赵旭红 PEP 5 Unit 1第四课时教案
pep五年级英语unit1mynewteachers第四课时教案
pep五年级英语unit1mynewteachers第四课时教案第四课时教学内容：Let’s learn, Let’s chant, Story time教学目标：1、通过学习，能够听说读写单词：kind funny young smart active2、把握单词strict principal university student3、初步把握句型: Is she/ he ……? 以及回答。
4、了解Story time故情况节。
教学重点Let’s learn部分的单词kind, funny, young ,smart ,active, strict, principal university student ，从音形义明白得并能够在表达中灵活运用，四会单词要求学生正确拼写。
教学难点单词strict, principal, university的发音以及四会单词的书写和拼写教学易混点fun和funny的用法教学方法小组合作法、情形教学法、图片展现法教具预备1. 教学挂图，单词卡片2.录音机以及录音带或者CD3.头饰.教学过程一、复习、导入1、Let’S chantT：Hello，my children．Do you remember thechant“My math teacher is very smart．’’Now let’Schant with action．(chant together) T：Sounds great!You are so active．(引导他们一边做动作一边唱，在喧闹的学习氛围中，教师可着重“active”那个单词来夸奖和鼓舞学生，为接下来的单词教学做情绪上的铺垫。
)2、Smart GameT：You are so active．Let’S play a game，OK?S：Yeah!T：let’s play a game “Smart Game”．Who isthe smart boy or girl in our class?(游戏内容可涵盖前几个课时的重点和需要再提醒的内容，如可安排语音部分的练习；说学生或任课教师的姓名，让学生正确使用Mr．，Miss，Mrs．来称呼；可出示人物图片，让他们快速反应描述性形容词等，目的是在游戏中强化对已学知识的把握和运用，同时又灵活的将新单词“smart，active”等带入游戏情境中明白得和使用。
新版pep小学五年级英语上册Unit 5 第4课时教案
What have you learnt this class. Can you say in English? Let some Ss say in class.
Step 6：limited-homework
学生参考课本情景图明确如何开展活动。教师为学生提供更多的词库支架。
6、让学生在小组内练习对话，并进行展示。
Step 3:角色表演对话
3）同桌结对介绍自己的房间或教室，尽量用到本部分所学句型。
板书There are …并理解复数形式的运用。
听录音回答问题
通过问题的理解和回答理解对话
Step 4:Add-activities
介绍一下自己家中有什么物品。
限时作业设计
限时作业分析
配套练习册：P36第1、2题
本次的题目是补全对话，是对教材内容的考查，学生做得很好。第2题看图判断句子对错，这个题学生做的很好。
第4课时（总第课时）
教学过程
二次备课
Step 1: Warm-up
1.Let’s listen and sing“A photo of me”
2. Read the dialogue in Part A , and let some students play roles.
Step 2: Presentation
B．读对话，理解对话意思。
C.听录音跟读对话。
1、我要大声读对话，不会的在小组内寻求帮助，并在课本上圈画出来。
2、我们小组成员齐心协力表演对话。
预习反馈：
难点：理解句子There are so many pictures here. There are lots of flowers in it.
Pep小学英语五年级上册第五单元第四课时教学设计
Pep小学英语五年级上册第五单元教学活动设计及说明一、学情分析学生要完整地叙述自己房间的布置（What’s it like?），需用到的句型There be,让学生学会There be句型的应用，教学活动设计要以此为突破点。
二、教材分析本课时主要是熟练掌握There be句型，用到的词汇量较多，如：closet,curtain, mirror,end table,trash bin,air-conditioner.三、教学目标1、能够听、说、读、写单词：closet,curtain, mirror,end table,trash bin。
2、学会There be句型并能在情景中正确运用。
四、教学策略1. 打算采用的辅助手段或媒体，预计达到的效果；2. 课前需要准备的材料，如图片、实物等。
五、教学过程Step1. Warm-upGuessing game. Let the Ss guess what’s in the picture.（PPT）Show part of the picture.Purpose: Review closet,curtain, mirror,end table,trash bin, air-conditioner.Step 2. Presentation1、Watch the picture of Tom’s room2、Teacher ask What’s it like? Students answer There is/are……3、Use the picture of Tom’s room to present the word: closet,curtain, mirror,endtable,trash bin,air-conditioner and sentence structure:There be.Purpose: Use the picture to present the word and sentence.Step 3. Practice1、Use the pictures to present the word : closet,curtain, mirror,end table,trashbin,air-conditioner.Purpose: Use the pictures to help the students understand and remember the word.2、Memory Game：T shows the picture of a room and makes it disappear. Then ask the Ss “what is it like? “There is a mirror.There are two curtains.”Purpose: Use the game to make the students use the sentence structure properly.Step 4 .ConsolidationDescribe your room .For example:There is a trash bin.There are two curtains.Step 5 HomeworkDescribe your mother’s room using “There is/are……”六、课后反思在活动中学生能主动参与，自我表演，自我发挥，学生的交际能力也得到了训练。
PEP人教版小学英语五年级上册5第4课时教案
e.g. There is a cat in front of the table
2.There are +数词/adj+名（复）+地点状语
e.g. There are two pictures on the wall
3.就近原则
e.g. There is a teacher and some students in the classroom.
