The
second
period（第二课时）
Look,
ask
and
answer
&
Let’s
sing
&
Play
a
game
?教学内容与目标
课时教学内容
课时教学目标
Look,
ask
and
answer
·能够通过看图问答“Where’s…?”复习第四单元所学的房间名称词汇以及询问人物、物品位置的句型·能够通过看图问答“How
many
people
are
there
in
the
family?”“Is
this
John’s…?”“What’s
his/her
job?”复习第六单元询问并描述家庭情况和家人职业的句型·能够通过观察图片复习第五单元的用餐情景·能够在语境中灵活运用4~6单元的重点词汇和核心句型
Let’s
sing
·能够了解歌词的意义，并清晰准确地歌唱
Play
a
game
·能够通过游戏活动复习巩固4~6单元的重点词汇和核心句型
?教学重点
1.
能够通过一系列的活动来复习4~6单元的重点词汇和核心句型。
2.
能够在游戏中正确回答问题，复习巩固相关知识。
?教学难点
能够使用所学内容正确地进行提问，并做出相应的回答。
?教学过程
Step
1:
Warm-up
&
Lead-in
1.
Enjoy
a
song—We
wish
you
a
merry
Christmas.
(1)
Play
the
recording
of
the
song
We
wish
you
a
merry
Christmas.
（出示课件）Let
students
listen
and
try
to
sing
along
with
it.
(2)
Ask
students
to
sing
the
song
in
groups.
2.
Lead-in.
T:
Mike
is
at
John’s
home
today.
It’s
time
for
dinner.
Now,
let’s
do
a
role-play.
Show
some
pictures
of
food.
(课件出示:Unit
5中的食物图片)
Take
out
the
headdresses
of
John
and
Mike.
Lead
students
to
make
dialogues
as
the
demonstration.
S1(John):
What
would
you
like
for
dinner,
Mike?
S2(Mike):
I’d
like
some…,
please.
S1(John):
OK.
Would
you
like
some…?
S2(Mike):
Yes,
please.
/…
Step
2:
While-learning
Look,
ask
and
answer.
(1)
Take
out
the
word
cards
of
family
members,
jobs
and
room
names.
①Ask
students
to
read
the
words
of
family
members
in
lines
or
rows
one
by
one.
②Select
one
from
the
cards
of
jobs.
Lead
students
to
do
the
corresponding
actions.
③Take
out
all
the
cards
of
room
names.
Play
a
guessing
game
with
students.
Take
away
a
card
and
hide
it
when
students
close
their
eyes.
T:
What’s
missing?
Ss:
…
(Students
guess
the
missing
words.)
(2)
Lead
students
to
look
at
the
small
pictures
of
characters
around
the
big
picture.
(课件出示:教材P68
Look,
ask
and
answer部分的人物介绍图)
T:
How
many
people
are
there
in
the
family?
Who
are
they?
Ss:
…
…
(3)
Lead
students
to
ask
and
answer
according
to
the
pictures
in
pairs
as
the
example.
T:
What’s
John’s
mum’s
job?
Ss:
She
is
a
PE
teacher.
S1:
What’s
John’s…’s
job?
S2:
He’s/She’s
a…
…
(4)
Present
the
pictures
of
this
part
on
the
PPT.
(课件出示:
教材P68
Look,
ask
and
answer部分的图片)
Let
students
observe
the
pictures.
Ask
and
answer
in
class
with
the
sentence
structures
“—Where
is…?
—He/
She
is…”
“—Where
are…?
—They
are…”
T:
Where
is
John?
Ss:
He
is
in
the
living
room.
T:
Where
are
John’s
grandma
and
grandpa?
Ss:
They
are
in
the
bedroom.
(5)
Ask
students
to
read
the
questions
below
the
pictures
and
discuss
in
pairs.
Finally,
choose
four
pairs
of
students
to
show
their
answers.
Step
3:
Post-learning
1.
Talk
about
the
pictures.
Let
students
close
their
books.
Show
the
pictures
of
John’s
family
on
the
PPT.
（课件出示:
打乱顺序的John的家人的图片）
Ask
students
to
tell
who
they
are
and
what
they
do.
2.
Let’s
sort.
Show
different
kinds
of
words
in
Units
4~6
on
the
PPT.
（课件出示:教材Units
4~6中不同类的词汇）
Ask
students
to
read
the
words
and
sort
them.
Choose
some
students
to
show
their
answers.
Then
check
the
answers
together.
3.
Play
a
game.
（1）Ask
students
to
read
the
questions
fluently
by
themselves.
Then
lead
students
to
ask
and
answer
in
groups.
（2）Choose
some
students
to
have
a
show.
The
winner
is
the
group
that
spends
the
least
time.
（3）Take
out
the
question
cards
prepared
before
class.
And
rearrange
them.
Finally
ask
several
students
to
take
turns
on
the
platform
to
choose
cards.
The
rest
of
the
class
answer
the
questions
on
the
cards.
