人教版PEP四年级上册英语Unit3Myfriends第一课时教案.doc

1、 3 Unit 3Unit 3 My friendsMy friends 教材分析 本单元学习的主题是向他人介绍自己的好朋友，对好友的性格和外貌特征进行描述。教学 内容主要是通过展示学生们介绍好友的情景来展开的。教学重点是能够听、说、认读核心句型 “Whats his name? His name is Zhang Peng.” “Hes tall and strong.” “Whos he?” “He has glasses and his shoes are blue.” ；能够听、说、认读单词“strong, friendly, quiet, hair, shoe, glasses” 。

2、 教学目标 知识与能力目标: 句型 能够听、说、认读句型“Whats his name? His name is Zhang Peng.” “Hes tall and strong.” “Whos he?” “He has glasses and his shoes are blue.” 能够在情景中运用句型“Whats his/her name?His/ Her name is” “Whos he/ she? He/ She is”询问他人的姓名或身份，并能回答 能够在情景中运用句型“Hes/ Shes” “He/ She has”描述人物的性格或外貌特征 能够按照意群朗读“He has s

3、hort hair. He has a big green bag. What is his name?” 等四组句子 词汇 能够听、说、认读单词“strong, friendly, quiet, hair, shoe, glasses” 能够正确使用上述单词描述人物的性格或外貌特征 能够在有意义的语境中抄写上述话题词汇 语音 能够掌握 o-e 的发音规则，即 o-e 在单词中发长音/ 能够读出符合 o-e 发音规则的单词，并能根据发音拼写出符合 o-e 发音规则的单词 情感态度文化意识学习策略目标: 能够了解外貌描述中的文化禁忌，如：不要对同学长得胖或戴眼镜等有歧视性语言 能够根据 o-e

4、的发音规则拼读单词，并能够根据 o 与 o-e 的发音规则拼写单词 课时安排 第一课时：Part A Lets talk & Lets play 第二课时：Part A Lets learn & Lets chant 第三课时：Part A Lets spell 第四课时：Part B Lets talk & Lets play 第五课时：Part B Lets learn & Say and draw 第六课时：Part B Read and write & Lets check & Lets sing The first period(第一课时) Part A Lets talk & Le

5、ts play 教学内容与目标 课时教学内容 课时教学目标 Lets talk 能够在图片、PPT 和老师的帮助下理解对话大意 能够用正确的语音、语调朗读对话，并能够在小组中进行角色扮演 能够在情景中运用句型“Whats his/ her name? His/ Her name is”询问他人 姓名并能够回答；能够在情景中运用句型“Hes/Shes” “He/ She has”描述人 物的性格和外貌特征 能够在语境中借助图片等理解新词“friendly, strong, his”的意思，并能够正确发音 Lets play 通过观察 Lets play 板块的图片，能够依照语言示范简单描述人物的

6、外貌特征 能够进一步巩固对核心句型“Hes/Shes” “Whats his/her name? His/ Her name is”的理解与运用 教学重点 1. 能够在情景中运用句型“Whats his/ her name? His/ Her name is”询问他人姓名并能够回 答。 2. 能够在情景中运用句型“Hes/ Shes”“He/ She has”描述他人的性格和外貌特征。 教学难点 1. 能够在情景中灵活运用核心句型询问他人姓名并回答。 2. 能够熟练描述他人的性格和外貌特征。 3. 能够正确读出“Chinese, his”的尾音。 教学准备 1.预习状元大课堂 创优作业 100

7、 分 状元作业本中本课时的相关内容。 2. PPT 课件、卡片、一块幕布等。 教学过程 Step 1: Warm-up & Lead-in 1. Greetings. T: Good afternoon, boys and girls. Today lets be good friends, OK? Ss: OK. The teacher shakes hands with a student and says, “Friends, friends, good friends.” Then students shake hands with each other and say what th

8、e teacher says. Ss: Friends, friends, good friends. T: Now, tell me, “Who is your good friend?” S1: He/ She is S2: 2. Lets do. Teaching purpose 由教师的问候和握手交 朋友的动作展开教学，营造 轻松、愉快的学习氛围，引 出本单元的话题。 说唱 chant 和猜人游戏能够调动学生的 积极性，激发他们的语言表 达欲望，使学生快速地将精 力集中到课堂上。 5 Show the chant on the PPT. Play the music and chant

9、 with students. （出示课件） 3. Play a guessing game. Pull up a curtain. Ask some students to hide behind the curtain and put their arms or legs out of the curtain in turn. Point to one of them and let the other students guess who he/ she is. T: Whos he/ she? Ss: He/ She is Step 2: Presentation 1. Learn t

10、he new sentences. (1) The teacher makes a self-introduction with the sentence “My names” and asks a boy. T: Whats your name? Boy: My name is After the boy answers the question, the teacher introduces the boy. T: His name is He is (2) The teacher asks students, “Whats his name?” (3) The teacher inspi

11、res other students to answer the question and writes down the sentence structure “His name is” on the blackboard. Ask students to pay attention to the ending sound of the word “his/h z/”. (4) The teacher points to other boys one by one and lets students do more exercises to master the language point

