The
sixth
period(第六课时)
Part
B
Read
and
write
&
Let’s
check
&
Let’s
wrap
it
up
&
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
·学生能够在图片的帮助下读懂电子邮件并完成判断正误的活动·学生能够写出三个描述自己能或不能做什么的句子
Let’s
check
·学生能够听前先看表格内容，推测考查点，然后有意识地去听材料，根据所听的信息进行判断，完成练习·学生能够独立完成听录音补全句子的练习
Let’s
wrap
it
up
·学生能够了解“play”与文体活动名称的搭配规则
Story
time
·学生能够在图片的帮助下理解故事内容，复习巩固单元核心句型“What
can
you
do?”“Can
you…?”·学生能够流利、正确地朗读故事，并能够在教师的帮助下表演故事
?教学重点
1.学生能够读懂Read
and
write板块的电子邮件，并完成相应的任务。
2.学生能够听懂Let’s
check板块的录音，并完成相应任务。
3.学生能够了解“play”与文体活动名称的搭配规则。
?教学难点
学生能够写出三个描述自己能或不能做什么的句子。
?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、头饰等。
?教学过程
Step
1:
Warm-up
&
Revision
&
Lead-in①
1.
Greetings.
2.
Play
a
game:
Magic
eyes.
(出示课件)
Show
some
pictures
one
by
one.
Every
picture
has
a
part
covered.
Ask
students
to
look
carefully
and
try
to
speak
out
the
right
word
or
phrase
as
soon
as
possible.
The
first
one
who
speaks
out
the
right
word
or
phrase
can
get
a
gift.
The
words
and
phrases
are
the
key
vocabulary
in
this
unit.
3.
Play
a
game:
Rock,
scissors,
cloth.
(游戏说明:同桌两人一组，进行“石头剪刀布”的游戏。赢的同学用
“What
can
you
do?”提问，输的同学则用
“I
can…”来回答。)
4.
Talk
about
the
best
friend.
The
teacher
shows
a
picture
of
his/her
best
friend.
Briefly
introduce
this
friend.
T:
This
is
my
best
friend.
He/
She
is
friendly/
tall/…
He/
She
can
speak
English
/…
He
/She
can’t…
Who’s
your
best
friend?
Is
he
/she
tall/…?
What
can
he
/she
do?
Let
students
talk
with
each
other
in
pairs.
Ask
several
students
to
introduce
their
best
friends
to
the
class.
5.
Lead-in.
T:
Do
you
want
a
new
friend?
Lead
students
to
answer.
Then
show
a
picture
of
the
QQ
message
page.
(出示课件)
Point
to
the
mail
icon.
T:
Oh,
I’ve
got
an
email.
Write
down
the
word
“email”
on
the
blackboard.
Lead
students
to
read
it
three
times.
Ask
students
to
read
the
word
by
the
game
“Drive
a
train”.
Show
the
picture
of
Robin.
(出示课件)
T:
Robin
sends
this
email
to
me.
He
wants
to
be
our
new
friend.
What
do
you
know
about
Robin?
Lead
students
to
guess
Robin’s
characteristics
and
abilities.
Let
student
try
to
briefly
introduce
Robin
from
these
two
aspects.
Step
2:
Presentation②
1.
Fast
reading.
Ask
students
to
read
the
email
quickly
and
try
to
find
out
the
sentences
about
Robin’s
characteristics
and
abilities.
2.
Careful
reading.
(1)
Ask
students
to
read
the
email
carefully
for
the
second
time,
and
try
to
answer
the
questions.
Ask
students
to
answer
the
questions.
Then
show
the
answers.
Lead
students
to
read
the
questions
and
the
answers
once.
(2)
Show
the
chart
about
what
Robin
can
/
can’t
do.（出示课件）Ask
students
to
complete
the
chart.
Check
the
answers
together.
Show
the
answers.
(出示课件)
(3)
Show
the
content
of
“Tick
or
cross”
in
“Read
and
write”.
(出示课件)
Ask
students
to
complete
the
task
in
this
section.
Check
the
answers
together.
Encourage
students
to
correct
the
wrong
sentences
according
to
the
email.
3.
Listen,
read
and
write.
(1)
Play
the
recording
of
“Read
and
write”.
(出示课件)
Ask
students
to
try
to
read
after
it.
Let
students
practice
reading
the
email
by
themselves
and
pay
attention
to
the
pronunciation
and
the
intonation.
(2)
Ask
students
to
fill
in
the
blanks
on
the
PPT
and
try
to
repeat
the
email.
Invite
several
students
to
repeat
the
email.
The
one
who
does
a
good
job
can
get
a
gift.
(3)
T:
Do
you
want
to
be
Robin’s
friend?
Let
students
answer
and
briefly
talk
about
the
reasons.
Remind
students
to
introduce
themselves
from
two
aspects:
characteristics
and
abilities.
Lead
students
to
complete
personalized
writing
in
their
books.
Ask
students
to
complete
the
first
and
the
second
sentences.
Then
let
them
write
a
whole
sentence
about
themselves
independently.
Show
a
model
on
the
PPT.
Walk
around
to
check
students’
handwriting
and
spellings.
Give
guidance
when
it’s
necessary.
Ask
students
to
talk
about
the
sentences
they
have
written
in
groups.
Then
ask
several
students
to
read
their
sentences
in
class.
Evaluate
students.
Step
3:
Practice
1.
Write
an
email
to
Robin.③
(1)
Show
an
email
template.
Lead
students
to
learn
the
format
of
it.
Explain
how
to
write
and
send
an
email
step
by
step.
Stress
the
word
“send”
by
pointing
to
the
corresponding
icon.
And
ask
students
to
pay
attention
to
the
email
addresses
of
the
recipient
and
the
sender.
Tell
students
that
if
they
want
to
send
an
email
to
Robin,
they
should
send
the
email
at
robin@.
Write
down
“want”
“send”
and
“at”
on
the
blackboard.
Lead
students
to
read
these
words
several
times.
(2)
Encourage
students
to
write
an
email
to
Robin.
They
can
use
the
email
template
on
the
PPT
for
help.
(3)
Show
some
students’
emails
to
the
class.
Correct
the
mistakes
together.
2.
Let’s
check.④
(1)
Listen
and
tick
or
cross.
①Show
the
chart
in
“Let’s
check”.
(出示课件)
Ask
students
to
observe
the
chart
and
predict
the
content
of
the
listening.
②Play
the
recording.
(出示课件)
Ask
students
to
listen
carefully
and
catch
the
key
information,
such
as
“play
basketball”
“No,
I
can’t.”
“play
ping-pong”
“Yes.”
“play
ping-pong
together”.
Then
ask
students
to
tick
or
cross
in
the
corresponding
positions.
③Play
the
recording
again.
Check
the
answers
together.
(出示课件)
(2)
Fill
in
the
blank.
①Lead
students
to
describe
the
content
of
the
chart
like
these:
John
can
play
basketball.
John
can
play
ping-pong.
Zhang
Peng
can
play
ping-pong.
Ask
students
to
find
out
the
activity
John
and
Zhang
Peng
can
do
together.
Lead
students
to
say
“John
and
Zhang
Peng
can
play
ping-pong
together.”
②Ask
students
to
fill
in
the
blank
in
“Let’s
check”.
Walk
around
to
check
their
handwriting.
Show
the
listening
material
and
the
answer.
(出示课件)
Help
students
understand
this
section
better.
③Encourage
students
to
say
what
sports
they
can
do
and
try
to
find
the
partners
they
can
play
with
together.
3.
Let’s
wrap
it
up.⑤
(1)
Show
the
pictures
of
“play
football”
“play
basketball”
and
“play
ping-pong”.
(出示课件)
Ask
students
to
speak
out
the
phrases.
Write
them
down
on
the
blackboard.
(2)
Show
the
pictures
of
“play
the
pipa”
“play
the
erhu”
and
“play
the
piano”.
(出示课件)
Ask
students
to
speak
out
the
phrases.
Write
them
down
on
the
blackboard.
(3)
Ask
students
to
observe
the
two
groups
of
phrases
on
the
blackboard.
Lead
students
to
find
out
the
rules:
The
phrases
in
the
first
group
are
all
about
playing
ball
games.
There
is
no
“the”
in
these
phrases.
The
phrases
in
the
second
group
are
all
about
playing
musical
instruments.
There
is
“the”
in
these
phrases.
Show
the
pictures
of
“Let’s
wrap
it
up”
to
help
students
better
understand
the
rules.
(出示课件)
(4)
Ask
students
to
complete
the
exercises.
Check
the
answers.
(5)
Show
more
pictures
about
recreational
and
sports
activities,
such
as
“play
volleyball”
“play
tennis”
“play
the
guitar”
“play
the
violin”
and
so
on.
(出示课件)
Encourage
students
to
say
the
right
phrases
and
try
to
classify
them
correctly.
Step
4:
Consolidation
&
Extension⑥
“Story
time”
1.
Ask
some
questions.
Show
the
pictures
of
a
rat
and
a
snake.
(出示课件)
T:
What
can
the
rat
do?
What
can
the
snake
do?
Ask
some
students
to
express
their
opinions.
T:
A
snake
meets
a
clever
rat
and
wants
to
eat
it.
Can
the
rat
get
away?
Let’s
read
the
story
and
see.
2.
Read
and
answer.
Ask
students
to
read
the
story
and
try
to
find
out
the
answer
“Yes,
the
rat
can
get
away.”
3.
Watch
and
answer.
Show
the
questions:
①What
is
the
tasty
food?
②Can
the
rat
sing?
③Can
the
rat
dance?
④Can
the
rat
swim?（出示课件）
Play
the
cartoon
of
the
story.
(出示课件)
Ask
students
to
watch
the
cartoon
carefully
and
answer
the
questions.
Ask
students
to
answer
these
questions.
Then
show
the
answers.
(出示课件)
Check
the
answers
together.
4.
Watch
again
and
learn.
Give
two
more
questions:
①Can
the
rat
swim
away?
②Is
the
snake
silly?
Play
the
cartoon
of
the
story
again.
(出示课件)
Let
students
read
the
story
after
the
recording
and
try
to
get
the
answers.
Lead
students
to
say
the
answers:
①Yes,
the
rat
can
swim
away.
②Yes,
the
snake
is
silly.
Use
body
language
and
the
picture
in
the
book
to
help
students
understand
the
meaning
of
“Don’t
throw
me
into
the
lake.”
T:
But
the
snake
throws
the
rat
into
the
lake.
So
the
snake
is
fooled
by
the
rat.
“silly”
means
“not
smart/clever”.
5.
Read
and
role-play.
Ask
students
to
practice
reading
the
story
in
pairs.
Take
out
the
headwear
of
a
snake
and
a
rat.
Ask
several
pairs
to
role-play
the
story.
Encourage
the
other
students
to
evaluate
their
performances.
Select
the
best
performing
pair.
Give
them
praise
and
awards.
6.
Emotional
education.
Help
students
to
know:
Don’t
panic
when
in
danger.
Use
the
wisdom
to
solve
problems.
?板书设计
?作业设计
1.
Review
the
key
words,
phrases
and
sentence
patterns
in
this
unit.
2.
Do
the
exercises.
?教学反思
1.本节课主要是对本单元内容的综合复习和训练，培养学生听、说、读、写等多方面的能力。
2.在阅读部分，学生既学习了课本知识，又训练了阅读能力和运用所学词汇和句型的能力。本部分还加入了适当的拓展，在拓展中学生学习了本课需要掌握的词汇，进一步加强了综合语言运用能力。
3.听力部分对学生的听和写等能力进行了有效的训练。
4.引导学生自己观察、总结“play”与文体活动名称搭配的规则，充分发挥了学生学习的主体地位。
5.趣味阅读部分给课堂增添了乐趣，学生在学习知识的同时，也学会了机智地解决问题。
6.板书简洁清晰，重点突出，一目了然。
?Teaching
Contents
&
Teaching
Aims
Read
and
write
?·Be
able
to
understand
the
email
with
the
help
of
the
picture
and
complete
the
activity
of
judging
the
sentences.
?·Be
able
to
write
three
sentences
to
describe
what
they
can
do
or
can’t
do.
Let’s
check
?·Be
able
to
look
at
the
chart,
predict
the
test
point
and
then
listen
to
the
recording
purposefully
to
judge
and
complete
the
exercises.
?·Be
able
to
complete
the
sentence
independently
after
listening.
Let’s
wrap
it
up
·Be
able
to
know
the
collocation
rules
of
“play”
with
ball
games
and
musical
instruments.
Story
time
·Be
able
to
understand
the
story
with
the
help
of
pictures,
review
and
consolidate
the
core
sentence
patterns
of
the
unit.
·Be
able
to
read
the
story
fluently
and
correctly,
and
act
out
the
story
with
the
help
of
the
teacher.
?Teaching
Priorities
·Be
able
to
understand
the
email
of
“Read
and
write”
and
complete
the
exercises.
·Be
able
to
understand
the
recording
of
“Let’s
check”
and
complete
the
exercises.
·Be
able
to
know
the
collocation
rules
of
“play”
with
ball
games
and
musical
instruments.
?Teaching
Difficulties
·Be
able
to
write
three
sentences
to
describe
what
they
can
do
or
can’t
do
independently.
