Module 2 Unit 3 I have a friend Period 1 Kitty’s blog- about my friends 表格式教学设计

教学设计
Unit 3 I have a friend
Period 1 Kitty’s blog- about my friends
【教学目标】
知识与技能
1. 能在语境中，初步学习核心单词coat, shirt, blouse, T-shirt, skirt, sweater, jeans, shorts，感知其音、义、形。
2. 能在语境中，初步运用陈述句He/ She has …尝试介绍不同朋友的服饰。
3. 能理解语篇的基本信息，并在语言结构的帮助下，运用所学词句描述自己朋友的服饰特点。
过程与方法
1. 通过文本视听、问答交流、模仿跟读等形式学习核心单词。
2. 通过游戏互动、文本朗读等形式读懂语篇，尝试初步运用核心句型。
3. 通过看图说话、配对练习等形式尝试介绍自己朋友的服饰特点。
情感、态度、价值观
初步学会观察不同朋友的服饰特点。
2．了解人们在不同季节的衣着特征，注意服饰与性别的关系。
重点、难点
1. 能在语境中，初步运用陈述句He/ She has …尝试介绍不同朋友的服饰。
2. 能理解语篇的基本信息，并在语言结构的帮助下，运用所学词句描述自己朋友的服饰特点。
【教学内容】
教材内容
教学文本
Hello, everyone! I am glad that you come and see my blog. I have a good camera. I like to take photos here and there. And I put them on my blog. Now you can enjoy them.
I have a friend. His name’s Tom. He’s tall and thin. He has a green T-shirt and a pair of blue shorts. He can skate.
I have two friends. They’re Peter and his sister Sally. Peter has an orange T-shirt. He can ride a bicycle. Sally has a pink skirt. She can fly a kite.
其他资源
多媒体课件、练习册
视频资源
Listen and enjoy视频
【教学过程】
Procedures Contents Methods Purposes
Pr-task preparation 1. Show the flash: Short shorts 2. Show Kitty’s blogs 3. Show all kinds of clothes 4. Elicit: Different people like different clothes. Different clothes for different people. 1. Listen and enjoy the song 2. Read Kitty’s blogs about four seasons and different clothes 3. Ask and answer: --- What do you like wearing in _____ --- I like wearing … 4. Try to know 再次欣赏P30的歌曲，活跃学习气氛，强化对单词shorts的理解与记忆。 回顾上课时关于Kitty的四段博客，在朗读中感受服饰类词汇。 联系生活实际，感受服饰与季节、服饰与自己的关系，加深相关词汇的记忆。 感受“服饰、季节、人类”三者之间的关系。
While-task procedure 1. Teach the structures Introduce Kitty’s album on her blog. Elicit her friend Tom. 2. Ask the students to listen to the passage about Tom. 3. Ask Ss: Who’s he How is he What can he do What does he have 4. Show the key pattern: He has … and show a chant 5. Show some pictures let Ss practice: He/She has … 6. Play a game 7. Show Tom’s photo again, let Ss describe Tom. 8. Show Kitty’s album again and elicit her friends Sally and Peter. Ask some questions about Peter then ask the same question about Sally 9. Show Ss a passage about Peter and Sally. 10. Show Kitty’s album again and elicit her friend Danny. 1. Enjoy the photos 2. Listen to Kitty’s introduction about Tom. 3. Answer these question about Tom. 4. Ss read the chant and know how to use the word: has. 5. Talk about the pictures with desk mate: Look at the … He/She has … 6. Ss read 4 passages about 4 students and then guess who they are. 7. Ss practice by themselves. He’s… He can … He has … 8. Ss look at the photo about Sally and Peter. Ss answer T’s questions and then try to describe Sally and Peter. 9. Ss try to fill in the blanks and make the passage completely. 10. Ss try to fill in the blanks and make the passage completely. 回归Kitty的博客，为后续的新知学习创设合理的情境。 聆听kitty关于朋友Tom的介绍，整体感知学习材料。 同时，通过师生间的互动，帮助学生理解所聆听的语段，从而带出新学的语言结构。 借用儿歌帮助学生初步区分has与have，简单又激趣。 适当的机械操练能巩固重点句型。 利用书本游戏(Play a game) 来进一步训练学生对… has…的理解。 在描述的过程中再次强化对新学句型结构的理解与记忆。 以问答形式帮助学生综合运用新旧句型，为后面的语段训练打埋伏。 以刚才的问答为基础，鼓励学生完成短文填空，以此训练学生对语段的理解。 由扶而放，鼓励学生运用核心语言结构进行话语描述，为后续的朋友描述埋下伏笔。
Post-task activity 1. Show a name card 2. Let Ss introduce one or two of their friends according to the tips. 1. Ss write some information about their friends according to the tips on the name card. 2. Try to introduce their friends orally. 利用名片，训练学生学会抓住人物的主要信息。 根据名片上的信息，运用已学来合理介绍自己的朋友，注意连贯性与流畅度。
Assignment 1. ★ Listen, read and copy P27. 2. ★★ Write about your friend on the exercise book. 3. ★★★ Make a PPT to Introduce your favourite star. 分层作业，各取所需，让每个学生在作业中巩固所学，发展自我。