(共42张PPT)
Unit
3
My
friends
PEP·四年级上册
Part
A
Let’s
talk
&
Let’s
play
Who
is
your
good
friend?
Greetings
Let's
do
Be
fat.
Be
fat.
Be
fat,
fat,
fat!
Be
short.
Be
short.
Be
short,
short,
short!
Be
tall.
Be
tall.
Be
tall,
tall,
tall!
Be
thin.
Be
thin.
Be
thin,
thin,
thin!
Play
a
guessing
game
Rules:
Pull
up
a
curtain.
Ask
students
to
hide
behind
the
curtain
and
put
their
arms
or
legs
out
of
the
curtain
in
turn.
The
other
students
guess
who
he/she
is.
He’s/She’s
_____.
Who's
he/she?
What’s
his
name?
His
name
is…
What’s
his
name?
His
name
is…
She's…
Her
name
is…
What's
her
name?
Her
name
is…
Look!
He’s/She’s
my
new
friend.
What's
his/her
name?
His
/
Her
name
is_______.
What's
his/her
name?
her
his
The
difference
between
“his”
and
“her”
Who
can
tell
me
his/her
name?
His
/
Her
name
is…
str/str/+o/?/+ng/?/,strong/str??/
He’s
tall
and
strong.
friend
/’frend/+ly
/l?/,friendly
/’frendl?/
She
is
friendly.
We
usually
don’t
say
she/he
is
fat,
and
we
say
that
she/he
is
strong.
What’s
his
name?
His
name
is
John.
What
are
they
talking
about?
…
John’s
mother
They
are
talking
about
John’s
friend.
Who
is
he/she?
①Does
John
have
a
Chinese
friend?
②What’s
his
friend's
name?
③Is
he
tall
and
strong?
Watch
and
answer
Ch/t?/+i/a?/+nese/ni?z/,Chinese/t?a?ni?z/
Underline
the
sentences
about
the
answers.
Mum,
I
have
a
new
friend.
Really?
A
Chinese
friend?
Yes,
he’s
very
friendly.
What’s
his
name?
His
name
is
Zhang
Peng.
Look!
He’s
tall
and
strong.
Yes,
he
is.
Mum,
I
have
a
new
friend.
Really?
A
Chinese
friend?
Yes,
he’s
very
friendly.
Listen,
read
and
act.
Listen,
read
and
act
out
in
pairs.
What’s
his
name?
His
name
is
Zhang
Peng.
Look!
He’s
tall
and
strong.
Yes,
he
is.
Can
you
introduce
them
to
me?
His
name
is…
He’s…
/Her
name
is…
She’s…
I
describe,
you
guess.
A:She’s
tall
and
thin.
What's
her
name?
B:Her
name
is
Lucy.
A:Where
is
she?
B:Oh,there
she
is.
Ask
and
answer
in
pairs.
One
describes,
the
other
answers.
I
have
a
new
friend.
She’s
tall
and
thin.
What’s
her
name?
Let’s
play
Her
name
is
Lucy.
Oh,
there
she
is.
Game:
“Find
a
friend”.
Rules:
Work
in
groups
of
four.
Write
down
a
classmate’s
name
on
the
card.
Pick
one
card
in
each
team.
Describe
and
guess
who
it
is.
A:
My
friend
is
a
boy.
He's
thin.
He
has
short
hair.
He
likes
math.
Who's
he?
B＆C＆D:
His
name
is…
Draw
my
friend
My
friend
I
have
a
friend.
She
is
a
girl.
She
has
a
big
face,
a
big
nose,
a
small
mouth
and
big
eyes.
She
has
short
hair.
She
is
short.
Read
the
passage
and
then
draw
a
portrait.
Unit
3
My
friends
I
have
a
Chinese
friend.
What’s
his
name?
His
name
is…
What’s
her
name?
Her
name
is…
He’s/She’s
friendly.
tall
and
strong.
1.
Practice
the
dialogue.
2.
Introduce
your
friend
to
parents
with
the
key
sentence
structures.
3.
Do
the
exercises.
HomeworkUnit
3
My
friends
教材分析
本单元学习的主题是向他人介绍自己的好朋友，对好友的性格和外貌特征进行描述。教学内容主要是通过展示学生们介绍好友的情景来展开的。教学重点是能够听、说、认读核心句型“—What’s
his
name?
—His
name
is
Zhang
Peng.”“He’s
tall
and
strong.”“Who’s
he?”“He
has
glasses
and
his
shoes
are
blue.”；能够听、说、认读单词“strong,
friendly,
quiet,
hair,
shoe,
glasses”。
教学目标
知识与能力目标:句型·
能够听、说、认读句型“—What’s
his
name?
—His
name
is
Zhang
Peng.”“He’s
tall
and
strong.”“Who’s
he?”“He
has
glasses
and
his
shoes
are
blue.”·能够在情景中运用句型“—What’s
his/her
name?—His/
Her
name
is…”“—Who’s
he/
she?—He/
She
is…”询问他人的姓名或身份，并能回答·能够在情景中运用句型“He’s/
She’s…”“He/
She
has…”描述人物的性格或外貌特征·能够按照意群朗读“He
has
short
hair.
He
has
a
big
green
bag.
What
is
his
name?”等四组句子词汇·能够听、说、认读单词“strong,
friendly,
quiet,
hair,
shoe,
glasses”·能够正确使用上述单词描述人物的性格或外貌特征·能够在有意义的语境中抄写上述话题词汇语音·能够掌握o-e的发音规则，即o-e在单词中发长音/??/·能够读出符合o-e发音规则的单词，并能根据发音拼写出符合o-e发音规则的单词情感态度?文化意识?学习策略目标:·能够了解外貌描述中的文化禁忌，如：不要对同学长得胖或戴眼镜等有歧视性语言·能够根据o-e的发音规则拼读单词，并能够根据o与o-e的发音规则拼写单词
课时安排
第一课时：Part
A
Let’s
talk
&
Let’s
play第二课时：Part
A
Let’s
learn
&
Let’s
chant第三课时：Part
A
Let’s
spell第四课时：Part
B
Let’s
talk
&
Let’s
play第五课时：Part
B
Let’s
learn
&
Say
and
draw第六课时：Part
B
Read
and
write
&
Let’s
check
&
Let’s
sing
The
first
period(第一课时)
Part
A
Let’s
talk
&
Let’s
play
?教学内容与目标
课时教学内容
课时教学目标
Let’s
talk
·能够在图片、PPT和老师的帮助下理解对话大意·能够用正确的语音、语调朗读对话，并能够在小组中进行角色扮演·能够在情景中运用句型“—What’s
his/
her
name?
