北师大版（2024）三年级上册Unit 4 Friends教案

这是一份北师大版（2024）三年级上册Unit 4 Friends教案，共49页。教案主要包含了教材内容，教学目标，教学重难点，教学准备，教学过程，作业布置，板书设计等内容，欢迎下载使用。
一、教材内容
本课时是新教材北师大版（三起）（2024）小学英语三年级上册Unit 4《Friends》的Lessn 1。主要围绕“朋友”这一主题展开，通过介绍人物和描述人物特征的词汇及简单句型，引导学生学习如何介绍自己的朋友以及描述朋友的外貌特征。教材内容包括词汇部分，如tall（高的）、shrt（矮的）、fat（胖的）、thin（瘦的）等描述外貌的形容词，以及句型“This is my friend. He/She is...（这是我的朋友。他/她是……）”。教材中还配有生动的图片和简单的对话，为学生提供了语言学习的情境。
二、教学目标
（一）知识目标
1. 学生能够听懂、会说、认读单词tall, shrt, fat, thin。
2. 学生能够理解并运用句型“This is my friend. He/She is...”来介绍自己的朋友并描述其外貌特征。
（二）能力目标
1. 学生能够在实际情境中准确运用所学词汇和句型描述人物的外貌特征。
2. 培养学生的听、说、读能力，以及初步的语言运用能力和交际能力。
（三）情感目标
1. 通过学习，培养学生对英语学习的兴趣，激发学生积极参与课堂活动的热情。
2. 引导学生学会欣赏他人，培养学生与他人友好交往的意识和情感。
三、教学重难点
（一）教学重点
1. 掌握单词tall, shrt, fat, thin的发音、拼写和意义。
2. 正确运用句型“This is my friend. He/She is...”进行人物介绍和外貌描述。
（二）教学难点
1. 单词thin的发音，以及fat和thin、tall和shrt的区分。
2. 能够灵活运用所学词汇和句型，结合实际情况进行真实的语言交流。
四、教学准备
1. 多媒体课件，包含教材中的图片、动画、音频等资源。
2. 单词卡片、人物图片、头饰等教学道具。
3. 奖励学生的小贴纸、小奖品。
五、教学过程
（一）Warming-up（设计意图：通过歌曲和互动，营造轻松愉快的学习氛围，激发学生的学习兴趣，同时复习旧知，为新课导入做铺垫。）
1. Greetings
T: Hell, bys and girls! Nice t see yu again.
Ss: Hell, teacher! Nice t see yu t.
T: Hw are yu tday?
Ss: I'm fine, thank yu. And yu?
T: I'm very well t.
2. Sing a sng
T: Nw, let's sing a sng tgether. "Hell, hell". (Play the sng n the multimedia and lead the students t sing alng)
Hell, hell. Hw are yu?
I'm fine. I'm fine. Thank yu, thank yu.
And yu? And yu? I'm fine t.
3. Revisin
T: Lk at the pictures n the screen. (Shw sme pictures f animals) What's this?
Ss: It's a dg/cat/bird...
T: Very gd. Nw, let's play a guessing game. I'll describe an animal and yu guess what it is. It's small. It has a lng tail. It can climb trees. What is it?
Ss: It's a mnkey.
T: Great! Yu are s clever.
（二）Presentatin（设计意图：利用图片、动画和情境创设等方式，直观呈现新单词和句型，帮助学生理解和记忆，激发学生的学习兴趣和求知欲。）
1. Lead-in
T: Tday, we are ging t talk abut friends. D yu have friends? (Ask sme students t answer)
Ss: Yes, I d.
T: Very gd. Nw, lk at the screen. Here is a picture f tw children. They are friends. (Shw a picture f tw children n the multimedia) Let's see what they lk like.
2. Teach the new wrds
Tall
T: Lk at this by. He is very tall. (Pint t the by in the picture and say "tall", emphasizing the prnunciatin) Can yu say "tall"?
Ss: Tall.
T: Great! Nw, let's d an actin. Stand up straight and stretch yur hands up as high as yu can. This is "tall". (Demnstrate the actin and ask the students t fllw)
T: (Shw a picture f a tall tree) Lk at this tree. It's tall t. Can yu find smething tall in ur classrm?
Ss: The blackbard is tall. / The flagple is tall. (Encurage students t answer and praise them fr their crrect answers)
Shrt
T: Nw, lk at this girl. She is shrt. (Pint t the girl in the picture and say "shrt", cmparing with the tall by) Say "shrt".
Ss: Shrt.
T: Gd. Sit dwn and make yurself small. This is "shrt". (Ask the students t d the actin and check if they d it crrectly)
T: (Shw a picture f a shrt pencil) This pencil is shrt. Can yu find smething shrt in ur classrm?
Ss: The eraser is shrt. / The ruler is shrt. (Guide students t bserve and answer)
Fat
T: Lk at this by again. He is nt nly tall but als a little fat. (Pint t the by and say "fat", shwing the gesture f being fat with hands n the tummy) Read after me, "fat".
Ss: Fat.
T: Wh can make a fat face? (Ask a student t cme t the frnt and make a fat face. The ther students laugh and say "fat")
T: (Shw a picture f a fat panda) Lk at the panda. It's s cute and fat. D yu like it?
Ss: Yes.
Thin
T: And this girl is thin. (Pint t the girl and say "thin", emphasizing the prnunciatin. The muth shuld be a little bit narrw when prnuncing "thin") Say "thin".
Ss: Thin.
T: Let's d an actin like this. Put yur hands tgether and make yur arms as thin as pssible. This is "thin". (Demnstrate the actin and let the students practice)
T: (Shw a picture f a thin dg) This dg is thin. Can yu think f smene r smething thin yu knw?
Ss: My pencil case is thin. / My neighbr is thin. (Encurage students t share their ideas)
3. Practice the new wrds
Game 1: "I say yu d"
T: Nw, let's play a game. I will say a wrd and yu d the crrespnding actin. Fr example, when I say "tall", yu stand up straight and stretch yur hands up. When I say "shrt", yu sit dwn and make yurself small. Are yu ready?
Ss: Yes.
T: Tall. (The students d the actin f "tall")
Shrt. (The students d the actin f "shrt")
Fat. (The students make a fat face r gesture)
Thin. (The students d the actin f "thin")
Game 2: "What's missing?"
T: Nw, lk at the screen. Here are the fur wrds we just learned: tall, shrt, fat, thin. I will flash these wrds ne by ne and then make ne f them disappear. Yu need t tell me which wrd is missing. OK?
