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 ·读懂Let’s try板块的题目要求，学会听前预测要听的重点内容
·通过完成听力题目对即将发生的故事进行预测
·运用基本听力技巧完成主旨题和细节题
Let’s talk ·通过观察、谈论Let’s talk板块的图片，在PPT和教师的帮助下理解对话大意，并回答对话
下面的问题
·通过听录音，学会按照正确的意群及语音、语调朗读对话，并在小组中进行角色表演
·听、说、读、写并在情景中恰当运用句型“—Does he/she…? —Yes, he/she does./No, he/she
doesn’t.”谈论他人信息，并通过对话简单了解澳大利亚的首都堪培拉和著名城市悉尼
·在语境中借助图片等理解新词“Canberra, amazing”的意思，并正确发音
教学重点
▶
1.能够理解和掌握本课时的重点词汇和句型。
2.能够听、说、读、写并在情景中恰当运用句型“—Does he/she…? —Yes, he/she does./No,
he/she doesn’t.”谈论他人信息
教学难点
▶
能够听、说、读、写并在情景中恰当运用句型“—Does he/she…? —Yes, he/she does./No, he/she
doesn’t.”谈论他人信息。
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 & Revision & Lead-in
1. Greetings.
Greet students. Divide them into several groups and tell them, “If you Teaching purpose①
can read loudly, clearly and correctly in class, your group can get more 利用图片快速复习上节
points. The group which gets the most points will be the winner.” 课所学的词汇和句型，为接
下来的对话奠定语言基础。
2. A quick review.①
(1) Present the pictures of the following activities.（ 课件出示:相关
图片及相应的词汇） Let students review the words and the expressions
they learned last class.
Activities: cook Chinese food, study Chinese, study English, do
word puzzles, go hiking, write a letter/an email, climb mountains, do
kung fu, play football, read stories, sing, dance, swim, run.
3(2) Let students change the verbs into “-ing” forms. Help them
review the rules of adding “-ing” at the end of the verbs. （出示课件）
3. Lead-in.
T: How can you connect with your pen pal?（课件出示）
Ss: I can connect with my pen pal by… (QQ, WeChat, emails,
letters, phone calls…)
Step 2: Presentation
Teaching purpose②
1. Let’s try.②
由导入环节快速进入
(1)T: School is over. Miss White is talking to Wu Binbin. Read the
Let’s try板块，快速阅读听
questions. Predict the key information we are going to catch during the
前的两个问题，预测听力关
listening. Then listen and circle the correct answers. （课件出示:分步出
键词，然后听录音并选择正
示教材P40 Let’s try 板块的问题、音频和答案） 确的答案，培养良好的听前
（2）Let students listen again. Ask them to read the listening 预测习惯。
material after the recording. Highlight the key information “pen pal” and
“11”. （课件出示:教材P40 Let’s try板块的听力材料）
2. Make predictions.③
Present the picture of “Let’s talk”. （课件出示:教材P40 Let’s talk
Teaching purpose③
板块的图片） Lead students to make predictions through the picture.
呈现Let’s talk板块的
T: Who are the two boys?
图片，引导学生观察图片信
Ss: They are John and Wu Binbin. 息，预测即将学习的对话内
T: What is Wu Binbin doing? 容，培养学生的逻辑思维能
Ss: He is writing an email. 力。观看对话视频，了解对
话大意。带着问题再听对话
T: Can you guess what they are talking about?
录音，完成问答题，检验学
Ss: They are talking about…(Ask students to make predictions.)
生对对话细节的理解。
3. Watch and answer.
(1) Present the video of “Let’s talk”. （课件出示:教材P40 Let’s
talk板块的视频） Let students watch it. Lead them to answer the
question and get the main idea of the dialogue.
T: What are they talking about?
Ss: They are talking about Wu Binbin’s new pen pal in Australia.
(2) Listen again and answer.
①Does the new pen pal live in Sydney?（No, he doesn’t.）
Write down the sentence “Does the new pen pal live in Sydney?”
on the blackboard.
②Is his name John?（Yes, it is.）
③Does the new pen pal like doing word puzzles and reading
stories? （No, he doesn’t. He likes doing word puzzles and going
hiking.） Teaching purpose④
Write down the sentence structures “—Does the new pen pal 在通过回答问题、理解
like…? —Yes, he does. /No, he doesn’t.” on the blackboard. 对话之后，基于学生对对话
4. Get more details.④ 内容细节感知的加深，利用
设问引导学生了解两个John
的共同爱好，并认识到具有
相似爱好的人更容易成为朋
4
友。（1）T: Does the new pen pal live in Sydney, Australia?