—His/
Her
name
is…”询问他人姓名并能够回答；能够在情景中运用句型“He’s/She’s…”“He/
She
has…”描述人物的性格和外貌特征·能够在语境中借助图片等理解新词“friendly,
strong,
his”的意思，并能够正确发音
Let’s
play
·通过观察Let’s
play板块的图片，能够依照语言示范简单描述人物的外貌特征·能够进一步巩固对核心句型“He’s/She’s…”“—What’s
his/her
name?
—His/
Her
name
is…”的理解与运用
?教学重点
1.
能够在情景中运用句型“—What’s
his/
her
name?
—His/
Her
name
is…”询问他人姓名并能够回答。
2.
能够在情景中运用句型“He’s/
She’s…”“He/
She
has…”描述他人的性格和外貌特征。
?教学难点
1.
能够在情景中灵活运用核心句型询问他人姓名并回答。
2.
能够熟练描述他人的性格和外貌特征。
3.
能够正确读出“Chinese,
his”的尾音。
?教学过程
Step
1:
Warm-up
&
Lead-in
1.
Greetings.
T:
Good
afternoon,
boys
and
girls.
Today
let’s
be
good
friends,
OK?
Ss:
OK.
The
teacher
shakes
hands
with
a
student
and
says,
“Friends,
friends,
good
friends.”
Then
students
shake
hands
with
each
other
and
say
what
the
teacher
says.
Ss:
Friends,
friends,
good
friends.
T:
Now,
tell
me,
“Who
is
your
good
friend?”
S1:
He/
She
is…
S2:
…
2.
Let’s
do.
Show
the
chant
on
the
PPT.
Play
the
music
and
chant
with
students.
（出示课件）
3.
Play
a
guessing
game.
Pull
up
a
curtain.
Ask
some
students
to
hide
behind
the
curtain
and
put
their
arms
or
legs
out
of
the
curtain
in
turn.
Point
to
one
of
them
and
let
the
other
students
guess
who
he/
she
is.
T:
Who’s
he/
she?
Ss:
He/
She
is…
Step
2:
Presentation
1.
Learn
the
new
sentences.
(1)
The
teacher
makes
a
self-introduction
with
the
sentence
“My
name’s…”
and
asks
a
boy.
T:
What’s
your
name?
Boy:
My
name
is…
After
the
boy
answers
the
question,
the
teacher
introduces
the
boy.
T:
His
name
is…
He
is…
(2)
The
teacher
asks
students,
“What’s
his
name?”
(3)
The
teacher
inspires
other
students
to
answer
the
question
and
writes
down
the
sentence
structure
“His
name
is…”
on
the
blackboard.
Ask
students
to
pay
attention
to
the
ending
sound
of
the
word
“his/h?z/”.
(4)
The
teacher
points
to
other
boys
one
by
one
and
lets
students
do
more
exercises
to
master
the
language
points.
T:
What’s
his
name?
Ss:
His
name
is…
(5)
The
teacher
points
to
a
girl
and
says,
“She’s…
Her
name
is…”
Then
the
teacher
asks
students,
“What’s
her
name?”.
Let
students
try
to
answer
the
question.
Write
down
the
sentence
structure
“Her
name
is…”
on
the
blackboard.
Ask
students
to
pay
attention
to
the
ending
sound
of
the
word
“her/h?
(r)/”.
The
teacher
points
to
another
girl
and
asks,
“What’s
her
name?”
Let
students
ask
and
answer
in
pairs
with
the
sentence
structures
“—What’s
her
name?
—Her
name
is…”
2.
Practice
the
new
sentences.
（1）Show
fuzzy
pictures
of
the
two
people
on
the
PPT.
(课件出示：学生熟悉的两个人的模糊图片，这两个人分别是男人和女人或者男孩和女孩)
T:
Look!
He’s/
She’s
my
new
friend.
Let
students
guess
the
names
of
the
two
people.
Lead
students
to
ask
the
question
“What’s
his/her
name?”
Show
clear
pictures
of
the
two
people
and
reveal
the
names.（出示课件）
Write
down
the
sentence
“What’s
his/
her
name?”
on
the
blackboard.
And
emphasize
the
distinction
between
“his”
and
“her”.
（2）Show
some
students’
pictures
collected
in
advance
on
the
PPT.
(出示课件)
T:
Look!
I
have
some
pictures.
Look
at
this
picture.
Who
can
tell
me
his/her
name?
Lead
students
to
use
the
sentence
structure
“His/
Her
name
is…”
to
answer.
Ss:
His/
Her
name
is…
T:
Is
he/
she
tall/
short?
Ss:
Yes.
T:
Is
he/
she
thin?
Ss:
No,
he/
she
is…
Do
the
action
to
show
“strong”.
Then
write
down
the
word
“strong”
and
teach
it.
T:
str/str/-o/?/-ng/?/,
strong/str??/.
T:
He’s/
She’s
tall
and
strong/short
and
thin.
And
he/she
is
friendly.
Write
down
the
word
“friendly”
on
the
blackboard.
Mark
“-ly”
with
red
chalk.
Teach
the
word.
T:
friend/frend/-ly/li/,
friendly.
Ask
students
to
read
it
and
pronounce
it
correctly.
Introduce
the
etiquette
of
appearance
description:
Replace
“fat”
with
“strong”.
T:
We
usually
don’t
say
he/
she
is
fat,
but
he/
she
is
strong.
3.
Let’s
talk.
（1）Show
a
picture
of
John
on
the
PPT.
(出示课件)
T:
What’s
his
name?
Ss:
His
name
is
John.
Show
a
picture
of
John’s
mum
on
the
PPT.
(出示课件)
T:
She
is
John’s
mother.
What
are
they
talking
about?
Ss:
…
（Guess.）
T:
They
are
talking
about
John’s
new
friend.
Who
is
he/she?
（2）Show
the
questions
one
by
one
on
the
PPT.
①Does
John
have
a
Chinese
friend?
T:
We
are
all
Chinese,
because
we
are
all
from
China.
Point
to
the
Chinese
flag
on
the
wall
to
help
students
understand
the
word
“Chinese”.
Then
teach
the
word
“Chinese”.
T:
Ch/t?/-i/a?/-nese/ni:z/,
Chinese.
②What’s
John’s
friend’s
name?
③Is
John’s
friend
tall
and
strong?
（3）Play
the
video
of
“Let’s
talk”
on
the
PPT.
Let
students
watch
the
video
with
questions.
（课件出示：教材P24
Let’s
talk板块的视频）
Ask
students
to
underline
the
sentences
about
the
answers
in
their
books
and
answer
the
questions
in
class.
