SectionBMaterialanalysis

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Section B

Ⅰ. Material analysis

本节课主要活动是1a和2。进一步学习询问人物外貌特征的表达方法“What does he/she look like?”同时学习把某物给某人“give sth. to sb.= give sb. sth.”; 交际语言: Sorry, I don’t know her. Oh, I see. I’ll give it to her.等；另外，还将综合复习颜色、身体部位类单词以及询问国籍和描述他人外貌特征的表达法。语音板块将学习字母l, w和组合wh的发音规则。

Ⅱ. Teaching aims

⒈ Knowledge aims

能够掌握并应用新学习的单词: give, letter, sorry, like, tall, will, young等;

能够用英语询问和描述人物外貌特征的表达方法: She is tall and she has short brown hair;

能够用英语询问人物外貌特征的表达方法：What does she look like?

初步了解辅音字母l/ w/ wh 的读音规则。

⒉ Skill aims

能听懂有关询问人物外貌特征的表达方式；

能运用表示询问人物外貌特征的表达方式进行简单的交流；

能根据图片内容口头做对话；

能正确地朗读对话，并能注意语音语调；

能正确书写和使用新学习的单词。

⒊ Emotional aims

能够与同学积极合作，参与课堂活动，大胆实践；

能够认真、规范地书写单词；

能够培养学生善于观察周围人或物的能力。

Ⅲ. The key points and difficult points

⒈ Key points

正确使用英语描述人物外貌特征的表达法：She is tall and she has short brown hair;

正确使用表示询问人物外貌特征的表达方法：What does she look like?

. 正确使用实义动词：have /has及其否定形式don’t/doesn’t have。

正确使用助动词：do/does。

⒉ Difficult points

正确使用实义动词：have /has，特别是have的第三人称单数否定形式;

助动词do/does的应用；

能够掌握由What引导的询问人物外貌特征的表达法；

辅音字母l/ w/ wh 的读音规则。

Ⅳ. Learning strategies

能培养借助图片听说的习惯。

Ⅴ. Teaching aids

录音机、教学挂图、闪卡和黑板。

Ⅵ. Teaching procedures

Step

Interaction patterns

Student activity

Teacher activity



Introduction

(6minutes)

1.The whole class

work.

2.Individual work.

3.The whole class work.

4.Individual work.

1.Students greet with the teacher, “Good morning, Miss Chen.”

2.Do 3. Students answer the question one by one, “It’s red. It’s white. It’s blue.”

3.Students answer the question, “He is from Cuba.”

4.The student describes, “He has brown hair and black eyes.”

1.The teacher greets with students, “Good morning, boys and girls.”

2.Show the first picture of 3, then ask the question, “What color is it?” Point at the flag and ask students to answer the question one by one.

3.Ask the next question, “Where is he from?”

4.Ask, “What does he look like?”（老师解释：他长什么样？）Let one student describe the boy.(老师以相同的方式呈现以下三幅图片)



Presentation

(12minutes)

1.Pair work.

2.The whole class work and individual work.

3.The whole class work and individual work.

4.Pair work.

1.Do 1a. Students ask and answer in pairs：

A:What does she look like?

B: She has…

2.Read the word after the teacher;

Some students make some examples with: give sth. to sb./ give sb sth.

3.Students listen to the tape and pay attention to the question;

One student answers the question: To Maria;

Then all students follow the tape.

4.Students read the dialogue in pairs;

And two pairs act out the dialogue.

1.Show a picture of Maria, then let students describe the picture in pairs.

2.Show a letter to students and says:“Here is a letter for Maria.” Then teach the word “letter” for several times; The teacher then says: “Please give the letter to her.” (老师做出相应的动作并解释give sth. to sb.= give sb. sth.) Let students make some examples.

3.Play the tape and ask students to pay attention to the question: Whom is the letter to?

Then cho 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。 要想作对此题，必须分析听力内容。因此，通过多做听力题，才能不断总结做题技巧，培养学生的听力能力。



Ⅶ. Blackboard design

What does she look like?

Section B

Sounds:

1.What color is it? It’s… gives sth. to sb. /l/ /w/

2.Where is he from? He is from… gives sb. sth.

3.What does she/he look like?





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