The
fourth
period(第四课时)
Part
B
Let’s
talk
&
Look
and
say
?教学内容与目标
课时教学内容
课时教学目标
Let’s
talk
·通过观察?谈论Let’s
talk板块的图片,并在PPT和教师的帮助下理解对话大意·能够按照正确的语音语调朗读对话,并能在小组中进行角色表演·能够在情景中运用句型“—Where
are
you
from?—I’m
from…”询问他人的国籍或籍贯并回答他人的提问·区分she和he的用法
Look
and
say
·通过猜国名的游戏活动,操练核心句型“—Where
are
you
from?—I’m
from…”·了解中国?加拿大?美国和澳大利亚的国旗及各国的代表性动物·鼓励学生多了解跨文化知识
?教学重点
1.能够听懂?会说?认读句子“This
is
Amy.
She’s
a
new
student.”?
2.能够在情景中恰当运用句型“—Where
are
you
from?—I’m
from…”?
?教学难点
能够用正确的语音语调朗读对话,并在真实的情景中运用本课句型自然会话?
?教学准备
PPT课件?课文录音?视频?单词卡片?人物头饰等?
?教学过程
Step
1:
Warm-up
&
Revision
1.Greetings.
2.Chant
together.
(课件出示:教材P6
Listen,
repeat
and
chant的音频)
3.Revision.
Students
pass
the
ball,
then
ask
and
answer
one
by
one.
T:
What’s
your
name?
Where
are
you
from?
S1:
I’m…
I’m
from…
What’s
your
name?
Where
are
you
from?
S2:
I’m…
I’m
from…
What’s
your
name?
Where
are
you
from?
…
T:
Well,
you
are
very
good!
Before
the
class,
I’ll
divide
you
into
two
groups.
Group
“He”
and
Group
“She”.
Team
“She”,
you
know?
(Point
to
different
girls.)
She
is
a
girl.
She
is
a
girl.
She
is
a
girl,
too.
And
how
about
“He”?
(Lead
students
to
point
to
the
boys.)
Write
down
the
topic
on
the
blackboard.
Step
2:
Presentation
1.Learn
the
word
“student”.
The
teacher
takes
out
the
headwear
of
Amy,
then
points
and
asks,
“Do
you
remember
our
new
friend?
Who
is
she?”
Ss:
Yes.
She
is
Amy.
T:
Where
is
Amy
from?
Ss:
She
is
from
the
UK.
T:
We
know,
Amy
is
a
new
friend.
She
is
also
a
new
student.
(Take
out
the
word
card.)
Follow
me,
please.
Student!
New!
A
new
student!
She
is
a
new
student!
Ss:
Student!
Let
students
read
one
by
one,
group
to
group,
boys
VS
girls.
2.Look
and
think.
Show
the
picture
of
“Let’s
talk”.
(出示课件)
Let
students
look
at
the
picture
carefully.
Ask
some
questions
to
lead
them
to
predict
the
main
idea
of
the
dialogue.
Show
the
questions
on
the
PPT.
3.Watch
and
answer.
(1)
Let
students
watch
the
video
of
“Let’s
talk”,
then
answer
the
questions.(课件出示:教材P7
Let’s
talk的视频)
T:
Who
is
the
boy?
Ss:
He
is
Wu
Yifan.
T:
Who
is
the
girl?
Ss:
She
is
Amy.
T:
What
are
they
talking
about?
Ss:
The
new
student.
T:
Great!
(The
teacher
points
to
different
students.)
Look!
This
is…
She’s
a
student.
This
is…
He’s
a
student,
too.
Lead
students
to
introduce
their
deskmates.
(2)
Student
watch
the
video
again
and
circle
the
sentences
“Where
are
you
from?”
and
“I’m
from
the
UK”
in
their
books.
The
teacher
teaches
the
sentences
and
lets
students
use
the
sentence
structures
“—Where
are
you
from?
—I’m
from…”
to
ask
and
answer
in
a
chain.
4.Read
the
dialogue.
(1)
Let
students
read
the
dialogue
after
the
recording
and
pay
attention
to
the
pronunciation
and
the
intonation.
(2)
Let
students
read
the
dialogue
after
the
teacher.
(3)T:
Who
wants
to
be
a
little
teacher?
Let
students
read
the
dialogue
after
the
little
teacher.
5.Show
time.
(1)
Students
read
the
dialogue
aloud
by
themselves.
(2)
Students
practice
the
dialogue
in
groups,
then
act
it
out.
Step
3:
Practice
1.Dubbing
show.
Let
students
watch
the
cartoon
without
subtitles,
then
dub
for
the
dialogue.
(课件出示:教材P7
Let’s
talk不带字幕的视频)
2.Watch
and
fill.
Let
students
listen
to
the
recording
and
check
the
answers.
Step
4:
Consolidation
&
Extension
1.Share
a
video.
Students
watch
a
video
about
representative
animals
from
China,
Canada,
the
USA
and
Australia.
(课件出示:关于大熊猫?海狸?秃鹰和袋鼠的一段视频)
2.Guessing
game.
