Let’s try & Let’s talk教学设计

作者：celia12451 | 发布时间：2024-04-24 14:06:49 收藏本文下载本文

Unit 1 What’s he like?

教材分析

本单元学习的主题是介绍人物外貌或性格特征。教学内容主要是围绕着给新同学介绍其他同学和谈论新老师展开。教学重点是能听、说、读、写句型“—Is he young/funny? —Yes, he is./No, he isn’t.”“—What’s he/she like? —He / She is kind/…”；能听、说、读、写单词“old, young, funny, kind, strict, polite, hard-working, helpful, clever, shy”。

教学目标

知识与能力目标:

句型

·能够听、说、读、写句型“—Is he young/funny? —Yes, he is./No, he isn’t.”“—What’s he/she like? —He / She is kind/...”

·能够在情景中运用句型“Is he/she young/…?”“—What’s he/she like? —He / She is kind/…”询问并回答某人的性格或外貌特征

· 能够在语境中理解单词“know”和句子“Do you know Mr Young?” “Ms Wang will be our Chinese teacher.”的意思，并能正确发音

·能够理解对话大意，按照正确的意群及语音、语调朗读对话并进行角色扮演

·能够在图片的帮助下理解吴一凡的日记；能够按照正确的意群及语音、语调朗读日记，并运用句型“He is hard-working/…”口头和书面描述机器人Robin及其他人物

词汇

·能够听、说、读、写单词“old, young, funny, kind, strict, polite, hard-working, helpful, clever, shy”

·能够在语境中运用这些单词询问并回答关于人物性格或外貌特征的问题，或运用这些单词描述人物性格或外貌特征

语音

·能够掌握字母-y的发音规则，即-y在单词词尾发/i/

·能够读出符合-y发音规则的单词，并能够根据发音拼写出符合-y发音规则的单词

·能够在单线上完成抄写句子的活动，做到书写规范

情感态度､文化意识､学习策略目标:

·树立正确的审美观，避免以貌取人

·能够在教师的帮助下进行be动词与人称代词的搭配小结，学会正确搭配

·能够根据-y的发音规则拼读、拼写单词

课时安排

第一课时： Part A Let’s try & Let’s talk

第二课时： Part A Let’s learn & Ask and answer

第三课时： Part A Let’s spell

第四课时： Part B Let’s try & Let’s talk

第五课时： Part B Let’s learn & Match and say

第六课时： Part B Read and write & Let’s check & Let’s wrap it up

The first period (第一课时)

Part A Let’s try & Let’s talk

▶教学内容与目标

课时教学内容

课时教学目标

Let’s try

·学生能够借助图片听懂简短对话，抓住关键信息，提高听的能力

·学生能够对新句型在听觉上有所感知，并完成听录音选图片活动

Let’s talk

·学生能够理解对话大意，能够按照正确的意群及语音、语调朗读对话并进行角色扮演

·学生能够在情景中运用句型“—Is he young/funny? —Yes, he is./No, he isn’t.”询问并回答某人的性格和外貌特征

·学生能够运用所学句型和参考词汇并根据教师的特点进行问答

·学生能够在语境中理解新单词“know”及句子“Do you know Mr Young?”的意思并正确发音

▶教学重点

1.学生能够理解和掌握本课时重点单词和句型。

2.学生能够在情景中运用句型“—Is he young/funny? —Yes, he is./No, he isn’t.”询问并回答某人的性格和外貌特征。

▶教学难点

学生能够灵活运用所学句型在情景中谈论人物的性格和外貌特征，实现语言输出。

▶教学准备

1. 预习《状元大课堂》《创优作业100分》《状元作业本》中本课时的相关内容。

2. PPT课件、课文录音、视频、卡片、照片、人物头饰等。

Teaching purpose①

采用快闪的手法，通过展示熟悉的面孔，让学生学习三会单词“know”，领悟句子“Do you know?”的含义。适时引出新同学Oliver，以Oliver为主线，可以有效地引导学生进一步学习本课时的内容。

