Unit1教案.doc

Unit 1 Whats he like?Lesson 1课时目标1. 能听、说、读、写单词“old”，“young”，“kind”，“funny”和“strict”。2. 能在创设的实际情景中灵活运用句型“Whos your art / English / maths / science / music / teacher?”，“Is he / she young / old / funny / kind / strict / ?”，激发学生进一步了解各科老师的欲望，融洽师生关系。3. 能完成“Ask and answer”部分的对话任务。4. 培养学生自主学习、合作学习的意思和能力，帮助学生树立学好英语的自信心。教学重点1. 能听、说、读、写单词“old”，“young”，“kind”，“funny”和“strict”。2. 能在创设的实际情景中灵活运用句型“Whos your art / English / maths / science / music / teacher?”，“Is he / she young / old / funny / kind / strict / ?”，激发学生进一步了解各科老师的欲望，融洽师生关系。教学难点1. 利用教材提供的对话情景，以旧引新，引导学生进入学习状态。2. 能准确判断各科老师的性格。教学准备1. 教师准备多媒体课件、录音机和录音带、词卡。2. 教师准备各科教材和各科老师的照片。3. 学生准备画笔和画纸。教学过程一、课前热身（Warm-up）1. Free talkT: Good morning, everyone. Welcome back to school. How are you today?Ss: Fine, thank you.T: Nice to see you again. w W w .X k b 1.c O mSs: Nice to see you, too.T: This is the first class of our new term. What grade are you in now?Ss: We are in Grade Five now.2. 简单介绍各科老师。T: Now let me ask and you answer. (出示英语书) Whats this?Ss: Its an English book.T: And I teach you English. So I am yourSs: English teacher. 然后教师出示其他科目老师的照片和相应的课本，和学生进行类似的对话。二、课前预习（Preview）师生就各科老师的体貌特征进行问答练习，如：T: Whos your music teacher?Ss: T: Is he / she thin / fat / tall / short / ?Ss: Yes, he / she is. (No, he / she isnt.)T: Now read after me. Thin, thin (Fat, fat / Tall, tall / Short, short). My music teacher is thin (fat / tall / short).Ss: Thin, thin (Fat, fat / Tall, tall / Short, short). My music teacher is thin (fat / tall / short).三、新课呈现（Presentation）1. A. Lets learn(1) 教学新单词 教学单词“old”和“young”T: Boys and girls, its the new term and lets meet some new friends.教师用多媒体课件分别出示动画片喜羊羊和灰太狼中羊村村长和喜羊羊的图片，与学生进行对话，如：T: Look at the man in the picture. (指着羊村村长的图片) Who is he?Ss: Hes Man Yangyang.T: Youre right. Look at Man Yangyang. He is old. Read after me. Man Yangyang is old.Ss: Man Yangyang is old.T: Look at other picture. Who is he?Ss: Hes Xi Yangyang.T: Is he old?Ss: No, hes not old. T: Youre right. Hes not old. Hes young. Now read after me, please. XiYangyang is young.Ss: XiYangyang is young. 教学单词“kind”和“funny”教师用多媒体课件出示白雪公主和七个小矮人的图片，与学生对话，如：T: Look at the girl in the picture. Whos she?Ss: Shes Snow White.T: Snow White is beautiful. Shes kind to the seven dwarfs. The seven dwarfs are funny.然后教师请八位学生上讲台，分别扮演白雪公主和七个小矮人，帮助学生明白单词“kind”和“funny”的含义。 教师出示平时比较严厉的一位任课老师的照片，与学生进行对话，如：T: Look at the picture. Whos he / she?Ss: Hes / Shes T: Is he / she kind?Ss: No, he / she isnt.T: Youre right. Hes / Shes not kind. Hes / Shes very strict. Read after me, please. Hes / Shes strict.Ss: Hes / Shes strict. 