1、Who is he/she?He /She s our Music / Art / Computer / Science teacher.II. Presentation1、采用CAI 的形式设计一位转学来校就读的新朋友:Zip让他做一个有趣的动作.T: This is Zip, he is.S: Funny! Yes, he is funny, do you like him ? This term he will be our new classmate.2、CAI点击Zip,让Zip自己介绍:Hello! Im Zip .Im glad to be your new classmate.
2、 This is a picture of my former school.3、CAI: Zip介绍自己的老师:(a) Look! This is my math teacher (教师拿出一本数学书解释).Hes tall and thin. Who is your Chinese teacher?T:Miss Zhang. Whats she like? (学生read,教师用态势语帮助学生理解)Can you tell me ?Ss: Hes short and fat!Zip: Yes, hes short and heavy . (read 用夸张的的体态语描述)Practice:
3、 “heavy”. (出示一些卡通胖人物的图片:Zoom, Zhu Bajie , etc)(b) Ss:(教师启发学生问) Who is your music teacher and who is your art teacher?Zip:Guess !Ss guess. Whats he /she like ?(compare) Zip: She is young and he is old(长着胡须). (read)Practise: T:I m old ,you are young.让学生逐个说:Im young , you are old.(c) Ss :Who is your co
4、mputer teacher?M r Li. (出示这位老师和蔼可亲的笑脸)Whats he like? Hes(让学生随意描述,之后教师导出kind)作业布置:第二课时1、能听懂、会说并在实际情景中运用以下对话:Do you have new teachers?Yes, we have a new English/math/art/science/English/computer/music/P.E. teacher.Whos your English/math/art/science/English/computer/music/P.E. teacher?Mr. Zhao/Mr Ma/Mi
5、ss LiuWhats he/she like?Hes/Shes thin and short. And hes/shes very kind.2、了解歌谣的含义,并能吟唱歌谣的内容;3、能将所学的句子运用在游戏当中,并能在实际情景中进行运用。课前准备1、写有教师名字,所任学科的胸卡;2、展示人物特征的一些小道具;3、请学生课前设计好一张你心目中最理想的学科教师图片。IWarm-up1、Lets chant. 上节课中的词汇自编歌谣。(CAI)My grandma is old, my mother is young.My father is tall, my little brother i
6、s short.Zoom is heavy, Zip is funny.They are all very kind. And Im kind, too.2、出示各种体形特征的人物图片,告诉他们这些是老师的老师,请学生根据教师的描述猜猜他们各自是哪一学科的老师。(主要是复习上节课的词汇和句型)II. Presentation and practice让学生当“小导游”介绍自己各个学科的教师风采。教师根据学生的介绍板书出示两个重点句型,然后教师提问,学生回答。eg. S: Mr Zhao is my math teaher. Hes thin and short. Whos your math
7、teacher? Ss: Mr Zhao. Whats he like? Hes thin and short.越多越好。III. Consolidation and extension布置口头作业:学会描绘自己的教师或家庭成员。第三课时教学目标及要求1、 能听懂、会说本课时单词及词组:principal, university student, strict, smart, active;2、能听懂、会说句型:Whos ? Hes from. Whats he like? 并能在情景中进行运用;3、能听懂Lets chant.的歌谣,并按照节奏来念;4、能运用上节课的词汇进行Pairwork
8、巩固练习;5、能在教师的指导下完成Read and write。1、 发给学生写有young/funny/heavy/kind/old/short/thin等形容词以及English teacher/Art teacher/Science teacher等职业名词的卡片;2、 准备字母卡片。1、听唱 “My new teacher”;2、反馈第二课时口头作业,将pair work内容提前,巩固本单元新句型: 和Part A所学形容词young/funny/heavy/kind/old/short/thin以及职业名词English teacher/Art teacher/Science tea
9、cher, 以作适当补充和扩展。.Presentation and practice1、Present: Principal, strict, university student.用图画展示校务会议场景。认识出席的各科教师,运用Pair work 中的对话形式:Whos that man/woman? Hes/Shes . Whats he/she like? He/She is .然后引到(严肃的)Principal. T: Whos that man? 引出新词principal,带读。方案一:用university student的单人照,引出新词smart. Look! Hes al
10、so a university student. Whats he like? (S: Hes thin/young.) Hes thinking. Hes smart.(补充:聪明的一休)1) Look! The principal is kind and strict. And the university student is very smart. Now, look at Miss Lin and her students. Whats she like? Whatre they like?2)看一段课堂气氛热烈的录像,引出Shes active.(Theyre active.) 带
11、读。3)游戏巩固新词smart/active/strict/young. 活动设计:Bingo. (class work) 活动设计:利用骰子进行操练。(group work)方案二:1)T: Are you smart? Lets play games. Lets see. Who is smart in our class.2) active is smart. But everyone is active.看一段课堂气氛热烈的录像。 Whats Miss Lin like? Shes active. And what are the students like? They are act
12、ive. 带读新词active. 游戏三:利用单词、字母的拼写进行巩固,学生手持一个字母,教师报单词,学生上台组合成该单词。(class work)听Lets learn录音、模仿。. Consolidation1、让学生听Read and write.部分的对话。2、以小组为单位自学对话。3、让学生完成文后练习。4、教师发给学生一张事先准备好的练习纸,其中的四会句子已经删去:A. 自己试着填。B.小组讨论。C. 教师指导填。D.学生自己看书校对。Homework同学之间描述自己尊敬的一位老师或亲密的朋友。第四课时1、能进一步巩固已学单词在对话中的运用;2、能进一步激发学生学习英语的积极性,提
13、高学生的会话能力与合作能力。Warm-up 1、听唱歌曲My New Teacher;2、Lets chant (Part B) (拍手a打节奏)a. 老师问,全班答;b. 一生问,全班答(伴录音第一遍);c. 全班一起说唱(伴录音第二遍)。PresentationListen and guess. 课前准备好录音(班上任课老师与一生的简短对话录音) Whos that man/woman/young lady?Students guess. Is he/she strict/kind/funny/pretty?Students answer. (引出本节课的主要句型)Practice1、Lets talk教学a. 看图片,听录音b. 根据对话,师生问答Whos that young lady?Is she pretty/strict/kind?c. 听录音,跟读对话d. 四人小组试读对话e. 小组竞赛:分角色朗读f.(课前请每位学生画好一张图画:自己最喜欢的一位老师)自由配对,操练对话。g. 个人挑战性对话练习:学生出示图片,邀请任何一个同学对话2、Group work教学(课前请每四人小组准备教师称呼卡片:Mr. -
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