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课  题

Read aloud & Connect and say & Look, listen and write

第  1  课时 

课  型

授课日期

月 日

核心素养

目标

Read aloud

·Understand the main idea of the dialogues and read the dialogues with the correct pronunciation and intonation.

·Review and consolidate the sentence structures“What’s in it?”“Who’s your friend?”“What’s her name?”by learning the dialogues and answer them.

·Understand the meanings of the sentences“Your bag is so heavy.”“I know.”“I don’t know.”in context and read them correctly.

Connect and say & Look, listen and write

·Consolidate the phonetic knowledge of Units 1~3 and read out the words that conform to the pronunciation rules.

·Classify the words according to the pronunciation rules, complete the tasks of connecting and filling in the blanks.

教学重点

·Be able to integrate the key language of Units 1~3 and use it naturally in specific situations.

·Consolidate the phonetic knowledge of Units 1~3.

教学难点

·Be able to use the key sentence structures  to describe the characteristics of friends.

·Be able to read the words and classify them according to the pronunciation rules.

教 学 过 程

备 注

Step 1: Warm-up & Revision①

1. Greetings.

2. Sing a song—Friends.

3. Sharp eyes.

Show the following vocabulary on the PPT one by one.

（课件出示：classroom, window, blackboard, light, picture, door, teacher’s desk, computer, fan, wall, floor, schoolbag, maths, English, Chinese, storybook, candy, notebook, toy, key, strong, friendly, quiet, hair, shoe, glasses）

T: If you know the vocabulary, you can stand up and read it out.

4. Free talk.

Do Q & A on the topics of “classroom” “schoolbag” and “friends”.

T: What’s in the classroom? / What’s in your schoolbag? / Who’s your friend? What is he/ she like? Is he/ she tall /thin/…? /…

Ss: …

Step 2: Presentation

1. Lead-in.②

Show a schoolbag with some books in it.

T: Look at this schoolbag. What’s in it? Let’s have a look.

Lead students to answer: An English book, a maths book, a notebook and ten storybooks.

Take all the books out of the schoolbag. Then put some school things on the teacher’s desk and ask a student to come to the front.

T: Put the pen / pencil / ruler…in the schoolbag.

The student does as the teacher says.

T: Now show me the schoolbag.

(The schoolbag is too heavy for the student to carry.)

T: Let me help you. (Help the student raise the schoolbag.)

S1: Thank you.

The teacher asks more students to carry the schoolbag.

T: What do you think of this schoolbag?

Ss: So heavy.

T: Yes. The schoolbag is so heavy.

Let students read the word “heavy” after the teacher and help them understand the sentence “Let me help you.”

T: We should help each other. Look! Chen Jie is helping John. (课件出示：教材P32 Read aloud部分的图一)

2. Watch and answer.③

(1) Look at the pictures and answer the question.

T: What’s in John’s schoolbag? (课件出示：教材P32 Read aloud部分的图二及图三)

Ss: Books.

(2) Watch the cartoon and answer the questions.

Show the questions on the PPT.

Then play the cartoon of “Read aloud”. (课件出示：教材P32 Read aloud部分的视频) After students finish watching, check the answers by talking to them.

T: Are they John’s storybooks?

Ss: No, they are his friend’s.

T: Oh! I know. I know they are his friend’s. (Emphasize “I know.” with the head nodding.) But who’s his friend? I don’t know. (Emphasize “I don’t know.” with a gesture and an expression.)

Ss: Sandy White.

T: I know. John’s friend is Sandy White. So they’re Sandy White’s storybooks.

Teach the sentence “They’re my friend’s storybooks.”

Show a picture of Sandy White.（出示课件）

T: Look! This is Sandy White. Do you know what her job is and what she is like?

Ss: …

Check the answers and teach the sentences above.

Students read these sentences after the teacher.

Show the pictures of two pupils in the class. (出示课件)

T: Who is he/ she? Can you tell me something about him/ her?

(3) Watch the cartoon again, and then number the pictures.（课件出示：教材P32 Read aloud的动画和六张打乱顺序的图片）

3. Read and act.④

（1）Let students read after the recording and pay attention to the pronunciation and the intonation.（课件出示：教材P32 Read aloud部分的音频）

（2）Let students practice the dialogues in groups.

（3）Choose some students to act out the dialogue.

