The first period
Part A Let’s talk & Let’s play
内容分析
本课是PEP小学英语四年级上册Unit 3第一课时。本单元学习的主题是向他人介绍自己的好朋友，对好友的性格和外貌特征进行描述。教学内容主要是通过展示学生们介绍好友的情景来展开的。教学重点是能够听、说、认读核心句型“—What’s his name —His name is Zhang Peng.”“He’s tall and strong.”“Who’s he ”“He has glasses and his shoes are blue.”；能够听、说、认读单词“strong, friendly, quiet, hair, shoe, glasses”。
本课时重点围绕Part A. Let’s talk中的对话故事展开，在帮助学生理解对话大意的基础上，分角色扮演对话中的角色，练习对话中的出现的“—What’s his/ her name —His/ Her name is…”句型询问他人名称并回答以及“He’s/She’s…”“He/ She has…”描述人物的性格和外貌特征的句型。随后利用Let’s play板块设置的游戏活动，巩固强化学生对句型的认识。
课时目标
知识与能力
能够在图片、PPT和老师的帮助下理解对话大意。
能够用正确的语音、语调朗读对话，并能够在小组中进行角色扮演。
能够在情景中运用句型“—What’s his/ her name —His/ Her name is…”询问他人姓名并能够回答；能够在情景中运用句型“He’s/She’s…”“He/ She has…”描述人物的性格和外貌特征。
能够进一步巩固对核心句型“He’s/She’s…”“—What’s his/her name —His/ Her name is…”的理解与运用。
过程与方法
通过层层递进的对话，逐渐把主动权交给学生，不仅能对已学句型“My name’s…”进行巩固，同时可以导入“his”，稍加点拨，加以强化操练。学生能很快掌握“his”的用法，加强知识结构的前后联系。通过学生喜欢的画画活动，让他们发挥自己的绘画技能，画出人物，并用本课的核心句型做介绍，提升语言运用的真实性。
情感态度价值观
通过语境真实的对话，增强学生口语表达能力，提高学习英语的自信心，提高学生之间合作能力。
教学重难点
教学重点
1. 能够在情景中运用句型“—What’s his/ her name —His/ Her name is…”询问他人姓名并能够回答。
2. 能够在情景中运用句型“He’s/ She’s…”“He/ She has…”描述他人的性格和外貌特征。
教学难点
1. 能够在情景中灵活运用核心句型询问他人姓名并回答。
2. 能够熟练描述他人的性格和外貌特征。
3. 能够正确读出“Chinese, his”的尾音。
教学准备
教学课件、课文视频、卡片、一块幕布等。
教学媒体选择
多媒体，录音。
教学活动
角色扮演；
游戏；
观看动画。
教学过程
Step 1: Warm-up & Lead-in
1. Greetings.
T: Good afternoon, boys and girls. Today let’s be good friends, OK
Ss: OK.
The teacher shakes hands with a student and says, “Friends, friends, good friends.” Then students shake hands with each other and say what the teacher says.
Ss: Friends, friends, good friends.
T: Now, tell me, “Who is your good friend ”
S1: He/ She is…
S2: …
2. Let’s do.
Show the chant on the PPT. Play the music and chant with students. （出示课件）
3. Play a guessing game.
Pull up a curtain. Ask some students to hide behind the curtain and put their arms or legs out of the curtain in turn. Point to one of them and let the other students guess who he/ she is.
T: Who’s he/ she
Ss: He/ She is…
Step 2: Presentation
1. Learn the new sentences.
(1) The teacher makes a self-introduction with the sentence “My name’s…” and asks a boy.
T: What’s your name
Boy: My name is…
After the boy answers the question, the teacher introduces the boy.
T: His name is… He is…
(2) The teacher asks students, “What’s his name ”
(3) The teacher inspires other students to answer the question and writes down the sentence structure “His name is…” on the blackboard.
Ask students to pay attention to the ending sound of the word “his/h z/”.