Ss: No, he doesn’t.
T: Where does the pen pal John live?
Ss: He lives in Canberra.
Present the flag of Australia, pictures of Sydney and Canberra and
famous animals of Australia. （出示课件） Get students to know
something about Australian culture. Write down the words and the
phrase “Australia(country）, Sydney（the biggest city）, Canberra
(capital)” on the blackboard.
T: Sydney is the biggest city in Australia. Canberra is the capital.
There are many famous animals. Kangaroos and koalas are famous
around the world. These animals are amazing!
Write down the word “amazing” on the blackboard.
Teach the new words “Canberra” and “amazing”. （出示课件）
Help students learn to read them in syllables correctly.
（2）T: Does Wu Binbin’s new pen pal like doing word puzzles and
going hiking?
Ss: Yes, he does.
T: Does John like doing word puzzles and going hiking, too?
Ss: Yes, he does.
T: Wu Binbin’s new pen pal’s name is John, too. What do the two
Johns like?
Ss: They both like doing word puzzles and going hiking.
T: What does John want to do?
Ss: He wants to make friends with Wu Binbin’s new pen pal.
T: Why does he want to make friends with Wu Binbin’s pen pal?
Ss: Because they have the same hobbies. They both like doing word
Teaching purpose⑤
puzzles and going hiking.
通过听录音跟读，引导
T: Good job! People with similar hobbies and favourites are more 学生按照正确的意群及语音
likely to be friends. 语调朗读对话，并在小组中
Step 3: Practice 进行角色表演。
1. Read and act.⑤
(1) Students read after the recording.（ 出示课件） Pay attention to
the pronunciation and the intonation.
(2) Practice the dialogue in pairs. Read in roles.
(3) Act out. Boys play the role of Wu Binbin. Girls play the role of
Teaching purpose⑥
John.
基于对话创设一些有
2. Let’s know more about Wu Binbin’s pen pal.⑥
关John的信息，帮助学生更
Present a set of pictures. Lead students to read them. Make a model
多地了解Wu Binbin的笔友。
first.
以一般疑问句的形式操练本
课的核心句型，也为接下来
的巩固活动拓展相关表达，
做好充分的语言准备。5（课件出示:给单词和词组sing, read stories, play football, do
kung fu, climb mountains, watch cartoons配图。在每张图片右下角随
机附上笑脸和哭脸，在PPT中以动画形式出现。呈现核心句型“—
Does he like…? —Yes, he does./No, he doesn’t.”）
T: Does he like singing?
Ss: (Students guess the answer.) Yes, he does. /No, he doesn’t.
Present the pictures and check whether the students guess the right
answers.
Teaching purpose⑦
Step 4: Consolidation & Extension
通过帮助 John 设计交
1. Design an ad for John on a pen pal website.⑦
友广告，整合对话内容，完
T: John is an outgoing boy. He wants to make more friends from
成文本重构，提高学生的语
different countries. Can you help him design an ad on a pen pal website? 言综合运用能力。
(1) What message can we share on the website?
Ss: We can share his name, country, city, age, hobbies, favourite
things…
T: Well done! If you share more, people can know him better.
(2)T: Work in groups. Design an ad for John. You can do like this:
Hi! My name is John. I’m…years old. I’m from… I live in… My
favourite…is… Teaching purpose⑧
(3)T: Share your ads. Let’s see which group does best. 指导学生根据教材下
2. Finish the message to John.⑧（出示课件） 方表格完善给 John 的交友
信息，使学生能熟练运用所
Lead students to go over the chart on page 40 and understand how
学语言谈论自己的相关信息
to write it. Then ask students to complete the message and give a brief
以及兴趣爱好。同时渗透结
report.
交朋友要有共同兴趣爱好的
3. A friends-making column.
情感教育。
Lead students to create a friends-making column in the classroom
after class. Ask them to paste the messages on the column. Let them read
the messages and choose their friends. They can chat with each other to
get deeper understanding.
4. Summary.
Make a brief summary according to the blackboard design.
Evaluate students’ group work and select the best group.