能力目标：培养学生的听、说读写能力及表演能力。
情感自标：教育学生认真对待生活，仔细观察身边事物，发现身边的美好。
重点\难点
1.熟练掌握there are…句型以及句子正确书写。
2.there be…句型变化规律
教具\学具
课件/录音机
教学方法
点拨法，引导法，游戏法
教学过程
学习过程
二次备课
Step one Warm up and review
1.Greetings
T: Good morning, everyone. Nice to meet you.
T: What’s in the classroom?
T: Where is the blackboard?
2.T say Chinese, Ss say English and spell words
6.actthe dialogue with their partner.
7. Pair work
T: Look at the picture in this part. What else can you see? Talk with your partner.
PEP小学英语五年级上册第五单元第四课时教学案例
PEP小学英语五年级上册第五单元第四课时教学案例pep小学英语五年级上册第五单元第四课时教学案例unit5mynewroom清凉寺小学苏渡泉一、学习目标：1.能听、会说、会读、会写单词：in、on、under、back、near2、能够听、说、认读：over，infrontof和句子whereisthe...?it's...并能在中正确运用。
二、学习重、难点重点是让学生从七个方面掌握介词的用法，并注意on和over的区别的用法。
困难在于：1、infrontof的用法。
2.在本课中渗透三个长句的句型，为B部分的对话教学铺平道路。
3.课前准备1、师准备一个盒子（里面放一个球）和本课的词卡。
2、生准备a部分的四会词卡。
3.录音机和磁带IV.教学步骤1。
热身(1.)let’ssing:师生齐唱icanhelp（2）两人一组，将单词卡片面朝上放在桌子上。
老师说了一个词，例如：thereisa/thereare。
学生们试着找到相应的卡片，用手拍打并快速拼写单词。
2、预习（1）猜猜盒子里有什么游戏（2、）师从盒子里取出球，然后再把球放进盒子里，问学生t：whereistheball？ss：it'sinthebox.师继续演示球在盒子上面和下面的动作，复习单词：onunder.3新课呈现let'slearn（1）老师把球放在盒子旁边，说：在附近，是盒子。
让学生告诉他们，他们用自己的信笺摆出不同的位置关系，然后回答：钢笔在哪里？这是亚瑟勒。
放松，老师和学生一起唱歌（3、）师利用学生的文具或教室的其他物品的位置呈现，教授其他单词：behind，over，infrontof，（板书：behindoverinfrontof）（4、）师讲on和over的用法。
（5）根据老师的指示，利用学生的学习用品，两人一组安排物品的相对位置，例如把你的钢笔放在铅笔盒的下面/里面/上面/后面/下面/附近（6、）师把球放在盒子的旁边，问：whereistheball？ss：it'sinthebox.（板书：whereisthe...?it'snear...）接着练习behind，over，infrontof。
最新人教PEP版 小学英语 五年级下册 Unit 5 第4课时 优质课教学设计
最新人教PEP版小学英语五年级下册 Unit 5 第4课时优质课教学设计一、教学目标1.能够理解并掌握本课中的单词和短语。
2.能够听懂并准确发音本课中的对话。
3.能够用英语描述自己的喜好和爱好，并且能够与同伴进行简单的交流。
二、教学内容1.本课中的单词和短语：weather, windy, cloudy, sunny, hot, cold, cool, warm, snowy, rainy, nice, skateboarding, cycling, chess, basketball, swimming。
2.本课中的对话：询问喜好并回答。
3.学生自我介绍及交流。
三、教学准备1.PPT课件。
2.相关图片和练习材料。
3.录音设备。
四、教学过程1. 导入老师可用图片、模型或幻灯片等形式导入本课话题，将课堂气氛烘托起来，并且提高学生们的兴趣。
2. 新课呈现1.先呈现本课中的单词和短语，并通过各种方式让学生们逐个掌握。
2.引入本课中的对话，并让学生们模仿。
3. 练习1.让学生们自我介绍和介绍自己喜欢的事物，并且进行交流。
2.听录音，并通过图片判断天气。
3.模仿对话并进行表演。
4. 结束通过对学生进行总结，并提高课外练习的重要性。
带上一句话，如：“请大家务必记住今天学的英语并练习。
”等等。
五、板书设计单词和短语weather天气windy多风cloudy多云sunny晴朗hot高温cold寒冷cool凉爽warm温暖snowy有雪rainy有雨nice宜人skateboarding滑板cycling骑车chess象棋basketball篮球swimming游泳六、教学反思此教学设计能够让学生们在轻松愉快的氛围中学习，既能够使学生们掌握本课中的知识，又能够通过交流和表演来提高他们的英语交际能力。
同时，老师应注意到学生们的个体差异，根据学生自身情况调整教学策略，保证每个学生的学习效果都尽可能得到提高。
英语必修5人教版新课标Unit1第4课时教案.docx
英语必修5人教版新课标Unit 1第4课时教案Period 4 Learning about languageTeaching Goals: 1. To enable Ss to master some new words and expressions.2.To get Ss to have knowledge of the grammar point: the past participle as the attribute andpredicative.Teaching Procedures:Step 1. Free talkIf you have a special chanee to meet with John Snow, what kind of questions will you ask?Step 2. word studyPurpose: To consolidate the new words and phrases in the text.1.Choose the correct words to complete the following sentences(1)John Snow devoted himself to _______ (scienee, scientific) research・(2)He worked hard until he drew a ________ (conclude, conclusion) in 1854.