▶教学过程

Step 1: Warm-up & Lead-in①

1. Greetings.

2. Sing the song—Who’s your teacher? （出示课件）

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. (出示课件) 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. (课件出示: Unit 1主情景图视频)

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！

Teaching purpose②

通过观察图片，引导学生猜测，让学生带着问题，有目的地听录音，培养学生的观察能力和逻辑推理能力。通过选出正确图片的任务引导学生进行描述，让学生有意识地感知目标句型。

Step 2: Presentation

1. Let’s try.②

T: Wu Yifan and Oliver see Mr Li. Here are three pictures. (出示课件) 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”. (出示课件) 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)

(课件出示:教材P4 Let’s try板块的听力材料)

Teaching purpose③

充分发挥多媒体和图片的作用，用图片对比、单词拆分等多种方法让学生理解新词的含义，并做到词不离句,为学生透彻理解对话扫清障碍,同时也可以培养学生的观察能力和逻辑思维能力。

2. Let’s talk.

(1) Teach some new words.③

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. (出示课件) 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 students.)(出示课件)

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

Teaching purpose④

任务型教学法能让学生对文本有比较全面的认识；根据问题的答案组织语言对人物进行描述，可以锻炼学生的语言表达能力，进一步强化学生对文本的理解。而不同形式的朗读旨在培养学生使用正确的语音、语调，并在具体的语境中落实核心句型的运用。利用板书让学生复述课文，加深对文本的记忆。

T: fun-ny—fun-ny—funny. He’s funny. She’s funny. (Show some pictures of funny students.) (出示课件) And I like funny teachers.

(2)Teach the dialogue.④

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”. (出示课件) 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.

Teaching purpose⑤

通过先引导学生进行操练，然后学生结对自主合作练习，最后进行展示等一系列的活动，强化学生对核心句型的理解和掌握，让学生在语言支架的帮助下，有话可说，增强学生的自信，激发学生的学习兴趣。

①Play the cartoon again. (出示课件) 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 headwear 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.

Step 3: Practice⑤

1. Sharp eyes.

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

2. Talk about your classmates and teachers.

(1)I ask and you answer.

Choose three pictures of students in the class. 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/her? Ss: Yes, he/she 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.” (出示课件) Let students ask and answer with their partners.

(3)Show time.

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

Teaching purpose⑥

通过学科整合进行拓展，构建有效的对话情境，创编对话，让学生学以致用，提升学生的综合语言运用能力。

(4) Show time.

(4) Show time.Step 4: Consolidation & Extension⑥

Make a dialogue.

(1)Make a model.

T: (Draw a picture on the blackboard.) 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.

▶板书设计

▶作业设计

1. Practice the dialogue.

2. Do the exercises. (见“状元成才路”系列丛书《创优作业100分》或《状元作业本》对应课时作业)

▶教学反思

1.本节课采用Quick Flash的方法，通过让学生在新学期伊始回忆熟悉的面孔并认识新同学Oliver,然后从Oliver 的角度去认识新老师，适时地导入新知并进行新词和核心句型的学习。

2.新词的学习做到了词不离句; 任务型教学法的采用强化了学生对文本的理解; 以学生为本，构建有效的对话情景，引导学生自主合作；突出语言的语用功能，通过学科整合进行拓展，让学生学以致用，提升了学生的综合语言运用能力。

3.不同形式的朗读及角色扮演，训练了学生使用正确的语音、语调，并在具体的语境中落实了核心句型的运用。

4.板书简洁清晰，重点突出，对学生的复述起到了很好的辅助作用。

▶Teaching Contents & Teaching Aims

Let’s try·Be able to understand the dialogue, grasp the key information and improve listening abilities.·Be able to perceive the key sentence patterns and tick the right answer.Let’s talk·Be able to understand the main idea of the dialogue and read the dialogue with correct sense groups, pronunciation and intonation and act it out.·Be able to use the target words and sentence patterns to ask and answer in context properly.·Be able to understand and read the word“know”and the sentence“Do you know Mr Young?” correctly.▶Teaching Priorities

·Be able to understand and master the key words and sentence patterns of this lesson.

