The
sixth
period(第六课时)
Part
B
Read
and
write
&
Let’s
check
&
Let’s
sing
?教学内容与目标
课时教学内容
课时教学目标
Read
and
write
·能够读懂四组句子并与图中的人物正确匹配·能够按正确的语音、语调及意群朗读四组句子·能够在有意义的语境中抄写单元的话题词汇并将句子补充完整·能够综合运用本单元的核心词句
Let’s
check
·通过看图，学会从图片信息中推测考查点，做到有意识地去听录音，听后完成排序任务·能够养成良好的听力习惯，以持续提高学生的听力水平
Let’s
sing
·能够了解歌词意义并能够清晰准确地歌唱
?教学重点
能够运用所学词汇和句型简单地描述一位熟悉的朋友或同学。
?教学难点
理解“What
is
his/
her
name?”和“Who
is
he/
she？”的区别及联系。
?教学过程
Step
1:
Warm-up
&
Revision
1.
Greetings.
T:
Good
morning/
afternoon,
boys
and
girls.
Ss:
Good
morning/
afternoon,
Mr/
Miss/
Mrs…
T:
How
are
you
today?
Ss:
…
2.
Revision.
(1)
Free
talk.
T:
Who
is
tall
and
strong
in
our
class?
Ss:
…
T:
Who
has
brown
shoes
in
our
class?
Ss:
…
…
(2)
Fill
in
the
blanks.
Present
the
words
of
this
unit
on
the
PPT.
Ask
students
to
complete
the
exercise
as
required.
Step
2:
Presentation
Read
and
write.
（1）Pre-reading.
①Play
a
game—“Create
a
supermodel”.
Draw
the
outline
of
a
person
on
the
blackboard.
Ask
students
to
design
his/
her
appearance
and
clothes.
Let
each
student
say
one
sentence.
Draw
the
outline
according
to
students’
descriptions
until
a
supermodel
is
created.
Ask
students
to
look
at
the
picture
again.
Let
them
try
to
make
descriptive
sentences
into
a
short
paragraph.
②Guess:
Who
is
my
best
friend?
Ask
some
students
to
use
a
complete
paragraph
to
introduce
their
good
friend’s
appearance
and
dress.
Ask
the
other
students
to
guess
who
he
/
she
is.
Review
and
consolidate
the
key
sentences
learned
in
this
unit.
(2)
While-reading.
①Show
the
picture
and
four
groups
of
sentences
of
“Read
and
match”
on
the
PPT.（出示课件）
Let
students
observe
the
picture,
underline
the
key
words
and
phrases
and
talk
about
it
in
class.
T:
Look
at
these
children,
boys
and
girls.
Who
are
they?
Ss:
They’re
Ben,
James,
Ann
and
Kate.
Write
down
the
names
on
the
blackboard
and
read
them
at
the
same
time.
T:
Ben,
pen—Ben,
e/e/.
James,
name—James,
a-e/e?/.
Ann,
ant—Ann,
a/?/.
Kate,
cake—Kate,
a-e/e?/.
Ss:
…
(Read
after
the
teacher.)
T:
Can
you
talk
something
about
James?
S1:
…
T:
Who
can
talk
about
Ben？
…
②Complete
the
activity
of
“Read
and
match”.
Ask
four
students
to
read
the
four
groups
of
sentences
in
turn.
The
other
students
judge
by
what
they
hear.
Then
check
the
answers
together
by
letting
students
ask
and
answer.
Answers：1—James;
2—Ann;
3—Kate;
4—Ben
S1:
He
has
short
hair.
He
has
a
big
green
bag.
What
is
his
name?
S2:
His
name
is
James.
S3:
She
has
long
hair.
She
has
orange
shoes.
What
is
her
name?
S4:
Her
name
is
Ann.
Write
down
the
sentence
structures
“He/She
has…”
“—What’s
his/her
name?
—His/
Her
name
is…”
on
the
blackboard.
S5:
She
is
tall.
She
is
friendly.
She
has
a
blue
hat.
Who
is
she?
S6:
She
is
Kate.
S7:
He
is
short
and
thin.
He
has
glasses.
He
is
near
the
window.
Who
is
he?
S8:
He
is
Ben.
Write
down
the
sentence
structures
“—Who
is
he/she?
—He/
She
is…”
on
the
blackboard.
Lead
students
to
understand
the
difference
between
“What
is
his/her
name?”
and
“Who
is
he/
she？”
T:
What
is
his/
her
name?
We
can
only
answer
the
name
here.
Who
is
he/
she?
We
can
answer
the
name,
the
job
or
the
relationship
with
the
speaker
here.
