文档内容
The fourth period（第四课时）
Part B Let’s talk & Draw and say
教学内容
▶
课时教学内容 课时教学目标
Let’s talk ·在图片和教师的帮助下理解对话大意
·用正确的语音、语调朗读对话，并分角色表演对话
· 在情景中运用句型“—Is this your…? —Yes, it is./No, it isn’t./No, it’s me.”“—
What’s your…’s job? —He’s/She’s a/an…”询问并回答某人与说话方的亲属关系及其
职业情况
·在语境中理解词汇“football player, nurse”的意思，并正确发音
Draw and say ·通过画一画、说一说，巩固B部分对话中所学的核心句型
教学重点
▶
1. 能够在图片和教师的帮助下理解对话大意；能够用正确的语音、语调朗读对话，并分角色
表演。
2. 能够理解并运用句型“—Is this your...? —Yes, it is./No, it isn’t./No, it’s me.”“—
What’s your...’s job? —He’s/She’s a/an...”。
教学难点
▶
能够在真实情景中灵活运用核心句型。
教学准备
▶
1.预习《状元大课堂》《创优作业100分》《状元作业本》中本课时的相关内容。
2.PPT课件、课文录音、视频、家庭称呼类和职业类单词卡片等。
教学过程
▶
Step 1: Warm-up & Lead-in
1. Greetings.
2. Show the chant—I love you.① Teaching purpose①
Ask students to read the chant carefully and then chant it together. 用自编chant吸引学生
的注意力，激发他们学习英
语的兴趣。同时，复习有关
家庭称呼的知识，为接下来
的学习做好准备。
3. Lead-in.
Show the outline picture of the teacher’s family photo on the PPT.
（课件出示: 教师全家福的轮廓图）Ask students to guess the
relationship between the person in the picture and the teacher.
3T: This is my family photo. Guess! Who’s she/he? You can ask like
this: Is this your…? Remind students to use rising tones in general
questions.
Ss: Is this your cousin/aunt/…?
T: Yes, it is. / No, it isn’t. / No, it’s me.
Write down the sentence structures “—Is this your…? —Yes, it is. /
No, it isn’t. / No, it’s me.” on the blackboard.
Step 2: Presentation
1. Teach the new vocabulary and sentence structures.② Teaching purpose②
(1) After guessing some characters, the picture of the teacher’s 通过图片，帮助学生理
family members is clearly presented. The teacher points to 解新词的含义，并引导学生
herself/himself and says, “I’m a teacher.” 通过听音和拆音的方法学习
新词的读音，为对话学习扫
Then point to her/his aunt in the picture.
清障碍。
T: This is my aunt. She’s a nurse.
Show a picture of the teacher’s aunt in a nurse’s uniform. Help
students understand what “nurse” means.
Teach the word “nurse”, n/n/-ur/ɜː/-se/s/, nurse/nɜːs/. ( 课 件 出
示:nurse的相关内容)
Ask students to read after the teacher and pay attention to the sound
of “ur”. It sounds /ɜː/ here.
T: What’s my aunt’s job? She’s a/an…
Ask students to guess the meaning of this question and the word
“job” according to the context.
Ss: She’s a nurse.
Write down the sentence “What’s your aunt’s job?” on the
blackboard and get students to read after the teacher.
T: au/ɑː/-n/n/-t/t/, aunt/ɑːnt/, t’s/ts/, aunt’s/ɑːnts/. “t’s” sounds /ts/
here. Teaching purpose③
T: j/dʒ/-o/ɒ/-b/b/, job/dʒɒb/.③ 通过介绍家人的职业，
引出职业名称，帮助学生理
T: Now you can ask me about my other family members with the
解其含义，并使其掌握单词
sentence structure.
的读音。
Ss: What’s your…’s job?
T: He’s/She’s a/an… (doctor, football player, nurse, farmer, cook,
driver…)
Show the pictures of the jobs above to help students understand.
Write down the sentence structure “He’s/She’s a/an…” on the
blackboard.
(2) Write down the phrase “football player” and the sentence “He’s
a football player.” on the blackboard. Help students understand the
meaning of “football” through pictures of a foot, a ball and a football on
the PPT. （出示课件）
4Show the cards of “father” “teacher” “sister” and so on. Let
students listen to the pronunciation of these words to know the sound of
“-er” when it appears at the end of a word and spell the word “player”.
Teach the word “player”. Ask students to read after the recording. （课件
出示:player的相关内容）
2. Talk about the picture of the main scene.④
Present the picture of the main scene on the PPT.（课件出示: 教材 Teaching purpose④
Unit 6主情景图） 通过对本单元主情景
T: This is Sarah’s family. They are putting on a play. Do you know 图的学习，设置特定的语言
its name? 环境，进一步感知核心句型。
Students may answer in Chinese.
T: How many people are there in Sarah’s family?
Ss: Nine. Wow!
Point to one actor in the picture and ask, “Is this Sarah’s uncle?”
Ss: Yes, it is. /No, it isn’t.
