1、 1 Recycle 1Recycle 1 第三课时 课时内容 Look and find; Read aloud and match the pictures; Play a game 课时分析 Look and find 活动主要复习第三单元中有关描述人物性格、外貌、穿着特征的句式与 词汇。图片中 Sarah 在描述她朋友的特征，Zhang Peng 正在思考她的朋友到底是谁。教材 中列出了两个描写性格特征的单词 quiet, friendly, 三个描写外貌特征的词 tall, thin, small, 以及四个描述穿着的词汇及短语：glasses, brown shoes, a blu
2、e bag, long hair， 最下方展示了四个人物：Fred, Kate, Ben, Ann。学生通过观察人物获取信息，来帮助 Zhang Peng 找到 Sarah 的朋友。这个活动可以帮助学生回忆第三单元相关知识，引导学生通过描 述人物特征来猜出人物的身份，从而练习相关的知识。 Read aloud and match the pictures 活动中包括两段对话。第一段是有关清扫教室的， 复习了第一单元的相关词汇和知识。 学生要根据它描述的内容在右边的两幅图片中选择相符 合的一幅。第二段对话是询问朋友身份的，复习了第三单元的相关知识。学生同样要选择出 符合描述的图片。之后可以引导学
3、生根据另外两幅图片续编对话，并进行表演，从而复习巩 固相关内容。 Play a game 中列出了涉及到前三个单元的五个问句，包括 What colour.? Who is.? How many.? Whats in.? 等。问句分列在“山”的两边，两个同学进行“登山”比赛， 谁答得又快又对，谁就第一个登上山顶，赢得比赛。学生在这样的竞赛游戏中复习巩固了 1 3 单元中的重点句式。 课时目标 1. 能够通过连一连，写一写的活动进一步复习、了解字母 Aa-Ii 的书写及其在单词里 的发音 2. 能够根据字母的发音规律拼读含有本字母的单词 课时重难点 1.重点： 能够通过连一连， 写一写的活动进一
4、步复习、 了解字母 Aa-Ii 的书写及其在单词里的发 音 2. 难点： 能够根据字母的发音规律拼读含有本字母的单词 教学准备 多媒体课件、录音机、磁带 教学过程 Step 1 Warm up 1. 播放歌曲 Friends. 学生齐唱歌曲并做动作。 Teacher：Boys and girls, lets sing a song together. Lets song Friends together. 设计意图：本课时的第一个活动目的为复习有关描述朋友的性格和特征的内容。因此， 以这首描述朋友特征的歌曲来热身， 使学生在上课伊始就做好知识上的准备。 同时这首歌曲 在演唱的同时还可以做各种相
5、应的动作， 可以极大地激发学生的学习兴趣， 并使他们集中注 意力。 Step 2 Lead in 2 1. 与学生谈论其朋友，复习相关知识。 Teacher：Do you have good friends? How many friends do you have? Whats your friends name? Is that a boy or a girl? Is he/ she tall? Is his/ her hair long? Is he/ she friendly? 设计意图：通过与学生之间的自由交谈，使学生在真实的语境中交流有关朋友的外貌、 性格、衣着等特征，复习相关知识
6、。为下一环节的活动做好准备。 Step 3 Presentation 1. 展示不同人物的图片，请学生描述其特征。 Teacher：Look at these boys and girls. Can you say something about them? Look at the first one. His name is Tom. He is short. His hair is short and brown. He has glasses. His shoes are black. His schoolbag is blue. Now its your turn. Choose on
7、e and say. 设计意图：通过指定人物让学生描述的活动，让学生复习、练习相关知识，检验学生能 否正确地描述人物的特征。 2. 完成 Look and find 活动。 Teacher：Please help Mike find Sarahs friend. Read the sentence that Sarah says. Then find the correct friends. 设计意图：在学生完成上一活动，回忆了相关知识之后，进行这个活动，检验学生的认 读能力。 Step 4 Practice 1. 请学生正确使用 Look and find 中的单词或短语描述活动中的其他三个
8、人物，请同 伴猜出。 Teacher：Lets do a pair work. Choose one student of these to be your friend. Say something about your friend. Let your partner guess who your friend is. Teacher: Show your dialogue, please. 设计意图： 检验学生能否正确认读重点词汇与短语， 同时检验学生能否正确地描述人物 的特征。 2. 游戏： Who is he? 请一名学生到讲台上背对大家站好。 教师请一名学生向他打招呼。 台上的学生
9、需要根据自己听到的声音， 以及不断地提问来获得线索， 猜出向他打招呼的同学 的名字。 Teacher: Now I will stand here. I dont look at you. One student says hello to me, please. Just one. Teacher: Is it a boy? Does he have glasses? What colour is his schoolbag? What colour are his shoes? His name is . Yes or no? Teacher: Now, who wants to gues
10、s? You, please, come to the front. Stand here, please. Look at the blackboard. Listen carefully. Say hello to him, please. （小 声对某一个同学说）Who is it? Please ask and guess. 设计意图：通过这个游戏使学生能够根据相应的描述猜出同学的身份。同时，也使学生 在老师的示范帮助下，学习如何通过提问去获得相应的重要信息。 3. 完成 Read aloud and match the pictures 的活动。 Teacher：Look at th
