PEP人教版五年级英语上册全册精品教案（共301页） 301页

3 Unit 1 What’s he like? 教材分析 本单元学习的主题是介绍人物外貌或性格特征。教学内容主要是围绕着给新同学介绍其他 同学和谈论新老师展开。教学重点是能听、说、读、写句型“—Is he young/funny? —Yes, he is./No, he isn’t.”“—What’s he/she like? —He / She is kind/…”；能听、说、读、 写单词“old, young, funny, kind, strict, polite, hard-working, helpful, clever, shy”。 教学目标 知识与能力目标: 句型 ·能够听、说、读、写句型“—Is he young/funny? —Yes, he is./No, he isn’t.”“—What’s she like? —She’s kind.” ·能够在情景中运用句型“Is he/she young/…?”“—What’s he/she like? —He / She is kind/…”询问并回答某人的性格或外貌特征 · 能够在语境中理解单词“know”和句子“Do you know Mr Young?” “Ms Wang will be our Chinese teacher.”的意思，并能正确发音 ·能够理解对话大意，按照正确的意群及语音、语调朗读对话并进行角色扮演 ·能够在图片的帮助下理解吴一凡的日记；能够按照正确的意群及语音、语调朗读日记，并运 用句型“He is hard-working/…”口头和书面描述机器人 Robin 及其他人物 词汇 ·能够听、说、读、写单词“old, young, funny, kind, strict, polite, hard-working, helpful, clever, shy” ·能够在语境中运用这些单词询问并回答关于人物性格或外貌特征的问题，或运用这些单词描 述人物性格或外貌特征 语音 ·能够掌握字母-y 的发音规则，即-y 在单词词尾发/i/ ·能够读出符合-y 发音规则的单词，并能够根据发音拼写出符合-y 发音规则的单词 ·能够在单线上完成抄写句子的活动，做到书写规范 情感态度､文化意识､学习策略目标: ·树立正确的审美观，避免以貌取人 ·能够在教师的帮助下进行 be 动词与人称代词的搭配小结，学会正确搭配 ·能够根据-y 的发音规则拼读、拼写单词 课时安排 第一课时： Part A Let’s try & Let’s talk 第二课时： Part A Let’s learn & Ask and answer 第三课时： Part A Let’s spell 第四课时： Part B Let’s try & Let’s talk 第五课时： Part B Let’s learn & Match and say 第六课时： Part B Read and write & Let’s check & Let’s wrap it up The first period (第一课时) Part A Let’s try & Let’s talk ▶教学内容与目标 课时教学内容 课时教学目标 Let’s try ·学生能够借助图片听懂简短对话，抓住关键信息，提高听的能力 ·学生能够对新句型在听觉上有所感知，并完成听录音选图片的活动 Let’s talk ·学生能够理解对话大意，能够按照正确的意群及语音、语调朗读对话并进行角色扮演 ·学生能够在情景中运用句型“—Is he young/funny? —Yes, he is./No, he isn’t.” 询问并回答某人的性格和外貌特征 ·学生能够运用所学句型和参考词汇并根据教师的特点进行问答 ·学生能够在语境中理解新单词“know”及句子“Do you know Mr Young?”的意思并正确 发音 ▶教学重点 1.学生能够理解和掌握本课重点单词和句型。 2.学生能够在情景中运用句型“—Is he young/funny? —Yes, he is./No, he isn’t.”询问并回答某人 的性格和外貌特征。 ▶教学难点 学生能够灵活运用所学句型在情景中谈论人物的性格和外貌特征，实现语言输出。 ▶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、卡片、照片等。 ▶教学过程 Step 1: Warm-up & Lead-in 1. Greetings. 2. Sing the song—Who’s your teacher? （出示课件） 3. Lead-in. T: It’s a new term now. Do you remember your classmates? (Quick Flash) Show some pictures of the characters in the textbook one by one. (出示课件) Then talk about them with students like this: T: Do you know him/her? Ss: Yes! T: Who is he/she? Ss: He’s…/She’s… Write down the word “know” in time. Lead students to read it: know—know—Do you know? —I know. At last show the picture of Oliver and ask: Do you know him? Help students answer. Ss: No, I don’t. Teaching purpose 采用快闪的手法，通过 熟悉的面孔，让学生学习三 会单词 know，领悟句子“Do you know?”的含义。适时引 出新同学 Oliver，以 Oliver 为主线，可以有效地引导学 生进一步学习本课内容。 5 T: Who’s he? Let’s watch the video. (课件出示: Unit 1 主情景图 视频) T: Now do you know the boy? Ss: Yes! He’s Oliver. /His name is Oliver. T: You’re right. In this term, we will have a new classmate. His name is Oliver. Let’s say hello to Oliver. Ss: Hello, Oliver！ Step 2: Presentation 1. Let’s try. T: Wu Yifan and Oliver see Mr Li. Here are three pictures. (出 示课件) Who is Mr Li? Can you guess? Ss: … T: Really? Oliver is a new classmate. So he doesn’t know his teachers. Let’s listen and tick. And you can check what you guess. Play the recording of “Let’s try”. (出示课件) Let students listen to the recording, grasp the key information, and then find the answer. Check the answer with students. According to the right picture, ask like this: T: Is he strong? Ss: Yes, he is. T: Is he a good basketball player?(with some actions) Ss: Yes, he is. T: Good job! And sometimes he is strict. (with some expressions) (课件出示:教材 P4 Let’s try 板块的听力材料) 2. Let’s talk. (1)Learn some new words. ①Show a picture of a young teacher who students know very well. T: Do you know him/her? Ss: Yes. T: Who is he/she? Ss: He / She is… T: Yes, he/she is our Chinese/maths…teacher, Mr/Miss X. Emphasize the word “our” with some actions. Help students read it and understand its meaning: our—our—our teacher—our classroom— our friends. Write it down on the blackboard. ②Show the picture of Mr Young on the PPT. (出示课件) Point to it and ask: Do you know him? Ss: No, I don’t know. T: He’s Mr Young. Ask students to read it three times: young—young—Mr Young. T: (Point to his white hair.) Is he old? Ss: Yes, he is. T: (Point to Mr/Miss X.) Is he/she old? Ss: No, he/she isn’t. Help students answer slowly: He / She is young. Write down the word “young”on the blackboard. Then teach: young—young—She’s young. He’s young. (Show some pictures of young stars.)(出示课件) Teaching purpose 通过观察图片，引导学 生猜测，让学生带着问题， 有目的地听录音，培养学生 的观察能力和逻辑推理能 力。通过选出正确图片的任 务引导学生进行描述，让学 生有意识地感知目标句型。 Teaching purpose 充分发挥多媒体和图 片的作用，用图片对比、单 词拆分等多种方法让学生 理解新词的含义，并做到词 不离句,为学生透彻理解对 话扫清障碍,同时也可以培 养学生的观察能力和逻辑 思维能力。 Lead students to compare the forms of “young” in “Mr Young” and “He’s young.” Help students find the difference and understand their meanings. ③T: Mr Young is old. And he’s very funny. Show a word card of “funny”. Read it and help students understand its meaning. T: fun-ny—fun-ny—funny. He’s funny. She’s funny. (Show some pictures of funny stars.) (出示课件) And I like funny teachers. (2)Learn the dialogue. T: Wu Yifan and Oliver are talking about Mr Young now. Let’s watch the cartoon and read the dialogue after it. Try to know more about Mr Young. Play the cartoon of“Let’s talk”. (出示课件) Let students read after it. Ask students to read the dialogue again and answer the following questions: ①Who is Mr Young? ②Is he young? ③Is he funny? Check the answers with students. Lead students to make an introduction of Mr Young according to the answers like this: Mr Young is Wu Yifan and Oliver’s music teacher. He isn’t young. He’s old. And he’s funny. (3)Read and act. ①Play the cartoon again. (出示课件) Let students read after it and try to imitate the intonation and the pronunciation of the recording. Then ask students to read together. At last ask students to read freely. ②Let students act out the dialogue in pairs. Several minutes later, take out some headwears and ask some students to act out. ③Choose the best performers with students and give awards. (4)Retell the dialogue according to the blackboard. Make a model first and then lead students to retell. Step 3: Practice 1. Sharp eyes. Show the words “tall, friendly, quiet, funny, young, old” on the PPT. （出示课件）Let students read them out quickly 2. Talk about the stars and your teachers. (1)I ask and you answer. Choose three pictures of stars who students like very much. Ask and answer according to these pictures. T: Who’s he/she? Ss: He’s /She’s… T: Is he/she funny/young/old? Ss: Yes, he/she is. /No, he/she isn’t. (2)Pair work. Show some photos of students’ teachers one by one. T: Do you know him? Ss: Yes, he is our…teacher. Teaching purpose 任务型教学法能让学 生对文本有比较全面的认 识；根据问题的答案组织语 言对人物进行描述，可以锻 炼学生的语言表达能力，进 一步强化学生对文本的理 解。而不同形式的朗读旨在 培养学生使用正确的语音、 语调，并在具体的语境中落 实核心句型的运用。利用板 书让学生复述课文，加深对 文本的记忆。 Teaching purpose 通过先引导学生进行 操练，然后学生结对自主合 作练习，最后进行展示等一 系列的活动，强化学生对核 心句型的理解和掌握，让学 生在语言支架的帮助下，有 话可说，增强学生的自信， 激发学生的学习兴趣。 7 T: Can you talk about your teachers? Ss: … Show the part of “Talk about your teachers” on page 4. Provide some sentences patterns “Who’s your…teacher?” “—Is she/he…? —Yes, she/he is. /No, she/he isn’t.” (出示课件) Let students ask and answer with their partners. (3)Show time. Ask some students to act out and encourage more students to participate in. (4) Show time. Step 4: Consolidation & Extension Make a dialogue. (1)Make a model. T: (Draw a picture on the blackboard.) Do you know…? Ss: No, I don’t. Who is he/she? T: He’s/She’s my father/friend/grandpa/uncle/sister… Ss: Is he/she…? T: Yes, he/she is./No, he/she isn’t. I like him/her. (2)Look and say. Ask each student to draw a picture. Then let them imitate to talk about it with their partners. (3)Show time. Ask some students to show their dialogues and encourage more students to participate in. ▶板书设计 Teaching purpose 通过学科整合进行拓 展，构建有效的对话情境， 创编对话，让学生学以致 用，提升学生的综合语言运 用能力。 ▶作业设计 1. Practice the dialogue. 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.本节课采用 Quick Flash 的方法，通过让学生在新学期伊始回忆熟悉的面孔并认识新同学 Oliver,然后从 Oliver 的角度去认识新老师，适时地导入新知并进行新词和核心句型的学习。 2.新词的学习做到了词不离句; 任务型教学法的采用强化了学生对文本的理解; 以学生为本，构建有效的 对话情境，引导学生自主合作；突出语言的语用功能，通过学科整合进行拓展，让学生学以致用，提升了学生 的综合语言运用能力。 3.不同形式的朗读及角色扮演，训练了学生使用正确的语音、语调，并在具体的语境中落实了核心句型的 运用。 4.板书简洁清晰，重点突出，对学生的复述起到了很好的辅助作用。 ▶Teaching Contents & Teaching Aims Let’s try · Be able to understand the recording, grasp the key information and improve listening abilities. · Be able to perceive the key sentence patterns and tick the right answer. Let’s talk · Be able to understand the main idea of the dialogue and read the dialogue with correct sense groups, pronunciation and intonation and act it out. · Be able to use the target words and sentence patterns to ask and answer in context properly. ·Be able to understand and read the word“know”and the sentence“Do you know Mr Young?” correctly. ▶Teaching Priorities ·Be able to understand and master the key words and sentence patterns of this lesson. ·Be able to use the target sentence patterns to ask and answer in context properly. ▶Teaching Difficulties ·Be able to talk about characters’ features by using the vocabulary and the sentence patterns flexibly. 9 ▶Teaching Procedures Teaching Stages Teacher’ s Activities Students’ Activities Teaching Purposes Warm-up & Lead-in 1. Greetings. 2. Sing the song—Who’s your teacher? 3. Lead-in. Show some pictures one by one and ask questions “Do you know him/her? Who is he/she?” Introduce a new classmate. Teach the new word “know”. 1. Greetings. 2. Learn to sing the song—Who’s your teacher? 3. Look at the pictures and answer the questions. Know the new classmate. Learn the new word “know”. Learn the new word “know” and understand the meaning of the sentence “Do you know?” through the quick flash. Lead in the new lesson. Presentation Presentat ion 1. Let’s try. Ask students to observe the three pictures and guess. Play the recording of “Let’s try”. Check the answer with students. Ask some questions according to the right picture. Observe the three pictures and guess. Listen to the recording and tick the answer. Check the answer with the teacher. Answer the questions according to the right picture. Lead students to guess by observing the pictures. Cultivate students’ observation and logical reasoning abilities. Help students perceive the key sentence patterns. 2. Let’s talk. (1)Teach the new words. ①Teach the new word“our” in phrases and sentences. ②Teach the new word “young”. Compare the forms of it in “Mr Young” and “He’s young.” ③Lead students to learn the word“funny”with some pictures of funny stars. (1)Learn and understand the new words “our, young, funny”. Know the difference of “young” and “Young”. Understand the meanings of the new words by comparing and word splitting. And practice the new words in sentences. Reduce the difficulty of learning and stimulate students’ learning interest by using some pictures of stars. (2)Teach the dialogue. Play the cartoon and let students know more about Mr Young. Ask some questions. Check the answers with students. Lead students to make an introduction of Mr Young according to the answers. (2)Watch the cartoon and know more about Mr Young. Read after the cartoon and find the answers to the questions. Check the answers with the teacher. Make an introduction of Mr Young. Let students know the text thoroughly by answering the questions. Train students’ language competence by describing the character. Strengthen their understanding of the text. (3)Let students read and act. ①Play the cartoon again. ②Take out some headwears and ask some students to act out. ③Give awards. (3)Read after the cartoon again. Try to imitate the intonation and the pronunciation. Then read together. At last read freely. Act out the dialogue in pairs and choose the best performers. Help students understand and deepen the impression of the text by retelling the text. (4)Make a model and then ask students to retell the text according to the writing of the blackboard. (4)Retell the text according to the writing on the blackboard. Make sure students can read the dialogues correctly and act them out. Practice 1. Sharp eyes. Show these words “tall, friendly, quiet, funny, young, old” on the PPT. 2. Talk about the stars and your teachers. (1) I ask and you answer. Choose some pictures of stars who students like very much and ask “Who’s he/she? Is he/she…?” (2)Pair work. Show some photos of students’ teachers one by one. Provide some sentence patterns for students to use. (3)Show time. Ask some students to act out and encourage more students to participate in. 1.Read the words out quickly. 2. Answer the questions. Ask and answer in pairs according to the sentence patterns that the teacher provides. Show the dialogues in class. Help students strengthen the key sentence patterns. Encourage students to show with the help of language scaffold. Enhance students’ confidence. Stimulate students’ learning interest. Consolidation & Extension Make a dialogue. (1)Make a model. Draw a picture on the blackboard and talk about the picture with students. (2)Look and say. (1)Talk about the picture with the teacher. (2)Draw a picture and talk about it with their partners. (3)Show their dialogues with Create a natural and real situation to develop students’ comprehensive language using abilities. 11 Ask students to draw a picture and talk about it with their partners. (3)Show time. Ask students to show their dialogues. Encourage more students to participate in. their partners. Homework 1. Practice the dialogue. 2. Do the exercises. The second period(第二课时) Part A Let’s learn & Ask and answer ▶教学内容与目标 课时教学内容 课时教学目标 Let’s learn ·学生能够听、说、读、写五个描述人物年龄和性格特点的形容词“old, young, funny, kind, strict” ·学生能够在语境中熟练运用这五个单词询问并回答关于人物性格及外貌特征的问题 Ask and answer ·学生能够根据图片提示或实际情况运用“Let’s learn”板块的单词和句型 ▶教学重点 学生能够听、说、读、写并熟练运用五个描述人物性格及外貌特征的单词“old, young, funny, kind, strict”。 ▶教学难点 学生能够在语境中熟练运用所学核心词汇及句型。 ▶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、视频等。 ▶教学过程 Step 1: Warm-up & Revision & Lead-in 1. Greetings. 2. Sing the song—Who’s your teacher? Play the video. (出示课件) Let students sing together with the music. Step 2: Presentation 1. Play a game: The strongest memory. T: Boys and girls, we will have some new teachers this new term. Who are they? Do you want to know? Teaching purpose 用歌曲活跃气氛，在歌曲 中帮助学生复习“Who’s your English/ Chinese teacher?”“Is he/she…?”等句型。 Teaching purpose 联系学生新学期新老师 的实际，在真实、自然的情境 中，用“最强记忆力”的游戏， 呈现本节课所有的老师，让学 生认识老师，为下一步的学习 做好铺垫。 Show the picture of a music book on the PPT. (出示课件) Ask the question: What’s this? Lead students to answer: It’s a music book. Then show the picture of Mr Young and say: Mr Young is the music teacher. (出示课件) Introduce the art teacher Mr Jones, the science teacher Miss Green, the English teacher Miss White and the maths teacher Mr Li in the same way. At last show the picture of Mrs Smith on the PPT and say: She’s the head teacher. Lead students to know the meaning of “head teacher”. T: Do you remember our teachers? Now let me test your memory. Who has the strongest memory? Show the six pictures in the book on page 5. (出示课件) The teacher asks and students answer quickly. T: Who’s the art teacher? Ss: Mr Jones. T: Who’s the music teacher? … Choose the student who has the strongest memory and give him/her an award. Then explain the difference among “Mr, Miss, Mrs”. 2. Learn the new words “old, young”. T: Who’s Oliver’s music teacher? Ss: Mr Young. Show the picture of Mr Young. (出示课件) T: Good memory!(Point to the white hair.) Is he young? Ss: No, he isn’t. He’s old. Write down the word “old” on the blackboard and lead students to read like this: old, old, he’s old. Show the picture of Mr Jones. (出示课件) Lead students to compare Mr Jones with Mr Young. T: Mr Young is old. Is Mr Jones old, too? Ss: No, he isn’t. He’s young. Write down the word “young” on the blackboard. Teach it like this: young, young, he’s young. Let students try to write and read. Let students perceive the pronunciation of the letter “y” by reading the words “yes, yellow, you”. Explain that the word “young” is the antonym of the word “old”. Then show a picture of an old man and ask: Is he young? Students answer: No, he’s old. (出示课件) Play a game to practice the two words between groups. One group says: old. The other one says: young. Then exchange. At last ask students to finish the blanks. 3. Learn the new word “funny”. Show the picture of Miss Green. (出示课件) Then ask two questions: Who is she? Is she young? Ask students to answer the questions. Then say: And she’s funny. Write down the word “funny” on the blackboard Teaching purpose 充分利用上节课所学 的知识，用对比法和归类法 学习新词 old 和 young。降 低难度，增强学生的自信 心。 Teaching purpose 通过图片的直观刺激， 调动学生的学习兴趣，加深 学生的印象。注重采用多种 方法教授单词，帮助学生学 会听、说、读、写单词的方 法和策略，激发学生的学习 热情。 13 and read: fun-ny funny, funny, she’s funny. Let students try to spell it and perceive the pronunciation of the letter “y”. Show two pictures. One is a male clown and the other one is a funny girl. (出示课件) Say the sentences with students: He’s funny. She’s funny. Ask students to make funny faces. Let they read the word loudly at the same time. At last ask students to finish the blanks. 4. Learn the new word “kind”. T: We have known Mr Young is old. Mr Jones is young. Miss Green is funny. Do you remember Miss White? How about Miss White? Show the picture of Miss White. (出示课件) Point to her smiling face and say: She’s kind. Then show another picture. (课件出示:一 位不友好的男士图片) Say: He isn’t kind. Let students know the meaning of “kind”. Ask students to pay attention to the pronunciation of the letter “i”. Lead students to read like this: kind, kind, she’s kind. Ask them to write it with their fingers at the same time. Let students practice it between boys and girls. Ask students to finish the blanks. 5. Learn the new word “strict”. Show the pictures of Mr Li and Mrs Smith. (出示课件) T: Miss White is very kind. But Mr Li is very strict. Mrs Smith is strict, too. Say the first sentence with a smiling face. Say the second sentence with staring and stomping. Say the third sentence with a strict expression. Write down the word “strict” on the blackboard. Spell it slowly. Lead students to learn the pronunciation of “str-” from the word “strong”. Ask students to pay attention to the pronunciation of the letter “i”. Students read after the teacher several times. Then students read it one by one and practice it in sentences. The teacher points to Mr Li and Mrs Smith and asks: Is he/she strict? Students answer: Yes, he/she is. At last students finish the blanks. 6. Pair work. Show the part of “Let’s learn” on page 5. (出示课件) First, let students listen to the recording and read after it. (课件出示:教材 P5 Let’s learn 板块的音频) Ask students to pay attention to the Teaching purpose 通过读和演，确保学生 能正确而流利地朗读，强化 学生对核心单词和句型的 掌握。 pronunciation and the intonation. Then ask students to imitate Oliver and Zhang Peng to ask and answer with their partners. At last choose some students to act out. Step 3: Practice 1. Can you do? Show five pictures of different expressions and the five new words. (出示课件) Explain the rules of the game: If the picture matches the word, make a smiling face; if the picture doesn’t match the word, make a sad face. 2. Make a chant. Show a chant. First, students read the chant after the teacher. Then chant together. At last boys and girls can have a competition with some actions and expressions. … 3. Can you guess? Show some sentences and pictures with covers. Let students guess who he/she is by asking and answering. (出示课件) The following methods can be used: The teacher asks and students answer; Group One asks and Group Two answers; Boys ask and girls answer. Praise the students who are right. Step 4: Consolidation & Extension 1. Ask and answer. Show the picture of Mrs Smith and some sentences. (出示课件) (1)Make a model. Point to Mrs Smith and ask: Who’s Mrs Smith? Help students answer: She’s the head teacher. She’s tall. She’s strict. We all like her. (2)Pair work. Replace the picture of Mrs Smith with some photos of teachers whom students know well. Let students imitate to ask and answer with their partners. (3)Act out. Ask some students to act out. Encourage students to describe their teachers with more words. 2. Emotional education. Teaching purpose 从单词、句型到会话， 由浅入深地设计不同层次 的操练活动，帮助学生进一 步巩固、强化对目标单词和 句型的掌握，为语言输出做 好准备。 Teaching purpose 呈现学生熟悉的老师 的照片，可以有效地激发学 生的兴趣。让学生在尽量真 实的语境中合理运用所学 词汇和句型，培养学生的综 合语言运用能力，达到语言 输出的目的。 Teaching purpose 创编 chant，帮助学生 将所学的新词进行总结和 巩固。Body language能有效 地帮助学生记忆单词，活跃 课堂气氛，激发学生的学习 兴趣。 15 Let students know that teachers teach them knowledge and they should always respect their teachers as much as they respect their parents. ▶板书设计 ▶作业设计 1. Listen to the recording of “Let’s learn” and read after it. 2. Talk about your new teachers with your partner. 3. 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.本节课有效地运用了图片和多媒体课件，刺激学生的视觉、听觉，激发学生的学习兴趣。注重采用归类 法、对比法、单词拆分法、自然拼读法等多种方法教授单词，注重学习方法和学习策略的培养，指导学生有方 法地记忆单词。 2.以学生为本，充分考虑到学生活泼、好奇、爱表现的心理，通过让学生猜一猜、说一说、唱一唱、做一 做等方式，鼓励学生积极、主动地参与课堂活动，让学生爱上课堂。 3.有效地设计开放性练习帮助培养学生的发散性思维，注意话题的延续性和整体性；抓住课堂教学契机， 在教学语言的同时适时进行情感教育和人文渗透。 4.板书简洁清晰，重点突出，有效地辅助了课堂教学。 ▶Teaching Contents & Teaching Aims Let’s learn · Be able to listen, speak, read and write the five words “old, young, funny, kind, strict”. · Be able to use the five words to ask and answer about the appearance and the characteristics of characters skillfully in context. Ask and answer · Be able to use the words and the sentence patterns of “Let’s learn” according to the pictures or the real situations. ▶Teaching Priorities ·Be able to listen, speak, read and write the five words “old, young, funny, kind, strict”. Be able to master and use the five words to describe the appearance and the characteristics of characters skillfully. ▶Teaching Difficulties ·Be able to use the key words and sentence patterns of this lesson skillfully and correctly in context. ▶Teaching Procedures Teaching Stages Teacher’ s Activities Students’ Activities Teaching Purposes Warm-up & 1. Greetings. 2. Sing the song—Who’s your teacher? 1. Greetings. 2. Sing with the music. Activate the atmosphere. Help Revision & Lead-in students review the sentence patterns “Who’s your English/Chinese teacher? Is he/she…?” Presentation 1. Play a game: The strongest memory. Show the teachers’ pictures with their names and talk to students. Play the game and know the teachers of different subjects. Let students know the teachers in the game. Help them prepare for the next study. 2. Learn the new words “old, young”. Lead students to learn the two words by comparing the pictures of Mr Young and Mr Jones. Explain that the word “young” is the antonym of the word “old”. Ask students to pay attention to the pronunciation. Try to write and read. Perceive the pronunciation of the words by reading them. Learn the two words and practice between groups. Finish the blanks of the words. Reduce learning difficulty by contrasting and classifying and enhance students’ confidence. 3. Learn the new word “funny”. Show the picture of Miss Green and teach the word “funny” by splitting the word into syllables. Ask students to practice it in the sentences “He’s/She’s funny.” Learn the word “funny” with the help of the teacher. Make funny faces and practice “funny” in sentences. Finish the blanks of the word. Stimulate students’ learning interest effectively by pictures. Help them develop learning methods and strategies and improve students’ enthusiasm. 4. Learn the new word “kind”. Teach the word “kind” by pointing to the smiling face of Miss White. Let students know its meaning by comparing different pictures. Emphasize the pronunciation of the letter “i” in the word. Know the meaning of the word “kind”. Learn how to read it and write it with their fingers. Practice it between boys and girls. Finish the blanks of the word. 5. Learn the new word “strict”. Teach the word “strict” by comparing the pictures of Miss White, Mrs Smith and Mr Li. Help students know the meaning with body language. Lead students to learn the pronunciation of “str-” from the word “strong”. Know the meaning of the word “strict” with the help of pictures and the teacher’s body language. Learn the pronunciation of “str-” from the word “strong”. Read the word one by one and practice it in sentences. （续表） Teaching Stages Teacher’ s Activities Students’ Activities Teaching Purposes Presentation 6. Pair work. Play the recording. Choose some Read after the recording. Then imitate Oliver and Zhang Peng to Make sure students read the dialogue 17 students to act out their dialogues. ask and answer with their partners. At last act out in class. correctly and fluently. Help students consolidate the key words and sentence patterns. Practice 1. Can you do? Show five pictures of different expressions and the five new words. Make a smiling face if the picture matches the word. Make a sad face if the picture doesn’t match the word. Different levels of training activities can help students consolidate and strengthen the target words and sentence patterns. Prepare for the language output. 2. Make a chant. Show a chant. Ask students to chant with some actions and expressions. Read the chant after the teacher. Then chant together. At last boys and girls can have a competition with some actions and expressions. 3. Can you guess? Show some pictures with covers and sentences. Different ways can be used to ask and answer. Guess who he/she is by asking and answering. Consolidation & Extension 1. Ask and answer. Show the picture of Mrs Smith and some sentences. (1)Make a model. Make a model according to the picture of Mrs Smith. (2)Pair work. Show some photos of teachers whom students know well. Ask students to imitate to ask and answer with their partners. (3)Act out. Ask some students to act out. Encourage students to describe their teachers with more words. (1) Learn to ask and answer about teachers. (2) Ask and answer with their partners according to the photos. (3) Act out. Stimulate students’ learning interest effectively. Lead students to use the key words and sentences properly in a natural and real situation and develop students’ comprehensive language using abilities. 2. Emotional education. Know that they should always respect their teachers as much as they respect their parents. Homework 1. Listen to the recording of “Let’s learn” and read after it. 2. Talk about your new teachers with your partner. 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 ·学生能够通过听例词发音，观察例词结构中共有的特征，学习字母 y 在词尾发/i/的规律 ·学生能够跟着录音说唱歌谣，强化记忆 y 的发音规则 ·学生能够根据 y 的发音规则读出新单词 ·学生能够听录音为单词标序号，巩固学习 y 和其他已学字母或字母组合的音—形对应关 系 ·学生能够通过看图、听录音、写单词活动学习根据发音规则拼写单词，并能够按照正确 的书写规则在单线上抄写句子 ▶教学重点 学生能够了解字母 y在单词词尾的发音规则，能读准“Let’s spell”板块的例词，完成本部分的练习。 ▶教学难点 学生能够自主发现并总结 y 的发音规则，并根据发音规则拼读、拼写新单词。 ▶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、卡片等。 ▶教学过程 Step 1: Warm-up & Revision & Lead-in 1. Greetings. 2. Free talk. Show a picture of a funny teacher with the name “Cindy” first. (出示课件) Then ask students to answer some questions according to the picture. The following sentences can be showed beside the picture on the PPT. T: Who’s this teacher? Ss: Cindy. T: Is she funny? Ss: Yes, she is. Then show a picture of a happy baby with these words: Cindy’s baby. (出示课件) Point to the picture and ask. T: Who’s he? Ss: He’s Cindy’s baby. T: Is he happy? Ss: Yes, he is. Step 2: Presentation 1. Observe and find. Make all the words disappear except these words “Cindy, funny, baby, happy”. (出示课件) Ask students to observe these words and answer the question: What can you find? Ss: They have the same letter “y”. T: So great! Show different colours on the letter “y” of every word. Ask students to read these words carefully and answer the question: What’s the sound of the letter “y” in every word? Let students read these words and perceive the sound /i/ of the letter “y”. Help students to sum up: The letter “y” has the /i/ sound in these words. Teaching purpose 在师生自由、轻松的问 答活动中，复习旧知。通过 特定图片呈现特定的单词， 让学生初步感知字母 y在单 词中的发音，引出新知。 Teaching purpose 引导学生通过读例词， 观察例词结构中共有的特 征，感知字母 y的发音，并 帮助他们总结出其发音规 则，培养他们的观察能力和 逻辑思维能力。 19 2. Read, listen and chant. (1)Show the pictures of “Read, listen and chant” one by one with the recording of the words. (出示课件) Let students read after the recording. Pay attention to the sound of the red letter “y” in every word. (2)Read these words like this: ba-by, baby, win-dy, windy… Ask students to try to imitate. Let students practice the sound of the letter “y” in these words. (3)Explain the pronunciation method of /i/. Help students know /i/ through the video on teaching of phonetic symbols. (the BBC video on teaching of phonetic symbols) (4)Show some words “heavy, study, busy, carry, cloudy, foggy, rainy, friendly, lovely, carefully, twenty, thirty, forty”. （出示 课件） Let students try to read them. (5)Play the recording of the chant. (出示课件) Let students listen to it and find out the words that have the sound /i/. (6)Show the chant on the PPT. (出示课件) Students listen to it again. Ask some students to say out the words with the letter “y” that sounds /i/ in the chant. (7)Play the chant. Let students chant after it. After reading together, ask students to practice it between boys and girls. Boys say a sentence and girls say a sentence. Then they can exchange. (课件 出示:教材 P6 Read, listen and chant 的听力材料) Step 3: Practice 1. Listen, number and say. (1)Ask students to read the topic and understand the intention. (2)Play the recording and let students number. (出示课件) (3)Play the recording again. Then check the answers.（出示课件） (4)Lead students to read like this: can-dy, candy, par-ty, party… Then let students read all these words together. (5)Play a game: I say and you say. The teacher says the number and students say the corresponding word according to the answer. Then S1 says the number and S2 says the corresponding word. 2. Listen, write and say. (1)Look and say. Show some pictures. Lead students to say sentences according to the pictures. One or more words with the letter “y” can be in the sentences. Teaching purpose 通过听觉、视觉的直观 体验，采用拆分法让学生在 例词中练习字母 y的发音。 通过学习音标教学的视频 和跟读，引导学生进一步了 解/ i /的正确发音，并能按 照正确的语音、语调及节奏 进行 Teaching purpose 采用听一听、标数字、 说一说、写一写等方式进行 操练，进一步巩固和加强学 生对字母 y发音的认识和记 忆。 Make a model. These sentences can be used: I’m sorry. It’s sunny/cloudy. They go to the party. I like candy. The family is happy. (2)Ask students to observe the pictures of the third part of “Let’s spell” on page 6. Lead them to talk about the pictures and predict the answers. (3)Play the recording. (出示课件) Let students listen to the recording and try to write down the answers. (4)Play the recording again and check the answers with students. (出示课件) Then ask students to read the sentences together. (5)Ask students to choose one sentence from above and write it down. Ask students to write in a standard way. Step 4: Consolidation & Extension 1. Read and judge. Show the words “baby, happy, sunny, sorry, windy” on the PPT. （出示课件） Let students read these words and pay attention to the pronunciation of the letter “y” in these words. Write down the sound /i/ on the blackboard. T: Yes! You are right. Write down the word “yes” on the blackboard and say: It has the letter “y”, too. Does it sound /i/, too? Lead students to read the word and get the conclusion: It sounds /j/. Show other words “young, yellow, yoyo…”（出示课件）Let students read them and judge the sound of the letter “y”. Write down the sound /j/ on the blackboard. 2. Look and say. Show a picture on the PPT. In the picture, a boy is flying a kite. (出示课件) Say: Look, my brother is flying a kite. Expand the words “my, fly”. Ask students to read them and find out the sound of the letter “y”. Show more words “sky, shy…” Write down the sound /aɪ/ on the blackboard. 3. Sum up. Help students to sum up the pronunciation rules of the letter “y” in different words. 4. Game time. Show several groups of words containing the letter “y”. The groups of words are: sunny/yes, family/sky, young/candy, funny/party, sorry/my, yellow/baby, happy/many. （出示课件） If the letters “y” have the same sound, students say: Yes. If they have the different sounds, students can say: Sorry. 5. Find and classify. Divide the class into several groups. Ask students to find more words with the letter “y”. Ask them to read out and classify the words Teaching purpose 通过拼读、分类和游戏 等活动，总结和操练字母 y 在单词中的不同发音，提高 学生的语言识别能力。让学 生在搜集和整理含有字母 y 的单词的过程中，进一步巩 固新知，增强小组合作精 神，调动积极性，提升自主 学习能力。 21 according to the sounds. At last choose a student from each group to show their results in class. Give awards to the groups which do a good job. ▶板书设计 ▶作业设计 1. Read the words of “Let’s spell”. 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. 在本节课中，引导学生通过读例词、观察例词结构中共有的特征，感知字母 y 的发音，积极思考，寻找 规律，并帮助他们总结出其发音规则。 2. 通过丰富多彩的活动反复操练了字母 y 的发音，利用教学视频的示范和讲解，引导学生进一步了解元音 /i/的正确发音。 3. 通过总结和拓展，帮助学生系统地强化了所学知识，增强了小组合作精神，调动了学生的积极性，为学 生自主学习打下了基础。 4. 板书简洁明了，重点突出，一目了然，起到了很好的辅助作用。 ▶Teaching Contents & Teaching Aims Let’s spell · Be able to master the pronunciation rule of the letter “y” in the end of words by observing and listening. ·Be able to sing the chant by listening and remember the pronunciation rule of “y”. ·Be able to read the new words according to the pronunciation rule of “y”. ·Be able to number the words and consolidate the pronunciation of “y” and other letters or letter combinations learned before. ·Be able to write the words according to the pronunciation rule and copy the sentence on the line correctly. ▶Teaching Priorities ·Be able to grasp the pronunciation rule of “y”, read the words of this period expertly and finish the tasks of “Let’s spell”. ▶Teaching Difficulties ·Be able to find out and conclude the pronunciation rule by themselves. Be able to read and write the new words according to the pronunciation rule. ▶Teaching Procedures Teaching Stages Teacher’ s Activities Students’ Activities Teaching Purposes Warm-up & Revision & Lead-in 1. Greetings. 2. Free talk. Show two pictures and ask some questions. 1. Greetings. 2. Answer the questions according to the pictures. Review the old knowledge by free talk. Through the specific pictures and words, let students perceive the pronunciation of the letter “y” and lead in the new lesson. Presentation 1. Observe and find. Show these words“Cindy, funny, baby, happy”. Ask students to answer the questions: What can you find? What’s the sound of the letter “y” in these words？ Observe these words and give answers: All of them include the letter “y”. They have the same sound /i/. Lead students to find out the pronunciation rule of the letter “y” by observing, reading and perceiving these words. Cultivate students’ observation and logical thinking abilities. 2. Read, listen and chant. (1)Show the pictures of the first part of “Let’s spell” one by one and play the recording. (1)Read these words after the recording. (2)Imitate to read these words. (3)Try to know the Practice the pronunciation of the letter “y” by listening, watching and reading. Make sure 23 (2)Read the words likes this: ba-by, baby… (3)Explain the pronunciation method of /i/ and play the video. (4)Show some words “heavy, study…”. (5)Play the recording of the chant. (6)Show the chant on the PPT and play the chant again. (7)Play the chant. pronunciation method. (4)Try to read these words. (5)Listen to the recording and find out the words that have the sound /i/. (6) Listen to the recording again and say out the words with the letter “y” that sounds /i/ in the chant. (7)Chant in different ways. students read the chant correctly and fluently. Help students chant with correct pronunciation, intonation and rhythm. Practice 1. Listen, number and say. (1)Ask students to read the topic and understand the intention. (2)Play the recording. (3)Play the recording again. Check the answers. (4)Lead students to read like this: can-dy, candy, par-ty, party… (5)Play a game: I say and you say. (1)Read the topic and understand the intention. (2)Listen and number. (3)Check the answers with the teacher. (4)Read after the teacher. (5)Play the game: I say and you say. Consolidate and strengthen the pronunciation rule of the letter “y” by listening, speaking, reading and writing. 2. Listen, write and say. (1)Show some pictures. Make a model according to the pictures. (2)Show the third part of page 6. (3)Play the recording. (4)Play the recording again and check the answers. (5)Ask students to choose one sentence to write down. (1)Observe the pictures and say some sentences. (2)Talk about the pictures and predict the answers. (3)Listen to the recording and try to write down the answers. (4)Check the answers with the teacher. Then read the sentences together. (5)Choose one sentence from above and write it down. Consolidation & Extension 1. Read and judge. Show some words on the PPT. Lead students to read and judge the sounds of the letter 1. Read the words. Get to know the letter “y” in these words pronounce “i” and “j”. Improve students’ speech recognition abilities. Inspire students’ enthusiasm. “y” in words. 2. Look and say. Show a picture on the PPT. Ask students to read and find out the sound of the letter “y”. 3. Sum up. Help students to sum up the pronunciation rules of the letter “y” in different words. 4. Game time. Show some groups of words. Ask students to judge the sounds of the letter “y”. 5. Find and classify. Ask students to find more words with the letter “y” and classify them in groups and show their results. 2. Read the words. Get to know the letter “y” in these words pronounce “əɪ”. 3. Sum up the pronunciation rules of the letter “y” in different words. 4. Play the game. If the letters “y” have the same sound, say “Yes”. If they have different sounds, say “Sorry”. 5. Work in groups and find more words with the letter “y” and classify them. Then show in class. Increase students’ participation. Develop students’ autonomous learning abilities. Cultivate students’ team spirit. Homework 1. Read the words of “Let’s spell”. 2. Do the exercises. The fourth period(第四课时) Part B Let’s try & Let’s talk ▶教学内容与目标 课时教学内容 课时教学目标 Let’s try ·学生能够根据核心句型和关键词的提示听懂对话，完成听对话选单词活动 Let’s talk ·学生能够在图片和教师的帮助下理解 Let’s talk 板块对话的大意 ·学生能够按照正确的意群及语音、语调朗读并表演对话 ·学生能够根据人物的体貌及性格特征在情景中运用句型“—What’s he/she like? —He’s/She’s…”进行问答 ·学生能够在语境中理解句子“Ms Wang will be our new Chinese teacher.”的意义并 能正确朗读 ·学生能够根据朋友或教师的性格，运用句型“—What’s he/she like? —He’s/She’s…” 展开问答 ▶教学重点 1. 学生能够理解和掌握本课重点单词和句型。 25 2. 学生能够在情景中运用句型“—What’s he/she like? —He’s/She’s…”询问并回答某人的性格和 外貌特征。 ▶教学难点 学生能够灵活运用所学句型在情景中谈论人物的性格和外貌特征，达到语篇输出的效果。 ▶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、头饰等。 ▶教学过程 Step 1: Warm-up & Revision & Lead-in 1. Greetings. 2. Look and answer quickly. Show the teachers’ pictures of the first part on page 5 quickly on the PPT. (出示课件) Ask some questions according to these pictures. Let students answer quickly. These sentences can be chosen: Who’s he/she? Is he/she…? Do you like him/her? Why? … 3. Lead-in. Show the teacher’s picture of “Let’s try” on page 7. (出示 课件). T: Who’s she? Do you know? Ss: Sorry! I don’t know. T: OK. Now let’s have a look. Step 2: Presentation 1. Let’s try. Ask students to read the topic of “Let’s try” and answer the question: Who’s she? Students read the topic and give the answer. Teach students to read the word “Ms” and explain the difference among “Ms, Mrs, Miss, Mr”. T: Ms Wang is a new teacher. Is she funny? Is she quiet? Is she friendly? … I don’t know. Let’s listen and tick. Play the recording and let students listen to it and tick the right word. (出示课件) Check the answer with students and lead students to ask and answer like this: —What’s Ms Wang like? —She’s friendly. 2. Let’s talk. (1)Learn “…will be…” T: Zhang Peng has a music teacher, an art teacher, a science teacher, an English teacher and a maths teacher this term. But who’s his Chinese teacher? I know his Chinese teacher is a new teacher. Can you guess? S1: … S2: Ms Wang? T: Yes. Ms Wang will be his new Chinese teacher. Write down “will be” on the blackboard. Students read it after the teacher. Explain the meaning of “will be” and give some sentences for students to understand. Make models like these: We’re in Grade Five now and we will be in Grade Six. Today it is windy, but it will be sunny tomorrow. Teaching purpose “快看快答”的游戏活 动唤起学生对本单元已学知 识的全面记忆，激发学生的 学习兴趣，培养学生的观察 能力和逻辑思维能力。 Teaching purpose 训练听力技巧，感知新 句型，为新知的学习做好铺 垫。 Teaching purpose 新词的教学贯穿在情 景中，词不离句，有助于学 生的理解。采用任务型教学 法，通过观看图片、视频以 及精读，让学生对文本先整 体感知，后细致了解，获取 关键信息，完成对应的练 习，从而全面、正确地理解 文本。 (2)Learn the dialogue. Show the picture of “Let’s talk” on page 7 on the PPT. (出示 课件) T: Ms Wang will be our Chinese teacher. But I don’t know her well. Look! Chen Jie and John are talking about Ms Wang. Let’s watch the cartoon and choose the answer. (课件出示:教材 P7 Let’s talk 板块的 视频) T: Ms Wang is Chen Jie’s mother. The answer is A. So Chen Jie must know her well. Do you want to know her well? Let’s go and ask Chen Jie. Watch the cartoon carefully. Then underline the key sentences. After students watch, ask them to fill in the blanks. Students give the answers: kind, strict. Explain the word “sometimes” and give some sentences to help students understand. The sentences are like these: Sometimes I go to school by bus. Sometimes I go to school by bike. Ask students to read the two sentences: She is kind. Sometimes she is strict. Then lead students to answer the question “What’s she like?” with “She is kind. Sometimes she is strict.” Write down “—What’s she like? —She’s kind. Sometimes she is strict.” on the blackboard. Students read them after the teacher. Ask and answer between boys and girls. Then exchange. (3)Read and act. ①Read the text. Play the recording. (出示课件) Let students read after it. Ask students to pay attention to the pronunciation and the intonation. Then students read together. Boys read, and girls read. They can have a competition. At last, students read freely. ②Pair work. Let students practice the dialogue with their partners. ③Act out. Take out the headwears. Ask some students to act out. Tell them to pay attention to the pronunciation and the intonation. Praise and correct in time. Encourage more students to participate. (4)Retell the dialogue of “Let’s talk”. Students retell the dialogue with the help of the teacher and the writing on the blackboard Step 3: Practice 1. Say more words. Teaching purpose 本环节采用多种方式 进行阅读，有助于加深学生 对文本的理解，提高学生的 阅读理解能力。让学生在语 境中用正确的语音、语调及 意群朗读对话，可以反复体 会和落实核心句型的运用。 Teaching purpose 操练活动环环相扣，引 导学生一步一步地巩固核 心句型的运用。层层铺垫使 学生能说、会说。小组合作 能有效提高学生的兴趣，同 时也能让学生感受到成功 27 Ask students to say more words that can be used to describe characters, such as tall, short, young, funny, cute… They can have a competition between groups. 2. Group work. Show the pictures of “Let’s learn” on page 5. （出示课件） Make a model with a student first: T: What’s he like? S1: He’s old. The teacher asks and students answer. Then asking and answering can be done between groups. These sentence patterns can be used: —What’s he/she like? —He’s /She’s… 3. Pair work. Ask students to talk about their teachers or friends with partners. Show the third part of page 7 on the PPT. (课件出示: Let’s talk 下 方的活动板块) Let students ask and answer in pairs. 4. Act out. Ask some students to act out. Praise them in time if they do a good job. Step 4: Consolidation & Extension 1. Make up a dialogue. Divide students into several groups and give out a task list of describing people to every group. Let students make up a dialogue in groups of four. Lead students to discuss and finish the task. At last choose two students from each group to act out the dialogue. 2. Describe your teachers or friends. Ask students to describe their teachers or friends according to the dialogues that they have made up in groups. Make a model: Miss Wan will be our music teacher. She has long hair. She is young. She’s kind. Sometimes she is strict. I like her. ▶板书设计 ▶作业设计 1. Practice the dialogue. 2. Talk about your new teacher with your partner. 3. 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. 本课时以会话教学为中心，通过“快看、快答”，唤起学生对旧知的回忆。在情境中完成单词和核心句 型的教学，做到词不离句。 Teaching purpose 小组合作可以培养学 生的团队精神。将所编的对 话进行内化后用语篇输出， 既能提高学生的语言综合 运用能力，又能激发学生的 学习兴趣。 2. 采用任务型教学法，层层递进，让学生一步步深入文本，获取关键信息，理解文本内容。 3. 操练活动形式多样，较好地激发了学生的学生兴趣，使核心句型在反复操练的过程中得到落实。 4. 利用小组合作创编对话，培养学生的团队精神，让学生感受到成功和自信，提高了学生的语言综合运用 能力。 5. 板书线条清晰，结构性强，可以很好地辅助学生的语言输出。 ▶Teaching Contents & Teaching Aims Let’s try · Be able to understand the dialogue and finish the listening task. Let’s talk · Be able to understand the main idea of the dialogue with the help of the teacher and the picture. ·Be able to read the dialogue correctly and fluently and act out. ·Be able to use the target sentence patterns to ask and answer in context properly. ·Be able to understand the sentence “Ms Wang will be our new Chinese teacher.” in context and read it correctly. ▶Teaching Priorities ·Be able to understand and master the key words and sentence patterns of this lesson. ·Be able to use the target sentence patterns to ask and answer in context properly. ▶Teaching Difficulties ·Be able to talk about characteristics and appearance by using the sentence patterns flexibly in situations. ▶Teaching Procedures Teaching Stages Teacher’ s Activities Students’ Activities Teaching Purposes Warm-up & Revision & Lead-in 1. Greetings. 2. Look and answer quickly. Show the teachers’ pictures and ask: Who’s he/she? Is he/she…? Do you like him/her? Why? … 3. Lead-in. Show the picture and ask questions. 1. Greetings. 2. Answer the questions according to the pictures. 3. Answer the questions. Arouse students’ memory for the knowledge that they have learned. Stimulate students’ learning interest. Cultivate students’ observation and logical thinking abilities. Presentation 1. Let’s try. Ask students to read the topic and answer a question. Explain the difference among “Ms, Mrs, Miss, Mr”. Play the recording. Check the answer. Read the topic and answer the question. Know the difference among “Ms, Mrs, Miss, Mr”. Listen and tick. Check the answer with the teacher. Train students’ listening skills. Help students perceive the new sentence patterns. Prepare for the next study. 2. Let’s talk. (1)Learn the meaning and Help students 29 (1)Teach “…will be…” (2)Teach the dialogue. Explain the meaning of “sometimes”. (3)Let students read and act. (4)Help students retell the dialogue of “Let’s talk”. the usage of “will be”. (2)Watch the cartoon and finish the exercises. Learn the meaning of “sometimes”. (3)Read the dialogue in various ways and act it out. (4)Retell the dialogue with the help of the teacher and the writing on the blackboard. understand the new words in context and perceive the text by watching the cartoon. Then help them get the key information by reading it carefully. Make sure students understand and read the text correctly. （续表） Teaching Stages Teacher’ s Activities Students’ Activities Teaching Purposes Practice 1. Say more words. Ask students to say more words as possible as they can. 2. Group work. Show the pictures. Make a model. 3. Pair work. 4. Act out. Ask some students to act out. Praise students in time if they do a good job. 1. Say more words of describing characters. 2. Ask and answer between groups. 3. Ask and answer in pairs. 4. Act out in class. Improve students’ interest effectively through group activities. Help students strengthen the key sentence patterns through some practice. Enhance students’ confidence. Consolidation & Extension 1. Make up a dialogue. Divide students into several groups and give out a task list to every group. Ask students to make a dialogue and show their dialogues. 2. Describe your teachers or friends. Make a model. 1. Work in groups of four. Discuss and finish the task list. Show their dialogues. 2. Describe the teachers or the friends according to the dialogues that they have made up in groups. Cultivate students’ team spirit. Develop students’ comprehensive language using abilities by internalizing the dialogue. Stimulate students’ learning interest. Homework 1. Practice the dialogue. 2. Talk about your new teacher with your partner. 3. Do the exercises. The fifth period(第五课时) Part B Let’s learn Match and say ▶教学内容与目标 课时教学内容 课时教学目标 Let’s learn ·学生能够听、说、读、写单词“polite, helpful, hard-working, clever, shy” ·学生能够在语境中正确运用这五个单词描述人物性格或品质特征 ·学生能够完成教材中 Match and say 板块的图文连线活动，并根据连线结果展开问答 Match and say ·学生能够练习和巩固 Let’s learn 板块的核心词汇及句型“—What’s he/she like？ —He’s/ She’s…” ·学生能够通过看图、读句子并连线的活动掌握单词的音、形、义，并通过看图编对话的 活动，能够在真实的情景下运用单词 ▶教学重点 1. 学生能够听、说、读、写单词“polite, helpful, hard-working, clever, shy”。 2. 学生能够在语境中运用这五个单词描述人物性格或品质特征。 ▶教学难点 学生能够在语境中熟练运用所学核心词汇及句型。 ▶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、卡片等。 ▶教学过程 Step 1: Warm-up & Revision & Lead-in 1. Greetings. 2. Can you chant? （出示课件） Point to a picture on the PPT and ask: What’s she like? (课件 出示:一个滑稽女孩的图片) Help students answer: Funny, funny, she’s funny. Then show other pictures one by one. (课件出示:年老的、年轻 的、友好的、严格的人物图片) The teacher asks and students answer in the same way. These words can be used in turn: old, young, kind, strict. Make up a chant with the words and the sentence patterns with students. Let students read the chant. Step 2: Presentation “Let’s learn” Play the cartoon. (出示课件) Let students watch it. T: Who can you see? Ss: … T: Yes. We know how to describe our teachers, for example， Miss…is kind. Mr…is strict. Ms…is old… Today we will learn how to describe our classmates. 1. Learn the new word “polite”. Teaching purpose 师生一起创编 chant，激 发学生的热情，营造英语学 习的氛围，带领学生快速进 入英语学习的状态。让学生 在轻松愉快的 chant 中，复 习旧知，为新知的学习奠定 基础。 Teaching purpose 利用事先录好的本班级 同学的相关视频来教授新 词，快速地吸引学生的注意 力，大大地激发学生的学习 兴趣。在自然、真实的情景 31 Play a video prepared before the class on the PPT. It shows a pupil of the class saying “Good morning!” to a teacher and bowing. （出 示课件）Point to the pupil and ask. T: Who’s he? Ss: He’s… T: Yes. He’s very polite. Show the word “polite” and read it like this: i-e /aɪ/, po-lite. (出示课件) Lead students to read it three times. Ask different groups to read it. Show some pictures and lead students to say: She’s polite. He’s polite. (出示课件) Make sure students know the meaning of the word. Then ask: Who’s polite in our class? Ask some students to answer: ××× is polite. At last show the word with some blanks and lead students to spell and fill in the blanks. 2. Learn the new word “clever”. Play a video on the PPT. It shows a pupil of the class with a test paper. (出示课件) Point to the pupil and ask. T: Who’s he? Ss: He’s ×××. T: ××× always gets 100 scores in tests. He’s clever. (Point to the head.) Show the word “clever”. （出示课件）Spell it like this: cle-ver, clever. Lead students to read the word three times. Ask students to practice it one by one. Pay attention to the sound of the letter “v”. After that show some pictures and lead students to say: He’s clever. She’s clever. (出示课件) Make sure students know the meaning of the word. Then ask: Who’s clever in our class? Ask some students to answer: ××× is clever. At last show the word with some blanks and lead students to spell and fill in the blanks. 3. Learn the new word “hard-working”. T: ××× is clever. ××× is clever. ××× is clever. They are not only clever, but also hard-working. Show the word “hard-working”. （出示课件） Explain it like this: hard + work + ing — hard-working. Spell it slowly and students imitate. Ask students to pay attention to the sounds /aː/ and /ɜː/ and the hyphen. Ask students to practice it between boys and girls. Show some pictures and lead students to say: He’s hard-working. She’s hard-working. (出示课件) Make sure students know the meaning of the word. Then ask: Who’s hard-working in our class? Ss: ××× is hard-working. At last show the word with some blanks and lead students to spell and fill in the blanks. 4. Learn the new word “shy”. Show a picture of a shy girl hiding herself behind her parents on the PPT. (出示课件) Point to her face and say: ××× is shy. Teach the word three times. Students read after the teacher. Show the words: she, fly. (出示课件) Let students read them. Ask students to write the new word through the two words. Ask students to try to spell and write. Hide “e” and “fl”, and show the word “shy” on the PPT. Then ask: Who’s shy in our class? Ss: ××× is shy. At last show the word with some blanks and lead students to spell and fill in the blanks. 5. Learn the new word “helpful”. Ask several students to come to the front and do the actions of cleaning the classroom. Then ask one of the students. T: What are you doing? S1: I’m cleaning the blackboard. Give him a thumb up and say “You are helpful.” Then say to the others in the same way. Ask all the class to say “We are helpful.” with thumbs up. Show the word “helpful”. （出示课件） Explain the word like this: help + ful — helpful. Show some pictures and lead students to say: He’s helpful. She’s helpful. (出示课件) Make sure students know the meaning of the word. At last show the word with some blanks and lead students to spell and fill in the blanks. 6. Read and act. (1)Show the content of “Let’s learn” on page 8 and play the recording. (出示课件) Let students read after it and pay attention to the pronunciation and the intonation. Ask students to read the words and the dialogue together. Then they can have a competition in different groups. For example, Group 1 PK Group 2, and boys PK girls. Teaching purpose 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 提高学生的学习热情，增强 学生的自信，满足学生的成 就感。 33 (2)First, make a model with a student. Then let students ask and answer in pairs. (3)Ask some students to act out the dialogue. Step 3: Practice 1. Yes or No. Show a picture with a word on the PPT. (出示课件) If they match, students can say: Yes. If they don’t match, students can say: No. Practice the other words in the same way. 2. Learn a chant. Show a chant on the PPT. Chant first. Then ask students to chant with some actions. 3. Match and say. (1)Look and match. Ask students to look at the four pictures of “Match and say” on page 8 and match the pictures with the sentences. (2)Check the answers. Check the answers with students and explain the reasons. (3)Point and say. Ask several students to point and say in pairs. One asks and the other one answers. Step 4: Consolidation & Extension 1. Can you describe? Ask students to work in groups of four and try to describe a member of then. Then choose one of them to report. The other students can guess who he/she is. These words and sentences can help them. Words: eyes/ mouth/ hair/ nose/ tall/ short/ fat/ funny/ shy/ helpful/ hard-working/ polite/ clever… Sentences: He/ She is a boy/girl. He/ She has… He/ She is… Who’s he/she? 2. Emotional education. Ask students to avoid judging people by their looks. Let they know themselves and be the best of themselves ▶板书设计 Teaching purpose 通过单词与图片配对活 动、学习 chant 并配以对应 的动作，让学生在学中玩, 玩中学,激发学生的学习兴 趣，强化学生对目标单词的 掌握。 Teaching purpose 帮助学生进一步夯实核 心词汇和句型，培养学生的 合作精神，提升学生的语言 综合运用能力, 并适时地进 行情感渗透。 ▶作业设计 1. Listen to the recording of “Let’s learn” and read after it. 2. Talk about your classmates or friends with your partner. 3. 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. 本节课恰当地利用了学生日常生活视频片段来进行教学，吸引了学生的注意力，激发了学生的学习兴 趣。 2. 采用类比法、单词拆分法、自然拼读法等多种方法教授单词，注重对学生学习方法和学习策略的培养。 3. 利用学生的心理特点，设计了轻松愉快的 chant 环节，让学生在学中玩，玩中学。 4. 通过师生互动、生生互动及小组合作等方式，帮助学生操练和巩固了所学知识，增强了团队合作精神， 培养了学生自主学习的能力，并在教学语言的同时适时传递正能量，进行情感渗透。 ▶Teaching Contents & Teaching Aims Let’s learn · Be able to listen, speak, read and write the five words “polite, helpful, hard-working, clever, shy”. ·Be able to use the five words to describe the characteristics of characters skillfully in context. · Be able to finish the activity of “Match and say”and ask and answer. Match and say ·Be able to practice and consolidate the key words and sentence patterns. ·Be able to finish the matching activity and use the words in real situations. ▶Teaching Priorities ·Be able to listen, speak, read and write the five words “polite, helpful, hard-working, clever, shy”. ·Be able to use the five words to describe the characteristics of characters. ▶Teaching Difficulties ·Be able to use the key words and sentence patterns of this lesson skillfully and correctly in context. 35 ▶Teaching Procedures Teaching Stages Teacher’ s Activities Students’ Activities Teaching Purposes Warm-up & Revision & Lead-in 1. Greetings. 2. Can you chant? Show some pictures. Make up a chant to help students review the knowledge that they have learned in this unit. 1. Greetings. 2. Make up a chant with the teacher. Read the chant. Activate the atmosphere. Help students review the sentence patterns that they have learned. Lead in the new lesson. Presentation 1. Learn the new word “polite”. Play the video that shows a pupil saying “Good morning!” to a teacher and bowing. Teach the word “polite” according to the video. Ask students to practice it in groups and find “Who’s polite in our class?” Lead students to spell and fill in the blanks of the word. Watch the video and know the meaning of “polite”. Read the word after the teacher. Practice it in different ways. Say some sentences according to the pictures. Find out the pupil who is polite in the class. Fill in the blanks of the word. Attract students’ attention by the video of their classmates. Stimulate students’ interest. Learn the new words in real context. Help students remember the words by different learning methods. 2. Learn the new word “clever”. Play the video that shows a pupil with a test paper. Teach the word “clever” according to the video. Ask students to find “Who’s clever in our class?” Lead students to spell and fill in the blanks of the word. Watch the video and learn the word “clever”. Pay attention to the pronunciation. Practice it one by one. Say some sentences according to the pictures. Find out the student who is clever in class. Fill in the blanks of the word. 3. Learn the new word “hard-working”. Explain the structure of the word. Ask students to pay attention to the pronunciation and the hyphen. Ask students to say some sentences and fill in the blanks of the word. Know the meaning and the structure of the word. Practice it between boys and girls. Say sentences according to the pictures. Spell the word and remember the word by filling in the blanks of the word. 37 （续表） Teaching Stages Teacher’ s Activities Students’ Activities Teaching Purposes Presentation 4. Learn the new word “shy”. Teach the word through a shy girl on the PPT. Ask students to spell the word through “she” and “fly”. Lead students to practice and make a sentence by finding out who is shy in the class. Ask students to spell and fill in the blanks of the word. Learn the word with the help of the teacher. Spell the word through “she” and “fly”. Practice it in some sentences. Fill in the blanks of the word. 5. Learn the new word “helpful”. Ask students to do some actions to teach the word “helpful”. Let students know the structure of the word. Show some pictures and lead students to say some sentences. Ask students to spell and fill in the blanks of the word. Know the meaning of the word. Know the structure of the word with the help of the teacher. Say some sentences according to some pictures. Spell and fill in the blanks of the word. 6. Read and act. (1)Play the recording of “Let’s learn”. (2)Make a model with a student first. (3)Ask some students to act out. (1)Read after the recording. Pay attention to the pronunciation and the intonation. Then read the words and the dialogue together. Have a competition in different groups. (2)Ask and answer in pairs. (3)Act out the dialogue. Consolidate the key words and the sentence patterns by reading and acting. Enhance students’ self-confidence and satisfy the sense of achievement. （续表） Teaching Stages Teacher’ s Activities Students’ Activities Teaching Purposes Practice 1. Yes or No. Show pictures and words. 2. Learn a chant. Show a chant. Chant and then let students chant with some actions. 1. Judge whether the pictures and words match or not. Say “Yes” or “No”. 2. Chant with some actions. Activate the class atmosphere. Stimulate students’ learning interest and help students remember the new words effectively by the matching activity and chanting with corresponding actions. 3. Match and say. (1)Let students look and match. (2)Check the answers and explain the reasons. (3)Ask students to point and say. (1)Look at the pictures and match. (2)Check the answers. (3)Point to the pictures and ask and answer. Consolidation & Extension 1. Can you describe? Divide students into several groups and provide some words and sentences. 2. Emotional education. Ask students not to judge people by their looks. Encourage students to be the best of themselves. 