文档内容
The sixth period(第六课时)
Part B Read and write & Let’s check & Let’s wrap it up
教学内容
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Read and write ·在图片的帮助下读懂电子邮件并选出正确的房间图
·正确写出三个描述自己房间的句子
Let’s check ·从图片信息中推测考查点,做到有意识地听录音并完成听后任务
Let’s wrap it up ·在教师的帮助下完成连线步骤，重点关注is、are与名词单复数的搭配
·根据连线结果完成三个句子
教学重点
▶
1学生能够读懂电子邮件，完成阅读任务。
2学生能够听懂录音并完成相应的练习。
3学生能够了解is、are与名词单复数的搭配。
教学难点
▶
1学生能够在语境中正确运用is、are与名词单复数的搭配。
2学生能够完成写句子的活动。
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、视频等。
教学过程
▶
Step 1: Warm-up & Revision & Lead-in①
Teaching purpose①
1. Greetings.
设计趣味性的活动激发
2. Quick response.
学生的兴趣，帮助学生复习
The teacher shows the key vocabulary of in this unit one by one.
旧知，呈现新词“mouse”，
Students read them out quickly. (出示课件)
导入新课。
3. Magic show.
3Show some pictures of a mouse in different positions on the PPT.
The pictures appear in turns to help students review the key words and
phrase about positions. (出示课件)
T: Look！This is a mouse.
Lead students to read “mouse” in high and low voices.
T: Now look carefully. Where is the mouse?
Ss: It’s in front of the box. Ss: It’s behind the box.
…
4. Lead-in.
Show the picture of “Let’s talk” on page 48 on the PPT. (出示课
件)
T: Zhang Peng’s room is really nice. It’s clean and tidy. Today we
are going to see another room. Let’s go and see.
Step 2: Presentation
“Read and write”
Teaching purpose②
1. Pre-reading.②
创设情景学习新词, 为
(1)Learn the new words “dirty, move, live”.
文本的阅读扫清障碍。引导
Show two pictures of two rooms on the PPT. (出示课件) One 学生观察图片并预测，培养
room is clean. The other one is dirty. Let students know the meaning of 学生的观察能力和逻辑推理
能力。
“dirty” by comparing the two pictures. Teach it in high and low voices.
T: I don’t like the dirty room. So I’m going to move into the clean
room.
Write down the word “move”. Draw an arrow from the dirty room
to the clean room. (出示课件) Help students understand the word
“move”. Students read it after the teacher.
T: And now I live in the clean room.
Write down the word “live” on the blackboard and teach it in
different voices. Show the picture of “Find and say” on page 52 on the
PPT. (出示课件)
T: Look! Zhang Peng’s grandparents live in the house.
(2)Look and predict.
Show the picture of an old house on the PPT. Mr Jones is standing
in front of it. (出示课件)
Ask some questions to lead students to predict. The questions can
Teaching purpose③
be like the following:
基于任务型的阅读，既
①Who is he? (He’s Mr Jones.)
让学生整体感知文本，又对
②Where is he? (He’s in front of an old house.) 文本的细节有深刻的理解，
③Is he happy? Why? (Yes, he is. /No, he isn’t. Maybe…) 考查学生对语篇结构理解的
能力，渗透阅读策略，提高
…
学生的阅读技巧。
2. While-reading.③
(1)Fast reading.
4Students read the email for the first time quickly and get the main
idea of the email. Try to answer the teacher’s questions. And check the
answers with the teacher.
(2)Careful reading.
Show some sentences on the PPT. Ask students to judge and
correct. Students read the email for the second time carefully. Try to find
the answers and underline the sentences.
Check the answers with students.
Explain the meaning of “everywhere” （“here and there” or “every
place”） in the process of checking answers. Help students remember
the word like this: every + where=everywhere. Students read it after the
teacher.
Show a picture of a nature park to help students know the meaning
of the word “nature”. (出示课件) Students read it in different voices. At
last, students read the correct sentences together. The teacher writes
down the sentences “There are pencils and crayons on the floor. There
are pictures and photos everywhere.” on the blackboard.
(3)Read the email.
Play the recording of “Read and write”. (出示课件) Let students
listen and read after the recording. Pay attention to the intonation, the
stress, the pause and the meaning group. After reading together, students
read freely. Let students know the format of an email briefly.
3. Post-reading.
(1)Read and tick.
