文档内容
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”。
教学内容
句型
·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
·听、说、读、写句型“There is a/an…in/on/…”“There are…in/on/…”
·在情景中运用句型“There is/are…”描述某处有某物
·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
·运用核心句型写出三个句子，描述自己房间内的物品
词汇
·听、说、读、写五个家居物品类的单词和词组“bike, clock, photo, water bottle, plant”
·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”
·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，并简单介绍自己的房间
语音
·掌握字母组合ai/ay在单词中的常见发音/eɪ/
·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
·完成在单线上抄写句子的活动，做到书写规范
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
3The first period(第一课时)
Part A Let’s try & Let’s talk
教学内容
▶
Let’s try ·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
·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
·在听的过程中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 ·理解对话大意
·按照正确的语音、语调及意群朗读对话并进行角色扮演
·情景中运用句型“There is...”描述某处有某物
·在语境中理解“photo”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“There is…”描述某处有某物。
教学难点
▶
学生能够在情景中运用句型“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-in①
1. Greetings.
2. Sing the song—What can you do? Teaching purpose①
Play the cartoon of the song. (出示课件) Let students enjoy the 用歌曲激发学生的兴
趣，用谈话的方式复习旧知，
song and try to sing it.
为新知的学习做好铺垫。
3. Lead-in.
Help students review the key contents of 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.
4Step 2: Presentation
1. Let’s try.②
(1)Look at the pictures and talk about it.
Teaching purpose②
T: Sarah and Mike can play computer games, too. Now they are in
该过程训练学生的观
Zhang Peng’s bedroom. Open your books and observe the two pictures. 察、思维及听力能力。在让
What’s the difference between the two pictures? 学生完成听力任务的同时，
Ss: … (a mouse, a TV remote control ) 自然地引出新句型，并让学
生有效地感知新句型。
Students can say out the difference in Chinese.
T: What are they? Ss: A TV set and a computer.
T: So what is in Zhang Peng’s bedroom? 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.③ Teaching purpose③
Show the picture of “Let’s talk” on page 48 to students on the PPT. 设计丰富多彩的活动，
（出示课件） Let students look at the picture carefully. Ask some 让学生既整体感知文本，又
questions to lead them to predict the main idea of the dialogue. 关注文本的细节，加深对文
本的理解，并有意识地学习
T: What’s this? A bedroom or a classroom? Ss: A bedroom.
目标句型。
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
5students 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?
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 a / an … in/on/…” on the PPT Teaching purpose④
for students to imitate. (出示课件) After practicing, ask some students 通过不同形式的朗读
to show in class. 训练，确保学生能用正确的
语音、语调和意群流利地朗
S1: There is a clock on the wall. S2: There is a bike in the room.
读对话，锻炼学生的语言表
…
达能力，进一步强化学生对
(5)Read and act.④
文本的理解。
6①The 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.
② Students 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: Practice⑤
1. Retell and dub the dialogue. Teaching purpose⑤
(1)Retell the dialogue. 提供语言支架复述文
本，降低难度，加深对文本
Show some information of the dialogue on the PPT. (出示课件)
的记忆，提高学生的逻辑思
Ask students to retell the dialogue according to the information.
维能力。通过学科整合进行
(2)Dub the dialogue.
拓展、创编对话，增强小组
Play the cartoon without voice and subtitles. ( 出示课件) Ask
合作意识，让学生学以致用，
students to dub the cartoon. Choose the best dubber. 提升学生的综合语言运用
2. Make a new dialogue. 能力。
(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 & Extension⑥
Describe the picture.
(1)Look and say. Teaching purpose⑥
Show the picture of the second part of “Let’s talk” on page 48 on 该活动加强学生对核
心句型的理解，培养学生的
the PPT. (出示课件)
综合语言运用能力。
T: What can you see in the picture? Ss: A dog, a ball, …
(2)Describe the picture with “There is a/an … 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.
7There 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
▶
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，提升学生的综合语言运用能力。
5. 板书简洁清晰，重点突出，一目了然。
▶Teaching Contents
Let’s try
·Predict the main content of the listening part by observing the pictures.
·Understand the brief dialogue, grasp the key information and improve listening abilities by
observing the pictures and finish the listening task.
·Perceive the key sentence pattern in the process of listening and prepare for the learning
of“Let’s talk”.
Let’s play
·Understand the main idea of the dialogue.