11、is picture. What are they doing? What does Mike do? What does John do? What about this picture? Whats in Teds hand? Talk about what you see, please. Teacher: Now listen to the dialogue and choose the correct picture. 3 Teacher: Show me your answer, please. Good. Teacher: Lets talk together. Who want
12、s to be Mike? Who wants to be John? Teacher: Please make a dialogue according to the other picture. Then show us. Teacher: Please show your dialogue now. Lets find the best group. 设计意图：先引导学生认真观察图片中人物的活动，再让学生听录音选择正确的图片。 之后表演对话。并根据没被选中的图片内容来自编对话并表演。在这个过程中，学生既要能 够认读相关内容，又要可以听懂相关句式，同时还能正确地表达、交流。第二段对话也依据
13、 这个过程进行。使学生在此活动中复习了第一单元和第三单元的相关重点知识。 4. 完成 Play a game 活动。 Teacher：Everyone did a good job. Now lets play a game. Look at the picture. Its a hill. Lets see who can climb the hill fast. How to climb it? Yes, you should answer the questions correctly. Lets see who the winner is. Teacher: Who wants to
14、play? We need four students. Two ask, two answer. Lets start. 设计意图：通过竞赛形式进行问答练习。使学生复习巩固 13 单元学习过的重点问答 句。 5. 介绍自己的好朋友。 Teacher: Please introduce your friend to us. You can thing about it for some minutes. And you can talk in your groups. Teacher: Show your friend to us, please. 设计意图：通过主动介绍自己的朋友，来综合使用
15、学习的重点词汇及语句，来提高学生 的口语表达能力。 Step 5 Summary 播放韵句：Tim is my friend. 学生齐唱。接着自己尝试编制韵句并唱一唱。 Teacher: Its time for a chant. Lets chant together. Tim is my friend. Hes tall and thin. Hes a good, good boy. Teacher: Now please make a chant of your friend. You can talk in groups. Teacher: Show me your chant, pl
16、ease. 设计意图：通过韵句来帮助学生复习总结本课时的重点知识，使学生在轻松的氛围中 复习总结相关知识。 课堂作业 一、 选出每组中不同类的一项。 ( ) 1. A. window B. maths C. Chinese ( ) 2. A. strong B. quiet C. picture ( ) 3. A. fan B. candy C. computer ( ) 4. A. quiet B. light C. fan ( ) 5. A. door B. window C. hair 二、为下列单词选择正确的图片。 ( ) 1. window A. B. ( ) 2. fan A. B
17、. 4 ( ) 3. notebook A. B. ( ) 4. key A. B. ( ) 5. shoes A. B. 三、为下列句子选择正确的问句。 ( ) 1. Its near the window. A. Where is it? B. Whats in the classroom? ( ) 2. Its on the light. A. Lets clean the classroom. B. Where is the bee? ( ) 3. An English book, a maths book and a Chinese book. A. What colour is y
18、our schoolbag? B. Whats in your schoolbag? ( ) 4. Its black and white. A. What colour are your shoes? B. Whats in your schoolbag? ( ) 5. His name is Tim. A. Whats his name? B. Whats her name? 四、阅读对话，判断正（T）误（F） 。 Sam：Mum, I have a new friend. Mum: Really? A Chinese friend? Sam: Yes, hes very friendly
19、. Mum: Whats his name? Sam: His name is Tom. Sam: He is tall and strong. His shoes are blue. Mum: Yes, he is. ( ) 1. Sam has a new friend. ( ) 2. Sams friend is tall and thin. ( ) 3. Tom is friendly. ( ) 4. Toms shoes are black. ( ) 5. Tom is strong. 答案： 一、1. A 2. C 3.B 4. A 5. C 二、1.B 2. A 3. A 4. A 5. B 三、1.A 2. B 3. B 4. A 5. A 四、1. T 2. F 3. T 4. F 5. T 板书设计 Recycle 1 What colour is .? Whos your best friend? Whats in your schoolbag? How many storybooks do you have? Whats in your classroom?