Ss: OK. (Shw the wrds n the multimedia and flash them quickly. Then make ne wrd disappear and ask the students t answer)
Game 3: "Quick respnse"
T: I will shw yu sme pictures. Yu need t say the wrds as quickly as pssible t describe what yu see. Fr example, if yu see a tall building, yu shuld say "tall". Are yu clear?
Ss: Yes. (Shw pictures f different bjects r peple with different characteristics, such as a tall man, a shrt girl, a fat cat, a thin bk, etc. The students respnd quickly with the crrespnding wrds)
（三）Text Learning（设计意图：通过听、读、模仿等活动，让学生学习教材中的对话内容，理解并掌握如何用英语介绍朋友和描述朋友的外貌特征，培养学生的听力和口语表达能力。）
1. Listen t the dialgue
T: Nw, let's listen t a dialgue between tw friends. Open yur bks and turn t Page XX. Listen carefully and see what they are talking abut. (Play the dialgue audi n the multimedia)
A: Hell, Ben. This is my friend, Lily.
B: Hi, Lily. Nice t meet yu.
C: Nice t meet yu t, Ben.
B: Lily, yu are s tall. And yu are thin t.
C: Thank yu. Ben, yu are a little fat. But yu are very cute.
B: Haha, yes. I like t eat.
2. Read the dialgue
T: Nw, let's read the dialgue tgether. Fllw me, please. (Read the dialgue sentence by sentence with the students, paying attentin t the prnunciatin and intnatin)
A: Hell, Ben. This is my friend, Lily.
Ss: Hell, Ben. This is my friend, Lily.
B: Hi, Lily. Nice t meet yu.
Ss: Hi, Lily. Nice t meet yu.
-...
3. Explain the dialgue
T: Let's lk at the dialgue again. "This is my friend." means "这是我的朋友。" We use this sentence t intrduce ur friends t thers. Fr example, if I want t intrduce my friend Tm t yu, I can say "This is my friend, Tm." D yu understand?
Ss: Yes.
T: And "He/She is..." is used t describe the appearance r characteristics f a persn. If we want t say smene is tall, we can say "He/She is tall." If smene is fat, we can say "He/She is fat." Nw, lk at the pictures in the bk and make sme sentences t describe the children.
Ss: This is my friend. He is tall and fat. / This is my friend. She is shrt and thin. (Guide the students t use the new wrds and sentences t describe the pictures)
4. Rle-play
T: Nw, let's d a rle-play. I will ask sme students t cme t the frnt and act ut the dialgue. One student can be A, ne student can be B, and ne student can be C. Wh wants t try?
(Several students raise their hands. Select three students t cme t the frnt and give them the crrespnding头饰)
A: Hell, Ben. This is my friend, Lily.
B: Hi, Lily. Nice t meet yu.
C: Nice t meet yu t, Ben.
B: Lily, yu are s tall. And yu are thin t.
C: Thank yu. Ben, yu are a little fat. But yu are very cute.
B: Haha, yes. I like t eat.
(After the rle-play, praise the students fr their gd perfrmance and give them sme small stickers r prizes)
（四）Practice（设计意图：通过多种形式的练习活动，巩固所学的单词和句型，提高学生的语言运用能力和交际能力，让学生在实际情境中灵活运用英语进行交流。）
1. Pair wrk
T: Nw, it's yur turn t practice. Wrk in pairs. One student pints t a friend in the classrm r uses a picture f a friend and intrduces him/her t the ther student using the sentence "This is my friend. He/She is...". Then the ther student listens and repeats. After that, yu can change rles. Let's start.
(The students practice in pairs. The teacher walks arund the classrm, listening t the students' cnversatins and prviding help if necessary)
T: Which pair wants t cme t the frnt and shw yur cnversatin?
(Sme pairs vlunteer t cme t the frnt and have a shrt cnversatin. The rest f the class listens and pays attentin)
2. Grup wrk
T: Nw, let's wrk in grups f fur. Each grup makes a shrt dialgue abut intrducing friends and describing their appearances. Yu can use the wrds and sentences we learned tday. After yu finish, yu can act ut yur dialgue in frnt f the class.
(The students frm grups and start t wrk. They discuss and write dwn their dialgues. The teacher ges arund and ffers guidance and supprt)
T: Nw, let's see which grup's dialgue is the mst interesting and creative. Grup 1, please cme and shw yur dialgue.
Grup 1:
A: Hell, everyne. This is my friend, Tm.
B, C, D: Hi, Tm. Nice t meet yu.
A: Tm is very tall and he is nt fat r thin. He is very cl.
Tm: Thank yu. Haha.
(After each grup's perfrmance, the class gives applause and the teacher cmments and praises the grups fr their gd wrk)
3. Listen and draw
T: Nw, let's d a listening exercise. I will describe a friend's appearance and yu draw a picture accrding t my descriptin. Listen carefully. This is my friend. He is tall and fat. He has shrt hair and big eyes. He is wearing a red T-shirt and blue jeans. Nw, start drawing.
(Describe anther friend's appearance fr the students t draw. After they finish, ask sme students t shw their pictures and describe what they have drawn using the English wrds and sentences learned)
（五）Summary（设计意图：引导学生回顾本节课所学的内容，总结重点知识，强化记忆，帮助学生建立知识框架，培养学生的归纳总结能力。）
1. T: Nw, let's summarize what we have learned tday. What wrds did we learn abut describing peple's appearances?
Ss: Tall, shrt, fat, thin.
T: Very gd. And what sentence did we learn t intrduce friends?
Ss: This is my friend. He/She is...
T: Yes, yu are all very clever. Remember these wrds and sentences. We can use them t talk abut ur friends and describe them in English.
2. T: In this class, we als learned hw t cmmunicate with thers in English and make friends. Friends are very imprtant in ur lives. We shuld cherish ur friends and be kind t them. D yu agree?
Ss: Yes.
（六）Hmewrk（设计意图：通过布置多样化的作业，让学生在课后巩固所学知识，进一步提高学生的语言运用能力，同时培养学生的自主学习能力和创造力。）
1. Listen t the dialgue n the tape and repeat it fr three times. Try t imitate the prnunciatin and intnatin.
2. Draw a picture f yur best friend and write a few sentences t describe his/her appearance using the wrds we learned tday. Fr example, "This is my best friend. He/She is tall and thin. He/She has lng hair and big eyes."
3. Tell yur parents abut yur friends in English, using the sentence "This is my friend. He/She is..." and describe their appearances.
