文档内容
The second period（第二课时）
Page 34 & Page 35
教学内容
▶
Page 34 & Page 35 ·在情景中运用句型“—What/Where/When are/is…going(to do…)?
—I’m/He /She is going to…”询问并回答计划的活动、地点和时间
·通过活动归纳总结出be going to 中be与人称的搭配，以及be going to 后面接动词原形
的相关知识
·培养学生助人为乐的优秀品质
教学重点
▶
巩固和拓展第一至三单元的主要知识点。
教学难点
▶
能够在交际活动中灵活运用前三个单元的重点语言知识。
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、教学卡片等。
教学过程
▶
Step 1: Warm-up & Lead-in①
Teaching purpose①
1. Greetings.
通过师生对话和角色
2. Free talk.
扮演活动复习巩固前三个单
Show the chart below on the PPT. Talk freely about the teacher’s
元所学的知识，提高学生的
calendar with students. 语言综合运用能力。使用歌
曲导入，激发学生的学习热
情。
Lead students to read the chart and guess: Where is the teacher
going at different time? Make a model:
T: At 10 o’clock in the morning, I’m going to the supermarket.
S1: At 6 o’clock in the afternoon, you’re going to the cinema.
3S2: At 9 o’clock in the evening, you’re going to stay at home.
T： How about your weekend plan? Where are you going? What
are you going to do? And when are you going?
Ss：…
3.Role play: Find the missing cat.
Present a map on the PPT. There is a cat on the map. Two students
work in a group. One acts the kid who can’t find his/her cat. The other
student acts the policeman/policewoman. The kid comes to the police
office to ask for help. They can make a dialogue like this:
Kid: Where is my cat?
Policeman: Look! It’s at the hospital. It’s near the post office.
Kid: How can I go to the hospital?
Policeman: You can go straight. Turn left at the post office. It’s
near the post office.
Kid: Can I go there on foot?
Policeman: Yes. It’s not far. You can also take the No. 5 bus.
Kid: Thank you very much.
Policeman: You’re welcome.
4.Lead-in.
T: Do you still remember what Wu Binbin is going to do this
weekend?
Ss：He is going to visit his grandparents.
T：Do you still remember the little boy on the street?
Ss：Yes. He is crying.
T：Good memory! The little boy is waiting for his mother. Robin is
singing a song to him.
Play the song and see what Robin is singing.
Play the recording of the song Hush, little boy. (课件出示：歌曲
《Hush, little boy》的音频及歌词) Students listen to the song and feel
the rhythm. Ask students to circle the words and the phrases they don’t
understand.
Teaching purpose②
Step 2: Presentation
采取多种方式学习该部
1.Robin is singing a song to the little boy.②
分的歌曲，不仅让学生能够
感受歌曲的旋律，同时也把
这首歌当作一篇阅读材料，
4
训练并提高学生的阅读能力。(1) Help students understand the words and the phrases they circled
in their books, such as hush, if, ring, lost, looking glass, fall down and
sweetest. The teacher can use body language and some pictures to help
students understand.
(2) Lead students to read the song sentence by sentence. Then the
teacher plays the recording of this song again. (出示课件) All students
sing the song together after the recording.
Encourage students to add some actions.
(3) Let the boys PK with the girls to sing the song Hush, little boy.
(4) After the PK, ask students to answer the question: In the song,
what is Papa going to do?
Ask three students to stand up and read the three sentences.
Check the answers together. Ask students to correct the mistakes.
(5) Ask students to read the song again. And circle the right answers
in the book.
Ask two students to stand up and say the two answers.
Check the answers together. (课件出示：教材P34 Read and circle
的答案)
2. The little boy’s mother is on the phone.③ Teaching purpose③
(1) Play a sound of the traffic car. Let students guess: Where is the
培养学生读图、认图的
little boy now? (课件出示：一段警车的声音) 能力，同时提高学生归纳总
Lead students to answer: He is in the police station. 结知识的能力。培养学生良
好的语音和语调意识，可以
T：Wu Binbin and Robin take the little boy to the police station.