③Listen
and
repeat.
Ask
and
answer
in
pairs.
One
says
the
name
of
the
character
in
the
picture.
The
other
quickly
retells
the
character’s
descriptive
text.
Then
exchange
to
complete
the
exercise.
For
example:
S1:
Kate.
S2:
She
is
tall.
She
is
friendly.
She
has
a
blue
hat.
（3）Post-reading.
①Observe
and
read.
Present
the
three
pictures,
the
words
and
the
phrases.（课件出示：教材P29
Look,
choose
and
write部分的文本与图片）Ask
students
to
observe
the
pictures
and
read
the
words
and
the
phrases.
②Give
language
support,
and
talk
with
students.
T:
(Point
to
the
tall
man.)
Look
at
this
man.
He
is…and…
（Describe
with
body
language.）
Ss:
He
is
tall
and
thin.
T:
Who
is
this
old
man?
He
is
Santa
Claus.
What
does
he
have?
Ss:
He
has
a
red
bag.
T:
Yes,
there
are
many
gifts
in
the
red
bag.
He
has
a
red
hat,
too.
But
there
is
no
“hat”
in
the
square
frame.
So
we
should
fill
“bag”
in
the
blank.
Does
this
girl
have
long
hair
or
short
hair?
Ss:
She
has
long
hair.
T:
Great!
Please
choose
the
correct
words
or
phrases
to
fill
in
the
blanks.
③Remind
students
to
write
the
words
or
phrases
correctly.
Comment
on
the
completion
of
students.
Correct
writing
errors
in
time.
Then
check
the
answers
together.
Answers:
1.
tall;
thin
2.
bag
3.
long
hair
Ask
three
students
to
read
the
sentences
in
turn.
④Let
students
write
a
few
sentences
they
have
learned
in
this
unit
to
introduce
a
classmate.
Next,
let
some
students
read
the
sentences
they
have
written.
The
other
students
guess
which
students
they’re
describing.
Comment
on
the
completion
of
students.
Correct
writing
errors
in
time.
Step
3:
Practice
Let’s
check.
(1)
Listen
and
number.
Show
the
pictures
of
“Listen
and
number”
on
the
PPT.
（出示课件）
Let
students
talk
about
the
names,
characteristics
and
other
features
of
the
characters
in
the
pictures.
S1:
She
is
a
girl.
She
has
long
hair
and
oranges
shoes.
S2:
He
is
a
boy.
He
has
short
hair.
S3:
He
is
a
boy.
He
has
long
hair.
He
has
brown
shoes.
S4:
He
is
a
boy.
He
is
tall
and
strong.
He
has
glasses.
Play
the
recording.
Remind
students
to
grasp
the
key
information
and
complete
the
exercise
of
“Listen
and
number”.（出示课件）
Play
the
recording
again
to
help
students
check
the
answers.
（出示课件）
Answers:
2-3-1-4
（2）Look
and
match.
Show
the
pictures
of
“Look
and
match”
on
the
PPT.（出示课件）
Let
students
observe
the
pictures，and
then
describe
the
characteristics
of
the
characters
in
the
pictures
with
the
sentence
structures
“He/
She
is…”“He/
She
has…”
T:
Look
at
this
girl
in
the
first
picture.
What’s
she
like?
Ss:
She
has
short
black
hair.
She
is
quiet.
T:
Good.
What
about
this
girl
in
the
second
picture?
What
do
you
think
about
her?
…
Show
the
words
and
the
phrases
on
the
PPT.（出示课件）Let
students
read
them,
and
choose
the
right
pictures
to
match.
Remind
students
that
there
is
more
than
one
word
or
phrase
that
can
match
the
same
picture.
Check
the
answers.
Answers:
图1:
quiet
图2:
long
black
hair;
glasses/
friendly
图3:
tall
and
strong;
blue
shoes;
short
brown
hair图4:
short
and
thin
Step
4:
Consolidation
&
Extension
1.
Let’s
act.
Ask
students
to
act
out
the
words
“tall,
short,
fat,
thin,
quiet…”
2.
Listen
and
do.
Give
orders
such
as:
Clap
your
hands.
Stamp
your
feet.
Wave
your
arms.
Shake
your
body…
Students
do
actions
according
to
the
orders.
3.
Let’s
sing.
(1)
Play
the
song
Friends.（出示课件）Get
students
to
enjoy
it
together.
(2)
T:
Listen
again
and
answer.
If
your
friend
is
tall
and
quiet,
what
can
you
do?
Ss:
Clap
my
hands.
(3)
Students
sing
the
song
in
pairs,
then
sing
the
song
together.