?Teaching
Procedures
Teaching
Stages
Teacher’
s
Activities
Students’
Activities
Teaching
Purposes
Warm-up&Revision&Lead-in
1.
Greetings.2.
Play
a
game:
Magic
eyes.Show
some
pictures.
3.
Play
a
game:
Rock,
scissors,
cloth.Explain
the
rules.4.
Talk
about
the
best
friend.5.
Lead-in.Lead
in
the
new
lesson
and
teach
the
word
“email”.
1.
Greetings.2.
Play
the
game:
Magic
eyes.
3.
Play
the
game:
Rock,
scissors,
cloth.4.
Talk
about
and
introduce
their
best
friends.5.
Learn
the
word
“email”.
Guess
Robin’s
characteristics
and
abilities.
Help
students
review
the
words,
the
phrases
and
the
sentence
patterns
learned
before.
Help
them
have
a
preliminary
understanding
of
the
new
word
in
this
lesson.
Lead
students
to
make
predictions
before
reading.
Presentation
1.
Fast
reading.Ask
students
to
read
the
email
quickly.
Find
out
the
sentences
about
Robin’s
characteristics
and
abilities.
Through
the
three-step
reading
method,
students
can
gradually
understand
the
email.
Expand
the
exercises
on
the
basis
of
finishing
the
textbook
exercises,
which
can
train
students’
learning
abilities
and
problem-solving
skills.
2.
Careful
reading.(1)
Ask
some
questions.(2)
Let
students
complete
the
chart.(3)
Ask
students
to
tick
or
cross.
(1)
Answer
the
questions.(2)
Complete
the
chart.
(3)
Complete
the
task.
3.
Listen,
read
and
write.(1)
Play
the
recording.
(2)
Let
students
fill
in
the
blanks
on
the
PPT.
Invite
several
students
to
repeat
the
email.(3)
Lead
students
to
complete
the
personalized
writing
in
their
books.
Check
students’
handwriting
and
spellings.
(1)
Read
after
the
recording.
(2)
Fill
in
the
blanks
on
the
PPT.
Repeat
the
email.(3)
Complete
the
personalized
writing.
Talk
about
their
work
and
read
in
class.
Practice
1.
Write
an
email
to
Robin.(1)
Teach
the
knowledge
about
emails
and
teach
the
new
words.(2)
Encourage
students
to
write
an
email
to
Robin.
(3)
Show
some
students’
emails
to
the
class.
(1)
Learn
the
knowledge
about
emails
and
learn
the
new
words.(2)
Try
to
write
an
email
to
Robin.
(3)
Learn
from
some
students’
emails.
Lead
students
to
learn
how
to
recognize,
write
and
send
an
email,
and
encourage
students
to
reply
to
Robin.
Expand
students’
knowledge
and
realize
the
application
of
language
in
practice.
2.
Let’s
check.(1)
Listen
and
tick
or
cross.
①Show
the
chart
on
the
PPT.②Play
the
recording.③Check
the
answers.
①Predict
the
content.②Listen
and
catch
the
key
information.
Tick
or
cross.③Check
the
answers.
Through
listening
and
completing
the
exercises,
train
students’
listening
abilities
and
consolidate
the
key
sentence
patterns
of
the
unit.
Encourage
students
to
find
partners
to
play
with
by
communication,
which
increases
the
understanding
between
students
and
deepens
their
friendship.
(2)
Fill
in
the
blank.①Lead
students
to
describe
the
content
of
the
chart.②Ask
students
to
fill
in
the
blank.③Encourage
students
to
say
what
sports
they
can
do.
①Describe
the
content
of
the
chart.②Fill
in
the
blank.③Find
the
partners
they
can
play
with
together.
3.
Let’s
wrap
it
up.(1)
Show
the
pictures
of
playing
balls.
(2)
Show
the
pictures
of
playing
musical
instruments.(3)
Lead
students
to
observe
and
find
out
the
rules.(4)
Let
students
complete
the
exercises
in
this
section.(5)
Provide
more
pictures.
(1)
Read
out
the
phrases.(2)
Read
out
the
phrases.(3)
Observe
and
find
out
the
rules.(4)
Complete
the
exercises
in
this
section.(5)
Say
the
right
phrases
and
try
to
classify
them
correctly.
Lead
students
to
find
out
the
rules
in
comparison
and
give
full
play
to
students’
dominant
position.
Add
some
pictures
to
help
students
master
the
knowledge
further.
Consolidation&Extension
“Story
time”1.
Ask
some
questions.2.
Read
and
answer.Ask
students
to
read
the
story
and
answer
a
question.3.
Watch
and
answer.Provide
four
questions.
Play
the
cartoon.4.
Watch
again
and
learn.
Ask
two
more
questions.
Play
the
cartoon
of
the
story
again.
Teach
the
sentence
and
the
word.
5.
Read
and
role-play.6.
Emotional
education.
1.
Express
their
opinions.2.
Read
the
story
and
find
the
answer.3.
Watch
the
cartoon
and
answer
the
questions.4.
Watch
the
cartoon
again
and
answer
the
two
questions.
5.
Read
the
story
in
pairs
and
role-play
it.6.
Emotional
education.
Be
able
to
understand
the
story
with
the
help
of
pictures.
Help
students
review
and
consolidate
the
core
language
of
this
unit.
And
increase
the
input
of
language.
Homework
1.
Review
the
key
words,
phrases
and
sentence
patterns
in
this
unit.2.
Do
the
exercises.
Teaching
purpose①
通过几个活动让学生复习之前所学的单词、词组和句型。通过展示QQ和邮件图片，让学生对本课新词有初步的了解。引导学生在阅读之前先对内容进行预测，培养阅读技巧。
Teaching
purpose②
通过三步阅读法，帮助学生逐步了解邮件内容。在完成课本练习的基础上进行适当的拓展，锻炼学生的学习能力和解题技巧。
Teaching
purpose③
在课本的基础上拓展有关电子邮件的知识，引导学生学习如何写和发送电子邮件，并鼓励学生给Robin回复一封电子邮件，
拓展学生的知识面，实现语言在实际中的运用。
Teaching
purpose④
通过听录音并完成练习的活动，不仅可以训练学生的听力，也可以巩固本单元的重点句型。鼓励学生通过交流找到可以一起玩的伙伴，增加学生之间的了解，加深友情。
Teaching
purpose⑤
引导学生在对比中发现规则，充分发挥学生的主体地位。呈现更多图片，使学生在练习中进一步掌握知识点。
Teaching
purpose⑥
使学生在图片的帮助下理解故事内容，复习巩固本单元的核心语言，增加语言的输入。
4
9The
second
period
(第二课时)
Part
A
Let’s
learn
&
Do
a
survey
?教学内容与目标
课时教学内容
课时教学目标
Let’s
learn
·学生能够听、说、读、写五个关于课余文化活动的词汇“dance,
sing
English
songs,
do
kung
fu,
play
the
pipa,
draw
cartoons”·学生能够在语境中正确运用上述词汇
Do
a
survey
·学生能够分组用英语调查各自能做的事情，然后填写调查表
?教学重点
1.
学生能够听、说、读、写上述五个关于课余文化活动的词汇。
2.
学生能够在情景中询问某人能做什么并作答。
?教学难点
学生能够在语境中正确运用重点词汇和核心句型。
?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、单词卡片、自制道具等。
?教学过程
Step
1:
Warm-up
&
Revision
&
Lead-in①
1.
Greetings.
2.
Let’s
chant.
(课件出示:下面的chant)
Ask
students
to
stand
up
and
chant
after
the
teacher.
And
ask
them
to
do
the
actions
at
the
same
time.
T:
Run,
run,
I
can
run.
Ss:
Run,
run,
I
can
run.
(Do
the
action
of
running.)
T:
Jump,
jump,
I
can
jump.
Ss:
Jump,
jump,
I
can
jump.
(Do
the
action
of
jumping.)
T:
Sing,
sing,
I
can
sing.
Ss:
Sing,
sing,
I
can
sing.
(Do
the
action
of
singing.)
T:
Draw,
draw,
I
can
draw.
Ss:
Draw,
draw,
I
can
draw.
(Do
the
action
of
drawing
pictures.)
…
3.
Play
a
game:
Find
your
partner.
(游戏说明:教师准备一些单词卡片，如rabbit,
bird,
pig,
jump,
fly,
eat。将学生分成六个小组，并将单词卡片随机分给六个小组。拿到动物单词卡片的小组使用句型“What
can
you
do,
…?
”来提问，拿到动词卡片的小组则根据问句中动物的名称判断自己的动词是否符合该动物的动作特征，如果不符合就保持沉默，如果符合，则使用句型“I
can…”来回答。如rabbit匹配jump,
bird匹配fly,
pig匹配eat。匹配正确的两个小组成为彼此的好搭档，并且每个小组都能获得一颗星奖励，问错或匹配错误的小组没有奖励。)
4.
Lead-in.
T:
The
animals
can
do
many
things.
I
can
do
many
things,
too.
What
can
I
do?
Try
to
guess!
Encourage
students
to
express
their
opinions.
Step
2:
Presentation
1.
Learn
the
new
word
and
phrases.②
(1)
Act
like
singing
a
song.
T:
What
can
I
do?
Lead
students
to
say:
You
can
sing.
Then
the
teacher
sings
an
English
song.
T:
What
songs
can
I
sing?
Lead
students
to
say:
You
can
sing
English
songs.
Write
down
the
phrase
“sing
English
songs”
on
the
blackboard.
Lead
students
to
read
it
three
times.
And
present
the
sentence
pattern
“I
can…”
on
the
blackboard,
too.
Lead
students
to
practice
the
sentences:
I
can
sing.
I
can
sing
English
songs.
(2)
In
the
same
way,
use
body
language
to
teach
the
word
“dance”.
Write
down
the
word
“dance”
on
the
blackboard.
Lead
students
to
read
it
three
times.
And
lead
students
to
practice
the
sentence:
I
can
dance.
(3)Take
out
a
picture
of
a
pipa
and
say:
I
have
a
pipa.
Hold
the
picture
and
act
like
playing
the
pipa.
At
the
same
time,
play
a
short
sound
of
pipa
on
the
PPT.
(出示课件)
T:
What
can
I
do?
Lead
students
to
say:
You
can
play
the
pipa.
Write
down
the
phrase
“play
the
pipa”
on
the
blackboard.
Lead
students
to
read
it
three
times.
And
lead
students
to
practice
the
sentence:
I
can
play
the
pipa.
Present
some
pictures
of
more
Chinese
and
Western
musical
instruments
(such
as
erhu,
guzheng,
piano,
violin…)
and
their
corresponding
phrases.
(出示课件)
Help
students
know
more
kinds
of
musical
instruments.
Lead
them
to
read
the
corresponding
phrases:
play
the
erhu,
play
the
guzheng,
play
the
piano,
play
the
violin
and
so
on.
Stress
the
word
“the”
in
front
of
these
musical
instruments
in
red
colour.
Lead
students
to
understand
that
the
noun
for
an
instrument
is
preceded
by
“the”.
(4)
Show
a
short
video
of
the
movie
Kung
Fu
Panda.
(出示课件)
Let
students
try
to
say
the
name
of
this
movie.
T:
The
panda
in
the
movie
can
do…
Lead
students
to
say
the
phrase
“kung
fu”.
Then
act
like
doing
kung
fu.
T:
What
can
I
do?
Lead
students
to
say:
You
can
do
kung
fu,
too.
Write
down
the
phrase
“do
kung
fu”
on
the
blackboard.
Lead
students
to
read
it
three
times.
And
lead
students
to
practice
the
sentence:
I
can
do
kung
fu.
(5)
Show
some
pictures
of
different
cartoon
characters.
T:
Do
you
like
cartoons?
Ss:
Yes,
I
do.
Then
act
like
drawing
pictures.
T:
What
can
I
do?
Ss:
You
can
draw
pictures.
Take
out
some
brief
strokes
of
different
cartoon
characters.
T:
Look!
I
can
draw…
Lead
students
to
say
the
word
“cartoons”.
Write
down
the
phrase
“draw
cartoons”
on
the
blackboard.
Lead
students
to
read
it
three
times.
And
lead
students
to
practice
the
sentence:
I
can
draw
cartoons.
2.
Read
and
make
new
dialogues.③
(1)
Read
the
word
and
the
phrases.
①Show
the
pictures
of
“Let’s
learn”.
(出示课件)
First,
ask
students
to
observe
the
pictures.
Then
let
them
read
the
word
and
the
phrases
after
the
recording.
(出示课件)
Encourage
students
to
do
the
corresponding
actions
at
the
same
time.
②Take
out
the
cards
of
these
vocabulary
randomly.
Ask
students
to
read
them
out
loudly.
③Ask
one
student
to
come
to
the
platform
and
take
all
the
cards
in
his/
her
hands.
The
teacher
says
a
word
or
a
phrase
at
a
time.
The
student
should
choose
the
right
card
and
hand
it
up.
The
others
read
the
word
or
phrase
loudly.
(2)
Read
the
dialogue.
Divide
students
into
two
groups.
Let
all
the
girls
read
Miss
White’s
sentence
and
all
the
boys
read
Mike’s
sentence.
