “He’s a/an...” Then exchange. Teaching purpose⑩ 通过小组活动,让学生在进行调查时不断使用目标语言,以达到熟练掌握的目的。 2. Make a survey in groups.⑩ Let students ask the jobs of family members in the groups with the sentence structure “What’s your...’s job?” and make a survey according to the chart. (活动说明:如果出现了不会的职业类名词,学生可以先用中文代替。教师在巡视过程中给以帮助和补充。) ▶板书设计 ▶作业设计 1. Copy the words learned in this lesson five times. 2. Investigate the jobs of friends or relatives. 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. 本课主要是学习五个表示职业的单词和询问某人职业的句型及其回答。教学新课前,用歌曲和对话的方式帮助学生复习了上节课所学的知识,为后面的授课做了铺垫。 2. 结合课件和师生互动,复习旧知并导入新课,将新授单词融入句型教学中,利用图片引入单词,灵活操练,并在学习新词的基础上进行句型操练。 3. 通过“I point, you say.”“What’s missing?”“Stand, stand, stand!”这三个游戏,将单词的拼写、读音和词义进行匹配操练。通过“看单词创编对话”的活动将单词和核心句型穿插融合,灵活操练。一系列活动过程由易到难,趣味性强。 4. 运用TPR活动完成Let’s play的教学,加强了学生对新知识的掌握。在小组中完成调查表格,进一步加深了学生对单词和句型的理解与运用。 ▶Teaching Contents & Teaching Aims Let’s learn ·Be able to listen, speak and read the words “doctor, cook, driver, farmer, nurse”. ·Be able to use the five words of jobs correctly in context. ·Be able to understand the meaning of the sentence “They’re helpful!” in real context. Lead students to establish the concept of occupational equality. Let’s play ·Be able to imitate the symbolic actions of the five occupations in the activity. Be able to ask and answer about the occupation with the key sentence structures “—What’s his/her job? —He’s/She’s a/an...” correctly. ▶Teaching Priorities ·Be able to listen, speak and read the words “doctor, cook, driver, farmer, nurse”, and use them correctly. ·Be able to use sentence structures “—What’s his/her job? —He’s/She’s a/an...”flexibly. ▶Teaching Difficulties ·Be able to ask and answer about the jobs of their family members correctly. ▶Teaching Procedures Teaching Stages Teacher’ s Activities Students’ Activities Teaching Purposes Warm-up & Lead-in 1. Greetings. 2. Free talk and lead-in. 1. Greetings. 2. Introduce family members to each other in groups. Free talk can stimulate students’ language expression desire. Presentation 1. Teach the words “nurse, doctor”. Play the recording. Learn the words “nurse, doctor”. Read after the recording and read the words in groups with actions. Have a good grasp of the meanings and pronunciations of the words by comparing. 2. Teach the words “driver, farmer”. Play the recording. Learn the words “driver, farmer”. Read after the recording and read one by one or in a row. Through discussion and listening, make students get a deeper understanding of the meanings and pronunciations of new words. 3. Teach the word “cook”. Play the recording. Help students understand the sentence “They’re helpful!” Learn the word “cook” and the sentence “They’re helpful!” Read after the recording. Read the sentence. The teaching of vocabulary was accompanied with emotional education. 4. Watch the cartoon and read. Play the cartoon. Read after the recording. Listen again and point out the words they hear as they read after the recording. Get the exact pronunciations of new words by reading. Deepen students’ understanding and memory by imitating. 5. Act out the dialogue. Show the picture of “Let’s learn”. Take out the headdresses of Chen Jie and Sarah. Act out the dialogue in pairs. Make sure students can read the dialogue correctly and fluently. (续表) Teaching Stages Teacher’ s Activities Students’ Activities Teaching Purposes Practice 1. Play a game— “I point, you say.” Point to the words on the blackboard quickly. 2. Play a game — “What’s missing?” Show all the word cards of jobs and take out one card from them. 3. Play a game — “Stand, stand, stand!” 1. Read the words loudly. 2. Say the missing word quickly. 3. Play the game. Help students become familiar with the spellings, pronunciations and meanings of the new words. 4. Ask and answer. Show the word cards and make an explanation. Make a new dialogue according to the cards taken out by the teacher. Review the key words and sentence structures in this lesson to summarize and consolidate the knowledge. Consolidation & Extension 1. Let’s play. Lead students to complete the activity. 2. Make a survey in groups. Give help and supplement to students. 1. Say out the words of jobs and do actions to act out the jobs. 2. Ask and answer in groups, and make a survey. Through the activity of TPR, train the coordination of students in hands, eyes and brains. Help students master the target language. Homework 1. Copy the words learned in this lesson five times. 2. Investigate the jobs of friends or relatives. 3. Do the exercises. The sixth period(第六课时) Part B Read and write & Let’s check & Let’s sing & Part C Story time ▶教学内容与目标 课时教学内容 课时教学目标 Read and write ·能够在图片的帮助下读懂小文段,并对照文后小图所提示的职业,判断文后四个问题的正误 ·能够在图片的帮助下,仿照示范例句,在四线三格中填充所缺少的单词 ·能够根据实际情况画简图,呈现家庭成员或朋友的外貌特征及职业,并仿照示范例句填充句子 Let’s check ·检测单元核心句型,考查本单元关于家人和职业核心词汇的认读 Let’s sing ·能够了解歌词意义并能够清晰准确地歌唱 Story time ·能够在图片的帮助下理解故事内容,复习巩固有关职业的词汇和句型 ·能够在教师的帮助下表演故事 ▶教学重点 能够综合运用本单元的核心词汇和句型并按要求完成练习。 ▶教学难点 总结并复习本单元所学的主要知识,提高学生总结知识的能力。 ▶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、家庭称呼类和职业类的单词卡片等。 Teaching purpose① 首先通过歌曲,激发学生学习的兴趣。再借助单词卡片,帮助学生复习学过的家庭称呼类和职业类的词汇。讨论学生家人的职业,以帮助他们复习本单元的重点句型,并为下一环节的学习做准备。 ▶教学过程 Step 1: Warm-up & Revision① 1. Enjoy a song—My family. Play the song twice. (课件出示:教材P64 Let’s sing板块的歌曲视频) Ask students to listen to it and then sing after it. At last, let students sing the song together. 2. Revision. Take out the word cards they have learnt in this unit. Show students the word cards one by one. Let students say them as quickly as they can. Then ask students to talk about their family members and the jobs of their family members with the word cards. T: What’s your…’s job? Ss: He’s/She’s a/an… Teaching purpose② 在预读中,先让学生观察图片,结合图片中的人物,师生展开对话,描述外貌特征,猜测职业。既能复习旧知,又能扫清小文段中的障碍,为后面的阅读和任务的完成奠定基础。 Step 2: Presentation 1. Pre-reading.