Unit 3 Friends 教學設計一、教學內容本教學內容綜合PEP教材第二冊第六單元、第三冊第三單元中描述人物外貌特征等的詞匯和句型，以 PEP Book 3 Unit3 為藍本而改編的。滾動復習：big, small, long, short, tall, etc. 教學單詞、詞組：friends, short hair, long hair, thin, strong. 本課重點句型：He She is . He She has .二、設計思路根據 PEP 教材第三冊的有關人物描述性語言，綜合各冊的教學內容來上課。以“Describe your friends”為主線，逐步引導學生運用英語完成一個個有實際意義的語言任務。通過說唱，游戲，小故事，小組合作等形式來讓學生對朋友這個話題有一個綜合的認識，通過從詞匯到句子到篇章由潛入深的學習及實踐，從而能流暢地描述自己的朋友及其他朋友等。將教材延伸到實際生活，使英語課堂上朋友話題的學習有一個積極的有意義的引申，并讓學生在真實的場景中自然、靈活地進行交際運用。本案特點滾動輔助拓展，使其有機結合，體現了小學生語言教學的反復性，從而提高語言教學的實效性。三、教學目標1. 知識技能目標a. 能聽、說、認讀 friends, long/short hair, strong, thin 等單詞和詞組。b. 能聽懂、會說 I have a friend. He / She is . He / She has . 并能在實際情景中運用。c. 學會用適當的形容詞描述身邊的同學、朋友等。2. 情感文化目標a. 幫助學生熟練學習自信心，養成良好的學習習慣。b. 培養學生的合作能力，積極運用所學語言表達和交流，教育學生要團結友愛，與人融洽相處。四、重點難點1. 學習、掌握詞匯、詞組，并能熟練運用。2. 借助圖片、體態語等幫助學生理解詞句。五、板書設計FriendsHe / She has a / two . long blackboard drawingHe / She has hair. shortHe / She is strongthin.此論文為四年級上三單元 Part A 和 B 的綜合教學，利用自然的活動鏈將詞匯和句型教學融合在一堂課內進行，充分利用了任務型活動和趣味活動來記憶和強化語言點。此教案設計比較適合學生能力較強，教師控制能力較高的地區借鑒，并在此基礎上自主創新發揮任務型語言教學的優勢。六、教學步驟和說明課前 Sing a song.T: Do you want to be my friend?（在歌聲中進入英語課堂學習，輕松愉快。）Step 1. Revision/Warm-up1. Greetings!T: Hello, everyone! Im your new teacher, Miss Yan. Lets be good friends, OK? Boys and girls, follow me. Friends, friends, good friends!（拍手并與學生擊掌）（通過教師的自我介紹和 Greeting 與學生交朋友，拉近師生間的距離。帶領全部揮揮手，拍拍手，活躍氣氛，調動學生學習的積極性。同時教學了 friends，明確了主題。）2. (Blackboard drawing)T: Your new friend, Miss Yan likes drawing. Whats this? Guess please.(eyes nose mouth) I have a big mouth. I have two big eyes. What about you?3. T: Oh, you have a round face. Me too! I have a round face. I have two big eyes. Please chant with me.T: I have a round face.Ss: Round, round, round.T: I have two big eyes.Ss: Big, big, big.T: I have a small nose.Ss: Small, small, small.T: I have a big mouth.Ss: Big, big, big.Lets chant together.（教師一筆一筆地畫，學生猜。設置有信息差的 Guessing game，鼓勵學生發散思維，讓學生根據已有語言知識自由發揮。在游戲中滾動復習了有關五官的單詞。引出“I have .”句型，讓學生簡單講講自己的五官。再就老師為例合作完成 chant，換種形式復習已有語言知識，為下面的新授奠定基礎，形式多樣有實效。）Step 2. Presentation1. Presentation of the new words(1) T: Oh, she / he has a / two .板書：He / She has atwo .(2) (Point to a girls hair.) She has long hair.(Point to a boys hair.) He has short hair.Let the students repeat: long /short hair板書：He/She has long/short hair.（看教師，看周圍的同學，運用最簡單、最直觀的教學資源引出新授內容。）2. Practice(1) T: Look at your classmates. What about his or her hair? He/She has .(2) My friendT: She has long hair. He has short hair. How about my friend? He has short hair. How about his face. A round face or a long face? Can you guess?(CAI) A round face, a long face, a small mouth, a big mouth, a long nose, a big nose, two big eyes, two small eyes, short hair, long hair . He has . (Ss guessHe has .)最后拼成: A long face, a small mouth, a long nose, two big eyes and short hair.（引導學生自由發言，練習句型。通過反復說此類句子幫助學生明白 He / She 要用 has。CAI 呈現各種各樣有特征的器官圖，先請學生來形容這些有特征的器官。再請學生用“He has .”句型來描述。根據同學們說的把各個部位拼完整。通過拼圖游戲，使操練不枯燥，培養了學生說的能力。既達到教學效果又刺激學生的學習興趣。）3. Presentation of the new words(1) T: Is he funny? He is my funny friend, Peter. He has long neck, long arms, long body and long legs. He is very thin.Teach: thin 板書：thin(2) Thin, thin, Peter is thin.Thin, thin, He is thin.Thin, thin, she is thin.Thin, thin, who is thin?