Ask
one
student
to
act
like
one
of
the
representative
animals,
and
the
others
guess
where
he/she
is
from.
Ss:
Where
are
you
from?
S1:
(Act
like
a
panda.)
Ss:
You
are
from…
S1:
No.
Ss:
You
are
from…
S1:
Yes.
…
3.Role-play.
Students
wear
the
headwears,
then
role-play.
Ask
and
answer
one
by
one.
S1:
Hi,
I’m
from
China.
Where
are
you
from?
S2:
Hello,
I’m
from…
Where
are
you
from?
S3:
I’m
from…
Where
are
you
from?
…
T:
So,
what
have
you
learnt
today?
Ss:
…
T:
We
should
read
more
books
and
expand
our
horizons.
Show
respect
for
other
cultures.
?板书设计
?作业设计
Practice
the
dialogue.
?教学反思
1.以活动为主线,尊重学生的主体地位,让学生在活动?操练?合作中掌握重难点知识?
2.教学目标明确,教学重难点把握精准?整个教学过程重点突出,讲练结合,落实到位?
3.充分发挥多媒体资源优势,运用多媒体来辅助教学,帮助学生理解?突破教学重难点,突出学生学习的主体地位?
4.教学中及时给予学生鼓励,拓展学生的创造性思维?课外知识的普及,拓宽了学生的文化视野,增强其了解跨文化的意识?
?Teaching
Contents
&
Teaching
Aims
Let’s
talk
·Understand
the
main
idea
of
the
dialogue
by
observing
and
talking
about
the
picture
of
“Let’s
talk”.
·Read
the
dialogue
with
correct
pronunciation
and
intonation
and
act
it
out.
·Use
the
sentence
structures
“—Where
are
you
from?
—
I’m
from…”
properly
in
situations.
·Distinguish
the
usage
of
“he”
and
“she”.
Look
and
say
·Practice
the
key
sentence
structures
through
the
games.
·Know
about
the
representative
animals
and
national
flags
of
different
countries.
·Expand
students’
cultural
horizons.
?Teaching
Priorities
·Be
able
to
listen,
speak
and
read
the
key
sentences
“This
is
Amy.
She’s
a
new
student.”.
·Be
able
to
use
the
sentence
structures
“—Where
are
you
from?
—I’m
from…”
properly
in
real
situations.
?Teaching
Difficulties
·Be
able
to
read
the
dialogue
with
correct
pronunciation
and
intonation,
and
use
the
sentence
structures
“—Where
are
you
from?
—I’m
from…”
properly
in
real
situations.
?Teaching
Procedures
Teaching
Stages
Teacher’
s
Activities
Students’
Activities
Teaching
Purposes
Warm-up
&
Revision
1.
Greetings.2.
Chant
together.
3.
Revision.
1.
Greetings.2.
Chant
together.
3.
Review
the
sentence
structures
and
learn
“she”
and
“he”.
Stimulate
students’
learning
interest.
Help
them
review
the
sentence
structures.
Lead
in
the
new
words
“she”
and
“he”
naturally.
Presentation
1.
Lead
in
the
new
word
“student”.
Teach
the
word
by
the
word
card.
1.
Read
the
word
after
the
teacher
and
learn
the
word
“student”.
Let
students
practice
the
word
in
different
ways
and
help
them
master
the
word
easily.
2.
Show
the
picture
of
“Let’s
talk”
and
ask
some
questions.
2.
Look
at
the
picture
carefully
and
predict
the
main
idea
of
the
dialogue.
Cultivate
students’
observation
and
logical
thinking
abilities.
3.
Play
the
video
and
lead
students
to
answer
the
questions.
Teach
the
key
sentences.
3.
Watch
the
video
and
answer
the
questions.
Introduce
their
deskmates.
Watch
the
video
again
and
circle
the
two
sentences.
Use
the
sentence
structures
“—Where
are
you
from?
—I’m
from…”
to
ask
and
answer
in
a
chain.
Help
students
to
get
the
overall
perception
of
the
text
and
the
useful
information.
4.
Read
the
dialogue.
(1)
Read
the
dialogue
after
the
recording.(2)
Read
the
dialogue
after
the
teacher.(3)
Read
the
dialogue
after
the
little
teacher.
Make
sure
that
students
read
the
dialogue
correctly
and
fluently.
5.
Show
time.
Read
the
dialogue
aloud
by
themselves.
Practice
the
dialogue
in
groups
and
act
it
out.
Develop
students’
ability
of
independent
and
autonomous
learning.
Practice
1.
Dubbing
show.2.
Watch
and
fill.
1.
Watch
the
cartoon
without
subtitles,
then
dub
for
the
dialogue.2.
Look
at
the
PPT
and
fill
in
the
blanks.
Cultivate
students’
learning
interest.
Help
students
master
and
consolidate
the
knowledge.
Consolidation
&
Extension
1.
Share
a
video.2.
Guessing
game.3.
Role-play.
1.
Watch
the
video.2.
Do
a
guessing
game.3.
Role-play.
Ask
and
answer
one
by
one.
Expand
students’
horizons
and
show
respect
for
other
cultures
Homework
1.
