小学英语外研版三上Unit 1 Let's be friends! Start up10分钟试讲逐字稿+反思+答辩题

Teaching Topic: Unit 1 Let'sbe friends! 

Lesson Type: Start up

Duration: 10 Minutes

一、Teaching Aims (重难点)

· Key Points:

 · Grammar: Master the contracted forms of the verb "to be": I'm (I am), She's (She is), He's (He is), We're(We are).

 · Speaking: Introduce oneselfand others using names, ages, and nationalities: "I'm... He's... She's... We're from...".

 · Reading & Moral Education: Read a short comic story about helping a friend; learn the expressions "Let's help.", "Here you are.", and "Thank you."

· Difficult Points:

 · Correctly using He's and She'swhen pointing to classmates of different genders.

 · Understanding and applying the chain introduction game structure (introducing the person next to you).

二、Warm-up&Lead-in(导入) [Approx. 1.5 mins]

Teacher: Good morning, class! How are you today?

(Students: Good morning, teacher! I'm fine, thank you.)

In our last lesson, we learned how to invite friends to play using "Let's play football!".

But I want to ask you: How do you introduce your friends to a new person? If I don't know who Amy is, how do you tell me about her? (Students: You can say "This is Amy.") Yes! Or we can say "She is Amy."

Today, we are going to learn the secret to introducing ourselves and our friends in English. We will learn some very special short words. Let's look at the"Infocus" page!

三、Presentation&Practice(新课呈现与操练) [Approx. 5 mins]

Step 1: In focus - Contracted Forms and Introductions 

Teacher: Please look at the "In focus" box. Look at the boy on the left. He says: "I'm Sam. I'm nine. She's Amy."

Look at the Tips box on the right. This is a very important English trick!

· I'm = I am. (We use this to introduce ourselves).

· She's = She is. (We use this to introduce a girl).

· He's = He is. (We use this to introduce a boy).

· We're = Weare. (We use this when talking about ourselves and another person together).

 Now, let's look at the next dialogue in Exercise 3.

 The girls say: "Hi, I'm Daming. She's Lingling. We're nine." (Damingis a boy, but wait, look at the picture! The first speaker is a girl in a school uniform, saying "I'm Daming". But usually Damingis a boy. Let's look carefully at the text. Actually, the girl is talking about herself and Lingling, so "We're nine").

 The other group says: "Hi, I'm Amy. He's Sam. We're from the UK."

 Let's practice reading this dialogue together!

 (Teacher leads the class in reading the dialogue on the page).

 Excellent pronunciation! You are noticing how we use She's for girls and He's for boys. And We'refor two or more people.

Step 2: Play the Game - Chain Introduction 

Teacher: Now, look at the bottom of the page: "Work in groups. Play the game."

This is a very fun game! It's a chain introduction.

Look at the first picture. A boy says: "I'm Li Shuai."

The girl next to him says: "He's Li Shuai. I'm Zhang Xiaoguo." (She introduces the boy, and then introduces herself).

The next boy says: "He's Li Shuai. She's Zhang Xiaoguo. I'm Wu Kai." (He introduces the first two people, and then himself!).

Let's try this in our class! I will start with a student.

(Teacher points to a student)

Me: "I'm Teacher [Name]."

(Student A): "She's Teacher [Name]. I'm [Student A's name]."

(Student B): "She's Teacher [Name]. He's [Student A's name]. I'm [Student B's name]."

(Continue the chain for 1-2 students).

Great job! You are experts at introducing people!

Step 3: Speed up - A Story of Friendship 

Teacher: Now, turn to the next page. Look at the "Speed up" section. This is a story.

Look at the title: "Let's be friends!"

And the question says: "Are Ben, David and Mia friends?"

Let's read the comic together and find out!

(Teacher points to the panels and reads the dialogue)

· Picture 1: Ben looks up at the tree. He says: "Oh, no!" (His toy rocket is stuck in the tree). David and Mia walk by. They say: "Let's help."

· Picture 2: David and Mia are trying to help Ben reach the toy.

· Picture 3: David hands the rocket to Ben. He says: "Here you are." Ben smiles and says: "Thank you."

 Teacher: So, let's answer the question. Are Ben, David and Mia friends? (Students: Yes!)

 Why? (Students: Because David and Mia helped Ben!)

 Yes! This story teaches us an important lesson. When our friends have a problem, we say "Let's help." And when someone helps us, we must say "Thank you." This is what makes good friends!