·Be able to use the target sentence patterns to ask and answer in context properly.

▶Teaching Difficulties·Be able to talk about characters’ features by using the sentence patterns flexibly.▶Teaching Procedures

Teaching Stages	Teacher’ s Activities	Students’ Activities	Teaching Purposes
Warm-up & Lead-in	1. Greetings. 2. Sing the song—Who’s your teacher? 3. Lead-in. Show some pictures one by one and ask questions “Do you know him/her? Who is he/she?” Introduce a new classmate. Teach the new word “know”.	1. Greetings. 2. Learn to sing the song—Who’s your teacher? 3. Look at the pictures and answer the questions. Know the new classmate. Learn the new word “know”.	Learn the new word “know” and understand the meaning of the sentence “Do you know?” through the quick flash. Lead in the new lesson.
Presentation Presentation	1. Let’s try. Ask students to observe the three pictures and guess the answer. Play the recording of “Let’s try”. Check the answer with students. Ask some questions according to the right picture.	Observe the three pictures and guess the answer. Listen to the recording and tick the answer. Check the answer with the teacher. Answer the questions according to the right picture.	Lead students to guess by observing the pictures. Cultivate students’ observation and logical reasoning abilities. Help students perceive the key sentence patterns.
	2. Let’s talk. (1)Teach the new words. ①Teach the new word“our” in phrases and sentences. ②Teach the new word “young”. Compare the forms of it in “Mr Young” and “He’s young.” ③Lead students to learn the word“funny”with some pictures of funny students.	Learn and understand the new words “our, young, funny”. Know the difference of “young” and “Young”.	Understand the meanings of the new words by comparing and word splitting. And practice the new words in sentences. Reduce the difficulty of learning and stimulate students’ learning interest by using some pictures of students.
	(2)Teach the dialogue. Play the cartoon and let students know more about Mr Young. Ask some questions. Check the answers with students. Lead students to make an introduction of Mr Young according to the answers.	Watch the cartoon and know more about Mr Young. Read after the cartoon and find the answers to the questions. Check the answers with the teacher. Make an introduction of Mr Young.	Let students know the text thoroughly by answering the questions. Train students’ language competence by describing the character. Strengthen their understanding of the text.
	(3)Let students read and act. ①Play the cartoon again. ②Take out some headwear and ask some students to act out. ③Give awards.	Read after the cartoon again. Try to imitate the intonation and the pronunciation. Then read together. At last read freely. Act out the dialogue in pairs and choose the best performers.	Help students understand and deepen the impression of the text by retelling the text.
	(4)Make a model and then ask students to retell the text according to the writing of the blackboard.	(4)Retell the text according to the writing on the blackboard.	Make sure students can read the dialogues correctly and act them out.
Practice	1. Sharp eyes. Show the words “tall, friendly, quiet, funny, young, old” on the PPT. 2. Talk about your classmates and teachers.. (1) I ask and you answer. Choose some pictures of students in the class and ask “Who’s he/she? Is he/she…?” (2)Pair work. Show some photos of students’ teachers one by one. Provide some sentence patterns for students to use. (3)Show time. Ask some students to act out and encourage more students to participate in.	1.Read the words out quickly. 2. Answer the questions. Ask and answer in pairs according to the sentence patterns that the teacher provides. Show the dialogues in class.	Help students strengthen the key sentence patterns. Encourage students to show with the help of language support. Enhance students’ confidence. Stimulate students’ learning interest.
Consolidation & Extension	Make a dialogue. (1)Make a model. Draw a picture on the blackboard and talk about the picture with students. (2)Look and say. Ask students to draw a picture and talk about it with their partners. (3)Show time. Ask students to show their dialogues. Encourage more students to participate in.	(1)Talk about the picture with the teacher. (2)Draw a picture and talk about it with partners. (3)Show their dialogues with partners.	Create a natural and real situation to develop students’ comprehensive language using abilities.
Homework	1. Practice the dialogue. 2. Do the exercises.