教师把本节课学习的五个新单词写在黑板上，并用“唱反调”的方式带来学生读几遍单词。2. 教师用多媒体课件出示本部分的教学挂图，并简单介绍情景，如：T: Oliver and Zhang Peng are talking about the teachers. Lets see what their teachers are like.(1) 第一次播放教学录音，全班学生跟着录音读，了解对话的大致内容。(2) 第二次播放教学录音，学生听完后回答下面问题： Whos Zhang Pengs art teacher? Is Zhang Pengs art teacher old?Answer: Mr Jones. No, hes young.(3) 学生同桌合作，利用情景图中提供的信息替换示例对话中的关键词，编写对话，如：S1: Whos your maths teacher?S2: Hes Mr Li.S1: Is he strict?S2: Yes, he is.然后教师请几对学生上讲台表演对话，表扬表演到位的学生。2. A. Ask and answer(1) 教师出示本班班主任的照片，与学生进行对话，如：T: Whos he / she in the picture?Ss: Hes / Shes Mr / Miss T: Hes / Shes your head teacher. (帮助学生明白词组“head teacher”的意思)(2) 请两位学生站起来示范读本部分的对话。S1: Whos the Mrs Smith?S2: Shes the head teacher. Shes tall. Shes strict.(3) 让学生拿出画纸和画笔，画出自己最喜欢的任课老师，仿照示例编写新对话，如：S1: Whos the man / woman in your picture?S2: Hes / Shes Hes / Shes thin. Hes / Shes kind.四、巩固延伸（Consolidation & Extension）1. 猜一猜教师描述一位教师的体貌和性格特征，让全班学生猜，如：T: Shes tall. Shes beautiful. Shes very young. We all like her. Whos she?Ss: Is she Miss Sun?T: Yes, youre right. Shes Miss Sun.2. 课堂练习选择不同类的选项：( ) A. young B. old C. boy( ) A. funny B. kind C. girl( ) A. maths B. music C. class( ) A. father B. teacher C. brother3. Check the answer C, C, C, B 五、课堂小结（Summary）1. 师生一起总结本节课学习的词汇和句型。2. 鼓励学生认真观察各科任老师，并正确总结各科任老师的主要性格特征。六、布置作业（Homework）1. 将本节课学习的新单词在四线三格内抄写六遍。2. 听录音，跟读本部分内容。3. 准备几张家人或朋友的照片，利用本节课学习的新词汇和句型描述照片中的人物。板书设计Unit 1 Whats he like?A. Lets learn A. Ask and answer - Whos your art teacher? - Mr Jones. - Is he young? - Yes, he is. old young funny kind strict Lesson 2课时目标1. 能听、说、认读单词“know”和“our”。2. 能听懂、会说句子“Do you know Mr Young?”，“Hes our music teacher.”，“I like funny teachers.”。3. 能听懂、会唱歌曲“Whos your teacher?”。4. 能完成“Lets try”部分的听力任务。5. 能与同学谈论各科老师的性格特征。教学重点1. 能听、说、认读单词“know”和“our”。2. 能听懂、会说句子“Do you know Mr Young?”，“Hes our music teacher.”，“I like funny teachers.”。教学难点1. 单词“our”的含义和运用。2. 能灵活运用所学知识谈论各科老师的性格特征。教学准备1. 教师准备多媒体课件、录音机和录音带、词卡。2. 学生准备画笔和画纸。教学过程一、课前热身（Warm-up）1. Free talkT: Hello, boys and girls.Ss: Hello, teacher.T: How are you today?Ss: Fine, thank you. And you?T: Im fine, too.2. 检查作业 学生在四人小组内依次出示自己家人或朋友的照片，向其他小组成员介绍照片中人物的体貌和性格特征，然后教师请两三位小组代表上讲台向全班学生介绍，如： S: This is a picture of my mother. Shes tall and thin. Shes beautiful and polite.二、课前预习（Preview）1. 教师拿出单词old, young, kind, strict, funny的词卡，然后随机展示词卡，学生迅速说出与词卡中单词相对应的汉语意思。2. 教师请五位学生上讲台抽词卡，然后五位学生根据所抽到的词卡依次表演，其他学生根据表演猜单词。三、新课呈现（Presentation）A. Lets talk1. 教学单词“know”和“our”(1) 教师用多媒体课件出示一些学生熟悉的卡通人物，如大耳朵图图、汤姆和杰瑞、喜羊羊和灰太狼等等，然后与学生进行对话，如：T: Whos he? (教师边问边指着大耳朵图图的图片)Ss: Hes Tutu.T: Yes, hes Tutu. We know hes Tutu. We know him.教师再次仿照上面的对话和学生聊一聊其他卡通人物，帮助学生在语境中了解单词“know”的意思。