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中小学教育资源及组卷应用平台
中小学教育资源及组卷应用平台
中小学教育资源及组卷应用平台
四年级上册 Unit 2 My friends 单元整体教学设计
一、单元内容和分析
本单元的主题内容是：同伴交往与友好互助。单元的各个板块呈现了朋友不 同的外貌和性格特征，以及朋友共同参与的活动，旨在引导学生理解每个朋友都 有自己的特点，朋友之间应该相互尊重、友爱互助。学生通过本单元的学习，能 描述朋友的外貌、性格特征以及和朋友经常一起做的事情，解释两个人成为朋友 的原因； 能制作“最好的朋友 ”图片小书，并借助其介绍自己的朋友。本单元和 第一单元围绕问题“How do families and friends grow and help one another ”展开， 共同引导学生探究家人之间与朋友之间相互帮助 、共同成长的内容。
中小学教育资源及组卷应用平台
中小学教育资源及组卷应用平台
中小学教育资源及组卷应用平台
21世纪教育网(www.21cnjy.com)
21世纪教育网(www.21cnjy.com)
21世纪教育网(www.21cnjy.com)
l 教材横向关联
Unit Book 3 Unit 1 Book 3 Unit 2 Book 3 Unit 4
Topic Helping at home My friends Helping in the community
Language focus Talk about jobs of family members and helping family. Describe friends and talk about best friends. Talk about jobs in the community and introduce volunteering activities.
l 教材纵向关联
Unit Topic Content
Book 1 Unit 1 Making friends 学习如何结交新朋友 、如何与朋友相处
Book 3 Unit 2 My friends 学习描述朋友的外貌、性格特征、经常一起做的事情
Book 5 Unit 1 Different friends 学习朋友有哪些不同的性格特点 、能力与爱好
Book 5 Unit 2 My feelings 学习朋友之间如何相互合作
二、单元教学目标
通过本单元的学习， 学生能够：
1. 通过介绍自己朋友的性格和外貌特点等， 理解朋友各有不同特点与长处， 可以根据性格、爱好等选择自己的朋友；朋友之间相处时应尊重差异、相互帮助、 共同成长。
2. 介绍自己朋友的姓名、外貌特征、性格特点，以及和朋友经常一起做的事； 认真听对方的表达并通过主动提问、评价和补充想法来推进对话；理解物主代词 his 和 her 的区别， 并在表达中恰当运用。
3. 利用主题分类法及图片信息识别和梳理有关朋友外貌、性格特征及朋友间 经常一起做的事情的词汇； 通过对比学习， 理解动词第三人称单数的变化规律， 并在描述自己的朋友时恰当运用。
4. 感知 、辨别字母组合 sh 的发音， 并根据单词中字母组合与其发音的对应 关系拼读和拼写单词。
5. 通过认真阅读语篇、观察配图及联系自己的生活经历理解语篇的主要信息， 了解如何简单描述人物；借助思维导图比较朋友之间外貌和兴趣爱好的异同，并 根据提示完成在语境中抄写单词和词组补全句子的任务。
中小学教育资源及组卷应用平台
中小学教育资源及组卷应用平台
中小学教育资源及组卷应用平台
三、单元课时分配
本单元通过问题链“What makes your friends special ”（单元问题）—“Who are your friends ”（A 部分问题）—“How do we choose our friends ”（B 部分问题） 架构单元学习目标并串联单元学习内容，引导学生在解决问题和完成任务的过程 中针对单元主题形成自己的认识，构成包含目标、活动、情境、知识、技能和评 价的整体设计。各课时围绕单元主题展开，既相对独立，又相互关联。学习活动 按照学习理解、应用实践和迁移创新三个层次逐步展开，构建基于主题的结构化 知识，发展语言运用能力。学生通过螺旋上升式的探究，逐渐深入理解每个朋友 都有不同特点和长处， 我们需要尊重 、信任和关爱自己的朋友。
语篇 核心词汇 核心句式 技能与策略学习要点
1. Who are your friends 有关外貌和性格 特征的表达（形容 词和形容词短语）： tall and strong, kind, long hair, short hair, short and thin, quiet 询问 、介绍朋友的姓名： What’s your friend’s name What’s his/her name Who is he/she His/Her name is ... He/She is ... 描述朋友的外貌和性格特征： He/She is ... He/She has ... 1. 能够通过听录音 、看图 、 看动画， 获取语篇关键信息； 能够理解对话大意，了解从哪 些方面向他人介绍朋友，理解 朋友相处时应互相帮助。 2. 能够在语境中初步感知主 语为第三人称单数时动词的 变化；理解物主代词 his 和her 的区别， 并在表达中恰当运 用。
2. How do we choose our friends 和朋友经常一起 做的事（动词短 语）： read books, help me with, play games, play football 询问对方最好的朋友： Who’s your best friend 回答并描述自己的好朋友： He’s/She’s ... He/She has ... He/She often ... 1. 能够通过听录音 、看图 、 看动画， 获取语篇关键信息； 能够理解对话大意，理解朋友 各有特点与长处，可以根据性 格 、爱好等选择自己的朋友。 2. 能够在语境中进一步理解 主语为第三人称单数时， be 动词 、have 和行为动词的变 化， 并在描述朋友时恰当使 用。
3. Wha t makes your friends special sh 的发音词汇： shell, share, shoo, fish, English, she, ship, shop, short 询问、描述朋友的外貌和性格 特征： What does he/she look like He/She has ... 询问 、描述朋友经常做的事： What do you do together He/She often ... We often ... We can share. 1. 能辨别字母组合 sh 的发 音， 归纳其发音规则。 2. 通过阅读故事， 进一步理 解朋友可以有不同的类型，动 物或其他事物也可以成为我 们的朋友；人们会因为不同原 因选择合适的朋友，朋友之间 要友好相处、相互帮助、共同 成长。
4. Mak e a book about your friend 形容词短语和动 词短语： tall and strong, kind, long hair, short hair, short and thin, quiet, read books, help me with, play games, play football 运用学过的句式描述最好的 朋友， 并形成短文： My best friend is ... He/She is ... He/She has ... He/She often ... We ... 1. 课堂观察。 2. 针对单元问题链进行课堂 问答。 3. 结构化思维工具： 制作有 关自己最好的朋友的外貌特 点、性格特征以及相处活动的 思维导图。
四、分课时教学设计
（详见附页）
中小学教育资源及组卷应用平台
中小学教育资源及组卷应用平台
中小学教育资源及组卷应用平台
Unit 2 My friends
第一课时： Who are your friends
授课内容 A Let’s talk（谈论朋友外貌和性格特征的对话） A Let’s learn（有关外貌和性格特征的词汇）
语篇研读 【What】本课时是本单元的第一课时，语篇呈现了 John 和妈妈谈 论自己新朋友张鹏的情境， John 为妈妈展示学校郊游时和张鹏的 合照， 照片中体现了张鹏的外貌特征和乐于助人的性格特点。 【Why】对话中妈妈询问张鹏的姓名以及 John 评价张鹏性格特点 的话语， 体现了说话者可以通过提问或作出评价推动对话继续的 交际策略。对话中“He often helps me.”第一次呈现了主语为第三人 称单数时动词的变化， 引导学生感知英语动词变化与句子中主语 的人称和数的对应关系。 【How】语篇引导学生运用“What’s your friend’s name ”询问对方 朋友的姓名， 并运用“His/Her name is ...” 回答， 同时运用 “He’s/She’s ... He/She has ...”描述自己朋友的外貌和性格特征。
教学目标 通过学习本课时， 学生能够： 1. 通过听录音、看图、看动画，获取 John 的新朋友的姓名、外貌 特征和性格特点等信息； 能够理解对话大意， 了解从哪些方面向 他人介绍朋友， 理解朋友相处时应互相帮助 。（学习理解） 2. 听 、说 、认读核心句型 “His/Her name is ...” 以及 “He’s/She’s ... He/She has ...”，听、说、认读 kind、quiet、tall and strong、short and thin 、long hair 、short hair 等形容人物性格和外貌特征的核心单词 和词组， 并运用其介绍自己朋友的姓名 、描述朋友的外貌和性格 特征 。（应用实践） 3. 在语境中初步感知主语为第三人称单数时动词的变化； 理解物 主代词 his 和 her 的区别， 并在表达中恰当运用 。（应用实践） 4. 利用主题分类法及图片信息识别和梳理有关朋友外貌 、性格特 征的词汇， 结合句型描述朋友的外貌特点和性格特征 。（迁移创 新）
教学重难点 教学重点： 1. 掌握有关外貌和性格特征的核心单词和词组： tall and strong, kind, long hair, short hair, short and thin, quiet。 2. 掌握询问 、 介绍朋友姓名的核心句型： What’s your friend’s name What’s his/her name Who is he/she His/Her name is ... He/She is ... ；掌握描述朋友的外貌和性格特征的核心句型：He/She is ... He/She has ... 教学难点： 1. 用重点词汇和句型开展对话。 2. 在实际情境中运用所学的核心内容描述朋友。
教辅资源 PPT, pictures, blackboard design
中小学教育资源及组卷应用平台
中小学教育资源及组卷应用平台
中小学教育资源及组卷应用平台
教学过程 教学活动 效果评价
Pre- learning 1. Play a guessing game T presents riddles and Ss read and guess. 2. Sing a song Ss a song about friends to warm up. 3. Listen and chant Ss chant and answer questions. l Which one is Tim Why l Is Lily tall and thin too l What’s Lily like 4. Think and talk Ss talk about their own friends. l Who is your friend l What’s your friend like 通过课前游 戏 、 歌谣热 身和谈论环 节， 观察学 生 的 参 与 度。 教师观察学 生对旧知的 掌握程度， 以及他们的 知识储备。
【设计意图】本阶段的学习活动旨在课前预热 、复习旧知 、引入新话题。
