2024四年級英語上冊Unit3MyfriendsThefirstperiod第一課時(shí)教案人教PEP

Page3Unit3Myfriends教材分析本單元學(xué)習(xí)的主題是向他人介紹自己的好摯友，對好友的性格和外貌特征進(jìn)行描述。教學(xué)內(nèi)容主要是通過展示學(xué)生們介紹好友的情景來綻開的。教學(xué)重點(diǎn)是能夠聽、說、認(rèn)讀核心句型“—What’shisname?—HisnameisZhangPeng.”“He’stallandstrong.”“Who’she?”“Hehasglassesandhisshoesareblue.”；能夠聽、說、認(rèn)讀單詞“strong,friendly,quiet,hair,shoe,glasses”。教學(xué)內(nèi)容句型·聽、說、認(rèn)讀句型“—What’shisname?—HisnameisZhangPeng.”“He’stallandstrong.”“Who’she?”“Hehasglassesandhisshoesareblue.”·在情景中運(yùn)用句型“—What’shis/hername?—His/Hernameis…”“—Who’she/she?—He/Sheis…”詢問他人的姓名或身份并做出回答·在情景中運(yùn)用句型“He’s/She’s…”“He/Shehas…”描述人物的性格或外貌特征·依據(jù)意群朗讀“Hehasshorthair.Hehasabiggreenbag.Whatishisname?”等四組句子詞匯·聽、說、認(rèn)讀單詞“strong,friendly,quiet,hair,shoe,glasses”·正確運(yùn)用上述單詞描述人物的性格或外貌特征·在有意義的語境中抄寫上述話題詞匯語音·駕馭o-e的發(fā)音規(guī)則，即o-e在單詞中發(fā)長音/??/·讀出符合o-e發(fā)音規(guī)則的單詞，并依據(jù)發(fā)音拼法出符合o-e發(fā)音規(guī)則的單詞課時(shí)支配第一課時(shí)：PartALet’stalk&Let’splay其次課時(shí)：PartALet’slearn&Let’schant第三課時(shí)：PartALet’sspell第四課時(shí)：PartBLet’stalk&Let’splay第五課時(shí)：PartBLet’slearn&Sayanddraw第六課時(shí)：PartBReadandwrite&Let’scheck&Let’ssing

Thefirstperiod(第一課時(shí))PartALet’stalk&Let’splay?教學(xué)內(nèi)容Let’stalk·在圖片、PPT和老師的幫助下理解對話大意·用正確的語音、語調(diào)朗讀對話，并在小組中進(jìn)行角色扮演·在情景中運(yùn)用句型“—What’shis/hername?—His/Hernameis...”詢問他人姓名并回答；在情景中運(yùn)用句型“He’s/She’s...”“He/Shehas…”描述人物的性格和外貌特征·在語境中借助圖片等理解新詞“friendly,strong,his”的意思，并正確發(fā)音Let’splay·通過視察Let’splay板塊的圖片，依照語言示范簡潔描述人物的外貌特征·進(jìn)一步鞏固對核心句型“He’s/She’s...”“—What’shis/hername?—His/Hernameis...”的理解與運(yùn)用?教學(xué)重點(diǎn)1.能夠在情景中運(yùn)用句型“—What’shis/hername?—His/Hernameis…”詢問他人姓名并能夠回答。2.能夠在情景中運(yùn)用句型“He’s/She’s…”“He/Shehas…”描述他人的性格和外貌特征。?教學(xué)難點(diǎn)1.能夠在情景中敏捷運(yùn)用核心句型詢問他人姓名并回答。2.能夠嫻熟描述他人的性格和外貌特征。3.能夠正確讀出“Chinese,his”的尾音。?教學(xué)打算1.預(yù)習(xí)《狀元大課堂》《創(chuàng)優(yōu)作業(yè)100分》《狀元作業(yè)本》中本課時(shí)的相關(guān)內(nèi)容。2.PPT課件、卡片、一塊幕布等。Teachingpurpose①由老師的問候和握手交摯友的動(dòng)作綻開教學(xué)，營造輕松、開心的學(xué)習(xí)氛圍，引出本單元的話題。說唱chant和猜人嬉戲能夠調(diào)動(dòng)學(xué)生的主動(dòng)性，激發(fā)他們的語言表達(dá)欲望，使學(xué)生快速地將精力集中到課堂上。Teachingpurpose①由老師的問候和握手交摯友的動(dòng)作綻開教學(xué)，營造輕松、開心的學(xué)習(xí)氛圍，引出本單元的話題。說唱chant和猜人嬉戲能夠調(diào)動(dòng)學(xué)生的主動(dòng)性，激發(fā)他們的語言表達(dá)欲望，使學(xué)生快速地將精力集中到課堂上。Step1:Warm-up&Lead-in①1.Greetings.T:Goodafternoon,boysandgirls.Todaylet’sbegoodfriends,OK?Ss:OK.Theteachershakeshandswithastudentandsays,“Friends,friends,goodfriends.”Thenstudentsshakehandswitheachotherandsaywhattheteachersays.Ss:Friends,friends,goodfriends.T:Now,tellme,“Whoisyourgoodfriend?”S1:He/Sheis…S2:…2.Let’sdo.ShowthechantonthePPT.Playthemusicandchantwithstudents.（出示課件）Teachingpurpose②Teachingpurpose②通過層層遞進(jìn)的對話，漸漸把主動(dòng)權(quán)交給學(xué)生，不僅能對已學(xué)句型“Myname’s…”進(jìn)行鞏固，同時(shí)可以導(dǎo)入“his”，稍加點(diǎn)撥，加以強(qiáng)化操練。