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。
?教学准备
1.预习本课时的相关内容。
2.
PPT课件、课文录音、视频等。
?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
(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”.②
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.③
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.④
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
the
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
student
they’re
describing.
Comment
on
the
completion
of
students.
Correct
writing
errors
in
time.
Step
3:
Practice
Let’s
check.
(1)
Listen
and
number.⑤
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.⑥
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.⑦
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
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
purpose①
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
purpose②
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
purpose③
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
purpose④
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
purpose⑤
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
purpose⑥
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
purpose⑦
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
9The
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和教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。
?教学准备
1.预习本课时的相关内容。
2.
PPT课件、课文录音、视频、卡片等。
?教学过程
Step
1:
Warm-up
&
Lead-in
1.
Sing
a
chant.①
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.②
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.③
(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?
Ss:
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.④
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?⑤
（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.⑥
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
&
Extension⑦
“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
the
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
the
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
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
the
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
the
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.
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.
Teaching
Stages
Teacher’
s
Activities
Students’
Activities
Teaching
Purposes
Practice
1.
Make
a
new
dialogue.Lead
students
to
make
a
new
dialogue.
Make
a
new
dialogue
and
talk
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
purpose①
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
purpose②
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
purpose③
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
purpose④
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，另一方面也能让学生进一步熟悉重点句型的表达。
Teaching
purpose⑤
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
purpose⑥
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
purpose⑦
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。
4
9The
fifth
period(第五课时)
Part
B
Let’s
learn
&
Say
and
draw
?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、认读短语“long
hair,
short
hair,
brown
shoes,
blue
glasses,
a
green
bag”·能够运用上述短语描述人物的外貌特征及衣着打扮·能够理解不同的句型可以表达相同的意思，如“His
glasses
are
blue.”也可以表达为“He
has
blue
glasses.”，提高学生灵活运用语言的能力
Say
and
draw
·通过活动，复习巩固重点句型“He
has…”及Let’s
learn板块所学的短语·培养学生的口语表达能力和综合实践能力
?教学重点
1.
能够听懂、会说、认读单词“hair,
shoes,
glasses”。
2.
能够听懂、会说、认读句型“He
has…”“His…is
/are…”。
?教学难点
1.
能够熟练且正确地描述人物的外貌特征及衣着打扮。
2.
关注名词单复数的变化。
?教学准备
1.预习本课时的相关内容。
2.
PPT课件、课文录音、视频、单词卡片等。
?教学过程
Step
1:
Warm-up
&
Lead-in
1.
Sing
a
chant.
Play
the
chant
in
“Let’s
chant”
on
page
25.（课件出示：教材P25
Let’s
chant板块的chant）Get
students
to
chant
together.
2.
Lead-in.①
Point
to
a
student
and
ask
other
students
to
try
to
describe
his/
her
characteristics
by
using
the
key
sentence
structures
they
have
learned.
Step
2:
Presentation
1.
Create
a
situation.②
(1)
Show
the
outline
of
Sarah.（课件出示：Sarah的外轮廓）
T:
I
have
two
new
friends.
Who
are
they?
Guess!
Now,
let’s
have
a
look!
Ss:
She
is
a
girl.
She
is
tall
and
thin.（Get
students
to
describe
her
characteristics.）
T:
Look
at
her
hair.（Point
to
her
hair.）
Teach
the
word
“hair/he?(r)/”
and
ask
students
to
read
it
after
the
teacher.
T:
It’s
long.
(Show
students
the
meaning
of
“long”
by
gestures.)
Her
hair
is
long.
She
has
long
hair.
Write
down
the
sentence
“She
has
long
hair.”
on
the
blackboard.
Ss:
She
is…
According
to
the
description
and
the
observation,
let
students
guess
her
name.
Then
show
a
complete
picture
of
Sarah.
(课件出示：Sarah的完整图像)
T:
Oh,
it’s
Sarah.
Sarah
has
long
hair.
Teach
the
phrase
“long
hair”
and
the
sentence
“She
has
long
hair.”
Point
to
the
other
girls
with
long
hair
in
class,
and
practice
the
sentence.
