文档内容
The sixth period（第六课时）
Part B Read and write & Let’s check & Let’s sing & Part C
Story time
教学内容
▶
Read and write ·在图片的帮助下读懂小文段，并对照文后小图所提示的职业，判断文后四个问题的正误
·在图片的帮助下，仿照示范例句，在四线三格中填充所缺少的单词
·根据实际情况画简图，呈现家庭成员或朋友的外貌特征及职业，并仿照示范例句填充句子
Let’s check ·检测单元核心句型，考查本单元关于家人和职业核心词汇的认读
Let’s sing ·了解歌词意义并清晰准确地歌唱
Story time ·在图片的帮助下理解故事内容，复习巩固有关职业的词汇和句型
·在教师的帮助下表演故事
教学重点
▶
能够综合运用本单元的核心词汇和句型并按要求完成练习。
教学难点
▶
总结并复习本单元所学的主要知识，提高学生总结知识的能力。
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、家庭称呼类和职业类的单词卡片等。
教学过程
▶
Step 1: Warm-up & Revision①
1. Enjoy a song—My family.
Play the song twice. (课件出示:教材P64 Let’s sing板块的歌曲视 Teaching purpose①
频) Ask students to listen to it and then sing after it. At last， let students 首先通过歌曲，激发学
生学习的兴趣。再借助单词
sing the song together.
卡片，帮助学生复习学过的
2. Revision.
家庭称呼类和职业类的词汇
Take out the word cards they have learnt in this unit.
讨论学生家人的职业，以帮
Show students the word cards one by one. Let students say them as
助他们复习本单元的重点句
quickly as they can. Then ask students to talk about their family 型，并为下一环节的学习做
members and the jobs of their family members with the word cards. 准备。
T: What’s your…’s job? Teaching purpose②
Ss: He’s/She’s a/an…
在预读中，先让学生观
Step 2: Presentation 察图片，结合图片中的人物，
1. Pre-reading.② 师生展开对话，描述外貌特
征，猜测职业。既能复习旧
知，又能扫清小文段中的3 障
碍，为后面的阅读和任务的
完成奠定基础。（1）Show the picture of “Read and write” on the PPT. (出示课件)
Talk about it with students.
T: Look at the picture. It’s a picture of John’s family. How many
people are there in the picture?
Ss: Five.
T: Look at this woman. Can you say something? (Point to the
woman on the right in the picture.)
Lead students to describe her with the sentence “She’s friendly.”
and guess her job with the sentence structure “She’s a/an…”
(2) Point to the taller man in the picture.
T: Look at this man. Can you say something?
Lead students to describe him with the sentence “He’s strong.” and
guess his job with the sentence structure “He’s a/an…”
(3) Draw a basketball on the blackboard. Show a picture of a
basketball player. (课件出示:一名篮球运动员的图片)
Lead students to say “basketball player” according to the “football
player”.
Write down the phrase “basketball player” on the blackboard, and
get students to read after the teacher.
（4）Point to another man in the picture.
Ask students to describe his appearance and guess his job with the
pictures of a cook’s hat and a spatula on the PPT. (出示课件)
Ss: He’s a cook.
T: Yes. He can cook so many kinds of food. He is very helpful.
(5) Point to the little boy John.
T: Look, this is John. Can you say something about him?
Ss: He’s friendly.
Teaching purpose③
T: Yes. He is very friendly. What’s his job? Is he a basketball
首先让学生粗读文段，
player, too?
预测短文大意，并找出短文
Ss: … (Students guess.)
的关键词汇；然后观察问题
Present a schoolbag on the PPT and lead students to answer “No.”
里的图片，感知图片内容，
(出示课件)
找出问题的关键信息，培养
T: He likes basketball. But he isn’t a basketball player. He is a 学生自主阅读获取信息和处
student. He has no job. 理信息的能力。最后模仿录
音并跟读，引导学生按照正
Write down the phrase “no job” on the blackboard and teach it.
确的语音、语调朗读短文。
2. While-reading.③
Read and tick or cross.
(1) Show the passage of “Read and write”. (课件出示:教材 P63
Read and write 板块的短文内容) Ask students to predict the main idea
of the passage.
(2) Look at the family photo in the book. Lead students to find the
key vocabulary “mother, teacher, father, basketball player, uncle, cook,
4aunt, nurse” in the passage.
(3) Ask students to observe the pictures in the questions carefully in
the book. Lead students to find the key information of the questions.
Then let students read the passage and finish the task of “Read and tick
or cross”.
Check the answers together. Answers: ×××√
(4) Ask the question “What’s his/her job?” about the characters in
the pictures.
Ask students to find out and state the character’s jobs according to
the passage.
(5) Be “A reading star”.
Play the recording of the passage. (课件出示:教材 P63 Read and
tick or cross 部分的音频) Ask students to read after it and imitate with
the correct pronunciation and intonation.
Let students read together, then read the passage freely in groups.