② (1)Show the picture of “Read and write” on the PPT. (出示课件) Talk about it with students. T: Look at the picture. It’s a picture of John’s family. How many people are there in the picture? Ss: Five. T: Look at this woman. Can you say something? (Point to the woman on the right in the picture.) Lead students to describe her with the sentence “She’s friendly.” and guess her job with the sentence structure “She’s a/an…” (2) Point to the taller man in the picture. T: Look at this man. Can you say something? Lead students to describe him with the sentence “He’s strong.” and guess his job with the sentence structure “He’s a/an…” (3) Draw a basketball on the blackboard. Show a picture of a basketball player. (课件出示:一名篮球运动员的图片) Lead students to say “basketball player” according to the “football player”. Write down the phrase “basketball player” on the blackboard, and get students to read after the teacher. (4)Point to another man in the picture. Ask students to describe his appearance and guess his job with the pictures of a cook’s hat and a spatula on the PPT. (出示课件) Ss: He’s a cook. T: Yes. He can cook so many kinds of food. He is very helpful. (5) Point to the little boy John. T: Look, this is John. Can you say something about him? Teaching purpose③ 首先让学生粗读文段,预测短文大意,并找出短文的关键词汇;然后观察问题里的图片,感知图片内容,找出问题的关键信息,培养学生自主阅读获取信息和处理信息的能力。最后模仿录音并跟读,引导学生按照正确的语音、语调朗读短文。 Ss: He’s friendly. T: Yes. He is very friendly. What’s his job? Is he a basketball player, too? Ss: … (Students guess.) Present a schoolbag on the PPT and lead students to answer “No.” (出示课件) T: He likes basketball. But he isn’t a basketball player. He is a student. He has no job. Write down the phrase “no job” on the blackboard and teach it. 2. While-reading.③ Read and tick or cross. (1) Show the passage of “Read and write”. (课件出示:教材P63 Read and write板块的短文内容) Ask students to predict the main idea of the passage. (2) Look at the family photo in the book. Lead students to find the key vocabulary “mother, teacher, father, basketball player, uncle, cook, aunt, nurse” in the passage. (3) Ask students to observe the pictures in the questions carefully in the book. Lead students to find the key information of the questions. Then let students read the passage and finish the task of “Read and tick or cross”. Check the answers together. Answers: ×××√ (4) Ask the question “What’s his/her job?” about the characters in the pictures. Ask students to find out and state the character’s jobs according to the passage. (5) Be “A reading star”. Play the recording of the passage. (课件出示:教材P63 Read and tick or cross部分的音频) Ask students to read after it and imitate with the correct pronunciation and intonation. Let students read together, then read the passage freely in groups. Select one student from each group for the reading contest. The best reader will be named as “A reading star”. Teaching purpose④ 先引导学生观察图片,复习并熟练运用核心句型。让学生根据自己观察到的图片内容来选择正确的单词进行填空,检验学生能否正确地理解句子、认读单词。最后在个性化书写中,让学生发散思维,正确运用并书写核心句型,让学生在使用中巩固所学知识。 3. Post-reading.④ Look and write. (1) Show the picture of the driver in “Look and write”. (出示课件) T: What’s his job? T: This is a man. So we say “He is a…” Ss: He is a driver. Then show the picture of the doctor in “Look and write”. (出示课件) T: What’s this man’s job? Ss: He’s a doctor. Write down the sentence structures “—What’s his job? —He’s a/an…” on the blackboard. Remind students to use capital letters at the beginning of sentences. And ask students to fill in the blanks in the book as required. (2) Show the picture of the nurse in “Look and write”. (出示课件) T: This is a woman. So we say “She is a/an…” Ss: She is a nurse. Then show the picture of the farmer in “Look and write”. (出示课件) T: What’s this woman’s job? Ss: She’s a farmer. Ask students to fill in the blanks in the book. (3) Ask students to draw a stick figure of a family member and finish the imitative writing activity in the book independently. Step 3: Practice Teaching purpose⑤ 在完成听力练习之前,先引导学生观察图片获取信息,养成在做听力题目之前先获取信息的习惯。 1. Listen and tick.⑤ Let students look at the pictures one by one. (课件出示:教材P64 Listen and tick部分的图片) Talk about the pictures with students: How many people are there in Picture 1/Picture 2? (Four/Three.) What’s his job in Picture 3/Picture 4? (He’s a farmer/doctor.) What’s her job in Picture 5/Picture 6? (She’s a nurse/doctor.) What’s his job in Picture 7/Picture 8? (He’s a cook/basketball player.) Then play the recording and ask students to finish the task. (出示课件) Remind students to pay attention to the key vocabulary while listening. Teaching purpose⑥ 这个活动检验学生能否正确认读句型并理解重点词汇和句型的意思。带韵律的吟唱能增加文段朗读的趣味性。 Ask students to retell what they have heard or say the key vocabulary they have heard. Then check the answers in class. Answers: P1; P4; P5; P8 2. Look and match.⑥ Show the pictures of “Look and match” on the PPT.(课件出示: 教材P64 Look and match部分的图片) Let students look at the pictures. Ask them to read the text in the book carefully. T: Let’s look at this family. How many people are there in this family? What are their jobs? Teaching purpose⑦ 在故事中根据学生能力水平的不同制定不同的目标,学生在多媒体及教师的帮助下,可以分别达到以下层次:理解故事内容;理解并朗读故事;能理解并表演故事等。最大范围地扩大学生的参与度,并让学生们在这个拓展环节体会到学习的成就感。 Remind students to pay attention to the key words while reading and match the pictures with the sentences. Then check the answers together. (出示课件) Lead students to chant the text with a certain rhythm. Step 4: Consolidation & Extension⑦ 1. Story time. (1) Present the pictures of a baseball and a baseball player on the PPT.(课件出示: 一个棒球及一名棒球运动员的图片) Teach the word “baseball” and the phrase “baseball player”. Present a picture of a taxi driver on the PPT and teach the phrase “taxi driver”. (课件出示:一位出租车司机的图片) Get students to read the phrases after the teacher and do actions. (2) Play the cartoon. (课件出示:教材P65 Story time板块的动画) (Help students understand the main idea of the story.) Introduce the background of the story first. T: Some animals are in Zip’s house. They look at Zip’s family photos and talk about the people in the photos. Play the cartoon again and ask the questions. Check the answers. Answers: 1. Yes, they are.2. He’s a cook.3. It’s Zip. (3) Play the recording of the story. (出示课件) Ask students to read the story after the recording. Remind students to imitate the pronunciation and the intonation after the recording. (4) Ask students to act out the story in groups. Then choose two or three groups to perform on the platform. And select the best group. Teaching purpose⑧ 以重温歌曲的方式结束课程,补充歌曲的第二段歌词,编创后面歌词,让学生通过歌曲来回忆本单元重点词汇和核心句型,以达到总结的目的。 2. Sing the song together.⑧ Play the song —My family. (出示课件) Let students sing it in two groups. Show the second paragraph of the song on the PPT. Ask students to learn to sing it. Then lead students to make some new parts of the song according to the real situations. ▶板书设计 ▶作业设计 1. Complete the composition of “My family” with the key vocabulary and sentence structures. 