Unit 3 My friends

教学内容

Story time ( Period 1 )

教师

    陈星焱

执教时间

2013.9.30

教学目标

1.会道别用语Goodbye并了解爆破音，拓展Bye. Bye-bye. See you.；

2.理解he和she所指不同之处，并根据图片或实际情况用He’s/ She’s … He’s/She’s my friend.来介绍不同性别的朋友；

3.会听说并运用friend，并区分friends与friend；

4.通过课堂及课后听老师、磁带或光盘录音进行模仿，在“朗读符号”的帮助下有声有色地，正确朗读、表演故事；

5.通过该故事的学习，引导学生要拥有热情、大方、友好的良好品质。

教学准备

PPT, 板书

教学环节

教师活动

学生活动

设计意图

Warm up

1. Free talk.

2. Let’s sing.

Play the flash of “My friends”. 

1. Free talk

2. Enjoy the song.

日常问候，复习旧知; 通过播放迪士尼卡通歌曲视频，使学生快速进入英语学习氛围，导入本课主题。

Pre-reading

Who’s she/he? She’s/ He’s…

1. T: I have some Disney cartoon friends. Who are they?

2. Let’s chant

He/She, He/She,

He’s Mickey/She’s Minnie.

He’s/She’s my friend.

Friend, friend,

He’s/She’s my friend

3. Look at these sentences, what rules can you find?

Teach: he’s/she’s= he/she is

T: Who"s she/he?

1. Ss see the pictures and answer: She’s…

       He’s …

2. Chant together.

3. S: Girls are she/she’s.

Boys are he/he’s.

S: She’s/He’s…

T-S1/2  S3/4-T  Ss answer.

利用迪士尼卡通人物的图片进行猜测游戏，激发兴趣，复习人物，引出新知。

通过朗朗上口的韵律诗，激发兴趣的同时，巩固新知。

培养学生自主探究发现的能力。

While-

reading

1. Encourage the students to watch the story and tick out the kids" names:  Some　of them are in the story. Who are they in the story?

2. Encourage the students to watch the story again and try to answer the questions:

a. What time is it?

Teach: Goodbye. Bye. Bye-bye. See you

b. Say a chant.

Mike and YL are saying goodbye. What are their relationships?

Teach: friends

T: How can YL introduce Mike? Who’s your friend?

3. Encourage the students to read the story, pay attention to the pronunciation and intonation.

1.       Watch and tick.

2.       Watch and answer.

a. p.m. “Goodbye”

b.   Goodbye

Goodbye, Yang Ling.

Goodbye, my friend.

Goodbye, Mike.

Goodbye, my friend.

S: He’s/ She’s …

He’s/She’s my friend.

T-S1/2 S3-T

Ss work in pairs.

3. Read the new sentences and try to understand ‘He’s/ She’s …

He’s/She’s my friend. （在老师的指导下标上朗读符号。）

看录像，选人物，整体感知，帮助学生再次复习第一单元人物。

通过看卡通回答问题，培养学生通过视听捕捉关键信息的能力。

注意爆破音的朗读。

三个问题递进推进，帮助学生逐层梳理。第三个问题启发学生提炼新句型，明确其语用功能，培养其思维能力。

培养学生的倾听和模仿能力，同时注朗读符号，使得学生的语音语调更好听。

Post-reading

1. Encourage the students to read the story in roles.

2. Create some situations, encourage the students to make dialogues：

3. Encourage the students to do the class work.

1. Read and act out the story in groups.

2. Present:

A: Who’s she/he?

B: She’s/He’s … She’s/He’s my friend.

B: Hi, I’m … I’m …’s friend.

C: Hi, I’m … I’m …’s friend, too.

Pair work

通过角色扮演，能运用所学交际用语进行简单交际。要求读音正确，语调自然。

通过创编对话，培养学生运用所学英语进行交际的意识和勇气。

Homework

Assign homework.

1.       Listen and read after the tape;

2.       Make a friend’s poster;

3.       Read the story with your friends.

养成良好的课后听读习惯以及复习习惯。

板书设计

                  Unit 3 My friends

                 Who’s she/he?       

                She’s/ He’s …

                She’s/ He’s my friend.

                I’m …’s friend, too.