二0二三年度四年級上冊Unit3MyfriendsUnit3PartBLet'slearn教學(xué)設(shè)計(jì)

1、簡陽市小學(xué)英語教學(xué)設(shè)計(jì) 石橋小學(xué) 羅嶸授課題目Unit3 My friendsA Lets Learn教材版本人教版PEP授課對象石橋小學(xué)四年級四班學(xué)生課型Section B詞匯課單元教學(xué)內(nèi)容分析本單元學(xué)習(xí)的主題是向他人介紹自己的好朋友，對好友的性格和外貌特征進(jìn)行描述。主情境圖通過展示學(xué)生們介紹好友的情景呈現(xiàn)本單元學(xué)習(xí)的核心詞匯和句型。A部分共三頁，分三課時(shí)。第一課時(shí)為情景對話和練習(xí)部分。Let s talk部分John向他媽媽介紹了自己的新朋友。通過其介紹來呈現(xiàn)重點(diǎn)句型: Whats his name? His name is Zhang Peng. Hes tall and strong.

2、之后的Lets play 游戲，通過描述朋友的特征請其他學(xué)生猜出其姓名。第二課時(shí)為詞匯學(xué)習(xí)課時(shí)，Lets learn中通過John和Mike的對話，引出描述人物性格及外貌特征的詞匯：tall and strong, short and thin, friendly, quiet. 以及詢問人身份的句子：Whos he? 之后的Lets chant通過韻句來使學(xué)生熟悉描述朋友性格特征的句式。第三課時(shí)為語音學(xué)習(xí)，通過聽一聽、讀一讀、唱一唱、讀聽打勾，聽一聽、圈一圈、寫一寫三個(gè)活動(dòng)，讓學(xué)生學(xué)習(xí)o-e的發(fā)音規(guī)則，即o-e 在單詞中發(fā)長音/。B部分共四頁，分兩課時(shí)。第一課時(shí)仍然呈現(xiàn)情景對話利練習(xí)。Let

3、s talk中Mike告訴John自已結(jié)識了一個(gè)新朋友。John通過詢問其特征，猜出了他是誰。從而引出詢問人身份的重點(diǎn)句型：Who is he?以及同答: He s.接下來以一個(gè) Lets play中的游戲活動(dòng)來練習(xí)重點(diǎn)句式。第二課時(shí)以 Mike和Chen Jie的對話引出重點(diǎn)詞匯短語: brown shoes, blue glasses, long hair, short hair, a green bag,并認(rèn)讀描述朋友外貌特征的句式: My friend has blue glasses.之后通過一個(gè)活動(dòng) Say and draw進(jìn)一步 熟悉新授詞匯。之后的讀寫練習(xí)、聽音排序、閱讀匹配的

4、練習(xí)以及歌曲都用來鞏固練習(xí)本課的重點(diǎn)詞匯及句型。C部分講述了小動(dòng)物們幫助小兔子拔蘿卜，最后在Zoom的幫助下終于成功了的故事。故事中呈現(xiàn)了Its so big. Its too big. Im strong.等描述人或物品特征的句子。學(xué)生們通過閱讀故事來整合本單元的重點(diǎn)句式及詞匯。單元教學(xué)目標(biāo)分析知識與能力目標(biāo)句型:（1).能夠聽、說、認(rèn)讀句型: Whats his name? His name is Zhang Peng. Hes tall and strong. Whos he? He has glasses and his shoes are blue.（2).能夠在情境中運(yùn)用句型Hes

5、/Shes. He/She has.描述人物的性格和外貌特征。（3).能夠按照意群朗讀He has short hair. He has a big green bag. What is his name?等四組句子。詞匯:（1).能夠聽、說、認(rèn)讀單詞:strong, friendly, quiet, hair, shoes, glasses.（2).能夠正確使用上述單詞描述人物的性格或外貌特征。（3).能夠在有意義的語境中抄寫上述話題詞匯。語音:（1).能夠掌握o-e的發(fā)音規(guī)則，即o-e在單詞中發(fā)長音/。（2).能夠讀出符合o-e發(fā)音規(guī)則的單詞;能根據(jù)發(fā)音拼寫出符合o-e發(fā)音規(guī)則的單詞。情感

