Unit 3 第四课时
The fourth period(第四课时)
Part A Let’s talk & Let’s play 
▶教学内容
课时教学内容 | 课时教学目标 |
Let’s talk | ·在图片、PPT和教师的帮助下理解对话大意 ·用正确的语音、语调朗读对话，并在小组中进行角色扮演 ·在情景中恰当运用句型“He has…and his…”描述外貌特征 ·在语境中理解新词“or, right, glasses, shoes”的意思，并正确发音 ·重点关注glasses和shoes的末尾-es和-s的发音 |
Let’s play | ·根据语言支架创编对话，综合运用目标语言 ·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《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、卡片等。
▶教学过程
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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、吴斌斌和陈杰的图片)
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 Binbin?
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 Binbin’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 Binbin’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: …
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▶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.（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. 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
Let’s talk
·Understand the main idea of the dialogue with the help of the pictures, the PPT and the teacher.
·Read the dialogue with the correct pronunciation and intonation. And role play in groups.
·Use the sentence structure“He has...and his...”properly to describe the appearance characteristics in the situation.
·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
·Create dialogues the language scaffolds and use the target language synthetically.
·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. | ||
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