Students observe the two pictures of “Read and write” on page 53
and compare the differences according to the text. Tick the right picture
and give the reason with the sentence patterns “There is/are…”
These are different:
There are pencils and crayons on the floor in the left picture.
There are some pencils on the floor in the right picture.
There is a mouse behind the computer in the left picture.
There is a mouse in front of the computer in the right picture.
5…
Answer: the left picture.
(2)Think and write.
T: Mr Jones’ room is dirty. How about your room? What’s in your
room? Please write three sentences.
Students think and write the sentences on the lines. Pay attention to
the correct writing and check the answers with their partners.
Step 3: Practice④
“Let’s check”
Teaching purpose④
1. Talk about the pictures.
通过观察图片、分析句
Show the five pictures of “Let’s check” on page 54 to students. (出
子、预测内容，对学生进行
示课件)Ask students to talk about the pictures in pairs with the sentence 有效的听力技巧指导，注重
patterns “—What’s in the picture? —There is/are… in the picture.” 学习方法的培养。
A: What’s in the picture? B: There is a bed/a desk/a dog/a plant in
the picture.
A: What’s in the picture?
B: There are two photos in the picture.
2. Listen and tick or cross.
T: Now let’s listen and tick or cross.
Play the recording. (出示课件) Students listen and tick or cross.
Then check the answers. （出示课件）
3. Read the sentences.
Lead students to read the two sentences. Lead students to predict
the missing words according to the pictures above. Help students listen
with purposes.
4. Listen again and write.
Play the recording again. （出示课件） Students write down the
missing words on the lines.
5. Listen and check. Teaching purpose⑤
Play the recording again. （出示课件） Let students check the answers. 通过观察和思考，让学
生自主探究，总结is、are 和
Then choose two students to show their answers. Lead students to judge
名词单复数的搭配规则, 提
the answers. At last, ask students to read the two sentences together.
升学生的自主学习的能力，
Step 4: Consolidation & Extension⑤
培养学生的观察能力和逻辑
1. Let’s wrap it up. 思维能力。
(1)Read and observe.
Students look at the pictures and read these words and phrase: in
front of, above, behind, beside. Know their meanings. Then observe the
6example sentence and read the sentence.
(2)Match and say.
Students match and make sentences and say them in groups. Have a
competition among groups. Make as many sentences as they can within
the limited time.
(3)Sum up.
Show some sentences that students made up. Lead students to
observe the collocation rules of “is, are” with nouns. Let students discuss
in groups. Choose one from the groups to report their result. Then the
teacher helps students sum up.
(4)Write the sentences.
Students complete the sentences independently according to the
collocation rules of “is/are” with nouns. Then the partners exchange and
check the answers. The teacher asks students to pay attention to the
writing.
2. Emotional education.
Lead students to compare some pictures. Some rooms are clean and
some rooms are dirty in the pictures. （出示课件） Ask students to
choose the pictures that they like and give the reasons. Help students
form the habit of sorting things out in time.
板书设计
▶
作业设计
▶
1. Read the text adroitly.
2. Search for more sentences with “There is/are…”
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)
7教学反思
▶
1 本节课采取多种有效的方法，层层深入地引导学生阅读并理解文本，考查了学生对语篇结
构的理解能力，注重渗透阅读策略；帮助学生按照正确的意群和语音、语调朗读文本内容，圆满地
完成了读后练习。
2 整节课不仅检测了学生对单元核心词汇及句型的掌握，而且让学生自主探究，总结出了is、
are与名词单复数的搭配规则。
3 教学中注重激发学生的学习兴趣，训练了学生的听力技巧，提升了学生自主学习的能力，并
适时地进行了情感教育。
4 板书简洁清晰，重点突出，一目了然。
▶Teaching Contents
Read and write
·Understand the email with the help of the pictures and choose the right picture.
·Write three sentences to describe the rooms.
Let’s check
·Infer the key points of listening tasks from the pictures and listen to the recording consciously and
finish the post-listening tasks.
Let’s wrap it up
·Know the collocation rules of “is, are” with singular nouns and plural nouns.
·Finish the activities of matching and writing sentences.
▶Teaching Priorities
·Be able to understand the email and finish the reading tasks.
·Be able to understand the recording and finish the listening tasks.
·Be able to know the collocation rules of “is, are” with singular nouns and plural nouns.
▶Teaching Difficulties
·Be able to use the collocation rules of “is, are” with singular nouns and plural nouns correctly in
context.
·Be able to finish the activity of writing sentences.
