Unit3Myfriends教学课例及反思.docx

Unit3 My friends教学设计及反思上饶市婺源县梅林小学 俞秋玲教学目标：认知目标：1、 能掌握单词short，tall，thin，bag，glasses。2、 能用She/He has，She/He is描述自己的朋友。能力目标：能用所学知识进行口语交际。情感目标：教育学生要有正确的审美观。重点、难点重点：掌握单词short，tall，thin，bag，glasses.突破方法：抓住特点进行教学，让学生印象深刻。难点：能用This isHe/She hasHe/She is描述身边的一个同学或朋友。突破方法：注重格式教学，结合多媒体课件，示范、模仿相结合，多练、多读。教法与学法：教法：PPT课件，人物卡片等道具辅助，是知识形象具体化。学法：多模仿多练习，掌握如何描述一个人的特征。教学准备：课件、录音磁带、卡片、书包、帽子等。学生：课前预习、质疑提问。教学过程：Step 1:warm up1.Teacher say: Hello, boys and girls, today is so cold, so lets do some practice .Now, listen to me carefully T: Make yourself tall. Tall, tall, tall.（师一边做动作一边说）S: Tall, tall, tall (学生一边重复这三个单词一边跟随老师做动作)T: Make yourself short. Short, short, short.S:Short, short, short.T: Make your eyes big. Big, big, big.S: Big, big, big.T:Make your eyes small. Small, small, small.S: Small, small, small.T:Make your arms long. Long , long, long.S: Long , long, long.(重复三遍)2.Teacher say: Now, a new question, Listen T:Long hair long hair , who has long hair? S: Long hair long hair, she has long hair.T:Short hair short hair, who has short hair?S: Short hair short hair, he has short hair.T:Brown shoes brown shoes ,who has brown shoes?S: Brown shoes brown shoes ,he has brown shoes.T:Glasses glasses , who has glasses?S: Glasses glasses , she has glasses.T:Green bag green bag, who has green bag?S: Green bag green bag, he has green bag.(设计意图：此处两个导入环节石油师与生合作共同完成的，在第一个环节创设情境，有天气的原因导入到做些运动，激发学生兴趣的同时也让学生总自己的肢体上感觉到了高矮大小长短，为接下来的学习做准备，同理而第二个活动编成chant 的形式，目的之一也是激发兴趣，同时复习了前面所学的知识。)Step 2 PresentationLets guess出示PPT课件，显示图片，并辅之以语言T：Look, this is a face，guess Maybe he is _ .(tall, short, thin, strong, fat, quiet, friendly )Maybe he has _ .(long / short hair, big/small eyes, glasses )学生结合图片猜测，Maybe he is tall. Maybe he is short. Maybe he is short and thin.接着图片将身体展示出来，学生齐声说：He is short and thin. 接着以同样的方法引出图片上人物的头发，眼睛及眼睛。教师接着质疑：Whats his name?引导学生回答：His name is Kenan.(设计意图：此处利用多媒体图片将人物的身体部位通过让学生猜测到一步步的展示的过程中，学生的学习兴趣得到了进一步的提升，本课时所要学的三个重点句型直观的展示在学生面前。)Read and write1. 多媒体课件出示此部分的挂图，请学生仔细观察图中人物的特点，然后对图中人物进行描述（用中文）。与学生展开如下活动：首先师将人物名称进行讲解，如James ,a-e James詹姆斯。引导带读人物名称。教师指着挂图中某个图片，描述图中人物的特点，学生跟读。如：T:short hair .S:Short hair.T:A big green bag.S: A big green bag.T:He has short hair. He has a big green bag.S: He has short hair. He has a big green bag.师适时运用句子，询问学生：T:He has short hair. He has a big green bag. Whats his name? S: His name is T:She has short hair. She has a big green bag. Whats her name?S: Her name is 教师在黑板上板书句型He/She hasWhats his/her name?让学生模仿句子对自己或对同学进行描述。2.教师根据课件中的图片综合运用句型She/He isHe/She hasWho is he/she?询问某人，请学生问答。如：T:She is tall. She is friendly. She has a blue hat . Who is she? S: She is T:He is short and thin. He has glasses . Who is he?S: He is 3.教师将对话中描述人物的问句与答句与学生进行交流，让学生齐声描述挂图中人物特征。并让学生两人一组进行对话。4.播放Read and write 录音，让学生一边看图一边朗读句子，然后根据图片和句子将内容一致的连线，最后师生一起核对答案。5.生独立完成课本Look, choose and write 部分的练习。指导学生看图核对答案，并强调书写，对书写好的同学予以表扬。（设计意图：在设计这一教学环节时，我以引导为主，先让学生明确图片中人物名称及特征，在将人物特征运用到句型中去，通过师生、生生之间的操练，明确目标，并结合具体教学情境，让学生对自己与同学进行描述加深印象。另外辅之以读、写巩固所学。）Step 3 PracticeShow1.多媒体课件展示图片，出示一个T台，及几张人物图片，以走T台的形式让学生来对图片中的人物进行描述。用上：He is He hasShe is She has2.加深难度，选择两句或四句来描述你的同学，如：教师先让一个学生上台，替他稍微装扮一下（戴上帽子，背上书包），然后一走秀的形式，让他摆好姿势，让学生结合句子进行描述，句子如下： （设计意图：在设计这一环节时，结合学生的实际掌握情况，实事求是的巩固所学的知识。另外以走秀的形式出现，学生的学习积极性有进一步提高。）Step 4 Consolidation and extension1. Describe a friend with your partner.2. Do homework板书设计：Unit 3 My FriendsWhats his/her name? This is His/Her name is He/She isWho is he/ she? He/She hasHe/She is 教学反思：本节课主要进行读、写、练为主，读写的句子都是本单元的重点内容。因此本人在设计教学时，充分考虑小学生喜爱做活动，爱玩游戏的特点，通过欢快的动作、简单有节奏的语言激发学生的兴趣。然后将知识难点进行细化，采用由词组到句子的