1. Describe and guess. Work in groups of four. Then describe a member of them and the other students guess who he/she is. 2. Try to be the best of themselves. Strengthen the key words and sentence patterns. Cultivate students’ cooperative spirit. Improve students’ comprehensive language using abilities. Homework 1. Listen to the recording of “Let’s learn” and read after it. 2. Talk about your classmates or friends with your partner. 3. Do the exercises. The sixth period(第六课时) Part B Read and write & Let’s check & Let’s wrap it up ▶教学内容与目标 课时教学内容 课时教学目标 39 Read and write ·学生能够在图片的帮助下读懂日记的内容 ·学生能够在语境中理解新单词“robot, made, speak, finish”的意义 ·学生能按照正确的意群及语音、语调和语气朗读日记内容 ·学生能够完成读后练习——选出描述 Robin 特征的单词 ·学生能够“设计”一个机器人并写出三个描述其特征的句子 Let’s check ·学生能够对于对话细节有所了解 ·学生能够听懂并会写单元核心句型 Let’s wrap it up ·学生能够在教师的帮助下正确进行 be 动词与不同人称代词的搭配 ▶教学重点 1. 学生能够在图片的帮助下读懂日记，完成阅读任务。 2. 学生能够听懂录音并完成相应的练习。 3. 学生能够了解 be 动词与人称代词的搭配规则。 ▶教学难点 学生能够在语境中正确进行 be 动词与人称代词的搭配。 ▶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、视频等。 ▶教学过程 Step 1: Warm-up & Revision & Lead-in 1. Greetings. 2. I say and you guess. The teacher says something and students guess. ①He always says “please” “Excuse me.” “Thank you.” to his friends. He is ________. ②I can help my mother sweep the floor. I am ________. ③She can listen carefully in class and finish her homework well. She is ________. ④He always hides behind his father with a red face. He’s _______. ⑤Wu Yifan can speak Chinese and English. He is ________. Students give the answers: polite, helpful, hard-working, shy, clever. When students guess the third word, lead them to study the word “finish” with the phonetic symbol. Help students understand its meaning with some sentences. When they guess the fifth word, teach the word “speak” through the words “tea, clean, sea”. Ask them to pay attention to the sound of “ea” and then try to spell the word “speak”. Let students Teaching purpose “猜一猜”活动可以很 好地激发学生的学习热情， 自然地呈现新词并帮助学生 在情境中学习新词，既可以 复习旧知，又可以为文本的 阅读做好铺垫。 practice it in these sentences: I can speak Chinese. Sarah can speak English. Wu Yifan can speak Chinese and English. Step 2: Presentation “Read and write” 1. Learn the word “robot”. Play a video about robots. (出示课件) Let students guess the content that they will study today. Then show different robots and point to them and spell the word “robot”—ro-bot, robot. （出示课件） Lead students to read. Then lead students to practice it in these sentences: This is a robot. That is a robot. They are robots. 2. Learn the format and Paragraph 1. T: Robots can do housework. Robots can walk. Robots can help children learn. I like robots. Do you like them? Wu Yifan likes robots, too. And he has a robot. What’s the robot’s name? Where is it from? Here is a diary of Wu Yifan. Let’s read his diary. Show the diary on the PPT. Play the recording of Paragraph 1 and let students try to underline the key sentences about the answers. (出 示课件) Explain the format of the diary. T: What’s the robot’s name? Ss: Robin. T: Who made the robot? Let students read the first paragraph and answer the question. Ss: Wu Yifan’s grandpa. T: How do you know? Lead students to underline the sentence and spell the word “made”. Give some examples like these: I made a kite. She made a cake… 3. Learn Paragraphs 2~4. T: What’s Robin like? Is he clever? Is he funny? Now read the text loudly from the second paragraph to the fourth paragraph. Circle the key words. 4. Read and tick or cross. Ask students to read the text silently and then tick or cross. Show the form on page 9. (出示课件) Let students tick or cross. Check the answers with students and ask. (课件出示:教材 P9 表格答案) T: How do you know? Where can you find the answers? Please read them out. When students read the sentence “Robin is short but strong.”， explain the sentence with “Robin is short, but he is strong.” Give more example sentences. When students read the sentence “He makes me finish my homework.”, the teacher asks: Who makes you finish your homework? Then lead students to say: My mother/father/…makes me finish my homework. 5. Read and act. Teaching purpose 各种形式的阅读任务， 让学生自主探究，从文本中 提取关键信息，加深对文本 的理解。考查学生的概括、 归纳能力和对语篇结构的理 解能力，渗透阅读策略，提 高学生的阅读能力。利用学 科整合，培养学生的动手能 力和发散思维。 41 Students read after the recording one by one. Pay attention to the intonation, the stress, the pause and the sense group. After reading together, students read freely. Then they can have a reading show in class. 6. Retell the diary. Show the diary with some blanks. （出示课件）Lead students to read and fill in the blanks to retell the diary. The answers are: robot, Robin, grandpa, short, strong, clever, Chinese, helpful, strict. 7. Finish the task on page 9. Ask students to design a robot of their own, draw and write about him/her. At last students can have a show. Step 3: Practice “Let’s check” 1. Listen and circle. (1)Ask students to read the two sentences and understand the requirements of the title. (2)Play the recording. (出示课件) Ask students to judge the answer to the first sentence and circle the answer to the second sentence. Then check the answer with students. 2. Listen again and answer. T: What are the two teachers like? Look at the second part of “Let’s check”. Listen again and answer by writing the answers on the lines. Write down the key words first. And then finish the whole sentences. Play the recording. (出示课件) Let students write down the answers. Then check the answers with students. Step 4: Consolidation & Extension Let’s wrap it up. 1. Think and match. (1)Show the answers to “Let’s check”: She is friendly. He is funny. Then show a picture of a funny dog with a sentence: It is funny, too. (出示课件) Lead students to know that “is” is behind the personal pronouns “he, she, it”. (2)Show the personal pronouns “we, you, they”. Let students think how to match with the correct form of verb “be”. Give some sentences like these to help students: They are funny. We are helpful. You are hard-working. Lead students to know that “are” is behind the personal pronouns “we, you, they”. (3)Show the exercise. Teaching purpose 引导学生分析句子，理 解题意，对学生进行有效的 听力技巧指导，注重学生学 习方法的培养。 Teaching purpose 列举大量例句，引导学 生通过观察总结出 be 动词 与人称代词的搭配规则 ,提 升学生的自主学习能力，培 养学生的观察能力和逻辑思 维能力。 Ask students to choose and give the reason. Lead students to know that “am” is behind the personal pronoun “I”. (4)Ask students to finish the task of “Think and match”. Check the answers and sum up the collocation rules with students. 2. Choose and write. Ask students to finish the task of “Choose and write” on page 10. Let them pay attention to the collocation rules of the verb “be” with personal pronouns. After students finish it, the teacher checks the answers with them. Ask students to read the sentences together. 3. Look and say, then write. Show some pictures on the PPT. （课件出示:几张人物图片，如礼貌 的、害羞的、聪明的、努力的）Let students look at the pictures and say sentences. Then ask students to choose three pictures to write down the sentences. ▶板书设计 ▶作业设计 1. Read the text skillfully. 2. Search for information about robots and introduce them briefly. 3. 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.本节课由读写、检测与语法小结三个部分构成。采取任务型阅读法，从整体到局部，层层深入地引导学 生读懂文本，并在语境中理解新词的意义。引导学生按照正确的意群、语音、语调及语气朗读文本内容，很好 地完成了读后练习。同时也检测了学生对单元核心句型的掌握，并帮助学生总结了 be 动词与人称代词的搭配 规则。 2.教学中注重激发学生的学习兴趣，考查学生对语篇结构的理解能力，适时地渗透了阅读策略，训练了学 生的听力技巧，提升了学生自主学习的能力，培养了学生的语言综合运用能力。 3.板书简洁明晰，重点突出，一目了然。 ▶Teaching Contents & Teaching Aims Read and write · Be able to understand the text with the help of the pictures. · Be able to understand the new words “robot, made, speak, finish” in context. · Be able to read the diary with the right sense group, pronunciation and intonation. · Be able to finish the tasks. 43 Let’s check ·Be able to know the details of the dialogues. ·Be able to understand and write the key sentence patterns of this unit. Let’s wrap it up ·Be able to sum up and use the collocation rules of the verb “be” with personal pronouns with the teacher’s help. ▶Teaching Priorities ·Be able to understand the text with the help of the pictures and finish the reading tasks. ·Be able to understand the recording and finish the listening tasks. ·Be able to know the collocation rules of the verb “be” with personal pronouns. ▶Teaching Difficulties ·Be able to use the collocation rules of the verb “be” with personal pronouns. ▶Teaching Procedures Teaching Stages Teacher’s Activities Students’ Activities Teaching Purposes Warm-up & Revision & Lead-in 1. Greetings. 2. I say and you guess. Give some sentences and teach the words “finish, speak”. 1. Greetings. 2. Guess the answers according to the sentences. Learn the words and practice them in sentences. Activate students’ learning interest by guessing. Present the new words naturally. Prepare for the reading of the text. Presentation “Read and write” 1. Learn the word “robot”. Play a video about robots. Teach the word “robot”. 2. Learn the format and Paragraph 1. Lead students to listen and read Paragraph 1 of Wu Yifan’s diary. Explain the format of the diary. Ask students to underline the key sentences about the answers in Paragraph 1. Lead students to spell the word “made”. 1. Watch the video. Guess the content to be learned in this lesson. Learn the word “robot”. 2. Read Paragraph 1 of the diary after the recording. Know the format of the diary. Underline the sentences about the answers and answer the questions. Spell and understand the word “made”. Improve students’ abilities of independent exploration by reading based on tasks. Make students get a better understanding of the text by finding the key information. Examine students’ abilities of generalization and summary. 3. Learn Paragraphs 2~4. Ask students to read Paragraphs 2~4 of the diary and circle the key words. 4. Read and tick or cross. 3. Read Paragraphs 2~4 and circle the key words. 4. Read the text silently and then tick or cross. Check the answers with the Make sure students understand the text. Infiltrate reading strategies. Cultivate students’ divergent Show the form on page 9. Check the answers with students. Explain the sentences: Robin is short but strong. He makes me finish my homework. 5. Read and act. Ask students to pay attention to the intonation, the stress, the pause and the sense group. 6. Retell the diary. Show the diary with some blanks. 7. Finish the task on page 9. Ask students to finish the task on page 9. teacher. Understand the sentences “Robin is short but strong. He makes me finish my homework.” 5. Read after the recording one by one. Read together. Read freely. At last have a reading show in class. 6. Read and fill in the blanks to retell the diary. 7. Design a robot. Draw and write about him/her. Then have a show. thinking and language using abilities by integrating subjects. 45 （续表） Teaching Stages Teacher’ s Activities Students’ Activities Teaching Purposes Practice “Let’s check” 1. Listen and circle. (1)Ask students to read the two sentences and understand the title. (2)Play the recording. Check the answer with students. (1)Read the two sentences and understand the title. (2)Judge the answer to the first sentence and circle the answer to the second sentence. Check the answer with the teacher. Lead students to analyze sentences and understand the title. Train students’ listening skills effectively. Cultivate students’ learning methods. 2. Listen again and answer. Tell students how to finish the listening task. Play the recording again and check the answers with students. Know the listening skills. Listen to the recording again. Write down the answers on the lines. Check the answers with the teacher. Consolidation & Extension “Let’ s wrap it up” 1. Think and match. Lead students to know the usage of “am/is/are”. Sum up the collocation rules with students. Check the answers. 2. Choose and write. Ask students to finish the task of “Choose and write”. Check the answers with students. 3. Look and say, then write. Show some pictures. 1. Know and sum up the collocation rules of the verb “be” with personal pronouns. Finish the task of “Think and match”. Check the answers with the teacher. 2. Finish the task of “Choose and write”. Check the answers with the teacher. Read them together. 3. Look at the pictures and say sentences. Then choose three pictures to write down the sentences. Lead students to sum up the collocation rules of the verb “be” with personal pronouns by observing a lot of sentences. Improve students’ autonomous learning abilities. Cultivate students’ observation and logical thinking abilities. Homework 1. Read the text skillfully. 2. Search for information about robots and introduce them briefly. 3. Do the exercises. Unit 2 My week 教材分析 本单元学习的主题是有关学校课程安排和周末活动的。教学内容主要是围绕星期一到星期 五的学校课程安排和周末活动来展开的。教学重点是能够听、说、读、写核心句型“—What do you have on Thursdays/…? —I have…”“—Do you often read books/…? —Yes, I do./No, I don’t.”； 能够听、说、读、写单词和词组“Monday, Tuesday, Wednesday, Thursday, Friday, Saturday, Sunday, weekend, wash my clothes, watch TV, do homework, read books, play football”。 教学目标 知识与能力目标: 句型 ·能够理解对话大意， 按照正确的意群及语音、语调朗读对话并进行角色扮演 ·能够听、说、读、写句型“What do you have on Thursdays/…?” ·能够在情景中运用句型“—What do you have on Thursdays/…? —I have…”询问并回答 某天的课程安排 ·能够在情景中运用句型“—Do you often read books/…? —Yes, I do./No, I don’t.” 询问并回答经常从事的周末活动 ·能够按照正确的意群及语音、语调朗读 Robin 的建议，理解建议内容并仿写句子补全对话， 做到书写规范 词汇 ·能够听、说、读、写单词和词组“Monday, Tuesday, Wednesday, Thursday, Friday, Saturday, Sunday, weekend, wash my clothes, watch TV, do homework, read books, play football” ·能够正确运用上述单词和词组描述自己的日常课程安排和周末生活 语音 ·能够掌握字母组合 ee / ea 的发音规则，即在单词中发长音/i / ·能够读出符合 ee / ea 发音规则的单词；并能够根据发音拼写出符合 ee/ea 发音规则的单词 ·能够在单线上完成抄写句子的活动，做到书写规范 情感态度､文化意识､学习策略目标: ·通过本单元的学习使学生进一步懂得珍惜时间的重要性，引导他们既要抓紧校内时间学习， 又要学会合理利用周末，加强体育锻炼，做到有张有弛、劳逸结合 ·能够在教师的帮助下总结简单的英语构词法，并学会利用构词法记忆单词 ·能够根据 ee / ea 的发音规则拼读、拼写单词 课时安排 第一课时: Part A Let’s try & Let’s talk 第二课时: Part A Let’s learn & Let’s play 第三课时: Part A Let’s spell 第四课时: Part B Let’s try & Let’s talk 第五课时: Part B Let’s learn & Group work 第六课时: Part B Read and write & Let’s check & Let’s wrap it up & Part C Story time 47 The first period(第一课时) Part A Let’s try & Let’s talk ▶教学内容与目标 课时教学内容 课时教学目标 Let’s try ·学生能够借助图片及核心词的提示听懂简短对话，抓住关键信息，提高听的能力 ·学生能够对新句型在听觉上有所感知，并完成听录音选词填空回答问题的练习 Let’s talk ·学生能够在图片和教师的帮助下理解对话大意 ·学生能够按照正确的意群及语音、语调朗读对话并进行角色扮演 ·学生能够在情景中运用句型“What do you have/do on…?”询问并回答某人某天的课程 或者活动安排 ·学生能够在语境中理解新单词“cooking”的意思，并能够正确发音 ▶教学重点 1. 学生能够理解 Let’s talk 板块的对话大意。 2. 学生能够运用本课时的重点句型“What do you have/do on…?”询问某人某天的课程安排或活动安排 并作答。 ▶教学难点 学生能够正确运用重点句型与同学讨论某一天的课程以及所做的事。 ▶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、自制教具等。 ▶教学过程 Step 1: Warm-up & Revision & Lead-in 1. Greetings. 2. A guessing game. Show some pictures about different subjects to lead students to guess the right subjects according to the pictures. (课件依次出示:字母图—算式图—中文古诗词图—五线谱图—体育器材 图—画笔和画板图—电脑图) T: Look at the picture on the PPT. Please tell me what subject it is. Talk about other pictures in the same way. 3. Free talk. T: What class do we have today? Lead students to answer this question according to the class schedule. And lead them to use the sentence pattern: We have English/…today. Teaching purpose 通过游戏“猜一猜”帮 助学生复习与学科有关的单 词，增加课堂的趣味性。通 过观察日历，联系实际，让 学生在自由对话的过程中对 本课要学习的知识有初步的 感知，为后面的学习做铺垫。 Show a calendar of a whole month on the PPT. (出示课件) Circle one Wednesday. Ss: 星期三/… T: How about the word “Wednesdays”? What is its meaning? Ss: 每个星期三/Many Wednesdays… T: You’re wonderful! “Wednesdays” means “every Wednesday” or “any Wednesday”. It is the same with Monday and Mondays, Tuesday and Tuesdays, Thursday and Thursdays, Friday and Fridays, Saturday and Saturdays, Sunday and Sundays. Write down the word “Wednesday” on the blackboard. Lead students to read it three times. Circle all the Wednesdays on the calendar when talking about the word to help students better understand this word. Ask the question: What do you have on Wednesdays? Lead students to answer this question according to the class schedule. Freely talk like this: T: What do you have on Wednesdays? Ss: We have…on Wednesdays. T: What class do you like? Why? S1:I like…, because… Step 2: Presentation 1. Let’s try. (1)Observe and guess. T: John and his grandpa are talking about John’s class schedule on Wednesdays, too. Let’s go and have a look. Show the picture of “Let’s try” on the PPT. (出示课件) Ask students to observe the picture carefully. Lead students to read the four words about subjects in this section. Lead students to read John’s grandpa’s question. Then ask them to guess what John says to his grandpa. Lead students to express their opinions by using the sentence pattern and the words in this part. They can say like this: I have art/Chinese/English/PE on Wednesdays. (2)Listen and fill in the blank. T: Is your guess correct? Now listen to the recording carefully and try to fill in the blank in your book. Please pay attention to the four words about subjects. Play the recording of “Let’s try”. (出示课件) Students try to complete the task. Play the recording of “Let’s try” again. Check the answer together. Show the listening material and the answer on the PPT. （出 Teaching purpose 引导学生在听前对本 部分的图片进行观察，对答 案进行预测，使学生明确听 力的任务和目标。训练学生 的听力技巧，提高学生的听 力能力。 49 示课件） Help students understand this section better. Ask students to pay attention to the spellings and correct the mistakes. 2. Let’s talk. (1)Predict the main idea of “Let’s talk”. T: Now we know John has art on Wednesdays. Boys and girls, what does John have on Thursdays? Please guess! Ss: Maybe he has… (2)Show the picture of John and his grandfather in “Let’s talk” on the PPT. (出示课件) T: Look! Who are they? Where are they? What are they talking about? Guess! Ss: They are John and his grandfather. They are at home. Maybe they are talking about… Let students talk about the questions freely. (3)Learn the new words and phrase. ①T: Are they talking about John’s Wednesdays? Let’s listen to the recording to check your answers. Play the recording of “Let’s talk”. (出示课件) Ask students to listen and get the main idea of the dialogue. T: So are they talking about John’s Wednesdays? Ss: No, they are talking about their Thursdays. Show the calendar of a whole month again. (出示课件) Circle and teach the word “Thursday” like this: Thurs + day=Thursday. Write down the word “Thursday” on the blackboard. Demonstrate the pronunciation: Thurs/ /-day/deɪ/-Thursday. Lead students to read like this three times. Ask one student to circle all the “Thursday” on the calendar to help students better understand this word. ②Act like cooking dishes. T: Look! I’m cooking dinner in the kitchen. Can you cook? Ss: Yes. /No. Show a picture of a cooking school and its recruitment advertisement on the PPT. (出示课件) T: Don’t worry if you can’t cook. There is a good place. Look! This is a cooking school. If you want to learn cooking, you can go to this school and have cooking classes， just like John’s grandparents. Show the picture of “cooking class” on the PPT. (出示课件) Write down the word “cooking” and the phrase “cooking class” on the blackboard. Lead students to read them three times. (4)Show four questions on the PPT. Teaching purpose 引导学生在阅读前先 对对话部分的内容进行预 测。让学生带着问题听录 音、观看视频，增强学生学 习的目的性和主动性。 Teaching purpose 从整体到局部，从局部 到整体，降低学习难度，帮 助学生更好地理解文本。 Let students watch the video of “Let’s talk”. (出示课件) Ask students to listen carefully and underline the answers to the questions on the PPT. Ask four students to answer the four questions. Show the answers on the PPT. Show the pictures about maths, English and music class to help students better understand the first three questions and their answers. (出示课件) Show the picture about John’s grandparents in this section to help students better understand the fourth question and its answer. (出 示课件) Check the answers together and lead students to read the sentences one time. Let students work in pairs and read the questions and answers in pairs. Step 3: Practice 1. Practice the dialogue. (1)Show the dialogue with some blanks in “Let’s talk”. (出示 课件) Then play the recording. (出示课件) Ask students to fill in the blanks without their books. Check the answers together. Show the answers on the PPT to let students correct their mistakes by reading the dialogue in their books. （出示课件） (2)Play the recording of “Let’s talk” again. （出示课件）Lead students to read after it and imitate the intonation and the pronunciation of the recording. Then ask students to read together and read freely. (3)Ask students to read the dialogue in pairs. Several minutes later, take out the headwears of John and John’s grandpa and ask some students to act out the dialogue. (4)Choose the best performers. Then give awards. Teaching purpose 练习环节进一步巩固 学生对课文的理解和记忆， 训练学生的语音和语调。 同时也增加学生口语输出 的机会，培养他们说英语的 信心。 51 2. Look and say. Show a calendar on the PPT. In the calendar, certain days are circled, such as every Wednesday or every Thursday. And there are two pictures of different subjects. （出示课件） Divide students into two groups. For the first picture, let boys ask the question according to the days circled in the calendar. They can ask like this: What do you have on…? Let girls answer the question according to the picture about subjects. For the second picture, let boys and girls exchange. Step 4: Consolidation & Extension “Design your own schedule” 1. Fill in the chart. Show the chart below on the PPT. Divide students into six groups. Ask them to design their own schedule about courses and activities on Wednesdays and Thursdays. Let them discuss by asking and answering in groups. 2. Interview other groups. Two groups interview each other. They should ask and answer the questions according to the chart. They can ask and answer like this: G1: What do you have on Wednesdays? G2: We have maths, art and Chinese on Wednesdays. G1: What do you do on Wednesdays? G2: We draw some pictures on Wednesdays. G1: What do you have on Thursdays? G2: We have English, science and music on Thursdays. G1: What do you do on Thursdays? G2: We play games and sing songs on Thursdays. Then the two groups make an exchange. The best group can get blank schedule cards as awards. ▶板书设计 ▶作业设计 1. Listen to the recording and recite the dialogue. 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) Teaching purpose 让学生自己设计课程 和活动计划表，激发他们的 学习主动性，使他们能积极 主动参与到课堂中来，并对 所学知识进行有效的拓展。 ▶教学反思 1. 本课的重点在于训练学生的听力和口语表达能力，使学生能够使用本课重点词汇和句型询问并回答有 关星期三和星期四两天的课程及活动安排。整个教学设计紧扣教学重点，脉络清晰，重点突出。 2. 本课教学过程中复习了第一单元询问人物性格特征的句子，在教学中提醒学生注意不断地温故而知新。 3. 课堂以学生为本，注重提高学生的课堂参与度，让他们成为课堂的主人。 4. 本课设计把“激发和培养学生学习英语的兴趣”放在教学的首位，时刻联系生活实际，使学生们在较 为真实的语境中锻炼了语言交际能力。拓展部分充分发挥了学生的主观能动性，让他们在合作中共同学习，共 同进步。 5. 板书简洁明晰，重点突出，一目了然。 ▶Teaching Contents & Teaching Aims Let’s try · Be able to understand the main content of the listening part with the help of the picture and the core words. ·Be able to have an auditory perception of the new sentence patterns, and complete the exercise in the listening part independently.. 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 according to correct sense group, intonation and pronunciation and role-play. ·Be able to use the sentence pattern“What do you have/do on…?”in a situation to ask and answer questions about someone’s class or activity schedule on a particular day. ·Be able to understand the new word“cooking”and pronounce it correctly. 53 ▶Teaching Priorities ·Be able to understand the main idea of “Let’s talk”. ·Be able to master the key sentence pattern“What do you have/do on…?”and answer the question. ▶Teaching Difficulties ·Be able to use the key sentence patterns to discuss the class or activity schedule on a particular day with classmates. ▶Teaching Procedures Teaching Stages Teacher’ s Activities Students’ Activities Teaching Purposes Warm-up & Revision & Lead-in 1. Greetings. 2. A guessing game. Show pictures and talk to students. 3. Free talk. Ask students some questions. Teach the words “Wednesday” and “Wednesdays”. 1. Greetings. 2. Observe the pictures and try to answer the question: What subject is it? 3. Try to answer the teacher’s questions. Learn the words “Wednesday” and “Wednesdays”. Help students review the words about subjects through the guessing game. Increase the fun of the class. Give students a preliminary impression of the knowledge to be learned in this lesson, which paves the way for the next study. Presentation 1. Let’s try. (1)Show the picture. Ask students to observe the picture and predict the answer. (2)Play the recording. Ask students to listen to the recording and fill in the blank. (1)Observe the picture and predict the answer. (2)Listen to the recording and fill in the blank. Lead students to understand the task and the goal of the listening part. Train students’ listening skills and improve their listening abilities. 2. Let’s talk. (1)Let students predict the main idea of “Let’s talk”. (2)Let students talk about some questions about the picture. (3)Teach the words “Thursday” and “cooking”. Teach the phrase “cooking class”. (4)Show some questions on the PPT. Let students watch the video and answer. (1)Predict the main idea of “Let’s talk”. (2)Talk about some questions about the picture. (3)Learn the new words and phrase. (4) Watch the video and answer the questions. By letting students listen to the recording and watch the video with questions, enhance students’ learning purpose and initiative. Divide the dialogue into sections to help students understand the dialogue better. （续表） Teaching Stages Teacher’ s Activities Students’ Activities Teaching Purposes Practice 1. Practice the dialogue. (1)Ask students to listen and fill in the blanks. Check the answers. (2)Ask students to read the dialogue after the recording. (3)Let students practice the dialogue in pairs and role-play. (4)Give awards to the best performers. (1)Listen and fill in the blanks. Check the answers. (2)Read the dialogue after the recording. (3)Practice the dialogue in pairs. Then role-play. (4)Choose the best performers. Further consolidate students’ understanding of the text, and train students’ pronunciation and intonation. Increase the chances of their oral English output and cultivate their confidence in speaking English. 2. Look and say. Let boys and girls ask and answer according to the pictures. Boys and girls ask and answer according to the pictures. Consolidation & Extension “Design your own schedule” 1. Fill in the chart. Ask students to design their own schedule about courses and activities on Wednesdays and Thursdays. 2. Interview other groups. Ask two groups to interview each other. 1. Design their own schedule about courses and activities on Wednesdays and Thursdays. 2. Two groups interview each other. Stimulate students’ learning initiative and enable them to actively participate in the class by letting them design their own schedule of classes and activities. Effectively extend the knowledge. Homework 1. Listen to the recording and recite the dialogue. 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 55 Let’s learn ·学生能够听、说、读、写并在语境中正确运用单词“Monday, Tuesday, Wednesday, Thursday, Friday, Saturday, Sunday, weekend” Let’s play ·学生能够操练和巩固 Let’s learn 板块有关一个星期七天名称的单词 ·学生能够两人一组合作完成本活动，一人说课程名称，一人猜星期几 ▶教学重点 1. 学生能够听、说、读、写本课四会单词。 2. 学生能够在情景中询问他人的课程安排并作答。 ▶教学难点 学生能够掌握表示一周七天名称的单词的拼写。 ▶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、卡片等。 ▶教学过程 Step 1: Warm-up & Revision & Lead-in 1. Greetings. 2. Let’s chant together—Days of the week. (出示课件). T: How many days are there in a week? Ss: There are seven days in a week. 3. Ask and answer. Show pictures of courses and calendars. (出示课件) In Picture 1, it is Wednesday. And there is a Chinese class, a music class and a maths class in it, too. In Picture 2, it is Thursday. And there is an English class, a PE class and an art class in it. The teacher and students ask and answer according to the pictures. T: What do you have on Wednesdays? Ss: We have Chinese, music and maths on Wednesdays. T: What do you have on Thursdays? Ss: We have English, PE and art on Thursdays. 4. Lead-in. Show the picture of “Let’s learn” on the PPT. (出示课件) Lead students to observe it carefully and answer the questions. T: Who are they? Ss: They are Robin and Wu Yifan. T: Are they talking about classes? Ss: Yes. T: Good! Let’s go and see! Step 2: Presentation 1. Learn the new words. (1)Show the picture of the class schedule on Monday in “Let’s learn”. (出示课件) T: What classes can you see? Ss: I can see Chinese, English, maths and music. T: What day is it? Ss: It is Monday. T: Yes, it is Monday. Teaching purpose 师生一起说唱 chant，回 顾上节课接触过的词汇。用 问答的方式回顾之前学过的 句型和词汇，同时营造良好 的英语学习氛围。 Teaching purpose 利用课程表引出一个星 期七天的单词，真实自然。 在教授单词的过程中利用拆 分法和自然拼读法，引导学 生分音节读单词，符合正确 的认知规律。 Teach the word like this: “monkey (mon+key)” and “day”, “Mon/mʌn/+day/deɪ/=Monday/ /”. Write down “Monday” on the blackboard. Lead students to practice reading it three times. (2)Show the picture of the class schedule on Tuesday in “Let’s learn”. (出示课件) T: What does Wu Yifan have on this day? Ss: He has maths, science, Chinese and art. T: What day is it? Ss: It is Tuesday. T: Yes, it is Tuesday. (4)Ask students to look at the whole class schedule in “Let’s learn”. Point to “Saturday” and “Sunday”. T: Why are there no classes in these two days? Ss: Because they are Saturday and Sunday. We don’t go to school. T: Excellent! “Saturday and Sunday” is the weekend. We are free at the weekend. Write down “week + end=weekend” on the blackboard. Lead students to practice reading it three times. T: What can we do at the weekend? Ss: … 2. Find the rules. Show all the seven words on the PPT. (出示课件) Ask students to observe them carefully and try to find out their spelling rules. Ask several students to stand up and express their opinions. At last, make a conclusion: The last three letters of these seven words are the same. They are all “day”. And all the first letters of these words are capital letters. Use the red chalk to stress all the first letters and the last three letters. Lead students to read all the words. 3. Role-play. Show the picture of “Let’s learn”. （出示课件） Role-play the dialogue between Robin and Wu Yifan with students. The teacher acts Robin. All the students act Wu Yifan. Use the five days’ class schedule to ask and answer like this: T: What do you have on Mondays? Ss: I have Chinese, English, maths and music. T: What do you have on Tuesdays? Ss: I have maths, science, Chinese and art. T: What do you have on…? Ss: I have… Teaching purpose 引导学生观察单词，总 结拼写规律，帮助学生进一 步加深对单词构成的理解， 同时帮助学生更容易地记忆 新单词。 57 Step 3: Practice 1. Play a game: Whack-a-mole. (出示课件) （游戏说明:PPT 显示 7 个地鼠洞，每当一只地鼠从洞里探出头时，学生 快速并大声读出它举起的卡片上对应的星期单词，如果读对了，老师点击鼠 标，出现一把锤子将其打回洞里，同时另外一只地鼠出现。依次进行，直到 7 只地鼠都出现过一次。7 只地鼠举起的卡片上的单词分别是一个星期的七天。） 2. Finger game. The teacher shows his/her fingers to express the seven days of a week. Students count the number of the fingers and try to speak out the right word as quickly as possible. If the teacher shows only one finger, students should say “Monday”. If the teacher shows two fingers, students should say “Tuesday”. 3. Play a game: Let’s drive a train to read! Divide students into seven groups. Name them after the seven days in a week. Take out the word cards of the seven days and distribute them to each group randomly. Each group should remember its name. Then let the seven groups drive a train to read their names according to the right order of a week. Keep driving the train till the teacher says “Here we are!” Step 4: Consolidation & Extension 1. The turntable game. （出示课件） （游戏说明:学生两人一组。课件出示一个双层转盘，转盘分为五个部分。 内层为五套不同的课程组合，外层为星期一到星期五的五个名称单词。点击 鼠标，指针指向哪一格，学生使用句型“—What do you have on…? —We have…”来进行对话练习。） 2. Guess what day it is. (出示课件) （游戏说明:课件里先出示一张制作好的课程表，给学生 30 秒的时间记 忆里面的内容，然后清空课程表里的课程名称。每一轮请一名学生上讲台抽 取一张纸条，纸条的内容为课程表中某一天的所有课程和时间。让这名学生 使用句型“I have…”来描述这一天的课程安排，其他学生回忆是哪一天， 并用句型“Is it …?”来询问自己是否记对了。如果得到的答案是 “Yes”， 那么两位同学都可以得到奖励，本轮记忆挑战结束，如果得到的答案是“No”， 则换别的学生继续猜，直到猜到正确的答案为止。游戏一共为五轮，最后一 轮可以让学生一起猜出正确的日子。） 3. Make your own schedules. Ask students to work out their own schedules. They can imitate the schedule in the last activity. (课件出示:上个活动中制作好的课程表) Let several students stand up and show their schedules. They can talk about the schedule with their teacher. Make a model: T: What do you have on Mondays/…? Ss: I have… The others can talk about the schedule with their partners. ▶板书设计 Teaching purpose 拓展活动的设计充满 趣味和挑战，有梯度，层次 分明，让学生在玩中逐步巩 固所学知识。让学生制作个 性课程表，既锻炼学生的动 手能力，同时也帮助老师了 解学生的学习情况和兴趣 点。 Teaching purpose 通过三个不同的游戏活 动对本课的重点单词进行操 练， 让整个课堂生动有趣， 提高学生的学习积极性。 ▶作业设计 1. Tell your parents about your class schedule in English. 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 .从复习旧知开始本课的学习，再通过一系列活动教授新知，达到温故而知新的目的。 2 .本课新单词量多，难度大。在教授过程中，采用了自然拼读法、拆分法等多种方式，引导学生观察、 总结单词的构成规律，很好地突破了教学难点，降低了学习的难度。 3.本课的活动以游戏为主，增加了课堂的趣味性，也提高了学生的学习积极性。 4 .活动的设计环节紧凑，层次分明，循序渐进，逐步提升任务的难度和所涉及知识的广度，符合认知规 律。 5.板书设计清晰明了，重点突出，起到了很好的辅助作用。 59 ▶Teaching Contents & Teaching Aims Let’s learn · Be able to listen, speak, read, write and use the words “Monday, Tuesday, Wednesday, Thursday, Friday, Saturday, Sunday, weekend”. Let’s play · Be able to practice and consolidate the words in “Let’s learn”. ·Be able to cooperate with deskmates to complete the activity “one says the course names, and the other guesses the day of the week”. ▶Teaching Priorities ·Be able to listen, speak, read and write the key words in this lesson. ·Be able to ask and answer questions about other people’s course schedules. ▶Teaching Difficulties ·Be able to master the spellings of the words of the seven days in a week. ▶Teaching Procedures Teaching Stages Teacher’ s Activities Students’ Activities Teaching Purposes Warm-up & Revision & Lead-in 1. Greetings. 2. Let’s chant together—Days of the week. 3. Ask and answer. Show pictures and ask questions. 4. Lead-in. Talk about the picture on the PPT. 1. Greetings. 2. Chant together and answer the question. 3. Look at the pictures and answer the questions. 4. Observe the picture carefully and answer the teacher’s questions. Help students review the vocabulary and the sentence patterns learned before. Create a good English learning atmosphere. （续表） Teaching Stages Teacher’ s Activities Students’ Activities Teaching Purposes Presentation 1. Learn the new words. (1)Teach the word “Monday”. (2)Teach the word “Tuesday”. (3)Teach the other five words in a week. (4)Teach the word “weekend”. (1)Learn the word “Monday”. (2)Learn the word “Tuesday”. (3)Learn the other five words in a week. (4)Learn the word “weekend”. Use the curriculum to introduce the words of the seven days in a week naturally. In the process of teaching words, use the splitting method and the natural spelling method to lead students to read the words by syllables, which conforms to the correct cognitive law. 2. Find the rules. Ask students to observe the seven words of a week carefully and try to find out their spelling rules. At last, make a conclusion. Observe the seven words of a week carefully and try to find out their spelling rules. Learn the rules and read the words after the teacher. Lead students to observe the words and summarize the spelling rules, which can deepen students’ understanding of the word composition, and make it easier for students to remember the new words. 3. Role-play. Role-play the dialogue between Robin and Wu Yifan with students. Act Robin. Role-play the dialogue with the teacher. Act Wu Yifan. Practice 1. Play a game: Whack-a-mole. 2. Finger game. Show fingers to express the seven days of a week. 3. Play a game: Let’s drive a train to read! Divide students into seven groups. Let them ride a train to read! 1. Read out the words in the mole’s hand as quickly as possible. 2. Count the number of the fingers and try to speak out the right words as quickly as possible. 3. Drive a train to read the words according to the right order of a week. Practice the key words in this lesson through three different games. Make the whole class lively and interesting, and increase students’ learning enthusiasm. Consolidation & Extension 1. The turntable game. 2. Guess what day it is. 3. Make your own schedules. Ask students to make their own schedules. 1. Make dialogues according to the turntable. 2. Try to guess the right day according to the courses on that day. The design of additional activities is full of fun and challenges. Let students make 61 3. Make personal schedules. Talk about personal schedules with the teacher or their partners. individual class schedules, which not only develop students’ abilities, but also can help the teacher know students’ learning and interest. Homework 1. Tell your parents about your class schedule in English. 2. 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 ·学生能够通过听例词发音，观察例词结构特征，学习字母组合 ee 和 ea 在单词中的发音规则 ·学生能够跟着录音说唱歌谣 ·学生能够读出符合 ee 和 ea 发音规则的单词 ·学生能够根据单词的读音拼写出符合 ee 和 ea 发音规则的单词 ·学生能够在单线上完成抄写句子的活动，做到书写规范正确 ▶教学重点 学生能够掌握 ee 和 ea 的发音规则。 ▶教学难点 学生能够读出符合 ee 和 ea 发音规则的单词，并能根据发音拼写出符合 ee 和 ea 发音规则的单词。 ▶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、视频等。 ▶教学过程 Step 1: Warm-up & Revision & Lead-in 1. Greetings. 2. Revision. Lead students to review the pronunciation of the letter “y” in Unit 1 by letting them drive a train to give examples. 3. Enjoy the chant in this lesson. (出示课件) 4. Lead-in. Write down the letter combinations “ee” and “ea” on the blackboard. T: Look at these letter combinations. And “ea” comes from the words in the chant. Please guess the pronunciation. Teaching purpose 在学习新知前复习旧 知，唤醒学生对语音的记忆， 对将要学的知识进行预热。 从 chant 中直接抽取出本课 重点字母组合，让学生猜测 发音，激发学生的好奇心和 学习热情。 Ss: … T: Today we’re going to learn the pronunciation of these two letter combinations. Step 2: Presentation 1. Learn the letter combination “ea”. (1)Show a picture about a girl who is reading a book on the PPT. (出示课件) T: Look at this lovely girl. I want you to be the girl for a while and answer my question. Are you ready? Ss: Yes! T: Do you like to read? Lead students to say the sentence: I like to read. Then show the sentence beside the picture on the PPT. Make the word “read” in red. (出示课件) Show another two pictures on the PPT. One is about the girl eating food. The other is about the girl drinking tea. （出示课件） Then ask another two questions: Do you like to eat? Do you like to drink tea? Lead students to say the sentences: I like to eat. I like to drink tea. Show the sentences beside the pictures one by one on the PPT. Mark the words “eat” and “tea” in red. (出示课件) (2)Show the pictures and the words “read” “eat” and “tea” on page 16 on the PPT. (出示课件) Lead students to observe them carefully and try to find out the same letter combination “ea”. Then write it down on the blackboard. Ask students to listen to the recording of these three words and try to conclude the right pronunciation of the letter combination“ea”. Encourage students to say their opinions. Then show the phonetic symbol / i:/ on the PPT. （出示课件） Introduce the pronunciation rule briefly. Lead students to read the phonetic symbol and the three words several times. (3)Show the chant on the PPT. (出示课件) Point to the chant and stress the last sentence. T: Look at this chant. We sang it before. Do you like to repeat? Lead students to answer with the last sentence. T: Great! Now, please repeat this chant after the recording! Let students listen to the recording and read after it. Help them understand the pronunciation of the letter combination “ea”. (4)Ask several students to stand up and read the chant. Check their pronunciation. Give some help when it’s necessary. And correct the wrong pronunciation. 2. Learn the letter combination “ee”. (1)Learn the words. Teaching purpose 根据歌谣和图片创设情 景进行教学，一步一步引导 学生自己找出相同的字母组 合并归纳正确的发音，让学 生更加深入地理解和掌握所 学的语音知识，加深印象。 63 ①Show a picture of one foot on the PPT. (出示课件) T: What’s this? Lead students to say the word “foot” and show the word beside the picture. Then show a picture of two feet on the PPT. (出示课件) T: What are they? Lead students to say the word “feet”. Show the word beside the picture and mark the letter combination “ee” in red. After that, show pictures of some animals with two or more than two feet on the PPT.(出示课件) T: How many feet? Ss: … Stress the word “feet”. Lead students to read it. ②T: What would you like for dinner? Look at this picture. Show a picture of beef on the PPT. (出示课件) Point to the picture. Lead students to say the sentence: I’d like some beef. Stress the word “beef”. Lead students to read it. Show the word beside the picture and mark the letter combination “ee” in red. ③Show a picture that Mr Green and Mr Lee meet together. Mr Lee is saying: Nice to meet you! (出示课件) T: Mr Green and Mr Lee meet together. What should Mr Green say to Mr Lee? Ss: Nice to meet you, too! Stress the word “meet”. Lead students to read it. Show the word beside the picture and mark the letter combination “ee” in red. (2)Make a conclusion and read. Show the pictures and the words “feet”“beef”and“meet”on Page 16 on the PPT. (出示课件) Lead students to observe them carefully and try to find out the same letter combination“ee”. Then write it down on the blackboard. Ask students to listen to the recording of the three words and try to conclude the right pronunciation of the letter combination“ee”. Encourage students to say their opinions. Then show the phonetic symbol / i:/ on the PPT. (出示课件) Lead students to realize that the letter combination “ee” has the same phonetic symbol as “ea”. Lead students to read the phonetic symbol and the three words several times. Step 3: Practice 1. Show all the six words in “Read, listen and chant” on the PPT. (出示课件) Ask students to read them after the recording. Then ask some students to stand up and read these words. Give some help when it’s necessary. And correct the wrong pronunciation. Teaching purpose 练习环节层次分明，不 仅对学生进行有效的听力指 导，而且也帮助学生进一步 巩固所学的语音知识。 2. Show some words containing the letter combination “ea” or “ee” on the PPT. The words can be “bee, feed, feel, meat, please, sea, wheel, meal, deal”. ( 出 示 课 件 ) Let students read them according to the pronunciation rules. 3. Show the exercise of “Listen, repeat and circle” on the PPT. (出示课件) Ask students to read all the words before listening. Then play the recording(出示课件). Ask students to listen and circle the word in each group. Check the answers together. Present the listening materials and let students read them. (出示课件) 4. Show the exercise of “Listen, write and say” on the PPT. (出 示课件) Let students observe the pictures carefully and get to know the tasks of the listening. Then play the recording. （出示课件） Ask students to listen and fill in the blanks. Check the answers together. Show the listening materials and the answers. (出示课件) Help students understand this section better. Ask students to pay attention to their spellings and correct the mistakes. Let students choose one sentence and write it on the line. Remind students to write the sentence in correct forms. Stress that the first letter must be capitalized. Ask students not to forget the punctuation. Ask several students to stand up and read their sentences. Choose some students’ work to present. Check if the handwriting is in the right form. Correct the mistakes together. Praise the students who do a good job. Step 4: Consolidation & Extension “Story time” 1. Show the story Three for tea. (出示课件) Read and enjoy the story with students. Ask students to pay attention to all the words containing the letter combination “ea” or “ee”. Lead students to read the two letter combinations correctly. 2. Show the words on the PPT. (课件出示: 单词 geese, three, creek, eat, cheese, breeze, sleet, tea) Let students try to read these words by themselves. Then lead them to read these words several times. 3. Let students try to read the story by themselves in groups. 4. Ask several groups to act out the story. Teaching purpose 通过阅读含有大量字母 组合 ee 和 ea 的绘本故事， 让学生利用所学知识进行阅 读，拓展学生的阅读面，提 升学生的学习能力。 65 ▶板书设计 ▶作业设计 1. Read the words in “Let’s spell” 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. 整个教学设计侧重于培养学生自主学习的能力，通过让学生自己观察、找出规律、总结发音等方式， 提高学生的自主探究能力和归纳总结能力。 2. 在听力活动之前，让学生对所学内容进行观察和预测，使学生明确学习目的，因而能够更加集中注意 力，也能有效地训练学生的听力技巧。 3. 多种有效的练习活动，帮助学生巩固本课所学的语音知识。 4. 板书简洁明了，重点突出。 ▶Teaching Contents & Teaching Aims Let’s spell · Be able to learn the pronunciation rules of the letter combinations “ee” and “ea” in words by listening to the pronunciation of the example words and observing the structural features of the example words. ·Be able to sing the chant after the recording. ·Be able to pronounce the words with the letter combination “ee” or “ea”. ·Be able to spell the words containing the letter combination “ee” or “ea” according to the pronunciation rules. ·Be able to complete the task of copying one sentence on a single line in correct forms. ▶Teaching Priorities ·Be able to master the pronunciation rules of the letter combinations “ee” and “ea”. ▶Teaching Difficulties ·Be able to pronounce the words with the letter combination “ee” or “ea”. Be able to spell the words containing the letter combination “ee” or “ea” according to the pronunciation rules. ▶Teaching Procedures Teaching Stages Teacher’ s Activities Students’ Activities Teaching Purposes Warm-up & Revision & Lead-in 1. Greetings. 2. Revision. Review the pronunciation of the letter “y” in Unit 1 and let students drive a train to give examples. 3. Enjoy the chant in this lesson. 4. Lead-in. Write down the letter combinations “ee” and “ea” on the blackboard. 1. Greetings. 2. Drive a train to say the words with the letter “y”. 3. Enjoy the chant in this lesson. 4. Guess the letter combinations’ pronunciation. Help students review the old knowledge before learning the new knowledge. Arouse students’ memory of the pronunciation and preheat the knowledge to be learned. The key letter combinations of this lesson are extracted directly from the chant so that students can guess the pronunciation, which stimulates students’ curiosity and enthusiasm for learning. Presentation 1. Learn the letter combination “ea”. (1)Show pictures to present the key words in the chant one by one. (2)Present all the three words. Lead students to observe and find. (3)Show the chant and help students understand the pronunciation of “ea”. (4)Correct the wrong pronunciation. (1)Answer the questions and say the sentences. (2)Observe the pictures and learn the three key words in the chant. Try to find out the same letter combination “ea”. Conclude its pronunciation. (3)Read the chant after the recording. (4)Read the chant. Teach by creating a situation according to the chant and pictures. Lead students to find the same letter combination and summarize the correct pronunciation by themselves step by step so that they can have a deeper understanding and grasp the phonetic knowledge they have learned, and deepen their impression. 2. Learn the letter combination “ee”. (1)Use pictures to teach the corresponding words “feet, beef, meet”. (2)Present all the three words. Lead students to conclude and read. (1)Learn the three words “feet, beef, meet”. (2)Try to find out the same letter combination “ee”.Conclude its pronunciation. Read the words. 67 （续表） Teaching Stages Teacher’s Activities Students’ Activities Teaching Purposes Practice 1. Show all the six words in “Read, listen and chant” on the PPT. Let students read them. Give some help when it’s necessary. And correct the wrong pronunciation. 2. Show some words containing the letter combination “ea” or “ee” on the PPT. 3. Show the exercise of “Listen, repeat and circle” on the PPT. 4. Show the exercise of “Listen, write and say” on the PPT. 1. Read all the six words in “Read, listen and chant”. 2. Try to read the words on the PPT according to the pronunciation rules. 3. Read all the words before listening. Then listen and circle the word in each group. 4. Observe the pictures carefully. Then listen and fill in the blanks. Choose one sentence and write it on the line. The practice session is structured, which not only provides effective listening guidance to students, but also helps students further consolidate their phonetic knowledge. Consolidation & Extension 1. Show the story Three for tea. Read and enjoy the story with students. Lead students to read the two letter combinations correctly. 2. Show the words on the PPT. 3. Let students try to read the story by themselves in groups. 4. Ask several groups to act out the story. 1. Read and enjoy the story with the teacher. Try to read the letter combinations “ea” and “ee” with right pronunciation. 2. Try to read these words. 3. Read the story in groups. 4. Act out the story. Enable students to use what they have learned to read by letting students read a story that contains words with the letter combination “ee” or “ea”. Expand students’ reading and improve their learning abilities. Homework 1. Read the words in “Let’s spell” to your parents. 2. Do the exercises. The fourth period(第四课时) Part B Let’s try & Let’s talk ▶教学内容与目标 课时教学内容 课时教学目标 Let’s try ·学生能够借助图片听懂简短对话，抓住关键信息，提高听的能力 ·学生能够对新句型在听觉上有所感知，并完成听录音选图的活动 Let’s talk ·学生能够在图片和教师的帮助下理解对话大意 ·学生能够按照正确的意群及语音、语调朗读对话，并能够进行角色扮演 ·学生能够在情景中恰当运用句型“—Do you often read books/…? —Yes, I do./No, I don’t.”询问对方经常从事的周末活动并作答 ·学生能够在语境中理解词组“read books, play football”的意思，并能够正确发音 ▶教学重点 学生能够掌握询问对方经常从事的周末活动的一般疑问句及其答语“—Do you often read books/…? — Yes, I do./No, I don’t.”。 ▶教学难点 学生能够在真实情景中用核心句型询问对方经常从事的周末活动并作答。 ▶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、卡片等。 ▶教学过程 Step 1: Warm-up & Revision & Lead-in 1. Greetings. 2. Enjoy the song—Days of the week. (出示课件) 3. Free talk. T: What do you have on Mondays? Ss: We have… T: What do you have on Fridays? Ss: We have… T: I have no classes on Sunday and Saturday. What about you? … Show some pictures about different activities on the PPT to lead students to talk about their weekend activities. (出示课件) 4. Lead-in. Show a picture about Zhang Peng and Oliver. They are making a phone call in the picture. (出示课件) T: It’s a Saturday morning. Zhang Peng calls Oliver. What are they talking about? Let’s go and see. Step 2: Presentation 1. Let’s try. (1)Show the pictures of “Let’s try” on the PPT. (出示课件) Ask students to observe the pictures carefully. Then let them try to describe the two pictures briefly. Lead students to talk about the pictures from two aspects. First, try to introduce the characters in Teaching purpose 通过歌曲复习巩固之前 所学的有关星期的知识，对 话交流部分对今天要学的知 识进行预热，对整个课堂起 到承上启下的作用。 Teaching purpose 通过问题引导学生在听 录音之前先看图，了解图片 和对话背景，预测听力内容， 帮助学生借助图片听懂简短 的对话，抓住关键信息，加 强学生的听力技巧训练，提 高听的能力。 69 the pictures, then try to describe the activities they do in the pictures. They can describe like these: I can see Oliver in Picture 1. He cleans his room in the picture./They are Oliver and another boy in Picture 2. They play football in this picture. T: From these pictures, can you guess what they are talking about? S1: Maybe they are talking about their weekend. S2: Maybe they are talking about their activities. … T: Does Oliver do both the activities in these two pictures? … T: We have different opinions. Please listen to the recording carefully and try to know what they are talking about and what Oliver does exactly. (2)Play the recording of “Let’s try” for the first time. (出 示课件) Let students try to get the key information: play football, sorry, clean my room, on Saturdays, yes. (3)Then play the recording again. (出示课件) Let students try to listen and tick the right picture about Oliver’s weekend. (4)Check the answer. And check the guesses before. T: Now we know that they are talking about their activities on the weekend. Oliver doesn’t do both the activities. He doesn’t play football with Zhang Peng. He often cleans his room on Saturdays. Show the listening material and the answer of “Let’s try”. (出 示课件) Lead students to read the dialogue. 2. Let’s talk. Show a picture of some children playing in the park. (出示课件) T: It’s Saturday morning now. Some children are playing in the park. Let’s have a look. (1)Learn the new words and phrases. ①Show a picture on the PPT: A girl reads a book in the park. (出 示课件) T: Where is the girl? Lead students to say the sentence: She is in a park. Write down the word “park” on the blackboard. Lead students to read it three times. Then point to the book in the picture. T: What’s this? Ss: It’s a book. T: What does she do on Saturday morning? Lead students to say the sentence: She reads books on Saturday morning. Write down the phrase “read books” on the blackboard. Lead students to read it three times. T: Do you often read books on the weekend? Yes or no? Pay attention to the word “often”. It means “many times”. Teaching purpose 在学习新课之前，利用 图片和对话先熟悉本课的重 点单词、词组和句型，为后 面的学习打下基础。 Ss: Yes./No. T: Please ask me the two questions. Ss: Do you often read books on the weekend? Yes or no? T: Yes, I do. I often read books on the weekend. We should read more books. ②Show a picture on the PPT: A boy plays football in the park. (出 示课件) T: What’s this? （ Point to the football. ） Ss: It’s a ball/football. T: It is a football. What does he do on Saturday morning? Lead students to say the sentence: He plays football on Saturday morning. Write down the phrase “play football” on the blackboard. Lead students to read it three times. T: Do you often play football on the weekend? Yes or no? Ss: Yes./No. T: Please ask me the two questions. Ss: Do you often play football on the weekend? Yes or no? T: No, I don’t. I often read books on the weekend. I should play sports on the weekend. (2)Learn the dialogue. ①Show the picture of Zhang Peng and Sarah in “Let’s talk”. (出 示课件) T: Now, it is Saturday afternoon. Look! Who are in the park now? Ss: Zhang Peng and Sarah. T: What else can you see? What are in their hands? Ss: I can see a football in Zhang Peng’s hand and a storybook in Sarah’s hands. T: Excellent! What are they talking about? Are they talking about their classes? Encourage students to guess the answers. ②Play the video of “Let’s talk”. (出示课件) Let students watch the video and check their predictions. After students watch the video, ask the questions again. Lead students to provide the right answers: No, they are not talking about their classes. They are talking about their weekends. ③Show three questions on the PPT. Teaching purpose 在教授对话之前，引导 学生先观察图片，对对话的 内容进行预测。从猜、听、 说、读等方面训练学生的英 语能力。通过完成各项任务， 逐步加深学生对课文内容的 理解。 71 Play the video of “Let’s talk” again. (出示课件) Let students watch carefully and try to answer these questions. Ask three students to stand up and answer these questions one by one. Show the answers on the PPT. Check the answers together. Answers: (3)Read and act. ①Let students read after the recording sentence by sentence and try to imitate the intonation and the pronunciation of the recording. Then let them read freely. ②Let students practice the dialogue in pairs. ③Ask several pairs to role-play the dialogue. Each pair that does a good job can get two word cards. Step 3: Practice 1. Listen and fill in the blanks. Show the dialogue of “Let’s talk” with some blanks on the PPT. Then play the recording. (出示课件) Students try to listen and fill in the blanks to complete the dialogue. They can write the answers in their notebooks. If they can’t write down the answers, the teacher can play the recording one more time. Display several students’ answers. Check and correct the mistakes together. Choose the best work. Give a word card to the student as an award. Show the answers on the PPT. (出示课件) Ask students to check and correct their answers. Then let them read the dialogue together once. 2. The turntable game. (出示课件) （游戏说明:转盘上呈现一些不同活动的图片和词组，如:read books, clean the room, play football, cook dinner, drink tea。一名学生喊 “Start!”，老师点击鼠标，指针开始转动，该学生喊 “Stop!”,老师再次 点击鼠标,指针停止转动。其他学生根据指针所指的图片和词组，使用句型 Teaching purpose 由机械训练递进到学生 根据指令进行替换练习，逐 步锻炼学生的学习能力以及 对所学英语知识进行运用的 能力。 “Do you often…on the weekend?”提问该学生。该学生根据自己的实际情 况用“Yes, I do./No, I don’t.”进行回答。） Step 4: Consolidation & Extension 1. Ask and answer. Show the picture of “Ask and answer” and the sentence patterns “—Do you often…on the weekend? —Yes, I do./No, I don’t.” (出 示课件) Ask two students to read the dialogue between Sarah and Chen Jie. Then let students work in pairs. Ask students to try to use the phrases and the sentence patterns on the PPT to make new dialogues. Encourage students to think of more phrases to make their own dialogues. Make a model with one student. T: Do you often play basketball on the weekend? S1: Yes, I do./No, I don’t. 2. Show time. Ask several pairs to stand up and show their work. Give each pair four word cards as awards. 3. Emotional education. Ask students to try to cherish their time, read more and do more exercise. ▶板书设计 ▶作业设计 1. Practice the dialogue. 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. 在进行听力活动和对话学习之前，都让学生对所学内容进行预测。给出问题，让学生带着问题去听听 力、阅读对话，让学生明确了学习目的，同时提高了学生的学习积极性和主动性。 2. 本课各个环节的设计循序渐进，环环相扣，让学生们很自然地跟随节奏，掌握新知。 3. 本课结对活动较多，加强了学生之间的合作能力，各种表演活动让学生在表现自己的同时有效地感知 和掌握目标语言。 4. 课堂气氛积极活跃，时刻注意吸引学生的注意力，提高他们的学习兴趣。 5. 板书简洁清晰，重点突出，一目了然。 ▶Teaching Contents & Teaching Aims Let’s try · Be able to understand the dialogue with the help of the pictures, grasp the key information and improve their listening abilities. ·Be able to perceive the new sentence patterns and complete the activity of listening to the recording to select the picture. Teaching purpose 拓展部分让学生先根据 指定内容创编对话，然后自 己想更多的词组来创编自己 的对话，使所学的知识得到 串联和升华。适时的情感教 育能帮助学生树立正确的价 值观，合理安排自己的时间。 73 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 according to the right sense group, pronunciation and intonation, and role-play. ·Be able to ask and answer questions about one’s weekend activities by using the sentence patterns “—Do you often read books/…? —Yes, I do./No, I don’t.” ·Be able to understand the phrases“read books”and“play football” and pronounce them correctly. ▶Teaching Priorities ·Be able to master the sentence patterns “—Do you often read books/…? —Yes, I do./No, I don’t.” ▶Teaching Difficulties ·Be able to ask about weekend activities in real situations and give appropriate answers. ▶Teaching Procedures Teaching Stages Teacher’ s Activities Students’ Activities Teaching Purposes Warm-up & Revision & Lead-in 1. Greetings. 2. Enjoy the song—Days of the week. 3. Free talk. Ask some questions about classes. Show some pictures about weekend activities. 4. Lead-in. Use a picture to lead in. 1. Greetings. 2. Enjoy the song—Days of the week. 3. Answer the teacher’s questions and talk about weekend activities. 4. Look at the picture and listen to the teacher. Help students review and consolidate the knowledge about the week learned before in this unit by the song. Use the communication part to preheat the knowledge to be learned today and connect the whole class. Presentation 1. Let’s try. (1)Lead students to observe the pictures and understand the background of the dialogue. (2)Play the recording. (3)Play the recording again. (4)Check the answer. And check the guesses. (1)Describe the pictures and try to predict the content of the listening. (2)Listen and try to get the key information. (3)Listen and tick the right picture. (4)Check the answer. And check the guesses before. Lead students to observe the pictures before listening to the recording. Help students understand the background of the dialogue and predict the listening content. Help students understand the dialogue and grasp the key information. Train students’ listening skills and improve their listening abilities. 2. Let’s talk. (1)Teach the new words and phrases. ①Show a picture to teach the words“park, often”and the phrase“read books”. ②Show a picture to teach the phrase“play football”. ①Learn the words“park, often”and the phrase “read books”. ②Learn the phrase“play football”. Help students be familiar with the key words, phrases and sentence patterns of the lesson before learning the new dialogue. Lay a foundation for the next study. 75 （续表） Teaching Stages Teacher’ s Activities Students’ Activities Teaching Purposes Presentation (2)Teach the dialogue. ①Lead students to observe the picture and predict the main idea of the dialogue. ②Play the video of“Let’s talk”and check the predictions. ③Provide three questions about the dialogue. ①Observe the picture and predict the main idea of the dialogue. ②Watch and check the predictions. ③Watch and answer the three questions. Lead students to observe the picture and predict the content of the dialogue before teaching the dialogue. Train students’ abilities of guessing, listening, speaking, reading and so on. Through completing each task, gradually deepen students’ understanding of the text. (3)Let students read and act. ①Ask students to read after the recording sentence by sentence. ②Let students practice the dialogue in pairs. ③Ask several pairs to role-play the dialogue. ①Read after the recording sentence by sentence. ②Practice the dialogue in pairs. ③Role-play the dialogue. Practice 1. Listen and fill in the blanks. Ask students to listen and fill in the blanks to complete the dialogue. Show the answers. 