The
fourth
period（第四课时）
Part
B
Let’s
talk
&
Draw
and
say
?教学内容与目标
课时教学内容
课时教学目标
Let’s
talk
·能够在图片和教师的帮助下理解对话大意·能够用正确的语音、语调朗读对话，并能够分角色表演对话·能够在情景中运用句型“—Is
this
your…?
—Yes,
it
is./No,
it
isn’t./No,
it’s
me.”“—What’s
your…’s
job?
—He’s/She’s
a/an…”询问并回答某人与说话方的亲属关系及其职业情况·能够在语境中理解词汇“football
player,
nurse”的意思，并能够正确发音
Draw
and
say
·能够通过画一画、说一说，巩固B部分对话中所学的核心句型
?教学重点
1.
能够在图片和教师的帮助下理解对话大意；能够用正确的语音、语调朗读对话，并分角色表演。
2.
能够理解并运用句型“—Is
this
your...?
—Yes,
it
is./No,
it
isn’t./No,
it’s
me.”“—What’s
your...’s
job?
—He’s/She’s
a/an...”。
?教学难点
能够在真实情景中灵活运用核心句型。
?教学准备
1.预习本课时的相关内容。
2.PPT课件、课文录音、视频、家庭称呼类和职业类单词卡片等。
?教学过程
Step
1:
Warm-up
&
Lead-in
1.
Greetings.
2.
Show
the
chant—I
love
you.①
Ask
students
to
read
the
chant
carefully
and
then
chant
it
together.
3.
Lead-in.
Show
the
outline
picture
of
the
teacher’s
family
photo
on
the
PPT.
（课件出示:
教师全家福的轮廓图）Ask
students
to
guess
the
relationship
between
the
person
in
the
picture
and
the
teacher.
T:
This
is
my
family
photo.
Guess!
Who’s
she/he?
You
can
ask
like
this:
Is
this
your…?
Remind
students
to
use
rising
tones
in
general
questions.
Ss:
Is
this
your
cousin/aunt/…?
T:
Yes,
it
is.
/
No,
it
isn’t.
/
No,
it’s
me.
Write
down
the
sentence
structures
“—Is
this
your…?
—Yes,
it
is.
/
No,
it
isn’t.
/
No,
it’s
me.”
on
the
blackboard.
Step
2:
Presentation
1.
Teach
the
new
vocabulary
and
sentence
structures.②
(1)
After
guessing
some
characters,
the
picture
of
the
teacher’s
family
members
is
clearly
presented.
The
teacher
points
to
herself/himself
and
says,
“I’m
a
teacher.”
Then
point
to
her/his
aunt
in
the
picture.
T:
This
is
my
aunt.
She’s
a
nurse.
Show
a
picture
of
the
teacher’s
aunt
in
a
nurse’s
uniform.
Help
students
understand
what
“nurse”
means.
Teach
the
word
“nurse”,
n/n/-ur/??/-se/s/,
nurse/n??s/.
(课件出示:nurse的相关内容)
Ask
students
to
read
after
the
teacher
and
pay
attention
to
the
sound
of
“ur”.
It
sounds
/??/
here.
T:
What’s
my
aunt’s
job?
She’s
a/an…
Ask
students
to
guess
the
meaning
of
this
question
and
the
word
“job”
according
to
the
context.
Ss:
She’s
a
nurse.
Write
down
the
sentence
“What’s
your
aunt’s
job?”
on
the
blackboard
and
get
students
to
read
after
the
teacher.
T:
au/ɑ?/-n/n/-t/t/,
aunt/ɑ?nt/,
t’s/ts/,
aunt’s/ɑ?nts/.
“t’s”
sounds
/ts/
here.
T:
j/d?/-o/?/-b/b/,
job/d??b/.③
T:
Now
you
can
ask
me
about
my
other
family
members
with
the
sentence
structure.
Ss:
What’s
your…’s
job?
T:
He’s/She’s
a/an…
(doctor,
football
player,
nurse,
farmer,
cook,
driver…)
Show
the
pictures
of
the
jobs
above
to
help
students
understand.
Write
down
the
sentence
structure
“He’s/She’s
a/an…”
on
the
blackboard.
(2)
Write
down
the
phrase
“football
player”
and
the
sentence
“He’s
a
football
player.”
on
the
blackboard.
Help
students
understand
the
meaning
of
“football”
through
pictures
of
a
foot,
a
ball
and
a
football
on
the
PPT.
（出示课件）
Show
the
cards
of
“father”
“teacher”
“sister”
and
so
on.
Let
students
listen
to
the
pronunciation
of
these
words
to
know
the
sound
of
“-er”
when
it
appears
at
the
end
of
a
word
and
spell
the
word
“player”.
Teach
the
word
“player”.
Ask
students
to
read
after
the
recording.
（课件出示:player的相关内容）
2.
Talk
about
the
picture
of
the
main
scene.④
Present
the
picture
of
the
main
scene
on
the
PPT.（课件出示:
教材Unit
6主情景图）
T:
This
is
Sarah’s
family.
They
are
putting
on
a
play.
Do
you
know
its
name?
Students
may
answer
in
Chinese.
T:
How
many
people
are
there
in
Sarah’s
family?
Ss:
Nine.
Wow!
Point
to
one
actor
in
the
picture
and
ask,
“Is
this
Sarah’s
uncle?”
Ss:
Yes,
it
is.
/No,
it
isn’t.
T:
What’s
his
job?
Lead
students
to
find
a
relevant
person.
Ask
students
to
describe
his
job
through
the
dialogue
in
the
picture.
Ss:
He’s
a
football
player.
Continue
to
talk
about
Sarah’s
aunt’s
and
father’s
jobs.
Play
the
cartoon
of
the
main
scene
on
the
PPT.
(课件出示:
教材Unit
6主情景图的视频)
Ask
students
to
read
after
it.
3.
Let’s
talk.⑤
(1)
Show
the
pictures
of
the
three
characters
in
“Let’s
talk”
on
the
PPT.
（课件出示:
教材P61
Let’s
talk板块中Sarah的叔叔和婶婶的照片以及Sarah小时候的照片）
Ask
students
to
guess
who
these
people
related
to
Sarah
are
and
predict
the
main
idea
of
the
dialogue.
T:
Is
this
your
Sarah’s…?
Ss:
…
Write
down
the
words
on
the
blackboard
according
to
students’
guessing.
T:
What
are
Sarah
and
Zhang
Peng
talking
about?
Ss:
They
are
talking
about
Sarah’s
family
members
and
their
jobs.
(2)
Play
the
cartoon
and
ask
the
questions.
Questions:
Who’s
this
man/woman?
What’s
his/her
job?
Is
the
little
baby
Sarah’s
baby
brother?
Play
the
cartoon
of
“Let’s
talk”
on
the
PPT
and
let
students
pay
attention
to
the
pronunciation
and
the
intonation.
(课件出示:教材P61
Let’s
talk板块的视频)
Ask
students
to
watch
the
cartoon
with
the
questions.
Underline
the
answers
in
the
book.
②Answer
the
questions.
T:
Who’s
this
man?
Ss:
It’s
Sarah’s
uncle.
T:
What’s
his
job?
Ss:
He’s
a
football
player.
T:
Who’s
this
woman?
Ss:
It’s
Sarah’s
aunt.
T:
What’s
her
job?
Ss:
She’s
a
nurse.
③Play
the
cartoon
again.
（Pause
at
the
last
picture.）
(出示课件)
T:
Who’s
the
baby?
Is
the
little
baby
Sarah’s
baby
brother?
Ss:
No.
It’s
Sarah.
Sarah
says,
“It’s
me!”
(3)
Read
after
the
recording.⑥
Play
the
recording
of
“Let’s
talk”
on
the
PPT.
（出示课件）
Ask
students
to
read
after
it.
Then
let
them
read
in
pairs.
(4)
Act
out
the
dialogue.
Ask
students
to
read
the
dialogue
freely
and
act
out
in
roles.
Select
four
pairs
to
act
out
in
class.
Step
3:
Practice
1.
Make
a
dialogue.⑦
Present
the
picture
of
the
main
scene
of
this
unit
once
again
on
the
PPT.
(课件出示:
教材Unit
6主情景图)
Ask
students
to
select
a
person
in
the
picture
and
make
a
dialogue.
Then
let
them
practice
in
pairs.
Make
a
model:
A:
Is
this
Sarah’s
mother?
B:
Yes,
it
is.
/No,
it
isn’t.
She’s…
A:
What’s
Sarah’s
mother’s
job?
B:
She’s
a/an…
2.
Draw
and
say.⑧
(1)
Let
students
look
at
the
four
stick
figures
in
“Draw
and
say”.
（课件出示:教材P61
Draw
and
say板块的四幅简笔画）
Ask
them
to
describe
the
jobs
of
the
characters.
(2)
Ask
two
students
to
read
the
dialogue
of
this
part.
Remind
them
to
use
rising
tones
in
general
questions.
(3)
Ask
students
to
draw
pictures
of
their
family
members.
Then
lead
them
to
introduce
their
family
members
and
the
jobs
of
their
family
members
w
ith
the
key
sentences.
(4)
Lead
students
to
ask
and
answer
in
pairs
with
the
following
sentence
structures.
Step
4:
Consolidation
&
Extension
1.
Play
a
game—
“Magic
mirror”.⑨
Ask
two
students
to
make
a
model.
First,
use
the
ready-made
materials
in
the
classroom
to
make
the
frame
of
the
magic
mirror,
such
as
a
wooden
ruler,
broom,
etc.
Then
ask
student
A
to
wear
a
mask
with
reflective
effect
and
stand
behind
the
mirror
in
a
fixed
position.
B:
(Stand
in
front
of
the
mirror
and
ask.)
Mirror,
mirror
on
the
wall!
Is
this
B?
A
(“Magic
mirror”):
Yes,
it
is.
B:
What’s
his/her
job?
A
(“Magic
mirror”):
He’s/She’s
a/an…
Then
let
both
of
them
make
the
representative
action
of
this
job
at
the
same
time.
Get
students
to
practice
in
pairs，
then
show
in
class.
2.
Let’s
sing—My
family.
Play
the
song
—My
family.
（课件出示:教材P64
Let’s
sing板块的歌曲）Ask
students
to
listen
carefully
and
sing
together.
3.
Make
a
summary.⑩
Point
to
the
vocabulary
and
the
sentence
structures
on
the
blackboard,
and
ask
students
to
review
them
quickly.
?板书设计
?作业设计
1.
Read
the
dialogue
to
your
parents.
2.
Do
the
exercises.
?教学反思
1.
本课在A部分的基础上学习重点句型“—Is
this
your...?
—Yes,
it
is./No,
it
isn’t./No,
it’s
me.”“—What’s
your...’s
job?
—He’s/She’s
a/an...”，教学内容贴近学生生活，因此学生们对话题较熟悉，这有助于他们更好地掌握知识。
2.
通过对本单元主情景图的教学，让学生在情景中初步感知重点词汇和句型，让英语课堂生动起来。
3.
在实践中注意分层教学，因材施教，用最有效的方式激发学生主动参与的兴趣，培养其独立思考和合作探究的创新精神。
4.
教学层次分明，引导适当，体现了学生在学习中的主体地位，顺利完成了教学目标。
5.
板书设计清晰明了，重点突出，起到了很好的辅助作用。
?Teaching
Contents
&
Teaching
Aims
Let’s
talk
?·Be
able
to
understand
the
main
idea
of
the
dialogue
with
the
help
of
the
pictures
and
the
teacher.
?·Be
able
to
read
the
dialogue
with
the
correct
pronunciation
and
intonation
and
act
out
the
dialogue
in
roles.
?·Be
able
to
use
the
sentence
structures
“—Is
this
your...?
—Yes,
it
is./No,
it
isn’t.
/No,
it’s
me.”“—What’s
your...’s
job?
—He’s/She’s
a/an...”
in
situations
to
ask
and
answer
the
relationship
between
a
person
and
the
speaker
and
the
person’s
job.
?·Be
able
to
understand
new
vocabulary
“football
player,
nurse”
in
context,
and
pronounce
them
correctly.
Draw
and
say
?·Be
able
to
consolidate
the
key
sentence
structures
learned
in
Part
B
by
drawing
and
saying.
?Teaching
Priorities
·Be
able
to
understand
the
main
idea
of
the
dialogue
with
the
help
of
the
pictures
and
the
teacher.
Be
able
to
read
the
dialogue
with
the
correct
pronunciation
and
intonation
and
act
out
the
dialogue
in
roles.
·Be
able
to
understand
and
use
the
sentence
structures
“—Is
this
your…?
—Yes,
it
is./No,
it
isn’t./No,
it’s
me.”“—What’s
your…’s
job?
—He’s/She’s
a/an…”
?Teaching
Difficulties
·Be
able
to
use
the
key
sentence
structures
flexibly
in
real
situations.
