新人教PEP版四年级上册英语Unit-3-My-friends-第一课时教案教学设计.docx

新人教PEP版四年级上册英语Unit 3 My
friends第一课时教案教学设计
第一课时
课时内容A. Let' s talk； Let' s play
课时分析在Let' s talk部分，John放学回家，告知妈妈他结交了一个 新伴侣。妈妈问是不是中国伴侣。John回答是的，而且告知妈 妈他很友好，他又高又壮，他的名字叫张鹏。在这个过程中，呈 现句子：What, s his name? His name is Zhang Peng. He is tall and strong.同学能够使用句子What' s his name来询问男性 的名字，并使用句式His name is ...来回答。
Let' s play活动里以Sarah和Chen Jie两个人的猜伴侣嬉戏 为例，来练习如何询问女性姓名及如何回答。活动中Sarah先使 用句子She' s tall and thin来描述了自己伴侣的外貌特征， Chen Jie使用句子What' s her name?来询问其姓名，Sarah 使用Her name is ...来回答。
本课时中学习到的如何询问他人姓名的句式中，需要区分男性女 性，从而正确使用his, her, he, sheo另外，想要正确地描述 伴侣的外貌特征，同学需要首先把握一些描述特征的形容词。在 这课时里，重点在于让同学理解并正确使用重点句式，关于描述What' s her name?
Her name is...
She is tall and thin.
人外貌特征的部分，可以先使同学正确理解，并不要求其完全把 握。
课时目标.能够听懂、会说句型：What? s his/ her name? His/ Her name is ...
1 .能够听懂、会说以下词汇：friendly, tall, strong, thin.能够听懂、会读对话，并能分角色表演。
2 .能够在真实或模拟的情景中正确使用句型What' s his/ her name?询问他人姓名，并使用His / Her name is...来回答.能够大胆表达，乐于使用英语与他人进行沟通
课时重难点.重点
能够听懂、会说句型：What' s his/ her name? His/ Her name is ...
能够听懂并使用词汇：friendly, tall, strong, thin来描述 人物的特征能够听懂、会读对话，并能分角色表演。
1 .难点能够在真实或模拟的情景中正确使用句型What's his/ her name?
询问他人姓名，并使用His / Her name is...来回答
教学预备.多媒体课件、录音机、磁带
1 .人物图片
教学过程
Step 1 Warm up1.播放歌曲：Find a friend （找伴侣）老师播放歌曲，同学仔 细倾听之后，与老师协作完成歌曲。
Teacher： Boys and girls, let' s listen to a song, Find a friend.
Try to find, try to find, 找啊找，找啊找，Try to find a good friend；找到一个好伴侣；
Say hello, shake hands, 问声好，握握手，Now we are good friends.我们就是好伴侣。
Bye-bye! 再见！
设计意图：这首歌曲是汉语歌曲《找伴侣》的英文版，同学对它 的曲调应当很熟识。在演唱过程中，老师可以走到同学的旁边, 让他们依据歌词内容与自己进行打招呼，握手等动作。在歌曲与 互动中，激发同学的学习爱好，并为要学习的有关伴侣的话题做 好心理和学问上的预备。
Step 2 Lead in.与同学进行沟通。介绍自己的新伴侣，使同学初步感受新授句 式。
Teacher： How are you? Do you have a new friend? I have a new friend. What? s her name? Look,（展现伴侣的图片及句 子：My name is Lily. ） Her name is Lily.
1 .请同学依据自己刚才的介绍来回答问题。
Teacher： What' s my friend' s name? You should say： Her name is Lily. Good.
设计意图：老师介绍自己的新伴侣，从而与热身部分的歌曲自然 连接。通过老师的介绍，使同学区分My name is. . . Her name is. . . o 3.描述伴侣的外貌特征，引出本课的重点形容词：tall, short, thin, strongoTeacher： Look at Lily, is she tall?（以手做出高的姿态， 使同学理解tall的含义）No, she' s short.（板书单词）Read after me, please, tall, short. Do with me, tall, short. （力口 上手势，使同学边重复单词，边做动作）
Teacher： Is Lily strong?（以体态语让同学感受strong的含 义，呈现壮硕的运动员的图片，使同学进一步理解strong的含 义）No, she is not strong. She is thin.（呈现图片，进行 对比，使同学感受thin和fat的区分）Teacher：（和同学使用新授词汇进行谈论）Are you tall? Are you short? Are you strong? Are you thin?
