文档内容
The fourth period (第四课时)
Part B Let’s talk & Let’s find out
教学内容与目标
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课时教学内容 课时教学目标
Let’s talk ·能够通过观察、谈论Let’s talk图片，并在图片、PPT和教师的帮助下理解对话大意
·能够按照正确的语音、语调及意群朗读对话，并能够在小组中进行角色扮演
·能够在情景中运用核心句型“—Whose coat is this? —It’s mine.” “—Whose pants are
those? —They’re your father’s.”就某物的主人展开问答
Let’s find out ·能够通过问答练习进一步巩固Let’s talk板块的核心句型
·能够通过活动体会整理物品的重要性，从而养成及时整理个人物品的好习惯
教学重点
▶
能够在情景中运用句型“—Whose coat is this? —It’s mine.” “—Whose pants are those?
—They’re your father’s.”就某物的主人展开问答。
教学难点
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能够理解与掌握名词性物主代词mine。
教学准备
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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、卡片等。
教学过程
▶
Step 1: Warm-up & Revision &Lead-in①
1. Greetings.
2. enjoy the song—This old hat. （课件出示：歌曲《This old Teaching purpose①
hat》） 课前欣赏本单元歌曲，
3. Revision & Lead-in. 激发学生的学习兴趣，引入
T: What’s this song about? “clothes”这个话题。利用
Ss: Clothes.
卡片帮助学生复习 A 部分
学过的单词，同时利用图片，
T: Yes! It’s about clothes. Can you say some words about
以自由谈话的方式引导学生
clothes?
复习A部分学过的句型，并
Use the word cards to help students review the words “hat,
提前渗透本节课的句型。
pants, skirt, dress”. Show the picture on the PPT. （课件出示：陈
杰的鞋子和迈克的帽子）
T: Whose shoes are these? Are these Amy’s?
S1: No, they aren’t. They’re Chen Jie’s.
T: Whose hat is it? Is this John’s?
S2: No, it isn’t. It’s Mike’s.
…
T: Today we’re still going to talk about clothes.
Write down the topic “My clothes” on the blackboard.
3Step 2: Presentation
1. Look and predict.② Teaching purpose②
Show the four pictures of “Let’s talk” and ask students to look at 通过问题引导学生观
察并讨论图片，借助图片预
the pictures carefully. Ask some questions to help them predict the main
测教学内容，培养学生的观
idea of the conversations. The questions are like these:
察能力和逻辑推理能力。通
① Who are they?
过预测图片内容激活已有
② Where are they? 知识，并提取与文本有关的
③ What are they doing? 知识，进入文本话题。
…
2. Watch and circle.③
Teaching purpose③
Show the pictures of some clothes on the PPT. (课件出示：包
引导学生带着问题初
括Let’s talk板块的大衣、长裤在内的一些衣服图片)
看动画，找出动画中出现的
Play the cartoon.（课件出示：Let’s talk 板块的视频）Ask 衣物，帮助学生初步感知文
students to watch the cartoon and circle the pictures they have 本。
watched.
3. Teach the new words and the new sentences.④
(1) Teach the conversation about Picture 1. Teaching purpose④
Show Picture 1 to students.（出示课件） 分段呈现对话，借助
视频和图片，逐步引导学生
T: Look! The mother is putting away the clothes. But Sam
理解对话，学习新单词和新
and Sarah are playing. Mum needs help. What does she say? Let’s
句型，并及时引导学生进行
watch.
操作。
Play the cartoon.（课件出示：Picture 1的视频） Let students
watch the cartoon about Picture 1 and answer the question.
Students read the dialogue “—Sarah, can you help me, please? —
OK.” after the teacher and practice it.
(2) Teach the conversation about Picture 2.
Show Picture 2 to students.（出示课件）
T: What’s this? It’s a coat.
Teach the word “coat” and show some coats of different
colours on the PPT. （课件出示：各种款式、不同颜色的大衣图片）
T: I like that green coat. How about you?
S1: I like this red coat.
S2: I like that white coat.
…
Students practice “coat” in this sentence.
T: Whose coat is it? Is it Sam’s father’s or Sam’s mother’s?
Students guess. Then they watch the cartoon about Picture 2
and answer. （课件出示：Picture 2的视频）
Ss: It’s Sam’s mother’s coat.
T: What does Sam’s mother say?
Ss: “It’s mine.”
T: She can also say “It’s my coat.”
4Use the word “nine” to help students learn the word “mine”.
Write down the sentences “—Whose coat is this? —It’s mine.” on
the blackboard and ask students to practice them.
(3) Teach the conversation about Picture 3.
Show Picture 3 to students.（出示课件）
T: Whose pants are those? Let’s watch the cartoon and
answer the question.
Students watch the cartoon about Picture 3 and answer. （课件
出示:Picture 3的视频）
Ss: They’re Sam’s father’s.
Write down the sentences “—Whose pants are those? —They’re
your father’s.” on the blackboard and ask students to practice them.
(4) Teach the conversation about Picture 4.
Show Picture 4 to students.（出示课件）
T: Look at Sam! Is that his coat?
Students watch the cartoon and try to answer the question.
