pep3Myfriend.doc

Unit 3 My Friends斗门镇斗门小学 孙晓亮一、 教学目标与要求 能听懂、会说“My friend is strong. He has short hair.并能在实际情景中运用。 能听、说、认读friends, long/short hair, strong, thin, quite等单词和词组。 能适当利用一些形容词描述自己的朋友。二、 教学重点、难点分析1. 让学生理解“best friend”是“最要好的朋友”。2. 教师要提醒学生“I have a pencil. He has a ruler.”句型中“有”的用法，但不必将第一、第二人称术语告诉学生。3. 复数形式前面已出现过，提醒学生一般情况下hair不加s和a（但可说He has some white hairs.）4. 注意quiet的发音。教师可借助手势，竖起食指放在嘴边示意学生安静，让他们了解这个单词的意思。5. 让学生明白日常生活中用strong代替fat或tall,而不是用big形容人的体貌特征。6. 注意thin的发音，尤其是th字母组合的发音。三、 课前准备、 准备多媒体教学课件。、 教师准备教学卡片四、 教学步骤和建议.（Warming up）Lets sing.师生一起唱三年级下册第一单元的歌曲“Boy and Girl”。. Presentation and practice1. Presentation of “friends”Show a photo of two boysT: Hello, I am Tom. Hi, I am Sam. We are friends.Teach the word “friends”. Ss read the word one by one.T claps hands with a pupil, and says “We are friends.” Ask Ss to practice like that.(教师与其中几位同学击掌，并说“We are friends”，并让学生同桌之间或朋友之间击掌并说这句话。)2. Presentation of “quiet”Show the picture of TomT: Look at Tom, he is quiet.Teach the word “quiet”. Ss read the word one by one.Show the picture of Sam.Quiet, quiet, he is quiet. Ss read after the teacher.Show a picture of a quiet girl.Quiet, quiet, she is quiet. Ss read after the teacher.T: Who is quiet?Ss answer the question with “xxx is quiet.”(让学生说一说同学、朋友里面谁很安静)3. Presentation of “long hair”T: Today, Tom will meet some friends. Lets go and have a look.Show the picture of Xiao Xue from the soap opera “家有儿女”T: This is my friend, Xiao Xue. She has long hair.Teach the word “long hair”. Ss read the word two by two.Long hair, long hair, she has long hair. Ss read after the teacher.Long hair, long hair, my friend Miss He has long hair.Miss Song has long hair. Miss Zhou has long hair. Miss Hua has long hair.Who has long hair?Ss answer with “xxx has long hair.”（让学生说一说同学、朋友里面谁是长头发的）4. Presentation of “short hair”Show a picture of GrandmaT: Look at Grandma, she has short hair.Teach the word “short hair”. Ss read the word two by two.Short hair, short hair, she has short hair. Ss read after the teacher.Short hair, short hair, who has short hair? （让学生说一说同学、朋友里面谁是短头发的，来操练句型）5. Practice of “long hair” and “short hair”Guessing game: GUESS “LONG HAIR OR SHORT HAIR”Show three pictures covered by three smiling faces, and ask Ss to guess long hair or short hair under each face.让学生猜猜在笑脸背后的人物是长头发还是短头发，先选择几个同学回答，然后让学生大声地说出答案，在学生的回答过程中揭示答案。6. Presentation of “strong”T: Lets meet other friends.Show a picture of fatherT: Look at dad, he is strong.做手势，用身体语言帮助学生理解strong一词的意思。Teach the word “strong”. Ss read the word two by two.Strong, strong, dad is strong. Ss read after the teacher.Strong, strong, I am strong. Ss read after the teacher.Who is strong?Ss answer with “xxx is strong.”