上交教学设计

1、Unit3 My Friends Part A Let's learnLet's find out(词汇教学)【课程标准】1、能根据听到的词句识别或指认图片或实物。2、能听录音模仿说话。3、能根据表演猜测意思、说出词语。4、能根据图、文说出单词或短句。5、能正确书写字母和单词。6、能根据拼读的规律，读出简单的单词。7、理解和运用有关下列话题的语言表达形式：个人情况、家庭与朋友、身体与健康、学校与日常生活、文体活动、节假日、饮食、服装、季节与天气、颜色、动物等。8、在小组活动中能与其他同学积极配合和合作。9、积极运用所学英语进行表达和交流。【教材分析】本课时为PEP小学英语四年级

2、上册第28页Unit 3 My Friends 第一课时Part A Lets learn & Lets find out的内容。主要学习Lets learn中的单词：friend, long hair, short hair, thin, strong, quiet，以及句型： Whos he/she? My friend is He /She has，要求学生能够正确地听说读写这些单词，并能运用所学句型询问并描述自己朋友的外貌特征。本课时的学习重点为：能够正确地听说读写六个单词以及能够运用句型Whos he/she? My friend is He /She has来描述自己的朋友

3、。【学情分析】为了找准学生学习的认知起点，更好地把握学习难点，我从学生的已有知识储备和所具备的能力两方面进行了学情分析：（1） 根据学生已有的知识储备：学生在三年级上册Unit3 Look at me已经学习过face, ear, eye, nose, mouth, arm, hand, head, body, leg, foot，hair等身体部位的表达，这为学生在描述朋友特征方面做了良好的铺垫，而在三年级下册Unit6 At the zoo中已经学过long和 short，这又为单词的学习降低了难度。（2） 根据学生所具备的能力：由于我们是外语特色学校，学生在一年级已经开始了英语学习，在英

4、语学习过程中，学生们已经具备了拼读单词，以及借助拼读的规律来识记单词的能力，另外，我校的词汇教学模式除了重视单词的的听说读写外，还强调词汇在语境中的运用，所以学生们也能运用所学词汇进行简单的组词造句。而孩子们所具备的这些能力恰恰为单词的识记和句型的运用降低了难度。 所以，我综合以上两方面的分析，确定本节课的难点为能够运用主句型来描述自己朋友的外貌特征。【学习目标】1.借助录音或老师范读，能正确听出并读出单词的读音：friend(s), long/short hair, strong, thin, quiet.做到发音清晰、语音语调正确；在单词卡片或动作的帮助下，能正确认出并读出单词；并能借助旧

5、单词或字母组合的发音，在规定时间内拼写单词。达成率为85%。（主目标，学习重点）2.借助 Whos he/she? My friend is strong. He has short hair等重点句型来介绍朋友的特征，做到发音清楚，语调基本达意，达成率为75%。（学习难点）【评价设计】1.针对学习目标1，可以通过观察学生的口型、表情，借助录音或老师的范读，通过抽查个别学生读，同桌间互读，男女生读，开火车读，分组读，小老师领读，师指生读,借助识记规律拼写单词，运用所学词汇组词造句等方式，来达到目标。2.针对学习目标2，可以通过讲解简单的语法知识点、老师领读，运用Guessing game来操练

6、：老师示范、给出时间准备、挑部分学生在讲台上进行描述，其他学生来猜测名字等方式，来达到目标。【教 具】 PPT课件、单词卡片、人物图片或简笔画【学法指导】 Game Chant Group work Pair work Task-based teaching method【学习过程】环节学习过程StepWarm-up1、Greeting with the students.2. Show the chant.Touch your nose, touch your mouth.Touch your hands and ears.Touch your face, touch your head.T

7、ouch your arms and hair.And then, let students chant it together.（设计意图:运用自编小Chant复习五官类旧单词，轻松自然地引入新课，并为新授单词和目标2中描述朋友的外貌特征做铺垫。）Step Presentation & practise Step Presentation & practise Step Presentation & practise friends: T：Look! This is Amy. And this is Chen Jie. Theyre good friends. (PP