(3)The teacher drew a picture to make herself ______ (ease, easy, easily) understood・(4)The boy needs one more stamp to make his collection ______ (complete, completely).(5)____ (Apart from, Expect) that 10 dollars, I have another ten given by my mother. Suggested answers: (1) scie ntific, (2) con elusion, (3) easily, (4) complete, (5) Apart from2.This is a report on living conditions in England in the nineteenth century・ Choose the correct verb or conjunction to put into the text. Each word may be used only once・link・・・to blame expose...to test defeatreject absorb exami ne severeIn the twenty-first century, educated people find it difficult to believe that living conditions in the nineteenth century ________ people ______ s erious illnesses. The reports of many doctors __________ illness drinking polluted water. However; one hundred years ago people did not connect a disease to the environment. So they did not ____________________ the companies that supplied dirty water. The doctors found that the dirtier the water; the more _______ the illness. It was only later when people began to ______ the water and ______ i ts quality that they _______ the idea that cholera was ________from the air. It was only when everybody began to attack the dirty conditions that cholera was and was not a problem any more・Suggested answers: expose; to; link; to; blame; severe; examine; test; rejected; absorbed; defeated3.Sometimes in En glish we put the verb make with a noun in stead of using a simple verb; for example, make a mistake in stead of to mistake・ Look at these simple verbs and make another construction using make+a+noun. Add two more of your own.to telephone to decideto plan to con tributeto speak to be noisyto change to describeSuggested Answers: make a telephone call; make a decisionmake a plan; make a contributionmake a speech; make a noisemake a change; make a description4.In English verbs like make are very active and useful. Apart from the construction mentioned above, you have also learned the following phrases・ Can you make sentences with each of them?make a face make friends make money make one's way tomake phone calls make sure make up one's mind make the bed \make room for:L The teacher asked us not to make faces in class・2.I tried to make friends with my neighbor but he was too old and did not want to talk to me.3.The best way to make money is to study hard and gain good qualifications.4.If you make phone calls abroad it will cost you a lot of money so I should watch the number ofcalls.Step 3. Grammar1.PresentationPurpose: To get Ss to tell the usage of the past participle.By his disappointed appearanee, he was not satisfied.Ask Ss to find more examples from the Reading part・(1)The past participle as the attributeA well-known