?Teaching
Procedures
Teaching
Stages
Teacher’
s
Activities
Students’
Activities
Teaching
Purposes
Warm-up
&Lead-in
1.
Greetings.2.
Show
the
chant—I
love
you.3.
Lead-in.Show
the
outline
picture
of
the
teacher’s
family
photo
on
the
PPT.
Ask
students
to
guess.
1.
Greetings.2.
Read
the
chant
carefully
and
chant
with
the
teacher.3.
Talk
about
the
outline
picture
with
the
teacher.
Stimulate
students’
curiosity
and
enthusiasm
to
participate
in
class
by
guessing.
Presentation
1.
Teach
the
new
vocabulary
and
sentence
structures.(1)
Teach
the
word
“nurse”
and
the
sentence
structures
“—What’s
your…’s
job?
—He’s/She’s
a/an…”(2)
Teach
the
phrase
“football
player”.
Learn
the
vocabulary
and
the
sentence
structures.
Help
students
learn
the
meanings
and
pronunciations
of
the
new
vocabulary.Let
students
perceive
the
new
sentence
structures.Clear
the
way
for
dialogue
learning.
2.
Talk
about
the
picture
of
the
main
scene.Present
the
picture
and
play
the
cartoon
of
the
main
scene.
Practice
the
key
sentence
structures
by
talking
about
the
main
scene.Read
after
the
cartoon.
Further
perceive
the
key
sentence
structures
by
learning
the
main
scene
of
the
unit.
3.
Let’s
talk.(1)
Show
the
pictures
of
the
three
characters
in
“Let’s
talk”
on
the
PPT.
Ask
students
to
guess.(2)
Play
the
cartoon
and
ask
thequestions.(3)
Play
the
recording
of
“Let’s
talk”.(4)
Ask
four
pairs
to
act
out
in
class.
(1)
Look
at
the
pictures
and
guess.(2)
Watch
the
cartoon
with
the
questions.
Underline
the
answers
in
the
book.
And
answer
the
questions.(3)
Read
after
the
recording
and
read
in
pairs.(4)
Read
the
dialogue
freely
and
act
out
in
roles.
Attract
students’
interest
in
reading
by
asking
questions.Help
students
understand
the
dialogue
and
perceive
the
key
sentence
structures.
（续表）
Teaching
Stages
Teacher’
s
Activities
Students’
Activities
Teaching
Purposes
Practice
1.
Make
a
dialogue.Present
the
picture
of
the
main
scene.
Ask
students
to
select
a
person
in
the
picture
and
make
a
dialogue.
Then
let
them
practice
in
pairs.
Select
a
person
in
the
picture
and
make
a
dialogue.
Then
practice
in
pairs.
Help
students
use
the
key
sentence
structures
and
break
through
the
difficult
points
in
real
situations.
2.
Draw
and
say.Lead
students
tocomplete
the
activities
asrequired.
Watch
the
stick
figures
and
read
the
dialogue
of
this
part.Draw
pictures
of
their
family
members.Ask
and
answer
in
pairs.
Help
students
consolidate
the
key
sentence
structures
through
a
series
of
activities.
Consolidation&Extension
1.
Play
a
game
—
“Magic
mirror”.Ask
two
students
to
make
a
model.
Then
ask
students
to
play
the
game
in
pairs.
Play
the
game
and
practice
in
pairs
and
then
show
in
class.
Practice
the
key
vocabulary
and
sentence
structures
in
the
relaxing
game.
Make
students
have
a
deeper
understanding
of
occupational
nouns.
2.
Let’s
sing—My
family.
Listen
carefully
and
sing
the
song
together.
Activate
the
atmosphere
of
class.
3.
Make
a
summary.Point
to
the
vocabulary
and
the
sentence
structures
on
the
blackboard.
Review
the
vocabulary
and
the
sentence
structures
quickly.
Help
students
consolidate
and
sort
out
the
key
knowledge
of
this
lesson.
Homework
1.
Read
the
dialogue
to
your
parents.2.
Do
the
exercises.
Teaching
purpose①
用自编chant吸引学生的注意力，激发他们学习英语的兴趣。同时，复习有关家庭称呼的知识，为接下来的学习做好准备。
Teaching
purpose②
通过图片，帮助学生理解新词的含义，并引导学生通过听音和拆音的方法学习新词的读音，为对话学习扫清障碍。
Teaching
purpose③
通过介绍家人的职业，引出职业名称，帮助学生理解其含义，并使其掌握单词的读音。
Teaching
purpose④
通过对本单元主情景图的学习，设置特定的语言环境，进一步感知核心句型。
Teaching
purpose⑤
通过提问让学生对对话内容产生阅读的兴趣。再通过回答问题，帮助学生理解对话的内容。
Teaching
purpose⑥
通过跟读与分角色表演对话，保证学生能够正确朗读对话，并进一步熟悉重点句型的表达。
Teaching
purpose⑦
通过呈现单元主情景图，创编对话并操练重点句型，帮助学生在真实情景中运用核心句型，进而突破本课的重难点。
Teaching
purpose⑧
通过观察图片、问答操练以及替换单词操练，逐步达到本部分“画一画，说一说”的要求，帮助学生巩固在对话中所学的核心句型。
Teaching
purpose⑨
“魔镜游戏”是上一个教学环节Draw
and
say活动的变化和延伸，让学生在轻松的游戏中，操练重点词汇和句型，并结合肢体语言，使学生对职业名词的理解更深入。
Teaching
purpose⑩
通过小结活动，帮助学生梳理并再现重点词汇与句型，从而对本课的重点内容进行总结及强化。
4
7The
second
period（第二课时）
Part
A
Let’s
learn
&
Let’s
play
?教学内容与目标
课时教学内容
课时教学目标
Let’s
learn
·能够听懂、会说、认读单词和短语“parents,
uncle,
aunt,
cousin,
baby
brother”·能够在语境中正确运用以上单词和短语介绍自己的家人
Let’s
play
·能够通过活动巩固所学单词和短语“parents,
uncle,
aunt,
cousin,
baby
brother”·能够在真实情景中运用句型“This
is
my…
He’s/She’s…”介绍自己的家庭成员，并简单描述其外貌特征
?教学重点
1.
能够听懂、会说、认读单词和短语“parents,
uncle,
aunt,
cousin,
baby
brother”,并能简单介绍和描述自己的家人。
2.
能够理清家庭成员之间的关系。
?教学难点
能够综合运用所学词汇和句型来介绍和描述自己的家人。
?教学准备
1.预习本课时的相关内容。
2.PPT课件、课文录音、视频、人物头饰、家庭成员类单词卡片等。
?教学过程
Step
1:
Warm-up
&
Revision
&
Lead-in①
1.
Greetings
and
enjoy
a
song.
Play
the
song—I
love
my
family.
(课件出示:PEP三下教材P20
Let’s
sing板块的歌曲)
Ask
students
to
listen
carefully
and
sing
together.
2.
Revision.
Take
out
the
word
cards
of
family
members
that
students
have
learned
in
Grade
3.
Choose
several
word
cards
at
random.
Ask
students
to
read
the
words
and
act
with
body
movements
according
to
the
words
on
the
cards.
3.
Lead-in.②
Show
a
photo
of
Tom’s
family.
(课件出示:男生Tom的家庭照片)
Lead
students
to
introduce
and
describe
Tom’s
family
members.
Lead
in
the
relevant
content
of
this
lesson.
T:
Boys
and
girls,
look!
This
is
Tom’s
family.
There
are
four
people
in
his
family.
This
is
his
father.
He
is
tall
and
strong.
This
is
his
mother.
She
is
short
and
nice.
This
is
his
baby
sister.
She
is
little
and
cute.
He
loves
his
family.
Step
2:
Presentation
1.
Teach
the
phrase
“baby
brother”.③
Show
the
picture
of
Amy’s
outline
on
the
PPT.
（课件出示:
Amy的轮廓图）
Ask
students
to
guess
who
she
is.
Then
play
the
recording
of
Amy’s
monologue
“Hi.
Meet
my
family!”
（出示课件）
Help
students
understand
the
meaning
of
the
sentences
and
ask
them
to
read
after
the
recording.
Show
the
picture
of
the
baby
brother’s
hair.
(课件出示:Amy弟弟的头发图片)
Lead
students
to
guess
basing
on
what
they
have
learned:
brother,
sister,
mother,
father.
Then
show
the
complete
picture
of
the
baby
brother.
(课件出示:Amy弟弟的全图)
Write
down
the
phrase
“baby
brother”
on
the
blackboard
and
teach
it.
T:
b/b/-a/e?/-b/b/-y/i/,
baby
.
T:
This
is
Amy’s
baby
brother.
He’s
cute.
2.
Teach
the
word
“parents”.④
Present
the
picture
of
Amy’s
mum
and
dad’s
outline.
(课件出示:Amy父母亲的轮廓图)
Lead
students
to
guess
“Amy’s
father
and
mother”.
Continue
to
show
the
whole
picture
and
teach
the
word
“parents”.
(出示课件)
Write
down
the
word
“parents”
on
the
blackboard
and
teach
it.
3.
Teach
the
words
“uncle,
aunt,
cousin”.⑤
Present
the
picture
of
Amy’s
aunt
and
uncle
on
the
PPT.
（课件出示:
Amy的叔叔和婶婶的图片）
Ask
a
question:
The
man
is
Amy’s
father’s/mother’s
brother.
Who
is
he?
Help
students
understand
the
word
“uncle”.
Write
it
down
on
the
blackboard
and
teach
it.
T:
u/?/-n/?/-c/k/-le/l/,
uncle
//.
Teach
and
practice
the
word
“aunt”
in
the
same
way.
T:
au/ɑ?/-n/n/-t/t/,
aunt
/ɑ?nt/.
Explain
the
usage
of
“aunt,
uncle”
in
English-speaking
countries.
Show
the
picture
of
uncle
and
aunt’s
child.
(课件出示:叔叔婶婶的孩子的图片)
T:
She
is
Amy’s
uncle’s
daughter.
She’s
Amy’s…
Teach
the
word
“cousin”.
T:
c/k/-ou/?/-s/z/-in/n/,
cousin
//.
Explain
the
meaning
of
“cousin”:
The
uncle
and
the
aunt’s
daughter
or
son
can
be
called
“cousin”.
Write
down
the
word
“cousin”
on
the
blackboard.
Point
to
the
words
“uncle,
cousin”.
Get
students
to
pay
attention
to
the
pronunciation
of
“u”
and
“ou”.
T:
The
letter
“u”
in
“uncle”
and
the
letter
combination
“ou”
in
“cousin”
both
sound
/?/.
4.
Listen,
read
and
point.⑥
Play
the
recording
of
the
vocabulary
of
“Let’s
learn”
and
ask
students
to
read
after
the
recording.
(课件出示:教材P59
Let’s
learn板块中词汇部分的音频)
Let
students
listen
again
and
point
out
the
words
or
the
phrase
they
hear
as
they
read
them.
5.
Let’s
learn.⑦
Show
the
picture
of
“Let’s
learn”.
(课件出示:教材P59
Let’s
learn板块的图片)
Let
students
choose
two
people
from
the
picture
to
describe
them
according
to
the
sentences
on
the
PPT
and
act
out
in
pairs.
Step
3:
Practice⑧
1.
Sharp
eyes.
Show
pictures
of
Amy’s
family
members
in
a
flash
on
the
PPT,
and
then
pause
at
random.
(出示课件)
Let
students
say
the
vocabulary
related
to
the
characters
on
the
screen.
T:
Who’s
he/she?
Ss:
He’s/She’s
Amy’s…
2.
Point
and
say.
Point
to
the
vocabulary
on
the
blackboard.
Ask
students
to
say
it
out
quickly.
3.
A
guessing
game.
Show
the
back
of
the
family
members’
word
cards.
Ask
students
to
guess
what
word
or
phrase
it
is.
4.
Make
a
“family
tree”.⑨
Ask
students
to
make
a
“family
tree”
for
Amy.
Let
students
choose
the
words
or
the
phrase
and
fill
them
in
the
blanks
of
the
family
tree.
Step
4:
Consolidation
&
Extension⑩
1.
Let’s
play.
Show
the
picture
of
“Let’s
play”
on
the
PPT.
（课件出示:
教材P59
Let’s
play板块的图片）
Lead
students
to
observe
the
picture.
T:
Look
at
Zhang
Peng.
He
draws
his
family
members
on
his
fingers
and
talks
about
his
family
members.
Please
draw
and
say
in
the
same
way.
Ask
students
to
work
in
groups
by
following
the
example
on
the
PPT
and
choose
some
students
to
show
in
class.
2.
Make
a
summary.
?
Show
the
word
“family”
on
the
PPT
and
explain
what
it
means.
Remind
students
to
love
their
families
and
family
members.
