The fifth period（第五课时）教案
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The fifth period(第五课时)
Part B Let’s learn & Say and draw
?教学内容与目标
课时教学内容
课时教学目标
Let’s learn
·能够听、说、认读短语“long hair, short hair, brown shoes, blue glasses, a green bag”
·能够运用上述短语描述人物的外貌特征及衣着打扮
·能够理解不同的句型可以表达相同的意思，如“His glasses are blue.”也可以表达为
“He has blue glasses.”，提高学生灵活运用语言的能力
Say and draw
·通过活动，复习巩固重点句型“He has…”及Let’s learn板块所学的短语
·培养学生的口语表达能力和综合实践能力
?教学重点
1. 能够听懂、会说、认读单词“hair, shoes, glasses”。
2. 能够听懂、会说、认读句型“He has…”“His…is /are…”。
?教学难点
1. 能够熟练且正确地描述人物的外貌特征及衣着打扮。
2. 关注名词单复数的变化。
?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、单词卡片等。
?教学过程 Step 1: Warm-up & Lead-in
1. Sing a chant.
Play the chant in “Let’s chant” on page 25.（课件出示：教材P25 Let’s chant板块的chant）Get students to chant together.
2. Lead-in.
Point to a student and ask other students to try to describe his/ her characteristics by using the key sentence structures they have learned.
Step 2: Presentation
1. Create a situation.
(1) Show the outline of Sarah.（课件出示：Sarah的外轮廓）
T: I have two new friends. Who are they? Guess! Now, let’s have a look!
Ss: She is a girl. She is tall and thin.（Get students to describe her characteristics.）
T: Look at her hair.（Point to her hair.）
Teach the word “hair/he?(r)/” and ask students to read it after the teacher.
T: It’s long. (Show students the meaning of “long” by gestures.) Her hair is long. She has long hair.
Write down the sentence “She has long hair.” on the blackboard.
Ss: She is…
According to the description and the observation, let students guess her name. Then show a complete picture of Sarah. (课件出示：Sarah的完整图像)
T: Oh, it’s Sarah. Sarah has long hair.
Teach the phrase “long hair” and the sentence “She has long hair.” Point to the other girls with long hair in class, and practice the sentence.
(2) Point to a girl with short hair in the class.
T: But she has short hair. (Show students the meaning of “short” by gestures. Write down the phrase “short hair” on the blackboard.)
Point to a boy with short hair in the class and say out the phrase “short hair”. Ask students to read the phrase while doing some actions. Practice the phrase “short hair” and the sentence “He/ She has short hair.”
T: Who has short hair in our class?
Get students to answer the question with the sentence “He/ She has short hair.”
T: Yes. His/ Her hair is short.
Write down the two sentences, and ask students to make a comparison.
(3) Show the outline of Wu Yifan on the PPT. (课件出示: 吴一凡的外轮廓) Lead students to say the sentences “He is a boy. His hair is short. / He has short hair.”
Then present Wu Yifan’s green schoolbag and blue glasses on the PPT. (课件出示：吴一凡的绿书包和蓝眼镜)
Teach the phrases “blue glasses, a green bag”.
Ask students to use the key sentence structures “He has…” or “His…is/ are…” to introduce the boy.
S1: He has blue glasses. He has a green bag.
S2: His glasses are blue. His bag is green.
Present a complete picture of Wu Yifan.（课件出示：吴一凡的完整图像）
T: (Point to the picture.) It’s Wu Yifan.
(4) Point to a boy in the class.
T: Look! What colour are his shoes?
Ss: …
T: His shoes are… And we can say, “He has…shoes.”
Then present some pictures of shoes in different colours on the PPT. Lead students to say “…shoes”.
Write down the sentence “His/ Her shoes are…” “He/ She has…shoes.” on the blackboard.
2. Let’s learn.
T: My another friend is Wu Yifan. And he is Mike’s good friend, too. Let’s listen and read.
（1）Show the picture of “Let’s learn” on the PPT. Play the recording. (课件出示：教材P28 Let’s learn板块的图片及音频) Ask students to read after it and pay attention to the pronunciation and the intonation. Lead students to read the words together and have a competition in different groups. For example: Group 1 PK Group 2, boys PK girls.
（2）First, make a model with a student. Then lead students to ask and answer in pairs.
（3）Ask some students to act out the dialogue.
3. Talk in class.
Show pictures of the other two characters in “Let’s learn” on the PPT. (课件出示：教材P28 Let’s learn板块另外两个人物的图片)
Ask students to imitate the dialogue between Mike and Chen Jie and discuss the appearances and other characteristics of the two characters.
