2024年3月17日发(作者：)

Part B Read and write & Let’s check & Let’s wrap it up

教学目标

学生能够在图片的帮助下读懂电子邮件并选出正确的房间图。

学生能够正确写出三个描述自己房间的句子。

学生能够从图片信息中推测考查点,做到有意识地听录音并完成听后任务。

学生能够在教师的帮助下完成连线步骤,重点关注is、are与名词单复数的搭

配。

学生能够根据连线结果完成三个句子。

教学重点

学生能够读懂电子邮件,完成阅读任务。

学生能够听懂录音并完成相应的练习。

学生能够了解is、are与名词单复数的搭配。

教学难点

学生能够在语境中正确运用is、are与名词单复数的搭配。

学生能够完成写句子的活动。

教学准备

PPT课件､课文录音、视频等。

教学过程

Step 1: Warm-up & Revision & Lead-in

1. Greetings.

2. Quick response.

The teacher shows the key words in this unit one by one. Students

read them out quickly. (出示课件)

3. Magic show.

Show some pictures of a mouse in different positions on the PPT. The

pictures appear in turns to help students review the key words and the

phrase about positions. (出示课件)

T: Look！This is a mouse.

Lead students to read “mouse” in a high and low voice.

T: Now look carefully. Where is the mouse?

Ss: It’s in front of the box. Ss: It’s behind the box.

…

4. Lead-in.

Show the picture of “Let’s talk” on page 48 on the PPT. (出示课件)

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T: Zhang Peng’s room is really nice. It’s clean and tidy. Today we are

going to see another room. Let’s go and see.

Step 2: Presentation

“Read and write”

1. Pre-reading.

(1)Learn the new words “dirty, move, live”.

Show two pictures of two rooms on the PPT. (出示课件) One room is

clean. The other one is dirty. Let students know the meaning of “dirty”by

comparing the two pictures. Teach it in a high and low voice.

T: I don’t like the dirty room. So I’m going to move into the clean

room.

Write down the word “move”. Draw an arrow from the dirty room to

the clean room. (出示课件) Help students understand the word “move”.

Students read it after the teacher.

T: And now I live in the clean room.

Write down the word “live”on the blackboard and teach it in different

voices. Show the picture of “Find and say” on page 52 on the PPT. (出示课

件)

T: Look! Zhang Peng’s grandparents live in the house.

(2)Look and predict.

Show the picture of an old house on the PPT. Mr Jones is standing in

front of it. (出示课件)

Ask some questions to lead students to predict. The questions can be

like the following:

①Who is he? (He’s Mr Jones.)

②Where is he? (He’s in front of an old house.)

③Is he happy? Why? (Yes, he is./No, he isn’t. Maybe…)

…

2. While-reading.

(1)Fast reading.

Students read the email for the first time quickly and get the main

idea of the email. Try to answer the teacher’s questions. And check the

answers with the teacher.

(2)Careful reading.

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Show some sentences on the PPT. Ask students to judge and

ts read the email for the second time carefully. Try to find

the answers and underline the sentences.

Check the answers with students.

Explain the meaning of “everywhere” （“here and there” or “every

place”） in the process of checking answers. Help students remember the

word like this: every+where=everywhere. Students read it after the

teacher.

Show a picture of a nature park to help students know the meaning of

the word “nature”. (出示课件)Students read it in different voices. At last,

students read the correct sentences together. The teacher writes down

the sentences “There are pencils and crayons on the floor. There are

pictures and photos everywhere.” on the blackboard.

(3)Read the email.

Play the recording of “Read and write”. (出示课件) Let students listen

and read after the recording. Pay attention to the intonation, the stress,

the pause and the meaning group. After reading together, students read

freely. Let students know the format of an email briefly.

3. Post-reading.

(1)Read and tick.

Students observe the two pictures of “Read and write” on page 53 and

compare the differences according to the text. Tick the right picture and

give the reason with the sentence patterns “There is/are…”

These are different:

There are pencils and crayons on the floor in the left picture.

There are some pencils on the floor in the right picture.

There is a mouse behind the computer in the left picture.

There is a mouse in front of the computer in the right picture.

…

Answer: the left picture.

(2)Think and write.

T: Mr Jones’ room is dirty. How about your room? What’s in your room?

Please write three sentences.

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Students think and write the sentences on the lines. Pay attention to

the correct writing and check the answers with their partners.

Step 3: Practice

“Let’s check”

1. Talk about the pictures.

Show the five pictures of “Let’s check” on page 54 to students. (出示

课件)Ask students to talk about the pictures in pairs with the sentence

patterns “—What’s in the picture? —There is/are… in the picture.”

A: What’s in the picture? B: There is a bed/a desk/a dog/a plant in

the picture.

A: What’s in the picture?

B: There are two photos in the picture.

2. Listen and tick or cross.

T: Now let’s listen and tick or cross.

Play the recording. (出示课件) Students listen and tick or cross. Then

check the answers. （出示课件）

3. Read the sentences.

Lead students to read the two sentences. Lead students to predict

the missing words according to the pictures above. Help students listen on

purpose.

4. Listen again and write.

Play the recording again. （出示课件） Students write down the missing

words on the lines.

5. Listen and check.

Play the recording again. （出示课件） Let students check the answers.

Then choose two students to show their answers. Lead students to judge

the answers. At last, ask students to read the two sentences together.

Step 4: Consolidation & Extension

1. Let’s wrap it up.

(1)Read and observe.

Students look at the pictures and read these words and the phrase: in

front of, above, behind, beside. Know their meanings. Then observe the

example sentence and read the sentence.

(2)Match and say.

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Students match and make sentences and say them in groups. Have a

competition among groups. Make as many sentences as they can within the

limited time.

(3)Sum up.

Show some sentences that students made up. Lead students to

observe the collocation rules of “is, are” with nouns. Let students discuss in

groups. Choose one from the groups to report their result. Then the

teacher helps students sum up.

(4)Write the sentences.

Students complete the sentences independently according to the

collocation rules of “is/are” with nouns. Then the partners exchange and

check the answers. The teacher asks students to pay attention to the

writing.

2. Emotional education.

Lead students to compare some pictures. Some rooms are clean and

some rooms are dirty in the pictures. （出示课件） Ask students to choose

the pictures that they like and give the reasons. Help students form the

habit of sorting things out in time.

板书

作业

1. Read the text adroitly.

2. Search for more sentences about “There is/are…”

教学反思

整节课不仅检测了学生对单元核心词汇及句型的掌握,而且让学生自主探究,

总结出了is、are与名词单复数的搭配规则。教学中注重激发学生的学习兴趣,

训练了学生的听力技巧,提升了学生自主学习的能力,并适时地进行了情感教育。

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