While- learning 1. Listen and say T plays the audio. Ss listen and find out John’s new friend. 2. Listen and read T presents the dialogue with missing words. Ss listen to the tape again, view the pictures and fill in the blanks. 3. Language points T further explains “his” and “her”, “he” and “she”, “is” and “has” . Ss follow the example and make more new sentences. 4. Listen and imitate Ss read after the tape and try to imitate. Ss read and act out the dialogue in pairs. 教师仔细倾 听学生的描 述， 及时纠 正和评价 。 初步感知语 用。 教师留意学 生的相关表 达 是 否 准 确， 及时指 导。
【设计意图】本阶段的学习活动旨在训练学生的读图能力、听力能力和语言表达 能力，通过由易到难的教学环节，理解本课时的核心句型和词汇，照顾基础薄弱 的学生同时又能训练学生的高阶思维，增加语言表达，为后面的实践运用做准备。
Post- learning 1. Choose and fill T presents a reconstructed passage. Ss review the text and fill in the blanks. 2. Listen and repeat T presents the picture and the audio of Let’s learn. Ss read the words and phrases after the tape. 3. Read aloud T presents sentences made by key phrases. Ss practise reading. 教师留意学 生对课文的 掌握程度和 单词拼写； 观察学生关 于好朋友的 描述， 并及 时给予语法 指导。
中小学教育资源及组卷应用平台
中小学教育资源及组卷应用平台
中小学教育资源及组卷应用平台
4. Make a card T guides Ss to summarize Mike’s appearance and characteristics by making a card. Ss make a new card by describing their own friends. 5. Summary Ss summarize phrases and sentences learned in this lesson. 6. Self-Assessment T guides Ss to assess how well the learned this lesson. 指导学生运 用多种思维 技能， 帮助 理 解 本 课 时。
【设计意图】本阶段的学习活动旨在帮助学生在迁移创新的语境中，应用所学语 言，描述自己和朋友以及经常和朋友一起做的事，提升语言的综合表达能力， 同 时引导学生思考本课时子问题“如何选择朋友 ”。
Homework 1. Review the dialogue (choose one to do and you may make a video). ★ Read the dialogue. ★★ Act out the dialogue with your friends. ★★★ Imitate and make up a new dialogue. 2. Finish Page 1 of the homework brochure.
Assessment
Board design
中小学教育资源及组卷应用平台
中小学教育资源及组卷应用平台
中小学教育资源及组卷应用平台
Unit 2 My friends
第二课时： How do we choose our friends
授课内容 B Let's talk（谈论自己最好朋友的对话） B Let's learn（有关好朋友经常一起做什么的词汇）
语篇研读 【What】本课时是本单元的第二课时， 语篇呈现了张鹏和 Amy 谈论各自好朋友的情境， 通过描述自己的好朋友， 解释两个人成 为好朋友的原因。 【Why】对话中不仅复现了 A 部分描述朋友性格特征的语言， 同 时引导学生进一步理解动词第三人称单数的变化规律 。Amy 在回 答后继续询问张鹏最好的朋友是谁的话语， 体现了说话者可以通 过提问推动对话继续的交际策略。 【How】语篇引导学生运用“Who’s your best friend ”“My best friend is ... He’s/She’s ... He/She often ... ”针对自己最好的朋友进行 交流与表达， 介绍对方为什么会成为自己的好朋友。
教学目标 通过学习本课时， 学生能够： 1. 通过听录音、看图、看动画，获取有关 Amy 和张鹏各自好朋友 的姓名以及性格特点的信息； 能够理解对话大意， 理解朋友各有 特点与长处， 可以根据性格 、爱好等选择自己的朋友 。（学习理 解） 2. 听 、说 、认读核心句型 “Who’s your best friend ”“He’s/She’s ... He/She has ... He/She often ...”，听、说、认读 reads books、helps me with Chinese 、play games 、play football 等动词词组， 并运用它们 询问对方最好的朋友、向他人介绍自己和朋友一起做的事情 。（应 用实践） 3. 在语境中进一步感知主语为第三人称单数时，be 动词、have 和 行为动词的变化， 并在表达中恰当运用 。（应用实践） 4. 利用主题分类法及图片信息识别和梳理有关朋友在一起时所做 事情的词汇，结合所学句型，尝试使用思维导图描述朋友的外貌、 性格以及经常做的事情 。（迁移创新）
教学重难点 教学重点： 1. 掌握有关和朋友经常一起做的事的核心词组： read books, help me with, play games, play football。 2. 掌 握 询 问 对 方 最 好 的 朋 友 的 核 心 句 型： Who’s your best friend ； 掌握回答并描述自己的好朋友的核心句型： He/She is ... He/She has ... He/She often ... 教学难点： 1. 用重点词汇和句型开展对话。 2. 在实际情境中运用所学的核心内容描述朋友。
教辅资源 PPT, pictures, blackboard design
中小学教育资源及组卷应用平台
中小学教育资源及组卷应用平台
中小学教育资源及组卷应用平台
教学过程 教学活动 效果评价
Pre- learning 1. Sing a song Ss sing a song about friends to warm up. 2. Read and review Ss read words, phrases and sentences in Period 1 to review. 3. Think and say Ss talk about Ao Bing, Master Taiyi and Boundary Beast with sentence patterns in Period 1. 4. Free talk Ss talk about their own friends with sentence patterns in Period 1. 通过课前热 身 、 复习朗 读环节， 观 察学生的参 与度。 教师观察学 生对旧知的 掌握程度， 以及他们的 知识储备。
【设计意图】本阶段的学习活动旨在课前预热 、复习旧知 、引入新话题。
While- learning 1. Listen and answer T presents pictures of the dialogue. Ss view, guess, listen and find out. T: Who’s Amy’s best friend Who’s Zhang Peng’s best friend Why Ss: Amy’s best friend is ... Zhang Peng’s best friend is ... She/He ... 2. Language points T further explains “makes me smile” and “helps me with English” . Ss make more new sentences with the pattern. 3. Grammar points T presents third person singular verbs. Ss read, observe, compare and try to summarize. T explains grammar points of-s verb forms. 4. Sing and choose Ss sing a song about third person singular verbs. Ss do some exercises about third person singular verbs. 5. Listen and imitate Ss read after the tape and try to imitate. 教师仔细倾 听学生的描 述， 及时纠 正和评价 。 初步感知语 用。 教师留意学 生的相关表 达 是 否 准 确， 培养学 生的三单意 识。 教师留意学 生的参与度 和专注度。
【设计意图】本阶段的学习活动旨在训练学生的读图能力、听力能力和语言表达 能力，通过由易到难的教学环节，理解本课时的核心句型和词汇，照顾基础薄弱 的学生同时又能训练学生的高阶思维，增加语言表达，为后面的实践运用做准备。
中小学教育资源及组卷应用平台
中小学教育资源及组卷应用平台
中小学教育资源及组卷应用平台
Post- learning 1. Listen, fill and match T presents the dialogue with missing words. Ss listen to the tape and fill in. Ss match pictures with key phrases. 2. Pair work T presents a mind map of “ ...is” “ ...has” and “ ...often” . Ss describe their own best friends with sentence patterns and phrases learned in Period 1 and Period 2. 3. Watch and discuss Ss watch a video and discuss what real friends are. 4. Summary Ss summarize what they learned in this lesson. 5. Self-Assessment T guides Ss to assess how well they learned in this lesson. 教师留意学 生对课文的 掌握程度和 单词拼写； 观察学生关 于好朋友的 描述， 并及 时给予语法 指导。 指导学生运 用多种思维 技能， 帮助 理 解 本 课 时。
【设计意图】本阶段的学习活动旨在帮助学生在迁移创新的语境中，应用所学语 言，描述自己和朋友以及经常和朋友一起做的事，提升语言的综合表达能力， 同 时引导学生思考本课时子问题“How do we choose our friends ”。
Homework 1. Review the dialogue (choose one to do and you may make a video). ★ Read the dialogue. ★★ Act out the dialogue with your friends. ★★★ Imitate and make up a new dialogue. 2. Finish Page 2 of the homework brochure.
