Unit 3 第一课时
Unit 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”。 |
教学内容 |
句型 · 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.” ·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 ·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 ·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 ·听、说、认读单词“strong, friendly, quiet, hair, shoe, glasses” ·正确使用上述单词描述人物的性格或外貌特征 ·在有意义的语境中抄写上述话题词汇 语音 ·掌握o-e的发音规则，即o-e在单词中发长音/əʊ/ ·读出符合o-e发音规则的单词，并根据发音拼写出符合o-e发音规则的单词
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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
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 ·在情景中运用句型“—What’s his/ her name? —His/ Her name is...”询问他人姓名并回答；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 ·在语境中借助图片等理解新词“friendly, strong, his”的意思，并正确发音 |
Let’s play | ·通过观察Let’s play板块的图片，依照语言示范简单描述人物的外貌特征 ·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《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、卡片、一块幕布等。
▶教学过程
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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/hɪz/”.
(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/hə (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/ɒ/-ng/ŋ/, strong/strɒŋ/.
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/tʃ/-i/aɪ/-nese/ni:z/, Chinese
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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.
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▶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.（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. 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
Let’s talk
·Understand the meaning of the dialogue with the help of photos, the PPT and the teacher.
·Read the dialogue with the correct pronunciation and intonation. And act out
the dialogue in the groups.
·Use the sentence structures to ask and answer the names and describe the characters in situations.
·Understand the new words “friendly, strong, his” in context and pronounce them
correctly.
Let’s play
·Describe the characters’ appearances simply according to the language demonstration
by observing the pictures of “Let’s play”.
·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 and give 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. | ||
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