(2)
Point
to
a
girl
with
short
hair
in
the
class.
T:
But
she
has
short
hair.
(Show
students
the
meaning
of
“short”
by
gestures.
Write
down
the
phrase
“short
hair”
on
the
blackboard.)
Point
to
a
boy
with
short
hair
in
the
class
and
say
out
the
phrase
“short
hair”.
Ask
students
to
read
the
phrase
while
doing
some
actions.
Practice
the
phrase
“short
hair”
and
the
sentence
“He/
She
has
short
hair.”
T:
Who
has
short
hair
in
our
class?
Get
students
to
answer
the
question
with
the
sentence
“He/
She
has
short
hair.”
T:
Yes.
His/
Her
hair
is
short.
Write
down
the
two
sentences,
and
ask
students
to
make
a
comparison.
(3)
Show
the
outline
of
Wu
Yifan
on
the
PPT.
(课件出示:
吴一凡的外轮廓)
Lead
students
to
say
the
sentences
“He
is
a
boy.
His
hair
is
short.
/
He
has
short
hair.”
Then
present
Wu
Yifan’s
green
schoolbag
and
blue
glasses
on
the
PPT.
(课件出示：吴一凡的绿书包和蓝眼镜)
Teach
the
phrases
“blue
glasses,
a
green
bag”.
Ask
students
to
use
the
key
sentence
structures
“He
has…”
or
“His…is/
are…”
to
introduce
the
boy.
S1:
He
has
blue
glasses.
He
has
a
green
bag.
S2:
His
glasses
are
blue.
His
bag
is
green.
Present
a
complete
picture
of
Wu
Yifan.（课件出示：吴一凡的完整图像）
T:
(Point
to
the
picture.)
It’s
Wu
Yifan.
(4)
Point
to
a
boy
in
the
class.③
T:
Look!
What
colour
are
his
shoes?
Ss:
…
T:
His
shoes
are
brown.
And
we
can
say,
“He
has
brown
shoes.”
Then
present
some
pictures
of
shoes
in
different
colours
on
the
PPT.
Lead
students
to
say
“…shoes”.
Write
down
the
sentence
“His/
Her
shoes
are…”
“He/
She
has…shoes.”
on
the
blackboard.
2.
Let’s
learn.④
T:
My
another
friend
is
Wu
Yifan.
And
he
is
Mike’s
good
friend,
too.
Let’s
listen
and
read.
（1）Show
the
picture
of
“Let’s
learn”
on
the
PPT.
Play
the
recording.
(课件出示：教材P28
Let’s
learn板块的图片及音频)
Ask
students
to
read
after
it
and
pay
attention
to
the
pronunciation
and
the
intonation.
Lead
students
to
read
the
words
together
and
have
a
competition
in
different
groups.
For
example:
Group
1
PK
Group
2,
boys
PK
girls.
（2）First,
make
a
model
with
a
student.
Then
lead
students
to
ask
and
answer
in
pairs.
（3）Ask
some
students
to
act
out
the
dialogue.
3.
Talk
in
class.⑤
Show
pictures
of
the
other
two
characters
in
“Let’s
learn”
on
the
PPT.
(课件出示：教材P28
Let’s
learn板块另外两个人物的图片)
Ask
students
to
imitate
the
dialogue
between
Mike
and
Chen
Jie
and
discuss
the
appearances
and
other
characteristics
of
the
two
characters.
Make
a
model:
A:
My
friend
has
brown
shoes.
B:
It’s
Amy.
Her
shoes
are
brown.
Step
3:
Practice
1.
Find
friends.
The
teacher
takes
out
the
prepared
phrase
cards
and
lets
students
say
the
equivalent
phrases
of
the
card
in
groups.
Like
this:
Group
1
shows
the
card
“long
hair”.
S1:
Long
hair.
S2:
Short
hair.
Group
2
shows
the
card
“long
arms”.
S1:
Long
arms.
S2:
Short
arms.
Group
3
shows
the
card
“a
red
bag”.
S1:
A
red
bag.
S2:
A
green
bag.
2.
Find
and
match.
