文档内容
Recycle 1
教材分析 本单元是一个复习单元，主要复习1~3单元的核心知识点。该单元主要包含六个部分的内
容。
Read aloud是在对话中复现1~3单元的主要句型及词汇。教材通过陈杰与 John谈论书本和
好友的故事情景,使学生对所学词汇和句型的语义及语用情景加深记忆。
Connect and say通过五个名字Kate, Mike, Rose, Tim, Bob串起a, i, o三个元音字母的长
短音,要求学生寻找含有相同发音的单词,并连线到城堡。
Look, listen and write要求学生看图、听录音并填充三句绕口令，复习前三个单元所学的语
音知识。
Look and find通过张鹏根据Sarah描述的人物特征连词找朋友的情景复习第三单元的核心
词汇和句型。
Read aloud and match the pictures要求学生阅读两组对话,选择正确的图片匹配,并根据图
片提示续编对话。该活动旨在复习巩固1~3单元的主要词汇和句型。
Play a game呈现的情景是:陈杰和Mike两人挑战登山, 途中一一回答遇到的问题,最先到
达山顶的人即为获胜者。通过此活动复习1~3单元的核心句型。
教学内容 句型
·听、说、认读并在实际情景中运用1~3单元的核心句型
·在情景中运用句型 “What’s in your…?”询问并回答某处有什么物品;在情景中运用句型
“—Where is…? —It’s in/ on/ under/ near the…”询问并回答物品的位置
·在情景中运用句型介绍朋友的姓名、性格、外貌、穿着等,如“—What’s his/her name? —His /
Her name is…”“He’s/She’s…”“He / She has…”
·按意群朗读课文
词汇
·听、说、认读并在实际情景中运用1~3单元有关教室物品设施、书本文具及描述他人性格、外貌、
穿着的单词或短语
·在有意义的语境中抄写上述话题词汇
语音
·掌握1~3单元中a-e, i-e, o-e的发音规则
·读出符合发音规则的单词，并根据发音拼写出符合发音规则的单词
课时安排 第一课时: Read aloud & Connect and say & Look, listen and write
第二课时: Look and find & Read aloud and match the pictures & Play a game
3The first period(第一课时)
Read aloud & Connect and say & Look, listen and write
教学内容
▶
Read aloud ·理解对话大意；用正确的语音、语调朗读对话
·通过学习对话复习巩固“What’s in it?”“Who’s your friend?”“What’s her name?”等
句型, 并作出回答
·在语境中理解“Your bag is so heavy.”“I know.”“I don’t know.”等句子的意思,并正
确朗读
Connect and say ·巩固学习1~3单元的语音知识,读出符合发音规则的单词
& ·根据发音规则将单词归类，完成连线及填充单词的任务
Look, listen and
write
教学重点
▶
1. 能够将1~3单元的核心语言融为一体，在具体情景中能自然熟练地运用。
2. 巩固学习1~3单元的语音知识。
教学难点
▶
1. 能够用核心句型描述朋友的特征。
2. 能够根据发音规则读出符合发音规则的单词并能根据发音规则将单词分类。
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 & Revision①
1. Greetings.
2. Sing a song—Friends. Teaching purpose①
3. Sharp eyes. 歌曲热身，激发学生的
Show the following vocabulary on the PPT one by one. 学习兴趣；“眼疾口快”复
习学过的词汇，活跃课堂气
（课件出示：classroom, window, blackboard, light, picture, door,
氛。
teacher’s desk, computer, fan, wall, floor, schoolbag, maths, English,
Chinese, storybook, candy, notebook, toy, key, strong, friendly, quiet,
hair, shoe, glasses）
T: If you know the vocabulary, you can stand up and read it out.
44. Free talk.
Do Q & A on the topics of “classroom” “schoolbag” and “friends”.
T: What’s in the classroom? / What’s in your schoolbag? / Who’s
your friend? What is he/ she like? Is he/ she tall /thin/…? /…
Ss: …
Step 2: Presentation
Teaching purpose②
1. Lead-in.②
教师通过问题引导学生
Show a schoolbag with some books in it.
复习1~3单元的内容，再创
T: Look at this schoolbag. What’s in it? Let’s have a look.
设情境让学生领会句子
Lead students to answer: An English book, a maths book, a
“Let me help you.”和单
notebook and ten storybooks. 词“heavy”，让学生认识到
Take all the books out of the schoolbag. Then put some school 遇到困难时要互相帮助，为
things on the teacher’s desk and ask a student to come to the front. 进入 Read aloud 部分的话
T: Put the pen / pencil / ruler…in the schoolbag. 题做好铺垫。
The student does as the teacher says.