T:
Look
at
the
word
“family”.
F
is
from
“father”.
A
is
from
“and”.
M
is
from
“mother”.
L
is
from
“love”.
Y
is
from
“you”.
It’s
a
sentence:
“Father
and
mother
I
love
you.”
Say
it
to
your
parents.
Do
more
for
your
parents.
And
I
think
your
parents
will
love
you
more.
?板书设计
?作业设计
1.
Copy
the
new
vocabulary
in
this
lesson
five
times.
2.
Introduce
your
family
photos
to
your
teacher
or
friends
in
English.
3.
Do
the
exercises.
?教学反思
1.
本节课以词汇教学为主，词汇的正确运用是学习英语的关键，词汇运用是用词汇去进行语言实践的过程，在此过程中，句子和单词之间相辅相成，相互促进。
2.
采用图片和音频等直观教学手段，设计了一些有意义的任务，在学生们完成任务的过程中，帮助他们听懂和理解对话，达到了运用语言进行真实交流的目的。
3.
在操练环节中通过让学生参与Let’s
play板块的活动，增强了学生的口语表达能力。
4.
教学过程遵循了学生的认知规律，单词、短语、句型教学先是让学生知其义，再识其音和形，让学生在理解中去学、去运用。
?Teaching
Contents
&
Teaching
Aims
Let’s
learn
?·Be
able
to
understand,
speak
and
read
the
vocabulary
“parents,
uncle,
aunt,
cousin,
baby
brother”.
?·Be
able
to
use
the
vocabulary
above
to
introduce
their
family
members
in
context
correctly.
Let’s
play
?·Be
able
to
consolidate
the
vocabulary
“parents,
uncle,
aunt,
cousin,
baby
brother”
through
activities.
?·Be
able
to
use
the
sentence
structures
“This
is
my…
He’s/She’s…”
to
introduce
their
family
members
and
describe
their
appearance
characteristics
simply
in
real
situations.
?Teaching
Priorities
·Be
able
to
understand,
speak
and
read
the
vocabulary
“parents,
uncle,
aunt,
cousin,
baby
brother”,
and
be
able
to
introduce
and
describe
their
family
members
briefly.
·Be
able
to
sort
out
the
relationship
among
family
members.
?Teaching
Difficulties
·Be
able
to
use
the
vocabulary
and
the
sentence
structures
synthetically
to
introduce
and
describe
their
family
members.
?Teaching
Procedures
Teaching
Stages
Teacher’
s
Activities
Students’
Activities
Teaching
Purposes
Warm-up
&Lead-in
1.
Greetings
and
enjoy
a
song.Play
the
song—I
love
my
family.2.
Revision.Review
the
words
of
family
members
with
the
word
cards.3.
Lead-in.Show
a
photo
of
Tom’s
family.
Lead
in
the
relevant
content
of
this
lesson.
1.
Greetings.
Listen
to
the
song
carefully
and
sing
together.2.
Read
the
words
and
act
with
body
movements
according
to
the
words
on
the
cards.3.
Look
at
the
photo
of
Tom’s
family.
Introduce
and
describe
Tom’s
family
members.
Use
a
song
and
a
picture
to
arouse
students’
curiosity
and
interest.
Let
students
know
how
to
use
the
language
they
have
learned
to
describe
their
family
members.
Presentation
1.
Teach
the
phrase“baby
brother”.
Show
Amy’s
outline,
the
picture
of
Amy,
Amy’s
baby
brother’s
hair
and
the
picture
of
Amy’s
baby
brother
on
the
PPT.
Teach
the
phrase
“baby
brother”.
Guess
who
she/he
is.Learn
the
phrase
“babybrother”.
Lead
in
the
new
knowledge
and
improve
students’
learning
efficiency
by
asking
questions.
2.
Teach
the
word
“parents”.Show
the
outline
and
the
picture
of
Amy’s
parents
and
teach
the
word.
Look
at
the
picture
and
learn
the
word
“parents”.
Integrate
and
review
the
knowledge
of
the
last
lesson.
3.
Teach
the
words
“uncle,
aunt,
cousin”.Teach
the
words
with
pictures
and
explain
the
usage
of
these
three
words
in
English-speaking
countries.
Learn
the
words
“uncle,
aunt,
cousin”.Understand
the
usage
ofthese
words
inEnglish-speaking
countries.
Help
students
understand
and
master
the
words
on
the
basis
of
understanding
the
meaning
of
words
and
the
different
usages
in
Chinese
and
English
countries.
4.
Listen,
read
and
point.Play
the
recording
of
the
vocabulary
of
“Let’s
learn”
twice.
Read
after
the
recording.Point
out
the
words
or
the
phrase
they
hear
as
they
read
them.
Make
sure
students
master
the
correct
pronunciation.
5.
Let’s
learn.
Show
the
picture
of
“Let’s
learn”.
Let
students
choose
two
people
from
the
picture
to
describe
according
to
the
sentences
and
act
out
in
pairs.
Choose
two
people
from
the
picture
to
describe
according
to
the
sentences.
Act
out
in
pairs.
On
the
basis
of
mastering
vocabulary,
help
students
use
sentence
structures
to
practice
the
vocabulary
flexibly.
（续表）
Teaching
Stages
Teacher’
s
Activities
Students’
Activities
Teaching
Purposes
Practice
1.
Sharp
eyes.Show
pictures
of
Amy’s
family
members
in
a
flash,
and
then
pause
at
random.
Say
the
vocabulary
related
to
the
characters
on
the
screen.
The
purpose
of
the
three
activities
is
to
make
students
familiarize
and
practice
the
key
vocabulary.
2.
Point
and
say.Point
to
the
vocabulary
on
the
blackboard.
Say
the
words
or
the
phrase
out
quickly.
3.
A
guessing
game.Show
the
back
of
the
word
cards
about
family
members.
Guess
what
word
or
phrase
it
is.
4.
Make
a
“family
tree”.Ask
students
to
make
a
“family
tree”
for
Amy.
Make
a
“family
tree”
for
Amy.Choose
the
words
or
the
phrase
and
fill
them
in
the
blanks
of
the
family
tree.
Help
students
sort
out
the
relationships
among
family
members
by
the
way
of
making
a
“family
tree”.
Consolidation&Extension
1.
Let’s
play.Show
the
picture
of
“Let’s
play”.
Ask
students
to
work
in
groups
and
choose
some
students
to
show
in
class.
Observe
the
picture,
then
draw
and
say
in
the
same
way.
Work
in
groups
and
show
in
class.
Let
students
enhance
their
oral
expression
ability
in
the
process
of
participating
in
activities.
2.
Make
a
summary.Show
the
word
“family”
and
explain
what
it
means.
Know
the
meaning
of
“family”.
Through
knowing
the
meaning
of
“family”,
students
are
reminded
to
love
their
families,
care
for
their
family
members
and
cherish
their
family
members’
love.
Homework
1.
Copy
the
new
vocabulary
in
this
lesson
five
times.2.
Introduce
your
family
photos
to
your
teacher
or
friends
in
English.3.
Do
the
exercises.
Teaching
purpose①
以歌曲来吸引学生的注意力，帮助他们开启英语学习之旅。同时，复习有关家庭成员和描述外貌的知识，为接下来的学习做好知识与心理的双重准备。
Teaching
purpose②
通过介绍Tom的家人，让学生了解如何使用学过的语言来介绍和描述他们的家人，为下一环节的学习做好准备。
Teaching
purpose③
用看人物轮廓猜一猜的方式设疑，激发学生的学习兴趣。从观察头发，到猜一猜图中人物是谁，引导学生进入新授知识的学习中，极大地提高学习效率。
Teaching
purpose④
继续用猜人物的方式引出单词，整合并复习上节课学过的知识，并为后面教学的自然过渡做铺垫。
Teaching
purpose⑤
在理解单词的意义以及在中英国家中的不同用法的基础上教授单词，帮助学生更好地理解和掌握单词。
Teaching
purpose⑥
通过跟读录音，帮助学生掌握正确的读音。通过边读边指这种形式，将所学词汇的音和形相结合。
Teaching
purpose⑦
在掌握词汇的基础上，结合语言支架，挑选人物进行描述并表演，灵活操练，有效突出本课的重点。
Teaching
purpose⑧
三个活动的目的都是让学生熟悉并操练重点词汇。活动一帮助学生理解单词的意思，并将单词图片与意义结合起来。活动二让学生将词形与读音结合起来。活动三让学生通过反复地猜测来不断重复重点词汇，进而熟悉并掌握词汇。
Teaching
purpose⑨
以做家谱树的方式帮助学生理清家庭成员之间的关系。
Teaching
purpose⑩
这种趣味活动，一方面可以激发学生的参与兴趣，另一方面可以综合（课件出示:Amy家的家谱树图）介绍家人和描述人物外貌特征的知识，让学生在参与活动的过程中提升自己的口语表达能力。
Teaching
purpose?
通过介绍family的含义，对学生进行情感教育，教育学生要热爱家庭，关心家人，并珍惜家人对自己的爱。
4
7The
fifth
period（第五课时）
Part
B
Let’s
learn
&
Let’s
play
?教学内容与目标
课时教学内容
课时教学目标
Let’s
learn
·能够听、说、认读五个有关职业的单词“doctor,
cook,
driver,
farmer,
nurse”·能够在语境中正确运用这五个单词·能够在真实语境中理解句子“They’re
helpful!”的意义，引导学生树立职业平等的观念
Let’s
play
·能够在活动中模仿这五个职业的标志性动作，并用所学句型“—What’s
his/her
job?
—He’s/She’s
a/an...”正确询问并回答所模拟的职业
?教学重点
能够听、说、认读并正确运用单词“doctor,
cook,
driver,
farmer,
nurse”。
能够灵活运用句型“—What’s
his/her
job?
—He’s/She’s
a/an...”。
?教学难点
能够正确询问并回答家人的职业。
?教学准备
1.预习本课时的相关内容。
2.PPT课件、课文录音、视频、学生准备的家人照片、家庭称呼类单词、职业类单词卡片等。
?教学过程
Step
1:
Warm-up
&
Lead-in
1.
Greetings.
2.
Free
talk
and
lead-in.①
Ask
students
to
take
out
photos
of
their
family
and
introduce
their
family
members
to
each
other
in
groups.
Then
ask
four
students
to
show
in
class.
Select
the
best
performer.
Make
a
model:
Hi!
Meet
my
family!
This
is
my
father.
This
is
my
mother.
This
is
my
sister.
This
is
my
brother.
Step
2:
Presentation
1.
Teach
the
words
“nurse,
doctor”.②
Present
Sarah’s
aunt’s
photo
on
the
PPT
and
ask
the
question.
T:
What’s
Sarah’s
aunt’s
job?
Ss:
She’s
a
nurse.
T:
Yes,
she’s
a
nurse
and
she
works
in
a
hospital.
Present
the
word
“nurse”
on
the
PPT
and
teach
it.
(课件出示:nurse的相关内容)
T:
n/n/-ur/??/-se/s/,
nurse/n??s/.
Present
a
picture
of
the
hospital
to
help
students
understand
the
meaning
of
“hospital”.
（课件出示:医院的图片）
T:
My
aunt
works
in
a
hospital,
too.
But
she
is
not
a
nurse.
(课件出示:一位女医生的图片)
She’s
a...
Present
the
word
“doctor”
on
the
PPT
and
teach
it.
(课件出示:doctor的相关内容)
T:
d/d/-o/?/-c/k/-t/t/-or/
?
(r)/,
doctor//.
Write
down
the
words
“nurse,
doctor”
on
the
blackboard.
Play
the
recording
of
the
two
words.
(出示课件)
Let
students
read
them
after
the
recording.
Ask
students
to
read
the
words
in
groups
with
actions.
For
example:
nurse
(Do
the
action
of
holding
an
injector.)
doctor
(Do
the
action
of
holding
a
stethoscope.)
2.
Teach
the
words
“driver,
farmer”.③
Present
Sarah’s
uncle’s
photo
on
the
PPT
and
ask
the
question:
What’s
Sarah’s
uncle’s
job?
Ss:
He’s
a
football
player.
T:
Great!
My
uncle
is
not
a
football
player.
He
drives
a
taxi.
He
is
very
helpful.
What’s
his
job?
Lead
students
to
guess
the
word
“driver”
with
the
help
of
teacher’s
body
movement.
Some
students
may
speak
in
Chinese.
Write
down
the
word
“driver”
on
the
blackboard
and
teach
it.
（课件出示:driver的相关内容）
T:
dr/dr/-i/a?/-v/v/-er/
?
(r)/,
driver//.
Let
students
read
after
the
recording
and
read
it
one
by
one
or
in
a
row.
(出示课件)
Present
a
picture
of
a
farmer
on
the
PPT.
（课件出示:
一位农民的图片）④
T:
Sarah’s
grandpa
is
very
strong.