六、作业布置
1. 基础作业
听录音跟读课文对话 3 遍，模仿语音语调。
完成课本上相关的练习题，巩固所学单词和句型。
2. 拓展作业
用所学单词和句型制作一张朋友卡片，在卡片上画出朋友的样子，并写上描述朋友外貌的句子。
和家长一起玩“猜朋友”的游戏，用英语描述班上同学的外貌特征，让家长猜是谁。
3. 实践作业
在生活中观察身边的人，用英语向家人或朋友描述他们的外貌特征。
七、板书设计
Unit 4 Friends: Lessn 1
1. New wrds:
tall（高的）
shrt（矮的）
fat（胖的）
thin（瘦的）
2. Sentence patterns:
This is my friend.（这是我的朋友。）
He/She is tall/shrt/fat/thin.（他/她是高的/矮的/胖的/瘦的。）
北师大版（三起）（2024）三年级上册英语Unit4《Friends》Lessn 2教案
一、教材内容
本课时是新教材北师大版（三起）（2024）小学英语三年级上册Unit 4《Friends》的Lessn 2。延续“朋友”这一主题，进一步拓展关于朋友的外貌、性格和爱好等方面的描述。教材内容包括更多描述性格和爱好的词汇，如friendly（友好的）、quiet（安静的）、cute（可爱的）、like t play games（喜欢玩游戏）、like t read bks（喜欢读书）等。通过对话、图片和活动等形式，引导学生学习如何更全面地介绍自己的朋友。
二、核心素养目标
（一）语言能力目标
1. 学生能够听懂、会说、认读新单词friendly, quiet, cute以及短语like t play games, like t read bks。
2. 能够熟练运用句型“This is my friend. He/She is... He/She is very... He/She likes t...”来介绍朋友的外貌、性格和爱好。
（二）学习能力目标
1. 通过观察、模仿、小组合作等学习方式，培养学生的自主学习能力和合作学习能力。
2. 引导学生在学习过程中积极思考，善于总结归纳，提高学生的学习策略和语言运用能力。
（三）思维品质目标
1. 培养学生的逻辑思维能力，让学生能够有条理地介绍朋友的多方面信息。
2. 鼓励学生发挥想象力，创新地运用所学语言表达自己对朋友的看法和感受。
（四）文化意识目标
1. 让学生了解在英语国家中人们如何描述朋友，增进对不同文化背景下人际交往的理解。
2. 培养学生尊重他人、欣赏他人优点的良好品质，促进跨文化交际意识的形成。
三、教学重难点
（一）教学重点
1. 掌握新单词friendly, quiet, cute以及短语like t play games, like t read bks的含义和用法。
2. 正确运用句型“This is my friend. He/She is... He/She is very... He/She likes t...”进行综合描述。
（二）教学难点
1. 如何引导学生准确、流畅地用所学词汇和句型描述朋友的性格和爱好，实现语言的综合运用。
2. 让学生理解并区分like t d sth.和like ding sth.的用法差异。
四、教学准备
1. 多媒体课件，包含生动的图片、有趣的动画、音频等教学资源。
2. 单词卡片、人物头饰、道具（如书、玩具等）。
3. 制作小组活动任务卡。
五、教学过程
（一）Warming-up（设计意图：通过歌曲和游戏复习旧知，活跃课堂气氛，激发学生的学习兴趣，为新知识的学习做好铺垫。）
1. Sing a sng
T: Let's start ur class with a sng. D yu remember the sng "Friends"? Let's sing it tgether.
(Play the sng "Friends" n the multimedia and lead the students t sing alng with actins)
Friends, friends, ne and all.
We are friends, big and small.
Tall r shrt, fat r thin.
We are all friends, happy and grin.
2. Review
T: Great! Yu sing very well. Nw, let's review sme wrds we learned in the last lessn. Lk at the pictures n the screen. What are they? (Shw pictures f peple with different appearances)
Ss: Tall, shrt, fat, thin.
T: Very gd! And hw d we use these wrds t describe ur friends? Fr example, if I want t describe my friend Tm, wh is very tall and a little fat, what can I say?
Ss: This is my friend, Tm. He is tall and fat.
T: Excellent! Nw, I'll ask sme students t cme t the frnt and describe their friends in the pictures using the sentences we learned. (Ask several students t cme t the frnt and describe the pictures, giving them praise and encuragement)
（二）Presentatin（设计意图：利用图片、情境创设和实物演示等多种方式呈现新单词和短语，直观形象地帮助学生理解其含义和用法，激发学生的学习兴趣和求知欲。）
1. Teach the new wrds "friendly" and "quiet"
Friendly
T: Lk at the screen. Here is a picture f tw children. They are smiling and playing tgether happily. They are very friendly t each ther. (Pint t the picture and say "friendly", emphasizing the prnunciatin) Can yu say "friendly"?
Ss: Friendly.
T: Great! Nw, let's d an actin t shw "friendly". Shake hands with yur partner and smile at each ther. This is "friendly". (The students d the actin and say the wrd tgether)
T: (Shw sme ther pictures f peple helping each ther r playing tgether happily) Lk at these pictures. They are all shwing friendship. They are very friendly. Can yu use "friendly" t describe them?
Ss: Yes, they are friendly.
Quiet
T: Nw, lk at this picture. There is a girl sitting quietly and reading a bk. She is very quiet. (Pint t the girl in the picture and say "quiet", prnuncing it clearly and slwly) Say "quiet".
Ss: Quiet.
T: Gd. Let's be quiet like her. Clse yur muth and sit still. This is "quiet". (The students d the actin and experience the meaning f the wrd)
T: (Shw a picture f a classrm when the students are having a test. Everyne is quiet and cncentrating n their papers) Lk at this picture. What are the students ding? Are they quiet?
Ss: Yes, they are quiet. They are taking a test.
2. Teach the new wrd "cute"
T: Lk at this picture. It's a picture f a little baby. The baby is smiling and has big eyes. It's s cute. (Shw a picture f a cute baby and say "cute", making a cute expressin myself) Can yu say "cute"?
Ss: Cute.
T: Very gd! Nw, lk arund the classrm. Can yu find smething r smene cute?
Ss: The little puppy in the picture n the wall is cute. / My classmate's pencil bx with a little bear n it is cute. (Encurage students t bserve and express their pinins)
T: (Take ut a cute stuffed animal) Lk at this stuffed animal. Isn't it cute? Say "It's a cute stuffed animal."
Ss: It's a cute stuffed animal.
3. Teach the phrases "like t play games" and "like t read bks"
Like t play games
T: (Take ut sme tys and pretend t play with them) Lk at me. I like t play games. D yu like t play games? (Ask the students and shw the phrase "like t play games" n the multimedia)
Ss: Yes, we like t play games.