8▶Teaching Procedures
Teaching
Teacher’s Activities Students’ Activities Teaching Purposes
Stages
Warm-up 1. Greetings. 1. Greetings. Attract students’
& 2. Quick response. 2. Read the vocabulary attention by two
Revision Show the key vocabulary of quickly. activities. Review the
& this unit. 3. Learn the word knowledge that they
Lead-in 3. Magic show. “mouse”. Answer the have learned. Lead in
Teach the word “mouse”. questions according to the new word. Prepare
Show some pictures that the the pictures. for the reading of the
mouse is in different positions 4. Look at the picture of text.
and ask questions. “Let’s talk” on the PPT.
4. Lead-in.
Show the picture of “Let’s
talk” on page 48 on the PPT.
Presentation “Read and write” (1)Learn the new word Help students learn the
1. Pre-reading. “dirty” by comparing new words in a scene
(1)Show two pictures on the the two pictures. Read and read the text.
PPT for students to learn the it in different voices. Cultivate students’
new word “dirty”. Create a Learn the words observation abilities
scene to teach the words “move” and “live” in a and logical reasoning
“move” and “live”. scene. abilities.
(2)Show a picture on the PPT. (2)Look at the picture and Let students have an
Ask some questions to lead answer the questions to overall perception of
students to predict. predict. the text and have a
2. While-reading. (1)Read the email quickly profound understanding
(1)Show some questions for and get the main idea. of the details by task-
students to answer. Check the Answer the questions. based reading. Examine
answers with students. Check the answers with students’ abilities to
(2)Show some sentences for the teacher. understand the
students to judge and correct. (2)Read the email discourse structure.
Check the answers with carefully. Try to find Infiltrate reading
students. Teach the words and underline the strategies. Improve
“everywhere, nature”. sentences. Learn the students’ reading
(3)Play the recording. Let new words abilities.
students read the email and “everywhere, nature”.
know the format of an email Read the sentences
briefly. together.
(3)Read the email in
different ways. Know
the format of an email.
9（续表）
Teaching
Teacher’ s Activities Students’ Activities Teaching Purposes
Stages
Presentation 3. Post-reading. (1)Observe the two
(1)Help students to compare the pictures and compare
pictures. Check the answer the differences. Tick the
with students. right picture and give
(2)Ask students to write three the reason.
sentences. Check the answers (2)Think and write three
with students. sentences on the lines.
Check the answers with
the teacher.
Practice “Let’s check” 1. Talk about the five Train students’ listening
1. Talk about the pictures. pictures in pairs with skills effectively by
Show the five pictures. the sentence patterns observing pictures,
2. Listen and tick or cross. “—What’s in the analyzing sentences and
Play the recording. Check the picture?—There predicting the contents.
answers with students. is/are…” Cultivate students’
3. Read the sentences. 2. Listen to the recording learning methods.
Lead students to read the and tick or cross. Check
sentences and predict the the answers with the
missing words. teacher.
4. Listen again and write. 3. Read the sentences and
Play the recording again. predict the missing
5. Listen and check. words. Listen on
Play the recording. Choose purpose.
two students to show their 4. Listen again and write
answers. Lead students to down the answers on
evaluate the answers. the lines.
5. Listen again to check
the answers. Evaluate
the answers of others.
Read them together.
（续表）
10Teaching
Teacher’ s Activities Students’ Activities Teaching Purposes
Stages
Consolidation 1. Let’s wrap it up. (1)Look at the pictures and Lead students to sum
& (1)Ask students to read the read the words and the up the collocation rules
Extension words and the phrase and phrase. Know their of “is, are” with
observe the example sentence. meanings and observe singular nouns and
(2)Give time for students to the example sentence. plural nouns by
match and say. (2)Match and say out the observing, thinking and
(3)Show some sentences to lead sentences. Have a independently
students to sum up the competition among exploring. Improve
collocation rules. groups. students’ autonomous
(4)Ask students to complete the (3)Observe the sentences learning abilities.
sentences and pay attention to and sum up the Cultivate students’
the writing. collocation rules of “is, observation and logical
are” with nouns. thinking abilities.
(4)Finish the sentences
and check them with
their partners.
2. Emotional education. Look at the pictures and
Lead students to compare choose the ones that they
some pictures. Help students like. Form the habit of
form the habit of sorting sorting things out in time.
things out in time.
Homework 1. Read the text adroitly.
2. Search for more sentences with “There is/are…”
3. Do the exercises.
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