(4)
Make
a
new
song
with
replacing
the
adjective
and
the
verb
phrases
of
the
song
in
groups.
Make
a
model:
If
your
friend
is
thin
and
funny,
stamp
your
feet.
If
your
friend
is
thin
and
funny,
stamp
your
feet.
If
your
friend
is
thin
and
funny,
if
your
friend
is
thin
and
funny,
if
your
friend
is
thin
and
funny,
stamp
your
feet.
?板书设计
?作业设计
1.
Copy
the
key
words
learned
in
this
unit
five
times.
2.
Draw
your
parents
and
describe
them
in
English.
3.
Do
the
exercises.
?教学反思
1.
本课主要进行读、写练习，读、写的句子都是本单元的重点内容。
2.
采用与学生问答的方式展开本课时的重点内容，既减轻了学生的压力，也活跃了课堂气氛。
3.
在教学过程中，充分运用游戏、图片、录音等教学手段，让学生积极参与课堂活动，学生的参与意识很强，完成的效果也不错。
4.
将难点进行细化，采用“单词—短语—句型”的方式化解难点。
5.
引导学生开展练习，操练句型，完成任务，加深了学生对句型的印象，也培养了学生继续学习英语的兴趣。
6.
板书设计清晰明了，重点突出，起到了很好的总结作用。
?Teaching
Contents
&
Teaching
Aims
Read
and
write
?·Be
able
to
read
and
understand
the
four
groups
of
sentences
and
match
them
with
the
characters
correctly.
?·Be
able
to
read
the
four
groups
of
sentences
with
the
correct
pronunciation
and
intonation.
?·Be
able
to
copy
the
topic
vocabulary
of
this
unit
in
the
meaningful
context
and
complete
the
sentences.
?·Be
able
to
use
the
key
vocabulary
and
sentences
of
this
unit
synthetically.
Let’s
check
?·Learn
to
predict
the
examination
points
from
the
picture
information
and
consciously
listen
to
the
recording
and
complete
the
task.
?·Be
able
to
develop
good
listening
habits
and
improve
students’
listening
skills.
Let’s
sing
·Be
able
to
sing
the
song—Friends.
Be
able
to
understand
the
meaning
of
the
lyrics
and
sing
clearly
and
accurately.
?Teaching
Priorities
·Be
able
to
simply
describe
a
familiar
friend
or
classmate
by
using
the
vocabulary
and
the
sentence
structures
they
have
learned.
?Teaching
Difficulties
·Understand
the
difference
and
the
connection
between“What’s
his/
her
name?”
and
“Who
is
he/she？”
?Teaching
Procedures
Teaching
Stages
Teacher’
s
Activities
Students’
Activities
Teaching
Purposes
Warm-up&
Revision
1.
Greetings.
2.
Revision.Talk
to
students
and
show
the
exercise.
1.
Greetings.2.
Talk
to
the
teacher.
Fill
in
the
blanks.
Review
the
vocabulary
and
the
sentence
structures.
Stimulate
students’
interest.
Lay
the
foundation
for
the
new
lesson.
Presentation
Read
and
write.(1)
Pre-reading.①Play
a
game—“Create
a
supermodel.”②Who
is
my
best
friend?
①Design
appearance
and
clothes
and
help
the
teacher
to
draw
a
model.Make
descriptive
sentences
into
a
short
paragraph.②Some
students
introduce
their
good
friends
with
a
complete
paragraph.
The
other
students
guess
who
he/
she
is.
Stimulate
students’
desire
to
express
and
improve
their
participation
in
class.
Increase
students’
language
output.
(2)
While-reading.Show
the
picture
and
four
groups
of
sentences
of
“Read
and
match”
on
the
PPT.Instruct
students
to
observe
the
picture,
complete
the
activity
and
retell
the
text.
Talk
about
the
picture
in
class.
Complete
the
activity.
And
retell
in
pairs.
Develop
students’
observation
skills
through
the
picture.
Cultivate
their
reading
strategies.
(3)
Post-reading.Lead
students
to
complete
the
activity
of
“Look,
choose
and
write”.
Observe
the
pictures.
Read
the
words
and
the
phrases.
Then
complete
the
activity
of
“Look,
choose
and
write”.
Help
students
combine
word
pronunciation,
word
meaning
and
word
formation.
Ensure
that
they
can
understand
the
meaning
of
the
key
vocabulary
and
sentence
structures
and
can
use
them
correctly.
Practice
Let’s
check.(1)
Listen
and
number.
Show
the
pictures
of
this
section.
And
play
the
recording.
Discuss
the
names,
characteristics
and
other
features
of
the
characters
in
the
pictures.
