1、The sixth period（第六课时）Part B Read and write & Lets check & Lets 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Lets 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Lets sing能够了解歌词意义并能够清晰准确地歌唱S
2、tory 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 purpose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。教学过程第 9 页 共 8 页Step 1: Warm-up & Revision1. Enjoy
3、a songMy family.Play the song twice. (课件出示:教材P64 Lets 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 qui
4、ckly as they can. Then ask students to talk about their family members and the jobs of their family members with the word cards.T: Whats yours job?Ss: Hes/Shes a/anStep 2: Presentation1. Pre-reading.Teaching purpose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。（1）Show
5、 the picture of “Read and write” on the PPT. (出示课件) Talk about it with students.T: Look at the picture. Its a picture of Johns 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 des
6、cribe her with the sentence “Shes friendly.” and guess her job with the sentence structure “Shes 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 “Hes strong.” and guess his job with the sentence structure “Hes
7、 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 anot
8、her man in the picture.Ask students to describe his appearance and guess his job with the pictures of a cooks hat and a spatula on the PPT. (出示课件)Ss: Hes 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
9、 about him?Teaching purpose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: Hes friendly.T: Yes. He is very friendly. Whats his job? Is he a basketball player, too?Ss: (Students guess.)Present a schoolbag on the PPT and lead students to an
10、swer “No.” (出示课件)T: He likes basketball. But he isnt 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.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
11、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
12、 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 “Whats his/her job?” about the characters in the pictures.Ask students to find out and state the characters jobs
13、 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
14、from each group for the reading contest. The best reader will be named as “A reading star”.Teaching purpose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.Look and write.(1) Show the picture of the driver in “Look and w
15、rite”. (出示课件)T: Whats 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: Whats this mans job?Ss: Hes a doctor.Write down the sentence structures “Whats his job? Hes a/an” on the blackboard.Remind students to use capital l
16、etters 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: Whats this
17、 womans job?Ss: Shes 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: PracticeTeaching purpose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.Le
18、t 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.)Whats his job in Picture 3/Picture 4? (Hes a farmer/doctor.)Whats her job in Picture 5/Picture 6? (Shes a nurse/doctor.)
19、Whats his job in Picture 7/Picture 8? (Hes 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 purpose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
20、 they have heard or say the key vocabulary they have heard. Then check the answers in class.Answers: P1; P4; P5; P82. Look and match.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
21、: Lets look at this family. How many people are there in this family? What are their jobs? Teaching purpose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 pictur
22、es 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 & Extension1. 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 “
23、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 t
24、he background of the story first.T: Some animals are in Zips house. They look at Zips 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. Hes a cook.3. Its Zip.(3) Play the recording of the story. (出示课件) A
25、sk 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 purpose以重温歌曲的方式结束课程，补
26、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.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
27、 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.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
28、，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 AimsRead and writeBe able to read and understand the passage. And be able to finish the task of “Read and tick or cross” according to the pictorial prom
29、pts.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.Lets checkCheck the key sentence structures in the unit. Examine the readin
30、g of the key vocabulary about family and jobs in this unit.Lets singBe able to understand the meaning of the lyrics and be able to sing it clearly and accurately.Story timeBe able to understand the story with the pictures, review and consolidate the vocabulary and sentence structures related to the
31、occupations.Be able to act out the story with the help of the teacher.Teaching PrioritiesBe able to use the key vocabulary and sentence structures of this unit synthetically, and complete the exercises as required.Teaching DifficultiesSummarize and review the main points learned in this unit. Improv
32、e students ability of summarizing knowledge.Teaching ProceduresTeaching StagesTeacher s ActivitiesStudents ActivitiesTeaching PurposesWarm-up &Lead-in1. Enjoy a songMy 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
33、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.Presentation1. Pre-reading.Show the picture of “Read and write
34、” 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 tic
35、k 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 “Whats his/her job?” about the characters in the pictures.(5) Be “A reading
36、 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 characters jobs according to the passage.(5) Read the passage in different ways. Compete to be “A reading star”.Cultivate students
37、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 byone.Ask students to fill in the blanks.Ask students to draw a stick figure of a family member and finish the imitative writing activity i
38、n the book.Talk about the pictures andfill in the blanks in thebook.Draw a stick figure of afamily member. And finishthe imitative writingactivity in this sectionindependently.Make sure students can correctly understand the sentences and recognize the words. Cultivate students awareness of standardi
39、zed writing.（续表）Teaching StagesTeacher s ActivitiesStudents ActivitiesTeaching PurposesPractice1. 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 f
40、inish 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.Fi
41、nish 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&Extension1. Story time.(1) Teach the phrases “baseball player, taxi driver” with pictures.(2) Play the carto
42、on 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 participa
43、tion 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 acco
44、rding 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.Homework1. Complete the composition of “My family” with the key vocabulary and sentence structures.2. Sing the song to your parents.3. Do the exercises.