T: Now show me the schoolbag.
(The schoolbag is too heavy for the student to carry.)
T: Let me help you. (Help the student raise the schoolbag.)
S1: Thank you.
The teacher asks more students to carry the schoolbag.
T: What do you think of this schoolbag?
Ss: So heavy.
T: Yes. The schoolbag is so heavy.
Let students read the word “heavy” after the teacher and help them
understand the sentence “Let me help you.”
T: We should help each other. Look! Chen Jie is helping John. (课
件出示：教材P32 Read aloud部分的图一)
2. Watch and answer.③ Teaching purpose③
(1) Look at the pictures and answer the question. 教师引导学生带着问
T: What’s in John’s schoolbag? (课件出示：教材 P32 Read aloud 题观看文本动画，整体感知
部分的图二及图三) 文本，获取有用信息。
Ss: Books.
(2) Watch the cartoon and answer the questions.
Show the questions on the PPT.
Then play the cartoon of “Read aloud”. (课件出示：教材P32 Read
aloud部分的视频) After students finish watching, check the answers by
talking to them.
5T: Are they John’s storybooks?
Ss: No, they are his friend’s.
T: Oh! I know. I know they are his friend’s. (Emphasize “I know.”
with the head nodding.) But who’s his friend? I don’t know. (Emphasize
“I don’t know.” with a gesture and an expression.)
Ss: Sandy White.
T: I know. John’s friend is Sandy White. So they’re Sandy White’s
storybooks.
Teach the sentence “They’re my friend’s storybooks.”
Show a picture of Sandy White.（出示课件）
T: Look! This is Sandy White. Do you know what her job is and
what she is like?
Ss: …
Check the answers and teach the sentences above.
Students read these sentences after the teacher.
Show the pictures of two pupils in the class. (出示课件)
T: Who is he/ she? Can you tell me something about him/ her?
(3) Watch the cartoon again, and then number the pictures.（课件出
Teaching purpose④
示：教材P32 Read aloud的动画和六张打乱顺序的图片）
引导学生按照正确的语
3. Read and act.④
音、语调朗读对话，并能在
（1）Let students read after the recording and pay attention to the 小组中进行角色表演。
pronunciation and the intonation（. 课件出示：教材P32 Read aloud部分
的音频）
（2）Let students practice the dialogues in groups.
Teaching purpose⑤
（3）Choose some students to act out the dialogue.
通过引导学生关注元
Step 3: Practice 音字母的发音，帮助他们回
1. Connect and say.⑤ 忆相关的语音知识，为完成
教材中的活动做好准备。再
（1）Let’s chant（. 课件出示：Units 1~3中Let’s spell板块的歌谣）
请学生说出人名中 a, i, o
（2）Show the pictures of the five children. (课件出示：教材P33
字母的发音，引导他们发现
Connect and say部分的五个人物图片) Describe their appearances and 相同字母在重读开音节与闭
read their names. 音节里的发音是不同的。
T: Look at the pictures. I will say something about them. Listen
carefully. She is a girl. She has a blue hat. Who is she?
6Ss: She is Kate.
T: Yes, she is Kate. Read after me, please. Kate.
Ss: Kate.
T: Pay attention to the sound of “a-e”. What is the sound of “a-e”?
It’s /eɪ/. Can you say any words like this?
Ss: Yes. Name.
T: What else?
Ss: …
T: Look at the two boys, one is Mike, the other is Tim. Please
compare the sounds of the letter “i” in the words “Mike” and “Tim”. The
sound of “i-e” in “Mike” is /aɪ/. The sound of “i” in “Tim” is /ɪ/. Can you
say any words like these?
Ss: Yes. Like, win…T: Look, the clever girl is Rose. The boy with
glasses is Bob. Please compare the sounds of the letter “o” in the words
“Rose” and “Bob”. The sound of “o-e” in “Rose” is /əʊ/. And the sound
of “o” in Bob is /əʊ/. Can you say any words like these?