2. The turntable game. 1. Listen and fill in the blanks to complete the dialogue. Check the answers. 2. Play a game. From the mechanical training to the substitution exercise, gradually improve students’ learning abilities and language using abilities. Consolidation & Extension 1. Ask and answer. Ask students to read and work in pairs to make dialogues. Encourage students to think of more phrases to make their own dialogues. 2. Show time. Ask several pairs to stand up and show their work. 3. Emotional education. 1. Try to use the phrases and the sentence patterns on the PPT to make dialogues. Think of more phrases to make their own dialogues. 2. Show their work. 3. Emotional education. Help students make dialogues according to the specified content and then think of more phrases to create their own dialogues so that the knowledge they have learned can be connected and sublimated. Help students establish correct values and arrange their own time reasonably. Homework 1. Practice the dialogue. 2. Do the exercises. The fifth period(第五课时) Part B Let’s learn Group work ▶教学内容与目标 课时教学内容 课时教学目标 Let’s learn ·学生能够听、说、读、写词组“wash my clothes, watch TV, do homework, read books, play football” ·学生能够在语境中正确运用上述五个词组描述周末活动 Group work ·学生能够读懂关于主线人物周末活动的三个句子，并描述自己的周末活动 ▶教学重点 学生能够听、说、读、写词组“wash my clothes, watch TV, do homework, read books, play football”。 ▶教学难点 学生能够运用所学句型谈论周末活动。 ▶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、实物等。 ▶教学过程 Step 1: Warm-up & Revision & Lead-in 1. Greetings. 2. Play a chain game. Divide students into groups. Every group has seven people. Let them play a chain game like this: S1: What do you have on Mondays, S2? S2: I have…on Mondays. What do you have on Tuesdays, S3? S3: I have…on Tuesdays. What do you have on Wednesdays, S4? S4: I have…on Wednesdays. What do you have on Thursdays, S5? S5: I have…on Thursdays. What do you have on Fridays, S6? S6: I have…on Fridays. What do you have on Saturdays, S7? S7: I have no classes on Saturdays. What do you have on Sundays， S1? S1: I have no classes on Sundays. 3. Act out the dialogue. Show the picture of “Let’s talk” on page 17 on the PPT. (出 示课件) Ask two pairs of students to act out the dialogue in the front of the classroom. 4. Lead-in. Show the pictures of the five kids in “Let’s learn” on the PPT. (出示课件) Teaching purpose 通过句子接龙游戏和表 演对话的方式，既回顾本单 元前面部分的知识，还自然 地引入本课的主题，让学生 猜测指定人物的周末活动， 激发学生的好奇心和求知 欲。 77 T: Zhang Peng often plays football on the weekend. How about other kids? What do they often do on the weekend? Let students think of more activities. Encourage them to express their opinions. T: Let’s learn some phrases about activities first. Step 2: Presentation 1. Learn the new phrases. (1)Show the picture of Amy and Chen Jie in “Let’s learn” without the dialogue on the PPT. (出示课件) Ask students to guess Chen Jie’s weekend activity. Then play the recording of the dialogue between Amy and Chen Jie. (出示课件) Ask students to catch the key phrase “wash clothes”. Help students speak out the phrase loudly. Show the corresponding picture of this phrase in this section. (出示课件) Help students understand it better. Write down the phrase “wash clothes” on the blackboard. Lead students to read it three times and do the corresponding action at the same time. In the process of teaching this phrase, use the natural spelling method to teach the sounds of “wash” and “clothes”. The teacher reads the word “wash”. Students try to pronounce each phoneme like this: w/w/-a/ɒ/-sh/ʃ/. Lead students to review the words learned before to sum up the sound of the letter combination “sh”. The teacher reads the word “clothes”. Lead students to pronounce each phoneme like this: cl/kl/-o/əʊ/-th/ð/-es/z/. (2)Show the picture of Amy and Chen Jie in “Let’s learn” with the dialogue. (出示课件) Ask two students to read the dialogue. Then write down the sentence “Do you often wash your clothes on the weekend?” on the blackboard and ask some students to answer this question according to their real situations. Write down the two answers on the blackboard: Yes, I do. / No, I don’t. Lead students to read the sentences on the blackboard once. Tell students to do more housework at home to help their parents. (3)Take out a real TV remote control. Pretend to change channels and say, “Many people often watch TV on the weekend.” Teach the phrase “watch TV”. Show the corresponding picture of this phrase in this section. (出示课件) Help students understand it better. Write down the phrase “watch TV” on the blackboard. Lead students to read it three times. Stress that the letter “t” in the word “watch” doesn’t pronounce. Then students pass the TV remote control one by one and speak out the phrase “watch TV” at the same time. The teacher asks, “Do you often watch TV on the weekend?” Students answer it according to their real situations. Remind students that they should not often watch TV. They can do lots of other things. Teaching purpose 利用图片、视频、音频、 实物以及肢体语言等多种方 式来呈现新词组，充分调动 学生的听、说等多重感官， 整个课堂活跃充实。利用自 然拼读法和拆音拼读法，使 学生在了解单词的发音规则 的基础上记忆单词。将所学 的新词组放到句子里，训练 学生的语言综合运用能力。 (4)Show the corresponding pictures of “do homework” and “read books”. (出示课件) And say “We can do homework and read books on the weekend, too.” Write down the phrases “do homework (home + work=homework)” and “read books” on the blackboard. Lead students to read them three times and do the corresponding actions at the same time. Ask students to ask and answer by using these two phrases and the sentence patterns in pairs. Invite two pairs to show their dialogues. (5)Play a short video about a football game. (出示课件) Ask students to say the name of this physical activity. Lead students to speak out the phrase “play football”. Show the corresponding picture of this phrase in this section on the PPT. (出示课件) Help students understand it better. Write down the phrase “play football” on the blackboard. Lead students to read it three times and do the corresponding action at the same time. The teacher asks, “Do you often play football on the weekend?” Students answer it according to their real situations. Remind students that they can also do some physical activities on the weekend. 2. Read and act. (1)Show all the five pictures of the new phrases in “Let’s learn” on the PPT. (出示课件) Play the recording. (出示课件) Let students read after the recording. (2)Act out. Ask students to close their books. Each time the teacher reads a phrase, students do the corresponding action. Then ask one student to do actions, and the others try to guess the corresponding phrases. Step 3: Practice 1. Play a game: Minesweepers. (出示课件). （游戏说明:课件呈现一些方格，方格里面包含一些地雷和本课 5 个新词 组。学生选方格，遇到本课所学的新词组则进行认读，认读对了加分，遇到 地雷则扣分。小组轮流进行趣味认读活动。） 2. Play a game: Whispers. （游戏说明:教师用耳语告诉每竖排第一个学生一个本课的重点词组，这 名学生再用耳语把听到的词组传给下一名学生，一个传一个，一直传到此竖 排的最后一名学生。最后这名学生再把听到的词组用动作表现出来。老师和 此排其他的学生一起确认动作是否正确，如果正确就让全班齐声读出该词 组。） 3. Play a game: The turntable game. （游戏说明:学生两人一组。课件出示一个单层转盘，转盘分为五个部分, 每个部分包含一个本课的新词组。老师点击鼠标，指针指向哪一格，同组学 生使用句型“—Do you often…on the weekend? —Yes, I do./No, I don’t.”来相互问答。） Teaching purpose 练习活动重点训练本课 的新词组，活动多为游戏， 充满趣味性。学生在游戏的 过程中，轻松愉悦地练习本 课的重点词组和句型。 79 Step 4: Consolidation & Extension “Group work” 1. Read and answer. Show the pictures of Wu Yifan, Chen Jie and Oliver on the PPT. (出 示课件) Ask a question “What do they often do on the weekend?” Let students read “Group work” and find out the answers. Show the corresponding answers below the pictures of the three characters. (出 示课件) 2. Practice the dialogues. Stress the sentence patterns “—What do you often do on the weekend? —I often…on the weekend.” Let students work in pairs. One student asks the question “What do you often do on the weekend?” The other student chooses a role and answers the question with the corresponding sentence. Ask several pairs to stand up and show their dialogues. 3. Work in groups to drive a train. Divide students into several groups. The first student in the group asks, “What do you often do on the weekend?” The second student answers according to his/her real situations. Then he/she asks the next one the same question. Play the game until all the students in the group say the sentences. They can ask and answer like this: S1: What do you often do on the weekend, S2? S2: I often read books and watch TV. What do you often do on the weekend, S3? S3: I often play football and clean my room. What do you often do on the weekend, S4? S4: … … Ask several groups to stand up and show their dialogues. Choose the best group. Each student in this group can get two stickers as awards. 4. Emotional education. Let students try to arrange their weekend reasonably. ▶板书设计 ▶作业设计 1. Copy the key phrases in this lesson. Teaching purpose 分组合作有效地培养学 生的团队协作意识，加强学 生之间的沟通和了解。培养 学生的语言综合运用能力。 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. 本课使用了大量的游戏活动，课堂气氛活跃，学生的学习积极性也很高，避免了机械性学习词组的枯 燥，让学生爱上英语课堂。 2. 充分调动学生的各种感官，使用大量的肢体语言，从多方面训练了学生的综合能力。 3. 本课将词组学习与句型学习有机地结合在了一起，多采取小组、结对活动，培养学生们的合作能力， 提高他们的团队意识。 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， read and write the phrases“wash my clothes, watch TV, do homework, read books, play football”. · Be able to use the five phrases above to describe weekend activities. Group work ·Be able to read and understand the three sentences about the main characters’ weekend activities and describe their own weekend activities. ▶Teaching Priorities ·Be able to listen, speak, read and write the phrases “wash my clothes, watch TV, do homework, read books, play football”. ▶Teaching Difficulties ·Be able to use the sentence patterns to talk about their weekend activities. ▶Teaching Procedures Teaching Stages Teacher’ s Activities Students’ Activities Teaching Purposes 81 Warm-up & Revision & Lead-in 1. Greetings. 2. Play a chain game. Divide students into groups. 3. Act out the dialogue. Show the picture. Ask students to act. 4. Lead-in. Let students think of other kids’ weekend activities. 1. Greetings. 2. Ask and answer about the schedule and the activities in a chain. 3. Act out the dialogue of “Let’s talk”. 4. Express their opinions. Help students review the knowledge of the previous part of this unit and naturally introduce the theme of this lesson by letting them play the chain game and act out the dialogue. Arouse students’ curiosity and thirst for knowledge by asking students to guess the weekend activities of the characters. Presentation 1. Learn the new phrases. (1)Use a short sound, a picture, and body language to teach the phrase “wash clothes”. (2)Lead students to practice the phrase in the sentence patterns in this part. (3)Use a real item and body language to teach the phrase “watch TV”. Remind students that they should not often watch TV. (1)Learn the phrase “wash clothes”. (2)Practice the phrase in the sentence patterns in this part. (3)Learn the phrase “watch TV”. Use pictures, a video, audio, a real object and body language to present the new phrases. Fully mobilize students’ multiple senses, such as listening, speaking and so on. The whole class is active and substantial. （续表） Teaching Stages Teacher’ s Activities Students’ Activities Teaching Purposes Presentation (4)Use pictures and body language to teach the phrases “do homework” and “read books”. (5)Use a short video and body language to teach the phrase “play football”. Remind students to do some physical activities on the weekend. (4)Learn the phrases “do homework” and “read books”. (5)Learn the phrase “play football”. Get to know it’s good to do some physical activities on the weekend. Through the natural spelling and syllable splitting spelling methods, students can memorize the words on the basis of knowing the pronunciation rules of the words. Train students’ comprehensive language using abilities by putting the new phrases into sentences. 2. Read and act. (1)Play the recording of the five phrases. (2)Read the phrases and ask students to do the corresponding actions. (1)Try to read after the recording. (2)Do the corresponding actions. Then one student does actions, and the others guess the corresponding phrases. Practice 1. Play a game: Minesweepers. 2. Play a game: Whispers. 3. Play a game: The turntable game. 1. Play the game: Minesweepers. 2. Play the game: Whispers. 3. Play the game: The turntable game. Practicing activities focus on training the new phrases of this lesson. Activities are mostly games, which are full of fun. Let students practice the key phrases and sentence patterns of the lesson easily and happily in the process of the games. Consolidation & Extension “Group work” 1. Read and answer. Ask a question “What do they often do on the weekend?” 2. Practice the dialogues. Let students work in pairs to practice the dialogues. 3. Work in groups to drive a train. Let students work in groups to drive a train 1. Read the text and find out the answer. 2. Work in pairs. One student asks the question “What do you often do on the weekend?” The other student chooses a role to act and answers the question. 3. Drive a train to say in groups. Ask and answer Group cooperation cultivates students’ sense of teamwork and strengthens the communication and understanding among students. Cultivate students’ comprehensive language using abilities. 83 to practice the dialogues. 4. Emotional education. Let students try to arrange their weekend reasonably. the question according to their real situations. 4. Emotional education. Homework 1. Copy the key phrases in this lesson. 2. Do the exercises. （续表） Teaching Stages Teacher’ s Activities Students’ Activities Teaching Purposes Consolidation & Extension 1. Can you fill in the blanks? Show some sentences with blanks and pictures on the PPT. Check the answers with students. Fill in the blanks according to the pictures. Check the answers with the teacher. Lead students to consolidate the key sentence patterns by various practice. Improve students’ abilities of independent exploration. 2. Find and say. Play a game with students. Prepare some stickers for the winners. Show the picture on the PPT. Choose some groups to report the answers. (1)Discuss and answer in groups with the sentence patterns “There is/are…” (2)Ask and answer in groups with the sentence patterns “—Where is/are…? —It’s/They’re behind/…” Practice the key words from listening, speaking, reading to writing. Consolidate the key contents of the unit with the help of the game. Stimulate students’ interest. Cultivate students’ team spirit. Homework 1. Listen to the recording of “Let’s learn” and read after it. 2. Talk about your classroom or room with your partner. 3. Do the exercises. The sixth period(第六课时) 85 Part B Read and write & Let’s check & Let’s wrap it up & Part C Story time ▶教学内容与目标 课时教学内容 课时教学目标 Read and write ·学生能够在图片的帮助下读懂吴一凡和机器人的对话，完成判断信息正误的活动 ·学生能够根据提供的信息模仿对话、补全新的对话 Let’s check ·学生能够听前熟悉听的任务(看图及题目要求)，听时注意听关键词句，养成良好的听的 习惯 ·学生能够读懂、理解阅读活动 Read and circle 的三个问句，能够根据自己的实际情况 回答问题 Let’s wrap it up ·学生能够了解有些单词的构成是有一定规律的，在学习中注意及时发现、总结规律，利 用规律记忆单词 Story time ·学生能够在图片的帮助下理解故事内容，复习巩固有关一个星期七天名称的单词及句型， 增加语言的输入 ▶教学重点 1学生能够读懂 Read and write 板块的对话，并完成相应的任务。 2学生能够听懂 Let’s check 板块的录音，并完成标号任务。 3学生能够完成 Let’s wrap it up 板块的内容，初步了解简单的构词法。 ▶教学难点 学生能够给他人的日常活动提供有益的建议。 ▶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、卡片等。 ▶教学过程 Step 1: Warm-up & Revision & Lead-in 1. Greetings. 2. Play a game: I do and you say. The teacher does some actions. Students try to say the corresponding phrases, such as play football, read books, watch TV, do homework, wash my clothes and so on. 3. Play a game: The turntable game. Show a turntable on the PPT. It has the names of seven days in a week on it. Before the teacher rotates the turntable, students guess what day it will be. Then the teacher clicks the mouse to let the turntable rotate. (出示课件，注意星期五被最后转出来) When the Teaching purpose 通过几个游戏让学生复 习之前所学的单词、词组和 句型，不仅活跃课堂气氛， 也为后面的学习奠定一定的 基础。 turntable stops rotating, the teacher asks and students answer according to the day which the pointer points to like this: T: What day is it? Ss: It is Tuesday. T: What do you have on Tuesdays? /Do you play football on Tuesdays? Ss: I have…on Tuesdays./Yes, I do./No, I don’t. In this way, help students review the seven words about the seven days in a week and the key sentence patterns in this unit. When the pointer points to the word “Friday”, the teacher asks， “What do you have on Fridays?” Students answer the question. Then the teacher keeps asking: What about Wu Yifan? What does he have on Fridays? Step 2: Presentation “Read and write” 1. Predict the main idea of the passage. Show the two pictures above the passage in “Read and write” on the PPT. (出示课件) Let students observe the pictures and guess: How does Wu Yifan look? What does Wu Yifan have on Fridays? Encourage them to express their opinions. 2. Fast reading. Play the recording of “Read and write”. (出示课件) Ask students to listen and check their answers. Lead students to say the sentences: Wu Yifan has PE on Fridays. He looks tired. T: I like PE. Look at me. I can run very fast. I can jump. I can play football. Do the actions of running, jumping and playing football. Then act like feeling very tired and say, “Oh, I like playing sports. I like running, jumping and playing football. We can play sports in PE class. But now I’m tired.” Help students understand the meanings of “play sports” and “tired”. The teacher asks, “Does Wu Yifan like sports?” Ask students to read the passage quickly and answer the question. Then the teacher asks, “Do you like sports?” Students may answer, “Yes, I do.” or “No, I don’t.” T: I’m glad that most of you like sports./I’m sorry that most of you don’t like sports. Playing sports can make us strong. You should play sports every day. Explain the meanings of “should” and “every day” simply. 3. Careful reading. (1)Ask students to read the dialogue carefully for the second time and try to answer the question: What does Wu Yifan do on the weekend? (课件出示:此问句) Ask students to underline the related sentences in their books. Teaching purpose 通过从阅读中获取的信 息，完成相应的练习，引导 学生对吴一凡的日常活动给 出自己的建议。培养学生从 阅读中获取信息并进行分析 的能力。帮助学生对所学的 知识进行巩固和提升。角色 扮演的活动满足学生自我表 现的愿望，也可以训练他们 的口语。 87 Check several students’ work. Then show the correct answer on the PPT. (出示课件) Lead students to read the question and the answer once. (2)Show the chart below on the PPT. Ask students to count the number of “watch TV” and “read books” in the chart. T: How many “watch TV”? Ss: Five. T: How many “read books”? Ss: Two. Use the mathematical formula “five>two” to help students understand “often>sometimes”. Then ask students to talk about their weekend by answering the following questions: What do you often do? What do you sometimes do? (3)Tick or cross. Show the task of “Tick or cross” on the PPT. (出示课件) Ask students to read the dialogue again and try to complete the task “Tick or cross”. Check the answers together. Lead students to find out the mistakes in the wrong sentences and correct them. (出示课件) Ask students to say something about Wu Yifan’s activities in his daily life freely and try to give some advice to him. The teacher can make a model like this: I don’t often watch TV on the weekend. I sometimes watch TV. I often read books and play sports. I think he should read more books. Ask several students to stand up and express their opinions. T: You have different opinions. And some of you give good advice to Wu Yifan. Robin gives advice to Wu Yifan, too. Let’s go and have a look. (4)Read the schedule. ①Show the “new schedule” on the PPT. (出示课件) Ask students to read Robin’s words together and observe the new schedule carefully. The teacher asks and students answer like this: —What does Wu Yifan do on Mondays/Tuesdays/…? —He…on Mondays/Tuesdays/… ②Let students observe the new schedule, complete the dialogue between Wu Yifan and Sarah and write the answers in their books. Ask several pairs of students to stand up and read out the dialogue according to their answers. The others should listen carefully and try to find out the mistakes. Show the answers. (出示课件) Ask students to check their answers. Pay attention to their spellings and correct the mistakes. 4. Role-play. (1)Ask students to read the dialogue between Wu Yifan and Robin in pairs. (2)Ask some pairs to stand up and role-play the dialogue. (3)Choose the best pair. Give each of them a blank class schedule as awards. Step 3: Practice 1. Let’s check. (1)Show the content of “Listen and number” on the PPT. (出示 课件) Ask students to observe the pictures and try to describe them like these: S1: I have English on Mondays, Wednesdays and Fridays. S2: I have art on Mondays and Thursdays. S3: I have maths on Wednesdays. S4: I often play football on the weekend. (2)Play the recording. (出示课件) Students listen carefully and number the pictures. Ask students to stand up and say their answers. (3)Play the recording again. Check the answers. (4)Show the listening material and the answers on the PPT. (出 示课件) Students try to read. (5)The teacher asks and students answer by using the sentence patterns “—Do you often…on the weekend? —Yes, I do./No, I don’t.” Then Let students work in pairs and ask and answer with each other. Show the three questions in “Read and circle” on the PPT.（出 示课件）Ask students to read these sentences and circle “Yes.” or “No.” according to their real situations. 2. Let’s wrap it up. (1)Show the structures “Mon + day=Monday; bed + room= bedroom” on the PPT. (出示课件) Ask students to observe them carefully. Then show the seven words of a week on the PPT. (出示课件) Write them down on the blackboard. Colour the “day” red. Lead students to realize the formation rule of these words. These words are syntheses of two words. Monday is a compound word composed of “Mon” and “day”. Bedroom is a compound word composed of “bed” and “room”. (2)Take out some word cards, such as bath, bed, room, class. Let students make the right combinations, such as bathroom, bedroom, classroom. (3)Let students complete the task in “Let’s wrap it up”. Show the answers on the PPT. Check the answers together. (出示课件) (4)Present more words on the PPT, such as note, black, police, board, book, foot, man, ball and so on. Let students make the right Teaching purpose 通过听力练习，不仅训 练学生的听力，也巩固单元 的重点句型。在介绍例词的 基础上，让学生及时发现、 总结规律，并利用规律记忆 单词。 89 combinations, such as notebook, blackboard, policeman, football. （出 示课件） Step 4: Consolidation & Extension “Story time” 1. Ask questions. Show the pictures of “Story time” on the PPT. (出示课件) Ask three questions: ①What does Zoom need to do? ②What does Zoom need? ③Why do Zoom and Zip need these things? 2. Observe and discuss the questions. 3. Predict the main idea. Play the cartoon. (出示课件) Let students watch the cartoon and predict the main idea of the story. 4. Learn Picture 1. Play the recording. First, play the recording of the first picture. (出示课件) Students listen and read the dialogue. Lead students to understand the meanings of the words and the phrases “new school year” “need” “do some shopping” “help” with the help of pictures. 5. Learn Pictures 2~5. Show an unfinished mind map on the PPT. Play the recording of pictures 2~5. (出示课件) Ask students to listen and circle each day’s class and the things Zoom wants to buy. Then ask students to finish the mind map. Check the answers together. 6. Ask and answer. After listening, the teacher asks and students answer by using the sentence patterns: —What do they have on Mondays /Tuesdays /… / Fridays? —They have…on Mondays/Tuesdays/…/Fridays. 7. Learn Picture 6. The teacher asks: Can they buy all the things they need? Ask students to observe the last picture and read the dialogue in it. Lead students to understand the meaning of the sentences “We don’t have enough money.” and “I’ll put back the football.” Find out the answer: No, they can’t. 8. Read and role-play. Let students read the story after the recording. Then ask students to role-play the story. Teaching purpose 帮助学生在图片的帮助 下理解故事内容，复习巩固 有关一周七天名称的单词及 句型，增加学生语言的输入。 ▶板书设计 ▶作业设计 1. Review the key words, phrases and sentence patterns in this unit. 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. 本节课的重点是阅读和练习，很好地抓住并落实了课堂重点，围绕阅读和练习来展开教学。 2. 本节课环节较多，但是多而不乱，各环节紧密相扣，帮助学生从听、说、读、写等多种形式的操练中 复习知识，取得了很好的教学效果。 3. 构词法的讲解不多，旨在引导学生自己发现、总结规律。让学生在大量的实践中感悟、掌握构词要领, 并利用规律记忆单词。 4. 板书设计清晰明了，一目了然，起到了很好的辅助作用。 91 ▶Teaching Contents & Teaching Aims Read and write · Be able to understand the dialogue with the help of the pictures, and complete the activity of judging whether the information is right or wrong. ·Be able to imitate the dialogue and complete the new dialogue according to the information provided. Let’s check ·Be able to observe the pictures and read the questions before listening to get familiar with the tasks of listening, pay attention to the key words while listening, and form good listening habits. ·Be able to read and understand the three questions in“Read and circle”and answer the questions according to actual situations. Let’s wrap it up ·Be able to understand that the formation of some words conforms to certain rules. And be able to find and summarize the rules and use the rules to remember words. Story time ·Be able to understand the story with the help of the pictures, review and consolidate the words and the sentence patterns related to the seven days in a week, and increase the input of language. ▶Teaching Priorities ·Be able to understand the dialogue of “Read and write” and complete the exercises. ·Be able to understand the recording of “Let’s check” and complete the numbering task. ·Be able to finish the exercise of“Let’s wrap it up”and have a preliminary understanding of simple word formation. ▶Teaching Difficulties ·Be able to give helpful advice to others about their daily activities. ▶Teaching Procedures Teaching Stages Teacher’s Activities Students’ Activities Teaching Purposes Warm-up & Revision & Lead-in 1. Greetings. 2. Play a game: I do you say. Do some actions. 3. Play a game: The turntable game. Help students review the seven words about the seven days in a week and the key sentence patterns in this unit. Show the picture of “Let’s talk” on page 48 on the PPT. 1. Greetings. 2. Play the game: I do and you say. Guess the phrases. 3. Play the game: The turntable game. Answer the teacher’s questions to review the knowledge. Lead students to review the words, the phrases and the sentence patterns learned before by several games. Enliven class atmosphere and build a certain foundation for the next study. （续表） Teaching Stages Teacher’ s Activities Students’ Activities Teaching Purposes Presentation “Read and write” 1. Predict the main idea of the passage. Give questions and encourage students to guess and express opinions. Predict the main idea of the passage. Lead students to complete the exercises and give suggestions about Wu Yifan’s daily activities through the information obtained from the passage. Cultivate students’ abilities to obtain information from reading. Consolidate and strengthen the knowledge they have learned. Role-playing satisfies students’ desire to express themselves and also trains their oral English. 2. Fast reading. Play the recording. Explain the new words and phrases simply. Listen and check the answers. Read quickly and answer the question. Learn the words and the phrases. 3. Careful reading. (1)Ask students to read the dialogue and answer a question. (2)Teach the words “often” and “sometimes”. (3)Lead students to complete the exercise of “Tick or cross”. Ask students to say something about Wu Yifan’s activities in his daily life. (4)Read the schedule. Ask some questions about the new schedule. Lead students to look at the schedule and complete the dialogue. (1)Read and answer. (2)Learn the words “often” and “sometimes”. (3)Complete the exercise of “Tick or cross”. Say something about Wu Yifan’s activities in his daily life. (4)Answer the questions about the new schedule. Complete the dialogue between Wu Yifan and Sarah. 4. Role-play. (1)Ask students to read the dialogue between Wu Yifan and Robin in pairs. (2)Ask some pairs to role-play the dialogue. (3)Choose the best pair. (1)Read the dialogue between Wu Yifan and Robin in pairs. (2)Role-play the dialogue. (3)Choose the best pair. 93 （续表） Teaching Stages Teacher’ s Activities Students’ Activities Teaching Purposes Practice 1. Let’s check. (1)Show the content of “Listen and number”. (2)Play the recording. (3)Play the recording again and check the answers. (4)Show the listening material. (5)Ask questions by using the key sentence pattern. (1)Describe the pictures. (2)Listen and number the pictures. (3)Listen again and check the answers. (4)Read the listening material. (5)Answer the questions. Read the questions and circle “Yes.” or “No.” Train students’ listening abilities and consolidate the key sentence patterns of this unit through the listening exercise. On the basis of introducing example words, let students find and summarize the rule in time, and use the rule to remember the words. 2. Let’s wrap it up. (1)Show the structures and the words. (2)Take out some word cards. Let students make the right combinations. (3)Check the answers. (4)Present more words. (1)Realize the formation rules of these words. (2)Make the right combinations. (3)Complete the task in “Let’s wrap it up” and check the answers. (4)Make the right combinations. Consolidation & Extension “Story time” 1. Ask questions. 2. Observe and discuss the questions. Let students observe and discuss. 3. Predict the main idea. Play the cartoon. 4. Learn Picture 1. Lead students to understand the meanings of some words and phrases. 5. Learn Pictures 2~5. 6. Ask and answer. Ask by using the sentence pattern. 7. Learn Picture 6. Teach the last picture. 8. Read and role-play. Play the recording. 1. Read the three questions. 2. Observe and discuss the questions. 3. Watch the cartoon and predict the main idea of the story. 4. Learn Picture 1. And learn some words and phrases. 5. Learn Pictures 2~5. Finish the mind map. 6. Answer the teacher’s questions. 7. Learn Picture 6 and read the dialogue. 8. Read and role-play the story. Help students review and consolidate the words and the sentence patterns related to the seven days in a week with the help of pictures. Increase the input of students’ language. Homework 1. Review the key words, phrases and sentence patterns in this unit. 2. Do the exercises. Unit 3 What would you like? 教材分析 本单元学习的主题是饮食。教学内容是通过 Sarah 和父母在家用餐以及 Sarah 和张鹏在学 校餐厅里点餐的场景来展开的。教学重点是能够听、说、读、写核心句型“—What would you like to eat/drink?—I’d like…” “—What’s your favourite food？ —I love…”；能够听、 说、读、写五个食品饮料类单词和词组“tea, ice cream, hamburger, salad, sandwich”以 及五个描述食物特征的单词“fresh, healthy, delicious, hot, sweet”。 教学目标 知识与能力目标: 句型 ·能够听、说、读、写句型“—What would you like to eat/drink?—I’d like…”“—What’ s your favourite food? —I love…” ·能够在情景中运用句型“—What would you like to eat/drink? —I’d like…”询问并回 答某人想要吃什么、喝什么 ·能够在情景中运用句型“—What’s your favourite food/drink? —I love…”询问并回答 最喜欢的食物或饮品 ·能够理解对话大意，按照正确的意群及语音、语调朗读对话，并能进行角色扮演 ·能够按照正确的意群和语音、语调朗读吴一凡和爷爷留给 Robin 的便条，理解便条内容并完 成读后选图活动及补全个性化便条的写的活动 词汇 ·能够听、说、读、写五个食品饮料类单词和词组“tea, ice cream, hamburger, salad, sandwich” 以及五个描述食物特征的单词“fresh, healthy, delicious, hot, sweet” ·能够在模拟点餐对话时正确使用上述单词，并能在有意义的语境中运用上述单词描述食物或 饮品的味道及其他特征 ·能够在模拟点餐时运用上述单词填写菜单，或者根据图片的提示填充合适的单词描述食物或 饮品 语音 ·能够掌握字母组合 ow 在单词中的发音规则，即 ow 在单词中发/a /或/ / ·能够读出符合 ow 发音规则的单词；并能够根据发音拼写出符合 ow 发音规则的单词 ·能够在单线上完成抄写句子的活动，做到书写规范正确 情感态度、文化意识、学习策略目标： ·能够保持健康的饮食习惯，坚持绿色生活 ·能够了解中西方饮食方面的文化差异，如：餐具差异、餐桌礼仪、主食差异等 ·能够在教师的帮助下总结名词单、复数的变化规律，并学会利用规律记忆名词的复数形式 ·能够根据 ow 的发音规则拼读、拼写单词 95 课时安排 第一课时： Part A Let’s try ＆ Let’s talk 第二课时： Part A Let’s learn ＆ Role-play 第三课时： Part A Let’s spell 第四课时： Part B Let’s try ＆ Let’s talk 第五课时： Part B Let’s learn ＆ Look, write and say 第六课时： Part B Read and write ＆ Let’s check ＆ Let’s wrap it up The first period(第一课时) Part A Let’s try & Let’s talk ▶教学内容与目标 课时教学内容 课时教学目标 Let’s try ·使学生对核心句型在听觉上有所感知，并完成听录音、选词补全句子的练习 Let’s talk ·学生能够在图片和教师的帮助下理解对话大意 ·学生能够按照正确的意群及语音、语调朗读对话，并能够进行角色表演 ·学生能够在情景中运用句型“—What would you like to eat/drink? —I’d like…” 询问并回答自己想要吃什么、喝什么 ·学生能够在语境中理解新单词“sandwich, drink”和“thirsty”的意思，并能够正确 发音 ▶教学重点 1.学生能够听、说、认读单词“drink”和“thirsty”。 2.学生能够掌握四会句子“What would you like to eat/drink?”并能用“I’d like…”作答。▶教学 难点 学生能够在情景中灵活运用所学句型谈论关于“饮食”的话题。 ▶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、单词卡片、人物头饰等。 ▶教学过程 Step 1: Warm-up & Lead-in 1. Greetings. 2. Enjoy the song—What would you like to eat today?(出示课件) (1) Play the song for the first time. Students only enjoy, and then try to follow it to sing. (2) Play the song again. Ask students to choose the words that appear in the song. The teacher ticks or crosses the words after students say the words. 3. Lead-in. Show the picture of the main scene on page 22 on the PPT. (出示 课件) The sentences of the picture are covered. T：Look! This is Sarah’s family. They are ready for dinner. What are they talking about? Sarah’s mother’s favourite food is salad. Sarah’s father likes sandwiches. Oh, they are talking about food. Teaching purpose 优美而轻快的歌曲快速 地活跃课堂气氛，不仅让学 生反复感知核心句型，而且 通过选择歌曲中出现的食 物，为 Let’s try板块扫清障 碍，起到“一石三鸟”的作 用。然后通过观察、讨论主 情景图，导入本单元的话题。 97 Write down the topic “Unit 3 What would you like?” on the blackboard. Step 2: Presentation 1. Let’s try. T：Sarah is hungry. (Do the action of “hungry”.) What would she like to eat? Read the content of “Let’s try”. (出示课件) Guess the answers. Students say out their guessing. Then the teacher plays the recording. (出示课件) Ask students to try to catch the key information, such as bread, chicken. Let students listen carefully and fill in the blanks. Then check the answers with students. (课件出示：教材 P24 Let’s try 板块的听力 材料及答案) Ask students to read the sentences with answers. 话题很自然地从 Sarah 过渡到 Sarah’s father, 呈现完整的对话，让学 生整体感知文本，提升学生的听力能力和对文本的理解能力。 2. Let’s talk. (1)Learn Picture 1. (出示课件) ①Listen and answer. T：Look at the picture! What are they talking about? Ss：They are talking about food. T：Yes. Sarah’s father comes back home. He is very tired. Is he hungry? Let’s listen carefully. Play the recording. (课件出示：教材 P24 Let’s talk 板块的第一段 音频) Let students listen and try to answer the question. T：Is Sarah’s father hungry? Ss：Yes, he is. ②Watch and answer. T：Sarah would like some bread and chicken. Sarah’s father is hungry. What would he like to eat? Let’s watch the cartoon. Then try to find the answer. Play the cartoon. (课件出示：教材 P24 Let’s talk 板块的第一段视) Lead students to watch and find the answer. Show the picture of “sandwich” and help students learn the word “sandwich” (sand+ wich =sandwich). (出示课件) Ask students to pay attention to the pronunciation. T：Now I’m Sarah’s mother, and you are her father. I ask and you answer. What would you like to eat? Ss：A sandwich, please. Then exchange the roles. The teacher writes down the sentences on the blackboard. At the same time, students read them aloud. Teaching purpose 引导学生进行预测，培 养学生的听力技巧。 Teaching purpose 话题很自然地从 Sarah 过渡到 Sarah’s father, 呈现 完整的对话，让学生整体感 知文本，提升学生的听力能 力和对文本的理解能力。 (2)Learn Picture 2. (出示课件) ①Observe the picture and answer. T：Sarah’s father is full now. But he is thirsty. What would he like to drink? T：(Point to the water.) Look! What’s this? Ss：Water!/A cup of water. T：Yes. Water! Sarah’s father is thirsty. What would he like to drink? Ss：Some water. T：Yes, he’d like some water. Say the words “thirsty” and “drink” in a tone of emphasis with some actions. Help students learn the words “thirsty” and “drink” with word cards and actions. ②Watch and answer. T：Now, you are Sarah’s father and I’m Sarah. Watch the cartoon and try to answer my question. (课件出示：教材 P24 Let’s talk 板块 的第二段视频) T：What would you like to drink? Ss：I’d like some water. Explain that “I’d like…” equals to “I would like…” and teach students to read the two sentence patterns. Then write them down on the blackboard. Students practice these sentence patterns on the blackboard after the teacher. 3. Read and act. (1) Read after the recording. The teacher plays the recording. (出示课件) Students read after it and pay attention to the pronunciation and the intonation. Then students read together. Boys read first, then girls read. They can have a competition. At last, students read freely. (2) Role-play. First, the teacher can make a model. Then students work in pairs. It can be done between the teacher and students or boys and girls. (3) Act out the dialogues. Let students act out the dialogues with the headwears. Praise the students who do a good job and then correct the mistakes. Encourage more students to participate. Step 3: Practice 1 Can you find their houses? Teaching purpose 通过让学生仔细观察图 片，培养学生的观察能力和 逻辑思维能力。以 water 引 出 thirsty 和 drink 的学习。 然后让学生带着任务观看文 本视频，通过找出问题的答 案，引导他们学习核心句型， 培养他们的阅读技巧。 Teaching purpose 本环节旨在强化学生对 文本的阅读及理解。在语境 中落实核心句型的运用，确 保学生能正确而流利地朗 读。 Teaching purpose 先提供食物和饮品类单 词、词组作为语言支架，引 导学生表达自己所需，后利 用“开火车”游戏进行问与 答的练习，逐步深入，大大 地降低操练难度，能够更好 地提升学生的参与度和参与 热情，激发学生的兴趣。反 复的操练可以强化学生对目 标句型的理解与掌握。 99 T：Look, these words lose their ways. Can you help them find their houses? Students finish the task. Check the answers together. (出示课件) Help students say some sentences with the sentence pattern “I’d like some…” according to the words above. 2 Ask and answer. Show the picture of “Ask and answer”. （出示课件） Students ask and answer according to the PPT. They can do like this： A：What would you like to eat? B：I’d like some… A：What would you like to drink? B：I’d like some… Students can play the game “Drive a train” to practice. The first student asks, and the second student answers. Then they can exchange. Step 4: Consolidation & Extension 1. Make a new dialogue. Students work in groups of four. T：Now try to make a new dialogue in your groups. First, I’ll make a model with one of you. T：Hi! Are you hungry/thirsty? S1：Yes. (I’m hungry/thirsty.) T：What would you like to eat/drink? S1：I’d like some bread/ orange juice. T：Here you are. S1：Thank you. 2. Show their new dialogues. Ask some groups to show their dialogues. Give evaluations to them. 3. Emotional education. Show some pictures. (课件出示：不同职业的爸爸妈妈辛苦工作的图片) Lead students to care for and love their parents. ▶板书设计 ▶作业设计 1. Copy the key sentences. Teaching purpose 让学生在情景中合理运 用所学词汇和句型创编写新 的对话，运用所学语言知识 进行交际，培养学生的语言 综合运用能力。与此同时， 升华学生的情感，让学生体 会父母辛苦工作的不易，从 而关心和敬爱父母。 2. Practice the dialogues. 3. 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.本节课以学生为本，以问题为导向，逐步引导学生自主学习，圆满完成学习任务。 2.教学设计流程清晰，各环节之间过渡自然，具有层次感，有效地利用各种资源，激发了学生的兴趣，提 高了课堂的教学效率。 3.通过观察图片、预测情景，培养了学生的观察能力和逻辑思维能力。 4.整节课突出语言的语用功能。通过创设合理的情景，帮助学生在情景中使用所学语言，培养了学生的语 言综合运用能力。 5.通过拓展和延伸，培养学生的情感态度及价值观。 6.板书设计重点突出，简明扼要，给学生语言的输出提供了支架，对课堂教学起到了很好的辅助作用。 ▶Teaching Contents & Teaching Aims Let’s try · Be able to perceive the key sentence patterns of Part A and finish the listening task. Let’s talk · Be able to understand the main ideas of the dialogues with the help of the pictures and the teacher. · Be able to read the dialogues according to the correct pronunciation, intonation and sense group and act them out. · Be able to use the key sentence patterns to ask and answer in real situations. · Be able to understand the new words in the context and pronounce them correctly. ▶Teaching Priorities · Be able to listen, speak and read the words “drink, thirsty”. · Be able to master the sentence “What would you like to eat/drink?” and answer with the sentence pattern“I’d like…” ▶Teaching Difficulties ·Be able to use the sentence patterns to talk about the topic of diet in the real situation flexibly. ▶Teaching Procedures Teaching Stages Teacher’ s Activities Students’ Activities Teaching Purposes Warm-up & Lead-in 1. Greetings. 2. Enjoy the song—What would you like to eat today？ 3. Lead-in. Show the picture of page 22. 1. Greetings. 2. Enjoy the song and choose the words that appear in the song. 3. Look at the picture. Create a pleasant learning atmosphere. Activate students’ learning interest. Help students perceive the key sentence patterns. Lead in the new lesson. Presentation 1. Let’s try. Lead students to guess. Play the recording. Check the answers with students. Guess the answers. Listen to the recording and fill in the blanks. Check the answers with the teacher. Cultivate students’ listening skills by leading students to predict. 2. Let’s talk. ①Listen to the recording Help students get an 101 (1) Learn Picture 1. ①Listen and answer. Show the picture. Ask a question. Play the recording. ②Watch and answer. Ask a question to lead students to understand the dialogue. Play the cartoon. Teach the word “sandwich” and the key sentences. and answer the question. ②Watch the cartoon and answer the question. Learn the word “sandwich” and the key sentences. overall perception of the dialogue. Improve their abilities of listening and deepen their understanding of the text. Enhance their impression of the key sentence patterns effectively. (2) Learn Picture 2. ①Observe the picture and answer. Show the picture and ask questions. Lead students to think. Teach the words “thirsty, drink” with word cards and actions. ②Watch and answer. Play the cartoon. Teach the key sentence patterns and explain that “I’d like…” equals to “I would like…” Look at the picture and watch the cartoon. Answer the questions. Learn the words“thirsty, drink”， the key sentence patterns “—What would you like to drink? —I’d like…” and understand that “I’d like…” equals to “I would like…” Cultivate students’ observation and logical thinking abilities by the picture. Help students find out the key information by watching the cartoon. Use questions to lead students to learn the key sentence patterns. Cultivate students’ reading skills. （续表） Teaching Stages Teacher’ s Activities Students’ Activities Teaching Purposes Presentation 3. Read and act. Play the recording and make a model. Read after the recording. Read together and read freely. Practice the dialogues and act them out. Help students read and understand the text. Consolidate the use of the key sentence patterns in context. Make sure students read the dialogues correctly and fluently. Practice 1. Can you find their houses? Show two houses and some words. 2. Ask and answer. Show the picture of “Ask 1. Help the words find their houses. Practice the sentence pattern “I’d like…” according to the words. Enhance students’ participation. Arouse students’ learning interest and enthusiasm. Help and answer”. 2. Practice the key sentence patterns through the game. them understand and grasp the key words and sentence patterns by a series of activities. Consolidation & Extension 1. Make a new dialogue. 2. Show their new dialogues. 3. Emotional education. 1. Work in groups to make dialogues. 2. Show the dialogues. 3. Look at these pictures and think. Cultivate students’ comprehensive language using abilities by letting them make up new dialogues and showing. Achieve the emotional goals by asking students to observe the pictures and think. Homework 1. Copy the key sentences. 2. Practice the dialogues. 3. Do the exercises. The second period (第二课时) Part A Let’s learn & Role-play ▶教学内容与目标 课时教学内容 课时教学目标 Let’s learn ·学生能够听、说、读、写五个食物饮品类单词和词组“ice cream, tea, hamburger, sandwich, salad” ·学生能够在语境中正确运用这五个单词和词组模拟点餐并填写菜单 Role-play ·学生能够在语境中正确运用这五个单词及词组，在模拟点餐对话时，能够写出相应食物 和饮品的名称 ▶教学重点 学生能够听、说、读、写并熟练运用五个食物饮品类单词和词组“ice cream, tea, hamburger, sandwich, salad”。 ▶教学难点 学生能够在语境中熟练运用核心句型及所学词汇。 ▶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､转盘等。 ▶教学过程 Step 1: Warm-up & Lead-in Teaching purpose 用游戏来复习已经学过 的食物饮品类单词和词组， 吸引学生的注意力，激发学 103 1. Greetings. 2. Quick response. Show some words and phrases on the PPT one by one and ask students to read out the words and the phrases quickly and loudly. Step 2: Presentation 1. Learn the word “sandwich”. Point to the last word and ask：What’s this? Ss：Sandwich. T：Right. It’s “sandwich”. The teacher plays the recording of “sandwich”. (出示课件) Students read after it. And then the teacher shows different kinds of sandwiches on the PPT. T：Look! What are these? Please read together. T ： All these are sandwiches. The “es” sounds /ɪz/. And “sandwiches” is the plural form of “sandwich”. The teacher writes down the word “sandwich” on the blackboard. And students read it several times after the teacher. Then read the word one by one. T：(with actions) I’m hungry. I’d like a sandwich. And I’m thirsty. I’d like some orange juice. I will go to a restaurant with my friends. Look! This is my order. My order. T：Can you ask me some questions according to my order? Students ask the teacher questions like “What would you like to eat?” or “What would you like to drink?” Ss：What would you like to eat? T：I’d like a sandwich, please. Ss：What would you like to drink? T：I’d like some orange juice. … 2. Learn the words “hamburger” and “tea”. Teaching purpose 在学习新词的同时，创 设情境，用新词操练核心句 型，做到词不离句。 Show a boy and a girl on the PPT and introduce them. (课件出示： Tom 和 Sarah 的图片) T：They are my friends Tom and Sarah. They are hungry and thirsty, too. They go to the restaurant with me. Look, this is Tom’s order. Tom's order. The teacher plays the recording of “hamburger”. ( 出 示 课 件)Students follow it to read. Then the teacher shows some pictures of hamburgers. T：(Point to the beef hamburger.) What’s this? Ss：It’s a beef hamburger. T：(Point to the chicken hamburger.) What’s this? Ss：It’s a chicken hamburger. Ask boys and girls to read. They can have a competition. Write down the word “hamburger” on the blackboard. T：Tom is full now. But he’s thirsty. He would like some tea. Play the recording of “tea” and write it down on the blackboard. (出示课件) Students read after it. Then the teacher shows the pictures of “green tea” and “red tea”. (出示课件) Students read them. T：Now you are Tom. I ask and you answer. OK? Ss：OK. T：What would you like to eat, Tom? Ss：I’d like a hamburger, please. T：What would you like to drink? Ss：I’d like some tea. Then let students practice the dialogue between boys and girls and then exchange the roles. 3. Learn “salad” and “ice cream”. T：I’d like a sandwich and some juice. Tom would like a hamburger and tea. How about Sarah? Look, this is her order. T：What would Sarah like to eat? Can you guess? Ask students to guess. Try to ask more students to answer. Then remove the first cover. Students learn to read the word “salad” after Teaching purpose 采用不同的呈现形式引 导学生学习目标词汇及句 型，吸引学生的注意力，调 动学生的学习兴趣，激发学 生的学习热情和探索热情。 105 the recording. (出示课件) Write down the word “salad” on the blackboard. Then show the pictures of salad. Students practice reading it in every group. Point to Sarah’s order and ask. T：What else would Sarah like? Let’s have a look. Remove the second cover. Ask students to learn to read “ice cream” after the recording. (出示课件) Then explain “ice” and “cream” and write down the phrase on the blackboard. Students practice in groups. They can have a competition. Ask students to practice the key sentence patterns between the groups according to Sarah’s order. They can do like this： Group One：What would you like to eat, Sarah? Group Two：I’d like some salad and ice cream. T：What would Sarah like to drink? Guess. Ss：… Remove the third cover and make a funny face. T：Nothing! She isn’t thirsty. Haha! 4. Read and act. (1) Students read the dialogue after the recording. (课件出示： 教材 P25 Let’s learn 板块的音频) Then read together. Pay attention to the pronunciation and the intonation. (2) Students practice the dialogue in groups. (3) Act out the dialogue. Step 3: Practice 1. A turntable game. (1) Put the new words and phrase on the turntable. Turn the turntable and ask students to read the words and the phrase. (2) Divide students into two groups and turn the turntable. Group One asks and Group Two answers with the key sentence patterns “—What would you like to eat/drink? —I’d like…” Then exchange. 2. Pair work. (课件出示：教材 P25 Role-play 板块的图片) Teaching purpose 形式多样的朗读训练， 可以巩固和强化目标词汇和 句型，确保学生能正确而流 利地朗读文本。 Teaching purpose 转盘游戏巩固和加强核 心词汇和句型，激发学生的 兴趣，培养学生的语言综合 运用能力。 T：Look! Zoom and Zip are talking about food and drinks. They can write their orders. Can you? Now try to talk with your partner and write down your partner’s order. 3. Role-play. Ask some students to show their own dialogues in class according to the orders in “Pair work”. Step 4：Consolidation & Extension 1. A little waiter/waitress. Students work in groups. Choose one student as a waiter/waitress. The others are customers. The teacher gives out a menu to every group. Ask students to order dishes. The teacher can make a model. 2. Act out the dialogues. Ask some groups to act out. Students choose the best waiter/waitress and the best customer. 3. Emotional education. Show some pictures of food and drinks. (出示课件) Help students know the healthy food and the unhealthy food. Ask students to have a healthy diet. ▶板书设计 ▶作业设计 1. Listen to the recording of “Let’s learn” and read the key words and phrase 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.本节课以游戏热身，带领学生快速进入英语学习，调动了学生的学习热情。 2.词汇教学采用多种方式，以词汇学习为主线，以话题操练为中心，词不离句，创设英语学习情境。 3.注意培养学生的学习方法和策略，丰富多彩的练习活动培养学生的合作精神，提高学生的语言综合运用 能力。 4.力争抓住课堂教学契机，在传递语言知识的同时适时进行情感教育和人文渗透。 5.板书设计清晰简洁，重点突出，一目了然。 ▶Teaching Contents & Teaching Aims Let's learn · Be able to listen, speak, read and write the words and the phrase： tea, hamburger, sandwich， salad, ice cream. · Be able to use the words and the phrase to order dishes and fill in the menu properly. Role-play Teaching purpose 创设情境，让学生在情 境中合理运用所学词汇和句 型，培养学生的语言综合运 用能力。增强团队合作精神， 发展学生自我学习能力，并 向学生宣传健康饮食的理 念：合理膳食，才能拥有一 个健康的身体。 107 · Be able to use the key words and phrase of “Let’s learn”. Be able to write the key words by imitating to order dishes and fill in the menu. ▶Teaching Priorities ·Be able to listen, speak, read and write the words and the phrase： tea, hamburger, sandwich, salad, ice cream. ▶Teaching Difficulties ·Be able to use the key words and sentence patterns in context flexibly. ▶Teaching Procedures Teaching Stages Teacher’ s Activities Students’ Activities Teaching Purposes Warm-up & Lead-in 1. Greetings. 2. Quick response. 1. Greetings. 2. Read out the words and the phrases quickly. Help students review the words of food and drinks through the game. Attract students’ attention and inspire their participation enthusiasm. Prepare for the practicing. Lead in the new lesson. Presentation 1. Learn the word “sandwich”. Teach the new word. Emphasize the pronunciation of the plural form. Explain different kinds of sandwiches. Create a context to ask students to practice the key sentence patterns. 2. Learn the words “hamburger” and “tea”. Teach the new words. Explain different kinds of hamburgers and tea. Create a context to ask students to practice the words and the key sentence patterns. 3. Learn “salad” and “ice cream”. Teach the word and the phrase in the same way. 4. Read and act. Learn the words and the phrase “sandwich, ice cream, salad, tea, hamburger” with the help of the teacher and practice them in different ways. Pay attention to the pronunciation. Practice the key words and phrase and sentence patterns in context. Read the dialogue in different ways and then act out. Create scenes to help students practice the key words in the sentences. Attract students’ attention, improve students’ learning interest and inspire students’ learning enthusiasm by using different ways to lead students to learn the key words and phrase. Consolidate and strengthen the key words and sentence patterns by reading in different ways. Make sure students read the text correctly and fluently. （续表） Teaching Teacher’ s Activities Students’ Activities Teaching Purposes Stages Practice 1. A turntable game. (1) Put the new words and phrase on the turntable. Turn the turntable, and ask students to read the words and the phrase. (2) Divide students into two groups. Turn the turntable. Lead students to ask and answer. (1) Read the new words and phrase quickly. (2)The students in Group One ask and the students in Group Two answer with the key sentence patterns： —What would you like to eat/drink? — I’d like… Then exchange. Consolidate and strengthen the key words and sentence patterns by the turntable game. Stimulate students’ learning interest. Cultivate students’ comprehensive language using abilities. 2. Pair work. Ask students to talk about food and drinks with their partners. Talk with partners and write down partners’ orders. 3. Role-play. Ask students to show in class. Act out in class. Consolidation & Extension 1. A little waiter/waitress. Divide students into groups and give out a menu to every group. Ask students to order dishes. Make a model. 2. Act out the dialogues. Ask some groups to act out. Help students choose the best waiter/waitress and the best customer. 3. Emotional education. 1. Work in groups. One student is the waiter/waitress, and the others are customers. Practice how to order dishes. 2. Act out the dialogues in class and choose the best waiter/waitress and the best customer with the teacher. 3. Know the importance of having a healthy diet. Help students use the key words and sentence patterns reasonably by creating a natural and real situation. Cultivate students’ comprehensive language using abilities. Enhance students’ team spirit effectively by group work. Develop students’ self-study abilities. Let students have a healthy diet concept. Homework 1. Listen to the recording of “Let’s learn” and read the key words and phrase to your parents. 2. Do the exercises. The third period (第三课时) 109 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 ·学生能够通过听例词发音，观察例词结构中共有的特征，学习 ow 在单词中的发音规则 ·学生能够根据 ow 的发音规则读出新单词，并能够根据发音拼写出符合规则的单词 ·学生能够在单线上正确规范地书写句子 ▶教学重点 学生能够掌握字母组合 ow 在单词中的发音，能够读准 Let’s spell 板块的例词，并完成本部分的练习。 ▶教学难点 学生能够自主发现并总结 ow 的发音规则，并根据发音规则读出新单词。 ▶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、单词卡片等。 ▶教学过程 Step 1: Warm-up & Lead-in 1. Greetings. 2. Lead-in. Show some pictures of food and drinks and ask students to practice the key sentence patterns. (出示课件) T：What would you like to eat/drink? Ss：… (课件出示：一头奶牛、一些鲜花和一些青草的图片) T：What would the cow like to eat, flowers or grass? Ss：… Step 2: Presentation 1. Look and find. Show a picture of a cow with the word “cow” on the PPT and ask, “What’s this?” (出示课件)Then show a picture of some flowers with the word “flower” and say, “Wow! There are some flowers. How beautiful!”(出示课件) At last, show a picture with the word “down”. In the picture, a girl sits down beside the flowers. (出示课件) And say, “The girl likes flowers. She sits down and enjoys the beautiful flowers.” Lead students to find the rule：All these words include the letter combination “ow”. Emphasize “ow” with red colour. (课件出示：开着窗户的房子图片，窗外有一棵树，树上有黄叶和一只蜗 牛；单词“window, yellow, slow”) T：What can you see? (Point to the window in the picture.) Ss：I can see a window. Teaching purpose 通过师生问答活动复习 旧知，活跃课堂气氛。通过 图片和对话，引出新知，让 学生初步感知字母组合 ow 在单词中的发音。 Teaching purpose 通过创设情境，帮助学 生找出这些单词含有字母组 合 ow 的共同点，让学生在 情景中感知字母组合 ow 的 发音。培养学生的观察能力 和逻辑思维能力。 T：Great! And we can see some yellow leaves and a snail. The snail is slow. Do the action to explain the word “slow”. T：Winter is coming. What can we see? (课件出示：冬天雪花纷飞的场景和单词“snow”) Ss：Snow./ 雪。 T：Super! We can see white snow. Lead students to find the rule：All these words include the letter combination “ow”. 2. Listen and find. (课件出示：教材 P26 Let’s spell 板块第一部 分的单词) T：What’s the same in these words? Ss：They all have “ow”. T：Yes! Do they make the same sound? Let’s listen. And then discuss with your partners. The teacher plays the recording of “Read, Listen and Chant”. (出 示课件) Students listen to the recording and repeat. After they discuss, the teacher asks some students to answer the question. Ss：No! They make the sounds of /aʊ/ and /əʊ/. Give evaluations and write down the words with sounds on the blackboard. Emphasize “ow” with red colour. 3. Read, listen and chant. (课件出示：教材 P26 Let’s spell 板块第一部分的图片) Lead students to read these words like this： cow—/k/-/aʊ/ flower—/f/-/l/-/aʊ/-/ə / wow—/w/-/aʊ/ down—/d/-/aʊ/-/n/ slow—/s/-/l/-/əʊ/ snow—/s/-/n/-/əʊ/ yellow—/j/-/e/-/l/-/əʊ/ window—/w/-/ ɪ /-/n/-/d/-/əʊ/ Explain the pronunciation methods and help students know /aʊ/ and /əʊ/ through the video on teaching phonetic symbols (for example, a BBC video on teaching phonetic symbols). The teacher plays the recording of the chant of “Let’s spell”. (出示课件) Students listen to the chant and repeat. After reading together, students practice it between boys and girls. They can have a competition. Step 3: Practice 1. Listen, circle and say. (课件出示：教材 P26 Let’s spell 板块第二部分的内容) Ask students to read the words by themselves first. Then play the recording. (出示课件) Let students listen and circle. Ask a student to say out the answers and the reasons. Play the recording again. (出示课件) Check the answers together. Ask students to read all these words again. (课件出示: 教材 P26 Let’s spell 板块第二部分的听力材料及答案) 2. Listen, write and say. Teaching purpose 通过让学生观察、听音 和讨论总结字母组合 ow 的 两种不同发音的规则，培养 学生的自主学习能力和小组 合作能力。 Teaching purpose 采用自然拼读法加深学 生对字母组合 ow 发音规则 的认识，并在教师的帮助下 总结出其发音规则。通过学 习视频和跟读音频，让学生 感受字母组合 ow 的发音， 并引导学生按照正确的语 音、语调及节奏进行 chant。 通过男女生竞赛，激发学生 学习语音的兴趣。 Teaching purpose 采用听、圈、说和写等 方式进行操练，进一步巩固 和加强学生对字母组合 ow 发音的认识和记忆。 111 (课件出示：教材 P26 Let’s spell 板块的第三部分的内容) Ask students to observe the pictures and guess the answers. Then play the recording. (出示课件) Students listen to the recording and try to write down the answers. Play the recording again. (出示课件) Check the answers with students. (课件出示：教材 P26 Let’s spell 板块第三部分的听力材料及 答案) Then ask students to read the sentences together. Ask students to choose one sentence from above and write down on the line. Step 4：Consolidation & Extension 1. Am I right? Take out the word cards with the letter combination “ow”. Ask some students to read out the words loudly one by one. If someone is right, the other students say “Yes”. If someone is wrong, the other students say “No”. Then they read out the right pronunciation loudly. Play the game like this: The teacher shows the card and someone says：cow—/kaʊ/? Ss：Yes! The teacher shows the card and someone says：snow—/snaʊ/? Ss：No! /snəʊ/. 2. Who is the owner? Show some words with the letter combination “ow” and the owners： /aʊ/ and /əʊ/. Students read the words and help them find their owners. The words： down, bowl, tomorrow, now, flower, rainbow, cow, yellow, grow. 3. Find and classify. Divide the class into some groups. Let students find some words with the letter combination “ow”. Ask them to read out and classify the words according to the sounds. At last choose a student from each group to show in class. Give some awards to the groups which do a good job. ▶板书设计 Teaching purpose 本环节不仅提高学生语 音识别能力，更让学生在活 动中感受到自信，激发学生 的学习热情，提高学生参与 度。 Teaching purpose 通过让学生搜集含有字 母组合 ow 的单词，拼读并 分类，充分调动学生的积极 性，提升学生自主学习的能 力，增强小组合作意识。同 时检测学生对于字母组合 ow发音规则的掌握情况，并 进一步巩固其发音规则。 ▶作业设计 1. Read the words of “Let’s spell” after class. 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.本课时主要是教学字母组合 ow 的两种不同发音，教师利用本课所出现的例词，结合图片与 PPT，创设情 境，让学生在情景中感受例词的发音，远离语音学习的枯燥。 2.引导学生注意观察、积极思考，寻找规律，突出学生学习的自主性，提升学生自主探究的能力。 3.利用丰富多彩的活动来调动学生的学习积极性，帮助学生加强和巩固字母组合 ow 的发音规则，注重学生 学习策略的培养，让学生在活动中感受到了自信，激发了学生的热情，提高了学生的参与度。 4.板书简洁清晰，重点突出，一目了然。 ▶Teaching Contents & Teaching Aims Let's spell ·Be able to master the pronunciation rules of the letter combination “ow” in the words by listening and observing the example words. · Be able to read the new words according to the pronunciation rules. Be able to write out the words that have the letter combination “ow” according to the pronunciation rules. · Be able to copy the sentences on the line regularly and correctly. ▶Teaching Priorities ·Be able to master the pronunciation of words which have the letter combination “ow”. Read the words of “Let’s spell” correctly. Finish the tasks of “Let’s spell”. ▶Teaching Difficulties ·Be able to find out and conclude the pronunciation rules independently and read new words according to the pronunciation rules. ▶Teaching Procedures Teaching Stages Teacher’ s Activities Students’ Activities Teaching Purposes Warm-up & Lead-in 1. Greetings. 2. Lead-in. Show some pictures. Ask students some questions. 1. Greetings. 2. Look at the pictures and answer the questions. Activate the class atmosphere. Lead in the new lesson. Let students perceive the pronunciation of the letter combination “ow”. 113 Presentation 1. Look and find. Show some pictures on the PPT with some words: cow, flower, down, window, yellow, slow, snow. Look at the pictures. Find the rule: All the words include the letter combination “ow”. Create scenes to help students perceive the pronunciation. Cultivate students’ observation and logical thinking abilities. 