T: What’s his job?
Lead students to find a relevant person. Ask students to describe his
job through the dialogue in the picture.
Ss: He’s a football player.
Continue to talk about Sarah’s aunt’s and father’s jobs.
Play the cartoon of the main scene on the PPT. (课件出示: 教材
Unit 6主情景图的视频) Ask students to read after it.
3. Let’s talk.⑤
Teaching purpose⑤
(1) Show the pictures of the three characters in “Let’s talk” on the
通过提问让学生对对
PPT. （课件出示: 教材P61 Let’s talk板块中Sarah的叔叔和婶婶的照
话内容产生阅读的兴趣。再
片以及Sarah小时候的照片） 通过回答问题，帮助学生理
Ask students to guess who these people related to Sarah are and 解对话的内容。
predict the main idea of the dialogue.
T: Is this your Sarah’s…?
Ss: …
Write down the words on the blackboard according to students’
guessing.
T: What are Sarah and Zhang Peng talking about?
Ss: They are talking about Sarah’s family members and their jobs.
(2) Play the cartoon and ask the questions.
Questions: Who’s this man/woman? What’s his/her job? Is the little
baby Sarah’s baby brother?
① Play the cartoon of “Let’s talk” on the PPT and let students
pay attention to the pronunciation and the intonation. (课件出
示:教材P61 Let’s talk板块的视频) Ask students to watch the
cartoon with the questions. Underline the answers in the book.
5②Answer the questions.
T: Who’s this man?
Ss: It’s Sarah’s uncle.
T: What’s his job?
Ss: He’s a football player.
T: Who’s this woman?
Ss: It’s Sarah’s aunt.
T: What’s her job?
Ss: She’s a nurse.
③Play the cartoon again. （Pause at the last picture.） (出示课件)
T: Who’s the baby? Is the little baby Sarah’s baby brother?
Ss: No. It’s Sarah. Sarah says, “It’s me!” Teaching purpose⑥
(3) Read after the recording.⑥ 通过跟读与分角色表演
Play the recording of “Let’s talk” on the PPT. （出示课件） Ask 对话，保证学生能够正确朗
读对话，并进一步熟悉重点
students to read after it. Then let them read in pairs.
句型的表达。
(4) Act out the dialogue.
Ask students to read the dialogue freely and act out in roles. Select
four pairs to act out in class.
Step 3: Practice
1. Make a dialogue.⑦
Teaching purpose⑦
Present the picture of the main scene of this unit once again on the
通过呈现单元主情景
PPT. (课件出示: 教材Unit 6主情景图) Ask students to select a person
图，创编对话并操练重点句
in the picture and make a dialogue. Then let them practice in pairs.
型，帮助学生在真实情景中
Make a model:
运用核心句型，进而突破本
A: Is this Sarah’s mother? 课的重难点。
B: Yes, it is. /No, it isn’t. She’s…
A: What’s Sarah’s mother’s job?
B: She’s a/an… Teaching purpose⑧
2. Draw and say.⑧ 通过观察图片、问答操
(1) Let students look at the four stick figures in “Draw and say”. 练以及替换单词操练，逐步
（课件出示:教材P61 Draw and say板块的四幅简笔画） Ask them to 达到本部分“画一画，说一
说”的要求，帮助学生巩固
describe the jobs of the characters.
在对话中所学的核心句型。
(2) Ask two students to read the dialogue of this part. Remind them
to use rising tones in general questions.
(3) Ask students to draw pictures of their family members. Then
lead them to introduce their family members and the jobs of their family
members w ith the key sentences.
(4) Lead students to ask and answer in pairs with the following
sentence structures. Teaching purpose⑨
“魔镜游戏”是上一个
教学环节 Draw and say 活
动的变化和延伸，让学生在
轻松的游戏中，操练重点词
汇和句型，并结合肢体语言，
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使学生对职业名词的理解更
深入。Step 4: Consolidation & Extension
1. Play a game— “Magic mirror”.⑨
Ask two students to make a model.
First, use the ready-made materials in the classroom to make the
frame of the magic mirror, such as a wooden ruler, broom, etc.
Then ask student A to wear a mask with reflective effect and stand
behind the mirror in a fixed position.
B: (Stand in front of the mirror and ask.) Mirror, mirror on the wall!
Is this B?
A (“Magic mirror”): Yes, it is.
B: What’s his/her job?
A (“Magic mirror”): He’s/She’s a/an…
Then let both of them make the representative action of this job at
the same time.
Get students to practice in pairs， then show in class.
2. Let’s sing—My family. Teaching purpose⑩
Play the song —My family. （课件出示:教材P64 Let’s sing板块的 通过小结活动，帮助学
生梳理并再现重点词汇与句
歌曲）Ask students to listen carefully and sing together.
型，从而对本课的重点内容
3. Make a summary.⑩
进行总结及强化。
Point to the vocabulary and the sentence structures on the
blackboard, and ask students to review them quickly.