He
works
on
a
farm.
What’s
his
job?
Lead
students
to
guess
the
word
“farmer”.
Some
students
may
speak
in
Chinese.
Write
down
the
word
“farmer”
on
the
blackboard
and
teach
it.
（课件出示:farmer的相关内容）
T:
f/f/-ar/ɑ?/-m/m/-er/
?
(r)/,
farmer//.
Let
students
read
after
the
recording
and
read
it
one
by
one
or
in
a
row.
（出示课件）
Present
some
occupational
nouns
similar
to
“driver,
farmer”.
Get
students
to
try
to
read
and
find
out
what
the
words
have
in
common.
3.
Teach
the
word
“cook”.⑤
Present
a
picture
of
a
cook
on
the
PPT.
（课件出示:
一位厨师的图片）
T:
Look
at
the
man.
He
looks
like
a
farmer.
But
he
is
not
a
farmer.
Listen.
What’s
his
job?
(课件出示:菜入油锅和炒菜的声音)
Lead
students
to
guess
the
word
“cook”.
Some
students
may
speak
in
Chinese.
Write
down
the
word
“cook”
on
the
blackboard
and
teach
it.
（课件出示:cook的相关内容）
T:
c/k/-oo/?/-k/k/,
cook/k?k/.
Let
students
read
after
the
recording.
（出示课件）Ask
some
students
to
read
aloud.
T:
The
nurse
and
the
doctor
can
protect
our
health.
The
driver
can
drive.
They
can
do
many
things
for
us.
They
are
helpful!
Write
down
the
sentence
“They
are
helpful!”
on
the
blackboard
and
teach
the
word
“helpful”.（课件出示:helpful的相关内容）
T:
help/help/-ful/ful/,
helpful/helpful/.
Ask
students
to
read
the
sentence.
4.
Watch
the
cartoon
and
read.
Play
the
cartoon
of
“Let’s
learn”.（课件出示:教材P62
Let’s
learn板块的视频）
Let
students
read
after
the
recording.
Remind
them
to
pay
attention
to
the
pronunciation
and
the
intonation.
Ask
students
to
listen
again
and
point
out
the
words
they
hear
as
they
read
after
the
recording.
5.
Act
out
the
dialogue.⑥
Show
the
picture
of
“Let’s
learn”.
(课件出示:教材P62
Let’s
learn板块的图片)
Take
out
the
headdresses
of
Chen
Jie
and
Sarah.
Let
students
act
out
the
dialogue
in
pairs.
Chen
Jie:
What’s
your...’s
job?
Sarah:
My...is
a/an...
Step
3:
Practice⑦
1.
Play
a
game—
“I
point,
you
say.”
Point
to
the
words
on
the
blackboard
quickly.
Let
students
read
them
loudly.
2.
Play
a
game—“What’s
missing?”
Show
all
the
word
cards
of
jobs
to
students.
Ask
students
to
close
their
eyes，
and
take
out
one
card
from
the
word
cards.
Then
let
students
open
their
eyes.
Show
them
the
word
cards
again.
T:
What’s
missing？
Let
students
say
the
missing
word
quickly.
Reward
the
student
who
guesses
quickly
and
correctly.
3.
Play
a
game—
“Stand,
stand,
stand!”
Choose
five
students
to
go
to
the
front
of
the
classroom.
Let
each
student
squat
down
with
a
word
card.
Then
lead
students
to
play
the
game.
（游戏说明:座位上的一位学生说出句子“I’m
a/an...”。蹲在前面的五个人中，拿着相应图卡的学生马上站起来，举起图卡并将该单词大声读三遍。如果没有及时站起来，或者站起来的不是持有正确单词图卡的学生，则出局，再寻找其他的学生替换。）
4.
Ask
and
answer.⑧
Show
some
word
cards
of
family
members
and
jobs.
Take
out
a
card
randomly
and
ask
students
to
practice.
T:
If
I
show
you
the
word
cards
“mother”
and
“nurse”,
boys
must
ask,
“What’s
your
mother’s
job?”
Then
girls
answer,
“She
is
a
nurse.”
Step
4:
Consolidation
&
Extension
1.
Let’s
play.⑨
（1）Present
the
five
pictures
of
“Let’s
play”
on
the
PPT.
(课件出示:教材P62
Let’s
play板块的图片)
Ask
students
to
say
out
the
words
of
jobs
in
the
pictures
in
turn，
and
do
actions
to
act
out
the
jobs.
（2）A
boy
does
the
action
and
the
other
boys
ask,
“What’s
his
job?”
Girls
guess
the
job
with
the
sentence
structure
“He’s
a/an...”
Then
exchange.
2.
Make
a
survey
in
groups.⑩
Let
students
ask
the
jobs
of
family
members
in
the
groups
with
the
sentence
structure
“What’s
your...’s
job?”
and
make
a
survey
according
to
the
chart.
（活动说明:如果出现了不会的职业类名词，学生可以先用中文代替。教师在巡视过程中给以帮助和补充。）
?板书设计
?作业设计
1.
Copy
the
words
learned
in
this
lesson
five
times.
2.
Investigate
the
jobs
of
friends
or
relatives.
3.
Do
the
exercises.
?教学反思
1.
本课主要是学习五个表示职业的单词和询问某人职业的句型及其回答。教学新课前，用歌曲和对话的方式帮助学生复习了上节课所学的知识，为后面的授课做了铺垫。
2.
结合课件和师生互动，复习旧知并导入新课，将新授单词融入句型教学中，利用图片引入单词，灵活操练，并在学习新词的基础上进行句型操练。
3.
通过“I
point,
you
say.”“What’s
missing?”“Stand,
stand,
stand!”这三个游戏，将单词的拼写、读音和词义进行匹配操练。通过“看单词创编对话”的活动将单词和核心句型穿插融合，灵活操练。一系列活动过程由易到难，趣味性强。
4.
运用TPR活动完成Let’s
play的教学，加强了学生对新知识的掌握。在小组中完成调查表格，进一步加深了学生对单词和句型的理解与运用。
?Teaching
Contents
&
Teaching
Aims
Let’s
learn
?·Be
able
to
listen,
speak
and
read
the
words
“doctor,
cook,
driver,
farmer,
nurse”.
?·Be
able
to
use
the
five
words
of
jobs
correctly
in
context.
?·Be
able
to
understand
the
meaning
of
the
sentence
“They’re
helpful!”
in
real
context.
Lead
students
to
establish
the
concept
of
occupational
equality.
Let’s
play
?·Be
able
to
imitate
the
symbolic
actions
of
the
five
occupations
in
the
activity.
Be
able
to
ask
and
answer
about
the
occupation
with
the
key
sentence
structures
“—What’s
his/her
job?
—He’s/She’s
a/an...”
correctly.
?Teaching
Priorities
·Be
able
to
listen,
speak
and
read
the
words
“doctor,
cook,
driver,
farmer,
nurse”,
and
use
them
correctly.
·Be
able
to
use
sentence
structures
“—What’s
his/her
job?
—He’s/She’s
a/an...”flexibly.
?Teaching
Difficulties
·Be
able
to
ask
and
answer
about
the
jobs
of
their
family
members
correctly.
?Teaching
Procedures
Teaching
Stages
Teacher’
s
Activities
Students’
Activities
Teaching
Purposes
Warm-up
&Lead-in
1.
Greetings.2.
Free
talk
and
lead-in.
1.
Greetings.2.
Introduce
family
members
to
each
other
in
groups.
Free
talk
can
stimulate
students’
language
expression
desire.
Presentation
1.
Teach
the
words
“nurse,
doctor”.Play
the
recording.
Learn
the
words
“nurse,
doctor”.
Read
after
the
recording
and
read
the
words
in
groups
with
actions.
Have
a
good
grasp
of
the
meanings
and
pronunciations
of
the
words
by
comparing.
2.
Teach
the
words
“driver,
farmer”.Play
the
recording.
Learn
the
words
“driver,
farmer”.
Read
after
the
recording
and
read
one
by
one
or
in
a
row.
Through
discussion
and
listening,
make
students
get
a
deeper
understanding
of
the
meanings
and
pronunciations
of
new
words.
3.
Teach
the
word
“cook”.Play
the
recording.
Help
students
understand
the
sentence
“They’re
helpful!”
Learn
the
word
“cook”
and
the
sentence
“They’re
helpful!”Read
after
the
recording.
Read
the
sentence.
The
teaching
of
vocabulary
was
accompanied
with
emotional
education.
4.
Watch
the
cartoon
and
read.
Play
the
cartoon.
Read
after
the
recording.Listen
again
and
point
out
the
words
they
hear
as
they
read
after
the
recording.
Get
the
exact
pronunciations
of
new
words
by
reading.
Deepen
students’
understanding
and
memory
by
imitating.
5.
Act
out
the
dialogue.Show
the
picture
of
“Let’s
learn”.
Take
out
the
headdresses
of
Chen
Jie
and
Sarah.
Act
out
the
dialogue
in
pairs.
Make
sure
students
can
read
the
dialogue
correctly
and
fluently.
（续表）
Teaching
Stages
Teacher’
s
Activities
Students’
Activities
Teaching
Purposes
Practice
1.
Play
a
game—
“I
point,
you
say.”Point
to
the
words
on
the
blackboard
quickly.2.
Play
a
game
—
“What’s
missing?”Show
all
the
word
cards
of
jobs
and
take
out
onecard
from
them.3.
Play
a
game
—
“Stand,
stand,
stand!”
1.
Read
the
words
loudly.2.
Say
the
missing
word
quickly.3.
Play
the
game.
Help
students
become
familiar
with
the
spellings,
pronunciations
and
meanings
of
the
new
words.
4.
Ask
and
answer.Show
the
word
cards
andmake
an
explanation.
Make
a
new
dialogue
according
to
the
cards
taken
out
by
the
teacher.
Review
the
key
words
and
sentence
structures
in
this
lesson
to
summarize
and
consolidate
the
knowledge.
Consolidation&Extension
1.
Let’s
play.Lead
students
to
complete
the
activity.2.
Make
a
survey
in
groups.Give
help
andsupplement
to
students.
1.
Say
out
the
words
of
jobs
and
do
actions
to
act
out
the
jobs.2.
Ask
and
answer
in
groups,
and
make
a
survey.
Through
the
activity
of
TPR,
train
the
coordination
of
students
in
hands,
eyes
and
brains.Help
students
master
the
target
language.
Homework
1.
Copy
the
words
learned
in
this
lesson
five
times.2.
Investigate
the
jobs
of
friends
or
relatives.3.
Do
the
exercises.
Teaching
purpose①
让学生用学过的句子，结合全家福照片，在小组中自由交流，激发学生的语言表达欲望，快速导入教学。
Teaching
purpose②
运用上节课学过的对话，自然亲切地创设真实有效的教学情境。
采用对比的方式教学“nurse”和“doctor”，帮助学生掌握其词义及读音。
Teaching
purpose③
通过观察并讨论图片，让学生先对新授知识有直观的认识，再通过认真倾听获取信息，对新单词的词义和读音有更深的认识，最后通过对driver和farmer的比较，归纳并掌握更多的符合这种构词规则的职业类名词。
Teaching
purpose④
以图片及音频相结合的方式呈现新单词，让学生从多角度感知新的教学内容。通过做与职业相关的动作，听与职业相关的声音，降低学习的难度，加深对新词的理解。通过拼读教学法与跟读获取新单词的准确读音，使学生在模仿中加深对新词的理解和记忆。
Teaching
purpose⑤
适时地进行情感教育，帮助学生树立职业平等的观念，培养其为家人职业而自豪的情感。
Teaching
purpose⑥
在掌握新单词和核心句型的基础上，通过角色扮演来表演对话，让学生在真实情景中灵活运用语言，体验学习的乐趣。
Teaching
purpose⑦
通过不同的操练活动，帮助学生认读单词，将单词的读音、拼写与词义结合起来。
Teaching
purpose⑧
通过这个活动，使学生重温本课的重点单词与句型，起到复习、巩固的效果。
Teaching
purpose⑨
通过TPR活动，训练手、眼、脑的配合。一方面能帮助学生进一步理解职业的特征，另一方面使学生巩固职业类单词的读音、词义。
Teaching
purpose⑩
通过小组活动，让学生在进行调查时不断使用目标语言，以达到熟练掌握的目的。
4
7The
third
period（第三课时）
Part
A
Let’s
spell
?教学内容与目标
课时教学内容
课时教学目标
Let’s
spell
·能够根据a,
e,
i,
o,
u,
a-e,
i-e,
o-e,
u-e,-e的发音规则读出单词·能够通过对比a,
e,
i,
o,
u的长、短音，听录音选词，强化已学的发音规则·能够跟读歌谣，在有节奏的吟唱中强化学习上述发音规则·能够按照示范例词的提示，从歌谣中找出符合上述发音规则的单词
?教学重点
1.
