(共38张PPT)
Unit
3
My
friends
PEP·四年级上册
Part
B
Let’s
talk
&
Let’s
play
Let’s
chant
Lead-in
Who
is
my
friend?
John
Lily
Lucy
A
boy?
No,
she
is
a
girl.
Is
she
tall?
Yes,
she
is.
Is
she
Lucy?
No.
Look
at
the
shoes.
shoes
/z/
Her
shoes
are
black.
She
is
Lily.
Her
shoes
are
red.
Her
shoes
are
black.
His
shoes
are
blue.
His
/
Her
shoes
are…
Predict
the
main
idea
of
the
dialogue.
1.
Who
are
they?
2.
What
are
they
talking
about?
They
are
Mike
and
John.
Maybe
they
are
talking
about
friends...
Let’s
talk
Who
is
Mike’s
new
friend?
A
boy
or
a
girl?
Listen
and
answer.
Underline
the
key
sentence
of
the
question,
and
find
out
the
answer.
Hi,
John.
I
have
a
good
friend.
A
boy
or
girl?
A
boy.
He’s
tall
and
thin.
或者
Who
is
he?
Zhang
Peng?
No.
He
has
glasses
and
his
shoes
are
blue.
Is
he
Wu
Yifan?
Yes.
You’re
right.
Who
is
Mike’s
new
friend?
A
boy
or
a
girl?
2.
Who’s
he?
Zhang
Peng?
A
boy.
No.
3.
Is
he
Wu
Yifan?
Yes,
he
is.
Is
Mike’s
friend
a
boy
or
a
girl?
Is
he
tall
and
thin?
Who
is
tall
and
thin,
too?
What
colour
are
Wu
Yifan’s
shoes?
Does
he
have
glasses?
Watch
and
answer
glasses
/iz/
She
has
glasses.
Watch
the
video.
Is
Mike’s
friend
a
boy
or
a
girl?
Is
he
tall
and
thin?
Who
is
tall
and
thin,
too?
Check
answers.
A
boy.
Yes,
he
is.
Zhang
Peng.
What
colour
are
Wu
Yifan’s
shoes?
Does
he
have
glasses?
His
shoes
are
blue.
Yes.
He
has
glasses.
Pay
attention
to
the
use
of
“has/have”.
have用于第一人称(I,
we)，第二人称(you)和第三人称复数(they)；
has用于第三人称单数(he,
she,
it)或单数名词。
Find
the
boys
and
the
girls
wearing
glasses
in
the
classroom.
He
has
glasses.
She
has
glasses.
Read
and
pay
attention
to
the
pronunciation
and
the
intonation.
Read
the
dialogue
freely.
Then
act
it
out.
Make
a
new
dialogue.
Hi,
_____.
I
have
a
good
friend.
A
boy
or
girl?
A
____.
He’s
/She’s
________.
Who
is
he/she?
__________?
No.
He
/
She
__________.
Is
he/she
______?
Yes.
You’re
right.
He
is
a
man
.
He
is
tall
and
thin.
He
has
glasses.
Who’s
he?
Is
he
Zhong
Nanshan?
Guess!
Who’s
he/she?
Yes,
you’re
right.
He
/
She
is…
He
/
She
has…
His
/
Her
shoes
are…
His
/
Her
bag
is…
Is
he/she…?
He
/
She
is…
He
/
She
has…
His
/
Her
shoes
are…
His
/
Her
bag
is…
Is
he/she…?
He
/
She
is…
He
/
She
has…
His
/
Her
shoes
are…
His
/
Her
bag
is…
Is
he/she…?
Let’s
play
My
friends
He
is
…
He
has
…
His
shoes
are
…
His
bag
is
…
What
is
his
name?
She
is
…
She
has
…
Her
shoes
are
…
Her
bag
is
…
What
is
her
name?
A:
He
is
a
boy.
He
has…
His
shoes
are…
His
bag
is…
What’s
his
name?
B:
He
is…
A:
Yes,
you’re
right.
What
about
your
friend?
B:
She
is
a
girl.