(2) 教师用学生已经学过的代词因此单词“our”，如：I we my our2. 介绍对话中的主要人物Mr Young教师用多媒体课件出示Mr Young的图片，与学生进行对话，如：T: Look at the man in the picture. Is he young?Ss: No, he isnt.T: Is he old?Ss: Yes, he is.T: Do you know his name?Ss: No, we dontT: He has an interesting name. Hes old, but his name is Mr Young.3. 介绍对话情景 T: Wu Yifan and Oliver are now talking about Mr Young. Lets read the dialogue after the tape and know more about Mr Young.4. 第一次播放教学录音，全班学生跟着录音读。第二次播放教学录音，学生听完录音后回答下面问题： Who is Mr Young? Is Mr Young old or young? Does Oliver like funny teachers?Answer: Hes the music teacher. Hes old. Yes, he does.第三次播放教学录音，全班学生跟着录音读，提醒学生在跟读的过程中药注意模仿录音中的语音、语调。5. 学生拿出人物头饰，同桌合作练习表演对话，然后教师请几对学生上讲台表演，评选出“最佳表演者”，并给予小礼物作为奖励。6. Talk about your teachers.(1) 学生同桌合作，一人用简笔画画出各科老师的图像，一人在对应图像旁边写出老师的姓名、所教的科目以及性格特征。(2) 请两位学生站起来示范读对话。S1: Whos your English teacher?S2: Miss White.S1: Is she kind?S2: Yes, she is.(3) 学生同桌合作，仿照示例编写相似的对话。(4) 教师请两三对学生上讲台表演对话，表扬表演到位的学生。四、巩固延伸（Consolidation & Extension）1. A. Lets try(1) 明确听力任务T: Wu Yifan and Oliver see Mr Li. Look at the picture below. Listen and tick.(2) 先让学生观察图片，然后播放教学录音。播放第一遍录音师，学生选出正确的图片；播放第二次录音时，师生一起核对答案。2. 小调查 教师把单词old, young, kind, strict, funny的词卡贴在黑板上，提问：What kind of teacher do you like? Why?3. 课堂练习选择填空：( ) - _ your art teacher? - Miss Wang. A. Whats B. Wheres C. Whos( ) - _ - Yes, I do. A. Where is he from? B. Do you know Mrs Black? C. Is he kind?( ) - Who is that girl? - _ A. He is my teacher. B. She is my friend. C. He is my friend.( ) Shes _ science teacher. A. our B. we C. he( ) I have _ English teacher. A. an B. a C. the3. Check the answer C, B, B, A, A五、课堂小结（Summary）师生一起总结本节课学习的词汇和句型。六、布置作业（Homework）1. 听录音，跟读A. lets talk部分内容。2. 仿照例文，以“我心目中的好老师”为题，写几句话介绍自己喜爱的几位老师。 例文：My English teacher is tall and thin. She is very beautiful. My Chinese teacher is old but handsome. He can read many beautiful poems. My maths teacher is young and smart. My art teacher is funny. She can draw nice pictures.板书设计Unit 1 Whats he like?A. Lets try A. Lets talkknow our Do you know Mr Young? Hes our music teacher. Is he funny? I like funny teachers. Lesson 3课时目标1. 能听、说、读、写单词“polite”，“hard-working”，“helpful”，“clever”和“sky”。2. 能灵活运用句型“Whats like?”，“Hes / Shes ”谈论任务的性格特征。3. 能完成“Match and say”部分的连线和对话任务。4. 培养学生互相帮助、团结合作、努力学习的良好品质。教学重点1. 能听、说、读、写单词“polite”，“hard-working”，“helpful”，“clever”和“sky”。2. 能灵活运用句型“Whats like?”，“Hes / Shes ”谈论任务的性格特征。教学难点1. 问句“Whats like?”的理解和运用。2. 新词汇的学习。3. 了解具有不同性格特征人的日常行为表现。教学准备1. 教师准备多媒体课件、录音机和录音带、词卡。2. 教师准备各科教材和各科老师的照片。3. 学生准备调查表。教学过程一、课前热身（Warm-up）1. Free talkT: Good morning, boys and girls.Ss: Good morning, teacher.T: How are you today?Ss: Very well, thanks.T: Nice to see you.Ss: Nice to see you, too.2. 