Unit1 What's he like？（教案）-2024-2025学年人教PEP版英语五年级上册

Unit 1 What’s he like? （单元案） 单元教材分析 本单元是PEP小学英语五年级上册Unit 1 What’s he like?本单元主要是围绕人体特征（如： tall, short, thin, strong等）展开的一系列话题。这些内容与学生的日常生活紧密相联，学生乐于学习，易于掌握。同时，这个话题又建立在之前所学的单词和句型的基础上，让学生新旧结合，不断积累，将语言用于生活。 单元目标 知识与能力目标目标 1. 能在老师的引导下感知、学习、掌握并运用四会单词，并能够正确使用上述词汇谈论人物的外貌特征和性格特点。 2. 能够理解对话大意，按照正确的意群及语音、语调朗读对话，并进行角色扮演。 3. 能够听、说、读、写句型：What is he/ she like? He/ She is … . Is he/ she…? Yes, he/ she is. No, he/ she isn’t. 并能够在情境中正确运用此句型。 4. 能够正确理解短文，按照正确的意群及语音、语调朗读短文。 5. Phonics： 能够掌握字母y在单词中的发音规则，即y / i/ 能够读出符合y发音规则的单词。 能够根据发音拼写出符合y发音规则的单词。 能够根据发音规则拼写单词。 情感态度、文化意识目标 1. 情感态度：根据小学高年级阶段学习的特点，引导他们在英语学习过程中更大限度发挥自主学习能力，积极主动地进行英语学习，更好地激发他们英语学习的兴趣。 2. 文化目标：了解中西方国家在称呼人名上的不同习惯。 单元重点 1.能够听、说、认读这些单词old, young, funny, kind, strict, polite, hard-working, helpful, clever, shy; 2.能听懂、会说、会读、会写句型： Who’s your…? What’s he/she like ? Is he /she…? Yes, she is./No, she isn’t. 3.能够在情景中运用句型：Who’s your…? What’s he/she like? Is he /she young/funny…? Yes, she is. /No, she isn’t.并能在实际情景中应用这些句型来询问并回答某人的性格或外貌特征。 3.能够拼读字母-y在单词词尾的发音规则，即-y在单词词尾发/i/，并能听说读写以下单词：baby, happy, windy, sunny, sorry. 单元难点 1. 能够在语境中运用这些句型单词询问并回答关于人物性格或外貌特征的问题，或运用这些单词描述人物性格或外貌特征。 2. 能够在有意义的语境当中运用这些单词写出句型：He/She/It is …… 3. 能够读出符合-y 发音规则的单词，并能够根据发音拼写出符合-y发音规则的单词。 4. 能够在图片的帮助下能理解WU Binbin的日记；能够按照下确的意群及语音、语调朗读日记，并运用句型He is hard-working/…口头和书面描述机器人Robin及其他人物。 教学策略 学习过程中注意培养学生合作学的态度和方法，有效利用学生用书设计的Pair work, Group work, Talk and draw以及Task time部分，培养学生合作学习的意识。 单元课时安排 第一课时:Part A Let's learn 第二课时: Part A Let's try &Let's talk 第三课时: Part A Let's spell 第四课时: Part B Let's learn 第五课时:Part B Let's try& Let's talk 第六课时: Part B Read and write 第7课时:Part B Let's check & Let's wrap it up &Part C Story time 课题 Unit 1 What’s he like? 课型 A Let’s learn 备课人 审核人 二次修改 学习目标 1. 学生能够听、说、读、写old,young,funny,kind, strict这五个单词。 2.能够在语境中熟练运用这五个单词询问并回答关于人物性格及外貌特征的问题。 学习重点 学生能够听、说、读、写并熟练运用五个描述人物性格及外貌特征的单词“old, young, funny, kind, strict”。 学习难点 学生能够在语境中熟练运用所学核心词汇及句型。 课前准备 PPT 课时安排 1 学 习 过 程 Step 1.Warm-up 1.Sing a song “Who's your teacher”. 2.Show pictures and have a talk. 【设计意图】用歌曲活跃气氛，在歌曲中帮助学生复习“Who’s your English/ Chinese teacher?” “Is he/she...?”等句型。 Step 2. Presentation 1.Look and guess，show the pictures of the teachers, try to guess what he/ she is like? 2.Say and match, match the pictures with the words according to the description. 3.Ask and answer in pairs S1: Is he/she old/young/funny/kind/strict? S2: Yes, he/she is. No, he/she isn't. 4.Read and write, read and write down the identity of the characters in the pictures. 5.Talk in groups：“Who's your … teacher? Mr/Miss … Is he/she …? Yes, he/she is. No, he/she isn't.” 6.Describe and introduce their teachers，students will have a competition in groups. 【设计意图】联系实际，在真实、自然的情景中，用“最强记忆力”的游戏，呈现本节课所有的老师，让学生认识老师，为下一步的学习做好铺垫。 