Part Appt配用优秀教学设计

What is he like？

第二课时

教学目标

1. 能听懂并理解Let’s talk部分的对话内容。

2. 能流畅地朗读对话，并能结合实际情景灵活准确地运用以下功能结构：

（1） — What is he like? — He is kind to us. （2）

— What do you think of her? — She is a little serious. 教学准备

1. 教师准备Let’s talk部分的教学课件。

2. 教师准备Let’s talk部分的录音。

教学方法:讲授法

Ⅰ. 课程导入（Leading In）

ⅰ标题导入

T: Hello, boys and girls. Look at the title. What is he like?What is the meaning? 明确：like是介词“像的意思”，该句是对人性格的提问。

学生快速复习说出课本上的性格类单词，教师引导学生说出答1

语：

Ss: He is clever. ⅱ. 设置问题,设置情景

Question: 1.

What is your subject? 2.

Who is you Chinese/English/Math teacher? 3.

What is he/she like? 鼓励学生大胆运英语表达个人的想法，并通过与学生的简单交流，帮助学生更好地组织语言。 Ⅱ. 课程展示活动和过程的设计建议（Presentation）

ⅰ. 新课展示 Part A Let’s talk 1. 课件出示Ms. May和Mr. Black的图片，并将两个人物的图片分别贴在黑板上，在下面写上他们的名字。

T: This is Ms. May, and this is Mr. Black. What are they like? What do you think of them? 在学生熟悉句型What is ... like? 后，教师就可以将新的功能句What do you think of ...? 通过这样的提问引出，并把这两个基本句型交叉使用，让学生理解这两个句子的意思都可用来对某人的个性特征进行提问。

教师板书功能句What do you think of ...? 并指着Ms. May的图片，再次提问学生：

T: What’s Ms. May like? What do you think of her? 2

Ss: She is serious. 然后指着Mr. Black的图片提问学生：

T: What do you think of Mr. Black? Ss: He is kind. 2. 课件播放Let’s talk部分的对话视频，让学生初步感知对话：

课件出示问题如下： （1）What does Mr. Black do? （2）What is he like? （3）What dose Ms. May do? （4）What do you think of her? 板书问题2和4，即本节课的功能句。视频播放完毕后，引导学生说出较完整的答案，并板书问题2和4的答案。

Ss: Mr. Black is a teacher. He is Kevin’s Math teacher. He is kind. Ms. May is a teacher, too. She is the sister’s Math teacher. She is (a little) serious. T: Ms. May is serious, but she’s not very serious. She is a little serious. 在说到a little时，教师可用拇指卡住食指头处，形象地描绘出“一点点”的意思，帮助学生复习该词组

3. 学生朗读课文，教师通过提问帮助学生进一步了解对话内容。问题可参考如下：

（1）What’s Kevin’s favorite subject? Why? 3

（2）What does Kevin think of their Math classes? （3）Does Kevin’s sister like Ms. May? 引领学生从对话中找答案，从人物的用词中发现隐含的意思：

T&Ss: Kevin’s favorite subject is Math. Because he likes his Math teacher. He thinks their Math classes are interesting. Yes. She likes Ms. May. Because Ms. May teaches very well. 4. 教师带领学生再次整体回顾对话，并详细讲解疑难点，帮助学生理解对话大意。尤其是He always tries to make Math easy to understand.这个句子比较长，所涵盖的生词也比较多，应该有部分学生不了解确切的意思。

T: This sentence is long. Do you understand it? No. It is a little difficult. Let me help you. I’ll try to make it easy to understand. 板书make sth. easy to understand T: make “使得，让……变得”。Now, it’s easy. Do you understand it? Well. Yes. I always try to make English easy to understand. And you’ll find English classes interesting. 在学生理解之后与学生用英语开个小玩笑，变换句型也4

可以加深学生对这个句子的理解，同时引出find sth. / sb. interesting这一表达，板书并引导、鼓励学生用一用，如：

I found the monkey very clever. The students find the story interesting. ⅱ. 巩固活动

1. 教师播放Let’s talk部分的录音，让学生跟读对话。2. 针对性地进行习题训练。

3.总结全文知识点. 5