2. Sing the song to your 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. 本课时是在基本掌握本单元重点词汇和句型的基础上进行的阅读、练习测试与复习课。 2. 在阅读教学过程中,将知识点的难点在阅读前进行细化。阅读中教师指导学生抓住几个问题的关键词,并通过听录音、读课文,把短文的重点句子找出来,阅读后,轻松完成活动。既减轻了学生的压力,也活跃了课堂气氛。 3. 在整个教学过程中运用游戏、图片、录音等教学手段,充分让学生参与课堂活动。学生的参与意识很强,完成效果也不错。 4. 通过引导学生开展练习、操练句型、完成任务,加深了学生对句型的印象,也培养了学生继续学习英语的兴趣。 ▶Teaching Contents & Teaching Aims Read and write ·Be able to read and understand the passage. And be able to finish the task of “Read and tick or cross” according to the pictorial prompts. ·Be able to fill in the missing words with the pictures following the examples. ·Be able to present the required content with stick figures according to the actual situation, and fill in the sentences following the examples. Let’s check ·Check the key sentence structures in the unit. Examine the reading of the key vocabulary about family and jobs in this unit. Let’s sing ·Be able to understand the meaning of the lyrics and be able to sing it clearly and accurately. Story time ·Be able to understand the story with the pictures, review and consolidate the vocabulary and sentence structures related to the occupations. ·Be able to act out the story with the help of the teacher. ▶Teaching Priorities ·Be able to use the key vocabulary and sentence structures of this unit synthetically, and complete the exercises as required. ▶Teaching Difficulties ·Summarize and review the main points learned in this unit. Improve students’ ability of summarizing knowledge. ▶Teaching Procedures Teaching Stages Teacher’ s Activities Students’ Activities Teaching Purposes Warm-up & Lead-in 1. Enjoy a song—My family. Play the song twice. 2. Revision. Take out the word cards. Show the word cards one by one. 1. Listen to the song and sing after it. Sing the song together. 2. Say the words quickly. Then talk about family members and the jobs of their family members with the word cards. Stimulate students’ interest in learning. Review the key words and sentence structures in this unit. Presentation 1. Pre-reading. Show the picture of “Read and write” and talk about it with students. Teach the phrases “basketball player, no job”. Talk about the characters in the picture and understand the meanings of the phrases “basketball player, no job”. Review the knowledge they have learned and remove the obstacles in the passage. 2. While-reading. Read and tick or cross. (1) Show the passage of “Read and write” on the PPT. (2) Lead students to find the key vocabulary. (3) Ask students to observe the pictures and finish the task in this section. Check the answers. (4) Ask the question “What’s his/her job?” about the characters in the pictures. (5) Be “A reading star”. (1) Predict the main idea of the passage. (2) Find the key vocabulary in the passage. (3) Observe the pictures and finish the task. Check the answers. (4) State the character’s jobs according to the passage. (5) Read the passage in different ways. Compete to be “A reading star”. Cultivate students’ ability of obtaining and processing information. Improve students’ reading skills. 3. Post-reading. Look and write. Show the pictures in this section on the PPT one by one. Ask students to fill in the blanks. Ask students to draw a stick figure of a family member and finish the imitative writing activity in the book. Talk about the pictures and fill in the blanks in the book. Draw a stick figure of a family member. And finish the imitative writing activity in this section independently. Make sure students can correctly understand the sentences and recognize the words. Cultivate students’ awareness of standardized writing. (续表) Teaching Stages Teacher’ s Activities Students’ Activities Teaching Purposes Practice 1. Listen and tick. Lead students to look at the pictures and talk about them with students. Play the recording. Check the answers. Look at the picture and talk with the teacher. Listen to the recording and finish the task. Retell or say the content they have heard. Check the answers. Help students get into the habit of obtaining information before listening. 2. Look and match. Show the pictures. Lead students to read the text and complete the matching task. Look at the pictures and read the text carefully. Finish the matching task. Chant the text with a certain rhythm. Check whether students can read and understand the sentences correctly. Increase students’ interest in reading passages. Consolidation & Extension 1. Story time. (1) Teach the phrases “baseball player, taxi driver” with pictures. (2) Play the cartoon twice. Ask the questions. (3) Play the recording. (4) Ask two or three groups of students to perform. (1) Observe the pictures and learn the phrases. (2) Watch the cartoon twice and answer the questions. (3) Read the story after the recording. (4) Ac t out the story in groups. Improve students’ participation and help students experience a sense of achievement in learning. 2. Sing the song together. Play the song, and show the second paragraph of the song. Then let students make some new parts of the song according to the real situations. Sing the song in two groups. Make some new parts of the song according to the real situations. Let students review the key words and sentence structures of this unit to achieve the purpose of making a summary through the song. Homework 1. Complete the composition of “My family” with the key vocabulary and sentence structures. 2. Sing the song to your parents. 3. Do the exercises. Recycle 2 教材分析 本单元是一个复习单元,主要复习4~6单元的核心知识点。该单元主要包含六个部分的内容。 Read aloud和Listen and number the rooms通过John和陈杰去Mike家参加家庭圣诞晚宴的情景,让学生在情景中综合复习4~6单元的核心句型。并通过听录音为房间编号的活动,复习第四单元房间名称的词汇。 Look, listen and write通过小女孩与圣诞老人的对话复习本册所学的语音知识,活动要求学生能根据单词读音填出对话中所缺少的单词。 Look, ask and answer通过John一家人相聚过圣诞节的情景综合复习4~6单元的内容。包括第四单元所学的房间名称词汇以及询问人物、物品位置的句型,第五单元的用餐情景和第六单元询问并描述家庭情况和家人职业的句型。 Let’s sing部分的歌曲围绕本单元主题“圣诞节”展开,帮助学生进一步感知单元主题。 Play a game的活动综合复习4~6单元的重点词汇和核心句型,通过问答竞赛的形式来复习位置、房间、家具、家人、职业和食物等话题的词汇和句型。 教学目标 知识与能力目标: 句型 ·复习询问物品位置的句型“—Where are/is the…? —They’re/It’s…”“—Are/Is they/it on/near/in the…? —Yes, they are/it is./No, they aren’t/it isn’t.”,并能够运用这些句型询问和谈论物品位置 ·复习用餐时的基本句型“—What would you like? —I’d like…”“Help yourself.”“Would you like some…?”,并能够运用这些句型征求并表达用餐意愿,提出用餐建议 ·复习询问别人家庭情况的句型“How many people are there in your family?”