检查作业 先让学生在四人小组内读一读自己写的小作文，然后请两三位小组代表上讲台读一读。二、课前预习（Preview）教师依次展示本班各科老师的照片，与学生进行对话，如：T: Whos the man in the picture?Ss: Hes our maths teacher, Mr Zhao.T: Is he funny?Ss: No, he isnt.T: Is he kind?Ss: Yes, he is.三、新课呈现（Presentation）B. Lets learn1. 教学新单词(1) 教师请一位班里乐于助人的学生上讲台，问，“Who can say something about him / her?”，然后再请两三位学生站起来说，最后教师总结：“He / She does a lot for our class. He / She helps clean the blackboard, clean the windows So he / She is a helpful student.”。 教师用同样方法引入单词“polite”，“hard-working”，“cleaver”和“sky”。(2) 学生在空格处填上班级中学生的姓名，并读一读句子。Clever, clever. _ is clever.Shy, shy. _ is shy.Helpful, helpful. _ is helpful.Polite, polite. _ is polite.Hard-working, hard-working. _ is hard-working.2. 学习新句型T: Whos helpful in our class?Ss: T: Whats like? Hes helpful. Whos clever in our class? Ss: 3. 教师用多媒体出示本部分的情景图，问：“Look at the picture. Whos helpful in the class? Whos hard-working? Whos shy? Whos polite? Whos clever?”学生根据情景图回答问题。4. 第一次播放教学录音，全班学生跟着录音读。第二次播放教学录音，全班学生分角色跟着录音读，提醒学生在跟读的过程中注意模仿录音中的语音、语调。5. 同桌合作，用情景图的单词替换对话中的关键词编写对话，然后教师请两三对学生上讲台表演。四、巩固延伸（Consolidation & Extension）1. B. Match and say(1) 让学生读一读本部分的四个句子，观察四幅情景图，并将图片与相应的句子连线。(2) 教师点击多媒体课件，随机出示情景图，问：“Whats he / she like? / What are they like?”，全班学生根据情景图回答问题。2. 小调查(1) 把班级张具有下列性格品质的学生姓名填在表格中。Charactershycleverhelpfulhard-workingpoliteName(2) 让学生子四人小组内容介绍具有不同性格品质的学生。3. 课堂练习请用几句话描述你的同桌，包括性别、年龄、外貌、性格特征等。 五、课堂小结（Summary）1. 师生一起总结本节课学习的词汇和句型。2. 教育学生在日常生活中药乐于助人和努力学习。六、布置作业（Homework）1. 将本节课学习的新单词在四线三格内抄写六遍。2. 听录音，跟读B. Lets learn部分内容。板书设计Unit 1 Whats he like?B. Lets learn B. Match and saypolite hard-working helpful clever shy - Whats he like? - Hes Lesson 4课时目标1. 能听、说、认读单词“Ms”，“will”和“sometimes”。2. 能听懂、会说句子“Hey, Ms Wang will be our new English teacher.”，“Whats like?”，“Yes, sometimes.”。3. 能完成“Lets try”部分的听力任务。4. 提高学生自主学习、主动学习的能力和意识，创造良好的英语学习氛围。教学重点1. 能听、说、认读单词“Ms”，“will”和“sometimes”。2. 能听懂、会说句子“Hey, Ms Wang will be our new English teacher.”，“Whats like?”，“Yes, sometimes.”。教学难点1. 了解“will”表示一般将来时的用法。2. 知道一般将来时的含义。3. 单词“sometimes”的理解和运用。教学准备1. 教师准备多媒体课件、录音机和录音带、词卡。2. 学生准备人物头饰。教学过程一、课前热身（Warm-up）1. Free talkT: Good morning, everyone. Nice to meet you.Ss: Good morning, teacher. Nice to see you, too.T: How are you today?Ss: Fine, thank you.T: Lets begin our class.2. 教师随机出示上节课学习的五个单词的词卡，全班学生表演相应的动作。二、课前预习（Preview）1. 教师请四位学生上讲台，然后依次指着这些学生问：“Whats he / she like?”，其他学生根据实际情况回答。2. 句子接龙 把全班分成八大组，每组的第一位学生对第二位学生说：“Im helpful / clever / What are you like?”，然后第二位学生对第三位学生说：“Im shy / hard-working / What are you like?”，以此类推，看那一组先完成“句子接龙”比赛。