文档内容
The sixth period(第六课时)
Part B Read and write & Let’s check & Let’s sing
教学内容
▶
Read and write ·读懂四组句子并完成判断正误的读后任务
·按意群和正确的语音、语调朗读四组句子
·在有意义的语境中抄写本单元的话题词汇并将句子填充完整
·综合运用本单元的核心词句
Let’s check ·熟练地听、说本单元A、B部分的核心句型
·听、说、认读本单元的核心词汇
·从图片信息中推测考查点，做到有意识地去听录音，听后完成判断任务
Let’s sing ·了解歌词意义，并能够清晰、准确地歌唱
教学重点
▶
1.能够按意群和正确的语音、语调朗读四组句子。
2.能够熟练地运用方位介词，并能够看图判断句子的正误。
3.能够在有意义的语境中抄写本单元的话题词汇并将句子填充完整。
教学难点
▶
能够综合利用本单元的核心词汇进行替换并练习核心句型“—Where is…?—It is in/on/
under/ near the…”。
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、视频材料、单词卡片等。
Teaching purpose①
教学过程
▶
通过唱歌复习旧知识，
Step 1: Warm-up & Revision & Lead-in
为新课学习营造轻松愉快的
1. Greetings. 氛围。
2. Sing the song—We have a new classroom. （课件出示:教材
Teaching purpose②
P10 Let’s sing板块的歌曲音频）①
通过游戏和观察图片，
3. Play a game—“What’s missing?” （出示课件）②
让学生复习已经学过的词汇，
为新课的学习做好知识铺垫。
3Review the vocabulary “classroom, window, blackboard, light,
picture, door, teacher’s desk, computer, fan, wall, floor”.
4. Look and circle. (课件出示:教材P10 Look and circle部分中的
教室图片及内容)
T: Look at the picture. What’s in the classroom? Please read and
circle.
Check the answer.
Answer: BT: Text A is different from the picture. What’s the
difference? Let’s read Text A, then find the difference.
5. Lead-in.③
Teaching purpose③
Look and say. （课件出示:几组图片:1. 先呈现红钢笔，再呈现它
通过看图片以及问答的
在桌子上；2. 先呈现一本绿色的书，再呈现它在书包里；3. 先呈现一
方式让学生们回顾颜色单词
把黄色的椅子，再呈现它在课桌旁边；4. 先呈现一只黑色的猫，再呈 和方位介词，为下一步的阅
现它在椅子下面） 读做好铺垫。
T: Look! What’s this?
S1: A pen.
T: What colour?
S1: Red.
T: Where’s the red pen?
S2: It’s on the desk.
…
Step 2: Presentation
1. Pre-reading.④ Teaching purpose④
根据图片或话题预测文
Look and say: What’s in Zhang Peng’s classroom?
本大意和潜在的词汇，活跃
T: Now look at the PPT. (课件出示: 教材P9 Read and tick or cross
学生的思维。
的图片) This is Zhang Peng’s classroom. What’s in it?
S1: A green book, a yellow book, a green bag, a kite, a picture, a
Teaching purpose⑤
blue pencil box…
通过细读环节,初步培
2. While-reading.⑤
养学生自主阅读来获取信息
(1)Ask and answer.
和处理信息的能力，进而提
T: There are many things in Zhang Peng’s classroom. Now look at
升学生的阅读技巧，让学生
the PPT, then answer the questions. 比较扎实地掌握所学知识。
Q: Where is the green book?/Where is the kite?/Where is the 通过评比来提高学生对朗读
picture?/
的兴趣,让学生从能读、会读
到规范、优美地朗读。
Where is the blue pencil box?
Lead students to answer.
Ss: It is on the teacher’s desk./It is near the window./It is on the
desk./It is on the floor.
(2)Read and tick or cross. (课件出示:教材 P9 Read and tick or
cross 中的相关内容，并呈现阅读提示 Tips: Read, find and circle the
key words)
4Read the four pairs of sentences carefully. Find and circle the key
words. Ask students to finish the task in the book.
(3)Check the answers together.