6、態(tài)度、文化意識、學(xué)習(xí)策略目標(biāo)（1).通過討論同學(xué)、朋友的一些外貌、性格、隨身物品，促進(jìn)朋友之間相互了解的情感。（2).能夠了解外貌描述中的文化禁忌，如:不要對同學(xué)長得胖或戴眼鏡等有歧視性語言。（3).能夠根據(jù)o-e發(fā)音規(guī)則拼讀單詞，并能夠根據(jù)o與j 0-e的發(fā)音規(guī)則拼寫單詞。課時(shí)教學(xué)內(nèi)容分析本部分學(xué)習(xí)的短語是: long hair, short hair, brown shoes, blue glasses, a green bag。 教材通過Mike和陳杰討論張同學(xué)合照的情景呈現(xiàn)了單詞的詞形和意義。本部分的教學(xué)目標(biāo)是:學(xué)生能夠聽、說、認(rèn)讀上述短語;能夠運(yùn)用上述短語描述人物的外形特征及衣著打扮

7、，如: My friend has a green bag. His glasses are blue.能夠理解不同的句型可以表達(dá)相同的意思，如: His glasses are blue. 也可以表達(dá)為: He has blue glasses.教學(xué)本部分時(shí)應(yīng)關(guān)注名詞單復(fù)數(shù)的變化，如: His glasses are blue. His bag is green. He has blue glasses. He has a green bag.課時(shí)教學(xué)目標(biāo)分析1.能夠聽、說、認(rèn)讀短語:long hair, short hair, brown shoes, blue glasses, a gr

8、een bag.2.能夠正確使用上述單詞描述人物的性格或外貌特征。3.能夠在情境中運(yùn)用句型Hes/Shes. He/She has.描述人物的性格和外貌特征。4.能夠在有意義的語境中仿寫上述話題詞匯和句子。學(xué)情分析1.學(xué)生特點(diǎn):四年級的學(xué)生活潑好學(xué)，喜歡游戲、說唱玩演等活動(dòng)，樂于表現(xiàn)白己，但注意力集中時(shí)間較短。2.學(xué)生已具備的基本技能:學(xué)生已逐漸養(yǎng)成了良好的英語學(xué)習(xí)習(xí)慣，逐步培養(yǎng)英語思維的能力:能聽懂基本的課堂用語及簡單課堂活動(dòng)要求，并作出適當(dāng)?shù)姆磻?yīng):能在圖片的幫助下，聽懂、看懂較長的句子和簡單的小短文;逐步養(yǎng)成了小組合作學(xué)習(xí)的能力。3.學(xué)生已有的語言知識:學(xué)生在前幾個(gè)課時(shí)學(xué)過關(guān)于描述人物性格

9、、外貌、隨身物品的核心句子和重點(diǎn)詞匯短語:學(xué)生在二年級下冊三單元已經(jīng)學(xué)過關(guān)于外貌形容詞匯的簡單表達(dá)。教學(xué)重點(diǎn)1.能夠聽懂、會說、認(rèn)讀單詞hair, shoes, glasses2.能夠聽懂、會說認(rèn)讀句式：He has . His glasses are .教學(xué)難點(diǎn)引導(dǎo)學(xué)生根據(jù)已有的格式仿寫新的對話，培養(yǎng)學(xué)生的仿寫能力。教學(xué)輔助資源希沃白板、翻頁筆、板書、粉筆 教學(xué)過程教學(xué)步驟及類別 教學(xué)活動(dòng)設(shè)計(jì)意圖核心素養(yǎng)提升點(diǎn)Step1Warm-up to Ss a song together.What did you hear from the song?Greet to the teachersSing

10、 songs with gestures.I hear.通過師生問好和Friends歌曲活躍課堂氣氛，引導(dǎo)學(xué)生關(guān)注歌詞中的已知內(nèi)容：tall, quiet以及本堂課的新知long hair。學(xué)習(xí)能力：讓學(xué)生感受歌曲的趣味的同時(shí)，能從歌詞中收獲新知。Step2 Review the right words for her.Look at the boy/girl carefully, can you introduce him/her? Ss look at the girls picture and read the sentence “She is. She has.”Ss: She/He