Write
down
the
sentence
patterns
“—What
can
you
do?
—I
can…”
on
the
blackboard.
(3)
Make
your
own
dialogue.
①Let
students
work
in
pairs.
Ask
students
to
use
the
word
and
the
phrases
in
this
part
and
try
to
ask
and
answer
by
using
the
sentence
patterns
on
the
blackboard.
②Ask
some
pairs
to
show
their
dialogues
by
the
game
“Drive
a
train”.
Step
3:
Practice④
1.
Play
a
game:
Simon
says.
(游戏说明:教师发指令，学生做动作。如果教师在指令前说了Simon
says，学生就要做出相应的动作；如果教师只说指令，学生则保持不动。例如，教师说“Simon
says，sing
English
songs.”，学生唱英文歌；如果教师说“Sing
English
songs.”，学生保持不动。以此方法多轮操练本课重点词汇。)
2.
Play
a
game:
A
two-man
comic
show.
(游戏说明:两个学生一组，模仿双簧的场景。其他同学问“What
can
you
do?”，躲在后面的学生大声回答，坐着的学生做出相应的动作。分组进行比拼，优秀的小组可以得到一颗星作为奖励。)
Step
4:
Consolidation
&
Extension⑤
“Do
a
survey”
1.
Show
the
chart
of
“Do
a
survey”
on
page
39.
(出示课件)
Ask
students
to
read
all
the
key
word
and
phrases
in
the
chart.
Encourage
students
to
say
more
activities.
Write
them
down
on
the
blackboard.
Ask
students
to
write
them
below
the
chart
in
their
books.
2.
Present
the
dialogue
between
John
and
Zhang
Peng.
(出示课件)
T:
What
can
Zhang
Peng
do?
Ask
students
to
find
out
the
answer.
Then
tick
in
the
corresponding
grid.
3.
Work
in
groups.
First,
students
write
down
all
the
group
members’
names
on
the
first
row
of
the
chart.
Then
ask
and
answer
as
the
example
of
John
and
Zhang
Peng.
Tick
in
the
corresponding
grids
according
to
the
answers.
4.
Make
a
model
with
a
student.
Write
the
name
of
this
student
on
the
first
row
of
the
chart.
Then
ask
and
answer
like
this:
T:
What
can
you
do?
S1:
I
can
sing
English
songs
and
play
the
pipa.
Tick
in
the
corresponding
grids
about
these
two
activities
under
this
student’s
name.
Then
ask
students
to
complete
their
charts.
After
they
complete
the
chart,
lead
students
to
report
their
survey
result
in
groups
like
this:
S1
can…
S2
can…
S3
can…
At
last,
invite
several
students
to
show
their
results
in
class.
Each
good
group
can
get
two
stars.
5.
Count
the
number
of
stars
of
each
group.
Find
out
the
best
group
in
this
lesson.
?板书设计
?作业设计
1.
Write
down
the
key
word
and
phrases
on
the
exercise
book.
2.
Do
the
exercises
?教学反思
1.
本节课从听、说、读、写多方面入手，培养学生的综合语言运用能力。
2.
本节课的活动多以说为主，让学生在活动中学，在活动中说，增加了课堂的趣味性，也提高了学生的学习积极性。
3.
充分利用多种教学手段，课堂活动的设计环节紧凑，教学过程连贯、自然，符合学生的认知特点。
4.
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
learn
·Be
able
to
listen,
speak,
read
and
write
the
word
and
the
phrases
“dance,
sing
English
songs,
do
kung
fu,
play
the
pipa,
draw
cartoons”.
·Be
able
to
use
the
word
and
the
phrases
above
correctly.
Do
a
survey
·Be
able
to
work
in
groups
to
investigate
what
they
can
do
in
English
and
then
complete
the
chart.
?Teaching
Priorities
·Be
able
to
listen,
speak,
read
and
write
the
word
and
the
phrases
above.
·Be
able
to
ask
someone
what
he/she
can
do
and
answer
the
question
in
a
situation.
?Teaching
Difficulties
·Be
able
to
correctly
use
the
key
vocabulary
and
sentence
patterns
in
context.
?Teaching
Procedures
Teaching
Stages
Teacher’
s
Activities
Students’
Activities
Teaching
Purposes
Warm-up&Revision&Lead-in
1.
Greetings.2.
Let’s
chant.3.
Play
a
game:
Find
your
partner.4.
Lead-in.Encourage
students
to
guess
what
the
teacher
can
do.
1.
Greetings.2.
Chant
after
the
teacher
and
do
the
actions.3.
Play
the
game.
Find
their
partner
by
asking
and
answering
questions.4.
Guess
what
the
teacher
can
do.
Lead
student
to
review
some
simple
verbs
and
the
key
sentence
patterns
they
have
learned
before
in
a
relaxing
and
interesting
way.
The
class
atmosphere
is
active
and
students
are
happy,
so
that
this
lesson
has
a
good
start.
Presentation
1.
Learn
the
new
word
and
phrases.(1)
Sing
an
English
song
to
teach
the
phrase
“sing
English
songs”.
(2)
Use
body
language
to
teach
the
word
“dance”.(3)
Use
the
picture,
body
language
and
a
short
sound
to
teach
the
phrase
“play
the
pipa”.
Show
more
pictures
of
Chinese
and
Western
musical
instruments.
(4)
Use
a
short
video
of
a
movie
and
body
language
to
teach
the
phrase
“do
kung
fu”.(5)
Use
the
pictures,
body
language
and
brief
strokes
of
different
cartoon
characters
to
teach
the
phrase
“draw
cartoons”.
(1)
Learn
the
phrase
“sing
English
songs”
and
practice
it.
(2)
Learn
the
word
“dance”
and
practice
it.(3)
Learn
the
phrase
“play
the
pipa”
and
practice
it.
Know
more
kinds
of
musical
instruments.(4)
Learn
the
phrase
“do
kung
fu”
and
practice
it.(5)
Learn
the
phrase
“draw
cartoons”
and
practice
it.
The
teaching
of
the
new
vocabulary
is
mainly
presented
through
body
language,
pictures,
multi-media
and
other
auxiliary
means.
Let
students
feel
the
real
situation
and
deepen
their
understanding
and
memory
of
the
key
word,
phrases
and
sentence
patterns.
2.
Read
and
make
new
dialogues.(1)
Let
students
read
the
word
and
the
phrases.①Show
the
pictures.
Ask
students
to
observe
the
pictures.
Then
let
them
read
the
word
and
the
phrases
after
the
recording.②Ask
students
to
read
the
word
and
the
phrases
according
to
the
cards.③Say
a
word
or
a
phrase
at
a
time.
①Observe
the
pictures.
Read
the
word
and
the
phrases
after
the
recording.②Read
the
word
and
the
phrases
according
to
the
cards.③One
student
should
choose
the
right
card
and
hand
it
up
according
to
the
word
or
the
phrase.
The
others
read
the
word
or
the
phrase
on
the
card
loudly.
Integrate
words
into
sentences
and
dialogues
to
teach
vocabulary.
Improve
students’
learning
abilities.
(2)
Ask
students
to
read
the
dialogue.
Read
the
dialogue.
(3)
Let
students
make
their
own
dialogues.①Let
students
ask
and
answer
by
using
the
word,
the
phrases
and
the
sentence
patterns.②Ask
some
pairs
to
show
their
dialogues
by
the
game“Drive
a
train”.
①Ask
and
answer
by
using
the
word,
the
phrases
and
the
sentence
patterns.②Show
their
dialogues
by
the
game“Drive
a
train”.
Practice
1.
Play
a
game:
Simon
says.Explain
the
game
rule
and
give
orders.2.
Play
a
game:
A
two-man
comic
show.Explain
the
game
rule.
1.
Play
the
game:
Simon
says.
Follow
the
teacher’s
instructions
to
do
the
right
actions
or
keep
still.2.
Play
the
game:
A
two-man
comic
show.
Other
students
ask
the
question.
One
student
answers
the
question.
The
other
one
does
the
right
action.
Help
students
practice
the
key
word,
phrases
and
sentence
patterns
of
this
lesson
through
the
two
games.
Make
the
whole
class
lively
and
interesting.
Improve
students’
enthusiasm.
Consolidation&Extension
“Do
a
survey”1.
Show
the
chart
of
“Do
a
survey”
on
page
39.Ask
students
to
read
all
the
key
word
and
phrases
in
the
chart.
Encourage
students
to
say
more
activities
and
write
them
below
the
chart
in
their
books.2.
Present
the
dialogue
between
John
and
Zhang
Peng.
Ask
a
question
and
tick
in
the
corresponding
grid
according
to
the
students’
answer.
3.
Work
in
groups.
Help
students
know
how
to
do
the
survey.4.
Make
a
model.
Make
a
model
and
lead
students
to
report.5.
Count
the
number
of
stars
of
each
group.
1.
Read
all
the
key
word
and
phrases
in
the
chart.
Say
more
activities
and
write
them
below
the
chart
in
their
books.2.
Read
the
dialogue
and
find
out
the
answer.
3.
Do
the
survey
by
asking
and
answering.4.
Complete
the
chart
and
report.5.
Count
the
number
of
stars.
Cultivate
students’
cooperation
and
communication
skills.
Improve
their
abilities
of
language
reorganization
and
output.
Make
students
feel
the
joy
of
learning.
Homework
1.
Write
down
the
key
word
and
phrases
on
the
exercise
book.2.
Do
the
exercises.
Teaching
purpose①
采用轻松有趣的方式复习之前学过的一些简单的动词以及上一课时学习的重点句型，活跃课堂气氛，使学生心情愉悦，让本课有一个很好的开端。
Teaching
purpose②
新词汇的教授环节主要通过教师的肢体语言来呈现，同时还借助图片、多媒体等多种辅助手段，使学生感受真实的场景，加深对重点词汇的理解和记忆。
Teaching
purpose③
将词汇教学融入句子和对话中，提升学生的学习能力。
Teaching
purpose④
通过两个游戏活动对本课的重点词汇和句型进行操练，
使整个课堂生动有趣，提高学生积极性。
Teaching
purpose⑤
拓展活动培养学生的合作与交流能力，提升学生语言的重组和输出能力，也让学生感受到学习的快乐。
4
9The
fifth
period(第五课时)
Part
B
Let’s
learn
&
Write
and
say
?教学内容与目标
课时教学内容
课时教学目标
Let’s
learn
·学生能够听、说、读、写五个有关课余文化活动的单词和词组“swim,
speak
English,
cook,
play
basketball,
play
ping-pong”·学生能够在语境中正确运用上述五个单词和词组询问某人是否具备某种技能并作答
Write
and
say
·学生能够运用并巩固核心语言，进一步提高语言运用能力·学生能够对自己和同学的了解，培养合作学习的意识和态度
?教学重点
1.
学生能够听、说、读、写五个有关课余文化活动的单词和词组“swim,
speak
English,
cook,
play
basketball,
play
ping-pong”。
2.
学生能够在语境中正确运用上述五个单词和词组询问某人是否具备某种技能并作答。
?教学难点
学生能够在语境中正确运用上述五个单词和词组询问某人是否具备某种技能并作答。
?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、卡片、实物等。
?教学过程
Step
1:
Warm-up
&
Revision
&
Lead-in①
1.
Greetings.
2.
Play
a
game:
Pass
the
ball.
(游戏说明:教师敲击桌子，学生传彩球，教师停止敲击桌子时，彩球传到哪位学生的手里，哪位学生就站起来与教师进行对话。)
T:
What
can
you
do?
S1:
I
can…
3.
Enjoy
the
song
—Can
you
make
a
happy
face?
(出示课件)
4.
Lead-in.
T:
Boys
and
girls,
can
Jack-o’-lantern
make
a
happy
face?
Can
you
make
a
happy
face?
Lead
students
to
make
happy
faces.
Step
2:
Presentation
1.
Learn
the
words
and
the
phrases.②
(1)
Show
the
picture
of
John.
(出示课件)
T:
Can
John
do
any
kung
fu?
Ss:
Yes,
he
can.
T:
How
about
Oliver?
Can
he
do
any
kung
fu?
Ss:
No,
he
can’t.
Show
the
picture
of
Oliver
in
“Let’s
learn”.
(出示课件)
T:
Look!
What
can
Oliver
do?
Ss:
…
Take
out
a
real
basketball.
Use
it
to
teach
the
word
“basketball”.
Lead
students
to
read
it
three
times.
Then
lead
students
to
answer
“He
can
play
basketball.”
Write
down
the
phrase
“play
basketball”
on
the
blackboard.
Stress
that:
basketball=basket
+
ball.
Lead
students
to
read
it
three
times.
Ask
students
to
ask
and
answer
in
pairs
by
using
the
sentence
patterns
“—
Can
you
play
basketball?
—Yes,
I
can.
/
No,
I
can’t.”
(2)
Ask
students
to
put
their
hands
up
if
they
can
play
basketball.
Walk
to
one
of
them.
T:
You
can
play
basketball.
Can
you
play
football?
S1:
…
Then
take
out
a
ping-pong.
T:
How
about
this?
Can
you
play
ping-pong?
S1:
…
Take
the
ping-pong
and
walk
around
the
classroom.