Answers: × √ × √
(4)Listen and read aloud.
Play the recording. Ask students to read after it correctly. Pay
attention to the pronunciation and the intonation.
(5)Who will be the reading star?
Choose some students to read the sentences. The student who reads
best will be the reading star.
3. Post-reading.
(1)Show the picture of “Look, choose and write”. (课件出示:教材
P9 Look, choose and write 部分的图片) Ask students to say the things
in it.
Ss: A window, a desk, a chair, a picture, a bag, a computer and a
newspaper…
Lead students to ask and answer the questions with the sentence
structures “—Where is the bag/the newspaper/the computer/…? —It’s
in/under/near the…”
(2)Write down the words.
Write down the words to finish the sentences according to the
picture.
T: Pay attention to the spelling of the words. When we write
sentences, we should pay attention to capitalizing the first letter and
punctuation marks.
Answers: desk; chair; window
Step 3: Practice⑥
Teaching purpose⑥
1. Talk about our own classroom in groups of four.
通过联系实际的练习，
T: Is the study clean or messy?
提高学生对本课句型的运用
Ss: Messy.
能力。
T: Do you like the study?
Ss: No.
T: We all like clean and tidy places. So we should keep our
classroom clean and tidy. Look! This is our own classroom. Now talk
about our own classroom with your partners. You can use the sentence
structures “—Where is the…? —It is in/on/under/near the…”
5Let students practice in groups and act out in class.
Then ask students to finish the sentences in the book.
Let students show the sentences.
2. Listen and tick or cross. （课件出示:教材P10 Listen and tick Teaching purpose⑦
or cross 部分的相关内容）⑦ 在学生完成听力练习之
T: Look at these pictures. The pictures are all about the classroom. 前，先引导他们观察题目中
的图片，获取信息。再去听
Let’s look at Picture 1. Who are in the classroom?
音判断,以帮助他们养成在
Ss: Chen Jie and Mike.
完成听力题目之前做好信息
T: What are they doing?
储备的习惯。同时，这个活
Ss: Mike is cleaning the blackboard and Chen Jie is cleaning the
动也帮助学生回忆本单元的
desks.
重点句型。
T: Good! They are cleaning the classroom. Now, look at Picture 2.
What can you see in this classroom? Ss: A blackboard, a teacher’s desk
and some desks and chairs.
T: Good job! What colour are the walls/the desks? What colour is
the floor/the blackboard?
Ss: …
T: This is the last picture. What’s in it?
Ss: A fan and a window.
T: Where is the fan?
Ss: It’s near the window.
T: Now listen to the recording. Then tick or cross.
T: Show me your answers, please.
Answers: √ × √
Step 4: Consolidation & Extension⑧
Teaching purpose⑧
Write about your dream classroom.
给学生自由想象的空
T: What’s your dream classroom like? Clean or messy? Please draw
间，真正把语言做到活学、
a picture of your dream classroom. And describe your classroom with
活用之后，再运用到写作之
the sentence structures “—Where is the…? —It is in/on/under/near 中，这是一个从输入到输出
the…”. Please write them correctly in your exercise book. 的过程，提高学生的写作水
Practice in groups. Choose the best one in each group, then let 平和语言组织能力。
him/her show in class.
T: Your dream classroom is clean and tidy. I like it. How to make
our classroom become our dream classroom?
Ss: Keep our classroom tidy and clean! Make our classroom
beautiful!
板书设计
▶
6作业设计
▶
1. Practice the sentences.
2. Write about your room with the sentence structures “—Where is the…? —It is in/on/under/near
the…”
3. 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运用歌曲、游戏等手段复习本单元的单词，吸引学生的注意力，激发学生的学习兴趣，使复
习效果事半功倍，再通过听听力进一步复习已学单词句型，为下一步的阅读做好铺垫,让学生们能
轻松地进入阅读。
2在阅读这部分,从直观地看,到说,再到读,最后通过比赛的方式,让学生们对这一部分内容烂
熟于心,这样语言输入就完成了,再通过练习和拓展,完成了语言输出的过程。
3学生在四线三格内书写单词和句子的时候，教师要适时地给予指导。
4板书设计直观，突出重点单词和句型，起到了很好的辅助教学的作用。
▶Teaching Contents & Teaching Aims
Read and write
·Read and understand four pairs of sentences and complete the post-reading task of judging.
