文档内容
The sixth period(第六课时)
Part B Read and write & Let’s check & Let’s wrap it up
教学内容与目标
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课时教学内容 课时教学目标
Read and write •能够在图片和教师的帮助下读懂故事，并能正确地朗读
•能够运用核心句型完成句子，描述动物们正在做的动作
•能在语境中理解生词excited和like的意思
•能够按正确的语音、语调、意群阅读故事
•能够在单线上正确、规范地书写句子
Let’s check •能听懂、理解对话，完成Let’s check板块的听力任务
Let’s wrap it up •能够在教师的帮助下总结动词-ing形式变化规则，对名词性物主代词和形容词
性物主代词进行小结，然后完成选词填空活动
教学重点
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能在图片和教师的帮助下读懂文本。
教学难点
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能根据课文仿说句子“I’m looking at ______. I’m _______ like a/an________ .”。
教学准备
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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、贴画等。
教学过程
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Step 1: Warm-up & Revision①
1. Greetings. Teaching purpose①
Say hello to students. Divide the whole class into two groups. Let
通过可爱的小动物贴画
them compete by getting more fish for their own group. 作为奖励来激发学生的学习
2. Play a game. 热情。读前设置TPR活动，
Show some pictures of animals. Let students do the actions and say 让学生边说动物名称边做标
志性动作，以便迅速进入学
out the names of the animals.
习状态。
T: Act like a rabbit.
Ss: (Do and say.) Rabbit, rabbit, rabbit.
T: Act like a monkey.
Ss: (Do and say.) Monkey, monkey, monkey.
3T: …
Ss: …
T: Class, you did a good job! How do you feel now? Sad?
Ss: No.
T: Happy？
Ss: Yes! Very, very happy!
T: Wow, you are excited!
Teach the word “excited” by a flashcard.
3. Look and say.
Review some present participles the students have learned.
T: There are many animals at the zoo. What are they doing?
You can say like this: The_________ is_________.
S1: The rabbit is jumping.
S2: The tiger is sleeping.
S3: …
Step 2: Presentation
1. Read and answer.② Teaching purpose②
Let students read the text with two questions: 粗读文本，让学生初步
感知文章的大意，有效地培
Q1: Where is Robin?
养学生科学的阅读习惯和
Q2: What animals does Robin see?
策略。通过教师的示范，学
T: Where are Sarah and Robin?
生模仿机器人口吻做动作
Ss: They are at the zoo.
说句子，既锻炼学生的口语
T: What animals does Robin see? 表达能力。又活跃课堂气氛，
Ss: He sees a bear/the rabbits/a tiger/an elephant/a monkey/a 能有效地激发学生的学习
bird/the fish. 兴趣。
T: Good job! Now, you are Robin. Answer my question—What are
you doing? You can say like this: I’m looking at ...
(Write down the sentence “I’m looking at…” on the blackboard.)
Ss: I’m looking at a bear/the rabbits/a tiger/an elephant/a monkey/a
bird/the fish.
2. Read and underline.③ Teaching purpose③
(1)What are the animals doing？ 通过前面的整体感知，
T: Now, read the text again. Please finish the exercises on the 学生已经了解到动物园里有
哪些动物，此处再精读一次
textbook.
文本，加深理解，完成课本
What are the animals doing in the story? Students read the text and
上的练习，引导学生掌握精
underline the sentences.
读策略。
(2)Check the answers.
T: What are the animals doing?You can say like this:
4The bear is dancing.
S1: The bear is dancing.
S2: The rabbits are eating.
S3: The tiger is running.
S4: The elephant is walking.
S5: The monkey is climbing.
S6: The bird is flying.
S7: The fish are swimming.
(3)Practice: I’m Robin. I’m________like ________.
T: Robin likes the animals. He is so excited, so he imitates the
actions of the animals. Look!(Wear the headwear of Robin.) I’m Robin.
I’m dancing like a bear. Can you have a try?
S1: I’m Robin. I’m running like a tiger.
S2: I’m Robin. I’m walking like an elephant.
S3: I’m Robin. I’m eating like a rabbit.
…
(4)Understand the last picture. (课件出示：Read and write最后
一幅图）
T: Look at this picture. Boys, now you are Robin. Girls, now you
are Sarah. Let’s read together.
Ss: … （students read together）
T: Does Robin want to swim like a fish?
Ss: No. He doesn’t want to be a fish.
T: Why?
Teaching purpose④
Ss: Because he is a robot. He is afraid of water.
学生在理解文本的基础
T: Good answer! Robin is a robot, and he will be broken if he is in
上，能够朗读、表演文本内
the water.
容，边做动作边表演，以学
3. Read and act.④ 生喜欢的方式感受文本情境
(1)Group work. 体会机器人Robin的快乐心
情。
Six students work in a group. Read and act.
(2)Show time.
4. Retell the text.⑤
Teaching purpose⑤
Fill in the blanks and retell the text.
在给出的语言支架下
进行文本的复述，加深对课
文的理解。在此环节，还可
以结合板书让学生来复述课
文。
Step 3: Practice⑥ Teaching purpose⑥
给出其他动物，引导
学生观察、思考动物园里的
其他动物在做什么，从而拓
宽文本，进一步练习核心5句
型 “ The ______is. I’m
______like______ .”。T: There are many other animals at the zoo. What are they doing?
Look at the picture and tell me. You can say like this:
The_______is________ . I’m________like _________.
