5. 小组活动。完成Let’s play活动。
Teacher: Whoare they? They are Lucy, Bob, Lily andTim. Choose one and introduce him or her. Others guess who he is. (出示对话结构，使学生依据对话结构完成交流)
Teacher: （和学生使用新授词汇进行谈论）Are you tall? Are you short? Are you strong? Are you thin?
Step 3 Presentation
提出问题，引起学生阅读兴趣，呈现对话内容。
Teacher：You know about my new friend. John has a new friend, too. Is his new friend a girl or a boy? What’s his or her name? Let’s listento thetape and find.
3.Ido you say. 这次教师做出动作，学生说出相应的单词。
三．教学重难点
1.重点
能够听懂、会说句型：What’s his/ her name? His/ Her name is ...
能够听懂并使用词汇：friendly, tall, strong, thin来描述人物的特征
能够听懂、会读对话，并能分角色表演。
2. 难点能够在真实或模拟的情景中正确使用句型What’s his/ her name? 询问他人姓名，并使用His / Her name is... 来回答
理解tall的含义）No, she’s short. （板书单词）Read after me, please,
课堂教学设计方案
第三单元主备人：魏喜娟投放日期：2020年9月15日
tall, short. Do with me, tall, short. （加上手势，使学生边重复单词，边做动作）
Teacher: Is Lily strong? （以体态语让学生感受strong的含义，呈现壮硕的运动员的图片，使学生进一步理解strong的含义）No, she is not strong. She is thin.
课堂教学设计方案
第三单元主备人：魏喜娟投放日期：2020年9月15日
2. 再次播放课文内容，学生跟读。
Teacher：Listen to the text again and read with it
.Step 4 Practice
1.Ipoint you say.我指你说。教师指向黑板上的单词，学生快速读出单词。
2. 难点：能够听懂会说唱Tim is my friend. 并以韵句的形式来介绍自己的朋友
四.教学步骤
Step 1 Warm up
1.教师指向某个学生，以韵句的形式问其姓名，请学生以韵句形式回答。
Teacher：（拍手打节奏）What’s his name? What’s his name? （ 指向一个男同学，引导学生以韵句的形式回答）His name’s ... His name’s ... What is her name? What is her name? （指向一个女同学）Her name’s ... Her name’s ...
Teacher: You please introduceyourself. Please say my name is... You introduce yourself first.Thenintroduce him. Please his name is... Is it clear? Let’s play.
Teacher：I point you say.Iwill point to the word on the blackboard. Please read the word quickly. What’s this? What’s this? What about this one?
2.Isay you do. 教师说出形容词，学生表演其相应的状态。
2. 能够在真实或虚拟的情景中听懂、会说、认读句式：Who is he/ she?
3. 能够听懂会说唱Tim is my friend. 并以韵句的形式来介绍自己的朋友
三．教学重点
1.重点：能够听懂、会说、认读单词：tall, strong, short, thin, friendly, quiet 能够在真实或虚拟的情景中听懂、会说、认读句式：Who is he/ she?
课堂教学设计方案
第三单元主备人：魏喜娟投放日期：2020年9月15日
一次备课
二次备课
Unit3Myfriends
Period One
一．教学内容A. Let’s talk；Let’s play
二．教学目标
1. 能够听懂、会说句型：What’s his/ her name? His/ Her name is ...
Step 2 Lead in
1.展示几个学生的图片，请学生猜一猜老师说的是谁。
Teacher：Look at these pictures. They are our classmates. Guess who is he. He is tall and strong. Who is he?（板书句子和短语）Do with me, tall and strong.（用肢体语言表示词语的意思）He is tall and strong. Who is he? （引导学生找出符合这两个特征的人物，并说出他的名字）Who is she? She is short and thin. （使用肢体语言表示出short和thin的意思）Say with me, short and thin. （板书单词）She is short and thin, who is she? （引导学生找出相应的人物，说出她的名字）She is friendly. Friendly means she is a good friend. （板书单词）Read after me, friendly. She is friendly. Who is she? He is quiet. That means hedoesn’t say much. He is quiet. Who is he? （板书单词）Read after me, quiet.
2. 播放对话录音，学生找出答案。听完录音后，请学生说出自己的答案。讨论对话内容，保证学生能够理解对话意思。
Teacher: Can you tell me the answer? Is John’s new friend a boy or a girl? Yes, he is a boy. What’s his name? Yes, his name is Zhang Peng. He is our old friend, right? Is Zhang Peng tall? Yes, he is tall and strong. And he is a Chinese boy. You are Chinese boys and girls. You are Chinese students. Zhang Peng is John’s Chinese friend.
Step 4 Practice
1. 再次播放课文录音。学生跟读课文。
Teacher: Boys and girls, let’s read the dialogue after the tape. Please listen carefully, read carefully.
2. 学生分角色朗读课文。
教学反思：
课堂教学设计方案
第三单元主备人：魏喜娟投放日期：2020年9月15日
一次备课
二次备课
Unit3Myfriends
Period Two
一、教学内容A. Let’s learn; Let’s chant
二、教学目标
1. 能够听懂、会说、认读单词：tall, strong, short, thin, friendly, quiet
四．教学步骤
Step 1 Warm up
1.播放歌曲：Find a friend（找朋友）教师播放歌曲，学生认真倾听之后，与教师配合完成歌曲。
Teacher：Boys and girls, let’s listen to a song, Find a friend.
Try to find，try to find， 找啊找，找啊找，
Teacher：What’s my friend’s name? You should say: Her name is Lily. Good.
3. 描述朋友的外貌特征，引出本课的重点形容词：tall, short, thin, strong。
Teacher：Look at Lily, is she tall? （以手做出高的姿势，使学生
Teacher: Now, who wants to beJohn?Who wants to behis mother? Let’sread it in roles.
3. 请学生戴上头饰来扮演对话的角色，表演对话。
Teacher: Now we’ll find the best actor or actress. Please come to the front and show the dialogue.
4. 游戏：What’s his name? 请五个学生到前边站成一排，分别介绍自己的名字。第一个学生介绍自己的名字，第二个学生介绍自己的名字后，还要再介绍第一个学生的名字，依此类推。
Teacher：Ineed five students to stand in the front. Who wants to try? Stand in a row, please.