doctorOrdinary people exposed to choleraThousands of terrified people• • •(2)The past participle as the predicativehe became inspired when...he got interested in two theories•••2.PracticePurpose: To get Ss to have knowledge of the grammar through exercises(1) Complete the table with phases that have the same meaning.Past Participle as the Attribute Past Participle as the Predicative① terrified people ①② reserved seats ②(3) polluted water ③④ a crowed room ④⑤ a pleased winner ⑤⑥⑥ children who look astonished⑦⑦ a vase that is broken⑧⑧ a door that is closed⑨(9)the audienee who feel tired ⑩⑩ an animal that is trapped②the seats that are reserved③the water that is polluted④the room that is crowded⑤the winner who is pleased⑥the astonished children⑦ a broken vase⑧a closed door⑨tired audience⑩a trapped animal(2) Choose appropriate verbs to complete the following sentences, using the past participle・ Explain the use of the past participle in each sentence・Worry interest arrive frighte n prepare continue con cer n①They were ______ to accept my idea・②l z ll be _____ to hear what he has to say・③The major said that he was ________ about the _______ rise of the water level in the riverbed.④Recently ______ soldiers are helping to take the victims to safe areas from the flood・⑤Most of the newspapers seems to be ________with pop stars.⑥He was ______ of going alone into the empty house・Suggested answers:① prepared ② interested ③ worried, continued ④ arrived⑤ concerned ⑥ frightenedStep 4・ HomeworkReview the new words and phrases・ 2. Review the use of the past participle.。
PEP五年级下第一单元第四课时
Unit 1 This is my day 第四课时教学设计河北省卢龙县第一实验小学王保红[教学重点]掌握五个四会动词短语：climb mountains，go shopping，play the piano，visit grandparents，go hiking。
[教学难点]1. 单词mountain引导学生分音节模仿读音，掌握拼写，强调字母组合ou发[au]，ai 发[ei]。
2. 将单词grandparents分为grand和parents让学生掌握。
[教学准备]1. 相关课件。
2. Let's learn和Let's sing的录音。
3. 短语卡片：climb mountains，go shopping，play the piano，visit grandparents，go hiking。
4. 父母及祖父母的照片。
[教学过程]1. Review（复习）活动一复习句子教学参考时间： 3-4分钟请学生分角色朗读Read and write部分对话。
教师提问：When do you ...? When do you ... on Saturdays/Sundays?请学生做出相应回答。
教师说：On Saturdays and Sundays, we don't go to school. It is fun. OK，let's listen to a song.复习本单元A部分内容，时间状语On Saturdays / Sundays的出现可以以旧带新，为 on the weekend的学习和使用进行铺垫，同时引起学生了解歌曲内容的好奇。
2. Warm up （热身）活动二学唱歌曲教学参考时间：5分钟教师播放歌曲录音，学生欣赏。
请学生说说在歌曲中听到的单词或短语。
教师说：From Friday evening to Sunday is weekend. 出示单词weekend，学生模仿发音。
Pep小学英语五年级上册第五单元第四课时教学设计
Pep小学英语五年级上册第五单元第四课时教学设计学习必备欢迎下载Pep小学英语五年级上册第一单元第三课时教学设计一、学情分析：学生要想完整生动地描述自己教师的体貌特征及性格特点，主要障碍在于人物特征的形容词词汇量掌握不足和这些词的使用还存在困惑,因此,教学活动设计要以此为突破点。
二、教材分析：本课时主要是能够询问并介绍学校里教师的情况，如：Who’s your English teacher? Mr Carter .He’s from Canada. What’s he like? He’s tall and strong.，在本课渗透Who’s your……teacher? What’s he /she like? He/she’s……的内容时为B部分的对话教学进行铺垫。
