1、教学难点会用所学单词描述他人的外表。教 学 过 程教学环节 教学活动反思与修改Step1.Warm up1Greetings.教师面带微笑,走下讲台与学生握手问候。Whats your name? My name is Whats his name? His name is 2播放歌曲“My friends”Step2.Presentation& Practice1. 拿出Sarah的头饰,介绍This is Sarah. Shes my friend.强调女孩的时候要用shes继续介绍Shes friendly and cute.(Teach the new words.)Chant: fr
2、iendly friends , friendly friends,friends are friendly.2.T :Ask one student: Do you have a friend? Who is he/she?学生跟读。3.Ask and answer: (have a train)S1: S2: Who is she/he? S3:His/Her name is.4. 教学单词short, tall, thin, strong:出示有一高一矮的人物图片:-Hes tall. Whats he like?- Hes short. 出示有一胖一瘦的人物图片,-Hes thin a
3、nd Hes short .教师要同时用形象的身体语言表述这对反义词和句子的意义,慢慢过渡到描述周围的同学。5. 教学单词cute 和quite 结合表情和图片帮助学生理解意义。 He is cute./quite. 让学生想想Who is cute./quite? is cute./quite.(启发学生,具有这种特征的某位老师,父母,爷爷奶奶等家人) 学生学习单词cute./quite。观察和理解单词cute./quite,结合句型进行操练,并能表达出cute./quite的表情,最后结合句型Who is cute./quite? is cute./quite进行巩固。(设计意图:通过学生
4、熟悉的和蔼可亲的人物形象,帮助学生学习新知识,再借助表情,让教师和学生show出cute,quite评出身边可爱的人来。)6Listen to the tape and answer the questions. 通过听课文,要求学生完成一定的任务,使学生能够养成良好的听力习惯,为下一步口头交际训练打下基础。7猜一猜:eg: I have a friend. -Shes/Hes (short, tall, thin, strong.)8 Lets chant 跟着录音学唱歌曲,并掌握歌词的意思9Chant about your new friend.作业布置1. 书本第25页对5遍2. 抄写本
5、第 页。教学板书教学反思田丽丽Unit 3 My friends A Lets talk 第二课时1能正确的语音语调朗读对话。2. 会说Whats his name? His name is. Hes.3能听、说、认读I have a new friend. A Chinese friend? Whatshis name? His name is.1能听懂、会说What His name is. Hes. 2.词汇:Chinese, friendlyChinese, his的尾音1Lets review复习已学形容词tall and strong,short and thin,friendly
6、,quiet2做“猜人”的游戏。让一个学生描述班里某一个同学的模样,其他同学来猜这个人是谁。尽量多做几组,练习句型Whos he/she? He/She is .1 新课导入。教师先自我介绍My names .,然后提问一名男生Whats your name?该名学生回答问题后,教师对大家说:His name is He is教师问学生:What 启发学生回答:His name is.教师继续指其他男生,让学生回答: 教师再指另一个男生,让一个学生问What另一个学生回答 His name is.(多做几组)2 教师指着一个女生说:Shes Her name is 然后问学生:s her na
7、me?让学生试着回答:Her name is教师再指几个女生问:s her name? 让学生两人一组做What Her name is的问答练习。3 教师出示课文人物图片,让学生做问答:s his/her name? His/Her name is4 出示班里某个学生的照片,教师说:Look, I have some pictures. Look at this picture, who can tell me his /her name?5 句型His/Her name is6 教师依次出示一些学生的照片,让学生看着照片运用所学知识对这个学生进行描述。例如:His name is Pete
8、r. He has short black hair and big eyes. Hes tall and strong.7 教师出示John的图片问: s his name? 学生回答John.教师再出示他妈妈的图片,说:She is Johns mother. John is talking about his Chinese friend to his mother. 解释Chinese. 教师:We are all Chinese, because we are all from China.(这时教师可以指一指教室里的国旗,帮助学生理解) 教读单词Chinese。8 让学生观看教学课
9、件,学生就对话内容回答问题。s his friends name?Is he tall and strong?9听录音,跟读对话。10让学生表演课文对话。1. Listen to and repeat “Lets talk” and “Lets chant”.2. Describe your best friend to your parents.3. Make a new dialogue about your best with your partner.Unit 3 My friends A Lets spell 第三课时1感知并归纳o-e在单词中的发音规则,听、说、认读词汇nose,n
10、ote,Coke,Mr.Jones2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。能够读出符合o-e发音规则的单词;1. 容易与o的短音混淆。2. 能够读出符合o-e发音规则的单词。1. Lets read the word复习i/i-e的发音及单词发音。i /i/ big six milk pig i-e / ai / like kite five nine rice2. Lets review复习o的发音及单词发音o box dog body orange1Read, listen and chant 听录音,让学生跟读这四个单词:nose, note
11、, Coke, Jones. 让学生自己编写chant,教师提出要求:chant要有助于学生记住单词的拼写和认读。 教师选出比较优秀的chant进行展示。如:N-o-s-e, nose, nose, nose, 鼻子N-o-t-e, note, note, note, 笔记C-o-k-e, Coke, Coke, Coke, 可乐J-o-n-e-s, Jones, Jones, Jones, 琼斯2学习Read, listen and tick 让学生自由读单词,发现所有单词的共同点:都含有o。 让学生再次读,感受所有的字母o的发音,把不同的画出来,分类整理好。 让学生说说那些不用,有什么不同
12、;每组单词中圈出发音不同的单词,.师加以指导,指出字母o的两种不同发音。3Listen, circle and write 教师播放录音,让学生听录音独立完成单词书写。 师生一起订正答案。4. 强化o-e在单词中的发音。教师出示更多含有o-e结构的单词,比如close, code, nose, note,rose, home, 学生尝试拼读出来。1. Listen to and repeat “Lets learn”.2. Listen to and repeat “Lets spell”.Unit 3 My friends B Lets learn 第四课时1能听懂、会说、认读Lets talk中的对话。2能用She/He has glasses.表达“他/
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