（让学生说一说身边的人里面谁很强壮）7. Presentation of “thin”Show a picture of Liu Xing.T: This is my friend, Liu Xing. Is he strong?Ss: No.T: He is thin.Teach the word “thin”. Ss read the word one by one. (Thin一词的发音是本课的难点，可单独教读th字母组合的发音和in的发音，然后进行组合)Thin, thin, Liu Xing is thin.Thin, thin, he is thin.Thin, thin, she is thin. Ss read after the teacher. (可直接指着班里较瘦小的同学，让学生跟着说)Who is thin? Ss answer with “xxx is thin.”（让学生说一说身边的人里面谁很瘦小）8. Practice of “strong” and “thin”Guessing game: GUESS “STRONG OR THIN”Show two pictures covered by smiling faces, and ask Ss to guess strong or thin under each face.让学生猜猜在笑脸背后的人物是强壮还是瘦小，先选择几个同学回答，然后让学生大声地说出答案，在学生的回答过程中揭示答案。.Consolidation and extension1. Game：Climbing steps爬台阶游戏先带读一遍所有的生词，然后和学生一起玩爬台阶的游戏。2. Lets chant:T: There are so many friends here, some have long hair, some have short hair, some are strong, some are thin, some are quiet, but we are good friends. Right?Ss: Yes.T: Good. Lets clap our hands and chant together, OK?Ss: Yes.Clap hands and make an example. Then play the music, and ask Ss to chant together.Long hair, long hair, she has long hair.Short hair, short hair, he has short hair.Strong, strong, I am strong.Thin, thin, you are thin.Friends, friends, we are friends.Quiet, quiet, be quiet! Shhh!3. Guess who is my best friend.猜猜谁是我最好的好朋友。Show some picturesI have a friend. He has short hair. He has big eyes. He is strong.He is short. Who is he?Ask Ss to read together.T: OK. Who is he?Ss: He is Xiao Yu.T: Good.I have a friend. She has long hair. She has big eyes. She is strong. Who is she?Ask Ss to read together.T: OK. Who is she? She is in this classroom.Ss: She is Miss He.T: Good. (Show the picture of Miss He.)4. Guess who is my best friend in the class?（猜猜班上谁是我的好朋友）Group work: Ss describe and guess in groups, and then ask the whole class to guess.学生先在小组内描述自己最好的朋友，让其他人来猜猜。最后选择几位学生到讲台前来描述自己的朋友。给出一下句型：I have a friend.He/she has (long hair, short hair, big eyes, small nose, .)He/she is (strong, thin, quiet, cute, tall, short, )Who is he/she?.Homework用今天学过的词语和句子介绍你的家人和朋友。教学反思在本节课的教学中，我遵循了任务型教学的设计理念，把培养学生语言运用能力的目标落实到实际教学中，取得了较好的教学效果。1、充分尊重学生的认知水平，准确把握教学目标我注重依旧带新，找准新旧知识的结合点，并把对新旧知识的整合作为本课的落脚点，实现了培养学生语言运用能力的总目标。2、实践“活动教学模式”，鼓励学生参与体验“猜一猜”的游戏贯穿整个教学过程，充分调动了学生的学习热情。这一活动以不同的形式在不同的环节中发挥作用：热身活动中的“看动作猜职业”活跃了课堂气氛；新知识呈现环节的“听句子猜一猜我的朋友是谁”锻炼了学生的听力理解能力；练习环节中的“读句子猜谜语”激发了学生的参与热情；巩固环节的“自编谜语请其他同学猜一猜”，以小组合作的形式进行讨论，使每一位学生都有了用英语交流的机会和勇气。3、抓住学生的兴趣点，调动学生说英语的欲望我在课前设计了一张针对“朋友”的调查表。围绕“谁是你的好朋友？”“你认为你的好朋友应该是怎样的一个人？”“假如明星都能成为你的好朋友。你希望谁是你的好朋友，为什么？”这三个问题对同学进行问卷调查。在备课时，我根据调查结果选择了学生最感兴趣的、最有典型意义的人物材料进行教学设计，使学生有话可说。姚明的高个子和高超的球技，成龙的大鼻子和李咏的典型手势，米奇和KITTY，这些鲜明的形象极大地调动了学生的积极性，激发了他们说英语的欲望。同时，本节课有以下几点知道的进一步思考和讨论：1、在小