The
teacher
shows
photos
of
three
cartoon
characters
with
descriptions
on
the
PPT
and
ask
students
to
find
and
match.
(课件出示：卡通人物及其相应描述)
3.
Guess
in
groups.⑥
Divide
students
into
groups
of
four.
Let
students
take
turns
describing
one
member
of
the
group
and
the
others
in
the
group
guess
who
he
or
she
is.
Make
a
model:
T:
He
is
a
boy.
He
has
short
hair.
He
has
black
glasses.
He
has
blue
shoes.
Who
is
he?
Guess!
Ss:
He
is…/His
name
is…
4.
Say
and
draw.⑦
(1)
Talk
about
the
main
scene
picture
of
Unit
3.
Present
the
main
scene
picture
of
Unit
3
and
talk
about
the
picture.
（课件出示：Unit
3主情景图）
(2)
Say
and
draw.
Present
the
picture
of
“Say
and
draw”.
(出示课件)
The
rule:
One
person
introduces
the
characteristics
of
his/her
friend.
The
other
draws
the
corresponding
character
on
the
paper.
Make
a
model:
T:
I
have
a
friend.
He
has
short
hair.
He
has
red
glasses.
He
has
brown
shoes…
Ask
students
to
draw
the
boy.
Let
students
say
and
draw
in
pairs
according
to
the
rule.
At
last,
select
the
pair
that
performs
best.
Step
4:
Consolidation
&
Extension⑧
Do
a
survey.
Show
the
form
on
the
PPT.
Let
students
investigate
each
other
about
the
length
of
their
hair,
the
colours
of
their
shoes
and
whether
they
have
glasses
in
groups.
Ask
students
to
report
the
results
of
the
survey
in
the
group
after
completing
the
survey.
Make
a
model：
I
have
a
friend.
His/
Her
name
is…
He/
She
has…hair.
His/
Her
shoes
are…
He/
She
has/
doesn’t
have
glasses.
?板书设计
?作业设计
1.
Read
the
vocabulary
after
the
recording.
2.
Describe
a
friend
with
the
key
sentence
structures
and
write
them
down.
3.
Do
the
exercises.
?教学反思
1.
本课是词汇和句型的新授课。新课教学前，通过歌曲和对话的方式帮助学生复习了上节课所学的知识，为本节课做了铺垫。
2.
结合课件及师生互动讲授新知，将新授词汇融入句子教学中，既能帮助学生将词汇灵活地运用到句子中，同时也能在句子中巩固所学词汇，二者相辅相成，互相促进。
3.
呈现本单元主情景图，通过画画让学生在玩乐中练习巩固词汇和句型，让英语课堂生动起来。
4.
在小组内完成调查报告，让学生能够运用所学语言去描述身边的朋友和亲人。
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
learn
?·Be
able
to
listen,
speak
and
read
the
phrases
“long
hair,
short
hair,
brown
shoes,
blue
glasses,
a
green
bag”.
?·Be
able
to
use
the
phrases
above
to
describe
the
character’s
appearances
and
dress.
?·Be
able
to
understand
that
different
sentence
structures
can
express
the
same
meaning
and
improve
students’
ability
to
use
language
flexibly.
Say
and
draw
?·Be
able
to
help
students
review
and
consolidate
the
key
sentence
structures
and
the
phrases
they
have
learned
in
“Let’s
learn”
with
the
activity.
?·Cultivate
students’
oral
expression
ability
and
comprehensive
practice
ability.
?Teaching
Priorities
·Be
able
to
listen,
speak
and
read
the
words
“hair,
shoes,
glasses”.
·Be
able
to
listen,
speak
and
read
the
sentence
structures
“He
has…”“His…is/are…”
?Teaching
Difficulties
·Be
able
to
describe
character’s
appearances
and
dress
skillfully
and
correctly.
·Pay
attention
to
the
changes
of
singular
nouns
and
plural
nouns.
?Teaching
Procedures
Teaching
Stages
Teacher’
s
Activities
Students’
Activities
Teaching
Purposes
Warm-up
&Lead-in
1.
Sing
a
chant.Play
the
chant
on
the
PPT.
