新版PEP小学英语四年级UNIT3教案.doc

课题: UNIT 3 My friends 第 1 课时 （总第 13 课时）学材分析 让学生理解“best friend”是“最要好的朋友”。 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。学情分析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.） 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。学习目标 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, quite, thin等单词和词组。 能适当利用一些形容词描述自己的朋友。 会唱歌曲“Friends。导学策略创设情景,让学生在实际情景中来描述自己的朋友教学准备准备一个书包，里面装有语文书、数学书等。导学流程设计 Warming upPreview-PresentationConsolidation教 师 预 设 学 生 活 动修改意见.（Warming up）a. Lets do. (Unit 2 A Lets do)b. Quick responsec. Free talk.S1: Hello, this is my friend, Sarah.T: Nice to meet you.Sarah: Nice to meet you, too.T: You are friends. (转向全班)They are friends.Hold up friends picture and model the statement.Revision.a. Lets do. b. Opposite words games.教师说出一个形容词，边用手势表示，如tall, 请学生快速说出它的反义词，看看谁的反应快。跟着音乐，边说边做动作。学生按教师的指令迅速做出反应Tall- short short- long big- small Black-white red- green on- under. Presentationa. 教师拿出一些实物，用手势表示tall, short, long, 让学生说出单词。然后指着自己的长头发说：long .指向一位短发学生，引导学生说出short.b. long hair-short hair Ss repeat. 教师注意强调hair是不可数名词。. Practice学生以小组为单位或同桌之间练习句型：I am /She /He /Tom/ My friend is. Presentation of new words：Listening让学生听录音，跟读Lets learn部分的词汇，要求学生随录音找到相应的图，做到“眼到，手到，口到，心到”。Guessing gameT: Who is your best friend? 用手捂着心窝来表示best.利用句型“My friend is strong. He/She has .?”描述自己的朋友，其余学生猜Who is he? 也可描述学生喜爱的动画片中的人物、明星、伟人等。Lets sing. Consolidation and extensionS1: I have long hair.Ss: He/she has long hair.S2: I have short hair.Ss: He/she has short hair.Guessing gameGuess the animals. For instance: I have a friend. He has a long nose and big ears. Whos he?板书设计 教学反思课题: UNIT 3 My friends 第 2 课时 （总第 14 课时）学材分析本课时需要重点掌握的句型是Whats his name? His name is .He has. 在此基础上可让学生说出“I have a good/best/Chinese/an English friend.”等句子。学情分析本课时的难点“He has.”句型，教师可结合学生用书三年级下册第一单元所学句型“Whos this girl/boy/man/woman? Hes /Shes.”来教授。学习目标、 听懂、会说Whats his name? His name is .He has.、 听、说、认读I have a new friend. A Chinese friend? Whats his name? His name is .3、了解中西方互赠礼物的不同习惯。导学策略创设情景,表演对话教学准备教师准备该课时的教学挂图及幕布导学流程设计 Warming upPreview-PresentationConsolidation教 师 预 设 学 生 活 动修改意见 Warming upa) Daily oral practice.2. Presentation1) Presentation of the new dialogues.T: （走向一位男生）Whats your name?S: My name is.T: (转向全班)Whats his name? 如不能回答，就用Whos he?来帮助理解his nameHaving asked several boys, turn to girls and ask: Whats her name?2) Practicea. Lets guess.播放事先请几位学生录好的录音，让学生猜是谁？b. 教师呈现名人或学生熟悉的人物的图片，让学生互相询问他们的名字。i. Guessing game.Describe their friends.ii. Describe their classmates.Ask a student to stand up, the others to describe her/him.学生听录音中的对话, 猜猜描述的是谁?c. Show a picture of Zhang Peng and say: Look at the photo. Ask: Whats his name? Then ask a student to describe Zhang Peng. e. Game: Lets guess.根据班上的学生的实际情况，请同学来描述并猜猜看是谁。范围可扩大到名人，如Hes very strong. He likes football. Hes tall. Shes beautiful. She likes singing.教师可借助一定的肢体语言表示形容词意义。f. Good to know西方人在收礼物时，往往当面打开并称赞礼物漂亮，自己也非常喜欢，这与中国的习俗不同，中国人往往要等客人走了以后才打开包装。五、 Consolidation and extensionGame: Play cards.Look at the picture.重复picture和photo，让学生跟读。d. Listen and read.同桌A、B两人裁下活动手册后面Wu Yi fan、Zhang Peng等人的卡片。A让B抽一张（注意B抽出卡片时不能翻过来看），A问：“Whats his name?”让B来回答：His name is .如果答对B就得到这张卡片，然后B再让A抽卡片猜名字。最后看谁得的卡多。板书设计教学反思课题: UNIT 3 My friends 第 3 课时 （总第 15 课时）学材分析语音课本课时需要重点掌握字母o 在开音节中的发音，并与三年级学的再闭音节中的发音进行比较。学情分析学生已学过nose, note, Coke, Mr Jones这四个单词，要求教师在四线格中引导学生正确书写。学习目标1. 听、说、读、写词汇nose note CokeMr.Jones2.在实际情境中灵活运用以上所学词汇。3.培养学生良好的英语拼读习惯。导学策略集体教学,在四线格中进行操练.教学准备教师准备S到V的字母卡，以及以这些字母开头的单词卡。导学流程设计 Warming upPreview-Presentation-Consolidation教 师 预 设 学 生 活 动修改意见 Warming up1) Sing the ABC song.2) Recite the letters.3) Hit the cards.将图贴在墙上， Preview1) Whats missing?教师从墙上贴的图片中拿掉一张，再次展示给学生看， 2) Games: Who takes quickly?Let Ss look at Ts mouth and guess the letters. Then ask them to speak as quickly as possible. Presentation1) Presentation of the new letters. 