T: What games d yu like t play?
Ss: I like t play hide-and-seek. / I like t play basketball. / I like t play chess. (Encurage students t answer and write dwn sme f their answers n the blackbard)
T: Nw, let's say tgether "I like t play games." (The students repeat the phrase)
Like t read bks
T: (Take ut a bk and pretend t read it) And I als like t read bks. Reading bks is very interesting. D yu like t read bks? (Shw the phrase "like t read bks" n the multimedia)
Ss: Yes, we like t read bks.
T: What kind f bks d yu like t read?
Ss: I like t read strybks. / I like t read picture bks. / I like t read cmic bks. (Write dwn sme f their answers n the blackbard)
T: Let's say "I like t read bks." tgether. (The students repeat the phrase)
4. Practice the new wrds and phrases
Game 1: "Quick respnse"
T: Nw, let's play a quick respnse game. I will shw yu sme pictures r d sme actins, and yu need t say the crrespnding wrds r phrases as quickly as pssible. Fr example, if I shw a picture f a friendly smile, yu shuld say "friendly". Are yu ready?
Ss: Yes.
(Shw pictures f peple being friendly, quiet, cute, and actins f playing games and reading bks. The students respnd quickly with the crrect wrds r phrases)
Game 2: "Wrd and Phrase Relay"
T: Let's play anther game. We'll divide the class int fur grups. Each grup stands in a line. I will say a wrd r a phrase, and the first student in each grup needs t say the next wrd r phrase accrding t the categry. Fr example, if I say "friendly", the next student in the grup shuld say a wrd related t persnality, like "quiet" r "cute". If I say "like t play games", the next student shuld say anther activity they like, like "like t swim" r "like t run". Let's see which grup can d it the fastest and the mst accurately.
(Start the game and encurage the students t participate actively. Give praise and rewards t the winning grup)
（三）Text Learning（设计意图：通过听、读、模仿和角色扮演等活动，让学生学习教材中的对话内容，深入理解如何用英语全面地介绍朋友，培养学生的听力、口语表达和阅读理解能力。）
1. Listen t the dialgue
T: Nw, let's listen t a new dialgue between tw friends. Open yur bks and turn t Page XX. Listen carefully and see what they are talking abut this time. (Play the dialgue audi n the multimedia)
A: Hell, Mike. This is my friend, Amy.
B: Hi, Amy. Nice t meet yu.
C: Nice t meet yu t, Mike.
B: Amy, yu lk very cute. And yu are friendly t.
C: Thank yu. Mike, I heard that yu like t read bks. Is that true?
B: Yes, I like t read bks very much. What abut yu, Amy?
C: I like t play games. I think it's very fun.
2. Read the dialgue
T: Nw, let's read the dialgue tgether. Fllw me, please. (Read the dialgue sentence by sentence with the students, paying attentin t the prnunciatin, intnatin, and stress)
A: Hell, Mike. This is my friend, Amy.
Ss: Hell, Mike. This is my friend, Amy.
B: Hi, Amy. Nice t meet yu.
Ss: Hi, Amy. Nice t meet yu t, Mike.
...
3. Explain the dialgue
T: Let's lk at the dialgue again. We have learned sme new ways t describe ur friends. Fr example, "Yu lk very cute. And yu are friendly t." We can use these wrds t describe a friend's appearance and persnality. And when we talk abut a friend's hbbies, we can say "I like t...". Like Mike likes t read bks, and Amy likes t play games. Nw, let's practice these sentences with yur partners. Yu can talk abut yur wn hbbies r yur friends' hbbies.
(The students practice in pairs, using the sentences frm the dialgue t talk abut hbbies. The teacher walks arund the classrm, listening t their cnversatins and prviding help if necessary)
4. Rle-play
T: Nw, let's d a rle-play. I will ask sme students t cme t the frnt and act ut the dialgue. One student can be A, ne student can be B, and ne student can be C. But this time, yu can change the names and the hbbies accrding t yur wn situatin. Let's see wh can act it ut the best.
(Several students vlunteer t cme t the frnt and put n the crrespnding头饰. They start t act ut the dialgue with their wn mdificatins. After the rle-play, the class gives applause and the teacher cmments n their perfrmance, praising their creativity and language use)
（四）Practice（设计意图：通过多种形式的练习活动，巩固所学的单词、短语和句型，提高学生的语言运用能力和综合表达能力，培养学生的合作意识和团队精神。）
1. Pair wrk
T: Nw, it's yur turn t practice. Wrk in pairs. One student describes his/her friend using the sentences we learned tday, including appearance, persnality, and hbbies. The ther student listens and asks questins if necessary. Then yu can change rles. Let's start.
(The students practice in pairs. The teacher walks arund the classrm, listening t the students' cnversatins and ffering guidance and suggestins)
T: Which pair wants t cme t the frnt and share yur descriptin with the class?
(Sme pairs raise their hands and cme t the frnt t have a shrt presentatin. The rest f the class listens carefully and can give cmments r ask questins)
2. Grup wrk
T: Nw, let's wrk in grups f fur. Each grup chses ne f their friends and makes a pster abut him/her. On the pster, yu shuld write dwn his/her name, appearance, persnality, and hbbies. Yu can als draw a picture f yur friend if yu like. After yu finish, each grup will present their pster t the class and intrduce their friend.
(The students frm grups and start t wrk. They discuss, write, and draw n the pster. The teacher ges arund the grups, prviding supprt and helping them with any difficulties they encunter)
T: Nw, it's time fr each grup t present their psters. Let's see which grup has made the mst interesting and creative pster. Grup 1, please cme and shw yur pster.
Grup 1: (One student frm the grup cmes t the frnt and hlds the pster) This is ur friend, Lily. She is tall and thin. She has lng hair and big eyes. She is very friendly and cute. She likes t read bks and play basketball.
(The ther students in the grup can add sme details r cmments if they want. After each grup's presentatin, the class gives applause and the teacher gives feedback and praise)
3. Listen and match
T: Nw, let's d a listening exercise. I will describe sme friends, and yu need t match the descriptins with the pictures n the screen. Listen carefully.
(Describe three friends with different appearances, persnalities, and hbbies. Fr example, "This friend is shrt and fat. He is very quiet. He likes t play games. Which picture is he?")
(The students listen and match the descriptins with the pictures. After they finish, check the answers tgether and discuss any difficulties r misunderstandings)
（五）Summary（设计意图：引导学生回顾本节课所学的内容，总结重点知识，强化记忆，帮助学生建立知识体系，培养学生的归纳总结能力和语言表达能力。）
1. T: Nw, let's summarize what we have learned tday. What new wrds and phrases did we learn?
Ss: Friendly, quiet, cute, like t play games, like t read bks.
