1、 3 The fourth periodThe fourth period（第四课时）（第四课时） Part B Lets talk & Draw and say 教学内容与目标 课时教学内容 课时教学目标 Lets 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 isnt./No, its me.” “Whats yours job? Hes/Shes 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 p
2、layer, 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 isnt./No, its me.” “Whats yours job? Hes/Shes 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.预习状元大课堂 创优作业 100 分 状元作业本中本课时的相关内容。 2.PPT 课件、课文录音、视频
3、、家庭称呼类和职业类单词卡片等。 教学过程 Step 1: Warm-up & Lead-in 1. Greetings. 2. Show the chantI love you. Ask students to read the chant carefully and then chant it together. 3. Lead-in. Show the outline picture of the teachers family photo on the PPT. （课件出示: 教师全家福的轮廓图） Ask students to guess the relationship betwe
4、en the person in the picture and the teacher. T: This is my family photo. Guess! Whos 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 isnt. / No, its me. Teaching purpose 用自编 chant 吸引学生 的注意力
5、，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。 Write down the sentence structures “Is this your? Yes, it is. / No, it isnt. / No, its me.” on the blackboard. Step 2: Presentation 1. Teach the new vocabulary and sentence structures. (1) After guessing some characters, the picture of the teachers family
6、members is clearly presented. The teacher points to herself/himself and says, “Im a teacher.” Then point to her/his aunt in the picture. T: This is my aunt. Shes a nurse. Show a picture of the teachers aunt in a nurses uniform. Help students understand what “nurse” means. Teach the word “nurse”, n/n
7、/-ur/-se/s/, nurse/ns/. (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 / here. T: Whats my aunts job? Shes a/an Ask students to guess the meaning of this question and the word “job” according to the context. Ss: Shes a nurse. Write down t
8、he sentence “Whats your aunts job?” on the blackboard and get students to read after the teacher. T: au/-n/n/-t/t/, aunt/nt/, ts/ts/, aunts/nts/. “ts” sounds /ts/ here. T: j/d/-o/-b/b/, job/db/. T: Now you can ask me about my other family members with the sentence structure. Ss: Whats yours job? T:
9、Hes/Shes 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 “Hes/Shes a/an” on the blackboard. (2) Write down the phrase “football player” and the sentence “Hes a football player.” on the blac
10、kboard. 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
11、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） 2. Talk about the picture of the main scene. Teaching purpose 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。 Teaching purpose 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。 Tea
12、ching purpose 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。 5 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 Sarahs family. They are putting on a play. Do you know its name? Students may answer in Chinese. T: How many people are there in Sarahs family? Ss: Nine. Wow! Poin
13、t to one actor in the picture and ask, “Is this Sarahs uncle?” Ss: Yes, it is. /No, it isnt. T: Whats his job? Lead students to find relevant person. Ask students to describe his job through the dialogue in the picture. Ss: Hes a football player. Continue to talk about Sarahs aunts and fathers jobs.
14、 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. 3. Lets talk. (1) Show the pictures of the three characters in “Lets talk” on the PPT. （课件出示: 教材 P61 Lets 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
15、to Sarah are and predict the main idea of the dialogue. T: Is this your Sarahs? 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 Sarahs family members and their jobs. (2) Play the cartoon and ask the
16、 questions. Questions: Whos this man/woman? Whats his/her job? Is the little baby Sarahs baby brother? Play the cartoon of “Lets talk” on the PPT and let students pay attention to the pronunciation and the intonation. (课 件出示:教材 P61 Lets talk 板块的视频) Ask students to watch the cartoon with the question
17、s. Underline the answers in the book. Answer the questions. T: Whos this man? Ss: Its Sarahs uncle. T: Whats his job? Ss: Hes a football player. T: Whos this woman? Teaching purpose 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。 Ss: Its Sarahs aunt. T: Whats her job? Ss: Shes a nurse. Play the cartoon
18、again. （Pause at the last picture.） (出示 课件) T: Whos the baby? Is the little baby Sarahs baby brother? Ss: No. Its Sarah. Sarah says, “Its me!” (3) Read after the recording. Play the recording of “Lets talk” on the PPT. （出示课件） Ask students to read after it. Then let them read in pairs. (4) Act out th
19、e dialogue. Ask students to read the dialogue freely and act out in roles. Select four pairs to act out in class. Step 3: Practice 1. Make a dialogue. 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 m
20、ake a dialogue. Then let them practice in pairs. Make an example: A: Is this Sarahs mother? B: Yes, it is. /No, it isnt. Shes A: Whats Sarahs mothers job? B: Shes a/an 2. Draw and say. (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
21、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 th
22、e key sentences. (4) Lead students to ask and answer in pairs with the following sentence structures. Step 4: Consolidation & Extension 1. Play a game “Magic mirror”. 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
23、 a wooden ruler, broom, etc. Teaching purpose 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。 Teaching purpose 通过呈现单元主情景 图，创编对话并操练重点句 型，帮助学生在真实情境中 运用核心句型，进而突破本 课的重难点。 Teaching purpose 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。 Teaching purpose “魔镜游戏”是上一个 教学环节 Draw and say 活动 的变化和延伸，让
24、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。 7 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: Whats his/her job? A (“Magi
25、c mirror”): Hes/Shes a/an Then let both of them make the representative action of this job at the same time. Get students to practice in pairs， then show in class. 2. Lets singMy family. Play the song My family. （课件出示:教材 P64 Lets sing 板块的 歌曲）Ask students to listen carefully and sing together. 3. Mak
26、e a summary. Point to the vocabulary and the sentence structures on the blackboard, 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“状元成才路”系列丛书创优作业 100 分或状元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 isnt./No, its
27、 me.” “Whats yours job? Hes/Shes 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。 Teaching purpose 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。 5. 板书设计清晰明了，
28、重点突出，起到了很好的辅助作用。 Teaching Contents & Teaching Aims Lets 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 st
29、ructures “Is this your? Yes, it is./No, it isnt. /No, its me.”“Whats yours job? Hes/Shes a/an” in situations to ask and answer the relationship between someone and the speaker and his/her job. Be able to understand new vocabulary “football player, nurse” in context, and pronounce them correctly. Dra
30、w 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
31、act out the dialogue in roles. Be able to understand and use the sentence structures “Is this your? Yes, it is./No, it isnt./No, its me.” “Whats yours job? Hes/Shes a/an” Teaching Difficulties Be able to use the key sentence structures flexibly in real situations. Teaching Procedures Teaching Stages
32、 Teacher s Activities Students Activities Teaching Purposes Warm-up & Lead-in 1. Greetings. 2. Show the chantI love you. 3. Lead-in. Show the outline picture of the teachers family photo on the PPT. Ask students to guess. 1. Greetings. 2. Read the chant carefully and chant with the teacher. 3. Talk
33、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 “Whats yours job? Hes/Shes a/an” (2) Teach the phrase
34、“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 9 dialogue learning. 2. Talk about the picture of the main scene. Present the picture a
35、nd 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. Lets talk. (1) Show the pictures of the three characters in “Lets talk” on the
36、PPT. Ask students to guess. (2) Play the cartoon and ask the questions. (3) Play the recording of “Lets 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 a
37、fter 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 Pu
38、rposes 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 an
39、d 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 struc
40、tures through a series of activities. Consolidation & Extension 1. Play a game “Magic mirror”. Ask two students to make a model. Then ask Play the game and practice in pairs and then show in class. Practice the key vocabulary and sentence structures in the relaxing game. students to play the game in
41、 pairs. Make students have a deeper understanding of occupational nouns. 2. Lets singMy 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.