Ask
more
students
to
answer
the
question
“Can
you
play
ping-pong?”
Ask
students
to
ask
and
answer
in
pairs
by
using
the
sentence
patterns
“—Can
you
play
ping-pong?
—Yes,
I
can.
/
No,
I
can’t.”
T:
Some
of
you
can
play
football.
Some
of
you
can
play
basketball.
Some
of
you
can
play
ping-pong.
How
about
Amy?
What
can
she
do?
Show
the
picture
of
Amy
in
“Let’s
learn”.
(出示课件)
Lead
students
to
answer
“She
can
play
ping-pong.”
Write
down
the
phrase
“play
ping-pong”
on
the
blackboard.
Lead
students
to
read
it
three
times.
T:
Look!
I
can
play
basketball.
I
can
play
ping-pong,
too.
(Do
the
actions.)
Ask
students
to
stand
up
and
do
the
actions
together.
Lead
them
to
say
the
sentences
at
the
same
time.
(3)
T:
Oh,
I
played
too
many
sports.
Now,
I’m
thirsty.
I
need
to
drink
some
water.
Take
out
a
fish
tank
with
a
little
fish
swimming
in
the
water.
T:
What’s
this
in
the
water?
Ss:
It’s
a
fish.
T:
What
can
a
fish
do?
If
someone
speaks
out
the
word
“swim”,
write
it
down
on
the
blackboard.
If
they
can’t,
lead
them
to
speak
it
out.
Then
lead
students
to
read
the
word
three
times.
Show
the
first
picture
in
“Let’s
learn”.
(出示课件)
T:
Fish
can
swim.
How
about
the
children?
Can
they
swim?
Lead
students
to
answer
“Yes,
they
can.”
Ask
students
to
ask
and
answer
in
pairs
by
using
the
sentence
patterns
“—Can
you
swim?
—Yes,
I
can.
/
No,
I
can’t.”
(4)
T:
I’m
hungry.（Touch
the
stomach.）Can
I
eat
this
fish
now?
Ss:
No!
Take
out
a
spatula
for
cooking.
T:
What
can
I
do
with
the
spatula?
Act
like
cooking
and
lead
students
to
say
“You
can
cook.”
Write
down
the
word
“cook”
on
the
blackboard.
Lead
students
to
read
the
word
three
times.
Show
the
third
picture
in
“Let’s
learn”.
(出示课件)
T:
Look
at
the
two
girls.
They
can
cook,
too.
Can
you
cook?
Give
the
spatula
to
the
first
student
in
a
row.
Ask
the
students
in
this
row
to
pass
the
spatula
one
by
one
and
say
“I
can
cook.”
by
the
game
“Drive
a
train”.
(5)
Show
the
second
picture
in
“Let’s
learn”.
(出示课件)
T:
What
can
they
do?
Ask
students
to
observe
the
picture
carefully
and
encourage
them
to
express
their
opinions.
Lead
students
to
say
the
sentence
“They
can
speak
English.”
T:
I’m
an
English
teacher.
I
can
speak
English.
Can
you
speak
English?
Lead
students
to
say
“Yes，I
can.
I
can
speak
Chinese,
too.”
Write
down
the
phrase
“speak
English”
on
the
blackboard.
Lead
students
to
read
the
phrase
three
times.
2.
Listen,
read
and
act.③
(1)
Listen
and
read.
Show
the
five
pictures
and
the
new
words
and
phrases
in
“Let’s
learn”.
Play
the
recording.
(出示课件)
Let
students
try
to
read
them
after
the
recording.
(2)
Show
the
dialogue
of
Zoom
and
Zip.
Ask
students
to
read
the
dialogue
after
the
recording.
(出示课件)
Ask
two
students
to
stand
up
to
role-play
the
dialogue.
Step
3:
Practice④
1.
Work
in
pairs.
Encourage
students
to
use
the
words
and
the
phrases
learned
today
to
make
their
own
dialogues
like
this:
S1:
Can
you
speak
English?
S2:
Yes,
I
can.
I
can…,
too.
/
No,
I
can’t.
Can
you…?
S1:
Yes,
I
can.
I
can…,
too.
/
No,
I
can’t.
Ask
several
pairs
to
stand
up
and
show
their
dialogues.
2.
Play
a
game:
Quick
response.
(出示课件)
(游戏说明:
PPT快闪式呈现“Let’s
learn”板块的五个词汇，学生们需要快速反应每次出现的是哪个，并大声读出来。依次进行，直到把所有的词组都读过一遍为止。)
3.
Play
a
game:
I
do
and
you
guess.
Work
in
pairs.
One
student
does
the
actions.
The
other
student
guesses.
And
they
try
to
ask
and
answer
with
each
other.
Make
a
model:
T:
What
can
I
do?
(Do
the
actions.)
S1:
You
can…
T:
Yes.
/
No.
Present
some
pictures
of
extracurricular
cultural
activities
to
help
students.（出示课件）
Step
4:
Consolidation
&
Extension⑤
“Write
and
say”
1.
Read
and
complete.
Show
the
chart
in
“Write
and
say”.
(出示课件)
Lead
students
to
read
Sarah’s
sentences
and
fill
in
the
chart
about
what
Sarah
can
do
and
can’t
do.
2.
Fill
in
the
chart.
Show
a
blank
chart.
(出示课件)
Ask
students
to
complete
the
chart
according
to
their
real
situations.
Provide
some
help
when
it’s
necessary.
Check
some
students’
words
or
phrases
and
correct
their
mistakes.
3.
Pair
work.
Let
students
talk
about
their
special
talents
with
partners
by
using
the
sentence
patterns
“I
can…
I
can’t…”
4.
Show
time.
Ask
some
students
to
show
in
class.
?板书设计
?作业设计
1.
Copy
the
key
words
and
phrases
in
this
lesson.
2.
Do
the
exercises.
?教学反思
1.本课使用了大量的趣味活动，活跃了课堂气氛，激发了学生的学习兴趣。
2.设计多种活动，让学生及时运用所学知识，起到了“现学现用，学用结合”的效果。
3.本课设计旨在培养学生良好的学习习惯和有效的学习策略，发展学生自主学习英语的能力与合作创新的精神，培养学生的综合语言运用能力。
4.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
learn
?·Be
able
to
listen,
speak,
read
and
write
the
new
words
and
phrases
“swim,
speak
English,
cook,
play
basketball,
play
ping-pong”.
?·Be
able
to
use
the
key
words
and
phrases
in
this
lesson
correctly
to
ask
if
someone
has
a
certain
skill
and
be
able
to
answer
it.
Write
and
say
?·Be
able
to
use
and
consolidate
the
core
language,
and
further
improve
language
using
abilities.
?·Be
able
to
further
deepen
the
understanding
of
themselves
and
their
classmates,
and
cultivate
their
awareness
and
attitudes
towards
cooperative
learning.
?Teaching
Priorities
·Be
able
to
listen,
speak,
read
and
write
the
new
words
and
phrases
“swim,
speak
English,
cook,
play
basketball,
play
ping-pong”.
·Be
able
to
use
the
new
words
and
phrases
above
correctly
to
ask
if
someone
has
a
certain
skill
and
be
able
to
answer
it.
?Teaching
Difficulties
·Be
able
to
use
the
new
words
and
phrases
above
correctly
to
ask
if
someone
has
a
certain
skill
and
be
able
to
answer
it.
?Teaching
Procedures
Teaching
Stages
Teacher’
s
Activities
Students’
Activities
Teaching
Purposes
Warm-up&Revision&Lead-in
1.
Greetings.2.
Play
a
game:
Pass
the
ball.Ask
the
question
“What
can
you
do?”3.
Enjoy
the
song—Can
you
make
a
happy
face?4.
Lead-in.
1.
Greetings.2.
Play
the
game.
Answer
the
question.3.
Enjoy
the
song—Can
you
make
a
happy
face?4.
Make
happy
faces.
Help
students
review
the
knowledge
learned
before.
Stimulate
students’
interest
in
learning.
Arouse
their
enthusiasm
and
enliven
the
class.
Pave
the
way
for
the
next
step
of
learning.
Presentation
1.
Learn
the
words
and
the
phrases.(1)
Use
a
picture
and
a
real
basketball
to
teach
the
new
phrase
“play
basketball”.
Ask
students
to
ask
and
answer
in
pairs
by
using
the
key
sentence
patterns.(2)
Teach
the
new
phrase
“play
ping-pong”.
Ask
students
to
ask
and
answer
by
using
the
key
sentence
patterns.(3)
Create
a
scene
to
teach
the
word
“swim”.
Ask
students
to
ask
and
answer
in
pairs
by
using
the
key
sentence
patterns.(4)
Use
a
real
item
and
a
picture
to
teach
the
word
“cook”.
Ask
students
in
a
row
to
pass
the
spatula
one
by
one
and
say
“I
can
cook.”(5)
Use
a
picture
to
teach
the
phrase
“speak
English”.
(1)
Learn
the
new
phrase
“play
basketball”.
Ask
and
answer
in
pairs
by
using
the
key
sentence
patterns.(2)
Learn
the
new
phrase
“play
ping-pong”.
Ask
and
answer
in
pairs
by
using
the
key
sentence
patterns.(3)
Learn
the
word
“swim”.
Ask
and
answer
in
pairs
by
using
the
key
sentence
patterns.(4)
Learn
the
word
“cook”.
Pass
the
spatula
and
say
“I
can
cook.”(5)
Learn
the
phrase
“speak
English”.
The
link
of
teaching
vocabulary
is
compact.
The
transition
between
vocabulary
is
natural.
The
whole
teaching
is
logical.
Deepen
students’
understanding
of
the
key
vocabulary
in
this
lesson.
Help
students
extend
their
vocabulary
in
practicing
the
sentence
patterns.
2.
Listen,
read
and
act.(1)
Show
the
pictures.
Play
the
recording.(2)
Ask
students
to
read
the
dialogue
in
“Let’s
learn”
and
act
it
out.
(1)
Read
the
words
and
the
phrases
after
the
recording.(2)
Read
and
role-play
the
dialogue.
Make
sure
students
can
read
the
vocabulary
and
the
dialogue
correctly
and
fluently.
Practice
1.
Work
in
pairs.Ask
students
to
work
in
pairs.
Encourage
students
to
make
their
own
dialogues.2.
Play
a
game:
Quick
response.3.
Play
a
game:
I
do
and
you
guess.Make
a
model
with
a
student.
1.
Make
their
own
dialogues
by
using
the
words
and
the
phrases
learned
today.2.
Read
out
the
words
or
the
phrases
as
soon
as
possible.
3.
Work
in
pairs.
One
student
does
the
actions.
The
other
guesses.
Ask
and
answer
with
each
other.
Help
students
practice
the
new
words
and
phrases.
The
activities
are
mainly
games
and
full
of
fun
which
make
students
practice
the
key
words,
phrases
and
sentence
patterns
of
this
lesson
in
a
relaxing
and
happy
way.
Consolidation&Extension
“Write
and
say”1.
Read
and
complete.Show
the
chart
in
“Write
and
say”.
Lead
students
to
read
Sarah’s
sentences
and
fill
in
the
chart.
2.
Fill
in
the
chart.Show
a
blank
chart.
Provide
some
help
when
it’s
necessary.
Check
students’
work
and
correct
their
mistakes.3.
Pair
work.Let
students
talk
about
their
special
talents
with
partners
by
using
the
sentence
patterns
“I
can…
I
can’t…”4.
Show
time.
1.
Read
Sarah’s
sentences
and
fill
in
the
chart.2.
Complete
the
chart
according
to
their
real
situations.3.
Talk
about
their
special
talents
with
partners.4.
Show
time.
Help
students
use
and
consolidate
the
core
language,
and
further
improve
their
language
using
abilities.
Deepen
the
understanding
among
students,
and
cultivate
the
awareness
of
cooperative
learning.
Homework
1.
Copy
the
key
words
and
phrases
in
this
lesson.2.
Do
the
exercises.
Teaching
purpose①
通过热身活动让学生对学过的知识进行复习，充分激发学生的学习兴趣，调动他们的积极性，活跃课堂气氛，为后面的学习做好铺垫。
Teaching
purpose②
词汇教授的环节紧凑，词与词之间过渡自然，整个环节逻辑性强，使学生对本课的重点词汇有深刻的理解和印象。句型操练环节让学生将所学的词汇进行拓展和延伸。
Teaching
purpose③
播放录音，学生听录音跟读，引导学生正确、流利地朗读词汇和对话。
Teaching
purpose④
练习活动重点训练本课的新词汇。活动以游戏为主，充满趣味性，使学生在游戏的过程中，轻松愉悦地练习本课的重点词汇和句型。
Teaching
purpose⑤
帮助学生运用并巩固核心语言，进一步提高学生的综合语言运用能力。加深学生之间的了解，培养合作学习的意识。
4
9The
fourth
period
(第四课时)
Part
B
Let’s
try
&
Let’s
talk
?教学内容与目标
课时教学内容
课时教学目标
Let’s
try
·学生能够借助图片，听前预测对话内容，听时抓住关键信息，能够听懂简短对话，提高听的能力·学生能够对新句型在听觉上有所感知，并完成听录音选择正确选项的活动
Let’s
talk
·学生能够理解对话大意·学生能够按照正确的语音、语调及意群朗读对话，并能够进行角色扮演·学生能够在情景中运用句型“—Can
you…?
