資源簡介

The
fourth
period(第四課時)
Part
B
Let’s
talk
&
Look
and
say
?教學內容與目標
課時教學內容
課時教學目標
Let’s
talk
·通過觀察?談論Let’s
talk板塊的圖片,并在PPT和教師的幫助下理解對話大意·能夠按照正確的語音語調朗讀對話,并能在小組中進行角色表演·能夠在情景中運用句型“—Where
are
you
from?—I’m
from…”詢問他人的國籍或籍貫并回答他人的提問·區分she和he的用法
Look
and
say
·通過猜國名的游戲活動,操練核心句型“—Where
are
you
from?—I’m
from…”·了解中國?加拿大?美國和澳大利亞的國旗及各國的代表性動物·鼓勵學生多了解跨文化知識
?教學重點
1.能夠聽懂?會說?認讀句子“This
is
Amy.
She’s
a
new
student.”?
2.能夠在情景中恰當運用句型“—Where
are
you
from?—I’m
from…”?
?教學難點
能夠用正確的語音語調朗讀對話,并在真實的情景中運用本課句型自然會話?
?教學準備
PPT課件?課文錄音?視頻?單詞卡片?人物頭飾等?
?教學過程
Step
1:
Warm-up
&
Revision
1.Greetings.
2.Chant
together.
(課件出示:教材P6
Listen,
repeat
and
chant的音頻)
3.Revision.
Students
pass
the
ball,
then
ask
and
answer
one
by
one.
T:
What’s
your
name?
Where
are
you
from?
S1:
I’m…
I’m
from…
What’s
your
name?
Where
are
you
from?
S2:
I’m…
I’m
from…
What’s
your
name?
Where
are
you
from?
…
T:
Well,
you
are
very
good!
Before
the
class,
I’ll
divide
you
into
two
groups.
Group
“He”
and
Group
“She”.
Team
“She”,
you
know?
(Point
to
different
girls.)
She
is
a
girl.
She
is
a
girl.
She
is
a
girl,
too.
And
how
about
“He”?
(Lead
students
to
point
to
the
boys.)
Write
down
the
topic
on
the
blackboard.
Step
2:
Presentation
1.Learn
the
word
“student”.
The
teacher
takes
out
the
headwear
of
Amy,
then
points
and
asks,
“Do
you
remember
our
new
friend?
Who
is
she?”
Ss:
Yes.
She
is
Amy.
T:
Where
is
Amy
from?
Ss:
She
is
from
the
UK.
T:
We
know,
Amy
is
a
new
friend.
She
is
also
a
new
student.
(Take
out
the
word
card.)
Follow
me,
please.
Student!
New!
A
new
student!
She
is
a
new
student!
Ss:
Student!
Let
students
read
one
by
one,
group
to
group,
boys
VS
girls.
2.Look
and
think.
Show
the
picture
of
“Let’s
talk”.
(出示課件)
Let
students
look
at
the
picture
carefully.
Ask
some
questions
to
lead
them
to
predict
the
main
idea
of
the
dialogue.
Show
the
questions
on
the
PPT.
3.Watch
and
answer.
(1)
Let
students
watch
the
video
of
“Let’s
talk”,
then
answer
the
questions.(課件出示:教材P7
Let’s
talk的視頻)
T:
Who
is
the
boy?
Ss:
He
is
Wu
Yifan.
T:
Who
is
the
girl?
Ss:
She
is
Amy.
T:
What
are
they
talking
about?
Ss:
The
new
student.
T:
Great!
(The
teacher
points
to
different
students.)
Look!
This
is…
She’s
a
student.
This
is…
He’s
a
student,
too.
Lead
students
to
introduce
their
deskmates.
(2)
Student
watch
the
video
again
and
circle
the
sentences
“Where
are
you
from?”
and
“I’m
from
the
UK”
in
their
books.
The
teacher
teaches
the
sentences
and
lets
students
use
the
sentence
structures
“—Where
are
you
from?
—I’m
from…”
to
ask
and
answer
in
a
chain.
4.Read
the
dialogue.
(1)
Let
students
read
the
dialogue
after
the
recording
and
pay
attention
to
the
pronunciation
and
the
intonation.
(2)
Let
students
read
the
dialogue
after
the
teacher.
(3)T:
Who
wants
to
be
a
little
teacher?
Let
students
read
the
dialogue
after
the
little
teacher.
5.Show
time.
(1)
Students
read
the
dialogue
aloud
by
themselves.
(2)
Students
practice
the
dialogue
in
groups,
then
act
it
out.
Step
3:
Practice
1.Dubbing
show.
Let
students
watch
the
cartoon
without
subtitles,
then
dub
for
the
dialogue.
(課件出示:教材P7
Let’s
talk不帶字幕的視頻)
2.Watch
and
fill.
Let
students
listen
to
the
recording
and
check
the
answers.
Step
4:
Consolidation
&
Extension
1.Share
a
video.
Students
watch
a
video
about
representative
animals
from
China,
Canada,
the
USA
and
Australia.
(課件出示:關于大熊貓?海貍?禿鷹和袋鼠的一段視頻)
2.Guessing
game.