能够感知并归纳元音字母a,
e,
i,
o,
u在开音节及闭音节中的发音规则。
2.
能够读出符合a,
e,
i,
o,
u发音规则的单词。
?教学难点
能够根据单词的读音拼写出符合发音规则的单词。
?教学准备
1.预习本课时的相关内容。
2.PPT课件?录音?视频等。
?教学过程
Step
1:
Warm-up
&
Revision
&
Lead-in①
1.
Greetings.
2.
Read
a
chant.
Show
a
chant
on
the
PPT.
Ask
students
to
read
it
with
the
teacher
together.
3.
Lead-in.②
Show
a
picture
of
a
cat
on
the
PPT.
（课件出示:
一只猫的图片）Then
ask
students
to
discuss
what
they
see.
T:
What’s
this?
Ss:
It’s
a
cat.
T:
Yes!
It’s
a
cute
cat.
Step
2:
Presentation③
1.
Listen
and
chant.
(1)①Present
the
picture
on
the
PPT.
（课件出示:教材P60
Listen
and
chant部分中猫的头部图片）
Play
the
recording
of
the
sentence
“We
like
the
cat!”
（出示课件）
At
the
same
time,
present
two
options
“cat/
cut”
on
the
PPT.
（出示课件）
Ask
students
to
spell
it
according
to
the
pronunciation
of
“cat”,
like
this:
/k/-/?/-/t/,
/k?t/.
And
choose
the
right
word
“cat”.
Emphasize
that
“a”
sounds
/?/
in
“cat”.
Read
the
words
“cat,
cut”
in
class,
and
compare
the
sounds
of
the
two
words:
cat/k
t/,
cut/k?t/.
②Present
the
picture
on
the
PPT.
（课件出示:教材P60
Listen
and
chant部分中猫左右两手空着的图片）
Lead
students
to
say，“Oh,
the
cat
is
cute!”
Then
present
two
options
“cut/cute”
on
the
PPT.
（出示课件）
Ask
students
to
spell
it
according
to
the
pronunciation
of
“cute”,
like
this:
/k/-/ju:
/-/t/,
/kju:t/.
And
choose
the
right
word
“cute”.
Emphasize
that
“u-e”
sounds
/ju:/
in
“cute”.
Read
the
words
“cut,
cute”
in
class,
and
compare
the
sounds
of
the
two
words:
cut/k?t/,
cute/kju:t/.
③Present
the
picture
on
the
PPT.
(课件出示:教材P60
Listen
and
chant部分中猫右手拿蛋糕的图片)
Play
the
recording
of
the
sentence
“He’s
got
a
cake!”
（出示课件）
At
the
same
time,
present
two
options
“cake
/Coke”
on
the
PPT.
（出示课件）
Ask
students
to
spell
it
according
to
the
pronunciation
of
“cake”,
like
this:
/k/-/e?/-/k/,
/ke?k/.
And
choose
the
right
word
“cake”.
Emphasize
that
“a-e”
sounds
/e?/
in
“cake”.
Read
the
words
“cake,
Coke”
in
class,
and
compare
the
sounds
of
the
two
words:
cake/
ke?k
/,
Coke/k??k/.
④Point
at
the
rose
on
the
cake
in
the
picture
and
say,
“A
red
rose
on
the
cake!”
Ask
students
to
spell
the
two
words
according
to
the
pronunciations
of
“red”
and
“rose”,
like
this:
/r/-/e/-/d/,
/red/;
/r/-/??/-/z/,
/r??z/.
Read
the
phrase
“a
red
rose”
in
class.
⑤Present
the
picture
on
the
PPT.
(课件出示:教材P60
Listen
and
chant部分中猫左手拿一杯牛奶的图片)
Play
the
recording
of
the
phrase
“a
cup
of
milk”.
(出示课件)
Ask
students
to
spell
it
according
to
the
pronunciation
of
“milk”,
like
this:
/m/-/?/-/l/-/k/,
/m?lk/.
Read
the
phrase
“a
cup
of
milk”
in
class.
⑥Ask
the
question
“Do
you
like
the
cat?”
Lead
students
to
answer,
“Yes,
we
like
the
cat.”
Present
two
options
“like/lake”
on
the
PPT.
（出示课件）
Ask
students
to
spell
it
according
to
the
pronunciation
of
“like”,
like
this:
/l/-/a?/-/k/,
/la?k/.
Then
choose
the
right
word
“like”.
Emphasize
that
“i-e”
sounds
/aＩ/
in
“like”.
Read
the
words
“like,
lake”
in
class,
and
compare
the
sounds
of
the
two
words:
like/la?k/,
lake/le?k/.
(2)
Play
the
recording
of
“Listen
and
chant”.
(课件出示:教材P60
Listen
and
chant部分的音频)
First
let
students
listen
carefully
and
feel
the
melody
of
the
chant.
Then
ask
students
to
sing
the
chant
after
the
recording.
Chant
with
students
sentence
by
sentence.
2.
Sing
the
chant
freely.
Let
students
sing
the
chant
freely
with
clapping
their
hands.
3.
Act
out
the
chant
together.
Let
students
act
out
the
chant
in
pairs，then
ask
four
pairs
to
show
in
class.
Step
3:
Practice
1.
Read,
listen
and
circle.④
Ask
students
to
read
the
words
of
“Read,
listen
and
circle”
and
pay
attention
to
the
pronunciations
of
the
words.
Play
the
recording
of
this
part.
(课件出示:教材P60
Read,
listen
and
circle部分的音频)
Get
students
to
listen
to
the
recording
and
circle
the
correct
words.
Check
the
answers
in
class.
Answers:
1.
he;
men;
rice2.
had;
make;
nose3.
use;
cat;
mum
2.
Chant
again.
Group
and
write.⑤
Show
the
chart
of
“Chant
again.
Group
and
write”
on
the
PPT.
（课件出示:
教材P60
Chant
again.
Group
and
write部分的表格）
Get
students
to
sing
the
chant
in
groups
again
and
read
the
words
in
the
chart
by
themselves.
Then
let
them
complete
the
chart
in
groups.
Ask
a
group
to
show
their
answers
and
then
ask
other
students
to
add.
Write
down
students’
answers
on
the
blackboard.
3.
Classify
the
words.⑥
Show
lots
of
words
students
have
learned
on
the
PPT.
（出示课件）
Let
students
read
and
classify
them
according
to
the
example
words.
Check
the
answers.
Step
4:
Consolidation
&
Extension⑦
1.
Make
a
summary.
2.
Review
the
chant.
Play
the
recording
of
the
“Listen
and
chant”.
(出示课件)
Ask
students
to
sing
it
together.
?板书设计
?作业设计
1.
Read
the
words
and
the
chant
of
“Let’s
spell”
three
times
after
the
recording.
2.
Do
the
exercises.
?教学反思
1.
本课是一节语音复习课。主要教学元音字母a,
e,
i,
o,
u及a-e,
i-e,
o-e,
u-e,
-e的发音规则。在教学音标时，充分调动了学生的积极性，让学生在不断地感知和练习中自主总结发音规律。
2.
通过自编chant导入，将发音规则融入活泼的韵句中，激发了学生学习的兴趣。
3.
在小组和全班同学中进行“看图片，听录音，选单词”“拼读单词选单词”“chant表演”等活动，将所学知识运用于实践，提高了学生参与课堂学习的意识，调动了其学习热情。
4.
通过听一听，读一读，圈一圈，分一分等多种形式来反复练习，使学生在听、读中体会发音规律和拼写规律，并做到见词能读、听音能写。
?Teaching
Contents
&
Teaching
Aims
Let’s
spell
?·Be
able
to
read
the
words
according
to
the
pronunciation
rules
of
“a,
e,
i,
o,
u,
a-e,
i-e,
o-e,
u-e,
-e”.
?·Be
able
to
listen
and
choose
the
words
by
comparing
the
long
and
short
sounds
of
“a,
e,
i,
o,
u”.
?·Be
able
to
read
the
chant
after
the
recording
and
learn
the
pronunciation
rules
above
in
rhythmic
chant.
?·Be
able
to
identify
the
words
that
conform
to
the
pronunciation
rules
above
from
the
chant
according
to
the
example
words.
?Teaching
Priorities
·Be
able
to
perceive
and
summarize
the
pronunciation
rules
of
vowel
letters
“a,
e,
i,
o,
u”
in
open
and
closed
syllables.
·Be
able
to
read
the
words
that
conform
to
the
pronunciation
rules
of
“a,
e,
i,
o,
u”.
?Teaching
Difficulties
·Be
able
to
spell
the
words
that
conform
to
the
pronunciation
rules
according
to
their
pronunciations.
?Teaching
Procedures
Teaching
Stages
Teacher’
s
Activities
Students’
Activities
Teaching
Purposes
Warm-up&Revision&Lead-in
1.
Greetings.2.
Read
a
chant.3.
Lead-in.Show
a
picture
of
a
cat
and
ask
students
to
discuss
what
they
see.
1.
Greetings.2.
Read
the
chant
with
the
teacher.3.
Talk
about
the
picture.
Help
students
review
the
words
they
have
learned.Lead
students
to
perceive
the
chant
and
recall
the
pronunciations
of
the
example
words
by
discussing
the
picture.
Presentation
1.
Listen
and
chant.(1)
Show
the
pictures
and
play
the
recordings.Lead
students
to
notice
the
different
pronunciations
of
the
similar
words.(2)
Play
the
recording
of
“Listen
and
chant”.
(1)
Look
at
the
pictures
and
listen
to
the
recordings
to
distinguish
the
similar
words
in
each
group,
and
master
the
words.(2)
Listen
to
the
chant
carefully
and
feel
the
melody
of
it.
Then
sing
after
the
recording.
With
the
method
of
comparison,
deepen
students’
understanding
of
the
pronunciation
rules
of
the
vowel
letters.Read
after
the
recording
to
help
students
get
the
correct
pronunciation.
2.
Sing
the
chant
freely.
Sing
the
chant
freely
with
clapping
their
hands.
Let
students
practice
the
chant
in
the
way
they
like
to
achieve
the
goal
of
singing
the
chant
skillfully.
3.
Act
out
the
chant
together.
Act
out
the
chant
in
pairs
and
show
in
class.
By
acting
the
chant,
strengthen
the
pronunciation
rules
of
the
vowel
letters.
（续表）
Teaching
Stages
Teacher’
s
Activities
Students’
Activities
Teaching
Purposes
Practice
1.
Read,
listen
and
circle.Play
the
recording.
Then
check
the
answers
in
class.
Read
the
words.
Then
listen
to
the
recording
and
circle
the
correct
words.
Check
the
answers.
Help
students
distinguish
the
sounds
of
vowel
letters
in
the
open
and
closed
syllables.
2.
Chant
again.
Group
and
write.Show
the
chart.
Ask
students
to
complete
it.
Write
down
the
words
on
the
blackboard.
Sing
the
chant
in
groups
again
and
read
the
words
in
the
chart
by
plete
the
chart.
Help
students
review
and
consolidate
the
pronunciation
rules
of
the
vowel
letters
in
the
chart.
3.
Classify
the
words.Show
lots
of
words
students
have
learned
on
the
PPT.
Read
and
classify
the
words
according
to
the
example
words.
Help
students
better
master
the
pronunciation
rules
of
the
vowel
letters.
Consolidation&Extension
1.
Make
a
summary.2.
Review
the
chant.Play
the
recording
of
the
chant.
Sing
the
chant
together.
Help
students
further
consolidate
the
pronunciation
rules
of
the
vowel
letters.
Homework
1.
Read
the
words
and
the
chant
of
“Let’s
spell”
three
times
after
the
recording.2.
Do
the
exercises.
Teaching
purpose①
通过韵句唤醒学生的记忆，帮助学生复习学过的单词，引出即将在语音韵句中提到的“cat”。
Teaching
purpose②
通过讨论图片，引导学生预先感知韵句的内容，并回忆一些语音例词的读音。
Teaching
purpose③
运用课件，逐步呈现本部分小猫的图片。采用对比的方法，在师生对话中寻找该部分单词的语音特点。在卡通形象的呈现中展示单词，利用拼读规则找出每组单词的细微不同，加深学生对元音字母发音规则的理解，并掌握单词。在此基础上，听韵句，初步感知韵句内容。然后跟读，获取正确的语音。最后通过表演韵句，使学生以自己喜欢的方式操练韵句，以达到熟练说韵句的目的。
Teaching
purpose④
此活动让学生将单词的读音与词形结合起来，帮助学生区分元音字母在开音节与闭音节中发音方式的不同。
Teaching
purpose⑤
通过教师的引导与示范，帮助学生回忆表格中各元音字母的发音规则，并根据发音规则写出符合其发音规则的单词。通过拼写与拼读来进一步巩固其发音规则。
Teaching
purpose⑥
通过这个活动，让学生根据所给例词，将单词进行分类，区分其属于开音节发音规则还是闭音节发音规则。将字母与其发音匹配起来，帮助学生更好地掌握元音字母的发音规则。
Teaching
purpose⑦
通过语音韵句，帮助学生再一次巩固各元音字母的发音规则。
4
7Unit
6
Meet
my
family!