“Is this your…?”“—What’s your…’s job? —She /He is a/an…”,并能够运用这些句型询问对方家庭成员的信息和职业,并回答自己的家庭情况 词汇 ·理解“Merry Christmas”的意思,并会唱歌曲《We wish you a merry Christmas》 ·复习词汇“bedroom, living room, study, kitchen, bathroom, bed, phone, table, sofa, fridge”,并能够运用这些词汇简单描述自己的家,结合句型描述各个房间及室内家具陈设的名称、特征、位置等 ·复习单词“beef, chicken, noodles, soup, vegetable, chopsticks, bowl, fork, knife, spoon”,并能够运用这些单词表达用餐食物和餐具使用意愿 ·复习词汇“parents, cousin, uncle, aunt, baby brother, doctor, cook, driver, farmer, nurse”,并能够正确使用上述词汇简单介绍家人情况 语音 ·复习a-e, i-e, o-e, u-e, -e在单词中的长音发音规则,并能够综合运用这些规则,逐步做到见词能够拼读,听音能够拼写 情感态度、文化意识、学习策略目标: ·感受并激发和家人间互爱互助的情感 ·了解西方国家过圣诞节的文化习俗 ·进一步注意到单词音、形、义之间的联系,整体学习单词,并能够将规律举一反三地运用 课时安排 第一课时: Read aloud & Listen and number the rooms & Look, listen and write 第二课时: Look, ask and answer & Let’s sing & Play a game The first period(第一课时) Read aloud & Listen and number the rooms & Look, listen and write ▶教学内容与目标 课时教学内容 课时教学目标 Read aloud ·能够理解故事大意 ·能够整体认读句子,用正确的语音、语调朗读对话 ·能够在情景中综合运用4~6单元中的核心句型 ·能够在语境中理解新词“Father Christmas, turkey”和情景语言“Merry Christmas”的意思,并能够正确发音 Listen and number the rooms ·能够看图说话并完成听录音给房间标号的任务 ·能够复习巩固描述房间名称及室内陈设的重点词汇及句型 Look, listen and write ·能够根据单词读音填出对话中所缺少的单词 ·能够读出符合a-e, i-e, o-e, u-e, -e发音规则的单词 ▶教学重点 1. 能够理解并在情景中综合运用4~6单元的重点词汇及核心句型。 2. 复习巩固a-e, i-e, o-e, u-e, -e在单词中的发音,能够读出符合其发音规则的单词。 ▶教学难点 能够根据a-e, i-e, o-e, u-e, -e的发音规则拼写单词,完成听音填空任务。 ▶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、人物头饰等。 Teaching purpose① 通过歌曲跟唱和图片讨论,让学生在轻松愉快的氛围中复习相关内容,为下一环节的学习做好准备。 ▶教学过程 Step 1: Warm-up & Lead-in 1. Sing a song—My home.① Play the video. (课件出示:教材P44 Let’s sing板块的歌曲视频) Ask students to sing the song My home together. 2. Revision. Show the pictures of “Let’s learn” on page 39. (课件出示:教材P39 Let’s learn板块的图片) T: Whose home is this? Ss: It’s Amy’s home. T: Where is Amy? Is she in the bathroom? Is she in the bedroom? Ss: No. She is in the study. T: Where are her mother and father? Are they in the study? Ss: … T: Where is the bed? Where is the phone? Ss: … Teaching purpose② 通过观察动画,讨论问题,带领学生获取对话中的信息,初步了解对话内容。 Step 2: While-learning 1. Lead-in.② Play the cartoon of the last picture of the story on the PPT. (课件出示: 教材P66最后一张图片的动画) And play the song We wish you a merry Christmas as the background music. (出示课件) T: Is this Mike’s family? Where are they? Ss: … T: What’s for dinner? Lead students to observe the picture and answer, “Salad, bread, juice…” T: And turkey. Teach the word “turkey”. Emphasize that “ur” sounds /ɜː/. T: Listen! Why are Chen Jie and John having dinner with Mike’s family? Ss: For Christmas! T: Do you know about Christmas? Can you say something about Christmas? Teaching purpose③ 通过讨论图片内容,让学生理解故事的背景,为接下来的活动做好准备。 Ask students to say what they know about Christmas in Chinese or English. 2. Learn about the background of the story.③ (1)Show the pictures of a Christmas tree and Father Christmas on the PPT. (课件出示:圣诞树和圣诞老人的图片) Teach the word “Christmas”. Emphasize that “ch” sounds /k/. The consonant “t” is silent. Play Father Christmas and greet students with “Merry Christmas!” Lead students to say “Merry Christmas!” (2)Wear Mike’s father’s or mother’s headdress and talk with students. Teaching purpose④ 设置问题引起学生阅读的兴趣,让学生学会带着问题去听、去读,培养他们认真倾听和阅读的习惯。 T: Now, I’m Mike’s mother/father. You’re at my home for Christmas dinner. T: What would you like? S1: I’d like… T: Would you like some turkey? S2: Yes, please. / No, thanks. 3. Watch and answer.④ Play the cartoon of the story on the PPT. (课件出示: 教材P66 Read aloud板块的视频)Ask the question. T: What would Chen Jie like? Ss: She would like some turkey. Present three questions and related pictures on the PPT. (出示课件)Ask students to peruse the story with the questions, then answer them. Teaching purpose⑤ 通过跟读使学生掌握对话的正确读音;通过自由读及分角色读,使学生在不同方式的读中熟悉、巩固重点句型,内化语言,提高自己的综合语言运用能力。 ①Where is the Christmas tree? (It’s in the living room.) ②Who is Father Christmas now? (Mike’s father.) ③What’s Mike’s mother’s job? (She’s a nurse.) Check the answers together. 4. Listen and read.⑤ Play the cartoon again. Let students listen carefully and read after it. Ask students to read the story in roles. Then act it out. Teaching purpose⑥ 在进行听音标号活动之前,先对学生进行一定的提示和指导。完成活动之后,让学生讨论自己的答案,为他们创造交流的机会。 Step 3: Post-learning 1. Listen and number the rooms.⑥ (1)Present the picture of “Listen and number the rooms” on the PPT.(课件出示:教材P67 Listen and number the rooms部分的图片) T: Look! This is Mike’s home. Where is he? Is he in the study? Ss: No. He’s in his bedroom. T: Yes, and his father and mother are in their bedroom, too. Father Christmas will come and give gifts to children. He will put gifts in the socks. (2)Play the recording of “Listen and number the rooms”. (课件出示:教材P67 Listen and number the rooms部分的音频) Let students listen to the recording and complete the task. T: Father Christmas wants to give Mike some gifts for Christmas. What does he say? Does he find the sock? Listen and number the rooms according to what you hear. Teaching purpose⑦ 通过导读帮助学生理解对话的背景;通过各种形式的读,让学生掌握词汇及句子的标准读音;通过表演使学生内化语言,提高自己的口语表达能力。 Remind students that there are six rooms in the picture and only five in the recording. Check the answers. T: Which room is not in the recording? Ss: The bathroom. 2. Look, listen and write.⑦ (1) Present the pictures of this part on the PPT. (课件出示:教材P67 Look, listen and write部分的图片) Talk about them with students. T: Do you like Christmas? Do you like Father Christmas? The name of Father Christmas is Santa Claus. Look! A girl meets Santa Claus. What does she want? (2) Play the recording. (课件出示:教材P67 Look, listen and write部分的音频) Ask students to complete the task of writing the missing words. Check the answers. (3) Ask students to read the dialogue freely and practice it in roles. Then choose some students to act it out in class. Step 4: Consolidation & Extension 1. Make a dialogue. T: Do you want to invite your friends to your home? When will you invite them? What will you say? What will you do? Ask students to make a dialogue with their friends and practice in groups. Walk around to help students solve problems in the process. Ask four groups of students to perform on the platform. Then select the best group. Teaching purpose⑧ 以欢乐的歌曲结束课程,让学生能够在愉快的心情中结束本课的学习。 2. Enjoy a song.