教学设计 (22)

1、Unit3ALetslearn教学设计教学目标：1能听懂、会说“My friend is ., he has .”，并能在实际情景中运用。2能听、说、认读 friends, long/short hair, strong, quiet, thin 等单词和词组。能适当用一些形容词描述自己的朋友。3对学生进行关心朋友，朋友间要互相帮助的思想教育。教学重点：对描述人物相貌特征的词汇的掌握与运用。 教学难点：1发音：friends, thin 2She is . 与 She has . 的区别与运用。教具准备：1头像2音乐伴奏带教学设计：教学步骤活动目的（一）热身复习（Warm-up/Revisio

2、n）Polly says: touch your nose/face/ears/eyes. shake your body, clean the board. touch your hair 引出单词 hair。 结合游戏 Polly says，让学生听听指指，训练学生的反应速度，同时也是对前面知识的复习。边说边做，让全体学生热身，投入课堂。（二）呈现新课 （Presentation）1. 教师拿出 Sarah 的头像问：Who is she? 教师说：Look, she/Sarah has long hair.（一边说一边做动作帮助学生理解）拿出卡片，he has. 引导学生说 He has

3、 short hair. Who has long hair in our classroom?She has long hair. He has short hair. They are friends. 说：They are friends. And all of you are my friends. lets make friends.Friends should help each other.教读单词卡 long hair, short hair 和 friends。Lets chant: hair, hair, she has long hair; hair, hair, he

4、has short hair。Theyre friends, theyre good friends.2展示图片 strong. He is strong. 指着班里长得很健壮的同学说：He is strong. 并让学生指着班里的同学说 He is strong. 同法教读 thin。教师要提醒学生在读 thin 时，注意咬舌尖儿。让学生找到班里的同学并使用句型介绍。Lets do:tall, tall, tall, I am tall,short, short, short, I am short,thin, thin, thin, I am thin.strong, strong, st

5、rong, I am strong.3. 教师把右手的食指放在嘴上，做出让学生安静的动作，让学生说出单词 quiet。并出示单词卡，让学生认读 quiet,强调发音方法。4. 听教师跟读所有单词和词组5CAI 呈现李宇春教师先描绘，接着呈现人物的一部分让学生猜 A man or a woman? what is he/she like? 展现人物，看学生是否猜对。两大组一起开火车说句子，由卡片过渡到班里的同学* has long hair.同法练习 short hair. 找一找周围的短头发和长头发，让学生指着班里的同学说：She has long hair. He has short hai

6、r. 比一比哪组学生说的最多，每说对一次为本小组加上一分，激发学生的竞争意识。呈现文本，有助于学生进行吟唱。歌谣帮助学生记忆。跟读单词让其他同学听听是否读对。两组开火车比赛。开火车读单词尝试让学生描述 Im strong /thin. 说得好的及时表扬。唱反调，教师轻，学生重以集中学生的注意力。音乐伴奏。每次听到教师 quiet. 就马上静下来，看谁反应速度最快。猜猜是谁，能调动学生的积极情绪，训练学生的综合语言运用能力。对的奖励小奖牌。（三）趣味操练 （Practice）Story: Today we have a new firied. He is a boy, he has a big

7、head, but he has two small hands, look, who is he?(Big head boy).Lets greet to the big head boy. but today he is not happy, he cant find his dad,B: Wu., wheres my dad? Where is my dad?He see a grandpa.B: Hello, grandpa, do you see my dad? he has a small head, he has small eyes, he is thin. He is tall.G: Sorry!B: Oh, bye-bye.He sees an aunty.B: Hello! Aunty.A: Hello! Big head boy.B: Do you see my dad? He.A: Is this your dad?B: Oh, yes, thank you so much. bye-bye.Now, big head boy is happy.训练学生听力，知识的小结性呈现。呈现爸爸妈妈的形体，让学生有大致