第一课时
一、教学要点
教学设计

  1. 能够掌握 A Let’s learn 部分五个“四会”单词及三个“三会”单词并能运用其简单描绘人 物特点。
  2.能够掌握句型“Who’s your…teacher? What’s…like?”并能在具体语境中使用。
  3.培养学生热爱、尊敬老师的情感。 二、课前准备
  1.教师准备课件或相应的图片。
  2.教师准备各科教师的图片或能代表各学科特点的图片或实物。
  3.教师准备 A 部分 Let’s learn 八个单词的词卡,其中“四会”单词写进四线格内。 三、教学过程
  1.Warm?up/Revision(热身/复习) (
  1)Dairy Report T:Hello。boys and girls.Welcome back to school! Long time no see.How are you going? S:Hello.(请个别学生谈谈感受) T:Nice to see you! S:Nice t0 see you,too! (如果班内正好有新同学转进, 教师可趁机介绍新同学, 教师还可以说: Rabbit has a new teacher.He’s tall and strong.Do you have new teachers? 引导学生说说新老师,从而为 本课学习奠定基础,接着教师可以鼓励同学们谈论新鲜事物,如新课本、新书包、新衣服、 复习 old,new,long,short 等描述性形容词和 Do you have…? I have…Whatd0 you like? I like…等已学句型,并可以引出 What is the bag like?句型,为本课新句型教学铺垫。) (
  2)Quick Response T:Long/Short/Big/New/Black/?? S:Short/SmalI/Old/Wlrite/…拼读单词 Tall,Short,Old。 (以对说反义词的形式巩固复习描述性形容词,然后渗透直拼理论引导学生拼写单词, 解决五个“四会”单词。)
  2.Presentation(呈现) (
  1)Look and say 教师事先准备学生熟悉的卡通人物图片可进行如下提问, T:What is Tutu like? Is he old? S:No,he is young. (通过第二个问题的提出,引导学生理解前一个问题的意思。经过几轮问答后,可以只 问第一个问题,想必学生也会知道如何应答了,以此突破句型教学难点。)
(
  2)教学 funny ①教师拿出大耳朵图图的照片问学生: T:Do you like him? S:Yes. T:I like him.too.Because he often makes me happy.He is funny. ②T:Who is funny? Can you show us? (教师还可再举几个例子如 Donald Duck。 Tom and Jerry 来帮助学生理解 Funny means interesting.He often makes us happy,and he is funny。引导学生谈论其他人物甚至班级里的同学,来巩固对单词的意义理解及具体语境 的运用。) (
  3)教学 smart (因为 chant 中要出现这个单词,所以在此作铺垫是必要的,也可以借助 clever 来解释 smart,同时出示“聪明的一休”的图片帮助学生认识单词,再让学生谈论班级里有着 smart 风格的同学帮助进一步理解。) T:Yes,How funny Tom and Jerry are! And look at this picture.Who is he? Yes.he is Yeeshow.He is from Japanese.He is clever.He is smart. (教师在授课时可以尽量扩大语言的输入量,借助各种手段帮助他们对语言进行感性认 识。 (
  4)教学 kind 如教师指着白雪公主的照片: T:What is she like? S:She is beautiful. T:She is kind to the animals. (引出单词 kind,同上方法练习,并引导学生谈论自己的老师,从而引出 A Let’S learn 部分的句型练习。) (
  5)T:Oh,your math teacher is kind,but who is your math teacher? S:Mr.Hu. T:Who’s your art teacher. S:Miss Cai. T:What’s she like? S:She’s young and beautiful. (教师可展示人物特征的图片代表各科老师,如画有电脑的图片代表电脑老师,并引导 学生用以上句型描述老师。) (
  6)Presentation of the dialogue of Let’s Learn T:Do you want to know about Sara’s teacher? Let’s look and listen. (Play the tape)
(教师可再引导学生分小组朗读,分角色朗读等。要将对话熟练运用,机械性操练必不 可少。) (
  7)Choose and make a dialogue T:Now you can choose one of your teachers and talk about them with your partner,using this dialogue.
