文档内容
The fifth period (第五课时)
Part B Let’s learn & Draw and say
教学内容与目标
▶
课时教学内容 课时教学目标
Let’s learn ·能够听、说、认读单词“horse, cow, hen, sheep”及其复数形式
·能够熟练运用上述单词及句型“—Are they…? —Yes, they are./No, they aren’t.
They’re…”讨论农场动物
Draw and say ·通过活动更好地掌握单词和句型，进一步培养语言交际能力
教学重点
▶
能够听、说、认读并熟练运用“horse, cow, hen, sheep”及其复数形式。
教学难点
▶
能够理解sheep的复数形式。
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-in①
1. Greetings.
2. Sing the song—Old MacDonald had a farm. （出示课件）
3. Revision and lead-in. Teaching purpose①
Students practice the dialogue of “Let’s talk” on page 41. 用歌曲热身，以谈话的
T: Old Mac Donald has a lot of animals. What animals does 方式导入，延续农场这个话
题。利用 PPT 出示 Part B
he have?
Let's talk情景图，通过谈论
Ss: Horses and ducks.
图片复习上节课所学内容。
T: Right! What other animals does he have? Let’s go to see!
Write down the topic “At the farm” on the blackboard.
（课件出示:教材P41 Let’s talk图片）
The teacher and students talk about the picture.
Teaching purpose②
T: What are those?
通过复习上节课的内容
Ss: They’re horses.
引出新单词“hens”，借助
T: What about those? Are they hens?
图片教授新单词，并用数数
Ss: No, they aren’t. They’re ducks. 和高低音的方式帮助学生关
Step 2: Presentation 注其复数形式。用自由问答
的方式自然地引出重点句型
“ — What are those? 3 —
They're…”，帮助学生用句
型来讨论动物。1. Teach the word “hens”.②
Present the picture of “Let’s learn”. （课件出示:教材 P42
Let’s learn图片） Point to the hens and ask students.
T: What are those? Are they hens?
Ss: Yes, they are.
T: How many hens?
Ss: One hen, two hens, three hens, four hens.
Write down the word “hens” on the blackboard. Write “s” in red
chalk.
T: What are those?
Ss: They’re hens.
Write down “—What are those? —They’re…” on the blackboard.
The teacher shows the word card of the hens. Students read the
word after the recording and then practice the word like this:
Hens,↗ hens,↘ these are hens.↘ Are they hens?↗ Yes, they
are.↘
2. Teach the word “horses”.
（课件出示:教材P42 Let’s learn图片）
Point to the horses and ask students.
T: What are those?
Ss: They’re horses.
T: Look at the horses. They’re tall and strong. They can run
very fast.
Write down the word “horses” on the blackboard. Write “s” in red
chalk.
The teacher shows the word card of the horses. Students read
the word after the recording and then practice the word like this:
Horses↗, horses↘, these are horses↘. Are they horses↗?
Yes, they are↘.
3. Teach the word “cows”.③
T: They’re white and black. They’re big and strong. We drink Teaching purpose③
their milk. What are they? 利用“how”来帮助学
Ss: Cows. (Students can point to the picture of the cows if 生自己拼读“cow”，可以
they can’t say the word “cows”.) 帮助学生很快地掌握新单词
的读音，培养学生的自主学
T: How clever you are!
习能力。
Write down the word “how” on the blackboard. And then change
the letter “h” into “c”.
Ask students to spell the word “cow” by themselves.
（课件出示:教材P42 Let’s learn图片）
Point to a cow and ask students.
T: What’s this?
Ss: It’s a cow.
4Point to the three cows and ask students.
T: What are those?
Ss: They’re cows.
The teacher shows the word card of the cows. Students read
the word after the recording and then practice the word like this:
Cows,↗ cows,↘ these are cows.↘ Are they cows?↗ Yes,
they are↘.
4. Learn the word “sheep”. ④
Teaching purpose④
（课件出示:教材P42 Let’s learn图片）
利用“see”引导学生
Point to the sheep and ask students.
尝试自己拼读“sheep”，
T: What can you see?
充分调动学生的学习主动
Ss: Sheep. /羊。
性，注重学生学习方法的培
Write down the new word “sheep” on the blackboard. Let students 养。
try to spell “sheep” according to the word “see”.
T: How many sheep can you see? Let’s count. 1 sheep, 2
sheep, 3 sheep, 4 sheep. These are sheep.
Help students know the plural form of the word “sheep” is also
“sheep”.
The teacher shows the word card of sheep. Students read the word
after the recording and then practice the word like this:
Sheep,↗ sheep,↘ these are sheep.↘ Are they sheep?↗ Yes,
they are.↘
Step 3: Practice⑤
1. Be careful of the bombs. （出示课件） Teaching purpose⑤
2. Let’s chant.Let’s chant. 通过游戏帮助学生操
练新单词，活跃课堂气氛。
有节奏的说唱可以使学生
在句子中朗读并运用核心
词汇。“猜一猜”游戏操练
单词、句型，有效地吸引学
生的注意力，激发学生的学
习兴趣。
3. Guessing game.
Students look at the pictures on the PPT and guess. （出示课
件）
T: What are these/those?
