PEP BOOK3 Unit3 My friends 教案.doc

课题Unit 3 My friends (Part A Lets learn)学生教学目标a. 能听、说、认读 friends, long/short hair, strong, thin，quiet 等单词和词组。b. 能听懂、会说 I have a friend. He/She is . He/She has . 并能在实际情景中运用。c.能结合新旧知识，描述自己朋友的外貌d.培养学生合作意识，教育学生要团结友爱教学重点、难点重点：1、friends，long hair，short hair，thin，strong，quiet单词和词组的 正确听、说、认、读； 2、运用所学句型和词组来描述朋友难点：1friends, thin的发音 2、用恰当的形容词来描述朋友教学准备 单词（词组）卡片、flash动画、PPT教学过程教学环节教师活动学生活动设计意图warm-up（5min）1、1. Free talk2.lets chantPresentation1.ppt呈现班里两个学生手牵手的图片2.展示老师跟朋友的大合照3. 呈现词组longshort hair4、 呈现单词thinstrong5、 呈现单词quietPractice(1) 红绿灯（2）Listen：找朋友（3） Game：大转盘（4）Lets find outT:Good morning. How are you?T:Now lets chant.（播放flash后）Whats this chant about?T:She is.,and she is.(引导学生回答）They are friends.friends.(走到学生座位当中）Is shehe your friend?引导全班说A is Bs friend. T：Look at the photo.Can you find,who is me?(指着照片上其他人）Do you know who is she?You can ask me,and Ill tell you the answer.(让学生指着照片的人问Who is shehe?)SheHe is my friend Mary.T:1.呈现meaning&soundLets me tell you more about my friends.Look,Amy has long hair.Who has long hair?Put up your hand.(说I have long hair)Does Mary has long hair?She has short hair.Who has short hair?Put up your hand.(说I have short hair)2. 呈现Form呈现单词卡片Long hair,long hair,she has long hair.short hair,short hair,she has short hair.T:1.呈现meaning&soundWow!Is my friend Mike handsome?（指着图片的肌肉）He is strong.(走到学生座位）Are you strong?Is heshe strong?做动作带读strong.(老师指着自己）Am I strong?I am thin.(指着学生）She is .(thin）He is.(strong)用phonics教授thin的读音2. 呈现form呈现单词卡片Strong,strong,he is strong.Thin,thin,she is thin.（1）叫班里一个安静的学生上台，引导学生说出(She has longshort hair.She is thinstrong.)（2）And,she is quiet(小声说出 quiet，并把食指放到嘴边）（3）ppt呈现一只熟睡的小猫和唱歌的小鸟，引导学生说出the cat is quiet.The bird is not quiet.（4）呈现几个朋友的图片，让学生c猜who is quiet.将单词卡片贴在黑板上，老师用绿灯指时，学生读单词；用红灯指时，学生不读单词；S:Good morning. Im fine.S:全班一起唱。回答老师的问题。全班回答、个人回答S:Who is shehe?配合老师 分组跟读全班跟读个人回答全班跟读个人表演全班在老师引导下说出完整的句子。全班跟读。学生用.is quiet 来回答。全班参与课前导入采用Free talk 的形式更有利于学生从母语环境迅速进入英语学习状态。chant可以活跃课堂气氛，同时利用chant中反复提到的friend作为引子，导入本单元的学习内容以学生的照片做素材，吸引学生注意力，激发学习兴趣，让学生更好理解单词friend创设介绍朋友的情境，为接下来的新词呈现做铺垫呈现新词时采用了“meaning go first”的原则，用chant 带读单词，朗朗上口，易于记忆。图片展示，生动直观。结合动作，加深记忆。Phonics教授单词读音，扫清难点红灯停，绿灯行，联系实际。另外，这个活动练习了学生认读单词的能力这个活动主要巩固了学生对句型的掌握和听的训练，为接下里的“说”做铺垫新旧知识结合，训练学生综合表达能力，遵循先听再说的原则结合教材，运用flash，吸引学生注意力。综合训练学生的听、说、认能力。ppt 呈现几组对比图片（如thin & strong）T:My friend is thin(strong) Who is shehe? My friend has long hair. Who is shehe?ppt 呈现一个大转盘，当转盘转到哪个人物时，学生要用所学的句型描述出来。She is my friend_.She has_.She is_.播放flash动画T：watch the flash. Find out who is Zoombest friend.全班回答个人回答Watch flash个人回答（5） Draw as I saySummaryReview the words & matchppt 呈现朋友互相帮助的图片Homework学生描述自己的朋友让partner 画出来，之后再向全班介绍My friend is.SheHe has.SheHe is.画完后，老师问学生：T:Who is As friend?复习板书上单词（词组）接着引导学生说出She is.(把相应的卡片移到句子后面）She has.(把相应的卡片移到句子后面）T：Friend should help each other.love your friend.把自己的好朋友描述给家长