Unit　3 My　friends.doc

【导入】myfriends 步骤1：.Warm-up1. Greeting.T: Hello, boys and girls. Are you ready? I will divide you into two groups, Zooms group and Zips group.Today we will talk about my friends. Can you be my friends?T:（教师指自己）I am Miss Lu, (指一位学生)Whats your name? S: My name is .(教师指着一位男生问大家) Whats his name? His name is.教师跟这个刚认识的男生打招呼T：More names of boys!教师点三个男孩，其他学生齐声回答：His name is .T：教师指着一位女生问大家Whats her name? Ss: Her name is 教师跟新认识的女孩打招呼Thank you. More girls？教师指哪个女生，其他学生齐说：Her name is.（设计意图：通过交朋友询问名字自然地复习句型Whats his/her name?）2. Chant.T: Thank you, you are so friendly. I am glad to be your friend. Now I have a chant for you, First time, you listen, ok? 教师播放课件chant。I say tall, you say short,tall, tall, short, short, short.I say strong, you say thin,strong, strong, thin, thin, thin.long hair, short hair,big eyes, small eyes.T: This time lets chant together, show me your hands, chant and do.学生一起chant. Well done, you are so lovely!（设计意图：用朗朗上口的chant，加上肢体动作，学生愉快地复习了这些形容词。）步骤2：II. Presentation1. Description.用 is 句型描述卡通人物小灰灰的特征。T：He is lovely, too.(点击课件，出示小灰灰的照片)Who is he? Ss: He is xiao Huihui.T: What is he like? (教师再点击课件，小灰灰旁边出现两组词，一组是short, thin, strong, tall另一组是quiet，friendly小灰灰下面出现句型He is )Ss: He is short.T: Yes, he is short, and?(点课件，还是出现小灰灰的照片，旁边还是两组形容词，小灰灰下面的句子变成He is and ) 3. T：Youre so clever. 用 has 描述卡通人物Winnie和Minnie的外貌特点。Look, this is Winnie, this is Minnie. Winnie has ?Minnie has ?看词组，根据句子结构依次练习描述他们的样子。a big head a small heada big nose a small nose a big mouth a small mouthbig eyes small eyes big ears small earsa pink bag a blue hatyellow shoes black glasses（短语呈现在一个文本框中）朗读短语，用has描述Winnie。学生用右边关于Minnie的短语描述Minnie（in pairs）。（设计意图：根据图片，有步骤分层次描述卡通的特征，在实际情景中运用句型He/She is . He/She has.）2. Read and match.看图，初步构建文本信息。T：We have old friends, Winnie and Minnie. But Zhang Peng has new friends. Lets go and have a look. (点击课件，呈现课文和图片)。Whats his name? Whats he like? 分别描述图中人物。（设计意图：看图初步了解信息，降低文本难度。）快速初读课文，理清层次。How many people does it mentioned?Ss:4. T: Right. Each line describe one student?(板书1.2.3.4理清文章层次)（设计意图：快速看第一遍，理清脉络层次。）划关键词。We will match the sentences with the people. I have an idea, I find some words are useful, we call them key words, 教师示范划一个句子的关键词，Can you underline the key words below?用铅笔划出关键词。Check the key words.（设计意图：引导学生划关键词，抓住重点信息。） Lets match. 将人物与其所描述的句子连一连。Who can match on the board? 点同学到黑板展示。Check the answers.(图片与短语结合)（设计意图：根据关键词信息连线，让学生意识到找关键词是帮助阅读的好方法。） 在黑板上写出关键词。 根据关键词复述课文。 Whats he/she like?（设计意图：根据关键词和所学句型结构，帮助记忆。） 跟磁带朗读课文。步骤3：. Practice.1.Task1T: You are good readers. But are you good at writing? Lets look at task1 and fill in the blanks. Check the answers.2.Task2呈现Chen Jie和Wu Yifan的英文名字，学生观察总结英文名的写法。（设计意图：先出示学生熟悉的英文名字，学生通过比较归纳英文名写法，为下