My Friends教學設計

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1、【精品文檔】如有侵權，請聯系網站刪除，僅供學習與交流My Friends教學設計.精品文檔.Unit 3 My Friends Part A Lets learn& Lets find out陳娟教學目標：1能聽、說、認讀 friends, long/short hair, strong, thin, quiet等單詞和詞組。2能聽懂、會說句型：He/She is. He/She has. 并能在實際情景中運用。3能用所學的適當的形容詞和句型對同學、朋友等人物進行描述。教學重、難點：1單詞quiet, thin的發(fā)音。2句型He/She has. He/She is. 的正確使用。教具準備：1

2、錄音機、教材配套錄音帶；2John和Mike的頭飾；3彩色圖片：（為復習及分組比賽準備）卡通大象和兔子，（為新詞呈現準備）木蘭、櫻桃小丸子、沸羊羊、卡通李宇春、白雪公主，（為練習環(huán)節(jié)的判斷正誤游戲準備）姚明、李宇春、卡通熊貓、卡通猴子、小燕子、紫薇、喜羊羊、懶羊羊、暖羊羊；46棵卡紙制做的綠色大樹；5人物描述表格；6手寫單詞和句子卡片。板書設計： My Friends a _ mouth/nose.He/She has (two)_ eyes/ears. He/She has long hair/short hair. He/She is strong/thin/quiet. 以整塊黑板為依托

3、，畫公園情景圖，創(chuàng)設“咱們去公園與我們的新老朋友們見面”的情境。黑板中貼六棵紙制大樹（一棵后藏兩只動物并且上面有四個蘋果，其余五棵每棵后藏一個卡通人物，每個代表我們要學的一個詞或詞組）。公園邊畫一座小山，全班分兩組（group elephant & group rabbit）比賽，每次學習活動中的優(yōu)勝者向上攀登一步，課結束時攀登得較高的為勝利者。新詞呈現結束后也即代表五個單詞的人物都引出后，進行操練和拓展活動。指出要想和這些新朋友成為好朋友，我們必須為他們摘下樹上的magic apples，摘下后每個蘋果背面都寫了一個進行下一步教學活動的指示語，每結束一個活動再摘下另一個蘋果，以此把后面的一系

4、列活動串聯起來。教學過程與說明：Step 1 Warm-up& Revision.1.Greetings. T: Hello, boys and girls! Im your new English teacher, Miss Chen. Lets be good friends, OK?Please follow me. Friends, friends. good friends. (拍手并與學生擊掌) 2. Introduce the situation and sing a song. T: Today, we will meet many old friends and new fr

5、iends. They are in the park. Les go to the park and play with them. Follow me. Lets go.（領著學生說并做動作） Wow .Were at the park now. Its so beautiful. But where are our friends? Oh. Theyre hiding behind the trees.(設計意圖：簡單的介紹引入情境去公園與許多新老朋友見面，來到了公園，但是我們的朋友們在哪里呢？原來他們都躲在大樹后面呢。情境的引出為后面的課堂教學活動作好了鋪墊。)First, Lets

6、say hello to them and tell them our names. Sing a song Hello! !Hello Whats your name? （重復最后一句My name is.引導學生將自己的名字大聲唱出來）（設計意圖：用輕松活潑的歌曲，與公園里的朋友們打招呼，并介紹自己的名字，進入交朋友的狀態(tài)。）3. Guessing game. T: There are two animal friends behind this tree. Please listen carefully and guess. What are they?It is big. It has

7、 a long nose . It has big ears and small eyes. (An elephant)It is small and short. It has two long ears. (A rabbit)（設計意圖：復習與本課相關聯的描述動物外形的單詞和句子，激活學生已有舊知，為新知建立于舊知之上做鋪墊。）T: Look, there is a hill in the park. Lets have a competition. Group 1,2,3,4, youre group elephant. Group 5,6,7,8, youre group rabbit

8、. Who go to the hilltop first will be the winner.（設計意圖：在課堂教學中采用小組競賽形式，符合小學生好勝爭先的心理。順便利用復習過程中引出的兩只可愛的小動物，將全班分成大象組和兔子組比賽登山，使比賽更具情境性和趣味性。）4Say and act.T: Now, I say big. You say small. big-small, tall-short, long-short, a big/small nose/mouth, two big/small eyes/ears.(設計意圖：師生說對應詞或詞組并用動作表示，復習已學的描述外形的形容詞

9、和五官詞，為學習新知及后面的拓展活動做準備。)Step 2 Presentation & Practice1. long hair/short hair(1)Presentation of the new words.T: Now, lets meet our new friends one by one. (揭開大樹，拿出木蘭的圖片)Who is She? (She is Mu Lan) She is beautiful. Look, she has_（教師指著人物的五官，讓學生接出句子的下半部分：a small mouth, two big eyes.）板書句子： a_ mouth/nos

