The first period

Part A Let’s try & Let’s talk

內(nèi)容分析

一、教材分析

本單元學(xué)習(xí)的主題是介紹人物外貌或性格特征。教學(xué)內(nèi)容主要是圍繞著給新同學(xué)介紹其他同學(xué)和談?wù)撔吕蠋熣归_。教學(xué)重點(diǎn)是學(xué)生能夠在情景中運(yùn)用句型“—Is he young/funny? —Yes, he is./No, he isn’t.”詢問并回答某人的性格和外貌特征。

課時(shí)目標(biāo)

知識(shí)與能力

1. 學(xué)生能夠借助圖片聽懂簡短對(duì)話，抓住關(guān)鍵信息，提高聽的能力。

2. 學(xué)生能夠?qū)π戮湫驮诼犛X上有所感知，并完成聽錄音選圖片的活動(dòng)。

3. 學(xué)生能夠理解對(duì)話大意，能夠按照正確的意群及語音、語調(diào)朗讀對(duì)話并進(jìn)行角色扮演。

4. 學(xué)生能夠在情景中運(yùn)用句型“—Is he young/funny? —Yes, he is./No, he isn’t.”詢問并回答某人的性格和外貌特征。

5. 學(xué)生能夠運(yùn)用所學(xué)句型和參考詞匯并根據(jù)教師的特點(diǎn)進(jìn)行問答。

6. 學(xué)生能夠在語境中理解新單詞“know”及句子“Do you know Mr Young?”的意思并正確發(fā)音。

過程與方法

采用快閃的手法，通過熟悉的面孔，讓學(xué)生學(xué)習(xí)三會(huì)單詞know，領(lǐng)悟句子“Do you know?”的含義。適時(shí)引出新同學(xué)Oliver，以Oliver為主線，可以有效地引導(dǎo)學(xué)生進(jìn)一步學(xué)習(xí)本課內(nèi)容。通過觀察圖片，引導(dǎo)學(xué)生猜測(cè)，讓學(xué)生帶著問題，有目的地聽錄音，培養(yǎng)學(xué)生的觀察能力和邏輯推理能力。通過選出正確圖片的任務(wù)引導(dǎo)學(xué)生進(jìn)行描述，讓學(xué)生有意識(shí)地感知目標(biāo)句型。充分發(fā)揮多媒體和圖片的作用，用圖片對(duì)比、單詞拆分等多種方法讓學(xué)生理解新詞的含義，并做到詞不離句,為學(xué)生透徹理解對(duì)話掃清障礙,同時(shí)也可以培養(yǎng)學(xué)生的觀察能力和邏輯思維能力。

情感態(tài)度價(jià)值觀

通過語境真實(shí)的對(duì)話，增強(qiáng)學(xué)生口語表達(dá)能力，提高學(xué)習(xí)英語的自信心，提高學(xué)生之間合作能力。

教學(xué)重難點(diǎn)

教學(xué)重點(diǎn)

1.學(xué)生能夠理解和掌握本課重點(diǎn)單詞和句型。

2.學(xué)生能夠在情景中運(yùn)用句型“—Is he young/funny? —Yes, he is./No, he isn’t.”詢問并回答某人的性格和外貌特征。

教學(xué)難點(diǎn)

學(xué)生能夠靈活運(yùn)用所學(xué)句型在情景中談?wù)撊宋锏男愿窈屯饷蔡卣?，?shí)現(xiàn)語言輸出。

教學(xué)準(zhǔn)備

教學(xué)課件、課文視頻、卡片、照片等。

教學(xué)媒體選擇

多媒體，錄音。

教學(xué)活動(dòng)

1. 角色扮演；

2. 游戲；

3. 觀看動(dòng)畫。

教學(xué)過程

Step 1: Warm-up & Lead-in

1. Greetings.

2. Sing the song—Who’s your teacher? (出示課件：包括歌名、與歌詞相關(guān)的圖片。播放歌曲)

Lyrics

Who’s your teacher?