—Yes,
I
can./No,
I
can’t.”询问对方能否做什么并作答·学生能够运用核心句型完成连锁问答活动·学生能够在情景中恰当运用功能句“Today
we’ll
learn
some
kung
fu.”
?教学重点
1.
学生能够理解对话大意，并能够按照正确的语音、语调及意群朗读对话。
2.
学生能够在情景运用核心句型“—Can
you…?
—Yes,
I
can./No,
I
can’t.”询问对方能否做什么并作答。
?教学难点
学生能够在真实情景中运用核心句型询问对方能否做什么并作答。
?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、卡片等。
?教学过程
Step
1:
Warm-up
&
Revision
&
Lead-in①
1.
Greetings.
2.
Enjoy
the
song—What
can
you
do?
(出示课件)
3.
Play
a
game:
The
best
partner.
(游戏说明:全班分为六个小组，每个小组随机抽选两位学生上讲台参加游戏。一位学生用
“I
can…”
说一句话，另一位学生迅速表演出相应的动作。六对学生表演完之后，全班一起评选出配合最默契的一对学生，奖励他们“最佳拍档”的称号。)
4.
Lead-in.
(1)
Show
some
pictures
of
different
kinds
of
activities,
such
as
wash
clothes,
play
the
pipa,
draw
cartoons,
do
some
kung
fu
and
so
on.
(出示课件)
Point
to
these
pictures
one
by
one
and
ask
students
to
answer
the
question
“Can
you…?”
Students
may
answer
“Yes.”
or
“No.”
for
each
question.
Ask
students
to
guess
what
the
teacher
can
do.
After
students
answer,
the
teacher
says
“Yes,
I
can…/No,
I
can’t…”
(2)
After
saying
“No,
I
can’t
do
any
kung
fu.”,
ask
students
to
answer
the
question
“Can
you
do
any
kung
fu?”
Invite
several
students
to
stand
up
and
answer
this
question
according
to
their
real
situations.
Lead
them
to
say
the
sentences
“Yes,
I
can
do
some
kung
fu.
/
No,
I
can’t
do
any
kung
fu.”
T:
How
about
this
boy?
(课件出示:
Mike的图片)
Let’s
go
and
have
a
look!
Step
2:
Presentation
1.
Let’s
try.②
(1)
Show
the
picture
and
the
question
of
“Let’s
try”.
(出示课件)
T:
Who
is
this
boy?
Ss:
He
is
Mike.
T:
Wonderful!
(Thumb
up
at
the
same
time.)
Ask
students
to
read
the
question
on
the
PPT.
Let
students
guess
the
answer.
Lead
students
to
say
the
sentences
“Yes,
he
can
do
some
kung
fu.
/No,
he
can’t
do
any
kung
fu.”
(2)
Play
the
recording
of
“Let’s
try”.
(出示课件)
Let
students
try
to
get
the
key
information
like
these:
It’s
kung
fu
today.
It’s
cool
but
I
can’t
do
it.
(3)
Then
play
the
recording
of
“Let’s
try”
again.（出示课件）Let
students
listen
and
tick
the
right
answer.
(4)
Check
the
answer
together.
Present
the
listening
material
and
ask
students
to
read
it
to
help
students
understand
this
section.
(出示课件)
2.
Let’s
talk.③
(1)
Present
the
chart
below
on
the
PPT.
Ask
the
questions
“Can
Zhang
Peng
/
Mike
do
any
kung
fu?”
According
to
the
listening
of
“Let’s
try”,
lead
students
to
answer
together
“Zhang
Peng
can
do
some
kung
fu.
Mike
can’t
do
any
kung
fu.”
Draw
a
tick
and
a
cross
in
the
corresponding
positions
in
the
chart.
Point
to
the
names
of
John
and
Oliver
and
ask
“Can
John
do
any
kung
fu?
How
about
Oliver?”
Ask
students
to
guess
the
answers.
(2)
Play
the
video
of
“Let’s
talk”.
(出示课件)
Let
students
watch
the
video
to
get
the
answers.
Show
the
answers.
(出示课件)
Check
the
answers
together.
Ask
the
questions
again.
Lead
students
to
say
“Yes,
he
can.
/
No,
he
can’t.”
(3)
Show
the
chart
below.
Use
this
chart
to
help
students
distinguish
the
meanings
and
the
usages
of
“some”
and
“any”.
Stress
that
“some”
is
used
in
positive
sentences
and
“any”
is
used
in
interrogative
or
negative
sentences.
Stress
the
word
“not”
in
red
colour.
Write
down
“can’t
=
can
not”
on
the
blackboard.
(4)
Show
the
first
picture
of
“Let’s
talk”.
(出示课件)
Ask
students
to
observe
the
picture
carefully
and
answer
the
question
“Who
are
they?”
They
may
say
“They
are
Sarah,
Amy,
John,
Oliver
and…”
Ask
three
questions:
①Who
is
this
man?
②What’s
his
job?
③What
do
they
have
today?
Then
play
the
video
of
the
first
part
of
“Let’s
talk”.
(出示课件)
Let
three
students
answer
the
questions.
Lead
students
to
say
“The
man
is
Mr
Ma.
He
is
a
PE
teacher.
They
have
PE
today.”
T:
Mr
Ma
says,
“Today
we’ll
learn
some
kung
fu.”
Now
we
know
what
they
will
do
in
the
PE
class.
How
about
our
English
class
today?
Do
you
know
what
we
will
learn
next?
Lead
students
to
say
“We’ll
learn
English
songs
/…”
Write
down
the
word
“learn”
on
the
blackboard.
Lead
students
to
read
like
this:
learn,
learn,
learn,
learn
some
kung
fu,
learn
English
songs…
Point
to
John
and
ask
“Can
John
do
any
kung
fu?”
This
time,
students
can
easily
answer
the
question.
They
may
say
“Yes,
he
can.”
Thumb
up
and
write
down
the
sentence
patterns
“—Can
you
do
any
kung
fu?
—Yes,
I
can.”
on
the
blackboard.
Lead
students
to
read
the
sentence
patterns
three
times.
(5)
Show
the
second
picture
of
“Let’s
talk”.
(出示课件)
Ask
students
to
watch
the
video
of
the
second
part.
(出示课件)
And
let
students
try
to
answer
the
questions
“Can
Oliver
do
any
kung
fu?
What
can
Mr
Ma
do
for
him?”
Ask
two
students
to
stand
up
and
answer
the
questions.
Lead
students
to
say
“No,
he
can’t
do
any
kung
fu.
Mr
Ma
can
help
him.”
Write
down
the
sentence
“No,
I
can’t.”
on
the
blackboard.
Lead
students
to
read
the
whole
sentence
patterns.
Take
out
the
card
of
“No
problem.”
T:
Oliver
can’t
play
any
kung
fu.
So
Mr
Ma
says,
“No
problem.
I
can
help
you.”
If
we
can
help
others,
we
can
say
“No
problem.
I
can
help
you.”
Now
I
need
your
help.
Can
you
help
me
put
this
card
on
the
blackboard?
Lead
students
to
say
“No
problem.
I
can
help
you.”
Invite
the
most
active
student
to
put
up
the
card
on
the
blackboard.
After
that,
thumb
up
and
say
“Wonderful!
Thank
you!”
Write
down
the
word
“wonderful”
on
the
blackboard.
Tell
students
that
“wonderful”
means
“Great!
Very
very
good.”
Then
lead
students
to
read
the
sentences
and
the
word
several
times.
Step
3:
Practice④
1.
Practice
the
dialogues.
(1)
Play
the
recording
of
“Let’s
talk”.
(出示课件)
Ask
students
to
read
the
dialogues
sentence
by
sentence
after
the
recording.
(2)
Let
students
practice
the
dialogues
in
groups.
(3)
Ask
several
groups
to
role-play
the
dialogues.
The
group
that
does
a
good
job
can
get
two
stickers.
2.
Can
you
do
it?
(1)
Show
the
word
and
the
phrases
in
“Can
you
do
it?”
(出示课件)
Lead
students
to
read
them.
Encourage
students
to
write
more
words
or
phrases
in
their
books,
such
as
dance,
play
the
pipa,
play
football,
make
a
cake,
draw
cartoons
and
so
on.
(2)
Show
the
pictures
of
“Can
you
do
it?”（出示课件）Divide
students
into
several
groups.
Let
them
ask
and
answer
in
a
chain
as
the
children
do
in
the
pictures.
Every
question
can
be
used
only
once.
(3)
Make
a
model
with
some
students:
T:
Can
you
sing
English
songs?
S1:
Yes,
I
can.
Can
you
cook?
S2:
No,
I
can’t.
Can
you
do
any
kung
fu?
S3:
No,
I
can’t…
…
(4)
Ask
two
or
three
groups
to
show
their
work.
Each
student
in
these
groups
can
get
a
sticker.
Step
4:
Consolidation
&
Extension⑤
“Look
for
a
job”
(活动说明:准备六张招聘信息卡和若干张应聘信息卡，应聘信息卡数量根据学生人数而定。将学生分为六组，老师将裁剪好的招聘信息卡发给每个组的组长，其他同学得到应聘信息卡。拿到招聘信息卡的学生作为招聘者坐到教室前排，应聘者填好自己的应聘信息卡，走到前面来找工作。招聘者向应聘者提问
“Can
you…?”，应聘者根据自己的资料作出回答。找出每轮中最先找到工作的学生，给予一定的奖励。)
招聘信息卡内容参考(共六张，每个小组组长只能拿到一张):
应聘信息卡内容参考（若干张，一人只能拿到一张）:
?板书设计
?作业设计
1.
Practice
the
dialogues.
2.
Do
the
exercises.
?教学反思
1.
整个教学设计坚持以教师为主导，以学生为主体，以活动为主线，引导学生自主探究，培养学生的学习能力。
2.
在听力活动和学习对话之前，都让学生对所学内容进行了预测。给出问题，让学生带着问题去听听力、阅读对话，使学生的学习目的明确。
3.
本课时各环节的设计循序渐进，环环相扣，让学生们很自然地跟随节奏，掌握新知。
4.
为学生创设真实的场景，让学生在真实的场景里运用并体会所学的词汇和句型。
5.
板书简洁清晰，重点突出，一目了然。
?Teaching
Contents
&
Teaching
Aims
Let’s
try
?·Be
able
to
predict
the
dialogue
before
listening
with
the
help
of
pictures.
Be
able
to
grasp
the
key
information
in
the
process
of
listening,
understand
the
dialogue
and
improve
their
listening
abilities.
?·Be
able
to
perceive
the
new
sentence
patterns
aurally
and
complete
the
listening
task.
Let’s
talk
?·Be
able
to
understand
the
main
idea
of
the
dialogues.
?·Be
able
to
read
the
dialogues
according
to
the
right
intonation,
pronunciation
and
sense
group,
and
act
them
out.
?·Be
able
to
use
the
sentence
patterns
“—Can
you...?
—Yes,
I
can./No,
I
can’t.”
in
situations
to
ask
if
the
other
person
can
do
something
and
then
answer.
?·Be
able
to
use
the
key
sentence
patterns
to
ask
and
answer
in
a
chain.
?·Be
able
to
use
the
functional
sentence“Today
we’ll
learn
some
kung
fu.”in
situations.
?Teaching
Priorities
·Be
able
to
understand
the
main
idea
of
the
dialogues,
and
be
able
to
read
the
dialogues
according
to
the
right
intonation,
pronunciation
and
sense
group.
·Be
able
to
use
the
key
sentence
patterns
“—Can
you…?
—Yes,
I
can./No,
I
can’t.”
to
ask
if
the
other
person
can
do
something
and
then
answer.
?Teaching
Difficulties
·Be
able
to
use
the
key
sentence
patterns
to
ask
if
the
other
person
can
do
something
and
then
answer
in
real
situations.
?Teaching
Procedures
Teaching
Stages
Teacher’
s
Activities
Students’
Activities
Teaching
Purposes
Warm-up&Revision&Lead-in
1.
Greetings.
Greetings.
Each
activity
of
the
warm-up
session
helps
students
effectively
review
the
key
vocabulary
and
sentence
patterns
learned
before.
Gradually
show
the
key
sentence
patterns
of
this
lesson.
Let
students
naturally
know
the
theme
of
this
lesson
in
a
relaxing
and
pleasant
way.
2.
Enjoy
the
song—What
can
you
do?
Enjoy
the
song—What
can
you
do?
3.
Play
a
game:
The
best
partner.
Play
the
game:
The
best
partner.
One
student
says
the
sentences,
and
the
other
one
does
the
actions.
4.
Lead-in.(1)
Show
some
pictures
and
ask
questions.
Ask
students
to
guess
what
the
teacher
can
do.(2)
Ask
students
to
answer
the
question
“Can
you
do
any
kung
fu?”
Lead
them
to
say
“Yes,
I
can
do
some
kung
fu.
/
No,
I
can’t
do
any
kung
fu.”
(1)
Answer
the
questions
according
to
real
situations.
Guess
what
the
teacher
can
do.(2)
Answer
the
question
according
to
their
real
situations
and
say
the
sentences.