教材分析
本单元学习的主题是朋友之间如何互相了解对方的家庭情况。教学内容主要是通过谈论家庭成员及其职业来展开的。教学重点是能够听、说、认读核心句型“—How
many
people
are
there
in
your
family?
—Three.”“—Is
this
your
uncle?
—Yes,
it
is.
He’s
a
football
player.”“—What’s
your
aunt’s
job?
—She’s
a
nurse.”；能够听、说、认读单词和短语“parents,
cousin,
uncle,
aunt,
baby
brother,
doctor,
cook,
driver,
farmer,
nurse”。
教学目标
知识与能力目标:句型·能够听、说、认读句型“—How
many
people
are
there
in
your
family?
—Three.”“—Is
this
your
uncle?
—Yes,
it
is.
He’s
a
football
player.”“—What’s
your
aunt’s
job?
—She’s
a
nurse.”·能够在情景中运用句型“How
many
people
are
there
in
your
family?”询问并回答家中有几位家庭成员；能够在情景中恰当运用句型“My
family
has
six
people.”“But
that’s
only
five.”·能够在情景中运用句型“—Is
this
your…?
—Yes,
it
is.”“—What’s
your…’s
job?
—He’s/She’s
a…”询问并回答某人与说话方的亲属关系及其职业情况·能够按照意群朗读Read
and
write文段中的核心句型词汇·能听、说、认读单词和短语“parents,
cousin,
uncle,
aunt,
baby
brother,
doctor,
cook,
driver,
farmer,
nurse”·能够在语境中正确使用上述有关家庭成员和职业的单词或短语简单介绍家庭成员及其职业·能够在有意义的语境中抄写上述话题词汇语音·能够掌握a-e,
i-e,
o-e,
u-e,
-e在单词中的长音发音规则·能够对比掌握a,
e,
i,
o,
u的长、短音发音规则·能够根据发音规则正确读出生词，并能够按照示范例词的提示，从歌谣中找出符合a,
e,
i,
o,
u长、短音发音规则的单词情感态度?文化意识?学习策略目标:·能够体会并表达对家庭和生活的热爱之情·能够了解英语国家中家庭成员之间的称呼习俗·能够逐步做到见到符合a-e,
i-e,
o-e,
u-e,-e发音规则的单词能够拼读，听到符合发音规则的单词能够拼写
课时安排
第一课时:
Part
A
Let’s
talk
&
Let’s
count第二课时:
Part
A
Let’s
learn
&
Let’s
play第三课时:
Part
A
Let’s
spell第四课时:
Part
B
Let’s
talk
&
Draw
and
say第五课时:
Part
B
Let’
learn
&
Let’s
play第六课时:
Part
B
Read
and
write
&
Let’s
check
&
Let’s
sing
&
Part
C
Story
time
The
first
period(第一课时)
Part
A
Let’
s
talk
&
Let’s
count
?教学内容与目标
课时教学内容
课时教学目标
Let’s
talk
·能够在图片和教师的帮助下理解对话大意·能够用正确的语音、语调朗读对话，并能够进行角色扮演·能够在情景中运用句型“How
many
people
are
there
in
your
family?”询问并回答家中有几位家庭成员·能够在情景中恰当运用句型“My
family
has
six
people.”“But
that’s
only
five.”·能够在语境中理解生词“people,
but,
little,
puppy”的意思，并能够正确发音
Let’s
count
·能够通过“看图数数”活动，在语境中运用句型“How
many…are
there
in/on/near…the…?”询问并回答物品数量
?教学重点
1.
能够在图片和教师的帮助下理解对话大意；能够用正确的语音、语调朗读对话，并能够进行角色扮演。
2.
能够在情景中运用句型“How
many
people
are
there
in
your
family?”询问并回答家中有几位家庭成员。
?教学难点
1.
能够熟练掌握句型“How
many…are
there…?”的用法，并能在实际情景中运用。
2.
能够掌握句型“My
family
has
six
people.”“But
that’s
only
five.”并能进行初步运用。
?教学准备
1.预习本课时的相关内容。
2.PPT课件、课文录音、视频、实物、头饰、家庭照片等。
?教学过程
Step
1:
Warm-up
&
Revision①
1.
Greetings.
2.
Revision.
Use
the
number
of
fingers
and
school
supplies
to
review
the
knowledge.
T:
How
many
fingers/books/pens/…do
you
see?
Ss:
…
Ask
three
boys/four
girls
to
come
to
the
platform.
T:
How
many
boys/girls
are
there?
Ss:
Three.
/
Four.
Step
2:
Presentation
1.
Let’s
count.②
(1)
Show
the
picture
of
“Let’s
count”
on
the
PPT.
（课件出示:
教材P58
Let’s
count板块的图片）And
talk
about
it
with
the
sentence
structure
“How
many
apples/ants/birds/…are
there
on/in
the…?”
in
class.
(2)
Teach
the
word
“people”.
T:
Look
in
through
the
window.
How
many
people
are
there
in
the
family?
Write
down
the
word
“people”
on
the
blackboard
and
teach
it.
T:
p/p/-eo/
i:/-ple/pl/,
people
.
Then
help
students
answer
the
question.
Ss:
Three.
T:
Who
are
they?
Ss:
The
father,
the
mother
and
a
boy.
T:
Yes,
they’re
parents
and
the
son.
(3)
Teach
the
word
“parents”.
Tell
students
“a
father
+
a
mother=parents”.
Show
a
picture
of
parents.
(课件出示:父母亲的图片)
Lead
them
to
understand
what
“parents”
means.
T:
p/p/-a/e?/r/-en/
?n/-ts/ts/,
parents
.
Let
students
read
the
word
“parents”
several
times.
2.
Teach
the
new
sentence
structures.③
(1)
Ask
a
student
a
question:
How
many
people
are
there
in
your
family?
S1:
Three.
My
father(dad),
my
mother(mum)
and
me.
T:
You
can
also
say
“My
parents
and
me.”
Write
down
the
sentence
structures
“—How
many
people
are
there
in
your
family?
—Three.
My
parents
and
me.”
on
the
blackboard.
Lead
students
to
make
dialogues
with
the
question
“How
many
people
are
there
in
your
family?”
according
to
the
actual
situations.
First,
students
answer
with
the
number.
Then,
students
may
answer
with
the
words
like
brother,
sister,
grandfather(grandpa)
and
grandmother(grandma).
Ask
students
to
read
and
review
these
words.
(2)
Present
and
practice
the
sentence
structure
“My
family
has…people.”
T:
…’s
family
has
5
people.
What
about
you?
Ask
students
to
practice
the
sentence
structure
in
pairs.
Then
choose
some
students
to
introduce
their
families.
(3)
Present
a
survey
form
about
the
number
of
family
members.
(课件出示:家庭成员人数调查表)
Let
students
use
the
sentence
structures
to
carry
out
an
investigation
in
groups
of
four
and
report
the
results
of
the
survey.
Present
the
results
of
a
group
survey.
Point
to
the
largest
number
in
the
form
and
say,
“Wow！It’s
a
big
family!”
Then
point
to
the
smallest
number
and
say,
“But
that’s
only
three.”
Ask
students
to
guess
the
meaning
of
the
sentence
and
then
explain
the
meaning
of
“but”.
(4)
Take
out
a
photo
of
the
teacher’s
family.
Then
point
to
the
family
photo
and
ask
the
question.
T:
Look!
This
is
a
photo
of
my
family.
How
many
people
are
there
in
my
family?
Ss:
Five.
T:
No,
my
family
has
six
people.
This
is
my
father.
This
is
my
mother.
This
is
my
husband/wife.
This
is
my
little
baby
and
this
is
me.
(Point
to
the
pet.)
And
this
is
my
little
puppy.
Teach
the
words
“baby,
puppy”
and
ask
students
to
read
them.
Use
body
language
to
make
students
understand
the
meaning
of
“little”.
3.
Let’s
talk.④
Present
the
pictures
of
“Let’s
talk”
on
the
PPT.
（出示课件）
Lead
students
to
observe
the
pictures
and
predict
the
main
idea
of
the
dialogue.
Watch
the
cartoon
and
answer
the
questions.
Show
the
questions.
（出示课件）
Play
the
cartoon
and
ask
students
to
answer
the
questions.
(课件出示:教材P58
Let’s
talk板块的动画)
Let
students
try
to
underline
the
answers
in
the
book.
Q1:
How
many
people
are
there
in
Chen
Jie’s
family?
(Three.)
Q2:
How
many
people
are
there
in
Amy’s
family?
Five
or
six?
(Six.)
T:
Great!
Who
are
they
in
Chen
Jie’s
family?
Who
are
they
in
Amy’s
family?
Let’s
watch
the
cartoon
again.
Play
the
cartoon
again.
(出示课件)
Ask
students
to
try
to
underline
the
answers
in
the
book.
T:
Who
are
they
in
Chen
Jie’s
family?
You
can
answer
like
this:
Chen
Jie
says,
“My
parents
and
me.”
Ss:
Chen
Jie
says,
“My
parents
and
me.”
T:
Yes.
The
word
“parents”
here
means
“father
and
mother”.
“My
parents
and
me.”
means
“Chen
Jie,
her
father
and
her
mother.”
So
there
are
three
people
in
Chen
Jie’s
family.
T:
Who
are
they
in
Amy’s
family?
Ss:
Amy
says,
“My
dad,
my
mum,
my
sister,
my
baby
brother
and
me.”
“And
my
little
puppy!”
T:
Wonderful!
（3）Play
the
recording
of
the
dialogue.
(出示课件)
Ask
students
to
read
after
it
and
pay
attention
to
the
pronunciation
and
the
intonation.⑤
Then
show
the
sentences
related
to
the
dialogue
on
the
PPT.
Ask
students
to
fill
in
the
blanks
according
to
the
dialogue.
Step
3:
Practice⑥
1.
Read
the
dialogue
in
roles.
T:
Now,
who
wants
to
be
Amy?
Who
wants
to
be
Chen
Jie?
Let’s
read
it
in
roles.
2.
Act
out
the
dialogue
in
class.
Take
out
some
headdresses
and
ask
some
students
to
act
out
the
dialogue.
3.
Play
a
game
—
“3D
Family
Photos”.
Lead
students
to
work
in
groups
of
four.
One
student
introduces
his/her
family
members,
and
the
others
act
out
according
to
his/her
introduction
in
groups.
For
example:
S1:
Look,
this
is
a
photo
of
my
family.
This
is
my
grandpa.
S2:
Hi,
I’m
grandpa.
I’m
old.
(Act
with
body
language.)
S1:
This
is
my
dad.
S3:
Hi,
I’m
Dad.
I’m
tall
and
strong.
(Act
with
body
language.)
…
Step
4:
Consolidation
&
Extension⑦
Show
a
picture
of
Amy
on
the
PPT.
Introduce
her
family
by
using
the
sentence
structures
of
this
lesson.
Let
students
try
to
introduce
their
families
by
following
the
example.
Ask
students
to
practice
in
pairs.
Then
choose
four
students
to
show
in
class.
At
last,
select
the
best
introduction.
?板书设计
?作业设计
1.
Read
and
act
out
the
dialogue
of
“Let’s
talk”.
2.
Do
the
exercises.
?教学反思
1.
本课时主要学习谈论家庭成员。课程开始，由复习数字导入句型“How
many…?”，结合活动中的图片操练并运用句型。
2.
课程活动设计丰富，易操作，且具备层次感。从局部到整体，先学习对话中出现的新词、新句，为后面学习并理解对话扫清障碍，有效地提升了学生的核心素养。结合表格进行调查，并谈论家庭成员的情况，帮助学生理解核心句型的意义并学会运用。
3.
在对话教学时，从观察图片猜测内容，到预设问题粗读对话进行感知，经过听录音精读对话回答问题，最后通过填空补充对话，复述内容。一步一步，由浅入深，由易到难，符合教学规律。并且通过多种形式的朗读，帮助学生掌握对话，落实知识点。
?Teaching
Contents
&
Teaching
Aims
Let’s
talk
?·Be
able
to
understand
the
main
idea
of
the
dialogue
with
the
help
of
the
pictures
and
the
teacher.
?·Be
able
to
read
the
dialogue
with
the
correct
pronunciation
and
intonation
and
act
it
out
in
different
roles.
?·Be
able
to
use
the
sentence
structure“How
many
people
are
there
in
your
family?”in
situations
to
ask
and
answer
the
number
of
family
members.
