(共19张PPT)
Unit
3
My
friends
Part
A
Let’s
talk
&
Let’s
play
教学目标
1.能听懂、会说：Whats
his
name?His
name
is
…/Hes
…
2.能听、说、认读：I
have
a
new
friend./A
Chinese
friend./Whats
his
name?/His
name
is
…
Lead-in
Let’s
talk.
Who’s
your
best
friend?
My
best
friend
is
…
Presentation:
Let’s
talk
A:
What’s
his
name?
B:
His
name
is
Bob.
Presentation:
Let’s
talk
A:
What’s
his
name?
B:
His
name
is
Tim
.
Presentation:
Let’s
talk
A:
What’s
his
name?
B:
His
name
is
Zhang
Peng.
He
has
short
black
hair
and
big
eyes.
He’s
tall
and
strong.
Presentation:
Let’s
talk
A:
What’s
her
name?
B:
Her
name
is
Lucy.
Presentation:
Let’s
talk
A:
What’s
her
name?
B:
Her
name
is
Lily.
Presentation:
Let’s
talk
A:
What’s
his
name?
B:
His
name
is
John.
She
is
Johns
mother.John
is
talking
about
his
Chinese
friend
to
his
mother.
Presentation:
Let’s
talk
We
are
all
Chinese,because
we
are
all
from
China.
Presentation:
Let’s
talk
Listen
and
answer
the
questions.
1.Does
John
have
a
Chinese
friend?
Yes,
he
does.
2.Whats
his
friends
name?
His
name
is
Zhang
Peng.
3.Is
he
tall
and
strong?
Yes,
he
is.
Presentation:
Let’s
talk
Practice
and
act.
Mum,
I
have
a
new
friend.
Really?
A
Chinese
friend?
Yes,
he’s
very
friendly.
Presentation:
Let’s
talk
Practice
and
act.
What’s
his
name?
His
name
is
Zhang
Peng.
Presentation:
Let’s
talk
Practice
and
act.
Look!
He’s
tall
and
strong.
Yes,
he
is.
Presentation:
Let’s
play
I
describe,
you
guess.
A:
She’s
tall
and
thin.
What's
her
name?
B:
Her
name
is
Lucy.
A:
Where
is
she?
B:
Oh,
there
she
is.
Presentation:
Let’s
play
趣味操练
游戏1：做“猜人”游戏。
与Lets
play部分相结合。让一个学生来描述自己的朋友，其他同学要根据描述猜出这个人是谁。如：My
friend
is
a
boy.He’s
thin.He
has
short
hair.He
likes
maths.Who’s
he?
Presentation:
Let’s
play
趣味操练
游戏2：听音猜人。
教师让猜谜的人到前面来，背对全班，然后让一位学生站起来用英语跟他说一句话。猜的学生要根据说话人的声音判断性别“A
boy?A
girl?”。其他学生判断Yes或No。如果回答对了，全班同学再问：“What’s
his/her
name?”，猜的学生要继续回答出说话人的姓名。全班同学用Yes或No来判断对错。猜的学生规定有5次机会，如果回答5次还猜不出来，就算输了，并换一名同学猜。
Consolidation
连连看。
1.thin
A.长头发
2.strong
B.安静的
3.long
hair
C.朋友
4.quiet
D.瘦的
5.friend
E.强壮的
Homework
1.
Practice
the
dialogue.
2.
Introduce
the
friend
to
parents
with
the
key
sentence
structures.