三、新课呈现（Presentation）B. Lets talk1. 教学新单词(1) 教师用多媒体出示一个大家不认识的年轻女人的图片，与学生进行对话，如：T: Look at the woman in the picture. Whos she?Ss: We dont know.T: Is she married or not?Ss: We dont know.T: Her first name is Liu. How can we call her? We can call her Ms Liu. When we dont know if a woman is married, we can call her Ms (2) 师生对话T: What grade are you in?Ss: Were in Grade Five.T: Youre in Grade Five now and you will be in Grade Six. When we say somebody will do something, we mean that he or she hasnt done the thing yet.教师还可以出示未来几天的天气预报，用句型“It will be ”介绍未来几天的天气。(3) 教师出示最近几天的天气情况，并介绍说：“Sometimes its Sometimes its ”，帮助学生明白单词“sometimes”的意思。2. 教师把生词写在黑板上，带领学生读几遍。带读时要注意把单词“Ms”的音读准。3. 介绍对话情景T: A new Chinese teacher will be in Chen Jies class. Now Chen Jie and John are talking about the new Chinese teacher. Lets learn the dialogue and know what theyre talking about.4. 第一次播放教学录音，全班学生跟着录音读，提醒学生在跟读的过程中注意模仿录音中的语音、语调。第二次播放教学录音，学生听完录音后回答下面问题： Who will be the new Chinese teacher? Whats Ms Wang like? Does Chen Jie know Ms Wang?Answer: Ms Wang. Shes kind. Yes, she does.第三次播放教学录音，全班学生跟着录音读，提醒学生在跟读的过程中药注意模仿录音中的语音、语调。5. 学生拿出人物头饰，同桌合作练习表演对话，然后教师请几对学生上讲台表演，评选出“最佳表演者”，并给予小礼物作为奖励。6. What are your teachers / friends like?(1) 学生说出学过的描述人物性格的单词，教师板书： funny kind quiet strict nice friendly hard-working helpful polite shy(2) 同桌合作，用句型“Whats like?”，“Hes / Shes ”谈论老师朋友或家庭成员的性格特征。(3) 教师请两三对学生呈现对话。四、巩固延伸（Consolidation & Extension）1. B. Lets try(1) 明确听力任务 T: Ms Wang is a new teacher here. Whats she like? Please listen and tick.(2) 第一次播放教学录音，学生根据录音内容勾出正确选项。(3) 第二次播放教学录音，师生一起核对答案2. 课堂练习完成下列句子： - _ your new English teacher? - Miss Ye. - _ he like? - Hes young and funny. - Is your Chinese teacher strict? - Yes, _. - Whos that young man? - _ is our PE teacher.3. Check the answer Whos, Whats, he is, He五、课堂小结（Summary）1. 师生一起总结本节课学习的词汇和句型。2. 让学生明白不同的人有着不同的性格，要尊重他人的性格，不能戴“有色眼镜”。六、布置作业（Homework）1. 听录音，跟读B. Lets talk部分内容。2. 把本节课学习的生词在四线三格内抄写六遍。板书设计Unit 1 Whats he like?B. Lets try B. Lets talk funny kind quiet strict Ms Wang will be our new Chinese teacher. nice friendly hard-working Whats she like? helpful polite shy Do you know her?Lesson 5课时目标1. 通过大量的听读操练，掌握元音字母在单词中的发音，纠正学生错误的发音，提高学生的听力能力。2. 培养学生听音写词的能力。3. 完成“Lets wrap it up”部分的连线和填空任务，知道主要是不同的人称代词时，后面应该用be动词的相应形式。教学重点1. 掌握元音字母在单词中的发音，纠正学生错误的发音。2. 知道主语是不同的人称代词时，后面应该用be动词的相应形式。教学难点1. 知道主语是不同的人称代词时，后面应该用be动词的相应形式。2. 鼓励学生经常听英语，培养学生对于听英语的兴趣。教学准备教师准备多媒体课件、录音机和录音带、词卡。教学过程一、课前热身（Warm-up）1. Free talkT: Good morning, everyone.Ss: Good morning, teacher.T: How are you today?Ss: Fine, thank you. And you?T: Im fine, too. Whats your partner like, S1?S1: Hes / Shes T: Whats your partner like, S2?S2: Hes / Shes 2. 