?·Be
able
to
use
the
sentences“My
family
has
six
people.”“But
that’s
only
five.”appropriately
in
situations.
?·Be
able
to
understand
new
words
“people,
but,
little,
puppy”
in
context
and
pronounce
them
correctly.
Let’s
count
?·Be
able
to
use
the
sentence
structure“How
many...are
there
in/on/near...the...?”in
context
to
ask
and
answer
the
number
of
things
through
counting
activity.
?Teaching
Priorities
·Be
able
to
understand
the
main
idea
of
the
dialogue
with
the
help
of
the
pictures
and
the
teacher.
Be
able
to
read
the
dialogue
with
the
correct
pronunciation
and
intonation
and
act
it
out
in
different
roles.
·Be
able
to
use
sentence
structure
“How
many
people
are
there
in
your
family?”in
situations
to
ask
and
answer
the
number
of
family
members.
?Teaching
Difficulties
·Be
able
to
master
the
sentence
structure
“How
many…are
there…?”
adroitly
and
use
it
in
real
situations.
·Be
able
to
master
and
use
the
sentences
“My
family
has
six
people.”“But
that’s
only
five.”
?Teaching
Procedures
Teaching
Stages
Teacher’
s
Activities
Students’
Activities
Teaching
Purposes
Warm-up
&Revision
1.
Greetings.2.
Revision.Practice
the
sentence
structures
with
fingers
and
school
supplies.
1.
Greetings.2.
Answer
the
questions
and
practice
the
sentence
structures.
Attract
students’
attention
quickly.
Practice
the
sentence
structures
with
objects
and
characters
in
class.
Prepare
for
studying
the
key
sentence
structures
in
this
lesson.
Presentation
1.
Let’s
count.(1)
Show
the
picture
of
“Let’s
count”
and
talk
about
it
with
the
key
sentence
structure.(2)
Teach
the
word
“people”.(3)
Teach
the
word
“parents”.
(1)
Look
at
the
picture
and
talk
about
it.(2)
Answer
the
questions
and
learn
the
word
“people”.
(3)
Learn
the
word
“parents”.
Get
information
by
observing
the
picture
carefully.
Practice
the
key
sentence
structures
by
replacing
words.
2.
Teach
the
new
sentence
structures.(1)
Ask
a
student
a
question:
How
many
people
are
there
in
your
family?(2)
Present
and
practice
the
sentence
structure
“My
family
has…people.”(3)
Lead
students
to
complete
the
form.
Teach
the
word
“but”.(4)
Teach
the
words
“little,
baby,
puppy”
with
a
family
photo.
(1)
Answer
the
question
and
make
dialogues
according
to
the
actual
situations.(2)
Practice
the
sentence
structure
“My
family
has…people.”
in
pairs.
(3)
Use
the
sentence
structures
to
carry
out
an
investigation
in
groups
of
four
and
report
the
results.
Learn
the
word
“but”.(4)
Learn
the
words
“little,
baby,
puppy”.
Clear
the
way
for
studying
the
new
dialogue
by
learning
the
new
words
and
sentence
structures.
Improve
the
practicality
of
language
using
by
discussing
the
actual
situations
of
students.
（续表）
Teaching
Stages
Teacher’
s
Activities
Students’
Activities
Teaching
Purposes
Presentation
3.
Let’s
talk.(1)
Present
the
pictures
of
“Let’s
talk”
on
the
PPT.
Help
students
predict
the
main
idea
of
the
dialogue.(2)
Play
the
cartoon
twice
and
ask
some
questions.(3)
Play
the
recording.
Ask
students
to
read
the
dialogue
after
it.Show
the
sentences
related
to
the
dialogue
on
the
PPT.
Ask
students
to
fill
in
the
blanks.
(1)
Observe
the
pictures
and
predict
the
main
idea
of
the
dialogue.(2)
Watch
the
cartoon
twice.
Answer
the
questions.(3)
Read
the
dialogue
after
the
recording.
Fill
in
the
blanks
according
to
the
dialogue.
Stimulate
students’
interest
in
learning
new
knowledge
through
observing
pictures.
Use
the
questions
to
attract
students’
attention
and
help
students
learn
how
to
use
new
knowledge
in
specific
contexts.Make
sure
students
can
read
the
dialogue
with
the
correct
pronunciation
and
intonation.
Practice
1.
Read
the
dialogue
in
roles.
Ask
students
to
read
thedialogue
in
roles.
1.
Read
the
dialogue
in
roles.
Through
reading
the
dialogue
in
roles
and
different
forms
of
performing
activities,
let
students
further
understand
and
master
the
key
sentence
structures.
2.
Act
out
the
dialogue
in
class.Ask
students
to
act
out
the
dialogue
in
class.
2.
Act
out
the
dialogue
in
class.
3.
Play
a
game—
“3D
Family
Photos”.
3.
Work
in
groups
of
four.
One
student
introduces
his/her
family
members,
and
the
others
act
out.
Consolidation&Extension
Show
a
picture
of
Amy.Present
an
example.
Let
students
try
to
introduce
their
families
by
following
the
example.
Introduce
their
families
by
following
the
example.
Cultivate
students’
comprehensive
language
using
ability
by
introducing
their
families.
Homework
1.
Read
and
act
out
the
dialogue
of
“Let’s
talk”.2.
Do
the
exercises.
Teaching
purpose①
用英语对话快速吸引学生的注意力，营造良好的英语课堂氛围。通过谈论手指及学校用品的数量帮助学生复习数字的知识。运用课堂上的实物和人物，操练句型“How
many...?”,为学习本课的重点句型做准备。
Teaching
purpose②
先请学生认真观察图片，获取信息。然后请学生数一数，以替换词汇的方式练习重点句型。
Teaching
purpose③
在处理本课新授对话时，采用从处理局部语言到呈现完整对话的方式。先学习对话中出现的新词、新句，为后面学习并理解对话扫清障碍。同时利用教学资源，就学生的真实情况展开讨论，提高语言运用的实践性，也为完成下一步教学任务做好铺垫。
Teaching
purpose④
通过观察对话情景图片，初步猜测大意，激发学生对新知的学习兴趣。然后提出问题，激发学生的阅读兴趣。在阅读对话后，通过让学生回答问题帮助学生理解对话含义，学会在具体语境中运用新知。
Teaching
purpose⑤
通过跟读录音，帮助学生用正确的语音、语调朗读对话。通过构建语言框架，让学生根据对话原文填空，帮助学生充分理解课文内容。
Teaching
purpose⑥
通过分角色朗读对话和不同形式的表演活动，让学生进一步理解并掌握本课的重点句型，为学生能够熟练运用重点句型进行表达奠定基础。
Teaching
purpose⑦
通过课件的示范，让学生运用所学词汇及句型介绍自己的家庭，培养学生的综合语言运用能力。
4
7The
sixth
period（第六课时）
Part
B
Read
and
write
&
Let’s
check
&
Let’s
sing
&
Part
C
Story
time
?教学内容与目标
课时教学内容
课时教学目标
Read
and
write
·能够在图片的帮助下读懂小文段，并对照文后小图所提示的职业，判断文后四个问题的正误·能够在图片的帮助下，仿照示范例句，在四线三格中填充所缺少的单词·能够根据实际情况画简图，呈现家庭成员或朋友的外貌特征及职业，并仿照示范例句填充句子
Let’s
check
·检测单元核心句型，考查本单元关于家人和职业核心词汇的认读
Let’s
sing
·能够了解歌词意义并能够清晰准确地歌唱
Story
time
·能够在图片的帮助下理解故事内容，复习巩固有关职业的词汇和句型·能够在教师的帮助下表演故事
?教学重点
能够综合运用本单元的核心词汇和句型并按要求完成练习。
?教学难点
总结并复习本单元所学的主要知识，提高学生总结知识的能力。
?教学准备
1.预习本课时的相关内容。
2.PPT课件、课文录音、视频、家庭称呼类和职业类的单词卡片等。
?教学过程
Step
1:
Warm-up
&
Revision①
1.
Enjoy
a
song—My
family.
Play
the
song
twice.
(课件出示:教材P64
Let’s
sing板块的歌曲视频)
Ask
students
to
listen
to
it
and
then
sing
after
it.
At
last，
let
students
sing
the
song
together.
2.
Revision.
Take
out
the
word
cards
they
have
learnt
in
this
unit.
Show
students
the
word
cards
one
by
one.
Let
students
say
them
as
quickly
as
they
can.
Then
ask
students
to
talk
about
their
family
members
and
the
jobs
of
their
family
members
with
the
word
cards.
T:
What’s
your…’s
job?
Ss:
He’s/She’s
a/an…
Step
2:
Presentation
1.
Pre-reading.②
（1）Show
the
picture
of
“Read
and
write”
on
the
PPT.
(出示课件)
Talk
about
it
with
students.
T:
Look
at
the
picture.
It’s
a
picture
of
John’s
family.
How
many
people
are
there
in
the
picture?
Ss:
Five.
T:
Look
at
this
woman.
Can
you
say
something?
(Point
to
the
woman
on
the
right
in
the
picture.)
Lead
students
to
describe
her
with
the
sentence
“She’s
friendly.”
and
guess
her
job
with
the
sentence
structure
“She’s
a/an…”
(2)
Point
to
the
taller
man
in
the
picture.
T:
Look
at
this
man.
Can
you
say
something?
Lead
students
to
describe
him
with
the
sentence
“He’s
strong.”
and
guess
his
job
with
the
sentence
structure
“He’s
a/an…”
(3)
Draw
a
basketball
on
the
blackboard.
Show
a
picture
of
a
basketball
player.
(课件出示:一名篮球运动员的图片)
Lead
students
to
say
“basketball
player”
according
to
the
“football
player”.
Write
down
the
phrase
“basketball
player”
on
the
blackboard,
and
get
students
to
read
after
the
teacher.
（4）Point
to
another
man
in
the
picture.
Ask
students
to
describe
his
appearance
and
guess
his
job
with
the
pictures
of
a
cook’s
hat
and
a
spatula
on
the
PPT.
(出示课件)
Ss:
He’s
a
cook.
T:
Yes.
He
can
cook
so
many
kinds
of
food.
He
is
very
helpful.
(5)
Point
to
the
little
boy
John.
T:
Look,
this
is
John.
Can
you
say
something
about
him?
Ss:
He’s
friendly.
T:
Yes.
He
is
very
friendly.
What’s
his
job?
Is
he
a
basketball
player,
too?
Ss:
…
(Students
guess.)
Present
a
schoolbag
on
the
PPT
and
lead
students
to
answer
“No.”
(出示课件)
T:
He
likes
basketball.
But
he
isn’t
a
basketball
player.
He
is
a
student.
He
has
no
job.
Write
down
the
phrase
“no
job”
on
the
blackboard
and
teach
it.
2.
While-reading.③
Read
and
tick
or
cross.
(1)
Show
the
passage
of
“Read
and
write”.
(课件出示:教材P63
Read
and
write板块的短文内容)
Ask
students
to
predict
the
main
idea
of
the
passage.
(2)
Look
at
the
family
photo
in
the
book.
Lead
students
to
find
the
key
vocabulary
“mother,
teacher,
father,
basketball
player,
uncle,
cook,
aunt,
nurse”
in
the
passage.
(3)
Ask
students
to
observe
the
pictures
in
the
questions
carefully
in
the
book.
Lead
students
to
find
the
key
information
of
the
questions.
Then
let
students
read
the
passage
and
finish
the
task
of
“Read
and
tick
or
cross”.
Check
the
answers
together.
Answers:
×××√
(4)
Ask
the
question
“What’s
his/her
job?”
about
the
characters
in
the
pictures.
Ask
students
to
find
out
and
state
the
character’s
jobs
according
to
the
passage.
(5)
Be
“A
reading
star”.
Play
the
recording
of
the
passage.
(课件出示:教材P63
Read
and
tick
or
cross部分的音频)
Ask
students
to
read
after
it
and
imitate
with
the
correct
pronunciation
and
intonation.
Let
students
read
together,
then
read
the
passage
freely
in
groups.
Select
one
student
from
each
group
for
the
reading
contest.
The
best
reader
will
be
named
as
“A
reading
star”.
3.
Post-reading.④
Look
and
write.
(1)
Show
the
picture
of
the
driver
in
“Look
and
write”.
(出示课件)
T:
What’s
his
job?
T:
This
is
a
man.
So
we
say
“He
is
a…”
Ss:
He
is
a
driver.
Then
show
the
picture
of
the
doctor
in
“Look
and
write”.
(出示课件)
T:
What’s
this
man’s
job?
Ss:
He’s
a
doctor.
Write
down
the
sentence
structures
“—What’s
his
job?
—He’s
a/an…”
on
the
blackboard.
Remind
students
to
use
capital
letters
at
the
beginning
of
sentences.