增强学生学习英语的自信心
Now, the little boy’s mother is talking with the policeman on the phone.
也可以提高他们用英语表达
Can you guess what they are talking about?
的积极性。
Lead students to say more possibilities.
(2)Show the map on page 35. (课件出示:教材P35的地图)
T：The little boy’s mother is going to the police station to find her
son. Let’s go and see how she can get to the police station.
Lead students to observe the map carefully. Ask them to draw a
route to the police station on the map. Then lead students to say the route
together in English and write it down briefly at the bottom of the map.
Show the dialogue part on page 35. (课件出示:教材P35的对话)
Ask students to fill in the blanks individually.
Ask one or two students to speak out their sentences. Provide some
corrections if there are some mistakes.
(3) Check the answers together. (课件出示:教材P35的答案)
5Lead students to read the dialogue in pairs.
(4) Ask students to read the dialogue by themselves. And try to
finish the exercises in the part of “Read, answer and do”. Encourage
students to write down more kinds of transportation.
Ask students to say their answers. The teacher can provide some
examples, such as by subway, by train, by plane, by taxi and by bike. (出
示课件)
(5) Ask students to pay attention to the intonation of the sentences
in the part of “Listen and read aloud”. Lead them to read in the correct
intonation. Then play the recording of this part. (出示课件) Ask students
to listen and read after the recording.
Ask students to practice reading the dialogue in pairs. Then ask
several pairs to read the dialogue loudly. Then check their intonation and
give help when necessary.
Step 3: Practice④ Teaching purpose④
1. Play a game: Challenge the repeater. 让学生在练习的过程
Students challenge the recording of the text in the English book. 中整体感知Recycle 1的故
Ask several students to stand up and read the text. Pay attention to the 事，复述的过程实际上就是
对所学知识的一个整合和归
pronunciation and the intonation. Find out who does the best work. The
纳，让学生有一个语言产出
best student can get a “Gold microphone” medal.
的过程，也让学生有一个自
2. Retell the whole story.
我展示的机会。
Lead students to retell the whole story in Recycle 1. Try to describe
all the things happened on the way to Wu Binbin’s grandparents’ new
house. Let students review the key language points from Unit 1 to Unit 3
in this way. Encourage students to retell the whole story to the class.
Step 4: Consolidation & Extension⑤ Teaching purpose⑤
1. Do a survey. 通过调查活动将前面三
Talk about the plans of students, and ask them to finish the chart. 个单元的内容全部都融合在
一起，避免学习知识的片面
Show the chart.课件出示：调查活动的表格）
性。培养学生助人为乐的优
Make a model with one student. Then divide students into several
秀品质。
groups. Ask students to ask and answer these questions in groups, then
try to finish the chart. If some students in the group have the same plan,
they can go to the same place together.
Ask one or two groups to report the results of the survey.
Make a model:
XXX is/XXX and XXX are going to… He/ She is/ They are going
to… He/ She is/ They are going to…with… They are going at… They
are going there by…/on foot.
2. Evaluation.
Show a proverb to students. Cultivate students’ quality of helping
others.
Gifts of roses, hand there are lingering fragrance.
6板书设计
▶
作业设计
▶
1. Review the key words, phrases and sentences from Unit 1 to Unit 3.
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.本课时主要通过听、唱、读和写来对前三个单元所学的知识进行综合的复习和运用。
2.热身活动让学生初步感知本节课所要复习的内容，让学生对要学的内容有所了解，有所期
待，提高了他们学习英语的兴趣，也降低了学习的难度。
3.注重课本知识的整体性，加深学生对知识点整体框架的印象。
4.注重学生的语言输出和语言综合运用能力的培养，让学生将所学的知识转化为实实在在的
语言运用能力。
5.较好地培养了学生用英语交流的能力，体现了交际语言教学的思想。
▶Teaching Contents
·Use the sentence structures “—What/Where/When are/is…going(to do…)? —I’m/He /She is going
to…” in situations to ask and answer questions about planned activities, places and times.
·Summarize the collocation of “be” and “person” in “be going to”, and learn the
related knowledge that “be going to” is followed by the original form of verbs.