Step 3: Practice 1. Can you do? Show five pictures of different expressions and the five new words. (出示课件) Explain the rules of the game: If the picture matches the word, make a smiling face; if the picture doesn’t match the word, make a sad face. 2. Make a chant. Show a chant. old old old (touching beard) My music teacher is old young young young (showing two "V/ actions) My art teacher is young funny funny funny (making a funny face) My science teacher is funny kind kind kind (showing o smiling face) My English teacher is kind. strict strict strict (staring and stomping) My maths teacher is strict They help us learn. They help us play 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. … 【设计意图】创编chant，帮助学生将所学的新词进行总结和巩固。肢体语言能有效地帮助学生记忆单词，活跃课堂气氛，激发学生的学习兴趣。 Step 4: Consolidation & Extension 1. Ask and answer. Show the picture of Mrs Smith and some sentences. (出示课件) (1)Make a model. Point to Mrs Smith and ask: Who’s Mrs Smith? Help students answer: She’s the head teacher. She’s tall. She’s strict. We all like her. (2)Pair work. Replace the picture of Mrs Smith with some photos of teachers whom students know well. Let students imitate to ask and answer with their partners. (3)Act out. Ask some students to act out. Encourage students to describe their teachers with more words. 2. Emotional education. Let students know that teachers teach them knowledge and they should always respect their teachers as much as they respect their parents. 【设计意图】呈现学生熟悉的老师的照片，可以有效地激发学生的学习兴趣。让学生在尽量真实的语境中合理运用所学词汇和句型，培养学生的综合语言运用能力，达到语言输出的目的。 作业设计 （家庭作业） Homework 1. Read and recite “Let’s learn”. 2. Talk about your favorite movie star. 板书设计 Unit1 What’s he like? Part A Let’s learn What’s he like? Who’s your… teacher? Mr. / Ms. /Miss --Is he/ she young/ old/ funny/ kind/ strict? --Yes, he/ she is. /No, he / she isn’t. 课题 Unit 1 What’s he like? 课型 A Let’s talk 备课人 审核人 二次修改 学习目标 1.能够正确听、说、朗读Do you know Mr Yong? Who is he?/Is he funny?等交际用语及回答的句型。 2. 能够听说读写单词：old, young,funny,tall, friendly,kind,quiet并能在上下文中理解其意思。 3能够听懂问句：Do you know Mr Yong? Who is he?/Is he young?/Is he funny? 4.能够听懂、会说、会表演对话中的内容。并且在真是情境中灵活运用所需核心句型进行真人面对面对话。 学习重点 1.掌握三个新单词：old，young，funny。 2.掌握一个特殊疑问句及答语：Who is he? Mr Young. 3.掌握 两个一般疑问句及答语：Is he young? No, he isn’t. He’s old. Is he funny? Yes, he is. 学习难点 能够听懂、会说、会表演对话中的内容，并且在真实情境灵活运用所需核心句型进行真人面对面对话交流。 课前准备 PPT 课时安排 1 学 习 过 程 Step 1. Warm-up 1. Sing a song “Who's your teacher”. 2. Revision a. Look and say b. Let’s chant 【设计意图】复习巩固，激活旧知。 Step 2. Presentation & Practice 1. Let’s try. T: Wu Binbin and Oliver see Mr Li. Here are three pictures. Who is Mr Li? Can you guess? Ss: … T: Really? Oliver is a new classmate. So he doesn’t know his teachers. Let’s listen and tick. And you can check what you guess. Check the answer with students. 【设计意图】通过观察图片，引导学生猜测，让学生带着问题，有目的地听录音，培养学生的观察能力和逻辑推理能力。通过选出正确图片的任务引导学生进行描述，让学生有意识地感知目标句型。 