8、T分别出示Amy和Chen Jie的图片，并以动画形式展示朋友的礼貌握手过程，巧妙引入friend。) Let students know the meaning of friend. Read after the tape. And Ill choose some students to read it. friend Then let students spell, read and try to recite it. And let students pay attention to the pronunciation of friends. (跟读,抽查个别学生读，拼读，试着识记单词，

9、并强调friends的发音。在老师的示范下，引导学生运用旧句型造句。) For example: I have a new friend. Let students make some phrases or sentences.long/short hair: 1.T: Everyone in this world has his or her own friend. Look! This is my friend, Sarah. Teacher points to her hair and leads students to say “hair”. And she has long hair

10、. Let students know the meaning of long hair. Sarah has long hair. But she has short hair. Show the picture of the girl. Choose some students to read the words directly. And let all the boys and girls read them. After it let students spell and try to recite it. (设计意图：由于在三年级时学生们已经分别学习过long, short和hai

11、r，老师只要用图片或动作引出，学生自己就可以读出来，所以把这两个单词放在一起，直接找学生来当小老师领读、拼读、运用旧单词来识记。)2. T: Look at me! I have long hair. (板书句型) Let students know the meaning of the sentence. But he has short hair. (板书句型并引导学生观察两个句子的不同之处，老师在学生的观察和猜测下，用浅显易懂的语言总结：have遇见第三人称单数如：he, she，it，等，要变为has,并举例说明。) Teacher leads students to read the

12、 sentences for some times and lets them make some sentences.（在这里渗透重点句型并让学生区分have和has用法。）strong: 1. Look! Who is he? He is Zhang Peng. He has short hair, big eyes, a small nose and a big mouth. He is strong, too. (Do the action and help students to understand the meaning.) Read after the tape. And Il

13、l choose some students to read it. Then choose some lines and read it one by one. After it, Let students spell, read and try to recite it. 2. Teacher makes an example and lets students make some sentences. Such as: Mike is strong.thin: T：Zhang Peng is strong. But Look at Wu Yifan. Is he strong, too?

14、 Use this way to lead out the word“thin”. Let students know the meaning of thin. Read after the tape. Let students pay attention to the pronunciation of “th”. And Ill let students to read it in groups. Then let them spell, read and try to recite it. quiet: 1. Teacher points to a naughty boy and say:

15、 Be quiet. (Do the action and help students to understand the meaning.) Read after the tape. And Ill choose some students to read it. Let students pay attention to the pronunciation of quiet. Because its a little difficult for students. After it, Let students spell, read and try to recite it. 2.Let

16、students make some sentences with the word “”and “quiet”.(落实学习目标1和渗透学习目标2中的重点句型并进行简单的讲解。)Practice:1. Read after the tape.2. Choose a little teacher and lead the students to read the words. 3. I point and you say.4. I will give you three minutes to recite all the words.5. Check the spelling.(设计意图：为了落

17、实学习目标1中的在单词卡片或动作帮助下，能正确认出并读出单词，并能借助旧单词或字母组合的发音，在规定时间内拼写单词等要求，此环节，通过在单个单词的学习基础上，采取跟读录音、小老师领读、师指生读或师做动作生猜单词、给出时间识记单词以及抽查学生检测等方式，进行集中巩固单词的发音及拼写。)Step Consolidation &extension1. Can you find out the bears best friend? Let students choose the right picture and circle it.2. Guessing gameTeacher makes

18、an example: I have a friend. She is thin. She has long hair, big eyes and a small nose. Who's she? Let the students guess her name. Teacher can give the students three minutes to prepare it. Later,teacher chooses some students to describe his or her friend.And the other students guess his or her name.(设计意图：为了落实学习目标2中的借助 Whos he/she? My friend is strong. He has short hair等重点句型来介绍朋友的特征等要求，此环节，在Lets find out