Who’s your English teacher at school?

Who’s your English teacher at school?

Is she pretty or tall or short?

Tell me what you know!

Who’s your Chinese teacher at school?

Who’s your Chinese teacher at school?

Is he funny or young or old?

Tell me what you know!

3. Lead-in.

T: It’s a new term now. Do you remember your classmates?

(Quick Flash) Show some pictures of the characters in the textbook one by one. (出示課件) Then talk about them with students like this:

T: Do you know him/her?

Ss: Yes!

T: Who is he/she?

Ss: He’s…/She’s…

Write down the word “know” in time. Lead students to read it: know—know—Do you know? —I know. At last show the picture of Oliver and ask: Do you know him? Help students answer.

Ss: No, I don’t.

T: Who’s he? Let’s watch the video. (課件出示: Unit 1主情景圖視頻)

T: Now do you know the boy?

Ss: Yes! He’s Oliver. /His name is Oliver.

T: You’re right. In this term, we will have a new classmate. His name is Oliver. Let’s say hello to Oliver.

Ss: Hello, Oliver！

設(shè)計(jì)意圖：利用快閃活動(dòng)帶著同學(xué)們回顧教材中涉及到的角色，通過新角色引出本節(jié)課所學(xué)的重點(diǎn)句型：Do you know ……? 為接下來展開具體的學(xué)習(xí)做鋪墊。

Step 2: Presentation

1. Let’s try.

T: Wu Yifan and Oliver see Mr Li. Here are three pictures. (出示課件) Who is Mr Li? Can you guess?

Ss: …

T: Really? Oliver is a new classmate. So he doesn’t know his teachers. Let’s listen and tick. And you can check what you guess.

Play the recording of “Let’s try”. (出示課件) Let students listen to the recording, grasp the key information, and then find the answer. Check the answer with students. According to the right picture, ask like this:

T: Is he strong?

Ss: Yes, he is.

T: Is he a good basketball player?(with some actions)

Ss: Yes, he is.

T: Good job! And sometimes he is strict. (with some expressions)

(課件出示:教材P4 Let’s try板塊的聽力材料)

2. Let’s talk.

(1)Learn some new words.

①Show a picture of a young teacher who students know very well.

T: Do you know him/her?

Ss: Yes.

T: Who is he/she?

Ss: He / She is…

T: Yes, he/she is our Chinese/maths…teacher, Mr/Miss X.

Emphasize the word “our” with some actions. Help students read it and understand its meaning: our—our—our teacher—our classroom— our friends. Write it down on the blackboard.

②Show the picture of Mr Young on the PPT. (出示課件) Point to it and ask: Do you know him?

Ss: No, I don’t know.

T: He’s Mr Young.

Ask students to read it three times: young—young—Mr Young.

T: (Point to his white hair.) Is he old?

Ss: Yes, he is.

T: (Point to Mr/Miss X.) Is he/she old?

Ss: No, he/she isn’t.

Help students answer slowly: He / She is young. Write down the word“young”on the blackboard. Then teach: young—young—She’s young. He’s young. (Show some pictures of young stars.)(出示課件)

Lead students to compare the forms of “young” in “Mr Young” and “He’s young.” Help students find the difference and understand their meanings.

③T: Mr Young is old. And he’s very funny.

Show a word card of “funny”. Read it and help students understand its meaning.

T: fun-ny—fun-ny—funny. He’s funny. She’s funny. (Show some pictures of funny stars.) (出示課件) And I like funny teachers.

設(shè)計(jì)意圖：結(jié)合情景，先講解單詞，后梳理文章，由簡單到復(fù)雜。

(2)Learn the dialogue.

T: Wu Yifan and Oliver are talking about Mr Young now. Let’s watch the cartoon and read the dialogue after it. Try to know more about Mr Young.