2. Listen and find. Give the question：Do these words make the same sound? Play the recording. Check the answer and give evaluations. Write down the words with sounds on the blackboard. Emphasize “ow” with red colour. Listen to the recording and repeat. Discuss with the partner and answer the question. Conclude the pronunciation rules. Develop students’ autonomous learning abilities. Cultivate students’ team spirit. 3. Read, listen and chant. Lead students to read the words. Explain the pronunciation methods. Play the recording of the chant. Read after the teacher. Know more about the pronunciation methods of /aʊ/ and /əʊ/. Listen to the chant and practice. Lead students to know the sounds of “ow”. Make sure students read the chant correctly and fluently. （续表） Teaching Stages Teacher’ s Activities Students’ Activities Teaching Purposes Practice 1. Listen, circle and say. Play the recording. Ask students to listen and circle. Check the answers with students. Read the words. Listen and circle. Check the answers with the teacher. Read all the words again. Practice the main sentence structures “—What time is it? —It's… o'clock. It's time for/to…” to prepare for the next part. 2. Listen, write and say. Play the recording. Ask students to listen and write. Check the answers with students. Listen to the recording. Write down the answers. Check the answers with the teacher. Read the sentences. Write down one of the sentences. Deepen the memory and consolidate the pronunciation rules of the letter combination “ow”. Consolidation & Extension 1. Am I right? Show the word cards. Ask some students to read out the words one by one Some students read out the words on the cards. The other students judge the sounds of the words and read Improve students’ speech recognition abilities. Let students feel while showing the cards. Let the other students judge the sounds. the words loudly and correctly if the pronunciation is wrong. confident. Inspire students’ enthusiasm. Increase students’ participation. 2. Who is the owner? Give some words with “ow”. Read the words and help them find their owners. 3. Find and classify. Ask students to find more words with “ow” and classify them in groups. Choose a student from each group to show. Work in groups. Find some words with the letter combination “ow” and classify them. Show in class. Strengthen the pronunciation rules of the letter combination “ow”. Homework 1. Read the words of “Let’s spell” after class. 2. Do the exercises. The fourth period (第四课时) Part B Let’s try & Let’s talk ▶教学内容与目标 课时教学内容 课时教学目标 Let’s try ·学生能够听懂、理解 Let’s try 中的内容，并能够根据录音完成听力活动 ·学生能够从听觉上感知 B 部分的核心句型，为进入对话学习做好准备 Let’s talk ·学生能够理解对话大意 ·学生能够按照正确的意群及语音、语调朗读对话，并能够进行角色扮演 ·学生能够在情景中运用句型“—What’s your favourite food/drink? —I love…”询 问并回答最喜欢的食物 ·学生能够在语境中理解新单词“delicious”的意思，并能正确发音 ·学生能够运用句型“What’s your favourite food?”完成调查活动并尝试进行口头汇 报 ▶教学重点 学生能够听、说、认读单词“favourite”，掌握四会句子“What’s your favourite food/drink?”并 能做出相应的回答。 ▶教学难点 学生能够在情景中灵活运用所学句型谈论关于“最喜爱的食物或饮品”的话题。 ▶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、人物头饰等。 ▶教学过程 Step 1: Warm-up & Lead-in 1. Greetings. Teaching purpose 用游戏复习旧知，引出 新知。激发学生的学习兴趣， 培养学生的观察能力和逻辑 115 2. Play a game. Show a picture with a cover. (出示课件) T：I’m hungry. I’d like something to eat. Can you guess the food? S1：Salad? S2：Hamburgers? … T：Yes, you’re right. I love… 3. Lead-in. Do the action of “thirsty”. T：I’m thirsty. I’d like something to drink. Can you guess the drink? S1：Milk? S2：Water? … T：Yes, you’re right. I love… Sarah and Zhang Peng are thirsty, too. What would they like to drink? Step 2: Presentation 1. Let’s try. T：Now turn to page 27. What can you see in “Let’s try”? Ss：I can see four pictures. T：What are they? And who are they? Ss：Milk, grape juice. Zhang Peng and Sarah. T：Zhang Peng and Sarah are thirsty. What would they like to drink? Guess the answers. (课件出示：教材 P27 Let’s try 板块的内容) Students say out their guessing. Then the teacher plays the recording. (出示课件) Ask students to try to catch the key information, such as Zhang Peng-grape juice, Sarah-milk. Students listen carefully and match. The teacher checks the answers with students. (课件出示：教材 P27 Let’ try 板块的答案) 2. Let’s talk. (1) Learn the word “favourite”. T：Zhang Peng is hungry. And I’m hungry, too. I like noodles. I like noodles. T：So I can say “My favourite food is rice.” Write down “favourite” on the blackboard and help students learn the word. Split the word into syllables to teach the word. The emphasis is on the first syllable of the word. Let students practice the word syllable by syllable. (2) Learn the key sentence patterns. Show pictures of milk, juice and water. (出示课件) Teaching purpose 通过“听一听，连一连” 的活动，让学生感知新句型， 提高听力技巧。 Teaching purpose 用比较法学习新词，用 音节的划分来拼读和记忆新 词，可以降低难度，并加深 印象。借助图片引入核心句 型，并进行操练，学生能更 容易理解和使用核心句型。 T：My favourite drink is milk. What’s your favourite drink? Ss：My favourite drink is/I love… Boys ask and girls answer with the help of the pictures. Then exchange. Show pictures of noodles, sandwiches and rice. (出示课件) T：My favourite food is rice. What’s your favourite food? Ss：My favourite food is/I love… Divide students into two groups. Group One asks and Group Two answers with the help of the pictures. Then exchange. Write down the sentence patterns “—What’s your favourite food/drink? —My favorite food/drink is/I love…” on the blackboard. (3) Learn “Let’s talk”. ①Watch and answer. T：Sarah and Zhang Peng are talking about what to eat. What’s Sarah’s favourite food? What’s Zhang Peng’s favourite food? Do you know? Let’s watch the cartoon. Play the cartoon and ask students to watch it carefully. （出示 课件） T：What’s Sarah’s favourite food? Ss：Fish. T：What’s Zhang Peng’s favourite food? Ss：Noodles. ②Learn the word “delicious”. T：Good job! And I like noodles, too. I like beef noodles. They’re delicious. Help students learn the word “delicious”. Split the word into syllables to teach the word. The emphasis is on the second syllable of the word. Show the picture of “beef noodles”. (出示课件) Pretend to taste and say, “Wow! Delicious!” Then ask some students to “taste” and encourage them to say “Delicious!” ③Make a dialogue. Then the teacher and students start a dialogue like this： T：What’s your favourite food? (Paint to the picture of “beef noodles”.) Ss：Beef noodles. T：Why? Ss：They are delicious. ④Read and answer. Ask students to read the dialogue silently with the question： What do they have today? Check the answer with students. 3. Read and act. (1) The teacher plays the recording. (课件出示： 教材 P27 Let’s talk 板块的音频) Students read after it and pay attention to the pronunciation and the intonation. Then students read together. After Teaching purpose 采用任务型教学法，通 过观看视频和快速默读，让 学生先整体感知文本，后细 致了解文本，获取关键信息 并回答问题，让学生全面、 正确地理解文本。 Teaching purpose 本环节采用多种方式进 行阅读，有助于加深学生对 文本的理解，提高学生的阅 读理解能力。学生在语境中 运用正确的语音、语调及意 群朗读对话，可以反复体会 和落实核心句型的运用。 117 that, boys read and girls read. They can have a competition. At last, students read freely. (2) Pair work. Students practice the dialogue with their partners. (3) Act out. Take out the headwears. Ask some students to act out the dialogue and pay attention to the pronunciation and the intonation. Praise and correct in time. Encourage more students to participate. Step 3： Practice 1. Pair work. Show pictures of food and drinks and the key sentence “What’s your favourite food/drink?” on the PPT. (出示课件) According to the PPT, students ask and answer with their partners. 2. Investigate and report. (课件出示：教材 P27 Let’s talk 板块 第二部分的表格) (1) Students work in a group of four. One plays the role of a reporter and asks the others about their favourite food and drinks, and then fills in the form. The teacher can make a model. (2) Make a report. Ask several “reporters” to report the findings of the investigation. Make a model： Sarah’s favourite food is fish. Her favourite drink is milk. Mike’s favourite food is… His favourite drink is… … Step 4： Consolidation & Extension 1. Look, ask and answer. Show three pictures of different food/drinks/animals. (出示课件) Ask：What’s your favourite food/drink/animal? Students choose one to answer. Then students can ask and answer with their partners. At last act out. Show some nouns to help students make dialogues, such as fruit, colour, book and so on. 2. Emotional education. Show some pictures and give emotional education： Cherish food! Don’t be picky about your food. (课件出示：学校餐厅有学生浪费食物 的情景) ▶板书设计 Teaching purpose 操练活动层层深入，从 给出语言支架到去掉语言支 架，一步一步夯实核心句型。 小组合作能有效地提高学生 的兴趣，汇报调查结果不仅 可以巩固句型，同时也提高 学生自主学习的能力，增强 学习英语的自信。 Teaching purpose 从谈论最喜爱的食物和 饮品，到谈论生活中各种最 喜爱的事物，巩固并延伸本 节课知识，注重启发学生的 发散思维，拓展学生的理解 及应用能力，同时渗透情感 教育。 ▶作业设计 1. Practice the dialogue and ask your family about their favourite food and drinks. 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. 本节课从游戏入手，引出 Sarah 和张鹏最喜欢的饮品，引导学生观察和思考，提高听力效率，培养学生 的观察能力和逻辑思维能力。 2. 采用比较法和音节划分法学习单词和句型，化难为易。 3. 文本的教学采用任务型教学法，培养学生的语言综合运用能力，突出重点，突破难点。 4. 丰富多彩的阅读形式及创设的真实情景有效地调动学生的积极性。整个环节清晰明了，自然流畅，讲练 结合，课堂氛围轻松活跃。 5. 板书简洁明了，重点突出，一目了然。 ▶Teaching Contents & Teaching Aims Let's try · Be able to understand the content of “Let’s try” and finish the listening task. · Be able to perceive the key sentence patterns of Part B. Let's talk · Be able to understand the main idea of the dialogue. · Be able to read the dialogue with the correct pronunciation, intonation and sense group and act out. · Be able to use the key sentence patterns to ask and answer in context properly. · Be able to understand the word “delicious” in context and pronounce it correctly. · Be able to use the key sentence patterns to do a survey and give an oral report. ▶Teaching Priorities ·Be able to listen, speak and read the word “favourite”. Be able to master the sentence “What’s your favourite food/drink?” and give the corresponding answer. ▶Teaching Difficulties ·Be able to use the key sentence patterns to talk about the related topic in real scenes flexibly. ▶Teaching Procedures 119 Teaching Stages Teacher’ s Activities Students’ Activities Teaching Purposes Warm-up & Lead-in 1. Greetings. 2. Play a game. Show a picture with a cover. Talk to students. 3. Lead-in 1. Greetings. 2. Play the game. Talk with the teacher. 3. Guess the answer. Stimulate students’ learning interest. Cultivate students’ observation and logical thinking abilities through a game. Presentation 1. Let’s try. Lead students to observe the pictures and guess. Play the recording. Check the answers. Observe the pictures and guess. Listen to the recording and match. Check the answers with the teacher. Let students perceive the key sentence patterns. Improve students’ listening skills. 2. Let’s talk. (1) Teach the word “favourite”. Write down the word. Divide the syllables to teach the word. (2) Teach the key sentence patterns. Ask questions and let students answer. (3) Teach “Let’s talk”. Play the cartoon and ask questions. Teach the word “delicious”. Make a dialogue. Ask students to read and answer. (1) Learn the new word “favourite”. Practice it syllable by syllable. (2) Learn the key sentence patterns and practice in groups. (3) Watch the cartoon and answer the two questions. Learn the word“delicious”. Make a dialogue. Read silently and answer the question. Reduce the learning difficulty and leave a deep impression on the students. The task-based teaching method is used to make students get a better understanding of the details of the text. 3. Read and act. (1) Play the recording. (2) Let students practice the dialogue with their partners. (3) Ask some students to act out. Praise and correct in time. Encourage more students to participate. Read the text in different ways. Practice the dialogue with their partners and act out. Make sure students read the dialogue correctly and fluently. （续表） Teaching Stages Teacher’ s Activities Students’ Activities Teaching Purposes Practice 1. Pair work. Show pictures and the key sentence. Let students ask and answer. Ask and answer with partners according to the PPT. Arouse students’ learning interest. Consolidate the usage of the key sentence patterns. Develop students’ autonomous learning abilities. 2. Investigate and report. (1) Divide students into several groups. Make a model. (2) Ask several “reporters” to report the findings. Make a model. (1) Investigate and fill. Work in a group of four. Investigate the favourite food and drinks and fill in the form. (2) Report the findings. Consolidation & Extension 1. Look, ask and answer. Show pictures and ask. Show some nouns. 2. Emotional education. Show some pictures on the PPT and lead students to think. 1. Answer the questions. Then use other nouns to replace the words “food, drink” to make dialogues. 2. Look at the pictures and think. Consolidate the key sentence patterns. Expand the scope of knowledge. Inspire students’ divergent thinking. Enhance students’ understanding and application abilities. Sublimate students’ emotion. Homework 1. Practice the dialogue and ask your family about their favourite food and drinks. 2. Do the exercises. The fifth period (第五课时) Part B Let’s learn & Look, write and say ▶教学内容与目标 课时教学内容 课时教学目标 Let’s learn ·学生能够听、说、读、写五个描述食物味道及特征的单词“fresh, healthy, delicious, hot， sweet” ·学生能够在语境中正确运用这五个单词描述食物或饮品 Look, write and say ·学生能够练习和巩固 B Let’s learn 板块的词汇 ·学生能够根据食物图片的提示描述自己最喜欢的食物，并描述这种食物的特征或味道 ·学生能够理解并运用有关食物味道及特征的相关语言 ▶教学重点 121 学生能够听、说、读、写并熟练运用五个描述食物味道及特征的单词“fresh, healthy, delicious, hot， sweet”。 ▶教学难点 学生能够在语境中熟练运用所学词汇及核心句型描述食物。 ▶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､单词卡片、水果实物等。 ▶教学过程 Step 1: Warm-up & Lead-in 1. Greetings. 2. Free talk. T：What’s your favourite food? S1：My favourite food is salad. What’s your favourite food? S2：My favourite food is beef. What’s your favourite food? S3：My favourite food is noodles. What’s your favourite food? … Step 2： Presentation T：Today is my birthday. Sarah, Mike, Amy and John are my friends. And I will invite them to have dinner. Look, I bought many things. (Take out a big bag.) What’s in the big bag? Do you want to know? Let’s have a look. 1. Learn the word “healthy”. Take out some apples from the big bag. T：What are these? Ss：Apples. T：Right！Sarah’s favourite fruit is apples. Because they are healthy. The teacher shows a card with the word “healthy” and reads the word three times slowly. Students read after the teacher. The teacher emphasizes its pronunciation of the end of the word and writes it down on the blackboard. Lead students to compare the two words: healthy (adj.), health (n.). Practice “healthy” group by group. T：An apple a day keeps the doctor away. Let’s eat an apple a day, because it’s healthy. 2. Learn the word “fresh”. Take out some oranges with green leaves. T：Mike’s favourite fruit is oranges. Can you see the green leaves? They are fresh. The teacher shows a card with the word “fresh” and reads the word three times slowly. Students read after the teacher. The teacher shows two apples. One is fresh, and the other isn’t fresh. Help students say： This apple is fresh. This one isn’t fresh. Then the teacher writes down “fresh” on the blackboard. Teaching purpose 拉近师生关系，活跃课 堂气氛。复习旧知，导入新 知。 Practice “fresh” between boys and girls. 3. Learn the word “delicious”. Take out some pictures of beef. T：John’s favourite food is beef, because it’s delicious. The teacher shows a card with the word “delicious” and reads the word three times slowly. Students read after the teacher. The teacher splits the word into syllables to teach the word. The emphasis is on the second syllable. T：Beef is delicious. Chicken is delicious, too. Then write down “delicious” on the blackboard. Practice “delicious” one by one. 4. Learn the word “hot”. Ask students to read the word. Then take out some pictures of chillies. T：Look! Chillies are Amy’s favourite vegetable. Then pretend to taste and say, “Wow! So hot! They are hot!” Ask students to guess the meaning of “hot” and explain its other meanings like this： It’s hot in summer. The soup is hot. Then write it down on the blackboard. Practice “hot” in class. 5. Learn the word “sweet”. T：Sarah’s favourite fruit is apples. Mike’s favourite fruit is oranges. John’s favourite food is beef. Amy’s favourite vegetable is chillies. What’s my favourite food? Guess! Ss：… Take out an ice cream. T: Look! My favourite food is ice cream, because it’s sweet. The teacher shows a card with the word “sweet” and reads it. Students read after the teacher. Take out a candy. T：Ice cream is sweet. The candy is sweet, too. Then write down “sweet” on the blackboard. Practice “sweet” row by row. 6. Read and act. (课件出示：教材 P28 Let’s learn 板块的图片和单 词) (1) First, students read after the recording of “Let’s learn”. (出示课件) Pay attention to the pronunciation and the intonation. (2) Students read the words together. They can have a competition in different groups. (3) Students practice the dialogue of “Let’s learn” in pairs. Then act out. Step 3: Practice 1. Game： What’s missing? Teaching purpose 创设情境进行单词教 学，采用丰富多样的方式进 行操练，让学生在情景中体 会单词含义，减少学习单词 的枯燥，激发学生的兴趣。 Teaching purpose 形式多样的朗读训练可 以巩固和强化目标词汇和句 型，确保学生能正确而流利 地朗读文本。 123 Show the five words “healthy, fresh, delicious, hot, sweet” and let them disappear one by one at random. Students should say the missing word as quickly as they can. (出示课件) 2. Game： × is here. Ask every student to write down the five words on five cards. Then say out a word. Students raise up the card and say loudly “× is here.” Divide students into groups. The group that has the least errors will be the winner. Step 4: Consolidation & Extension 1. Can you say? (课件出示：苹果图片及单词 healthy，葡萄图片及单词 fresh，鱼肉图 片及单词 delicious) Ask two students to the front. Point to the picture and say. T：I like/love apples. They’re healthy. What about you? S1：I like/love grapes. They’re fresh. What about you? S2：I like/love fish. It’s delicious. 2. Look, write and say. (出示课件) Ask students to fill in the blanks. Then check the answers with students and ask students in different groups to say sentences according to the four pictures. S1：I like/love chicken. It’s very delicious. What about you? S2：I like/love vegetables. They are fresh and healthy. What about you? S3：… 3. Do a survey and fill in the form. (1) Students work in groups of four. One plays the role of a reporter and asks the others about their favourite food and the reasons. He / She can ask by using the key sentences in this period. Then the reporter fills in the form. (2) Choose a student from every group to report the result. Then give evaluations. 4. Emotional education. Show some pictures of food and drinks, and ask students not to eat junk food, but eat more healthy food. (出示课件) ▶板书设计 Teaching purpose 通过给学生搭建语言支 架，让学生熟练掌握目标单 词及句型，进而撤去支架， 让学生在情境中综合运用所 学的单词和句型，进一步巩 固新知。同时给学生倡导健 康饮食的理念：不吃垃圾食 物，多吃有益健康的食物。 ▶作业设计 1. Read and write the new words, and try to remember them. 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. 本节课围绕着描述食物味道和特征的单词展开教学。基于单元整体设计，创设情景——邀请朋友庆祝生 日，以准备朋友最爱吃的食物为线索，逐步呈现和教学五个目标词汇。 2. 注重学生学习方法和学习策略的培养，采用了形式多样、层次分明的活动进行操练，调动学生的学习热 情，激发学生的兴趣，使学生在听、说、读、写等方面得到全面的训练。 3. 通过拓展新知，培养学生的语言综合运用能力，同时较好地进行情感教育。 ▶Teaching Contents & Teaching Aims Let's learn · Be able to listen, speak, read and write the five words about taste and characteristics of food. · Be able to use the five words to describe food or drinks properly. Look, write and say · Be able to practice and consolidate the words of “Let’s learn” in Part B. · Be able to describe the favourite food, the taste and the characteristics through the pictures. · Be able to understand and use the words about taste and characteristics of food. ▶Teaching Priorities ·Be able to listen, speak, read and write the five new words and use them expertly. ▶Teaching Difficulties ·Be able to use the key words and the sentence patterns to describe food expertly in context. ▶Teaching Procedures Teaching Stages Teacher’ s Activities Students’ Activities Teaching Purposes Warm-up & Lead-in 1. Greetings. 2. Free talk. 1. Greetings. 2. Answer the teacher’s question：What’s your favourite food? Improve the relationship between the teacher and students. Activate the atmosphere. Help students review the sentences students learned in the last lesson. Lead in the new lesson. Presentation 1. Learn the word “healthy”. Teach the word. Emphasize the pronunciation of “healthy”. 1. Learn the word “healthy”. Pay attention to the difference between Create situations to teach new words. Help students practice the key words and the sentences in different 125 Compare the two words “healthy” and “health”. And ask students to practice “healthy” group by group. 2. Learn the word “fresh”. Compare two apples to teach the word. And ask students to practice it between boys and girls. 3. Learn the word “delicious”. Split the word into syllables to teach the word. And ask students to practice it one by one. 4. Learn the word “hot”. Teach it with some actions. Explain other meanings of “hot”. And ask students to practice it in class. 5. Learn the word “sweet”. Show a candy and an ice cream to help students understand the meaning. And ask students to practice it row by row. “healthy” and “health”. Practice “healthy” group by group. 2. Learn the word “fresh” and understand the meaning by comparing two apples. Practice it between boys and girls. 3. Learn the word “delicious” by syllables. Practice it one by one. 4. Learn the word “hot” and know the different meanings in different scenes from some examples. 5. Learn the word “sweet” and know the meaning with the help of a candy and an ice cream. Practice it row by row. ways. Inspire students’ learning interest. Lead students to learn the new knowledge effectively. 6. Read and act. Play the recording and let students read and act out. Read the dialogue in different ways and act out. Consolidate and strengthen the key words and sentences. Make sure students read correctly and fluently. Practice 1. Game：What’s missing? Show the five words on the PPT and ask students to say out the missing word quickly. 2. Game：×is here. Ask students to write down the five words on five cards. Then say out the words at random. 1. Watch carefully and say out the missing word quickly. 2. Write down the new words on five cards. Then raise up the cards and answer loudly：×is here. Stimulate students’ learning interest. Train students’ listening, speaking, reading and writing abilities. Improve students’ observing and responding abilities. Provoke the spirit of competition. Consolidation & 1. Can you say? Ask two students to the 1. Imitate to say with the help of the teacher and Consolidate students’ understanding of the key Extension front. Point to the picture and say. 2. Look, write and say. Show the exercise. Ask students to finish it. 3. Do a survey and fill in the form. Ask students to make a survey and a report in groups. 4. Emotional education. pictures. 2. Fill in the blanks. Say sentences according to the four pictures. 3. Work in groups to make a survey about their partners’ favourite food. Then make a report. 4. Know about the importance of having a healthy diet. words and sentence patterns. Cultivate students’ comprehensive language using abilities. Develop students’ emotional attitudes and values. Homework 1. Read and write the new words, and try to remember them. 2. Do the exercises. The sixth period (第六课时) Part B Read and write & Let’s check & Let’s wrap it up ▶教学内容与目标 课时教学内容 课时教学目标 Read and write ·学生能够在图片的帮助下读懂两张便条，完成读后选图的活动 ·学生能够参考范例，在有意义的语境中填充单词，完成一张留给机器人的便条 ·学生能够综合运用本单元的核心词句 Let’s check ·检测本单元 A，B 两部分的核心句型和单词。考查学生听的细节及准确性 Let’s wrap it up ·学生能够总结名词单数变复数的基本规则，并根据要求完成表格 ▶教学重点 1.学生能够在图片和教师的帮助下读懂便条，完成阅读任务。 2.学生能够听懂录音，完成句子的填空练习。 3.学生能够简单了解名词单数变复数的规则。 ▶教学难点 1.学生能够了解英文便条(书信)的书写格式。 2.学生能够掌握名词单数变复数的规则。 ▶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、教学卡片等。 ▶教学过程 Step 1: Warm-up & Lead-in 1. Greetings. 2. Play a game. (30-second non-stop talking) Teaching purpose 在小组内通过 30 秒不 间断地说有关食物或食物味 道、特征的单词，对整个单 元的相关词汇进行一次复习 和巩固。通过让学生选择 Sarah 和吴一凡最喜爱的食 127 Students work in groups of four. Say some words about food or some words describing taste or characteristics of food. The student who says the most words within 30 seconds will be the winner. The teacher gives an award to the winner. T：Sarah likes sweet food. So what’s her favourite food? T：Wu Yifan likes vegetables. So what’s his favourite food? Show a picture of an onion to teach the word “onion”. (出示课 件) Let students pay attention to its pronunciation. T：What’s Robin’s favourite food? Do you know? Ss：I don’t know. T：I don’t know Robin’s favourite food, either. But I know Robin is good at cooking. Look! Robin will cook today. (课件出示:Robin 的 图片) Step 2： Presentation 1. Watch and find. T：Robin will cook today. Guess： What will Robin cook? Ss：A hamburger? A sandwich? Rice? Noodles? … T：OK. Let’s watch the cartoon and find the answer. The teacher plays the cartoon and students give the answer： Chicken ice cream. (课件出示: 教材 P29 Read and write 板块的视频) 2. Read quickly and answer the questions. Questions： (1) What’s Wu Yifan’s favourite food? Why? (Answer： Ice cream. It’ s sweet.) (2) What’s Wu Yifan’s favourite vegetable? (Answer： Onions.) (3) What’s Grandpa’s favourite food? Why? (Answer： Chicken. It’s delicious.) Students read quickly and underline the key sentences. The teacher checks the answers like this：Dear×××, can you answer Question 1/2/3? Emphasize the word “dear”. After checking the answers, explain to the word “dear” students with a word card and make some examples： Dear Mum, Dear Dad, … 3. Read silently and tick or cross. Students underline the key sentences with wavy lines and then finish the exercises with a tick or a cross. Teaching purpose 开展各种形式的任务型 阅读，让学生自主探究，从 文本中提取关键信息，加深 对文本的理解，考查学生归 纳概括的能力和对语篇结构 理解的能力。渗透阅读策略， 培养学生的发散思维。 Check the answers. (出示课件) 4. Read freely and tick. (课件出示：教材 P29 Read and write 板块第一部分的练习) Students read and tick the picture. The teacher checks the answer with students. (课件出示：教材 P29 Read and write 板块第一部分的答案) T：If you are Robin, what will you cook? Encourage students to think and say. The answers that students give can be various. 5. Read and act. Students read after the recording. (出示课件) Pay attention to the pronunciation, the intonation, the sense group and the pausing. Read together. Read freely. Then act out in groups. 6. Try to write. (1) Finish the task of writing. T：Suppose your parents are busy. You can write to Robin. Tell him what you would like to eat. And he can cook for you. But how to write? Let’s watch the two notes and pay attention to the several factors of writing a note. Show the factors of writing a note on the PPT. (出示课件) Then students try to write and pay attention to the writing criteria. (2) Show time. Step 3: Practice “Let’s check” 1. Watch and say. Ask students to observe the three pictures and find the differences. (出示课件) Ask three students to say them out. 2. Understand the sentence. Lead students to understand the sentence “What would Amy like?”. Explain that the sentence contains two meanings：What would Amy like to eat? What would Amy like to drink? 3. Listen and tick. Ask students to try to catch the key information， such as two sandwiches, a salad, tea. Then play the recording. Let students listen to it and tick the right picture. Then check the answer together. (课 件出示：教材 P30 Let’s check 板块的音频及第一题的答案) 4. Guess the answer. Ask students to read the sentence “What is Amy’s favourite drink?” and guess the answer according to the picture they ticked. 5. Listen and fill in the blank. Teaching purpose 确保学生正确且流利地 朗读便条。 Teaching purpose 通过仿写，有效地检测 学生对本单元的目标词汇和 句型的掌握情况，提高学生 的语言综合运用能力。 Teaching purpose 引导学生观察图片，理 解题意，并根据所选图片， 预测及推断答案，对学生进 行有效的听力技巧指导，注 重学生学习方法的培养。 129 The teacher plays the recording again. Students listen and fill in the blank. Then check the answer together. Step 4：Consolidation & Extension “Let’s wrap it up” 1. Watch and conclude. (1) Show the pictures of one banana and some bananas with the words “banana” and “bananas”. (出示课件) Let students compare the difference. Emphasize the letter “s” at the end of the word with a red circle. Then teach other words “pear/pen/book…” in the same way. Lead students to conclude the general rule of the plural nouns： Add “s” to the end of the singular nouns. (2) Show the pictures of one sandwich and two sandwiches with the words “sandwich” and “sandwiches”. (出示课件) Let students compare the difference. Emphasize the letters “es” at the end of the word with a red circle. Then teach other words “peach/dress/class/dish/fox/box/potato/tomato…” in the same way. Lead students to conclude the rule of some plural nouns whose singular forms end with “s/x/ch/sh/o”：Add “es” to the end of the singular nouns. Help students understand and remember the rules like this：Potatoes and tomatoes are vegetables. 2. Fill in the table. Ask students to fill in the table according to the rules. 3. Check the answers. Check the answers and verify the rules with the words of the table. ▶板书设计 ▶作业设计 1. Write a note 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. 本节课从游戏入手，梳理和总结了整个单元的目标词汇。通过选择的呈现，帮助学生复习巩固了目标句 型，自然导出新课。 2. 采取任务型阅读，综合考察学生的归纳概括能力和对语篇结构的理解能力。教学中有效地渗透阅读策略， 注重学生学习方法的培养以及语言的综合运用。 Teaching purpose 列举大量例词，通过观 察和比较，引导学生总结出 名词单数变复数的部分规 则，并在实际运用中验证， 加强记忆，提升学生的自主 学习能力，培养学生的观察 能力和逻辑思维能力。 3. 通过观察、预测、总结等方法，训练学生的听力技巧。通过总结名词单数变复数的规则，提升学生自主 学习的能力，培养学生的观察能力和逻辑思维能力。 4. 整节课教学步骤清晰、自然，活动设计有层次感，学习形式多样，有效地激发了学生的学习兴趣，提升 了学生的核心素养，较好地完成了教学任务。 5. 板书简洁清晰，重点突出，一目了然。 ▶Teaching Contents & Teaching Aims Read and write · Be able to understand the two notes with the help of the pictures. Finish the reading tasks. · Be able to write a note to the robot in the meaningful context with the help of the example. · Be able to use the key words and the key sentences comprehensively. Let’s check · Be able to master the key words and the key sentence patterns of this unit. Be able to improve their listening on details and accuracy. Let’s wrap it up ·Be able to conclude the rules of changing singular nouns into plural nouns and complete the table. ▶Teaching Priorities ·Be able to understand the notes and finish the reading tasks with the help of the teacher and the pictures. ·Be able to understand the recording and finish the listening tasks. ·Be able to know about the rules of changing singular nouns into plural nouns. ▶Teaching Difficulties ·Be able to know the writing format of English letters. ·Be able to master the rules of changing singular nouns into plural nouns. ▶Teaching Procedures Teaching Stages Teacher’ s Activities Students’ Activities Teaching Purposes Warm-up & Lead-in 1. Greetings. 2. Play a game. (30-second non-stop talking) Give an award to the winner. Show pictures and options and ask students to choose. Teach the word “onion”. Talk with students about Robin. 1. Greetings. 2. Say some words about food or some words about describing taste and characteristics of the food. Look at the pictures and choose the answers. Talk with the teacher. Help students review the words and the sentences of this unit. Present the word “onion” and the major character “Robin”. Lead in the new lesson. Activate students’ learning interest. 131 Presentation 1. Watch and find. Ask a question. Play the cartoon. Check the answer with students. 2. Read quickly and answer the questions. Ask three questions. Check the answers with students and explain the word “dear”. 3. Read silently and tick or cross. Show the exercises. Check the answers. 4. Read freely and tick. Ask students to read and tick. Check the answer. Ask another question. 1. Watch the cartoon and find the answer to the question. Check the answer with the teacher. 2. Read quickly and underline the key sentences. Know the word “dear”. 3. Underline the key sentences and then finish the exercises. 4. Read freely and tick the answer. Improve students’ abilities of independent exploration by reading based on tasks. Enhance students’ understanding of the text by finding the key information. Examine students’ abilities of induction and generalization. Infiltrate reading strategies. Cultivate students’ divergent thinking. 5. Read and act. Play the recording. Ask students to read. Read after the recording. Read together. Read freely. Then act out. Make sure students read the notes correctly and fluently. 6. Try to write. Explain the factors of writing a note. Ask students to write. Watch and find the factors of writing a note. Imitate to write a note. Then show the note. Effectively check the key words and the sentence patterns by letting students imitate to write a note. Cultivate students’ comprehensive language using abilities. （续表） Teaching Stages Teacher’ s Activities Students’ Activities Teaching Purposes Practice “Let’s check” 1. Watch and say. Ask students to observe the three pictures and find the differences. 2. Understand the sentence. Lead students to understand the sentence “What would Amy like?” 3. Listen and tick. Play the recording. Check the answer with students. 4. Guess the answer. Ask students to read the sentence and guess the answer. 5. Listen and fill in the blanks. Play the recording again. Check the answer with students. 1. Observe the three pictures and find the differences. 2. Understand the sentence “What would Amy like?” 3. Listen to the recording and tick the answer. Check the answer with the teacher. 4. Read the sentence and guess the answer according to the picture that they ticked. 5. Listen and fill in the blanks. Check the answer with the teacher. Help students understand the meanings of the sentence and predict the answer by observing the picture. Train students’ listening skills effectively. Cultivate students’ learning methods. Consolidation & Extension “Let’ s wrap it up” 1. Watch and conclude. Emphasize the letters “s” and “es” at the end of the words. Help students sum up the rules of changing singular nouns to plural nouns. 2. Fill in the table. 3. Check the answers. 1. Compare some singular nouns with plural nouns. Find the differences. Sum up the rules with the help of the teacher. 2. Fill in the table. 3. Check the answers with the teacher. Verify the rules with the words of the table. Lead students to sum up the rules of changing singular nouns to plural nouns and verify the rules. Improve students’ autonomous learning abilities. Cultivate students’ observation and logical thinking abilities. Homework 1. Write a note to your parents. 2. Do the exercises. Recycle 1 133 教材分析 本部分是一个复习单元。教学内容主要是以陈杰参观Willow小学为线索，通过陈杰与David， Jean 和 Dean 的对话情景以及陈杰在学校餐厅点餐的场景及角色扮演活动，让学生在新的语境中 复习 1~3 单元的核心词汇和句型的语义及用法。 教学目标 知识与能力目标: 句型 ·能够掌握并在实际情景中运用 1~3 单元中的核心句型 ·能够运用句型“—What’s she/he like? Is she/he…? —She is kind/…”询问并回答他 人的性格及外貌 ·能够运用句型“—What do you have on…? —I have…”介绍一周的课程 ·能够按照正确的意群及语音、语调朗读对话、便条及短文 词汇 ·能够听、说、读、写并在实际情景中运用 1~3 单元中关于人物性格、外貌特征、品质、一周 七天名称及各类食品等词汇 语音 ·能够掌握 1~3 单元中 y, ee, ea, ow 在单词中的发音规则 ·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： ·能够做到不以貌取人 ·能够合理安排学习和生活作息时间，加强体育锻炼，学会劳逸结合 ·能够注意健康饮食，不挑食，不偏食 ·能够了解单词音形义之间的联系 课时安排 第一课时： Page 32 & Page 33 第二课时： Page 34 & Page 35 The first period(第一课时) Page 32 & Page 33 ▶教学内容与目标 课时教学内容 课时教学目标 Page 32 ·学生能够理解第 32 页的对话大意，并根据图片中其他教师的图片展开问答 ·学生能够通过对话复习“What’s she/he like? Is she/he kind/…?”等句型，并能进 行回答 ·学生能够进行角色扮演 Page 33 ·学生能够完成第 33 页的听力活动，听录音填充课程表并选择正确的答案 ·学生能够根据填好的课程表判断句子正误 ·学生能够通过听力活动复习“What do you have on…?”“What’s your favourite class?” 等句型 ▶教学重点 掌握第 1~2 单元的核心词汇和句型。 ▶教学难点 第 1~2 单元的核心句型在实际生活中的运用。 ▶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､视频等。 ▶教学过程 Step 1: Warm-up & Lead-in 1. Greetings. 2. Sing a song—Who’s your teacher? 3. Free talk. Talk with students with these sentences：Who’s your Chinese/ music/ …teacher? What’s he/she like? Is he/she…? Step 2： Presentation 1. Learn the contents of page 32. (1) Look and say. Show the pictures of page 32 on the PPT. (出示课件) T：Chen Jie is visiting Willow Primary School in the UK. David is a student in the school. Here are David’s teachers. Please talk about the teachers with your partner. The following sentences can be used: Who’s David’s Chinese/music/…teacher? What’s he/she like? Is he/she…? (2) Have a show. Ask some students to show in class. Let students pay attention to the pronunciation of “Mr Reed, Mr Kelly”. (3) Read and answer. Teaching purpose 用歌曲营造轻松、愉快 的学习氛围。用谈话的方式 导入教学，衔接自然。描述 自己所熟悉的老师，激发学 生的兴趣，创设真实有效的 教学情景。 Teaching purpose 以陈杰参观 David 的学 校为线索，以他们的对话为 主题，采取讨论、问答、展 示等形式复习和巩固第 1单 元的核心词汇和句型。 135 Students read the dialogue and answer the questions. Then the teacher checks the answers with students. ①Who’s David’s Chinese teacher?(Ms Zhang.) ②What’s David’s Chinese teacher like？Is she kind? (Yes. She’s very kind, but she’s strict sometimes.) (4) Read and act out. Students read the dialogue after the teacher. Then read in different ways, for example, read in groups, read between boys and girls, read with their partners. Act out the dialogue in class. 2. Learn the contents of page 33. (1) Think and guess. T：Chen Jie knows David’s teachers. Now she meets some new friends in Willow Primary School. They are talking about the classes. Can you guess what classes they have according to their teachers? Ss：… T：Maybe you’re right. But I’m not sure. (2) Listen and fill. (课件出示:教材 P33 课程表) T：Look! This is their schedule. But there are some blanks in the schedule. Listen to the recording and fill in the table. Try to catch the key words. Play the recording. (出示课件) Ask students to catch the key words: computer, maths, PE and art. Students listen to it and fill in the table. Then check the answers together. (课件出示：教材 P33 课程表答案) Students talk about the schedule with the sentence：What do you have on Mondays/…? (3) Listen and circle. T：David, Jean and Dean have so many classes. But what are their favourite classes? English or Chinese? Music or art? Computer or PE? Catch the information. Listen again and circle the right answers. (出 示课件) Check the answers with students. T：What’s David’s/Jean’s/Dean’s favourite class? Ss：… Show the answers on the PPT. （出示课件） (4) Tick or cross. Students look at the schedule on page 33 and tick or cross. Ask students to catch the key information, such as art, two reading classes, maths, music, days of the week. Then check the answers with students. T：What do they have on Wednesdays/Fridays/…? Ss：… T：So tick or cross? Ss：… Show the answers on the PPT. （出示课件） (5) Talk about the schedule. Ask students to talk about the schedule freely with the sentence patterns they learned. Teaching purpose 以陈杰结识新朋友为线 索，以谈论学校课程为话题， 通过看、猜、听、读、问与 答等多种形式，复习和巩固 第 2 单元的核心词汇和句 型。 Step 3: Practice “English breakthrough” Divide students into four groups. Prepare some flags for the winners. 1. Can you read? Show some words on the PPT：old, young, funny, kind, strict, shy, polite, helpful, clever, hand-working. Ask students to read the words and say out their meanings as fast as they can. (出示课件) 2. Can you say? Give some tips on the PPT. (出示课件) Choose several students from every group to answer the following questions: Who’s your…teacher? Who’s she/he？Is she/he…？What’s she/he like？ 3. Can you follow me? The teacher says a day of a week. S1 says the following day. Then S2…S3… S7 says the same day as the teacher quickly and correctly. After that, all of the students chant Days of the week. 4. Can you answer? Show the schedule on page 15 on the PPT and ask： What do you have on Mondays/…? (出示课件) Students answer the questions according to the schedule. Count the flags in every group with students and choose the winner. Step 4： Consolidation & Extension 1. Make a dialogue. Show some sentence patterns of Unit 1 and Unit 2 on the PPT and lead students to make a dialogue. Students talk about their schedule， their favourite classes, their favourite teachers and what the teachers are like. 2. Act out. After finishing the dialogue, students can have a show in class. ▶板书设计 Teaching purpose 闯关游戏可以有效地吸 引学生的注意力，激发学生 的学习兴趣。小组合作闯关， 不仅能有效复习和巩固第 1 单元和第 2 单元的主要内 容，而且能培养学生的团队 精神。 Teaching purpose 构建有效的情境让学生 创编对话，给学生提供语言 运用的机会，提升学生的语 言综合运用能力。 137 ▶作业设计 1. Design a schedule and talk about your classes. 2. Draw a picture of your teacher and describe him/her to your parents. 3. 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. 本节课是一节复习课。以陈杰参观 David 的学校为线索，通过陈杰与 David 的会话重现了第 1 单元的核 心词汇和句型，通过与新朋友交谈重现了第 2单元的主要内容，学生在完成相关练习的同时全面地复习了已学 知识。 2. 在教学过程中，采用了观察、预测、听、问与答、小组合作以及闯关游戏等方式，激发了学生的学习热 情，让学生体验了学习英语的乐趣，帮助学生回忆并巩固了已学知识。同时立足教材，适当拓展，创设相对真 实的情境，提高了学生的语言综合运用能力。 3. 板书简洁清晰，重点突出，一目了然，起到了很好的辅助作用。 ▶Teaching Contents & Teaching Aims Page 32 · Be able to understand the main idea of the dialogue on page 32. Be able to ask and answer according to the other pictures about teachers. · Be able to review the sentence patterns “What’s she/he like? Is she/he kind/…?” and answer the questions. · Be able to role-play. Page 33 ·Be able to finish the listening tasks of page 33. ·Be able to judge the sentences according to the schedule. ·Be able to review the sentence patterns “What do you have on…?”“What’s your favourite class?”by the listening activities. ▶Teaching Priorities ·Be able to grasp the key words and sentence patterns of Unit 1 and Unit 2. ▶Teaching Difficulties ·Be able to use the key words and sentence patterns of Unit 1 and Unit 2 in real life. ▶Teaching Procedures Teaching Stages Teacher’ s Activities Students’ Activities Teaching Purposes Warm-up 1. Greetings. 1. Greetings. Build a pleasant & Lead-in 2. Sing the song—Who is your teacher? 3. Free talk. Ask questions: Who’s your Chinese/music…teacher? What’s he/she like? Is he/she…? 2. Sing the song—Who is your teacher? 3. Answer the questions. atmosphere of learning English. Create a real and effective teaching scene. Stimulate students’ learning interest. Presentation 1. Learn the contents of page 32. (1) Show the pictures of page 32 on the PPT. Provide some sentences for students to talk about the teachers. (2) Ask some students to show in class. Let students pay attention to the pronunciations of “Mr Reed, Mr Kelly”. (3) Ask two questions. Check the answers with students. (4) Read and act out. (1) Look at the pictures and talk with the partners. (2) Show in class and pay attention to the pronunciation of “Mr Read, Mr Kelly”. (3) Read the dialogue and answer the two questions. (4) Read the dialogue in different ways. Act it out in class. Help students review and consolidate the key words and sentence patterns in Unit One by the ways of discussing, asking and answering and acting out. 2. Learn the contents of page 33. (1) Lead students to guess what classes David and his classmates have according to their teachers. (2) Lead students to catch the key information. Play the recording. Check the answers. (3) Lead students to catch the key information. Play the recording. Check the answer. (4) Lead students to catch the key information. Check the answers with students. (5) Ask students to talk about the schedule. (1) Guess what classes David and his classmates have. (2) Listen to the recording and fill in the table. (3) Listen again and circle the right answers. (4) Look at the schedule and tick or cross. (5) Talk about the schedule freely with the sentence patterns that students have learned. Help students review and consolidate the key words and sentence patterns in Unit Two by means of watching, guessing, listening, reading, asking and answering. （续表） Teaching Stages Teacher’ s Activities Students’ Activities Teaching Purposes Practice “English breakthrough” Divide students into four 1. Read the words and say out their meanings as fast as Attract students’ attention and 139 groups. Prepare some flags for the winners. 1. Can you read? Show some words on the PPT and ask students to read and say out their meanings. 2. Can you say? Give some tips on the PPT. Choose several students from every group to answer the questions. 3. Can you follow me? Say a day of a week. 4. Can you answer? Show a schedule and ask questions. Count the flags and choose the winner. they can. 2. Answer the questions according to the tips. 3. Say out the following day and chant Days of the week. 4. Answer the questions. Count the flags with the teacher and choose the winner. stimulate their learning interest through the game “English breakthrough”. Help students review and consolidate the knowledge of Unit One and Unit Two. Cultivate students’ team spirit. Consolidation & Extension 1. Make a new dialogue. Show some sentence patterns on the PPT and lead students to make a dialogue. 2. Act out the dialogue. 1. Make a dialogue with the sentence patterns on the PPT. 2. Act out the dialogue in class. Develop students’ comprehensive language using abilities by creating an effective situation to make a dialogue. Homework 1. Design a schedule and talk about your classes. 2. Draw a picture of your teacher and describe him/her to your parents. 3. Do the exercises. The second period (第二课时) Page 34 Page 35 ▶教学内容与目标 课时教学内容 课时教学目标 Page 34 ·学生能够完成第 34 页的练习，复习巩固第 3 单元的核心语言 Page 35 ·学生能够自主阅读并理解陈杰的日记，能选择匹配的主题词 ·学生能够通过找单词朋友的任务，总结归纳前三个单元的语音知识 ·学生能够通过连词成句活动复习第 2 单元的核心句型 ▶教学重点 复习第 3 单元的核心词汇和句型。 ▶教学难点 1.第 3单元的核心词汇和句型在实际生活中的运用。 2.综合复习 1~3 单元的核心句型、词汇及语音知识。 ▶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、卡片、图片等。 ▶教学过程 Step 1: Warm-up & Lead-in 1. Greetings. 2. Sing a song—What would you like to eat today? 3. Free talk. Talk with some students according to the pictures of food and drinks in the teacher’s hands. T：Look! What would you like to eat/drink? S1：I’d like… T：Here you are. S1: Thank you. … Step 2: Presentation 1. Learn the contents of page 34. (1) Observe and find. Show the picture of the first section on page 34 on the PPT. (出 示课件) T：Who is she? Where is she? Let students observe the picture and think. Then lead them to read the title and find the answers. (2) Classify and say. Students look at the menu in their books. Read the words on the menu. The teacher helps them sum up and classify the words, such as fruits, vegetables, drinks… (3) Ask and answer. Ask students to answer the questions according to the menu. T：What do they have on Mondays/…? Ss：They have… (4) Read and fill. Students read the dialogue and fill in the blanks. They can mark the key words on the menu. Then check the answers with the teacher. (出示课件) (5) Act out. Ask students to imitate the dialogue to make a new dialogue in pairs. Then students act it out in class. 2. Learn the contents of page 35. (1) Read and answer. T：Chen Jie visited Willow Primary School. She met some new friends. She ate some delicious food. Here is her diary. Please read it quickly and answer the question: Does Chen Jie like the school? Teaching purpose 用歌曲营造轻松、愉快 的学习氛围；用谈话的方式 导入教学，衔接自然；用图 片刺激学生的感官，激发学 生的兴趣。 Teaching purpose 利用餐厅场景进行活动 的呈现，在完成对应练习的 过程中，采取多种形式复习 和巩固第 3 单元的核心语 言。 Teaching purpose 本部分通过完成阅读、 语音和连词成句三个任务， 综合地复习 1~3 单元的核 心句型、词汇及语音知识。 141 Students read the diary and answer the question： Yes. She likes the school. (2) Read and match. Students read the four title words first. Then read the diary carefully. Circle the key words. Match the title words with the passages. Then check the answers with the teacher. （出示课件） (3) Find and write. Show the words “diary, sunny” on the PPT. (出示课件) Let students read the sound of the letter “y”. Then ask students to find the words with the letter “y” that have the same pronunciation rule in the diary. Let students finish the exercises of other groups on page 35 by themselves and check the answers with the teacher. (课件出示：教材 P35 第 二 部 分 练 习 答 案 ) At last, lead students to review the pronunciation rules according the answers. (4) Rearrange and write. ①Read the words. Rearrange the words and make sentences. ②Write down the sentences. Pay attention to the standard writing. (课件出示：教材 P35 第三部分练习答案) ③Read the sentences aloud. Step 3: Practice “English breakthrough” Divide students into four groups. Prepare some flags for the winners. 1. Can you read? Show some words on the PPT: ice cream, hamburger, tea, sandwich, salad, fresh, healthy, delicious, hot, sweet. Ask students read the words and say out their meanings as fast as they can. (出示课件) 2. Can you say? Show some sentence patterns in Unit 3 on the PPT. (出示课件) Choose several students from every group to answer the following questions: What’s your favourite food/drink? Why? What would you like to eat/drink？I’d like… 3. Can you ask and answer? Show the pictures of “Let’s learn” on page 18 on the PPT one by one. (出示课件) One student asks：Do you often…on the weekend? What do you often do on the weekend? The other students answer according to the pictures. It can be done in every group. Count the flags in every group with students and choose the winner. Step 4: Consolidation & Extension 1. Observe and read. Show the picture of the second section on page 34 on the PPT. (出 示课件) Students observe the picture and read the dialogue. 2. Work in pairs. Teaching purpose 闯关游戏可以有效地吸 引学生的注意力，激发学生 的学习兴趣。小组合作闯关， 不仅能有效地复习和巩固已 学知识，而且可以培养学生 的团队精神。 Teaching purpose 通过创编点餐的情境， 将第 3 单元的主要内容进行 一个整理和复习。同时给学 生提供拓展语言运用的机 会，提升学生的语言综合运 用能力。 Students work with their partners. One plays the waiter or the waitress. The other plays the customer. And the waiter/waitress draws the pictures of food or drinks on the plate. The teacher helps the students who have difficulties. 3. Make a dialogue and act. Students read the dialogue of the first section on page 34 again and imitate to make a dialogue of ordering a meal in pairs. Then act it out in class. ▶板书设计 ▶作业设计 1. Imitate to write an English diary briefly. 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. 本节课是复习单元的第二节课。依然以陈杰参观 David 的学校为线索，通过餐厅点餐复习和巩固第 3 单 元的核心词汇和句型；通过日记记录下的所见所闻，整合了第 1~3 单元的知识。 2. 在教学过程中采用了歌曲导入、小组合作闯关游戏等方法，激发了学生的学习热情，让学生体验了学习 英语的乐趣，帮助学生回忆并巩固了已学知识。同时立足教材，适当拓展，创设相对真实的情境，提高了学生 的语言综合运用能力以及书写能力。 3. 板书简洁清晰，重点突出，一目了然，起到了很好的辅助作用。 ▶Teaching Contents & Teaching Aims Page 34 · Be able to finish the exercises of page 34. · Be able to review and consolidate the key language of Unit 3. Page 35 · Be able to read and understand the diary. And be able to choose the correct title words. · Be able to sum up the phonetic knowledge in Units 1~3 by finishing the task of finding“friends”. · Be able to review the key sentence patterns of Unit 2 by connecting the words into sentences. ▶Teaching Priorities ·Be able to review the key words and sentence patterns of Unit 3. ▶Teaching Difficulties ·Be able to use the key words and sentence patterns of Unit 3 in real life. ·Be able to review the key words, sentence patterns and phonetic knowledge of Units 1~3 comprehensively. ▶Teaching Procedures Teaching Teacher’ s Activities Students’ Activities Teaching Purposes 143 Stages Warm-up & Lead-in 1. Greetings. 2. Sing the song—What would you like to eat? 3. Free talk. Talk with some students. 1. Greetings. 2. Sing the song—What would you like to eat? 3. Talk with the teacher. Build a pleasant atmosphere of learning English. Lead in the topic naturally by free talk. Stimulate students’ interest. Presentation 1. Learn the contents of page 34. (1) Show the picture of the first section on page 34 on the PPT. Ask some questions. Lead students to find the answers. (2) Help students sum up and classify the words. (3) Ask the questions： What do they have on Mondays/…? (4) Check the answers with students. (5) Ask students to imitate the dialogue to make a new dialogue in pairs. (1) Observe the picture and think about the questions. Find the answers. (2) Look at the menu and Read the words on the menu. Sum up and classify the words. (3) Answer the questions according to the menu. (4) Read the dialogue. Mark the key words and fill in the blanks. Check the answers with the teacher. (5) Make a new dialogue in pairs. Act it out in class. Help students review and consolidate the key language in Unit Three by finishing the corresponding exercises. 2. Learn the contents of page 35. (1) Ask students to read the diary and answer a question. (2) Check the answers with students. (3) Show the words “diary, sunny” on the PPT and ask students to find the words with “y” that have the same pronunciation rule in the diary. Let them finish the exercises of other groups. Check the answers with students. Lead students to review the pronunciation rules. (4) Ask students to read and rearrange the words, make (1) Read the diary and answer the question. (2) Read the four title words and the diary. Circle the key words. Match the title words with the passages. Check the answers with the teacher. (3) Find the words that have the same pronunciation rules. Finish the exercises on page 35. Check the answers with the teacher. Review the pronunciation rules. (4) Read the words. Help students review and consolidate the key words, sentence patterns and phonetic knowledge in Units 1~3 comprehensively by finishing the three tasks. sentences and write them down. Ask students to read the sentences aloud. Rearrange the words and make sentences. Write down the sentences. Pay attention to the standard writing. Read the sentences aloud. （续表） Teaching Stages Teacher’ s Activities Students’ Activities Teaching Purposes Practice “English breakthrough” Divide students into four groups. Prepare some flags for the winners. 1. Can you read? Show some words on the PPT and ask students to read the words and say out their meanings as fast as they can. 2. Can you say? Show some sentence patterns in Unit 3 on the PPT and choose students to answer the questions. 3. Can you ask and answer? Show the pictures of page 18 on the PPT. Let students ask and answer. Count the flags and choose the winner with students. 1. Read the words and say out their meanings as fast as they can. 2. Answer according to the sentence patterns. 3. One asks questions and the others answer according to the pictures. Count the flags and choose the winner with the teacher. Attract students’ attention and stimulate their learning interest through the game “English breakthrough”. Review and consolidate the knowledge that students have learned by group cooperation. Cultivate students’ team spirit. Consolidation & Extension 1. Observe and read. Show the picture of the second section on page 34 on the PPT. 2. Work in pairs. Help the students who have difficulties. 3. Make a dialogue and act. 1. Observe the picture and read the dialogue. 2. Students work in pairs to act as the waiter/waitress and the customer. The waiter/waitress draws the pictures of food or drinks Help students review and rearrange the main contents in Unit 3. Develop students’ comprehensive language using abilities by 145 Help students make a new dialogue. on the plate. 3. Read the dialogue and imitate to make a new dialogue. At last act it out. creating an effective situation to make a dialogue of ordering a meal. Homework 1. Imitate to write an English diary briefly. 2. Do the exercises. Unit 4 What can you do? 教材分析 本单元学习的主题是文娱活动。教学内容主要是围绕着 “What can you do?”的话题展 开。教学重点是能听、说、读、写核心句型 “—What can you do? —I can…” “—Can you…? —Yes, I can./No, I can’t.”； 能听、说、读、写单词和词组 “dance, sing English songs, do kung fu, play the pipa, draw cartoons, swim, speak English, cook, play basketball, play ping-pong”。 教学目标 知识与能力目标: 句型 ·能够完成听录音选图和听录音判断正误的活动 ·能够理解对话大意，按照正确的意群及语音、语调朗读对话，并进行角色扮演 ·能够在情景中运用句型 “—What can you do? —I can…” “—Can you…? —Yes, I can./No, I can’t.”询问某人能否做某事并作答 ·能够听、说、读、写句型 “—What can you do? —I can…” “—Can you…? —Yes, I can./ No, I can’t.” ·能够正确理解并按照正确的意群及语音、语调朗读 Robin 找朋友的电子邮件，完成读后活动 ·能够写出三个描述自己能否做某事的句子，做到书写规范 词汇 · 能够听、说、读、写单词和词组 “dance, sing English songs, do kung fu, play the pipa, draw cartoons, swim, speak English, cook, play basketball, play ping-pong” ·能够在语境中正确运用上述单词和词组 ·能够完成关于课余文化活动的调查 语音 ·能够掌握字母组合 oo 的发音规则，即 oo 在单词中常见的两种发音: 和 ·能够拼读符合 oo 发音规则的单词，并能够根据读音拼写符合 oo 发音规则的单词 ·能够在单线上完成抄写句子的活动，做到书写规范 情感态度､文化意识､学习策略目标: ·能够积极参与文娱活动，丰富课余生活 ·能够了解琵琶、武术、乒乓球等有中国特色的文娱活动形式 ·能够在教师的帮助下总结动词 play 与文体活动名称的搭配规律，并按照规律记忆相关词组 ·能够根据 oo 的发音规则拼读、拼写单词 课时安排 第一课时: Part A Let’s try & Let’s talk 第二课时: Part A Let’s learn & Do a survey 第三课时: Part A Let’s spell 第四课时: Part B Let’s try & Let’s talk 第五课时: Part B Let’s learn & Write and say 第六课时: Part B Read and write & Let’s check & Let’s wrap it up & Part C Story time 147 The first period(第一课时) Part A Let’s try & Let’s talk ▶教学内容与目标 课时教学内容 课时教学目标 Let’s try ·学生能够通过完成听录音选图的活动初步接触核心句型 ·学生能够独立完成听录音选图片的练习 Let’s talk ·学生能够理解对话大意 ·学生能够按照正确的语音、语调及意群朗读对话并进行角色扮演 ·学生能够运用核心句型完成问答活动 ·学生能够在情景中运用句型 “—What can you do for the party? —I can…”询问并 回答某人能做什么事情 ▶教学重点 学生能够理解 Let’s talk 板块的对话大意，并掌握本课时的核心句型。 ▶教学难点 学生能够在情景中正确运用本课核心句型询问并回答某人能做什么事情。 ▶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、卡片等。 ▶教学过程 Step 1: Warm-up & Lead-in 1. Greetings. 2. Let’s chant together. 3. Look and say. Show four pictures about the chant above on the PPT. In the first picture, a dog is running after a boy. The boy asks， “Dog, dog, what can you do?” In Picture 2, a panda is eating bamboo. The boy beside it asks， “Panda, panda, what can you do?” In Picture 3, a mouse is hiding in a shoe. The boy beside it asks，“Mouse, mouse, what can you do?” In Picture 4, Mike is drawing animals in the zoo. The boy beside him asks， “Mike, Mike, what can you do?”(出示课件) Lead students to answer these questions by using the sentence pattern “I can…” Teaching purpose 通过 chant 对本课的重 点句型进行预热，看图问答 环节进一步加深学生对关键 句型的熟悉和了解, 为接下 来的学习奠定良好的基础。 通过对主情景图的学习，很 好地导入本课的学习内容。 After students answer all the questions, ask them to say more sentences by using the sentence pattern “I can…” Encourage them to say as many as possible.4Lead-in. (1) Show the first part of the main scene on page 36. (出示课件) T: Look, they’ll have an English party next Tuesday. What can Chen Jie do for the party? Lead students to read the sentence and answer: She can play the pipa. (2) Show some pictures of different kinds of musical instruments， such as erhu, guzheng and so on. (出示课件) Lead students to read the phrases “play the erhu, play the guzheng”. T: Can you play the pipa / erhu / guzheng? Students try to answer the questions according to their real situations. (3) Show the second part of the main scene on page 36.（出示课 件） T: How about Zip and Zoom? What can they do? Lead students to look at the picture and answer the questions. Lead students to read the sentences: I can dance! I can sing! La la la… Encourage them to do the actions at the same time. Step 2: Presentation 1. Let’s try. (1) Show a picture of an English party and the picture of Chen Jie. (出示课件) T: Chen Jie has good news. She tells Mike that they are going to have an English party. Mike is so happy. Look at these two pictures of “Let’s try” on page 38. (出示课件) What can he do for the English party? Ask students to describe the pictures by using the sentence pattern “He can…” Then ask them to try to guess which picture is right. (2) Play the recording of “Let’s try”. (出示课件) Ask students to try to catch the key information, such as “draw pictures”. And ask students to tick the right picture. (3) Play the recording of “Let’s try” again. Check the answer together. (4) Show the listening material and the answer. (出示课件) Ask one student to stand up and answer the question: What can Mike do? Lead him/ her to say the sentence: He can draw pictures. 2. Let’s talk. (1) Learn the new words and sentence pattern. Predict the main idea of the dialogue. Teaching purpose 引导学生在听听力之前 观察图片，预测听力内容， 激发学生的学习兴趣。让学 生明确听力任务，同时引导 学生听时抓关键信息，训练 学生的听力技巧，提高学生 的听力能力。 Teaching purpose 阅读之前让学生对老师 提出的问题进行思考，对图 片内容进行观察和预测，并 带着问题听录音，增强学生 学习的目的性和主动性。 149 T: The children will have an English party next Tuesday. Show a calendar of this month. Mark two days on the calendar. One day is today and the other day is next Tuesday. (出示课件) Point to the calendar and tell students that today is in this week and the other day is in next week. We can also call the other day next Tuesday. Help students understand the meaning of “We’ll…next…” Stress that “We’ll=we will.” Then show a picture of a birthday party. (出示 课件) Help students understand the meaning of “party”. Show the pictures of Zhang Peng and John in “Let’s talk” without words. (出示课件) T: Mike can draw pictures for the party. How about Zhang Peng and John? Can they draw pictures for the party, too? Let students observe the pictures and guess the answers. They can talk freely with their deskmates. (2) Listen to the recording and answer the questions. Play the recording of “Let’s talk”. (出示课件) Ask students to listen carefully and try to answer the questions: ①What can Zhang Peng do for the party? ②What can John do for the party? Remind them to underline the key information in their books. After listening, ask several students to answer the questions. Lead them to speak out the sentences: Zhang Peng can sing English songs. John can do some kung fu. (3) Learn the new phrases and sentences. ① Write down the key sentences “—What can you do for the party? —I can sing English songs.” on the blackboard. Lead students to sing English songs, such as ABC song. Help students understand the meaning of “sing English songs”. Then lead students to read the sentences three times. Then sing a Chinese song. Lead students to say the sentence: I can sing Chinese songs, too. ② Point to the picture of John and ask: How about John? What can John do for the party? Lead students to say: John can do some kung fu. Write down the key sentences “—How about you, John? —I can do some kung fu.” on the blackboard. Lead students to read the sentences three times. Encourage them to do the action at the same time. Show a picture from the movie Kung Fu Panda. In the picture, the panda is doing kung fu. (出示课件) Lead students to say: He can do some kung fu. Then show some pictures about Chinese kung fu. (课件出示: 男性、女性练中国功夫的图片) Lead students to say: He/ She can do some kung fu. 3. Read and act. (1) Play the recording again. Ask students to read the dialogue after the recording and pay attention to the pronunciation and the intonation. Teaching purpose 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，并能进行角色扮演。 (2) Let students practice the dialogue in pairs. (3) Ask several pairs to role-play the dialogue. Encourage them to do the actions at the same time. Step 3: Practice “Prepare for our English party” T: We’ll have an English party, too. But only the students who have at least three party invitation cards can come to the party. Finish the tasks below. Then you can get the cards. 1. Make dialogues. Show the second part of “Let’s talk” on page 38 on the PPT. (出 示课件) Ask students to make dialogues according to the example. Divide students into several groups. Each group has six people. Let them ask and answer by using the sentence patterns “—What can you do for the English party? —I can…” They can use the words and the phrases in this section. They can also use other words and phrases. Provide some words and phrases for help, such as run, cook, play basketball, play sports and so on. Let students ask and answer by playing the game “Drive a train” like this: S1: What can you do for the party, S2? S2: I can… What can you do for the party, S3? S3: I can… What can you do for the party, S4? S4: I can… What can you do for the party, S5? S5: I can… What can you do for the party, S6? S6: I can… What can you do for the party, S1? S1: I can… Choose the best group. Each student in this group can get two party invitation cards. 2. Fill in the chart. Ask students to try to complete the chart according to their dialogues. Choose the best group. Each student in this group can get two party invitation cards. 3. Make a report. Choose one student from each group to report their chart. Make a model: S1 can… S2 can… S3 can… S4 can… S5 can… S6 can… Teaching purpose 练习环节进一步巩固学 生对重点句型的理解和记 忆。通过完成任务赚取英语 派对邀请券，激发学生的学 习兴趣，大家在完成任务的 时候更加用心。 151 Choose the best group. Each student in this group can get one party invitation card. Step 4: Consolidation & Extension “English party show” 1. Count the invitation cards. Ask students to count their invitation cards. Let the students who have at least three party invitation cards come to the front of the classroom and stand in a line. 2. English party show. The students sitting on the chairs ask: What can you do for the party? The students invited to the English party answer the question one by one and act out what they can do. Each student who does a good job can get a gift. ▶板书设计 ▶作业设计 1. Listen to the recording and recite the dialogue. 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. 本课的重点在于培养学生良好的听力和交际能力。听前、阅读前都让学生对要学的内容进行预测，让 学生带着问题去听、去阅读，目的明确，使学生在不知不觉中就进入了学习状态。 2. 本课知识与学生的现实生活联系紧密，所以整个课堂紧扣生活，帮助他们在真实有效的情景中理解和 掌握知识。 3. 几轮合作竞赛给予奖励，强调了团队合作的重要性，帮助学生树立了团队意识。 4. 趣味性的活动将课堂推向高潮，同时有效地巩固了新句型，突破了本课的难点。 5. 板书简洁清晰，重点突出，一目了然。 ▶Teaching Contents & Teaching Aims Let’s try ·Be able to perceive the key sentence patterns preliminarily by completing the listening task. ·Be able to tick the right picture independently by listening to the recording. Let’s talk ·Be able to understand the main idea of the dialogue. ·Be able to read the dialogue according to the right pronunciation，intonation and sense group and act it out. ·Be able to use the key sentence patterns to complete asking and answering activities. ·Be able to use the sentence patterns “—What can you do for the party? —I can…” in the real situation to ask and answer about what someone can do. ▶Teaching Priorities Teaching purpose 英语派对秀将课堂推向 高潮，让学生在模拟的场景 中真实运用本课重点句型进 行问答。 ·Be able to understand the main idea of “Let’s talk” and master the key sentence patterns of this lesson. ▶Teaching Difficulties ·Be able to ask and answer about what someone can do in the real situation. ▶Teaching Procedures Teaching Stages Teacher’ s Activities Students’ Activities Teaching Purposes Warm-up & Lead-in 1. Greetings. Greetings. Warm up the key sentence patterns of this lesson. Further deepen students’ familiarity and understanding of the key sentence patterns and lay a good foundation for the following study. Through the study of the picture of the main scene, lead in the key content of this lesson. 2. Let’s chant together. Chant together. 3. Look and say. Use pictures to lead students to answer questions by using the key sentence pattern. Observe the pictures and answer each question. Say more sentences by using the sentence pattern “I can…” 4. Lead-in. (1) Show the first part of the main scene on page 36 and ask a question. (2) Teach more words about musical instruments and ask questions. (3) Show the second part of the main scene on page 36. Talk about Zip and Zoom. (1) Look at the picture and answer the question. (2) Know some other words about musical instruments. Answer the questions according to real situations. (3) Talk about Zip and Zoom. Presentation 1. Let’s try. (1) Lead students to guess which picture is right. (2) Play the recording. (3) Play the recording again. Check the answer. (4) Show the listening material and the answer. (1) Describe the pictures and guess which picture is right. (2) Listen and tick the right picture. (3) Check the answer together. (4) Read the listening material. And answer the question. Arouse students’ interest in learning. Train students’ listening skills and improve their listening abilities. 153 2. Let’s talk. (1) Teach the new words “next, party” and the sentence pattern “We’ll…next…” Lead students to predict the main idea of the dialogue. (2) Ask students to listen to the recording, underline the key information and answer the questions. (3) Teach the new phrases and sentences. ① Teach“sing English songs”. Lead students to read the key sentences. ② Teach“do some kung fu”. Lead students to read the key sentences. (1) Learn the words and the sentence pattern. Observe the pictures and guess the answers. (2) Listen, underline the key information and answer the two questions. (3) Learn the new phrases and sentences. Practice them by making new sentences. Lead students to observe the pictures, predict the main idea of the dialogue, and listen to the recording with questions. Improve students’ initiative and purposefulness. 3. Read and act. (1) Let students read the dialogue after the recording. (2) Let students practice the dialogue in pairs. (3) Ask several pairs to role-play the dialogue. (1) Read the dialogue after the recording. (2) Practice the dialogue in pairs. (3) Role-play the dialogue. Lead students to read the dialogue according to the right pronunciation, intonation and sense group. Practice “Prepare for our English party” Create a situation. 1. Make dialogues. Show a picture and provide some words and phrases. 2. Fill in the chart. 3. Make a report. 1. Make dialogues according to the example by playing the game “Drive a train”. 2. Complete the chart according to their dialogues. 3. Report their chart. Further consolidate students’ understanding of the key sentence patterns. Through the game, fully stimulate students’ interest in learning. Consolidation & Extension “English party show” 1. Count the invitation cards. 2. English party show. 1. Count their invitation cards. 2. Ask and answer. Help students use the key sentence patterns in a simulated situation. Make the class atmosphere reach a climax. Homework 1. Listen to the recording and recite the dialogue. 2. Do the exercises. The second period (第二课时) Part A Let’s learn & Do a survey ▶教学内容与目标 课时教学内容 课时教学目标 Let’s learn ·学生能够听、说、读、写五个关于课余文化活动的词汇“dance, sing English songs, do kung fu, play the pipa, draw cartoons” ·学生能够在语境中正确运用上述词汇 Do a survey ·学生能够分组用英语调查各自能做的事情，然后完成统计表格 ▶教学重点 1. 学生能够听、说、读、写上述五个关于课余文化活动的词汇。 2. 学生能够在情景中询问某人能做什么并作答。 ▶教学难点 学生能够在语境中正确运用重点词汇和核心句型。 ▶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、单词卡片、自制道具等。 ▶教学过程 Step 1: Warm-up & Revision & Lead-in 1. Greetings. 2. Let’s chant. (课件出示:下面的 chant) Ask students to stand up and chant after the teacher. And ask them to do the actions at the same time. T: Run, run, I can run. Ss: Run, run, I can run. (Do the action of running.) T: Jump, jump, I can jump. Ss: Jump, jump, I can jump. (Do the action of jumping.) T: Sing, sing, I can sing. Ss: Sing, sing, I can sing. (Do the action of singing.) T: Draw, draw, I can draw. Ss: Draw, draw, I can draw. (Do the action of drawing pictures.) … 3. Play a game: Find your partner. (游戏说明:教师准备一些单词卡片，如 rabbit, bird, pig, jump, fly, eat。将学生分成六个小组，并将单词卡片随机分给六个小组。拿到动物单词 卡片的小组使用句型“What can you do, …? ”来提问，拿到动词卡片的小 组则根据问句中动物的名称判断自己的动词是否符合该动物的动作特征，如 Teaching purpose 采用轻松有趣的方式复 习之前学过的一些简单的动 词以及上一课时学习的重点 句型，活跃课堂气氛，使学 生心情愉悦，让本课有一个 很好的开端。 155 果不符合就保持沉默，如果符合，则使用句型“I can…”来回答。如 rabbit 匹配 jump, bird 匹配 fly, pig 匹配 eat。匹配正确的两个小组成为彼此的好 搭档，并且每个小组都能获得一颗星奖励，问错或匹配错误的小组没有奖励。) 4. Lead-in. T: The animals can do many things. I can do many things, too. What can I do? Try to guess! Encourage students to express their opinions. Step 2: Presentation 1. Learn the new word and phrases. (1) Act like singing a song. T: What can I do? Lead students to say: You can sing. Then the teacher sings an English song. T: What songs can I sing? Lead students to say: You can sing English songs. Write down the phrase “sing English songs” on the blackboard. Lead students to read it three times. And present the sentence pattern “I can…” on the blackboard, too. Lead students to practice the sentences: I can sing. I can sing English songs. (2) In the same way, use body language to teach the word “dance”. Write down the word “dance” on the blackboard. Lead students to read it three times. And lead students to practice the sentence: I can dance. (3)Take out a picture of a pipa and say: I have a pipa. Hold the picture and act like playing the pipa. At the same time, play a short sound of pipa on the PPT. (出示课件) T: What can I do? Lead students to say: You can play the pipa. Write down the phrase “play the pipa” on the blackboard. Lead students to read it three times. And lead students to practice the sentence: I can play the pipa. Present some pictures of more Chinese and western musical instruments (such as erhu, guzheng, piano, violin…) and their corresponding phrases. (出示课件) Help students know more kinds of musical instruments. Lead them to read the corresponding phrases: play the erhu, play the guzheng, play the piano, play the violin and so on. Stress the word “the” in front of these musical instruments in red colour. Lead students to understand that the noun for an instrument is preceded by “the”. (4) Show a short video of the movie Kung Fu Panda. (出示课件) Let students try to say the name of this movie. T: The panda in the movie can do… Lead students to say the phrase “kung fu”. Then act like doing kung fu. T: What can I do? Teaching purpose 新词汇的教授环节主要 通过教师的肢体语言来呈 现，同时还借助图片、多媒 体等多种辅助手段，使学生 感受真实的场景，加深对重 点词汇的理解和记忆。 Lead students to say: You can do kung fu, too. Write down the phrase “do kung fu” on the blackboard. Lead students to read it three times. And lead students to practice the sentence: I can do kung fu. (5) Show some pictures of different cartoon characters. T: Do you like cartoons? Ss: Yes, I do. Then act like drawing pictures. T: What can I do? Ss: You can draw pictures. Take out some brief strokes of different cartoon characters. T: Look! I can draw… Lead students to say the word “cartoons”. Write down the phrase “draw cartoons” on the blackboard. Lead students to read it three times. And lead students to practice the sentence: I can draw cartoons. 2. Read and make new dialogues. (1) Read the word and the phrases. ①Show the pictures of “Let’s learn”. (出示课件) First, ask students to observe the pictures. Then let them read the word and the phrases after the recording. (出示课件) Encourage students to do the corresponding actions at the same time. ②Take out the cards of these vocabulary randomly. Ask students to read them out loudly. ③Ask one student to come to the platform and take all the cards in his/ her hands. The teacher says a word or a phrase at a time. The student should choose the right card and hand it up. The others read the word or phrase loudly. (2) Read the dialogue. Divide students into two groups. Let all the girls read Miss White’s sentence and all the boys read Mike’s sentence. Write down the sentence patterns “—What can you do? —I can…” on the blackboard. (3) Make your own dialogue. ①Let students work in pairs. Ask students to use the word and the phrases in this part and try to ask and answer by using the sentence patterns on the blackboard. ②Ask some pairs to show their dialogues by the game “Drive a train”. Step 3: Practice 1. Play a game: Simon says. (游戏说明:教师发指令，学生做动作。如果教师在指令前说了 Simon says， 学生就要做出相应的动作；如果教师只说指令，学生则保持不动。例如，教 师说“Simon says，sing English songs.”，学生唱英文歌；如果教师说“Sing English songs.”，学生保持不动。以此方法多轮操练本课重点词汇。) Teaching purpose 将词汇教学融入句子和 对话中，提升学生的学习能 力。 Teaching purpose 通过两个游戏活动对本 课的重点词汇和句型进行操 练， 使整个课堂生动有趣， 提高学生积极性。 157 2. Play a game: A two-man comic show. (游戏说明:两个学生一组，模仿双簧的场景。其他同学问“What can you do?”，躲在后面的学生大声回答，坐着的学生做出相应的动作。分组进行比 拼，优秀的小组可以得到一颗星作为奖励。) Step 4: Consolidation & Extension “Do a survey” 1. Show the chart of “Do a survey” on page 39. (出示课件) Ask students to read all the key word and phrases in the chart. Encourage students to say more activities. Write them down on the blackboard. Ask students to write them below the chart in their books. 2. Present the dialogue between John and Zhang Peng. (出示课件) T: What can Zhang Peng do? Ask students to find out the answer. Then tick in the corresponding grid. 3. Work in groups. First, students write down all the group members’ names on the first row of the chart. Then ask and answer as the example of John and Zhang Peng. Tick in the corresponding grids according to the answers. 4. Make a model with a student. Write the name of this student on the first row of the chart. Then ask and answer like this: T: What can you do? S1: I can sing English songs and play the pipa. Tick in the corresponding grids about these two activities under this student’s name. Then ask students to complete their charts. After they complete the chart, lead students to report their survey result in groups like this: S1 can… S2 can… S3 can… At last, invite several students to show their results in class. Each good group can get two stars. 5. Count the number of stars of each group. Find out the best group in this lesson. ▶板书设计 ▶作业设计 Teaching purpose 拓展活动培养学生的合 作与交流能力，提升学生语 言的重组和输出能力，也让 学生感受到学习的快乐。 1. Write down the key word and phrases on the exercise book. 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. 本节课从听、说、读、写多方面入手，培养学生的语言综合运用能力。 2. 本节课的活动多以说为主，让学生在活动中学，在活动中说，增加了课堂的趣味性，也提高了学生的学 习积极性。 3. 充分利用多种教学手段，课堂活动的设计环节紧凑，教学过程连贯、自然，符合学生的认知特点。 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, read and write the word and the phrases “dance, sing English songs, do kung fu, play the pipa, draw cartoons”. ·Be able to use the word and the phrases above correctly. Do a survey ·Be able to work in groups to investigate what they can do in English and then complete the table. ▶Teaching Priorities ·Be able to listen, speak, read and write the word and the phrases above. ·Be able to ask someone what he/she can do and answer the question in a situation. ▶Teaching Difficulties ·Be able to correctly use the key vocabulary and sentence patterns in context. ▶Teaching Procedures Teaching Stages Teacher’ s Activities Students’ Activities Teaching Purposes Warm-up & Revision & Lead-in 1. Greetings. 2. Let’s chant. 3. Play a game: Find your partner. 4. Lead-in. Encourage students to guess what the teacher can do. 1. Greetings. 2. Chant after the teacher and do the actions. 3. Play the game. Find their partner by asking and answering questions. 4. Guess what the teacher can do. Lead student to review some simple verbs and the key sentence patterns they have learned before in a relaxing and interesting way. The class atmosphere is active and students are happy, so that this lesson has a good start. Presentation 1. Learn the new word and phrases. (1) Sing an English song to teach the phrase “sing English songs”. (1) Learn the phrase “sing English songs” and practice it. (2) Learn the word The teaching of the new vocabulary is mainly presented through body language, pictures, multi-media and other 159 (2) Use body language to teach the word “dance”. (3) Use the picture, body language and a short sound to teach the phrase “play the pipa”. Show more pictures of Chinese and western musical instruments. (4) Use a short video of a movie and body language to teach the phrase “do kung fu”. (5) Use the pictures, body language and brief strokes of different cartoon characters to teach the phrase “draw cartoons”. “dance” and practice it. (3) Learn the phrase “play the pipa” and practice it. Know more kinds of musical instruments. (4) Learn the phrase “do kung fu” and practice it. (5) Learn the phrase “draw cartoons” and practice it. auxiliary means. Let students feel the real situation and deepen their understanding and memory of the key word, phrases and sentence pattern. 2. Read and make new dialogues. (1) Let students read the word and the phrases. ①Show the pictures. Ask students to observe the pictures. Then let them read the word and the phrases after the recording. ②Ask students to read the word and the phrases according to the cards. ③Say a word or a phrase at a time. ①Observe the pictures. Read the word and the phrases after the recording. ②Read the word and the phrases according to the cards. ③One student should choose the right card and hand it up according to the word or the phrase. The others read the word or the phrase on the card loudly. Integrate words into sentences and dialogues to present vocabulary teaching. Improve students’ learning abilities. (2) Ask students to read the dialogue. Read the dialogue. (3) Let students make their own dialogues. ①Let students ask and answer by using the word, the phrases and the sentence patterns. ②Ask some pairs to show their dialogues by the game“Drive a train”. ①Ask and answer by using the word, the phrases and the sentence patterns. ②Show their dialogues by the game“Drive a train”. Practice 1. Play a game: Simon says. Explain the game rule and give orders. 1. Play the game: Simon says. Follow the teacher’s instructions Help students practice the key word, phrases and sentence patterns 2. Play a game: A two-man comic show. Explain the game rule. to do the right actions or keep still. 2. Play the game: A two-man comic show. Other students ask the question. One student answers the question. The other one does the right action. of this lesson through the two games. Make the whole class lively and interesting. Improve students’ enthusiasm. Consolidation & Extension “Do a survey” 1. Show the chart of “Do a survey” on page 39. Ask students to read all the key word and phrases in the chart. Encourage students to say more activities and write them below the chart in their books. 2. Present the dialogue between John and Zhang Peng. Ask a question and tick in the corresponding grid according to the students’ answer. 3. Work in groups. Help students know how to do the survey. 4. Make a model. Make a model and lead students to report. 5. Count the number of stars of each group. 1. Read all the key word and phrases in the chart. Say more activities and write them below the chart in their books. 2. Read the dialogue and find out the answer. 3. Do the survey by asking and answering. 4. Complete the chart and report. 5. Count the number of stars. Cultivate students’ cooperation and communication skills. Improve their abilities of language reorganization and output. Make students feel the joy of learning. Homework 1. Write down the key word and phrases on the exercise book. 2. 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 161 Let’s spell ·学生能够感知并掌握字母组合 oo 在单词中的发音规则 ·学生能够拼读符合 oo 发音规则的单词 ·学生能够根据单词读音写出符合该规则的单词 ▶教学重点 1. 学生能够感知并掌握字母组合 oo 在单词中的发音规则。 2. 学生能够拼读符合 oo 发音规则的单词。 ▶教学难点 1. 学生能够拼读符合 oo 发音规则的单词。 2. 学生能够根据单词读音写出符合该规则的单词。 ▶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、卡片等。 ▶教学过程 Step 1: Warm-up & Revision & Lead-in 1. Greetings. 2. Revision. Help students review the letter combination “ow” in Unit 3 and let students give examples by the game “Drive a train”. 3. Enjoy the chant. Play the recording of the chant in this lesson. (出示课件) Let students listen to it and feel about the pronunciations of the letter combination “oo”. 4. Lead-in. Show the content of the chant in this lesson. (出示课件) Put the word cards of “zoo” “look” “too” and “football” on the blackboard. Mark all the letter combinations “oo” in red colour. Then play the recording of the chant in this lesson again. (出示课件) Ask students to listen carefully and divide the word cards on the blackboard into two groups. After students listen to the recording, lead students to put the two word cards “look” and “football” in Group One, and put the two word cards “zoo” and “too” in Group Two. Lead students to read them several times, and help students try to get a preliminary understanding of the two kinds of pronunciations of the letter combination “oo”. Step 2: Presentation 1. Learn the new chant. (1) Show the new chant on the PPT. Lead students to read it and remind them to pay attention to the pronunciations of the letter combination “oo”. Teaching purpose 在学习新知前复习旧 知，唤醒学生对语音的记忆。 通过对 chant 部分的两次听 读，引导学生初步了解字母 组合 oo 在单词中的两种发 音。 Teaching purpose 结合改编歌谣，将本课 时的八个单词融为一体。引 导学生在反复听和读的过程 中将单词按照字母组合 oo 的发音进行正确的分组，并 归纳总结出每组单词中字母 组合 oo的正确发音。在此过 程中，充分发挥学生的主观 能动性。 Ask students to find out the words containing the letter combination “oo”. These words are “book, balloon, good, food, noodles, too”. Ask students to try to read them by themselves. (2) Show all the words containing the letter combination “oo” in the two chants. They are “book, look, football, good, balloon, food, zoo, noodles, too”. (出示课件) Ask students to try to divide these words into the two groups and write down the answers in their own exercise books. 2. Put the words into the right group. (1) Show the eight pictures of “Read, listen and chant” on the PPT. (出示课件) Ask some students to read the words according to the pictures one by one. The others listen carefully and check the pronunciations and pay attention to the pronunciations of the letter combination “oo”. (2) Play the recording of “Read, listen and chant”. (出示课件) Ask students to listen carefully and read after the recording. Then ask students to check if the previous grouping is correct after listening and reading. (3) Check the grouping result together. Take out the word cards. Put the word cards of “book” and “good” in Group One, and put the word cards of “balloon”, “food” and “noodles” in Group Two. Mark all the letter combinations “oo” in red colour. 3. Learn the pronunciations. (1) Lead students to read these words in the two groups one by one. Help students try to conclude the right pronunciation of the letter combination “oo” in each group. Encourage students to say their opinions. (2) Show the phonetic symbols /ʊ/ and /u:/ on the PPT. (出示课 件) Explain the pronunciation skills briefly. Lead students to read the phonetic symbols several times. Take out the word cards of these phonetic symbols. Lead students to put them in the right group. Put the phonetic symbol /ʊ/ in Group One. Put the phonetic symbol /u:/ in Group Two. Step 3: Practice 1. Read, listen and chant. (1) Show the chant of“Read, listen and chant”and play the recording. (出示课件) Ask students to read them after the recording again. Then Teaching purpose 引导学生利用所学的语 音知识完成造句、听力和书 写练习，练习环节层次分明， 使学生在实践中巩固所学知 识。 163 ask some students to read these words and the chant. Give some help when it’s necessary and correct the wrong pronunciation. (2) Show some words containing the letter combination“oo”, such as football, good, book, look, cook, noodles, zoo, balloon, food. (出 示课件) Ask students to say more words. Let students choose some words to make sentences. Then make a model like this: Look! It is a good book. Ask several students to say their sentences. Each one of them can get a sticker as an award. 2. Listen, circle and say. Show the content of “Listen, circle and say”. (出示课件) Ask students to read all the words according to the pronunciation rules. Then play the recording.（出示课件）Let students listen and circle the words they heard. Check the answers together. Present the listening material and let students read the words again. (出示课件) 3. Look, listen and write. Show the pictures of“Look, listen and write”. (出示课件) Let students observe the pictures carefully and get to know the listening tasks. Then play the recording. (出示课件) Let students listen and fill in the blanks. Check the answers together. Show the listening material and the answers. (出示课件) Help students understand this section better. Ask students to pay attention to their spellings and correct the mistakes. Let students choose one sentence from above and write it on the line. Lead students to write the sentence in the correct and standard form. Ask several students to show their sentences. Check the writing together. Step 4: Consolidation & Extension “Story time” Show the story The Cook on the PPT. (出示课件) 1. Read and enjoy the story. Ask students to read the story and pay attention to all the words containing the letter combination “oo”. Lead students to read the two kinds of pronunciations of the letter combination. 2. Show the words on the PPT. Show the words “cook, noodles, spoon, good, mooncakes, too, afternoon, Woods， Hoods” on the PPT.（出示课件）Let students try to read these words by themselves. Then lead them to read these words several times. 3. Read the story in groups. Let students try to read the story by themselves in groups. 4. Act out the story. Teaching purpose 通过阅读含有大量字母 组合 oo的绘本故事，帮助学 生利用所学知识进行阅读， 同时拓展学生的阅读面，提 升他们的学习能力。 Ask several groups to act out the story. ▶板书设计 ▶作业设计 1. Read the words in “Let’s spell” 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. 通过歌谣引入课堂主题，避免语音学习的枯燥性，在充分调动学生积极性的基础上呈现单词，深入主 题。 2. 整个教学设计侧重于培养学生的自主学习能力，通过自己观察找出规律、总结发音等方式，提高了学 生的自主探究能力和归纳总结能力。 3. 通过听、说、读和写，从多方面对学生的能力进行层层深入的训练。 4. 多种有效的练习活动，帮助学生巩固了本课所学的语音知识。 5. 板书设计清晰明了，起到了一定的辅助作用。 ▶Teaching Contents & Teaching Aims Let’s spell · Be able to perceive and master the pronunciation rules of the letter combination “oo” in words. · Be able to pronounce the words containing the letter combination“oo”correctly. · Be able to write the words that fit the rules according to their pronunciations. ▶Teaching Priorities ·Be able to perceive and master the pronunciation rules of the letter combination “oo”. ·Be able to pronounce the words containing the letter combination “oo” correctly. ▶Teaching Difficulties ·Be able to pronounce the words containing the letter combination “oo” correctly. ·Be able to write the words that fit the rules according to their pronunciations. ▶Teaching Procedures Teaching Stages Teacher’ s Activities Students’ Activities Teaching Purposes Warm-up & Revision & Lead-in 1. Greetings. 2. Revision. Help students review the letter combination “ow” in Unit 3 and let students give examples by the game “Drive a train”. 1. Greetings. 2. Give examples by the game “Drive a train”. 3. Enjoy the chant in this lesson. Listen to it and feel about the pronunciations of the Before learning new knowledge, lead students to review the learned knowledge to arouse students’ memory of pronunciation. Help students get a preliminary 165 3. Enjoy the chant. Play the chant in this lesson. 4. Lead-in. Help students get a preliminary understanding of the two kinds of pronunciations of the letter combination “oo”. letter combination “oo”. 4. Listen carefully and divide the word cards on the blackboard into two groups. understanding of the two kinds of pronunciations of the letter combination “oo” in words by listening and reading the chant. Presentation 1. Learn the new chant. (1) Lead students to read the new chant and remind them to pay attention to the pronunciations of the letter combination “oo”. (2) Present all the words containing the letter combination “oo” in the two chants. (1) Read the chant. Find out the words containing the letter combination “oo” and read them. (2) Try to divide these words into the two groups. Integrate the eight words of this lesson into the two chants. Lead students to correctly group the words according to the pronunciations of the letter combination “oo” in the process of repeated listening and reading and sum up the correct pronunciation of “oo” in each group of words. In this process, give full play to the initiative of students. 2. Put the words into the right group. (1) Show the eight pictures of “Read, listen and chant”. (2) Play the recording of “Read, listen and chant”. (3) Put the word cards in the right group. Check the grouping result with students. (1) Some students read the words according to the pictures one by one. The others listen and check the pronunciations. (2) Listen carefully and read after the recording. Check if the previous grouping is correct. (3) Check the grouping result with the teacher. 3. Learn the pronunciations. (1) Lead students to read these words in the two groups one by one. (2) Explain the pronunciation skills briefly. Lead students to read the phonetic symbols several times. (1) Read the words. Try to conclude the right pronunciation of the letter combination “oo” in each group. (2) Put the phonetic symbols /ʊ/ and /u:/ in the right group. Practice 1. Read, listen and chant. (1) Ask students to read the eight words after the (1) Read the eight words in “Read, listen and chant” after the Lead students to make use of the phonetic knowledge to complete the exercises of recording again and then read by themselves. Give some help when it’s necessary. And correct the wrong pronunciation. (2) Show some words containing the letter combination “oo”. recording again and then read by themselves. (2) Try to say more words. And choose some words to make sentences. making sentences, listening and writing. Consolidate the knowledge they have learned. 2. Listen, circle and say. Show the content of “Listen, circle and say”. Ask students to read all the words before listening. Play the recording. Check the answers. Read all the words before listening. Then listen and circle the words they hear. Check the answers. 3. Look, listen and write. Show the pictures of “Look, listen and write”. Let students observe the pictures carefully. Check the answers. Ask students to choose one sentence from above to write and show their writing. Observe the pictures carefully. Then listen and fill in the blanks. Check the answers. Choose one sentence from above and write. Show their writing. Consolidation & Extension “Story time” Show the story The Cook. 1. Read and enjoy the story. Ask students to read the story. Lead them to read the two kinds of pronunciations of the letter combination “oo”. 2. Show the words on the PPT. Lead them to read the words. 3. Read the story in groups. 4. Act out the story. 1. Read and enjoy the story. Try to read the two kinds of pronunciations of the letter combination. 2. Try to read the words by themselves. 3. Read the story by themselves in groups. 4. Act out the story. Help students use what they have learned to read a story that has a lot of words containing the letter combination “oo”. Expand students’ reading horizon and improve their learning abilities. Homework 1. Read the words in “Let’s spell” to your parents. 2. Do the exercises. The fourth period (第四课时) Part B Let’s try & Let’s talk 167 ▶教学内容与目标 课时教学内容 课时教学目标 Let’s try ·学生能够借助图片，听前预测对话内容，听时抓住关键信息，能够听懂简短对话，提高 听的能力 ·学生能够对新句型在听觉上有所感知，并完成听录音选择正确选项的活动 Let’s talk ·学生能够理解对话大意 ·学生能够按照正确的语音、语调及意群朗读对话，并能够进行角色扮演 ·学生能够在情景中运用句型“—Can you…? —Yes, I can./No, I can’t.”询问对方 能否做什么并作答 ·学生能够运用核心句型完成连锁问答活动 ·学生能够在情景中恰当运用功能句“Today we’ll learn some kung fu.” ▶教学重点 1. 学生能够理解对话大意，并能够按照正确的语音、语调及意群朗读对话。 2. 学生能够运用核心句型“—Can you…? —Yes, I can./No, I can’t.”询问对方能否做什么并作答。 ▶教学难点 学生能够在真实情景中运用核心句型询问对方能否做什么并作答。 ▶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、卡片等。 ▶教学过程 Step 1: Warm-up & Revision & Lead-in 1. Greetings. 2. Enjoy the song—What can you do? (出示课件) 3. Play a game: The best partner. (游戏说明:全班分为六个小组，每个小组随机抽选两位学生上讲台参加 游戏。一位学生用 “I can…” 说一句话，另一位学生迅速表演出相应的动 作。六对学生表演完之后，全班一起评选出配合最默契的一对学生，奖励他 们获得“最佳拍档”的称号。) 4. Lead-in. (1) Show some pictures of different kinds of activities, such as wash clothes, play the pipa, draw cartoons, do some kung fu and so on. (出示课件) Point to these pictures one by one and ask students to answer the question “Can you…?” Students may answer “Yes.” or “No.” for each question. Ask students to guess what the teacher can do. After students answer, the teacher says “Yes, I can…/No, I can’t…” (2) After saying “No, I can’t do any kung fu.”, ask students to answer the question “Can you do any kung fu?” Invite several students to stand up and answer this question according to their real Teaching purpose 热身环节的每一个活动 都有效地帮助学生复习之前 学过的重点词汇和句型，同 时逐步融入本课的重点句 型，使学生在轻松愉悦的活 动中自然而然地进入本课主 题。 situations. Lead them to say the sentences “Yes, I can do some kung fu. / No, I can’t do any kung fu.” T: How about this boy? Let’s go and have a look! (课件出示: Mike 的图片) Step 2: Presentation 1. Let’s try. (1) Show the picture and the question of “Let’s try”. (出示 课件) T: Who is this boy? Ss: He is Mike. T: Wonderful! (Thumb up at the same time.) Ask students to read the question on the PPT. Let students guess the answer. Lead students to say the sentences “Yes, he can do some kung fu. /No, he can’t do any kung fu.” (2) Play the recording of “Let’s try”. (出示课件) Let students try to get the key information like these: It’s kung fu today. It’s cool but I can’t do it. (3) Then play the recording of “Let’s try” again.（出示课件） Let students listen and tick the right answer. (4) Check the answer together. Present the listening material and ask students to read it to help students understand this section. (出 示课件) 2. Let’s talk. (1) Present the chart below on the PPT. Ask the questions “Can Zhang Peng / Mike do any kung fu?” According to the listening of “Let’s try”, lead students to answer together “Zhang Peng can do some kung fu. Mike can’t do any kung fu.” Draw a tick and a cross in the corresponding positions in the chart. Point to the names of John and Oliver and ask “Can John do any kung fu? How about Oliver?” Ask students to guess the answers. (2) Play the video of “Let’s talk”. (出示课件) Let students watch the video to get the answers. Show the answers. (出示课件) Check the answers together. Ask the questions again. Lead students to say “Yes, he can. / No, he can’t.” (3) Show the chart below. Teaching purpose 通过问题引导学生在听 录音之前先预测听力答案， 听时抓住关键信息，培养学 生的听力技巧，同时让学生 对新句型有所感知。 Teaching purpose 通过对听力部分进行延 伸，进入对话部分的学习， 衔接自然巧妙。在学生阅读 的同时，抓住合适的时机讲 解重点词汇和句型，使学生 更容易理解整个对话的内 容。 169 Use this chart to help students distinguish the meanings and the usages of “some” and “any”. Stress that “some” is used in positive sentences and “any” is used in interrogative or negative sentences. Stress the word “not” in red colour. Write down “can’t = can not” on the blackboard. (4) Show the first picture of “Let’s talk”. (出示课件) Ask students to observe the picture carefully and answer the question “Who are they?” They may say “They are Sarah, Amy, John, Oliver and…” Ask three questions: ①Who is this man? ②What’s his job? ③What do they have today? Then play the video of the first part of “Let’s talk”. (出示 课件) Let three students answer the questions. Lead students to say “The man is Mr Ma. He is a PE teacher. They have PE today.” T: Mr Ma says, “Today we’ll learn some kung fu.” Now we know what they will do in the PE class. How about our English class today? Do you know what we will learn next? Lead students to say “We’ll learn English songs /…” Write down the word “learn” on the blackboard. Lead students to read like this: learn, learn, learn, learn some kung fu, learn English songs… Point to John and ask “Can John do any kung fu?” This time, students can easily answer the question. They may say “Yes, he can.” Thumb up and write down the sentence patterns “—Can you do any kung fu? —Yes, I can.” on the blackboard. Lead students to read the sentence patterns three times. (5) Show the second picture of “Let’s talk”. (出示课件) Ask students to watch the video of the second part. (出示课件) And let students try to answer the questions “Can Oliver do any kung fu? What can Mr Ma do for him?” Ask two students to stand up and answer the questions. Lead students to say “No, he can’t do any kung fu. Mr Ma can help him.” Write down the sentence “No, I can’t.” on the blackboard. Lead students to read the whole sentence patterns. Take out the card of “No problem.” T: Oliver can’t play any kung fu. So Mr Ma says, “No problem. I can help you.” If we can help others, we can say “No problem. I can help you.” Now I need your help. Can you help me put this card on the blackboard? Lead students to say “No problem. I can help you.” Invite the most active student to put up the card on the blackboard. After that, thumb up and say “Wonderful! Thank you!” Write down the word “wonderful” on the blackboard. Tell students that “wonderful” means “Great! Very very good.” Then lead students to read the sentences and the word several times. Step 3: Practice 1. Practice the dialogue. (1) Play the recording of “Let’s talk”. (出示课件) Ask students to read the dialogue sentence by sentence after the recording. (2) Let students practice the dialogue in groups. (3) Ask several groups to role-play the dialogue. The group that does a good job can get two stickers. 2. Can you do it? (1) Show the word and the phrases in “Can you do it?” (出示课 件) Lead students to read them. Encourage students to write more words or phrases in their books, such as dance, play the pipa, play football, make a cake, draw cartoons and so on. (2) Show the pictures of “Can you do it?”（出示课件）Divide students into several groups. Let them ask and answer in a chain as the children do in the pictures. Every question can be used only once. (3) Make a model with some students: T: Can you sing English songs? S1: Yes, I can. Can you cook? S2: No, I can’t. Can you do any kung fu? S3: No, I can’t… … (4) Ask two or three groups to show their work. Each student in these groups can get a sticker. Step 4: Consolidation & Extension “Look for a job” (活动说明:准备六张招聘信息卡和若干张应聘信息卡，应聘信息卡数量 根据学生人数而定。将学生分为六组，老师将裁剪好的招聘信息卡发给每个 组的组长，其他同学得到应聘信息卡。拿到招聘信息卡的学生作为招聘者坐 到教室前排，应聘者填好自己的应聘信息卡，走到前面来找工作。招聘者向 应聘者提问 “Can you…?”，应聘者根据自己的资料作出回答。找出每轮中 最先找到工作的学生，给予一定的奖励。) 招聘信息卡内容参考(共六张，每个小组组长只能拿到一张): Teaching purpose 训练学生按照正确的语 音、语调及意群朗读对话， 并能够进行角色扮演。让学 生运用所学的知识完成连锁 问答，帮助学生巩固本节课 的关键句型。 Teaching purpose 拓展部分为学生创设一 个模拟的应聘场景来运用所 学语言，既能巩固本课时的 重点词汇及句型，也能激发 学生不断提高自己、完善自 我的决心。 171 应聘信息卡内容参考（若干张，一人只能拿到一张）: ▶板书设计 ▶作业设计 1. Practice the dialogue. 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. 坚持以教师为主导，以学生为主体，以活动为主线，引导学生自主探究，培养学生的学习能力。 2. 在听力活动和学习对话之前，都让学生对所学内容进行了预测。给出问题，让学生带着问题去听听力、 阅读对话，使学生的学习目的明确。 3. 本课时各环节的设计循序渐进，环环相扣，让学生们很自然地跟随节奏，掌握新知。 4. 为学生创设真实的场景，让学生在真实的场景里运用并体会所学的词汇和句型。 5. 板书简洁清晰，重点突出，一目了然。 ▶Teaching Contents & Teaching Aims Let’s try · Be able to predict the dialogue before listening with the help of pictures. Be able to grasp the key information in the process of listening, understand the dialogue and improve their listening abilities. · Be able to perceive the new sentence patterns aurally and complete the listening task.. Let’s talk · Be able to understand the main idea of the dialogue. · Be able to read the dialogue according to the right intonation, pronunciation and sense group, and act it out. · Be able to use the sentence patterns “—Can you…? —Yes, I can./No, I can’t.” in situations to ask if the other person can do something and then answer. · Be able to use the key sentence patterns to ask and answer in a chain. · Be able to use the functional sentence“Today we’ll learn some kung fu.”in situations. ▶Teaching Priorities ·Be able to understand the main idea of the dialogue, and be able to read the dialogue according to the right intonation, pronunciation and sense group. ·Be able to use the key sentence patterns “—Can you…? —Yes, I can./No, I can’t.” to ask if the other person can do something and then answer. ▶Teaching Difficulties ·Be able to use the key sentence patterns to ask if the other person can do something and then answer in real situations. ▶Teaching Procedures Teaching Stages Teacher’ s Activities Students’ Activities Teaching Purposes Warm-up & Revision & Lead-in 1. Greetings. Greetings. Each activity of the warm-up session helps students effectively review the key vocabulary and sentence patterns learned before. Gradually show the key sentence patterns of this lesson. Let students naturally know the theme of this lesson in a relaxing and pleasant 2. Enjoy the song—What can you do? Enjoy the song—What can you do? 3. Play a game: The best partner. Play the game: The best partner. One student says the sentences, and the other one does the actions. 4. Lead-in. (1) Show some pictures and ask questions. Ask students to guess what the teacher can do. (1) Answer the questions according to real situations. Guess what the teacher can do. (2) Answer the question 173 way.(2) Ask students to answer the question “Can you do any kung fu?” Lead them to say “Yes, I can do some kung fu. / No, I can’t do any kung fu.” according to their real situations and say the sentences. Presentation 1. Let’s try. (1) Ask students to read the question and guess the answer. (2) Play the recording of “Let’s try”. (3) Play the recording of “Let’s try” again. (4) Check the answer together. Present the listening material. (1) Read the question and guess the answer. (2) Listen and try to get the key information. (3) Listen and tick the right answer. (4) Check the answer together. Read the listening material. Lead students to predict the answer before listening to the recording. Help students perceive the key sentence patterns and develop their listening skills. 2. Let’s talk. (1) Show the chart. Ask the questions “Can Zhang Peng/Mike do any kung fu?” Draw a tick and a cross in the corresponding positions in the chart. Ask questions about John and Oliver. (2) Play the video of “Let’s talk”. Show and check the answers. Lead students to say “Yes, he can. / No, he can’t.” (3) Help students distinguish “some” and “any”. (4) Teach the first section of “Let’s talk”. (5) Teach the second section of “Let’s talk”. (1) Answer the questions. (2) Watch the video to get the answers. Check the answers and say sentences. (3) Learn and distinguish the words “some” and “any”. (4) Learn the first section of “Let’s talk”. (5) Learn the second section of “Let’s talk”. By extending the listening section, begin the dialogue section. The transition is natural and clever. While students are reading, grasp the right time to explain the key vocabulary and sentence patterns, so that students can understand the whole dialogue more easily. Practice 1. Practice the dialogue. (1) Play the recording and ask students to read the dialogue after the recording. (2) Let students practice the dialogue in groups. (3) Ask several groups to (1) Read the dialogue after the recording. (2) Practice in groups. (3) Role-play the dialogue. Train students to read the dialogue according to the right sense group, pronunciation and intonation, and enable them to role-play. role-play the dialogue. 2. Can you do it? (1) Lead students to read the word and the phrases and write more words or phrases. (2) Show the pictures. Let students ask and answer in a chain. (3) Make a model with some students. (4) Ask two or three groups to show their work. (1) Read and write more words or phrases in their books. (2) Ask and answer in a chain as the children do in the pictures. (3) Watch and learn. (4) Show their work. Help students consolidate the key sentence patterns of this lesson by using what they have learned to complete the task. Consolidation & Extension “Look for a job” Prepare some information cards. Explain the rules of the game. Simulate the recruitment scene of the talent market. Look for a job. Create a situation for students to use what they have learned. Help students consolidate the vocabulary and the sentence patterns of this lesson. Inspire students’ determination to improve themselves. Homework 1. Practice the dialogue. 2. Do the exercises. The fifth period(第五课时) Part B Let’s learn & Write and say ▶教学内容与目标 课时教学内容 课时教学目标 Let’s learn ·学生能够听、说、读、写五个有关课余文化活动的单词和词组“swim, speak English, cook, play basketball, play ping-pong” ·学生能够在语境中正确运用这五个单词和词组询问某人是否具备某种技能并作答 Write and say ·帮助学生运用并巩固核心语言，进一步提高语言运用能力 ·进一步加深学生对自己和同学的了解，培养学生合作学习的意识和态度 ▶教学重点 1. 学生能够听、说、读、写五个有关课余文化活动的单词和词组“swim, speak English, cook, play basketball, play ping-pong”。 175 2. 学生能够在语境中正确运用上述五个单词和词组询问某人是否具备某种技能并作答。 ▶教学难点 学生能够在语境中正确运用上述五个单词和词组询问某人是否具备某种技能并作答。 ▶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、卡片、实物等。 ▶教学过程 Step 1: Warm-up & Revision & Lead-in 1. Greetings. 2. Play a game: Pass the ball. (游戏说明:教师敲击桌子，学生传彩球，教师停止敲击桌子时，彩球传 到哪位学生的手里，哪位学生就站起来与教师进行对话。) T: What can you do? S1: I can… 3. Enjoy the song —Can you make a happy face? (出示课件) 4. Lead-in. T: Boys and girls, can Jack-o’-lantern make a happy face? Can you make a happy face? Lead students to make happy faces. Step 2: Presentation 1. Learn the words and the phrases. (1) Show the picture of John. (出示课件) T: Can John do any kung fu? Ss: Yes, he can. T: How about Oliver? Can he do any kung fu? Ss: No, he can’t. Show the picture of Oliver in “Let’s learn”. (出示课件) T: Look! What can Oliver do? Ss: … Take out a real basketball. Use it to teach the word “basketball”. Lead students to read it three times. Then lead students to answer “He can play basketball.” Write down the phrase “play basketball” on the blackboard. Stress that: basketball=basket + ball. Lead students to read it three times. Ask students to ask and answer in pairs by using the sentence patterns “— Can you play basketball? —Yes, I can. / No, I can’t.” (2) Ask students to put their hands up if they can play basketball. Walk to one of them. T: You can play basketball. Can you play football? S1: … Then take out a ping-pong. T: How about this? Can you play ping-pong? S1: … Take the ping-pong and walk around the classroom. Ask more students to answer the question “Can you play ping-pong?” Ask students to ask and answer in pairs by using the sentence patterns “—Can you play ping-pong? —Yes, I can. / No, I can’t.” Teaching purpose 通过热身活动让学生对 学过的知识进行复习，充分 激发学生的学习兴趣，调动 他们的积极性，活跃课堂气 氛，为后面的学习做好铺垫。 Teaching purpose 词汇教授的环节紧凑， 词与词之间过渡自然，整个 环节逻辑性强，使学生对本 课的重点词汇有深刻的理解 和印象。句型操练环节让学 生将所学的词汇进行拓展和 延伸。 T: Some of you can play football. Some of you can play basketball. Some of you can play ping-pong. How about Amy? What can she do? Show the picture of Amy in “Let’s learn”. (出示课件) Lead students to answer “She can play ping-pong.” Write down the phrase “play ping-pong” on the blackboard. Lead students to read it three times. T: Look! I can play basketball. I can play ping-pong, too. (Do the actions.) Ask students to stand up and do the actions together. Lead them to say the sentences at the same time. (3) T: Oh, I played too many sports. Now, I’m thirsty. I need to drink some water. Take out a fish tank with a little fish swimming in the water. T: What’s this in the water? Ss: It’s a fish. T: What can a fish do? If someone speaks out the word “swim”, write it down on the blackboard. If they can’t, lead them to speak it out. Then lead students to read the word three times. Show the first picture in “Let’s learn”. (出示课件) T: Fish can swim. How about the children? Can they swim? Lead students to answer “Yes, they can.” Ask students to ask and answer in pairs by using the sentence patterns “—Can you swim? —Yes, I can. / No, I can’t.” (4) T: I’m hungry.（Touch the stomach.）Can I eat this fish now? Ss: No! Take out a spatula for cooking. T: What can I do with the spatula? Act like cooking and lead students to say “You can cook.” Write down the word “cook” on the blackboard. Lead students to read the word three times. Show the third picture in “Let’s learn”. (出示课件) T: Look at the two girls. They can cook, too. Can you cook? Give the spatula to the first student in a row. Ask the students in this row to pass the spatula one by one and say “I can cook.” by the game “Drive a train”. (5) Show the second picture in “Let’s learn”. (出示课件) T: What can they do? Ask students to observe the picture carefully and encourage them to express their opinions. Lead students to say the sentence “They can speak English.” T: I’m an English teacher. I can speak English. Can you speak English? 177 Lead students to say “Yes，I can. I can speak Chinese, too.” Write down the phrase “speak English” on the blackboard. Lead students to read the phrase three times. 2. Listen, read and act. (1) Listen and read. Show the five pictures and the new words and phrases in “Let’s learn”. Play the recording. (出示课件) Let students try to read them after the recording. (2) Show the dialogue of Zoom and Zip. Ask students to read the dialogue after the recording. (出示课件) Ask two students to stand up to role-play the dialogue. Step 3: Practice 1. Work in pairs. Encourage students to use the words and the phrases learned today to make their own dialogues like this: S1: Can you speak English? S2: Yes, I can. I can…, too. / No, I can’t. Can you…? S1: Yes, I can. I can…, too. / No, I can’t. Ask several pairs to stand up and show their dialogues. 2. Play a game: Quick response. (出示课件) (游戏说明: PPT 快闪式呈现“Let’s learn”板块的五个词汇，学生们 需要快速反应每次出现的是哪个，并大声读出来。依次进行，直到把所有的 词组都读过一遍为止。) 3. Play a game: I do and you guess. Work in pairs. One student does the actions. The other student guesses. And they try to ask and answer with each other. Make a model: T: What can I do? (Do the actions.) S1: You can… T: Yes. / No. Present some pictures of extracurricular cultural activities to help students.（出示课件） Step 4: Consolidation & Extension “Do a survey” 1. Read and complete. Show the chart in “Write and say”. (出示课件) Lead students to read Sarah’s sentences and fill in the chart about what Sarah can do and can’t do. 2. Fill in the chart. Show a blank chart. (出示课件) Ask students to complete the chart according to their real situations. Provide some help when it’s necessary. Check some students’ words or phrases and correct their mistakes. 3. Pair work. Teaching purpose 教师播放录音，学生听 录音跟读，引导学生正确、 流利地朗读词汇和对话。 Teaching purpose 练习活动重点训练本课 的新词汇。活动以游戏为主， 充满趣味性，使学生在游戏 的过程中，轻松愉悦地练习 本课的重点词汇和句型。 Teaching purpose 帮助学生运用并巩固核 心语言，进一步提高学生的 语言综合运用能力。加深学 生之间的了解，培养合作学 习的意识。 Let students talk about their special talents with partners by using the sentence patterns “I can… I can’t…” 4. Show time. Ask some students to show in class. ▶板书设计 ▶作业设计 1. Copy the key words and phrases in this lesson. 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.本课使用了大量的趣味活动，活跃了课堂气氛，激发了学生的学习兴趣。 2.设计多种活动，让学生及时运用所学知识，起到了“现学现用，学用结合”的效果。 3.本课设计旨在培养学生良好的学习习惯和有效的学习策略，发展学生自主学习英语的能力与合作创新的 精神，培养学生的语言综合运用能力。 4.板书设计清晰明了，重点突出，起到了很好的辅助作用。 ▶Teaching Contents & Teaching Aims Let’s learn · Be able to listen, speak, read and write the new words and phrases “swim, speak English, cook, play basketball, play ping-pong”. · Be able to use the key words and phrases in this lesson correctly to ask if someone has a certain skill and be able to answer it. Write and say · Help students use and consolidate the core language, and further improve students’ language using abilities. · Further deepen students’ understanding of themselves and their classmates, and cultivate students’ awareness and attitudes towards cooperative learning. ▶Teaching Priorities ·Be able to listen, speak, read and write the new words and phrases “swim, speak English, cook, play basketball, play ping-pong”. 179 ·Be able to use the new words and phrases above correctly to ask if someone has a certain skill and be able to answer it. ▶Teaching Difficulties ·Be able to use the new words and phrases above correctly to ask if someone has a certain skill and be able to answer it. ▶Teaching Procedures Teaching Stages Teacher’ s Activities Students’ Activities Teaching Purposes Warm-up & Revision & Lead-in 1. Greetings. 2. Play a game: Pass the ball. Ask “what can you do?” 3. Enjoy the song—Can you make a happy face? 4. Lead-in. 1. Greetings. 2. Play the game. Answer the question. 3. Enjoy the song—Can you make a happy face? 4. Make happy faces. Help students review the knowledge learned before. Stimulate students’ interest in learning. Arouse their enthusiasm and enliven the class. Pave the way for the next step of learning. Presentation 1. Learn the words and the phrases. (1) Use a picture and a real basketball to teach the new phrase “play basketball”. Ask students to ask and answer in pairs by using the key sentence patterns. (2) Teach the new phrase “play ping-pong”. Ask students to ask and answer by using the key sentence patterns. (3) Create a scene to teach the word “swim”. Ask students to ask and answer in pairs by using the key sentence patterns. (4) Use a real item and a picture to teach the word “cook”. Ask students in a row to pass the spatula one by one and say “I can cook.” (5) Use a picture to teach the phrase “speak English”. (1) Learn the new phrase “play basketball”. Ask and answer in pairs by using the key sentence patterns. (2) Learn the new phrase “play ping-pong”. Ask and answer in pairs by using the key sentence patterns. (3) Learn the word “swim”. Ask and answer in pairs by using the key sentence patterns. (4) Learn the word “cook”. Pass the spatula and say “I can cook.” (5) Learn the phrase “speak English”. The link of teaching vocabulary is compact. The transition between vocabulary is natural. The whole teaching is logical. Deepen students’ understanding of the key vocabulary in this lesson. Help students extend their vocabulary in practicing the sentence patterns. 2. Listen, read and act. (1) Show the pictures. Play the recording. (2) Ask students to read the dialogue in “Let’s learn” and act it out. (1) Read the words and the phrases after the recording. (2) Read and role-play the dialogue. Make sure students can read the vocabulary and the dialogue correctly and fluently. Practice 1. Work in pains. 1. Make their own Help students practice 181 Ask students to work in pairs. Encourage students to make their own dialogues. 2. Play a game: Quick response. 3. Play a game: I do and you guess. Make a model with a student. dialogues by using the words and the phrases learned today. 2. Read out the words or the phrases as soon as possible. 3. Work in pairs. One student does the actions. The other guesses. Ask and answer with each other. the new words and phrases. The activities are mainly games and full of fun which make students practice the key words, phrases and sentence patterns of this lesson in a relaxing and happy way. Consolidation & Extension “Do a survey” 1. Read and complete. Show the chart in “Write and say”. Lead students to read Sarah’s sentences and fill in the chart. 2. Fill in the chart. Show a blank chart. Provide some help when it’s necessary. Check students’ work and correct their mistakes. 3. Pair work. Let students talk about their special talents with partners by using the sentence patterns “I can… I can’t…” 4. Show time. 1. Read Sarah’s sentences and fill in the chart. 2. Complete the chart according to their real situations. 3. Talk about their special talents with partners. 4. Show time. Help students use and consolidate the core language, and further improve their language using abilities. Deepen the understanding among students, and cultivate the awareness of cooperative learning. Homework 1. Copy the key words and phrases in this lesson. 2. Do the exercises. The sixth period(第六课时) Part B Read and write & Let’s check & Let’s wrap it up & Part C Story time ▶教学内容与目标 课时教学内容 课时教学目标 Read and write ·学生能够在图片的帮助下读懂电子邮件并完成判断正误的活动 ·学生能够写出三个描述自己能或不能做什么的句子 Let’s check ·学生能够听前先看表格，推测考查点，然后有意识地去听材料，根据所听的信息进行判 断，完成练习 ·学生能够独立完成听录音补全句子的练习 Let’s wrap it up ·学生能够了解“play”与文体活动名称的搭配规则 Story time ·学生能够在图片的帮助下理解故事内容，复习巩固单元核心句型“What can you do?” “Can you…?” ·学生能够流利、正确地朗读故事，并能够在教师的帮助下表演故事 ▶教学重点 1.学生能够读懂“Read and write”板块的内容，并完成相应的任务。 2.学生能够听懂“Let’s check”板块的录音，并完成相应任务。 3.学生能够了解“play”与文体活动名称的搭配规则。 ▶教学难点 学生能够写出三个描述自己能或不能做什么的句子。 ▶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、头饰等。 ▶教学过程 Step 1: Warm-up & Revision & Lead-in 1. Greetings. 2. Play a game: Magic eyes. (出示课件) Show some pictures one by one. Every picture has a part covered. Ask students to look carefully and try to speak out the right word or phrase as soon as possible. The first one who speaks out the right word or phrase can get a gift. The words and phrases are the key vocabulary in this unit. 3. Play a game: Rock, scissors, cloth. (游戏说明:同桌两人一组，进行“石头剪刀布”的游戏。赢的同学用 “What can you do?”提问，输的同学则用 “I can…”来回答。) 4. Talk about the best friend. The teacher shows a picture of the best friend. Briefly introduce this friend. T: This is my best friend. He/ She is friendly/ tall/… He/ She can speak English /… He /She can’t… Who’s your best friend? Is he /she tall/…? What can he /she do? Let students talk with each other in pairs. Ask several students to introduce their best friends to the class. 5. Lead-in. Teaching purpose 通过几个活动让学生复 习之前所学的单词、词组和 句型。通过展示 QQ 和邮件 图片，让学生对本课新词有 初步的了解。引导学生在阅 读之前先对内容进行预测， 培养阅读技巧。 183 T: Do you want a new friend? Lead students to answer. Then show a picture of the QQ message page. (出示课件) Point to the mail icon. T: Oh, I’ve got an email. Write down the word “email” on the blackboard. Lead students to read it three times. Ask students to read the word by the game “Drive a train”. Show the picture of Robin. (出示课件) T: Robin sends this e-mail to me. He wants to be our new friend. What do you know about Robin? Lead students to guess Robin’s characteristics and abilities. Let student try to briefly introduce Robin from these two aspects. Step 2: Presentation 1. Fast reading. Ask students to read the email quickly and try to find out the sentences about Robin’s characteristics and abilities. 2. Careful reading. (1) Ask students to read the email carefully for the second time, and try to answer the questions. Ask students to answer the questions. Then show the answers. Lead students to read the questions and the answers one time. (2) Show the chart about what Robin can / can’t do.（出示课件） Ask students to complete the chart. Check the answers together. Show the answers. (出示课件) (3) Show the content of “Tick or cross” in “Read and write”. (出示课件) Ask students to complete the task in this section. Check the answers together. Encourage students to correct the wrong sentences according to the email. 3. Listen, read and write. (1) Play the recording of “Read and write”. (出示课件) Ask students to try to read after it. Let students practice reading the email by themselves and pay attention to the pronunciation and the intonation. Teaching purpose 通过三步阅读 ,帮助学 生逐步了解邮件内容。在完 成课本练习的基础上进行适 当的拓展，锻炼学生的学习 能力和解题技巧。 (2) Ask students to fill in the blanks on the PPT and try to repeat the email. Invite several students to repeat the email. The one who does a good job can get a gift. (3) T: Do you want to be Robin’s friend? Let students answer and briefly talk about the reasons. Remind students to introduce themselves from two aspects: characteristics and abilities. Lead students to complete personalized writing in their books. Ask students to complete the first and the second sentences. Then let them write a whole sentence about themselves independently. Show a model on the PPT. Walk around to check students’ handwriting and spellings. Give guidance when it’s necessary. Ask students to talk about the sentences they have written in groups. Then ask several students to read their sentences in class. Evaluate students. Step 3: Practice 1. Write an email to Robin. (1) Show an email template. Lead students to learn the format of it. Explain how to write and send an email step by step. Stress the word “send” by pointing to the corresponding icon. And ask students to pay attention to the email addresses of the recipient and the sender. Tell students that if they want to send an email to Robin, they should send the email at robin@urfriend.cn. Write down “want” “send” and “at” on the blackboard. Lead students to read these words several times. Teaching purpose 在课本的基础上拓展有 关电子邮件的知识，引导学 生学习如何写和发送电子邮 件，并鼓励学生给 Robin 回 复一封电子邮件，拓展学生 的知识面，实现语言在实际 中的运用。 