四、Production (输出应用) [Approx. 2 mins]

Teacher: Now, let's put our introduction skills and our helping skills together!

I want you to work in groups of three or four. Pretend you are at a playground. One of you is Ben, and the others are David and Mia.

Act out the story! But instead of a rocket, you can pretend a ball is stuck in a tree.

Use these sentences:

· Oh, no!

· Let's help.

· Here you are.

· Thank you.

 Let's practice for 2 minutes! (Walk around and encourage students to act out the story).

 Who wants to show us their performance? (Pick a group).

 (Group performs the "helping" skit with the ball).

 Excellent performance! You are all wonderful friends!

五、Summary, Blackboard Design,&Homework(总结、板书与作业) [Approx. 1 min]

Summary:

Teacher: Let's review! Today, we learned the short forms of "am, is, are": I'm, He's, She's, We're. We practiced introducing ourselves and our friends using these words. And we read a story about Ben, David, and Mia. We learned that friends help each other. When a friend helps you, remember to say: "Thank you." You all did a wonderful job!

板书设计

Unit 1 Let'sbe friends!

1. Contracted Forms:

  · I'm = I am / He's = He is

  · She's = She is / We're= We are

2. Story Expressions:

  · Oh, no! / Let'shelp. / Here you are. / Thankyou.

3. Key Introductions:

  · I'm [Name]. I'm [Age].

  · He's/She's[Name].

  · We're [Number/from...].

Homework:

Teacher: For homework, I want you to write down 3 sentences to introduce yourself and your family or friends. For example: "I'm Li Ming. I'm ten. He's my brother. We're from China."

That's all for today.See you next time. Class dismissed! Goodbye!

(Students: Goodbye, teacher!)

六、教学总结与反思

Teaching Summary:

In this 10-minute micro-teaching, I focused on the core grammar of contractions and the functional language of introductions, followed by a story illustrating the theme of friendship. The lesson followed a clear progression: Grammar Input (the "In focus" box explaining I'm, He's, She's, We're) -> Mechanical Practice (the chain introduction game on page 14) -> Contextualized Input (the comic story about helping on page 15) -> Creative Output (acting out the story). 

By explicitly teaching the contractions, I provided students with the tools to speak more naturally. The chain game was highly interactive and ensured every student spoke. The story was brief but powerful, reinforcing the unit's overarching theme of "friendship" through a concrete action.

Teaching Reflection:

If I were to expand this into a 45-minute real classroom, I would make the following improvements:

1. Real Name Tags: For the introduction game, I would have students make small name tags and wear them. This makes the introductions more authentic.

2. Role-play Extension: For the story, I would bring in a small toy object (like a paper rocket or a ball). Students could physically hide it "in a tree" (like on top of a bookshelf) and act out the rescue.

3. Differentiation: For students struggling with grammar, I would provide a sentence frame on the board for the chain game: "He's/She's____. I'm ____." They just need to fill in the names.

七、答辩题及参考要点

Q1: In the "Chain game" (Ex 4), students must repeat the names of the previous people. How do you ensure they don't forget the names while speaking?

Answer: This is a valid challenge. To help them remember, I encourage them to point to the person they are introducing. I tell them: "When you say 'He's Li Shuai', point to Li Shuai! When you say 'I'm Zhang Xiaoguo', point to yourself!"

By using physical gestures, they anchor the names to the specific person, which reduces the memory load and makes the introduction clearer for the audience.

Q2: The story uses "Here you are." How do you help students understand this phrase is used when giving something to someone?

Answer: I demonstrate this with a physical action. I hold a pencil and say: "If I want to give you this pencil, I don't say 'This is the pencil.' I say 'Here you are.' It's a polite and friendly way to hand something to someone."

I hand the pencil to a student and say "Here you are." The student responds "Thank you." I repeat this with a few students. By combining the phrase with the physical action of handing an object, the meaning becomes instantly clear.

Q3: The unit title is "Let's be friends!".How do you integrate the story of the boys helping with the rocket into the moral education of the lesson?

Answer: I emphasize that the language they learn is a tool for kindness. I ask the students: "Why are Ben, David, and Mia friends?" (Because David and Mia helped Ben.)

I then tell them: "In English, we don't just learn words. We learn how to be good people. When you see a friend in trouble, the most wonderful thing you can say is 'Let's help!' When you help a friend, they are very grateful. This is what 'Let's be friends' means."

By linking the language directly to a moral action, the lesson becomes much more meaningful and memorable for the children.