1、冀教版三年級上冊Lesson 7My Friend一、教學目標（一）知識技能目標1.能認讀、書寫字母Aa Bb Cc Dd,了解他們在單詞中的發音。 2.聽懂、會說和認讀單詞he, she, friend.3.能夠理解并口頭運用句型This is_. He/She is my friend. 4.能夠靈活運用本課句型。（二）學習策略1.主動觀察，積極參與課堂。2.嘗試“學習共同體”（小組）中合作學習，互相交流、協商，達成一致意見，最后表演呈現，實現自我的學習實踐。（三）文化意識情感態度1. 通過創設情境激發學生的學習興趣，培養學生珍惜朋友之間的友誼，互相幫助。2. 關注學生的情感，營造寬松、民

2、主、和諧的課堂氛圍。通過多樣性的活動和教學評價，激勵學生學習英語的興趣和積極性，使學生在英語課堂中不斷體驗進步與成功，認識自我，建立自信，促進學生綜合語言運用能力的發展。二、教學重點、難點教學重點1. 能認讀、書寫字母Aa Bb Cc Dd, 了解他們在單詞中的發音。2. 能夠理解并口頭運用句型This is_. He/She is my friend. 教學難點1.區分she ,he 的用法。 2.在真實的情景中綜合運用所學句型介紹朋友。三、板書設計 Lesson 7: My FriendShe is my friend. This is _. He is my friend.四、教學過程P

3、art1:Revision（復習階段）1. GreetingT: Hello, boys and girls!Ss: Hello, teacher.T: How are you today?Ss: Im fine, thanks. How are you?T: Im pretty good, thank you. Nice to meet you!Ss: Nice to meet you, too! Let me introduce myself. My family name is Liu, so you can call me Miss Liu. Im glad to be here an

4、d to be your new English teacher. 【設計意圖】：課前師生親切的交談，在親切的問候中，復習孩子們學過的句型，也為接下來的學習埋下伏筆。2. Revision（情景導入）T: Before the class, lets enjoy some nice pictures, ok? (ppt)T: I have many friends and I like making friends. Would you like to make friend with me? If you want to make friends with me, please introd

5、uce yourself.T: Whats your name?S (boy): My name isT:(問全體學生)Whats his name?Ss: His name isT: Hello! Nice to meet you.S (girl): Nice to meet you, too.T: Whats your name?S (girl): My name isT:(問全體學生)Whats her name?Ss: Her name isT: Well done! I think all of you want to be my friends, yes? Now I have a

6、 good idea. Look, its me. Its my picture. I put my picture on the blackboard and there is some information behind the picture. Lets have a match. T1 starts from here and T2 start from that way. If you do a good job, you can go ahead and get my picture.【設計意圖】：教師通過設置與學生交朋友的情景，檢驗他們對前一單元知識的掌握情況，并對前一單元所學

7、的知識進行復習，為下面的新授知識做鋪墊。此處設置的評價方式將貫穿于整個課堂，激勵學生主動參與，小組合作，體驗成功的快樂。Part2: New Concepts1. he, she, friend.(1) 教師手中拿著he, she, friend的卡片。指著在復習環節叫過的學生說：T: Oh, whats his name? Ss: His name isT: Yes! This is He is a boy. He is my friend.教師邊說邊將he和friend的貼片靠近該同學，讓同學們明白he與boy是相匹配的。T: Whats her name?Ss: Her name is.

8、T: Good! This is She is a girl. She is my friend.教師邊說邊將she和friend的貼片靠近該學生，讓同學們明白she和girl是相匹配的（將he, she, friend貼在黑板上）He is my friend. She is my friend.【設計意圖】：教師用小卡片出示新知識，是以學生的生活經驗和興趣為出發點，使他們產生積極性，邊說邊做更容易讓他們理解并掌握新知識，讓學生接受起來更容易。(2) TextT: Whats his name?Ss: His name is Li Ming. T: Whats his name?Ss: Hi

9、s name is Danny.T: Whats her name?Ss: Her name is Jenny.T: Whats her name?Ss:T: Today we will meet a new friend. Listen to the tape, lets find the answer.T: Whats her name?Ss: Her name is Wang Hong.(3) Introduce friends to studentsT: Now I want to introduce my friends to you. Have a look. This is Mi

10、ss Tian. She is my friend. (ppt)This is Jin Zheng. He is my friend. (ppt)【設計意圖】：教師介紹朋友給學生，為下面讓學生自己介紹朋友做示范。(4) Performance to introduce friendsT: Can you introduce your friend to me?Ss: This is . She/He is my friend.【設計意圖】：英語教學中需要給學生提供接觸英語和運用英語進行語言實踐的機會，真正使他們達到學以致用的目的。這樣，才能使新的知識變為自己靈活運用的語言。2Aa, Bb, C

11、c ,Dd (教師在上課之前畫好四線三格)(1) Listen to a songT: Today I bring 26 friends to you. Wow, here they come.【設計意圖】：通過熟悉的字母歌導入英文字母的學習。(2) Learn Aa,Bb,Cc,DdT: What is the first friend?Ss: AT: This is letter “Aa”, look carefully.（板書字母 “Aa”）a aT: Whats this? （教師出示卡片）Ss: Apple.T: “a” sounds/, apple.This is letter ”

12、Bb” （板書字母 “Bb”）b bThis is a book, “b” sounds /b/, book.This is letter “Cc” （板書字母 “Cc”）c cThis is a cat, “c” sounds /k/, cat.This is letter “Dd” （板書字母 “Dd”）d dThis is a door, “d” sounds /d/, door.(3) play gamesGame 1帶領學生做動作練習字母在單詞中的發音。T: A A A / /, B B B /b/b/b/,C C C/k/k/k/,D D D/d/d/d/【設計意圖】：此游戲意在讓

13、學生練習字母a, b, c ,d在單詞中的正確發音。教師帶領學生通過做動作加深對字母發音的記憶。Game 2 Hit the bubble. T: There is a line. Later, a lot of bubbles will come out. What should we do? Dont let the bubble cross the line. If you say the letters before it crossing the line, you win.【設計意圖】此游戲設計目的在于提高學生對所學字母形的熟練程度，便于學生對字母進行音形的整體記憶。(4) Wri

14、te letters （學生在課堂上書寫字母）(5) Letters in our daily lifeT: We can see many letters in our life, look at these pictures. Which letter can you see?Ss: I can see C【設計意圖】：字母與生活息息相關，讓學生通過觀察圖片找出所熟悉的字母形狀，進一步加深了學生對字母的記憶。T: Letters are useful in our life. Do you know what do the letters stand for? 【設計意圖】：從學生的生活經

15、驗出發，讓學生體驗到身邊處處有字母，字母有意義。Part3：Class closing一般說來，“教師”概念之形成經歷了十分漫長的歷史。楊士勛（唐初學者，四門博士）春秋谷梁傳疏曰：“師者教人以不及，故謂師為師資也”。這兒的“師資”，其實就是先秦而后歷代對教師的別稱之一。韓非子也有云：“今有不才之子師長教之弗為變”其“師長”當然也指教師。這兒的“師資”和“師長”可稱為“教師”概念的雛形，但仍說不上是名副其實的“教師”，因為“教師”必須要有明確的傳授知識的對象和本身明確的職責。T: Let see which team can get my picture. Wow, T1 is the Winner, congratulations! If you want, you can share my picture and the information with T2, because I want to make friends with all of you.Homework:單靠“死”記還不行,還得“