  3.Practice/Consolidation(操练/巩固) (
  1)Let’s find out ①Let’s find out T: Good job. children. My Thank you for showing me your teachers. And now I know more about them.Let’s find out who he is. 利用课件或图片呈现 Let’s find out 图片及文字内容引导学生通过朗读并找关键词理解 段落意思完成任务,同时也渗透了初步阅读的方法。 ②Let’s guess T:Who can talk about one of your teachers and let us guess “Who is he?” 教师引导学生选择一位老师模仿 Let’s find out 说一段话,让其他学生猜猜他是谁。在猜 测过程中有必要告诉学生:西方国家习惯称呼老师为 Mr, Miss,Mrs,而且我们还应告诉学 生 Mr,Miss,Mrs.后面应该跟姓,而不是跟名。这个环节可以用上 Good to know 的内容。 (
  2)Let’s chant ①教师在以上环节可以把关键词或者说提示词写在黑板上,如猜出 math teacher 是 young,English teacher 是 beautiful 等,可板书如下: math teacher English teacher Chinese teacher art teacher young beautiful kind
funny old
music teacher
教师引导学生把它们编成歌谣,如: My math teacher is very young.My English teacher is beautiful. My Chinese teacher is SO kind.My art teacher is funny,funny. My music teacher is old,but can sing nice songs. 同时也可自然地引出 Page 2 的 Let’s chant。 ②T:Now,let’s listen and find out.What are these teachers like? (Play the tape) 教师通过提问“What’s the math teacher like?” 等问题引导学生回答并改变黑板板书,使 之成为 Let’s chant 部分的提示词,如:math teacher smart English teacher kind P.E teacher music teacher strong nice songs
这样也有助于学生快速记忆 chant 内容。

  4.Assessment(检测评价) Finish Activity Book. (
  1)Ask Ss to take out their Activity Book,then ask them to look at Exercise 1 and Exercise
  2. (
  2)Have them do some listening exercises. (
  3)Have Ss check the answers.
  5.Add?activities(课外活动) (
  1)Discuss the pictures. (
  2)教师让学生准备一些家人、朋友、老师等的照片,课后进行描述,在下一堂课上引 导他们利用这些照片,在真实的情景中综合运用所学语言进行交际。 教学反思:通过这节课的学习,实现了本节课的教学目标,调动了学生的学习热情,学 生学得都很投入,教学效果良好!
第二课时
一、教学要点
教学设计

  1.能听懂会说并在实际情景运用以下对话:Who’s your English/teacher…? Mr.Zhao /…What’s he/she like? He’s/She’s thin and short.And she’s very kind.
  2.能正确使用 Mr./Miss./Mrs,对西方人的称呼有进一步了解。 二、课前准备
  1.学生准备一些家人,朋友,教师等的照片。
  2.教师准备各科教师的图片或能代表各学科特点的图片或实物。
  3.学科教师调查表学生每人一份。 三、教学过程
  1.Warm?up/Revision(热身/复习) (
  1)Let’s chant T: Hello, everyone! Nice to see you again! Do you remember the chant we chanted last class? Now,Let’s chant together.(Play the tape) 教师出示表格如下: T:Thank you for your chanting.Look at the table.What’s the math teacher like? S:He’s smart.(Then the teacher fills “smart” in it.And then the teacher asks the similar questions and fill in the table just like this) T:Would you like to chant again? Looking at the table. (第一遍跟着录音唱,第二遍唱之前可通过问答的形式把关键信息填入事先准备好的学 科教师调查表内,再让大家看着表的内容唱,渗透培养收集整理信息的能力) (
  2)教师风采
T:Sounds great! But who is your math teacher? What’s he like? Can you fill in this table by yourself? (引导学生描述自己的老师,同时通过让学生填写表格,检测上节课单词的掌握情况, 以便及时确定这节课是否要把拼写再做要求。) T:Show us your teachers just like this: Hello! My name’s Jane. have four teachers. I They are my math teacher, English teacher, my my P. teacher and my music teacher. math teacher is young and smart. English teacher E My My is beautiful and funny. P. teacher is tall and strong. My E And my music teacher is thin and short, but she can dance well. (教师鼓励学生把表格内容整理成一段话,渗透语言综合能力的培养,并可根据情况先 四人小组内交流,这样也可扩大语言训练面。)
  2.Presentation(呈现) (
  1)Let’s try 教师出示 A Let’s try 部分的挂图。 T:Please look at this picture.How many people are there? What are they doing? What’s he like? (Ask some students to talk about this picture.) (在做听力题前,引导学生观察相应插图,通过几个问题描述图画内容,从而猜测出题 意图,渗透听力微技能的培养。) T:Now,let’s listen and circle on your books. (
  2)Let’s talk ①T:Let’s go on listening.(play the tape and present the part of Let’s talk) (T:Now,listen and read after the tape. ③T:Then answer my questions:Who’s his math teacher? What’s he like? (从 Let’s try 直接可以过渡到 Let’s talk 的教学。通过听音回答问题的方式出示对话的关 键词, 以方便学生快速掌握对话和替换对话, 其实也在逐步进行学法指导。 )板书如下: Math teacher Mr.Zhao.like? Thin,short,kind ④学生齐读、小组读、同桌读对话。 (这一步适当的机械性操练是非常必要的,它是学生灵活运用语言点的基础。教师可引 导同学们分大组、两人小组等形式进行操练,最后引导学生看板书背出对话,循序渐进,做 到这一步应该不困难了。) ⑤T:(Present the pictures of teachers)Who would like to make a dialogue with me? (Substitute this dialogue for an example) T:Let’s make dialogues in two,choosing one of the teachers.