板书设计
▶
作业设计
▶
1. Read the dialogue to your parents.
2. Do the exercises. (见“状元成才路”系列丛书《创优作业100分》或《状元作业本》对应课
时作业)
7教学反思
▶
1. 本课在A部分的基础上学习重点句型“—Is this your...? —Yes, it is./No, it isn’t./No, it’s
me.”“—What’s your...’s job? —He’s/She’s a/an...”，教学内容贴近学生生活，因此学生们对话
题较熟悉，这有助于他们更好地掌握知识。
2. 通过对本单元主情景图的教学，让学生在情景中初步感知重点词汇和句型，让英语课堂生动
起来。
3. 在实践中注意分层教学，因材施教，用最有效的方式激发学生主动参与的兴趣，培养其独立
思考和合作探究的创新精神。
4. 教学层次分明，引导适当，体现了学生在学习中的主体地位，顺利完成了教学目标。
5. 板书设计清晰明了，重点突出，起到了很好的辅助作用。
▶Teaching Contents
Let’s talk
·Understand the main idea of the dialogue with the help of the pictures and the teacher.
·Read the dialogue with the correct pronunciation and intonation and act out the dialogue in
roles.
·Use the sentence structures “—Is this your...? —Yes, it is./No, it isn’t. /No, it’s me.”“—
What’s your...’s job? —He’s/She’s a/an...” in situations to ask and answer the relationship
between a person and the speaker and the person’s job.
·Understand new vocabulary “football player, nurse” in context, and pronounce them
correctly.
Draw and say
·Consolidate the key sentence structures learned in Part B by drawing and saying.
▶Teaching Priorities
·Be able to understand the main idea of the dialogue with the help of the pictures and the teacher. Be
able to read the dialogue with the correct pronunciation and intonation and act out the dialogue in
roles.
·Be able to understand and use the sentence structures “—Is this your…? —Yes, it is./No,
it isn’t./No, it’s me.”“—What’s your…’s job? —He’s/She’s a/an…”
▶Teaching Difficulties
·Be able to use the key sentence structures flexibly in real situations.
▶Teaching Procedures
Teaching
Teacher’ s Activities Students’ Activities Teaching Purposes
Stages
1. Greetings. 1. Greetings.
Stimulate students’
2. Show the chant—I love you. 2. Read the chant carefully
Warm-up curiosity and
3. Lead-in. and chant with the
& enthusiasm to
Show the outline picture of teacher.
Lead-in participate in class by
the teacher’s family photo on 3. Talk about the outline
guessing.
the PPT. Ask students to picture with the teacher.
8guess.
Presentation 1. Teach the new vocabulary and Learn the vocabulary and Help students learn the
sentence structures. the sentence structures. meanings and
(1) Teach the word “nurse” and pronunciations of the
the sentence structures “— new vocabulary.
What’s your…’s job? — Let students perceive
He’s/She’s a/an…” the new sentence
(2) Teach the phrase “football structures.
player”. Clear the way for
dialogue learning.
2. Talk about the picture of the Practice the key sentence Further perceive the
main scene. structures by talking about key sentence structures
Present the picture and play the main scene. by learning the main
the cartoon of the main scene. Read after the cartoon. scene of the unit.
3. Let’s talk. (1) Look at the pictures Attract students’
(1) Show the pictures of the and guess. interest in reading by
three characters in “Let’s (2) Watch the cartoon with asking questions.
talk” on the PPT. Ask the questions. Help students
students to guess. Underline the answers understand the dialogue
(2) Play the cartoon and ask the in the book. And and perceive the key
questions. answer the questions. sentence structures.
(3) Play the recording of “Let’s (3) Read after the
talk”. recording and read in
(4) Ask four pairs to act out in pairs.
class. (4) Read the dialogue
freely and act out in
roles.
（续表）
Teaching Teacher’ s Activities Students’ Activities Teaching Purposes
Stages
9Practice 1. Make a dialogue.
Help students use the
Present the picture of the
Select a person in the key sentence
main scene. Ask students
picture and make a structures and break
to select a person in the
dialogue. Then practice in through the difficult
picture and make a
pairs. points in real
dialogue. Then let them
situations.
practice in pairs.
2. Draw and say. Watch the stick figures and Help students
Lead students to read the dialogue of this consolidate the key
complete the activities as part. sentence structures
required. Draw pictures of their through a series of
family members. activities.
Ask and answer in pairs.
Consolidation 1. Play a game — “Magic Play the game and practice Practice the key
& mirror”. in pairs and then show in vocabulary and
Extension Ask two students to make class. sentence structures in
a model. Then ask the relaxing game.
students to play the game Make students have a
in pairs. deeper understanding
of occupational
nouns.
2. Let’s sing—My family. Listen carefully and sing the Activate the
song together. atmosphere of class.
3. Make a summary. Review the vocabulary and Help students
Point to the vocabulary the sentence structures consolidate and sort
and the sentence quickly. out the key
structures on the knowledge of this
blackboard. lesson.
Homework 1. Read the dialogue to your parents.
2. Do the exercises.
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