⑧ T: They say “Merry Christmas!” at Christmas. They sing Merry Christmas, too. Let’s listen to other Christmas songs. Play a Christmas song Jingle Bells. (课件出示:歌曲《Jingle Bells》) Let students listen to the song and sing along with it. T: Do you like the song? Let’s sing the song together. ▶板书设计 ▶作业设计 1. Read the story to your family. 2. Sing the song My family to your 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. 本节课由歌曲开场,在跟唱歌曲和讨论图片的师生对话中,让学生复习了4~6单元所学的单词及短语,然后引出相关话题的句型的复习,为本部分的对话学习做铺垫。 2. 学习故事的时候,通过图片和圣诞节音乐的播放,营造了真实的语言情景。其次,通过角色扮演的方式练习对话,提高了学生的口语表达能力。 3. 通过听录音、看图片以及填单词的活动,复习并巩固了元音字母的发音规律。 4. 通过创编对话的活动,不仅让学生更好地内化了所学词汇和句子,更让语言知识借助真实情景得到延伸,并且各个话题之间有横向和纵向的构建,从而完成了语言输出。 ▶Teaching Contents & Teaching Aims Read aloud ·Be able to understand the main idea of the story. ·Be able to read sentences as a whole and read the story with the correct pronunciation and intonation. ·Be able to understand and apply the key sentence structures in Units 4~6 in situations. ·Be able to understand the new vocabulary “Father Christmas, turkey” and the sentence “Merry Christmas!” in context and pronounce them correctly. Listen and number the rooms ·Be able to describe the pictures and finish the task of listening and numbering the rooms. ·Be able to review and consolidate the key vocabulary and sentence structures that describe rooms and indoor furnishings. Look, listen and write ·Be able to write the missing words in the dialogue according to the pronunciation of the words. ·Be able to read the words that conform to the pronunciation rules of “a-e, i-e, o-e, u-e, -e”. ▶Teaching Priorities ·Be able to understand and apply the key vocabulary and sentence structures in Units 4~6 in situations. ·Review and consolidate the pronunciation of “a-e, i-e, o-e, u-e, -e” in words and pronounce the words according to their pronunciation rules. ▶Teaching Difficulties ·Be able to spell words according to the pronunciation rules of “a-e, i-e, o-e, u-e, -e” and complete the task of listening and filling in the blanks. ▶Teaching Procedures Teaching Stages Teacher’ s Activities Students’ Activities Teaching Purposes Pre-learning 1. Sing a song. Play the song—My home. 2. Revision. Show the pictures and talk with students. 1. Listen to the song and sing together. 2. Look at the pictures and talk with the teacher. Review the content of the rooms and indoor furnishings through the song and the pictures. Prepare for the next learning. While-learning 1. Lead-in. Play the cartoon of the last picture and the song. Teach the word “turkey”. Watch the cartoon and learn the word. Then say something about Christmas. Lead students to get information in the story and have a preliminary understanding of the story. 2. Learn about the background of the story. Show the pictures about Christmas. Teach the word “Christmas” and the phrase “Merry Christmas”. Look at the pictures and learn the word “Christmas” and the phrase “Merry Christmas”. Help students know the background of the story. 3. Watch and answer. Play the cartoon of the story and ask some questions. Check the answers with students. Watch the cartoon and answer the questions. Check the answers with the teacher. Set questions to stimulate students’ interest in reading. Develop their habit of listening and reading carefully. 4. Listen and read. Play the cartoon again and ask students to read the story in roles and act it out. Listen carefully and read after the cartoon. Read the story in roles. Then act it out. Make sure students can read the story correctly and fluently. Strengthen the key sentence structures and internalize the language. Improve students’ comprehensive language application ability. (续表) Teaching Stages Teacher’ s Activities Students’ Activities Teaching Purposes Post-learning 1. Listen and number the rooms. (1) Present the picture of this part on the PPT. And talk about it with students. (2) Play the recording and lead students to complete the task. (1) Look at the picture and review knowledge through talking. (2) Listen to the recording and complete the task. Improve students’ listening skills. Help students review the vocabulary and the sentence structures about rooms. Create communication opportunities for students. 2. Look, listen and write. (1) Present the pictures of this part. Talk with students. (2) Play the recording. Ask students to complete the task. Then check the answers. (3) Ask students to read the dialogue and act it out in roles. (1) Look at the pictures and talk with the teacher. (2) Complete the task of writing the missing words. Check the answers. (3) Read the dialogue and act it out in roles. Help students get the standard pronunciation of the vocabulary and the sentences by reading in various forms. Consolidation & Extension 1. Make a dialogue. Ask students to make a dialogue and act it out in groups. 2. Enjoy a song. Play the song — Jingle Bells. 1. Make a dialogue and act it out in groups. 2. Listen to the song and sing along with it. Help students internalize the language and improve their speaking ability. Homework 1. Read the story to your family. 2. Sing the song My family to your parents. 3. Do the exercises. The second period(第二课时) Look, ask and answer & Let’s sing & Play a game ▶教学内容与目标 课时教学内容 课时教学目标 Look, ask and answer ·能够通过看图问答“Where’s…?”复习第四单元所学的房间名称词汇以及询问人物、物品位置的句型 ·能够通过看图问答“How many people are there in the family?”“Is this John’s…?”“What’s his/her job?”复习第六单元询问并描述家庭情况和家人职业的句型 ·能够通过观察图片复习第五单元的用餐情景 ·能够在语境中灵活运用4~6单元的重点词汇和核心句型 Let’s sing ·能够了解歌词的意义,并清晰准确地歌唱 Play a game ·能够通过游戏活动复习巩固4~6单元的重点词汇和核心句型 ▶教学重点 1. 能够通过一系列的活动来复习4~6单元的重点词汇和核心句型。 2. 能够在游戏中正确回答问题,复习巩固相关知识。 ▶教学难点 能够使用所学内容正确地进行提问,并做出相应的回答。 ▶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、各类词汇卡片(家人、职业和房间)、4~6单元重点句型卡片。 Teaching purpose① 以欢快的歌曲进行热身,创造一个良好的语言环境,为学生学习本节课的内容做好充分的知识和心理准备。 ▶教学过程 Step 1: Pre-learning① 1. Enjoy a song—We wish you a merry Christmas. (1) Play the recording of the song We wish you a merry Christmas. (出示课件)Let students listen and try to sing along with it. (2) Ask students to sing the song in groups. 2. Lead-in. T: Mike is at John’s home today. It’s time for dinner. Now, let’s do a role-play. Show some pictures of food. (课件出示:Unit 5中的食物图片) Take out the headdresses of John and Mike. Lead students to make dialogues as the demonstration. S1(John): What would you like for dinner, Mike? S2(Mike): I’d like some…, please. S1(John): OK. Would you like some…? S2(Mike): Yes, please. /… Teaching purpose② 通过家人称呼类、职业类和房间名称类词汇卡的呈现、TPR以及游戏“What’s missing?”