Assessment
Board design
中小学教育资源及组卷应用平台
中小学教育资源及组卷应用平台
中小学教育资源及组卷应用平台
Unit 2 My friends
第三课时： What makes your friends special
授课内容 A Let's spell（有关字母组合 sh 发音规则的配图故事） C Reading time（Matt 向朋友介绍自己好朋友的趣味拓展阅读语篇）
语篇研读 【What】本课时是本单元的第三课时， 第一个语篇通过一则讲述 关于寄居蟹和海葵之间共生互助关系的配图故事呈现了辅音字母 组合 sh 的发音/∫ /，第二个语篇则是 Matt 向他人描述自己好朋友（宠 物小狗） 的趣味故事。 【Why】两个语篇均延续了本单元“ 同伴交往与友好互助 ”的主 题内容 。海葵和寄居蟹成为朋友 、互帮互助的小故事一方面渗透 了寄居蟹和海葵互利共生的生物学知识， 另一方面呈现了寄居蟹 和海葵各自不同的特点； 宠物小狗也是人类朋友的小故事则进一 步补充朋友可以有不同的类型， 朋友也有着不同的特点 。指向了 开篇页的单元问题“What makes your friends special ”。 【How】两个语篇不仅呼应了 A 、B 部分描述朋友外貌特征的内 容和朋友经常在一起做的事情的相关内容， 还通过呈现含有字幕 组合 sh 的单词，归纳 sh 的发音，引导学生根据发音规则拼读、拼 写单词。
教学目标 通过学习本课时， 学生能够： 1. 通过听录音、模仿跟读故事，辨别字母组合 sh 的发音，归纳其 发音规则 。（学习理解） 2. 理解故事大意， 再次思考开篇页问题， 体会互帮互助的朋友之 情； 进一步理解朋友可以有不同的类型， 动物或其他事物也可以 成为我们的朋友； 人们会因为不同原因选择合适的朋友， 朋友之 间要友好相处 、相互帮助 、共同成长 。（学习理解） 3. 在故事内容及插图的提示下推断四线格中句子的意思， 然后借 助拼读规则拼写空缺的单词补全句子，做到书写规范、正确 。（应 用实践） 4. 通过教师的帮助或自己查找资料， 了解寄居蟹和海葵互利共生 的现象 。（迁移创新）
教学重难点 教学重点： 1. 掌握 sh 的发音词汇： shell, share, shoo, fish, English, she, ship, shop, short。 2. 掌握询问、描述朋友的外貌和性格特征的核心句型：What does he/she look like He/She is ... He/She has ...；掌握询问、描述朋友经 常做的事的核心句型：What do you do together He/She often ... We often ... We can share. 教学难点： 1. 用重点词汇和句型开展对话。 2. 在实际情境中运用所学的核心内容描述朋友。
教辅资源 PPT, pictures, blackboard design
中小学教育资源及组卷应用平台
中小学教育资源及组卷应用平台
中小学教育资源及组卷应用平台
教学过程 教学活动 效果评价
A Let’s spell 语篇
Pre- reading 1. Read and review Ss read words in Unit 1 with “ch” to review. 2. Sing a song Ss sing a song about “sh” words to warm up. 3. View and say Ss observe the book cover and make predictions. Ss read and learn main characters of the story. 通过课前热 身 、 复习朗 读 、 读前预 测环节， 观 察学生的参 与度和专注 度。
【设计意图】本阶段的学习活动旨在课前预热 、复习旧知 、引入新话题。
While- reading 1. Listen and repeat Ss read and listen to the story for the first time and try to repeat key words with “sh” . 2. Read, think and talk Ss read the story for the second time and page by page. T guides Ss to think: Does it have a shell Does it want to share Ss understand the key words with “sh” by reading, thinking and answering. 3. Good to know T guides Ss to think about how sea anemone and hermit crab work together and help each other. Ss then watch a video to learn. 4. Listen and repeat Ss read and listen to the story for the third time. Then Ss read by themselves and try to imitate the pronunciation and intonation. 教师仔细倾 听学生的描 述， 及时纠 正和评价 。 初步感知语 用。 教师留意学 生的相关表 达 是 否 准 确， 培养学 生的阅读策 略。 教师留意并 指导学生的 语音语调。
【设计意图】本阶段的学习活动旨在训练学生的读图能力、阅读能力和语言表达 能力，通过由易到难的教学环节，理解本课时的核心句型和词汇，照顾基础薄弱 的学生同时又能训练学生的高阶思维， 增加语言表达。
Post- reading 1. Look, find and read T presents key words with “sh” in the story. Ss read and summarize the pronunciation of “sh” . 2. Read more Ss try to read more words with “sh” . 3. Read, listen and number Ss listen to the tape and number “sh” words. 4. Look, listen and write T plays the tape and Ss fill in the blanks. Ss discuss how they and their friends help each other. 教师留意学 生对 sh 发音 的掌握程度 并及时给予 发音指导。 教师学生的 相关表达是 否准确。
【设计意图】本阶段的学习活动旨在帮助学生在阅读后总结出 sh 的发音规则， 并尝试朗读更多含有 sh 的单词 。通过读 、听 、练习强化 sh 的发音规则。
中小学教育资源及组卷应用平台
中小学教育资源及组卷应用平台
中小学教育资源及组卷应用平台
C Reading time 语篇
Pre- reading 1. View and read Ss observe the picture and T introduces the new story. 2. Listen and guess Ss listen to the story for the first time and guess who’s Matt’s special friend. (
预
观
前
，
读
节
过
环
通
测
) 察学生的参 与度和专注 度。
【设计意图】本阶段的学习活动旨在引入新话题。
While- reading 1. Listen, read and fill in T guides Ss to read the story for the second time. Ss read and listen page by page to find out details. Ss find out Matt’s special friend. 2. Think and say Ss talk about what animal friends they know and how do animal friends help. 3. Listen and number Ss listen to the story for the third time and reorder the pictures. 4. Listen and repeat. Ss read after the tape and try to imitate the pronunciation and intonation. 教师留意学 生的相关表 达 是 否 准 确， 培养学 生的阅读策 略和表达技 巧。 教师留意并 指导学生的 语音语调。
【设计意图】本阶段的学习活动旨在训练学生的读图能力、阅读能力和语言表达 能力，通过由易到难的教学环节，理解本课时的核心句型和词汇，照顾基础薄弱 的学生同时又能训练学生的高阶思维， 增加语言表达。
Post- reading 1. Make a new dialogue Ss talk about their own friends with the story structure. 2. Summary Ss summarize what they learned in this lesson. 3. Self-Assessment T guides Ss to assess how well they learned in this lesson. 教师留意学 生表达的准 确性并及时 给予指导。
【设计意图】本阶段的学习活动旨在帮助学生在迁移创新的语境中，应用所学语 言，描述自己的朋友，提升语言的综合表达能力， 同时引导学生思考本课时子问 题“What makes your friends special ”。
Homework 1. Review the passage (choose one to do and you may make a video). ★ Read the passage. ★★ Recite the passage with your friends. ★★★ Imitate and write a new passage. 2. Finish Page 3 of the homework brochure.