Select one student from each group for the reading contest. The best
reader will be named as “A reading star”.
3. Post-reading.④
Teaching purpose④
Look and write.
先引导学生观察图片，
(1) Show the picture of the driver in “Look and write”. (出示课件)
复习并熟练运用核心句型。
T: What’s his job?
让学生根据自己观察到的图
T: This is a man. So we say “He is a…”
片内容来选择正确的单词进
Ss: He is a driver.
行填空，检验学生能否正确
Then show the picture of the doctor in “Look and write”. (出示课 地理解句子、认读单词。最
件) 后在个性化书写中，让学生
发散思维，正确运用并书写
T: What’s this man’s job?
核心句型，让学生在使用中
Ss: He’s a doctor.
巩固所学知识。
Write down the sentence structures “—What’s his job? —He’s
a/an…” on the blackboard.
Remind students to use capital letters at the beginning of sentences.
And ask students to fill in the blanks in the book as required.
(2) Show the picture of the nurse in “Look and write”. (出示课件)
T: This is a woman. So we say “She is a/an…”
Ss: She is a nurse.
Then show the picture of the farmer in “Look and write”. (出示课
件)
T: What’s this woman’s job?
Ss: She’s a farmer.
Ask students to fill in the blanks in the book.
(3) Ask students to draw a stick figure of a family member and
finish the imitative writing activity in the book independently.
5Step 3: Practice
1. Listen and tick.⑤
Let students look at the pictures one by one. (课件出示:教材 P64 Teaching purpose⑤
Listen and tick部分的图片) Talk about the pictures with students: 在完成听力练习之前，
How many people are there in Picture 1/Picture 2? (Four/Three.) 先引导学生观察图片获取信
What’s his job in Picture 3/Picture 4? (He’s a farmer/doctor.) 息，养成在做听力题目之前
先获取信息的习惯。
What’s her job in Picture 5/Picture 6? (She’s a nurse/doctor.)
What’s his job in Picture 7/Picture 8? (He’s a cook/basketball player.)
Then play the recording and ask students to finish the task. (出示课
件 ) Remind students to pay attention to the key vocabulary while
listening.
Ask students to retell what they have heard or say the key
vocabulary they have heard. Then check the answers in class.
Answers: P1; P4; P5; P8 Teaching purpose⑥
2. Look and match.⑥ 这个活动检验学生能
否正确认读句型并理解重点
Show the pictures of “Look and match” on the PPT.（课件出示: 教
词汇和句型的意思。带韵律
材P64 Look and match部分的图片） Let students look at the pictures.
的吟唱能增加文段朗读的趣
Ask them to read the text in the book carefully.
味性。
T: Let’s look at this family. How many people are there in this
family? What are their jobs?
Remind students to pay attention to the key words while reading
Teaching purpose⑦
and match the pictures with the sentences. Then check the answers
在故事中根据学生能力
together. (出示课件)
水平的不同制定不同的目标
Lead students to chant the text with a certain rhythm.
学生在多媒体及教师的帮助
Step 4: Consolidation & Extension⑦
下，可以分别达到以下层次：
1. Story time. 理解故事内容；理解并朗读
(1) Present the pictures of a baseball and a baseball player on the 故事；能理解并表演故事等。
最大范围地扩大学生的参与
PPT.（课件出示: 一个棒球及一名棒球运动员的图片）
度，并让学生们在这个拓展
Teach the word “baseball” and the phrase “baseball player”.
环节体会到学习的成就感。
Present a picture of a taxi driver on the PPT and teach the phrase
“taxi driver”. (课件出示:一位出租车司机的图片)
Get students to read the phrases after the teacher and do actions.
(2) Play the cartoon. (课件出示:教材P65 Story time板块的动画)
(Help students understand the main idea of the story.) Introduce the
background of the story first.
T: Some animals are in Zip’s house. They look at Zip’s family
photos and talk about the people in the photos.
Play the cartoon again and ask the questions.
6Check the answers.
Answers: 1. Yes, they are.2. He’s a cook.3. It’s Zip.
(3) Play the recording of the story. (出示课件) Ask students to read
the story after the recording. Remind students to imitate the
pronunciation and the intonation after the recording.
(4) Ask students to act out the story in groups. Then choose two or
three groups to perform on the platform. And select the best group.
2. Sing the song together.⑧
Play the song —My family. (出示课件) Let students sing it in two Teaching purpose⑧
groups.
以重温歌曲的方式结
Show the second paragraph of the song on the PPT. Ask students to 束课程，补充歌曲的第二段
learn to sing it. 歌词，编创后面歌词，让学
生通过歌曲来回忆本单元重
点词汇和核心句型,以达到
总结的目的。
Then lead students to make some new parts of the song according
to the real situations.