2. Let’s talk. (1) Show a picture of a young teacher who students know very well. T: Do you know him/her? Ss: Yes. T: Who is he/she? Ss: He / She is… T: Yes, he/she is our Chinese/maths/…teacher, Mr/Miss X. (2)Show the picture of Mr Young on the PPT. Point to it and ask: Do you know him? Ss: He’s Mr Young. Wu Binbin and Oliver are talking about Mr Young now. Let’s watch the cartoon and read and answer the following questions: ①Who is Mr Young? ②Is he young? ③Is he funny? (3)Check the answers with students. (4)Read and act. ①Play the cartoon again. (出示课件) Let students read after it and try to imitate the intonation and the pronunciation of the recording. Then ask students to read together. At last ask students to read freely. ②Let students act out the dialogue in pairs. Several minutes later, take out some head wear and ask some students to act out. ③Choose the best performers with students and give awards. (5)Retell the dialogue according to the blackboard. Make a model first and then lead students to retell. 【设计意图】任务型教学法能让学生对文本有比较全面的认识；不同形式的朗读旨在培养学生使用正确的语音、语调，并在具体的语境中落实核心句型的运用。利用板书让学生复述课文，加深对文本的记忆。 Step 3: Consolidation & Extension Make a dialogue. (1)Make a model. T: (Draw a picture on the blackboard.) Do you know…? Ss: No, I don’t. Who is he/she? T: He’s/She’s my father/friend/grandpa /uncle/sister… Ss: Is he/she…? T: Yes, he/she is./No, he/she isn’t. I like him/her. (2)Look and say. Ask each student to draw a picture. Then let them imitate to talk about it with their partners. (3)Show time. Ask some students to show their dialogues and encourage more students to participate in. 【设计意图】通过学科整合进行拓展，构建有效的对话情境，创编对话，让学生学以致用，提升学生的综合语言运用能力。 作业设计 （家庭作业） Homework 1. Read and recite “Let’s talk”. 2. Talk about your new teachers with your partners. 板书设计 Unit1 What’s he like? Part A Let’s talk What’s he like? Who’s your… teacher? Mr / Ms /Miss Is he/ she young/ old/ funny/ kind/ strict? Yes, he/ she is. No, he / she isn’t. 课题 Unit 1 What’s he like? 课型 A Let’s spell 备课人 审核人 二次修改 学习目标 1. 了解Let’s spell中列举的单词中字母“y”的发音规律并完成相应习题。 2. 能够掌握字母“y”发短音／i／的读音。 学习重点 掌握字母“y”在Let’s spell中的示例 单词的发音规律。 学习难点 能读出符合字母“y”发音规律的单词。 课前准备 PPT 课时安排 1 学 习 过 程 Step 1 Warm up & Revision 1.Watch video. Let the students sing the song together. What words do you hear? S1:windy S2:sunny S3:happy .... 【设计意图】创设学习英语的氛围，激发孩子的学习求知欲。同时也给学生心理暗示，本节课是关于字母y发音的学习，从而进行字母y发音的学习。 Step 2 Presentation & Practice Create a situation：Describe your teacher/friends/……. 【设计意图】本单元的话题是有关谈论或描述人物外貌特征，因此在本课时的教学过程中，我紧紧围绕主题人物外貌特征的话题及内容进行教学，所以在紧扣单元主题，创设这样的情境。 T:Hello!I'm baby brother.This is my English teacher. Today,It’s sunny. My English teacher and I will go to school. T:Now，This is our school,If we want go to school, Please finish 4 tasks(任务）,then we can go to school. 【设计意图】设计闯关活动，提高孩子们的学习兴趣。 Task 1 ：Look and find baby, happy, windy, sunny, sorry. Task 2:Show a chant, read it. Then find the rules: 1．Find out the rules 2．Let’s listen and repeat 3．Let’s try 4.Read, number and say. Task 3：Listen, write and say. 【设计意图】学生通过一系列练习巩固发音，将听说读写相结合。 Step 3 Production. Task4: T:Make a new story 提示：baby, happy, windy, sunny, sorry,…. Make a story. 