2.
Lead-in.Point
to
a
student
and
ask
other
students
to
describe
him/
her.
1.
Sing
the
chant
together.2.
Describe
the
student’s
characteristics
by
using
the
key
sentence
structures
they
have
learned.
Through
the
chant
and
the
description,
help
students
review
the
phrases
and
the
sentence
structures
they
have
learned.
Presentation
1.
Create
a
situation.（1）Teach“hair,
long
hair”.（2）Teach“short
hair”.（3）Teach
“blue
glasses”
and
“a
green
bag”.（4）Teach“brown
shoes”.
Learn
the
new
phrases
and
practice
the
sentence
structures
flexibly.
Make
students
fully
understand
the
meaning
of
the
vocabulary
in
a
comparative
manner.
And
help
them
know
that
we
can
express
the
same
meaning
with
different
sentence
structures.
Teaching
Stages
Teacher’
s
Activities
Students’
Activities
Teaching
Purposes
Presentation
2.
Let’s
learn.(1)
Play
the
recording
of
“Let’s
learn”
on
the
PPT.(2)
Make
a
model
with
a
student.(3)
Ask
some
students
to
act
out
the
dialogue.
(1)
Listen
carefully,
imitate
and
read
the
words.
And
have
a
competition
in
different
groups.(2)
Ask
and
answer
in
pairs.(3)
Act
out
the
dialogue.
Various
forms
of
reading
exercises
can
consolidate
and
strengthen
the
target
vocabulary
and
the
sentence
structures.
And
it
can
effectively
improve
students’
learning
enthusiasm,
enhance
their
confidence
and
satisfy
their
sense
of
achievement.
3.
Talk
in
class.Ask
students
to
imitate
and
discuss.
Imitate
the
dialogue
between
Mike
and
Chen
Jie.
Discuss
the
appearances
and
the
dress
of
the
other
two
characters.
Enable
students
to
understand
and
use
the
phrases
and
the
sentences
in
communication.
Lay
the
foundation
for
students
to
freely
use
these
phrases
to
describe
characters’
characteristics.
Practice
1.
Find
friends.Take
out
the
prepared
phrase
cards.2.
Find
and
match.Show
the
PPT
and
lead
students
to
finish
the
task.3.
Guess
in
groups.Make
a
model.4.
Say
and
draw.Present
the
main
scene
picture
of
Unit
3.
Talk
about
it.
Then
present
the
picture
of
“Say
and
draw”.
1.
Read
the
cards
and
say
other
phrases
of
the
same
kind.2.
Find
and
match
the
characters.3.
Practice
the
main
phrases
and
sentences
in
groups.4.
Talk
about
the
main
scene
picture
of
Unit
3.
Then
do
the
activities.
Help
students
practice
the
phrases
and
the
key
sentence
structures
flexibly.
Combine
the
pronunciations
with
the
meanings
of
the
words
to
deepen
students’
memory.
Integrate
the
sentence
structures
and
the
phrases
in
this
unit.
Consolidation&Extension
Do
a
survey.Show
a
survey
form
on
the
PPT.
Do
a
survey
in
groups.Report
in
the
group.
Lead
students
to
consolidate
the
key
points
of
the
course
and
overcome
the
difficulties
by
completing
the
survey
and
reporting.
Cultivate
students’
ability
to
use
language
synthetically.
Homework
1.
Read
the
vocabulary
after
the
recording.2.
Describe
a
friend
with
the
key
sentence
structures
and
write
them
down.3.
Do
the
exercises.