·Read four pairs of sentences according to the correct pronunciation and intonation.
·Copy the topic vocabulary of this unit and complete the sentences in the meaningful
context.
·Use the key vocabulary and sentences of this unit synthetically.
Let’s check
·Listen and speak the key sentence structures of this unit skillfully.
·Listen, speak and read the key vocabulary of this unit.
7·Infer the examination points from the picture information, listen to the recording consciously,
and complete the judgement task after listening.
Let’s sing
·Understand the meaning of the lyrics and sing clearly and accurately.
▶Teaching Priorities
·Be able to read four pairs of sentences according to the correct pronunciation and intonation.
·Be able to use position prepositions skillfully and look at the picture to judge the
correctness or falseness of sentences.
·Be able to copy the topic words of this unit and complete the sentences in context.
▶Teaching Difficulties
·Be able to replace the key vocabulary of this unit synthetically to practice the key sentence
structures “—Where is…? —It is in/on/under/near the…”
▶Teaching Procedures
Teaching Teacher’s Activities Students’ Activities Teaching Purposes
Stages
Warm-up 1. Greetings. 1. Greetings. Review the vocabulary
& 2. Play the song. 2. Sing the song—We have and sentence structures
Revision 3. Play a game. a new classroom. that students have
& 4. Look and circle. 3. Look at the PPT and say learned. Create a
Lead-in Show a picture and lead the missing words. relaxing and happy
students to understand the 4. Look at the PPT. atmosphere. Prepare for
picture. Choose the right answer. the new lesson.
5. Lead-in. 5. Look at the PPT and
Show some pictures and ask say.
some questions.
Presentation 1. Pre-reading. 1. Look at the pictures. Activate students’
Look and say. And answer the thinking by predicting
Show Zhang Peng’s question. the main content and
classroom, and ask a question. possible vocabulary of
the text according to
pictures or topics.
8（续表）
Teaching
Teacher’ s Activities Students’ Activities Teaching Purposes
Stages
Presentation (1)Answer the questions. Cultivate students’
2. While-reading.
(2)Read, find and circle the ability of obtaining
(1)Ask some questions.
key words. Finish the task and processing
(2)Read and tick or cross.
in the book. information.
Read the passage carefully.
(3)Check the answers. Improve students’
Find and circle the key words.
(4)Listen and read aloud. reading skills.
(3)Check the answers.
(5)Read the sentences. Consolidate the
(4)Listen and read aloud.
knowledge that
Play the recording. Ask
students have
students to read after it
learned. Improve
correctly.
students’ writing
(5)Select the reading star.
3. Post-reading. (1)Look at the picture, and ability.
(1)Show the picture of the study answer the questions.
and ask students to say the (2)Write the words “desk,
things in it. chair, window” in four
(2)Ask students to write down the lines and three grids.
words and finish the sentences.
Practice 1. Let students talk about their Talk about their classroom. Enhance students’
classroom in groups of four. Work in groups. ability to use the
key sentence
2. Listen and tick or cross. Listen to the recording. structures by
(1)Show the pictures on the PPT. Then tick or cross. working in groups
(2)Play the recording of “Listen and listening
and tick or cross”. training.
Consolidation Write about your dream Draw their dream Improve students’
& classroom. classrooms. ability of
Extension Let students draw and describe Describe them with the key imagination and
their dream classrooms. sentence structures. Then writing. Achieve the
Choose the best one in each write them in their exercise purpose of using the
group, then let him/her show in books. Practice in groups. language flexibly.
class. Develop students’
emotional attitudes
and values.
1. Practice the sentences.
2. Write about your room with the sentence structures “—Where is the…? —It is
Homework
in/on/under/near the…”
3. Do the exercises.
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