中小学教育资源及组卷应用平台
中小学教育资源及组卷应用平台
中小学教育资源及组卷应用平台
Assessment
中小学教育资源及组卷应用平台
中小学教育资源及组卷应用平台
中小学教育资源及组卷应用平台
Unit 2 My friends
第四课时： Make a book about your friend
授课内容 B Read and write（有关介绍自己最好的朋友的阅读语篇） C Project（制作“最好的朋友 ”图片小书的项目活动）
语篇研读 【What】本课时是本单元的第四课时， 语篇是 Sarah 描述自己最 好的朋友刘佳的人物介绍文段（Description of a person）， 从描写 刘佳的外貌特征入手，然后介绍了刘佳和 Sarah 共同的兴趣及不同 的爱好， 最后以刘佳的性格特点和美好品质作为结尾 【Why】制作“最好的朋友 ”图片小书项目能帮助学生理解朋友 在外貌 、性格和兴趣爱好等方面有不同之处， 我们要珍惜自己的 朋友， 与其友好共处， 在综合实践活动中运用语言。 【How】语篇引导学生进一步思考 B 部分问题“How do we choose our friends ”， 并再次思考开篇页的单元问题“What makes your friends special ”， 多角度介绍了刘佳这个人物的特点。
教学目标 通过学习本课时， 学生能够： 1. 通过阅读 Sarah 对刘佳的描述， 获取有关刘佳的外貌特征 、性 格特点和兴趣爱好等信息，并理解这些因素会影响我们选择朋友。 （学习理解） 2. 通过完成思维导图， 比较刘佳和 Sarah 的性格及爱好等， 理解 每个人都有自己的特点， 朋友之间不必完全相同 。（应用实践） 3. 借助语言支架， 向同伴介绍自己的朋友 。（应用实践） 4. 模仿样例制作图文并茂的“最好的朋友” 图片小书， 并运用所学 语言介绍小书内容， 理解每个朋友都有其特点和长处 。（迁移创 新）
教学重难点 教学重点： 1. 复习巩固本单元学过的核心词汇：tall and strong, kind, long hair, short hair, short and thin, quiet, read books, help me with, play games, play football。 2. 复习巩固本单元学过的核心句型： My best friend is ... He/She is ... He/She has ... He/She often ... We ... 教学难点： 1. 用重点词汇和句型进行写作。 2. 在实际情境中运用所学的核心内容描述朋友。
教辅资源 PPT, pictures, blackboard design
中小学教育资源及组卷应用平台
中小学教育资源及组卷应用平台
中小学教育资源及组卷应用平台
教学过程 教学活动 效果评价
B Read and write 语篇
Pre- learning 1. Sing a song Ss sing a song about best friends to warm up. 2. Free talk Ss talk about their own friends with phrases and sentences in Period 1, 2 and 3. 通过课前热 身 、 谈论朋 友环节， 观 察学生的参 与度和知识 储备。
【设计意图】本阶段的学习活动旨在课前预热 、复习旧知 、引入新话题。
While- learning 1. View and say T presents the pictures and the reconstructed text paragraph by paragraph with blanks. Ss view the pictures, read the text and fill in the blanks. T explains new words, e.g. basketball, both. 2. Read and answer Ss read again and think about why different people can be friends. 3. Read and compare T guides Ss to compare Sarah (me) with Liu Jia. Ss describe the comparison with original form and third person singular form of verbs. Questions: What am I like What’s Liu Jia like What do I like What does Liu Jia like What do I often do What does she often do Why are we best friends What makes her different 4. Read and write l Ss choose the correct words to describe Liu Jia and Sarah. l Ss describe Sarah’s other friends. l Ss introduce their own friends. 教师仔细倾 听学生的描 述， 及时纠 正和评价 。 初步感知语 用。 教师留意学 生的相关表 达 是 否 准 确， 强化巩 固学生的三 单意识。 通过操练， 学生表达的 正确度应持 续提高， 教 师 保 持 观 察。
【设计意图】本阶段的学习活动旨在帮助学生在迁移创新的语境中，应用所学语 言持续表达， 训练学生的观察能力和语言表达能力， 通过由易到难的教学环节， 增加语言表达。
Post- learning 1. Summary Ss summarize what they learned in this lesson. 2. Self-Assessment T guides Ss to assess how well they learned in this lesson. 指导学生运 用多种思维 技能， 帮助 理 解 本 课 时。
【设计意图】本阶段的学习活动旨在引导学生深入理解每个朋友都有不同特点和 长处， 我们需要尊重 、信任和关爱自己的朋友。
中小学教育资源及组卷应用平台
中小学教育资源及组卷应用平台
中小学教育资源及组卷应用平台
C Project 项目
Pre- project 1. Sing a song Ss sing a song about best friends to warm up. 2. Talk and guess T chooses some Ss to answer questions and other Ss guess his/her best friend. 通过课前热 身 、 游戏环 节， 观察学 生的知识储 备。
【设计意图】本阶段的学习活动旨在课前预热 、复习旧知 、引入项目内容。
While- project 1. Listen and say Ss talk about the children in the picture. Ss listen to the audio, find out who is Mike’s best friend and circle him in the picture. 2. Write and talk Ss choose a friend from the picture and write and talk about him/her using the template provided on Page 22. T presents the word bank. Ss share their writing in pairs and modify. 3. Design a book T plays a video to introduce steps of making a friend book. Ss make their own books and ask for T’s help when necessary. 教师仔细倾 听学生的描 述， 及时纠 正和评价。 制作友谊小 书时， 教师 持续观察并 及时给予指 导。
【设计意图】本阶段的学习活动旨在帮助学生完成项目活动。
Post- project 1. Share the book Ss share their friend books with each other. 2. Summary Ss summarize what they learned in this lesson. 3. Self-Assessment T guides Ss to assess how well they learned in this lesson. 教师鼓励学 生 互 相 分 享 、 互相学 习， 获取下 一次项目的 新灵感。
【设计意图】本阶段的学习活动旨在引导学生在分享活动中互相学习，共同进步。
Homework 1. Review the passage (choose one to do and you may make a video). ★ Read the passage. ★★ Recite the passage with your friends. ★★★ Imitate and write a new passage. 2. Enhance your Friendship Book. 3. Finish Page 4-5 of the homework brochure.
中小学教育资源及组卷应用平台
中小学教育资源及组卷应用平台
中小学教育资源及组卷应用平台
Assessment中小学教育资源及组卷应用平台
中小学教育资源及组卷应用平台
中小学教育资源及组卷应用平台
四年级上册 Unit 2 My friends 教学逐字稿
Period 1 Who are your friends
(A Let' s talk & A Let ’s learn)
Slide 1: Title Slide
Teacher: Good morning, class! Today, we’re going to learn Unit 2 My Friends, Period 1. The topic is: Who are your friends (板书标题)
Now I’ll divide you into Team A and Team B. (指向两组然后板书 “Team A” “Team B” 爱心加分栏) Let’s have a competition. Are you ready Let’s go!
Slide 2: Lesson Objectives
Teacher: In this lesson, you will read and act out the talk, introduce your friend and describe a friend’s appearance and personality.
First, let’s play a guessing game.
Slide 3: Guessing Game
Teacher: Please read and guess. It’s small. It has two long ears. What animal is it It’s a rabbit. Good job!
Slide 4: Guessing Game
Teacher: Next one, what is it It’s an elephant. Let’s read how to describe the elephant.
Slide 5: Guessing Game
Teacher: Next animal, it has a long neck and it’s very tall. Yes, it’s a giraffe.
Slide 6: Guessing Game
Teacher: The last one, it’s big and fat. It lives in the sea. Good job! It’s a whale. You did a good job! (板书加分) Let’s sing a song to congratulate.
