四年级英语上册The sixth period(第六课时) (2)

作品编号：782345167624791823987 学
校：哇代古丰市然眉山镇村庄小学*
教师：周喻王*
班级：王者伍班*
The sixth period(第六课时)
Part B Read and write & Let’s check & Let’s sing
▶教学内容与目标
课时教学内容课时教学目标
Read and write ·能够读懂四组句子并与图中的人物正确匹配
·能够按正确的语音、语调及意群朗读四组句子
·能够在有意义的语境中抄写单元的话题词汇并将句子补充完整·能够综合运用本单元的核心词句
Let’s check ·通过看图，学会从图片信息中推测考查点，做到有意识地去听录音，听后完成排序任务·能够养成良好的听力习惯，以持续提高学生的听力水平
Let’s sing·能够了解歌词意义并能够清晰准确地歌唱
▶
能够运用所学词汇和句型简单地描述一位熟悉的朋友或同学。

▶教学难点
理解“What is his/ her name?”和“Who is he/ she？”的区别及联系。

▶教学准备
1.预习《状元大课堂》《创优作业100分》《状元作业本》中本课时的相关内容。

2. PPT课件、课文录音、视频等。

▶教学过程
Step 1: Warm-up & Revision
1. Greetings.
T: Good morning/ afternoon, boys and girls.
Ss: Good morning/ afternoon, Mr/ Miss/ Mrs…T: How are you today?
Ss:…
2. Revision.
(1) Free talk.
T: Who is tall and strong in our class?
Ss: …
T: Who has brown shoes in our class? Teaching purpose
通过运用前面课时中所学的描述人物外貌特征及衣着打扮的词汇和句型开始课程，起到“温故”的作用,能够极大地激发学生的学习兴趣，让课堂氛围更加热烈，更有益于学生的英语学习。

Ss:…
…
(2) Fill in the blanks.
Present the words of this unit on the PPT. Ask students to complete
the exercise as required.
Step 2: Presentation
Read and write.
（1）Pre-reading.
①Play a game—“Create a supermodel”.
Draw the outline of a person on the blackboard. Ask students to
design his/ her appearance and clothes. Let each student say one
sentence. Draw the outline according to students’descriptions until a
supermodel is created.
Ask students to look at the picture again. Let them try to make
descriptive sentences into a short paragraph.
②Guess: Who is my best friend?
Ask some students to use a complete paragraph to introduce their
good friend’s appearance and dress. Ask the other students to guess who
he / she is. Review and consolidate the key sentences learned in this unit.
(2) While-reading.
①Show the picture and four groups of sentences of “Read and
match” on the PPT.（出示课件）
Let students observe the picture, underline the key words and
phrases and talk about it in class.
T: Look at these children, boys and girls. Who are they?
Ss: The y’re Ben, James, Ann and Kate.
Write down the names on the blackboard and read them at the same
time.
T: Ben, pen—Ben, e/e/. James, name—James, a-e/eɪ/. Ann,
ant—Ann, a/æ/. Kate, cake—Kate, a-e/eɪ/.
Ss: … (Read after the teacher.)
T: Can you talk something about James?
S1: …
T: Who can talk about Ben？
…
②Complete the activity of “Read and match”.
Teaching purpose
通过“创造超级模特”
的游戏，激发学生的表达欲
望，提高课堂参与度，并利
用已学词汇输出句子，让学
生自己将点（词汇）组合构
成面（语段）进行输出。

Teaching purpose
先让学生观察并讨论图
片内容，再根据句子来选择
正确的图片，培养阅读策略，
检验学生是否能够正确认读
并理解词汇及句型。

Ask four students to read the four groups of sentences in turn. The other students judge by what they hear.
Then check the answers together by letting students ask and answer.
Answers：1—James; 2—Ann; 3—Kate; 4—Ben
S1: He has short hair. He has a big green bag. What is his name?
S2: His name is James.
S3: She has long hair. She has orange shoes. What is her name?
S4: Her name is Ann.
Write down the sentence structur es “He/She has…”“—What’s his/her name? —His/ Her name is…” on the blackboard.
S5: She is tall. She is friendly. She has a blue hat. Who is she?
S6: She is Kate.
S7: He is short and thin. He has glasses. He is near the window. Who is he?
S8: He is Ben.
Wri te down the sentence structures “—Who is he/she? —He/ She is…” on the blackboard.
Lead students to understand the difference between “What is his/her name?” and “Who is he/ she？”
T: What is his/ her name? We can only answer the name here. Who is he/ she? We can answer the name, the job or the relationship with the speaker here.
③Listen and repeat.
Ask and answer in pairs. One says the name of the character in the picture. The other quickly retells the character’s descriptive text. Then exchange to complete the exercise.
For example:
S1: Kate.
S2: She is tall. She is friendly. She has a blue hat.
（3）Post-reading.
①Observe and read.
Present the three pictures, the words and the phrases.（课件出示：教材P29 Look, choose and write部分的文本与图片）Ask students to observe the pictures and read the words and the phrases.
②Give language support, and talk with students.
T: (Point to the tall man.) Look at this man. He is…and… （Describe with body language.）
Ss: He is tall and thin.
T: Who is this old man? He is Santa Claus. What does he have?
Ss: He has a red bag. Teaching purpose
此活动帮助学生将读音、词义及词形结合起来，保证他们能够理解重点词汇及句型的意思，并能够正确运用。