Make a model:
A: My friend has brown shoes.
B: It’s Amy. Her shoes are brown.
Step 3: Practice
1. Find friends.
The teacher takes out the prepared phrase cards and lets students say the equivalent phrases of the card in groups.
Like this:
Group 1 shows the card “long hair”.
S1: Long hair.
S2: Short hair.
Group 2 shows the card “long arms”.
S1: Long arms.
S2: Short arms.
Group 3 shows the card “a red bag”.
S1: A red bag.
S2: A green bag.
2. Find and match.
The teacher shows photos of three cartoon characters with descriptions on the PPT and ask students to find and match. (课件出示：卡通人物及其相应描述)
3. Guess in groups.
Divide students into groups of four. Let students take turns describing one member of the group and the others in the group guess who he or she is.
Make a model:
T: He is a boy. He has short hair. He has black glasses. He has blue shoes. Who is he? Guess!
Ss: He is…/His name is…
4. Say and draw.
(1) Talk about the main scene picture of Unit 3.
Present the main scene picture of Unit 3 and talk about the picture. （课件出示：Unit 3主情景图）
(2) Say and draw.
Present the picture of “Say and draw”. (出示课件)
The rule: One person introduces the characteristics of his/her friend. The other draws the corresponding character on the paper.
Make a model:
T: I have a friend. He has short hair. He has red glasses. He has brown shoes…
Ask students to draw the boy.
Let students say and draw in pairs according to the rule. At last, select the pair that performs best.
Step 4: Consolidation & Extension
Do a survey.
Show the form on the PPT. Let students investigate each other about the length of their hair, the colours of the shoes and whether or not have glasses in groups.
Ask students to report the results of the survey in the group after completing the survey.
Make a model：
I have a friend. His/ Her name is… He/ She has…hair. His/ Her shoes are… He/ She has/ doesn’t have glasses.
?板书设计
?作业设计
1. Read the vocabulary after the recording.
2. Describe a friend with the key sentence structures and write them down.
3. Do the exercises.（见“状元成某某”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. 本课是词汇和句型的新授课。新课教学前，通过歌曲和对话的方式帮助学生复习了上节课所学的知识，为本节课做了铺垫。
2. 结合课件及师生互动讲授新知，将新授词汇融入句子教学中，既能帮助学生将词汇灵活地运用到句子中，同时也能在句子中巩固所学词汇，二者相辅相成，互相促进。
3. 呈现本单元主情景图，通过画画让学生在玩乐中练习巩固词汇和句型，让英语课堂生动起来。
4. 在小组内完成调查报告，让学生能够运用所学语言去描述身边的朋友和亲人。
5. 板书设计清晰明了，重点突出，起到了很好的辅助作用。
?Teaching Contents & Teaching Aims
Let’s learn
?·Be able to listen, speak and read the phrases “long hair, short hair, brown shoes, blue glasses, a green bag”.
?·Be able to use the phrases above to describe the character’s appearances and dress.
?·Be able to understand that different sentence structures can express the same meaning and improve students’ ability to use language flexibly.
Say and draw
?·Be able to help students review and consolidate the key sentence structures and the phrases they have learned in “Let’s learn” with the activity.
?·Cultivate students’ oral expression ability and comprehensive practice ability.
?Teaching Priorities
·Be able to listen, speak and read the words “hair, shoes, glasses”.
·Be able to listen, speak and read the sentence structures “He has…”“His…is/are…”
?Teaching Difficulties
·Be able to describe character’s appearances and dress skillfully and correctly.
·Pay attention to the changes of singular nouns and plural nouns.
?Teaching Procedures
Teaching Stages
Teacher’ s Activities
Students’ Activities
Teaching Purposes
Warm-up
&
Lead-in
1. Sing a chant.
Play the chant on the PPT.
2. Lead-in.
Point to a student and ask other students to describe him/ her.
1. Sing the chant together.
2. Describe the student’s characteristics by using the key sentence structures they have learned.
Through the chant and the description, help students review the phrases and the sentence structures they have learned.
Presentation
1. Create a situation.
（1）Teach“hair, long hair”.
（2）Teach“short hair”.
（3）Te 内容过长，仅展示头部和尾部部分文字预览，全文请查看图片预览。 es and the phrases in this unit.
Consolidation
&
Extension
Do a survey.
Show a survey form on the PPT.
1. Do a survey in groups.
2. Report in the group.
Lead students to consolidate the key points of the course and overcome the difficulties by completing the survey and report. Cultivate students’ ability to use language synthetically.
Homework
1. Read the vocabulary after the recording.
2. Describe a friend with the key sentence structures and write them down.
3. Do the exercises.
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