The
fourth
period(第四课时)
Part
B
Let’s
talk
&
Let’s
play
?教学内容与目标
课时教学内容
课时教学目标
Let’s
talk
·能够通过观察?谈论Let’s
talk板块的图片,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“—Is
he/she
your…?
—Yes,
he/she
is./No,
he/she
isn’t.”
询问家庭成员并回答
Let’s
play
·能够通过观察照片,操练核心句型“—Is
he/she
your…?
—Yes,
he/she
is./No,
he/she
isn’t.”
?教学重点
能够在情景中正确地运用句型“—Is
he/she
your…?
—Yes,
he/she
is./No,
he/she
isn’t.”?
?教学难点
能够在情景中用一般疑问句创编对话?
?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.Let’s
chant.
Show
the
chant
of
“Let’s
chant”
on
page
18
of
the
textbook.(课件出示:教材P18
Let’s
chant的相关内容)
3.Revision.
The
teacher
shows
a
family
photo
of
a
student.
Lead
students
to
talk
about
the
photo.
T:
Who
is
that
man?
S1:
He
is
my
father.
S2:
Who
is
that
woman?
S1:
She
is
my
mother.
S3:
Who
is
that
boy?
S1:
He
is…
The
teacher
can
tell
students
these
four
words
“brother,
sister,
grandfather,
grandmother”
in
brief.
Step
2:
Presentation
1.
Show
a
family
photo
of
another
student,
and
ask
him/her
some
questions.
(This
photo
should
have
many
members
besides
parents.)
T:
Who
is
that
woman?
S1:
She
is
my
mother.
T:
Is
he
your
father?
S1:
Yes/No.
2.
Ask
and
lead
students
to
look
at
the
pictures
of
“Let’s
talk”.
T:
Amy
and
Sarah
are
at
Sarah’s
home
now.
They
are
talking.
What
are
they
talking
about?
Do
you
want
to
know?
Ss:
Yes.
T:
They
are
talking
about
some
photos.
Let’s
see
what
the
photos
are
about.
3.
Watch
and
answer.
(1)Watch
the
video.
(课件出示:教材P17
Let’s
talk的视频)
(2)Read
the
dialogue
and
answer
the
questions
on
the
PPT.
4.
Learn
each
dialogue
in
detail.
Present
the
pictures
and
the
dialogues
of
“Let’s
talk”
one
by
one.
Lead
students
to
learn
the
sentence
structures
“—Is
he/she
your…?—Yes/
No,
…”.
T:
First,
let’s
read
after
the
recording.
…
T:
Now,
let’s
read
in
groups.
5.
Read
and
fill
in
the
blanks.
T:
Please
read
the
dialogues
again
and
fill
in
the
blanks
with
your
partners.
Step
3:
Practice
1.
Students
practice
the
dialogues
in
roles
and
then
act
it
out.
T:
Please
read
the
dialogues
in
roles.
Five
minutes
later,
act
it
out.
(The
teacher
prepares
the
head
wears
of
Sarah
and
Amy.)
T:
Who
wants
to
be
Sarah,
and
who
wants
to
be
Amy?
2.
Let’s
play.
(1)Watch
the
video
of
“Let’s
play”.
(课件出示:教材P17
Let’s
play的视频)
(2)Read
the
dialogue
after
the
video.
(3)Present
the
sentence
structures
of
the
dialogue
on
the
PPT.
Ask
students
to
make
dialogues
in
groups.
3.
Show
a
photo
of
Liu
Xing’s
family.
T:
Do
you
know
who
they
are?
(课件出示:电视剧《家有儿女》中刘星一家的照片)
Ss:
They
are
Liu
Xing’s
family.
T:
Yes,
they
are
Liu
Xing’s
family.
Father,
Mother,
Brother,
Sister
and
Liu
Xing.
(The
teacher
points
to
the
members
and
says
them
out
with
all
the
students.)
4.
Look
and
say.
Students
look
at
the
pictures
and
make
short
dialogues
with
their
partners.
S1:
Is
this
your
father?
S2
(Liu
Xing):
Yes,
he
is.
…
Step
4:
Consolidation
&
Extension
1.
Group
work.
Students
look
at
the
family
photo
of
Hui
Tailang
and
make
dialogues
as
the
demonstration.
(课件出示:图片及对话的范例)
2.
Summary
?板书设计
?作业设计
1.
Read
the
dialogues
three
times
of
“Let’s
talk”.