板书设计
▶
作业设计
▶
1. Complete the composition of “My family” with the key vocabulary and sentence structures.
2. Sing the song to your parents.
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. 本课时是在基本掌握本单元重点词汇和句型的基础上进行的阅读、练习测试与复习课。
72. 在阅读教学过程中，将知识点的难点在阅读前进行细化。阅读中教师指导学生抓住几个问题
的关键词，并通过听录音、读课文,把短文的重点句子找出来，阅读后，轻松完成活动。既减轻了学
生的压力，也活跃了课堂气氛。
3. 在整个教学过程中运用游戏、图片、录音等教学手段，充分让学生参与课堂活动。学生的参
与意识很强，完成效果也不错。
4. 通过引导学生开展练习、操练句型、完成任务，加深了学生对句型的印象，也培养了学生继
续学习英语的兴趣。
▶Teaching Contents
Read and write
·Read and understand the passage. And finish the task of “Read and tick or cross” according to the
pictorial prompts.
·Fill in the missing words with the pictures following the examples.
·Present the required content with stick figures according to the actual situation, and fill in
the sentences following the examples.
Let’s check
·Check the key sentence structures in the unit. Examine the reading of the key vocabulary about
family and jobs in this unit.
Let’s sing
·Understand the meaning of the lyrics and sing it clearly and accurately.
Story time
·Understand the story with the pictures, review and consolidate the vocabulary and sentence
structures related to the occupations.
·Act out the story with the help of the teacher.
▶Teaching Priorities
·Be able to use the key vocabulary and sentence structures of this unit synthetically, and complete
the exercises as required.
▶Teaching Difficulties
·Summarize and review the main points learned in this unit. Improve students’ ability
of summarizing knowledge.
▶Teaching Procedures
Teaching Teacher’ s Activities Students’ Activities Teaching Purposes
Stages
1. Enjoy a song—My family. 1. Listen to the song and
Stimulate students’
Play the song twice. sing after it. Sing the
Warm-up interest in learning.
2. Revision. song together.
& Review the key words
Take out the word cards. 2. Say the words quickly.
Lead-in and sentence structures
Show the word cards one by Then talk about family
in this unit.
one. members and the jobs of
8their family members
with the word cards.
Presentation 1. Pre-reading. Talk about the characters Review the knowledge
Show the picture of “Read in the picture and they have learned and
and write” and talk about it understand the meanings remove the obstacles in
with students. of the phrases “basketball the passage.
Teach the phrases “basketball player, no job”.
player, no job”.
2. While-reading. (1) Predict the main idea Cultivate students’
Read and tick or cross. of the passage. ability of obtaining and
(1) Show the passage of “Read and (2) Find the key processing information.
write” on the PPT.
vocabulary in the Improve
(2) Lead students to find the key
passage. students’ reading skills.
vocabulary.
(3) Observe the pictures
(3) Ask students to observe the
and finish the task.
pictures and finish the task in
Check the answers.
this section. Check the answers.
(4) State the character’s
(4) Ask the question “What’s
his/her job?” about the characters jobs according to the
in the pictures. passage.
(5) Be “A reading star”. (5) Read the passage in
different ways.
Compete to be “A
reading star”.
3. Post-reading. Talk about the pictures and Make sure students can
Look and write. fill in the blanks in the correctly understand the
Show the pictures in this book. sentences and recognize
section on the PPT one by
Draw a stick figure of a the words. Cultivate
one.
family member. And finish students’ awareness of
Ask students to fill in the blanks.
the imitative writing standardized writing.
Ask students to draw a stick
activity in this section
figure of a family member and
independently.
finish the imitative writing
activity in the book.
（续表）
Teaching Teacher’ s Activities Students’ Activities Teaching Purposes
Stages
1. Listen and tick. Look at the picture and talk Help students get
Lead students to look at with the teacher. Listen to into the habit of
Practice the pictures and talk the recording and finish the obtaining
about them with students. task. information before
Play the recording. Retell or say the content listening.
9they have heard.
Check the answers.
Check the answers.
2. Look and match. Look at the pictures and
Check whether
Show the pictures. Lead read the text carefully.
students can read and
students to read the text Finish the matching task.
understand the
and complete the Chant the text with a certain
sentences correctly.
matching task. rhythm.
Increase students’
interest in reading
passages.
Consolidation 1. Story time. (1) Observe the pictures and Improve students’
& (1) Teach the phrases learn the phrases. participation and
Extension “baseball player, taxi (2) Watch the cartoon twice help students
driver” with pictures. and answer the experience a
(2) Play the cartoon twice. questions. sense of achievement
Ask the questions. (3) Read the story after the in learning.
(3) Play the recording. recording.
(4) Ask two or three groups (4) Ac t out the story in
of students to perform. groups.
2. Sing the song together. Sing the song in two groups. Let students review
Play the song, and show Make some new parts of the the key words and
the second paragraph of song according to the real sentence structures of
the song. Then let situations. this unit to achieve
students make some new the purpose of
parts of the song making a summary
according to the real through the song.
situations.
Homework 1. Complete the composition of “My family” with the key vocabulary and sentence
structures.
2. Sing the song to your parents.
3. Do the exercises.
10
