The second period(第二课时)

Part A Let’s learn & Let’s chant

▶教学内容

▶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《状元大课堂》《创优作业100分》《状元作业本》中本课时的相关内容。

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/aɪ/-e/ə/-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.（见“状元成才路”系列丛书《创优作业100分》或《状元作业本》对应课时作业）

▶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

Let’s learn

·Listen, speak and read the words “tall, strong, short, thin, friendly, quiet”.

·Use the sentence structure “He’s/She’s…” to introduce the characters’ personalities and appearances in situations.

·Use the sentence structure “Who is he/ she?” to ask someone’s name and answer.

Let’s chant

·Strengthen the phonetic connection of words and increase the interest of the lesson through rhythmic chant.

·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