·Read the dialogue with the correct pronunciation, intonation and meaning group and act it
out.
8·Use the key sentence pattern to describe the position of the object in context properly.
·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
Teaching Teacher’ s Activities Students’ Activities Teaching Purposes
Stages
Warm-up 1. Greetings. 1. Greetings. Activate students’
& 2. Sing the song—What can you 2. Enjoy the song and try interest. Review the
Revision do? to sing it. knowledge that students
&
3. Lead-in. 3. Answer the questions. have learned before.
Lead-in
Ask some questions. Lead in the new lesson.
Presentation 1. Let’s try. (1)Observe the pictures Train students’
(1)Look at the pictures and talk and find the difference. observation, logical
about it. Predict what is in the thinking and listening
Show the pictures of “Let’s room. abilities. Perceive the
try”. Ask students to find the (2)Listen to the recording key sentence pattern.
difference and predict what and tick the answer.
is in the room. Check the answer with
(2)Finish the exercise of “Let’s the teacher. Learn the
try”. word “there”. Perceive
Play the recording. Check the new sentence
the answer with students. pattern.
Teach the word “there”.
2. Let’s talk. Look at the picture
(1)Look and predict. carefully. Answer the
Show the picture and ask questions. Predict the main
some questions to lead idea of the dialogue.
students to predict the main
idea of the dialogue.
9（续表）
Teaching
Teacher’ s Activities Students’ Activities Teaching Purposes
Stages
Presentation (2)Learn the new words and sentence Learn the sentence “There is Through a series of
pattern. a big bed.” and practice it. activities, help students
Teach the sentence “There is a big Learn the new word “photo” perceive the whole
bed.” and lead students to practice and the new sentence “There dialogue, pay attention to
it. Teach the new word “photo” and is a nice photo, too.” Practice the details, learn the key
the new sentence “There is a nice with some photos. Pay words and sentence pattern,
photo, too.” Lead students to attention to the sound of the and deepen the
practice with some photos and pay letter “o”. Know the understanding of the text.
attention to the sound of the letter meaning of the sentence
“o”. Let students know the “You look cool!”
meaning of the sentence “You look
cool!”
(3)Watch and judge. Watch the cartoon and
Show some sentences on the PPT. underline the key
Play the cartoon. Check the answers information. Judge the
with students. sentences. Check the
answers with the teacher.
(4)Talk about the picture. ① Say more
①Ask students to say more sentences with “There
sentences with “There is a/an ...” is a/an ...” according to
Help students say and know the the picture.
meanings of the new words about ② Make some
the picture. sentences with “There
②Ask students to express the is a/an ...” and show in
places with the prepositions class.
“in/on”. Make a model. Show
the sentence pattern on the PPT.
Read the dialogue in Make sure students read
(5)Read and act. different ways. Try to imitate the dialogue correctly and
Play the recording. Give some the intonation and the fluently. Train students’
headwear and awards. pronunciation. Choose the abilities of language
best performers. expression.
10（续表）
Teaching
Teacher’ s Activities Students’ Activities Teaching Purposes
Stages
Practice 1. Retell and dub the (1)Retell the dialogue Help students retell the
dialogue. according to the text with some
(1)Retell the dialogue. information. information provided.
Show some information (2)Dub the cartoon. Choose Deepen the impression
of the dialogue on the the best dubber. of the text. Improve
PPT. students’ abilities of
(2)Dub the dialogue. logical thinking. Create
Play the cartoon without a natural and real
voice and subtitles. situation to help
Choose the best dubber. students enhance the
sense of cooperation
and develop students’
comprehensive
2. Make a new dialogue. (1)Imitate the text and make
language using abilities.
(1)Pair work. a dialogue with the
Make a model. partners according to the
(2)Show time. pictures drawn before
Ask some students to class.
show and encourage (2)Show the dialogues in
more students to class.
participate in the show.
Consolidation Describe the picture. (1)Look at the picture and Strengthen students’
& (1)Look and say. answer the question. understanding of the
Extension Show the picture of the (2)Say some sentences with key sentence pattern.
second part of “Let’s “There is a/ an … Cultivate students’
talk” on page 48 on the in/on/…” according to the comprehensive
PPT. Ask a question. picture by themselves. language using abilities.
(2)Describe the picture with Then show in class.
“There is a/an …
in/on/…”
Make a model.
1. Practice the dialogue.
Homework
2. Do the exercises.
11