Ss: Yes. Nose, dog…
（3）Listen and connect.⑥
Teaching purpose⑥
T: How does Kate go to the castle? You can connect the words that
教师先帮助学生理解
have the same letter “a” and the same sound /eɪ/. Now listen and
题目要求，发现题目的考查
connect. （课件出示：教材P33 Connect and say部分的音频）
目的。请学生展示答案时读
T: Help the other children go to the castle in the same way. 出单词，以检验他们能否依
Check the answers and read them. 据发音规则来拼读单词。再
Answer： 通过游戏使学生将字母的发
音与单词结合起来，利用学
Kate—name—race—lake—game Mike—nine—fine—time—side
习到的字母发音来拼读、记
Rose—note—Jones—Coke—hope Tim—win—big—milk—fit
忆单词。
Bob—dog—Tom—hot—doll
（4）Play a match game.
T: Let’s play a match game. If I say /eɪ/, please say “name, Kate”
and so on. If I say /əʊ/, please say “Rose, note, Jones” and so on. Are
you ready? Let’s play! Teaching purpose⑦
2. Look, listen and write.⑦ 先引导学生初步认识
单词，正确地书写单词。在
（1）Talk about the pictures.
学生比赛快速说出绕口令时
①T:（课件出示：rice cake和女孩Kate的图片）Look! What are
感受到练习绕口令的乐趣。
they? They are rice cakes. They are Chinese food. (Teach “rice cake”.)
培养学生的竞争意识，同时
This girl is Kate. Guess! What is she doing? (Do the action of making 锻炼他们的口语表达能力，
rice cakes.) 提高他们的语音准确度。
Ss: She’s making rice cakes.
T: Yes. Kate likes to make rice cakes. (Teach this sentence.)
② T: （课件出示：bike 和 five mice 的图片） Look at these
pictures. This is a bike. They are mice. How many? One, two, three…
7Five mice.
“Mice” is the plural form of “mouse”. What do they do? (Do the action
of riding a bike.)
Ss: They ride a bike.
T: Is the bike nice?
Ss: Yes.
T: Five mice ride a nice bike. (Teach this sentence.)
③T:（课件出示：Mr Jones 和他的房子的图片）Wow, what a
beautiful house! This is Mr Jones’ home. Look, where is Mr Jones?
Ss: He’s at home.
T: What does he do?（Do the action of phoning.）
Ss: He phones.
T: Good. Mr Jones phones me at home. (Teach this sentence.)
（2）Listen to the recording, then fill in the blanks. (课件出示：教材
P33 Look, listen and write部分的音频)
T: You know the letters and the sounds well. Please look at the
pictures and listen carefully. Pay attention to the key words. Write down
the words you hear and fill in the blanks.
Check the answers, and read them.（课件出示：Look, listen and
write部分的答案）
T: It’s interesting, isn’t it? They are tongue twisters. Now, read after
the recording.
（3）Reading competition.
T: Now who can say the sentences more quickly? Let’s have a
Teaching purpose⑧
competition.
以比赛的形式来练习重
Step 4: Consolidation & Extension
点句型的问答。这既可以帮
1. A group game.⑧
助学生复习相关知识，也可
T: John’s schoolbag is so heavy. There is an English book, a maths 以激发学生的学习兴趣，使
book, a notebook and ten storybooks in it. Is your schoolbag so heavy? 原本枯燥的操练变得有趣。
What’s in your schoolbag? Let’s PK. Please ask and answer one by one.
For example:
Teaching purpose⑨
T: What’s in your schoolbag?
通过老师的示范，引导
S1: A Chinese book, a maths book… What’s in your schoolbag? 学生描述自己的朋友让他人
S2: … 猜一猜。这既考验参与介绍
2. A guessing game.⑨ 的同学的口语表达能力，又
考验其他同学能否听懂相关
T: John has a friend, Sandy White. Do you have a good friend?
语句，是否具有良好的观察
Who is your good friend? Please come to the front and tell us what your
能力。
good friend is like. The others guess. Let me do it first. I have a friend in
this class. She is tall. She has long hair. Her shoes are… Her schoolbag
is… Who is she?
Ask students to play the game with the demonstration.
83. Classify the words according to the pronunciation rules.
T: Look at the two words “dog” and “note”. When I say “dog”,
please say “one”. When I say “note”, please say “two”. If I say a word
like “dog”, you say “one”. If I say a word like “note”, you say “two”.
Let’s do it.
T: What do you find? The vowels in “a-e” “i-e” and “o-e” sound
long sounds.