板书设计
▶
作业设计
▶
1. Practice the dialogue.
2. Remember the key words and expressions of this class.
63. 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.利用直观形象的图片，复习前几节课所学的核心词汇和句型，为即将学习的对话奠定语言
基础。
2.结合学生生活导入新课，为对话创设语言背景，使学生在情境中展开语言学习。
3.注重对学生听力习惯和逻辑思维的培养，引导学生读题并预测听力关键词。通过观察图片
信息，预测对话内容。
4.关注学生的语音语调，引导学生按照正确的意群及语音、语调朗读对话，并能在小组中进行
角色表演。
5.师生对话的过程中注意情感目标的渗透，引导学生了解两个John的共同爱好，并认识到具
有相似爱好的人更容易成为朋友。
6.巩固活动注重对对话内容的整合和重构，基于情境提高学生的语言综合运用能力。
▶Teaching Contents
Let’s try
· Understand the questions and predict the key points of the listening part.
·Predict the story by finishing the listening questions.
·Understand the recording and finish the exercises.
Let’s talk
·Understand the main idea of the dialogue by observing and talking about the picture.
· Answer the questions below the dialogue.
· Read the dialogue correctly and fluently, and act it out in groups.
· Use the sentence structures “—Does he/she...? —Yes, he/she does./No, he/she doesn’t.”
properly to ask for information about others. Learn about the cities of Canberra and
Sydney.
·Understand and read the new words “Canberra, amazing”.
▶Teaching Priorities
·Be able to understand and master the key words and sentence structures of this class.
·Be able to use the sentence structures “—Does he/she...? —Yes, he/she does./No, he/she
doesn’t.” properly to ask for information about others.
▶Teaching Difficulties
·Be able to use the sentence structures “—Does he/she…? —Yes, he/she does./No, he/she doesn’t.”
properly to ask for information about others..
▶Teaching Procedures
Teaching
Teacher’ s Activities Students Activities Teaching Purposes
Stages
Warm-up 1. Greetings. Greet the teacher. Get to Use pictures to review the
& Divide students into several know the evaluation rules words and the sentence
7Revision
groups. of group work.
&
2. A quick review. (1) Review the words and
Lead-in structures learned last
Lead students to review the key the expressions.
class quickly. Lay a
points of last class. (2) Review the “-ing” form.
language foundation for
3. Lead-in. Talk with the teacher about
the upcoming dialogue.
Talk with students about how to how to connect with pen
connect with pen pals. pals.
Presentation 1. Let’s try. (1) Predict the key words. Lead students to predict
(1)Play the recording. Lead Then listen and circle the the key words of the
students to listen and complete correct answers. listening part. Cultivate
the exercises. (2) Listen again. Read the their good listening habits
(2)Present the listening listening material after the of prediction.
material. recording.
2. Make predictions. Talk with the teacher and Lead students to observe
Lead students to make make predictions through the picture and predict the
predictions through the picture. the picture. dialogue. Cultivate their
logical thinking ability.
Let them watch the video
3. Watch and answer. (1) Watch the video of to get the main idea first
（1）Play the video. “Let’s talk”, answer the and then listen to it and
Lead students to answer the question and get the main answer the questions to
question and get the main idea idea of the dialogue. test their understanding of
of the dialogue. (2) Listen again and answer the details.
（2）Let students listen again the questions.
and answer the questions.
（续表）
Teaching Teacher’ s Activities Students’ Activities Teaching Purposes
Stages
Presentation 4. Get more details. Talk with the teacher to get Talk with students to
Lead students to get more more information about the lead them to find out
information about the dialogue. the common interests
dialogue. Learn the words and the of two John’s, and
Teach the words and the phrase. realize that people with
phrase. similar interests are
more likely to be
friends.
Lead students to read
1. Read and act. (1) Read after the recording.
Practice the dialogue with the
Play the recording. (2) Practice the dialogue in
correct pronunciation
8pairs and read in roles.
and intonation.
(2) Act out.
2. Let’s know more about Wu Talk with the teacher to Create some
Binbin’s pen pal. practice the key sentence information about John
Present a set of pictures. Lead structures. based on the dialogue.
students to read them. Then Practice the key
make a model. sentence structures and
make language
preparation for the next
activity and extend
their related
expressions.
Consolidation 1. Design an ad for John on a (1) Talk about the message Lead students to talk
& pen pal website. they can share on the website. about their own
Extension Organize students to work in (2) Work in groups. Design information and
groups. an ad for John. hobbies skillfully.
(3) Share their ads. Permeate the emotional
2. Finish the message to John. Go over the chart and education of making
Ask students to complete the understand how to write it. friends with people
message and give a brief Complete the message and who have the common
report. give a brief report. interests.
3. A friends-making column. Create a friends-making
column in the classroom after
class.
4. Summary. Have an overview of the class
Make a brief summary according to the blackboard
according to the blackboard design.
design. Select the best group.
Homework 1. Practice the dialogue.
2. Remember the key words and expressions of this class.
3. Do the exercises.
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