Step
4:
Consolidation
&
Extension
Have
a
dictation.
Ask
students
to
take
out
their
exercise
books
and
have
a
dictation
about
the
key
vocabulary
and
sentences
of
Units
4~6.
?板书设计
?作业设计
1.
Sing
the
song
We
wish
you
a
merry
Christmas
to
your
parents.
2.
Read
the
sentences
of
“Play
a
game”
five
times.
3.
Do
the
exercises.
?教学反思
1.
通过唱歌、词汇分类游戏及师生对话的方式，带领学生复习了4~6单元所学的词汇和句型，为本节课活动的完成做了铺垫。
2.
通过听录音、唱歌曲和看图片等方式了解圣诞节文化。将文化和语言牢牢结合在一起，体现了语言的实用性。
3.
通过小组竞赛、问答核心句型等方式，对本节课的知识加以巩固，激发了学生的积极性。整个教学过程以学生活动为主，充分体现了以学生为主体的教育理念，教学效果良好。
?Teaching
Contents
&
Teaching
Aims
Look,
ask
and
answer
?·Review
the
vocabulary
of
the
room
names
and
the
sentence
structures
of
asking
about
the
location
of
people
and
objects
in
Unit
4
by
looking
at
the
pictures,
asking
and
answering
the
questions.
?·Review
the
sentence
structures
of
asking
and
describing
family
members
and
their
jobs
in
Unit
6
by
looking
at
the
pictures,
asking
and
answering
the
questions.
?·Review
the
dining
scene
of
Unit
5
by
observing
the
pictures.
?·Be
able
to
use
the
key
vocabulary
and
sentence
structures
flexibly
in
Units
4~6
in
context.
Let’s
sing
?·Be
able
to
understand
the
meaning
of
the
lyrics
and
sing
clearly
and
accurately.
Play
a
game
·Review
and
consolidate
the
key
vocabulary
and
sentence
structures
in
Units
4~6
by
playing
the
game.
?Teaching
Priorities
·Review
the
key
vocabulary
and
sentence
structures
in
Units
4~6
through
a
series
of
activities.
·Be
able
to
answer
the
questions
correctly
in
the
games,
review
and
consolidate
relevant
knowledge.
?Teaching
Difficulties
·Be
able
to
use
what
they
have
learned
to
ask
questions
correctly
and
respond
appropriately.
?Teaching
Procedures
Teaching
Stages
Teacher’
s
Activities
Students’
Activities
Teaching
Purposes
Pre-learning
1.
Enjoy
a
song.Play
the
song
We
wish
you
a
merry
Christmas.2.
Lead-in.Show
the
pictures
of
food
and
take
out
the
headdresses
of
John
and
Mike.
Lead
students
to
make
dialogues.
1.
Listen
to
the
song
and
learn
to
sing.2.
Make
dialogues
as
the
demonstration
and
act
it
out.
Create
a
good
language
learning
environment
for
students.Review
the
key
words
and
sentence
structures
of
Unit
5.Make
preparation
for
the
following
class.
While-learning
Look,
ask
and
answer.(1)
Take
out
the
word
cards
of
family
members,
jobs
and
room
names.
Help
students
review
the
vocabulary.
Read
the
words
in
lines
or
rows
one
by
one.
Do
the
actions
and
play
a
guessing
game.
Help
students
review
the
learned
vocabulary.
Prepare
for
the
next
activity.
(2)
Lead
students
to
talk
about
John’s
family
members
with
the
key
sentence
structures.(3)
Lead
students
to
talk
about
John’s
family
members’
jobs
with
the
key
sentence
structures.(4)
Present
the
pictures.
Ask
students
to
talk
about
the
location
of
people
with
the
key
sentence
structures.
Observe
the
pictures.
Ask
and
answer
in
class
with
the
key
sentence
structures
in
different
ways.
Through
the
teacher’s
demonstration,
help
students
try
to
talk
about
the
pictures.Enhance
students’
communication
ability.
Help
them
review
the
knowledge
in
Units
4~6.
(5)
Lead
students
to
finish
the
exercises
below
the
pictures
in
the
book.
Read
the
questions
andpractice
in
pairs.
Review
the
key
sentence
structures
about
family
relations
and
jobs.
Post-learning
1.
Talk
about
the
pictures.Show
the
pictures
of
John’s
family
on
the
PPT.
Ask
students
to
tell
who
they
are
and
what
they
do.
Look
at
the
pictures
on
the
PPT
and
answer
the
questions.
Through
this
activity,
students
are
more
familiar
with
the
vocabulary
and
the
sentence
structures
of
asking
the
location
of
family
members
and
jobs.
2.
Let’s
sort.Show
different
kinds
of
words
in
Units
4~6
on
the
PPT.
Ask
students
to
read
and
sort
them.
Choose
some
students
to
show
their
answers.
Read
the
words
freely.Sort
the
words.Check
the
answers.