T: Very gd. And hw can we use these wrds and phrases t describe ur friends?
Ss: We can use "This is my friend. He/She is... He/She is very... He/She likes t..." t describe ur friends' appearance, persnality, and hbbies.
T: Yes, yu are all very clever. Remember these wrds and sentences, and we can use them t talk mre abut ur friends in English.
2. T: In this class, we als learned hw t better understand and intrduce ur friends. Friends are imprtant in ur lives. We shuld cherish ur friends and learn frm each ther. I hpe yu can make mre gd friends and have a happy time with them.
（六）Hmewrk（设计意图：通过布置多样化的作业，让学生在课后巩固所学知识，进一步提高学生的语言运用能力和自主学习能力，同时培养学生的创造力和实践能力。）
1. Write a shrt passage abut yur best friend, using at least five sentences t describe his/her appearance, persnality, and hbbies.
2. Make a mini-bk abut yur friends. On each page, yu can draw a picture f a friend and write a few sentences t describe him/her. Yu can share this mini-bk with yur classmates next class.
3. Interview three f yur classmates and ask them abut their friends. Write dwn their answers and reprt t the class next time. Yu can use the questins like "What des yur friend lk like?", "What is yur friend's persnality?", and "What des yur friend like t d?".
北师大版（三起）（2024）三年级上册英语Unit4《Friends》Lessn 3教案
一、学情分析
三年级的学生刚刚接触英语学习，对英语充满了好奇心和求知欲。他们经过前两课的学习，已经初步掌握了一些关于朋友外貌特征的词汇和简单的句型，如“This is my friend. He/She is tall/shrt/fat/thin.”等，并且对用英语介绍朋友有了一定的兴趣和基础。然而，他们的英语词汇量和语言表达能力还相对有限，对于更丰富的描述朋友的词汇和复杂的句型，需要通过多样化的教学方法和反复的练习来进行巩固和拓展。这个年龄段的学生活泼好动，喜欢通过游戏、歌曲、角色扮演等活动来学习知识，因此在教学过程中要注重创设生动有趣的教学情境，激发学生的学习积极性，提高他们的参与度。同时，学生之间的个体差异也开始逐渐显现，在教学中要关注不同层次学生的学习需求，给予适当的指导和鼓励，让每个学生都能在英语学习中取得进步。
二、教材内容
本课时是新教材北师大版（三起）（2024）小学英语三年级上册Unit 4《Friends》的Lessn 3。在本节课中，教材进一步深化了“朋友”这一主题，内容涵盖了对朋友更多方面的描述，包括朋友的年龄、兴趣爱好以及日常活动等。教材通过对话、短文、图片等形式呈现新的语言知识，如“Hw ld is he/she? He/She is... years ld. He/She likes... He/She ften...”等句型，以及一些与兴趣爱好和日常活动相关的词汇，如“draw pictures（画画）”“sing sngs（唱歌）”“dance（跳舞）”“play ftball（踢足球）”等。教材还设置了一些练习活动，如问答练习、填空练习等，帮助学生巩固所学知识，提高语言运用能力。
三、教学目标
（一）知识目标
1. 学生能够听懂、会说、认读单词：age（年龄）、years ld（……岁）、draw pictures（画画）、sing sngs（唱歌）、dance（跳舞）、play ftball（踢足球）。
2. 学生能够理解并运用句型“Hw ld is he/she? He/She is... years ld. He/She likes... He/She ften...”来询问和描述朋友的年龄、兴趣爱好及日常活动。
（二）能力目标
1. 学生能够在实际情境中准确运用所学词汇和句型进行交流，如询问朋友的年龄、介绍朋友的兴趣爱好等。
2. 培养学生的听、说、读、写能力，以及观察、思考和语言组织能力。
（三）情感目标
1. 通过学习，增强学生与朋友之间的了解和友谊，培养学生关心他人、尊重他人的良好品质。
2. 激发学生对英语学习的兴趣，让学生在轻松愉快的氛围中学习英语，体验学习英语的乐趣。
四、教学重难点
（一）教学重点
1. 掌握新单词和短语的发音、拼写和意义。
2. 熟练运用句型“Hw ld is he/she? He/She is... years ld. He/She likes... He/She ften...”进行交流。
（二）教学难点
1. 能够灵活运用所学句型，结合实际情况准确、流畅地描述朋友的多方面信息，包括年龄、兴趣爱好和日常活动。
2. 理解并区分“like t d sth.”和“ften d sth.”在表达上的差异。
五、教学准备
1. 多媒体课件，包含教材中的图片、动画、音频等资源，以及相关的拓展资料。
2. 单词卡片、人物图片、调查表。
3. 奖品（如小贴纸、小徽章等）。
六、教学过程
（一）Warming-up（设计意图：通过歌曲和复习活动，营造轻松的学习氛围，巩固旧知，为新知识的学习做好铺垫。）
1. Sing a sng
T: Let's start ur class with a sng. D yu remember the sng "Tw Tigers"? Let's sing it tgether.
(Play the sng "Tw Tigers" n the multimedia and lead the students t sing alng with actins)
Tw tigers, tw tigers,
Running fast, running fast,
One has n ears,
One has n tail,
Hw strange! Hw strange!
2. Revisin
T: Very gd! Yu sing very well. Nw, let's review sme wrds and sentences we learned in the last tw lessns. Lk at the pictures n the screen. What des he/she lk like? (Shw pictures f sme children with different appearances)
Ss: He is tall and fat. / She is shrt and thin. / He is very cute. / She is friendly. etc.
T: Great! And hw d we intrduce ur friends?
Ss: This is my friend. He/She is... He/She likes t... (Sme students may answer with the previus learned sentences)
T: Very gd! Yu have a gd memry. Nw, I'll ask sme students t cme t the frnt and intrduce their friends in the pictures using the sentences we learned. (Ask several students t cme t the frnt and describe the pictures, giving them praise and encuragement)
（二）Presentatin（设计意图：利用图片、情境创设和问答等方式，引入新单词和句型，帮助学生理解和记忆，激发学生的学习兴趣。）
1. Teach the new wrd "age" and the phrase "years ld"
T: (Shw a picture f a student) Lk at this by. D yu knw hw ld he is? (Write "Hw ld is he?" n the blackbard and pint t the wrds while saying)
Ss: N.