學(xué)生能很快駕馭“his”的用法，加強(qiáng)學(xué)問結(jié)構(gòu)的前后聯(lián)系。3.Playaguessinggame.Pullupacurtain.Asksomestudentstohidebehindthecurtainandputtheirarmsorlegsoutofthecurtaininturn.Pointtooneofthemandlettheotherstudentsguesswhohe/sheis.T:Who’she/she?Ss:He/Sheis…Step2:Presentation②Teachingpurpose③語言就是在不斷的聽說中習(xí)得，由Teachingpurpose③語言就是在不斷的聽說中習(xí)得，由“Myname’s…”導(dǎo)入，繼而操練句型“His/Hernameis…”，再在此基礎(chǔ)上學(xué)會(huì)問答“What’shis/hername?”，一步一步，水到渠成。(1)Theteachermakesaself-introductionwiththesentence“Myname’s…”andasksaboy.T:What’syourname?Boy:Mynameis…Aftertheboyanswersthequestion,theteacherintroducestheboy.T:Hisnameis…Heis…(2)Theteacherasksstudents,“What’shisname?”(3)Theteacherinspiresotherstudentstoanswerthequestionandwritesdownthesentencestructure“Hisnameis…”ontheblackboard.Askstudentstopayattentiontotheendingsoundoftheword“his/h?z/”.(4)Theteacherpointstootherboysonebyoneandletsstudentsdomoreexercisestomasterthelanguagepoints.T:What’shisname?Ss:Hisnameis…(5)Theteacherpointstoagirlandsays,“She’s…Hernameis…”Thentheteacherasksstudents,“What’shername?”.Letstudentstrytoanswerthequestion.Writedownthesentencestructure“Hernameis…”ontheblackboard.Askstudentstopayattentiontotheendingsoundoftheword“her/h?(r)/”.Theteacherpointstoanothergirlandasks,“What’shername?”Letstudentsaskandanswerinpairswiththesentencestructures“—What’shername?—Hernameis…”2.Practicethenewsentences.（1）ShowfuzzypicturesofthetwopeopleonthePPT.(課件出示：學(xué)生熟識(shí)的兩個(gè)人的模糊圖片，這兩個(gè)人分別是男人和女人或者男孩和女孩)T:Look!He’s/She’smynewfriend.Letstudentsguessthenamesofthetwopeople.Teachingpurpose④通過上面幾個(gè)環(huán)節(jié)全面系統(tǒng)地學(xué)習(xí)本課的單詞和句型，讓學(xué)生在小組中、在師生操練中反復(fù)認(rèn)知并再現(xiàn)新句型，以完成教學(xué)目標(biāo)。Leadstudentstoaskthequestion“What’shis/hername?”Showclearpicturesofthetwopeopleandrevealthenames.（出示課件）Writedownthesentence“What’shis/Teachingpurpose④通過上面幾個(gè)環(huán)節(jié)全面系統(tǒng)地學(xué)習(xí)本課的單詞和句型，讓學(xué)生在小組中、在師生操練中反復(fù)認(rèn)知并再現(xiàn)新句型，以完成教學(xué)目標(biāo)。（2）Showsomestudents’picturescollectedinadvanceonthePPT.(出示課件)④T:Look!Ihavesomepictures.Lookatthispicture.Whocantellmehis/hername?Leadstudentstousethesentencestructure“His/Hernameis…”toanswer.Ss:His/Hernameis…T:Ishe/shetall/short?Ss:Yes.T:Ishe/shethin?Ss:No,he/sheis…Dotheactiontoshow“strong”.Thenwritedowntheword“strong”andteachit.T:str/str/-o/?/-ng/?/,strong/str??/.T:He’s/She’stallandstrong/shortandthin.Andhe/sheisfriendly.Writedowntheword“friendly”ontheblackboard.Mark“-ly”withredchalk.Teachtheword.T:friend/frend/-ly/li/,friendly.Teachingpurpose⑤Teachingpurpose⑤通過課文圖片和問題的呈現(xiàn)，引導(dǎo)學(xué)生聽錄音并理解對話內(nèi)容。通過觀看錄像，調(diào)動(dòng)學(xué)生的視覺、聽覺和記憶力，提高他們參加語言活動(dòng)的主動(dòng)性。Introducetheetiquetteofappearancedescription:Replace“fat”with“strong”.T:Weusuallydon’tsayhe/sheisfat,buthe/sheisstrong.3.Let’stalk.⑤（1）ShowapictureofJohnonthePPT.