文档内容
The fourth period(第四课时)
Part B Let’s try & Let’s talk
教学内容
▶
Let’s try ·通过观察Let’s try板块的选项，对听力部分的内容进行预测
·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
·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
·在情境中运用句型“There are…”描述某处有某物
·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. 学生能够在情景中运用句型“There are…”描述某处有某物。
教学难点
▶
学生能够在情景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-in①
1. Greetings.
2. Ask and answer. Teaching purpose①
Show the picture of “Let’s learn” on page 49 on the PPT and ask 通过问与答，唤起学生
some questions. (出示课件) 对本单元已学核心内容的全
面记忆，为新知的学习做好
T: Whose bedroom is it?
铺垫。利用主情景图，自然
Ss: It’s Zhang Peng’s.
导入本课时话题。
T: What’s in the bedroom?
S1: There is a photo on the wall.
3S2: …
…
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 Teaching purpose②
1. Let’s try.② 通过听力活动，让学生
感知新句型，提高学生的听
(1)Read and predict.
力技巧，培养学生的观察能
Show the question and the options of “Let’s try” on the PPT. (出示
力和逻辑思维能力。
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”.
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.③ Teaching purpose③
①Learn the new word “flower”. 创设情境，激发学生的
Show a picture of a beautiful flower on the PPT. (出示课件) 学习兴趣，并在图片的帮助
下落实对关键词汇和句子的
T: Look! What’s this?
理解。
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?
4Show a picture of a garden. (出示课件)
T: There are so many flowers in the garden. What else are 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”.
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 high and low voices.
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 Teaching purpose④
Peng’s living room. 形式多样的活动让学生
既整体感知文本又关注文本
(3)Read and answer.④
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5生
对文本的理解。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.
(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 headwear and asks some students to act out the dialogue. Students
choose the best performers. The teacher gives awards.
Step 3: Practice⑤
Teaching purpose⑤
1. Read and circle.
操练活动环环相扣，引
Show some sentences with “There is/are…” on the PPT. Students
导学生一步一步地巩固核心
circle the answers and give the reasons. Then check the answers
句型，提高学生的自主探究
together.
能力，达到灵活运用语言的
目的。
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.
63. 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 & Extension⑥ Teaching purpose⑥
拓展活动帮助学生进
1. Find the differences.
一步巩固核心句型，强化对
The teacher shows two pictures of two rooms on the PPT. (出示课
文本的理解。DIY活动的设
件)Students find out the differences and express them with the sentence 计，激发学生的兴趣，培养
patterns “There is/are…” like these: There is a plant in A’s room. There 学生的团队精神，提高学生
are many plants in B’s room. 的综合语言运用能力。
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.
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
▶
7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，落实了词汇教学。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，提高了学生的综合语言运用能力。
6 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 options.
·Understand the dialogue, grasp the key information, improve listening skills 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 talk
·Understand the main idea of the dialogue.
·Read the dialogue with the correct pronunciation, intonation and meaning group and act it
out.
·Use the key sentence pattern to describe there is something somewhere.
·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 vocabulary and sentence pattern of this lesson.
·Be able to use the key sentence pattern to describe there is something somewhere
8▶Teaching Difficulties
·Be able to use the key sentence pattern flexibly to describe there is something somewhere.
▶Teaching Procedures
Teaching
Teacher’ s Activities Students’ Activities Teaching Purposes
Stages
Warm-up 1. Greetings. 1. Greetings. Arouse students’
& 2. Ask and answer. 2. Answer the questions memory of the
Revision Show the picture of “Let’s according to the picture. knowledge they
&
learn” on page 49 on the PPT. 3. Answer the teacher’s learned. Prepare for the
Lead-in
Ask some questions. questions. new lesson.
3. Lead-in.
Use the main scene to lead in.
Show the picture on page 46.
Presentation 1. Let’s try. (1)Read and predict. Lead students to
(1)Show the question and the (2)Read the question and perceive the new
options of “Let’s try” on the the options again. sentence. Improve
PPT. Ask students to predict. Listen and tick the students’ listening
(2)Let students read the answer. Check the skills. Cultivate
question and the options answer with the students’ observation
again. Play the recording. teacher. Read the key and logical thinking
Check the answer with sentence after the abilities.
students. Show the key teacher.
sentence on the PPT.
2. Let’s talk. ①Read the word Create some scenes to
(1)Learn the new words, phrase “flower”after the stimulate students’
and sentence pattern. teacher. Practice it learning interest. Help
①Teach the new word with the help of the students understand the
“flower”. Show a picture pictures. key words and sentence
of a flower on the PPT. ②Read the sentences to pattern with the help of
Show flowers in different learn the new sentence some pictures.
colours on the PPT. pattern. Try to
②Teach the new phrase understand the
“lots of”and the new meaning of “lots
sentence pattern. of”.
Show two sentences with “there ③Learn the new words
are” on the PPT. Mark the key “house, grandparent,
words with red colour. Explain their” and practice them.
the usage of the sentence
pattern. Explain the meaning
of “lots of”.
9（续表）
Teaching
Teacher’ s Activities Students’ Activities Teaching Purposes
Stages
Presentation ③Teach the new words (2)Watch the cartoon and Help students
“house, grandparent, answer the question. perceive the whole
their”. Use the PPT (3)Read the dialogue aloud text and pay attention
to teach the three and answer the questions. to the details by
words. Explain the Check the answers with answering some
structure of the teacher. questions. Train
“grandparent”. Help (4)Read the dialogue students’ abilities of
students practice the
silently and underline the language expression
words in sentences.
key sentences. Read the and strengthen
sentences together. students’
(2)Watch and answer.
(5)Fill in the blanks and understanding of the
Play the cartoon and ask
retell the dialogue. Read text by reading,
a question.
it out aloud. dubbing and acting.
(3)Read and answer.
(6)Imitate and read after the
Show some questions on
cartoon. Read in different
the PPT. Check the
ways. Dub the cartoon.
answers with students.
Practice the dialogue in
(4)Read and find.
groups. Act it out with
Show the sentence
headwear. Choose the
pattern “There are…” on
best dubber and the
the PPT.
performer.
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
headwear for students.
Give awards.
Practice 1. Read and circle. 1. Read the sentences and Lead students to
Show some sentences on circle the answers. Give consolidate the key
the PPT. the reasons. sentence patterns by
2. Compare and sum up. 2. Compare the sentences various practice.
Lead students to compare above and find the key Improve students’
and sum up the usage of words. Sum up the usage abilities of
“There is…” and “There of the sentence patterns. independent
are…” exploration.
（续表）
10Teaching
Teacher’ s Activities Students’ Activities Teaching Purposes
Stages
Practice 3. Point and say. 3. Point to the pictures and Help students achieve
Show the pictures of “Let’s say some sentences with the goal of using the
talk” on page 51 on the PPT. the sentence patterns key language flexibly.
with students. “There is/are…”
Consolidation 1. Find the differences. Find out and express the Consolidate the key
& Show two pictures of rooms. differences between the two sentence patterns.
Extension rooms with the key sentence Enhance the
patterns. understanding of the
text. Stimulate
2. We like “DIY”. (1)Work in groups of four. students’ learning
(1)Design your dream room. Design the dream rooms interest by the activity
Show some pictures of by drawing or writing. of “DIY”. Cultivate
DIY and ask students to (2)Imitate to introduce the students’ team spirit.
design their dream rooms. rooms. Develop students’
(2)Introduce your dream room. comprehensive
Make a model. language using
abilities.
Homework 1. Practice the dialogue.
2. Talk about your room with your partner.
3. Do the exercises.
11
