My Friends教学设计(19页).doc

-Unit 3 My Friends Part A Lets learn& Lets find out陈娟教学目标：1能听、说、认读 friends, long/short hair, strong, thin, quiet等单词和词组。2能听懂、会说句型：He/She is. He/She has. 并能在实际情景中运用。3能用所学的适当的形容词和句型对同学、朋友等人物进行描述。教学重、难点：1单词quiet, thin的发音。2句型He/She has. He/She is. 的正确使用。教具准备：1录音机、教材配套录音带；2John和Mike的头饰；3彩色图片：（为复习及分组比赛准备）卡通大象和兔子，（为新词呈现准备）木兰、樱桃小丸子、沸羊羊、卡通李宇春、白雪公主，（为练习环节的判断正误游戏准备）姚明、李宇春、卡通熊猫、卡通猴子、小燕子、紫薇、喜羊羊、懒羊羊、暖羊羊；46棵卡纸制做的绿色大树；5人物描述表格；6手写单词和句子卡片。板书设计： My Friends a _ mouth/nose.He/She has (two)_ eyes/ears. He/She has long hair/short hair. He/She is strong/thin/quiet. 以整块黑板为依托，画公园情景图，创设“咱们去公园与我们的新老朋友们见面”的情境。黑板中贴六棵纸制大树（一棵后藏两只动物<elephant & rabbit>并且上面有四个苹果<magic apples>，其余五棵每棵后藏一个卡通人物，每个代表我们要学的一个词或词组）。公园边画一座小山<画出若干阶梯>，全班分两组（group elephant & group rabbit）比赛，每次学习活动中的优胜者向上攀登一步，课结束时攀登得较高的为胜利者。新词呈现结束后也即代表五个单词的人物都引出后，进行操练和拓展活动。指出要想和这些新朋友成为好朋友，我们必须为他们摘下树上的magic apples，摘下后每个苹果背面都写了一个进行下一步教学活动的指示语，每结束一个活动再摘下另一个苹果，以此把后面的一系列活动串联起来。教学过程与说明：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. (拍手并与学生击掌) 2. Introduce the situation and sing a song. T: Today, we will meet many old friends and new friends. They are in the park. Les go to the park and play with them. Follow me. Lets go.（领着学生说并做动作） Wow .Were at the park now. Its so beautiful. But where are our friends? Oh. Theyre hiding behind the trees.(设计意图：简单的介绍引入情境去公园与许多新老朋友见面，来到了公园，但是我们的朋友们在哪里呢？原来他们都躲在大树后面呢。情境的引出为后面的课堂教学活动作好了铺垫。)First, Lets say hello to them and tell them our names. Sing a song Hello! !Hello Whats your name? （重复最后一句My name is.引导学生将自己的名字大声唱出来）（设计意图：用轻松活泼的歌曲，与公园里的朋友们打招呼，并介绍自己的名字，进入交朋友的状态。）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 a long nose . It has big ears and small eyes. (An elephant)It is small and short. It has two long ears. (A rabbit)（设计意图：复习与本课相关联的描述动物外形的单词和句子，激活学生已有旧知，为新知建立于旧知之上做铺垫。）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. Who go to the hilltop first will be the winner.（设计意图：在课堂教学中采用小组竞赛形式，符合小学生好胜争先的心理。顺便利用复习过程中引出的两只可爱的小动物，将全班分成大象组和兔子组比赛登山，使比赛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.(设计意图：师生说对应词或词组并用动作表示，复习已学的描述外形的形容词和五官词，为学习新知及后面的拓展活动做准备。)Step 2 Presentation & Practice1. long hair/short hair(1)Presentation of the new words.T: Now, lets meet our new friends one by one. (揭开大树，拿出木兰的图片)Who is She? (She is Mu Lan) She is beautiful. Look, she has_（教师指着人物的五官，让学生接出句子的下半部分：a small mouth, two big eyes.）板书句子： a_ mouth/nose.He/She has _ big eyes/ears.T: And she has long hair(Teach long hair). / 对比chairT: Wow, a cute girl is here. Who is she?(She is Xiao Wanzi)（呈现樱桃小丸子图片）What about her hair. Can you try to say? (鼓励学生说出short hair) (Teach short hair).（设计意图：在复习环节说对应词的环节已经强化过long和short的对应性，又学过了long hair，因此short hair的呈现可以鼓励学生自己说出来，这也是对学生利用已有知识自学新知的意识渗透。）板书：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? (提示学生用黑板上的句型)：He/She has_ （两组比赛，猜中一个特征攀登一步） (猜完后拿出沸羊羊的图片) Wow. Who is he? (He is Fei Yangyang)（设计意图：用新授句型He/She has_猜下一个躲在大树后面的新朋友的样子，巩固了新句型，又顺便引出了下一个要学习的新词。）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.(边说边做动作 TPR)T: Look at me. Am I strong? No, Im not strong. Im thin. (Teach thin) (拿出卡通李宇春的图片) Who is she? Is she strong? she is very thin, too.Thin, thin. He is thin. (边说边做动作 TPR)板书：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) . (做动作帮助理解quiet的意义)Look, Im quiet. (Teach quiet) （用手势帮助学生掌握发音）（设计意图：承接上一个读单词游戏，在学生读到很大声的时候顺势说：Be quiet!引出新词。）