(出示課件)T:What’shisname?Ss:HisnameisJohn.ShowapictureofJohn’smumonthePPT.(出示課件)T:SheisJohn’smother.Whataretheytalkingabout?Ss:…（Guess.）T:TheyaretalkingaboutJohn’snewfriend.Whoishe/she?（2）ShowthequestionsonebyoneonthePPT.①DoesJohnhaveaChinesefriend?T:WeareallChinese,becauseweareallfromChina.PointtotheChineseflagonthewalltohelpstudentsunderstandtheword“Chinese”.Thenteachtheword“Chinese”.T:Ch/t?/-i/a?/-nese/ni:z/,Chinese.②What’sJohn’sfriend’sname?③IsJohn’sfriendtallandstrong?Teachingpurpose⑥老師播放錄音，學(xué)生聽錄音跟讀。引導(dǎo)學(xué)生依據(jù)正確的語音、語調(diào)及意群朗讀對話，并能在小組中進(jìn)行角色扮演。（3）Playthevideoof“Let’stalk”onthePPT.Letstudentswatchthevideowithquestions.（課件出示：教材P24LetTeachingpurpose⑥老師播放錄音，學(xué)生聽錄音跟讀。引導(dǎo)學(xué)生依據(jù)正確的語音、語調(diào)及意群朗讀對話，并能在小組中進(jìn)行角色扮演。Askstudentstounderlinethesentencesabouttheanswersintheirbooksandanswerthequestionsinclass.Thenchecktheanswerstogether.4.Listen,readandact.⑥(1)Letstudentslistentotherecordingandreadafterit.（出示課件）Teachingpurpose⑦通過完成Let’Teachingpurpose⑦通過完成Let’splay和“找摯友”活動(dòng)，進(jìn)一步鞏固對核心句型“He’s/She’s…”“Hisnameis…”“—What’shis/hername?—His/Hernameis…”的理解和運(yùn)用。Step3:Practice⑦1.Let’splay.Showthepictureof“Let’splay”onthePPT.(出示課件)T:Wehavefournewfriendstoday.Canyouintroducethemtome?Ss:Hisnameis…He’s…/Hernameis…She’s…T:Good.Nowletmedescribethem,andyousayoutthenames.She’stallandthin.What’shername?Ss:HernameisLucy.T:Whereisshe?Ss:…T:Yes,theresheis.(DotheactiontopointatLucyonthescreen.)Letstudentsquicklynamethecharactersaccordingtotheteacher’sdescription.Finallypointtothecharacterandsaythesentence“Oh,thereshe/heis.”Thenleadstudentstoaskandanswerinpairs.Onedescribesandasks,theotheranswers.2.Playagame—“Findafriend.”Dividestudentsintogroupsoffour.Leteachstudentwritedownaclassmate’snameonthecard.Thebackofthecardisfacingup.Letastudentineachgrouppickacardrandomlyanddescribethestudentonthecardonebyone.Therestofthegroupguesswhothestudentisaccordingtothedescription.Makeamodel:A:Myfriendisaboy.He’sthin.Hehasshorthair.Helikesmaths.Who’she?Teachingpurpose⑧通過學(xué)生喜愛的畫畫活動(dòng)，讓他們發(fā)揮自己的繪畫技能，畫出人物，并用本課的核心句型做介紹，提升語言運(yùn)用的真實(shí)性。Teachingpurpose⑧通過學(xué)生喜愛的畫畫活動(dòng)，讓他們發(fā)揮自己的繪畫技能，畫出人物，并用本課的核心句型做介紹，提升語言運(yùn)用的真實(shí)性。Step4:Consolidation&Extension⑧Playagame—“Drawmyfriend.”PresentapassageonthePPT.Leadstudentstoreadthepassage.Thenaskstudentstodrawaportraitontheblackboardonebyone.Eachonedrawsabrushstroketocompletetheportrait.?板書設(shè)計(jì)?作業(yè)設(shè)計(jì)1.Practicethedialogue.2.Introducethefriendtoparentswiththekeysentencestructures.3.Dotheexercises.（見“狀元成才路”系列叢書《創(chuàng)優(yōu)作業(yè)100分》或《狀元作業(yè)本》對應(yīng)課時(shí)作業(yè)）?教學(xué)反思1.本課時(shí)主要學(xué)習(xí)描述他人的性格和外貌特征。課程起先，通過復(fù)習(xí)和鞏固句型“Mynameis…”導(dǎo)入新詞“his,her”并稍加練習(xí)，學(xué)生能很快地駕馭句型“What’shis/hername?”并用句型“His/Hernameis…”進(jìn)行作答。