·Cultivate the excellent quality of helping others.
▶Teaching Priorities
· Consolidate and expand the key knowledge points from Unit 1 to Unit 3.
▶Teaching Difficulties
· Be able to flexibly use the key language knowledge of Units 1~3 in communicative activities.
7▶Teaching Procedures
Teaching
Teacher’ s Activities Students’ Activities Teaching Purposes
Stages
Warm-up 1. Greetings. 11. Greetings. Through the activities,
& 2. Free talk. 2. Free talk. review the knowledge
Lead-in Show the chart. Talk freely about the in Units 1~3 and
Let students talk about the teacher’s calendar. improve students’
teacher’s calendar. 3. Role play: Find the comprehensive
3. Role play: Find the missing missing cat. Role play and language ability. The
cat. make a dialogue. usage of listening and
4. Lead-in. 4. Lead-in. singing the song can
Play the recording of the song Listen to the song and feel stimulate the
Hush, little boy. the rhythm. Circle the enthusiasm of students.
words and the phrases they
don’t understand.
Presentation 1. Robin is singing a song to the (1) Try to understand the By learning this part of
little boy. meaning of the song. the song in a variety of
(1) Help students understand the (2) Read the song after the ways, students can not
words and the phrases they teacher and sing the song only feel the melody of
circled in their books. together after the the song, but also take
(2) Lead students to read the recording. the song as a reading
song. (3) Boys and girls PK. material to train and
Play the recording of this song. (4) Complete the exercise: improve their reading
(3) Let the boys PK with the In the song, what is Papa ability.
girls to sing the song Hush, little going to do?
boy. (5) Read the song again.
(4) Ask students to answer the And circle the right
question: In the song, what is answers in the book.
Papa going to do? Check the answers.
(5) Ask students to read the song
again. And circle the right
answers in the book. Check the
answers together.
（续表）
Teaching
Teacher’ s Activities Students’ Activities Teaching Purposes
Stages
8Practice 2. The little boy’s mother is (1) Guess what the people Cultivate students’
on the phone. are talking about on the ability to read and
(1) Let students guess what phone. recognize pictures,
the people are talking about (2) Observe the map and improve
on the phone. carefully, draw and say the students’ ability to
(2) Show the map and the route to the police station. summarize
dialogue on page 35. Ask Then fill in the blanks. knowledge. Training
students to fill in the blanks. (3) Check the answers students’ good
(3) Check the answers together. Read the dialogue pronunciation and
together. in pairs. intonation can
Lead students to read the (4) Read the dialogue and enhance students’
dialogue in pairs. try to finish the exercises in confidence in
(4) Ask students to read the the part of “Read, answer learning English, and
dialogue and try to finish and do”. also can improve
the exercises in the part of (5) Listen and read after the their enthusiasm to
“Read, answer and do”. recording. Pay attention to express in English.
(5) Play the recording. Ask the pronunciation and the
students to listen and read intonation of the sentences.
after the recording and Practice the dialogue in
practice the dialogue in pairs.
pairs.
Practice 1. Play a game: Challenge 1. Challenge the recording The retelling process
the repeater. of the text in the English is actually an
book. integration and
2. Retell the whole story. 2. Try to retell the whole induction of what
Lead students to retell the story in Recycle 1 they have learned, so
whole story in Recycle 1 that students can
have a process of
language production
and have an
opportunity to
present themselves.
Consolidation 1. Do a survey. 1. Do a survey. Through the
& Ask students’ plans. Ask Ask and answer these investigation, all the
Extension students to ask and answer questions in groups. And try contents of the three
these questions in groups, to finish the chart. Report to units were integrated
then try to finish the chart. the class. together. Avoid
2. Evaluation. learning the
Show a proverb. 2. Evaluation. knowledge in one-
Gifts of roses, hand there Learn to help others. side.
are lingering fragrance. Cultivate the
9excellent quality
1. Review the key words, phrases and sentences from Unit 1 toof U hneiltp 3in. g others.
Homework
2. Do the exercises.
10