Slide 7: Sing a Song
Teacher: (播放歌曲音频) Please stand up. Let’s sing and do the actions!
(唱完后) What’s the song about Is it about animals or friends Yes, it’s about friends! Well, here’s one more chant. It’s about friends, too.
Slide 8: Listen and Chant
Teacher: Please try to chant along!(播放歌曲音频)
(唱完后) Boys and girls, who are the friends Yes, Tim and Lily. But can you tell me which one is Tim Why (Read the description: ‘Tim is tall and thin.’)
What about Lily Is Lily tall and thin too
So, what’s Lily like (Read: ‘Lily is quiet and kind.’)
Slide 9: Think and talk
Teacher: You are so smart. Well, Tim and Lily are good friends. How about you Who is your friend
中小学教育资源及组卷应用平台
中小学教育资源及组卷应用平台
中小学教育资源及组卷应用平台
21世纪教育网(www.21cnjy.com)
21世纪教育网(www.21cnjy.com)
21世纪教育网(www.21cnjy.com)
Students: My friend is ...
Teacher: What’s your friend like
Students: My friend is ...
Teacher: Nice try. In Grade Three, we learned tall, short, big, small, big and fat.
Today we’ll continue to learn more.
Slide 10: Listen and say
Teacher: John has a friend too. Do you know who is that Good guess! Let’s listen and check: Who is John’s friend (Play the audio.)
Slide 11: Listen and read
Teacher: Who is John’s friend (Play the audio.) His name is Zhang Peng. Can you try to read after John and his Mum Pay attention to the intonations.
Slide 12: Language Points
Teacher: Look at this boy. His name is Zhang Peng.
What about this boy What’s his name (His name is Wu Binbin.)
What about this one What’s his name (His name is Mike Black.)
Look at these names. Zhang Peng, Wu Binbin and Mike Black are all boys. So, we use ‘his ’ to talk about their names. It means ‘他的 ’. But what about girls
Slide 13: Language Points
Look at this girl. What’s her name Her name is Sarah Miller.
What’s her name Her name is Chen Jie.
What’s her name Her name is Liu Jia.
Look at these girls. Can we use ‘his’ Of course we can’t. Instead, we use ‘her’ when talking about girls ’ names. It means ‘她的 ’. Do you understand
Slide 14: Think and choose
Teacher: Let’s have a try. Please choose ‘his’ or ‘her’ to complete the sentences.
Number 1, ‘His T-shirt ’ or ‘Her T-shirt’ It’s a boy. So we choose ‘his ’. Let’s read together. ‘His T-shirt is purple. ’
Number 2, ‘His bag’ or ‘Her bag’ It’s a woman. So we choose ‘her’ . Let’s read together. ‘Her bag is so heavy. ’
Number 3, ‘His mother’ or ‘Her mother’ It’s a little girl’s mother, so we choose ‘her’ . Let’s read. ‘Her mother is a doctor. ’
The last one, ‘His job ’ or ‘Her job’ Well, the farmer is a man. So we say: His job is a farmer.
Boys and girls, look at these: ‘his T-shirt’, ‘her bag’, ‘her mother’ and ‘his job ’.
What can you find Yes, there is a noun following am adjective possessive pronoun. 形容词性物主代词后加名词.
Slide 15: Listen and read
中小学教育资源及组卷应用平台
中小学教育资源及组卷应用平台
中小学教育资源及组卷应用平台
Teacher: Let’s go back to A Let’s talk and find out more about Zhang Peng. Do you remember what’s Zhang Peng like You can look at him carefully in the picture.
Let’s listen and check. (Play the audio.)
Let’s check: He’s tall and strong. He has nice short hair too. He’s also kind, because he often helps John.
Just now we learned ‘his’ and ‘her’ . But why do we use ‘He’s ’ and ‘He has’ here Slide 16: Language Points
Teacher: Boys and girls, ‘his ’ means ‘他的’, ‘her’ means ‘她的 ’. But he and she means 他 and 她 . We’ve seen these two words before. Let’s have a quick test.
Please look at the pictures and say ‘he’ or ‘she’ .
(左一) It’s a man with glasses. We say ‘he ’.
(左二) It’s a girl. So we say “she” . Bingo!
(左三) It’s a girl, too. So we also say ‘she’ . That’s right.
(右一) It’s also a little girl. So ‘she ’.
(右二) Haha, it’s an old man. He has white hair. Yes, we say ‘he’ .
(右三) The last one. It’s a grandma. So we say ‘she’ .
Now do you understand
Slide 17: Language Points
Teacher: Great! Let’s see how we use ‘he ’ and ‘she’ . Look, what’s he like (左一) Yes, please read together. He is fat.
(左二) What’s he like Let’s read: He is kind. He gives his pencil to his friend. (右一) What’s the little girl like Yes. She is short and thin.
(右二) What about the woman She is tall.
You see ‘is ’ can mean ‘是 ’.
(左三) But when we talk about the boy’s hair, we should say: He has short hair, not he is short hair, because ‘他有短头发 ’ not ‘他是短头发 ’.
(右三) As for the girl’s hair, we say: She has long hair. Wow, you’re so smart!
Here’s a quick tip, ‘he is’ can also be written as ‘he’s’, ‘she is ’ and ‘she’s ’ are the same.
Slide 18: Listen and imitate
Teacher: Now that we’ve learned the dialogue, let’s listen and read. (播放音频 并带领学生逐句跟读)
Boys and girls, now please work in pairs. One student is John, and the other is Mum. Read and act out the dialogue. Pay attention to your accuracy, fluency and acting.
Slide 19: Choose and fill
中小学教育资源及组卷应用平台
中小学教育资源及组卷应用平台
中小学教育资源及组卷应用平台
Teacher: Well done! You did a good job! Now let’s review the dialogue. Assume you are John, please choose the right word to introduce your new friend Zhang Peng. ‘His ’ means ‘他的 ’. ‘He’s ’ means ‘他是 ’. ‘He has’ means ‘他有 ’.
(讲练结合)
Let’s be John and read it together.
Look at ‘also’ and ‘too’, this is a tip for you about how to use them. They are in different places of the sentence.
Slide 20: Listen and repeat
Teacher: Boys and girls, in this lesson we not only learned his, he is and he has, but also many different words. Let’s listen and repeat.
Slide 21: Read aloud
Teacher: We can make sentences with what we learned. Now please read each sentence twice. Team A, you read for the first time. Team B, you read for the second time. (读完 1 、2 、3 后) Let’s exchange! For sentence 4 、5 、6, Team B goes first and Team A repeats. Wow! You guys can read so well!
Slide 22: Read aloud
Teacher: Let’s try a conversation. Team A, you’re Wu Binbin. Team B, you’re John. One, two, go! ( 读完后) Wu Binbin and John are talking about Zhang Peng, right
Slide 23: Make a card
Teacher: Let’s make a card of Zhang Peng. What’s Zhang Peng like Yes, he’s tall and strong. He has nice short hair. He’s kind, too! He often helps John,
Who is your friend What’s your friend’s name And what’s your friend like Now it’s your turn to make a card about your own friend. Please first write down your friend’s name.
Slide 24: Summary
Teacher: What’s your friend like Well, here are some words and phrases for you . These are also what we learned in this lesson.
Slide 25: Self-Assessment:
Teacher: Boys and girls, it’s the end of this lesson. Let's do a self-assessment.
Can you read and act out the dialogue Can you ask about other’s name, appearance and characteristics Can you talk about your friend’s appearance and characteristics If you can do it, please put a tick in the box.
Slide 26: Homework - Need to do:
1. Read and review: A Let’s talk & Let’s learn
2. Read and finish the exercises.
Slide 27: Homework - Choose to do:
中小学教育资源及组卷应用平台
中小学教育资源及组卷应用平台
中小学教育资源及组卷应用平台
1. Read and finish the exercises.
Slide 28: Thank you
Teacher: That’s all for today’s class. Thank you! See you next class, kids!