Play the cartoon of“Let’s talk”. (出示課件) Let students read after it. Ask students to read the dialogue again and answer the following questions:

①Who is Mr Young? ②Is he young? ③Is he funny?

Check the answers with students. Lead students to make an introduction of Mr Young according to the answers like this: Mr Young is Wu Yifan and Oliver’s music teacher. He isn’t young. He’s old. And he’s funny.

(3)Read and act.

①Play the cartoon again. (出示課件) Let students read after it and try to imitate the intonation and the pronunciation of the recording. Then ask students to read together. At last ask students to read freely.

②Let students act out the dialogue in pairs. Several minutes later, take out some headwears and ask some students to act out.

③Choose the best performers with students and give awards.

(4)Retell the dialogue according to the blackboard.

Make a model first and then lead students to retell.

設(shè)計(jì)意圖：通過根據(jù)線索復(fù)述文章的練習(xí)，鍛煉學(xué)生的思維能力，語言組織能力，英語語言綜合運(yùn)用能力。

Step 3: Practice

1. Sharp eyes.

Show the words “tall, friendly, quiet, funny, young, old” on the PPT.(出示課件)Let students read them out quickly.

2. Talk about the stars and your teachers.

(1)I ask and you answer.

Choose three pictures of movie actors who students like very much. Ask and answer according to these pictures.

T: Who’s he/she?

Ss: He’s /She’s…

T: Is he/she funny/young/old?

Ss: Yes, he/she is. /No, he/she isn’t.

(2)Pair work.

Show some photos of students’ teachers one by one.  

T: Do you know him?

Ss: Yes, he is our…teacher.

T: Can you talk about your teachers?

Ss: …

Show the part of “Talk about your teachers” on page 4. Provide some sentences patterns “Who’s your…teacher?” “—Is she/he…? —Yes, she/he is. /No, she/he isn’t.” (出示課件) Let students ask and answer with their partners.

(3)Show time.

Ask some students to act out and encourage more students to participate in.

(4) Show time.

Step 4: Consolidation & Extension

Make a dialogue. 

(1)Make a model.(課件出示：一些名人或?qū)W生生活中接觸過的“熟人”的照片)

T: Do you know…?

Ss: No, I don’t. Who is he/she?

T: He’s/She’s my father/friend/grandpa/uncle/sister…

Ss: Is he/she…?

T: Yes, he/she is./No, he/she isn’t. I like him/her.

(2)Look and say.

Ask each student to draw a picture. Then let them imitate to talk about it with their partners.

(3)Show time.

Ask some students to show their dialogues and encourage more students to participate in.

板書設(shè)計(jì)

作業(yè)設(shè)計(jì)

完成《核心課堂》/《一本好卷》本節(jié)課習(xí)題。

教學(xué)反思

1.本節(jié)課采用Quick Flash的方法，通過讓學(xué)生在新學(xué)期伊始回憶熟悉的面孔并認(rèn)識(shí)新同學(xué)Oliver,然后從Oliver 的角度去認(rèn)識(shí)新老師，適時(shí)地導(dǎo)入新知并進(jìn)行新詞和核心句型的學(xué)習(xí)。

2.新詞的學(xué)習(xí)做到了詞不離句; 任務(wù)型教學(xué)法的采用強(qiáng)化了學(xué)生對(duì)文本的理解; 以學(xué)生為本，構(gòu)建有效的對(duì)話情境，引導(dǎo)學(xué)生自主合作；突出語言的語用功能，通過學(xué)科整合進(jìn)行拓展，讓學(xué)生學(xué)以致用，提升了學(xué)生的綜合語言運(yùn)用能力。

3.不同形式的朗讀及角色扮演，訓(xùn)練了學(xué)生使用正確的語音、語調(diào)，并在具體的語境中落實(shí)了核心句型的運(yùn)用。

4.板書簡潔清晰，重點(diǎn)突出，對(duì)學(xué)生的復(fù)述起到了很好的輔助作用。

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