设计意图：通过对伴侣的描述和谈论，辅以肢体语言和图片的关 心，让同学理解重点词汇的意义并初步感受其用法。
Step 3 Presentation.提出问题，引起同学阅读爱好，呈现对话内容。
Teacher： You know about my new friend. John has a new friend, too. Is his new friend a girl or a boy? What' s his or her name? Let' s listen to the tape and find.
1 .播放对话录音，同学找出答案。听完录音后，请同学说出自 己的答案。争论对话内容，保证同学能够理解对话意思。
Teacher： Can you tell me the answer? Is John' s new friend a boy or a girl? Yes, he is a boy. What' s his name? Yes, his name is Zhang Peng. He is our old friend, right? Is Zhang Peng tall? Yes, he is tall and strong. And he is a Chinese boy. You are Chinese boys and girls. You are Chinese students. Zhang Peng is John' s Chinese friend.
设计意图：通过提问引起同学的阅读爱好，并使同学带着问题仔 细倾听课文内容。通过听后的回答问题以及沟通，使同学把握课 文的对话内容，理解对话的主要含义，并进一步感受重点词汇的 用法。
Step 4 Practice.再次播放课文录音。同学跟读课文。
Teacher： Boys and girls, let' s read the dialogue after the tape. Please listen carefully, read carefully.
1 .同学分角色朗读课文。
Teacher： Now, who wants to be John? Who wants to be his mother? Let' s read it in roles.
2 .请同学戴上头饰来扮演对话的角色，表演对话。
Teacher： Now we' 11 find the best actor or actress. Please come to the front and show the dialogue.
设计意图：通过以上三个活动，使同学能够充分理解课文内容, 并且能够正确朗读课文。在不同形式的读和表演活动中，使同学 逐步理解并把握本课的重点句型，为其达到娴熟表达奠定基础。
3 .嬉戏：What? s his name?请五个同学到前边站成一排，分 别介绍自己的名字。第一个同学介绍自己的名字，其次个同学介 绍自己的名字后，还要再介绍第一个同学的名字，依此类推。
Teacher： I need five students to stand in the front. Who wants to try? Stand in a row, please.
Teacher： You please introduce yourself. Please say my name is. . . You introduce yourself first. Then introduce him. Please his name is. . . Is it clear? Let' s play.
设计意图：这个嬉戏主要用来区分his, her.因此，在查找参 加嬉戏的同学时，要有意识地留意性别因素。在嬉戏中，要关注 同学his, her的使用状况，使他们在口语表达中建立起性别的 意识。
4 .小组活动。完成Let' s play活动。
Teacher：Who are they? They are Lucy, Bob, Lily and Tim.
Choose one and introduce him or her. Others guess who he is.（出示对话结构，使同学依据对话结构完成沟通）I have a new friend. He / She is . . . ( tall, short, thin, strong)
What' s his/ her name?
His/ Her name is ...
设计意图：先引导同学仔细观看教材中的图片内容，然后依据图 片中的嬉戏内容来进行小组活动，使同学在真实的沟通中操练重 点句式，提升自己的口语表达力量。
Step 5 Summary1.依据课文内容编制韵句，同学先倾听，再跟唱。
Teacher ： Let' s chant about our new friends. Listen carefully.
I have a new friend. I have a new friend.
What' s her name? What' s her name?
Her name' s Lily. Her name' s Lily.
Is she tall? Is she tall?
Yes, she is. Yes, she is.
Teacher： Chant with me, please.
Teacher： You say this chant or make a new chant. Practice, please.
Teacher： Show your chant, please.
设计意图：利用韵句关心同学回忆、重现本课的重点词汇与句式。
课堂作业一、依据图片圈出正确的单词。
1. ( His Her ) name is Jack.
2. ( His Her ) name is Lucy.
3. ( He She ) is tall.
4. ( He She ) is thin.
二、为下列问句选择正确的答句。
()1. What' s your name?
A. My name is Amy. B. Her name is Sarah. ()2. What' s his name?
B. My name is Sarah. B. His name is John. ()3. What' s her name?
C. Her name is Amy. B. His name is John. 三、连词成句。
1. tallHe and is strong (.)Hisis Zhang Pengname (.)
2. Whather is name (?)答案: 一、1. His 2. Her 3. She 4. He
二、1. A 2. B 3. A三、1. He is tall and strong. 2. His name is Zhang Peng. 3.
What is her name?
板书设计Unit Three My friends
A. Let' s talkWhat' s his name?
His name is ...
He is tall and strong.