Step 3: Practice

1. Connect and say.⑤

（1）Let’s chant.（课件出示：Units 1~3中Let’s spell板块的歌谣）

（2）Show the pictures of the five children. (课件出示：教材P33 Connect and say部分的五个人物图片) Describe their appearances and read their names.

T: Look at the pictures. I will say something about them. Listen carefully. She is a girl. She has a blue hat. Who is she?

Ss: She is Kate.

T: Yes, she is Kate. Read after me, please. Kate.

Ss: Kate.

T: Pay attention to the sound of “a-e”. What is the sound of “a-e”? It’s /eɪ/. Can you say any words like this?

Ss: Yes. Name.

T: What else?

Ss: …

T: Look at the two boys, one is Mike, the other is Tim. Please compare the sounds of the letter “i” in the words “Mike” and “Tim”. The sound of “i-e” in “Mike” is /aɪ/. The sound of “i” in “Tim” is /ɪ/. Can you say any words like these?

Ss: Yes. Like, win…T: Look, the clever girl is Rose. The boy with glasses is Bob. Please compare the sounds of the letter “o” in the words “Rose” and “Bob”. The sound of “o-e” in “Rose” is /əʊ/. And the sound of “o” in Bob is /əʊ/. Can you say any words like these?

Ss: Yes. Nose, dog…

（3）Listen and connect.⑥

T: How does Kate go to the castle? You can connect the words that have the same letter “a” and the same sound /eɪ/. Now listen and connect. （课件出示：教材P33 Connect and say部分的音频）

T: Help the other children go to the castle in the same way.

Check the answers and read them.

Answer：

Kate—name—race—lake—game Mike—nine—fine—time—side

Rose—note—Jones—Coke—hope Tim—win—big—milk—fit

Bob—dog—Tom—hot—doll

（4）Play a match game.

T: Let’s play a match game. If I say /eɪ/, please say “name, Kate” and so on. If I say /əʊ/, please say “Rose, note, Jones” and so on. Are you ready? Let’s play!

2. Look, listen and write.⑦

（1）Talk about the pictures.

①T:（课件出示：rice cake和女孩Kate的图片）Look! What are they? They are rice cakes. They are Chinese food. (Teach “rice cake”.) This girl is Kate. Guess! What is she doing? (Do the action of making rice cakes.)

Ss: She’s making rice cakes.

T: Yes. Kate likes to make rice cakes. (Teach this sentence.)

②T: （课件出示：bike和five mice的图片） Look at these pictures. This is a bike. They are mice. How many? One, two, three… Five mice.

“Mice” is the plural form of “mouse”. What do they do? (Do the action of riding a bike.)

Ss: They ride a bike.

T: Is the bike nice?

Ss: Yes.

T: Five mice ride a nice bike. (Teach this sentence.)

③T:（课件出示：Mr Jones和他的房子的图片）Wow, what a beautiful house! This is Mr Jones’ home. Look, where is Mr Jones?

Ss: He’s at home.

T: What does he do?（Do the action of phoning.）

Ss: He phones.

T: Good. Mr Jones phones me at home. (Teach this sentence.)

（2）Listen to the recording, then fill in the blanks. (课件出示：教材P33 Look, listen and write部分的音频)

T: You know the letters and the sounds well. Please look at the pictures and listen carefully. Pay attention to the key words. Write down the words you hear and fill in the blanks.

Check the answers, and read them.（课件出示：Look, listen and write部分的答案）

T: It’s interesting, isn’t it? They are tongue twisters. Now, read after the recording.

（3）Reading competition.

T: Now who can say the sentences more quickly? Let’s have a competition.

Step 4: Consolidation & Extension

1. A group game.⑧

T: John’s schoolbag is so heavy. There is an English book, a maths book, a notebook and ten storybooks in it. Is your schoolbag so heavy? What’s in your schoolbag? Let’s PK. Please ask and answer one by one. For example:

T: What’s in your schoolbag?

S1: A Chinese book, a maths book… What’s in your schoolbag?

S2: …

2. A guessing game.⑨

T: John has a friend, Sandy White. Do you have a good friend? Who is your good friend? Please come to the front and tell us what your good friend is like. The others guess. Let me do it first. I have a friend in this class. She is tall. She has long hair. Her shoes are… Her schoolbag is… Who is she?

Ask students to play the game with the demonstration.

3. Classify the words according to the pronunciation rules.

板书设计

作业设计

1. Practice the dialogue.

2. Describe your parents with the sentence structures “He/ She is… He/ She has…”

3. Do the exercises.

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