(All
the
students)
2.
Recite
the
dialogues.
(A
part
of
the
students)
?教学反思
本节课以对话教学为主?整个教学设计流程清晰,很好地达到了课程教学目标;活动设计丰富,易操作,且具备层次感,有效地提升了学生的核心素养?以学生为本,以问题为导向,引导学生自主学习;充分利用网络资源服务于课堂教学;利用生动形象?贴近生活的图片及课件来辅助教学,激发学生的学习兴趣;突出语用功能,通过创设合理情景,帮助学生在情景中真实自然地使用所学语言?
?Teaching
Contents
&
Teaching
Aims
Let’s
talk
·Understand
the
main
idea
of
the
dialogues
by
observing
and
talking
about
the
pictures.
·Read
the
dialogues
with
correct
pronunciation
and
intonation
and
act
it
out.
·Use
the
sentence
structures
“—Is
he/she
your…?
—Yes,
he/she
is./No,
he/she
isn’t.”
properly.
Let’s
play
·Practice
the
sentence
structures.
?Teaching
Priorities
·Understand
the
sample
sentences
according
to
the
pictures.
Try
to
use
the
sentence
structures
correctly.
?Teaching
Difficulties
·Make
dialogues
correctly
with
the
general
questions
in
the
real
situation.
?Teaching
Procedures
Teaching
Stages
Teacher’
s
Activities
Students’
Activities
Teaching
Purposes
Warm-up
&
Lead-in
1.
Greetings.2.
Let’s
chant.Show
the
chant
of
“Let’s
chant”
on
page
18
of
the
textbook.3.
Revision.Show
a
family
photo
of
a
student.
1.
Greetings.2.
Read
the
chant.3.
Talk
about
the
photo.
Cultivate
students’
learning
interest.
Help
students
review
the
sentence
structures
of
last
lesson
and
prepare
for
the
following
study.
Presentation
1.
Show
a
family
photo
of
another
student,
and
ask
him/her
some
questions.
Look
at
the
pictures
and
answer
the
questions.
Lead
in
the
new
sentences
of
this
lesson.
2.
Ask
and
lead
students
to
look
at
the
pictures
of
“Let’s
talk”.
Look
at
the
pictures
of
“Let’s
talk”.
Introduce
the
background
of
the
main
picture
in
the
text,
and
lead
students
to
think
and
predict.
3.
Watch
and
answer.(1)Play
the
video.(2)Show
some
questions
on
the
PPT.
(1)Watch
the
video.
(2)Read
the
dialogue
and
answer
the
questions
on
the
PPT.
Let
students
understand
the
main
idea
of
the
dialogue.
4.
Learn
each
dialogue
in
detail.
Present
the
pictures
and
the
dialogues
of
“Let’s
talk”
one
by
one.Teach
the
sentence
structures
“—Is
he/she
your…?
—Yes/No,
…”.
Read
after
the
recording,
and
read
in
groups.
Learn
the
sentence
structures.
Help
students
read
the
dialogue
correctly
and
learn
the
sentence
structures.
5.
Ask
students
to
fill
in
the
blanks.
Read
the
dialogue.
Fill
in
the
blanks
with
partners.
Practice
1.
Ask
students
to
read
the
dialogue
in
roles
then
act
it
out.
Read
the
dialogue
in
roles
then
act
it
out.
Lead
students
to
read
the
dialogue
with
correct
pronunciation
and
intonation.
2.
Let’s
play.
Play
the
video
and
present
the
sentence
structures
of
the
dialogue
on
the
PPT.
Ask
students
to
make
dialogues
in
groups.
Watch
the
video.
Read
the
dialogue
after
the
video.
Make
dialogues
in
groups.
Lead
students
to
make
dialogues
to
improve
their
comprehensive
language
using
ability.
3.
Show
a
photo
of
Liu
Xing’s
family
and
introduce
the
characters.4.
Look
and
say.
Look
at
the
pictures
and
make
short
dialogues
with
their
partners.
Show
the
TV
characters
that
students
are
familiar
with
to
arouse
their
interest.
Consolidation
&
Extension
1.
Group
work.Show
the
family
photo
of
Hui
Tailang
and
make
a
demonstration
of
the
dialogue.2.
Summary.
1.
Look
at
the
pictures
and
make
dialogues.2.
Summarize
the
key
sentence
structures
of
this
lesson
with
the
teacher.