Then
check
the
answers
together.
4.
Listen,
read
and
act.
(1)
Let
students
listen
to
the
recording
and
read
after
it.（出示课件）
(2)
Lead
students
to
act
out
the
dialogue
in
pairs.
Step
3:
Practice
1.
Let’s
play.
Show
the
picture
of
“Let’s
play”
on
the
PPT.
(出示课件)
T:
We
have
four
new
friends
today.
Can
you
introduce
them
to
me?
Ss:
His
name
is…
He’s…/
Her
name
is…
She’s…
T:
Good.
Now
let
me
describe
them,
and
you
say
out
the
names.
She’s
tall
and
thin.
What’s
her
name?
Ss:
Her
name
is
Lucy.
T:
Where
is
she?
Ss:
…
T:
Yes,
there
she
is.
(Do
the
action
to
point
at
Lucy
on
the
screen.)
Let
students
quickly
name
the
characters
according
to
the
teacher’s
description.
Finally
point
to
the
character
and
say
the
sentence
“Oh,
there
she/
he
is.”
Then
lead
students
to
ask
and
answer
in
pairs.
One
describes
and
asks,
the
other
answers.
2.
Play
a
game—“Find
a
friend.”
Divide
students
into
groups
of
four.
Let
each
student
write
down
a
classmate’s
name
on
the
card.
The
back
of
the
card
is
facing
up.
Let
a
student
in
each
group
pick
a
card
randomly
and
describe
the
student
on
the
card
one
by
one.
The
rest
of
the
group
guess
who
the
student
is
according
to
the
description.
Make
a
model:
A:
My
friend
is
a
boy.
He’s
thin.
He
has
short
hair.
He
likes
maths.
Who’s
he?
B
&
C
&
D:
His
name
is…
Step
4:
Consolidation
&
Extension
Play
a
game—“Draw
my
friend.”
Present
a
passage
on
the
PPT.
Lead
students
to
read
the
passage.
Then
ask
students
to
draw
a
portrait
on
the
blackboard
one
by
one.
Each
one
draws
a
brushstroke
to
complete
the
portrait.
?板书设计
?作业设计
1.
Practice
the
dialogue.
2.
Introduce
the
friend
to
parents
with
the
key
sentence
structures.
3.
Do
the
exercises.
?教学反思
1.
本课时主要学习描述他人的性格和外貌特征。课程开始，通过复习和巩固句型“My
name
is…”导入新词“his,
her”并稍加练习，学生能很快地掌握句型“What’s
his/
her
name?”并用句型“His/
Her
name
is…”进行作答。
2.
活动设计丰富，易操作，且具备层次感，有效地提升了学生的核心素养。
3.
猜人和绘画活动活跃了课堂氛围，调动了学生的学习积极性，加强了师生交流。活动既有合作又有竞争，取得了不错的教学效果。
4.
突出语用功能，联系学生的实际情况，设置多个环节，层层深入，帮助学生在真实情景中灵活地操练所学语言。
?Teaching
Contents
&
Teaching
Aims
Let’s
talk
?·Be
able
to
understand
the
meaning
of
the
dialogue
with
the
help
of
photos,
PPT
and
the
teacher.
?·Be
able
to
read
the
dialogue
with
the
correct
pronunciation
and
intonation.
And
be
able
to
act
out
the
dialogue
in
the
groups.
?·Be
able
to
use
the
sentence
structures
to
ask
and
answer
the
names
and
describe
the
characters
in
situations.
?·Be
able
to
understand
the
new
words
“friendly,
strong,
his”
in
context
and
pronounce
them
correctly.
Let’s
play
?·Be
able
to
describe
the
characters’
appearances
simply
according
to
the
language
demonstration
by
observing
the
pictures
of
“Let’s
play”.
?·Be
able
to
further
consolidate
the
understanding
and
application
of
the
key
sentence
structures.
?Teaching
Priorities
·Be
able
to
ask
and
answer
about
names
with
the
key
sentence
structures
in
real
situations.
·Be
able
to
use
the
key
sentence
structures
to
describe
the
characteristics
of
others
in
real
situations.
?Teaching
Difficulties
·Be
able
to
use
the
key
sentence
structures
flexibly
to
ask
and
answer
about
names
in
real
situations.
·Be
able
to
use
the
key
sentence
structures
to
describe
the
characteristics
of
others
expertly.
·Be
able
to
pronounce
the
ending
sound
of
the
tail
of
“Chinese,
his”
correctly.
?Teaching
Procedures
Teaching
Stages
Teacher’
s
Activities
Students’
Activities
Teaching
Purposes
Warm-up
&Lead-in
1.
Greetings.
2.
Let’s
do.Show
the
chant
on
the
PPT.Play
the
music
and
chant.3.
Play
a
guessing
game.
1.
Greetings.2.
Chant
with
the
teacher.3.
Guess
who’s
behind
the
curtain.
Create
a
teaching
atmosphere
through
greetings
and
games.
Teaching
Stages
Teacher’
s
Activities
Students’
Activities
Teaching
Purposes
Presentation
1.
Learn
the
new
sentences.（1）Make
a
self-introduction.
Ask
a
boy
about
his
name.
Introduce
the
boy.（2）Ask
students
about
the
boy’s
name.（3）Teach
the
sentence
structure
“His
name
is…”（4）Let
students
do
more
exercises.（5）Teach
the
sentence
structures
with
the
girls’
names.
(1)
Listen
to
the
teacher.
(2)
Listen
and
answer
the
name.
(3)
Learn
the
sentence
structure
“His
name
is…”
Pay
attention
to
the
pronunciation
of
“his”.(4)
Do
more
exercises.(5)
Ask
and
answer
in
pairs
with
the
sentence
structures.
Through
progressive
dialogues,
help
students
review
and
consolidate
the
sentence
structure
“My
name’s…”
and
quickly
grasp
the
usage
of
“his,
her”.
Enhance
the
linkages
of
knowledge.
2.
Practice
the
new
sentences.(1)
Show
fuzzy
character
pictures
and
let
students
guess
the
names.(2)
Show
pictures
of
some
students
and
ask
questions.
(1)
Guess
who
the
characters
in
the
pictures
are.
Learn
how
to
use
“his”
and
“her”.(2)
Practice
the
sentence
structures
to
introduce
others.
Make
students
learn
the
vocabulary
and
the
sentence
structures
of
this
lesson
synthetically
and
systematically.
Let
students
practice
new
sentence
structures
in
various
forms
to
achieve
teaching
aims.
3.
Let’s
talk.（1）Show
the
pictures
of
John
and
his
mum
and
talk
about
them.（2）Show
the
questions
on
the
PPT.