的开展,帮助学生复习学过的词汇,为后面完成问答活动做好准备。 Step 2: While-learning Look, ask and answer.② (1) Take out the word cards of family members, jobs and room names. ①Ask students to read the words of family members in lines or rows one by one. ②Select one from the cards of jobs. Lead students to do the corresponding actions. ③Take out all the cards of room names. Play a guessing game with students. Take away a card and hide it when students close their eyes. T: What’s missing? Ss: … (Students guess the missing words.) (2) Lead students to look at the small pictures of characters around the big picture. (课件出示:教材P68 Look, ask and answer部分的人物介绍图) T: How many people are there in the family? Who are they? Ss: … Teaching purpose③ 通过老师的示范,帮助学生尝试针对图片进行提问,并引导其他学生回答。 … (3) Lead students to ask and answer according to the pictures in pairs as the example.③ T: What’s John’s mum’s job? Ss: She is a PE teacher. S1: What’s John’s…’s job? S2: He’s/She’s a… … Teaching purpose④ 完成针对图片进行的问答活动,借以复习有关家庭关系、家人职业的重点句型。 (4) Present the pictures of this part on the PPT. (课件出示: 教材P68 Look, ask and answer部分的图片)④ Let students observe the pictures. Ask and answer in class with the sentence structures “—Where is…? —He/ She is…” “—Where are…? —They are…” T: Where is John? Ss: He is in the living room. T: Where are John’s grandma and grandpa? Ss: They are in the bedroom. (5) Ask students to read the questions below the pictures and discuss in pairs. Finally, choose four pairs of students to show their answers. Step 3: Post-learning 1. Talk about the pictures. Let students close their books. Show the pictures of John’s family on the PPT. (课件出示: 打乱顺序的John的家人的图片) Ask students to say who they are and what they do. Teaching purpose⑤ 复习4~6单元的重点词汇,唤醒学生的记忆。为接下来的活动做准备。 2. Let’s sort.⑤ Show different kinds of words in Units 4~6 on the PPT. (课件出示:教材Units 4~6中不同类的词汇) Ask students to read the words and sort them. Choose some students to show their answers. Then check the answers together. 3. Play a game.⑥ Teaching purpose⑥ 以比赛的形式进行问答活动,使学生在有限的时间里练习重点句型,锻炼学生熟练地使用重点句型的能力。 (1)Ask students to read the questions fluently by themselves. Then lead students to ask and answer in groups. (2)Choose some students to have a show. The winner is the group that spends the least time. (3)Take out the question cards prepared before class. And rearrange them. Finally ask several students to take turns on the platform to choose cards. The rest of the class answer the questions on the cards. Teaching purpose⑦ 通过听写使学生牢固掌握4~6单元的重点词汇和句子,并能查漏补缺,发现不足。 Step 4: Consolidation & Extension⑦ Have a dictation. Ask students to take out their exercise books and have a dictation about the key vocabulary and sentences of Units 4~6. ▶板书设计 ▶作业设计 1. Sing the song We wish you a merry Christmas to your parents. 2. Read the sentences of “Play a game” five times. 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. 通过唱歌、词汇分类游戏及师生对话的方式,带领学生复习了4~6单元所学的词汇和句型,为本节课活动的完成做了铺垫。 2. 通过听录音、唱歌曲和看图片等方式了解圣诞节文化。将文化和语言牢牢结合在一起,体现了语言的实用性。 3. 通过小组竞赛、问答核心句型等方式,对本节课的知识加以巩固,激发了学生的积极性。整个教学过程以学生活动为主,充分体现了以学生为主体的教育理念,教学效果良好。 ▶Teaching Contents & Teaching Aims Look, ask and answer ·Review the vocabulary of the room names and the sentence structures of asking about the locations of people and objects in Unit 4 by looking at the pictures, asking and answering the questions. ·Review the sentence structures of asking and describing family members and their jobs in Unit 6 by looking at the pictures, asking and answering the questions. ·Review the dining scene of Unit 5 by observing the pictures. ·Be able to use the key vocabulary and sentence structures flexibly in Units 4~6 in context. Let’s sing ·Be able to understand the meaning of the lyrics and sing clearly and accurately. Play a game ·Review and consolidate the key vocabulary and sentence structures in Units 4~6 by playing the game. ▶Teaching Priorities ·Review the key vocabulary and sentence structures in Units 4~6 through a series of activities. ·Be able to answer the questions correctly in the games, review and consolidate relevant knowledge. ▶Teaching Difficulties ·Be able to use what they have learned to ask questions correctly and respond appropriately. ▶Teaching Procedures Teaching Stages Teacher’ s Activities Students’ Activities Teaching Purposes Pre-learning 1. Enjoy a song. Play the song We wish you a merry Christmas. 2. Lead-in. Show the pictures of food and take out the headdresses of John and Mike. Lead students to make dialogues. 1. Listen to the song and learn to sing. 2. Make dialogues as the demonstration and act it out. Create a good language learning environment for students. Review the key words and sentence structures of Unit 5. Make preparation for the following class. While-learning Look, ask and answer. (1) Take out the word cards of family members, jobs and room names. Help students review the vocabulary. Read the words in lines or rows one by one. Do the actions and play a guessing game. Help students review the learned vocabulary. Prepare for the next activity. (2) Lead students to talk about John’s family members with the key sentence structures. (3) Lead students to talk about John’s family members’ jobs with the key sentence structures. (4) Present the pictures. Ask students to talk about the locations of people with the key sentence structures. Observe the pictures. Ask and answer in class with the key sentence structures in different ways. Through the teacher’s demonstration, help students try to talk about the pictures. Enhance students’ communication ability. Help them review the knowledge in Units 4~6. (5) Lead students to finish the exercises below the pictures in the book. Read the questions and practice in pairs. Review the key sentence structures about family relations and jobs. Post-learning 1. Talk about the pictures. Show the pictures of John’s family on the PPT. Ask students to say who they are and what they do. Look at the pictures on the PPT and answer the questions. Through this activity, students are more familiar with the vocabulary and the sentence structures of asking the locations of family members and jobs. 2. Let’s sort. Show different kinds of words in Units 4~6 on the PPT. Ask students to read and sort them. Choose some students to show their answers. Read the words freely. Sort the words. Check the answers. Review the words, wake up students’ memory, and prepare for the following activity. 