Teaching
purpose①
通过描述自己非常熟悉的同学的特征，帮助学生回忆、使用前几课时学习到的重点词汇及句型，并为下一步的学习做好铺垫。
Teaching
purpose②
“hair”为学生新接触的单词。将单词融入短语中，以对比的方式使学生充分理解新词的意思。教师通过真实的情景，帮助学生用不同句型表达同一种意思。
Teaching
purpose③
由谈论课本人物自然过渡到谈论学生熟悉的班级同学。激发学生运用所学知识进行表达的欲望，学以致用，操练本课时所学词汇与句型。
Teaching
purpose④
形式多样的朗读训练可以巩固和强化目标词汇和句型。生生互动可以有效地提升学生的学习热情，增强学生的自信心，满足学生的成就感。
Teaching
purpose⑤
在交流中使学生理解并使用新授内容，为其能够自由运用这些短语描述人物特征奠定基础。
Teaching
purpose⑥
通过这个活动，使学生能够真正自如地运用所学到的短语和句型来描述身边朋友的特征，从而达到掌握知识的目的。
Teaching
purpose⑦
整合运用所学语句谈论主情景图，并延伸到听、说、画活动。通过此活动，灵活操练句型“He
has...”并巩固前面所学的短语。
Teaching
purpose⑧
通过引导学生完成调查与汇报这个活动，巩固本课的学习重点，突破难点，培养学生综合运用语言的能力。
4
9Unit
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做出回答·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和教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。
?教学准备
1.预习本课时的相关内容。
2.
PPT课件、卡片、一块幕布等。
?教学过程
Step
1:
Warm-up
&
Lead-in①
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:
Presentation②
1.
Learn
the
new
sentences.③
(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)④
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.⑤
（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.⑥
(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:
Practice⑦
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
&
Extension⑧
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,
the
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
“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
sense,
auditory
sense
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
the
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
purpose①
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
purpose②
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
purpose③
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
purpose④
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
purpose⑤
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
purpose⑥
教师播放录音，学生听录音跟读。引导学生按照正确的语音、语调及意群朗读对话，并能在小组中进行角色扮演。
Teaching
purpose⑦
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
purpose⑧
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。
4
11The
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。
?教学准备
1.预习本课时的相关内容。
2.
PPT课件、课文录音、视频、单词卡片等。
?教学过程
Step
1:
Warm-up
&
Revision
&
Lead-in
1.
Greetings.
2.
Revision.①
(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.②
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.③
（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:
Practice④
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.⑤
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.⑥
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
characters’
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
and
act
out
the
dialogue
in
pairs.4.
Listen
to
the
teacher.
Through
role-play,
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
purpose①
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
purpose②
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
purpose③
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
purpose④
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
purpose⑤
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
purpose⑥
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
9The
third
period(第三课时)
Part
A
Let’s
spell
?教学内容与目标
课时教学内容
课时教学目标
Let’s
spell
·能够感知并归纳o-e在单词中的发音规则·能够读出符合o-e发音规则的单词·能够根据单词的读音拼写出符合o-e发音规则的单词
?教学重点
1.
能够感知并归纳o-e在单词中的发音规则。
2.
能够读出符合o-e发音规则的单词。
?教学难点
能够根据单词的读音拼写出符合o-e发音规则的单词。
?教学准备
1.预习本课时的相关内容。
2.
PPT课件、语音例词单词卡等。
?教学过程
Step
1:
Warm-up
&
Lead-in①
1.
Enjoy
a
song.
Play
the
song—Friends.
Ask
students
to
sing
after
the
recording.
（出示课件）
2.
Let’s
chant.
Play
the
chant
for
“i-e”
in
Unit
2
on
the
PPT.
Get
students
to
chant
together.
（课件出示：教材P16
Let’s
spell板块中Read,
listen
and
chant部分的chant内容）
Play
the
chant
for
short
sound
of
“o”
on
the
PPT.
Get
students
to
chant
together.
（课件出示：PEP三下教材P40
Let’s
spell板块中Listen，repeat
and
chant部分的chant内容）
Step
2:
Presentation
1.
Read
the
words.②
T:
Today,
we
have
a
new
friend.
Look!
Show
the
picture
of
Mr
Jones
on
the
PPT.（课件出示：教材P26
Mr
Jones的图片）Lead
in
the
words
of
this
section.
T:
Who
is
he?
Ss:
He
is
Mr
Jones.
T:
Yes,
he
is
Mr
Jones.
“j”
sounds
/d?/,
“o-e”
sounds
/??/,
“n”
sounds
/n/,
“s”
sounds
/z/.
Read
after
me.
Ss:
…
Write
down
“Mr
Jones”
on
the
blackboard.
