上交教學設計

1、Unit3 My Friends Part A Let's learnLet's find out(詞匯教學)【課程標準】1、能根據(jù)聽到的詞句識別或指認圖片或實物。2、能聽錄音模仿說話。3、能根據(jù)表演猜測意思、說出詞語。4、能根據(jù)圖、文說出單詞或短句。5、能正確書寫字母和單詞。6、能根據(jù)拼讀的規(guī)律，讀出簡單的單詞。7、理解和運用有關下列話題的語言表達形式：個人情況、家庭與朋友、身體與健康、學校與日常生活、文體活動、節(jié)假日、飲食、服裝、季節(jié)與天氣、顏色、動物等。8、在小組活動中能與其他同學積極配合和合作。9、積極運用所學英語進行表達和交流。【教材分析】本課時為PEP小學英語四年級

2、上冊第28頁Unit 3 My Friends 第一課時Part A Lets learn & Lets find out的內容。主要學習Lets learn中的單詞：friend, long hair, short hair, thin, strong, quiet，以及句型： Whos he/she? My friend is He /She has，要求學生能夠正確地聽說讀寫這些單詞，并能運用所學句型詢問并描述自己朋友的外貌特征。本課時的學習重點為：能夠正確地聽說讀寫六個單詞以及能夠運用句型Whos he/she? My friend is He /She has來描述自己的朋友

3、。【學情分析】為了找準學生學習的認知起點，更好地把握學習難點，我從學生的已有知識儲備和所具備的能力兩方面進行了學情分析：（1） 根據(jù)學生已有的知識儲備：學生在三年級上冊Unit3 Look at me已經(jīng)學習過face, ear, eye, nose, mouth, arm, hand, head, body, leg, foot，hair等身體部位的表達，這為學生在描述朋友特征方面做了良好的鋪墊，而在三年級下冊Unit6 At the zoo中已經(jīng)學過long和 short，這又為單詞的學習降低了難度。（2） 根據(jù)學生所具備的能力：由于我們是外語特色學校，學生在一年級已經(jīng)開始了英語學習，在英

4、語學習過程中，學生們已經(jīng)具備了拼讀單詞，以及借助拼讀的規(guī)律來識記單詞的能力，另外，我校的詞匯教學模式除了重視單詞的的聽說讀寫外，還強調詞匯在語境中的運用，所以學生們也能運用所學詞匯進行簡單的組詞造句。而孩子們所具備的這些能力恰恰為單詞的識記和句型的運用降低了難度。 所以，我綜合以上兩方面的分析，確定本節(jié)課的難點為能夠運用主句型來描述自己朋友的外貌特征?！緦W習目標】1.借助錄音或老師范讀，能正確聽出并讀出單詞的讀音：friend(s), long/short hair, strong, thin, quiet.做到發(fā)音清晰、語音語調正確；在單詞卡片或動作的幫助下，能正確認出并讀出單詞；并能借助舊

5、單詞或字母組合的發(fā)音，在規(guī)定時間內拼寫單詞。達成率為85%。（主目標，學習重點）2.借助 Whos he/she? My friend is strong. He has short hair等重點句型來介紹朋友的特征，做到發(fā)音清楚，語調基本達意，達成率為75%。（學習難點）【評價設計】1.針對學習目標1，可以通過觀察學生的口型、表情，借助錄音或老師的范讀，通過抽查個別學生讀，同桌間互讀，男女生讀，開火車讀，分組讀，小老師領讀，師指生讀,借助識記規(guī)律拼寫單詞，運用所學詞匯組詞造句等方式，來達到目標。2.針對學習目標2，可以通過講解簡單的語法知識點、老師領讀，運用Guessing game來操練

6、：老師示范、給出時間準備、挑部分學生在講臺上進行描述，其他學生來猜測名字等方式，來達到目標?！窘?具】 PPT課件、單詞卡片、人物圖片或簡筆畫【學法指導】 Game Chant Group work Pair work Task-based teaching method【學習過程】環(huán)節(jié)學習過程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.（設計意圖:運用自編小Chant復習五官類舊單詞，輕松自然地引入新課，并為新授單詞和目標2中描述朋友的外貌特征做鋪墊。）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分別出示Amy和Chen Jie的圖片，并以動畫形式展示朋友的禮貌握手過程，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. (跟讀,抽查個別學生讀，拼讀，試著識記單詞，

9、并強調friends的發(fā)音。在老師的示范下，引導學生運用舊句型造句。) 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. (設計意圖：由于在三年級時學生們已經(jīng)分別學習過long, short和hai

11、r，老師只要用圖片或動作引出，學生自己就可以讀出來，所以把這兩個單詞放在一起，直接找學生來當小老師領讀、拼讀、運用舊單詞來識記。)2. T: Look at me! I have long hair. (板書句型) Let students know the meaning of the sentence. But he has short hair. (板書句型并引導學生觀察兩個句子的不同之處，老師在學生的觀察和猜測下，用淺顯易懂的語言總結：have遇見第三人稱單數(shù)如：he, she，it，等，要變?yōu)閔as,并舉例說明。) Teacher leads students to read the

12、 sentences for some times and lets them make some sentences.（在這里滲透重點句型并讓學生區(qū)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”.(落實學習目標1和滲透學習目標2中的重點句型并進行簡單的講解。)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.(設計意圖：為了落

17、實學習目標1中的在單詞卡片或動作幫助下，能正確認出并讀出單詞，并能借助舊單詞或字母組合的發(fā)音，在規(guī)定時間內拼寫單詞等要求，此環(huán)節(jié)，通過在單個單詞的學習基礎上，采取跟讀錄音、小老師領讀、師指生讀或師做動作生猜單詞、給出時間識記單詞以及抽查學生檢測等方式，進行集中鞏固單詞的發(fā)音及拼寫。)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.(設計意圖：為了落實學習目標2中的借助 Whos he/she? My friend is strong. He has short hair等重點句型來介紹朋友的特征等要求，此環(huán)節(jié)，在Lets find out