文档内容
The fourth period(第四课时)
Part B Let’s try & Let’s talk
教学内容与目标
▶
课时教学内容 课时教学目标
Let’ s try •能够听懂 Let’s try 板块的录音,并根据录音内容选择相应的图片
Let’ s talk •能够在图片和教师的帮助下理解对话大意
•能够通过听录音，学会按照正确的语音、语调及意群朗读对话，并能在小组中进行角色扮演
• 能 够 在 情 境 中 运 用 句 型 “ — What do you do on the weekend?— I
usually/often/sometimes…”询问和回答周末活动安排
•通过本板块学习，引导学生合理安排周末活动重点
教学重点
▶
能够在实际语境中运用句型“—What do you do on the weekend?—I usually / often / sometimes
” 来问答周末活动｡
教学难点
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能够听懂对话大意,并能按照正确的语音､语调及意群朗读对话｡
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､视频等｡
教学过程
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Step 1: Warm-up & Lead-in①
1. Greetings. Teaching purpose①
2. Lead-in.
TPR 热身运动让学生
(1) Do and say. 迅速进入英语课堂，同时复
Show the phrases that students have learned: do morning exercises, 习 Let’s learn 板块所学短
eat breakfast, have…class, play sports, eat dinner, eat lunch. (出示课件) 语。用接龙游戏复习“When
Students stand up. Do and say. do you ? I at ”句型，为后
面的“ Ask the question
(2) Play the chain game.
and then pass it on.”活动
Review the sentence structures: When do you…? I…at…
预热。
T: I eat dinner at 6:30. When do you eat dinner?
S1: I eat dinner at…
T: OK, ask the next one, “When do you…?”
S1: When do you…?
S2: I…at When do you…?
S3: …
Step 2: Presentation Teaching purpose②
1. Let’ s try.② 通过预测，培养学生的
Show the picture of Sarah. (课件出示:Sarah 的图片) 听力策略，同时为引出对话
内容做好准备。
3T: Who is she?
Ss: She is Sarah.
T: Where is Sarah? Guess!
Show the three pictures and explain: Picture One is about the shop.
Picture Two is about the library. Picture Three is about the school.
(课件出示:Let’s try 三幅图片)
Ss: She is at school / in a shop / in the library.
T: Let’ s listen and circle.
(1) Listen and circle.
Teaching purpose③
(2) Check the answer together. (课件出示:听力材料及答案)
采用任务型教学模式。
2. Let’ s talk.
任务一通过观看动画，帮助
(1) Watch and answer.③
学生整体理解与把握对话内
The teacher plays the cartoon. （课件出示：Let’s talk 视频） 容。
Students watch the cartoon carefully and answer the question.
T: Sarah is shopping today. Why does Sarah go shopping today?
Ss: Because her mother worked last night.
(2) Read and find.④
T: Good! What does Sarah do on the weekend? Read the text and Teaching purpose④
underline the sentences.
任务二是精读课文。学
Then let students tick the things Sarah does on the weekend. The 生通过阅读对话，了解Sarah
teacher and students check the answer 的周末活动有哪些，然后通
过打勾练习来检测理解情况。
Teaching purpose⑤
(3) Practice sentence patterns.⑤ 任务三是围绕Sarah的
①Learn “What do you do on the weekend?” and “I usually / often / 周末活动展开提问，帮助学
生在情境中突破一些语言知
sometimes…”
识点。
T: What does Sarah do on the weekend? Can you read out a
sentence?
Ss: She said “I often watch TV and play ping-pong.”
T: Sarah often watches TV and plays ping-pong. How about you?
What do you do on the weekend? You can answer like this:
I usually / often / sometimes…
(Write down “What do you do on the weekend?” and “ I usually /
often / sometimes…” on the blackboard.)
Make a model:
T: S1, what do you do on the weekend?
S1: I usually / often / sometimes…
4T: Wow, that sounds like a lot of fun.
② Learn “That sounds like a lot of fun.”
The teacher listens to students’ answers carefully and evaluates with
“That sounds like a lot of fun.”
(Write down “sound like a lot of fun” on the blackboard.)
T: Class, when you hear an interesting story, you can say…
Ss: That sounds like a lot of fun.
T: When your friend says “I watch TV and play ping-pong with my
father”, you can say…
Ss: That sounds like a lot of fun. (Say loudly.)
③ Learn “You are so busy.”
T: Sarah has a funny weekend, but she is also hard-working. What
does Sarah usually do at home? Please read out the sentences.
Ss: Sarah said “I usually wash my clothes.” “Sometimes I cook
dinner.”
(Write down “wash my clothes” “cook dinner” on the blackboard.)
T: Sarah is hard-working. What about you? What housework can you
do?
(Write down “hard-working” on the blackboard.)
Ss: Clean my room. / Sweep the floor. / Do the dishes. / Water the
flowers. /…
(Write down these phrases the students said on the blackboard.)
T: Wow, you are as helpful and hard-working as Sarah.
Make a summary.
T: On the weekend, Sarah often watches TV and plays ping-pong
with her father. She usually washes her clothes. Sometimes she cooks
dinner. She is so busy.
(Write down “busy” on the blackboard.)