  3.Practice/Consolidation(操练/巩固) Magic Match Game 教师准备三组图片, 分别为各科老师类(或相应能表示人物特征的图片), 姓氏类(用 Mr. , Miss,Mrs.加姓氏表示),人物特征类(如 smart,strong)让三位同学各抽一张图片后同时出 示,全班同学提问,这三位同学回答,如果能换上同学们熟悉的真实人物来进行这个游戏, 则更具挑战性和趣味性。
T:W0uld you like to play a magic match game? I have some cards.These cards are for the teachers.These cards are their names.And you can talk about them by using these cards. Now. I’11 ask three students to come he and choose three cards: And then let’s ask them , about the cards.Who would like to have a try? S
  1,
  2,
  3:I’d like to. 教师和三位学生先做示范, 很多时候你说再多的游戏规则还不如亲自示范一下, 三人从 三组图片中各抽一张后,可交流如下: T:Who is it? S
  1:(Show and say)She is an English teacher. T:Who is your English teacher? S
  2:(Show and say)Miss Chen. T:What’s she like? S
  3:(Show and say)She is young and pretty.
  4.Assessment(检测评价) 再次利用学生手头的表格,准备一个听力练习,以检测学生对语言点的掌握程度,听力 材料如下:Hello! My friends.New term begins.I have some new teachers.They are all very nice. They help us learn and play. love them. I Our principal is Mr. Zhou. He’s not very old and strict.My math teacher is Miss Zhang.She’s thin and short.And she’s very smart.Miss Pan is my English teacher.She’s young and pretty.Mrs.Chen is my P.E teacher.She is tall and funny.She often plays games with US.My Chinese teacher,Mrs.Gu,is quiet,but her class is so much fun.We all like her very much.Do you have new teachers? Can you tell me your things at school? 让他们听音填充表格,教师也可根据学生具体情况降低难度。
  5.Add?activities(课外活动) 我心目中的好老师。 学生想象自己心目中的好老师, 并整理成文, My English teacher 如: is tall and thin.She is beautiful.My Chinese teacher is old but handsome.He Can read many beautiful poems.My math teacher is young and smart.My art teacher is beautiful.She can draw nice pictures. 教学反思:通过这节课的学习,实现了本节课的教学目标,调动了学生的学习热情,学 生学得都很投入,教学效果良好!
第三课时
一、教学设计思路
教学设计
本课时“Read and write”部分主要是在学生能够在读懂对话的基础上, 正确写出所学句子 Who’s your English teacher?Mr Carter. What’s he like?He’s tall and strong.Pair work 部分要 求学生动手动脑动口,根据图片出示的句子,制作两组单词卡片。并进行对话练习。 学新知导入时,可让学生描述教师,或进行一些口头拼读练习。学生在操练时,要注意 让他们使用所学的新知识。语音的学习虽然在教材是设计在 C 部分,但我们应尽量选用此 部分。本册教材第一次将字母组合的单词发音与句子结合起来,学生可不注重理解句义,只 试着
 

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