10、e.He/She has _ big eyes/ears.T: And she has long hair(Teach long hair). / 對比chairT: Wow, a cute girl is here. Who is she?(She is Xiao Wanzi)（呈現櫻桃小丸子圖片）What about her hair. Can you try to say? (鼓勵學生說出short hair) (Teach short hair).（設計意圖：在復習環(huán)節(jié)說對應詞的環(huán)節(jié)已經強化過long和short的對應性，又學過了long hair，因此short hair的呈現可以鼓

11、勵學生自己說出來，這也是對學生利用已有知識自學新知的意識滲透。）板書：He/She has long/short hair.(2)Practicea.TPR: say and act.b. T: Who is behind this tree. He is a boy. Can you guess: whats he like? (提示學生用黑板上的句型)：He/She has_ （兩組比賽，猜中一個特征攀登一步） (猜完后拿出沸羊羊的圖片) Wow. Who is he? (He is Fei Yangyang)（設計意圖：用新授句型He/She has_猜下一個躲在大樹后面的新朋友的樣子，

12、鞏固了新句型，又順便引出了下一個要學習的新詞。）2. strong/thin/quiet.(1) Presentation of the new wordsT: Look.Is Fei Yangyang tall or short? Yes. He is tall. And he is very strong, too.(Teach strong) Strong, strong. He is strong.(邊說邊做動作 TPR)T: Look at me. Am I strong? No, Im not strong. Im thin. (Teach thin) (拿出卡通李宇春的圖片) W

13、ho is she? Is she strong? she is very thin, too.Thin, thin. He is thin. (邊說邊做動作 TPR)板書：He/She is strong/thin. (2)Practice A game: read the words in a low voice and then in a high voice. (3) Presentation of the wordT: Sh! Be quiet. (repeat some times) . (做動作幫助理解quiet的意義)Look, Im quiet. (Teach quiet)

14、（用手勢幫助學生掌握發(fā)音）（設計意圖：承接上一個讀單詞游戲，在學生讀到很大聲的時候順勢說：Be quiet!引出新詞。）T: A quiet girl is behind the tree. She is quiet and shy. Lets call her to come out. (帶領學生小聲讀：quiet，重復若干遍，最后呈現出Snow White) Who is she?(She is Snow White) She is quiet.（設計意圖：告訴學生樹后是一個安靜、害羞的女孩，我們一起叫她出來，帶領學生一起呼喊：quiet! 其實是用一種有故事性的有趣的方式操練單詞。）(4

15、)PracticeChant and act: Strong, strong. He is strong. Thin, thin. She is thin. Quiet, quiet. She is quiet.(3) Look. We have many new friends now. Mu Lan has long hair. Xiao Wanzi has short hair. Fei Yangyang is strong. Man Yangyang is thin. Snow White is quiet. (指兩個板書句型讀一讀：He/She has.; He/She is.)Th

16、ey are our new friends. (出示單詞卡”friends”)One friend, two friends. (區(qū)分一下單復數)(新詞呈現與學習設計思路：通過學生們喜歡、熟悉的卡通人物引出，增強趣味性及力求貼近學生們的世界。long hair & short hair , strong & thin, 兩對相應詞結對出現，便于理解。新詞呈現后采用一些有趣的方式進行小步子操練，并適當結合師生的特點說一說，幫助學生更好的掌握新知。)3.Listen to the tape and repeat.T: John and Mike are in the park, too. The

17、yre talking about their friends. Guess who is Johns friend? Why! Zhang Peng is strong and he has short hair.（設計意圖：回到課本，活動設計再精彩也不要忘了至少要讓學生知道今天學的是書本哪個地方的知識。聽錄音模仿地道發(fā)音。帶著任務聽讀，使簡單的任務變得有意義。）Step 3 PracticeT: We have so many new friends now. Do you want to be their good friends? If we want to be their good

18、 friends, we have to pick the magic apples for them.(指著樹上的蘋果，摘下第一個，給學生看蘋果反面寫的字。) The first magic apple asks us to play games.（設計意圖：將后面的一系列練習與拓展活動都引入情境、情節(jié)中。要想和這些新朋友成為好朋友咱們得為他們摘下書上的神奇蘋果，每個蘋果上寫了指示下一步活動的指示語，每摘下一個則進行相應活動，這樣把一系列活動串聯了起來。）1.Play a Bomb game.2. Another game: Stone Scissors Cloth兩組各派一名代表玩錘子剪刀