Practice
the
dialogue.2.
Do
the
exercises.
Teaching
purpose
课前问好拉近师生距离,
chant可以激发学生的学习兴趣,也是对上节课的复习?复习自我介绍的相关句型,激活学生已有的知识储备?并从分组评价竞争机制中,自然引入新授内容“she”和“he”,便于学生理解和记忆?
Teaching
purpose
教师通过Amy头饰引入今天的话题人物,并引出新授词“student”,通过教师带读?学生跟读?个人朗读?小组读以及男女分组读等多种形式操练单词,加深学生对“student”的理解,便于他们掌握?
Teaching
purpose
教师通过问题引导学生观察并讨论图片,借助图片预测教学内容,培养学生的观察能力和逻辑推理能力?
Teaching
purpose
教师引导学生带着问题观看视频,关注学生的有效参与,帮助整体感知文本,提取关键信息?
Teaching
purpose
教师播放录音,学生听录音跟读?教师示范朗读,学生跟读?提醒学生注意朗读的语音语调?“小老师”带读,有利于激发学生的表现欲望,提高学习积极性,培养自信?
Teaching
purpose
在以多种形式操练对话后,让学生自主朗读,培养其独立性和自主性,并能在设定情景中进行角色表演,还原真实语境?
Teaching
purpose
配音秀有利于学生在语境中操练和巩固句型,文本再构的练习帮助学生掌握和记忆新授知识?
Teaching
purpose
充分利用多媒体资源优势,以动画的形式生动直观地呈现各国的代表性动物,拓展学生的文化知识?“猜国名”游戏的设计增加了操练的趣味性,帮助学生巩固所学词汇与句型?
Teaching
purpose
激发学生的学习兴趣,让学生在轻松愉悦的氛围中掌握知识?注重情感态度价值观的渗透?鼓励学生多读书,开阔眼界,了解和尊重各国文化?
2
2(共33张PPT)
Chant
together
A:
What's
your
name?
Where
are
you
from?
B:
I’m
…
I’m
from…
What's
your
name?
Where
are
you
from?
C:
…
Review
Pass
the
ball,
then
ask
and
answer
one
by
one.
Do
you
remember
our
new
friend?
She
is
Amy.
She
is
from
the
UK.
She
is
a
new
student.
学生
Look
and
think
1.Who
is
the
boy?
2.Who
is
the
girl?
3.What
are
they
talking
about?
Watch
and
answer
1.Who
is
the
boy?
2.Who
is
the
girl?
3.What
are
they
talking
about?
He
is
Wu
Yifan.
She
is
Amy.
The
new
student.
Introduce
your
deskmates.
This
is…
She’s
a
student.
This
is…
He's
a
student,
too.
Watch
and
circle
the
sentences
“Where
are
you
from?”
and
“I’m
from
the
UK”.
Mr
Jones,
this
is
Amy.
She’s
a
new
student.
Hi,
Amy.
Hi,
Mr
Jones.
Where
are
you
from?
I’m
from
the
UK.
Read
the
dialogue
Mr
Jones,
this
is
Amy.
She’s
a
new
student.
Hi,
Amy.
Hi,
Mr
Jones.
Where
are
you
from?
I’m
from
the
UK.
Role-play
the
conversation
Mr
Jones,
this
is
Amy.
She’s
a
new
student.
Hi,
Mr
Jones.
Hi,
Amy.
I’m
from
the
UK.
Where
are
you
from?
Dubbing
Show
Watch
and
fill
Wu
Yifan:
Mr
Jones,
this
is
____.
____
a
new
______.
Mr
Jones:
Hi,
Amy.
Amy:
Hi,
______.
Mr
Jones:
_____
are
you
____?
Amy:
________.
Listen
and
check
the
answers.
Wu
Yifan:
Mr
Jones,
this
is
____.
____
a
new
______.
Mr
Jones:
Hi,
Amy.
Amy:
Hi,
___________.
Mr
Jones:
_____
are
you
____?
Amy:
______________.
Amy
She’s
student
Mr
Jones
Where
from
I’m
from
the
UK
Enjoy
some
videos
Guessing
game
Rules:
One
student
acts
like
one
of
the
representative
animals,
and
the
others
guess
where
he/she
is
from.
I’m
from
China.
Where
are
you
from?
Where
are
you
from?
I’m
from
Canada.
Where
are
you
from?
I’m
from
the
USA.
Where
are
you
from?
I’m
from
Australia.
Look
and
say
Hi,
I’m
from
China.
Where
are
you
from?
A:
Hi,
I'm
from
China.
Where
are
you
from?
B:
Hello,
I‘m
from…
Where
are
you
from?
C:
I'm
from…
Where
are
you
from?
D:
…
Role-play
We
should
read
more
books
and
expand
our
horizons.
Show
respect
for
other
cultures.
Blackboard
design
Unit
1
Welcome
back
to
school!
This
is
...
He’s/
She’s
a
student.
Hi,
I’m
from...
Where
are
you
from?
China
Canada
USA
Australia
Homework
Practice
the
dialogue.
