文档内容
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
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
3The 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
▶
Step 1: Warm-up & Lead-in① Teaching purpose①
1. Greetings. 由教师的问候和握手
T: Good afternoon, boys and girls. Today let’s be good friends, 交朋友的动作展开教学，营
造轻松、愉快的学习氛围，
OK?
引出本单元的话题。说唱
Ss: OK.
chant和猜人游戏能够调动
The teacher shakes hands with a student and says, “Friends, friends,
学生的积极性，激发他们的
good friends.” Then students shake hands with each other and say what
语言表达欲望，使学生快速
the teacher says. 地将精力集中到课堂上。
4Ss: 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）
Teaching purpose②
3. Play a guessing game.
通过层层递进的对话，
Pull up a curtain. Ask some students to hide behind the curtain and 逐渐把主动权交给学生，不
put their arms or legs out of the curtain in turn. Point to one of them and 仅 能 对 已 学 句 型 “ My
let the other students guess who he/ she is. name’s…”进行巩固，同
T: Who’s he/ she?
时可以导入“his”，稍加点
拨，加以强化操练。学生能
Ss: He/ She is…
很快掌握“his”的用法，加
Step 2: Presentation②
强知识结构的前后联系。
1. Learn the new sentences.③
(1) The teacher makes a self-introduction with the sentence “My
Teaching purpose③
name’s…” and asks a boy.
语言就是在不断的听
T: What’s your name?
说 中 习 得 ， 由 “ My
Boy: My name is…
name’s…”导入，继而操练
After the boy answers the question, the teacher introduces the boy.
句 型 “ His/ Her name
T: His name is… He is… is…”，再在此基础上学会
(2) The teacher asks students, “What’s his name?” 问 答 “ What’s his/her
(3) The teacher inspires other students to answer the question and name?”，一步一步，水到渠
writes down the sentence structure “His name is…” on the blackboard. 成。
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)/”.
5The 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） Teaching purpose④
Write down the sentence “What’s his/ her name?” on the blackboard. 通过上面几个环节全面
系统地学习本课的单词和句
And emphasize the distinction between “his” and “her”.
型，让学生在小组中、在师
（2）Show some students’ pictures collected in advance on the PPT.
生操练中反复认知并再现新
(出示课件)④
句型，以完成教学目标。
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” Teaching purpose⑤
with “strong”. 通过课文图片和问题
T: We usually don’t say he/ she is fat, but he/ she is strong. 的呈现，引导学生听录音并
理解对话内容。通过观看录
3. Let’s talk.⑤
像，调动学生的视觉、听觉
（1）Show a picture of John on the PPT. (出示课件)
和记忆力，提高他们参与语
T: What’s his name?
言活动的积极性。
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?
6Ss: … （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 .
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） Teaching purpose⑥
Ask students to underline the sentences about the answers in their
教师播放录音，学生听
books and answer the questions in class. Then check the answers 录音跟读。引导学生按照正
together. 确的语音、语调及意群朗读
4. Listen, read and act.⑥ 对话，并能在小组中进行角
色扮演。
(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 Teaching purpose⑦
1. Let’s play. 通过完成Let’s play和
Show the picture of “Let’s play” on the PPT. (出示课件) “找朋友”活动，进一步巩
固对核心句型“He’s/
T: We have four new friends today. Can you introduce them to me?
She’s…”“His name
Ss: His name is… He’s…/ Her name is… She’s…
is…” “—What’s
T: Good. Now let me describe them, and you say out the names.
his/her name? —His/ Her
She’s tall and thin. What’s her name?
name is…”的理解和运用。
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
7the 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 Teaching purpose⑧
Play a game—“Draw my friend.” 通过学生喜欢的画画
Present a passage on the PPT. Lead students to read the passage. 活动，让他们发挥自己的绘
Then ask students to draw a portrait on the blackboard one by one. Each 画技能，画出人物，并用本
课的核心句型做介绍，提升
one draws a brushstroke to complete the portrait.
语言运用的真实性。
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。
8▶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 Teacher’ s Activities Students’ Activities Teaching Purposes
Stages
Warm-up 1. Greetings. 1. Greetings. Create a teaching
& 2. Let’s do. 2. Chant with the teacher. atmosphere through
Lead-in Show the chant on the PPT. 3. Guess who’s behind the greetings and games.
Play the music and chant. curtain.
3. Play a guessing game.
9Teaching
Teacher’ s Activities Students’ Activities Teaching Purposes
Stages
Presentation 1. Learn the new sentences. (1) Listen to the teacher. Through progressive
（1）Make a self- (2) Listen and answer the dialogues, help
introduction. Ask a name. students review and
boy about his name. (3) Learn the sentence consolidate the
Introduce the boy. structure “His name sentence structure
（2）Ask students about is…” Pay attention to “My name’s…” and
the boy’s name. the pronunciation of quickly grasp the
（3）Teach the sentence “his”. usage of “his, her”.
structure “His name (4) Do more exercises. Enhance the linkages
is…” (5) Ask and answer in pairs of knowledge.
（4）Let students do more with the sentence
structures.
exercises.
（5）Teach the sentence
structures with the
girls’ names.
2. Practice the new (1) Guess who the Make students learn
sentences. characters in the pictures the vocabulary and
(1) Show fuzzy character are. Learn how to use the sentence
pictures and let students “his” and “her”. structures of this
guess the names. (2) Practice the sentence lesson synthetically
(2) Show pictures of some structures to introduce and systematically.
students and ask others. Let students practice
questions. new sentence
structures in various
forms to achieve
teaching aims.
3. Let’s talk. (1) Talk about the pictures By presenting texts
（1）Show the pictures of of John and his mum. and questions, lead
John and his mum (2) Read the questions and students to
and talk about learn “Chinese”. understand the
them. (3) Watch the video with dialogue. By
（2）Show the questions questions. Then answer watching the video,
on the PPT. the questions and check let students take part
Interpret and the answers. in the language
teach“Chinese”. activity with visual
（3）Play the video of “Let’s sense, auditory sense
and memory.
talk” on the PPT.
Check the answers.
4. Listen, read and act. (1) Listen to the recording Help students master
（1）Play the recording. and read after it. the correct
10（2）Lead students to act (2) Practice and act out the pronunciation and
out the dialogue. dialogue in pairs. intonation.
Practice 1. Let’s play. 1. Listen to the teacher and Practice the key
Show the picture and answer his/ her questions. sentence structures.
give students an Ask and answer in pairs. Further strengthen
explanation. 2. Play the game. the understanding
2. Play a game — “Find a and application of
friend.” them.
Consolidation Play a game — “Draw my Read the passage on the Increase the
& friend.” PPT. Draw a portrait on the authenticity of
Extension Show a passage on the PPT. blackboard one by one. 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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