【设计意图】用找到的这些单词，让学生创编故事，培养学生的思维能力和综合语言运用能力，提高学生的自主学习能力。 Step 4 Summary What have you learned? 作业设计 （家庭作业） 1．Find out more words with “y”and read them. 2.Read the story for your teacher/friend/…… 板书设计 Unit1. What’s he like? Let’s spell baby, happy, windy, sunny, sorry 课题 Unit 1 What’s he like? 课型 B Let’s learn 备课人 审核人 二次修改 学习目标 1.学生能够听、说、读、写单词“polite, helpful, hard-working, clever, shy” 2.学生能够在语境中正确运用这五个单词描述人物性格或品质特征 3.学生能够完成教材中Match and say板块的图文连线活动，并根据连线结果展开问答 学习重点 1. 学生能够听、说、读、写单词“polite, helpful, hard-working, clever, shy”。 2. 学生能够在语境中运用这五个单词描述人物性格或品质特征。 学习难点 学生能够在语境中熟练运用所学核心词汇及句型。 课前准备 PPT 课时安排 1 学 习 过 程 Step 1 Warm up 1. Sing a song “Who's your teacher”. 2. Revision a. Look at say b. Let’s chant 【设计意图】师生一起创编chant，激发学生的热情，营造英语学习的氛围，带领学生快速进入英语学习的状态。让学生在轻松愉快的chant中，复习旧知，为新知的学习奠定基础。 Step 2 Presentation “Let’s learn” Play the cartoon. T: Who can you see? Ss: … T: Yes. We know how to describe our teachers, for example， Miss…is kind. Mr …is strict. Ms … is old … Today we will learn how to describe our classmates. 1. Learn the new words 【设计意图】利用相关视频来教授新词，快速地吸引学生的注意力，大大地激发学生的学习兴趣。在自然、真实的情景中，采用自然拼读、音节拆分、类比等方法教授单词，可以更好地帮助学生理解、记忆单词。 2.. Read and act. (1)Show the content of “Let’s learn” on page 8 and play the recording. (2)First, make a model with a student. Then let students ask and answer in pairs. (3)Ask some students to act out the dialogue. Step 3: Practice 1. Yes or No. Show a picture with a word on the PPT. If they match, students can say: Yes. If they don’t match, students can say: No. Practice the other words in the same way. 2. Learn a chant. Show a chant on the PPT. Chant first. Then ask students to chant with some actions. 3. Match and say. (1)Look and match. Ask students to look at the four pictures of “Match and say” on page 8 and match the pictures with the sentences. (2)Check the answers. Check the answers with students and explain the reasons. (3)Point and say. Ask several students to point and say in pairs. One asks and the other one answers. 【设计意图】通过单词与图片配对活动、学习chant并配以对应的动作，让学生在学中玩,玩中学,激发学生的学习兴趣，强化学生对目标单词的掌握。 Step 4 Consolidation & Extension 1. Can you describe? Ask students to work in groups of four and try to describe a member of them. Then choose one of them to report. The other students can guess who he/she is. These words and sentences can help them. Words: eyes/ mouth/ hair/ nose/ tall/ short/ fat/ funny/ shy/ helpful/ hard-working/ polite/ clever… Sentences: He/ She is a boy/girl. He/ She has… He/ She is… Who’s he/she? 2. Emotional education. Ask students to avoid judging people by their looks. Let they know themselves and be the best of themselves 【设计意图】帮助学生进一步夯实核心词汇和句型，培养学生的合作精神，提升学生的综合语言运用能力, 并适时地进行情感渗透。 作业设计 （家庭作业） 1. Listen to the recording of “Let’s learn” and read after it. 2. Talk about your classmates or friends with your partner. 3. Do the exercises. 