Presentation
1.
Let’s
try.(1)
Ask
students
to
read
the
question
and
guess
the
answer.
(2)
Play
the
recording
of
“Let’s
try”.
(3)
Play
the
recording
of
“Let’s
try”
again.(4)
Check
the
answer
together.
Present
the
listening
material.
(1)
Read
the
question
and
guess
the
answer.(2)
Listen
and
try
to
get
the
key
information.(3)
Listen
and
tick
the
right
answer.
(4)
Check
the
answer
together.
Read
the
listening
material.
Lead
students
to
predict
the
answer
before
listening
to
the
recording.
Help
students
perceive
the
key
sentence
patterns
and
develop
their
listening
skills.
2.
Let’s
talk.(1)
Show
the
chart.
Ask
the
questions
“Can
Zhang
Peng/Mike
do
any
kung
fu?”
Draw
a
tick
and
a
cross
in
the
corresponding
positions
in
the
chart.
Ask
questions
about
John
and
Oliver.(2)
Play
the
video
of
“Let’s
talk”.Show
and
check
the
answers.
Lead
students
to
say
“Yes,
he
can.
/
No,
he
can’t.”(3)
Help
students
distinguish
“some”
and
“any”.(4)
Teach
the
first
section
of
“Let’s
talk”.(5)
Teach
the
second
section
of
“Let’s
talk”.
(1)
Answer
the
questions.(2)
Watch
the
video
to
get
the
answers.
Check
the
answers
and
say
sentences.(3)
Learn
and
distinguish
the
words
“some”
and
“any”.(4)
Learn
the
first
section
of
“Let’s
talk”.(5)
Learn
the
second
section
of
“Let’s
talk”.
By
extending
the
listening
section,
begin
the
dialogue
section.
The
transition
is
natural
and
clever.
While
students
are
reading,
grasp
the
right
time
to
explain
the
key
vocabulary
and
sentence
patterns,
so
that
students
can
understand
the
whole
dialogue
more
easily.
Practice
1.
Practice
the
dialogues.(1)
Play
the
recording
and
ask
students
to
read
the
dialogues
after
the
recording.
(2)
Let
students
practice
the
dialogues
in
groups.(3)
Ask
several
groups
to
role-play
the
dialogues.
(1)
Read
the
dialogues
after
the
recording.
(2)
Practice
in
groups.(3)
Role-play
the
dialogues.
Train
students
to
read
the
dialogues
according
to
the
right
sense
group,
pronunciation
and
intonation,
and
enable
them
to
role-play.
2.
Can
you
do
it?(1)
Lead
students
to
read
the
word
and
the
phrases
and
write
more
words
or
phrases.(2)
Show
the
pictures.
Let
students
ask
and
answer
in
a
chain.(3)
Make
a
model
with
some
students.(4)
Ask
two
or
three
groups
to
show
their
work.
(1)
Read
and
write
more
words
or
phrases
in
their
books.(2)
Ask
and
answer
in
a
chain
as
the
children
do
in
the
pictures.(3)
Watch
and
learn.(4)
Show
their
work.
Help
students
consolidate
the
key
sentence
patterns
of
this
lesson
by
using
what
they
have
learned
to
complete
the
task.
Consolidation&Extension
“Look
for
a
job”Prepare
some
information
cards.
Explain
the
rules
of
the
game.
Simulate
the
recruitment
scene
of
the
talent
market.
Look
for
a
job.
Create
a
situation
for
students
to
use
what
they
have
learned.
Help
students
consolidate
the
vocabulary
and
the
sentence
patterns
of
this
lesson.
Inspire
students’
determination
to
improve
themselves.
Homework
1.
Practice
the
dialogues.2.
Do
the
exercises.
Teaching
purpose①
热身环节的每一个活动都有效地帮助学生复习之前学过的重点词汇和句型，同时逐步融入本课的重点句型，使学生在轻松愉悦的活动中自然而然地进入本课主题。
Teaching
purpose②
通过问题引导学生在听录音之前先预测听力答案，听时抓住关键信息，培养学生的听力技巧，同时让学生对新句型有所感知。
Teaching
purpose③
通过对听力部分进行延伸，进入对话部分的学习，衔接自然巧妙。在学生阅读的同时，抓住合适的时机讲解重点词汇和句型，使学生更容易理解整个对话的内容。
Teaching
purpose④
训练学生按照正确的语音、语调及意群朗读对话，并能够进行角色扮演。让学生运用所学的知识完成连锁问答，帮助学生巩固本节课的关键句型。
Teaching
purpose⑤
拓展部分为学生创设一个模拟的应聘场景来运用所学语言，既能巩固本课时的重点词汇及句型，也能激发学生不断提高自己、完善自我的决心。
4
9Unit
4
What
can
you
do?
教材分析
本单元学习的主题是文娱活动。教学内容主要是围绕着
“What
can
you
do?”的话题展开。教学重点是能够听、说、读、写核心句型
“—What
can
you
do?
—I
can…”
“—Can
you…?
—Yes,
I
can./No,
I
can’t.”；
能够听、说、读、写单词和词组
“dance,
sing
English
songs,
do
kung
fu,
play
the
pipa,
draw
cartoons,
swim,
speak
English,
cook,
play
basketball,
play
ping-pong”。
教学目标
知识与能力目标:句型·能够完成听录音选图和听录音判断正误的活动
·能够理解对话大意，按照正确的意群及语音、语调朗读对话，并进行角色扮演·能够在情景中运用句型
“—What
can
you
do?
—I
can…”
“—Can
you…?
—Yes,
I
can./No,
I
can’t.”询问某人能否做某事并作答
·能够听、说、读、写句型
“—What
can
you
do?
—I
can…”
“—Can
you…?
—Yes,
I
can./
No,
I
can’t.”·能够正确理解并按照正确的意群及语音、语调朗读Robin找朋友的电子邮件，完成读后活动·能够写出三个描述自己能否做某事的句子，做到书写规范词汇·
能够听、说、读、写单词和词组
“dance,
sing
English
songs,
do
kung
fu,
play
the
pipa,
draw
cartoons,
swim,
speak
English,
cook,
play
basketball,
play
ping-pong”·能够在语境中正确运用上述单词和词组·能够完成关于课余文化活动的调查语音·能够掌握字母组合oo的发音规则，即oo在单词中常见的两种发音:
和·能够拼读符合oo发音规则的单词，并能够根据读音拼写符合oo发音规则的单词·能够在单线上完成抄写句子的活动，做到书写规范情感态度?文化意识?学习策略目标:·能够积极参与文娱活动，丰富课余生活·能够了解琵琶、武术、乒乓球等有中国特色的文娱活动形式·能够在教师的帮助下总结动词play与文体活动名称的搭配规律，并按照规律记忆相关词组·能够根据oo的发音规则拼读、拼写单词
课时安排
第一课时:
Part
A
Let’s
try
&
Let’s
talk第二课时:
Part
A
Let’s
learn
&
Do
a
survey第三课时:
Part
A
Let’s
spell第四课时:
Part
B
Let’s
try
&
Let’s
talk第五课时:
Part
B
Let’s
learn
&
Write
and
say第六课时:
Part
B
Read
and
write
&
Let’s
check
&
Let’s
wrap
it
up
&
Part
C
Story
time
The
first
period(第一课时)
Part
A
Let’s
try
&
Let’s
talk
?教学内容与目标
课时教学内容
课时教学目标
Let’s
try
·学生能够独立完成听录音选图片的练习·学生能够通过完成听录音选图的活动初步接触核心句型
Let’s
talk
·学生能够理解对话大意·学生能够按照正确的语音、语调及意群朗读对话并进行角色扮演·学生能够运用核心句型完成问答活动·学生能够在情景中运用句型
“—What
can
you
do
for
the
party?
—I
can…”询问并回答某人能做什么事情
?教学重点
学生能够理解Let’s
talk板块的对话大意，并掌握本课时的核心句型。
?教学难点
学生能够在情景中正确运用本课核心句型询问并回答某人能做什么事情。
?教学准备
1.预习本课时的相关内容。
2.
PPT课件、课文录音、卡片等。
?教学过程
Step
1:
Warm-up
&
Lead-in①
1.
Greetings.
2.
Let’s
chant
together.
3.
Look
and
say.
Show
four
pictures
about
the
chant
above
on
the
PPT.
In
the
first
picture,
a
dog
is
running
after
a
boy.
The
boy
asks，
“Dog,
dog,
what
can
you
do?”
In
Picture
2,
a
panda
is
eating
bamboo.
The
boy
beside
it
asks，
“Panda,
panda,
what
can
you
do?”
In
Picture
3,
a
mouse
is
hiding
in
a
shoe.
The
boy
beside
it
asks，“Mouse,
mouse,
what
can
you
do?”
In
Picture
4,
Mike
is
drawing
animals
in
the
zoo.
The
boy
beside
him
asks，
“Mike,
Mike,
what
can
you
do?”(出示课件)
Lead
students
to
answer
these
questions
by
using
the
sentence
pattern
“I
can…”
After
students
answer
all
the
questions,
ask
them
to
say
more
sentences
by
using
the
sentence
pattern
“I
can…”
Encourage
them
to
say
as
many
as
possible.4Lead-in.
(1)
Show
the
first
part
of
the
main
scene
on
page
36.
(出示课件)
T:
Look,
they’ll
have
an
English
party
next
Tuesday.
What
can
Chen
Jie
do
for
the
party?
Lead
students
to
read
the
sentence
and
answer:
She
can
play
the
pipa.
(2)
Show
some
pictures
of
different
kinds
of
musical
instruments，
such
as
erhu,
guzheng
and
so
on.
(出示课件)
Lead
students
to
read
the
phrases
“play
the
erhu,
play
the
guzheng”.
T:
Can
you
play
the
pipa
/
erhu
/
guzheng?
Students
try
to
answer
the
questions
according
to
their
real
situations.
(3)
Show
the
second
part
of
the
main
scene
on
page
36.（出示课件）
T:
How
about
Zip
and
Zoom?
What
can
they
do?
Lead
students
to
look
at
the
picture
and
answer
the
questions.
Lead
students
to
read
the
sentences:
I
can
dance!
I
can
sing!
La
la
la…
Encourage
them
to
do
the
actions
at
the
same
time.
Step
2:
Presentation
1.
Let’s
try.②
(1)
Show
a
picture
of
an
English
party
and
the
picture
of
Chen
Jie.
(出示课件)
T:
Chen
Jie
has
a
good
news.
She
tells
Mike
that
they
are
going
to
have
an
English
party.
Mike
is
so
happy.
Look
at
these
two
pictures
of
“Let’s
try”
on
page
38.
(出示课件)
What
can
he
do
for
the
English
party?
Ask
students
to
describe
the
pictures
by
using
the
sentence
pattern
“He
can…”
Then
ask
them
to
try
to
guess
which
picture
is
right.
(2)
Play
the
recording
of
“Let’s
try”.
(出示课件)
Ask
students
to
try
to
catch
the
key
information,
such
as
“draw
pictures”.
And
ask
students
to
tick
the
right
picture.
(3)
Play
the
recording
of
“Let’s
try”
again.
Check
the
answer
together.
(4)
Show
the
listening
material
and
the
answer.
(出示课件)
Ask
one
student
to
stand
up
and
answer
the
question:
What
can
Mike
do?
Lead
him/
her
to
say
the
sentence:
He
can
draw
pictures.
2.
Let’s
talk.③
(1)
Learn
the
new
words
and
sentence
pattern.
Predict
the
main
idea
of
the
dialogue.
T:
The
children
will
have
an
English
party
next
Tuesday.
Show
a
calendar
of
this
month.
Mark
two
days
on
the
calendar.
One
day
is
today
and
the
other
day
is
next
Tuesday.
(出示课件)
Point
to
the
calendar
and
tell
students
that
today
is
in
this
week
and
the
other
day
is
in
next
week.
We
can
also
call
the
other
day
next
Tuesday.
Help
students
understand
the
meaning
of
“We’ll…next…”
Stress
that
“we’ll=we
will”.
Then
show
a
picture
of
a
birthday
party.
(出示课件)
Help
students
understand
the
meaning
of
“party”.
Show
the
pictures
of
Zhang
Peng
and
John
in
“Let’s
talk”
without
words.
(出示课件)
T:
Mike
can
draw
pictures
for
the
party.
How
about
Zhang
Peng
and
John?
Can
they
draw
pictures
for
the
party,
too?
Let
students
observe
the
pictures
and
guess
the
answers.
They
can
talk
freely
with
their
deskmates.
(2)
Listen
to
the
recording
and
answer
the
questions.
Play
the
recording
of
“Let’s
talk”.
(出示课件)
Ask
students
to
listen
carefully
and
try
to
answer
the
questions:
①What
can
Zhang
Peng
do
for
the
party?
②What
can
John
do
for
the
party?
Remind
them
to
underline
the
key
information
in
their
books.
After
listening,
ask
several
students
to
answer
the
questions.
Lead
them
to
speak
out
the
sentences:
Zhang
Peng
can
sing
English
songs.
John
can
do
some
kung
fu.
(3)
Learn
the
new
phrases
and
sentences.
①
Write
down
the
key
sentences
“—What
can
you
do
for
the
party?