在上一个游戏中加入S,T,U,V，教师示范写出，并让学生比较与哪些字母形状相似。2) Game: Spelling bee.给出打乱秩序的字母，让学生拼出单词，如tca, gab, kudc.然后出现打乱秩序的teacher和student, 3) Story time本故事为中国传统故事拔萝卜。小兔在拔一个大萝卜，可萝卜太大了，小兔找众人帮忙，终于拔出了大萝卜。这个故事告诉学生人多力量大的道理。教育学生真正的朋友应该有困难互相帮助，有快乐一起分享Consolidation and extension Do activity book.利用不同的形式进行开火车游戏，如AB-CD-EF.A-AB-ABC.一生报单词，一生听到后对准该单词用手敲或用手指一下，看谁反应快。让学生找出少了哪张。2) Read and write3) Listen and read.Pay attention to the new word: van.1) Game: What are they?出示一组嵌有不同单词的图片，给一分钟时间，让学生说有什么，看哪组说得最全。让学生按正确次序拼出。Then teach the words: teacher and student.学生听录音，教师利用手势和表情让学生了解故事内容。还可以请几位程度好的同学事先编好对话，表演给大家看。板书设计教学反思课题: UNIT 3 My friends 第 4 课时 （总第 16 课时）学材分析本节课是第三单元的第四课时，属于会话教学课，主要是引导学生对朋友的外貌特征和喜好做大概的描述，并能够猜测出朋友。要求学生能区分男女分别用哪些人称代词，对he ,his,she,her这些代词与物主代词的初步认识和运用。学情分析能够在实际生活中，结合一定的语言情景描述朋友的特征学习目标1、Knowledge aims:By ending of the class the students will be able to understand ,read and speak“Hes.He has.His shoes are”and can ask “Whos he? Is he?”2、Skill aims:The students will be able to describe friends and guess friends by using the sentence structure3、Emotion aim:let them know “make friends in your life make your life colourful”导学策略情境教学法，对话法教学准备Picture video导学流程设计 Warming upPreview-Presentation-Consolidation教 师 预 设 学 生 活 动修改意见一、warm up1、sing a song about 二、preview and lead in1、show them some pictures and let them guess2、show them my friends photo and let them guess the characters3、listen to the tape again and answer the question4、look at the picture and teach them5、make a chant about:6、listen the third time and imitate 7、work in pairs ask and answer四、consolidation1、work in groups to talk about your friends 2、describe your friends “tall or short ; big or small thin or strong”A boy or a girl?Tall or short?Has glasses or not?Who is he /she?Whats he like? Ss will answer: “Hes a boy .Hes tall and thin .He has glasses . His shoes are blue”He has glasses. His shoes are blue She has Her areHe has glasses. His glasses are blackHe has shoes . His shoes are blueShe has Her aremake a new dialouge by using the key words and the sentence structure五、emotion Watch the video about friends 六、homework1、copy the dialogue and recite2、introduce your friends to your family make friends in your life make your life colourful板书设计教学反思课题: UNIT 3 My friends 第 5 课时 （总第 17 课时）学材分析本部分材料是借助Mike 和Chenjie 对话，介绍照片上同学的外貌特点。学情分析学生意会说tall、thin、short等一些描述人物外形的词汇；已学习掌握了“I have”的用法。学习目标听、说、认读短语long hair short hair a green bag blue glasses brown shoes听、说、认读句子My friend has blue glasses.Its Wu Yifan.His glasses are blue.导学策略图片法，说话法教学准备五位同学的图片录音机及相应磁带课件导学流程设计 Warming upPreview-Presentation-Consolidation教 师 预 设 学 生 活 动修改意见1、 warming-up/review1.sing a song 2.复习三年级下册第三单元的表示形状的反义词。3.free talk二、Presentation1、借助前面的free talk 教师：I have a good friend.Shes tall.She has long hair.But I have short hair.2、Look!This is Amy .Shes our friend .呈现Amy的图片。教师指着Amy的鞋子，领读shoes.What colour is it ?Its brown.3、Look!This is Wu Yifan. .Hes our friend ,too.呈现Wu Yifan的图片。教师指着 Wu Yifan的眼镜，教读glasses.强调es的发音4、指着班里某位同学的bag，a green bag.5、 打开课本28页，让学生跟读短语。3、 Practice教师利用本部分内容，简单描述一个人的外貌，小组内讨论画出大体轮廓。4、 Homework用英语描述自己的一位朋友给家长听。Colour song(review colours)Talk about your friends.Hes.Shes.1、 （指着自己的头发）从而引出long hair、 short hair小组间练习。引出brown shoes.课件上呈现不同颜色的鞋子，让学生试着颜色单词和shoes 的组合。小组内互相说说彼此的鞋子。His glasses are blue.注意blue glasses.的正确发音小组内说说彼此的书包颜色。跟读录音。板书设计教学反思课题: UNIT 3 My friends 第 6 课时 （总第 18 课时）学材分析本课时是以AB部分内容为基础的，以读写为主要形式的复习课。这节课主要是进一步学习如何向别人简单描述自己好朋友主要培养学生读、写能力。学情分析学生意会说tall、thin、short等一些描述人物外形的词汇；已学习掌握了“I have”的用法。学习目标能听说读写本课时第二部分Look, choose and write中的四会单词。能听、说、认读本课时的重点句型：Whats his/her name?He/She isHe/She has并能在情境中进行运用；能运用所学词汇、句子简单描述。导学策略对话法，情境教学法教学准备教学课件，教学图片导学流程设计 Warming upPreview-Presentation-Consolidation教 师 预 设 学 生 活 动修改意见一、热身复习（Warm-up/