文档内容
The second period(第二课时)
Page 68 & Page 69
教学内容
▶
Page 68 ·使用句型“—What are…’s hobbies? —He/ She likes+ v-ing.”询问和描述某人的喜好
·使用句型“—Does he/she…? —Yes, he/she does./No, he/she doesn’t.”询问某人是否做什
&
么
Page 69
·使用句型“—What does he/she do? —He/ She is…”询问并回答某人职业
·使用句型“Where does he work?”“How does he go to work?”询问了解某人的工作地
点和出行方式
教学重点
▶
能够通过故事和活动复习并运用第4~6单元的词汇和句型。
教学难点
▶
能够在情景中合理运用句型。
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: Pre-reading①
1. Greetings.
2. Flashing cards.
Use the word cards to play this game. Teaching purpose①
Show the word cards of Unit 4 to Unit 6 one by one. Ask students 引导学生复习第4~6单
to read the words as fast as possible. 元的词汇及句型，激活旧知，
为后面的学习做好准备。
Reward the students who read fast and accurately.
3. A guessing game.
Say some sentences about jobs. Let students try to guess the words
of jobs.
Check the answers like this to review the sentence structures:
T: What does he/she do?
Ss: He/ She is…
T: Where does he/she work?
3Ss: He/ She works…
4. Ask and answer.
Show some pictures about hobbies on the PPT. （课件出示:
一些人物爱好的图片） Lead students to ask and answer in pairs.
A: What are…’s hobbies?
B: He/ She likes+ v-ing.
Show some pictures about emotions on the PPT. （课件出示:
一些人物情绪的图片） Lead students to ask and answer in pairs.
A: How does he/she feel?
B: He/She…
5. Lead-in.
T: Good job! Peter’s family are at Ken’s house now. Ken’s
father tells a story. Let’s read the story together.
Step 2: While- reading②
Teaching purpose②
1. Fast reading. 逐步引导学生理解文
T: Now we’re going to read a story. What is the main idea 本，并通过阅读问题训练学
of the story? 生在语篇中捕捉不同类型
信息的能力。在活动过程中
Lead students to look at the chart on page 69.
渗透诚信是人宝贵品质的
Write down the words “When, Where” on the blackboard.
德育教育。
T: When does the story happen? Where does the story
happen?
Students read the story for the first time and write down the answer
to “Where” in the chart.
Check the answers.
2. Watch and circle.
T: How many people are mentioned in the story?
Ss: 4.
Write down the word “Who” on the blackboard.
T: What do they do? Now please read the story quickly and
circle their jobs in the story. You have 10 seconds to do this.
Students read the story and try to circle the jobs in the story.
Check the answers.
Play the recording. (课件出示: 教材 P68 的音频) Students
listen to the recording and fill in the blanks on page 69.
Check the answers.
Who: a rich old businessman, a factory worker, a coach, a
fisherman
3. Read again and fill in the chart.
Show a chart on the PPT. Ask students to read the story again and
fill in the chart.
4Read and fill in the blanks.
Write down the phrase “What happens” on the blackboard.
T: Now let’s read the story carefully. Then try to fill in the
blanks on page 69.
Let students read the story by themselves and fill in the blanks on
page 69.
Check the answers.
5. Answer the questions.
Show the two questions below the passage on page 68 to the
class. （课件出示: 教材P68 Read and answer的问题）
Let students discuss them in groups. Then check the answers.
T: How does the fisherman feel after three months?
S1: He feels very sad.
T: How does he feel at the end?
S2: He feels very happy.
T: Why?
S3: Because he owns the money.
S4: Because he is honest.
T: What does the story tell us? Tick what you agree with in
the book.
Ss: People should be honest.
Step 3: Post- reading③
Teaching purpose③
1. Summarize the elements of a story.
引导学生总结故事的
T: Peter likes the story very much. He is going to tell it to
构成要素并根据故事要素
his best friend. Let’s take a look at the elements of a story.
复述故事，鼓励学生仿照故
事要素写出自己的故事要
素表，并尝试创编一个故事，
培养学生的创造能力。
2. Retell the story.
(1)Ask students to look at the chart on page 69 and then try to retell
the story.
(2)Ask students to work in groups to prepare.
(3)Ask several students to show their work to the class.