T: Yes, there are many gifts in the red bag. He has a red hat, too. But there is no “hat” in the square frame. So we should fill “bag” in the blank.
Does this girl have long hair or short hair?
Ss: She has long hair.
T: Great! Please choose the correct words or phrases to fill in the blanks.
③Remind students to write the words or phrases correctly.
Comment on the completion of students. Correct writing errors in time. Then check the answers together.
Answers: 1. tall; thin 2. bag 3. long hair
Ask three students to read the sentences in turn.
④Let students write a few sentences they have learned in this unit to introduce a classmate. Next, let some students read the sentences they have written. The other students guess which students they’re describing. Comment on the completion of students. Correct writing errors in time. Step 3: Practice
Let’s check.
(1) Listen and number.
Show the pictures of “Listen and number” on the PPT. （出示课件）Let students talk about the names, characteristics and other features of the characters in the pictures.
S1: She is a girl. She has long hair and oranges shoes.
S2: He is a boy. He has short hair.
S3: He is a boy. He has long hair. He has brown shoes.
S4: He is a boy. He is tall and strong. He has glasses.
Play the recording. Remind students to grasp the key information and complete the e xercise of “Listen and number”.（出示课件）Play the recording again to help students check the answers. （出示课件）
Answers: 2-3-1-4
（2）Look and match.
Show the pictures of “Look and match” on the PPT.（出示课件）
Let students observe the pictures，and then describe the characteristics of the characters in the pictures with the sentence
st ructures “He/She is…”“He/She has…”
T:Look at this girl in the first picture. What’s she like?
Ss: She has short black hair. She is quiet.
T: Good. What about this girl in the second picture? What do you think about her? Teaching purpose
先引导学生观察图片中的内容，然后再听录音给图片排序，使学生养成在完成听力活动之前先获取习题信息的习惯并检验学生是否可以听懂本单元的重点句型。

Teaching purpose
通过让学生观察图片，发散他们的思维，建立与所学单词、句子的联系，检验学生能否认读、理解词汇与句型，并能运用这些知识进行合适的表达。

…
Show the words and the phrases on the PPT.（出示课件）Let
students read them, and choose the right pictures to match.
Remind students that there is more than one word or phrase that can
match the same picture.
Check the answers.
Answers: 图1: quiet 图2: long black hair; glasses/ friendly
图3: tall and strong; blue shoes; short brown hair图4: short and thin
Step 4: Consolidation & Extension
1. Let’s act.
Ask students to act out the words “tall, short, fat, thin, quiet…”
2. Listen and do.
Give orders such as: Clap your hands. Stamp your feet. Wave your
arms. Shake your body…
Students do actions according to the orders.
3. Let’s sing.
(1) Play the song Friends.（出示课件）Get students to enjoy it
together.
(2) T: Listen again and answer. If your friend is tall and quiet, what
can you do?
Ss: Clap my hands.
(3) Students sing the song in pairs, then sing the song together.
(4) Make a new song with replacing the adjective and the verb
phrases of the song in groups.
Make a model:
If your friend is thin and funny, stamp your feet. If your friend is
thin and funny, stamp your feet.
If your friend is thin and funny, if your friend is thin and funny, if
your friend is thin and funny, stamp your feet.
▶板书设计
▶作业设计
1. Copy the key words learned in this unit five times.
2. Draw your parents and describe them in English.
3. Do the exercises.（见“状元成才路”系列丛书《创优作业100分》或《状元作业本》对应课时作业）
Teaching purpose
以表演、欣赏、演唱、
创编歌曲等多种形式来回忆
本单元的重点词汇，达到总
结的目的。

▶教学反思
1. 本课主要进行读、写练习，读、写的句子都是本单元的重点内容。

2. 采用与学生问答的方式展开本课时的重点内容，既减轻了学生的压力，也活跃了课堂气氛。

3. 在教学过程中，充分运用游戏、图片、录音等教学手段，让学生积极参与课堂活动，学生的参与意识很强，完成的效果也不错。

4. 将难点进行细化，采用“单词—短语—句型”的方式化解难点。

5. 引导学生开展练习，操练句型，完成任务，加深了学生对句型的印象，也培养了学生继续学习英语的兴趣。

6. 板书设计清晰明了，重点突出，起到了很好的总结作用。

▶Teaching Contents & Teaching Aims
Read and write
·Be able to read and understand the four groups of sentences and match them with the characters correctly.
·Be able to read the four groups of sentences with the correct pronunciation and intonation.
·Be able to copy the topic vocabulary of this unit in the meaningful context and complete the sentences.
·Be able to use the key vocabulary and sentences of this unit synthetically.
Let’s check
·Learn to predict the examination points from the picture information and consciously listen to the recording and complete the task.
·Be able to develop good listening habits and improve students’ listening skills.
Let’s sing
·Be able to sing the song—Friends. Be able to understand the meaning of the lyrics and sing clearly and accurately.
▶Teaching Priorities
·Be able to simply describe a familiar friend or classmate by using the vocabulary and the sentence structures they have learned.
▶Teaching Difficulties
·Understand the difference and the connection between“What’s his/ her name?”and “Who is he/she？”
▶Teaching Procedures。