She
has…
Her
shoes
are…
Her
bag
is…
What’s
her
name
A:
…
Talk
in
pairs
about
your
friends.
“Little
police(wo)man”-Looking
for
the
lost
child.
Divide
students
into
three
groups.
Each
group
selects
one
student
to
play
the
role
of
the
mother.
She
describes
the
physical
features
of
her
lost
child,
and
the
others
help
her
to
find
the
child.
A(mother):
Help
me!
I
lost
my
baby.
B:
A
boy
or
a
girl?
A:
…
…
Enjoy
a
video
Unit
3
My
friends
Who
is
he/she?
He/She
is...
He/She
has...
His/Her
shoes
are...
A
boy
or
girl?
Blackboard
design
Homework
Read
after
the
recording
of
“Let's
talk"
three
times.
2.
Describe
one
of
your
best
friends
to
your
parents.
3.
Do
the
exercises.The
fourth
period(第四课时)
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·能够在情景中恰当运用句型“He
has…and
his…”描述外貌特征·能够在语境中理解新词“or,
right,
glasses,
shoes”的意思，并能正确发音·重点关注glasses和shoes的末尾-es和-s的发音
Let’s
play
·能够根据语言支架创编对话，综合运用目标语言·能够根据描述判断出与之相应的人物
?教学重点
1.
能够理解对话大意。
2.
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。
3.
能够运用重点句型描述他人的外貌以及其他特征。
?教学难点
1.
能够在语境中理解新词“or,
right,
glasses,
shoes”的意思，并能正确发音。
2.
能够掌握单词“is/
are,
has/
have”的用法。
?教学过程
Step
1:
Warm-up
&
Lead-in
1.
Sing
a
chant.
Play
the
video
of
“Let’s
chant”
on
page
25.（课件出示：教材P25
Let’s
chant板块的视频）Get
students
to
sing
together.
T:
Do
you
remember
the
chant
about
friends?
Let’s
sing
the
chant
together.
2.
Lead-in.
Show
three
characters
on
the
PPT.
(课件出示：矮个男孩John穿蓝色鞋子；双胞胎姐妹Lucy和Lily，Lucy高个子，穿红色鞋子，Lily也是高个子，穿黑色鞋子)
Lead
students
to
find
clues
by
asking
the
teacher
to
guess
who
the
teacher’s
friend
is.
Ss:
Is
your
friend
a
boy?
T:
No,
she
is
a
girl.
Ss:
Is
she
tall?
T:
Yes,
she
is.
Ss:
Is
she
Lucy?
T:
No.
Look
at
the
shoes.
(Point
to
the
shoes,
and
help
students
know
the
meaning
of
“shoes”.)
Write
down
the
word
“shoes”
on
the
blackboard
and
read
it.
Get
students
to
know
“es”
sounds
/z/
here.
T:
Her
shoes
are
black.
(Say
the
colour
of
the
friend’s
shoes.)
Ss:
She
is
Lily.
T:
Yes,
you’re
right.
Lucy’s
shoes
are
red.
Lily’s
shoes
are
black.
And
we
can
say:
Her
shoes
are
red.
(Point
at
Lucy.)
Her
shoes
are
black.
(Point
at
Lily.)
His
shoes
are
blue.
(Point
at
John.)
Then
write
down
the
sentence
structure
“His/Her
shoes
are…”
on
the
blackboard.
Step
2:
Presentation
1.
Let’s
talk.
(1)
Show
the
pictures
of
“Let’s
talk”.
(课件出示：教材P27
Let’s
talk板块的图片)
Talk
about
the
dialogue
with
students.
Ask
students
to
predict
the
main
idea
of
the
dialogue.
T:
Who
are
they?
Ss:
They
are
Mike
and
John.
T:
What
are
they
talking
about?
Guess!
S1:
Maybe
they
are
talking
about
friends.
S2:
…
…
T:
You
know
about
my
new
friend.
What
about
Mike’s
new
friend?
Who
is
he
or
she?