2.活動(dòng)設(shè)計(jì)豐富，易操作，且具備層次感，有效地提升了學(xué)生的核心素養(yǎng)。3.猜人和繪畫活動(dòng)活躍了課堂氛圍，調(diào)動(dòng)了學(xué)生的學(xué)習(xí)主動(dòng)性，加強(qiáng)了師生溝通?；顒?dòng)既有合作又有競爭，取得了不錯(cuò)的教學(xué)效果。4.突出語用功能，聯(lián)系學(xué)生的實(shí)際狀況，設(shè)置多個(gè)環(huán)節(jié)，層層深化，幫助學(xué)生在真實(shí)情景中敏捷地操練所學(xué)語言。?TeachingContentsLet’stalk·Understandthemeaningofthedialoguewiththehelpofphotos,thePPTandtheteacher.·Readthedialoguewiththecorrectpronunciationandintonation.Andactoutthedialogueinthegroups.·Usethesentencestructurestoaskandanswerthenamesanddescribethecharactersinsituations.·Understandthenewwords“friendly,strong,his”incontextandpronouncethemcorrectly.Let’splay·Describethecharacters’appearancessimplyaccordingtothelanguagedemonstrationbyobservingthepicturesof“Let’splay”.·Furtherconsolidatetheunderstandingandapplicationofthekeysentencestructures.?TeachingPriorities·Beabletoaskandansweraboutnameswiththekeysentencestructuresinrealsituations.·Beabletousethekeysentencestructurestodescribethecharacteristicsofothersinrealsituations.?TeachingDifficulties·Beabletousethekeysentencestructuresflexiblytoaskandansweraboutnamesinrealsituations.·Beabletousethekeysentencestructurestodescribethecharacteristicsofothersexpertly.·Beabletopronouncetheendingsound“Chinese,his”correctly.?TeachingProceduresTeachingStagesTeacher’sActivitiesStudents’ActivitiesTeachingPurposesWarm-up&Lead-in1.Greetings.2.Let’sdo.ShowthechantonthePPT.Playthemusicandchant.3.Playaguessinggame.1.Greetings.2.Chantwiththeteacher.3.Guesswho’sbehindthecurtain.Createateachingatmospherethroughgreetingsandgames.TeachingStagesTeacher’sActivitiesStudents’ActivitiesTeachingPurposesPresentation1.Learnthenewsentences.（1）Makeaself-introduction.Askaboyabouthisname.Introducetheboy.（2）Askstudentsabouttheboy’sname.（3）Teachthesentencestructure“Hisnameis…”（4）Letstudentsdomoreexercises.（5）Teachthesentencestructureswiththegirls’names.(1)Listentotheteacher.(2)Listenandanswerthename.(3)Learnthesentencestructure“Hisnameis…”Payattentiontothepronunciationof“his”.(4)Domoreexercises.(5)Askandanswerinpairswiththesentencestructures.Throughprogressivedialogues,helpstudentsreviewandconsolidatethesentencestructure“Myname’s…”andquicklygrasptheusageof“his,her”.Enhancethelinkagesofknowledge.2.Practicethenewsentences.(1)Showfuzzycharacterpicturesandletstudentsguessthenames.(2)Showpicturesofsomestudentsandaskquestions.(1)Guesswhothecharactersinthepicturesare.Learnhowtouse“his”and“her”.(2)Practicethesentencestructurestointroduceothers.Makestudentslearnthevocabularyandthesentencestructuresofthislessonsyntheticallyandsystematically.Letstudentspracticenewsentencestructuresinvariousformstoachieveteachingaims.3.Let’stalk.（1）ShowthepicturesofJohnandhismumandtalkaboutthem.（2）ShowthequestionsonthePPT.Interpretandteach“Chinese”.（3）Playthevi