Unit 4 My Family
Lesson 3
第3课时
一、教学目标
1. 能够读懂关于寻找物品主人的对话，并能根据对话中的信息完成任务。
2. 能够根据对话信息，补全短文中的主要信息，完成对话转述任务。
二、教学重点及难点
重点：能够读懂关于寻找物品主人的对话，并能根据对话中的信息完成任务。
难点：能够通过替换留言便条中的关键信息写回信。
三、教学准备
录音或视频材料，课件。
四、教学过程
Step 1. Warm-up
1. Let’s review
教师出示图片，以及句型结构：Is he/she your…? Yes, he/she is./No, he/she isn’t. 教师带领学生一起复习上节课知识点。
2. Look and read
教师出示图文，学生看图读出对话。
设计意图：复习巩固一般疑问句。
Step 2. Presentation
1. Let’s learn
教师出示图片与单词，讲解领读单词：lost, water bottle, know, much, welcome。
设计意图：通过图文相结合的方式讲解A部分中的生词，为之后的阅读理解扫清障碍。
2. Read and choose
教师呈现问题以及图片，学生根据提示，选择正确的拥有者。
设计意图：通过该活动，帮助学生对后面的阅读做准备。
3. Read and answer
教师出示问题Q1: Who finds the water bottle? Q2: Whose water bottle is it? 学生阅读A部分内容之后回答问题。
设计意图：通过问题的设置帮助同学理解文本内容，同时读前设问，培养学生寻读的好习惯。
4. Read and find
教师出示A部分文本内容，教师引导学生找出关于Li Ming的线索。
设计意图：锻炼学生寻读提取关键信息的能力。
5. Let’s choose
教师出示三个问题，学生根据阅读的信息进行选择。
设计意图：帮助学生巩固对阅读的内容的理解。
6. Listen and repeat
教师播放A部分音频，学生看书跟读录音，模仿语音语调。
设计意图：在理解内容的基础上，跟读录音，修正语音语调，完善发音。为之后的分角色朗读做准备。
Step 3. Practice
1. Read in roles
学生两人一组，分别朗读A部分内容，之后互相给予评价。
设计意图：在理解文本与格式的基础上朗读文本，结对朗读培养学生合作学习的意识，同时相互纠正可以更好地完善发音。
2. Let’s write
学生完成B部分内容，从A部分文段中提取信息进行填写，完成B部分小短文。
设计意图：通过提取信息以及填写信息，帮助学生巩固理解如何去形容一个人的衣着与外貌。
3. Let’s play
教师或学生来描述班中一个学生的物品，其他学生认真听，如果听到描述的是自己的东西，就可以站起来说：It’s me!
设计意图：通过游戏的互动，帮助学生记忆本节课所学的询问和回答某人外貌特征的句式。
Step 4. Summary
教师与学生一起总结本课学习的重点单词以及询问和回答某人外貌特征的句式。
Step 5. Homework
1.熟读A部分短文。
2.向家人、朋友复述A部分对话内容。
板书设计：
Unit 4 My Family
Lesson 3
lost, water bottle, know, much, welcome
What does he look like?
He’ short. He is wearing a green T-shirt and blue shoes.
You’re welcome.
课件19张PPT。Lesson 3Unit 4 My Family第3课时Is he/she your…?Yes, he/she is./No, he/she isn’t.Warm-upLet’s review Yes, she is.It’s that girl your sister?Warm-upLook and readWarm-upLook and readIt’s that boy your brother?Yes, he is.lostI lost my phone.Let’s learnPresentationLet’s learnPresentationwater bottleWho lost the water bottle?Let’s learnPresentationknowI don’t know his name.Let’s learnPresentationmuchwelcomeThank you very much.You’re welcome.Read and choosePresentationRead and answerWho finds the water bottle?Whose water bottle is it?PresentationBill finds the water bottle.It is Li Ming’s water bottle.Read and findPresentationBill: Good morning, Mrs Chen. Can you help me?Mrs Chen: Sure, Bill.Bill: A boy lost this water bottle in the library.He’s in your class, but I don’t know his name.Mrs Chen: What does he look like?Bill: He has short hair and big eyes.Mrs Chen: Is he tall?Bill: No, he’s short. Mrs Chen: Ok, I see. It’s Li Ming’s water bottle.
Bill: You’re welcome. He is wearing a green T-shirt and blue shoes.
Thank You very much.
请找出更多有关“Li Ming”的线索Who is Li Ming?Let’s choosePractice(1) Where did Bill find the bottle?
A In the classroom. B In the library. C In the music room.
(2) What does the boy look like?
A He has short hair and big eyes.
B He has black hair and big eyes.
C He is short and wears glasses.
(3) What is Bill like?
A Active. B Friendly. C Helpful.
√√√Listen and repeatPresentationBill: Good morning, Mrs Chen. Can you help me?Mrs Chen: Sure, Bill.Bill: A boy lost this water bottle in the library.He’s in your class, but I don’t know his name.Mrs Chen: What does he look like?Bill: He has short hair and big eyes.Mrs Chen: Is he tall?Bill: No, he’s short. Mrs Chen: Ok, I see. It’s Li Ming’s water bottle.
Bill: You’re welcome. He is wearing a green T-shirt and blue shoes.
Thank You very much.
Read in rolesPracticeMrs ChenBill注意发音以及语音语调哦！Let’s writeBill finds a boy’s water bottle. He doesn’t know the boy’s name. But he knows the boy has and .The boy is He’s wearing
andshort hairbig eyesshorta green T-shirtblue shoesPracticeLet’s playPracticeThe boy has a ruler. He’s in our class. He has short hair and small eyes. He is wearing a red T-shirt and white shoes. Who is he?It’s me!本节课我们学过的重点单词有哪些？
clost water bottle know OK
much welcome怎样询问并回答某人的外貌特征？
c---What does he/she look like?
---He/She is…/ He/She has…Summary1.熟读A部分短文。
2.向家人、朋友复述A部分对话内容。HomeworkThanks!