三、教学目标：知识目标：（1）能够听、说、读、写Read and write 中四会句子：Who’s your English teacher? Mr Carter .He’s from Canada. What’s he like? He’s tall and strong并能在实际情境中灵活运用（2）能够读懂A部分Read and write 中的会话，并根据提示填充句子或回答问题。
（3）能够理解pair work部分的内容能力目标：（1）能够简单描述自己教师的体貌特征及性格特点，如：We have a new English teacher. He’s tall and strong. He’s very funny.（2）能够询问并介绍学校里教师的情况，如：Who’s your English teacher? Mr Carter .He’s from Canada. What’s he like? He’s tall and strong.（3）能够听懂、会唱歌曲“My New Teacher”.能够灵活替换歌词中的科目及表示人物特征的形容词。
人教PEP版五年级英语上册《Unit 5 第四课时》教案教学设计小学优秀公开课
Unit 5 第四课时一、课时内容教科书第52 页：Let’s learn Find and say二、课时分析本课时是义务教育（pep）小学英语教科书五年级上册的第五单元第四课时，包括Let’s learn 和Find and say 两部分。
其中，Let’s learn 是Find and say 的基础，Find and say 是对Let’s learn 部分的实际运用，两者相辅相成，缺一不可。
第一部分Let’s learn 是基础板块，以单词教学为主要任务和目标，呈现了五幅图片、五个单词和一组问答句型，旨在让学生学会听、说、读、写5 个表示物体相对位置关系的介词和介词短语，分别是：in frontof/beside/between/behind/above。
这五张图片每张图片对应一个单词，描述球和狗的不同位置关系。
第一幅图描述的是球在狗的前面，引出in front of 这一介词短语，含义是“在…前面”，in front of the dog，意思是“在狗的前面”。
第二幅图展示的是球在狗的旁边，对应单词是beside,翻译为“在…旁边”，“在狗的旁边”就是beside the dog。
第三幅图画的是一个球在两只狗的中间，引出单词between，翻译为“在…中间”，“在两只狗的中间”就是between two dogs。
第四幅图为我们展示的是球在狗的后面，对应单词behind，“behind the dog”含义就是“在狗的后面”。
最后一幅图的内容是球在狗的上面（球和狗不接触），对应的单词是above，“a bovethe dog”就翻译为“在狗的上面”。
一组问答句型是：Where is the ball（?球在哪儿？）It’s in front of the dog.（它在狗的前面。
）要求学生把本课时的5 个表示相对位置关系的单词灵活运用到这组简单的问答句中。
第二部分Find and say 是拓展训练板块，呈现了一幅插图和一个陈述句，其设计用意在于让学生使用Let’s learn 中学习的5 个表示物体相对位置关系的介词和短语以及介词in 和on，综合本单元前面学习的There is…和There are…句型对这一图片进行具体地描述。
最新人教PEP版小学英语五年级上册 Unit1 第4课时公开课教学设计
Watch and find out
What’s MsWang like?
Listen and find out
Practice
与同桌讨论一下心目中的老师们的特征。(课件呈现学生多个老师的相片)
e.g. What’s music/… teacher like? She’s/ He’s…
Guess！（借助ppt，预测Ms Wang的特征）之后再次观看视频，找出答案，并板书主句型。
学生描述完毕，教师播放录音，看看录音是怎样描述Ms Wang的，然后请几个学生说一说Ms Wang的性格特征。
Let’s talk
Who’s John and Chen Jie’s new Chinese teacher?
板书
Unit 1 What’s he like ?
PartBLet’stalk
Ms Wang will be our new Chinese teacher.What's she like?
-Is she strict? -Yes, sometimes.
教学过程
教学环节
教师活动
学生活动
设计意图
导入新课
1.Let’s sing:Who’s your teacher?
2.Great brain：Yes-No
Good morning boys and girls! How are you today? Before the lesson, let’s play a game. Great brain.I say yes，you say no. Let me see who has the great brain.
最新人教PEP版小学英语五年级上册
最新人教PEP版小学英语五年级上册 Unit 5 第4课时公开课教学设计
①What’s in the room?让学生尝试用所学的There is ..单数句型描述图片。
②Where are they?激活学生以前所学与本节课有关的方位词，如，near，behind，next to，on，in，under，infront of等。
边听边唱
说句子
There are…..
T: And there are many pictures on the wall.
板书、教读并拓展There are so many…让学生自己观察并说出图片中所含的信息，锻炼学生的观察力以及运用新学的语言描述图片的综合语言运用能力，锻炼学生的思维品质。
3.Watch and find out: Who draws them?
After checking the answer, ask the students to think this question .
Then learn the phrases “in front of “ and “lots of “.
听录音
回答问题
观察图片
说一说
看视频
回答问题
学生带着问题，进行了分步的有意义的视听，并在情景中对核心句型进行了认读、练习、和迁移的练习，让学生真正能够理解、学习、操练运用此语言点。
板书
Unit 5 There is a big bed
Part B Let’s talk
There is a….
There are (so) many/lots of…
After checking the answer, ask the students to think this question .
