课题
Unit 5 My friends
课型
New
第几
课时
1st
授课
时间
Oct. 10th
教具
学具
tope
课时教学目标
1．听、说、读、写有关服装的单词：T-shirt, shorts, skirt, dress, shirt.
2．结合学过的句型He/She has…介绍别人的物品来巩固、运用所学单词。
教学重点与难点
重点：读会有关服装的单词
难点：句型He/She has…
使用教材构想
学会使用he/she has…介绍朋友拥有的物品，从而更能完整的
介绍朋友
教学方法和手段
Do a survey free talk listen and answer
教师行为
学生行为
Ⅰ、Warm-up
Show a doll and elicit the new
words:
T: (hold up a doll)
Hello, I’m Molly.
I have a pink T-shirt.
I have a red skirt.
Ⅱ、While-task
1. PPT: Clothes shop.
Elicit the clothes words.
dress, shirt, shorts, skirt, T-shirt
T: What’s this?
It’s a skirt.
Ss revive the sentence
patter:
have…
Ss red the words.
Follow the Jane procedure for other words.
2. Game.
3. practice
Show a doll.
Introduce the clothes.
I have a pair of …
4．Introduce friends.
Teacher gives example.
e.g. This is my friend.
His/Her name is .
He’s/She’s .
He/She has .
He/She can .
S1: I like the skirt.
It’s yellow and
blue.
It’s nice.
S2: I like the shorts.
They’re black.
They’re cool.
Ss try to introduce
Their friends.
当堂学业测评或当堂达标检测
( )1. Tom a green short.
( )2. She swim.
( )3. The dress is yellow and .
( )4. He my friend.
A. white B. can
C. is D. has
课后基础性作业
?
1．Read write the clothes words.
2. Listen, read, say the text
课题
Unit 5 My friends
课型
New
第几
课时
2nd
授课
时间
Oct. 15th
教具
学具
pictures, tape
教学目标
1. 通过Listen and say , 帮助学生学习核心句型 He/She has …， 并在game中巩固、运用。
2. 帮助学生学习字母i 在闭音节的发音。
3. 学习写小短文。
教学重点难点
重点：语音i 在开音节的发音。
难点：学习有关friend 的小短文。
使用教材构想
通过enjoy a story的故事阅读，学习形容词，并会用he/she has …描述。
教学方法
free talk Listen and answer
教师活动
学生活动
Ⅰ、Warm-up
1．Bingo:
2．Show a photo of my friends.
And introduce:
T：This is my friend.
His /Her name’s…
He’s/She’s …(age)
Who’s your friend?
T: Can he swim?
Step
Ⅱ、Presentation
1. Think and write. Show a picture.
Describe my friend.
T：gives example.
2. Enjoy a story
1)ask questions:
Explain the words:
Sharp gut out, afraid help
2) Learn the story
3) oral practice
3. Learn the sounds.
T: i / aI / kite
i / aI / bike
S1: What’s his /her
name?.
T: His /Her name’s …
S2: How old is he/she?
T: He’s/She’s …
S1: My friend is a boy.
He’s tall.
He can run fast.
S1: Yes, he can.
S2: Is he …？
S1: Yes, he is.
Is my friend.
He/She is
He/She is
He/She has
He/She can
Ss : i / aI / kite
i / aI / bike