3. Try to make a story.
5Show a list of story elements on the PPT. （课件出示: 故事要
素表）
Then tell the story to the class as a model. （课件出示: 故事范
例）
Ask students to make a list of story elements and then try to make a
story.
Tell the story in groups.
Asks several students to show their stories to the class. Other students
listen to them and make evaluations of their stories.
板书设计
▶
作业设计
▶
1. Tell your story to your family.
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. 教学活动设计具有梯度性，遵循学生的认知规律，以学生为本，以问题为导向，引导学生学
习，培养学生的自主学习能力。
2. 借用图片、语言等帮助学生读懂题目要求，逐步引导学生理解故事，并通过阅读问题训练学
生在语篇中捕捉不同类型信息的能力。在活动过程中渗透诚信是人宝贵品质的德育教育。
3. 引导学生总结梳理故事的构成要素，并借助故事要素复述故事。引导学生仿照故事要素写出
自己的故事要素表，并尝试创编一个故事，培养学生的创造能力。
▶Teaching Contents
Page 68 & Page 69
·Ask and express someone’s preference by using the sentence structures “—What are…’s hobbies?
—He/ She likes+ v-ing.”
·Use the sentence structures “—Does he/she…? —Yes, he/she does./No, he/she
doesn’t.” to ask whether someone does something.
·Use the sentence structures “—What does he/she do? —He/ She is…” to ask and
answer questions about someone’s occupation.
6· Use the sentence structures “Where does he work?” and “How does he go to work?”
to ask where someone works and how they go to work.
▶Teaching Priorities
·Be able to review and use the key words and sentence structures of Unit 4 to Unit 6 properly through
the story and the activities.
▶Teaching Difficulties
·Be able to use the key sentence structures in situations properly.
▶Teaching Procedures
Teaching Stages Teacher’ s Activities Students Activities Teaching
Purposes
Pre-learning 1. Greetings. 1. Greetings. 1. Greetings.
2. Flashing cards. 2. Read the words out as fast as possible. Review 2. Read the words
Show the word cards of the words of Unit 4 to Unit 6. out as fast as
Unit 4 to Unit 6. 3. Try to guess the words of the jobs. possible.
3. A guessing game. 4. Look at the pictures. Ask and answer Review the
Say some sentences about someone’s hobbies and feelings in pairs. words of Unit 4
jobs. Let students try to to 6.
guess the words of the jobs. 3. Try to guess the
Check the answers to words of the
review the sentence jobs.
structures. 4. Look at the
4. Ask and answer. pictures. Ask
Show some pictures about and answer
hobbies and emotions on someone’s
the PPT. Let students ask hobbies and
and answer in pairs. feelings in
5. Lead-in. pairs.
While- reading 1. Fast reading. Look at the chart on page 69. Read the story for Lead students to
the first time and write down the answer to understand the
“Where” in the chart. story and train
Check the answer. them to capture
2. Watch and circle. Read the story and circle the jobs in the story. different types of
Watch the cartoon and fill the blanks on page 69. information in the
Check the answers. story by reading
3. Read again and fill in the Read the story again and fill in the chart. tasks.
chart. Check the answers. In the process of
4. Read and fill in the blanks. Read the story by themselves carefully. Then fill the activity, the
in the blanks on page 69. teacher permeates
Check the answers. the moral
education that
Discuss them in groups and answer the questions
integrity is
5. Answer the questions. on page 68.
people’s precious
Check the answers.
quality.
（续表）
7Teaching Stages Teacher’ s Activities Students’ Activities Teaching Purposes
Post- reading 1. Summarize the elements Lead students to summarize
Learn the elements of a story.
of a story. the elements of a story and
2. Retell the story. (1)Look at the chart on page 69. Then retell the story according to
(1)Let students look at the try to retell the story. the story elements table.
chart on page 69 and (2)Work in groups to prepare. Encourage students to write
then try to retell the (3)Show to the class. their own story elements
story. table and try to create a
(2)Let students work in story. Cultivate students’
groups to prepare. creativity.
(3)Ask several students to
show their work to the
class.
3. Try to make a story. Make a list of story elements and
Show a list of story then try to make a story.
elements on the PPT. Then Tell the story in groups.
tell the story to the class as Show their stories to the class.
a model.
Homework 1. Tell your story to your family.
2. Do the exercises.
8