Unit1第4课时B Let's learn PEP五上英教学设计教案(反思)
Unit1 What’s he like? 教学设计第四课时(B . Let’s learn ＆Match and say)教学目标1.知识目标：能听、说、读、写单词polite, helpful, clever,shy和hard-working；能在具体的情景中运用句型“—What’s he like? —He's/She’s ...”问答或描述人物的性格或品质特征。
2.能力目标：能理解并掌握问答他人性格或品质特征的句型。
3.情感目标：教育学生要与人和睦相处。
教学重点能熟练掌握Let’s learn部分的单词。
教学难点能运用句型“—What’s he like? —He's/She’s ...”问答或描述人物的性格或品质特征。
教学准备课件、录音和相关视频课时安排1课时教学过程Step 1 Warm-up➢Greetings (师生之间打招呼问候)➢Sing the song—Who’s your teacher?播放音频，让学生伴随音乐齐声歌唱。
Play the video. Let students sing together with the music.➢Let’s chant呈现chant内容，第一遍老师带领下跟读，第二遍学生齐声咏唱，第三遍男女学生带动作和表情比赛表演。
Show a chant. First, students read the chant after the teacher. Then chant together. At last, boys and girls can have a competition with some actions and expressions.Step 2 Presentation&Practice1. Lead in呈现Main scene中Miss White向新同学Oliver介绍班上学生的图片。
Show the picture of Miss White introducing Oliver to the class on the PPT.T: Look at the picture. What can you see? What are they doing?Ss: Miss White, Amy ...T: Yes, Miss White is introducing some students to Oliver. What are they like? Let’s have a look.2. New words（单词/句型学习）(1)教授单词polite。
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3.Sscan understand the phrasewill bein the situation.
Teaching aids:
PPபைடு நூலகம் Ss’ worksheets
Ss watch and find out another two words: kind, strict.
Then help Ss to make a sentence like:She is kind, but sometimes she is strict.
Teach the word sometimes.
5.Ss can understand and say the sentenceMs Wang will be our new Chinese teacher.in the real situation.
Emphasis and difficult points:
1.Ss can read and act the dialogue.
自由对话讨论班级中的老师，并引入下一个游戏。
Step2 Presentationand Practice
1.T asks:How many teachers do you see? Who are they? Who is Miss Green? etc.
Ss try to answer the questions.
提出问题并完成Let’s try部分的练习，训练学生听对话寻找关键词的能力。
请学生根据三个关键词描述Ms Wang，并提醒他们but的意义，帮助他们正确地理解并说出sometimes。
通过两个句子的描述，使学生感知She is与She will be的区别。
Step 3Consolidation and Extension
3.Ss try to complete the whole dialogue.
4. T says: Zoom and Zip will have a new P.E. teacher? Who will be their new P.E. teacher. Can you ask two questions and find out?
Ss try to understand and say the sentence correctly.
趣味化游戏调动积极性，并自然进入本课时目标语学习。
鼓励学生使用一般疑问句句型猜测老师的外貌或性格特点，明白Is she…?的语用意义。
提醒学生注意Miss与Mrs的区别，并由此呈现另一个称呼Ms。
Teaching steps:
Steps
Suggestions
Step 1 Warm-up
1.Free talk between T and Ss.
Who’s your Chinese teacher? What’s he/she like?
2.Play a game: Quick eyes.
Ss try to find out How many teachers do you see?
PEP5Unit1B Let’s talk
Zhao Xuhong
Aims:
1.Ss can finish the exercise in Let’s try.
2.Ss can understand Let’s talk with the help of the pictures and teachers.
7. Homework for today.
与本单元Story time相近的一个情景，既是本课时对话的拓展运用，也为Story time做一个铺垫。
3.Ss can read and act the dialogue in Let's talk freely and beautifully.
4.Ss can use the sentence patternWhat’s he/she like? He’s/She’s kind.freely and correctly.
2.PPT shows the picture of Miss Green, T asks:What’s she like?
Ss try to answer like: She is young. etc.
3.PPT shows the picture of Ms Smith, T asks:What’s she like?
7.T asks: Who is Ms Wang?
Help Ss say: She is a Chinese teacher.
T asks: Is she your Chinese teacher?
When Ss say She is John’s Chinese teacher, T helps them say: She will be John’s new Chinese teacher.
PPT shows the dialogue between Zoom and Zip, Ss try to ask two questions and complete the sentence.
5. Ss try to act out the dialogue between Zoom and Zip.
Help Ss to guess like:Is she tall?etc.
At last T asks:Who’s she?Ss try to answer.
Make Ss understand the difference between Miss and Mrs.
4.Play a game: Miss or Mrs?
Teach Ms and lead in a new teacher Ms Wang.
5.T asks:What’s Ms Wang like? Let’s listen and find out.
Ss listen to Let’s try and find out the answer.
6.T says:We know Ms Wang is friendly. But what else is she like? Now let's watch a video and find more details.
1.PPT shows the whole dialogue.
Ss watch the video and repeat.
Ss read the text in groups.
2. Cover some sentences in the dialogue, Ss try to say the sentences.