Interpret
and
teach“Chinese”.（3）Play
the
video
of
“Let’s
talk”
on
the
PPT.
Check
the
answers.
(1)
Talk
about
the
pictures
of
John
and
his
mum.(2)
Read
the
questions
and
learn
“Chinese”.(3)
Watch
the
video
with
questions.
Then
answer
the
questions
and
check
the
answers.
By
presenting
texts
and
questions,
lead
students
to
understand
the
dialogue.
By
watching
the
video,
let
students
take
part
in
the
language
activity
with
visual,
auditory
and
memory.
4.
Listen,
read
and
act.（1）Play
the
recording.（2）Lead
students
to
act
out
the
dialogue.
(1)
Listen
to
the
recording
and
read
after
it.
(2)
Practice
and
act
out
the
dialogue
in
pairs.
Help
students
master
correct
pronunciation
and
intonation.
Practice
1.
Let’s
play.Show
the
picture
andgive
students
an
explanation.2.
Play
a
game—“Find
a
friend.”
1.
Listen
to
the
teacher
and
answer
his/
her
questions.
Ask
and
answer
in
pairs.2.
Play
the
game.
Practice
the
key
sentence
structures.
Further
strengthen
the
understanding
and
application
of
them.
Consolidation&Extension
Play
a
game—“Draw
my
friend.”Show
a
passage
on
the
PPT.
Read
the
passage
on
the
PPT.
Draw
a
portrait
on
the
blackboard
one
by
one.
Increase
the
authenticity
of
language
use.
Homework
1.
Practice
the
dialogue.2.
Introduce
the
friend
to
parents
with
the
key
sentences.3.
Do
the
exercises.
Teaching
purpose
由教师的问候和握手交朋友的动作展开教学，营造轻松、愉快的学习氛围，引出本单元的话题。说唱chant和猜人游戏能够调动学生的积极性，激发他们的语言表达欲望，使学生快速地将精力集中到课堂上。
Teaching
purpose
通过层层递进的对话，逐渐把主动权交给学生，不仅能对已学句型“My
name’s…”进行巩固，同时可以导入“his”，稍加点拨，加以强化操练。学生能很快掌握“his”的用法，加强知识结构的前后联系。
Teaching
purpose
语言就是在不断的听说中习得，由“My
name’s…”导入，继而操练句型“His/
Her
name
is…”，再在此基础上学会问答“What’s
his/her
name?”，一步一步，水到渠成。
Teaching
purpose
通过上面几个环节全面系统地学习本课的单词和句型，让学生在小组中、在师生操练中反复认知并再现新句型，以完成教学目标。
Teaching
purpose
通过课文图片和问题的呈现，引导学生听录音并理解对话内容。通过观看录像，调动学生的视觉、听觉和记忆力，提高他们参与语言活动的积极性。
Teaching
purpose
通过完成Let’s
play和“找朋友”活动，进一步巩固对核心句型“He’s/
She’s…”“His
name
is…”
“—What’s
his/her
name?
—His/
Her
name
is…”的理解和运用。
Teaching
purpose
通过学生喜欢的画画活动，让他们发挥自己的绘画技能，画出人物，并用本课的核心句型做介绍，提升语言运用的真实性。
4The
fifth
period（第五课时）
Part
B
Let’s
learn
&
Let’s
play
?教学内容与目标
课时教学内容
课时教学目标
Let’s
learn
·能够听、说、认读五个有关职业的单词“doctor,
cook,
driver,
farmer,
nurse”·能够在语境中正确运用这五个单词·能够在真实语境中理解句子“They’re
helpful!”的意义，引导学生树立职业平等的观念
Let’s
play
·能够在活动中模仿这五个职业的标志性动作，并用所学句型“—What’s
his/her
job?
—He’s/She’s
a/an…”正确询问并回答所模拟的职业
?教学重点
能够听、说、认读并正确运用单词“doctor,
cook,
driver,
farmer,
nurse”。
能够灵活运用句型“—What’s
his/her
job?
—He’s/She’s
a/an…”。
?教学难点
能够正确询问并回答家人的职业。
?教学过程
Step
1:
Warm-up
&
Lead-in
1.
Greetings.
2.
Free
talk
and
lead-in.
Ask
students
to
take
out
photos
of
their
family
and
introduce
their
family
members
to
each
other
in
the
groups.
Then
ask
four
students
to
show
in
class.
Select
the
best
performer.
Make
a
model:
Hi!
Meet
my
family!
This
is
my
father.
This
is
my
mother.
This
is
my
sister.
This
is
my
brother.
Step
2:
Presentation
1.
Teach
the
words
“nurse,
doctor”.
Present
Sarah’s
aunt’s
photo
on
the
PPT
and
ask
the
question.
T:
What’s
Sarah’s
aunt’s
job?
Ss:
She’s
a
nurse.
T:
Yes,
she’s
a
nurse
and
she
works
in
a
hospital.
Present
the
word
“nurse”
on
the
PPT
and
teach
it.
(课件出示:nurse的相关内容)
T:
n/n/-ur/??/-se/s/,
nurse/n??s/.
Present
a
picture
of
the
hospital
to
help
students
understand
the
meaning
of
“hospital”.
（课件出示:医院的图片）
T:
My
aunt
works
in
a
hospital,
too.
But
she
is
not
a
nurse.
(课件出示:一位女医生的图片)
She’s
a…
Present
the
word
“doctor”
on
the
PPT
and
teach
it.
(课件出示:doctor的相关内容)
T:
d/d/-o/?/-c/k/-t/t/-or/
?
(r)/,
doctor//.
Write
down
the
words
“nurse,
doctor”
on
the
blackboard.
Play
the
recording
of
the
two
words.
(出示课件)
Let
students
read
them
after
the
recording.
Ask
students
to
read
the
words
in
groups
with
actions.
For
example:
nurse
(Do
the
action
of
holding
an
injector.)
doctor
(Do
the
action
of
holding
a
stethoscope.)
2.
Teach
the
words
“driver,
farmer”.
Ask
the
question:
What’s
Sarah’s
uncle’s
job?
Ss:
He’s
a
football
player.
T:
Great!
My
uncle
is
not
a
football
player.
He
drives
a
taxi.
He
is
very
helpful.
What’s
his
job?
Lead
students
to
guess
the
word
“driver”
with
the
help
of
teacher’s
body
movement.
Some
students
may
speak
in
Chinese.
Write
down
the
word
“driver”
on
the
blackboard
and
teach
it.
（课件出示:driver的相关内容）
T:
dr/dr/-i/a?/-v/v/-er/
?