(3) T: You are too thin. Please eat more and make yourself strong.Teach: strong 板書：strongAct: Im strong.（CAI 逐一出現身體的部位，最后拼湊成一個完整的瘦瘦的男孩形象，教學新單詞。將單詞與句型相結合，放到具體的語境中進行練習。通過動作表演學習單詞，生動有效。）4. We are strong now. But I am short. I want to make myself tall. Tall, tall, tall. Lets do together.Tall, tall, tall! Make yourself tall.Short, short, short! Make yourself short.Big, big, big! Make your eyes big.Small, small, small! Make your eyes small.Long, long, long! Make your arms long.Short, short, short! Make your arms short.Thin, thin, thin! Make yourself thin.Strong, strong, strong! Make yourself strong.（重組三年級時學的do,整合新學的單詞，用TPR的形式邊說邊做。讓學生在說說、做做中操練鞏固新知。TPR活動備受學生歡迎，強烈地刺激著學生，激勵著學生積極去說、去做。）Step 3. Practice1. Friends show(1) T: OK, friends. Make ourselves strong and happy everyday. So does Peter. He is a boy. He is thin. He has short hair. He has a long face. He has two big eyes. He has a long nose. He has a small mouth.（教師做示范，用所學語言知識介紹 Peter。再帶領學生一起來描述 Peter。由簡單的句子過渡到一小段話，詞不離句，句不離篇，由易及難，層層遞近。）(2) T: This is my funny friend. I like him. Do you like him? Do you want a funny friend? OK, please come and make a funny face. Then tell us your funny friend.This is my friend. He / She is a girlboy.He / She has_ hair.He / She has a _ face.He / She has two _ eyes.He / She has a _ nose.He / She has a _ mouth.（教師準備一些形態各異的臉、眼、鼻、嘴圖片，請學生任意挑選拼成一張 funny face，再用所學的句型向全班進行介紹。拼一拼，說一說，趣味十足，牢牢吸引了學生的注意力，再次進行操練，更加強了學習的實用性。）Step 4. Consolidation & Extension1. Animal friendT: Oh, you have some funny friends. And I have another funny friend. Whos he? Lets find out. He is strong and fat. He has two big eyes. He has a big tail. He likes eating. Hes very lazy(懶惰).Garfield. HesGarfield.（CAI 呈現一段話和幾只貓（機器貓、加菲貓、Kitty 貓、Tom 貓），讓學生通過閱讀來找一找，培養了學生讀的能力。再次鞏固新知，同時設置小小的懸念活躍課堂氣氛。）2. Story timeT: This is my animal friend, Garfield. But he is crying. Whats wrong? He cant find his friend. Some animals are coming to help him. Lets watch.（揭開謎底，順勢引到講故事板塊。又一次吸引學生，激發他們學習的欲望，使課堂更具趣味性。）(CAI)Story showMouse: Am I your friend?Garfield: Oh, sorry. He is big and strong.Panda: Im big and strong. Am I your friend?Garfield: Oh, sorry. He has small eyes.Rabbit: I have small eyes. Am I your friend?Garfield: Oh, sorry. He has big ears.Monkey: I have big ears. Am I your friend?Garfield: Oh, sorry. He has a short tail.Pig: I have a short tail. Am I your friend?Garfield: Oh, sorry. He has a long nose.Mouse, Panda, Rabbit, Monkey, Pig: Whos he?ElephantWatch the storyRead the story(follow the CAI) act with T(分角色)Group workAct it out（看故事，講故事，演故事，讓學生將新授的語言知識內化后，在拓展鞏固中輸出。鼓勵學生大膽嘗試，參與表演。同時關注學生的小組合作，遵循小組活動的層次分組原則，幫助每個學生找到適當的位置。）3. Song “Friends” CAIT:Wow, lovely animals! Do you like them? We should love animals and make friends with them. Lets be good friends forever. Thank you. Bye!（在歌聲中感受大家一起學習的快樂，體會朋友間的情誼。）七、教學反思本堂課的教學以“Describe your friends”為主題，以與每位學生密切相關的“朋友”為主線貫穿始終。我在課堂上為學生營造了一個輕松有趣的學習氛圍，促使學生積極主動地學習英語，并將所學的知識自然有效地運用于生活實際，收到了“現學現用、學用結合”的成效。在課前準備的歌聲中師生互交朋友，直接切入主題。又以 Guessing game, chant 來滾動復習已有語言知識，激勵學生積極思維。使復習在不知不覺中進行，又為下面的學習奠定基礎。在詞匯教學中，從呈現單詞開始就要給學生留下一個極深的印象，我就用看教師，看周圍的同學，這種最簡單、最直觀的教學資源引出新詞組，直觀、形象、有效。猜老師的朋友My friend環節，課件呈現一個個有特征的器官圖片，先讓學生看圖說詞組，再用完整的句子來猜朋友有什么樣的臉、眼等。詞不離句子，看一看、猜一猜、說一說、做一做，師生合作完成頭部拼圖活動，在趣味操練中輕輕松松地掌握了單詞和句子，學會了