185 (2) Encourage students to write an email to Robin. They can use the email template on the PPT for help. (3) Show some students’ emails to the class. Correct the mistakes together. 2. Let’s check. (1) Listen and tick or cross. ①Show the chart in “Let’s check”. (出示课件) Ask students to observe the chart and predict the content of the listening. ②Play the recording. (出示课件) Ask students to listen carefully and catch the key information, such as “play basketball”，“No, I can’t”, “play ping-pong”, “Yes”, “play ping-pong together”. Then ask students to tick or cross in the corresponding positions. ③Play the recording again. Check the answers together. (出示课 件) (2) Fill in the blank. ①Lead students to describe the content of the chart like these: John can play basketball. John can play ping-pong. Zhang Peng can play ping-pong. Ask students to find out the activity John and Zhang Peng can do together. Lead students to say “John and Zhang Peng can play ping-pong together.” ②Ask students to fill in the blank in “Let’s check”. Walk around to check their handwriting. Show the listening material and the answer. (出示课件) Help students understand this section better. ③Encourage students to say what sports they can do and try to find the partners they can play with together. 3. Let’s wrap it up. (1) Show the pictures of “play football” “play basketball” and “play ping-pong”. (出示课件) Ask students to speak out the phrases. Write them down on the blackboard. Teaching purpose 通过听并完成练习的活 动，不仅训练学生的听力， 也巩固本单元的重点句型。 鼓励学生通过交流找到可以 一起玩的伙伴，增加学生之 间的了解，加深友情。 Teaching purpose 引导学生在对比中发现 规则，充分发挥学生的主体 地位。呈现更多图片，使学 生在练习中进一步掌握知识 点。 (2) Show the pictures of “play the pipa”, “play the erhu” and “play the piano”. (出示课件) Ask students to speak out the phrases. Write them down on the blackboard. (3) Ask students to observe the two groups of phrases on the blackboard. Lead students to find out the rules: The phrases in the first group are all about playing balls. There is no “the” in these phrases. The phrases in the second group are all about playing musical instruments. There is “the” in these phrases. Show the pictures of “Let’s wrap it up” to help students better understand the rules. (出示课件) (4) Ask students to complete the exercises. Check the answers. (5) Show more pictures about recreational and sports activities, such as “play volleyball” “play tennis” “play the guitar” “play the violin” and so on. (出示课件) Encourage students to say the right phrases and try to classify them correctly. Step 4: Consolidation & Extension “Story time” 1. Ask some questions. Show the pictures of a rat and a snake. (出示课件) T: What can the rat do? What can the snake do? Ask some students to express their opinions. T: A snake meets a clever rat and wants to eat it. Can the rat get away? Let’s read the story and see. 2. Read and answer. Ask students to read the story and try to find out the answer “Yes, the rat can get away.” 3. Watch and answer. Show the questions: ①What is the tasty food? ②Can the rat sing? ③Can the rat dance? ④Can the rat swim?（出示课件） Play the cartoon of the story. (出示课件) Ask students to watch the cartoon carefully and answer the questions. Ask students to answer these questions. Then show the answers. (出 示课件) Check the answers together. 4. Watch again and learn. Give two more questions: ①Can the rat swim away? ②Is the snake silly? Play the cartoon of the story again. (出示课件) Let students read the story after the recording and try to get the answers. Lead students to say the answers: ①Yes, the rat can swim away. ②Yes, the snake is silly. Use body language and the picture in the book to help students understand the meaning of “Don’t throw me into the lake.” Teaching purpose 使学生在图片的帮助下 理解故事内容，复习巩固本 单元的核心语言，增加语言 的输入。 187 T: But the snake throws the rat into the lake. So the snake is fooled by the rat. “silly” means “not smart/clever”. 5. Read and role-play. Ask students to practice reading the story in pairs. Take out the headwears of a snake and a rat. Ask several pairs to role-play the story. Encourage the other students to evaluate their performances. Select the best performing pair. Give them praise and awards. 6. Emotional education. Help students to know: Don’t panic when in danger. Use the wisdom to solve problems. ▶板书设计 ▶作业设计 1. Review the key words, phrases and sentence patterns in this unit. 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.本节课主要是对本单元内容的综合复习和训练，培养学生听、说、读、写等多方面的能力。 2.在阅读部分，学生既学习了课本知识，又训练了阅读能力和运用所学词汇和句型的能力。本部分还加入 了适当的拓展，在拓展中学生学习了本课需要掌握的词汇，进一步加强了语言综合运用能力。 3.听力部分对学生的听和写等能力进行了有效的训练。 4.引导学生自己观察、总结“play”与文体活动名称搭配的规则，充分发挥了学生学习的主体地位。 5.趣味阅读部分给课堂增添了乐趣，学生学习知识的同时，也学会了机智地解决问题。 6.板书简洁清晰，重点突出，一目了然。 ▶Teaching Contents & Teaching Aims Read and write · Be able to understand the email with the help of the picture and complete the activity of judging the sentences. · Be able to write three sentences to describe what they can do or can’t do. Let’s check · Be able to look at the chart, predict the test point and then listen to the recording purposefully to judge and complete the exercises. · Be able to complete the sentence independently after listening. Let’s wrap it up ·Be able to know the collocation rules of “play” with ball games and instruments. Story time ·Be able to understand the story with the help of pictures, review and consolidate the core sentence patterns of the unit. ·Be able to read the story fluently and correctly, and act out the story with the help of the teacher. ▶Teaching Priorities ·Be able to understand the email of “Read and write” and complete the exercises. ·Be able to understand the recording of “Let’s check” and complete the exercises. ·Be able to know the collocation rules of “play” with ball games and instruments. ▶Teaching Difficulties ·Be able to write three sentences to describe what they can do or can’t do independently. ▶Teaching Procedures 189 Teaching Stages Teacher’ s Activities Students’ Activities Teaching Purposes Warm-up & Revision & Lead-in 1. Greetings. 2. Play a game: Magic eyes. Show some pictures. 3. Play a game: Rock, scissors, cloth. Explain the rules. 4. Talk about the best friend. 5. Lead-in. Lead in the new lesson and teach the word “email”. 1. Greetings. 2. Play the game: Magic eyes. 3. Play the game: Rock, scissors, cloth. 4. Talk about and introduce their best friends. 5. Learn the word “email”. Guess Robin’s characteristics and abilities. Help students review the words, the phrases and the sentence patterns learned before. Help them have a preliminary understanding of the new word in this lesson. Lead students to make predictions before reading. Presentation 1. Fast reading. Ask students to read the email quickly. Find out the sentences about Robin’s characteristics and abilities. Through the three-step reading method, students can gradually understand the email. Expand the exercises on the basis of finishing the textbook exercises, which can train students’ learning abilities and problem-solving skills. 2. Careful reading. (1) Ask some questions. (2) Let students complete the chart. (3) Ask students to tick or cross. (1) Answer the questions. (2) Complete the chart. (3) Complete the task. 3. Listen, read and write. (1) Play the recording. (2) Let students fill in the blanks on the PPT. Invite several students to repeat the email. (3) Lead students to complete the personalized writing in their books. Check students’ handwriting and spellings. (1) Read after the recording. (2) Fill in the blanks on the PPT. Repeat the email. (3) Complete the personalized writing. Talk about their work and read in class. Practice 1. Write an email to Robin. (1) Teach the knowledge about emails and teach the new words. (2) Encourage students to write an email to Robin. (1) Learn the knowledge about emails and learn the new words. (2) Try to write an email to Robin. (3) Learn from some Lead students to learn how to recognize, write and send an email, and encourage students to reply to Robin. Expand students’ knowledge and (3) Show some students’ emails to the class. students’ emails. realize the application of language in practice. 2. Let’s check. (1) Listen and tick or cross. ①Show the chart on the PPT. ②Play the recording. ③Check the answers. ①Predict the content. ②Listen and catch the key information. Tick or cross. ③Check the answers. Through listening and completing the exercises, train students’ listening abilities and consolidate the key sentence patterns of the unit. Encourage students to find partners to play with by communication, which increases the understanding between students and deepens their friendship. (2) Fill in the blank. ①Lead students to describe the content of the chart. ②Ask students to fill in the blank. ③Encourage students to say what sports they can do. ①Describe the content of the chart. ②Fill in the blank. ③Find the partners they can play with together. 3. Let’s wrap it up. (1) Show the pictures of playing balls. (2) Show the pictures of playing musical instruments. (3) Lead students to observe and find out the rules. (4) Let students complete the exercises in this section. (5) Provide more pictures. (1) Read out the phrases. (2) Read out the phrases. (3) Observe and find out the rules. (4) Complete the exercises in this section. (5) Say the right phrases and try to classify them correctly. Lead students to find out the rules in comparison and give full play to students’ dominant position. Add some pictures to help students master the knowledge further. Consolidation & Extension “Story time” 1. Ask some questions. 2. Read and answer. Ask students to read the story and answer a question. 3. Watch and answer. Provide four questions. Play the cartoon. 4. Watch again and learn. Ask two more questions. Play the cartoon of the story again. Teach the sentence and the word. 5. Read and role-play. 6. Emotional education. 1. Express their opinions. 2. Read the story and find the answer. 3. Watch the cartoon and answer the questions. 4. Watch the cartoon again and answer the two questions. 5. Read the story in pairs and role-play it. 6. Emotional education. Be able to understand the story with the help of pictures. Help students review and consolidate the core language of this unit. And increase the input of language. Homework 1. Review the key words, phrases and sentence patterns in this unit. 2. Do the exercises. 191 Unit 5 There is a big bed 教材分析 本单元学习的主题是家居陈设及其位置。教学内容主要是围绕着几个孩子参观张鹏家的情 景来展开。教学重点是能听、说、读、写句型“There is a/an…in/on/…”“There are…in/on/…”; 能听、说、读、写单词和词组“bike, clock, photo, water bottle, plant”。 教学目标 知识与能力目标: 句型 ·能够理解对话大意，按照正确的意群及语音、语调朗读对话，并进行角色扮演 ·能够听、说、读、写句型“There is a/an…in/on/…”“There are…in/on/…” ·能够在情景中运用句型“There is/are…”描述某处有某物 ·能够理解 Mr Jones 写给 Robin 的电子邮件，按照正确的意群及语音、语调朗读邮件，并完成 读后活动 ·能够运用核心句型写出三个句子，描述自己房间内的物品 词汇 ·能够听、说、读、写五个家居物品类的单词和词组“bike, clock, photo, water bottle, plant” ·能够听、说、读、写五个表示相对位置关系的介词和介词词组“beside, between, behind, above, in front of” ·能够正确使用上述有关家居物品和相对位置关系的单词和词组，并能简单介绍自己的房间 语音 ·能够掌握字母组合 ai/ay 在单词中的常见发音/eɪ/ ·能够读出符合 ai/ay 发音规则的单词，并根据 ai/ay 的发音规则拼写单词 ·能够在单线上完成抄写句子的活动，做到书写规范 情感态度､文化意识､学习策略目标: ·能够养成及时整理个人物品的习惯 ·提倡垃圾分类，增强环保意识 ·能够在教师的帮助下总结 there be 结构与名词单复数的搭配规律，并能正确运用这一结构 ·能够根据 ai/ay 的发音规则拼读、拼写单词 课时安排 第一课时： Part A Let’s try & Let’s talk 第二课时： Part A Let’s learn & Let’s play 第三课时： Part A Let’s spell 第四课时： Part B Let’s try & Let’s talk 第五课时： Part B Let’s learn & Find and say 第六课时： Part B Read and write & Let’s check & Let’s wrap it up The first period(第一课时) Part A Let’s try & Let’s talk ▶教学内容与目标 课时教学内容 课时教学目标 Let’s try ·学生能够通过观察 Let’s try 板块的图片，对听力部分的重点内容进行预测 ·学生能够借助图片听懂简短对话，抓住关键信息，提高听的能力，并完成本部分的听力 任务 ·学生能够通过听的过程完成对新句型的初步感知，为 Let’s talk 板块的学习做好铺垫 Let’s talk ·学生能够理解对话大意 ·学生能够按照正确的语音、语调及意群朗读对话并进行角色扮演 ·学生能在情境中运用句型“There is…”描述某处有某物 ·学生能够在语境中理解“photo”的意思，并能正确发音 ▶教学重点 1学生能够理解和掌握本课重点单词和句型。 2学生能够在情境中运用句型“There is…”描述某处有某物。 ▶教学难点 学生能够在情境中运用句型“There is…”描述某处有某物。 ▶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、头饰、学生自画的房间图等。 ▶教学过程 Step 1: Warm-up & Revision & Lead-in 1. Greetings. 2. Sing the song—What can you do? Play the cartoon of the song. (出示课件) Let students enjoy the song and try to sing it. 3. Lead-in. Help students review the key contents of the last unit by asking students what they can do. T: You are helpful. And can you play computer games? Ss: Yes, I can./No, I can’t. Step 2: Presentation 1. Let’s try. (1)Look at the pictures and talk about it. Teaching purpose 用歌曲激发学生的兴 趣，用谈话的方式复习旧知， 为新知的学习做好铺垫。 Teaching purpose 该过程训练学生的观 察、思维及听力能力。在让 学生完成听力任务的同时， 自然地引出新句型，并让学 生有效地感知新句型。 193 T: Sarah and Mike can play computer games, too. Now they are in Zhang Peng’s bedroom. Open your books and observe the two pictures. What’s the difference between the two pictures? Ss: … (a mouse, a TV remote control ) Students can say out the difference in Chinese. T: What are they? Ss: A TV set and a computer. T: So what is in the room? Can you predict? Ss: … (2)Finish the exercise of “Let’s try”. T: Who’s right? Let’s listen to the recording and tick the answer. The teacher plays the recording. And students listen and tick. Then check the answer together. (出示课件) T: So we can say “There is a computer in Zhang Peng’s bedroom.” Write down “There is…” on the blackboard. Teach students to say the sentence. Let them pay attention to the pronunciation of “there” and practice the word one by one. 2. Let’s talk. (1)Look and predict. Show the picture of “Let’s talk” on page 48 to students on the PPT. （出示课件） Let students look at the picture carefully. Ask some questions to lead them to predict the main idea of the dialogue. T: What’s this? A bedroom or a classroom? Ss: A bedroom. T: So what’s the dialogue about? Ss: It’s about the bedroom. T: Great! The bedroom is Zhang Peng’s. Zhang Peng’s bedroom is really nice. Let’s go to see. (2)Learn the new words and sentence pattern. (课件出示:Let’s talk 的整张图片，然后四周变暗，重点聚焦在 bed 上) T: What can you see in Zhang Peng’s room? Ss: A bed. T: Right! There is a big bed. Write down the sentence on the blackboard. Lead students to read it several times. (课件出示:Let’s talk 的整张图片，然后四周变暗，重点聚焦在 photo 上) T: Who is he? Ss: Zhang Peng. T: Yes. It’s Zhang Peng’s photo. Teach the word “photo” several times. Ask students to pay attention to the sound of the letter“o”. Then show some photos of students. Lead students to practice like these: S1’s photo, S2’s photo… Ask students to imitate the sentence “There is a big bed.” to say a sentence. T: Good job! We can say “There is a photo in the room.” Point to the photo. T: Look at the photo. Zhang Peng can do kung fu. Is Zhang Peng cool? Ss: Yes! T: Can you do kung fu like Zhang Peng? Teaching purpose 设计丰富多彩的活动， 让学生既整体感知文本，又 关注文本的细节，加深对文 本的理解，并有意识地学习 目标句型。 Ask a student to do the action. T: (with a thumb up) Wow! You look cool! Ask all the students to say the sentence with their thumbs up. T: The photo is very nice. There is a nice photo in the room. Lead students to consolidate the sentences: There is a big bed. There is a nice photo, too. Write down the sentence “There is a nice photo, too.” on the blackboard. Lead students to read it several times. (3)Watch and judge. Show some sentences on the PPT. Let students watch the cartoon and then underline the key information in the dialogue and judge the sentences. (4)Talk about the picture. Show the picture of “Let’s talk”on page 48 on the PPT again. (出示课件) ①Say more sentences with “There is…” T: Can you say any more sentences about the room? S1: There is a desk. S2: There is a chair. S3: There is… Help students say and know the new words about the picture: clock, bike, water bottle and plant. ②Express the places with the prepositions “in/on”. Make a model: T: There is a computer on the desk. There is a bed in the room. Show the sentence pattern “There is…in/on/…” on the PPT for students to imitate. (出示课件) After practicing, ask some students to show in class. S1: There is a clock on the wall. S2: There is a bike in the room. … (5)Read and act. ①The teacher plays the recording. (出示课件) Students read after it. Try to imitate the intonation and the pronunciation. Then students read together. At last students read freely. ②Students read the dialogue in pairs. Then the teacher takes out some headwears and asks some students to act out the dialogue. ③Students choose the best performers. The teacher gives awards. Step 3: Practice 1. Retell and dub the dialogue. (1)Retell the dialogue. Teaching purpose 提供语言支架复述文 本，降低难度，加深对文本 的记忆，提高学生的逻辑思 维能力。通过学科整合进行 拓展、创编对话，增强小组 合作意识，让学生学以致 Teaching purpose 通过不同形式的朗读 训练，确保学生能用正确的 语音、语调和意群流利地朗 读对话，锻炼学生的语言表 达能力，进一步强化学生对 文本的理解。 195 Show some information of the dialogue on the PPT. (出示课件) Ask students to retell the dialogue according to the information. (2)Dub the dialogue. Play the cartoon without voice and subtitles. (出示课件) Ask students to dub the cartoon. Choose the best dubber. 2. Make a new dialogue. (1)Pair work. Ask students to take out the pictures of their rooms drawn before class. Let them imitate the text and make a dialogue with their partners. Make a model with a student. T: Look! This is my room. S1: Wow! It’s really nice. T: Thanks. There is a computer on the desk. S1: And there is a photo on the wall, too. T: Yes. I like my photo. S1: Wow! You look cool! (2)Show time. Ask some students to show their dialogues. Encourage more students to participate in the show. Step 4: Consolidation & Extension Describe the picture. (1)Look and say. Show the picture of the second part of “Let’s talk” on page 48 on the PPT. (出示课件) T: What can you see in the picture? Ss: A dog, a ball, … (2)Describe the picture with “There is…in/on/…” Make a model first. T: There is a desk in the picture. There is a plate on the desk. Then students describe the picture by themselves. Pay attention to the pronunciation of “there”. At last, some students show their sentences in class. Maybe these sentences can be made: There is a desk/dog/football/computer/plate/banana/…in the picture. There is a plate/computer/schoolbag/an English book…on the desk. There is a banana/an apple on the plate. There is a dog/football under the desk. There is a football beside the dog. … ▶板书设计 Teaching purpose 该活动加强学生对核 心句型的理解，培养学生的 语言综合运用能力。 ▶作业设计 1. Practice the dialogue. 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. 本节课主要是围绕着对张鹏房间的描述所展开的一段对话，是一节会话课。 2. 教学中通过复习上一单元的主要内容导入新知，让学生感知核心句型，并通过层层递进的操练活动强 化学生对核心句型的理解和掌握。 3. 通过听、读、演、编等方式加深学生对文本的理解和记忆。 4. 不同形式的朗读及角色扮演，培养了学生用正确的意群、语音、语调流利地朗读对话的口语能力，并 让学生在具体的语境中落实了核心句型的运用。同时也突出了语言的语用功能，通过学科整合进行拓展，让学 生学以致用，提升学生的语言综合运用能力。 5. 板书简洁清晰，重点突出，一目了然。 ▶Teaching Contents & Teaching Aims Let’s try · Be able to predict the main content of the listening part by observing the pictures. ·Be able to understand the brief dialogue, grasp the key information and improve listening abilities by observing the pictures and finish the listening task. · Be able to perceive the key sentence pattern in the process of listening and prepare for the learning of“Let’s talk”. Let’s play · Be able to understand the main idea of the dialogue. · Be able to read the dialogue with the correct pronunciation, intonation and meaning group and act it out. · Be able to use the key sentence pattern to describe the position of the object in context properly. · Be able to understand the word “photo” in context and read it correctly. ▶Teaching Priorities ·Be able to understand and master the key words and sentence pattern of this lesson. ·Be able to use the key sentence pattern to describe the position of the object in context properly. ▶Teaching Difficulties ·Be able to use the key sentence pattern to describe the position of the object in context properly. ▶Teaching Procedures 197 Teaching Stages Teacher’ s Activities Students’ Activities Teaching Purposes Warm-up & Revision & Lead-in 1. Greetings. 2. Sing the song—What can you do? 3. Lead-in. Ask some questions. 1. Greetings. 2. Enjoy the song and try to sing it. 3. Answer the questions. Activate students’ interest. Review the knowledge that students have learned before. Lead in the new lesson. Presentation 1. Let’s try. (1)Look at the pictures and talk about it. Show the pictures of “Let’s try”. Ask students to find the difference and predict what is in the room. (2)Finish the exercise of “Let’s try”. Play the recording. Check the answer with students. Teach the word “there”. (1)Observe the pictures and find the difference. Predict what is in the room. (2)Listen to the recording and tick the answer. Check the answer with the teacher. Learn the word “there”. Perceive the new sentence pattern. Train students’ observation, logical thinking and listening abilities. Perceive the key sentence pattern. 2. Let’s talk. (1)Look and predict. Show the picture and ask some questions to lead students to predict the main idea of the dialogue. Look at the picture carefully. Answer the questions. Predict the main idea of the dialogue. （续表） Teaching Stages Teacher’ s Activities Students’ Activities Teaching Purposes Presentation (2)Learn the new words and sentence pattern. Teach the sentence “There is a big bed.” and lead students to practice it. Teach the new word “photo” and the new sentence “There is a nice photo, too.” Lead students to practice with some photos and pay attention to the sound of the letter “o”. Let students know the meaning of the sentence “You look cool!” Learn the sentence “There is a big bed.” and practice it. Learn the new word “photo” and the new sentence “There is a nice photo, too.” Practice with some photos. Pay attention to the sound of the letter “o”. Know the meaning of the sentence “You look cool!” Through a series of activities, help students perceive the whole dialogue, pay attention to the details, learn the key words and sentence pattern, and deepen the understanding of the text. (3)Watch and judge. Show some sentences on the PPT. Play the cartoon. Check the answers with students. Watch the cartoon and underline the key information. Judge the sentences. Check the answers with the teacher. (4)Talk about the picture. ①Ask students to say more sentences with “There is…” Help students say and know the meanings of the new words about the picture. ②Ask students to express the places with the prepositions “in/on”. Make a model. Show the sentence pattern on the PPT. ①Say more sentences with “There is…” according to the picture. ②Make some sentences with“There is… in/on/…” and show in class. (5)Read and act. Play the recording. Give some headwears and awards. Read the dialogue in different ways. Try to imitate the intonation and the pronunciation. Choose the best performers. Make sure students read the dialogue correctly and fluently. Train students’ abilities of language expression. 199 （续表） Teaching Stages Teacher’ s Activities Students’ Activities Teaching Purposes Practice 1. Retell and dub the dialogue. (1)Retell the dialogue. Show some information of the dialogue on the PPT. (2)Dub the dialogue. Play the cartoon without voice and subtitles. Choose the best dubber. (1)Retell the dialogue according to the information. (2)Dub the cartoon. Choose the best dubber. Help students retell the text with some information provided. Deepen the impression of the text. Improve students’ abilities of logical thinking. Create a natural and real situation to help students enhance the sense of cooperation and develop students’ comprehensive language using abilities. 2. Make a new dialogue. (1)Pair work. Make a model. (2)Show time. Ask some students to show and encourage more students to participate in the show. (1)Imitate the text and make a dialogue with the partners according to the pictures drawn before class. (2)Show the dialogues in class. Consolidation & Extension Describe the picture. (1)Look and say. Show the picture of the second part of “Let’s talk” on page 48 on the PPT. Ask a question. (2)Describe the picture with “There is…in/on/…” Make a model. (1)Look at the picture and answer the question. (2)Say some sentences with “There is…in/on/…” according to the picture by themselves. Then show in class. Strengthen students’ understanding of the key sentence pattern. Cultivate students’ comprehensive language using abilities. Homework 1. Practice the dialogue. 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 ·学生能够听、说、读、写单词和词组“clock, photo, bike, plant, water bottle” ·学生能够熟练地运用上述单词和词组介绍房间内物品 Let’s play ·学生能够在“滚雪球”游戏中正确运用核心词汇和句型 ▶教学重点 学生能够听、说、读、写并熟练运用核心词汇及句型。 ▶教学难点 学生能够在语境中灵活运用所学词汇及核心句型。 ▶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､课文录音等。 ▶教学过程 Step 1: Warm-up & Revision & Lead-in 1. Greetings. 2. I do and you say. The teacher does some actions (It can be done with the help of the PPT.) and students say sentences with “There is…” like this: The teacher puts an apple on the plate. Students say “There is an apple on the plate.” These words can be used: pen/desk/book/bag… 3. Retell the dialogue. Show the picture of “Let’s talk” on page 48. (出示课件) Let students look at the picture and retell the dialogue. Step 2: Presentation 1. Learn the new words and phrase of “Let’s learn”. (1)Learn the new word “photo”. T: This is Zhang Peng’s room. (Point to the photo.) So what’s this on the wall? Ss: … T: Yes, it’s Zhang Peng’s photo. It’s a nice photo. Teach the word “photo”. Lead students to practice the word in a high and low voice. Show some students’ photos on the PPT and say with students like these: S1’s photo, S2’s photo… Teaching purpose 在活动中帮助学生复习 “There is…”句型,重温上节 课对话内容，为新课的学习 做好铺垫。 Teaching purpose 充分利用学生已学的背 景知识，创设情景，呈现新 知。通过课件、图片等直观 刺激，提高学生的学习兴趣。 201 Write down the word “photo” on the blackboard. Ask students to pay attention to the sound of the letter “o”. Ask students to fill in the blanks: _ _ oto, ph_t_, pho_o. Lead students to practice the sentence patterns “There is a nice/beautiful/funny/cool/…photo in/on…” in groups. Show a picture and a photo to students. (出示课件) T: Look! This is a picture. I can draw a picture. (with the action of“drawing”). This is a photo. It’s Zhang Peng’s photo. Explain the difference between the two words. Lead students to practice with “There is a picture/photo in/on…” (2)Learn the new word “clock”. T: Zhang Peng is a student. He is never late for school, because the clock helps him a lot. (课件出示:先出现张鹏房间图片，后聚焦在 clock 上面) T: Look! This is Zhang Peng’s clock. Teach the word “clock”. Lead students to practice the word in a high and low voice. Write it down on the blackboard. Ask students to pay attention to the sound of the letter “o”. Ask students to fill in the blanks: cl_ck, clo_ _ , c_o_ _ . Show various clocks. (出示课件) Let students practice the sentence patterns “There is a funny/yellow…clock in Zhang Peng’s room.” (3)Learn the new word “bike”. T: Zhang Peng goes to school by bike. (Point to the bike.) Look, this is his bike. It’s near the door. Teach the word “bike” like this: i-/aI/, bike. Show the word “like” to help students read and remember the word “bike”. Lead students to practice it in a high and low voice. Write it down on the blackboard. Ask students to fill in the blanks: b_k_, _i_e. Show several bikes in different colours (red bike, blue bike…) on the PPT. （出示课件） Lead students to practice the sentence pattern “There is a red/…bike near/behind…” (4)Learn the new word “plant”. Show a picture on the PPT. (课件出示:一个男孩骑车上学，路边有一 些植物) T: Look! The boy is riding a bike. (Point to a plant along the road.) What’s this? Help students answer: Plant. Teach the word “plant”. Lead students to practice the word in a high and low voice. Write it down on the blackboard. Ask students to pay attention to the sound of the letter “a”. Ask students to fill in the blanks: pl_nt, p_ant, pla_t. Teaching purpose 注重学习方法和策略的 培养，采用多种方法教授新 知，做到词不离句，从听、 说、读、写多方面来落实学 生对新知的掌握。 Lead students to practice the sentences “There is a plant./There are some plants.” one by one with some different pictures. （出示 课件） At last the teacher asks: Does Zhang Peng like plants? Guess! After students guess, the teacher says: Yes. Zhang Peng likes plants. Look, there is a plant near the window in his room. And many plants can make the air clean for us. (5)Learn the new phrase “water bottle”. T: Zhang Peng rides a bike to school every day. He’s often thirsty. So he always takes a water bottle in his bag. Teach the word “bottle”. Give the words “little, apple” to help students read and remember the word. Lead students to practice it in a high and low voice. Write down the phrase “water bottle” on the blackboard. Ask students to fill in the blanks: b_tt_e, bot_le, bo_ _le. Show some pictures and lead students to practice the phrase “water bottle, milk bottle” and the sentence “There is a water bottle in his bag.” (出示课件) 2. Read and act. The teacher plays the recording. (出示课件) Students read after it one by one. After practicing in different ways, students try to say sentences in class like these: This is my room. There is a clock, a… Ask students to pay attention to the position of the word “and”. Step 3: Practice 1. Say in different voices. The teacher says a word in a low voice, and students say it in a high voice. The teacher says a word in a high voice, and students say it in a low voice. Practice the new words and phrase. 2. Listen and choose. The teacher says a word. Students choose the corresponding picture from the three pictures that appear at random on the PPT. (出示课件) 3. What’s missing? Divide the new words and phrase into five groups. There are three words in every group. Show the groups of words on the PPT. Let students say what’s missing quickly. (出示课件) Step 4: Consolidation & Extension 1. Let’s play. Show the picture and the sentences of “Let’s play” on page 49 on the PPT.(出示课件) Let students find the difference among the three sentences. Students imitate and work in groups. The teacher shows some sentences on the PPT to help students. Choose some students to show in class like these: There is a bike in my room. There is a bike and a computer in my room. There is a bike, a computer and a photo in my room. Teaching purpose 采用“滚雪球”的方式 让学生将核心词汇和句型 进行有效的结合，词句不分 离。采用学科整合的方式激 发学生的兴趣，让学生在学 中玩、玩中学，巩固和强化 目标词汇和句型，最后达到 灵活运用核心语言的目的。 Teaching purpose 从音、义、形几个方面 由浅入深地设计不同层次 的操练活动，活跃课堂气 氛，激发学生的学习兴趣， 训练和巩固学生对目标词 汇的掌握。 203 2. Listen, draw and say. Tell students what’s in the room and students draw the corresponding room. Then some students introduce the room with the sentence patterns “There is a…in the room. There is a…and a…in the room.” The others check the answers with the teacher. 3. Write and say. Show a picture of a room and a passage with some blanks on the PPT. (出示课件) Ask students to finish the passage according to the information. Then let several students stand up and read their passages. The following passage can be used: This is my room. There is a ________ in my room. There is a ________. There is a ________ and a ________, too. I like my room very much. It’s clean and nice. Encourage students to introduce their own rooms. These words and phrases can be used: end table, closet, mirror, curtain, trash bin, air-conditioner, heating system… ▶板书设计 ▶作业设计 1. Listen to the recording of “Let’s learn” and read after it. 2. Introduce your room to your parents. 3. 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. 本节课充分利用学生已学的知识，创设情景，呈现并教授新知；教学中有效地运用了图片和多媒体课 件，刺激学生的视觉、听觉，激发学生的学习兴趣。 2. 采用对比、自然拼读等多种方法教授单词；以学生为本，设计了丰富多样的操练活动，从音、义、形 几个方面由浅入深地进行操练；学生在学中玩、玩中学，活跃了课堂气氛；注重学习方法和学习策略的培养， 从根本上指导学生听、说、读、写单词。 3. 利用学科整合，巩固和强化了学生对目标词汇及句型的掌握，提高了学生的语言综合运用能力。 4. 板书简洁清晰，重点突出，一目了然。 ▶Teaching Contents & Teaching Aims Let’s learn · Be able to listen, speak, read and write the new words and phrase “clock, photo, bike, plant, water bottle”. · Be able to use the key words and phrase to introduce the objects in the room skillfully. Let’s play · Be able to use the key words and sentence patterns correctly in games. ▶Teaching Priorities ·Be able to listen, speak, read and write the key words and sentence patterns and use them skillfully. ▶Teaching Difficulties ·Be able to use the key words and sentence patterns flexibly in context. ▶Teaching Procedures Teaching Stages Teacher’ s Activities Students’ Activities Teaching Purposes Warm-up & Revision & Lead-in 1. Greetings. 2. I do and you say. Do some actions and play the PPT. 3. Retell the dialogue. Show the picture and help students retell. 1. Greetings. 2. Say some sentences with “There is…” 3. Look at the picture and retell the dialogue. Help students review the sentence pattern and the dialogue. Prepare for the new lesson. 205 （续表） Teaching Stages Teacher’ s Activities Students’ Activities Teaching Purposes Presentation 1. Learn the new words and phrase of “Let’s learn”. (1)Learn the new word “photo”. Show the picture of Zhang Peng’s room. Teach the word “photo”. Emphasize the pronunciation of the letter “o” in the word. Show the word with blanks. Explain the difference between the words “picture” and “photo”. Learn the word “photo” and practice it in a high and low voice. Pay attention to the sound of the letter “o”. Fill in the blanks. Know the difference between the words “picture” and “photo”. Practice the word with the sentence patterns “There is…in/on…” Create some scenes to help students learn the new words and phrase. Stimulate students’ learning interest effectively by courseware and pictures. Learn the new words in the sentence patterns. Develop students’ learning methods and strategies. Let students grasp the words by listening, speaking, reading and writing. (2)Learn the new word “clock”. Show the picture of Zhang Peng’s room and his clock on the PPT. Create a scene to lead in the word “clock”. Teach the word. Emphasize the pronunciation of the letter “o” in the word. Show the word with blanks. Show various clocks to let students practice the word. Learn the word “clock” and practice it in a high and low voice. Pay attention to the sound of the letter “o”. Fill in the blanks. Practice the word with some various clocks. (3)Learn the new word “bike”. Create a scene to lead in the word “bike”. Teach the word. Emphasize the sound of “i”. Learn the word “bike” with the help of the word “like” and practice it in a high and low voice. Fill in the blanks. Practice the word with several pictures of bikes. (4)Learn the new word “plant”. Show a picture to teach the word “plant”. Emphasize the sound of the letter “a”. Ask a question and lead students to know many plants can make the air clean. Learn the word “plant” and practice it in a high and low voice. Fill in the blanks. Practice it with some pictures. Answer the question and know many plants can make the air clean. （续表） Teaching Stages Teacher’ s Activities Students’ Activities Teaching Purposes Presentation (5)Learn the new phrase “water bottle”. Create a scene to teach the phrase “water bottle”. Give the words “little, apple” to help students read and remember the word “bottle”. Learn the phrase “water bottle” and practice it in a high and low voice. Fill in the blanks. Practice it with some pictures. 2. Read and act. Play the recording. Ask students to pay attention to the position of the word “and”. Read in different ways. Say more sentences with the key sentence pattern. Pay attention to the position of the word “and”. Practice 1. Say in different voices. Say a word in a low/high voice. Say the word in a high/low voice. Activate the atmosphere and stimulate students’ learning interest by different levels of training activities about sounds, forms and meanings. Train and strengthen the key words and sentence patterns. 2. Listen and choose. Say a word. Show three pictures that appear at random on the PPT. Choose the corresponding picture from the three pictures. 3. What’s missing? Divide the new words and phrase into five groups. There are three words in every group. Say the missing words quickly. Consolidation & Extension 1. Let’s play. Show the picture and the sentences of “Let’s play” on the PPT. Let students find the difference among the three sentences. Show some sentences on the PPT to help students say. Choose some students to show in class. Find the difference among the three sentences. Then work in groups. Imitate to make sentences according to the tips. At last show in class. （续表） 207 Teaching Stages Teacher’ s Activities Students’ Activities Teaching Purposes Consolidation & Extension 2. Listen, draw and say. Tell students what’s in the room in English. Check the answers with students. Listen and draw. Introduce with the key sentence patterns. Check the answers with the teacher. Combine the key words and sentence patterns effectively. Stimulate students’ interest by the integration between subjects. Strengthen the key words and sentence patterns. Achieve the goal of helping students use the key language flexibly. 3. Write and say. Show a picture of a room and a passage with some blanks on the PPT. Encourage students to introduce their own rooms. Finish the passage according to the picture and the information. Then several students stand up and read their passages. Introduce the rooms. Homework 1. Listen to the recording of “Let’s learn” and read after it. 2. Introduce your room 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 ·学生能够掌握 ai/ay 在单词中的发音规则 ·学生能够读出符合 ai/ay 发音规则的单词 ·学生能够根据读音拼写出符合 ai/ay 发音规则的单词 ▶教学重点 学生能够掌握 ai/ay 在单词中的发音规则，能读准“Let’s spell”板块的例词，完成本部分的练习。 ▶教学难点 学生能够观察、感知、体验并归纳 ai/ay 的发音规则，并根据发音规则拼读、拼写新词。 ▶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、视频等。 ▶教学过程 Step 1: Warm-up & Revision & Lead-in 1. Greetings. 2. Free talk. Show a picture of a room on the PPT. At last a birthday cake appears in the picture. (出示课件) T: What’s in the room? Ss: There is a… T: What’s this? What do you think of it? Ss: It’s a birthday cake. Maybe it’s somebody’s birthday today. T: So clever！ Step 2: Presentation 1. Learn the words and find the rule. (1)Learn the words with “ay”. T: Today is Monday. (Point to a boy at school on the PPT.) Look, it’s his birthday. So we can say: Happy birthday! His mother prepares a birthday cake for him. But it’s a long way from his house to his school. Write down the words “birthday, Monday, say, way” on the blackboard. T: Observe these words, please. What can you find? Students discuss in groups. Then they give theɪr answers. The teacher marks the same letter combination “ay” of these words with red chalks. T: Can you read the letter combinations with red marks? Try to find the rule of pronunciation. Students read them again and perceɪve the sound carefully. Ss: They have the same sound /eɪ/. (2)Learn the words with “ai”. T: It is rainy. After the rain, there is a rainbow in the sky. How beautiful! Write down the words “rainy, rainbow” on the blackboard. T: The boy is worried. He wants to get home early. He wants to paint a picture. He can’t wait. Show a picture of “paint” on the PPT and do the action. (出示 课件) Then write down the words “paint, wait” on the blackboard. Students observe these words. They find the same letter combination “ai” in these words and the pronunciation rule in the same way. (3)Sum up. Sum up the pronunciation rule of “ay/ai” with students. Lead students to find the difference of the positions of “ay/ai” in the words. It is that “ai” always appears in the middle of the words and “ay” always appears at the end of the words. Teaching purpose 在师生自由、轻松的问 答活动中，复习旧知。通过 特定画面呈现特定的单词， 让学生初步感知 ay/ai 在单 词中的发音，引出新知。 Teaching purpose 创设故事情景呈现例 词，激发学生的学习兴趣。 让学生在情景中感知字母组 合 ay/ai的发音，观察例词结 构中共有的特征，并帮助他 们总结出其发音规则。培养 学生的探究合作精神，提高 学生的观察能力和逻辑思维 能力。 209 Explain the pronunciation method of /eɪ/. Help students know /eɪ/ through a video of teaching phonetic symbols. 2. Read, listen and chant. (1)Show the pictures of the first section of “Let’s spell” one by one with the recording of the words on the PPT. (出示课件) Ask students to read after the recording and pay attention to the sound of “ay/ai” in every word. (2)Spell these words like this: /eɪ/—rainy, /eɪ/—say… Let students try to imitate and practice the sound /eɪ/ in these words and have a reading competition among groups. (3)The teacher plays the recording of the chant. (出示课件) Students chant after it first. Find the words with “ay/ai” and then chant freely. Have a chanting competition between boys and girls. Step 3: Practice 1. Listen, read and circle. (1)Let students underline “ay/ai” in the words first. Then ask them to try to read the words according to the pronunciation rule. (2)Ask some groups to read the words out and help them correct the wrong pronunciation. (3)Play the recording. (出示课件) Let students circle the right answers. (4)Play the recording again and check the answers. (出示课件) 2. Listen and fill in the blanks. Show some words with some blanks on the PPT. (出示课件) Let students listen to the recording and fill in the blanks according to the rules that “ai” always appears in the middle of the words and “ay” always appears at the end of the words. 3. Think and make more sentences. Show some pictures of the first section of “Let’s spell” on page 50 and lead students to say sentences according to the pictures. （出 示课件） One or more words with “ay/ai” can be used in the sentences. The sentences may be various. Step 4: Consolidation & Extension Look, listen and write. (1)Ask students to observe the pictures of the third section of “Let’s spell” on page 50 and predict the answers, such as today, rainy, paint, rainbow, Monday… Remind students to capitalize the first letter of the sentence. (2)Play the recording. (出示课件) Let students listen to the recording and try to write down the answers. (3)Play the recording again and check the answers.（出示课件） Then students read the sentences together. (课件出示:教材 P50 Let’s spell 板块第三部分的听力材料及答案) Teaching purpose 采用听、读、说唱歌谣 等多种方式让学生在例词中 感知 ai/ay的发音规则，并按 照正确的语音、语调及节奏 进行说唱 ,调动学生的积极 性，激发学生的学习热情。 Teaching purpose 采用听、看、说、填、 圈等多种方式帮助学生在例 词中感知 ai/ay的发音规则， 进一步巩固/ eɪ /的发音。 Teaching purpose 拓展部分把枯燥的语音 知识与句子结合起来，激发 学生的兴趣，让学生进一步 强化新知，落实知识的运用。 (4)Ask students to choose one sentence from above and write it on the line. Ask students to pay attention to the correct writing—the first letter of a sentence must be capitalized; the line can be seen as the third line in a four-line grid. ▶板书设计 ▶作业设计 1. Read the words of “Let’s spell”. 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. 本节课从复习旧知入手，通过 birthday cake 的图片引出有 ay 读音的单词，从而引出新知的学习。 2. 通过创设情景，逐一呈现例词，让学生在故事情节的发展中感知 ay/ai 的读音，总结出其发音规则。 3. 教学中设计了丰富多样的活动，帮助学生反复操练了 ay/ai 的发音。 4. 通过总结和拓展，帮助学生系统地强化了所学知识。 5. 板书简洁清晰，重点突出，一目了然。 ▶Teaching Contents & Teaching Aims Let’s spell · Be able to grasp the pronunciation rule of “ay/ai” in words. · Be able to read the words that fit the pronunciation rule of “ay/ai”. · Be able to spell the words that fit the rule according to pronunciation. ▶Teaching Priorities ·Be able to grasp the pronunciation rule of “ay/ai” in words. ·Be able to read the example words of “Let’s spell” correctly and finish the exercises in “Let’s spell”. ▶Teaching Difficulties · Be able to observe, perceɪve, experience the pronunciation of “ay/ai” and sum up the pronunciation rule. ·Be able to read and spell the new words according to the pronunciation rule. ▶Teaching Procedures Teaching Teacher’ s Activities Students’ Activities Teaching Purposes 211 Stages Warm-up & Revision & Lead-in 1. Greetings. 2. Free talk. Show a picture and lead in. 1. Greetings. 2. Talk about the picture. Help students review the old knowledge and lead in the new lesson by the free talk. Perceɪve the pronunciation of “ay/ai” through certain words. Presentation 1. Learn the words and find the rule. (1)Teach the words with “ay”. Create a scene to show the words “birthday, Monday, say, way”. Ask students to observe the words and find the same part.Mark the same part with red chalks. (2)Teach the words with “ai”. Create a scene to show the words “rainy, rainbow, paint, wait”. Ask students to observe the words and find the same part. Mark the same part with red chalks. (3)Sum up the pronunciation rule of “ay/ai” with students. Lead students to find the difference of the positions of “ay/ai” in the words. Explain the pronunciation method of /eɪ/. Help students know /eɪ/ through a video of teaching phonetic symbols. (1)Learn the words with “ay”. Know the words “birthday, Monday, say, way” from the scene. Discuss in groups. Find the same part. Read and perceɪve the sound /eɪ/. Find the rule of the pronunciation. (2)Learn the words with “ai”. Know the words “rainy, rainbow, paint, wait”. Observe these words. Find the same letter combination “ai” in these words and the pronunciation rule in the same way. (3)Sum up the pronunciation rule with the teacher. Know the positions of “ai/ay” in the words and the pronunciation method of /eɪ/ through the video. Show the example words by creating some scenes. Stimulate students’ interest. Conclude the pronunciation rule of “ay/ai” by observing, reading and perceɪving. Cultivate students’spirit of independent exploration. Improve students’ observation and logical thinking abilities. （续表） Teaching Teacher’ s Activities Students’ Activities Teaching Purposes Stages Presentation 2. Read, listen and chant. (1)Show the pictures of “Read, listen and chant” one by one with the recording of the words. (2)Lead students to spell the words. (3)Play the recording of the chant. (1)Read after the recording. Pay attention to the sound of “ay/ai” in every word. (2)Imitate to spell the words. Have a reading competition among groups. (3)Chant after the recording. Find the words with “ay/ai” and chant freely. Have a chanting competition between boys and girls. Make sure students chant with correct pronunciation, intonation and rhythm. Stimulate students’ learning enthusiasm by listening, reading and chanting. Practice 1. Listen, read and circle. (1)Ask students to underline and read. (2)Help students correct the wrong pronunciation. (3)Play the recording. (4)Play the recording again and check the answers with students. (1)Underline “ay/ai” in the words first. Then try to read the words according to the pronunciation rule. (2)Read out the words. (3)Circle the right answers. (4)Listen and check the answers with the teacher. Help students perceɪve, consolidate and strengthen the pronunciation rule by listening, watching, saying, filling in the blanks and circling. 2. Listen and fill in the blanks. Show some words with some blanks on the PPT. Listen to the recording and fill in the blanks according to the rules. 3. Think and make more sentences. Show some pictures of the first section of “Let’s spell” on page 50. Say sentences according to the pictures. One or more words with“ay/ai” can be used in the sentences. The sentences may be various. （续表） Teaching Teacher’ s Activities Students’ Activities Teaching Purposes 213 Stages Consolidation & Extension Look, listen and write. (1)Show the pictures of the third section of “Let’s spell” on page 50. (2)Play the recording. (3)Play the recording again and check the answers with students. (4)Ask students to pay attention to the correct writing. (1)Observe the pictures and predict the answers. Remember to capitalize the first letter of the sentence. (2)Listen to the recording and try to write down the answers. (3)Listen to the recording again and check the answers. (4)Choose one sentence from above and write it on the line. Activate students’ interest and strengthen the core knowledge. Achieve the goal of knowledge application by combining the phonetic knowledge with sentences. Homework 1. Read the words of “Let’s spell”. 2. Do the exercises. The fourth period(第四课时) Part B Let’s try & Let’s talk ▶教学内容与目标 课时教学内容 课时教学目标 Let’s try ·学生能够通过观察 Let’s try 板块的选项，对听力部分的内容进行预测 ·学生能够听懂简短对话，抓住关键信息，提高听力技巧，并完成本部分的听力任务 ·学生能够通过听的过程完成对新句型的初步感知，为 Let’s talk 板块的学习做铺垫 Let’s talk ·学生能够理解对话大意 ·学生能够按照正确的语音、语调及意群朗读对话并进行角色扮演 ·学生能够在情境中运用句型“There are…”描述某处有某物 ·学生能够在语境中理解新词和词组“grandparent, their, house, flower, lots of” 的意思并正确发音 ▶教学重点 1. 学生能够理解和掌握本课时重点词汇和句型。 2. 学生能够在情境中运用句型“There are…”描述某处有某物。 ▶教学难点 学生能够在情境中灵活运用所学句型描述某处有某物。 ▶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、人物头饰等。 ▶教学过程 Step 1: Warm-up & Revision & Lead-in 1. Greetings. 2. Ask and answer. Show the picture of “Let’s learn” on page 49 on the PPT and ask some questions. (出示课件) T: Whose bedroom is it? Ss: It’s Zhang Peng’s. T: What’s in the bedroom? S1: There is a photo on the wall. S2: … … 3. Lead-in. Use the main scene to lead in. Show the picture of the main scene on page 46. (出示课件) T: Look at the picture. Who do you see in the picture? Where are they? Ss: … T: Yes. They are in Zhang Peng’s living room. Step 2: Presentation 1. Let’s try. (1)Read and predict. Show the question and the options of “Let’s try” on the PPT. (出示课件) T: Sarah and Mike are in Zhang Peng’s living room now. What is in the living room? Can you guess? Ss: Maybe there is/are… … (2)Finish the exercise of “Let’s try”. Teaching purpose 通过问与答，唤起学生 对本单元已学核心内容的全 面记忆，为新知的学习做好 铺垫。利用主情景图，自然 导入本课时话题。 Teaching purpose 通过听力活动，让学生 感知新句型，提高学生的听 力技巧，培养学生的观察能 力和逻辑思维能力。 215 T: Good guess. Maybe there are some pictures. Maybe there are some flowers or some toys. But I’m not sure. Read the question and the options of “Let’s try” again. Please listen and tick. The teacher plays the recording. (出示课件) Students listen and tick the answer. Then they check the answer together. (Answer: Some pictures.) The teacher shows the sentence “There are some pictures in the living room.” on the PPT. (出示课件) Students read it after the teacher three times. 2. Let’s talk. (1)Learn the new words, phrase and sentence pattern. ①Learn the new word “flower”. Show a picture of a beautiful flower on the PPT. (出示课件) T: Look! What’s this? Help students answer: It’s a flower. Teach the word like this: flower, “fl” sounds /fl/; “ow” sounds /aʊ/； “er” sounds /ə/; flower, flower. (出示课件) Students read the word several times after the teacher. Show the word “flower” and the picture of flowers in different colours on the PPT. (出示课件) Students practice with the teacher like these: A red flower. A purple flower. A yellow flower… ②Learn the new phrase “lots of” and the new sentence pattern. T: (Point to all these flowers.) Wow! So many flowers. Where are the flowers? Show a picture of a garden. (出示课件) T: There are so many flowers in the garden. What else is in the garden? S1: Trees. S2: … T: Yes. They are all plants. So we can say there are so many plants in the garden. Show the two sentences on the PPT. (出示课件) Teach students to read them. Mark the words “are” “flowers” and “plants” with red colour. Explain the usage of the sentence pattern: These words are plural nouns, so “are” must be used in the sentences. Give some examples for students to understand: There are some trees in our school. There are some books on the desk. T: There are so many/lots of flowers. There are so many/lots of plants. They have the similar meaning. And “lots of” has the same meaning as “a lot of”. Give an example for students to understand: There are a lot of/lots of flowers. ③Learn the new words “house, grandparent, their”. Teaching purpose 创设情境，激发学生的 学习兴趣，并在图片的帮助 下落实对关键词汇和句子的 理解。 T: The garden is very beautiful. But where is the garden? (课件 出示:一间房子在花园后面的图片及单词 house) Oh！It’s in front of the house. Point to the house and teach the word “house” like this: “ou” sounds /aʊ/. Students read it after the teacher in a high and low voice. T: Whose house is it? Show the picture of two old people in front of the house on the PPT. (出示课件) T: Right! It’s my grandparents’ house. It’s their house. Show the words “grandparent, their” on the PPT. (出示课件) Tell students that “grandparent” refers to “grandmother” or “grandfather”. Teach the word like this: grand + parent=grandparent. Teach the word “their” by comparing it with “they, them”. Practice with the sentences: The garden is my grandparents’. The plants are my grandparents’. It’s their garden. These are their plants. (2)Watch and answer. Play the cartoon and ask a question: What are Mike and Sarah doing? (课件出示:教材 P51 Let’s talk 板块的视频) Students watch it and answer the question: They are visiting Zhang Peng’s living room. (3)Read and answer. The teacher shows some questions on the PPT. Students read the dialogue aloud and answer the questions. Check the answers with students. (4)Read and find. The teacher shows the sentence pattern “There are…” on the PPT. (出示课件) Students read the dialogue silently and underline the sentences related to the sentence pattern. Ask some students to read out the sentences. Write them down on the blackboard. Answers: There are so many pictures here. There are so many plants here, too. There are lots of flowers in it. Students read these sentences together. (5)Fill in the blanks and retell. The teacher shows the dialogue with some blanks on the PPT. (出 示课件) Students fill in the blanks and retell the dialogue. Then read it out aloud. Teaching purpose 形式多样的活动让学生 既整体感知文本又关注文本 的细节。通过朗读、配音、 表演等形式，锻炼学生的语 言表达能力，进一步强化学 生对文本的理解。 217 (6)Read and act. ①The teacher plays the cartoon. (出示课件) Students read after it one by one. Try to imitate the intonation and the pronunciation. Then students read together, read freely and dub the cartoon. Choose the best dubber. ②Students read the dialogue in groups. Then the teacher takes out some headwears and asks some students to act out the dialogue. Students choose the best performers. The teacher gives awards. Step 3: Practice 1. Read and circle. Show some sentences with “There is/are…” on the PPT. Students circle the right answers and give the reasons. Then check the answers together. 2. Compare and sum up. Lead students to compare the sentences above and find the key words in the sentences. Ask students to sum up the difference between “There is…” and “There are…” Ask some students to say it out. 3. Point and say. Show the pictures of “Let’s talk” on page 51 on the PPT. (出 示课件) Students point to the pictures and say some sentences with the sentence patterns “There is/are…” First ， they can do it by themselves. Then some students show in class. The others judge their sentences. Step 4: Consolidation & Extension 1. Find the differences. The teacher shows two pictures of two rooms on the PPT. (出示课 件)Students find out the differences and express them with the sentence patterns “There is/are…” like these: There is a plant in A’s room. There are many plants in B’s room. 2. We like “DIY”. (1)Design your dream room. Show some pictures of DIY on the PPT, such as DIY food, a DIY kite， a DIY lantern, a DIY umbrella… (出示课件) T: Do you like DIY? Let’s design your dream room. Let students work in groups of four and design their dream rooms together by drawing or writing. (2)Introduce your dream room. The teacher makes a model. Teaching purpose 操练活动环环相扣，引 导学生一步一步地巩固核心 句型，提高学生的自主探究 能力，达到灵活运用语言的 目的。 Teaching purpose 拓展活动帮助学生进一 步巩固核心句型，强化对文 本的理解。DIY活动的设计， 激发学生的兴趣，培养学生 的团队精神，提高学生的语 言综合运用能力。 T: This is my living room. There is a sofa in it. There is a TV in front of the sofa. It’s very big. There are some plants in the living room. They are my grandmother’s. There are some pictures on the wall. They are nice. There is a fish tank on the table. And there are some fish in it. I like my living room. ▶板书设计 219 ▶作业设计 1. Practice the dialogue. 2. Talk about your room with your partner. 3. 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 本课时以会话教学为中心，通过“说一说、猜一猜”活动唤起学生对本单元所学内容的回忆，有效地吸 引了学生的注意力。 2 采用任务型教学法，让学生对文本先整体感知，后细致了解，获取关键信息，正确地理解文本。 3 在图片、视频及动作的辅助下，落实了对词汇的理解。操练活动环环相扣，巩固了核心句型，强化了对 文本的理解。 4 教学中注重了对学生正确的语音、语调的培养，语言支架的提供降低了学习难度，增强了学生的自信。 5 拓展活动进一步地巩固了学生对核心句型的运用，激发了学生的兴趣，培养了学生的团队精神，提高了 学生的语言综合运用能力。 6 板书简洁清晰，重点突出，一目了然。 ▶Teaching Contents & Teaching Aims Let’s try · Be able to predict the main content of the listening part by observing the options. · Be able to understand the dialogue, grasp the key information, improve listening skills and finish the listening task. · Be able to perceive the key sentence pattern in the process of listening and prepare for the learning of “Let’s talk”. Let’s talk ·Be able to understand the main idea of the dialogue. ·Be able to read the dialogue with the correct pronunciation, intonation and meaning group and act it out. ·Be able to use the key sentence pattern to describe there is something somewhere. ·Be able to understand the new words and phrase “grandparent, their, house, flower, lots of” in context and read them correctly. ▶Teaching Priorities ·Be able to understand and master the key words and sentence pattern of this lesson. ·Be able to use the key sentence pattern to describe there is something somewhere ▶Teaching Difficulties ·Be able to use the key sentence pattern flexibly to describe there is something somewhere. ▶Teaching Procedures Teaching Stages Teacher’ s Activities Students’ Activities Teaching Purposes Warm-up & Revision & Lead-in 1. Greetings. 2. Ask and answer. Show the picture of “Let’s talk” on page 49 on the PPT. Ask some questions. 3. Lead-in. Use the main scene to lead in. Show the picture on page 46. 1. Greetings. 2. Answer the questions according to the picture. 3. Answer the teacher’s questions. Arouse students’ memory of the knowledge they learned. Prepare for the new lesson. Presentation 1. Let’s try. (1)Show the question and the options of “Let’s try” on the PPT. Ask students to predict. (2)Let students read the question and the options again. Play the recording. Check the answer with students. Show the key sentence on the PPT. (1)Read and predict. (2)Read the question and the options again. Listen and tick the answer. Check the answer with the teacher. Read the key sentence after the teacher. Lead students to perceive the new sentence. Improve students’ listening skills. Cultivate students’ observation and logical thinking abilities. 2. Let’s talk. (1)Learn the new words, phrase and sentence pattern. ①Teach the new word “flower”. Show a picture of a flower on the PPT. Show flowers in different colours on the PPT. ②Teach the new phrase“lots of” and the new sentence pattern. Show two sentences with “there are” on the PPT. Mark the key words with red colour. Explain the usage of the sentence pattern. Explain the meaning of “lots of”. ①Read the word “flower” after the teacher. Practice it with the help of the pictures. ②Read the sentences to learn the new sentence pattern. Try to understand the meaning of “lots of”. ③Learn the new words “house, grandparent, their” and practice them. Create some scenes to stimulate students’ learning interest. Help students understand the key words and sentence pattern with the help of some pictures. （续表） Teaching Stages Teacher’ s Activities Students’ Activities Teaching Purposes 221 Presentation ③Teach the new words “house, grandparent, their”. Use the PPT to teach the three words. Explain the structure of “grandparent”. Help students practice the words in sentences. (2)Watch and answer. Play the cartoon and ask a question. (3)Read and answer. Show some questions on the PPT. Check the answers with students. (4)Read and find. Show the sentence pattern “There are…” on the PPT. Write down the key sentences on the blackboard. (5)Fill in the blanks and retell. Show the dialogue with some blanks on the PPT. (6)Read and act. Play the cartoon. Prepare headwears for students. Give awards. (2)Watch the cartoon and answer the question. (3)Read the dialogue aloud and answer the questions. Check the answers with the teacher. (4)Read the dialogue silently and underline the key sentences. Read the sentences together. (5)Fill in the blanks and retell the dialogue. Read it out aloud. (6)Imitate and read after the cartoon. Read in different ways. Dub the cartoon. Practice the dialogue in groups. Act it out with headwears. Choose the best dubber and the performer. Help students perceive the whole text and pay attention to the details by answering some questions. Train students’ abilities of language expression and strengthen students’ understanding of the text by reading, dubbing and acting. Practice 1. Read and circle. Show some sentences on the PPT. 2. Compare and sum up. Lead students to compare and sum up the usage of “There is…” and “There are…” 1. Read the sentences and circle the right answers. Give the reasons. 