19、布，各代表一個單詞，擊掌念自己代表的單詞，然后出手。各組組員一起擊掌念單詞為代表加油。Stong,strong; strong, strong. Go! （每次的勝利組向上攀登一步）strong-thin; long hair-short hair, friends-quiet.（設計意圖：以上兩個游戲，簡單易行又比較有意思，是小學生喜歡的學習方式。通過游戲，通過在游戲中不斷重復讀新詞，鞏固新知。）3. Yes or No.T: He is strong.Ss: Yes. He is strong. /NO, he is thin.說明：判斷正誤游戲。教師呈現一張圖片（姚明、紫薇、Mr. Mo

20、nkey、暖羊羊、懶羊羊等）并用一個句子描述：He has long/short hair/a_mouth/nose. He/She is strong/thin/tall/short/quiet/not quiet. 有的說對，有的說錯。對的，學生做手勢（伸出大拇指和食指，向上舉，表示“”）并說：Yes. He/She is_.（重復老師說的句子）。若老師說錯，學生雙手交叉表示“” 并說出正確的句子：No. He/She is_. 兩組之間可派出代表進行1-2輪比賽。（設計意圖：通過判斷正誤的游戲鞏固本節(jié)課兩個句型。同樣通過呈現學生喜歡和熟悉的并且特征明顯的人物或卡通人物進行，每呈現一次老師

21、用一個句子描述，讓學生判斷正誤，正確的重復，錯誤的幫老師糾正，還加上體態(tài)語表示正誤。使得練習比較有意思，同時也使練習具備了一定的意義性。）Step 4 Consolidation1. Lets find out.a. Read and find out. T: （摘下第2個magic apple）Oh. Lets find out who is Xi Yangyangs best friend. Look. Who is coming? (He is Xi Yangyang.) He want to meet his best friend. Xi Yangyang. Whos you bes

22、t friend?(領著學生一起問)。Oh. He says” Its a secret”. But the trees will tell us.將幾棵大樹反過來，每棵大樹上寫了一個描述人的句子。將這些句子合起來看，找出誰是喜羊羊最好的朋友。Tree 1: She is short and thin. Tree 2: She has short hair.Tree 3: She has a big head and a small mouth.Tree 4: She has small eyes and small ears. Tree 5: She is cute. (She is Xia

23、o Wanzi) (猜中的組攀登一步) 揭示答案后可再請學生說一說這些句子。（設計意圖：巧妙的利用紙制大樹的背面寫下描述的句子，5棵大樹上的句子合起來正好是對一個人物的描述片段。引導學生通過閱讀獲取信息，找出答案，屬于有信息差的有意義任務。是對學生的一種信息輸入，也是對認讀能力的訓練，還是由孤立的單詞、句子進入相對較長的簡單語段。）2. Which new friend do you like best？T（摘下第三個magic apple）: Today, We have many new friends. Which one do you like best and whats he/sh

24、e like? For example, I like Mu Lan. She has long hair. She is tall and thin.（各組每一人展示一次攀登一步）（設計意圖：此為時間充裕情況下的備選活動，若時間不夠了則省略。簡單的談一談今天認識的新朋友中自己比較喜歡的及其外貌，是對知識的運用。）3Describe your friend. T（摘下第4個magic apple）: Now. Can you introduce your friend to us? Please fill in the form and describe your friend to your

25、 partner.My friendHe/She istallshortquietstrongthinHe/She hashaireyesearsmouthnoselongshortbigsmallbigsmallbigsmallbigsmallWho is he/she?He/She is_. （教師可先示范，讓學生明白怎么操作。學生人手一份表格，讓同桌兩人向同伴描述并讓他們猜一猜。完成后各組請2-3位同學向全班匯報，并讓同學們猜一猜。）（每組每一人匯報攀登一步）（設計意圖：向同伴談談自己的朋友并讓對方猜一猜，學生之間存在信息差，屬有意義的任務，讓學生在完成任務的過程中使用語言，用一段連貫的

26、話描述自己的朋友。從單詞、句子向簡單語段過度。使用表格把主要句型和單詞都呈現出來，是考慮到學生接觸這方面知識還不多，還不夠熟練，把這些呈現出來可以使學生在說的時候有據可依，降低難度，同時也能使描述更全面，對兩個句型的區(qū)分更清楚。）T: Which group is the winner?(To the winner):Congratulations! Youve done a good job. Please give me five.(To another group): Youre wonderful, too. Please give me five. （與學生擊掌）（設計意圖：比賽活動

27、貫穿了整堂課，結課時應總結一下。比賽只是學習途徑，不是目的，對取得勝利的組和沒有取得勝利的組都要大大表揚和鼓勵，告訴他們每個人都很棒，老師喜歡他們每一個。）3.HomeworkPlease describe one of your new frineds to your parents.4. Class is over.T: Today, we make many friends. Im so happy. Are you happy? Friends make our life more colorful and happier. Please make more friends in our life. (sing) The more friends we have, the happier well be.