T:
(Point
at
Mr
Jones’
nose.)
What’s
this?
Ss:
It
is
Mr
Jones’
nose.
T:
Yes,
it’s
his
nose,
nose,
nose.
n/n/-o/??/-s/z/.
Write
down
the
word
“nose”
on
the
blackboard.
T:
Touch
your
nose,
please.
Let
students
do
the
action.
Show
another
picture
on
the
PPT.
T:
And
what’s
in
Mr
Jones’
left
hand?
Ss:
It’s
a
note.
T:
Good!
We
write
notes
on
our
notebooks.
And
this
is
Coke.
(Point
at
the
Coke
in
Mr
Jones’
right
hand.)
Do
you
like
Coke?
Write
down
the
words
“note,
Coke”
on
the
blackboard.
Ask
students
to
read
after
the
teacher
and
practice
in
groups.
2.
Find
out
the
rules.③
T:
Look
at
these
words
on
the
blackboard.
What
can
you
find?
S1:
They
have
the
same
letter
“o”.
S2:
They
have
the
same
letter
“e”.
T:
Yes.
They
all
have
“o-e”.
The
letter
“e”
at
the
end
is
silent.
What
is
the
sound
of
the
“o-e”?
Let’s
read
and
find.
The
teacher
reads
each
word
slowly
with
students.
T:
What
is
the
sound?
Ss:
…
T:
Yes,
it’s
/??/.
Look
at
my
mouth
and
read
after
me.
Lead
students
to
summarize
the
pronunciation
rule
of
“o-e”.
Present
the
rule
on
the
PPT.
3.
Read,
listen
and
chant.④
Ask
students
to
look
at
the
pictures
of
“Read,
listen
and
chant”
carefully.
Then
play
the
recording
of
this
part.
(出示课件)
Let
students
listen
to
it
carefully.
Next,
show
the
listening
material.
(出示课件)
Ask
students
to
read
it
after
the
recording
and
circle
the
words
with
“o-e”.
At
last,
play
the
recording
and
lead
students
to
chant
freely
with
clapping
their
hands.
4.
Act
out.
Get
students
to
act
out
the
chant
together.
Step
3:
Practice⑤
1.
Guess
the
words.
The
teacher
says
the
four
words
one
by
one
in
silence.
The
students
guess
the
words
by
observing
the
teacher’s
mouth
and
say
them
out
loudly.
2.
Listen
and
do.⑥
The
teacher
gives
out
the
word
cards
to
students
and
says
the
words
at
random.
The
students
listen
to
the
teacher
and
raise
up
the
corresponding
word
cards.
3.
Read,
listen
and
tick.⑦
Present
the
four
groups
of
words
on
the
PPT.
(课件出示：
教材P26
Read,
listen
and
tick部分的练习)
Get
students
to
observe
them
and
discuss
the
similarities
and
the
differences.
Let
students
read
the
four
groups
of
words.
Remind
students
to
pay
attention
to
the
different
pronunciations
of
“o”
and
“o-e”.
“o-e”
sounds
/
??/
in
the
open
syllable,
and
“o”
sounds
/?/
in
the
closed
syllable.
Play
the
recording
and
ask
students
to
choose
the
words
they
hear.
(课件出示：教材P26
Read,
listen
and
tick部分的音频)
Play
the
recording
again.
Check
the
answers
together
with
students.
Answers:
1.
note
2.
home
3.
dog
4.
lost
4.
Listen,
circle
and
write.⑧
(1)
Let
students
look
at
the
pictures
in
this
section
and
try
to
predict
the
content
of
the
listening.
(2)
Let
students
look
at
the
standard
writing
of
the
word
“dog”
in
the
textbook.
Then
read
the
word.
T:
d/d/-o/?/-g/g/,
dog/d?g/.
Lead
students
to
find
the
letter
“o”
is
in
a
closed
syllable,
so
“o”
sounds
/?/
here.
(3)
Play
the
recording
of
this
section.
(出示课件)
Ask
students
to
answer
“Is
there
‘o’
or
‘o-e’
in
the
words
you
hear?”