T: We can ask "Hw ld is he?" t find ut his age. And when we answer, we can say "He is... years ld." (Write "He is... years ld." n the blackbard and shw the phrase "years ld") Nw, let's learn the wrd "age". It means "年龄" in Chinese. Read after me, "age".
Ss: Age.
T: And this is "years ld". Fr example, if he is 8 years ld, we can say "He is 8 years ld." (Shw sme numbers n the multimedia and ask the students t say the sentences with the numbers, like "He is 5 years ld." "She is 9 years ld.")
T: Nw, lk at yur classmates. Can yu ask and answer abut their ages? (Let the students practice asking and answering in pairs, walking arund the classrm t check and help)
2. Teach the new phrases abut hbbies and activities
Draw pictures
T: (Take ut a piece f paper and a pencil and start drawing a simple picture) Lk at me. What am I ding?
Ss: Yu are drawing.
T: Yes, I like t draw pictures. "Draw pictures" means "画画" in Chinese. Read after me, "draw pictures".
Ss: Draw pictures.
T: What d yu like t draw? (Ask sme students t answer)
Ss: I like t draw flwers. / I like t draw animals. etc.
Sing sngs
T: (Sing a shrt sng) Nw, what am I ding?
Ss: Yu are singing.
T: Right. I like t sing sngs. "Sing sngs" means "唱歌". Say it tgether, "sing sngs".
Ss: Sing sngs.
T: D yu like t sing sngs? Wh can sing a sng fr us? (Sme students may vlunteer t sing a shrt sng, and encurage the thers t clap fr them)
Dance
T: (Play a shrt vide f a dancing perfrmance) Lk at this. What are they ding?
Ss: They are dancing.
T: Yes, "dance" means "跳舞". Read it, "dance".
Ss: Dance.
T: Can yu dance? Let's stand up and d sme simple dance mves tgether. (Lead the students t d sme simple dance actins like shaking hands, twisting the bdy, etc.)
Play ftball
T: (Shw a picture f sme children playing ftball) What are they ding in this picture?
Ss: They are playing ftball.
T: Very gd. "Play ftball" means "踢足球". Say it, "play ftball".
Ss: Play ftball.
T: What ther sprts d yu like t play? (Ask the students t answer and write sme f the sprts n the blackbard, like "play basketball", "play ping-png", etc.)
3. Practice the new phrases
Game 1: "Quick respnse"
T: Nw, let's play a quick respnse game. I will shw yu sme pictures r d sme actins, and yu need t say the crrespnding phrases as quickly as pssible. Fr example, if I shw a picture f a persn drawing, yu shuld say "draw pictures". Are yu ready?
Ss: Yes.
(Shw pictures r d actins related t the new phrases, and the students respnd quickly)
Game 2: "What's missing?"
T: Nw, lk at the screen. Here are the fur phrases we just learned: draw pictures, sing sngs, dance, play ftball. I will flash these phrases ne by ne and then make ne f them disappear. Yu need t tell me which phrase is missing. OK?
Ss: OK.
(Shw the phrases n the multimedia and flash them quickly. Then make ne phrase disappear and ask the students t answer)
（三）Text Learning（设计意图：通过听、读、理解和角色扮演等活动，让学生学习教材中的短文内容，掌握如何用英语全面地描述朋友的年龄、兴趣爱好和日常活动，提高学生的阅读理解和口语表达能力。）
1. Listen t the text
T: Nw, let's listen t a shrt passage abut a friend. Open yur bks and turn t Page XX. Listen carefully and see what we can learn abut this friend. (Play the text audi n the multimedia)
My friend is Lily. She is 9 years ld. She is a cute girl. She likes t draw pictures. She ften draws pictures after schl. She als likes t sing sngs. She can sing very well.
2. Read the text
T: Nw, let's read the text tgether. Fllw me, please. (Read the text sentence by sentence with the students, paying attentin t the prnunciatin and intnatin)
My friend is Lily.
Ss: My friend is Lily.
She is 9 years ld.
Ss: She is 9 years ld.
-...
3. Explain the text
T: Let's lk at the text again. We knw that Lily is the girl's friend. She is 9 years ld. We can ask smene's age by saying "Hw ld is he/she?" and answer with "He/She is... years ld." Fr example, if I ask "Hw ld are yu?", yu can answer "I am... years ld." (Ask sme students abut their ages and let them answer)
T: Lily likes t draw pictures and sing sngs. We use "like t d sth." t talk abut ur hbbies. And "ften" means "经常". She ften draws pictures after schl. It tells us abut her daily activity. Nw, can yu find sme sentences in the text that use "like t d sth." and "ften d sth."?
Ss: She likes t draw pictures. She ften draws pictures after schl. She als likes t sing sngs.
T: Very gd! Nw, let's practice these sentences with yur partners. Yu can talk abut yur wn hbbies and daily activities.
(The students practice in pairs, using the sentences frm the text t talk abut themselves. The teacher walks arund the classrm, listening t their cnversatins and prviding help if necessary)
4. Rle-play
T: Nw, let's d a rle-play. I will ask sme students t cme t the frnt and act as Lily and her friend. One student can be Lily and intrduce herself using the infrmatin in the text. The ther student can be her friend and ask sme questins abut Lily. Let's see wh can act it ut the best.
(Several students vlunteer t cme t the frnt and put n the crrespnding头饰. They start t act ut the dialgue. After the rle-play, the class gives applause and the teacher cmments n their perfrmance, praising their creativity and language use)
（四）Practice（设计意图：通过多种形式的练习活动，巩固所学的单词、短语和句型，提高学生的语言运用能力和综合表达能力，培养学生的合作意识和交流能力。）
1. Pair wrk
T: Nw, it's yur turn t practice. Wrk in pairs. One student asks the ther student abut his/her friend's age, hbbies, and daily activities, and then the ther student answers using the sentences we learned. Fr example:
A: Hw ld is yur friend?
B: He/She is... years ld.
A: What des he/she like t d?
B: He/She likes t...
A: What des he/she ften d?
B: He/She ften...
(After a few minutes, ask sme pairs t cme t the frnt and have a shrt cnversatin, and encurage the ther students t listen carefully and give cmments)
2. Grup wrk
T: Nw, let's wrk in grups f fur. Each grup makes a survey abut their friends' infrmatin, including age, hbbies, and daily activities. Then fill in the frm n the paper. After that, each grup chses ne student t reprt the survey results t the class.
(Give the students the调查表and let them start t wrk. The teacher ges arund the grups, prviding supprt and answering questins. Then ask each grup's representative t cme t the frnt and reprt, using the sentences "My friend is... He/She is... years ld. He/She likes t... He/She ften...")