板书设计 Unit1 What’s he like? Part B Let’s learn What’s Wu Binbin/...like? He(She)’s hard-working/helpful/shy.... Is he(she) clever/polite/…? Yes, he (she) is. /No, he (she) isn’t. 课题 Unit 1 What’s he like? 课型 B Let’s talk 备课人 审核人 二次修改 学习目标 1.学生能够在图片和教师的帮助下理解Let’s talk 板块对话的大意 2.学生能够按照正确的意群及语音、语调朗读并表演对话 3.学生能够根据人物的体貌及性格特征在情景中运用句型“—What’s he/she like? —He’s/She’s...”进行问答 4.学生能够在语境中理解句子“Ms Wang will be our new Chinese teacher.”的意义并能正确朗读 5.学生能够根据朋友或教师的性格，运用句型“—What’s he/she like? —He’s/She’s...”展开问答 学习重点 1. 学生能够理解和掌握本课重点单词和句型。 2. 学生能够在情景中运用句型“—What’s he/she like? —He’s/She’s...”询问并回答某人的性格和外貌特征。 学习难点 学生能够灵活运用所学句型在情景中谈论人物的性格和外貌特征，达到语言输出的效果。 课前准备 PPT 课时安排 1 学 习 过 程 Step 1 Warm-up & Revision & Lead-in 1. Greetings. 2. Look and answer quickly. Show the teachers’ pictures of the first part on page 5 quickly on the PPT. (出示课件) Ask some questions according to these pictures. Let students answer quickly. These sentences can be chosen: Who’s he/she? Is he/she...? Do you like him/her? Why? ... 3. Lead-in. Show the teacher’s picture of “Let’s try” on page 7. (出示课件) T: Who’s she? Do you know? Ss: Sorry! I don’t know. T: OK. Now let’s have a look. 【设计意图】“快看快答”的游戏活动唤起学生对本单元已学知识的全面记忆，激发学生的学习兴趣，培养学生的观察能力和逻辑思维能力。 Step 2 Presentation 1. Let’s try. Ask students to read the topic requirement of “Let’s try” and answer the question: Who’s she? Teach students to read the word “Ms” and explain the difference among “Ms, Mrs, Miss, Mr”. T: Ms Wang is a new teacher. Is she funny? Is she quiet? Is she friendly? ... I don’t know. Let’s listen and tick. 【设计意图】训练听力技巧，感知新句型，为新知的学习做好铺垫。 2. Let’s talk. (1)Learn “...will be...” T: Zhang Peng has a music teacher, an art teacher, a science teacher, an English teacher and a maths teacher this term. But who’s his Chinese teacher? I know his Chinese teacher is a new teacher. Can you guess? S1: ... S2: Ms Wang? T: Yes. Ms Wang will be his new Chinese teacher. Write down “will be” on the blackboard. Students read it after the teacher. Explain the meaning of “will be” and give some sentences for students to understand. Make models like these: We’re in Grade Five now and we will be in Grade Six. Today it is windy, but it will be sunny tomorrow. (2)Learn the dialogue. Show the picture of “Let’s talk” on page 7 on the PPT. T: Ms Wang will be our Chinese teacher. But I don’t know her well. Look! Chen Jie and John are talking about Ms Wang. Let’s watch the cartoon and choose the answer. T: Ms Wang is Chen Jie’s mother. The answer is A. So Chen Jie must know her well. Do you want to know her well? Let’s go and ask Chen Jie. Watch the cartoon again carefully. Then underline the key sentences. 【设计意图】新词的教学贯穿在情景中，词不离句，有助于学生的理解。采用任务型教学法，通过观看图片、视频以及精读，让学生对文本先整体感知，后细致了解，获取关键信息，完成对应的练习，从而全面、正确地理解文本。 (3)Read and act. ①Read the text. ②Pair work. ③Act out. (4)Retell the dialogue of “Let’s talk”. Students retell the dialogue with the help of the teacher and the writing on the blackboard 【设计意图】本环节采用多种方式进行阅读，有助于加深学生对文本的理解，提高学生的阅读理解能力。