3. Play a game. Lead students to complete the activity in the form of competition. Complete the activity in groups and in class. In the form of competition, students can practice their ability to use key sentence structures proficiently. Consolidation & Extension Have a dictation. Have a dictation about the key vocabulary and sentences of Units 4~6. Help students grasp the key knowledge firmly. And help them find their weaknesses. Homework 1. Sing the song We wish you a merry Christmas to your parents. 2. Read the sentences of “Play a game” five times. 3. Do the exercises. 小学英语四年级上册教学计划 一、 学情分析 :  本学期,我担任xx小学四年级班的英语教学工作。跨入四年级了,大部分学生已经初步具备听、说、认、读等能力,但也有少数学生由于遇到困难,学习兴趣随之减弱。于是,我将依据课标要求、脚踏实地的对本学期学生提出了新的要求:培养听、说、读、写的技能。但是我将始终把激发学生的学习兴趣放在首位,引导学生端正学习态度,掌握良好的学习方法,培养学生良好的学习习惯。 二、全册教材内容:     本册教材是《义务教育课程标准试验教科书英语(PEP)四年级上册》是根据教育部制定的《国家英语课程标准》编写而成的。供小学四年级的学生使用。 本册教材的特点是:强调语言运用;注重能力培养;突出兴趣激发,重视双向交流;融合学科内容;重视灵活扩展;实现整体设计。共分为六个单元,两个复习单元。本册教材强调语言的运用,注重能力的培养,突出了兴趣的激发,重视双向交流,融合学科内容,重视灵活扩展,实现整体设计。 三、全册教学总目标: 1、能按四会、三会的要求掌握所学单词。 2、能按四会要求掌握所学句型。 3、能使用日常交际用语,活用四会句型,进行简单的交流,做到大胆开口,发音正确。 4、能在突破、手势、情境等非语言提示的帮助下,听懂清晰的话语和录音。 5、初步培养良好的书写习惯,能做到书写整洁、规范。 6、养成响亮清晰读英语、说英语的习惯,认真模仿语音、语调,以培养语感。 7、能在完成某个任务(如涂色、小制作)的过程中学会相关的语句,并且培养动手能力。 8、能演唱已学过的英语歌曲,诵读已学过的歌谣。 四、教材重、难点: 1、能按四会、三会的要求掌握所学单词。 2、能按四会要求掌握所学句型。 3、能使用日常交际用语,活用四会句型,进行简单的交流,做到大胆开口,发音正确。 4、能在图片、手势、情境等非语言提示的帮助下,听懂清晰的话语和录音。 5、初步培养良好的书写习惯,能做到书写整洁、规范。 五、教学措施: 1、以活动为课堂教学的主要形式,设计丰富多彩的教学活动,让学生在乐中学,学中用,从而保证学生英语学习的可持续性发展。 2、通过听、说、读、写、唱、游、演、画、做等形式,进行大量的语言操练和练习,充分调动每个孩子英语学习的兴趣。 3、将直观教具和电教手段,多媒体课件相结合,培养学生良好的朗读习惯,打下良好的语音语调基础。 4、设计全面、高效的课外作业,培养学生良好的书写习惯,做到整洁、规范、正确地书写。 5、教学中要采用多种教学手段激发学生学习兴趣。进行:“比、学、赶、帮”活动。多种竞赛形式,检验学生英语掌握情况。 6、根据各班小组竞赛加分的形式,把每班分成多个学习小组采取学生自主管理,老师指导的方式,督促学生自觉完成作业、背单词的任务。 7、教授英语国家风土人情、历史、文化、风俗时,适时对学生渗透思想品德教育。让孩子们扬长避短、汲取其他国家比较进步的思想,加强对祖国文化的热爱。 8、跟家长及时反馈学习情况,共同配合。 教学进度安排: Unit 1 My Classroom 6 课时 Unit 2 My Schoolbag 6 课时 Unit 3 My Friends 6 课时 Recycle1 3 课时 Unit 4 My Home 6 课时 Unit 5 Dinner’s ready 6 课时 Unit 6 Meet My Family ! 6 课时 Recycle2 3 课时 PEP小学英语四年级上册教学工作总结 新课程标准提出以创新精神和实践能力的培养为重点,建立新的教学方式。并且强调教学过程是师生交往共同发展的互动过程。在教学过程中要处理好传授知识与培养能力的关系,注重培养学生的独立性和自主性,引导学生质疑、调查、探究,在实践中学习。创设能引导学生主动参与的教学环境,激发学生的学习兴趣,培养学生掌握和运用知识的态度和能力,使每个学生都能得到充分发展。 现代心理学家皮亚杰说:“所有智力方面的工作都要依赖于兴趣”。只有激发了学生学习英语的热情,调动了他们学习的积极性,才能使英语课从老师“盼他学”到“他要学”。 学习兴趣是学生学习活动中一种自觉能动的心理状态,是学生主动学习、积极思维、探索知识的内在动力。布鲁纳提出,学习的最好刺激就是学生对所学教材的兴趣。“教人未其兴趣,必不乐学”。可见兴趣的力量是巨大的,兴趣是最好的老师。 一、优化学法指导与优化教法相结合。 课堂教学过程是师生双边活动的过程。在这个过程中,教师要充分发挥主导作用,并努力确保学生在课堂教学中的主体地位。外语课堂教学以学生为主体,学生学习过程的优劣具有决定性的作用。这就需要我们在研究教法时必须以研究学生的学法为基本点,即根据学生学习外语的心理过程、方法、习惯研究制定教的方法,使课堂教学过程中每一个教学环节的安排、教学方法的采用、教学练习的设计、教学手段的运用等都符合学生外语学习的认知规律,有利于充分发挥学生的积极性、主动性。从而使教师的教法与学生的学法达到优化和谐的结合,达到提高课堂教学效率的目的。 二、充分利用教材的优势,进行情景教学。 教师在课堂上要善于表演,利用或创造与实际生活类似的情景,模拟实际生活中的交际,像演戏一样,教师借助于情景、动作和表情来辅助开展听、说、读、写活动。教材的特点是图文并茂,形象生动并且与生活实际联系密切。这样组织内容有助于学生学的英语与客观事物,交际场所联系,真正达到英语这一交际工具的作用,提高教学质量。充分利用相应的直观教具、动作表演、卡片、挂图、实物,随时随地取材或根据课文内容创设语言环境,并尽量多地使用英语,逐步过渡到用英语进行课堂教学,使学生置身于一个英语的环境中。比如说互相借东西、买东西或是问路,都可以在学生熟练掌握的情况下,表演出来,甚至可以根据原有的对话改编成一个自己身边发生的新的对话,而且鼓励他们在同学们面前大胆表演。有意创设的语言环境,形象直观,生动活泼,也有助于学生理解所学英语,引起兴趣;视听结合也便于加深初学印象,强化记忆。例如,在教第一单元时,我告诉他们,熟人朋友见面打招呼时,常这样表达: A : Hello!How are you? B : Fine. thank you , and you ? A : I’m fine too . 这一问候格式也要适时适地来用。设想两人骑着车相对而行,且没有必要下车交谈时,就不该照搬这种近十秒钟才能完成的问候形式。仅说“Hello!” 或者简单的“Hi”,甚至微笑着点头致意就行了。在课堂上,我让两个学生表演骑车说全部问候语的场面,一边擦身而过,一边回头完成问候的样子,使得同学们在笑中领会其意。 “学习的目的全在于应用。”在教英语语法知识,决不是要学生当“粮仓”,而是要提高学生的听、说、读、写能力。首先要放开手脚,提供机遇。充分利用新教材比较贴近生活、接近实际的特点,引导学生利用已学内容,联系课内外的具体实际,进而展开想象,不要放过每一个机会,哪怕是一个词、半句话,再加上手势,动作。只要能表达思想,就要把它利用起来。其次是化难为易。第一步我只提出十个常用动词,有意识地强调每天必用的最少次数,它们可以在动作的帮助下代替其他动词。它们是:be、have、do、come、go、get、let、ask、like、put。如have可以代替buy、borrow、lend、throw、carry等。随着学习的深化,可以逐步增加。但一定要注意我们的目的是要使学生感到不难。同时我们也规定这一阶段必练的重点句型。如let me (us) do sth. I‘d like…,I want to do…等。这些做法可以把学生从想说英语而又怕说错的畏难情绪中解放出来。 三、激发参与意识,活跃课堂气氛。 兴趣是最好的老师。因而,小学英语课堂教学必须最大限度地激发学生的学习兴趣。针对小学生的心理特点,尽量运用主动、形象、直观的教学方法,开展有趣的课上活动,使课堂教学声情并茂,激发学生的求知欲。这样,学生不仅乐于上英语课,而且更盼望有机会参与课堂活动,回答老师的问题。他们喜爱做游戏,我就把游戏引进课堂,这样既能活跃课堂气氛又能训练听力以及表达能力,轻松愉快的同时学到了新知识。例如上句型操练课时,我叫一个学生上讲台,蒙上眼睛背对同学们,然后我在台下找一个学生,并且悄悄地将这个学生带到远离他人座位的地方,让他们俩用英语对话几句,最后让讲台上的同学猜出这个同学的名字。由于发出声音的位置相差太远,猜的同学往往出错,其他同学干着急,使劲地说:“No , guess again!”台上的同学只好又猜测“Are you……?”要求上台玩这个游戏的同学争先恐后。 有时候在学习某个句型或某些词的用法时,像做游戏一样利用实物寓玩于教。比如在学习“What’s in the bag? ”这个句型时,可以事先把几个桔子、苹果、鸡蛋、橡皮等实物放入包内,让学生闭上眼睛来摸,然后用“It’s a/an…”来回答。回答对了,就会得到奖励。再比如学习介词in ,on ,under, behind时,可以把一支钢笔藏在某个地方,让学生猜“It‘s in/on /under…” 这样既让学生喜欢学,又便于掌握。 英语课是交际性很强的学科,教师的教学方式不但影响到学生的学习情绪、学习效果,而且对他们的交往风格、心理健康也有长远影响。在学习过程中,让学生能够不断地积累愉悦,逐渐积累成功,体会到学习的乐趣,做到学得轻松,学得扎实。 小学生好奇、好动。心理学家认为这种年龄的孩子能集中注意力的最大限度为十分钟。在介绍了一定的课文新知识后,进行一些游戏性的操作或唱唱英文歌,这样就能调节学生的学习情绪,增强集体合作感,凝聚学生的注意力,融洽师生关系。使学生学得生动活泼,轻松愉快,把学英语变成快乐事。 四、挖掘学生潜力,培养学生自信心。 德国教育家第斯多惠说:“教学的艺术不在于传授适应,而在于激励、唤醒、鼓舞。”我们教师应每当学生用英语讲完后,就给予他们鼓励,让他们感到自豪,有一种成就感。每个人都渴望有所成就,受人重视和关注,使自我得到发挥,自身价值得到实现。这种思想在学生身上,便体现为希望自己的些许成功能引起老师和同学们的注意,落实到自己身上,便是掌握一点一滴知识。一旦证实了自己的成功而产生成功感时便信心大增,兴趣盎然,情不自禁地想更上一层楼。对于不同程度的同学,在课堂上给予不同程度的问题,让他们回答,他们的一丁点进步也及时得到鼓励,从而使他们都觉得,只要自己认真跟着老师学,就能学得好,树立起学好英语的心理优势。在课堂教学中要求学生人人参与,加强交际的互动性。在课堂交流中,少批评,多表扬;少指责,多鼓励,努力找到学生做对的地方,常以“Very Good”、“Great”、“ Excellent”、 “Well done”、“You did a good job”等等来鼓励他们的积极参与。充分唤起他们说英语的自豪感。 英语毕竟不同于我们母语的教学,要想学好它,我们仍须坚持不懈地努力,吃透教材,针对学生特点,因材施教,才能取得一定的成绩。孔子说过“知之者不如好之者,好之者不如乐之者。”只有从学生的年龄特点出发,通过各种方法激发学生的学习兴趣,才回使学生的学习积极性调动起来,思维活跃起来,最终达到学习的目的。 Unit 1 My classroom 一、核心词汇  常见物体名称:classroom教室 window窗户 blackboard黑板 light电灯picture图画 door门 teacher’s desk讲台 computer计算机 fan风扇 wall墙壁 floor地板 二、了解词汇  1.其他:TV电视 really(表示兴趣或惊讶)真的 near距离近 clean打扫 help帮助 2.常见的方位介词:in在……里面 on在……上面 under在……下面 三、核心句型  1.We have a new classroom.我们有间新教室。 解读:“We have …”意为“我们有……”。 拓展:此句中主语为第一人称复数形式,故谓语动词用have;当主语为第三人称单数形式时,谓语动词用has。 2.Let’s go and see!我们去看看吧! 解读: let’s是let us的缩写形式,但let’s是包括听话者在内的“我们”, let us不包括听话者。 3.— Where is it?它在哪儿? — It’s near the window.就在窗户旁边。 解读: where用来询问物体或人的位置或方位。回答时用in, on, under, near等方位介词。 4.What’s in the classroom? 教室里有什么? 解读:这是询问某处有什么的句型,其中what’s是what is的缩写形式。 拓展:想知道某物上面/下面/附近有什么,可以用“What’s on/under/near+名词?”来提问。 5.Let me clean the windows. 我来擦窗户。 解读:me是I的宾格形式。let me后面要接动词原形。 四、了解句型  1.Open the door.开门。      2.Turn on the light.打开灯。 3.Close the window.关窗户。 4.Put up the picture.张贴图画。 5.Clean the blackboard.擦黑板。 6.The door is orange.门是橘黄色的。 