(4) The teacher points to other boys one by one and lets students do more exercises to master the language points.
T: What’s his name
Ss: His name is…
(5) The teacher points to a girl and says, “She’s… Her name is…”
Then the teacher asks students, “What’s her name ”.
Let students try to answer the question. Write down the sentence structure “Her name is…” on the blackboard.
Ask students to pay attention to the ending sound of the word “her/h (r)/”.
The teacher points to another girl and asks, “What’s her name ”
Let students ask and answer in pairs with the sentence structures “—What’s her name —Her name is…”
2. Practice the new sentences.
（1）Show fuzzy pictures of the two people on the PPT. (课件出示：学生熟悉的两个人的模糊图片，这两个人分别是男人和女人或者男孩和女孩)
T: Look! He’s/ She’s my new friend.
Let students guess the names of the two people.
Lead students to ask the question “What’s his/her name ” Show clear pictures of the two people and reveal the names.（出示课件） Write down the sentence “What’s his/ her name ” on the blackboard. And emphasize the distinction between “his” and “her”.
（2）Show some students’ pictures collected in advance on the PPT. (出示课件)
T: Look! I have some pictures. Look at this picture. Who can tell me his/her name
Lead students to use the sentence structure “His/ Her name is…” to answer.
Ss: His/ Her name is…
T: Is he/ she tall/ short
Ss: Yes.
T: Is he/ she thin
Ss: No, he/ she is…
Do the action to show “strong”. Then write down the word “strong” and teach it.
T: str/str/-o/ /-ng/ /, strong/str /.
T: He’s/ She’s tall and strong/short and thin. And he/she is friendly.
Write down the word “friendly” on the blackboard. Mark “-ly” with red chalk. Teach the word.
T: friend/frend/-ly/li/, friendly[ frendli].
Ask students to read it and pronounce it correctly.
Introduce the etiquette of appearance description: Replace “fat” with “strong”.
T: We usually don’t say he/ she is fat, but he/ she is strong.
3. Let’s talk.
（1）Show a picture of John on the PPT. (出示课件)
T: What’s his name
Ss: His name is John.
Show a picture of John’s mum on the PPT. (出示课件)
T: She is John’s mother. What are they talking about
Ss: … （Guess.）
T: They are talking about John’s new friend. Who is he/she
（2）Show the questions one by one on the PPT.
①Does John have a Chinese friend
T: We are all Chinese, because we are all from China.
Point to the Chinese flag on the wall to help students understand the word “Chinese”.
Then teach the word “Chinese”.
T: Ch/t /-i/a /-nese/ni:z/, Chinese[ t a ni z].
②What’s John’s friend’s name
③Is John’s friend tall and strong
（3）Play the video of “Let’s talk” on the PPT. Let students watch the video with questions. （课件出示：教材P24 Let’s talk板块的视频）
Ask students to underline the sentences about the answers in their books and answer the questions in class. Then check the answers together.
4. Listen, read and act.
(1) Let students listen to the recording and read after it.（出示课件）
(2) Lead students to act out the dialogue in pairs.
Step 3: Practice
1. Let’s play.
Show the picture of “Let’s play” on the PPT. (出示课件)
T: We have four new friends today. Can you introduce them to me
Ss: His name is… He’s…/ Her name is… She’s…
T: Good. Now let me describe them, and you say out the names. She’s tall and thin. What’s her name
Ss: Her name is Lucy.
T: Where is she
Ss: …
T: Yes, there she is. (Do the action to point at Lucy on the screen.)
Let students quickly name the characters according to the teacher’s description. Finally point to the character and say the sentence “Oh, there she/ he is.”
Then lead students to ask and answer in pairs. One describes and asks, the other answers.
2. Play a game—“Find a friend.”
Divide students into groups of four. Let each student write down a classmate’s name on the card. The back of the card is facing up. Let a student in each group pick a card randomly and describe the student on the card one by one. The rest of the group guess who the student is according to the description.