And
ask
students
to
fill
in
the
blanks
in
the
book
as
required.
(2)
Show
the
picture
of
the
nurse
in
“Look
and
write”.
(出示课件)
T:
This
is
a
woman.
So
we
say
“She
is
a/an…”
Ss:
She
is
a
nurse.
Then
show
the
picture
of
the
farmer
in
“Look
and
write”.
(出示课件)
T:
What’s
this
woman’s
job?
Ss:
She’s
a
farmer.
Ask
students
to
fill
in
the
blanks
in
the
book.
(3)
Ask
students
to
draw
a
stick
figure
of
a
family
member
and
finish
the
imitative
writing
activity
in
the
book
independently.
Step
3:
Practice
1.
Listen
and
tick.⑤
Let
students
look
at
the
pictures
one
by
one.
(课件出示:教材P64
Listen
and
tick部分的图片)
Talk
about
the
pictures
with
students:
How
many
people
are
there
in
Picture
1/Picture
2?
(Four/Three.)
What’s
his
job
in
Picture
3/Picture
4?
(He’s
a
farmer/doctor.)
What’s
her
job
in
Picture
5/Picture
6?
(She’s
a
nurse/doctor.)
What’s
his
job
in
Picture
7/Picture
8?
(He’s
a
cook/basketball
player.)
Then
play
the
recording
and
ask
students
to
finish
the
task.
(出示课件)
Remind
students
to
pay
attention
to
the
key
vocabulary
while
listening.
Ask
students
to
retell
what
they
have
heard
or
say
the
key
vocabulary
they
have
heard.
Then
check
the
answers
in
class.
Answers:
P1;
P4;
P5;
P8
2.
Look
and
match.⑥
Show
the
pictures
of
“Look
and
match”
on
the
PPT.（课件出示:
教材P64
Look
and
match部分的图片）
Let
students
look
at
the
pictures.
Ask
them
to
read
the
text
in
the
book
carefully.
T:
Let’s
look
at
this
family.
How
many
people
are
there
in
this
family?
What
are
their
jobs?
Remind
students
to
pay
attention
to
the
key
words
while
reading
and
match
the
pictures
with
the
sentences.
Then
check
the
answers
together.
(出示课件)
Lead
students
to
chant
the
text
with
a
certain
rhythm.
Step
4:
Consolidation
&
Extension⑦
1.
Story
time.
(1)
Present
the
pictures
of
a
baseball
and
a
baseball
player
on
the
PPT.（课件出示:
一个棒球及一名棒球运动员的图片）
Teach
the
word
“baseball”
and
the
phrase
“baseball
player”.
Present
a
picture
of
a
taxi
driver
on
the
PPT
and
teach
the
phrase
“taxi
driver”.
(课件出示:一位出租车司机的图片)
Get
students
to
read
the
phrases
after
the
teacher
and
do
actions.
(2)
Play
the
cartoon.
(课件出示:教材P65
Story
time板块的动画)
(Help
students
understand
the
main
idea
of
the
story.)
Introduce
the
background
of
the
story
first.
T:
Some
animals
are
in
Zip’s
house.
They
look
at
Zip’s
family
photos
and
talk
about
the
people
in
the
photos.
Play
the
cartoon
again
and
ask
the
questions.
Check
the
answers.
Answers:
1.
Yes,
they
are.2.
He’s
a
cook.3.
It’s
Zip.
(3)
Play
the
recording
of
the
story.
(出示课件)
Ask
students
to
read
the
story
after
the
recording.
Remind
students
to
imitate
the
pronunciation
and
the
intonation
after
the
recording.
(4)
Ask
students
to
act
out
the
story
in
groups.
Then
choose
two
or
three
groups
to
perform
on
the
platform.
And
select
the
best
group.
2.
Sing
the
song
together.⑧
Play
the
song
—My
family.
(出示课件)
Let
students
sing
it
in
two
groups.
Show
the
second
paragraph
of
the
song
on
the
PPT.
Ask
students
to
learn
to
sing
it.
Then
lead
students
to
make
some
new
parts
of
the
song
according
to
the
real
situations.
?板书设计
?作业设计
1.
Complete
the
composition
of
“My
family”
with
the
key
vocabulary
and
sentence
structures.
2.
Sing
the
song
to
your
parents.
3.
Do
the
exercises.
?教学反思
1.
本课时是在基本掌握本单元重点词汇和句型的基础上进行的阅读、练习测试与复习课。
2.
在阅读教学过程中，将知识点的难点在阅读前进行细化。阅读中教师指导学生抓住几个问题的关键词，并通过听录音、读课文,把短文的重点句子找出来，阅读后，轻松完成活动。既减轻了学生的压力，也活跃了课堂气氛。
3.
在整个教学过程中运用游戏、图片、录音等教学手段，充分让学生参与课堂活动。学生的参与意识很强，完成效果也不错。
4.
通过引导学生开展练习、操练句型、完成任务，加深了学生对句型的印象，也培养了学生继续学习英语的兴趣。
?Teaching
Contents
&
Teaching
Aims
Read
and
write
?·Be
able
to
read
and
understand
the
passage.
And
be
able
to
finish
the
task
of
“Read
and
tick
or
cross”
according
to
the
pictorial
prompts.
?·Be
able
to
fill
in
the
missing
words
with
the
pictures
following
the
examples.
?·Be
able
to
present
the
required
content
with
stick
figures
according
to
the
actual
situation,
and
fill
in
the
sentences
following
the
examples.
Let’s
check
?·Check
the
key
sentence
structures
in
the
unit.
Examine
the
reading
of
the
key
vocabulary
about
family
and
jobs
in
this
unit.
Let’s
sing
?·Be
able
to
understand
the
meaning
of
the
lyrics
and
be
able
to
sing
it
clearly
and
accurately.
Story
time
?·Be
able
to
understand
the
story
with
the
pictures,
review
and
consolidate
the
vocabulary
and
sentence
structures
related
to
the
occupations.
?·Be
able
to
act
out
the
story
with
the
help
of
the
teacher.
?Teaching
Priorities
·Be
able
to
use
the
key
vocabulary
and
sentence
structures
of
this
unit
synthetically,
and
complete
the
exercises
as
required.
?Teaching
Difficulties
·Summarize
and
review
the
main
points
learned
in
this
unit.
Improve
students’
ability
of
summarizing
knowledge.
?Teaching
Procedures
Teaching
Stages
Teacher’
s
Activities
Students’
Activities
Teaching
Purposes
Warm-up
&Lead-in
1.
Enjoy
a
song—My
family.Play
the
song
twice.2.
Revision.Take
out
the
word
cards.
Show
the
word
cards
one
by
one.
1.
Listen
to
the
song
and
sing
after
it.
Sing
the
song
together.2.
Say
the
words
quickly.Then
talk
about
family
members
and
the
jobs
of
their
family
members
with
the
word
cards.
Stimulate
students’
interest
in
learning.Review
the
key
words
and
sentence
structures
in
this
unit.
Presentation
1.
Pre-reading.Show
the
picture
of
“Read
and
write”
and
talk
about
it
with
students.Teach
the
phrases
“basketball
player,
no
job”.
Talk
about
the
characters
in
the
picture
and
understand
the
meanings
of
the
phrases
“basketball
player,
no
job”.
Review
the
knowledge
they
have
learned
and
remove
the
obstacles
in
the
passage.
2.
While-reading.Read
and
tick
or
cross.(1)
Show
the
passage
of
“Read
and
write”
on
the
PPT.(2)
Lead
students
to
find
the
key
vocabulary.(3)
Ask
students
to
observe
the
pictures
and
finish
the
task
in
this
section.
Check
the
answers.(4)
Ask
the
question
“What’s
his/her
job?”
about
the
characters
in
the
pictures.(5)
Be
“A
reading
star”.
(1)
Predict
the
main
idea
of
the
passage.(2)
Find
the
key
vocabulary
in
the
passage.(3)
Observe
the
pictures
and
finish
the
task.
Check
the
answers.(4)
State
the
character’s
jobs
according
to
the
passage.(5)
Read
the
passage
in
different
ways.
Compete
to
be
“A
reading
star”.
Cultivate
students’
ability
of
obtaining
and
processing
information.
Improve
students’
reading
skills.
3.
Post-reading.Look
and
write.Show
the
pictures
in
this
section
on
the
PPT
one
byone.Ask
students
to
fill
in
the
blanks.Ask
students
to
draw
a
stick
figure
of
a
family
member
and
finish
the
imitative
writing
activity
in
the
book.
Talk
about
the
pictures
andfill
in
the
blanks
in
thebook.Draw
a
stick
figure
of
afamily
member.
And
finishthe
imitative
writingactivity
in
this
sectionindependently.
Make
sure
students
can
correctly
understand
the
sentences
and
recognize
the
words.
Cultivate
students’
awareness
of
standardized
writing.
（续表）
Teaching
Stages
Teacher’
s
Activities
Students’
Activities
Teaching
Purposes
Practice
1.
Listen
and
tick.Lead
students
to
look
at
the
pictures
and
talk
about
them
with
students.Play
the
recording.
Check
the
answers.
Look
at
the
picture
and
talk
with
the
teacher.
Listen
to
the
recording
and
finish
the
task.Retell
or
say
the
content
they
have
heard.Check
the
answers.
Help
students
get
into
the
habit
of
obtaining
information
before
listening.
2.
Look
and
match.Show
the
pictures.
Lead
students
to
read
the
text
and
complete
the
matching
task.
Look
at
the
pictures
and
read
the
text
carefully.Finish
the
matching
task.Chant
the
text
with
a
certain
rhythm.
Check
whether
students
can
read
and
understand
the
sentences
correctly.Increase
students’
interest
in
reading
passages.
Consolidation&Extension
1.
Story
time.(1)
Teach
the
phrases
“baseball
player,
taxi
driver”
with
pictures.(2)
Play
the
cartoon
twice.
Ask
the
questions.(3)
Play
the
recording.(4)
Ask
two
or
three
groups
of
students
to
perform.
(1)
Observe
the
pictures
and
learn
the
phrases.(2)
Watch
the
cartoon
twice
and
answer
the
questions.(3)
Read
the
story
after
the
recording.(4)
Ac
t
out
the
story
in
groups.
Improve
students’
participation
and
help
students
experience
a
sense
of
achievement
in
learning.
2.
Sing
the
song
together.Play
the
song,
and
show
the
second
paragraph
of
the
song.
Then
let
students
make
some
new
parts
of
the
song
according
to
the
real
situations.
Sing
the
song
in
two
groups.Make
some
new
parts
of
the
song
according
to
the
real
situations.
Let
students
review
the
key
words
and
sentence
structures
of
this
unit
to
achieve
the
purpose
of
making
a
summary
through
the
song.
Homework
1.
Complete
the
composition
of
“My
family”
with
the
key
vocabulary
and
sentence
structures.2.
Sing
the
song
to
your
parents.3.
Do
the
exercises.
Teaching
purpose①
首先通过歌曲，激发学生学习的兴趣。再借助单词卡片，帮助学生复习学过的家庭称呼类和职业类的词汇。讨论学生家人的职业，以帮助他们复习本单元的重点句型，并为下一环节的学习做准备。
Teaching
purpose②
在预读中，先让学生观察图片，结合图片中的人物，师生展开对话，描述外貌特征，猜测职业。既能复习旧知，又能扫清小文段中的障碍，为后面的阅读和任务的完成奠定基础。
Teaching
purpose③
首先让学生粗读文段，预测短文大意，并找出短文的关键词汇；然后观察问题里的图片，感知图片内容，找出问题的关键信息，培养学生自主阅读获取信息和处理信息的能力。最后模仿录音并跟读，引导学生按照正确的语音、语调朗读短文。
Teaching
purpose④
先引导学生观察图片，复习并熟练运用核心句型。让学生根据自己观察到的图片内容来选择正确的单词进行填空，检验学生能否正确地理解句子、认读单词。最后在个性化书写中，让学生发散思维，正确运用并书写核心句型，让学生在使用中巩固所学知识。
Teaching
purpose⑤
在完成听力练习之前，先引导学生观察图片获取信息，养成在做听力题目之前先获取信息的习惯。
Teaching
purpose⑥
这个活动检验学生能否正确认读句型并理解重点词汇和句型的意思。带韵律的吟唱能增加文段朗读的趣味性。
Teaching
purpose⑦
在故事中根据学生能力水平的不同制定不同的目标，学生在多媒体及教师的帮助下，可以分别达到以下层次：理解故事内容；理解并朗读故事；能理解并表演故事等。最大范围地扩大学生的参与度，并让学生们在这个拓展环节体会到学习的成就感。
Teaching
purpose⑧
以重温歌曲的方式结束课程，补充歌曲的第二段歌词，编创后面歌词，让学生通过歌曲来回忆本单元重点词汇和核心句型,以达到总结的目的。
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