(r)/,
driver//.
Let
students
read
after
the
recording
and
read
it
one
by
one
or
in
a
row.
(出示课件)
Present
a
picture
of
a
farmer
on
the
PPT.
（课件出示:
一位农民的图片）
T:
Sarah’s
grandpa
is
very
strong.
He
works
on
a
farm.
What’s
his
job?
Lead
students
to
guess
the
word
“farmer”.
Some
students
may
speak
in
Chinese.
Write
down
the
word
“farmer”
on
the
blackboard
and
teach
it.
（课件出示:farmer的相关内容）
T:
f/f/-ar/ɑ?/-m/m/-er/
?
(r)/,
farmer//.
Let
students
read
after
the
recording
and
read
it
one
by
one
or
in
a
row.
（出示课件）
Present
some
occupational
nouns
similar
to
“driver,
farmer”.
Get
students
to
try
to
read
and
find
out
what
the
words
have
in
common.
3.
Teach
the
word
“cook”.
Present
a
picture
of
a
cook
on
the
PPT.
（课件出示:
一位厨师的图片）
T:
Look
at
the
man.
He
looks
like
a
farmer.
But
he
is
not
a
farmer.
Listen.
What’s
his
job?
(课件出示:菜入油锅和炒菜的声音)
Lead
students
to
guess
the
word
“cook”.
Some
students
may
speak
in
Chinese.
Write
down
the
word
“cook”
on
the
blackboard
and
teach
it.
（课件出示:cook的相关内容）
T:
c/k/-oo/?/-k/k/,
cook/k?k/.
Let
students
read
after
the
recording.
（出示课件）Ask
some
students
to
read
aloud.
T:
The
nurse
and
the
doctor
can
protect
our
health.
The
driver
can
drive.
They
can
do
many
things
for
us.
They
are
helpful!
Write
down
the
sentence
“They
are
helpful!”
on
the
blackboard
and
teach
the
word
“helpful”.（课件出示:helpful的相关内容）
T:
help/help/-ful/ful/,
helpful/helpful/.
Ask
students
to
read
the
sentence.
4.
Watch
the
cartoon
and
read.
Play
the
cartoon
of
“Let’s
learn”.（课件出示:教材P62
Let’s
learn板块的视频）
Let
students
read
after
the
recording.
Remind
them
to
pay
attention
to
the
pronunciation
and
the
intonation.
Ask
students
to
listen
again
and
point
out
the
words
they
hear
as
they
read
them.
5.
Act
out
the
dialogue.
Show
the
picture
of
“Let’s
learn”.
(课件出示:教材P62
Let’s
learn板块的图片)
Take
out
the
headdresses
of
Chen
Jie
and
Sarah.
Let
students
act
out
the
dialogue
in
pairs.
Chen
Jie:
What’s
your…’s
job?
Sarah:
My…is
a/an…
Step
3:
Practice
1.
Play
a
game—
“I
point,
you
say.”
Point
to
the
words
on
the
blackboard
quickly.
Let
students
read
them
loudly.
2.
Play
a
game—“What’s
missing?”
Show
all
the
word
cards
of
jobs
to
students.
Ask
students
to
close
their
eyes，
and
take
out
one
card
from
the
word
cards.
Then
let
students
open
their
eyes.
Show
them
the
word
cards
again.
T:
What’s
missing？
Let
students
say
the
missing
word
quickly.
Reward
the
student
who
guesses
quickly
and
correctly.
3.
Play
a
game—
“Stand,
stand,
stand!”
Choose
five
students
to
go
to
the
front
of
the
classroom.
Let
each
student
squat
down
with
a
word
card.
Then
lead
students
to
play
the
game.
（游戏说明:座位上的一位学生说出句子“I’m
a/an…”。蹲在前面的五个人中，拿着相应图卡的学生马上站起来，举起图卡并将该单词大声读三遍。如果没有及时站起来，或者站起来的不是持有正确单词图卡的学生，则出局，再寻找其他的学生替换。）
4.
Ask
and
answer.
Show
some
word
cards
of
family
members
and
jobs.
Take
out
a
card
randomly
and
ask
students
to
practice.
T:
If
I
show
you
the
word
cards
“mother”
and
“nurse”,
boys
must
ask,
“What’s
your
mother’s
job?”
Then
girls
answer,
“She
is
a
nurse.”
Step
4:
Consolidation
&
Extension
1.
Let’s
play.
（1）Present
the
five
pictures
of
“Let’s
play”
on
the
PPT.
(课件出示:教材P62
Let’s
play板块的图片)
Ask
students
to
say
out
the
words
of
jobs
in
the
pictures
in
turn，
and
do
actions
to
act
out
the
jobs.
（2）A
boy
does
the
action
and
other
boys
ask,
“What’s
his
job?”
Girls
guess
the
job
with
the
sentence
structure
“He’s
a/an…”
Then
exchange.
2.
Make
a
survey
in
groups.
Let
students
ask
the
jobs
of
family
members
in
the
groups
with
the
sentence
structure
“What’s
your…’s
job?”
and
make
a
survey
according
to
the
chart.
（活动说明:如果出现了不会的职业类名词，学生可以先用中文代替。教师在巡视过程中给以帮助和补充。）
?板书设计
?作业设计
1.
Copy
the
words
learned
in
this
lesson
five
times.
2.
Investigate
the
jobs
of
friends
or
relatives.
3.
Do
the
exercises.
?教学反思
1.
本课主要是学习五个表示职业的单词和询问某人职业的句型及其回答。教学新课前，用歌曲和对话的方式帮助学生复习了上节课所学的知识，为后面的授课做了铺垫。
2.
结合课件和师生互动，复习旧知并导入新课，将新授单词融入到句型教学中，利用图片引入单词，灵活操练，并在学习新词的基础上进行句型操练。
3.
通过“I
point,
you
say.”“What’s
missing?”“Stand,
stand,
stand!”这三个游戏，将单词的拼写、读音和词义进行匹配操练。通过“看单词创编对话”的活动将单词和核心句型穿插融合，灵活操练。一系列活动过程由易到难，趣味性强。
4.
运用TPR活动完成Let’s
play的教学，加强了学生对新知识的掌握。在小组中完成调查表格，进一步加深了学生对单词和句型的理解与运用。
?Teaching
Contents
&
Teaching
Aims
Let’s
learn
?·Be
able
to
listen,
speak
and
read
the
words
“doctor,
cook,
driver,
farmer,
nurse”.
?·Be
able
to
use
the
five
words
of
jobs
correctly
in
the
context.
?·Be
able
to
understand
the
meaning
of
the
sentence
“They’re
helpful!”
in
real
context.