Make a model:
A: My friend is a boy. He’s thin. He has short hair. He likes maths. Who’s he
B & C & D: His name is…
Step 4: Consolidation & Extension
Play a game—“Draw my friend.”
Present a passage on the PPT. Lead students to read the passage. Then ask students to draw a portrait on the blackboard one by one. Each one draws a brushstroke to complete the portrait.
板书设计
作业设计
完成本节课习题。
教学反思
1. 本课时主要学习描述他人的性格和外貌特征。课程开始，通过复习和巩固句型“My name is…”导入新词“his, her”并稍加练习，学生能很快地掌握句型“What’s his/ her name ”并用句型“His/ Her name is…”进行作答。
2. 活动设计丰富，易操作，且具备层次感，有效地提升了学生的核心素养。
3. 猜人和绘画活动活跃了课堂氛围，调动了学生的学习积极性，加强了师生交流。活动既有合作又有竞争，取得了不错的教学效果。
4. 突出语用功能，联系学生的实际情况，设置多个环节，层层深入，帮助学生在真实情景中灵活地操练所学语言。(共34张PPT)
Unit Three My friends
Part A
Let’s talk & Let’s play
1. 能够在情景中运用句型“—What’s his/ her name —His/ Her name is…”询问他人姓名并能够回答。
2. 能够在情景中运用句型“He’s/ She’s…”“He/ She has…”描述他人的性格和外貌特征。
Who is your good friend
He is … /She is…
…
Be fat. Be fat. Be fat, fat, fat!
Be short. Be short. Be short, short, short!
Be tall. Be tall. Be tall, tall, tall!
Be thin. Be thin. Be thin, thin, thin!
Let’s chant.
Rules: Pull up a curtain.
Ask students to hide behind the curtain and put their arms or legs out of the curtain in turn. The other students guess who he/she is.
Play a guessing game
My name’s…
What’s your name
My name’s…
What’s his name
His name is…
Pay attention to the pronunciation of the tail of the word “his ”.
What’s his name
His name is…
She's… Her name is…
Pay attention to the pronunciation of the tail of the word “her ”
What's her name
Her name is…
Look! He’s/She’s my new friend.
What's his/her name
His / Her name is .
What's his/her name
his
her
The difference between “his” and “her”
What’s his name
His name is John.
What are they talking about
John’s mother
They are talking about John’s friend. Who is he/she
①Does John have a Chinese friend
②What’s his friend's name
③Is he tall and strong
Watch and answer
Mum, I have a new friend.
Really A Chinese friend
Yes, he’s very friendly.
Underline the sentences about the answers.
What’s his name
His name is Zhang Peng.
Look! He’s tall and strong.
Yes, he is.
Mum, I have a new friend.
Really A Chinese friend
Yes, he’s very friendly.
Read and act out in pairs.
What’s his name
His name is Zhang Peng.
Look! He’s tall and strong.
Yes, he is.
Can you introduce them to me
His name is… He’s… /Her name is… She’s…
Lucy
Bob
Lily
Tim
Lucy
Bob
Lily
Tim
A:She’s tall and thin. What's her name
B:Her name is Lucy.
A:Where is she
B:Oh,there she is.
I describe, you guess.
Ask and answer in pairs. One describes, the other answers.
Lucy
Bob
Lily
Tim
Let’s play
Rules:
Work in groups of four.
Write down a classmate’s name on the card. Pick one card in each team.
Describe and guess who it is.
Game: “Find a friend”.
A: My friend is a boy. He's thin. He has
short hair. He likes math. Who's he
B＆C＆D: His name is…
My friend
I have a friend. She is a girl. She has a big face, a big nose, a small mouth and big eyes. She has short hair. She is short.
Read the passage and then draw a portrait.
Draw my friend
Unit Three My friends
Part A Let’s talk & Let’s play
I have a Chinese friend.
What’s his name His name is…
What’s her name Her name is…
He’s/She’s
friendly.
tall and strong.