3. Listen and write
T: Nw, let's d a listening exercise. I will describe a friend, and yu need t write dwn the infrmatin abut his/her age, hbbies, and daily activities. Listen carefully.
(Describe a friend in simple English, such as "My friend is Tm. He is 8 years ld. He likes t play ftball. He ften plays ftball with his friends n weekends.")
(After listening, ask the students t check their answers with their partners and then read ut their answers)
（五）Summary（设计意图：引导学生回顾本节课所学的内容，总结重点知识，强化记忆，帮助学生建立知识框架，培养学生的归纳总结能力。）
1. T: Nw, let's summarize what we have learned tday. What new wrds and phrases did we learn?
Ss: Age, years ld, draw pictures, sing sngs, dance, play ftball.
T: Very gd. And what sentences did we learn t describe ur friends?
Ss: Hw ld is he/she? He/She is... years ld. He/She likes t... He/She ften...
T: Yes, yu are all very clever. Remember these wrds and sentences, and we can use them t talk mre abut ur friends in English.
2. T: We learned a lt abut ur friends tday. Friends are very imprtant in ur lives. We shuld knw mre abut ur friends and have a gd time with them. I hpe yu can make mre gd friends and share yur happiness with them.
（六）Hmewrk（设计意图：通过布置多样化的作业，让学生在课后巩固所学知识，进一步提高学生的语言运用能力和自主学习能力，同时培养学生的观察和记录能力。）
1. Ask yur parents abut their ages, hbbies, and daily activities, and then write a shrt passage t intrduce them in English.
2. Draw a picture f yur friend and write a few sentences beside the picture t describe him/her, using the wrds and sentences we learned tday.
3. Make a small English bklet abut yur friends. On each page, write the name, age, hbbies, and daily activities f ne friend. Yu can decrate the bklet with sme pictures r stickers. Bring it t schl next time and share it with yur classmates.
七、板书设计
Unit 4 Friends: Lessn 3
1. New wrds and phrases:
age（年龄）
years ld（……岁）
draw pictures（画画）
sing sngs（唱歌）
dance（跳舞）
play ftball（踢足球）
2. Sentence patterns:
Hw ld is he/she?（他/她多大了？）
He/She is... years ld.（他/她……岁了。）
He/She likes t...（他/她喜欢……）
He/She ften...（他/她经常……）
北师大版（三起）（2024）三年级上册英语Unit4《Friends》Lessn 4教案
一、教材内容
本课时是新教材北师大版（三起）（2024）小学英语三年级上册Unit 4《Friends》的Lessn 4。本节课主要围绕朋友的主题，进一步拓展和综合运用所学的关于朋友的知识，包括外貌、性格、爱好、年龄等方面的描述。教材内容通过丰富多样的活动，如对话练习、故事阅读、歌曲演唱等，帮助学生巩固和深化对词汇和句型的理解与运用，提高学生的语言综合运用能力和交际能力。教材中可能会出现一些综合性的练习题，要求学生根据给定的情境或图片，运用所学知识进行描述和交流；还可能包含一个简单的关于朋友的小故事，让学生在阅读中感受友谊的美好，并通过故事中的情节进一步理解和运用英语表达。
二、教学目标
（一）知识目标
1. 学生能够熟练掌握并运用本单元所学的关于朋友的词汇，如tall, shrt, fat, thin, friendly, quiet, cute, age, years ld, draw pictures, sing sngs, dance, play ftball等。
2. 学生能够准确运用句型“This is my friend. He/She is... He/She is very... He/She likes t... He/She ften...”以及“Hw ld is he/she? He/She is... years ld.”来全面、准确地描述朋友的各种信息。
（二）能力目标
1. 听、说、读、写能力：通过各种教学活动，如听力练习、口语对话、阅读理解和书写练习，全面提升学生的英语听、说、读、写能力，使学生能够在不同的情境中灵活运用所学语言进行交流和表达。
2. 语言综合运用能力：培养学生将所学的词汇和句型进行整合，运用到实际的语言情境中的能力，能够根据具体情况自如地描述朋友的外貌、性格、爱好和年龄等，实现语言的综合运用。
3. 思维能力：引导学生在学习和交流过程中积极思考，培养他们的逻辑思维能力和创新思维能力，例如让学生根据给定的信息进行推理和判断，或者创造性地描述自己理想中的朋友。
（三）情感目标
1. 通过学习和交流关于朋友的话题，增强学生之间的友谊和团队合作精神，让学生学会关心他人、欣赏他人的优点，培养良好的人际交往品质。
2. 激发学生对英语学习的浓厚兴趣，让学生在轻松愉快的氛围中学习英语，体验学习英语的乐趣和成就感，从而树立学习英语的自信心。
三、教学重难点
（一）教学重点
1. 对本单元所有重点词汇和句型的综合运用，包括正确的发音、拼写和恰当的语境运用。
2. 能够根据不同的情境和要求，灵活、准确地运用所学知识描述朋友的多方面特征，并且能够进行简单的日常交流和对话。
（二）教学难点
1. 如何引导学生将所学的零散知识整合起来，形成一个连贯、完整的语言表达，避免在描述朋友时出现信息遗漏或表达不清晰的情况。
2. 在实际交流中，如何让学生根据对方的回应进行适当的拓展和互动，使对话更加自然、流畅，培养学生的语言交际能力和应变能力。
四、教学准备
1. 多媒体课件，包含本单元的相关图片、音频、视频资料，以及一些拓展的与朋友主题相关的素材。
2. 单词卡片、人物头饰、道具（如绘画工具、足球等），用于课堂活动和角色扮演。
3. 练习题纸、书写本等学习用品。
五、教学过程
（一）Warming-up（设计意图：通过歌曲和游戏复习旧知，营造轻松活跃的课堂氛围，激发学生的学习兴趣，快速将学生带入英语学习状态，并为新课的学习做好铺垫。）
1. Sing a sng
T: Let's start ur class with a lvely sng. D yu remember the sng "Make New Friends"? Let's sing it tgether.
(Play the sng "Make New Friends" n the multimedia and lead the students t sing alng with actins)
Make new friends,
But keep the ld.
One is silver,
And the ther gld.
A circle is rund,
It has n end.
That's hw lng,
I will be yur friend.
2. Review wrds and phrases
T: Great! Yu sing very well. Nw, let's play a quick review game. I will shw yu sme flashcards f the wrds we learned in this unit. When yu see the card, say the wrd r phrase as quickly as pssible. Are yu ready?