（课件出示：动物园图片）
Lead students to observe the picture carefully and help them
understand the animals’ activities. Then show the words on the picture to
help students make sentences.
Step 4: Consolidation &Extension
1. Review the key words and sentences.
(1)Look and say.
(课件依次出示:Part A、B Let’s learn重点单词)
Students look and read the words loudly one after another.
(2)Ask and answer.
(课件出示:Part A、B核心句型及相关图片）
Students ask and answer in pairs according to the pictures. Practice the
key words and sentences.
2. Let’s check.⑦ Teaching purpose⑦
(1)Look and say. 培养学生的听力能力,
The teacher shows four pictures and students say the activity of 考查学生对现在进行时的掌
握情况。
each picture in order.
（课件出示:Let’s check 四幅图片）
T: Look at Picture 1. What is the cat doing?
Ss: It is climbing the tree.
T: Look at Picture 2. Whose bike is it?
Ss: The girl’s bike.
T: Look at Picture 3. What is Wu Yifan doing?
Ss: He is eating.
T: Look at Picture 4. What is Amy doing?
Ss: She is shopping.
(2)Listen and number.
T: Now, please listen and number.
(3)Check the answers. (出示课件)
Teaching purpose⑧
(4)Listen again and choose the right answers.
以表格形式总结形容词
（课件出示：Let’s check第二部分练习）
性物主代词和名词性物主代
Check the answers. (出示课件) 词的联系及区别。让学生完
3. Let’s wrap it up.⑧ 成练习以检测掌握情况，在
习题中培养学生的语法意识
(1)Summary. （课件出示：物主代词小结表格）
以及书写能力。
(2)Read and complete the sentences.
(3)Check the answers. （出示课件）
板书设计
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6作业设计
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1. Read and retell the text.
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
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1.丰富多彩的活动设计趣味十足，可以很好地激发学生的学习热情，营造积极的学习氛围，吸
引学生的注意力。
2.注重学生阅读策略的培养，提升学生的自主学习能力和阅读能力。
3.教师给予足够的示范，鼓励学生积极思考、模仿，从而实现语言的有效输出。
▶Teaching Contents & Teaching Aims
Read and write
•Predict and understand the main idea of the text with the help of pictures and the teacher and read
the text correctly and retell it.
•Finish the exercises about the text and describe the animals.
•Be able to understand the new words “excited, like” in context.
•Be able to write the sentences correctly.
Let’s check
•Be able to understand the dialogue and finish the task of listening.
•Listen and choose the correct answers.
Let’s wrap it up
•Summarize the changing rules of the present participle, the nominal possessive pronouns and the
adjective possessive pronouns.
•Finish the exercises.
▶Teaching Priorities
•Be able to understand the main idea of the text with the help of pictures and the teacher.
▶Teaching Difficulties
•Understand and imitate to say “I’m looking at _______. I’m_________like a/an _______.”
▶Teaching Procedures
7Teaching Stages
Teacher’ s Activities Students’ Activities Teaching Purposes
1. Greetings. 1. Greetings. Stimulate students’
Warm-up 2. Play a game. 2. Play a game. learning
& 3. Look and say. 3. Review some present enthusiasm. Help
Revision participles. students get
prepared for the later
lesson.
Presentation 1. Read and answer. Read the text and Make students
Give two questions. answer the understand the
Talk to students questions. Talk to the main idea of the text.
teacher.
2. Read and underline. (1)Read and underline Help students
(1)What are the animals the sentences. understand the text
doing？ (2)Check the answers better by some detailed
(2)Check the answers. by saying out the questions. Cultivate
(3)Practice: I’m Robin. I’m sentences. students’ intensive
________like_______ . (3)Practice the sentence reading strategies.
(4)Understand the last pattern.
picture. (4)Understand why
Robin doesn’t want to
be a fish.
3. Read and act. Six students work in a Make sure students
(1)Group work. group. read the text correctly
(2)Show time. Read and act. and fluently.
4. Retell the text. Fill in the blanks, and Retelling helps
then retell the text. students understand
the text more easily.
8Teaching Stages Teacher’ s Activities Students’ Activities Teaching Purposes
Practice Show a picture and lead Look and think. Lead students to
students to make sentences. Practice the sentence imitate the text to
patterns: The practice the sentence
_____is____. I’m____ patterns.
like_____.
Consolidation 1. Review the key words and Review the key words Develop students’
& sentences. and sentences listening ability.
Extension (1)Look and say. according to some Lead students to
(2)Ask and answer. pictures. review the key words
and sentences of Unit 5
and prepare for the next
2. Let’s check. (1)Look at the pictures step.
(1)Look and say. and describe them.
(2)Listen and number. (2)Listen and number.
(3)Check the answers. (3)Check the answers
(4)Listen again and choose with the teacher.
the right answers. (4)Listen again and
choose the right
answers.
3. Let’s wrap it up. （1）Summary. Cultivate students’
（2）Read and comprehensive
complete the language using ability.
sentences.
（3）Check the
answers.
Homework 1. Read and retell the text.
2. Do the exercises.
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