让学生在语境中用正确的语音、语调及意群朗读对话，可以反复体会和落实核心句型的运用。 Step 3 Practice 1. Say more words. Ask students to say more words that can be used to describe characters, such as tall, short, young, funny, cute ... They can have a competition between groups. 2. Group work. T: What’s he like? S1: He’s old. The teacher asks and students answer. Then asking and answering can be done between groups. These sentence patterns can be used: —What’s he/she like? —He’s /She’s... 3. Pair work. 4. Act out. 【设计意图】操练活动环环相扣，引导学生一步一步地巩固核心句型的运用。层层铺垫使学生能说、会说。小组合作能有效提高学生的兴趣，同时也能让学生感受到成功的喜悦，增强学生学习英语的自信。 Step 4 Consolidation & Extension 1. Make up a dialogue. 2. Describe your teachers or friends. Make a model: Miss Wan will be our music teacher. She has long hair. She is young. She’s kind. Sometimes she is strict. I like her. 【设计意图】小组合作可以培养学生的团队精神。将所编的对话进行内化后用语篇输出，既能提高学生的综合语言运用能力，又能激发学生的学习兴趣。 作业设计 （家庭作业） 1. Practice the dialogue. 2. Talk about your new teacher with your partner. 3. Do the exercises. 板书设计 课题 Unit 1 What’s he like? 课型 B Read and write 备课人 审核人 二次修改 学习目标 1.学生能够在图片的帮助下读懂日记的内容。 2.学生能够在语境中理解新单词“robot, made, speak, finish”的意义。 3.学生能按照正确的意群及语音、语调和语气朗读日记内容。 4.学生能够完成读后练习——选出描述Robin特征的单词。 5.学生能够“设计”一个机器人并写出三个描述其特征的句子。 学习重点 学生能够在图片的帮助下读懂日记，完成阅读任务。 学习难点 学生能够在语境中正确运用所学。 课前准备 PPT 课时安排 1 学 习 过 程 Step 1 Warm up 1. Let’s chant and make a chant 2. Revision a. Ask and answer b. Read and guess 【设计意图】“猜一猜”活动可以很好地激发学生的学习热情，自然地呈现新词并帮助学生在情境中学习新词，既可以复习旧知，又可以为文本的阅读做好铺垫。 Step 2. Presentation& Practice 1. Look and say “robot” 2. Read and answer , students scan the passage and answer what the robot’s name is ? Who made it? At the same time, solve the difficult point “made” 3. Read and judge, students skim the passage and find out Robin’s character ,then finish the exercise “tick or cross” 4. Underline and read, students underline the sentences about Robin’s character, and try to read them aloud. 5. Read and choose, students read the passage again and find out some details , and try to understand how to use “speak” and “makes” 6. Read and discuss, students try to read the passage with the tape recorder. And then discuss what kind of text type it is in groups. At last they found it is a diary. 7. Look and say, teacher shows another passage and include some sentences about how to describe a robot. 【设计意图】各种形式的阅读任务，让学生自主探究，从文本中提取关键信息，加深对文本的理解。 Step 3 Consolidation & Extension 1. Draw and write, students draw a robot what they like and write a short passage about the robot. 2. Write your own robot. 【设计意图】帮助学生进一步夯实核心词汇和句型，把所学用到实际中。 作业设计 （家庭作业） 1. Read the text 3 three times. 2.Draw a robot and write a short passage about it. 3. Listen and read “C Story time" 板书设计 Unit1 What’s he like? Part B Read and write What’s he like? He’s short/strong/clever.... What can he do? He can…. Is he hard-working/helpful/strict...? Yes, he is. / No, he isn’t. 课题 Unit 1 What’s he like? 