教师请一两组学生上讲台表演“B. Lets talk”部分对话。二、课前预习（Preview）1. 全班学生分男女比赛唱歌曲“Whos your teacher?”。2. 比一比 教师把全班学生分成两大组，每组轮流说一个关于人物体貌特征或性格特征的形容词，每组在3秒内必须说出单词，如果说不出，则另一组获胜。教师表扬获胜的小组，并鼓励失败的小组下次争取获胜，让他们不要灰心。三、新课呈现（Presentation）A. Lets spell1. Read, listen and chant(1) 教师在黑板上用简笔画画出一个娃娃的图片，说：“This is a baby.”。(2) 教师给娃娃画一个大大的笑脸，说：“Look at the baby. Hes happy.”(3) 教师在娃娃上方画一些风，说：“Whats the weather like today? Oh, its windy.”。(4) 教师在风旁边画一个太阳，说：“Oh, the sun comes out now. Its sunny.”。(5) 教师用多媒体课件呈现不小心踩到别人的脚、不小心把别人的东西碰掉等情景，问：“What should we say?”，引导学生说：“Sorry.”。(6) 教师把本部分的五个示例单词写在黑板上，带领学生读几遍。 baby happy windy sunny sorry(7) 播放本部分的教学录音，全班跟着录音读，提醒学生在跟读时要注意模仿录音中的发音，尽量做到读准元音字母的发音。2. Listen, number and say(1) 教师先带领学生将本部分的单词读几遍，然后让学生分组读、分男女生读。(2) 播放本部分的教学录音，学生根据录音内容给单词标号。(3) 再次播放教学录音，师生一起核对答案。3. Listen, write and say(1) 教师播放教学录音，全班学生根据录音内容填空。(2) 再次播放教学录音，师生一起核对答案。(3) 让学生选择自己喜欢的一句话，并把其在四线三格中抄写两遍。四、巩固延伸（Consolidation & Extension）1. B. Lets wrap it up(1) 用be动词的适当形式完成下面的句子。 They _ good friends. She _ a nice girl. He _ six years old. I _ in the classroom. It _ an elephant.(2) 让学生完成本部分的连线练习，并结合上面的填空练习，说说be动词的用法。(3) 出示口诀帮助学生记忆：我(I)用am，你(you)用are，is连着他(he)、她(she)、它(it)。(4) 教师结合图片和所学的知识，用be动词的适当形式完成“Choose and write”部分的句子，并选择几个自己喜欢的句子在四线三格内写一写。2. 课堂练习写出完全形式或缩写形式： whats _ it is _ cant _ do not _ theyre _ is not _3. Check the answer what is, its, can not, dont, they are, isnt五、课堂小结（Summary）师生一起总结本节课学习的词汇和句型。六、布置作业（Homework）1. 听录音，跟读Lets spell部分内容。新 课 标 第 一 网2. 完成练习册。板书设计Unit 1 Whats he like?A. Lets spell B. Lets wrap it upbaby happy windy sunny sorry我(I)用am，你(you)用are，is连着他(he)、她(she)、它(it)。Lesson 6课时目标1. 能读懂“Read and write”部分的日记，简单了解日记的格式，并完成相应练习。2. 能听懂“Lets check”部分的录音，圈出正确答案并回答问题。3. 能读懂“Story time”部分的故事。4. 检测学生对本单元主要内容的掌握情况。5. 复习本单元学习的主要词汇和句型，培养学生的复习意识。教学重点1. 能读懂“Read and write”部分的日记，简单了解日记的格式，并完成相应练习。2. 能听懂“Lets check”部分的录音，圈出正确答案并回答问题。3. 能读懂“Story time”部分的故事。教学难点1. 单词“speak”和“finish”的学习和应用。2. 培养学生对复习课的兴趣。教学准备1. 教师准备多媒体课件、录音机和录音带。2. 教师准备各科教材和各科老师的照片。3. 学生准备画笔和画纸。教学过程一、课前热身（Warm-up）1. Free talkT: Good morning, boys and girls.Ss: Good morning, teacher.T: Nice to see you.Ss: Nice to see you, too.T: How are you today, S1?S1: Im fine, thank you.T: How are you today, S2?S2: Very well, thanks.2. 教师准备两三张本班任课老师的照片，利用本单元学习的句型于学生进行对话，如： T: Whos the woman in the picture?Ss: Shes our science teacher.T: Whats she like?Ss: Shes funny.二、课前预习（Preview）w W w .X k b 1.c O m 教师准备一些描述人物性格的词卡，然后随机抽取卡片，问：“Whos strict / polite / shy / in our class?”，学生根据实际情况回答。三、新课呈现（Presentation）1. B. Read and write(1) Meet Robin 教师用多媒体课件展示各种机器人的图片，问：“What are these?”，学生