2. Compare the sentences above and find the key words. Sum up the usage of the sentence patterns. Lead students to consolidate the key sentence patterns by various practice. Improve students’ abilities of independent exploration. （续表） Teaching Stages Teacher’ s Activities Students’ Activities Teaching Purposes Practice 3. Point and say. Show the pictures of “Let’s talk” on page 51 on the PPT. with students. 3. Point to the pictures and say some sentences with the sentence patterns “There is/are…” Help students achieve the goal of using the key language flexibly. Consolidation & Extension 1. Find the differences. Show two pictures of rooms. Find out and express the differences between the two rooms with the key sentence patterns. Consolidate the key sentence patterns. Enhance the understanding of the text. Stimulate students’ learning interest by the activity of “DIY”. Cultivate students’ team spirit. Develop students’ comprehensive language using abilities. 2. We like “DIY”. (1)Design your dream room. Show some pictures of DIY and ask students to design their dream rooms. (2)Introduce your dream room. Make a model. (1)Work in groups of four. Design the dream rooms by drawing or writing. (2)Imitate to introduce the rooms. Homework 1. Practice the dialogue. 2. Talk about your room with your partner. 3. Do the exercises. The fifth period(第五课时) Part B Let’s learn & Find and say ▶教学内容与目标 课时教学内容 课时教学目标 Let’s learn ·学生能够听、说、读、写核心词汇“in front of, beside, between, behind, above” ·学生能够熟练运用核心词汇描述人物或物品的相对位置关系 Find and say ·学生能够操练和巩固 B 部分的核心词汇及 there be 结构 ·学生能够正确描述图中人物或物品的位置 ▶教学重点 1. 学生能够听、说、读、写单词和词组“in front of, beside, between, behind, above”。 223 2. 学生能够在语境中运用核心词汇描述人物或物品的相对位置关系。 ▶教学难点 学生能够在语境中熟练运用核心词汇及句型 ▶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、卡片等。 ▶教学过程 Step 1: Warm-up & Revision & Lead-in 1. Greetings. 2. Enjoy the song—A photo of me. （出示课件） 3. Free talk. Show the pictures of “Let’s talk” on page 51 on the PPT. (出 示课件) T: What’s in the room? S1: There is… S2: There are… 4. Lead-in. T: Where is the black dog? Ss: It’s on the table. T: Where is the garden? Ss: It’s in front of the house. T: Today we’re going to study some prepositions of locations. Write down the topic on the blackboard. Step 2: Presentation 1. Learn the new words and phrase of “Let’s learn”. (1)Learn the new phrase “in front of”. T: Look at the ball. Where is the ball? (课件出示:教材 P52 Let’s learn 板块的第一幅图) Ss: It’s in front of the dog. Write down the sentences “—Where is the ball? —It’s in front of the dog.” on the blackboard. Help students pronounce the word “front” correctly. Pay attention to the sound of the letter “o”. Students read the word after the teacher. Practice it in a high and low voice. The teacher shows two pictures on the PPT and asks. Students answer according to the pictures. (课件出示:1. 房子前有一只猫 2. 一个女孩坐在小汽车前面) T: Where is the cat? Ss: It’s in front of the house. T: Where is the girl? Ss: She’s in the front of the car. Explain the difference between “in front of” and “in the front of” briefly. (2)Learn the new word “behind”. T: The ball is in front of the dog. But where is the dog? Ss: … T: Right！The dog is behind the ball. (Point to the picture on the blackboard.) Write down the word “behind” on the blackboard and teach it. Pay attention to the sound /aɪ/. Let students practice it in a high and low Teaching purpose 通过歌曲和师生之间亲 切、自然的会话，营造英语 学习氛围，复习本单元的主 要句型，为新知的学习做好 准备。 Teaching purpose 充分利用图片的趣味性 和情境来教学新知，词不离 句。采用对比、类比等多种 方法，确保核心词汇和句型 的落实，有效地激发学生的 学习兴趣。 voice. Help students understand that the meanings of “in front of” and “behind” are opposite. The teacher shows two pictures on the PPT and asks. Students answer according to the pictures. (课件出示:1. 一个房子前面有一个花园 2. 教材 P52 Let’s learn 板块 的第四幅图) T: Where is the house? Ss: It’s behind the garden. T: Where is the ball? Ss: It’s behind the dog. (3)Learn the new word “beside”. (课件出示:教材 P52 Let’s learn 板块的第二幅图) T: Look at the ball. Is it behind the dog? Is it in front of the dog? Ss: No. T: Where is it? Help students answer: It’s beside the dog. Write down “beside” on the blackboard and teach it. Students read it after the teacher three times and practice it in a high and low voice. Help students remember the word like this: be+side=beside. Help students understand it like these: (Point to two students in the class.) A is beside B. (Point to the door and the window in the class.) The door is beside the window. Let students ask and answer. S1: Where is the ball? S2: It’s beside the dog. (4)Learn the new word “between”. (课件出示:教材 P52 Let’s learn 板块的第三幅图) T: Where is the ball? Help students answer: It’s between the dogs. Write down the word “between” on the blackboard and teach it in a high and low voice. Students read it one by one. And the teacher corrects the wrong pronunciation. Stick the corresponding picture on the blackboard. Let students ask and answer like this: —Where is the ball? —It’s between the dogs. Explain the usage of “between…and…” and make an example like this: It’s between the yellow dog and the black dog. Show a picture for students to practice. (课件出示:一个小男孩在 爷爷奶奶中间的图片) T: Where is the boy？ Ss: He is between his grandparents./He is between his grandmother and grandfather. (5)Learn the new word “above”. (课件出示:1. 一张照片放在床上和句子“There is a photo on the bed.”2. 该照片在床头的墙上面和句子“There is a photo above the bed.”) 225 Ask students to compare them and guess the meaning and the usage of “above”. Help students sum up the different usages according to students’ answers. Write down the word “above” on the blackboard and teach it in a high and low voice. Ask students to pay attention to the sound /ʌ/. Then show the fifth picture of “Let’s learn” on page 52 and ask. (出示课件) T: Where is the ball? Ss: It’s above the dog. 2. Read and act. (1)Read “Let’s learn”. The teacher plays the recording. (出示课件) Students read after it. After reading together and reading freely, students can have a competition between boys and girls or among groups. Make sure they can read the new words and phrase correctly. (2)Pair work. First, the teacher asks and students answer according to the pictures of “Let’s learn”. Then students work in pairs. Ask and answer with the sentence patterns “—Where is the ball? —It’s…” After asking and answering in pairs, students act out the dialogue in class. Step 3: Practice 1. Quick response. The game is done between boys and girls. Put the five word cards on the blackboard. A boy and a girl stand in front of the blackboard. The teacher says a word or a phrase one time. They take down the card as fast as they can. The winner can get a sticker for the group. 2. Yes or No. The teacher shows some pictures and says sentences. If the sentence matches the picture, students say “Yes”. Or they say “No”. Make a modle: T: The ballon is above the desk. (Show a picture in which there is a balloon on the desk.) Ss: No. 3. I say and you do. Students take out a book, a pen and a pencil. The teacher says the positions of the book. Students put the book to the right positions. The teacher says like these: The book is above the pen. The book is beside the pencil… Students check the answers with their partners. Step 4: Consolidation & Extension 1. Can you fill in the blanks? The teacher shows some pictures and sentences with blanks on the PPT. Students fill in the blanks with the new words and check the answers with the teacher. (出示课件) 2. Find and say. Teaching purpose 操练活动形式多样，从 音、形、义等方面帮助学生 巩固目标词汇和句型，加强 学生的合作意识，提高学生 的观察能力和逻辑思维能 力。 Teaching purpose 从训练核心词汇的听、 说、读过渡到写，借助闯关 游戏，帮助学生有效地将本 单元所学的核心内容进行巩 固，激发学生的兴趣，培养 The teacher shows the picture of “Find and say” on page 52 on the PPT and plays a game with students. (出示课件) It contains two parts. Students are divided into several groups. Some stickers are prepared for the winners. (1)What’s in the picture? Students discuss and answer with the sentence patterns “There is/are…behind/above…” like these: There is a garden in front of the house. There is a cat behind the door… Choose some students to give their answers. The other students say “Yes/No” and correct the wrong answers. Choose the winner. (2)Where is/are…? Students ask and answer with the sentence patterns “—Where is/are…? —It’s/They are behind/above…” like these: —Where is the white cat? —It’s between the chairs. —Where is the tree? —It’s in front of the house. Choose some groups to give their answers. The other students say “Yes/No” and correct the wrong answers. Choose the winner. ▶板书设计 ▶作业设计 1. Listen to the recording of “Let’s learn” and read after it. 2. Talk about your classroom or room with your partner. 3. 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 本节课从欣赏有方位介词的歌曲入手，给学生营造英语学习的氛围，充分利用图片的趣味性和直观物体 之间的位置关系导入新课，学习方位介词。 2 以学生为主体，注重对学生的学习方法和学习策略的培养；利用有效的资源帮助学生从听、说、读、写 四个方面进行操练，活动形式丰富多样，层层递进，夯实了新知，提高了学生的兴趣，培养了学生的观察能力、 逻辑思维能力和自主学习能力，增强了团队合作精神。 3 板书简洁清晰，重点突出，一目了然。 ▶Teaching Contents & Teaching Aims Let’s learn 227 · Be able to listen, speak, read and write the words and the phrase “in front of, beside, between, behind, above”. · Be able to describe the relative positions of people or objects skillfully with the key words. Find and say ·Be able to practice and consolidate the key words and sentence pattern of Part B. ·Be able to describe the positions of people or objects in the picture. ▶Teaching Priorities ·Be able to listen, speak, read and write the words and the phrase “in front of, beside, between, behind, above”. ·Be able to describe the relative positions of people or objects with the key words in context. ▶Teaching Difficulties ·Be able to use the key words and sentence pattern skillfully in context. ▶Teaching Procedures Teaching Stages Teacher’ s Activities Students’ Activities Teaching Purposes Warm-up & Revision & Lead-in 1. Greetings. 2. Enjoy the song—A photo of me. 3. Free talk. Show the pictures of “Let’s talk” on page 51 on the PPT. 4. Lead-in. Ask questions with “Where is…?” 1. Greetings. 2. Enjoy the song. 3. Answer the teacher’s question with the sentence patterns “There is/are…” 4. Answer the questions. Create English learning atmosphere. Help students review the key sentence patterns learned before. Prepare for the new lesson. Presentation 1. Learn the new words and phrase of “Let’s learn”. (1)Learn the new phrase “in front of”. Use the picture to teach the new phrase. Pay attention to the pronunciation of “front”. Show two pictures for students to practice. Explain the difference between “in front of” and “in the front of”. Learn the phrase “in front of” through the picture. Read it in a high and low voice. Practice the phrase and the key sentence patterns according to the two pictures. Know the difference between “in front of” and “in the front of”. (2)Learn the new word “behind”. Teach the new word by comparing the positions of different thin in the picture. Pay attention to the sound /aɪ/. Show two pictures for students to practice. Learn the new word “behind” by comparing the positions of different things. Read it in different voices. Understand the relationship of “behind” and “in front of”. Practice them by the two pictures. 229 （续表） Teaching Stages Teacher’ s Activities Students’ Activities Teaching Purposes Presentation (3)Learn the new word “beside”. Show the second picture of “Let’s learn” on page 52 and ask questions to teach the word. Help students remember the word. Give examples for students to understand its meaning. Look at the picture and answer the questions to learn the word “beside”. Practice the word in different voices. Know the way to remember it. Practice it by the picture and in the real scene. Learn the new words and phrase by some interesting pictures and real scenes. Practice them in the key sentence patterns. Make sure students grasp the key words and sentence patterns through a series of ways. Stimulate students’ learning interest effectively. (4)Learn the new word “between”. Use the picture to teach the new word. Correct the wrong pronunciation. Explain the usage of “between…and…”. Show a picture for students to practice. Learn the new word “between” by the picture. Read it in different voices one by one. Understand the usage of “between… and…” and practice it by the picture. (5)Learn the new word “above”. Show two pictures with two sentences on the PPT. Help students know the difference between “above” and “on”. Show a picture for students to practice. Learn the new word “above” by comparing the difference between “above” and “on”. Read it in different voices. Practice by the picture. 2. Read and act. (1)Play the recording. (2)Ask some questions according to the pictures. (1)Read in several ways. Have a competition between boys and girls or among groups. (2)Answer the teacher’s questions. Ask and answer in pairs and act out the dialogue in class. （续表） Teaching Stages Teacher’ s Activities Students’ Activities Teaching Purposes Practice 1. Quick response. Put the five word cards on the blackboard. Say the words. Give a sticker to the winner. 2. Yes or No. Show pictures and say sentences. 3. I say and you do. Say the positions of the book. 1. Listen to the teacher and take down the cards as fast as he/she can. 2. Look at the pictures and judge the sentences. 3. Take out a book, a pen and a pencil. Put the book to the right positions according to the words of the teacher. Check the answers with their partners. Consolidate the sounds, the forms and the meanings of the key words, phrase and sentence pattern. Cultivate students’ cooperative spirit. Improve students’ observation and logical thinking abilities. Consolidation & Extension 1. Can you fill in the blanks? Show some sentences with blanks and pictures on the PPT. Check the answers with students. Fill in the blanks according to the pictures. Check the answers with the teacher. Lead students to consolidate the key sentence patterns by various practice. Improve students’ abilities of independent exploration. 2. Find and say. Play a game with students. Prepare some stickers for the winners. Show the picture on the PPT. Choose some groups to report the answers. (1)Discuss and answer in groups with the sentence patterns “There is/are…” (2)Ask and answer in groups with the sentence patterns “—Where is/are…? —It’s/They’re behind/…” Practice the key words from listening, speaking, reading to writing. Consolidate the key contents of the unit with the help of the game. Stimulate students’ interest. Cultivate students’ team spirit. Homework 1. Listen to the recording of “Let’s learn” and read after it. 2. Talk about your classroom or room with your partner. 3. Do the exercises. The sixth period(第六课时) 231 Part B Read and write & Let’s check & Let’s wrap it up ▶教学内容与目标 课时教学内容 课时教学目标 Read and write ·学生能够在图片的帮助下读懂电子邮件并选出正确的房间图 ·学生能够正确写出三个描述自己房间的句子 Let’s check ·学生能够从图片信息中推测考查点,做到有意识地听录音并完成听后任务 Let’s wrap it up ·学生能够在教师的帮助下完成连线步骤，重点关注 is、are 与名词单复数的搭配 ·学生能够根据连线结果完成三个句子 ▶教学重点 1学生能够读懂电子邮件，完成阅读任务。 2学生能够听懂录音并完成相应的练习。 3学生能够了解 is、are 与名词单复数的搭配。 ▶教学难点 1学生能够在语境中正确运用 is、are 与名词单复数的搭配。 2学生能够完成写句子的活动。 ▶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、视频等。 ▶教学过程 Step 1: Warm-up & Revision & Lead-in 1. Greetings. 2. Quick response. The teacher shows the key words in this unit one by one. Students read them out quickly. (出示课件) 3. Magic show. Show some pictures of a mouse in different positions on the PPT. The pictures appear in turns to help students review the key words and phrase about positions. (出示课件) T: Look！This is a mouse. Lead students to read “mouse” in a high and low voice. T: Now look carefully. Where is the mouse? Ss: It’s in front of the box. Ss: It’s behind the box. … 4. Lead-in. Teaching purpose 设计趣味性的活动激发 学生的兴趣，帮助学生复习 旧知，呈现新词“mouse”， 导入新课。 Show the picture of “Let’s talk” on page 48 on the PPT. (出 示课件) T: Zhang Peng’s room is really nice. It’s clean and tidy. Today we are going to see another room. Let’s go and see. Step 2: Presentation “Read and write” 1. Pre-reading. (1)Learn the new words “dirty, move, live”. Show two pictures of two rooms on the PPT. (出示课件) One room is clean. The other one is dirty. Let students know the meaning of “dirty”by comparing the two pictures. Teach it in a high and low voice. T: I don’t like the dirty room. So I’m going to move into the clean room. Write down the word “move”. Draw an arrow from the dirty room to the clean room. (出示课件) Help students understand the word “move”. Students read it after the teacher. T: And now I live in the clean room. Write down the word “live”on the blackboard and teach it in different voices. Show the picture of “Find and say” on page 52 on the PPT. (出示课件) T: Look! Zhang Peng’s grandparents live in the house. (2)Look and predict. Show the picture of an old house on the PPT. Mr Jones is standing in front of it. (出示课件) Ask some questions to lead students to predict. The questions can be like the following: ①Who is he? (He’s Mr Jones.) ②Where is he? (He’s in front of an old house.) ③Is he happy? Why? (Yes, he is/No, he isn’t. Maybe…) … 2. While-reading. (1)Fast reading. Students read the email for the first time quickly and get the main idea of the email. Try to answer the teacher’s questions. And check the answers with the teacher. (2)Careful reading. Teaching purpose 创设情境学习新词, 为 文本的阅读扫清障碍。引导 学生观察图片并预测，培养 学生的观察能力和逻辑推理 能力。 Teaching purpose 基于任务型的阅读，既 让学生整体感知文本，又对 文本的细节有深刻的理解， 考查学生对语篇结构理解的 能力，渗透阅读策略，提高 学生的阅读技巧。 233 Show some sentences on the PPT. Ask students to judge and correct.Students read the email for the second time carefully. Try to find the answers and underline the sentences. Check the answers with students. Explain the meaning of “everywhere” （“here and there” or “every place”） in the process of checking answers. Help students remember the word like this: every+where=everywhere. Students read it after the teacher. Show a picture of a nature park to help students know the meaning of the word “nature”. (出示课件)Students read it in different voices. At last, students read the correct sentences together. The teacher writes down the sentences “There are pencils and crayons on the floor. There are pictures and photos everywhere.” on the blackboard. (3)Read the email. Play the recording of “Read and write”. (出示课件) Let students listen and read after the recording. Pay attention to the intonation, the stress, the pause and the meaning group. After reading together, students read freely. Let students know the format of an email briefly. 3. Post-reading. (1)Read and tick. Students observe the two pictures of “Read and write” on page 53 and compare the differences according to the text. Tick the right picture and give the reason with the sentence patterns “There is/are…” These are different: There are pencils and crayons on the floor in the left picture. There are some pencils on the floor in the right picture. There is a mouse behind the computer in the left picture. There is a mouse in front of the computer in the right picture. … Answer: the left picture. (2)Think and write. T: Mr Jones’ room is dirty. How about your room? What’s in your room? Please write three sentences. Students think and write the sentences on the lines. Pay attention to the correct writing and check the answers with their partners. Step 3: Practice “Let’s check” 1. Talk about the pictures. Show the five pictures of “Let’s check” on page 54 to students. (出示课件)Ask students to talk about the pictures in pairs with the sentence patterns “—What’s in the picture? —There is/are… in the picture.” A: What’s in the picture? B: There is a bed/a desk/a dog/a plant in the picture. A: What’s in the picture? B: There are two photos in the picture. 2. Listen and tick or cross. T: Now let’s listen and tick or cross. Play the recording. (出示课件) Students listen and tick or cross. Then check the answers. （出示课件） 3. Read the sentences. Lead students to read the two sentences. Lead students to predict the missing words according to the pictures above. Help students listen on purpose. 4. Listen again and write. Play the recording again. （出示课件） Students write down the missing words on the lines. 5. Listen and check. Play the recording again. （出示课件） Let students check the answers. Then choose two students to show their answers. Lead students to judge the answers. At last, ask students to read the two sentences together. Step 4: Consolidation & Extension 1. Let’s wrap it up. (1)Read and observe. Students look at the pictures and read these words and phrase: in front of, above, behind, beside. Know their meanings. Then observe the example sentence and read the sentence. (2)Match and say. Students match and make sentences and say them in groups. Have a competition among groups. Make as many sentences as they can within the limited time. (3)Sum up. Teaching purpose 通过观察图片、分析句 子、预测内容，对学生进行 有效的听力技巧指导，注重 学习方法的培养。 Teaching purpose 通过观察和思考，让学 生自主探究，总结 is、are 和 名词单复数的搭配规则, 提 升学生的自主学习的能力， 培养学生的观察能力和逻辑 思维能力。 235 Show some sentences that students made up. Lead students to observe the collocation rules of “is, are” with nouns. Let students discuss in groups. Choose one from the groups to report their result. Then the teacher helps students sum up. (4)Write the sentences. Students complete the sentences independently according to the collocation rules of “is/are” with nouns. Then the partners exchange and check the answers. The teacher asks students to pay attention to the writing. 2. Emotional education. Lead students to compare some pictures. Some rooms are clean and some rooms are dirty in the pictures.（出示课件）Ask students to choose the pictures that they like and give the reasons. Help students form the habit of sorting things out in time. ▶板书设计 ▶作业设计 1. Read the text adroitly. 2. Search for more sentences about “There is/are…” 3. 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 本节课采取多种有效的方法，层层深入地引导学生阅读并理解文本，考查了学生对语篇结构的理解能力， 注重渗透阅读策略；帮助学生按照正确的意群和语音、语调朗读文本内容，圆满地完成了读后练习。 2 整节课不仅检测了学生对单元核心词汇及句型的掌握，而且让学生自主探究，总结出了 is、are 与名词 单复数的搭配规则。 3 教学中注重激发学生的学习兴趣，训练了学生的听力技巧，提升了学生自主学习的能力，并适时地进行 了情感教育。 4 板书简洁清晰，重点突出，一目了然。 ▶Teaching Contents & Teaching Aims Read and write · Be able to understand the email with the help of the pictures and choose the right picture. · Be able to write three sentences of describing the room. Let’s check ·Be able to infer the key points of listening tasks from the pictures and listen to the recording consciously and finish the post-listening tasks. Let’s wrap it up ·Be able to know the collocation rules of “is, are” with singular nouns and plural nouns. ·Be able to finish the activities of matching and writing sentences. ▶Teaching Priorities ·Be able to understand the email and finish the reading tasks. ·Be able to understand the recording and finish the listening tasks. ·Be able to know the collocation rules of “is, are” with singular nouns and plural nouns. ▶Teaching Difficulties ·Be able to use the collocation rules of “is, are” with singular nouns and plural nouns correctly in context. ·Be able to finish the activity of writing sentences. 237 ▶Teaching Procedures Teaching Stages Teacher’s Activities Students’ Activities Teaching Purposes Warm-up & Revision & Lead-in 1. Greetings. 2. Quick response. Show the key words in this unit. 3. Magic show. Teach the word “mouse”. Show some pictures that the mouse is in different positions and ask questions. 4. Lead-in. Show the picture of “Let’s talk” on page 48 on the PPT. 1. Greetings. 2. Read the words out quickly. 3. Learn the word “mouse”. Answer the questions according to the pictures. 4. Look at the picture of “Let’s talk” on the PPT. Attract students’ attention by two activities. Review the knowledge that they have learned. Lead in the new word. Prepare for the reading of the text. Presentation “Read and write” 1. Pre-reading. (1)Show two pictures on the PPT for students to learn the new word “dirty”. Create a scene to teach the words “move” and “live”. (2)Show a picture on the PPT. Ask some questions to lead students to predict. (1)Learn the new word “dirty” by comparing the two pictures. Read it in different voices. Learn the words “move” and “live” in a scene. (2)Look at the picture and answer the questions to predict. Help students learn the new words in a scene and read the text. Cultivate students’ observation abilities and logical reasoning abilities. Let students have an overall perception of the text and a profound understanding of the details by task-based reading. Examine students’ abilities to understand the discourse structure. Infiltrate reading strategies. Improve students’ reading abilities. 2. While-reading. (1)Show some questions for students to answer. Check the answers with students. (2)Show some sentences for students to judge and correct. Check the answers with students. Teach the words “everywhere, nature”. (3)Play the recording. Let students read the email and know the format of an email briefly. (1)Read the email quickly and get the main idea. Answer the questions. Check the answers with the teacher. (2)Read the email carefully. Try to find and underline the sentences. Learn the new words “everywhere, nature”. Read the sentences together. (3)Read the email in different ways. Know the format of an email. （续表） Teaching Stages Teacher’ s Activities Students’ Activities Teaching Purposes Presentation 3. Post-reading. (1)Help students to compare the pictures. Check the answer with students. (2)Ask students to write three sentences. Check the answers with students. (1)Observe the two pictures and compare the differences. Tick the right picture and give the reason. (2)Think and write three sentences on the lines. Check the answers with the teacher. Practice “Let’s check” 1. Talk about the pictures. Show the five pictures. 2. Listen and tick or cross. Play the recording. Check the answers with students. 3. Read the sentences. Lead students to read the sentences and predict the missing words. 4. Listen again and write. Play the recording again. 5. Listen and check. Play the recording. Choose two students to show their answers. Lead students to evaluate the answers. 1. Talk about the five pictures in pairs with the sentence patterns “—What’s in the picture?—There is/are…” 2. Listen to the recording and tick or cross. Check the answers with the teacher. 3. Read the sentences and predict the missing words. Listen on purpose. 4. Listen again and write down the answers on the lines. 5. Listen again to check the answers. Evaluate the answers of others. Read them together. Train students’ listening skills effectively by observing pictures, analyzing sentences and predicting the contents. Cultivate students’ learning methods. （续表） 239 Teaching Stages Teacher’ s Activities Students’ Activities Teaching Purposes Consolidation & Extension 1. Let’s wrap it up. (1)Ask students to read the words and the phrase and observe the example sentence. (2)Give the limited time for students to match and say. (3)Show some sentences to lead students to sum up the collocation rules. (4)Ask students to complete the sentences and pay attention to the writing. (1)Look at the pictures and read the words and the phrase. Know their meanings and observe the example sentence. (2)Match and say out the sentences. Have a competition among groups. (3)Observe the sentences and sum up the collocation rules of “is, are” with nouns. (4)Finish the sentences and check them with their partners. Lead students to sum up the collocation rules of “is, are” with singular nouns and plural nouns by observing, thinking and independently exploring. Improve students’ autonomous learning abilities. Cultivate students’ observation and logical thinking abilities. 2. Emotional education. Lead students to compare some pictures. Help students form the habit of sorting things out in time. Look at the pictures and choose the ones that they like. Form the habit of sorting things out in time. Homework 1. Read the text adroitly. 2. Search for more sentences about “There is/are…” 3. Do the exercises. Unit 6 In a nature park 教材分析 本单元学习的主题是自然公园。教学内容主要是通过 Miss White 带领学生在自然公园游玩 以及张鹏和 Miss White 在自然公园里的对话情景来展开的。教学重点是能听、说、读、写核心 句型“—Is there a river in the forest? —Yes, there is./No, there isn’t.”“—Are there any tall buildings in the nature park? —Yes, there are./No, there aren’t.”； 能听、说、读、写单词“forest, lake, mountain, hill, river, building, village, house, tree, bridge”。 教学目标 知识与能力目标: 句型 ·能够理解对话大意，按照正确的意群及语音、语调朗读对话，并进行角色扮演 ·能够听、说、读、写句型“—Is there a river in the forest? —Yes, there is./No, there isn’t.” “—Are there any tall buildings in the nature park? —Yes, there are./No, there aren’t.” ·能够在情景中运用句型“—Is there…? —Yes, there is./No, there isn’t.”“—Are there any…? —Yes, there are./No, there aren’t.”询问某处是否有某物并回答 ·能够在图片的帮助下正确理解短文，按照正确的意群及语音、语调朗读短文，并完成补画的 活动；能够根据文中描述的自然公园提出三个问题并写出答案 词汇 ·能够听、说、读、写单词“forest, lake, mountain, hill, river, building, village, house, tree, bridge” ·能够正确使用上述词汇介绍自然公园的情况 语音 ·能够掌握字母组合 ou 的发音规则，即 ou 在单词中发/a / ·能够读出符合 ou 发音规则的单词,并能够根据发音规则拼写单词 情感态度､文化意识､学习策略目标: ·能够亲近自然、热爱自然 ·能够了解一些环保常识 ·能够在教师的帮助下总结 there be 结构疑问句的用法，并能正确运用这一结构 ·能够根据 ou 的发音规则拼读、拼写单词课时安排第一课时: Part ALet’s try & Let’s talk 课时安排 第一课时: Part A Let’s try & Let’s talk 第二课时: Part A Let’s learn & Draw and ask 第三课时: Part A Let’s spell 第四课时: Part B Let’s try & Let’s talk 第五课时: Part B Let’s learn & Write and say 第六课时: Part B Read and write & Let’s check & Let’s wrap it up & Part C Story time 241 The first period(第一课时) Part A Let’s try & Let’s talk ▶教学内容与目标 课时教学内容 课时教学目标 Let’s talk ·学生能够通过观察图片，对听力部分的重点内容进行预测 ·学生能够借助图片听懂简短对话，抓住关键信息，提高听的能力并完成本板块的听力任 务 ·学生能够通过听的过程完成对新句型的初步感知，为 Let’s talk 板块的学习做好铺垫 Let’s play ·学生能够理解对话大意 ·学生能够按照正确的语音、语调及意群朗读对话，并能在小组中进行角色扮演 ·学生能够运用核心句型就自然公园展开问答 ·学生能够在情景中运用句型“—Is there…? —Yes, there is./No, there isn’t.” 询问并回答某处是否有某物 ·学生能够在语境中理解新词“forest, river, lake, go boating”的意思，并能正确发 音 ▶教学重点 1. 学生能够理解对话大意，并能用正确的语音、语调朗读对话。 2. 学生能够在情景中运用句型“—Is there…? —Yes, there is./No, there isn’t.”询问并回答某 处是否有某物。 ▶教学难点 学生能够灵活运用所学句型在情景中询问并回答某处是否有某物。 ▶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、教学卡片等。 ▶教学过程 Step 1: Warm-up & Lead-in 1. Greetings. 2. Revision. Show the picture of Zhang Peng’s room on page 49 on the PPT. (出 示课件) Students look at the picture and talk about it. T: What’s in the picture? S1: There is a picture on the wall. S2: There is a computer on the desk. … 3. Free talk. Talk about the things in the classroom. T: What’s in our classroom? S3: There’s a blackboard. Teaching purpose 利用 PPT展示上一个单 元的图片，带领学生讨论图 片，复习 there be 句型的用 法；借用主情景图自然地引 出本单元描述自然公园的话 题。 … 4. Lead-in. Show the main scene picture of Unit 6. (出示课件) T: Look at the picture. Who do you see in the picture? Where are they? Lead students to answer the questions. T: Yes. They are Miss White and the children. They are in a nature park. Use the picture to help students understand the theme of this unit. T: In this unit we’re going to talk about “In a nature park”. Write down the topic “In a nature park” on the blackboard Step 2: Presentation 1. Let’s try. (1) Look and talk. T: Miss White and the children are in a nature park. What’s in the park? Show the picture of “Let’s try”. (出示课件) Let students look at the picture carefully. T: Who are they? Ss: They are Chen Jie and Mike. T: They are looking at a map of the nature park. What’s in the park? Can you guess? Students try to guess. T: Now let’s go to see. (2) Finish the task in “Let’s try”. ①Show the content of “Let’s try”. (出示课件) Students read the words by themselves. ②Show the pictures on the PPT. (课件出示:森林、湖、河流的图片 及相应单词) Help students understand the words. ③Play the recording. (出示课件) Students listen to the dialogue and try to tick the word they hear. ④Play the recording again and check the answer. (出示课件) 2. Let’s talk. (1)Look and predict. Show the picture of “Let’s talk”. (出示课件) Let students look at the picture carefully. Ask some questions to lead them to predict the main idea of the dialogue. T: Who are they? Ss: Miss White, Zhang Peng and a student. T: Where are they? Ss: They’re in a nature park. T: What can you see in the picture? S1: … S2: … Teaching purpose 帮助学生读懂题目要 求，引导学生学会听前预测 听力的重点内容，并提前熟 悉新单词，利用图片帮助学 生理解词义。 Teaching purpose 通过问题引导学生观 察并讨论图片，借助图片预 测教学内容，培养学生的观 察能力和逻辑推理能力。 生理解词义。 243 T: What a beautiful park！Let’s have a look. (2)Learn the new words, phrase and sentence patterns. ①Show a picture of a nature park on the PPT. (出示课件) T: Miss White and the children are in a nature park. What’s in the park? Ss: There’s a forest in the park. Show a picture of a forest and the word “forest” on the PPT. (出 示课件) Teach the word “forest”. T: What a nice forest! Let’s go to the forest! T: What can you see in the forest? What can you do? What do you want to do in a forest? Ask several students to answer the questions. ②T: What does Zhang Peng want to do? Let’s watch the cartoon. Play the cartoon. (出示课件) Students watch the cartoon. Help students try to answer. Ss: He wants to go boating. Show a picture of a boat and the word “boat” on the PPT. (出 示课件) Teach the word “boat”. Then show a picture and the phrase “go boating” on the PPT. (课 件出示：划船的图片及相应词组) Teach the phrase “go boating”. ③Learn the new words “river” and “lake”. T: Zhang Peng wants to go boating. Is there a river or a lake? Show the pictures of a river and a lake and the words “river” and “lake” on the PPT. (出示课件) Teach the words “river” and “lake”. Use the word “cake” to help students read the word “lake”. Use the word cards to help students practice the words. ④Learn the sentence patterns “—Is there…? —Yes, there is./No, there isn’t.” T: Zhang Peng wants to go boating. Is there a river in the forest? Ss: No, there isn’t. T: Is there a lake? Ss: Yes, there is. Write down the sentence patterns on the blackboard and teach them. Students practice in pairs. T: There is no river in the forest. There is a lake. What’s on the lake? Ss: There are some small boats on the lake. 3. Read and act. (1)Students read after the recording of “Let’s talk”. (出示 课件)Pay attention to the pronunciation and the intonation. (2)Let students practice the dialogue in groups. (3)Let students act out the dialogue. Step 3: Practice Teaching purpose 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。 Teaching purpose 引导学生带着问题观 看文本动画，在文本中感知 新词句并学习新词句。 1. The best partner. （活动说明:请两位学生到讲台前，背对背站好，两人均手持 Yes 和 No 的两张卡片。教师出示单词卡片，如 lake, forest, river, park 等。其余 学生根据卡片内容，用句型“Is there a…？”询问这两位同学。持有卡片 的学生需举起 Yes 或 No 的卡片，并用“Yes, there is.”或“No， there isn’t.”回答。配合最默契、说出相同答案最多的一组为“黄金搭档”。） 2. Pair work. (1)Students talk about the park in pairs. A: Is there a forest in the park? B: Yes, there is. A: Is there a river in the forest? B: No, there isn’t. … (2)Ask several students to show in the front of the class. The other students listen and make evaluations. Step 4: Consolidation & Extension “Talk about our school” 1. Lead students to talk about the school. T: What a beautiful nature park! Our school is also beautiful. Welcome to our school. Show the conversation structure on the PPT. 2. Make a model with a student. T: Is there a library in your school? S1: Yes, there is. T: Is there a gym in your school? S1: No, there isn’t. 3. Then practice in pairs. Ask students to practice in pairs. 4. Show time. Ask several students to show to the class. The other students listen and make evaluations. ▶板书设计 Teaching purpose 通过“黄金搭档”游戏， 帮助学生操练核心词汇和 句型，提高学生的学习兴 趣，为后面的学习做好铺 垫。 Teaching purpose 创设情景，给出语言框 架，让学生在情景中合理运 用所学语言询问并回答某 处是否有某物。 245 ▶作业设计 1. Practice the dialogue. 2. Copy the key sentences three times. 3. 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 整个教学设计突出教师的引导功能，引导学生理解文本内容，教学过程自然。 2 活动设计注重学生的操练，提高学生学习的主动性。 3 帮助学生读懂题目要求，借助图片帮助学生初步感知新词汇，引导学生学会听前预测听力的重点内容。 4 在情境中理解，在活动中运用，突出语用功能。通过创设合理情景，帮助学生在情景中真实自然地使用所 学语言，突出教学重点。 ▶Teaching Contents & Teaching Aims Let’s try · Be able to predict the main content of the listening part by observing the picture. · Be able to understand the short dialogue with the help of the picture, catch the key information, improve the listening abilities and complete the listening task. ·Be able to complete the initial perception of the new sentence patterns through listening. Prepare for the next section. Let’s talk ·Be able to understand the main idea of the dialogue. ·Be able to read the dialogue correctly and fluently, then act it out. ·Be able to ask and answer questions about the nature park by using the key sentence patterns. ·Be able to use the sentence patterns “—Is there…? —Yes, there is./No, there isn’t.” to ask and answer whether there is something somewhere. · Be able to understand the new words “forest, river, lake” and the phrase “go boating” in context, and pronounce them correctly. ▶Teaching Priorities ·Be able to understand the main idea of the dialogue and read the dialogue with correct pronunciation and intonation. ·Be able to use the sentence patterns “—Is there…? —Yes, there is./No, there isn’t.” to ask and answer whether there is something somewhere. ▶Teaching Difficulties ·Be able to use the sentence patterns learned flexibly to ask and answer whether there is something somewhere in the situation. ▶Teaching Procedures Teaching Stages Teacher’ s Activities Students’ Activities Teaching Purposes Warm-up & Lead-in 1. Greetings. 2. Revision. Show a picture on the PPT. Ask students to look at the picture and talk about it. 3. Free talk. Talk about the things in the classroom. 4. Lead-in. Show the main scene picture. Ask some questions. Use the picture to help students understand the theme. Write down the topic “In a nature park” on the blackboard. 1. Greetings. 2. Look at the picture and talk about it. 3. Talk about the things in the classroom. 4. Look at the main scene picture and talk about it. Present the picture of Unit 5 for students to discuss. Help students review the sentence patterns “There is/are…” Use the main scene picture of Unit 6 to naturally lead in the topic of describing the nature park in this unit. Presentation 1. Let’s try. (1)Look and talk. Show the picture of “Let’s try”. Talk about it with students. Look at the picture carefully and talk about it. Lead students to understand the title and predict the listening content before listening. Help students know the new words ahead of time and understand the meanings of the new words by pictures. (2)Finish the task in “Let’s try”. ①Show the content of “Let’s try”. Let students read the words by themselves. ②Show the pictures on the PPT. Help students understand the words. ③Play the recording. ④Play the recording again and check the answer. ①Read the words. ②Try to understand the words through the pictures. ③Listen to the dialogue and try to tick. ④Check the answer. 2. Let’s talk. (1)Look and predict. Show the picture. Ask some questions to lead students to predict the main idea of the dialogue. Look at the picture carefully. Answer the questions. Predict the main idea of the dialogue. (2)Learn the new words, phrase ①Look at the pictures and try to answer the questions. Learn the word “forest”. ②Watch the cartoon and answer. Look at the pictures and learn the word “boat” and the phrase “go boating”. ③Learn the new words Use the questions to lead students to look at the pictures and discuss them. Then help students predict the main idea of the dialogue. Cultivate students’ observation and logical reasoning abilities. Lead students to watch the cartoon with 247 and sentence patterns. ①Show a picture of a nature park and a picture of a forest to teach the word “forest”. Ask questions. ②Ask a question. Play the cartoon. Show a picture of a boat. Teach the word “boat”. Then show a picture of “go boating”. Teach the phrase “go boating”. ③Show the pictures. Teach the words “river” and “lake”. Use the word cards to help students practice the words. ④Write down the sentence patterns on the blackboard and teach them. Let students practice in pairs. “river” and “lake”. Then practice the words. ④Learn and practice the sentence patterns in pairs. the question. Help students perceive and learn the new words, phrase and sentence patterns and practice. （续表） Teaching Stages Teacher’ s Activities Students’ Activities Teaching Purposes Presentation 3. 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. Pay attention to the pronunciation and the intonation. (2)Practice the dialogue in groups. (3)Act out the dialogue. Make sure students read the dialogue correctly and fluently. Practice 1. The best partner. Choose some pairs of students to play a game. Play the game. Help students practice the key words and sentence patterns by the game. Ask and answer questions about the nature park by using the key sentence patterns. Prepare for the next part. 2. Pair work. (1)Let students talk about the park in pairs. (2)Ask several students to show to the class. (1)Talk about the park in pairs. (2)Try to show to the class. Make evaluations. Consolidation & Extension “Talk about our school” 1. Lead students to talk about the school. Show the conversation structure. 2. Make a model with a student. 3. Then practice in pairs. 4. Show time. Ask several students to show to the class. Practice in pairs to talk about the school by using the key sentence patterns. Show to the class and make evaluations. Create a natural and real situation to develop students’ comprehensive language application abilities. Homework 1. Practice the dialogue. 2. Copy the key sentences three times. 3. Do the exercises. The second period(第二课时) Part A Let’s learn & Draw and ask ▶教学内容与目标 249 课时教学内容 课时教学目标 Let’s learn ·学生能够听、说、读、写单词“forest, lake, mountain, hill, river” ·学生能够熟练运用上述单词就自然公园展开问答 Draw and ask ·学生能够自己动手设计一个自然公园并在空白处画一个简单的示意图，然后在同桌之间 就示意图展开问答 ▶教学重点 学生能够听、说、读、写并熟练运用单词“forest, lake, mountain, hill, river”。 ▶教学难点 学生能够掌握单词“mountain”的发音。 ▶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、教学卡片等。 ▶教学过程 Step 1: Warm-up & Lead-in 1 Greetings. 2 Sing a song. Play the cartoon of the song—In a nature park. (出示课件) Students enjoy the song and try to sing it. 3 Talk about a nature park. Show a video about a nature park on the PPT. (出示课件) T: What a nice nature park! What’s in the park? Watch carefully and try to say. Students work in groups to talk about the park. Ask several groups to show. Teaching purpose PPT 播放歌曲，学生跟 唱，激起学生的学习兴趣； 借用 PPT出示视频，师生讨 论自然公园，自然引出本课 话题。 4 Lead-in. T: Cool! There is a…in the park. There are… What else? Is there a…? Ss: Yes, there is./No, there isn’t. … T: Today we’re going to learn the things in a nature park. Write down the topic on the blackboard. Step 2: Presentation 1. Learn the new word “forest”. Draw a tree on the blackboard and ask. T: What’s this? Ss: It’s a tree. T: Yes, there is a tree on the blackboard. Draw many trees on the blackboard and say. T: There are lots of trees now. It’s a… Lead students to say the word “forest”. Write down the word “forest” on the blackboard and teach the word. Lead students to practice the word in a high and low voice. Point to the picture in the book and chant with students like this: Forest, ↗ forest. ↘ Is there a forest in the park? ↗ Yes, there is. Yes, there is. 2. Learn the new word “lake”. Draw a lake on the blackboard and ask. T: What’s this? Ss: It’s a lake. T: Yes. There is a lake on the blackboard. Write down the word “lake” on the blackboard and teach the word. Show other words “cake, take, make” to help students read and remember the word. (出示课件)Lead them to practice the word in a high and low voice. Point to the picture in the book and chant with students like this: Lake, ↗ lake. ↘ Is there a lake in the park? ↗ Yes, there is. Yes, there is. 3. Learn the new word “river”. Draw a river on the blackboard and ask. T: Look! What’s this? Ss: It’s a river. T: Yes. There is a river on the blackboard now. Write down the word “river” on the blackboard and teach the word. Ask students to spell the word like this:/ɪ/ /ɪ/ /ɪ/, ri-, ri-, ri-, /ə/ /ə/ /ə/, -ver, -ver, -ver, river. Lead them to practice the word in a high and low voice. Point to the picture in the book and chant with students like this: River, ↗ river. ↘ Is there a river in the park? ↗ Yes, there is. Yes, there is. Teaching purpose 教师通过问题引导学 生观察并讨论图片，借助图 片预测教学内容，培养学生 的观察能力和逻辑推理能 力。 Teaching purpose 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 色表演。 Teaching purpose 结合教材图片，利用简 笔画和图片引导学生学习 新单词，多种方式操练新单 词。 251 4. Learn the new word “hill”. Draw a hill on the blackboard and ask. T: Look! Is there a hill on the blackboard? Ss: Yes, there is. Write down the word “hill” on the blackboard and teach the word. Hide the letter “h” to show the word “ill” to help students: read and remember the word. Lead them to practice the word in a high and low voice. Point to the picture in the book and chant with students like this: Hill, ↗ hill. ↘ Is there a hill in the park? ↗ Yes, there is. Yes, there is. 5. Learn the new word “mountain”. Show a picture of a hill and ask. (出示课件) T: Is there a hill? Ss: Yes, there is. Then show a picture of a mountain. (出示课件) T: Is there a hill? Ss: No, there isn’t. T: There is a mountain. Help students understand the word. Write down the word “mountain” on the blackboard and teach the word. T: In this word, “ou” sounds /aʊ/ and “ai” sounds /ə/. Ask students to spell the word like this: /aʊ/ /aʊ/ /aʊ/, moun-, moun-, moun-, /ə/ /ə/ /ə/, -tain, -tain, -tain, mountain. Lead students to practice the word in a high and low voice. Point to the picture in the book and chant with students like this: Mountain, ↗ mountain. ↘ Is there a mountain in the park? ↗ Yes, there is. Yes, there is. 6. Read and act. (1)Play the recording. ( 出 示 课 件 ) Students read after the recording of “Let’s learn”. Ask students to pay attention to the pronunciation and the intonation. (2)Then students read together. At last students read and practice with partners. Step 3: Practice 1. Flashing cards. Use the word cards to play a game. Students read the words “forest， lake， river， hill， mountain” as fast as they can. Teaching purpose 听录音跟读，引导学生 按照正确的语音、语调朗读 单词及对话。 Teaching purpose 利用单词卡片开展游 戏活动，活跃课堂气氛，帮 助学生操练新单词，在句型 中练习运用新单词。 2. What’s missing? Use the word cards(forest， lake， river， hill， mountain) to play this game. Hide one card and ask “What’s missing?” The fastest student has a chance to answer. If he or she is right, give a prize to him or her. Then show the card to students. 3. Ask and answer. Use the word cards to play this game. Assume that the blackboard is a nature park. Stick some word cards on the blackboard and ask. T: Is there a forest/lake/river/hill/mountain? Ss: Yes, there is./No, there isn’t. … Step 4: Consolidation & Extension Let’s play. Draw and say. (1)Design and draw. T: Please design and draw a nature park in your book. You have 3 minutes to do this. Students design their own nature parks and draw in their books. (2)Pair work. T: Then please talk about it with your partner by using the following sentence patterns and words. Show the sentence patterns and some prepositions of positions on the PPT. (出示课件) Students talk about their parks.(3)Describe a nature park. Show these sentences on the PPT. Students try to describe the nature park. (4)Show time. Ask several students to show to the class. The other students listen and make evaluations. Teaching purpose 通过活动让学生在情 境中合理运用所学词汇，激 发学生学习英语的动力，拓 展使用句型，培养学生的语 言综合运用能力。 253 ▶板书设计 ▶作业设计 1. Copy the words of this lesson 3 times. 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 课前利用ＰＰＴ播放歌曲，学生跟唱，激发学生的兴趣；并用 PPT 出示视频，师生讨论自然公园，自然地 引出了本单元的话题。 2 充分结合图片和问题引导学生学习新单词，帮助学生直观地了解所学知识，培养学生的思维能力和观察能 力。 3 通过“画一画，说一说”的活动让学生在情境中合理运用所学词汇，激发学生学习英语的动力，拓展使用 句型，培养学生的语言综合运用能力。 ▶Teaching Contents & Teaching Aims Let’s learn · Be able to listen, speak, read and write the new words “forest, lake, mountain, hill, river”. · Be able to ask and answer questions about the nature park by using the words above. Draw and ask ·Be able to design a nature park by themselves and draw a simple diagram in the blank. Then ask and answer questions about the diagram. ▶Teaching Priorities ·Be able to listen, speak, read, write and use the new words “forest, lake, mountain, hill, river”. ▶Teaching Difficulties ·Be able to master the pronunciation of the word “mountain”. ▶Teaching Procedures Teaching Stages Teacher’ s Activities Students’ Activities Teaching Purposes Warm-up & Lead-in 1. Greetings. 2. Sing a song. 3. Talk about a nature park. Show a video. Let students work in groups to talk about the park. Ask several groups to show. 4. Lead-in. Lead in and write down the topic on the blackboard. 1. Greetings. 2. Watch the cartoon and sing the song—In a nature park. 3. Work in groups to talk about the park. Several groups show in class. 4. Answer the questions. Stimulate students’ interest in learning and lead in the topic. Presentation 1. Learn the new word “forest”. Draw a tree on the blackboard and ask. Then draw many trees. Write down the word “forest” on the blackboard and teach the word. Lead students to practice the word in a high and low voice. Point to the picture in the book and chant with students. Look at the pictures carefully and answer the questions. Learn and practice the word “forest”. Chant with the teacher. Lead in the new words properly. Lead students to learn the new words through the pictures and the questions. Help students practice the words in many ways. 2. Learn the new word “lake”. Draw a lake on the blackboard and ask. Write down the word “lake” on the blackboard and teach the word. Show other words “cake, take, make” to help students read and remember the word “lake”. Lead students to practice the word in a high and low voice. Point to the picture in the book and chant with students. Look at the picture carefully and answer the question. Learn and practice the word “lake”. Chant with the teacher. 3. Learn the new word “river”. Draw a river on the blackboard and ask. Write down the word “river” on the blackboard and teach the word. Lead students to spell the word. Lead students to Look at the picture carefully and answer the question. Learn and practice the word. Chant with the teacher. 255 practice the word in a high and low voice. Point to the picture in the book and chant with students. 4. Learn the new word “hill”. Draw a hill on the blackboard and ask. Write down the word “hill” on the blackboard and teach the word. Help students read and remember the word. Lead students to practice the word in a high and low voice. Point to the picture in the book and chant with students. Look at the picture carefully and answer the question. Learn and practice the word. Chant with the teacher. 5. Learn the new word “mountain”. Show a picture of a hill and a picture of a mountain and ask. Help students understand the word. Write down the word “mountain” on the blackboard and teach the word. Ask students to spell the word. Lead students to practice the word in a high and low voice. Point to the picture in the book and chant with students. Look at the pictures carefully and answer the questions. Learn and practice the word. Chant with the teacher. 6. Read and act. (1)Play the recording. (2)Let students read together. At last let students read and practice with partners. Read after the recording. Then read and practice. Lead students to read the words and the dialogue correctly and fluently by reading after the recording. （续表） Teaching Stages Teacher’ s Activities Students’ Activities Teaching Purposes Practice 1. Flashing cards. 2. What’s missing? Hide one card at a time and ask. 3. Ask and answer. Stick some word cards on the blackboard and ask. 1. Read the words as fast as they can. 2. Look at the cards and try to guess the missing cards. 3. Look at the cards on the blackboard and answer the questions. Activate the atmosphere. Help students practice the words. Cultivate students’ learning interest. Consolidation & Extension Draw and say. (1)Let students design their own nature parks and draw in their books. (2)Show the sentence patterns and the prepositions of positions on the PPT. (3)Show some sentences on the PPT. (4)Ask several students to show to the class. Design their own nature parks and draw in their books. Then talk about their parks with their partners. Try to describe the nature park. Show their work to the class. Create a real situation to develop students’ comprehensive language application abilities. Homework 1. Copy the words of this lesson 3 times. 2. 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 ·学生能够感知并掌握字母组合 ou 在单词中的发音规则 ·学生能够拼读符合 ou 发音规则的单词 ·学生能够根据单词读音写出符合该规则的单词 ▶教学重点 学生能够掌握字母组合 ou 在单词中的发音，并能读准 Let’s spell 板块的例词。 ▶教学难点 257 学生能够在教师的引导下感知、发现和归纳字母组合 ou 的发音规则，并根据发音规则拼读、拼写新单词。 ▶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、教学卡片等。 ▶教学过程 Step 1: Warm-up & Lead-in 1. Greetings. 2. Revision. Show a picture of a nature park. (出示课件) Ask students to answer some questions according to the picture. The following sentences can be showed beside the picture on the PPT: A: Is there a river/hill/lake/forest/mountain? B: Yes, there is./No, there isn’t. 3. Lead-in. Show the word “mountain” on the PPT. And mark “ou” in red. (出 示课件) Ask several students to read the word and pay attention to the pronunciation of the letter combination “ou”. T: What’s the sound of the letter combination “ou”? Let’s learn more words and try to find. Write down the topic on the blackboard. Step 2: Presentation 1. Learn the words. (1)Show a picture of a house on the PPT. (出示课件) T: Is there a house? Ss: Yes, there is. Write down the word “house” on the blackboard. Write the letter combination “ou” in red. Students try to read the word and pay attention to the pronunciation of the letter combination “ou”. (2)Play a sound of a mouse. (出示课件) T: What sound? Let’s listen! Ss: … Write down the word “sound” on the blackboard. Write the letter combination “ou” in red. Students try to read the word and pay attention to the pronunciation of the letter combination “ou”. (3)Show a picture of a mouse on the PPT. (出示课件) T: Is there a mouse? Ss: Yes, there is. Write down the word “mouse” on the blackboard. Write the letter combination “ou” in red. Students try to read the word according to the sound of “house” and pay attention to the pronunciation of the letter combination “ou”. Teaching purpose 利用图片，复习相关单 词和句型，并借助上节课所 学的单词 mountain，让学生 感知字母组合 ou的发音，导 入本课所学内容。 Teaching purpose 充分利用多媒体出示 图片和声音，自然地引出新 词，并帮助学生观察词形。 (4)Show a picture of many mice on the PPT. (出示课件) T: Oh no! How many? Let’s count! One, two, three… Write down the word “count” on the blackboard. Write the letter combination “ou” in red. Students try to read the word according to the sound of “sound” and pay attention to the pronunciation of the letter combination “ou”. 2. Look, read and find. Show the four words to students. Let students look at the words carefully. T: What can you find? Ss: They all have “ou”. T: Yes! Now let’s listen and read the words. Play the recording on the PPT. (出示课件) Students read the words after the recording. Then read the words by themselves. T: What does “ou” sound? Ss: It sounds /əʊ/. T: Cool! They all have “ou”. It sounds /əʊ/. Teaching purpose 引导学生通过观察词 形、聆听发音等方法，逐步 归纳出字母组合 ou 的发音 规则。 259 3. Let’s chant. Show the chant on the PPT. Students read the chant. Step 3: Practice 1. Look, listen and circle. (1)Show the three groups of words on the PPT. (出示课件) Students read the words by themselves and underline the letter combinations that sound /əʊ/.Let students read the word “around” through the word “round”. (2)Play the recording. (出示课件) Students listen and try to circle the right words. (3)Play the recording again. Check the answers. (出示课件) (4)Find more words with the letter combination “ow”. T: The letter combination “ow” also sounds /əʊ/ in some words. Can you find more? Lead students to find more words like “wow, down, now, town…”. 2. Look, listen and write. (1)Show the three pictures on the PPT. (出示课件) Students look at the pictures carefully and predict the missing words. (2)Play the recording. (出示课件) Students listen to the recording and try to write down the words. (3)Play the recording again and check the answers with students. (出示课件) (4)Students read the sentences loudly by themselves. (5)Ask students to choose one sentence from above and write it down on the line. T: Please pay attention to these things. The first letter of the sentence is capitalized. There are spaces between the words and a punctuation at the end of the sentence. Teaching purpose 在学生进行听力练习 之前，预留时间请学生对空 缺的内容进行预测，对学生 进行有效的听力技巧指导。 Teaching purpose 学生通过吟诵，充分感 受字母组合 ou的发音规则。 Step 4: Consolidation & Extension 1. Let’s read. Show the word cards to students. Students try to read the words. 2. Let’s play. Put these word cards in a box. Ask one student to take out one card at a time and the other students ask. Ss: Is there a word “house”/“mouse”/“sound”/“count”? The student answers according to the card he/she takes out. S1: Yes, there is./No, there isn’t. There’s a… 3. Let’s read more words. Show some more words on the PPT. (课件出示:out, mouth, shout, loud, south, found, wow, down 等单词) Students try to read the words. 4. Find and read. Divide the class into some groups. Students try to find some more words with the letter combination “ou”. Students read the words in groups and then read them to the class. Give some awards to the groups which do a good job. ▶板书设计 ▶作业设计 1. Find more words with the letter combination “ou” which sounds / əʊ/. Then read them out. 2. Do the exercises. (见 “状元成才路”系列丛书《创优作业 100 分》P47 第四题) ▶教学反思 1教师充分利用多媒体出示图片和声音，自然地引出新词，并通过板书帮助学生观察记忆词形。 2突出学生学习的自主性。引导学生独立思考并逐步引导学生总结归纳发音规则，提高学生自主探究、归 纳的能力。 3在学生进行听力练习之前，预留时间让学生对空缺的内容进行预测，对学生进行有效的听力技巧指导。 Teaching purpose 通过活动强化所学新 知，进一步巩固 ou 组合的 发音规则，帮助学生在活动 中感受到自信，激发学生的 学习热情。 261 4 通过多种活动强化所学新知，并进一步强化巩固发音规则，帮助学生在活动中感受到自信，激发学生的学 习热情。 ▶Teaching Contents & Teaching Aims Let’s spell · Be able to perceive and master the pronunciation rule of the letter combination “ou” in words. · Be able to read the new words that have the letter combination “ou” according to the pronunciation rule. · Be able to write down the new words that have the letter combination “ou” according to the pronunciation rule. ▶Teaching Priorities ·Be able to master the pronunciation rule of the letter combination “ou” and read the words in “Let’s spell” correctly. ▶Teaching Difficulties ·Be able to perceive, find out and conclude the pronunciation rule of the letter combination “ou” and read and spell the new words according to the rule. ▶Teaching Procedures Teaching Stages Teacher’ s Activities Students’ Activities Teaching Purposes Warm-up & Lead-in 1. Greetings. 2. Revision. Show a picture of a nature park. Ask students to answer some questions according to the picture. 3. Lead-in. Show the word “mountain”. And mark “ou” in red. Ask several students to read the word. Write down the topic on the blackboard. 1. Greetings. 2. Answer some questions according to the picture. 3. Try to read the word “mountain”. Pay attention to the pronunciation of the letter combination “ou”.Help students review the relative words and sentence patterns and perceive the pronunciation of the letter combination “ou”. Help students review the relative words and sentence patterns and perceive the pronunciation of the letter combination “ou”. Lead in the new lesson. Presentation 1. Learn the words. (1)Show a picture of a house on the PPT. Ask the question and write down the word “house” on the blackboard. Let students try to read the word. (2)Play a sound of a mouse. Ask (1)Look at the picture and try to read the word “house”. Pay attention to the pronunciation of the letter combination “ou”. Make full use of multi-media to show pictures and a sound. Lead in the new words naturally. Help students observe the form of the words. the question and write down the word “sound” on the blackboard. Let students try to read the word. (3)Show a picture of a mouse on the PPT. Ask the question and write down the word “mouse” on the blackboard. Let students try to read the word according to the sound of “house”. (4)Show a picture of many mice on the PPT. Ask the question and write down the word “count” on the blackboard. Let students try to read the word according to the sound of “sound”. (2)Listen to the sound and try to read the word “sound”. Pay attention to the pronunciation of the letter combination “ou”. (3)Try to read the word “mouse” according to the sound of “house”. Pay attention to the pronunciation of the letter combination “ou”. (4)Try to read the word “count” according to the sound of “sound”. Pay attention to the pronunciation of the letter combination “ou” . 2. Look, read and find. Show the four words to students. Let students look at the words carefully. Play the recording and ask the questions. Look at the words carefully. Read the words after the recording. Then read the words by themselves and try to answer the questions. Lead students to perceive and conclude the pronunciation rule of the letter combination “ou” in words. 