Let’s
listen
to
the
recording
with
the
questions,
underline
the
key
sentences
about
the
questions,
then
answer
the
questions.
Show
the
question
and
the
pictures
of
different
characters
on
the
PPT.
(课件出示：张鹏、吴一凡和陈杰的图片)
Questions:
Who
is
Mike’s
new
friend?
A
boy
or
girl?
Play
the
recording.（课件出示：教材P27
Let’s
talk板块的音频）
T:
Who
is
Mike’s
new
friend?
A
boy
or
girl?
Ss:
A
boy.
T:
Who’s
he?
Zhang
Peng?
Ss:
No.
T:
Is
he
Wu
Yifan?
S:
Yes.
You’re
right.
Write
down
the
word
“or”
and
the
sentence
“Who
is
he？”
on
the
blackboard,
and
teach
them.
Tell
students
how
to
answer
the
questions
with
“or”.
（2）Show
the
questions
on
the
PPT：
①Is
Mike’s
friend
a
boy
or
a
girl?
②Is
he
tall
and
thin?
③Who
is
tall
and
thin,
too?
④What
colour
are
Wu
Yifan’s
shoes?
⑤Does
he
have
glasses?
Show
the
picture
and
the
word
“glasses”
on
the
PPT.（课件出示：glasses的相关内容）Teach
the
word
and
ask
students
to
pay
attention
to
the
pronunciation
of
“es”.
Play
the
cartoon
on
the
PPT.（出示课件）Lead
students
to
watch
it
carefully
and
discuss
the
dialogue,
then
answer
the
questions.
T:
Is
Mike’s
friend
a
boy
or
a
girl?
Ss:
A
boy.
T:
Is
he
tall
and
thin?
Ss:
Yes.
You’re
right.
T:
Who
is
tall
and
thin,
too?
Ss:
Zhang
Peng.
T:
What
colour
are
Wu
Yifan’s
shoes?
Ss:
His
shoes
are
blue.
T:
Does
he
have
glasses?
Ss:
Yes.
He
has
glasses.
T:
Yes.
He
has
glasses.
And
I
have
glasses,
too.
Write
down
the
word
“has”.
Remind
students
to
pay
attention
to
the
usage
of
“has/
have”.
Point
to
the
boy
or
the
girl
wearing
glasses
in
the
classroom.
Lead
students
to
say
the
sentence
“He/
She
has
glasses.”
2.
Read
after
the
recording.
Play
the
recording
again.
(出示课件)
Ask
students
to
follow
it
and
pay
attention
to
the
pronunciation
and
the
intonation.
3.
Act
out
in
pairs.
Get
students
to
read
the
dialogue
freely.
Then
ask
them
to
act
it
out
in
pairs
and
find
the
best
pair.
Step
3:
Practice
1.
Make
a
new
dialogue.
Ask
students
to
make
a
new
dialogue
with
the
main
sentence
structures
in
this
lesson
and
talk
in
pairs.
2.
Guess!
Who’s
he/
she?
（1）Show
several
characters
that
students
are
familiar
with
in
turn
on
the
PPT.
Let
students
try
to
describe
their
characteristics
in
groups.
T:
Look
at
this
man.
Can
you
say
something
about
him?
Please
have
a
try.
Make
a
model:
T:
He
is
a
man.
He
is
tall
and
thin.
He
has
glasses.
His
shoes
are
black.
His
bag
is
blue.
Who’s
he?
Is
he…?
Ss:
…
(If
students
are
right,
the
teacher
says,
“Yes.
You’re
right.”)
（2）Show
time.
S1:
He/
She
is…
He/
She
has…
His/
Her
shoes
are…
His/
Her
bag
is…
S2:
…
3.
Let’s
play.
T:
(课件出示：教材P27
Let’s
play板块的图片及文字)
Boys
and
girls,
we
all
have
good
friends.
Look
at
the
picture.
Please
talk
about
your
friends
in
pairs
with
the
key
sentence
structures.
S1:
He
is
a
boy.
He
has…
His
shoes
are…
His
bag
is…
What’s
his
name?
