四年级上册英语教案－Unit3 My friends人教.doc

1、PEP四年级上册Unit 3 Friends教学设计一、教学目标a. 能听、说、认读 friends, long/short hair, strong, thin 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. 学会用适当的形容词描述身边的同学、朋友等。二教学重难点1. 学习、掌握词汇、词组，并能熟练运用。2. 借助图片、体态语等帮助学生理解词句。死记硬背是一种传统的教学方式,在我国有悠久的历史。但随着素质教育的开展,死记硬背被作为一种僵化的、阻碍学生能力发展的教学方式,渐渐为人们所摒弃;

2、而另一方面,老师们又为提高学生的语文素养煞费苦心。其实,只要应用得当,“死记硬背”与提高学生素质并不矛盾。相反,它恰是提高学生语文水平的重要前提和基础。三教学过程课前 Sing a song. T: Do you want to be my friend?(在歌声中进入英语课堂学习，轻松愉快。)Step 1. Revision/Warm-up1. Greetings!T: Hello, everyone! Im your new teacher, Miss Yan. Lets be good friends, OK? Boys and girls, follow me. Friends, fr

3、iends, good friends!(拍手并与学生击掌)(通过教师的自我介绍和 Greeting 与学生交朋友，拉近师生间的距离。带领全部挥挥手，拍拍手，活跃气氛，调动学生学习的积极性。同时教学了 friends，明确了主题。)2. (Blackboard drawing)T: Your new friend, Miss Yan likes drawing. Whats this? Guess please.(eyes nose mouth) I have a big mouth. I have two big eyes. What about you?3. T: Oh, you have

4、 a round face. Me too! I have a round face. I have two big eyes. Please chant with me.T: I have a round face.Ss: Round, round, round.T: I have two big eyes.Ss: Big, big, big.T: I have a small nose.Ss: Small, small, small.T: I have a big mouth.Ss: Big, big, big.Lets chant together. (教师一笔一笔地画，学生猜。设置有信

5、息差的 Guessing game，鼓励学生发散思维，让学生根据已有语言知识自由发挥。在游戏中滚动复习了有关五官的单词。引出“I have .”句型，让学生简单讲讲自己的五官。再就老师为例合作完成 chant，换种形式复习已有语言知识，为下面的新授奠定基础，形式多样有实效。)Step 2. Presentation1. Presentation of the new words(1) T: Oh, she / he has a / two .板书:He / She has atwo .(2) (Point to a girls hair.) She has long hair.(Point t

6、o a boys hair.) He has short hair.Let the students repeat: long /short hair板书:He/She has long/short hair.(看教师，看周围的同学，运用最简单、最直观的教学资源引出新授内容。)2. Practice (1) T: Look at your classmates. What about his or her hair? He/She has .(2) My friendT: She has long hair. He has short hair. How about my friend? He

7、 has short hair. How about his face. A round face or a long face? Can you guess? (CAI) A round face, a long face, a small mouth, a big mouth, a long nose, a big nose, two big eyes, two small eyes, short hair, long hair . He has .(Ss guess-He has .) 最后拼成: A long face, a small mouth, a long nose, two

8、big eyes and short hair.(引导学生自由发言，练习句型。通过反复说此类句子帮助学生明白 He / She 要用 has。CAI 呈现各种各样有特征的器官图，先请学生来形容这些有特征的器官。再请学生用“He has .”句型来描述。根据同学们说的把各个部位拼完整。通过拼图游戏，使操练不枯燥，培养了学生说的能力。既达到教学效果又刺激学生的学习兴趣。)3. Presentation of the new words(1) T: Is he funny? He is my funny friend, Peter. He has long neck, long arms, long

9、 body and long legs. He is very thin.Teach: thin板书:thin(2) Thin, thin, Peter is thin. Thin, thin, He is thin. Thin, thin, she is thin.Thin, thin, who is thin?(3) T: You are too thin. Please eat more and make yourself strong. Teach: strong板书:strong Act: Im strong.(CAI 逐一出现身体的部位，最后拼凑成一个完整的瘦瘦的男孩形象，教学新单

10、词。将单词与句型相结合，放到具体的语境中进行练习。通过动作表演学习单词，生动有效。)4. We are strong now. But I am short. I want to make myself tall. Tall, tall, tall. Lets do together.Tall, tall, tall! Make yourself tall.Short, short, short! Make yourself short.Big, big, big! Make your eyes big.Small, small, small! Make your eyes small.Lon

11、g, long, long! Make your arms long.Short, short, short! Make your arms short.Thin, thin, thin! Make yourself thin.Strong, strong, strong! Make yourself strong.(重组三年级时学的do,整合新学的单词，用TPR的形式边说边做。让学生在说说、做做中操练巩固新知。TPR活动备受学生欢迎，强烈地刺激着学生，激励着学生积极去说、去做。)Step 3. Practice1. Friends show(1) T: OK, friends. Make o

12、urselves strong and happy everyday. So does Peter. He is a boy. He is thin. He has short hair. He has a long face. He has two big eyes. He has a long nose. He has a small mouth. (教师做示范，用所学语言知识介绍 Peter。再带领学生一起来描述 Peter。由简单的句子过渡到一小段话，词不离句，句不离篇，由易及难，层层递近。)(2) T: This is my funny friend. I like him. Do