Ss: Yes.
(Shw the flashcards f wrds like tall, shrt, fat, thin, friendly, quiet, cute, draw pictures, sing sngs, dance, play ftball, etc. The students respnd quickly)
T: Very gd! Nw, I will ask sme students t cme t the frnt and use these wrds t describe ne f yur classmates. Let's see wh can d it best.
(Several students cme t the frnt and describe their classmates, fr example: "This is my classmate, Li Ming. He is tall and thin. He is very friendly. He likes t play ftball.")
（二）Presentatin（设计意图：通过创设情境和展示图片，引入新的语言材料，引导学生观察和思考，激发学生的好奇心和求知欲，为学生提供更多的语言输入和实践机会。）
1. Shw a picture f a grup f friends
T: Lk at the screen. Here is a picture f sme friends. They are having a great time tgether. D yu want t knw mre abut them?
Ss: Yes.
T: Let's see what they are ding and hw they are. This by is Peter. He is 10 years ld. He is tall and thin. He is very friendly and likes t draw pictures. He ften draws pictures n weekends. And this girl is Amy. She is 9 years ld. She is cute and quiet. She likes t sing sngs and dance. She ften sings and dances after schl.
(Pint t the picture and describe each friend's infrmatin slwly and clearly, emphasizing the key wrds and sentences)
2. Ask and answer abut the picture
T: Nw, I have sme questins fr yu. Wh is Peter? Hw ld is he? What des he lk like? What des he like t d? Yu can answer in pairs first and then I will ask sme f yu.
(The students discuss in pairs and then the teacher asks sme students t answer the questins, fr example:
S1: Peter is the by in the picture.
T: Hw ld is he?
S2: He is 10 years ld.
T: What des he lk like?
S3: He is tall and thin.
T: What des he like t d?
S4: He likes t draw pictures. He ften draws pictures n weekends.)
3. Listen t a shrt dialgue abut friends
T: Nw, let's listen t a shrt dialgue between tw students. They are talking abut their friends t. Listen carefully and see what they say.
(Play a shrt dialgue audi n the multimedia)
A: Hi, Lucy. This is my new friend, Jack.
B: Nice t meet yu, Jack. Hw ld are yu?
C: I'm 8 years ld.
B: Oh, yu are s cute. What d yu like t d?
C: I like t play ftball and read bks.
B: That's great. My friend Lily likes t read bks t. She is very quiet and friendly.
C: Really? I'd like t meet her.
4. Discuss the dialgue
T: After listening t the dialgue, let's talk abut it. What d we knw abut Jack? Wh is Lily? What des she like t d? Discuss with yur partners.
(The students discuss in pairs and then share their ideas with the class. The teacher can guide and crrect their answers if necessary)
（三）Practice（设计意图：通过多样化的练习活动，让学生在不同的情境中反复运用所学的词汇和句型，加深对知识的理解和记忆，提高学生的语言运用能力和交际能力，培养学生的合作精神和竞争意识。）
1. Pair wrk: Describe yur friends
T: Nw, it's yur turn t talk abut yur friends. Wrk in pairs. One student describes his/her friend using the wrds and sentences we learned, and the ther student listens and asks questins if necessary. Then change rles.
Example:
S1: This is my friend, Wang Ming. He is 11 years ld. He is shrt and fat. He is very friendly. He likes t sing sngs and play basketball. He ften plays basketball with his friends after schl.
S2: Hw tall is he?
S1: He is abut 1.3 meters tall.
S2: That's cl. Des he like t draw pictures t?
S1: N, he desn't. But he likes t watch cartns.
(The teacher walks arund the classrm, listening t the students' cnversatins and prviding help and guidance when needed. After a few minutes, ask sme pairs t cme t the frnt and share their cnversatins with the class)
2. Grup wrk: Make a friend prfile
T: Nw, let's wrk in grups f fur. Each grup will make a friend prfile fr ne f yur grup members. On a piece f paper, write dwn his/her name, age, appearance, persnality, hbbies, and smething he/she ften des. Yu can als draw a picture f yur friend if yu like. Then each grup will present yur friend prfile t the class.
(The students start t wrk in grups. They discuss and write dwn the infrmatin. The teacher gives sme suggestins and helps the grups with any difficulties they encunter. After they finish, each grup chses a representative t cme t the frnt and present their friend prfile, fr example:
Grup 1:
Hell, everyne. This is ur friend, Li Hua. She is 10 years ld. She is tall and thin. She has lng hair and big eyes. She is very friendly and quiet. She likes t draw pictures and read bks. She ften reads bks in the library n weekends. And this is a picture f her we drew. (Shw the picture t the class)
(The ther grups give applause and cmments after each presentatin. The teacher can als ask sme questins abut the friend prfile t check the students' understanding and encurage them t use mre English expressins)
3. Rle-play: Meeting new friends
T: Nw, let's d a rle-play. Suppse yu are at a party and yu meet sme new friends. Yu need t intrduce yurself and yur friends t thers. Use the wrds and sentences we learned. I will give yu sme masks and name tags. Yu can chse a character and act it ut.
(Give the students sme masks and name tags representing different characters. The students prepare fr the rle-play in grups. Then they perfrm in frnt f the class. Fr example:
S1 (wearing a mask and a name tag "Tm"): Hi, everyne. I'm Tm. I'm 9 years ld. I'm shrt and cute. I like t play ftball and dance. This is my friend, Mary. (Pint t anther student)
S2 (wearing a mask and a name tag "Mary"): Hi, nice t meet yu. I'm Mary. I'm 8 years ld. I'm tall and thin. I'm very friendly. I like t sing sngs and draw pictures.
(The ther students can interact with them by asking questins r making cmments. After the rle-play, the teacher praises the students fr their gd perfrmance and encurages them t cntinue t practice using English in real life situatins)
（四）Prductin（设计意图：通过拓展性的活动，激发学生的创造力和想象力，培养学生的综合语言运用能力和自主学习能力，让学生在实际运用中进一步巩固和深化所学知识，同时提高学生的跨文化交际意识和能力。）
1. Write a shrt passage abut yur best friend
T: Nw, it's time fr yu t shw yur writing skills. Write a shrt passage abut yur best friend. Yu can use the infrmatin yu talked abut in the previus activities. Include his/her name, age, appearance, persnality, hbbies, and smething he/she ften des. Try t use at least five sentences.
(The students start t write in their ntebks. The teacher walks arund the classrm and prvides help and guidance n grammar and vcabulary. After the students finish writing, ask sme students t read their passages alud t the class and the ther students can listen and give cmments r suggestins)