3. Let’s chant. Show the chant on the PPT. Let students read the chant. Read the chant. Help students fully perceive the pronunciation of the letter combination “ou” in words by chanting. 263 （续表） Teaching Stages Teacher’ s Activities Students’ Activities Teaching Purposes Practice 1. Look, listen and circle. (1)Show the three groups of words on the PPT. (2)Play the recording. (3)Play the recording again. Check the answers. (4)Lead students to find more words like “wow, down, now, town…”. (1)Read the words by themselves. (2)Listen and try to circle the right words. (3)Check the answers. (4)Find more words with the letter combination “ow”. Reserve time for students to predict the missing words before listening. Lead students to develop their effective listening skills. 2. Look, listen and write. (1)Show the three pictures on page 60. (2)Play the recording. (3)Play the recording again and check the answers with students. (4)Let students read the sentences loudly by themselves. (5)Ask students to choose one sentence from above and write it down on the line. (1)Look at the pictures carefully and predict the missing words. (2)Listen to the recording and try to write down the words. (3)Listen to the recording again and check the answers. (4)Read the sentences loudly by themselves. (5)Choose one sentence from above and write it down on the line. Consolidation & Extension 1. Let’s read. Show the word cards to students. 2. Let’s play. Put these word cards in a box. Ask one student to take out one card at a time. 3. Let’s read more words. Show some more words on the PPT. 4. Find and read. Divide the class into some groups. Give some awards to the groups which do a good job. 1. Try to read the words. 2. One student takes out one card at a time. The other students ask and the student answers. 3. Try to read the words on the PPT. 4. Try to find some words with the letter combination “ou”. Read the words in groups. Then read them to the class. Strengthen the pronunciation rule through different activities. Help students feel confident in the activities. Stimulate students’ study enthusiasm. Homework 1. Find more words with the letter combination “ou” which sounds /əʊ/. Then read them out. 2. Do the exercises. The fourth period(第四课时) Part B Let’s try & Let’s talk ▶教学内容与目标 课时教学内容 课时教学目标 Let’s try ·学生能够通过阅读 Let’s try 板块的内容，对听力部分的重点内容进行预测 ·学生能够听懂简短对话，抓住关键信息，提高听的能力并完成本板块的听力任务 ·学生能够通过听的过程完成对新句型的初步感知，为 Let’s talk 板块的教学做好准备 Let’s talk ·学生能够理解对话大意 ·学生能够按照正确的意群及语音、语调朗读对话，并进行角色扮演 ·学生能够运用核心句型就自然公园展开问答 ·学生能够在情景中运用句型“—Are there…? —Yes, there are./No, there aren’t.” 询问并回答某处是否有某物 ·学生能够在语境中理解 “building” 的意思，并能正确发音 ▶教学重点 1学生能够理解对话大意，并能用正确的意群及语音、语调朗读对话。 2学生能在情景中运用句型“—Are there…? —Yes, there are./No, there aren’t.” 询问并回答某 处是否有某物。 ▶教学难点 学生能够运用核心句型就自然公园展开问答。 ▶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、卡片等。 ▶教学过程 Step 1: Warm-up & Lead-in 1. Greetings. 2. Sing a song. Play the cartoon of the song—In a nature park. (出示课件) Students enjoy the song and try to sing it. 3. Talk about a nature park. Show the picture of the main scene of this unit on the PPT. (出 示课件) T: What a nice nature park! What’s in the park? Look carefully and try to say. Students work in groups to talk about the park. Ask several groups to show. 4. Lead-in. Teaching purpose PPT 播放歌曲，学生跟 唱，激趣导入；借用主情景 图，师生讨论自然公园，自 然引出本课话题。 265 T: Cool! Miss White and the children are in the nature park. There is a… in the park. There are… Is there a…? Ss: Yes, there is./No, there isn’t. T: Look at Zoom. What does he say? Ss: He’s hungry. T: Yes! Is there a restaurant beside the lake? Ss: No, there isn’t. T: Look! Zip has some food. And they can share. The children are hungry, too. They also have some food. They want to find a place to share their food. But they need some tables. Where are the tables? Let’s go to see. Write down the topic on the blackboard. Step 2: Presentation 1. Let’s try. (1)Predict the conversation. Show some tables on the PPT. (出示课件) T: There are some tables in the park. Where are the tables? Can you guess? Students try to guess. (2)Show the content of “Let’s try”. (出示课件) Students read the sentence and predict the answer by themselves. Show pictures of a river/lake/hill. (出示课件) T: Are they beside the river/lake/hill? Now let’s listen and find. (3)Play the recording. (出示课件) Students listen to the dialogue and try to find the key word. Then fill in the blank. (4)Play the recording again and check the answer. (出示课件) (5)Play the recording for the third time. Students read after it. (出示课件) 2. Let’s talk. (1)Show the picture of “Let’s talk”. (出示课件) Let students look at the picture carefully. Ask some questions to lead them to predict the main idea of the dialogue. The questions are like these: ①Who are they? ②Where are they? ③What’s in the picture? Is there a lake? Is there a restaurant? … (2)Learn the new words and sentence patterns. ①Point to the picture and ask. T: Look! Miss White and Zhang Peng are sitting beside a lake. What do they see? Are there any people? Teaching purpose 帮助学生读懂题目要 求，引导学生学会听前预测 听力的重点内容，培养学生 的听力技巧。让学生提前熟 悉新单词，利用图片帮助学 生理解词义。 Teaching purpose 通过问题引导学生观 察并讨论图片，借助图片预 测对话内容，培养学生的观 察能力和逻辑推理能力。通 过预测对话内容激活已有 知识，并提取与文本有关的 知识，进入文本话题。 Teaching purpose 利用问题逐步引导学 生理解文本并教授新词汇、 新句型。 Write down the sentence “Are there any people?” on the blackboard. Lead students to answer. Then write down the answer “No, there aren’t.” on the blackboard. Write down “aren’t=are not” on the blackboard. Teach students to read.②Show a picture of a building on the PPT. (出示课件) Teach the word “building” (build + ing=building) to students. ③Show the questions on the PPT. T: Miss White and Zhang Peng are sitting beside a lake. What do they see? Are there any tall buildings? Are there any animals? Now let’s watch. Play the cartoon. （出示课件） Students watch the cartoon and try to get the answers. Check the answers. T: Are there any tall buildings? Ss: No, there aren’t. T: Are there any animals? Ss: Yes, there are. T: What are they? Ss: They are ducks and rabbits. Show the picture of “rabbit” to help students understand the word “rabbit”. （出示课件） Then teach the word. 3. Read and act. (1)Play the recording.（出示课件）Students read after the recording. Ask students to pay attention to the pronunciation and the intonation. (2)Let students practice the dialogue in groups. (3)Let students act out the dialogue. Step 3: Practice 1. Ask and answer. Show the picture of “Let’s talk” and the sentence patterns “—Are there…? —Yes, there are. /No, there aren’t.” on the PPT. (出示课件) Let students ask and answer questions according to the picture. A: Are there any tall buildings? B: No, there aren’t. A: Are there any animals? B: Yes, there are. A: Are there any ducks? B: Yes, there are. … Teaching purpose 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。 267 2. Look and say. Show a picture of a nature park on the PPT. (出示课件) Students ask and answer questions according to the picture. Then show to the class. The other students listen and make evaluations. 3. Tick a picture and find your “friend”. (1)Show the pictures. (课件出示:教材 P61 Let’s talk 板块第二部 分的三幅图片) Let students tick one picture at random. (2)Make a model. Make a model with two students. T: Are there any lakes in the park? S1: No, there aren’t. T: Sorry. You’re not my “friend”. T: Are there any lakes in the park? S2: Yes, there are. T: How many? S2: 2. T: You’re my “friend”! (3)Students practice in pairs. (4)Show time. Ask several students to show to the class. The other students listen and make evaluations. Step 4: Consolidation & Extension “Find the differences” 1. Create a situation. Show two pictures about different nature parks. (出示课件) T: There are two pictures about nature parks. There are some differences between the two pictures. Please ask and answer questions to find the differences. 2. Make a model. Make a model with a student. T: In my park, there’s a lake. Is there a lake in your park? S1: Yes, there is. T: Are there any buildings? S1: No, there aren’t. … 3. Students work in groups. Students work in groups. Students try to find out the differences by asking and answering questions. 4. Show time. The group that finishes it fastest will be the winner. Then show to the class. The other students listen and make evaluations. ▶板书设计 Teaching purpose 通过创设自然真实的 情境，让学生在情境中合理 运用所学语言，培养学生的 语言综合运用能力。 Teaching purpose 借助教材和 PPT，给学 生呈现一些情景片段，帮助 学生操练新句型。 ▶作业设计 1. Practice the dialogue. 2. Write down two key sentences according to a nature park. 3. 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 在学习之前先引导学生预测对话内容，逐步帮助学生读懂题目要求，再引导学生学会听前预测听力的重点 内容，培养学生的听力技巧。 2 在教学过程中，设计多种活动，鼓励学生运用重点句型进行问答，增加实践机会，帮助学生掌握句型用法。 3 让学生在情境中理解，在活动中运用，突出语用功能。通过创设合理情境，帮助学生在情境中真实自然地 使用所学语言，突出教学重点。 ▶Teaching Contents & Teaching Aims Let’s try · Be able to predict the main content of the listening part by reading the content of “Let’s try”. · Be able to understand the short dialogue, catch the key information, improve listening abilities and complete the listening task of this section. ·Be able to have an initial perception of the new sentence patterns through the process of listening. Let’s talk · Be able to understand the main idea of the dialogue. · Be able to read the dialogue correctly and act it out. · Be able to ask and answer questions about nature parks by using the key sentence patterns. · Be able to use the sentence patterns“—Are there…?—Yes, there are./No, there aren’t.”to ask and answer if there are some things somewhere. · Be able to understand and read the new word “building” correctly. ▶Teaching Priorities ·Be able to understand and read the dialogue correctly. ·Be able to use the sentence patterns“—Are there…?—Yes, there are./No, there aren’t.”to ask and answer if there are some things somewhere. ▶Teaching Difficulties ·Be able to ask and answer questions about nature parks by using the key sentence patterns. ▶Teaching Procedures Teaching Stages Teacher’ s Activities Students’ Activities Teaching Purposes 269 Warm-up & Lead-in 1. Greetings. 2. Sing a song. Play the cartoon of the song—In a nature park. 3. Talk about a nature park. Show the picture of the main scene of this unit. Let students work in groups to talk about the park. Ask several groups to show. 4. Lead-in. Lead in. Write down the topic on the blackboard. 1. Greetings. 2. Enjoy the song and try to sing it. 3. Work in groups to talk about the park. Several groups show in class. 4. Look at the picture and answer questions. Stimulate students’ interest in learning. Use the picture of the main scene to lead in the topic of this unit naturally. Presentation 1. Let’s try. (1)Show some tables. Let students try to guess the position. (2)Show the content of “Let’s try”. Show pictures of a river/lake/hill. (3)Play the recording. (4)Play the recording again and check the answers. (5)Play the recording for the third time. (1)Try to guess the position of the tables. (2)Read the sentence and predict the answer by themselves. Look at the pictures and learn the words. (3)Listen to the dialogue and try to find the key word. Then fill in the blank. (4)Listen to the recording again. Check the answer. (5)Listen to the recording for the third time. Read after it. Lead students to predict the listening content before listening. Cultivate students’ listening skills. Help students know and understand the new words by pictures. 2. Let’s talk. (1)Show the picture of “Let’s talk”. Let students look at the picture carefully. Ask some questions to lead students to predict the main idea of the dialogue. Look at the picture carefully. Answer the questions. Predict the main idea of the dialogue. Use the questions to lead students to predict the main idea of the dialogue. Cultivate students’ observation and logical reasoning abilities. (2)Learn the new words and sentence patterns. ①Point to the picture and ask. Write down the question on the blackboard. Lead students to answer. Then write down the answer and“aren’t=are not” on the blackboard. ②Show a picture of a building to teach the word “building”. ③Show and ask some questions. Play the cartoon. Check the answers. Teach the word “rabbit” through the picture. ①Look at the picture and answer the question. Learn the new sentence patterns. ②Look at the picture and learn the word “building”. ③Watch the cartoon and try to answer the questions. Check the answers. Learn and understand the word “rabbit” through the picture. Use the pictures and the questions to lead students to learn the new words and sentence patterns. 3. 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. Pay attention to the pronunciation and the intonation. (2)Practice the dialogue in groups. (3)Act out the dialogue. Make sure students can read the dialogue correctly. 271 （续表） Teaching Stages Teacher’ s Activities Students’ Activities Teaching Purposes Practice 1. Ask and answer. Show the picture of “Let’s talk” and the key sentence patterns. Let students ask and answer questions according to the picture. 2. Look and say. Show a picture of a nature park. 3. Tick a picture and find your “friend”. (1)Show the pictures. Let students tick one picture at random. (2)Make a model. Make a model with students. (3)Let students practice in pairs. (4)Show time. 1. Ask and answer questions according to the picture. 2. Ask and answer questions according to the picture. Then show to the class. The other students listen and make evaluations. 3. Look and tick one picture at random. Then practice in pairs. Show to the class. The other students listen and make evaluations. Help students practice the key words and sentence patterns. Consolidation & Extension “Find the differences” 1. Create a situation. Show two pictures about different nature parks. 2. Make a model. 3. Students work in groups. 4. Show time. 1. Look at the pictures and find the differences. 2. Listen to the model. 3. Work in groups. Try to find out the differences by asking and answering questions. 4. The fastest group shows to the class. The other students listen and make evaluations. Create a real situation to develop students’ comprehensive language application abilities. Homework 1. Practice the dialogue. 2. Write down two key sentences according to a nature park. 3. Do the exercises. The fifth period(第五课时) Part B Let’s learn & Write and say ▶教学内容与目标 课时教学内容 课时教学目标 Let’s learn ·学生能够听、说、读、写单词“house, tree, bridge, building, village” ·学生能够熟练运用上述单词描述自然公园里的景物 Write and say ·学生能够观察 Let’s learn 板块的图片，运用句型 “There is…”和 “There are…” 完成四个描述该图的句子 ▶教学重点 学生能够听、说、读、写并熟练运用单词“house, tree, bridge, building, village”。 ▶教学难点 学生能够用所学单词和句型来描述自然公园里的景物。 ▶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、卡片等。 ▶教学过程 Step 1: Warm-up & Lead-in 1. Greetings. 2. Sing a song. Play the cartoon of the song—In a nature park. (出示课件) Students enjoy the song and sing it. 3. Revision. Show the picture of the main scene on the PPT. (出示课件) T: Miss White and the children are in a nature park. Look! What’s in the park? Is there a lake? Ss: Yes, there is. T: Are there any fish? Ss: Yes, there are. … Students work in groups to talk about the park. Ask several groups to describe the park. 4. Lead-in. T: Cool! Miss White and the children are in a nature park. There is a lake in the park. There is a river, too. There are many pretty fish in the river. What else is in the park? Let’s go to see. Write down the topic on the blackboard. Step 2: Presentation 1. Look and say. Present the picture of “Let’s learn”. (出示课件) Talk about the picture with students. Use some questions to lead their learning. T: Who are they? Where are they? What’s in the picture? Is there a…? Are there…? 2. Learn the new word “village”. Teaching purpose PPT 播放歌曲，学生跟 唱，激趣导入；通过师生讨 论主情景图中的自然公园， 复习旧知并自然地引出本节 课话题。 Teaching purpose 结合对话和图片，引导 学生学习新单词。借用多媒 体教授新单词，并在对话中 操练新单词。 273 Point to the picture and say. T: There is a village in the nature park. Now Miss White and the children are in the village. What do you think of the village? Lead students to describe the village. Ss: It’s small/quiet/beautiful/clean/nice… Write down the word “village” on the blackboard. Use the recording to teach the word. (出示课件) Students read the word one by one. Point to the picture and lead students to practice the word like this: Village, ↗ village. ↘ There is a village. Students ask and answer to practice the word. A: Is there a village? B: Yes, there is. 3. Learn the new word “house”. Point to the house in the picture and ask. T: Are there any houses? Ss: Yes, there are. Write down the word “house” on the blackboard. Lead students to read the word “house” with the word “mouse”. Then use the recording to teach the word. (出示课件) Teach them to read the plural form “houses”. Students read the word in groups. Point to the picture and lead students to practice the word like this: Houses, ↗ houses. ↘ There are many houses. Students ask and answer to practice the word. A: Are there any houses? B: Yes, there are. 4. Learn the new word “building”. Point to the building in the picture and ask. T: What’s this? Ss: It’s a building. Show the pictures of a house and a building on the PPT. (出示课 件) Help students understand the similarities and differences between “building” and “house”. Write down the word “building (build + ing=building)” on the blackboard. Use the recording to teach the word “building”. (出示 课件)Students read the word three times. Point to the picture and lead students to practice the word like this: Building, ↗ building. ↘ There is a building. Students ask and answer to practice the word. A: Is there a building? B: Yes, there is. 5. Learn the new word “bridge”. Show the picture of “Let’s learn” again. (出示课件) Talk about the picture with students. Use some questions to lead their learning. T: Where are Miss White and Zhang Peng? Ss: They’re in front of a building. T: Where are Chen Jie and Amy? Can you find them? Lead students to answer “They are on a bridge.” T: Yes, there is a bridge in the village. Chen Jie and Amy are on the bridge. They’re taking pictures. Write down the word “bridge” on the blackboard. Teach students to spell the word by natural spelling. Use the recording to teach the word. (出示课件) Teach them to read the plural form “bridges”. Students read the word in groups. Point to the picture and lead students to practice the word like this: Bridge, ↗ bridge. ↘ There is a bridge. Students ask and answer to practice the word. A: Is there a bridge? B: Yes, there is. 6. Learn the new word “tree”. Point to the tree in the picture and ask. T: What else can you see in the village? Lead students to answer “There are many trees.” Write down the word “tree” on the blackboard. Teach students to spell the word by natural spelling. Use the recording to teach the word. (出示课件) Teach them to read the plural form “trees”. Students read the word in groups. Point to the picture and lead students to practice the word like this: Trees, ↗ trees. ↘ There are many trees. Students ask and answer to practice the word. A: Are there any trees? B: Yes, there are. 7. Read and act. (1)Play the recording. (课件出示:教材 P62 Let’s learn 板块的音 频) (2)Students read the words and the dialogue after the recording. Then practice by themselves. (3)Students act out the dialogue in pairs. Step 3: Practice 1. Flashing cards. Teaching purpose 通过让学生听录音跟 读，引导学生正确地朗读单 词和对话。在小组中进行角 色扮演，加深学生对所学单 词及对话的印象。 Teaching purpose 利用单词卡片和 chant, 帮助学生操练新单词。让学 生根据教材中的图片用所学 的句型进行对话练习，帮助 学生巩固新单词和新句型。 275 Use the word cards to play a game. Students read the words “village, house, building, bridge, tree” as fast as they can. 2. Let’s chant. Show the chant on the PPT. Let students practice the chant. 3. Ask and answer. Students look at the picture of “Let’s learn” and make dialogues in pairs. They can start like this: A: Are there any houses in the village? B: Yes, there are. A: Are there any bridges in the village? B: Yes, there is one. Ask several students to show to the class. The other students evaluate their performance. Step 4: Consolidation & Extension “Write and say” 1. Let’s introduce. Students work in groups and try to say some sentences to introduce the picture of “Let’s learn” on page 62. 2. Write down the sentences. Students try to write four sentences about the picture by using the sentence patterns “There is…” and “There are…” Students check the sentences in groups. 3. Show the sentences. Choose some students to show their sentences to the class. Other students try to make evaluations. ▶板书设计 ▶作业设计 Teaching purpose 通过“说一说、写一写” 的活动让学生在情境中合理 运用并正确书写所学词汇， 帮助学生打下坚实的英语基 础。 1. Copy the words of “Let’s learn” 3 times. 2. Describe a nature park to your parents. 3. 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 借用主情景图引导学生进行对话练习，帮助学生复习相关句型并自然导入新课，为后面的学习做好铺垫。 2 教师充分结合图片和对话，以多种方式引导学生学习新词，激发学生的学习兴趣。借用多媒体资源教授新 词，并引导学生利用多种方式操练新单词。 3 在操练环节，利用单词卡片和 chant 帮助学生操练新单词，并让学生在句型中运用新单词，很好地活跃了 课堂气氛，巩固了所学新知。 4 拓展部分通过“说一说、写一写”的活动，让学生在情境中合理运用并正确书写所学词汇，帮助学生打下 坚实的英语基础。 ▶Teaching Contents & Teaching Aims Let’s learn ·Be able to listen, speak, read and write the new words “house, tree, bridge, building, village”. ·Be able to use the words above to describe the scenery in the nature park. Write and say · Be able to write down four sentences to describe the pictures with the sentence patterns “There is…” and “There are…” ▶Teaching Priorities ·Be able to listen, speak, read and write the new words “house, tree, bridge, building, village” and use them skillfully. ▶Teaching Difficulties ·Be able to use the words and the sentence patterns to describe the scenery in the nature park. ▶Teaching Procedures 277 Teaching Stages Teacher’ s Activities Students’ Activities Teaching Purposes Warm-up & Lead-in 1. Greetings. 2. Sing a song. Play the cartoon of the song—In a nature park. 3. Revision. Show the picture of the main scene and talk about it. 4. Lead-in. Lead in and write down the topic on the blackboard. 1. Greetings. 2. Enjoy the song and sing it. 3. Answer the teacher’s questions. Work in groups to talk about the park in groups. 4. Listen to the teacher. Lead in the new words properly. Lead students to learn new words through the pictures and the questions. Help students practice the new words. Presentation 1. Look and say. Present the picture of “Let’s learn”. Talk about it with students. Use some questions to lead their learning. Observe the picture and think about the questions. 2. Learn the new word “village”. Point to the picture and talk about it. Write down the word “village” on the blackboard. Use the recording to teach the word. Help students practice the word. Look at the picture and talk about it. Learn and practice the word “village”. 3. Learn the new word “house”. Point to the house in the picture and ask. Write down the word “house” on the blackboard. Use the word “mouse” and the recording to teach the word. Help students practice the word. Look at the picture and talk about it. Learn and practice the word “house” and the plural form “houses”. （续表） Teaching Stages Teacher’ s Activities Students’ Activities Teaching Purposes Presentation 4. Learn the new word “building”. Point to the building in the picture and ask. Show pictures to help students distinguish “house” and “building”. Write down the word “building” on the blackboard. Use the recording to teach the word. Help students practice the word. Look at the picture and talk about it. Learn and practice the word “building”. 5. Learn the new word “bridge”. Show the picture of “Let’s learn” again. Use some questions to lead their learning. Write down the word “bridge” on the blackboard. Use the recording to teach the word. Help students practice the word. Look at the picture and talk about it. Answer the questions. Learn and practice the word “bridge”. 6. Learn the new word “tree”. Point to the tree in the picture and ask. Write down the word “tree” on the blackboard. Use the recording to teach the word. Help students practice the word. Look at the picture and talk about it. Learn and practice the word “tree”. 7. Read and act. Play the recording of “Let’s learn”. Read the words and the dialogue after the recording. Then practice. Act out the dialogue in pairs. Make sure students read the words and the dialogue correctly. Practice 1. Flashing cards. Use the word cards to play a game. 2. Let’s chant. Show the chant on the PPT. 3. Ask and answer. 1. Read the words as fast as they can. 2. Practice the chant. 3. Look at the picture. Ask and answer in pairs. Then show to the class. The other students make evaluations. Activate the atmosphere. Help students practice the words and the sentences by word cards and the chant. 279 Consolidation & Extension “Write and say” 1. Let’s introduce. 2. Write down the sentences. 3. Show the sentences. Choose some students to show their sentences to the class. 1. Work in groups to say some sentences to introduce the picture. 2. Try to write four sentences about the picture by using the sentence patterns “There is…” and “There are…”Then check the sentences in groups. 3. Some students show their sentences to the class. Other students try to make evaluations. Lead students to use and write the words correctly through the activities of speaking and writing. Homework 1. Copy the words of “Let’s learn” 3 times. 2. Describe a nature park to your parents. 3. Do the exercises. The sixth period(第六课时) Part B Read and write & Let’s check & Let’s wrap it up & Part C Story time ▶教学内容与目标 课时教学内容 课时教学目标 Read and write ·学生能够在图片的帮助下读懂短文并补画自然公园的景物 ·学生能够理解短文中 “high” 的意思 ·学生能够按照意群朗读短文 ·学生能够写出三个关于自然公园的问题及答案 Let’s check ·学生能够通过看图，学会从图片信息中推测考查点，做到有意识地去听录音并完成听后 任务 Let’s wrap it up ·学生能够先写出前两个问题的答句，然后补充其他问句，再写出答语 Let’s play ·学生能够在图片的帮助下理解故事内容，并能在教师的帮助下表演故事 · 学生能够在复习巩固核心语言的同时，拓展理解句子 “What a nice day!”“There is so much corn!”“Why don’t you take a picture of me?”“Later, Zoom.”“Your card is broken!” ▶教学重点 学生能够根据阅读所获取的信息完成相应的阅读任务。 ▶教学难点 学生能够根据阅读所获取的信息完成相应的阅读任务。 ▶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、卡片等。 ▶教学过程 Step 1: Warm-up & Lead-in 1. Greetings. 2. Sing a song. Play the cartoon of the song—In a nature park. (出示课件) Students enjoy the song and sing it. Help students review the words and the sentences they learned in this unit. 3. Snowball game. Show a picture of a nature park on the PPT. (出示课件) Students talk about the nature park by playing a snowball game. Start like this: S1: There is a lake in the nature park. S2: There is a lake and a river in the nature park. S3: There is a lake, a river and a bridge in the nature park. S4: There is a lake, a river， a bridge and some houses in the nature park. … Students take turns to talk about the park. 4. Lead-in. T: What a nice nature park! I want to go to a nature park. There is another nature park. Let’s go and see. Write down the topic on the blackboard. Step 2: Presentation 1. Look and predict. Show Picture 1 of “Read and write” on the PPT. (出示课件) Let students look at the picture carefully. Ask some questions to lead them to predict the main idea of the passage. The questions are like these: ①Who is he? (Robin.) 2 Where is Robin? (He’s at Mr Jones’ house.) 3 What is he doing? (He’s looking at the nature park.) 4 What’s in the nature park? … 2. Fast reading. Ask students to read the passage for the first time quickly to get the main idea of the passage and try to circle the words about the scenery and the things in the nature park in the passage. Check the answers with students. Answer: mountain, village, lake, ducks. Teaching purpose 通过有趣的歌曲和“滚 雪球”描述图片的活动，活 跃课堂气氛，复习本单元所 学的知识，为学生进入下一 步的阅读做好准备。 Teaching purpose 通过问题引导学生观 察并讨论图片，借助图片预 测短文内容，培养学生的观 察能力和逻辑推理能力。通 过预测图片内容,激活已有 知识，并提取与文本有关的 知识，进入文本话题。 Teaching purpose 引导学生快速阅读故 事，提炼出文章的主旨大 意，并找出文中所提及的景 和物，初步理解文本。 Teaching purpose 引导学生通过任务在 语篇中捕捉不同类型的信 息，找出与景、物相关的句 子，再画出示意图，帮助学 281 3. Careful reading. Ask students to read the passage for the second time carefully and try to underline the sentences about the positions of the scenery and the things. Let some students read the sentences aloud to check the answers. Lead students to discuss the meaning of the word “high”. Use the gesture to help them understand. Help them read the word “high” with the word “hi”. T: Robin would like to draw a picture of the park. Can you help? Let students try to draw the sketch map of the nature park by themselves. Show some students’ sketch maps to the other students. 4. Read the passage. Play the recording. (出示课件)Ask students to read after it and imitate the right pause. Students pay attention to the pronunciation and the intonation. 5. Write the questions and the answers. (1)Ask questions according to the picture by using the sentence patterns “Is there…?” and “Are there…?” Students answer the questions. (2)Ask students to write down three questions about the nature park and write down the answers according to the picture. (3)Check the answers in groups. Step 3: Practice 1. Let’s check. (1)Show the pictures of “Let’s check” on the PPT. (出示课件) Let students talk about the pictures in pairs. A: Is there a river? B: Yes, there is. A: Are there any birds? B: Yes, there are. … (2)Listen and tick or cross. Play the recording. Let students listen and tick or cross. Then check the answers. (出示课件) (3)Read the questions. Let students read the two questions. Help students listen purposefully. (4)Listen again and answer the questions. Play the recording again. (出示课件) Students write down the answers. (5)Check the answers. (出示课件) (6)Let students listen and read after the recording. (课件出示: 教材 P64 Let’s check 板块的听力材料及音频) Teaching purpose 播放录音，让学生听录 音跟读。引导学生模仿正确 的停顿，并按照正确的意群 及语音、语调朗读对话。 Teaching purpose 检测学生的归纳总结 能力，培养学生的发散性思 维。 Teaching purpose 帮助学生通过看图和 相关文字信息，读懂题目要 求，学会从中推测考查点， 引导学生学会听前预测听 力的重点内容，做到有目的 地听录音，在活动中培养学 生良好的听力习惯，帮助学 生提高听力水平和能力。 2. Let’s wrap it up. (1)Look, read and say. Show the picture of this section on the PPT. (出示课件) Students look at the picture carefully. Ask students to describe the picture with the sentence patterns “There is/are…” (2)Write down the answers. Show the first two questions on the PPT. Lead students to write down the answers. Check the answers. （出示课件） (3)Summarize the pattern of the general question about “There be…” (4)Look and write. Students complete the other questions according to the picture and give the answers by themselves. Then check the answers in pairs. (5)Show time. Show some students’ work to the class. Other students make evaluations. Step 4: Consolidation & Extension “Story time” 1. Look and predict. Show the pictures of “Story time” to students. (出示课件) Let students look at the pictures carefully. Ask some questions to lead them to predict the main idea of the story. The questions are like these: ①Who are they?(Zoom and Zip.) ②Where are they? (In a nature park.) ③What’s in the nature park? Is there a bridge? Are there any mountains? … 2. Learn Picture 1. Play the cartoon of Picture 1. (出示课件) Lead students to look at Picture 1 carefully. Talk about the picture with them. T: Look at the sky. It’s blue. What a nice day! Simply explain the sentence “What a nice day!” T: Where do Zoom and Zip want to go? Ss: They want to go to a nature park. T: Look! Zip has a camera. He can take some pictures in the park. Do the action to help students understand the phrase “take pictures”. Teaching purpose 引导学生通过活动，总 结 there be结构的一般疑问 句的用法。 Teaching purpose 利用问题逐步引导学 生在语境中借助图片等帮 助理解故事大意。 283 3. Learn Pictures 2~5. T: What do they see in the nature park? Let’s go on watching the video. Play the cartoon of Pictures 2~5. (出示课件) Ss: They see a bridge, mountains, trees, a house, much corn and a koala. Show pictures of some corn and a koala on the PPT. (出示课件) Help students understand the words “corn” and “koala”. Lead students to look at Pictures 2~5 carefully. Talk about the pictures with students. T: Is there a beautiful bridge? Ss: Yes, there is. T: Are there any beautiful mountains and trees? Ss: Yes, there are. T: Is there a house? Ss: Yes, there is. T: What’s in the house? Point to Picture 4. T: Look! There is so much corn! Use the picture to help students understand the sentence. T: What’s on the tree? Ss: There is a koala. T: Yes. Zip wants to take a picture of the koala. What does Zoom say? Ss: “Why don’t you take a picture of me?” Make some sentences to help students understand the sentence, for example, Why don’t you go to school with me?/Why don’t you open your book?/… T: What does Zip say? Ss: “Later, Zoom.” Help students understand the sentence.(later=wait a minute) T: Yes. Because Zip wants to take a picture of the koala first. 4. Let’s read. T: What a beautiful nature park! Zip took many beautiful pictures. Watch the cartoon of Picture 6. (出示课件) T: Are they happy? Ss: No. T: They are not happy, because the card is broken. They can’t have the pictures. Oh, no! Help students understand the sentence “Your card is broken.” 5. Let’s read. Teaching purpose 利用多媒体帮助学生 正确发音，并提示学生注意 故事中人物情绪的变化，进 而很好地将故事表演出来。 Play the cartoon of the story. Let students read after it. (出 示课件) Ask them to pay attention to the pronunciation, the intonation and the emotion. 6. Let’s practice and act out. Ask students to practice the story in groups. Lead students to pay attention to the emotional changes of the characters in the story. Then let students act it out. ▶板书设计 ▶作业设计 1. Read the story and enjoy it. 2. Copy the sentences of “Let’s wrap it up”. 3. 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通过听、说、读、写等多种形式帮助学生巩固核心语言，利用多种教学活动激发学生学习英语的兴趣。 2 本课所有的教学活动都围绕着本单元所学的主要句型 “—Is there…? —Yes, there is./No, there isn’t.”和 “—Are there…? —Yes, there are./No, there aren’t.”展开，帮助学生运用所学句型对 景点内容进行描述。 3最后的趣味故事是对学生知识的补充，学生在图片和教师的帮助下理解故事内容，培养了学生亲近自然、 热爱自然的情感。 ▶Teaching Contents & Teaching Aims Read and write ·Be able to understand the passage with the help of the picture and draw the sketch map of the nature park by themselves. · Be able to understand the meaning of the word “high” in the passage. · Be able to read the passage according to the sense group. · Be able to write down three questions and their answers about the nature park. Let’s check ·Be able to infer the test point by looking at the pictures, listen to the recording purposefully and complete the listening task. Let’s wrap it up ·Be able to write the answers to the first two questions. Then be able to complete the other questions and write the answers. Story time 285 ·Be able to understand the story with the help of pictures and act out the story with the help of the teacher. ·Be able to review and consolidate the core language and understand the sentences “What a nice day!” “There is so much corn!” “Why don’t you take a picture of me?” “Later, Zoom.” “Your card is broken!” ▶Teaching Priorities ·Be able to complete the reading task according to the information obtained from reading. ▶Teaching Difficulties ·Be able to use the key sentence patterns of this unit in meaningful situations. ▶Teaching Procedures Teaching Stages Teacher’ s Activities Students Activities Teaching Purposes Warm-up & Lead-in 1. Greetings. 2. Sing a song. Play the cartoon of the song—In a nature park. Let students enjoy the song and sing it. 3. Snowball game. Show a picture of a nature park. 4. Lead-in. Lead in. Write down the topic on the blackboard. 1. Greetings. 2. Enjoy the song and sing it. Review the words and the sentences they learned in this unit. 3. Play a snowball game to talk about the nature park. 4. Listen to the teacher. Stimulate students’ interest in learning. Help students review the relevant words and sentence patterns to prepare for the following study. Presentation 1. Look and predict. Show the picture. Let students look at the picture carefully. Ask some questions to lead them to predict the main idea of the passage. Look at the picture carefully. Answer the questions and try to predict the main idea of the passage. Lead students to predict the main idea of the passage. Improve students’ observation and logical reasoning abilities. 2. Fast reading. Lead students to get the main idea of the passage and try to circle the words about the scenery and the things in the nature park in the passage. Check the answers with students. Read the passage for the first time quickly. Get the main idea of the passage. Try to circle the words about the scenery and the things in the park. Check the answers. Lead students to read the passage quickly. Help students get the main idea and have a preliminary understanding of the text. 3. Careful reading. Ask students to read the passage for the second time carefully and try to underline Read the passage for the second time carefully. Try to underline the sentences about the positions of the Help students capture the key information of the passage and understand the passage the sentences about the positions of the scenery and the things. Let some students read the sentences aloud to check the answers. Help students understand the meaning of the word “high”. Let students try to draw the sketch map of the nature park by themselves. Show some students’ sketch maps to the other students. scenery and the things. Then check the answers. Try to understand the word “high”. Draw the sketch map of the nature park by themselves. better. Infiltrate reading strategies. 4. Read the passage. Play the recording. Ask students to read after it. Read after the recording. Imitate the right pause. Pay attention to the pronunciation and the intonation. Make sure students read the passage correctly and fluently. Lead students to pay attention to the pronunciation and the intonation. 5. Write the questions and the answers. (1)Ask questions according to the picture by using the sentence patterns “Is there…?” and “Are there…?” (2)Ask students to write down three questions about the nature park and write down the answers according to the picture. (3)Check the answers in groups. (1)Answer the questions. (2)Write down three questions about the nature park. Then write down the answers according to the picture. (3)Check the answers in groups. Examine students’ abilities of generalization. Cultivate students’ divergent thinking. 287 （续表） Teaching Stages Teacher’ s Activities Students’ Activities Teaching Purposes Practice (1)Show the pictures to students. (2)Play the recording. Then check the answers. (3)Ask students to read the two questions. Help students listen purposefully. (4)Play the recording again. Ask students to write down the answers. (5)Check the answers. (6)Let students listen and read after the recording. (1)Talk about the pictures in pairs. (2)Listen and tick or cross. Then check the answers. (3)Read the two questions. (4)Listen again and try to write down the answers. (5)Check the answers. (6)Listen and read after the recording. Help students guess the test points according to the pictures and relevant text information. Lead them to listen to the recording purposefully. Develop their habits of predicting before listening. Improve their listening abilities. 2. Let’s wrap it up. (1)Show the picture to students. Ask students to describe the picture with the sentence patterns “There is/are…” (2)Show the first two questions to students. Lead students to write down the answers. Check the answers. (3)Lead students to summarize the pattern of the general question about “There be…” (4)Let students complete the questions and give the answers by themselves. (5)Show some students’ work to the class. (1)Look at the picture and describe the picture. (2)Write down the answers. Then check the answers. (3)Try to summarize the structure of the general question about “There be…” (4)Complete the questions and give the answers by themselves. Check the answers in pairs. (5)Make evaluations. Lead students to summarize the structure of the general question about “There be…” Consolidation “Story time” 1. Look at the pictures Use questions to lead & Extension 1. Look and predict. Show the pictures and ask some questions. 2. Learn Picture 1. Play the cartoon. Talk about it. Teach the phrase and the sentence. 3. Learn Pictures 2~5. Play the cartoon. Talk about the pictures. Teach the words and the sentences. 4. Learn Picture 6. Play the cartoon. Talk about it. Teach the sentence. 5. Let’s read. Play the cartoon. 6. Let’s practice and act out. carefully. Answer the questions. Predict the main idea of the story. 2. Look at the picture carefully. Try to understand the sentence and the phrase. 3. Look at the pictures. Understand the words and the sentences. 4. Look at the picture. Try to understand the sentence. 5. Read the story after the cartoon. 6. Practice the story in groups. Then act it out. students to understand the story step by step with the help of pictures. Use the cartoon to help them pronounce correctly. Homework 1. Read the story and enjoy it. 2. Copy the sentences of “Let’s wrap it up”. 3. Do the exercises. Recycle 2 教材分析 本单元是一个复习单元。学习的主要内容是通过故事、活动等复习和巩固 4~6 单元的核心 句型、词汇及语音知识。 289 教学目标 知识与能力目标: 句型 ·能够听、说、读、写 4~6 单元的核心句型 ·能够在情景中运用句型“—What can you do? —I can…”“—Can you…? —Yes, I can./No, I can’t.”询问并回答某人能做什么 ·能够在情景中运用句型“There is/are…”描述某处有某物 ·能够在情景中运用句型“—Is there…? —Yes, there is./No, there isn’t.”“—Are there any…? —Yes, there are./No, there aren’t.”询问并回答某处是否有某物 词汇 ·能够听、说、读、写并在实际情景中运用 4~6 单元有关课余活动、家居物品及自然公园景物 的单词或词组 语音 ·能够掌握 4~6 单元中字母组合 oo, ai/ay, ou 在单词中的发音规则 ·能够读出符合上述发音规则的单词，并根据单词读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: ·能够积极参与文娱活动，丰富课余生活 ·能够养成及时整理个人物品的习惯 ·能够亲近自然、热爱自然 ·能够了解单词音形义之间的联系 课时安排 第一课时： Page 66 & Page 67 第二课时： Page 68 & Page 69 The first period(第一课时) Page 66 & Page 67 ▶教学内容与目标 课时教学内容 课时教学目标 Page 66 ·学生能够完成听录音判断图片正误、写答句的活动 ·学生能够写出两个句子，描述机器人还能做什么事情 ·学生能够模仿录音内容进行角色扮演 Page 67 ·学生能够理解对话，根据对话内容完成补画活动 ·学生能够和同桌一起就自然公园的地图展开问答 ▶教学重点 学生能运用所学知识完成任务。 ▶教学难点 学生能够在情景中合理运用句型。 ▶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、教学卡片等。 ▶教学过程 Step 1: Pre-learning 1. Greetings. 2. Sing a song—What can you do? （出示课件） Students sing the song together. 3. Revision. Show some words and phrases of Unit 4 on the PPT. (出示课件) Help students review the words and the phrases. Students read them out and try to do the actions. 4. Play the game: Drive a train. Students ask and answer one by one like this: T: What can you do? S1: (Do the action and answer.) I can do kung fu. (Turn to the next student.) What can you do? S2: (Do the action and answer.) I can play basketball. (Turn to the next student.) What can you do? S3: … … Step 2: While-learning “Learn the contents of page 66” 1. Read the background knowledge. Teaching purpose 充分利用 PPT出示相关 单词和词组，帮助学生唤醒 旧知，引导学生通过“开火 车”的游戏活动复习句型， 为后面的学习做好铺垫。 Teaching purpose 帮助学生逐步读懂题目 要求，引导学生学会听前掌 握关键信息，分步完成听力 任务，再运用这些信息进行 对话练习，在情景中运用所 学语言。 291 Show the five pictures of Robin on page 66 on the PPT. (出示课 件) Lead students to look at the pictures and talk about them. T: Who is he? Ss: He’s Robin. T: What can Robin do? Do you remember? Students answer the questions according to the memory. T: Yes. Robin can do many things. What else? Lead students to read the background knowledge in the book. T: Miss White and the children will go to a nature park this weekend. Robin wants to go, too. He calls Miss White. Now let’s listen and tick or cross. 2. Listen and tick or cross. (1)Lead students to look at the pictures to get the key information of the pictures: sing, dance, do kung fu, swim, cook. Play the recording of this section. (出示课件) Ask students to listen to the dialogue and try to tick or cross the pictures. (2)Play the recording again. Listen and check the answers together. (出示课件) Praise the students who do a good job. 3. Listen again and answer the questions. (1)Ask students to read the three questions by themselves quickly. Then lead them to underline the key information: cook noodles, swim, go to the park. (2)Play the recording. (出示课件) Students listen to the dialogue and try to write down the answers to the three questions on the lines. (3)Play the recording again. Students listen and then check the answers. (出示课件) Praise the students who write well. 4. Write two sentences. T: Robin can sing and dance. He can do kung fu. What else can Robin do? Ask several students to answer. Write down the answers on the blackboard. Let students try to write two sentences in their books by themselves. Show several students’ sentences to the class. The other students give evaluations to them. Then students check each other’s sentences in groups. 5. Role-play. (课件出示:教材 P66 Role-play 部分的对话图) The teacher acts Miss White. One student acts Robin. Make a dialogue. T: Can you cook, Robin? S1: Yes, I can. T: Can you…? S1: … … Students work in pairs to role-play. “Learn the contents of page 67” Teaching purpose 引导学生观察并讨论 图片，猜测文本内容，复习 相关句型。借助完成后的地 图引导学生运用所学句型 1. Read the background knowledge. Show the picture on the PPT. (课件出示: 教 P67 第一幅图) Lead students to look at the picture and talk about it. T: Who are they? Ss: Robin and the children. T: Where are they? Ss: They are in a nature park. T: Yes. They’re in front of a map. What’s on the map? Can you guess? Use the sentence patterns “Is there…?”“Are there…?” to lead students to guess. Ask students to read the background knowledge by themselves. 2. Read and draw. Show the map on page 67 on the PPT. (出示课件) T: Look at the map. What’s on the map? Students look at the map and describe the map. Ss: There is a lake. There are some trees… T: Yes. But some things are missing on the map. Now read the dialogue and find out the missing things. Students read the dialogue by themselves and circle the things in the park. Find out the missing things, then draw the missing things on the map. Students check the answers in pairs. 3. Talk about the map. Make a model with one student. T: What’s in the nature park? S1: There is a small village. T: Where is it? S1: It’s… Students talk about the nature park in pairs according to the complete map. The teacher asks several students to show to the class. The other students give evaluations to them. Step 3: Post-learning “A weekend plan” 1. Draw a map. T: We’ll go to a beautiful nature park this weekend. Please draw a map of the park you’d like to go. Students work in groups to draw a map about the park. 2. Make the weekend plan. (1)Draw a chart on the blackboard like this: Name Activity Position Make a model with one student: T: Is there a river in the park? Teaching purpose 通过创设自然真实的 情境，让学生在情境中合理 运用所学语言并作简单的 汇报，培养学生的语言综合 运用能力。 293 S1: Yes, there is. And there’s a bridge over the river. T: What can you do? S1: I can take pictures on the bridge. Fill in the chart according to the answers of the student. (2)Work in groups. T: Now please work in groups of four. Draw a chart on the paper. Ask and write down the answers in the chart. (3)Make a report. Make a model first: We’ll go to a beautiful nature park this weekend. There is/are… …can… We’ll have a good time there. Then students try to make a report. The other students listen and give evaluations to them. ▶板书设计 ▶作业设计 1. Write down the weekend plan. 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. 充分利用了 PPT 出示相关单词和词组，通过“开火车”的游戏活动引导学生复习句型，帮助学生唤醒 旧知，为后面的学习做好铺垫。 2帮助学生读懂题目要求，引导学生学会听前预测听力的重点内容，分步完成听力任务，再运用这些信息 进行对话练习，在情景中运用所学语言。 3通过创设自然真实的情境，让学生在情境中合理运用所学语言，并作简单的汇报，培养了学生的语言综 合运用能力。 ▶Teaching Contents & Teaching Aims Page 66 ·Be able to complete the activities after listening. ·Be able to write two sentences to describe what else the robot can do. ·Be able to imitate the recording and act out the dialogue. Page 67 ·Be able to understand the dialogue and complete the map according to the dialogue. ·Be able to ask and answer in pairs about the map of the nature park. ▶Teaching Priorities ·Be able to complete the tasks by using the knowledge they have learned. ▶Teaching Difficulties ·Be able to use the sentence patterns in real situations properly. ▶Teaching Procedures Teaching Stages Teacher’ s Activities Students’ Activities Teaching Purposes Pre-learning 1. Greetings. 2. Sing a song—What can you do? 3. Revision. Show some words and phrases of Unit 4 on the PPT. Help students review the words and the phrases. 4. Play the game: Drive a train. 1. Greetings. 2. Sing the song—What can you do? 3. Review the words and the phrases by reading them out and doing the actions. 4. Ask and answer one by one. Show the relevant words and phrases to remind students of the old knowledge. Prepare for the later learning. 295 While-learning “Learn the contents of page 66” 1. Read the background knowledge. Show the pictures. Lead students to read the background knowledge. 2. Listen and tick or cross. Play the recording and check the answers. 3. Listen again and answer the questions. Play the recording. Praise the students who write well. 4. Write two sentences. Ask a question. Write down the answers on the blackboard. Show some students’ sentences to the class. 5. Role-play. Act Miss White and make a model with one student. 1. Read and understand the background knowledge. 2. Look at the pictures and get the key information. Listen to the dialogue and tick or cross. Then listen again and check the answers. 3. Read the three questions quickly. Listen to the dialogue and write down the answers to the three questions on the lines. Then listen again and check the answers. 4. Answer the question. Write two sentences in their books. Give evaluations and check each other’s sentences in groups. 5. One student acts Robin and makes a dialogue with the teacher. Then work in pairs to role play. Help students understand the requirements of the titles. Lead students to grasp the key information before listening. Help students use the key information to make a dialogue. （续表） Teaching Stages Teacher’ s Activities Students’ Activities Teaching Purposes While-learning “Learn the contents of page 67” 1. Read the background knowledge. Show the picture. Use the key sentence patterns “Is/Are there…?” to lead students to guess. 2. Read and draw. Show the map. 3. Talk about the map. Make a model with one student. Ask several students to show to the class. 1. Look at the picture and talk about it. Read and understand the background knowledge. 2. Read the dialogue and circle the things in the park. Then draw the missing things on the map. Check the answers in pairs. 3. Talk about the nature park in pairs according to the complete map. Show to the class and give evaluations. Let students observe and talk about the picture to guess and review related sentence patterns. Lead students to practice dialogues by completing the map. And lead students to be close to nature and love nature through the learning process. Post-learning “A weekend plan” 1. Draw a map. Work in groups to draw a map about a park. Practice the main sentence structures “—What time is it? —It’s… o’clock. It’s time for/to…” to prepare for the next part. Consolidation & Extension 2. Make the weekend plan. （1）Draw a chart. Make a model with one student. Fill in the chart according to the answers of the student. （2）Work in groups. （3）Make a model. （1）Look at the chart and listen. （2）Work in groups of four. Ask and write down the answers in the chart. （3）Make a report. The other students listen and give evaluations to them. Create a natural and real situation. Help students use the language reasonably in the real situation and make brief presentations. Develop students’ comprehensive language using abilities. Homework 1. Write down the weekend plan. 2. Do the exercises. The second period(第二课时) 297 Page 68 Page 69 ▶教学内容与目标 课时教学内容 课时教学目标 Page 68 ·学生能够在图片和教师的帮助下理解故事大意 ·学生能够在语境中理解“dark, hallway, stairs, cupboard”和情景语言“down the dark, dark stairs”的意思 ·学生能够用正确的语音、语调朗读故事 ·学生能够简单了解万圣节的相关文化知识 Page 69 ·学生能够根据故事内容给单词标号，然后尝试复述故事 ·学生能够在故事中找出与语音例词具有相同字母组合和发音的单词并填写在相应的括号 里 ·学生能够替换关键词完成仿写故事的活动 ▶教学重点 学生能通过完成阅读任务复习巩固 4~6 单元的主要语言和语音知识。 ▶教学难点 学生能够在图片和教师的帮助下理解故事大意，并能用正确的语音、语调朗读故事。 ▶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、教学卡片等。 ▶教学过程 Step 1: Pre- reading 1. Greetings. 2. Sing the song—A photo of me. Play the song on the PPT. (出示课件) Students sing together. 3. Look and say. Show a picture of a nature park on the PPT. (出示课件) Students look at the picture and try to ask and answer about the picture in pairs. A: What a beautiful nature park! What’s in the park? Is there a lake? B: Yes, there is. A: Where is the lake? B: It’s… A: Are there any…? B: Yes, there are./No, there aren’t. … The teacher asks several pairs to show their dialogues in class. 4. The snowball game. Teaching purpose 引导学生复习前面学过 的词汇和句型，激活旧知， 为后面的学习做好准备。 Students talk about the nature park by playing the snowball game in groups. Make a model: S1: There is a lake in the nature park. S2: There is a lake and a river in the nature park. S3: There is a lake, a river and a bridge in the nature park. S4: There is a lake, a river, a bridge and some houses in the nature park. … Students take turns to talk about the park. The teacher asks several groups to show to the class. Step 2: While-reading 1. Read the background knowledge. Show a tree on the PPT and ask. (出示课件) T: What’s that? Ss: It’s a tree. Show lots of trees on the PPT and ask. (出示课件) T: What can you see now? Ss: Trees./A forest. Show some small trees on the PPT and say. (出示课件) T: The first one is a forest. The second one is a wood. Help students understand the words “wood” and “forest”. (A wood is smaller than a forest.) Show a picture of Amy under a tree on the PPT. (出示课件) T: Look! Amy is reading a story under a tree. Let’s read the story with her. 2. Read and number. Students read the story for the first time and try to circle the things in the story. Then number the words. Check the answers. (课 件出示:教材 P69 第一部分练习的答案) Write down the words “wood, house, hallway, stairs, room, cupboard, box, mouse” on the blackboard. 3. Read in details. Play the cartoon. (出示课件) Students watch the cartoon and read after it. Help students understand the word “dark”. Teach them to read the word. T: What’s in the dark, dark wood? Ss: There is a dark, dark house. T: What’s in the dark, dark house? Ss: There is a dark, dark hallway. Show a picture to help students understand the word “hallway”. (课件出示:走廊图片) Lead students to spell the word like this: all-hall, way, hallway. Teaching purpose 引导学生逐步理解文 本，通过阅读培养学生提取 不同类型的信息的能力，并 引导学生利用关键信息复述 故事，培养学生的语言能力。 299 T: What’s in the dark, dark hallway? Ss: There are some dark, dark stairs. Show a picture to help students understand the word “stair”. (课 件出示:楼梯图片) Lead students to spell the word like this: air, stair. T: What’s down the dark, dark stairs? Ss: There is a dark, dark room. T: What’s in the dark, dark room? Ss: There is a dark, dark cupboard. Show a picture to help students understand the word “cupboard”. (课件出示:橱柜图片) Lead students to spell the word like this: cup+board=cupboard. T: What’s in the dark, dark cupboard? Ss: There is a dark, dark box. T: What’s in the dark, dark box? Ss: There is a big mouse. T: The man stepped on the mouse’s tail. He caught it. 4. Know about Halloween. Play the cartoon again. (出示课件) Students watch the cartoon. T: Are you scared? Children, happy Halloween! Introduce the customs of Halloween to students. 5. Retell the story. Students work in groups to retell the story with the help of the blackboard writing. Ask several students to show to the class. The other students make evaluations to them. Step 3: Post-reading 1. Find “friends” for the words. Show the first group of words “food, afternoon (room)” on the PPT. (出示课件) Ask students to read the words and try to find out the similarity of the words. Ss: They all have the letter combination “oo” and the pronunciation of “oo” is the same. T: Cool! Now please find “friends” in the story for the rest groups and write them down. Then check the answers. (出示课件) Ask students to read the words one by one. 2. Write their own stories. T: This is an interesting story. Now we can make our own stories. Show a model story on the PPT. Teaching purpose 引导学生总结语音知识 并在故事中找出相似的单 词，鼓励学生仿照故事尝试 创编一个故事，培养学生的 创造能力。 Ask students to write down their own stories. Ask several students to show to the class. The other students listen and make evaluations to them. ▶板书设计 ▶作业设计 1. Tell your story to your family. 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 在复习过程中，充分发挥学生的主动性，让学生积极、主动参与复习。 2教师借用图片、语言等帮助学生读懂题目要求，引导学生逐步理解故事，并通过阅读问题训练学生在语 篇中提取不同类型的信息的能力。 3引导学生梳理总结故事，借助板书复述故事，并引导学生仿照故事尝试自己创编一个故事，培养学生的 创造能力。 ▶Teaching Contents & Teaching Aims Page 68 ·Be able to understand the story with the help of the pictures and the teacher. ·Be able to understand the words “dark, hallway, stairs, cupboard” and the situational language “down the dark, dark stairs” in the story. ·Be able to read the story with correct pronunciation and intonation. ·Be able to learn about the culture of Halloween. Page 69 ·Be able to number the words according to the story and then try to retell the story. ·Be able to identify the words in the story that have the same letter combination and pronunciation as the phonetic example words and fill in the corresponding brackets. ·Be able to replace the key words to complete imitative writing of the story. ▶Teaching Priorities 301 ·Be able to review and consolidate the knowledge of the main languages and phonetics in Units 4~6. ▶Teaching Difficulties ·Be able to understand the main idea of the story with the help of the pictures and the teacher. Be able to read the story with correct pronunciation and intonation. ▶Teaching Procedures Teaching Stages Teacher’ s Activities Students’ Activities Teaching Purposes Pre-learning 1. Greetings. 2. Sing the song—A photo of me. Play the song. 3. Look and say. Show a picture of a nature park. Let students ask and answer about the picture in pairs. Ask several pairs to show their dialogues in class. 4. The snowball game. Ask students to talk about the nature park by playing the snowball game in groups. Let students take turns to talk about the park. Ask several groups to show to the class. 1. Greetings. 2. Sing the song—A photo of me together. 3. Look at the picture and try to ask and answer about the picture. Show the dialogues in class. 4. Talk about the nature park by playing the snowball game. Take turns to talk about the park and show to the class. Remind students of the old knowledge. Prepare for the later learning. （续表） Teaching Stages Teacher’ s Activities Students’ Activities Teaching Purposes While-reading 1. Read the background knowledge. Show some pictures to help students understand the words “wood” and “forest”. 2. Read and number. Check the answers. Write down the words on the blackboard. 3. Read in details. Play the cartoon. Let students watch the cartoon and read after it. Help them understand the words. Teach them to read the words. 4. Know about Halloween. Play the cartoon again. Introduce the customs of Halloween to students. 5. Retell the story. Ask students to work in groups to retell the story. Ask several students to show to the class. 1. Read and understand the background knowledge of the story. Learn the words. 2. Read the story for the first time and try to circle the things in the story. Then number the words. Check the answers. 3. Watch the cartoon and read after it. Understand and read the words with the help of the pictures and the teacher. 4. Watch the cartoon and know about Halloween customs. 5. Work in groups to retell the story with the help of the blackboard writing. Show to the class. Make evaluations to classmates’ show. Lead students to understand the story and train them to capture different types of information in the story by reading tasks. Lead students to retell the story according to the key information. Improve students’ language skills. （续表） Teaching Stages Teacher’ s Activities Students’ Activities Teaching Purposes 303 Post-reading 1. Find “friends” for the words. Show the first group of words on the PPT. Ask students to read the words and try to find out the similarity of the words. Ask students to finish the task. Then check the answers. Ask students to read the words one by one. 2. Write their own stories. Show a model story on the PPT. Ask students to make stories. Ask several students to show to the class. 1. Read the words and try to find out the similarity of the words. Finish the task. Then check the answers. And read the words one by one. 2. Read the model story. Make and write down their own stories. Several students show to the class. The other students listen and make evaluations to them. Lead students to identify the words in the story that have the same letter combination and pronunciation as the example words. Help students review the knowledge of the phonetics. Encourage students to create a story. Cultivate students’ creativity. Homework 1. Tell your story to your family. 2. Do the exercises.