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A Teaching Plan for “ My Friends ”- Unit 3 A: Lets learn Lets say教学内容：第三单元第一课时：A Lets learn; Lets say教学目标：认知目标： 1让学生能听、说、认读本课的词汇及词组：thin, strong, quiet, friends, long hair, short hair.2让学生初步掌握用所学的形容词描述自己的朋友，用“ He / She has long / short hair. He / She is thin / strong. He / She is ( not ) quiet. ”能力目标：1能够使学生简单地向别人描述自己的朋友。2鼓励学生用所学的语言在日常生活中进行交际。情感态度：注意培养学生与人交往的能力，培养学生的竞争意识。教学重点：1用句型：He / She has long / short hair. He / She is thin / strong. He / She is ( not ) quiet. 来描述自己的朋友。2词汇：hair, thin, strong, quiet教学难点：1发音：friends, thin 2名词复数的使用课前准备：1 教师和学生各准备一个funny face。教师将自己的funny face进行拍摄，为课件所用。2 教师拍二张学生的照片，为课件所用。3 多媒体课件一套。教学过程：一、Warm-up1. Sing a song: They are in the zoo.2. T: There are many animals in the zoo. Such as elephant, tiger, giraffe and so on. Now lets go the zoo. OK?课件出示：动物园，有giraffe, deer, elephant, monkey, rabbit. T: Look! This is a big zoo. What can you see? 引导学生用：I can see .回答，鼓励学生进行描述。比如：I can see an elephant. Its so big. It has a long nose.3. 结合上述环节，练说chant: Look at the elephant. Its so big. Look at the bird. Its so small. Look at the giraffe. Its so tall. Look at the deer. Its so short. Look at the monkey. The tail is so long. Look at the rabbit. The tail is so short.二、Presentation1. 课件出示孙悟空的图像，并快速隐去，让学生猜一猜：Who is he?引导学生用：Hes .进行猜测。学生猜出后，教师接上：Yes. Hes Monkey King, Sun Wukong. Look! Hes so thin. 进行单词thin的教学。教师要提醒学生在读thin时，注意咬舌尖儿。 进行句子的教学：He is thin. （可加上chant: Thin, thin. He is thin. ） 拓展：T（指着班上较thin的同学）XXX is thin. Lets find whos thin in our classroom? 教师点名学生进行回答。2. 教师就上述环节后，指着一名较strong的学生说：Is he thin? 学生会说：No.教师接上说：Yes, he is not thin. Hes strong. 课件引出：Yes, he is strong. Look, the superman is strong, too.进行单词strong的教学。 进行句子的教学：He is strong. （可加上chant: strong, strong. He is strong. ）拓展：Whos strong? 教师点名学生进行回答。对词汇:thin, strong 进行巩固操练。采用Pair work的形式。具体过程：（1）教师示范。教师先接上述环节进行对某些同学的描述：Look, this is XXX. He She is thin / strong. （2）学生做Pair work.教师示范几次后，“Now , please describe your partner: XXX is thin. Or , XXX is strong. OK?”请学生同桌进行操练。（3）反馈。点名几组同桌进行反馈。3. 教师就上述环节，指着刚才进行反馈的同学进行描述：Look, she has long hair. He has short hair.从而引出词组：long hair 和short hair.教读词组：long hair, short hair.4. 进行拓展：Who has long hair/ short hair? 进行游戏：Long hair, long hair, stand up.Short hair, short hair, stand up. 学说chant: Hair, hair, long hair. She has long hair.Hair, hair, short hair. He has short hair.5. 课件出示紫薇和小燕子的图片，问：Who is she? 学生回答： She is Ziwei. She is Xiaoyanzi. 并试着用所学的语言进行介绍。 教师接着描述，Yes. Ziwei is quiet. Xiaoyanzi is not quiet.帮助学生了解quiet的含义，并教读。 让学生试着描述她们：She is _. She is (not) quiet.6. 教师接着说：Ziwei is quiet. Xiaoyanzi is not quiet. But they are good friends. 教读friends.7. 教师导入课文对话：John has a friend.让学生观看课件Unit 3 Lets learn/A部分的图。教师问：Who is he ?(板书)教师请几个学生朗读课文对话，并根据他的描述猜出这个人是谁？教师播放本部分录音，让学生进行跟读。 三、Practice1. 教师描述： I have 2 friends. （课件出示两个同学的照片，教师进行介绍，同时课件出示句子。） This is _. He has short hair and big eyes. He is strong . He is not quiet. This is _. She has long hair and big eyes. She is thin. She is not quiet. Who is your friend? Can you describe your friends?教师先请几个优等生来描述自己的朋友，然后让他们在四人小组中进行介绍。2. 教师用课件出示一个很funny的画像，自己先描述，然后请学生拿出自己设计的funny face，介绍给你的好朋友。3. 学生自由上台介绍自己的funny face，如果有时间的话进行评选。4. 教师小结：Everyone has your friend. You are work and play together. Now lets chant. Work and play, work and play. In the classroom everyday. Work and play, work and play. We have fun everyday. 学生在chant声中结束本节课。板书设计：A: Lets learn My friends He quietthin / strong is She He short hairlong hair has
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