Unit 5 People around me Lesson 2 表格式教学设计

《Unit 5 People around me》Lesson 2
教学目标 1. 能够在听、说、看、做的活动中，使用核心功能句“Who’s he/she He’s/She’s my ...”就图画或照片中的人物进行问答。 2. 能够在图片和情境的帮助下区分“he”和“she”。 3. 能够在参观班级照片展的情境中，围绕身边重要的人结对进行提问和回答。 自主教案
教学重点 使用核心功能句“Who’s he/she He’s/She’s my ...”就图画或照片中的人物进行问答。
教学难点 在实际应用过程中区分He和She
教学准备 PPT，图片，社交关系图
教学过程： Step 1 Warm-up By singing a song, introduce the dialogue teaching (Listen and sing.) The teacher plays the song animation on the opening page labeled "Listen and sing." Students are asked to identify the characters mentioned in the song, which naturally leads into the teaching content of "Listen and say." Step 2 Presentation and practice 1. Setting up a Scenario and Conducting Dialogue Teaching Using Illustrations (1) Look and Guess. The teacher uses a presentation to display two illustrations from the "Listen and say." section while simultaneously hiding the drawings in John's and Sarah's hands, then asks, "Look, who are they " After receiving answers from the students, the teacher reveals the drawings in their hands, guiding students to think further with the question, "They are talking about their important people. Who are they talking about " The teacher prompts students to observe the characters in John's and Sarah's drawings carefully before making their guesses. (2) Watch and Check. The teacher plays an animation for the students to verify their guesses. The teacher teaches core functional sentences such as "Who’s he He’s Li Dong. He’s my classmate." and "Who’s she She’s my mum." Additionally, the teacher invites students to discuss the difference between "he" and "she". (3) Listen and Repeat. The teacher plays a recording, and students mimic and repeat after it. Throughout this process, the teacher patrols the classroom, providing individual guidance and encouragement for students to boldly imitate the recorded sentences. 2. Practice and Perform the Dialogue (Watch and Act.) The teacher plays the animation from the "Listen and say." section, reminding students to pay attention to the tone and actions of the characters in the animation as they mimic and repeat after the recording. Following this, the teacher assigns a dialogue performance task, introducing evaluation criteria focusing on "pronunciation" and "use of body language". Students perform the dialogue in roles; they can first practice in pairs, then perform in front of the entire class. Finally, students use the interactive software included in the accompanying resources to select roles and dub the dialogue. Step 3 Consolidation 1. Playing Games to Consolidate Learning of Dialogues (1) Move the Question Mark. The teacher organizes a "Moving Question Mark" game for students to practice the core functional sentences “Who’s he/she He’s/She’s ...”. The teacher prepares a large sheet of white paper with a cut-out question mark and uses a projector to overlay it on familiar character images, asking “Who’s he/she ” Students respond using “He’s/She’s ...”. If students cannot guess correctly, the teacher can slide the paper back and forth to reveal more of the character until they answer correctly. The teacher can also invite a student to come to the front to move the paper and ask questions while other students provide answers. (2) Remember Quickly. The teacher organizes a "Quick Memory" game where they show a drawing containing many characters. The teacher quickly introduces the characters in the drawing and then asks individual questions about them, encouraging students to answer as quickly as possible. The teacher may use the presentation software to hide one of the characters and have students guess who is missing. Students are asked to draw simple sketches and play the game in pairs, introducing their drawings and questioning each other about the characters depicted, paying attention to the correct usage of “he” and “she”. 2. Using a Photo Exhibition to Conduct Q&A About Important People Around Them (1) Listen and Repeat. The teacher presents the illustration from the “Have a photo show.” section via presentation and plays the recording; students mimic and repeat after it. (2) Role-play. In groups, students collaborate to role-play dialogues. The teacher suggests that students can create new dialogues based on different characters shown in the photos. A few groups are selected to present their role-play to the entire class, and the teacher guides peer evaluation focusing on aspects such as “language use”, “content creation”, “use of body language”, and “group cooperation”. (3) Have a Photo Show. The teacher may also prepare in advance by having students bring photos of important people in their lives, which are then uniformly posted on the board for a small class photo exhibition. Pairs of students go up to the front to ask and answer questions about the characters in each other's photos. Through this real-life scenario, students can further appreciate the importance of the people around them, feel their love, and experience the beauty of life. This teaching approach not only reinforces language learning but also integrates interactive activities that promote student engagement and personal connection to the lesson content. Step 4 Summary The teacher reviews the lesson's key points through a presentation, guiding students to revisit the focus: “Who’s he/she He’s/She’s my...”. The teacher then summarizes as follows: "We can use ‘Who’s he/she He’s/She’s my...' to talk about the important people around us. It’s essential not only to be able to describe these people using English but also to remember to show our love and appreciation for them. Through today’s activities, we’ve practiced discussing our classmates, family members, and other significant individuals in our lives. Remember, language is a tool that helps us connect with others and express our feelings. Always take the opportunity to tell the important people in your life how much they mean to you." This summary reinforces the linguistic objectives of the lesson while also touching on the emotional and social significance of acknowledging and expressing appreciation for those who are important to us.
板书设计：
教学反思 Lack of Richness and Fun in Activity Design: The activity design lacks diversity and engagement, failing to fully capture students' interest. Classroom Language Not Concise and Clear: The language used in the classroom is not succinct and straightforward, which may confuse students. Need to Focus on the Cohesion and Logic Between Classroom Segments: There should be a stronger emphasis on the smooth transition and logical connection between different parts of the lesson.