S2:
He
is…
S1:
Yes.
You’re
right.
What
about
your
friend?
S2:
She
is
a
girl.
She
has…
Her
shoes
are…
Her
bag
is…
What’s
her
name?
S1:
…
Step
4:
Consolidation
&
Extension
“Little
policeman/
policewoman”—Looking
for
the
lost
child.
Divide
students
into
three
groups.
Select
one
student
from
each
group
to
play
the
role
of
the
mother
or
father.
Ask
the
selected
student
to
describe
the
physical
feature
of
her/
his
lost
child
and
the
others
help
her/
him
find
the
child.
Make
a
model
with
a
student:
T
(mother):
Help
me!
I
lost
my
baby.
S1:
A
boy
or
girl?
T:
…
?板书设计
?作业设计
1.
Read
after
the
recording
of
“Let’s
talk”
three
times.
2.
Describe
one
of
your
best
friends
to
your
parents.
3.
Do
the
exercises.
?教学反思
1.
由chant引入，引领学生进入课堂，激起学生的学习兴趣。紧接着由猜人游戏引出本课的重要句型。
2.
通过创设真实的情境，引导学生从听、说、演开始，到最后能运用所学语言，完成活动“寻找走失的孩子”。
3.
教学中注重新旧知识之间的渗透，培养学生综合运用语言的能力。
4.
在实践中，注意分层教学，因材施教，用最有效的方式激发学生主动参与，培养他们独立思考和合作探究的创新精神。
5.
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
talk
?·Be
able
to
understand
the
main
idea
of
the
dialogue
with
the
help
of
the
pictures,
the
PPT
and
the
teacher.
?·Be
able
to
read
the
dialogue
with
correct
pronunciation
and
intonation.
And
be
able
to
role
play
in
groups.
?·Be
able
to
use
the
sentence
structure“He
has…and
his…”properly
to
describe
the
appearance
characteristics
in
the
situation.
?·Be
able
to
understand
the
meanings
of
the
new
words“or,
right,
glasses,
shoes”in
context
and
pronounce
them
correctly.
?·Pay
attention
to
the
ending
sounds
according
to
of
the
words“glasses”and“shoes”.
Let’s
play
?·Be
able
to
create
dialogues
according
to
the
language
scaffolds
and
use
the
target
language
synthetically.
?·Be
able
to
judge
the
corresponding
characters
according
to
the
descriptions.
?Teaching
Priorities
·Be
able
to
understand
the
main
idea
of
the
dialogue.
·Be
able
to
read
the
dialogue
with
correct
pronunciation
and
intonation
and
role
play
in
groups.
·Be
able
to
use
the
key
sentence
structures
to
describe
the
appearances
and
other
characteristics.
?Teaching
Difficulties
·Be
able
to
understand
the
meanings
of
the
new
words
“or,
right,
glasses,
shoes”
in
context
and
pronounce
them
correctly.
·Be
able
to
master
the
usage
of
the
words“is/
are”and“has/
have”.
?Teaching
Procedures
Teaching
Stages
Teacher’
s
Activities
Students’
Activities
Teaching
Purposes
Warm-up
&Lead-in
1.
Sing
a
chant.
2.
Lead-in.Show
three
characters
on
the
PPT.Talk
about
the
characters
with
students.
1.
Sing
a
chant
together.2.
Look
for
clues
by
asking
the
teacher
to
guess
who
the
teacher’s
friend
is.
The
important
content
of
this
lesson
is
brought
out
through
the
guessing
game.
Help
students
understand
the
meaning
and
the
usage
of
the
sentence
structures.
Presentation
1.
Let’s
talk.(1)
Show
the
pictures
and
ask
questions.
Then
play
the
recording.
Teach
the
word
“or”
and
the
sentence.(2)
Show
the
questions.
Let
students
watch
the
cartoon
carefully
and
discuss
the
dialogue.
(1)
Listen
to
the
recording
carefully
and
find
out
the
answers
to
the
questions.
Learn
the
word
“or”
and
the
sentence.(2)
Learn
the
word
“glasses”.