—I
can
sing
English
songs.”
on
the
blackboard.
Lead
students
to
sing
English
songs,
such
as
ABC
song.
Help
students
understand
the
meaning
of
“sing
English
songs”.
Then
lead
students
to
read
the
sentences
three
times.
Then
sing
a
Chinese
song.
Lead
students
to
say
the
sentence:
I
can
sing
Chinese
songs,
too.
②
Point
to
the
picture
of
John
and
ask:
How
about
John?
What
can
John
do
for
the
party?
Lead
students
to
say:
John
can
do
some
kung
fu.
Write
down
the
key
sentences
“—How
about
you,
John?
—I
can
do
some
kung
fu.”
on
the
blackboard.
Lead
students
to
read
the
sentences
three
times.
Encourage
them
to
do
the
action
at
the
same
time.
Show
a
picture
from
the
movie
Kung
Fu
Panda.
In
the
picture,
the
panda
is
doing
kung
fu.
(出示课件)
Lead
students
to
say:
He
can
do
some
kung
fu.
Then
show
some
pictures
about
Chinese
kung
fu.
(课件出示:男性、女性练中国功夫的图片)
Lead
students
to
say:
He/
She
can
do
some
kung
fu.
3.
Read
and
act.④
(1)
Play
the
recording
again.
Ask
students
to
read
the
dialogue
after
the
recording
and
pay
attention
to
the
pronunciation
and
the
intonation.
(2)
Let
students
practice
the
dialogue
in
groups.
(3)
Ask
several
groups
to
role-play
the
dialogue.
Encourage
them
to
do
the
actions
at
the
same
time.
Step
3:
Practice⑤
“Prepare
for
our
English
party”
T:
We’ll
have
an
English
party,
too.
But
only
the
students
who
have
at
least
three
party
invitation
cards
can
come
to
the
party.
Finish
the
tasks
below.
Then
you
can
get
the
cards.
1.
Make
dialogues.
Show
the
second
part
of
“Let’s
talk”
on
page
38
on
the
PPT.
(出示课件)
Ask
students
to
make
dialogues
according
to
the
example.
Divide
students
into
several
groups.
Each
group
has
six
people.
Let
them
ask
and
answer
by
using
the
sentence
patterns
“—What
can
you
do
for
the
English
party?
—I
can…”
They
can
use
the
words
and
the
phrases
in
this
section.
They
can
also
use
other
words
and
phrases.
Provide
some
words
and
phrases
for
help,
such
as
run,
cook,
play
basketball,
play
sports
and
so
on.
Let
students
ask
and
answer
by
playing
the
game
“Drive
a
train”
like
this:
S1:
What
can
you
do
for
the
party,
S2?
S2:
I
can…
What
can
you
do
for
the
party,
S3?
S3:
I
can…
What
can
you
do
for
the
party,
S4?
S4:
I
can…
What
can
you
do
for
the
party,
S5?
S5:
I
can…
What
can
you
do
for
the
party,
S6?
S6:
I
can…
What
can
you
do
for
the
party,
S1?
S1:
I
can…
Choose
the
best
group.
Each
student
in
this
group
can
get
two
party
invitation
cards.
2.
Fill
in
the
chart.
Ask
students
to
try
to
complete
the
chart
according
to
their
dialogues.
Choose
the
best
group.
Each
student
in
this
group
can
get
two
party
invitation
cards.
3.
Make
a
report.
Choose
one
student
from
each
group
to
report
their
chart.
Make
a
model:
S1
can…
S2
can…
S3
can…
S4
can…
S5
can…
S6
can…
Choose
the
best
group.
Each
student
in
this
group
can
get
one
party
invitation
card.
Step
4:
Consolidation
&
Extension⑥
“English
party
show”
1.
Count
the
invitation
cards.
Ask
students
to
count
their
invitation
cards.
Let
the
students
who
have
at
least
three
party
invitation
cards
come
to
the
front
of
the
classroom
and
stand
in
a
line.
2.
English
party
show.
The
students
sitting
on
the
chairs
ask:
What
can
you
do
for
the
party?
The
students
who
were
invited
to
the
English
party
answer
the
question
one
by
one
and
act
out
what
they
can
do.
Each
student
who
does
a
good
job
can
get
a
gift.
?板书设计
?作业设计
1.
Listen
to
the
recording
and
recite
the
dialogue.
2.
Do
the
exercises.
?教学反思
1.
本课的重点在于培养学生良好的听力和交际能力。听前、阅读前都让学生对要学的内容进行预测，让学生带着问题去听、去阅读，目的明确，使学生在不知不觉中就进入了学习状态。
2.
本课知识与学生的现实生活联系紧密，所以整个课堂紧扣生活，帮助他们在真实有效的情景中理解和掌握知识。
3.
几轮合作竞赛后给予奖励，强调了团队合作的重要性，帮助学生树立了团队意识。
4.
趣味性的活动将课堂推向高潮，同时有效地巩固了新句型，突破了本课的难点。
5.
板书简洁清晰，重点突出，一目了然。
?Teaching
Contents
&
Teaching
Aims
Let’s
try
?
·Be
able
to
tick
the
right
picture
independently
by
listening
to
the
recording.
·Be
able
to
perceive
the
key
sentence
patterns
preliminarily
by
completing
the
listening
task.
Let’s
talk
·Be
able
to
understand
the
main
idea
of
the
dialogue.
·Be
able
to
read
the
dialogue
according
to
the
right
pronunciation，intonation
and
sense
group
and
act
it
out.
·Be
able
to
use
the
key
sentence
patterns
to
complete
asking
and
answering
activities.
·Be
able
to
use
the
sentence
patterns
“—What
can
you
do
for
the
party?
—I
can…”
in
the
real
situation
to
ask
and
answer
about
what
someone
can
do.
?Teaching
Priorities
·Be
able
to
understand
the
main
idea
of
“Let’s
talk”
and
master
the
key
sentence
patterns
of
this
lesson.
?Teaching
Difficulties
·Be
able
to
ask
and
answer
about
what
someone
can
do
in
the
real
situation.
?Teaching
Procedures
Teaching
Stages
Teacher’
s
Activities
Students’
Activities
Teaching
Purposes
Warm-up
&Lead-in
1.
Greetings.
Greetings.
Warm
up
the
key
sentence
patterns
of
this
lesson.
Further
deepen
students’
familiarity
and
understanding
of
the
key
sentence
patterns
and
lay
a
good
foundation
for
the
following
study.
Through
the
study
of
the
picture
of
the
main
scene,
lead
in
the
key
content
of
this
lesson.
2.
Let’s
chant
together.
Chant
together.
3.
Look
and
say.Use
pictures
to
lead
students
to
answer
questions
by
using
the
key
sentence
pattern.
Observe
the
pictures
and
answer
each
question.
Say
more
sentences
by
using
the
sentence
pattern
“I
can…”
4.
Lead-in.(1)
Show
the
first
part
of
the
main
scene
on
page
36
and
ask
a
question.(2)
Teach
more
words
about
musical
instruments
and
ask
questions.(3)
Show
the
second
part
of
the
main
scene
on
page
36.
Talk
about
Zip
and
Zoom.
(1)
Look
at
the
picture
and
answer
the
question.(2)
Know
some
other
words
about
musical
instruments.
Answer
the
questions
according
to
real
situations.(3)
Talk
about
Zip
and
Zoom.
Presentation
1.
Let’s
try.(1)
Lead
students
to
guess
which
picture
is
right.(2)
Play
the
recording.(3)
Play
the
recording
again.
Check
the
answer.(4)
Show
the
listening
material
and
the
answer.
(1)
Describe
the
pictures
and
guess
which
picture
is
right.(2)
Listen
and
tick
the
right
picture.(3)
Check
the
answer
together.(4)
Read
the
listening
material.
And
answer
the
question.
Arouse
students’
interest
in
learning.
Train
students’
listening
skills
and
improve
their
listening
abilities.
2.
Let’s
talk.(1)
Teach
the
new
words
“next,
party”
and
the
sentence
pattern
“We’ll…next…”
Lead
students
to
predict
the
main
idea
of
the
dialogue.
(2)
Ask
students
to
listen
to
the
recording,
underline
the
key
information
and
answer
the
questions.(3)
Teach
the
new
phrases
and
sentences.①
Teach“sing
English
songs”.
Lead
students
to
read
the
key
sentences.②
Teach“do
some
kung
fu”.
Lead
students
to
read
the
key
sentences.
(1)
Learn
the
words
and
the
sentence
pattern.
Observe
the
pictures
and
guess
the
answers.
(2)
Listen,
underline
the
key
information
and
answer
the
two
questions.(3)
Learn
the
new
phrases
and
sentences.
Practice
them
by
making
new
sentences.
Lead
students
to
observe
the
pictures,
predict
the
main
idea
of
the
dialogue,
and
listen
to
the
recording
with
questions.
Improve
students’
initiative
and
purposefulness.
3.
Read
and
act.(1)
Let
students
read
the
dialogue
after
the
recording.(2)
Let
students
practice
the
dialogue
in
groups.(3)
Ask
several
groups
to
role-play
the
dialogue.
(1)
Read
the
dialogue
after
the
recording.(2)
Practice
the
dialogue
in
groups.(3)
Role-play
the
dialogue.
Lead
students
to
read
the
dialogue
according
to
the
right
pronunciation,
intonation
and
sense
group.
Practice
“Prepare
for
our
English
party”Create
a
situation.1.
Make
dialogues.
Show
a
picture
and
provide
some
words
and
phrases.2.
Fill
in
the
chart.3.
Make
a
report.
1.
Make
dialogues
according
to
the
example
by
playing
the
game
“Drive
a
train”.2.
Complete
the
chart
according
to
their
dialogues.3.
Report
their
chart.
Further
consolidate
students’
understanding
of
the
key
sentence
patterns.
Through
the
game,
fully
stimulate
students’
interest
in
learning.
Consolidation&Extension
“English
party
show”1.
Count
the
invitation
cards.2.
English
party
show.
1.
Count
their
invitation
cards.2.
Ask
and
answer.
Help
students
use
the
key
sentence
patterns
in
a
simulated
situation.
Make
the
class
atmosphere
reach
a
climax.
Homework
1.
Listen
to
the
recording
and
recite
the
dialogue.2.
Do
the
exercises.
Teaching
purpose①
通过chant对本课的重点句型进行预热，看图问答环节进一步加深学生对关键句型的熟悉和了解,
为接下来的学习奠定良好的基础。通过对主情景图的学习，很好地导入本课的学习内容。
Teaching
purpose②
引导学生在听听力之前观察图片，预测听力内容，激发学生的学习兴趣。让学生明确听力任务，同时引导学生听时抓关键信息，训练学生的听力技巧，提高学生的听力能力。
Teaching
purpose③
阅读之前让学生对老师提出的问题进行思考，对图片内容进行观察和预测，并带着问题听录音，增强学生学习的目的性和主动性。
Teaching
purpose④
播放录音，学生听录音跟读。引导学生按照正确的语音、语调及意群朗读对话，并能进行角色扮演。
Teaching
purpose⑤
练习环节进一步巩固学生对重点句型的理解和记忆。通过完成任务获得英语派对邀请券，激发学生的学习兴趣。
Teaching
purpose⑥
英语派对秀将课堂推向高潮，让学生在模拟的场景中真实运用本课重点句型进行问答。
4
9The
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
·学生能够感知并掌握字母组合oo在单词中的发音规则·学生能够拼读符合字母组合oo发音规则的单词·学生能够根据单词读音写出符合该规则的单词
?教学重点
1.
学生能够感知并掌握字母组合oo在单词中的发音规则。
2.
学生能够拼读符合字母组合oo发音规则的单词。
?教学难点
1.
学生能够拼读符合oo发音规则的单词。
2.
学生能够根据单词读音写出符合该规则的单词。
?教学准备
1.
预习本课时的相关内容。
2.
PPT课件、课文录音、卡片等。
?教学过程
Step
1:
Warm-up
&
Revision
&
Lead-in①
1.
Greetings.
2.
Revision.
Help
students
review
the
letter
combination
“ow”
in
Unit
3
and
let
students
give
examples
by
the
game
“Drive
a
train”.
3.
Enjoy
the
chant.
Play
the
recording
of
the
chant
in
this
lesson.
(出示课件)
Let
students
listen
to
it
and
feel
about
the
pronunciations
of
the
letter
combination
“oo”.
4.
Lead-in.
Show
the
content
of
the
chant
in
this
lesson.
(出示课件)
Put
the
word
cards
of
“zoo”
“look”
“too”
and
“football”
on
the
blackboard.
Mark
all
the
letter
combinations
“oo”
in
red
colour.
Then
play
the
recording
of
the
chant
in
this
lesson
again.
(出示课件)
Ask
students
to
listen
carefully
and
divide
the
word
cards
on
the
blackboard
into
two
groups.
After
students
listen
to
the
recording,
lead
students
to
put
the
two
word
cards
“look”
and
“football”
in
Group
One,
and
put
the
two
word
cards
“zoo”
and
“too”
in
Group
Two.
Lead
students
to
read
them
several
times,
and
help
students
try
to
get
a
preliminary
understanding
of
the
two
kinds
of
pronunciations
of
the
letter
combination
“oo”.