(4)
Let
them
circle
the
right
answers,
and
write
down
the
words
they
hear.
Remind
students
to
write
English
words
correctly.
Answers:
1.
dog
2.
nose
3.
mom
4.
note
Step
4:
Consolidation
&
Extension
1.
Spell
the
words.
Show
more
words
on
the
PPT,
such
as
smoke,
phone,
joke…
Ask
students
to
try
to
read
the
words
according
to
the
pronunciation
rule
of
“o-e”.
Show
more
words
on
the
PPT,
such
as
dog,
box,
fox…
Ask
students
to
try
to
read
the
words
according
to
the
pronunciation
rule
of
“o”.
2.
Chant
together.⑨
（1）Show
a
chant
on
the
PPT.
Let
students
try
to
sing
the
chant.
（2）Act
out
the
chant.
Give
students
some
time
to
practice
it.
Encourage
them
to
add
their
own
actions.
Let
them
work
in
groups
and
choose
the
ways
they
like
to
chant
creatively.
?板书设计
?作业设计
1.
Read
“Let’s
spell”
three
times
after
the
recording.
2.
Do
the
exercises.
?教学反思
1.
本节语音课主要教学元音字母“o”在重读开音节中的发音规则。在教学音标时，充分调动学生的积极性，让学生在不断地感知和练习中自己总结发音规律。
2.
通过“看口型猜单词”“听音找单词”“听音写单词”活动，将所学知识运用于实践中，提高学生参与课堂学习的意识，调动其学习热情。
3.
通过听一听、读一读等多种形式来反复练习，让学生在听和读中找出发音规律及拼写规律，很好地培养了学生的分析能力和归纳总结能力。
4.
通过创编chant，将发音规则融入活泼的韵句中，降低了学生学习的难度。
?Teaching
Contents
&
Teaching
Aims
Let’s
spell
?·Be
able
to
perceive
and
generalize
the
pronunciation
rule
of
“o-e”
in
the
words.
?·Be
able
to
read
the
words
that
conform
to
the
pronunciation
rule
of
“o-e”.
?·Be
able
to
spell
the
words
that
conform
to
the
pronunciation
rule
of
“o-e”
according
to
the
words’
pronunciations.
?Teaching
Priorities
·Be
able
to
perceive
and
generalize
the
pronunciation
rule
of
“o-e”
in
the
words.
·Be
able
to
read
the
words
that
conform
to
the
pronunciation
rule
of
“o-e”.
?Teaching
Difficulties
·Be
able
to
spell
the
words
that
conform
to
the
pronunciation
rule
of
“o-e”
according
to
the
words’
pronunciations.
?Teaching
Procedures
Teaching
Stages
Teacher’
s
Activities
Students’
Activities
Teaching
Purposes
Warm-up
&Lead-in
1.
Enjoy
a
song—Friends.2.
Let’s
chant.Play
the
two
chants
learned.
1.
Listen
to
the
song
and
sing
after
the
recording.2.
Chant
together.
Warming
up
with
a
song
can
help
students
focus
their
attention
on
the
rhythm
and
stimulate
students’
interest
in
learning.
Through
chanting,
help
students
review
the
pronunciation
rule
of
“o”.
（续表）
Teaching
Stages
Teacher’
s
Activities
Students’
Activities
Teaching
Purposes
Presentation
1.
Read
the
words.Play
the
PPT.
Talk
with
students
and
lead
in
the
example
words.
Watch
the
PPT
and
talk
with
the
teacher.
Then
read
the
example
words
after
the
teacher
and
practice
in
groups.
Present
the
example
words
step
by
step.
Make
students
understand
the
meaning
of
the
words
in
the
context.
2.
Find
out
the
rules.Summarize
the
pronunciation
rule
of
“o-e”.
Find
out
the
pronunciation
rule
of
“o-e”.
Imitate
the
teacher’s
pronunciation
and
accent.
By
spelling,
let
students
find
out
the
pronunciation
rule
by
themselves
and
get
the
right
way
to
pronounce.
3.
Read,
listen
and
chant.Play
the
recording
of
“Read,
listen
and
chant”
three
times.