Unit 2 My schoolbag 一、核心词汇  常见物品名称:schoolbag书包 maths book数学书 English book英语书Chinese book语文书 storybook故事书 candy糖果 notebook笔记本 toy玩具 key钥匙 二、了解词汇  1.其他:wow哇;呀 lost丢失 cute可爱的 2.副词短语:so much非常地 三、核心句型  1.I have a new schoolbag.我有一个新书包。 解读: I have意为“我有……”用来表达自己拥有某物。 拓展:此句中主语为第一人称单数形式,如果主语为第三人称单数形式,则have应改为has。 2.— What’s in your schoolbag?你书包里有什么? — An English book, a Chinese book, a maths book and three storybooks. 一本英语书,一本语文书,一本数学书和三本故事书。 解读: “What’s in …?”意为“……里面有什么?”用来询问某处有什么东西。 拓展:你想知道书桌里有什么,可以说“What’s in the desk?” 3.— What colour is it?什么颜色的? — It’s green.是绿色的。 解读:这是用来询问物体颜色的句型。 拓展:如果提问的物体是复数形式,则可以说“What colour are they?”。 四、了解句型  1.Put your Chinese book in your desk.把你的语文书放到你的书桌里。 解读:“put+名词+介词短语”表示把某物放到某处。 2.I lost my schoolbag.我弄丢了我的书包。 解读: lost是lose的过去式形式,表示此动作是过去的某个时间发生的。 3.It’s blue and white.是蓝白色的。 4.Thank you very much!非常感谢! 5.My bag is heavy!我的书包重! 6.Put away your books.把你的书收起来。 解读: put away …意为“把……收起;放好” 7.Is everything in your schoolbag?所有的东西都在你的书包里了吗? 8.Take out your books, please.请拿出你们的书。 解读: take out 意为“把……拿出来” Unit 3 My friends 一、核心词汇  1.常见描述人外貌和性格特征的单词:strong强壮的 friendly友好的 quiet安静的 2.常见身体部位单词及短语:hair头发 long hair长头发 short hair短头发 3.常见物品名称:shoe鞋 glasses眼镜 brown shoes棕色的鞋 blue glasses蓝色的眼镜 a green bag一个绿色的书包 二、了解词汇  1.常见物品名称:hat(常指带檐的)帽子 2.其他:his他的 or或者 right正确的;对的 her她的 三、核心句型  1.— What’s his name?他叫什么名字? — His name is Zhang Peng.他叫张鹏。 解读:此句型用来询问他人的姓名。his意为“他的”。 拓展:询问“她叫什么名字?”应用“What’s her name?”回答时说“Her name is … ”。 2.He’s tall and strong.他又高又壮。 解读:此句型用来描述他人的性格或外貌特征。 拓展: he’s/she’s分别是he is和she is的缩写形式。其后的形容词还可以是short, thin, friendly, quiet, cute, good等。 3.He has glasses and his shoes are blue.他戴眼镜,穿蓝色鞋子。 解读:此句型也可用来描述他人的外貌特征。has是have的第三人称单数形式。 拓展:若要描述第三人称“她”,则可以用句型“She’s … She has …”。 4.— Who is he?他是谁? — He is Wu Yifan.他是吴一凡。 解读:此句型用来询问他人的姓名或身份。 拓展:询问“她是谁?”应用“Who is she?”,回答时说“She is …”。 四、了解句型  1.He’s very friendly.他很友好。 解读: friend意为“朋友”,后加ly变为形容词,意为“友好的”。 2.She’s a cute, cute girl.她是一个很可爱很可爱的女孩。 3.She’s quiet and friendly.她既安静又友好。 4.— Is he Wu Yifan?他是吴一凡吗? — Yes. You’re right.是的。你答对了。 5.My friend has blue glasses.我的朋友戴着蓝色的眼镜。 6.He is short and thin.他又矮又瘦。 7.I can’t pull it up.我拔不出来。 解读: pull … up意为“把……拉上来;把……拔出来”。 8.Please help me.请帮帮我。 解读: please后面要接动词原形。 Unit 4 My home 一、核心词汇  1.常见表示家庭居室的单词:bedroom卧室 living room客厅;起居室 study书房 kitchen厨房 bathroom浴室;洗手间 2.常见表示生活物品的单词:bed床 phone电话 table桌子 sofa长沙发fridge冰箱 3.常见描述生活中动作的短语:watch TV看电视 read a book读书 4.描述方位的短语:near the phone在电话旁边 under the table在桌子下面 on the table在桌子上 二、了解词汇  1.常见描述生活中动作的短语:have a snack吃零食 have a nap小睡一会儿 take a shower洗澡 2.其他:find找到 them他(她、它)们 三、核心句型  1.— Where is she?她在哪儿? — She is in the kitchen.她在厨房。 解读:此句型用来询问某人或某物的位置。 拓展:若主语为复数,则此句应改为“— Where are they?— They are in the kitchen.”。其他可以表示方位的介词有in/on/under/near 等。 2.They’re in the door.它们在门上。 解读:此句型用来表达某人或某物在某地。句型结构为“主语+be动词(is/are)+介词短语.” 拓展:若主语为单数,则此句应改为“It’s in the door.”。 3.— Is she in the living room?她在客厅里吗? — No, she isn’t.不,她不在。 解读:此句是一般疑问句,用来判断某人或某物是否在某地。 拓展:当主语为复数时,则此句应改为“Are they+介词短语?”“ Yes, they are./No, they aren’t.”。 4.Open the door, please.请开门。 解读:此句型用来提出行动建议。 四、了解句型  1.She’s in the kitchen.她在厨房里。 解读:此句型用来表达某人或某物在某地。She’s是she is的缩写形式。 2.— Is it in your desk?在你的书桌里吗? — No, it isn’t.不,不在。 解读:此句是一般疑问句,用来判断某物的位置,回答时用“Yes, it is.”或“No, it isn’t.”。 3.Go to the living room. Watch TV.去客厅。看电视。 解读:此句型以动词原形开头,用来提出行动建议。 4.Look at that room.看那个房间。 解读: look at意为“看”,后面接名词或代词。 5.Do you see my glasses?你看见我的眼镜了吗? 解读:此句型是一般疑问句,用来询问对方是否看到某物,肯定回答用“Yes, I do.”,否定回答用“No, I don’t.”。 6.Those are not my glasses.那不是我的眼镜。 解读:此句型用来表示那些不是某物。those是that的复数形式。 7.Let’s change our glasses.我们换一换眼镜吧。 解读:此句型用来提出行动建议。Let’s是let us的缩写形式。change意为“交换”。 Unit 5 Dinner’s ready 一、核心词汇  1.常见表示食物的单词:beef牛肉 chicken鸡肉 noodles面条 soup汤vegetable蔬菜 2.常见表示餐具的单词:chopsticks筷子 bowl碗 fork餐叉 knife刀 spoon勺 3.常见描述生活中动作的短语:use chopsticks使用筷子 二、了解词汇  1.常见生活中的短语:help yourself为(自己)取用 pass me the blow把碗递给我 today’s special今天的特价食品 2.其他:dinner(中午或晚上吃的)正餐 ready准备好 pass给;递 try试;尝试 三、核心句型  1.What’s for dinner?晚餐吃什么? 解读:此句型用来询问用餐的食物。What’s是what is的缩写形式。for在此句中意为“当作;作为”。 拓展:如果想问早餐吃什么,应用“What’s for breakfast?”。 2.— What would you like?你想吃什么? — I’d like some soup and bread, please.我想要一些汤和面包。 解读:此句型用来征求晚餐意见。I’d like是I would like的缩写形式,意为“我想要”,后面接名词。 3.I’d like some vegetables, please.我想要蔬菜。 解读:此句型用来表达自己的用餐意愿。 4.— Would you like a knife and fork?你想要刀叉吗? — No, thanks. I can use chopsticks.不了,谢谢。我会用筷子。 解读:此句型用来提出餐具使用建议,可以用“Yes, please.”或“No, thanks.I can use …”回答。 5.— Would you like some soup?你想喝汤吗? — Yes, please!是的,想要! 解读:此句型用来提出用餐建议,可以用“Yes, please.”或“No, thanks.”回答。 6.— Help yourself.随便吃吧。 — Thanks.谢谢。 解读:此句型用来请对方自便用餐。 7.— Can I have a knife and fork, please?我可以用刀叉吗? — Yes, John, but try chopsticks for noodles.可以,约翰,但是请试试用筷子吃面条。 解读:此句型用来征求使用某种餐具。 四、了解句型  1.Dinner’s ready.晚餐准备好了。 解读: dinner’s是dinner is的缩写形式。 拓展:如果想表达早餐准备好了,可以用“Breakfast is ready.”。 2.Here are today’s specials.这是今天的特价食品。 解读:此句型用来表示这些是某物。 3.Pass me the bowl.把碗递给我。 解读:此句型用来表示给某人递某物。pass后面要用人称代词的宾格形式。 4.Anything else?还要别的吗? 解读:此句型用来询问是否要其他东西。完整形式是“Would you like anything else?”。 5.Here’s your bill.这是你的账单。 解读:此句型用来表达这是某物。Here’s是here is的缩写形式,意为“这是”。 Unit 6 Meet my family! 一、核心词汇  1.常见表示家庭成员之间称呼的单词: parents父母cousin同辈表亲(或堂亲) uncle舅父;叔父;伯父;姑父;姨夫 aunt姑母;姨母 baby brother婴儿小弟弟 2.常见表示职业的单词: doctor医生 cook厨师 driver司机 farmer农民 nurse护士 3.表示询问可数名词数量的短语: how many多少 二、了解词汇  1.生活中常用的单词: people人们 but但是 little小的 puppy小狗 job工作 basketball篮球 2.常见的表示职业的短语: football player足球运动员 basketball player篮球运动员 baseball player棒球运动员 2.生活中常用的短语: on the tree在树上 a cup of milk一杯牛奶 cut the cake切蛋糕 三、核心句型  1.— How many people are there in your family?你家有几口人? — Three.三口人。 解读:此句型用来询问家中有几位家庭成员。how many对可数名词的量进行提问,回答时可以直接说数字。 2.My family has six people.我家有六口人。 解读:此句型用来表达家中有几位家庭成员。has是have的第三人称单数形式,意为“有”。 3.— Is this your uncle?这是你叔叔吗? — Yes, it is.是的。 解读:此句型用来询问某人与说话方的亲属关系。 4.— What’s your aunt’s job?你婶婶做什么工作? — She’s a nurse.她是位护士。 解读:此句型用来询问某人的职业。What’s是what is的缩写形式。 5.— What’s her job?她做什么工作? — She’s a nurse.她是位护士。 解读:此句型用来询问第三人称的职业。 6.This is my family.这是我的家人。 解读:此句型用来表达这是某人的家人。 7.He is a driver.他是名司机。 解读:此句型用来描述某人的职业。 四、了解句型  1. How many apples are there on the tree? 树上有多少个苹果? 解读:此句型用来询问树上有多少个苹果。how many对可数名词的量进行提问,回答时可以直接用数字。 2. Meet my family! 见见我的家人吧! 3.These are photos of my family.这些是我家人的照片。 解读:此句型用来表达这些是某物。photo of …意为“……的照片”。 4. It’s me! 这是我! 本文档由香当网(https://www.xiangdang.net)用户上传

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