Step
2:
Presentation②
1.
Learn
the
new
chant.
(1)
Show
the
new
chant
on
the
PPT.
Lead
students
to
read
it
and
remind
them
to
pay
attention
to
the
pronunciations
of
the
letter
combination
“oo”.
Ask
students
to
find
out
the
words
containing
the
letter
combination
“oo”.
These
words
are
“book,
balloon,
good,
food,
noodles,
too”.
Ask
students
to
try
to
read
them
by
themselves.
(2)
Show
all
the
words
containing
the
letter
combination
“oo”
in
the
two
chants.
They
are
“book,
look,
football,
good,
balloon,
food,
zoo,
noodles,
too”.
(出示课件)
Ask
students
to
try
to
divide
these
words
into
the
two
groups
and
write
down
the
answers
in
their
own
exercise
books.
2.
Put
the
words
into
the
right
group.
(1)
Show
the
eight
pictures
of
“Read,
listen
and
chant”
on
the
PPT.
(出示课件)
Ask
some
students
to
read
the
words
according
to
the
pictures
one
by
one.
The
others
listen
carefully
and
check
the
pronunciations
and
pay
attention
to
the
pronunciations
of
the
letter
combination
“oo”.
(2)
Play
the
recording
of
“Read,
listen
and
chant”.
(出示课件)
Ask
students
to
listen
carefully
and
read
after
the
recording.
Then
ask
students
to
check
if
the
previous
grouping
is
correct
after
listening
and
reading.
(3)
Check
the
grouping
result
together.
Take
out
the
word
cards.
Put
the
word
cards
of
“book”
and
“good”
in
Group
One,
and
put
the
word
cards
of
“balloon”
“food”
and
“noodles”
in
Group
Two.
Mark
all
the
letter
combinations
“oo”
in
red
colour.
3.
Learn
the
pronunciations.
(1)
Lead
students
to
read
these
words
in
the
two
groups
one
by
one.
Help
students
try
to
conclude
the
right
pronunciation
of
the
letter
combination
“oo”
in
each
group.
Encourage
students
to
say
their
opinions.
(2)
Show
the
phonetic
symbols
/?/
and
/u:/
on
the
PPT.
(出示课件)
Explain
the
pronunciation
skills
briefly.
Lead
students
to
read
the
phonetic
symbols
several
times.
Take
out
the
word
cards
of
these
phonetic
symbols.
Lead
students
to
put
them
in
the
right
group.
Put
the
phonetic
symbol
/?/
in
Group
One.
Put
the
phonetic
symbol
/u:/
in
Group
Two.
Step
3:
Practice③
1.
Read,
listen
and
chant.
(1)
Show
the
chant
of“Read,
listen
and
chant”and
play
the
recording.
(出示课件)
Ask
students
to
read
the
chant
after
the
recording
again.
Then
ask
some
students
to
read
these
words
and
the
chant.
Give
some
help
when
it’s
necessary
and
correct
the
wrong
pronunciation.
(2)
Show
some
words
containing
the
letter
combination“oo”,
such
as
football,
good,
book,
look,
cook,
noodles,
zoo,
balloon,
food.
(出示课件)
Ask
students
to
say
more
words.
Let
students
choose
some
words
to
make
sentences.
Then
make
a
model
like
this:
Look!
It
is
a
good
book.
Ask
several
students
to
say
their
sentences.
Each
one
of
them
can
get
a
sticker
as
an
award.
2.
Listen,
circle
and
say.
Show
the
content
of
“Listen,
circle
and
say”.
(出示课件)
Ask
students
to
read
all
the
words
according
to
the
pronunciation
rules.
Then
play
the
recording.（出示课件）Let
students
listen
and
circle
the
words
they
heard.
Check
the
answers
together.
Present
the
listening
material
and
let
students
read
the
words
again.
(出示课件)
3.
Look,
listen
and
write.
Show
the
pictures
of“Look,
listen
and
write”.
(出示课件)
Let
students
observe
the
pictures
carefully
and
get
to
know
the
listening
tasks.
Then
play
the
recording.
(出示课件)
Let
students
listen
and
fill
in
the
blanks.
Check
the
answers
together.
Show
the
listening
material
and
the
answers.
(出示课件)
Help
students
understand
this
section
better.
Ask
students
to
pay
attention
to
their
spellings
and
correct
the
mistakes.
Let
students
choose
one
sentence
from
above
and
write
it
on
the
line.
Lead
students
to
write
the
sentence
in
the
correct
and
standard
form.
Ask
several
students
to
show
their
sentences.
Check
the
writing
together.
Step
4:
Consolidation
&
Extension④
“Story
time”
Show
the
story
The
Cook
on
the
PPT.
(出示课件)
1.
Read
and
enjoy
the
story.
Ask
students
to
read
the
story
and
pay
attention
to
all
the
words
containing
the
letter
combination
“oo”.
Lead
students
to
read
the
two
kinds
of
pronunciations
of
the
letter
combination.
2.
Show
the
words
on
the
PPT.
Show
the
words
“cook,
noodles,
spoon,
good,
mooncakes,
too,
afternoon,
Woods，
Hoods”
on
the
PPT.（出示课件）Let
students
try
to
read
these
words
by
themselves.
Then
lead
them
to
read
these
words
several
times.
3.
Read
the
story
in
groups.
Let
students
try
to
read
the
story
by
themselves
in
groups.
4.
Act
out
the
story.
Ask
several
groups
to
act
out
the
story.
?板书设计
?作业设计
1.
Read
the
words
in
“Let’s
spell”
to
your
parents.
2.
Do
the
exercises.
?教学反思
1.
通过chant引入课堂主题，避免语音学习的枯燥性，在充分调动学生积极性的基础上呈现单词，深入主题。
2.
整个教学设计侧重于培养学生的自主学习能力，通过自己观察找出规律、总结发音等方式，提高了学生的自主探究能力和归纳总结能力。
3.
通过听、说、读和写，从多方面对学生的能力进行层层深入的训练。
4.
多种有效的练习活动，帮助学生巩固了本课所学的语音知识。
5.
板书设计清晰明了，起到了一定的辅助作用。
?Teaching
Contents
&
Teaching
Aims
Let’s
spell
?·Be
able
to
perceive
and
master
the
pronunciation
rules
of
the
letter
combination
“oo”
in
words.
?·Be
able
to
pronounce
the
words
containing
the
letter
combination“oo”correctly.
?·Be
able
to
write
the
words
that
fit
the
rules
according
to
their
pronunciations.
?Teaching
Priorities
·Be
able
to
perceive
and
master
the
pronunciation
rules
of
the
letter
combination
“oo”.
·Be
able
to
pronounce
the
words
containing
the
letter
combination
“oo”
correctly.
?Teaching
Difficulties
·Be
able
to
pronounce
the
words
containing
the
letter
combination
“oo”
correctly.
·Be
able
to
write
the
words
that
fit
the
rules
according
to
their
pronunciations.
?Teaching
Procedures
Teaching
Stages
Teacher’
s
Activities
Students’
Activities
Teaching
Purposes
Warm-up&Revision&Lead-in
1.
Greetings.2.
Revision.Help
students
review
the
letter
combination
“ow”
in
Unit
3
and
let
students
give
examples
by
the
game
“Drive
a
train”.3.
Enjoy
the
chant.Play
the
chant
in
this
lesson.4.
Lead-in.Help
students
get
a
preliminary
understanding
of
the
two
kinds
of
pronunciations
of
the
letter
combination
“oo”.
1.
Greetings.2.
Give
examples
by
the
game
“Drive
a
train”.3.
Enjoy
the
chant
in
this
lesson.
Listen
to
it
and
feel
about
the
pronunciations
of
the
letter
combination
“oo”.4.
Listen
carefully
and
divide
the
word
cards
on
the
blackboard
into
two
groups.
Before
learning
new
knowledge,
lead
students
to
review
the
learned
knowledge
to
arouse
students’
memory
of
pronunciation.
Help
students
get
a
preliminary
understanding
of
the
two
kinds
of
pronunciations
of
the
letter
combination
“oo”
in
words
by
listening
and
reading
the
chant.
Presentation
1.
Learn
the
new
chant.(1)
Lead
students
to
read
the
new
chant
and
remind
them
to
pay
attention
to
the
pronunciations
of
the
letter
combination
“oo”.(2)
Present
all
the
words
containing
the
letter
combination
“oo”
in
the
two
chants.
(1)
Read
the
chant.
Find
out
the
words
containing
the
letter
combination
“oo”
and
read
them.(2)
Try
to
divide
these
words
into
the
two
groups.
Integrate
the
eight
words
of
this
lesson
into
the
two
chants.
Lead
students
to
correctly
group
the
words
according
to
the
pronunciations
of
the
letter
combination
“oo”
in
the
process
of
repeated
listening
and
reading
and
sum
up
the
correct
pronunciation
of
“oo”
in
each
group
of
words.
In
this
process,
give
full
play
to
the
initiative
of
students.
2.
Put
the
words
into
the
right
group.(1)
Show
the
eight
pictures
of
“Read,
listen
and
chant”.(2)
Play
the
recording
of
“Read,
listen
and
chant”.(3)
Put
the
word
cards
in
the
right
group.
Check
the
grouping
result
with
students.
(1)
Some
students
read
the
words
according
to
the
pictures
one
by
one.
The
others
listen
and
check
the
pronunciations.(2)
Listen
carefully
and
read
after
the
recording.
Check
if
the
previous
grouping
is
correct.(3)
Check
the
grouping
result
with
the
teacher.
3.
Learn
the
pronunciations.(1)
Lead
students
to
read
these
words
in
the
two
groups
one
by
one.(2)
Explain
the
pronunciation
skills
briefly.
Lead
students
to
read
the
phonetic
symbols
several
times.
(1)
Read
the
words.
Try
to
conclude
the
right
pronunciation
of
the
letter
combination
“oo”
in
each
group.
(2)
Put
the
phonetic
symbols
/?/
and
/u:/
in
the
right
group.
Practice
1.
Read,
listen
and
chant.(1)
Ask
students
to
read
the
eight
words
after
the
recording
again
and
then
read
by
themselves.
Give
some
help
when
it’s
necessary.
And
correct
the
wrong
pronunciation.(2)
Show
some
words
containing
the
letter
combination
“oo”.
(1)
Read
the
eight
words
in
“Read,
listen
and
chant”
after
the
recording
again
and
then
read
by
themselves.
(2)
Try
to
say
more
words.
And
choose
some
words
to
make
sentences.
Lead
students
to
make
use
of
the
phonetic
knowledge
to
complete
the
exercises
of
making
sentences,
listening
and
writing.
Consolidate
the
knowledge
they
have
learned.
2.
Listen,
circle
and
say.Show
the
content
of
“Listen,
circle
and
say”.
Ask
students
to
read
all
the
words
before
listening.
Play
the
recording.
Check
the
answers.
Read
all
the
words
before
listening.
Then
listen
and
circle
the
words
they
hear.
Check
the
answers.
3.
Look,
listen
and
write.Show
the
pictures
of
“Look,
listen
and
write”.
Let
students
observe
the
pictures
carefully.Check
the
answers.
Ask
students
to
choose
one
sentence
from
above
to
write
and
show
their
writing.
Observe
the
pictures
carefully.
Then
listen
and
fill
in
the
blanks.
Check
the
answers.
Choose
one
sentence
from
above
and
write.
Show
their
writing.
Consolidation&Extension
“Story
time”Show
the
story
The
Cook.1.
Read
and
enjoy
the
story.Ask
students
to
read
the
story.
Lead
them
to
read
the
two
kinds
of
pronunciations
of
the
letter
combination
“oo”.2.
Show
the
words
on
the
PPT.
Lead
them
to
read
the
words.3.
Read
the
story
in
groups.4.
Act
out
the
story.
1.
Read
and
enjoy
the
story.
Try
to
read
the
two
kinds
of
pronunciations
of
the
letter
combination.2.
Try
to
read
the
words
by
themselves.3.
Read
the
story
by
themselves
in
groups.4.
Act
out
the
story.
Help
students
use
what
they
have
learned
to
read
a
story
that
has
a
lot
of
words
containing
the
letter
combination
“oo”.
Expand
students’
reading
horizon
and
improve
their
learning
abilities.
Homework
1.
Read
the
words
in
“Let’s
spell”
to
your
parents.2.
Do
the
exercises.
Teaching
purpose①
在学习新知前复习旧知，唤醒学生对语音的记忆。通过对chant部分的两次听读，引导学生初步了解字母组合oo在单词中的两种发音。
Teaching
purpose②
结合改编歌谣，将本课时的八个单词融为一体。引导学生在反复听和读的过程中将单词按照字母组合oo的发音进行正确的分组，并归纳总结出每组单词中字母组合oo的正确发音。在此过程中，充分发挥学生的主观能动性。
Teaching
purpose③
引导学生利用所学的语音知识完成造句、听力和书写练习，练习环节层次分明，使学生在实践中巩固所学知识。
Teaching
purpose④
通过阅读含有大量字母组合oo的绘本故事，帮助学生利用所学知识进行阅读，同时拓展学生的阅读面，提升他们的学习能力。
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