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
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课时教学内容 课时教学目标
Let’s try •能理解Let’s try中的听力内容，完成听力题目
Let’s talk •能感知B部分的核心句型，并能在语境中理解“—Is he drinking water? —No, he isn’t.
He is eating.”
•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、意群朗读对话，并能进行角色表演
•能够在情境中恰当运用核心句型“—Is he/she 动词-ing? —Yes, he/she is. —No, he/she
isn’t. He/She is 动词-ing.”询问并回答某人正在做某事
教学重点
▶
在情境中运用句型“—Is he/she 动词-ing? —Yes, he/she is. /—No, he/she isn’t. He/She is
动词-ing.”询问并回答某人正在做某事。
教学难点
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正确运用现在进行时。
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
▶
Step 1: Warm-up & Lead-in①
Teaching purpose①
1. Greetings. 以观看可爱小狗视频
2. Sing a song—Animals, animals are everywhere. （出示课 吸引学生注意力，在介绍视
件） 频时引出现在进行时，让学
生初步感知现在进行时，同
3. Lead-in.
时渗透文本中即将出现的地
T: Class, do you like the dogs? Let’s watch videos together.
点名词和即将学习的短语
(课件出示:几只可爱小狗的动态视频)
“play with”，为下一步授
T: (Explain the videos one after another.) Look! The cute dog is
新做好准备。
running on the grass/is eating in the kitchen/is sleeping in the bedroom/is
playing in the living room.
T: Do you want to play with them?
Teaching purpose②
Ss: Yes.
在听力环节，引导学
Step 2: Presentation
生进一步感知现在进行时。
1. Learn “Let’s try”.② 学生跟读，更加深刻地体会
(1)Listen and tick. 现在进行时。此环节与Let’s
(课件出示:Fido头像) talk 紧密相关，为对话教学
作铺垫。
T: What is it?
Ss: It’s a dog.
T: Its name is Fido.
3(课件出示:Let’s try 图片)
T: Where is Fido in Picture 1?
Ss: In the living room.
T: Yes. He is sleeping in the living room. Read after me.
(Students read the sentence after the teacher.)
T: Where is Fido in Picture 2?
Ss: In the kitchen.
T: He is drinking in the kitchen. Read after me.
(Students read the sentence after the teacher.)
T: Where is Fido in Picture 3?
Ss: In the bedroom.
T: He is sitting in the bedroom. Read after me.
(Students read the sentence after the teacher.)
T: So, where is Fido? Listen to the recording carefully. Then tick
the right picture.
(2) Check the answer. (课件出示：答案及听力材料) Teaching purpose③
2. Learn “Let’s talk”. 通过呈现文本图片，让
(1)Look and say.③ 学生进行预测，展开讨论，
启发学生思维，引出对话。
（课件出示：Let’s talk中Sam和Chen Jie交谈的图片）
T: Look！ Who are they?
Ss: They are Sam and Chen Jie.
T: What are they talking about? Guess!
Ss: They are talking about…
(课件出示:Fido图片) Teaching purpose④
T: They are talking about Chen Jie’s dog. 第一次略读文本，快速
（2）Skimming.④ 找到问题答案，了解文本大
意,为细读做准备。
Play the recording of “Let’s talk”. Let students answer the question:
Q：Where is Fido now?
Students listen to the text and answer the question.
Ss: He is in the kitchen.
Teaching purpose⑤
(3)Scanning.⑤
通过播放视频引导学
The teacher plays the cartoon. Students watch it with the following 生关注文本细节，加深学生
questions. 对于文本的解读以及对现
Q1: Is Fido drinking water? 在进行时的理解，为下一步
口语输出做好准备。
Q2: What is Sam going to do with Fido?
(课件出示:Fido在厨房吃东西的图片）
T: Fido is in the kitchen. Is he drinking water?
Ss: No, he isn’t. He’s eating in the kitchen.
T: Great, read after me: No, he isn’t. He’s eating.
(Write down “No, he isn’t. He’s eating.” on the blackboard.)
Teaching purpose⑥
T: Then what is Sam going to do with Fido?
通过播放录音，学生
Ss: He’s going to take Fido to the park.
听录音跟读。引导学生按照
正确的语音、语调及意群朗
4 读对话，并能在小组中进行
角色扮演。Step 3: Practice
1. Read and act.⑥
(1)Students read after the recording of “Let’s talk”and pay
attention to the pronunciation and the intonation.
(2)Let students practice the dialogue in groups.
(3)Act out.