Watch
the
cartoon.
Understand
the
dialogue
and
answer
the
questions.
Train
students
to
grasp
the
key
messages
by
listening
with
the
questions.Enable
students
to
better
understand
the
dialogue
and
understand
the
meaning
of
the
new
words.
2.
Read
after
the
recording.Play
the
recording
again.
Read
the
dialogue
after
the
recording.
Pay
attention
to
the
pronunciation
and
the
intonation.
Ensure
that
students
can
read
the
dialogue
correctly.
Teaching
Stages
Teacher’
s
Activities
Students’
Activities
Teaching
Purposes
Presentation
3.
Act
out
in
pairs.Get
students
to
read
the
dialogue
freely
and
then
act
out
in
pairs.
Read
the
dialogue
freely.
Then
act
it
out
in
pairs.
Enable
students
to
read
the
dialogue
fluently
and
become
more
familiar
with
the
expression
of
the
key
sentences.
Practice
1.
Make
a
new
dialogue.Lead
students
to
make
a
new
dialogue.
Make
a
new
dialogue
and
practice
in
pairs.
Help
students
better
grasp
the
sentence
structures
of
this
lesson.
2.
Guess!
Who’s
he/
she?(1)
Show
several
characters
in
turn
on
the
PPT.
Make
a
model
to
give
the
language
support.(2)
Show
time.
Try
to
describe
their
characteristics.
Practice
in
groups
with
the
language
support.
Then
figure
out
the
characters.Show
time.
Practice
the
main
sentences
in
the
real
situations.
3.
Let’s
play.Show
the
pictures
and
the
sentence
structures
on
the
PPT.
Practice
in
pairs
with
the
key
sentence
structures
to
talk
about
friends.
Help
students
truly
understand
and
master
the
meaning
and
the
usage
of
the
key
sentence
structures.
Consolidation&Extension
“Little
policeman/
policewoman”
—Looking
for
the
lost
child.Divide
students
into
three
groups.
Lead
them
to
play
the
game.
Complete
the
tasks
with
the
key
sentence
structures.
Through
the
description
and
speculation
of
different
characters,
make
students
practice
the
learned
sentence
structures.
Deepen
the
understanding
of
the
dialogue
during
the
exchange
process.
Enhance
the
training
of
the
target
language
and
increase
the
input
and
the
output
of
language.
Homework
1.
Read
after
the
recording
of
“Let’s
talk”
three
times.2.
Describe
one
of
your
best
friends
to
your
parents.3.
Do
the
exercises.
Teaching
purpose
以学生们熟悉的chant来开始课程，为学生营造一个欢快的英语学习氛围，并为下一环节的学习做好知识准备。
Teaching
purpose
通过学生问、教师答的猜人游戏，引出本课的重要内容，使学生能够在语境中理解本课的重点词汇，同时理解重点句型的意思及用法。
Teaching
purpose
通过两轮问题的展示，让学生对即将学习的内容充满阅读兴趣。学生带着问题听录音和看动画，一方面可以集中注意力，另一方面可以训练在倾听时抓住关键信息的能力。听后的讨论使学生能够更好地理解对话的内容，并能正确理解新词汇的意义。
Teaching
purpose
通过播放对话录音，并让学生跟读，保证学生能够正确朗读对话内容。分角色表演课文，一方面使学生能够正确流利地朗读课文，另一方面也能进一步熟悉重点句型的表达。
Teaching
purpose
以游戏的方式进行重点句型的练习，通过句型与人物特征的匹配，使重点句型的操练在真实语境中进行，帮助学生能够真正理解并掌握重点句型的意思及用法。
Teaching
purpose
在游戏中操练，可以给学生提供描述人物的机会。
教师给出语言支架，让学生能够正确地使用所学词汇和句型来描述人物的特征。
Teaching
purpose
通过不同角色的描述与猜测，让学生能够使用学过的句型，并在交流过程中加深对对话的理解。在完成“找人”的活动中，可以加强目标语的训练和加大语言的输入和输出量。
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