Create
a
natural
and
real
situation
for
students
to
use
the
sentences
reasonably.
Cultivate
the
students’
comprehensive
language
using
ability.
Homework
1.
Read
the
dialogues
three
times
of
“Let’s
talk”.
(All
the
students)2.
Recite
the
dialogues.
(A
part
of
the
students)3.
Do
the
exercises.
Teaching
purpose
歌谣可以激发学生的学习兴趣,让学生重新进入“family”这个话题?教师以看图对话的形式复习上节课重点句型,为接下来的学习做铺垫?
Teaching
purpose
进一步通过描述学生自己带来的照片,从而引出本节课的新句型“Is
he
your…?—Yes/No,
…”?
Teaching
purpose
引导学生观看图片,对Let’s
talk板块的内容进行预测,为后面重点句型的讲解做好铺垫?
Teaching
purpose
通过观察?听?读来学习对话内容,让学生了解文本大意,理解“Is
he/she
your…?”的具体含义,并能有感情地朗读对话?
Teaching
purpose
通过听录音跟读,引导学生按照正确的语音?语调及意群朗读对话,并能在小组中进行角色表演,从而培养学生的语感?
Teaching
purpose
引导学生按照正确的语音?语调及意群朗读对话,并能在小组中进行角色表演,从而培养学生的语感?提供对话模板,降低对话难度,让所有学生参与到对话练习中?
Teaching
purpose
展示学生熟悉的电视人物,引起学生的兴趣,为下一步的活动做铺垫?
Teaching
purpose
通过生动有趣的动画形象,鼓励学生创编对话,培养学生的口语能力,提升学生的综合语言运用能力?
2
7(共25张PPT)
Unit
2
My
family
Part
B
Let’s
talk
&
Let’s
play
PEP·三年级下册
Let's
chant
Free
talk
me
father
mother
sister
brother
grandfather
grandmother
Introduce
your
family
members
A:
Who's
…?
B:
He’s
/
She’s
…
A:
Is
he
/
she
your
____?
B:
Yes./
No.
They
are
talking
about
some
photos.
What
are
the
photos
about?
Let's
talk
Watch
the
video.
Answer
the
questions.
1.
Who's
that
boy?
A.
He's
Sarah's
brother.
B.
He's
Amy's
brother.
2.
Is
the
woman
Sarah's
mother?
A.
Yes,
she
is.
B.
No,
she
isn't.
3.
Is
the
man
Sarah's
father?
A.
Yes,
he
is.
B.
No,
he
isn't.
He's
Sarah's
teacher.
Who’s
that
boy?
He’s
my
brother.
Is
she
your
mother?
Yes,
she
is.
Is
he
your
father?
No,
he
isn’t.
He’s
my
teacher!
A.
Is
she
your
mother?
B.
No,
he
isn’t.
He’s
my
teacher!
C.
Who’s
that
boy?
D.
Yes,
she
is.
E.
Is
he
your
father?
F.
He’s
my
brother.
Read
and
fill
in
the
blanks.
A
B
C
D
E
F
Role-play
the
conversation.
A:
Who's
that
boy?
B:
He’s
my
brother.
A:
Is
she
your
mother?
B:
Yes,
she
is.
A:
Is
he
your
father?
B:
No,
he
isn’t.
He’s
my
teacher!
Let's
play
Who’s
that
boy?
Guess.
Is
he
your
brother?
No,
he
isn’t.
He’s
my
dad.
Make
dialogues
in
groups.
A:Who's
that
…
(man/woman/boy/girl)?
B:
Guess.
A:
Is
he/she
your…
(father/mother/
brother/sister)?
B:
Yes,
he/she
is.
No,
he/she
isn’t.
He’s/She's
my…
Who
are
they?
They
are
Liu
Xing’s
family.
Look
and
say
Is
this
your...?
Yes,
he/she
is.
No,
he/she
isn't.
Group
work
Who’s
that
man?
Guess.
Is
he
your
father?
Yes,
he
is.
Who’s
that
...?
Guess.
Is
he/she
your
...?
Yes,
...
No,
...
—Is
he/she
your
+
家庭成员?
用于猜测某人的身份，意为“他/她是你的……吗？”
Summary
Blackboard
design
Unit
2
My
family
—
Is
he/she
your
+
家庭成员?
Homework
1.
Read
the
dialogues
three
times
of
“Let’s
talk”.
(All
the
students)
2.
Recite
the
dialogues.
(A
part
of
the
students)