12、s. T: Whats his name? Ss: His name is (5) The teacher points to a girl and says, “Shes Her name is” Then the teacher asks students, “Whats her name?”. Let students try to answer the question. Write down the sentence structure “Her name is” on the blackboard. Ask students to pay attention to the endi

13、ng sound of the word “her/h (r)/”. The teacher points to another girl and asks, “Whats her name?” Let students ask and answer in pairs with the sentence structures “Whats her name? Her name is” 2. Practice the new sentences. Teaching purpose 通过层层递进的对话， 逐渐把主动权交给学生，不 仅能对已学句型 “My name s”进行巩固，同时可以导 入“hi

14、s” ，稍加点拨，加以 强化操练。学生能很快掌握 “his”的用法，加强知识结 构的前后联系。 Teaching purpose 语言就是在不断的听说 中习得，由“My names” 导入，继而操练句型“His/ Her name is” ， 再在此基础 上学会问答“Whats his/her name?” ，一步一步，水到渠 成。 （1）Show fuzzy pictures of the two people on the PPT. (课件出 示：学生熟悉的两个人的模糊图片，这两个人分别是男人和女人或者男孩和 女孩) T: Look! Hes/ Shes my new friend. Le

15、t students guess the names of the two people. Lead students to ask the question “Whats his/her name?” Show clear pictures of the two people and reveal the names.（出示课件） Write down the sentence “Whats his/ her name?” on the blackboard. And emphasize the distinction between “his” and “her”. （2）Show som

16、e students pictures collected in advance on the PPT. (出示课件) T: Look! I have some pictures. Look at this picture. Who can tell me his/her name? Lead students to use the sentence structure “His/ Her name is” to answer. Ss: His/ Her name is T: Is he/ she tall/ short? Ss: Yes. T: Is he/ she thin? Ss: No

17、, he/ she is Do the action to show “strong”. Then write down the word “strong” and teach it. T: str/str/-o/-ng/, strong/str/. T: Hes/ Shes tall and strong/short and thin. And he/she is friendly. Write down the word “friendly” on the blackboard. Mark “-ly” with red chalk. Teach the word. T: friend/fr

18、end/-ly/li/, friendly. Ask students to read it and pronounce it correctly. Introduce the etiquette of appearance description: Replace “fat” with “strong”. T: We usually dont say he/ she is fat, but he/ she is strong. 3. Lets talk. （1）Show a picture of John on the PPT. (出示课件) T: Whats his name? Ss: H

19、is name is John. Show a picture of Johns mum on the PPT. (出示课件) T: She is Johns mother. What are they talking about? Ss: （Guess.） T: They are talking about Johns new friend. Who is he/she? （2）Show the questions one by one on the PPT. Does John have a Chinese friend? T: We are all Chinese, because we

20、 are all from China. Teaching purpose 通过上面几个环节全面 系统地学习本课的单词和句 型，让学生在小组中、在师 生操练中反复认知并再现新 句型，以完成教学目标。 Teaching purpose 通过课文图片和问题的 呈现，引导学生听录音并理 解对话内容。 通过观看录像， 调动学生的视觉、听觉和记 忆力，提高他们参与语言活 动的积极性。 7 Point to the Chinese flag on the wall to help students understand the word “Chinese”. Then teach the word “Ch

21、inese”. T: Ch/t /-i/a /-nese/ni:z/, Chinese. Whats Johns friends name? Is Johns friend tall and strong? （3）Play the video of “Lets talk” on the PPT. Let students watch the video with questions. （课件出示：教材 P24 Lets talk 板 块的视频） Ask students to underline the sentences about the answers in their books an

22、d answer the questions in class. Then check the answers together. 4. Listen, read and act. (1) Let students listen to the recording and read after it.（出 示课件） (2) Lead students to act out the dialogue in pairs. Step 3: Practice 1. Lets play. Show the picture of “Lets play” on the PPT. (出示课件) T: We ha

23、ve four new friends today. Can you introduce them to me? Ss: His name is Hes/ Her name is Shes T: Good. Now let me describe them, and you say out the names. Shes tall and thin. Whats her name? Ss: Her name is Lucy. T: Where is she? Ss: T: Yes, there she is. (Do the action to point at Lucy on the scr

24、een.) Let students quickly name the characters according to the teachers description. Finally point to the character and say the sentence “Oh, there she/ he is.” Then lead students to ask and answer in pairs. One describes and asks, the other answers. 2. Play a game“Find a friend.” Divide students i

25、nto groups of four. Let each student write down a classmates name on the card. The back of the card is facing up. Let a student in each group pick a card randomly and describe the student on the card one by one. The rest of the group guess who the student is according to the description. Make a mode

26、l: Teaching purpose 通过完成 Lets play 和 “找朋友”活动，进一步巩 固对核心句型“Hes/ Shes” “His name is” “Whats his/her name? His/ Her name is”的理 解和运用。 A: My friend is a boy. Hes thin. He has short hair. He likes maths. Whos he? B & C & D: His name is Step 4: Consolidation & Extension Play a game“Draw my friend.” Present