（课件出示:Picture 4的视频 ）
Ss: No, it isn’t. It’s his mother’s.
T: What do you think of him?
Ss: He’s funny!
Watch the integrated cartoon and enjoy it. (课件出示:Let’s
talk的视频)
Step 3: Practice⑤
Teaching purpose⑤
Read and act.
播放录音，学生听录
1. Read the conversations. 音跟读。引导学生按照正确
Play the recording.（出示课件）Ask students to read after it, 的语音、语调及意群朗读对
话，并能在小组中进行角色
and pay attention to the pronunciation and the intonation.
扮演。
2. Let students practice the conversations in groups.
3. Act out.
Step 4: Consolidation & Extension⑥
Teaching purpose⑥
Let’s find out.
通过创设自然真实的
（1）Create a situation.
情景，让学生在情景中合理
T: Mum has put away things in the living room. She is
运用所学词汇，培养学生的
going to the children’s bedroom. Let’s help her. 综合语言运用能力，并在这
（2）Make a demonstration. 个环节中帮助学生养成及
Show the picture on the PPT. （课件出示：Peter和Mike的房 时整理个人物品的好习惯。
间及各自的物品图）
T: Whose shoes are those?
Ss: They’re Peter’s.
T: Whose hat is it?
Ss: It’s Mike’s.
5（3）Students work in groups to make their own conversations.
（4）Show time.
板书设计
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作业设计
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1. Practice the conversations.
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. 重视学生对文本的理解，引导学生看图片、看动画，在回答教师提出的问题的过程中逐步理
解文本、学习新词句。
2. 教学目标明确，教学重难点把握准确。整个教学过程重点突出，讲练结合，落实到位。
3. 引导学生感受文本中的趣味性，培养学生热爱生活的价值观。
4. 创设真实的生活化情景，使学生在一种自然、真实的情景中体会语言、掌握语言和运用语言。
通过活动帮助学生体会整理物品的重要性，使学生养成及时整理个人物品的好习惯。
▶Teaching Contents & Teaching Aims
Let’s talk
·Be able to understand the main idea of the conversations by observing and talking about
the
pictures.
·Be able to read the conversations with correct pronunciation and intonation and act them
out.
·Be able to use the key sentence structures “—Whose coat is this? —It’s mine.” “—Whose
pants are those? —They’re your father’s.” properly.
Let’s find out
·Be able to practice the key sentence structures by question-and-answer drills.
·Be able to develop a good habit of arranging personal belongings in time.
▶Teaching Priorities
·Be able to use the sentence structures “—Whose coat is this? —It’s mine.” “—Whose pants are
those? —They’re your father’s.” properly in a similar scene.
▶Teaching Difficulties
6·Be able to understand and master the nominal possessive pronoun “mine”.
▶Teaching Procedures
Teaching
Teacher’ s Activities Students’ Activities Teaching Purposes
Stages
Warm-up 1. Greetings. 1. Greetings. Arouse students’ learning
& 2. Enjoy the song—This old hat. 2. Listen to the song and interest. Lead in the new
Revision 3. Revision & Lead-in. sing it. lesson.
& Use the word cards to help 3. Review the words and
Lead-in students review the words the sentences.
“hat, pants, skirt, dress”.
Lead in the topic “My
clothes”.
Presentation 1. Look and predict. Look at the pictures. Cultivate students’ ability
Show the four pictures of Answer the questions. of observation and
“Let’s talk” and ask students ①Who are they? logical reasoning.
to look at the pictures ②Where are they? Predict the picture
carefully. Ask some questions ③What are they content to activate the
to help them predict the main doing? existing knowledge.
idea of the conversations. … Enter the text topic.
Predict the main idea of
the conversations.
2. Watch and circle. Watch the cartoon and Help students get overall
Show the pictures of some circle the right pictures. perception of the text.
clothes on the PPT.
Ask students to watch the
cartoon and circle the pictures
they have seen.
3. Teach the new words “coat, Look at the pictures. Lead students to learn the
mine” and the new sentences Answer the questions. new words and the new
“—Sarah, can you help me, Practice the new words sentences in the
please? —OK.” “—Whose and the new sentences. conversations. Help them
coat is this? —It’s mine.” Watch the cartoon and understand the
“—Whose pants are those? enjoy it. conversations.
—They’re your father’s.” in
the conversations.
7（续表）
Teaching
Teacher’ s Activities Students’ Activities Teaching Purposes
Stages
Practice Read and act. 1. Read after the Make sure students can
1. Play the recording. recording. read the conversations
2. Let students practice the 2. Practice the correctly and fluently.
conversations in groups. conversations in groups. Help them practice
3. Act out. 3. Act out. the words and the key
sentences.
Consolidation Let’s find out. Work in groups to make Create a natural and real
& （1）Create a situation. their own conversations situation.
Extension （2）Make a demonstration. and act them out. Let students use the
（3）Students work in groups sentences reasonably.
to make their own Cultivate students’
conversations. comprehensive
（4）Show time. language using ability.
Help students develop a
good habit of arranging
personal belongings in
time.
Homework 1. Practice the conversations.
2. Do the exercises.
8