Lead
students
to
establish
the
concept
of
occupational
equality.
Let’s
play
?·Be
able
to
imitate
the
symbolic
actions
of
the
five
occupations
in
the
activity.
Be
able
to
ask
and
answer
the
occupation
with
the
key
sentence
structures
“—What’s
his/her
job?
—He’s/She’s
a/an…”
correctly.
?Teaching
Priorities
·Be
able
to
listen,
speak
and
read
the
words
“doctor,
cook,
driver,
farmer,
nurse”,
and
use
them
correctly.
·Be
able
to
use
sentence
structures
“—What’s
his/her
job?
—He’s/She’s
a/an…”flexibly.
?Teaching
Difficulties
·Be
able
to
ask
and
answer
the
jobs
of
their
family
members
correctly.
?Teaching
Procedures
Teaching
Stages
Teacher’
s
Activities
Students’
Activities
Teaching
Purposes
Warm-up
&Lead-in
1.
Greetings.2.
Free
talk
and
lead-in.
1.
Greetings.2.
Introduce
family
members
to
each
other
in
the
groups.
Free
talk
can
stimulate
students’
language
expression
desire.
Presentation
1.
Teach
the
words
“nurse,
doctor”.Play
the
recording
Learn
the
words
“nurse,
doctor”.
Read
after
the
recording
and
read
the
words
in
groups
with
actions.
Have
a
good
grasp
of
the
meanings
and
pronunciations
of
the
words
by
comparing.
2.
Teach
the
words
“driver,
farmer”.Play
the
recording.
Learn
the
words
“driver,
farmer”.
Read
after
the
recording
and
read
one
by
one
or
in
a
row.
Through
discussion
and
listening,
make
students
get
a
deeper
understanding
of
the
meanings
and
pronunciations
of
new
words.
3.
Teach
the
word
“cook”.Play
the
recording.
Help
students
understand
the
sentence
“They’re
helpful!”
Learn
the
word
“cook”
and
the
sentence
“They’re
helpful!”Read
after
the
recording.
Read
the
sentence.
The
teaching
of
vocabulary
was
accompanied
with
emotional
education.
4.
Watch
the
cartoon
and
read.
Play
the
cartoon.
Read
after
the
recording.Listen
again
and
point
out
the
words
they
hear
as
they
read
them.
Get
the
exact
pronunciations
of
new
words
by
reading.
Deepen
students’
understanding
and
memory
by
imitating.
5.
Act
out
the
dialogue.Show
the
picture
of
“Let’s
learn”.
Take
out
the
headdresses
of
Chen
Jie
and
Sarah.
Act
out
the
dialogue
in
pairs.
Make
sure
students
can
read
the
dialogue
correctly
and
fluently.
（续表）
Teaching
Stages
Teacher’
s
Activities
Students’
Activities
Teaching
Purposes
Practice
1.
Play
a
game—
“I
point,
you
say.”Point
to
the
words
on
the
blackboard
quickly.2.
Play
a
game
—
“What’s
missing?”Show
all
the
word
cards
of
jobs
and
take
out
onecard
from
them.3.
Play
a
game
—
“Stand,
stand,
stand!”
1.
Read
the
words
loudly.2.
Say
the
missing
word
quickly.3.
Play
the
game.
Help
students
become
familiar
with
the
spellings,
pronunciations
and
meanings
of
the
new
words.
4.
Ask
and
answer.Show
the
word
cards
andmake
an
explanation.
Make
a
new
dialogue
according
to
the
cards
taken
out
by
the
teacher.
Review
the
key
words
and
sentence
structures
in
this
lesson
to
summarize
and
consolidate
the
knowledge.
Consolidation&Extension
1.
Let’s
play.Lead
students
to
complete
the
activity.2.
Make
a
survey
in
groups.Give
help
andsupplement
to
students.
1.
Say
out
the
words
of
jobs
and
do
actions
to
act
out
the
jobs.2.
Ask
and
answer
in
groups,
and
make
a
survey.
Through
the
activity
of
TPR,
train
the
coordination
of
students
in
hands,
eyes
and
brains.Help
students
master
the
target
language.
Homework
1.
Copy
the
words
learned
in
this
lesson
five
times.2.
Investigate
the
jobs
of
friends
or
relatives.3.
Do
the
exercises.
Teaching
purpose
让学生用学过的句子，结合全家福照片，在小组中自由交流，激发学生的语言表达欲望，快速导入教学。
Teaching
purpose
通过观察并讨论图片，让学生先对新授知识有直观的认识，再通过认真倾听获取信息，对新单词的词义和读音有更深的认识，最后通过对driver和farmer的比较，归纳并掌握更多的符合这种构词规则的职业类名词。
Teaching
purpose
以图片及音频相结合的方式呈现新单词，让学生从多角度感知新的教学内容。通过做与职业相关的动作，听与职业相关的声音，降低学习的难度，加深对新词的理解。通过拼读教学法与跟读获取新单词的准确读音，使学生在模仿中加深对新词的理解和记忆。
Teaching
purpose
适时地进行情感教育，帮助学生树立职业平等的观念，培养其为家人职业而自豪的情感。
Teaching
purpose
在掌握新单词和核心句型的基础上，通过角色扮演来表演对话，让学生在真实情境中灵活运用语言，体验学习的乐趣。
Teaching
purpose
通过不同的操练活动，帮助学生认读单词，将单词的读音、拼写与词义结合起来。
Teaching
purpose
通过这个游戏，使学生重温本课的重点单词与句型，起到复习、巩固的效果。
Teaching
purpose
通过TPR活动，训练手、眼、脑的配合。一方面能帮助学生进一步理解职业的特征，另一方面使学生巩固职业类单词的读音、词义。
Teaching
purpose
通过小组活动，让学生在进行调查时不断使用目标语言，以达到熟练掌握的目的。
4The
second
period(第二课时)
Part
A
Let’s
learn
&
Let’s
chant
?教学内容与目标
课时教学内容
课时教学目标
Let’s
learn
·能够听、说、认读单词“tall,
strong,
short,
thin,
friendly,
quiet”·能够在情景中熟练运用句型“He’s/
She’s…”介绍人物的性格和外貌特征·能够运用句型“Who
is
he/
she?”询问他人的姓名，并能回答
Let’s
chant
·能够通过有节奏的说唱强化单词的音义联系，并增加课堂的趣味性·能理解歌谣中对人物外貌和性格特征的描述，并能创编新的歌谣描述自己的朋友
?教学重点
1.
能够掌握描述人物特点的词汇。
2.
能够用以上词汇简单描述他人的性格和外貌特征。
?教学难点
1.
