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1、The fourth period（第四课时）Part B Lets talk & Draw and say 教学内容与目标课时教学内容课时教学目标Lets 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 isnt./No, its me.”“Whats yours job? Hes/Shes 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
2、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 isnt./No, its me.”“Whats yours job? Hes/Shes a/an”。教学难点能够在真实情景中灵活运用核心句型。Teaching purpose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。教学过程Step 1: Warm-up & Lead-in1. Gr
3、eetings.2. Show the chantI love you. Ask students to read the chant carefully and then chant it together. 3. Lead-in.Show the outline picture of the teachers 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
4、 my family photo. Guess! Whos 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 isnt. / No, its me.Write down the sentence structures “Is this your? Yes, it is. / No, it isnt. / No, its me.” on
5、 the blackboard.Teaching purpose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。Step 2: Presentation1. Teach the new vocabulary and sentence structures.(1) After guessing some characters, the picture of the teachers family members is clearly presented. The teacher points to herself/himself and say
6、s, “Im a teacher.”Then point to her/his aunt in the picture.T: This is my aunt. Shes a nurse.Show a picture of the teachers aunt in a nurses uniform. Help students understand what “nurse” means.Teach the word “nurse”, n/n/-ur/-se/s/, nurse/ns/. (课件出示:nurse的相关内容)Ask students to read after the teacher
7、 and pay attention to the sound of “ur”. It sounds / here.T: Whats my aunts job? Shes a/anAsk students to guess the meaning of this question and the word “job” according to the context.Ss: Shes a nurse.Write down the sentence “Whats your aunts job?” on the blackboard and get students to read after t
8、he teacher.Teaching purpose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。T: au/-n/n/-t/t/, aunt/nt/, ts/ts/, aunts/nts/. “ts” sounds /ts/ here.T: j/d/-o/-b/b/, job/db/.T: Now you can ask me about my other family members with the sentence structure.Ss: Whats yours job?T: Hes/Shes a/an (doctor, football playe
9、r, nurse, farmer, cook, driver)Show the pictures of the jobs above to help students understand.Write down the sentence structure “Hes/Shes a/an” on the blackboard.(2) Write down the phrase “football player” and the sentence “Hes a football player.” on the blackboard. Help students understand the mea
10、ning 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 t
11、he word “player”. Ask students to read after the recording. （课件出示:player的相关内容）Teaching purpose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。2. Talk about the picture of the main scene.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 Sarahs family. They are putting on a play. Do yo
12、u know its name?Students may answer in Chinese.T: How many people are there in Sarahs family?Ss: Nine. Wow!Point to one actor in the picture and ask, “Is this Sarahs uncle?”Ss: Yes, it is. /No, it isnt.T: Whats his job?Lead students to find relevant person. Ask students to describe his job through t
13、he dialogue in the picture.Ss: Hes a football player.Continue to talk about Sarahs aunts and fathers 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.Teaching purpose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。3. Lets talk.(1) Show the pictures of
14、 the three characters in “Lets talk” on the PPT. （课件出示: 教材P61 Lets 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 Sarahs?Ss: Write down the words on the blackboard according to students guessin
15、g.T: What are Sarah and Zhang Peng talking about?Ss: They are talking about Sarahs family members and their jobs.(2) Play the cartoon and ask the questions.Questions: Whos this man/woman? Whats his/her job? Is the little baby Sarahs baby brother? Play the cartoon of “Lets talk” on the PPT and let st
16、udents pay attention to the pronunciation and the intonation. (课件出示:教材P61 Lets talk板块的视频) Ask students to watch the cartoon with the questions. Underline the answers in the book. Answer the questions.T: Whos this man?Ss: Its Sarahs uncle.T: Whats his job?Ss: Hes a football player.T: Whos this woman?
17、Ss: Its Sarahs aunt.T: Whats her job?Ss: Shes a nurse.Play the cartoon again. （Pause at the last picture.） (出示课件) T: Whos the baby? Is the little baby Sarahs baby brother?Ss: No. Its Sarah. Sarah says, “Its me!”Teaching purpose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。(3) Read after the recording.Play
18、 the recording of “Lets 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: PracticeTeaching purpose通过呈现单元主情景图，创编对话并操练重点句型，帮助学生在真实情境中运
19、用核心句型，进而突破本课的重难点。1. Make a dialogue.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 an example:A: Is this Sarahs mother?B: Yes, it is. /No, it isnt.
20、 ShesA: Whats Sarahs mothers job?B: Shes a/anTeaching purpose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。2. Draw and say.(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 stud
21、ents 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
22、 pairs with the following sentence structures. Teaching purpose“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。Step 4: Consolidation & Extension1. Play a game “Magic mirror”.Ask two students to make a model.First, use the ready-made materials in the classroom to make t
23、he 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: Whats his/her j
24、ob?A (“Magic mirror”): Hes/Shes 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. Lets singMy family.Teaching purpose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。Play the song My family. （课件出示:教材P64 Lets sing板
25、块的歌曲）Ask students to listen carefully and sing together.3. Make a summary.Point to the vocabulary and the sentence structures on the blackboard, 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,
26、it isnt./No, its me.”“Whats yours job? Hes/Shes 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 AimsLets t
27、alkBe 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 isnt. /No, its me
28、.”“Whats yours job? Hes/Shes a/an” in situations to ask and answer the relationship between someone and the speaker and his/her job.Be able to understand new vocabulary “football player, nurse” in context, and pronounce them correctly.Draw and sayBe able to consolidate the key sentence structures le
29、arned in Part B by drawing and saying.Teaching PrioritiesBe 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 s
30、entence structures “Is this your? Yes, it is./No, it isnt./No, its me.”“Whats yours job? Hes/Shes a/an”Teaching DifficultiesBe able to use the key sentence structures flexibly in real situations.Teaching ProceduresTeaching StagesTeacher s ActivitiesStudents ActivitiesTeaching PurposesWarm-up &Lead-i
31、n1. Greetings.2. Show the chantI love you.3. Lead-in.Show the outline picture of the teachers 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 enthusi
32、asm to participate in class by guessing.Presentation1. Teach the new vocabulary and sentence structures.(1) Teach the word “nurse” and the sentence structures “Whats yours job? Hes/Shes a/an”(2) Teach the phrase “football player”.Learn the vocabulary and the sentence structures.Help students learn t
33、he 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
34、main scene.Read after the cartoon.Further perceive the key sentence structures by learning the main scene of the unit.3. Lets talk.(1) Show the pictures of the three characters in “Lets talk” on the PPT. Ask students to guess.(2) Play the cartoon and ask thequestions.(3) Play the recording of “Lets
35、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 inte
36、rest in reading by asking questions.Help students understand the dialogue and perceive the key sentence structures.（续表）Teaching StagesTeacher s ActivitiesStudents ActivitiesTeaching PurposesPractice1. Make a dialogue.Present the picture of the main scene. Ask students to select a person in the pictu
37、re 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 asrequire
38、d.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&Extension1. Play a game “Magic mirror”.Ask two students to make a model. Then
39、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. Lets singMy family.Listen carefully and sing the song togethe
40、r.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.Homework1. Read the dialogue to your parents.2. Do the exercises.