At
the
first
time,
listen
carefully.
At
the
second
time,
read
after
the
recording.
At
the
third
time,
chant
freely.
Get
students
to
listen
to
the
chant
and
feel
the
content
of
the
chant.
Then
repeat
after
the
recording
to
get
the
correct
pronunciation.
Get
students
to
practice
the
chant
in
the
ways
they
like
to
help
them
speak
the
chant
fluently.
4.
Act
out.
Act
out
the
chant
together.
Practice
1.
Guess
the
words.Say
the
words
one
by
one
in
silence.
Guess
the
words
by
observing
the
teacher’s
mouth
and
say
them
out
loudly.
Help
students
feel
the
pronunciation
of
“o-e”
in
the
words.
2.
Listen
and
do.Give
out
the
word
cards.
Say
the
words
at
random.
Listen
to
the
teacher,
and
raise
up
the
corresponding
word
cards.
Improve
students’
ability
of
listening
and
identifying
phonetic
symbols.
3.
Read,
listen
and
tick.Get
students
to
observe
the
similarities
and
the
differences
of
the
four
groups
of
words.Play
the
recording.Check
the
answers.
Talk
about
the
similarities
and
the
differences
of
the
words.
Read
the
words.
Listen
and
choose
the
words
they
hear.
Check
the
answers.
Enable
students
to
distinguish
and
master
the
form
of
words
on
the
basis
of
accurate
pronunciations.
4.
Listen,
circle
and
write.Play
the
recording
and
instruct
students
to
complete
the
tasks.
Look
at
the
pictures
in
this
section.
Circle
the
right
answers,
and
then
write
down
the
words.
Further
experience
the
pronunciation
rules
of
“o”
and
“o-e”
in
the
words
when
they
write.
Consolidation&Extension
1.
Spell
the
words.Show
more
words
on
the
PPT.
Try
to
read
the
words
according
to
the
pronunciation
rules.
Help
students
master
the
pronunciation
rules
of
the
letter
“o”
and
“o-e”.
2.
Chant
together.(1)
Show
a
chant
on
the
PPT.(2)
Lead
students
to
practice
the
chant
in
groups.
(1)
Learn
to
sing
the
chant.(2)
Act
the
chant
out.
Consolidate
the
pronunciation
rules
of“o-e”and“o”
through
chanting.
Homework
1.
Read
“Let’s
spell”
three
times
after
the
recording.2.
Do
the
exercises.
Teaching
purpose①
以歌曲来热身，可以使学生在韵律中集中注意力，并激发学生的学习兴趣,让学生在轻松欢快的氛围中准备本课内容的学习。吟唱两首和i-e及o相关的歌谣，在律动中复习o的短音发音规律，为本节课的语音教学做铺垫。
Teaching
purpose②
逐步出示语音例词，使学生在语境中理解词汇的含义。
Teaching
purpose③
通过拼读，让学生自己发现字母的发音规则，再模仿口型，获得正确的发音方式。
Teaching
purpose④
学生先倾听韵句，初步感受韵句内容。然后跟读，获取正确的语音。自由吟唱可以使学生以自己喜欢的方式操练韵句，以达到熟练说韵句的目的。
Teaching
purpose⑤
通过观察教师口型来猜单词，有助于学生感受o-e在单词中的发音并掌握o-e的发音方法。
Teaching
purpose⑥
这个活动检验学生能否听懂所学的语音例词，提高学生的听音、辨音能力。
Teaching
purpose⑦
此活动将单词的读音与词形结合起来，使学生在准确辨音的基础上，区分并掌握单词的词形。
Teaching
purpose⑧
学生先根据听到单词的读音判断其属于闭音节还是开音节，圈出相应的代表符号，再在四线三格上写一写单词。一方面可以体会单词在四线三格中的书写方式，另一方面也可以在书写中进一步体会字母在单词中的发音。
Teaching
purpose⑨
通过韵句来完整呈现本课的重点语音知识。让学生在逐句的跟读中不断重复、强调o-e和o在单词中的发音，为总结并巩固其发音规律奠定基础。
4
3