2. Pair work: Look and say.(课件出示： Look and say图片和
对话)⑦ Teaching purpose⑦
根据课本提供的语言
(1)Two students work in a pair. Look at the pictures on the
情境进行操练，进一步巩固
textbook. One points and asks the questions and the other answers.
核心句型。
Make a model:
A: Is the dog eating?
B: No, he isn’t. He is sleeping.
A: Is the dog drinking water?
B: No, he isn’t. He is eating.
(2)Show time.
Step 4: Consolidation &Extension
1. Can you guess?⑧
Teaching purpose⑧
(课件出示：不同的动物在做不同事情的图片，如：小狗在吃东西，
通过创设有信息差的
小猫在睡觉，小鸭子在游泳，小鸟在唱歌……）
情境，让学生在游戏中合理
Choose one student from each group. Let the students come to the
运用所学语言，台上台下的
front of the classroom and face to their classmates. Use “Is it…?” to
学生都可以进行操练。
guess.
The group that finishes the guessing game in the shortest time is the
winner.
Make a model：
S1: What is it?
Ss: It’s a cat.
S1: Is it sleeping?
Ss: No, it isn’t.
S1: Is it drinking?
Ss: No, it isn’t.
S1: Is it eating?
Ss: Yes, it is.
S1: I see. The cat is eating.
Ss: Bingo!
…
2. Make a chant.⑨
Teaching purpose⑨
Put all the animals in “Can you guess?” in the chant.
将拓展环节中所出现
Example: Eating, eating, the dog is eating.
的动物正在做的动作汇编
成一首chant，进一步巩固
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现在进行时，同时也为B部
分 Let’s learn 板块的学习
做好铺垫。Sleeping, sleeping, the cat is sleeping.
Swimming, swimming, the duck is swimming.
Singing, singing, the bird is singing.
Drinking, drinking, the elephant is drinking.
板书设计
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作业设计
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1. Read and recite 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整个教学设计流程清晰，由易到难，由浅入深，层层递进，较好地完成了课程教学目标。
2利用优质的网络资源、生动形象的图片、视频及课件来辅助教学，迅速吸引了学生的注意力。
3充分利用文本情景图，进行预测，帮助学生理解内容，培养阅读策略。
▶Teaching Contents & Teaching Aims
Let’s try
•Understand the listening material of “Let’s try”.
•Finish the task of the listening.
Let’s talk
•Perceive and understand the key sentences in context.
•Understand the main idea of the dialogue with the help of pictures and the teacher.
•Read the dialogue correctly and act it out.
•Understand and use the key sentence structures correctly.
▶Teaching Priorities
•Be able to use “Is he/she v-ing? Yes, he/she is. No, he/she isn’t. He/She is v-ing.” in the context
correctly.
▶Teaching Difficulties
•Understand and use the present continuous tense correctly.
▶Teaching Procedures
Teaching Stages Teacher’ s Activities Students’ Activities Teaching Purposes
1. Greetings. 1. Greetings.
Arouse students’
2. Sing a song—Animals, 2. Sing the song.
Warm-up & Lead- learning interest. Lead
animals are everywhere. 3. Watch a video about
in in the topic.
3. Lead-in. Show the videos. dogs.
Presentation 1. Learn “Let’s try”. Describe the pictures Cultivate students’
6Teaching Stages Teacher’ s Activities Students’ Activities Teaching Purposes
one by one and answer
the questions. Read after
(1)Listen and tick. observational and
the teacher. Listen to the
(2)Check the answer. logical thinking ability.
recording. Tick the right
picture.
2. Learn “Let’s talk”. Discuss what Chen Jie Lead students to predict
(1)Look and say. and Sam are talking the text.
Show some pictures. about. Prepare for the next
step.
Help students get the
(2)Skimming. Listen to the recording.
overall perception
Play the recording. Answer the question.
of the text and the useful
information.
(3)Scanning. Watch the cartoon. Use questions to lead
Play the cartoon. Answer the questions. students to learn and
Talk to the teacher. understand the dialogue
more detailedly.
Practice 1. Read and act. 1. Read after the Make sure students read
2. Pair work: Look and say. recording. the dialogue correctly
2. Work in groups. and fluently.
Practice the dialogue
and act it out.
Consolidation 1. Can you guess? 1. Work in groups to Lead students to use the
& Show some pictures. finish the guessing game language points
Extension 2. Make a chant. by using “Is it…?”. The reasonably by creating
others give the answers. “information gap”.
2. Make a chant. Cultivate students’
comprehensive language
using ability.
Homework 1. Read and recite the dialogue.
2. Do the exercises.
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