Complete
the
exercises
of
“Listen
and
number”.
Make
students
get
into
the
habit
of
obtaining
the
information
of
the
exercises
first
before
they
finish
the
listening
activities.
(2)
Look
and
match.Show
the
pictures,
the
words
and
the
phrases
on
the
PPT.
Get
students
to
observe
the
pictures
and
read
the
words
and
the
phrases.
Talk
to
students.
Observe
the
pictures,
and
describe
the
characteristics
of
the
characters
in
the
pictures.
Complete
the
exercise
of
“Look
and
match”.
Cultivate
students’
divergent
thinking.
Make
sure
students
can
use
the
words,
the
phrases
and
the
sentence
structures
correctly.
Consolidation
&
Extension
1.
Ask
students
to
act
out
the
words.
2.
Give
orders.3.
Play
the
song—Friends.
Lead
students
to
make
a
new
song.
1.
Act
out
the
words.2.
Do
corresponding
actions.3.
Enjoy
the
song.
Make
a
new
song.
End
the
lesson
with
a
song.
Let
students
recall
the
key
vocabulary
of
this
unit
through
the
song.
Homework
1.
Copy
the
key
words
learned
in
this
unit
five
times.2.
Draw
your
parents
and
describe
them
in
English.3.
Do
the
exercises.
Teaching
purpose
通过运用前面课时中所学的描述人物外貌特征及衣着打扮的词汇和句型开始课程，起到“温故”的作用,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“创造超级模特”的游戏，激发学生的表达欲望，提高课堂参与度，并利用已学词汇输出句子，让学生自己将点（词汇）组合构成面（语段）进行输出。
Teaching
purpose
先让学生观察并讨论图片内容，再根据句子来选择正确的图片，培养阅读策略，检验学生是否能够正确认读并理解词汇及句型。
Teaching
purpose
此活动帮助学生将读音、词义及词形结合起来，保证他们能够理解重点词汇及句型的意思，并能够正确运用。
Teaching
purpose
先引导学生观察图片中的内容，然后再听录音给图片排序，使学生养成在完成听力活动之前先获取习题信息的习惯并检验学生是否可以听懂本单元的重点句型。
Teaching
purpose
通过让学生观察图片，发散他们的思维，建立与所学单词、句子的联系，检验学生能否认读、理解词汇与句型，并能运用这些知识进行合适的表达。
Teaching
purpose
以表演、欣赏、演唱、创编歌曲等多种形式来回忆本单元的重点词汇，达到总结的目的。
4(共53张PPT)
Unit
3
My
friends
PEP·四年级上册
Part
B
Read
and
write
&
Let’s
check
Revision
Who
is
tall
and
strong
in
our
class?
...
Who
has
a
blue
schoolbag
in
our
class?
...
Fill
in
the
blanks.
sh__
__t
__
__oes
ha__r
s__
__ong
gl__sses
th__n
l__ng
t__ll
qu__et
fr__
__ndly
o
r
s
h
i
t
r
a
i
o
a
i
i
e
Game
“Let’s
make
a
super
model”.
Student
design
the
appearance
and
clothes.
The
teacher
draws
on
the
outline.
She
has
long
hair.
She
has
glasses.
She
is
very
friendly.
...
She
has
long
hair.
She
has
glasses.
She
wears
white
T-shirt
and
pink
skirt.
She
is
very
friendly.
Guessing
“Who
is
my
best
friend?”
He
is
tall
and
thin.
He
has
short
hair.
His
glasses
are
black.
His
shoes
are
brown.
He
is
near
the
window.
Who
is
he?
Read
and
write
He
has
short
hair.
He
has
a
big
green
bag.
What
is
his
name?
She
has
long
hair.
She
has
orange
shoes.
What
is
her
name?
She
is
tall.
She
is
friendly.
She
has
a
blue
hat.
Who
is
she?
He
is
short
and
thin.
He
has
glasses.
He
is
near
the
window.
Who
is
he?
A:Who
are
they?
B:They’re
Ben,
James,
Ann,
Kate.
A:Can
you
talk
something
about
James?
B:…
A:Who
can
talk
about
Ben?
B:…
Read
and
match.
He
has
short
hair.
He
has
a
big
green
bag.
What
is
his
name?
His
name
is
James.
She
has
long
hair.
She
has
orange
shoes.
What
is
her
name?
Her
name
is
Ann.
She
is
tall.
She
is
friendly.
She
has
a
blue
hat.
Who
is
she?
She
is
Kate.
He
is
short
and
thin.
He
has
glasses.
He
is
near
the
window.
Who
is
he?
He
is
Ben.
What
is
his/her
name?
Who
is
he/she?