Ask
one
student
to
act
like
one
of
the
representative
animals,
and
the
others
guess
where
he/she
is
from.
Ss:
Where
are
you
from?
S1:
(Act
like
a
panda.)
Ss:
You
are
from…
S1:
No.
Ss:
You
are
from…
S1:
Yes.
…
3.Role-play.
Students
wear
the
headwears,
then
role-play.
Ask
and
answer
one
by
one.
S1:
Hi,
I’m
from
China.
Where
are
you
from?
S2:
Hello,
I’m
from…
Where
are
you
from?
S3:
I’m
from…
Where
are
you
from?
…
T:
So,
what
have
you
learnt
today?
Ss:
…
T:
We
should
read
more
books
and
expand
our
horizons.
Show
respect
for
other
cultures.
?板書設計
?作業設計
Practice
the
dialogue.
?教學反思
1.以活動為主線,尊重學生的主體地位,讓學生在活動?操練?合作中掌握重難點知識?
2.教學目標明確,教學重難點把握精準?整個教學過程重點突出,講練結合,落實到位?
3.充分發揮多媒體資源優勢,運用多媒體來輔助教學,幫助學生理解?突破教學重難點,突出學生學習的主體地位?
4.教學中及時給予學生鼓勵,拓展學生的創造性思維?課外知識的普及,拓寬了學生的文化視野,增強其了解跨文化的意識?
?Teaching
Contents
&
Teaching
Aims
Let’s
talk
·Understand
the
main
idea
of
the
dialogue
by
observing
and
talking
about
the
picture
of
“Let’s
talk”.
·Read
the
dialogue
with
correct
pronunciation
and
intonation
and
act
it
out.
·Use
the
sentence
structures
“—Where
are
you
from?
—
I’m
from…”
properly
in
situations.
·Distinguish
the
usage
of
“he”
and
“she”.
Look
and
say
·Practice
the
key
sentence
structures
through
the
games.
·Know
about
the
representative
animals
and
national
flags
of
different
countries.
·Expand
students’
cultural
horizons.
?Teaching
Priorities
·Be
able
to
listen,
speak
and
read
the
key
sentences
“This
is
Amy.
She’s
a
new
student.”.
·Be
able
to
use
the
sentence
structures
“—Where
are
you
from?
—I’m
from…”
properly
in
real
situations.
?Teaching
Difficulties
·Be
able
to
read
the
dialogue
with
correct
pronunciation
and
intonation,
and
use
the
sentence
structures
“—Where
are
you
from?
—I’m
from…”
properly
in
real
situations.
?Teaching
Procedures
Teaching
Stages
Teacher’
s
Activities
Students’
Activities
Teaching
Purposes
Warm-up
&
Revision
1.
Greetings.2.
Chant
together.
3.
Revision.
1.
Greetings.2.
Chant
together.
3.
Review
the
sentence
structures
and
learn
“she”
and
“he”.
Stimulate
students’
learning
interest.
Help
them
review
the
sentence
structures.
Lead
in
the
new
words
“she”
and
“he”
naturally.
Presentation
1.
Lead
in
the
new
word
“student”.
Teach
the
word
by
the
word
card.
1.
Read
the
word
after
the
teacher
and
learn
the
word
“student”.
Let
students
practice
the
word
in
different
ways
and
help
them
master
the
word
easily.
2.
Show
the
picture
of
“Let’s
talk”
and
ask
some
questions.
2.
Look
at
the
picture
carefully
and
predict
the
main
idea
of
the
dialogue.
Cultivate
students’
observation
and
logical
thinking
abilities.
3.
Play
the
video
and
lead
students
to
answer
the
questions.
Teach
the
key
sentences.
3.
Watch
the
video
and
answer
the
questions.
Introduce
their
deskmates.
Watch
the
video
again
and
circle
the
two
sentences.
Use
the
sentence
structures
“—Where
are
you
from?
—I’m
from…”
to
ask
and
answer
in
a
chain.
Help
students
to
get
the
overall
perception
of
the
text
and
the
useful
information.
4.
Read
the
dialogue.
(1)
Read
the
dialogue
after
the
recording.(2)
Read
the
dialogue
after
the
teacher.(3)
Read
the
dialogue
after
the
little
teacher.
Make
sure
that
students
read
the
dialogue
correctly
and
fluently.
5.
Show
time.
Read
the
dialogue
aloud
by
themselves.
Practice
the
dialogue
in
groups
and
act
it
out.
Develop
students’
ability
of
independent
and
autonomous
learning.
Practice
1.
Dubbing
show.2.
Watch
and
fill.
1.
Watch
the
cartoon
without
subtitles,
then
dub
for
the
dialogue.2.
Look
at
the
PPT
and
fill
in
the
blanks.
Cultivate
students’
learning
interest.
Help
students
master
and
consolidate
the
knowledge.
Consolidation
&
Extension
1.
Share
a
video.2.
Guessing
game.3.
Role-play.
1.
Watch
the
video.2.
Do
a
guessing
game.3.
Role-play.
Ask
and
answer
one
by
one.
Expand
students’
horizons
and
show
respect
for
other
cultures
Homework
1.