5Ss: Are they…?
T: Yes, you’re right!.
Step 4: Consolidation & Extension⑥
Teaching purpose⑥
Draw and say.
通过创设自然真实的
（1）Design your farms. 情景，让学生在情景中合理
T: Old MacDonald’s farm is so interesting. The vegetables are 运用所学词汇，培养学生的
healthy. The animals are so cute. Do you want to have a farm?
综合语言运用能力。开放性
的农场设计活动能够培养
Now please design your own farms. On your farm, you can have
学生创造性思维。
some animals like cows, sheep… And you can have some
vegetables like tomatoes, carrots… Please remember the most
important thing is that you have only 3 minutes to design your farm.
（2）Talk about your farms.
Make a model.
A: This is my farm.
B: It’s big. Are these…?
A: Yes, they are.
B: Are those...?
A: No, they aren’t. They’re...
（3）Show time.
板书设计
▶
作业设计
▶
1. Introduce your farms to your family members.
2. Do the exercise. (见“状元成才路”系列丛书《状元作业本》对应课时作业P44第三题)
6教学反思
▶
1. 富有趣味性的“小心炸弹”和“猜一猜”等游戏活动设计，激发了学生的学习兴趣，调动了
学生的学习热情，营造积极的学习氛围，很好地吸引了学生的注意力。
2. 采用自然拼读法教学单词，利用旧单词学习新单词，可以很好地帮助学生快速记忆单词词义
及词形，注重学生学习方法和学习策略的培养。
3. 设计自己的农场可以培养学生的发散性思维，张扬学生的个性，并且在设计过程中也培养了
学生的审美能力。
▶Teaching Contents & Teaching Aims
Let’s learn
·Be able to listen, say and read the new words “horse, cow, hen, sheep” and their plural forms.
·Be able to talk about the animals on the farm by using the words above and the sentence
structures “—Are they…?—Yes, they are./No, they aren’t. They’re…” expertly.
Draw and say
·Be able to cultivate students’ comprehensive ability of language using.
▶Teaching Priorities
• Be able to listen, say, read and use the new words “horse, cow, hen, sheep” and their plural forms.
▶Teaching Difficulties
• Be able to understand the plural form of “sheep”.
▶Teaching Procedures
7Teaching
Teacher’ s Activities Students’ Activities Teaching Purposes
Stages
Warm-up 1. Greetings. 1. Greetings. Arouse students’ learning
& 2. Sing the song—Old 2. Sing the song. interest. Help students
Revision Mac Donald had a farm. 3. Practice the dialogue review what they have
& 3. Revision & Lead-in. of “Let’s talk”. learned last class.
Lead-in Talk about the picture Talk about the picture
with students. with the teacher.
Presentation 1. Teach the word “hens”. Learn the new word Lead in the new word
Present the picture of “hens”. properly. Lead students
“Let’s learn”. Point to Practice the word. to focus on the plural
the hens and ask form of the word.
questions.
Show the word card of
the hens.
2. Teach the word Learn the new word Lead students to focus on
“horses”. “horses”. the characteristics of the
Point to the horses and Practice the word. animals and practice the
ask students. word in sentences.
Show the word card of
the horses.
3. Teach the word “cows”. Compare the word “cow” Cultivate students’
Ask students to spell the with the word “how”. autonomous learning
word “cow” by Spell the word by ability.
themselves. themselves.
Show the word card of Practice the word.
the cows.
4. Teach the word “sheep”. (1) Try to spell “sheep” Mobilize students’
Help students know the according to the word learning initiative.
plural form of the word “see”. Cultivate students’
“sheep” is also “sheep”. (2) Know the plural form learning methods.
Show the word card of of the word “sheep”
the sheep. is also “sheep”.
(3) Read and practice the
word.
8（续表）
Teaching
Teacher’ s Activities Students’ Activities Teaching Purposes
Stages
Practice 1. Be careful of the bombs. Play the game. Activate the
atmosphere.
Practice the words.
2. Let’s chant. Read the chant. Practice the new words.
3. Guessing game. Look at the pictures on Practice the words and
the PPT and guess. sentences.
Arouse student’ learning
interest.
Consolidation Draw and say. 1. Design their own Create a natural and real
& （1）Let students design farms. situation for students to
Extension their farms. 2. Talk about their own use the sentences
Lead in the new task. farms. reasonably. Cultivate
（2）Let students talk about 3. Act them out in class. students’ comprehensive
their farms. Make a model. ability of language
（3）Show time. using. Cultivate
students’ divergent
thinking.
Homework 1. Introduce your farms to your family members.
2. Do the exercise.
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