Review
the
words,
wake
up
students’
memory,
and
prepare
for
the
following
activity.
3.
Play
a
game.Lead
students
to
complete
the
activity
in
the
form
of
competition.
Complete
the
activity
in
groups
and
in
class.
In
the
form
of
competition,
students
can
practice
their
ability
to
use
key
sentence
structures
proficiently.
Consolidation&Extension
Have
a
dictation.
Have
a
dictation
about
the
key
vocabulary
and
sentences
of
Units
4~6.
Help
students
grasp
the
key
knowledge
firmly.
And
help
them
find
their
weaknesses.
Homework
1.
Sing
the
song
We
wish
you
a
merry
Christmas
to
your
parents.2.
Read
the
sentences
of
“Play
a
game”
five
times.3.
Do
the
exercises.
Teaching
purpose
以欢快的歌曲进行热身，创造一个良好的语言环境，为学生学习本节课的内容做好充分的知识和心理准备。
Teaching
purpose
通过家人称呼类、职业类和房间名称类词汇卡的呈现、TPR以及游戏“What’s
missing?”的开展，帮助学生复习学过的词汇，为后面完成问答活动做好准备。
Teaching
purpose
通过老师的示范，帮助学生尝试针对图片进行提问，并引导其他学生回答。
Teaching
purpose
完成针对图片进行的问答活动，借以复习有关家庭关系、家人职业的重点句型。
Teaching
purpose
复习4~6单元的重点词汇，唤醒学生的记忆。为接下来的活动做准备。
Teaching
purpose
以比赛的形式进行问答活动，使学生在有限的时间里练习重点句型，锻炼学生熟练地使用重点句型的能力。
Teaching
purpose
通过听写使学生牢固掌握4~6单元的重点词汇和句子，并能查漏补缺，发现不足。
4(共36张PPT)
Recycle
2
PEP·四年级上册
The
second
period
（第二课时）
We
wish
you
a
merry
Christmas.
Enjoy
a
song
Role-play
Mike
is
at
John’s
home
today.
It’s
time
for
dinner.
S1
(John):
What
would
you
like
for
dinner,
Mike?
S2
(Mike):
I’d
like
some…,
please.
S1
(John):
OK.
Would
you
like
some…?
S2
(Mike):
Yes,
please./…
Look,
ask
and
answer.
Read
the
words.
Do
the
corresponding
actions.
What’s
missing?
How
many
people
are
there
in
the
family?
Who
are
they?
What’s
John’s
mum’s
job?
She
is
a
PE
teacher.
What’s
John’s
…’s
job?
He’s/She’s
a…
Where
is
John?
He
is
in
the
living
room.
Where
are
John’s
grandma
and
grandpa?
They
are
in
the
bedroom.
Play
roles
—Where
is
…?
—He/She
is…
—Where
are
…?
—They
are…
Use
these
questions:
How
many
people
are
there
in
the
family?
Where's
John?
Is
this
John's…?
What's
his/
her
job?
Make
dialogues
Who
are
they
and
what
do
they
do?
Let’s
sort
房间居室：
食物名称：
餐具用品：
家庭成员：
职业名称：
家具家电：
Play
a
game.
房间里都有什么呢？说出它们的名称。
在你的书桌/手里
吃点心
洗淋浴
打开门
in
your
desk/hand
have
a
snack
take
a
shower
open
the
door
根据中文意思说出英文短语
看……
去书房
在电话/窗户附近
look
at...
go
to
the
study
near
the
phone/window
Having
a
meal
What
can
we
use
to
have
a
meal?
Let’s
have
a
meal!
OK!
Words
(中午或晚上吃的)正餐
准备好
给；递
试；尝试
dinner
ready
pass
try
Phrases
为(自己)取用
想要
今日特色菜
一些牛肉
一副刀叉
help
yourself
would
like
today’s
specials
some
beef
a
knife
and
fork
doctor
cook
driver
farmer
nurse
人们
但是
小的
小狗
工作
篮球
people
but
little
puppy
job
basketball
足球运动员
多少
我的小狗
一杯牛奶
又高又壮
在树上
football
player
how
many
my
little
puppy
a
cup
of
milk
tall
and
strong
on
the
tree
He
is
my
father.
She
is
my
mother.
They
are
my
_______.
parents
He
is
very
young.
He
is
my
______
______(婴儿小弟弟).
baby
brother
He
is
my
mother’s
brother.
He
is
my
______.
uncle
She
is
my
uncle’s
wife
(妻子).
She
is
my
_______.
aunt
He
is
my
uncle
and
aunt’s
son.
He
is
my
______.
cousin
Blackboard
design
Recycle
2
How
many
people
are
there
in
the
family?
Where’s
John?
Is
this
John’s
…?
What’s
his/her
job?
Homework
1.
Sing
the
song
We
wish
you
a
merry
Christmas
to
your
parents.
2.
Read
the
sentences
of
“Play
a
game”
five
times.
3.
Do
the
exercises.