13、you like him? Do you want a funny friend? OK, please come and make a funny face. Then tell us your funny friend.This is my friend. He / She is a girlboy. He / She has_ hair. He / She has a _ face.He / She has two _ eyes. He / She has a _ nose. He / She has a _ mouth.(教师准备一些形态各异的脸、眼、鼻、嘴图片，请学生任意挑选拼成一张

14、 funny face，再用所学的句型向全班进行介绍。拼一拼，说一说，趣味十足，牢牢吸引了学生的注意力，再次进行操练，更加强了学习的实用性。)Step 4. Consolidation & Extension1. Animal friendT: Oh, you have some funny friends. And I have another funny friend. Whos he? Lets find out. He is strong and fat. He has two big eyes. He has a big tail. He likes eating. Hes very

15、 lazy(懒惰). Garfield. Hes Garfield.(CAI 呈现一段话和几只猫(机器猫、加菲猫、Kitty 猫、Tom 猫)，让学生通过阅读来找一找，培养了学生读的能力。再次巩固新知，同时设置小小的悬念活跃课堂气氛。)2. Story timeT: This is my animal friend, Garfield. But he is crying. Whats wrong? He cant find his friend. Some animals are coming to help him. Lets watch.(揭开谜底，顺势引到讲故事板块。又一次吸引学生，激发

16、他们学习的欲望，使课堂更具趣味性。)(CAI)Story showWatch the storyRead the story(follow the CAI) act with T(分角色)Group workAct it out(看故事，讲故事，演故事，让学生将新授的语言知识内化后，在拓展巩固中输出。鼓励学生大胆尝试，参与表演。同时关注学生的小组合作，遵循小组活动的层次分组原则，帮助每个学生找到适当的位置。)唐宋或更早之前，针对“经学”“律学”“算学”和“书学”各科目，其相应传授者称为“博士”，这与当今“博士”含义已经相去甚远。而对那些特别讲授“武事”或讲解“经籍”者，又称“讲师”。“教授”和

17、“助教”均原为学官称谓。前者始于宋，乃“宗学”“律学”“医学”“武学”等科目的讲授者；而后者则于西晋武帝时代即已设立了，主要协助国子、博士培养生徒。“助教”在古代不仅要作入流的学问，其教书育人的职责也十分明晰。唐代国子学、太学等所设之“助教”一席，也是当朝打眼的学官。至明清两代，只设国子监（国子学）一科的“助教”，其身价不谓显赫，也称得上朝廷要员。至此，无论是“博士”“讲师”，还是“教授”“助教”，其今日教师应具有的基本概念都具有了。3. Song “Friends” CAI(在歌声中感受大家一起学习的快乐，体会朋友间的情谊。)要练说，得练看。看与说是统一的，看不准就难以说得好。练看，就是训练

18、幼儿的观察能力，扩大幼儿的认知范围，让幼儿在观察事物、观察生活、观察自然的活动中，积累词汇、理解词义、发展语言。在运用观察法组织活动时，我着眼观察于观察对象的选择，着力于观察过程的指导，着重于幼儿观察能力和语言表达能力的提高。四、教学反思本堂课的教学以“Describe your friends”为主题，以与每位学生密切相关的“朋友”为主线贯穿始终。我在课堂上为学生营造了一个轻松有趣的学习氛围，促使学生积极主动地学习英语，并将所学的知识自然有效地运用于生活实际，收到了“现学现用、学用结合”的成效。在课前准备的歌声中师生互交朋友，直接切入主题。又以 Guessing game, chant 来滚

19、动复习已有语言知识，激励学生积极思维。使复习在不知不觉中进行，又为下面的学习奠定基础。在词汇教学中，从呈现单词开始就要给学生留下一个极深的印象，我就用看教师，看周围的同学，这种最简单、最直观的教学资源引出新词组，直观、形象、有效。猜老师的朋友My friend环节，课件呈现一个个有特征的器官图片，先让学生看图说词组，再用完整的句子来猜朋友有什么样的脸、眼等。词不离句子，看一看、猜一猜、说一说、做一做，师生合作完成头部拼图活动，在趣味操练中轻轻松松地掌握了单词和句子，学会了简单形容头部、脸部。接着Make a funny faced的任务就体现了由句过渡到篇，通过选图片做一张滑稽的脸并来描述他或她的 funny 朋友。拼一拼，说一说，趣味十足，牢牢吸引了学生的注意力，再次进行操练，更加强了学习的实用性。儿童的特征就是爱玩，好表现自己。因此，用表演的形式来让学生进行交流，学习语言，运用语言是最恰当的。我设计了扩展活动，故事板块符合学生心理，编排、表演故事让学生将新授的语言知识内化后，在拓展巩固中输出，增强了学生的自信心和成就感。但在学生已经掌握了一些语言知识的基础上，还应鼓励他们学会转换角色，灵活组合，扩展会话，让所学的知识得到升华，并把升华后的知识转变成为真实交际的能力。在这一点上，我做得还远远不够，我们要尽可能地做到不受束缚，活化教材，还学生自由创造，不断创新的空间。