课型 B Let’s check Let’s wrap it up&C Story time 备课人 审核人 二次修改 学习目标 1.学生能够对于对话细节有所了解。 2.学生能够听懂并会写单元核心句型学生能够在教师的帮助下正确进行be动词与人称代词的搭配。 3.能听懂、跟读、朗读Story time的文本。 4.能分角色朗读并表演故事。 5.能用本单元的主要句型和词汇简单交流。 学习重点 1.学生能够听懂录音并完成相应的练习。 2.学生能够了解be动词与人称代词的搭配规则。 学习难点 学生能够在语境中正确进行be动词与人称代词的搭配。 课前准备 PPT 课时安排 1 学 习 过 程 Step 1 Warm up 1. Greetings. 2. I say and you guess. 【设计意图】复习巩固。 Step 2. Presentation& Practice “Let’s check” 1. Listen and circle. (1)Ask students to read the two sentences and understand the requirements of the title. (2)Play the recording. Ask students to judge the answer to the first sentence and circle the answer to the second sentence. Then check the answer with students. 2. Listen again and answer. T: What are the two teachers like? Look at the second part of “Let’s check”. Listen again and answer by writing the answers on the lines. Write down the key words first. And then finish the whole sentences. Play the recording. Let students write down the answers. Then check the answers with students. “Let’s wrap it up” 1. Think and match. (1)Show the answers to “Let’s check”: She is friendly. He is funny. Then show a picture of a funny dog with a sentence: It is funny, too. Lead students to know that “is” is behind the personal pronouns “he, she, it”. (2)Show the personal pronouns “we, you, they”. Let students think how to match with the correct form of verb “be”. Give some sentences like these to help students: They are funny. We are helpful. You are hard-working. Lead students to know that “are” is behind the personal pronouns “we, you, they”. (3)Show the exercise. Ask students to choose and give the reason. Lead students to know that “am” is behind the personal pronoun “I”. (4)Ask students to finish the task of “Think and match”. Check the answers and sum up the collocation rules with students. 2. Choose and write. Ask students to finish the task of “Choose and write” on page 10. Let them pay attention to the collocation rules of the verb “be” with personal pronouns. After students finish it, the teacher checks the answers with them. Ask students to read the sentences together. 3. Look and say, then write. Show some pictures on the PPT. （课件出示:几张人物图片，如礼貌的、害羞的、聪明的、努力的人物）Let students look at the pictures and say sentences. Then ask students to choose three pictures to write down the sentences. 【设计意图】列举大量例句，引导学生通过观察总结出be动词与人称代词的搭配规则,提升学生的自主学习能力，培养学生的观察能力和逻辑思维能力。 “Story time” (1)Show a picture to lead in. (2)Listen to the tape and repeat. (3)Read in groups. (4)Check some groups. Step 3. Consolidation & Extension Act out the dialogue. 【设计意图】能运用所学表演故事。 作业设计 （家庭作业） 1. Listen and read “C Story time" 2. Retell the story with your friends. 板书设计 Unit1. What’s he like? Part C. Story time. S1:What’s she/he//xxx/… like？ S2: She/He is quiet and kind/…. S1: Is she/he strict/…？ S2：Yes, she/he is./No, she/he isn’t. S1:Do you know her/him? S2: Yes. She’s my friend/…. 学科网（北京）股份有限公司 学科网（北京）股份有限公司 学科网（北京）股份有限公司 $$