11、is.She/He has.通過引導(dǎo)學(xué)生對圖片的觀察，判斷所給描述詞的正確與否，幫助復(fù)習(xí)Part A部分的舊知。思維品質(zhì)：培養(yǎng)學(xué)生觀察圖片，獲取信息，分析判斷信息的能力。Step3PresentationPart1teach “l(fā)onghair, short hair” the difference between Sarah and Sasha.Make sure Ss understand the meaning, and teach “l(fā)ong hair, short hair”. a sentence of the picture with the sentence pattern “

12、.has.”.Can you make a sentence about Sarah/Sasha? more sentences. Can you make a sentence about your classmates?Part2Teach “blue glasses” the same among Bob, Mr Jones and Wu Yifan.Make sure Ss understand the meaning, and teach “blue glasses”. a sentence of these boys with the sentence pattern “.has.

13、”. more sentences. Can you make a sentence about your classmates?Part3Teach “brown shoes” the shoes of Zhang Peng, Sarah, John and Chen Jie.Make sure Ss understand the meaning, and teach “brown shoes”. a sentence of these characters with the sentence pattern “.has.”. more sentences. Can you make a s

14、entence about your classmates?Part4Teach “a green bag” the bags of Zhang Peng, Chen Jie, John and James.Make sure Ss understand the meaning, and teach “a green bag”. a sentence of these characters with the sentence pattern “. has a .”.Make more sentences. Can you make a sentence about your classmate

15、s?Ss look at the picture carefully and get to know the meaning of “l(fā)ong hair, short hair”.Ss: Sarah has long hair.Sasha has short hair.Ss:. has long/short hair.Ss look at the pictures carefully and get to know the meaning of “blue glasses”.Ss: Bob has brown glasses.Mr Johns has black glasses.Wu Yifa

16、n has blue glasses.Ss: . has . glasses.Ss look at the pictures carefully and get to know the meaning of “brown shoes”.Ss: Zhang Peng has white shoes.Sarah has brown shoes.John has blue shoes.Chen Jie has black shoes.Ss:. has . shoes.Ss look at the pictures carefully and get to know the meaning of “a

17、 green bag”.Ss: Zhang Peng has a blue and white bag.Chen Jie has a yellow bag.John has a blue bag.James has a green bag.Ss:. has . shoes.通過觀察、比較圖片人物之間的相同之處和不同之處，引導(dǎo)學(xué)生主動(dòng)學(xué)習(xí)和表達(dá)本節(jié)課的新詞匯。給學(xué)生創(chuàng)設(shè)情境，讓學(xué)生能在句子和情境中感受和理解詞匯的意義，并遵循意義為先的原則，先進(jìn)行圖片人物的口頭操練，再過渡到對班上同學(xué)的頭發(fā)、眼鏡、鞋子、書包方面的真實(shí)性描述。語言能力：通過層層問題的設(shè)置，培養(yǎng)學(xué)生對朋友的外貌、衣著描述的口頭表達(dá)的

18、綜合運(yùn)用能力，為之后的寫作技能培養(yǎng)打下基礎(chǔ)。學(xué)習(xí)能力：引導(dǎo)學(xué)生通過對比、分析，主動(dòng)探究和學(xué)習(xí)新知。思維品質(zhì)：通過對圖片人物找相同和不同，培養(yǎng)學(xué)生觀察、分析、對比和概括信息的能力。Step4 Practice at this picture, do you know whose picture is this?Tips:look at this hand, Whose hand is it? and fill in(1).Mike is talking to Chen Jie, lets listen, what are they talking about?.Play the recordin

19、g for the first time and have a whole sense of the short dialogue.Play the recording for the second time, ask Ss to repeat.(4).Read the short dialogue together. and write(1).Can you imitate the short dialogue and write about Sarah? You can open your books to find help.Evaluate Ss writing and share a

20、 model for Ss to learn and correct.Can you write about Sasha? Evaluate Ss writing and share a model for Ss to learn and correct.Can you write about Amy? Evaluate Ss writing and share a model for Ss to learn and correct. and drawI say the sentence, you come here to draw with chalks.I have a friend. She is a girl. She has long hair. She has long purple hair.She has blue glasses.I think team. draws the most beautifully, big hands for them!Ss: Its Mike.Ss: listen and fill in the blanks.My friend has blue glasses.Its Wu Yifan.His glasses are blue.My friend has