中小学教育资源及组卷应用平台
中小学教育资源及组卷应用平台
中小学教育资源及组卷应用平台
Period 2 How do we choose our friends
(B Let' s talk & B Let ’s learn)
Slide 1: Title Page
Teacher: Good morning, everyone! Today we’re going to learn Unit 2 My friends, Period 2. The topic is “How do we choose our friends ”(板书标题)
Let’s split into two teams first—Team A and Team B! ( 指 向两 组 然后 板 书 “Team A” “Team B” 爱心加分栏) Every time you answer questions or do well, your team gets a heart. Clear Let’s start our class and see which team wins!
Slide 2: Lesson Objectives
Teacher: First, let’s look at our learning goals. In this lesson, you will introduce your friends, describe activities friends do together and know how to make true friends. Clear Let’s try our best!
Slide 3: Sing a Song
Teacher: To warm up, let’s sing a song about friends! (播放歌曲音频) Stand up, clap your hands, and sing with me!
(唱完后) Great! Do you like this song It’s happy, right Friends make us happy. Slide 4: Read and review
Teacher: Now, let’s review. Look! Who is playing the seesaw
Students: Ne Zha and Ao Bing.
Teacher: Let’s play with them and read these words together! ( 指 向 “short”) (students watch the slides and read the words, phrases and sentences to review)
Students: short/tall/fat/thin/short ears/long ears/big eyes/blue hair/he is short/he is tall/he has a big mouth/ he has a small nose.
Teacher: Very good!
Slide 5: Think and say
Teacher: Now, you can see some adjectives to describe friends in the mind map.
Think and try to say sentences to describe Ao Bing in Picture 1. For example: “He is tall and strong.
Now it’s your turn.（板书 is/has）
Teacher: (After a few seconds) Who can try
Students: He is .../ He has....(板书加分)
Teacher: What about picture 2 Who this Who can describe it
Students: He is .../ He has....(板书加分)
Teacher: Who’s this in picture 3 Who can try this one
Students: He is .../ He has....(板书加分)
中小学教育资源及组卷应用平台
中小学教育资源及组卷应用平台
中小学教育资源及组卷应用平台
Teacher: Excellent! You all did a very good job!
Teacher: Ne Zha has many friends. They are Ao Bing, Master Taiyi and Boundary Beast. His best friend is Ao Bing.
Slide 6: Free Talk
Teacher: Do you have any friends Who are they Who’s your best friend （板 书 My best friend 加爱心）
Slide 7: Listen and answer
Teacher: Zhang Peng and Amy are talking about their best friends. Listen and answer. (播放音频)
Teacher: Who’s Amy's best friend Team B, first to answer!
Students (Team B)： Chen Jie!
Teacher: Yes! Team B can get one heart. (板书加分)
Next: Who’s Zhang Peng’s best friend, Team A
Students (Team A)： John!
Teacher: Correct! Team A can get one heart, too. (板书加分)
Slide 8: Listen and answer
Teacher: Chen Jie is Amy’s best friend, why (播放音频) Who can answer
Students: Because she is funny, she often makes me smile. (板书加分)
Teacher: Bingo! She’s funny! “Funny” means “ 有趣的 ” Look how happy Amy is! And “makes me smile” means” “让我开心”.
Slide 9: Language points
Teacher: Look at Ne Zha, he is funny, he is making a funny face, right Can you make a funny face
Teacher: Perfect acting! Now, let’s read the sentences with “makes me ...” . “He makes me happy”, one, two, go!
Slide 10: Listen and answer
Teacher: Who’s Zhang Peng’s best friend Why Listen and answer. (播放音频)
Teacher: Who can answer these two questions
Students: It’s John. Because John is kind and he often helps him with English. (板书加分)
Teacher: Brilliant! “Helps me with English” here means “在英语方面帮助我” . (板书 often 和 help me with)
Slide 11: Language Points
Teacher: Look at the pictures and make more sentences with “help me with ...” .
For example, he helps me with English. What about the next one
Students: He helps me with Chinese. He helps me with homework. (板书加分)
Teacher: Very good job!
中小学教育资源及组卷应用平台
中小学教育资源及组卷应用平台
中小学教育资源及组卷应用平台
Slide 12: Let’s learn
Teacher: Zhang Peng and John are doing some activities together. Let’s learn. What do they do Listen and repeat after me. (先单词后句子， 单词听录音， 句子跟 老师 。补充”read books” equals “read a book” . “play games” equals “play a game” .) (板书 read books/play games/play football)
Slide 13: Try to say
Teacher: Now, put the following words into the sentence and read them. For example, she sings with me. Go!
Students: She draws with me. He runs with me. He swims with me.(板书加分)
Teacher: Fantastic!
Slide 14: Grammar points
Teacher: When we say “he/she ... with me”, we can also say “we ... together”, clear (老师指学生读 “he/she...with me” equals to “we...together” (板书 He
often...with me/ often...Chinese/We often...together/often...together.)
Teacher: We can see words in red are person pronouns and words in blue are verbs. But what is “第三人称单数”？
Slide 15: Grammar points
Teacher: Let’s learn about the third-person singular. First, let's look at this table. First-persons are I (singular) and we (plural).
Second-persons are you (singular) and you (plural).
Third-persons are he, she, it (referring to one person or one thing). The plural form is “they” .
Then, here is the rule: When we use third-person singular (he, she, it), we add “s”
to the verb. For example, “He reads books with me.” Here, “he” is third-person singular, so “read” becomes “reads” .
For no-third-person singular (like I, we, you, they), we use the base form of the verb. Such as “We read books together.” “We” is not third-person singular, so we use “read” .
Understand
Slide 16: Listen and sing
Teacher: Let's practice with a song. Listen and sing.
Slide 17: Choose and tick
Teacher: Now, finish the questions. Choose and tick. (学生答对板书加分)
Slide 18: Look, choose and say
Teacher: Look at the sentences, choose and say.（学生在书完成后对答案）
Slide 19-20: Listen and imitate
中小学教育资源及组卷应用平台
中小学教育资源及组卷应用平台
中小学教育资源及组卷应用平台
Teacher: Listen and imitate. When imitating reading, please pay attention to the assessment criteria.
Slide 21: Listen and fill
Teacher: Listen and fill in the blanks.
Slide 22: Let’s match
Teacher: Look at the pictures and match with correct sentences.（学生回答板书 加分）
Slide 23: Pair work
Teacher: Let’s do a pair work. What’s your best friend like What do you do with your friend Please answer the questions with a mind map.
First, look at the mind map. You need to fill it with your best friend’s name, appearance, personality, and the activities you do together.
After that, ask your deskmate about their best friend. Then, each of you will make a report.
When you report, we’ll assess you based on three aspects: accuracy, fluency, and acting.
Let's start! You have 3 minutes to prepare.
(After a while) Okay, who wants to report first （先学生互评后老师点评） Slide 24: Discussion
Teacher: Now let’s have a discussion. Look at the screen. “What is a real friend ”
and “How do we choose our friends ” . You can use these sentence patterns: “Friends are...”, “Friends often...”, “Friends... together.”
First, discuss in pairs. Then, share your ideas.
(After a few minutes) Okay, who wants to share
Slide 25: Good to know
Teacher: Listen to this song and think about “What is a real friend”
Slide 26: Discussion
Teacher: So, what is a real friend
From the song, we learn that:
Friends help each other.
Friends share together.
Friends play together.
Friends learn together.
(板书爱心和 help/share/learn/play) Do you agree
Slide 27: Summary
Teacher: Who can summarize what phrases and sentences we’ve learned today
中小学教育资源及组卷应用平台
中小学教育资源及组卷应用平台
中小学教育资源及组卷应用平台
Students: read books /help me with... /play games /play football /He reads book with me. /He helps me with Chinese. /We play football together. /We play games together.
Teacher: Besides that, We also learned how to make true friends.
Slide 28: Self-assessment
Teacher: Let’s do a self-assessment. Can you describe my friend Can you describe activities friends do together Can you use the third person singular in practice Can you distinguish what goes after “is/has/often...” If you can do it, please put a tick in the box.
Slide 29: Homework - Need to Do
Teacher: For homework, you need to:
Task 1. Listen, point and read B Let’s talk & Let’s learn.
Task 2. Classify the words.