T: A quiet girl is behind the tree. She is quiet and shy. Lets call her to come out. (带领学生小声读：quiet，重复若干遍，最后呈现出Snow White) Who is she?(She is Snow White) She is quiet.（设计意图：告诉学生树后是一个安静、害羞的女孩，我们一起叫她出来，带领学生一起呼喊：quiet! 其实是用一种有故事性的有趣的方式操练单词。）(4)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. (指两个板书句型读一读：He/She has.; He/She is.)They are our new friends. (出示单词卡”friends”)One friend, two friends. (区分一下单复数)(新词呈现与学习设计思路：通过学生们喜欢、熟悉的卡通人物引出，增强趣味性及力求贴近学生们的世界。long hair & short hair , strong & thin, 两对相应词结对出现，便于理解。新词呈现后采用一些有趣的方式进行小步子操练，并适当结合师生的特点说一说，帮助学生更好的掌握新知。)3.Listen to the tape and repeat.T: John and Mike are in the park, too. Theyre talking about their friends. Guess who is Johns friend? Why! Zhang Peng is strong and he has short hair.（设计意图：回到课本，活动设计再精彩也不要忘了至少要让学生知道今天学的是书本哪个地方的知识。听录音模仿地道发音。带着任务听读，使简单的任务变得有意义。）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 friends, we have to pick the magic apples for them.(指着树上的苹果，摘下第一个，给学生看苹果反面写的字。) The first magic apple asks us to play games.（设计意图：将后面的一系列练习与拓展活动都引入情境、情节中。要想和这些新朋友成为好朋友咱们得为他们摘下书上的神奇苹果，每个苹果上写了指示下一步活动的指示语，每摘下一个则进行相应活动，这样把一系列活动串联了起来。）1.Play a Bomb game.2. Another game: Stone Scissors Cloth两组各派一名代表玩锤子剪刀布，各代表一个单词，击掌念自己代表的单词，然后出手。各组组员一起击掌念单词为代表加油。Stong,strong; strong, strong. Go! （每次的胜利组向上攀登一步）strong-thin; long hair-short hair, friends-quiet.（设计意图：以上两个游戏，简单易行又比较有意思，是小学生喜欢的学习方式。通过游戏，通过在游戏中不断重复读新词，巩固新知。）3. Yes or No.T: He is strong.Ss: Yes. He is strong. /NO, he is thin.说明：判断正误游戏。教师呈现一张图片（姚明、紫薇、Mr. Monkey、暖羊羊、懒羊羊等）并用一个句子描述：He has long/short hair/a_mouth/nose. He/She is strong/thin/tall/short/quiet/not quiet. 有的说对，有的说错。对的，学生做手势（伸出大拇指和食指，向上举，表示“”）并说：Yes. He/She is_.（重复老师说的句子）。若老师说错，学生双手交叉表示“×” 并说出正确的句子：No. He/She is_. 两组之间可派出代表进行1-2轮比赛。（设计意图：通过判断正误的游戏巩固本节课两个句型。同样通过呈现学生喜欢和熟悉的并且特征明显的人物或卡通人物进行，每呈现一次老师用一个句子描述，让学生判断正误，正确的重复，错误的帮老师纠正，还加上体态语表示正误。使得练习比较有意思，同时也使练习具备了一定的意义性。）Step 4 Consolidation1. Lets find out.a. Read and find out. T: （摘下第2个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 best friend?(领着学生一起问)。Oh. He says” Its a secret”. But the trees will tell us.将几棵大树反过来，每棵大树上写了一个描述人的句子。将这些句子合起来看，找出谁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 Xiao Wanzi) (猜中的组攀登一步) 揭示答案后可再请学生说一说这些句子。（设计意图：巧妙的利用纸制大树的背面写下描述的句子，5棵大树上的句子合起来正好是对一个人物的描述片段。引导学生通过阅读获取信息，找出答案，属于有信息差的有意义任务。是对学生的一种信息输入，也是对认读能力的训练，还是由孤立的单词、句子进入相对较长的简单语段。）2. Which new friend do you like best？T（摘下第三个magic apple）: Today, We have many new friends. Which one do you like best and whats he/she like? For example, I like Mu Lan. She has long hair. She is tall and thin.（各组每一人展示一次攀登一步）（设计意图：此为时间充裕情况下的备选活动，若时间不够了则省略。简单的谈一谈今天认识的新朋友中自己比较喜欢的及其外貌，是对知识的运用。）3Describe your friend. T（摘下第4个magic apple）: Now. Can you introduce your friend to us? Please fill in the form and describe your friend to your partner.My friendHe/She istallshortquietstrongthinHe/She hashaireyesearsmouthnoselongshortbigsmallbigsmallbigsmallbigsmallWho is he/she?He/She is_. （教师可先示范，让学生明白怎么操作。学生人手一份表格，让同桌两人向同伴描述并让他们猜一猜。完成后各组请2-3位同学向全班汇报，并让同学们猜一猜。）（每组每一人汇报攀登一步）（设计意图：向同伴谈谈自己的朋友并让对方猜一猜，学生之间存在信息差，属有意义的任务，让学生在完成任务的过程中使用语言，用一段连贯的话描述自己的朋友。从单词、句子向简单语段过度。使用表格把主要句型和单词都呈现出来，是考虑到学生接触这方面知识还不多，还不够熟练，把这些呈现出来可以使学生在说的时候有据可依，降低难度，同时也能使描述更全面，对两个句型的区分更清楚。）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. （与学生击掌）（设计意图：比赛活动贯穿了整堂课，结课时应总结一下。比赛只是学习途径，不是目的，对取得胜利的组和没有取得胜利的组都要大大表扬和鼓励，告诉他们每个人都很棒，老师喜欢他们每一个。）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.第 20 页-