27、a passage on the PPT. Lead students to read the passage. Then ask students to draw a portrait on the blackboard one by one. Each one draws a brushstroke to complete the portrait. 板书设计 作业设计 1. Practice the dialogue. 2. Introduce the friend to parents with the key sentence structures. 3. Do the exerci

28、ses.（见“状元成才路”系列丛书创优作业 100 分或状元作业本对应课时作业） 教学反思 1. 本课时主要学习描述他人的性格和外貌特征。课程开始，通过复习和巩固句型“My name is”导入 新词“his, her”并稍加练习，学生能很快地掌握句型“Whats his/ her name?”并用句型“His/ Her name is”进行作答。 2. 活动设计丰富，易操作，且具备层次感，有效地提升了学生的核心素养。 3. 猜人和绘画活动活跃了课堂氛围，调动了学生的学习积极性，加强了师生交流。活动既有合作又有竞 争，取得了不错的教学效果。 4. 突出语用功能，联系学生的实际情况，设置多个环节

29、，层层深入，帮助学生在真实情景中灵活地操练 所学语言。 Teaching Contents & Teaching Aims Lets talk Be able to understand the meaning of the dialogue with the help of photos, PPT and the teacher. Teaching purpose 通过学生喜欢的画画 活动，让他们发挥自己的绘 画技能，画出人物，并用本 课的核心句型做介绍，提升 语言运用的真实性。 9 Be able to read the dialogue with the correct pronunci

30、ation and intonation. And be able to act out the dialogue in the groups. Be able to use the sentence structures to ask and answer the names and describe the characters in situations. Be able to understand the new words “friendly, strong, his” in context and pronounce them correctly. Lets play Be abl

31、e to describe the characters appearances simply according to the language demonstration by observing the pictures of “Lets play”. Be able to further consolidate the understanding and application of the key sentence structures. Teaching Priorities Be able to ask and answer about names with the key se

32、ntence structures in real situations. Be able to use the key sentence structures to describe the characteristics of others in real situations. Teaching Difficulties Be able to use the key sentence structures flexibly to ask and answer about names in real situations. Be able to use the key sentence s

33、tructures to describe the characteristics of others expertly. Be able to pronounce the ending sound of the tail of “Chinese, his” correctly. Teaching Procedures Teaching Stages Teacher s Activities Students Activities Teaching Purposes Presentation 1. Learn the new sentences. （1）Make a self-introduc

34、tion. Ask a boy about his name. Introduce the boy. (1) Listen to the teacher. (2) Listen and answer the name. (3) Learn the sentence structure “His name is” Pay attention to Through progressive dialogues, help students review and consolidate the sentence structure “My names” and Teaching Stages Teac

35、her s Activities Students Activities Teaching Purposes Warm-up & Lead-in 1. Greetings. 2. Lets do. Show the chant on the PPT. Play the music and chant. 3. Play a guessing game. 1. Greetings. 2. Chant with the teacher. 3. Guess whos behind the curtain. Create a teaching atmosphere through greetings a

36、nd games. （2）Ask students about the boys name. （3）Teach the sentence structure “His name is” （4）Let students do more exercises. （5）Teach the sentence structures with the girls names. the pronunciation of “his”. (4) Do more exercises. (5) Ask and answer in pairs with the sentence structures. quickly

37、grasp the usage of “his, her”. Enhance the linkages of knowledge. 2. Practice the new sentences. (1) Show fuzzy character pictures and let students guess the names. (2) Show pictures of some students and ask questions. (1) Guess who the characters in the pictures are. Learn how to use “his” and “her

38、”. (2) Practice the sentence structures to introduce others. Make students learn the vocabulary and the sentence structures of this lesson synthetically and systematically. Let students practice new sentence structures in various forms to achieve teaching aims. 3. Lets talk. （1）Show the pictures of

39、John and his mum and talk about them. （2）Show the questions on the PPT. Interpret and teach“Chinese”. （3）Play the video of “Lets talk” on the PPT. Check the answers. (1) Talk about the pictures of John and his mum. (2) Read the questions and learn “Chinese”. (3) Watch the video with questions. Then

40、answer the questions and check the answers. By presenting texts and questions, lead students to understand the dialogue. By watching the video, let students take part in the language activity with visual, auditory and memory. 4. Listen, read and act. （1）Play the recording. （2）Lead students to act ou

41、t the dialogue. (1) Listen to the recording and read after it. (2) Practice and act out the dialogue in pairs. Help students master correct pronunciation and intonation. Practice 1. Lets play. Show the picture and give students an explanation. 2. Play a game“Find a friend.” 1. Listen to the teacher

42、and answer his/ her questions. Ask and answer in pairs. 2. Play the game. Practice the key sentence structures. Further strengthen the understanding and application of them. 11 Consolidation & Extension Play a game“Draw my friend.” Show a passage on the PPT. Read the passage on the PPT. Draw a portrait on the blackboard one by one. Increase the authenticity of language use. Homework 1. Practice the dialogue. 2. Introduce the friend to parents with the key sentences. 3. Do the exercises.