Slide 30: Homework - Choose to Do
Teacher: You can also choose to do:
Task: Draw a “friendship tree” and describe it.
Slide 31: Thank You
Teacher: Thank you for your hard work today! I'm looking forward to seeing your friendship tree. Goodbye!
中小学教育资源及组卷应用平台
中小学教育资源及组卷应用平台
中小学教育资源及组卷应用平台
Period 3 What makes your friends special
(A Let ’s spell & C Reading time)
Slide 1: Title Page
Teacher: Good morning, everyone! Today, we're going to learn Unit 2 My friends Let’s spell & Reading time. In this lesson, we will learn two stories about good friends. Let's get started!
Slide 2: Lesson Objectives
Teacher: In this lesson, you will:
l Read the picture book of Best Friends.
l Read the words with 'sh': share, shell, shoo, and fish.
l Summarize the pronunciation rules of 'sh' in words.
l Read the story about Matt's good friend.
l Get a deeper understanding about good friends.
Slide 3: Read and review
Teacher: First, let’s view and say the words with 'ch'. And 'ch' sounds --- /t /.
Slide 4: Sing a song
Teacher: Now, let’s sing a song. Then tell me what is the song about Yes, this song is about 'sh'.
Slide 5: View and say
Teacher: Look! Zoom and Zip are reading a picture book. The book is about ‘sh’, too! What can you see on the book Yes, the title is Best Friends. And look, what are they Let’s see.
Slide 6: View and say
Teacher: This is the sea anemone. Read after me /si: nem ni/, ea/i:/, /si:/ , a/ /, e/e/, /ne/ , o/ /,/m / , e/i/, /ni/, sea anemone. And this is hermit crab. / h m t kr b/, er/ /, / h /, i/ /, /m t/, a/ /, /kr b/, hermit crab.
In this picture book, there is also a scallop. Scallop / sk l p/, a/ /, /sk /, o/ /, /l p/, scallop. And there is a devilfish, too. Devilfish / dev l fi /, e /e/, /del/, i/ /, /v l/, / dev l/, / dev l fi /, and devilfish is a bad fish in this story.
Slide 7: Listen and repeat
Teacher: First, let’s listen to the story.
Teacher: Well done! Can you read Let’s read together.
Slide 8: Read , think and talk
中小学教育资源及组卷应用平台
中小学教育资源及组卷应用平台
中小学教育资源及组卷应用平台
Teacher: Good. Does it have a shell No, it doesn't. Then, does it have a shell Yes, it does. And does it want to share Yes, it does. How about it Does it want to share Let’s see!
Slide 9: Read , think and talk
Teacher: So, does it want to share No, it doesn't. You’re right!
Slide 10: Read , think and talk
Teacher: Look! Does it have a shell Yes, it does. Then, does it want to share Yes, it does.
Slide 11: Read , think and talk
Teacher: Here they drive away the bad fish. Let’s think. Does the shell help Yes, it does. Another question: How do they share
Slide 12: Good to know
Teacher: Here is a video about the sea anemone and the hermit crab. Let’s see how do they share
Teacher: So, we know the hermit crab help the sea anemone walk and the sea anemone help the hermit crab drive away the bad fish. They share and help each other.
Slide 13: Listen and repeat
Teacher: Now, let’s listen and repeat again. Tell me which sound do you hear the most in this story Yes, / /. Can you read the story and find the words with / /
Slide 14: Look , find and read
Teacher: Yes. What can you find Yes, they have ‘sh’ . Read them and find what does ‘sh’ sound sh-/ /. Pay attention to my mouth. sh-/ /, / /, / /,/ /
Now follow me : / el/, / e (r)/, / u /, /f /
Slide 15: Read more
Teacher: Let’s learn more words with sh-/ /. short, ship, shark, shirt, wash, sheep, dish, cash
Slide 16: Read , listen and number
Teacher: Excellent! Open your books. Turn to P 18. Look at Read, listen, and number. Let’s read these words first.
Teacher: Now, can you put them in order？OK, listen carefully! Here we go.
Slide 17: Look , listen and write
Teacher: From the picture book, we know the true friends. What are the true friends Look, listen, and write the words correctly.
Teacher: Tips, pay attention to letter placement and write words neatly.
Teacher: How do you and your friend help each other
Slide 18: Listen and guess
中小学教育资源及组卷应用平台
中小学教育资源及组卷应用平台
中小学教育资源及组卷应用平台
Teacher: Look! This is Matt. He is talking about his special friend. Please listen and guess: Who's his friend Maybe ... Let’s listen to the story in details.
Slide 19: Listen , read and fill in
Teacher: Listen, read and fill in. Oh, he’s great.
Slide 20: Listen , read and fill in
Teacher: What does he look like Listen and fill in. Yes, he has small eyes and very big ears.
Slide 21: Listen , read and fill in
Teacher: Continue. Yes. He has short legs but his body is very long.
Slide 22: Listen , read and fill in
Teacher: You did a good job! And what do they do together Perfect! He likes the park very much. They often play games together.
Slide 23: Listen , read and fill in
Teacher: Can I meet you friend Sure. Look, here he comes. Follow me, here he comes. Pay attention to ‘comes ’.
Slide 24: Listen , read and answer
Teacher: So can you tell me who’s Matt’s good friend Super. It’s a pet dog. A special friend!
Slide 25: Think and say
Teacher: Let’s think. What animals can be our friends
Yes, _______ can be our good friends, too. Why
Because they ....
Slide 26: Listen and number
Teacher: Well done! That’s all for the story. Let’s listen and put the pictures in order. Let’s check.
Slide 27: Listen and repeat
Teacher: Good. Let’s listen and repeat the story.
Slide 28: Make a new dialogue
Teacher: Now, let’s make a new dialogue. Talk about your friend.
Let me set you an example. I’m A, who is B ... Clear Let’s go.
Slide 29: Summary
Teacher: In this lesson, we learned:
l Pronunciation of 'sh': / /
l Words with 'sh': shell, share, shoo, fish, English, she, ship, shop, short, shirt. And the extensive words, shark, wash, cash, shampoo...
l Describing friends: What does he/she look like He/She has...
l Activities with friends: What do you do together We often...
中小学教育资源及组卷应用平台
中小学教育资源及组卷应用平台
中小学教育资源及组卷应用平台
l A sentence, too: Here he comes.
Slide 30: Self-Assessment:
Teacher: Let's do a self-assessment. Can you read the two stories Can you pronounce and spell the words with 'sh'. Can you know pets can also be our friends Can you know good friends can share and help each other If you can do it, please put a tick in the box.
Slide 31: Homework - Need to do:
1. Look, listen, and write.
Sentence completion:
I'm a little, little .
I find many colourful .
Come on, come on, my friend.
We can _____ them all.
2. Read the two stories: Best Friends and Reading Time.
Slide 32: Homework - Choose to do:
1. Choose and write. Select appropriate words or phrases to fill in the mind map.
2. Read the picture book Show Me a Shape and say more words with 'sh'.
Slide 33: Thank you
Teacher: That’s all for the class. Thank you! Goodbye, children!
中小学教育资源及组卷应用平台
中小学教育资源及组卷应用平台
中小学教育资源及组卷应用平台
Period 4 Make a book about your friend
(B Read and write & C Project)
Part B Read and write My best friend
Slide 1: Title Page
Teacher: Good morning, everyone! Today, we're going to continue our unit on "My Friends." In this lesson, we will make a book about your friend. Let's get started!
Slide 2: Unit Title
Teacher: Our unit is called "My Friends," and today's lesson is Period 4: Make a book about your friend.
Slide 3: Lesson Objectives
Teacher: In this lesson, you will:
l Talk about friends and what they do together.
l Describe people and activities friends do together.
l Read and compare information about two friends.
l Read, write, and talk about friends.