T: What does she need? Teaching purpose⑥
Ss: She needs a robot. 教师播放录音，学生听
T: Yes, Robin is a robot. Robin can help her. 录音跟读。引导学生按照正
(Write down “need a robot” on the blackboard.) 确的语音､语调及意群朗读
Step 3: Practice 对话，并能在小组中进行角
色扮演。
1. Read and act.⑥
(1) The teacher plays the cartoon of the dialogue. （出示课件）
Students read after it. Let students pay attention to the pronunciation and
the intonation.
(2) Students practise the dialogue in groups.
(3) Act out.
Teaching purpose⑦
2. Make a new dialogue.⑦
通过新编对话，学生可
T: Why are you shopping today?
以联系实际说一说自己的周
末活动，同时进一步在情境
中操练对话。 5Ss: ______. So I’ m shopping today.
T: Good ______! So what do you do on the weekend?
Ss: I often ______.
T: That sounds like a lot of fun.
Ss: Yes, but I’ m also hard-working. I usually ______.
T: You are so busy! You need a robot to help you!
3. Ask the question and then pass it on.
Teaching purpose⑧
(1) Students read the phrases in the yellow blanks.
以句子接龙的形式进
(2) Make a model.⑧
一步加强练习，并在小组之
T: What do you do on the weekend? 间进行比赛。
S1: I often / usually / sometimes What do you do on the weekend?
S2: I What do you do on the weekend?
S3: …
(3) Show time.
Students work in groups. Groups PK Groups.
Step 4: Consolidation & Extension
Teaching purpose⑨
1. Retell the dialogue.
用思维导图将文本中的
(1) Show a mind map to help students understand Sarah’ s weekend 重要知识点串联起来，引导
activities clearly.⑨ 学生通过关键词复述内容。
图像能够帮助学生更容易地
理解和记忆文本。
(2) Make a model.
T: You can say like this:
Hello! I’ m Sarah. On the weekend, I often I have a lot of fun. I am
also hard-working. I usually Sometimes I am so .... I … to help me.
(3) Show time.
Students try to say in pairs. Then ask students to stand up and show
to the class.
2. Arrange a reasonable weekend.⑩
(1) Show a reasonable weekend plan.
(课件出示:一张合理的周末时间安排表) Teaching purpose⑩
Let students freely talk about it. Then tell students why it is 通过讨论一个合理的
reasonable. 周末计划，让学生在潜移默
(2) Emotional education. 化中学会合理安排周末时间
达到情感教育的目的。
T: On the weekend, we can do many things. Arrange your weekend
reasonably. Then you can have a lot of fun!
板书设计
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6作业设计
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1. Practice the dialogue.
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.通过从整体到局部的教学步骤,使学生在浸润式阅读中理解文本内容｡从学生反馈情况来看,
效果较为理想｡
2.在教学过程中设计有梯度的教学任务,充分考虑学情,使学生在轻松愉快的氛围中掌握新知｡
3.利用思维导图帮助学生理解､记忆知识,培养学生的抽象思维,让他们迅速提取关键词,加深
对文本的理解与记忆｡
▶Teaching Contents & Teaching Aims
Let’s try
•Be able to understand the dialogue and finish the listening exercise.
Let’s talk
•Be able to understand the main idea of the dialogue by observing and talking about the pictures.
•Be able to read the dialogue and act out.
•Be able to use the sentence structures “—What do you do on the weekend? —I usually / often /
sometimes” properly.
•Through this section, lead students to arrange weekend activities reasonaly.
▶Teaching Priorities
•Be able to use the key sentence structures in the real situation.
▶Teaching Difficulties
•Be able to read the dialogue correctly and fluently.
▶Teaching Procedures
Teaching Stages Teacher’ s Activities Students’ Activities Teaching Purposes
1. Greetings. 1. Greetings. Cultivate students’ learning
Warm-up & 2. Lead-in. 2. Do and say. interest. Review the sentences
Lead-in Show some phrases. 3. Play the chain game. they have learned in part A.
7Teaching Stages Teacher’ s Activities Students’ Activities Teaching Purposes
Play a chain game.
Presentation 1. Let’s try. (1) Listen and circle. Develop students’ listening
(1) show the three (2) Check the answer ability. Students can circle the
pictures and together. correct answer. Prepare for
explain. the next step.
(2) Check the answer
together.
2. Let’s talk. (1) Watch the cartoon By watching and reading,
(1) Watch and answer. and answer the students can get the general
(2) Read and find. question. perception of the dialogue.
(3) Practise sentence (2) Read the text and Students practise and
structures. tick the things Sarah understand language points in
does on the the context.
weekend.
(3) Understand the
language points.
Practice 1. Read and act. Read after the recording. Make sure the students read
(1)Play the cartoon Practise and act out. the dialogue correctly and
(2)Ask students to fluently.
practice the dialogue
and act it out.
2. Make a new Work in pairs to talk Role-play improves students’
dialogue. about the activities on ability to use the language.
the weekend.
3. Ask the Read the phrases and Practice and reinforce the
question and then practice the key phrases and the sentences
pass it on. sentences in groups. through group work.
Make a model.
Consolidation 1. Retell the dialogue. Use a mind map to retell The mind map helps students
& Extension 2. Arrange a reasonable the text. Talk freely retell the text more easily.
weekend. about a reasonable Cultivate students’
weekend plan. awareness of using the mind
map to understand and
remember the main idea of
the text.
1. Practice the dialogue.
Homework
2. Do the exercises.
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