北师大版（三起）（2024）三年级上册英语Unit4《Friends》教学设计（共4课）.docx

1、北师大版（三起）（2024）三年级上册英语Unit4Friends教学设计（共4课）Unit 4FriendsLesson 1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 4Friends的Lesson 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）、short（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

2、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, short, 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

3、）教学重点1. 掌握单词tall, short, 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short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

4、时复习旧知，为新课导入做铺垫。）1. GreetingsT: Hello, boys and girls! Nice to see you again.Ss: Hello, teacher! Nice to see you too.T: How are you today?Ss: Im fine, thank you. And you?T: Im very well too.2. Sing a songT: Now, lets sing a song together. Hello, hello. (Play the song on the multimedia and lead the st

5、udents to sing along)Hello, hello. How are you?Im fine. Im fine. Thank you, thank you.And you? And you? Im fine too.3. RevisionT: Look at the pictures on the screen. (Show some pictures of animals) Whats this?Ss: Its a dog/cat/bird.T: Very good. Now, lets play a guessing game. Ill describe an animal

6、 and you guess what it is. Its small. It has a long tail. It can climb trees. What is it?Ss: Its a monkey.T: Great! You are so clever.（二）Presentation（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-inT: Today, we are going to talk about friends. Do you have friends? (Ask some studen

7、ts to answer)Ss: Yes, I do.T: Very good. Now, look at the screen. Here is a picture of two children. They are friends. (Show a picture of two children on the multimedia) Lets see what they look like.2. Teach the new wordsTallT: Look at this boy. He is very tall. (Point to the boy in the picture and

8、say tall, emphasizing the pronunciation) Can you say tall?Ss: Tall.T: Great! Now, lets do an action. Stand up straight and stretch your hands up as high as you can. This is tall. (Demonstrate the action and ask the students to follow)T: (Show a picture of a tall tree) Look at this tree. Its tall too

9、. Can you find something tall in our classroom?Ss: The blackboard is tall. / The flagpole is tall. (Encourage students to answer and praise them for their correct answers)ShortT: Now, look at this girl. She is short. (Point to the girl in the picture and say short, comparing with the tall boy) Say s

10、hort.Ss: Short.T: Good. Sit down and make yourself small. This is short. (Ask the students to do the action and check if they do it correctly)T: (Show a picture of a short pencil) This pencil is short. Can you find something short in our classroom?Ss: The eraser is short. / The ruler is short. (Guid

11、e students to observe and answer)FatT: Look at this boy again. He is not only tall but also a little fat. (Point to the boy and say fat, showing the gesture of being fat with hands on the tummy) Read after me, fat.Ss: Fat.T: Who can make a fat face? (Ask a student to come to the front and make a fat

12、 face. The other students laugh and say fat)T: (Show a picture of a fat panda) Look at the panda. Its so cute and fat. Do you like it?Ss: Yes.ThinT: And this girl is thin. (Point to the girl and say thin, emphasizing the pronunciation. The mouth should be a little bit narrow when pronouncing thin) S

13、ay thin.Ss: Thin.T: Lets do an action like this. Put your hands together and make your arms as thin as possible. This is thin. (Demonstrate the action and let the students practice)T: (Show a picture of a thin dog) This dog is thin. Can you think of someone or something thin you know?Ss: My pencil c

14、ase is thin. / My neighbor is thin. (Encourage students to share their ideas)3. Practice the new wordsGame 1: I say you doT: Now, lets play a game. I will say a word and you do the corresponding action. For example, when I say tall, you stand up straight and stretch your hands up. When I say short,

15、you sit down and make yourself small. Are you ready?Ss: Yes.T: Tall. (The students do the action of tall)Short. (The students do the action of short)Fat. (The students make a fat face or gesture)Thin. (The students do the action of thin)Game 2: Whats missing?T: Now, look at the screen. Here are the

16、four words we just learned: tall, short, fat, thin. I will flash these words one by one and then make one of them disappear. You need to tell me which word is missing. OK?Ss: OK. (Show the words on the multimedia and flash them quickly. Then make one word disappear and ask the students to answer)Gam

17、e 3: Quick responseT: I will show you some pictures. You need to say the words as quickly as possible to describe what you see. For example, if you see a tall building, you should say tall. Are you clear?Ss: Yes. (Show pictures of different objects or people with different characteristics, such as a

18、 tall man, a short girl, a fat cat, a thin book, etc. The students respond quickly with the corresponding words)（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 to the dialogueT: Now, lets listen to a dialogue between two friends. Open your books and

19、 turn to Page XX. Listen carefully and see what they are talking about. (Play the dialogue audio on the multimedia)A: Hello, Ben. This is my friend, Lily.B: Hi, Lily. Nice to meet you.C: Nice to meet you too, Ben.B: Lily, you are so tall. And you are thin too.C: Thank you. Ben, you are a little fat.

20、 But you are very cute.B: Haha, yes. I like to eat.2. Read the dialogueT: Now, lets read the dialogue together. Follow me, please. (Read the dialogue sentence by sentence with the students, paying attention to the pronunciation and intonation)A: Hello, Ben. This is my friend, Lily.Ss: Hello, Ben. Th

21、is is my friend, Lily.B: Hi, Lily. Nice to meet you.Ss: Hi, Lily. Nice to meet you.-.3. Explain the dialogueT: Lets look at the dialogue again. This is my friend. means 这是我的朋友。 We use this sentence to introduce our friends to others. For example, if I want to introduce my friend Tom to you, I can sa

22、y This is my friend, Tom. Do you understand?Ss: Yes.T: And He/She is. is used to describe the appearance or characteristics of a person. If we want to say someone is tall, we can say He/She is tall. If someone is fat, we can say He/She is fat. Now, look at the pictures in the book and make some sent