Practice
the
dialogue.2.
Do
the
exercises.
Teaching
purpose
課前問好拉近師生距離,
chant可以激發學生的學習興趣,也是對上節課的復習?復習自我介紹的相關句型,激活學生已有的知識儲備?并從分組評價競爭機制中,自然引入新授內容“she”和“he”,便于學生理解和記憶?
Teaching
purpose
教師通過Amy頭飾引入今天的話題人物,并引出新授詞“student”,通過教師帶讀?學生跟讀?個人朗讀?小組讀以及男女分組讀等多種形式操練單詞,加深學生對“student”的理解,便于他們掌握?
Teaching
purpose
教師通過問題引導學生觀察并討論圖片,借助圖片預測教學內容,培養學生的觀察能力和邏輯推理能力?
Teaching
purpose
教師引導學生帶著問題觀看視頻,關注學生的有效參與,幫助整體感知文本,提取關鍵信息?
Teaching
purpose
教師播放錄音,學生聽錄音跟讀?教師示范朗讀,學生跟讀?提醒學生注意朗讀的語音語調?“小老師”帶讀,有利于激發學生的表現欲望,提高學習積極性,培養自信?
Teaching
purpose
在以多種形式操練對話后,讓學生自主朗讀,培養其獨立性和自主性,并能在設定情景中進行角色表演,還原真實語境?
Teaching
purpose
配音秀有利于學生在語境中操練和鞏固句型,文本再構的練習幫助學生掌握和記憶新授知識?
Teaching
purpose
充分利用多媒體資源優勢,以動畫的形式生動直觀地呈現各國的代表性動物,拓展學生的文化知識?“猜國名”游戲的設計增加了操練的趣味性,幫助學生鞏固所學詞匯與句型?
Teaching
purpose
激發學生的學習興趣,讓學生在輕松愉悅的氛圍中掌握知識?注重情感態度價值觀的滲透?鼓勵學生多讀書,開闊眼界,了解和尊重各國文化?
2
2(共33張PPT)
Chant
together
A:
What's
your
name?
Where
are
you
from?
B:
I’m
…
I’m
from…
What's
your
name?
Where
are
you
from?
C:
…
Review
Pass
the
ball,
then
ask
and
answer
one
by
one.
Do
you
remember
our
new
friend?
She
is
Amy.
She
is
from
the
UK.
She
is
a
new
student.
學生
Look
and
think
1.Who
is
the
boy?
2.Who
is
the
girl?
3.What
are
they
talking
about?
Watch
and
answer
1.Who
is
the
boy?
2.Who
is
the
girl?
3.What
are
they
talking
about?
He
is
Wu
Yifan.
She
is
Amy.
The
new
student.
Introduce
your
deskmates.
This
is…
She’s
a
student.
This
is…
He's
a
student,
too.
Watch
and
circle
the
sentences
“Where
are
you
from?”
and
“I’m
from
the
UK”.
Mr
Jones,
this
is
Amy.
She’s
a
new
student.
Hi,
Amy.
Hi,
Mr
Jones.
Where
are
you
from?
I’m
from
the
UK.
Read
the
dialogue
Mr
Jones,
this
is
Amy.
She’s
a
new
student.
Hi,
Amy.
Hi,
Mr
Jones.
Where
are
you
from?
I’m
from
the
UK.
Role-play
the
conversation
Mr
Jones,
this
is
Amy.
She’s
a
new
student.
Hi,
Mr
Jones.
Hi,
Amy.
I’m
from
the
UK.
Where
are
you
from?
Dubbing
Show
Watch
and
fill
Wu
Yifan:
Mr
Jones,
this
is
____.
____
a
new
______.
Mr
Jones:
Hi,
Amy.
Amy:
Hi,
______.
Mr
Jones:
_____
are
you
____?
Amy:
________.
Listen
and
check
the
answers.
Wu
Yifan:
Mr
Jones,
this
is
____.
____
a
new
______.
Mr
Jones:
Hi,
Amy.
Amy:
Hi,
___________.
Mr
Jones:
_____
are
you
____?
Amy:
______________.
Amy
She’s
student
Mr
Jones
Where
from
I’m
from
the
UK
Enjoy
some
videos
Guessing
game
Rules:
One
student
acts
like
one
of
the
representative
animals,
and
the
others
guess
where
he/she
is
from.
I’m
from
China.
Where
are
you
from?
Where
are
you
from?
I’m
from
Canada.
Where
are
you
from?
I’m
from
the
USA.
Where
are
you
from?
I’m
from
Australia.
Look
and
say
Hi,
I’m
from
China.
Where
are
you
from?
A:
Hi,
I'm
from
China.
Where
are
you
from?
B:
Hello,
I‘m
from…
Where
are
you
from?
C:
I'm
from…
Where
are
you
from?
D:
…
Role-play
We
should
read
more
books
and
expand
our
horizons.
Show
respect
for
other
cultures.
Blackboard
design
Unit
1
Welcome
back
to
school!
This
is
...
He’s/
She’s
a
student.
Hi,
I’m
from...
Where
are
you
from?
China
Canada
USA
Australia
Homework
Practice
the
dialogue.

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