Slide 4: Sing a Song
Teacher: Let's start by singing a song about friends. (Plays the song "Friends" if available)
Slide 5: Free Talk
Teacher: Now, let's have a free talk. Who’s your best friend Is he/she tall or funny What’s he/she like Do you often play games together (Encourages students to answer using adjectives like tall, short, strong, thin, quiet, kind, helpful, funny, and activities like read books, draw pictures, play football, play games)
Slide 6: View and Say - Sarah' s Introduction
Teacher: Look at this picture. This is Sarah. She’s nine years old and from the
USA. She says, "Look, I’m ________and thin. I have ________ hair and big eyes. I
have many good friends. They are all friendly. Do you know who my best friend is " (Leaves blanks for students to fill in later)
Slide 7: View and Say - Liu Jia' s Introduction
Teacher: Let's meet Sarah’s best friend, Liu Jia. She’s a Chinese girl. She’s ________ and ________. She has ________ black hair and a ________ mouth. She’s ________. She often helps me with Chinese. (Fills in the blanks with tall, thin, long, small, kind)
Slide 8: Liu Jia' s Hobbies
中小学教育资源及组卷应用平台
中小学教育资源及组卷应用平台
中小学教育资源及组卷应用平台
Teacher: Look at the four photos. What’s in their hands or on the desk In Photo 1, there is an animal book. In Photo 2, there are two balls. In Photo 3, there are two books. In Photo 4, there is some weiqi. Can you tell Sarah’s and my hobbies from the photos I like ________ books and ________ games. Liu Jia likes ________ books and ________. We ________ like animal books. (Let the students guess the meaning of “both” . And let them make some sentences with “both” . ) We have the same hobby and we also have different hobbies. We are different. (Options: animal, ball, an animal book, two balls, weiqi / Go)
Slide 9: Think and Guess
Teacher: Do you know what I often do and what Liu Jia often does Look and answer. Yes, I often play football and basketball. Because I like ball games. Look at the photos. Liu Jia often watches me play football and basketball. Does she like ball games, too (Shows options and guides students to think and guess) No, she likes weiqi. She’s a quiet girl. She often plays weiqi.
Slide 10: Read and Answer
Teacher: We are different. But why are we still best friends Let's read and find out. Underline the reasons."Liu Jia is tall. She has long hair. She often reads books with me. We both like animal books and often share. She likes weiqi, but I like ball games. I often play football and basketball. But we are still best friends! She is kind. And she always makes me smile!" (Let the students guess the meaning of “always” . And tell them the differences between “often” and “always” . Then let them make some sentences with “always” . )
Teacher: Listen to the audio and read after it. Pay attention to the tone when reading aloud. (Repeat this step twice. Then ask some of the students to read for us.)
Slide 11: Fill in the Blanks
Teacher: Now, answer the questions and fill in the blanks about Liu Jia and Sarah. (Provides a template with blanks for students to complete based on the text)
Questions:
1. What am I like What’s Liu Jia like
2. What do I like What does Liu Jia like
3. What do I often do What does she often do
4. Why are we best friends What makes her different Slide 12: Read and Compare
Teacher: Let's read and compare Sarah and Liu Jia. Put the numbers in the correct places to show their differences and similarities. (Shows a chart with numbers corresponding to characteristics like kind, like animal books, etc.)
Slide 13: Read and Write -- Choose and Write
中小学教育资源及组卷应用平台
中小学教育资源及组卷应用平台
中小学教育资源及组卷应用平台
Teacher: Choose the correct words to describe Liu Jia and Sarah. For example, "Liu Jia is ________. She has ________ hair. She often ________." (Options: tall, long, reads books with me, etc.)
Slide 14: Read and Write - Introduce Sarah’s Friends
Teacher: This is a photo of Sarah’s friends. Introduce some of them to your partner. For example, "________ is ________.He / She has ________ hair. He / She is ________. He / She often ________."
Slide 15: Read and Write - Your Best Friend
Teacher: What about your best friend Fill in the blanks to introduce your best friend. "________ is my best friend. He / She is a boy / girl. He / She is ________ years old. He / She is from ________. He / She is ________ and ________. He / She has ________ hair, two ________ eyes and ________ ears. He / She likes ________. He / She often ________."
Slide 16: Summary
Teacher: In this lesson, we learned how to use phrases like "help … with … ", "read books", "play weiqi", "play games", "play football", "play basketball", "draw pictures", and "make sb. smile". We also learned about differences in appearance, personality and activities.
Slide 17: Friendship Summary
Teacher: We are different from each other, but we are still best friends. We work and play together. We often share and always help each other. Friends make our life so fun!
Slide 18: Self-assessment
Teacher: Let's do a self-assessment. Can you describe your friends Can you tell people what you do with your friends Can you explain why someone is your friend If you can do it, please put a tick in the box.
Slide 19: Homework - Need to Do
Teacher: For homework, you need to:
1. Listen and read the passage on page 21 twice.
2. Imitate the sentences in “Choose and write” to introduce three friends of Sarah’s.
Slide 20: Homework - Choose to Do
Teacher: You can also choose to do:
1. Recite the passage on page 21.
2. Imitate the passage on page 21 to introduce your best friend.
3. Preview Part C.
中小学教育资源及组卷应用平台
中小学教育资源及组卷应用平台
中小学教育资源及组卷应用平台
Part C Project: Make a book about your friend Slide 21: Title Page for Make a Book Activity
Teacher: Now, let's move on to our main activity: making a book about your friend.
Slide 22: Lesson Objectives for Book Making
Teacher: In this part, you will:
l Talk about friends and what they do together.
l Describe people and activities friends do together.
l Read and compare information about two friends.
l Make a book about your friend, write and talk about friends.
Slide 23: Sing a Song (Revisited for Book Making Context)
Teacher: Let's sing a song to get into the mood for making our friendship books.
Slide 24: Guess Who
Teacher: Let's play a guessing game about your best friend. Answer the following questions and let us guess who your best friend is. Is your best friend a boy or girl Is he/she tall or short Is he/she quiet What’s he/she like Does he/she like books Does he/she often play basketball What does he/she often do What does he/she often do with you Is his/her name ...
Slide 25: Listen and Say
Teacher: Look at the photo. Who are the children in the picture As we know Liu Jia is Sarah’s best friend. Tell me who is Amy’s best friend Who is John’s best friend Listen to the audio and find out who is Mike’s best friend. Circle him in the picture. And tell me something about Mike’s friend.
Slide 26: Write and Talk
Teacher: Choose a friend from the picture and write and talk about him/her using the template provided on Page 22.
Slide 27: Think and write
Teacher: Write about your best friend now.
Slide 28: Write and talk
Teacher: Here are some examples to help you get started. "John: I have a friend.
He’s ________. He has ________ hair. He’s ________. He often ________." "Sarah: What’s his name John: His name is Zhang Peng." Make a dialogue with your partner to talk about your best friends using the template provided.
Slide 29: Design a Book
Teacher: Now, it's time to design your book about your friend. You will need A4 paper, double-sided tape, scissors, crayons, and your friend’s photos.
中小学教育资源及组卷应用平台
中小学教育资源及组卷应用平台
中小学教育资源及组卷应用平台
Slide 30: Watch and Do - How to Make a Book
Teacher: Let's watch how to make the book. First, get ready with your materials.
Then, stick photos or draw your friend and pictures. Finally, write about your friend using what you learned from Unit 2.
Slide 31: Draw and Write - Example
Teacher: Here's an example of how to write about your friend. "I have a friend.
Her name is Liu Jia. She is tall. She has long hair. She likes books and weiqi. She often plays weiqi. She often reads books with me. We both like animal books and often share. She is kind. She always makes me smile. She is my best friend."
Slide 32: Show Time
Teacher: Now, it's your turn to share your book in class. Let's see who has the most creative and heartfelt friendship book!
Slide 33-34: Summary
Teacher: We learned how to make a friendship book, use new words and sentences to describe friends, share about our best friends, and cherish friendship. Friends are important, special, and can be different. We like different friends for different reasons.
Slide 35: Self-assessment (Revisited for Book Making)
Teacher: Let's do a self-assessment. Can you describe your friends Can you tell people what you do with your friends Can you explain why someone is your friend Can you make a book of your best friend and share stories If you can do it, please put a tick in the box.
Slide 36-37: Homework - Need to Do and Choose to Do
Teacher: For homework, you need to show your Friendship Book to your family and introduce your best friend. You can also choose to make a video to introduce your best friend and share your funny stories.
Slide 40: Thank You
Teacher: Thank you for your hard work today! I'm looking forward to seeing your friendship books. Goodbye!

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