We
can
only
answer
people's
names
here.
We
can
answer
the
name,
job
and
the
relationship
with
the
speaker
here.
Ask
and
answer
in
pairs.
Kate.
She
is
tall.
She
is
friendly.
She
has
a
blue
hat.
Ben.
____________.
____.
____________.
Look,
choose
and
write.
short
tall
bag
thin
white
shoes
glasses
long
hair
short
hair
Look
at
the
pictures
and
read
the
words
and
phrases.
Look
at
this
man.
He
is..
and...
Who
is
this
old
man?
What
does
he
have?
He
is
tall
and
thin.
He
is
Santa
Claus.
He
has
a
red
bag.
This
girl
has...,
long
hair
or
short
hair?
She
has
long
hair.
_____
short
tall
bag
thin
white
shoes
glasses
long
hair
short
hair
_____
.
short
tall
bag
thin
white
shoes
glasses
long
hair
short
hair
_____
.
_____
_____
.
Now
write
about
one
of
your
classmates!
Name:
________
_____
_____
_____
.
_____
_____
.
Let’s
check
Talk
about
the
features,
names
and
so
on
of
the
characters.
She
is
a
girl.
She
has
long
hair
and
oranges
shoes.
He
is
a
boy.
He
has
short
hair.
He
is
a
boy.
He
has
long
hair.
He
has
brown
shoes.
He
is
a
boy.
He
is
tall
and
strong.
He
has
glasses.
Let’s
check
Listen
and
number.
2
3
1
4
1.
Boy:
Hey.
I
have
a
new
friend.
He
has
long
hair
and
brown
shoes.
Boy:
Who
is
he?
Boy:
His
name
is
Tim.
Check
the
answers.
2.
Girl:
Look
at
her.
She
has
orange
shoes.
Who’s
she?
Girl:
Her
name
is
Ann.
3.
Boy:
What’s
his
name?
Girl:
His
name
is
Mike.
He’s
very
friendly.
4.
Boy:
My
friend
Bob
is
tall
and
strong.
Girl:
Really?
Boy:
Yes.
There
he
is.
He
has
glasses.
Describe
the
characteristics
of
the
characters.
He
/
She
is...
He
/
She
has...
A:What’s
she
like?
B:She
has
short
brown
hair.
She
is
quiet.
A:
What
do
you
think
about
her?
B:…
Look
and
match.
tall
and
strong
short
brown
hair
long
black
hair
quiet
friendly
glasses
blue
shoes
short
and
thin
Let’s
act.
Listen
and
do.
Clap
your
hands.
Stamp
your
feet.
Wave
your
arms.
Shake
your
body.
Do
actions
according
to
the
orders.
Let’s
sing
Friends
If
your
friend
is
tall
and
quiet,
clap
your
hands.
If
your
friend
is
tall
and
quiet,
clap
your
hands.
If
your
friend
is
tall
and
quiet,
if
your
friend
is
tall
and
quiet,
If
your
friend
is
tall
and
quiet,
clap
your
hands.
Listen
again
and
answer.
If
your
friend
is
tall
and
quiet,
what
can
you
do?
Clap
my
hands.
Sing
and
then
make
a
new
song
in
groups.
If
your
friend
is
____________,
_____________.
If
your
friend
is
____________,
_____________.
If
your
friend
is
___________,
if
your
friend
is
___________,
if
your
friend
is
____________,
_____________.
thin
and
funny
stamp
your
feet
thin
and
funny
stamp
your
feet
thin
and
funny
thin
and
funny
thin
and
funny
stamp
your
feet
Story
time
Wow!
It’s
so
big!
Oh,
it’s
too
big.
I
can’t
pull
it
up.
pull...up
把……拔出来
Come
on,
friends.
Please
help
me.
We’re
coming!
快过来，朋友们。
One,
two,
three,
pull!
I’m
strong.
Let’s
work
together.
Hooray!
Wow!
It’s
so
____!
Oh,
it’s
too
big.
I
can’t
________.
Fill
in
the
blanks.
big
pull
it
up
Come
on,
friends.
Please
_______.
We’re
______!
help
me
coming
One,
two,
three,____!
pull
I’m
strong.
Let’s
_____
________.
Hooray!
work
together
How
many
animals
can
you
see
in
the
picture?
Six.
Unit
3
My
friends
What
is
his/her
name?
His
/
Her
name
is…
Who
is
he/she?
He
/
She
is…
He
/
She
has…
Blackboard
design
Copy
the
key
words
learned
in
this
unit
five
times.
2.
Draw
your
parents
and
describe
them
in
English.
3.
Do
the
exercises.
Homework
