unit 3 My friends Part B Let's talk 教案

第四课时
课时内容
B. Let’s talk, Let’s play
课时分析
在本部分，基于A部分的单词和句型学习，我们将继续学习如何询问人物身份的句式："Who is he " 和 "Who is she " 同时，我们会学习一个新的句式："He has glasses and his shoes are blue." 用来描述人物的外貌特征。
在教材中，Mike告诉John他交了一个新朋友。John首先确定了朋友的性别："A boy or a girl " 然后John描述了朋友的体形特征："He’s tall and thin." John猜测可能是张鹏。Mike接着提供更具体的衣着特征："He has glasses and his shoes are blue." 有了这些提示，John终于成功地猜出Mike朋友的名字：吴斌斌。在他们的交流中，不仅复习了之前两课学到的描述外貌特征和询问身份的句式，还学习了如何描述人物的衣着："He/She has..."
"Let’s Play"部分提供了一些描述朋友外貌、性格和服饰特征的句式结构，如："He/She is..."、"He/She has..."、"His/Her shoes are..."、"His/Her bag is..."、"What is his/her name " 引导学生运用这些句式来猜测人物的名字。
需要注意的是，本课中出现的"glasses"和"shoes"将成为下一节课的重点词汇。在本课中，学生只需理解并听说相关内容即可。
课时目标
1. 能够听懂、会说句式：He has glasses and his shoes are blue.
2. 能够理解并能正确认读课文对话，发音准确，语调自然
3. 能够在真实的语境中运用本课的句型来描述他人眼镜及鞋子的颜色
课时重难点
1.重点：
能够听懂、会说句式：He has glasses and his shoes are blue.
能够理解并能正确认读课文对话，发音准确，语调自然
2. 难点：
能够在真实的语境中运用本课的句型来描述他人眼镜及鞋子的颜色
教学准备
1. 多媒体课件、录音机、磁带
2. 人物图卡
教学过程
Step 1: Warm-up
Introduce the chant: "Tim is my friend." Play the chant and have students sing along. Teacher: Do you all remember the fun chant about friends Let's say it together: "Tim is my friend." Purpose: Begin the lesson with an engaging chant to set a lively tone and prepare students for the upcoming activities.
Step 2: Lead-in
Display several pictures of people and have students guess who the teacher's friend might be. Teacher: Take a look at these pictures. I have a new friend. Can you guess who my friend is First, let's determine if it's a boy or a girl. Student: Is it a boy or a girl Teacher: She's a girl. And she's tall. Student: Is she ... Teacher: Not quite. Pay attention to her shoes. (Point to the shoes, helping students understand "shoes") Her shoes are ... (mention the color) Student: She's ... Teacher: That's right! Purpose: Through this guessing game, introduce a key vocabulary word while allowing students to understand its meaning in context. This activity also helps students grasp the sentence structure's meaning and usage.
Step 3: Presentation
Pose questions to pique students' interest. Play a dialogue, have students listen attentively, identify the answer, and present it. Teacher: You're already familiar with my new friend. Now, let's find out about Mike's new friend. Who could it be Listen carefully and discover the answer. Teacher: Who is Mike's new friend Yes, it's Wu Binbin.
Initiate a discussion about the dialogue. Teacher: Is Wu Binbin a boy or a girl Right, he's a boy. Is he tall and thin Yes. Who else is tall and thin Correct, Zhang Peng. What color are Wu Binbin's shoes They are blue. Does he wear glasses (Show a picture of glasses) Take a look at these glasses. Does Wu Binbin wear glasses Yes, he does. How about you Do you wear glasses Purpose: Engage students with questions to enhance their curiosity about the upcoming content. This approach captures their attention and develops their ability to identify key information while listening. The post-listening discussion ensures better understanding of the dialogue's content and helps clarify the meaning of new vocabulary.
Step 4: Practice
Play the dialogue and have students follow along, paying attention to pronunciation and intonation. Teacher: Let's read the dialogue together while listening to the recording. Remember to read clearly and with proper pronunciation.
Encourage students to read the dialogue on their own, taking on different roles to perform the dialogue. Teacher: Now, read the dialogue on your own. Later, I'll ask you to act it out with a partner. Let's find the best pair to perform it. Purpose: Through guided repetition, ensure students correctly and confidently read the dialogue. Role-playing allows them to practice reading fluently and to become more familiar with the expressions used.
Show pictures of people and have students describe their features. Teacher: Observe this boy's picture. Can anyone describe him Give it a try. Teacher: He's tall and thin, and he wears glasses. His shoes are black. Well done! Let's move on to the next picture. Purpose: Provide opportunities for students to describe people. This practice helps them accurately use vocabulary and sentence patterns to describe physical traits.
Engage in a game: "Guess Who." Present a group of pictures and provide character traits. Students need to identify the person based on the traits. Teacher: Take a look at these images. Read the sentences and figure out who the person is. Let's start with the first one. He's a boy, tall and strong. He's wearing blue shoes and black glasses. Who is he Right, it's ... Teacher: Now, let's try the next group of pictures. Purpose: Employ a game format to practice key sentence patterns. By matching sentence patterns with character traits, students reinforce their understanding of the patterns' meaning and usage within a genuine context.
Play the game: "Who is he " Select a student to stand facing the class. Another student greets the first student, and the person facing the class must determine who is greeting them based on questions asked by the greeter. Teacher: Let’s play a game. I need a student volunteer. Who's up for the challenge You, please. Stand up here. Look at the board. You, say hello to this student. Now, the student facing the class, you need to guess who said hello to you. Is it a boy or a girl Ask questions like: Is he or she tall What color are his or her shoes Does he or she wear glasses Then, tell us the name of the person. Give it a try! Purpose: Through guided role-playing, help students master the skill of describing people's features freely using the sentence patterns they've learned.
Step 5: Summary
Play the chant "Tim is my friend." Have students say it together. Teacher: Let’s conclude with the chant. Join me in saying "Tim is my friend." Purpose: Use the chant about friends' features to wrap up the lesson, helping students recap and consolidate the key points learned.
板书设计
Unit Three My friends
B. Let’s talk
Who is he
His name is ...
He is ...
Who is she
Her name is ...
She is ...
He has glasses and his shoes are ...