23、ences to describe the children.Ss: This is my friend. He is tall and fat. / This is my friend. She is short and thin. (Guide the students to use the new words and sentences to describe the pictures)4. Role-playT: Now, lets do a role-play. I will ask some students to come to the front and act out the

24、 dialogue. One student can be A, one student can be B, and one student can be C. Who wants to try?(Several students raise their hands. Select three students to come to the front and give them the corresponding头饰)A: Hello, Ben. This is my friend, Lily.B: Hi, Lily. Nice to meet you.C: Nice to meet you

25、 too, Ben.B: Lily, you are so tall. And you are thin too.C: Thank you. Ben, you are a little fat. But you are very cute.B: Haha, yes. I like to eat.(After the role-play, praise the students for their good performance and give them some small stickers or 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

26、，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 workT: Now, its your turn to practice. Work in pairs. One student points to a friend in the classroom or uses a picture of a friend and introduces him/her to the other student using the sentence This is my friend. He/She is. Then the other student liste

27、ns and repeats. After that, you can change roles. Lets start.(The students practice in pairs. The teacher walks around the classroom, listening to the students conversations and providing help if necessary)T: Which pair wants to come to the front and show your conversation?(Some pairs volunteer to c

28、ome to the front and have a short conversation. The rest of the class listens and pays attention)2. Group workT: Now, lets work in groups of four. Each group makes a short dialogue about introducing friends and describing their appearances. You can use the words and sentences we learned today. After

29、 you finish, you can act out your dialogue in front of the class.(The students form groups and start to work. They discuss and write down their dialogues. The teacher goes around and offers guidance and support)T: Now, lets see which groups dialogue is the most interesting and creative. Group 1, ple

30、ase come and show your dialogue.Group 1:A: Hello, everyone. This is my friend, Tom.B, C, D: Hi, Tom. Nice to meet you.A: Tom is very tall and he is not fat or thin. He is very cool.Tom: Thank you. Haha.(After each groups performance, the class gives applause and the teacher comments and praises the

31、groups for their good work)3. Listen and drawT: Now, lets do a listening exercise. I will describe a friends appearance and you draw a picture according to my description. Listen carefully. This is my friend. He is tall and fat. He has short hair and big eyes. He is wearing a red T-shirt and blue je

32、ans. Now, start drawing.(Describe another friends appearance for the students to draw. After they finish, ask some students to show their pictures and describe what they have drawn using the English words 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:

33、Now, lets summarize what we have learned today. What words did we learn about describing peoples appearances?Ss: Tall, short, fat, thin.T: Very good. And what sentence did we learn to introduce friends?Ss: This is my friend. He/She is.T: Yes, you are all very clever. Remember these words and sentenc

34、es. We can use them to talk about our friends and describe them in English.2. T: In this class, we also learned how to communicate with others in English and make friends. Friends are very important in our lives. We should cherish our friends and be kind to them. Do you agree?Ss: Yes.（六）Homework（设计意

35、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 to the dialogue on the tape and repeat it for three times. Try to imitate the pronunciation and intonation.2. Draw a picture of your best friend and write a few sentences to describe his/her appearance using the words we learned t

36、oday. For example, This is my best friend. He/She is tall and thin. He/She has long hair and big eyes.3. Tell your parents about your 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

37、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: Lesson 11. New words:tall（高的）short（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/short/fat/thin.（他/她是高的/矮的/胖的/瘦的。）北师大版（三起）（2024）三年

38、级上册英语Unit4FriendsLesson 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 4Friends的Lesson 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 to play games（喜欢玩游戏）、like to read books（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fr

39、iendly, quiet, cute以及短语like to play games, like to read books。2. 能够熟练运用句型“This is my friend. He/She is. He/She is very. He/She likes to.”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，

40、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 to play games, like to read books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 to.”进行综合描述。（二）教学难点1. 如何引导学生准确

41、、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 to do sth.和like doing 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 songT: Lets start our class with a song. Do you remember the song Fr

42、iends? Lets sing it together.(Play the song Friends on the multimedia and lead the students to sing along with actions)Friends, friends, one and all.We are friends, big and small.Tall or short, fat or thin.We are all friends, happy and grin.2. ReviewT: Great! You sing very well. Now, lets review som

43、e words we learned in the last lesson. Look at the pictures on the screen. What are they? (Show pictures of people with different appearances)Ss: Tall, short, fat, thin.T: Very good! And how do we use these words to describe our friends? For example, if I want to describe my friend Tom, who is very

44、tall and a little fat, what can I say?Ss: This is my friend, Tom. He is tall and fat.T: Excellent! Now, Ill ask some students to come to the front and describe their friends in the pictures using the sentences we learned. (Ask several students to come to the front and describe the pictures, giving t

45、hem praise and encouragement)（二）Presentation（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 words friendly and quietFriendlyT: Look at the screen. Here is a picture of two children. They are smiling and playing together happily. They are very friendly to each othe

46、r. (Point to the picture and say friendly, emphasizing the pronunciation) Can you say friendly?Ss: Friendly.T: Great! Now, lets do an action to show friendly. Shake hands with your partner and smile at each other. This is friendly. (The students do the action and say the word together)T: (Show some

47、other pictures of people helping each other or playing together happily) Look at these pictures. They are all showing friendship. They are very friendly. Can you use friendly to describe them?Ss: Yes, they are friendly.QuietT: Now, look at this picture. There is a girl sitting quietly and reading a book. She is very quiet. (Point to the girl in the picture and say quiet, pronouncing it clearly and slowly) Say quiet.Ss: Quiet.T: Good. Lets be quiet like her. Close your mouth and sit still. This is quiet. (The students do the action and experience the meaning of the w