能够在情景中熟练运用句型“He’s…”介绍人物的性格和外貌特征。
2.
能够掌握单词“friendly,
quiet”的发音。
?教学过程
Step
1:
Warm-up
&
Revision
&
Lead-in
1.
Greetings.
2.
Revision.
(1)
Point
to
a
boy
and
ask
his
name
in
rhyme.
Ask
students
to
answer
in
rhyme,
too.
T:（Clap
hands.）What’s
his
name?
What’s
his
name?
Ss:
His
name
is…
His
name
is…
T:
What’s
her
name?
What’s
her
name?（Clap
hands
and
point
to
a
girl.）
Ss:
Her
name
is…
Her
name
is…
(2)
Play
a
game—“I
say,
you
do”.
(课件出示：一段有节奏的背景音乐)
T:
Boys
and
girls,
now
I
say,
you
do.
Make
yourself
tall.
Ss:
Tall,
tall,
tall.
(Students
stand
up
and
say
while
they
do
it.)
T:
Make
yourself
short.
/
Make
your
arms
long.
/
Make
your
eyes
big.
/…
Ss:
Short,
short,
short!
/
Long,
long,
long!
/
Big,
big,
big!
/…
3.
Watch
and
act.
Play
the
video
of
“Let’s
talk”.
(课件出示：教材P24
Let’s
talk板块的视频)
Let
students
watch
it
and
act
out
the
dialogue
in
pairs.
4.
Lead-in.
T:
John
has
a
good
friend.
I
have
a
good
friend,
too.
Do
you
want
to
know
what
his/
her
name
is?
Step
2:
Presentation
1.
Learn
the
sentences.
T:
I
have
a
good
friend
in
our
class.
He
is
a
boy.
He’s
tall
and
strong.
He’s
in
Group
4.
Guess!
What’s
his
name?
Describe
the
appearance
of
a
student
in
the
class
simply.
If
other
students
can’t
guess
who
he
is,
lead
them
to
ask,
“What’s
his
name?”
T:
You
can
also
ask
me,
“Who
is
he?”
Write
down
the
sentences
“What’s
his
name?”
“Who
is
he?”
on
the
blackboard.
2.
Let’s
learn.
（1）Learn
the
words
“tall,
strong,
short,
thin”.
Ask
a
student
to
come
to
the
front
of
the
classroom
and
introduce
him
as
a
good
friend.
Then
invite
another
student
who
is
completely
different
from
the
boy
before.
Ask
other
students
to
observe
their
differences
in
figure.
Lead
in
the
words
“tall,
strong,
short,
thin”.
Show
the
word
cards
in
turn.
Teach
these
words.
Ask
students
to
read
after
the
teacher.
Let
students
point
to
the
classmates
and
use
the
sentence
structure
“He’s/
She’s…”
to
describe
others.
（2）Learn
the
phrases
“tall
and
strong,
short
and
thin”.
Point
to
the
tall
and
strong
boy
on
the
podium.
Lead
students
to
say
the
sentences
“He’s
tall.”
and
“He’s
strong.”
Then
the
teacher
says
“He’s
tall
and
strong.”
Ask
students
to
read
the
sentence
after
the
teacher.
Practice
the
sentence
“He’s
short
and
thin.”
in
the
same
way.
(3)
Learn
the
word
“quiet”.
The
teacher
makes
a
gesture
with
the
index
finger
to
keep
students
quiet
and
says
the
sentence
“Be
quiet!”
Then
show
the
word
card
“quiet”
and
read
it,
qu/kw/-i/a?/-e/?/-t/t/,
quiet.
Then
paste
the
card
onto
the
blackboard.
Help
students
understand
the
meaning
of
the
word
“quiet”.
Lead
students
to
use
the
word
“quiet”
to
make
sentences
in
the
real
situations.
(4)
Learn
the
word
“friendly”.
Show
pictures
of
some
activities
on
the
PPT
and
ask,
“Who
is
friendly?”
Explain
the
exact
meaning
of
the
word
“friendly”
through
the
movement
or
the
expression.
(5)
Play
and
watch.
Play
the
video
of
“Let’s
learn”
on
the
PPT.（课件出示：教材P25
Let’s
learn板块的视频）Let
students
watch
it.
Play
it
again.
Ask
students
to
imitate
after
it
and
read
the
words
and
the
sentences
over
and
over
again.
The
teacher
describes
John
with
the
sentences
“I
have
a
good
friend.
He’s
short
and
thin.”
Lead
boys
to
ask,
“Who
is
he?”
Lead
girls
to
guess
who
he
is
and
use
the
sentence
“His
name
is
John.”
to
answer.
Ask
students
to
choose
a
person
from
the
pictures
of
this
section
and
practice
the
dialogue
in
pairs.
Then
let
students
act
it
out.
Step
3:
Practice
1.
I
point,
you
say.
Show
the
words
at
random
on
the
PPT.
(出示课件)
Ask
students
to
say
out
the
words
quickly.
T:
I
will
point
to
the
words
one
by
one
on
the
PPT.
Please
say
out
the
words
quickly.
Let’s
go!
What’s
this?
Ss:
…
2.
I
say,
you
do.
The
teacher
speaks
the
words
and
asks
students
to
perform
corresponding
actions.
T:
This
time,
I
say,
you
do.
When
I
say
the
word
“tall”,
please
do
like
this.（Raise
the
arms
up.）When
I
say
the
word
“short”,
please
do
like
this.（Put
the
arms
down.）When
I
say
the
word
“strong”,
please
do
like
this.（Raise
the
fists
up.）And
this
is
for
“thin”.
(Put
the
hands
on
the
both
sides
of
cheeks.)
Are
you
ready?
Let’s
play.
3.
I
do,
you
say.
T:
Now
let’s
exchange.
I
do,
you
say.
4.
Let’s
chant.
Show
the
pictures
of
Lily
and
Tim
in
the
chant
on
the
PPT.
(课件出示：教材P25
Let’s
chant板块中的人物图片)
Help
students
describe
Lily
and
Tim
with
the
words
they
have
learned
and
the
sentence
structure
“He/She
is…”
Play
the
chant
separately.（出示课件）Let
students
read
the
chant
after
the
recording.
Step
4:
Consolidation
&
Extension
1.
Make
a
competition.
Let
students
chant
in
different
ways
to
make
a
competition.
Remind
students
to
do
some
actions
while
they’re
chanting.
2.
Create
a
new
chant.
Encourage
students
to
replace
the
adjectives
in
the
chant
according
to
the
true
situations
of
friends.
Create
a
new
chant
and
perform
it
in
class.
?板书设计
?作业设计
1.
