戴秀芬教学设计.doc

Unit 3 M y Friendsn 教学目标：【知识目标】能够听懂、会说、会读本课关键句型：Who is he/she? My friend is strong/ . He /She has short hair，并能在实际情景中灵活运用；能够用简单的句子和适当的形容词及短语（long hair, short hair, thin, strong, quiet）等简要描述一个人的模样和特征。【能力目标】能够运用所学句型来询问和描述朋友的外貌特征；根据所学句型在教师的指导下完成一系列的任务型活动；能自编或合编节奏感强，朗朗上口的chant 与song，以加深对新授词汇与句型的理解记忆。【情感目标】注重培养学生与人交往的能力以及明白人多力量大的道理,懂得珍惜友谊。学生就自己喜欢的内容进行交际，养成用英语交际的良好习惯;通过谈论名人及自己最喜欢的人物的话题，培养学生积极参与课堂，养成乐于完成任务的好习惯。n 教学重难点：教学重点：1能熟练掌握并运用句型：Who is he/she? My friend is strong/ . He /She has short hair教学难点：1 学会灵活运用语言材料，将已学句型进行整理并综合描述自己喜爱的人物与朋友。2 提醒学生“I have a pencil. He has a ruler.”中“有”的用法。3 注意quiet的发音。学生情况说明：本教学设计适合四年级学生。经过三年级一个学年的英语学习，对英语的课堂常规等有了初步的认识，养成了一定的英语学习习惯。在本课时之前，学生已经掌握了一些关于外表描述的词汇。此外，学生也已学习了该部分的目标语：Whos? 针对四年级学生思维活跃、积极参与、求知欲强的特点，教师应设计各种高效有趣的任务型活动或故事教学，尽可能多地为学生创设开口表达的机会。同时要帮助四年级学生实现英语从听说到书写的过渡。n 课前准备：1PPT课件；2教师准备写有特征短语的卡片，故事中涉及的动物头套；3教师准备好发给学生的绘画纸（根据打印的描述，画出我们的好朋友）。n 板书设计：My Friends Who is he/she? He/She is my friend,short hairlong hairstrong-thin tall-shortHe/She is He/She has big /small eyes, ears, quietn 教学过程：教学结构教师指导学生学习修改说明Step 1Warm upand revision1. Watch a short play of Disney cartoon about friends.2. Free talk.T: Can you tell me the key word of the cartoon?T: Do you have friends?3. Review the words of appearance.T: I have a friend in my class. He is tall. Guess. Who is he?( write down : Who is he? He/ She is tall)T: I have a friend in my class. He is short. Who is he? (write down: short ) Enjoy the short playSs: Yes. Friends.Ss: Yes, I do.Ss: He is Cai Jingjing.Ss read the words and repeat the sentenceStep 2Presentationand practice1. Presentation of the new words.T: Wow, we have many friends. Look, the tiger has many animal friends. The tiger and his friends went to have a party. But on the way, the tiger fell in the whole. (Movement: The tiger fell in the whole.)Tiger: My friends, my friends, I am in the trap(陷阱). Help! Help! (Pig comes to help, but the tiger is still in the hole.)Pig: Tiger, tiger, let me help.Tiger:(thinking) Who is he /she? Oh, he is Pig. He is strong.(write down: strong)Pig:1,2,3, pull.The other new words of appearance (thinmonkey, tallgiraffe, shortrabbit, quietturtle) will be presented one by one. The dialogue is similar to the above one.2. ChantThe tiger is so happy as so many friends come to help. So they chant together.Strong, strong, he is strong.Thin, thin, she is thin.Tall, tall, he is tall. Short, short, she is short.Quiet, quiet, he is quiet.(All the animals pull it together, and the tiger finally get out.)3. Party time- Lets play/sing.The tiger closed his eyes , touched one of his friends and guessed.E.g He has short hair. He has a big nose and 2 small eyes. Oh, he is Pig.(They played happily, so they are singing now.)Long long hair ,short short hair,Long long long, short short, short.She has long hair, he has short hair.Long hair long, short hair short.(两只老虎)3. Tell the story.Tiger: My friends, my friends. Help! Help!Pig: I am strong. I can pull.Monkey: I am thin. But I can pull.Rabbit: I am short. But I can pull.Giraffe: I am tall. I can pull.Turtle: I am quiet. But I can pull.Together: 1,2,3, pull.Tiger: Thank you, my friends.Ss act like the tiger trying to get help.Ss act like the tiger and the pig.Ss practice the new word in several forms with the teachers modeling. Read it one by one. Do and say. E.g Strong, strong, he is strong. Make more sentences. E.g Ba Jie is strong. Guess and say. ( One little teacher do the action and others guess and speak out.)Ss pull it together.1,2,3, pull. Ss help the tiger describe his friends. Ss practice the phrases (long hair, short hair) with the modeling of the teacher.T: Miss Dai has long hair.Ss: Ling Ling has long hair. Ss sing it together. 3 or 4 Ss are asked toguess and the others are asked to give the information. Perform the story in the group first and then perform to the class, wearing the headwear. Step 3Consolidation and extension1.OutputTalk about your friends and let us guess.T: I have a friend. She is thin. She has big eyes and short hair. Who is she?2. Homework. Draw the picture of our friend on the paper according to the description.Find a photo of your family member and describe.Ss talk about their friends in pairs and give the presentation. Ss listen and understand it.n 课后反思： 设计亮点：1.以Tiger的故事为主线，在任务的完成中习得并巩固运用关键句型。课堂上通过内容的不断提升、形式的差异来调动学生的主观能动性，吸引学生的注意力，进而提高课堂效率，使学生在轻松、有趣的情境中有效地掌握语言，有意义地进行语言交流。2紧紧围绕教学内容，用课件和教学语言设置具体生动的情境，所设计的任务又与学生的生活实际紧密结合，激发他们用英语表达的愿望和需要。体现了英语学习的有效性、真实性、交际性和教育性。3教学任务设计难度层层递进，由浅入深。并在呈现your friend 时，学生开辟了讨论交流的空间，滚动复习了以往的所学知识，也活化了英语课堂。并且在同一层次的任务设计中，也将训练点安置在了不同的角度，既有学生需要听听理解的，也有需要认读理解的等