板书设计
▶
作业设计
▶
1. Practice the dialogue.
2. Describe your parents with the sentence structures “He/ She is… He/ She has…”
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. 通过唱歌、玩游戏及师生对话的方式，带领学生复习了1~3单元所学的单词及短语，然后巩
固了有关教室、学习用品、朋友等话题的重点句型,为本部分的对话学习做铺垫。
2. 通过多媒体教学形式教学对话，然后学生们通过角色扮演的方式练习对话。
3. 通过听录音、看图片、唱歌谣等方式来回忆元音字母的发音规律。然后,通过城堡游戏巩固
发音规律。
4. 通过小组竞赛、猜一猜以及找发音规律的方式，对本节课的知识加以巩固，学生的积极性被
进一步激发。整个教学过程以学生活动为主,充分体现了以学生为主体的教育理念,教学效果良好。
▶Teaching Contents
Read aloud
·Understand the main idea of the dialogues and read the dialogues with the correct
9pronunciation and intonation.
·Review and consolidate the sentence structures“ What’s in it?” “ Who’s your
friend?”“What’s her name?”by learning the dialogues and answer them.
·Understand the meanings of the sentences“Your bag is so heavy.”“I know.”“I don’t
know.”in context and read them correctly.
Connect and say & Look, listen and write
·Consolidate the phonetic knowledge of Units 1~3 and read out the words that conform to the
pronunciation rules.
·Classify the words according to the pronunciation rules, complete the tasks of connecting
and filling in the blanks.
▶Teaching Priorities
·Be able to integrate the key language of Units 1~3 and use it naturally in specific situations.
·Consolidate the phonetic knowledge of Units 1~3.
▶Teaching Difficulties
·Be able to use the key sentence structures to describe the characteristics of friends.
·Be able to read the words and classify them according to the pronunciation rules.
▶Teaching Procedures
Teaching Teacher’ s Activities Students’ Activities Teaching Purposes
Stages
Warm-up 1. Greetings. 1. Greetings. Stimulate students’
& 2. Sing a song—Friends. 2. Sing the song. learning interest.
Revision 3. Sharp eyes. 3. Play the game. Review the knowledge
4. Free talk. 4. Talk with the teacher that students have
and answer the learned.
questions. Enliven the class
atmosphere.
Presentation 1. Lead-in. Review the words. Create situations for
Show a schoolbag with some Learn the word “heavy” students to understand
books in it. Teach the word and the sentence “Let me the word and the
“heavy” and the sentence “Let help you.” sentence. Let students
me help you.” understand that when
they are in trouble, they
should help each other.
Pave the way for the
topic of “Read aloud”.
Teaching
Teacher’ s Activities Students’ Activities Teaching Purposes
Stages
2. Watch and answer. Lead students to watch the
(1) Look at the pictures and
(1) Show the pictures and ask cartoon with questions. Help
Presentation answer the question.
the question. them perceive the text as a
(2) Watch the cartoon and
(2) Play the cartoon, then ask whole, and obtain useful
10questions.
answer the questions.
(3) Play the cartoon again, then
(3) Watch the cartoon again and information.
let students number the
number the pictures.
pictures.
3. Read and act. (1) Read after the recording. Lead students to read the
（1）Play the recording. (2) Practice the dialogues in dialogues according to correct
（2）Let students practice the groups. pronunciation and intonation.
dialogues in groups. (3) Act out.
（3）Let students act out the
dialogue.
Practice 1. Connect and say. (1) Chant together. Help students recall relevant
(1) Let’s chant. (2) Guess the children’s names phonetic knowledge, and
(2) Show the pictures of the five by description, then read prepare for the completion of
children. Describe their their names. the activities in the textbook.
appearances and read their (3) Listen and connect. Help them find out the
names with students. (4) Play a match game. difference of the same letter in
(3) Play the recording. the stressed open syllable and
(4) Play a match game. the closed syllable.
2. Look, listen and write. (1) Describe the pictures. First, let students feel the joy
(1) Lead students to describe (2) Listen and fill in the blanks. of English tongue twisters.
the pictures. (3) Join in the reading Then, let students practice
(2) Play the recording. Ask competition. their oral expression ability
students to fill in the blanks. through the competition, and
(3) Reading competition. improve the accuracy of
their pronunciation.
Consolidation 1. A group game. 1. Ask and answer. Review the phonetic
& 2. A guessing game. 2. Describe their friends and knowledge in Units 1~3
Extension 3. Show some words. guess. through the three games. It not
3. Classify the words according only increases students’
to the pronunciation rules. interest in learning, but also
improves their language output
ability.
Homework 1. Practice the dialogue.
2. Describe your parents with the sentence structures “He/ She is… He/ She has…”
3. Do the exercises.
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