Copy
the
words
learned
in
this
lesson
five
times
in
four
lines
and
three
grids.
2.
Draw
your
parents
and
describe
them
in
English.
3.
Do
the
exercises.
?教学反思
1.
在韵句中，复习上一课的句型，极大地激发了学生的学习兴趣。
2.
“我指你说”“我说你做”等一连串的活动贯穿授新和操练过程，尽可能地让学生的多种感官参与到此学习过程中来，大大提高了学习效率。
3.
学习单词的目的就是能把单词灵活地运用到句子中去，使表达更加完整，同时把单词运用到句子中也能巩固所学的单词，两者之间相辅相成，相互促进。
4.
板书设计清晰明了，重点突出，起到了很好的辅助作用。
?Teaching
Contents
&
Teaching
Aims
Let’s
learn
?·Be
able
to
listen,
speak
and
read
the
words
“tall,
strong,
short,
thin,
friendly,
quiet”.
?·Be
able
to
use
the
sentence
structure
“He’s/She’s…”
to
introduce
the
charcters’
personalities
and
appearances
in
situations.
?·Be
able
to
use
the
sentence
structure
“Who
is
he/
she?”
to
ask
someone’s
name
and
be
able
to
answer.
Let’s
chant
?·Be
able
to
strengthen
the
phonetic
connection
of
words
and
increase
the
interest
of
the
lesson
through
rhythmic
chant.
?·Be
able
to
understand
the
description
of
the
characters’
appearances
and
personalities
in
the
chant
and
create
a
new
chant
about
friends.
?Teaching
Priorities
·Master
the
words
that
describe
characters’
characteristics.
·Be
able
to
simply
describe
the
appearances
and
personalities
of
others
with
the
above
words.
?Teaching
Difficulties
·Be
able
to
use
the
sentence
structure
“He’s/
She’s…”
skillfully
in
real
situations.
·Be
able
to
master
the
pronunciations
of
the
words
“friendly,
quiet”.
?Teaching
Procedures
Teaching
Stages
Teacher’
s
Activities
Students’
Activities
Teaching
Purposes
Warm-up
&
Revision
&
Lead-in
1.
Greetings.
2.
Revision.Ask
in
rhyme
and
do
the
actions.
Play
the
game.
1.
Greetings.2.
Answer
in
rhyme
and
do
the
actions
as
the
teacher’s
instruction.
This
activity
can
refresh
the
knowledge
learned
before
and
stimulate
students’
interest
in
learning.
3.
Watch
and
act.Play
the
video
of
“Let’s
talk”.
4.
Lead-in.
3.
Watch
it
and
act
out
the
dialogue
in
pairs.4.
Listen
to
the
teacher.
Through
role-playing
activities,
review
old
knowledge
and
lead
in
new
knowledge.
Teaching
Stages
Teacher’
s
Activities
Students’
Activities
Teaching
Purposes
Presentation
1.
Learn
the
sentences.Create
a
situation.
Teach
the
sentences
“What’s
his
name?”
“Who
is
he?”
Listen
to
the
teacher’s
description
and
guess
who
he
is.
Learn
the
sentences.
Introduce
the
new
sentences.
2.
Let’s
learn.(1)
Teach
the
words
“tall,
strong,
short,
thin”.(2)
Teach
the
phrases
and
lead
students
to
say
the
sentences
to
express
the
appearance
of
the
character.(3)
Teach
the
word
“quiet”.(4)
Show
pictures
of
different
activities
on
the
PPT
to
help
students
understand
the
meaning
of
“friendly”.(5)
Play
the
video
of
“Let’s
learn”
on
the
PPT.
(1)
Learn
the
new
words.
Make
sentences
to
describe
classmates.(2)
Learn
the
phrases
and
practice
the
sentences.(3)
Understand
the
meaning
of
“quiet”
and
learn
how
to
use
it.(4)
Understand
the
meaning
of
“friendly”
and
learn
how
to
use
it.(5)
Read
the
words
and
the
sentences
repeatedly.
Practice
the
dialogue
and
act
it
out.
Help
students
master
the
correct
pronunciation
of
the
words
by
comparing,
observing
and
listening.
Practice
1.
I
point,
you
say.Show
the
words
at
random
on
the
PPT.2.
I
say,
you
do.Speak
the
adjectives.3.
I
do,
you
say.Do
the
actions.4.
Let’s
chant.Show
the
pictures
of
Lily
and
Tim
in
the
chant
on
the
PPT.
Play
the
chant.
1.
Quickly
say
out
the
words
on
the
PPT.2.
Do
the
corresponding
actions.3.
Say
the
corresponding
words.4.
Use
the
words
and
the
sentence
structures
they
have
learned
to
describe
the
characteristics.
Listen
to
the
chant,
follow
it
and
chant
together.
Get
students
to
grasp
the
words
from
shape,
meaning
and
pronunciation
through
three
groups
of
activities.
Help
students
understand
and
use
the
new
vocabulary
correctly.
Consolidation&Extension
1.
Make
a
competition.Let
students
chant
in
different
ways
to
make
a
competition.2.
Create
a
new
chant.
1.
Chant
in
different
ways.2.
Create
a
new
chant.Act
it
out
in
class.
Extend
the
topic.
Combine
the
creative
activity
with
the
real
situation.
Encourage
students
to
use
their
imagination
and
initiative.
Cultivate
their
English
thinking.
Homework
1.
Copy
the
words
learned
in
this
lesson
five
times
in
four
lines
and
three
girds.2.
Draw
your
parents
and
describe
them
in
English.3.
Do
the
exercises.
Teaching
purpose
以上节课中学习的询问他人姓名的重点句型开始课程，起到“温故”的作用。同时，以带有游戏趣味的韵句进行交流，能够极大地激发学生的学习兴趣，让课堂氛围更加热烈，更有益于学生的英语学习。
Teaching
purpose
通过对上一节课内容的角色扮演，复习旧知识，为导入新课做好准备。
Teaching
purpose
教师播放录音，学生听录音跟读，训练其认真倾听且在倾听过程中获取重要信息的能力。让学生跟读，以掌握单词的正确读音。
Teaching
purpose
三组活动不断升级，将新词的词义、词形及读音相统一，保证学生能够正确认读单词。这些活动会不断地重复操练新词的读音，这有助于他们熟练地掌握单词。
Teaching
purpose
通过观察人物的特征，选择正确的词汇来形容他们，帮助学生正确理解并使用新学的词汇。
Teaching
purpose
话题继续延伸，将创编歌谣活动与实际相结合，鼓励学生发挥自己的想象力和主观能动性，培养他们的英语思维。
4
