Unit 3 My friends story 教案

中小学教育资源及组卷应用平台
Unit
3
My
friends
Story
time
Teaching
contents
教学内容
Story
time
Teaching
aims
and
learning
objectives
教学目标
1.
能听懂、会读、会说goodbye,
my
friend,
he’s,
she’s
2.
能听懂、会读、会说日常交际用语Goodbye,…
He’s/She’s…
He’s/She’s
my
friend.
3.
能正确地理解并朗读对话内容，在教师的引导和帮助下尝试表演对话
4.
能初步运用本课所学的词汇和日常交际用语与人告别，向他人介绍自己的朋友
Focus
of
the
lesson
and
predicted
area
of
difficulty
教学重点和难点
1.
能理解对话内容，用正确的语音语调朗读对话
2.
能根据性别的不同，用He’s/She’s
…
来介绍自己的朋友
3.
能在情境中初步运用本课所学的词汇和日常交际用语与人告别，以及向他人介绍自己的朋友
Teaching
procedures
教学过程
Step
1
Greeting
&Warm
up
1.
Greeting
T:
Hello,
boys
and
girls.
S:
Hello,
May.
T:
Nice
to
meet
you.
S:
Nice
to
meet
you
too.
2.
Sing
a
song
T:
Do
you
like
singing?
S:
Yes.
T:
I
like
singing
very
much.
Let’s
enjoy
a
song.
OK?
S:
OK.
T:
Listen
and
watch
carefully.
You
may
follow
it
if
you
want.
(教师可选其他有“朋友”主题的歌曲动画播放)
T:
Do
you
like
the
song?
S:
Yes.
T:
Right.
We
saw
many
friends
playing
happily
in
this
song.
And
today
we
will
learn
about
“Friends”.
【设计意图：让学生体会friends的意思，带动学生在课堂开始时的学习热情，也为下一步学习进行铺垫】
Step
2
Presentation
T:
Boys
and
girls,
today
we’re
going
to
learn
“Unit
3
My
friends”.
(PPT呈现“Unit
3
My
_rien_”)
Look
at
the
screen.
Can
you
tell
me
which
letters
are
missing
here?
S:
F
and
D.
T:
Right.
Say
after
me:
Friend,
My
friend.
S:
Friend,
my
friend.
(学生跟读两遍)
T:
In
the
song,
I
know
Tom
is
Jerry’s
friend.
Minnie
is
Mickey’s
friend.
Who
is
your
friend?
S:
…
is
my
friend.
(请数名学生回答)
T:
I
know
who
your
friend
is.
Now
let’s
chant
about
friends.
(PPT呈现儿歌)
Follow
me,
please.
Friends,
friends,
1-2-3.
All
my
friends
are
here
with
me.
You’re
my
friend.
You’re
my
friend.
You’re
my
friend.
You’re
my
friend.
S:
(Say
the
chant
after
the
teacher.)
T:
You
did
a
good
job.
Let’s
sing
it
now.
(PPT播放儿歌视频)
You
can
stand
up
and
sing
with
the
music.
If
you
can,
you
can
also
act
with
the
teacher.
【设计意图：通过以旧引新的方式教学单词，并渗透发音规律的学习。通过师生真实自然的交流，教学句型…
is
my
friend.
并结合儿歌的说、唱复习所学。
Step
3
Story
time
1.
Watch
and
answer
T:
Let’s
watch
the
cartoon
and
find
the
answers
to
these
two
questions:
Who’s
Yang
Ling’s
friend?
Who’s
Mike’s
friend?
(播放动画)
T:
Do
you
know
who
Yang
Ling’s
friend
is?
S:
Mike.
T:
Who’s
Mike’s
friend?
S:
Yang
Ling.
T:
Yes,
you’re
right.
【设计意图：帮助学生整体感知课文】
2.
Read
and
find
T:
How
do
you
know?
Can
you
read
the
story
again
and
find
the
sentences?
(读一读，找出介绍朋友的句子)
S:
(读课文后回答)
She’s
Yang
Ling.
She’s
my
friend.
He’s
Mike.
He’s
my
friend.
T:
Wonderful!
Say
after
me.
She’s
Yang
Ling.
He’s
Mike.
(边说边PPT呈现句型和人物图片)
S:
She’s
Yang
Ling.
He’s
Mike.
T:
Can
you
introduce
the
students
on
the
screen?
(PPT呈现教材中的人物图片)
If
you
have
problems,
you
may
discuss
with
you
partners.
(放手让学生自主进行小组讨论)
S:
(四人一组进行介绍)
T:
Now
who
can
try?
S:
She’s
Yang
Ling.
He’s
Liu
Tao.
She’s
Helen.
He’s
Wang
Bing.
He’s
Mike.
She’s
Su
Hai.
T:
Great.
Do
you
find
any
rules?
S:
Yes.
男生都是用He’s，女生都是用She’s。
T:
Good
job!
【设计意图：引导学生理解故事，并掌握故事中的句型。过程中关注学生自主学
习和小组学习能力的培养。】
3.
Read
the
story
(1)
T:
Open
your
books
and
read
after
the
tape.
Pay
attention
to
the
pronunciation
and
intonation.
(让学生仔细听，尽可能地模仿正确的语音语调)
(2)
T:
Now
can
you
read
and
act
this
story
in
groups?
Please
have
a
try.
(让学生在小组内分角色读，读出不同角色的感彩)
【设计意图：通过模仿、朗读和表演故事，进一步复习和巩固所学，并关注学生
朗读习惯的培养】
Step
4
Introduce
your
friend
T:
Look
at
the
pictures.
He’s
Daniel.
He’s
my
friend.
She’s
Yvonne.
She’s
my
friend.
(PPT呈现两张朋友的照片，老师作示范)
Can
you
introduce
your
friends
to
your
deskmate
like
this?
S:
(四人一组练习)
A:
Good
afternoon/Hello/...
B:
Good
afternoon/Hello/...
A:
How
are
you?
B:
I’m
fine.
Thank
you.
A:
This
is
…
She’s/He’s
my
friend.
B:
Nice
to
meet
you.
C:
Nice
to
meet
you
too.
…
【设计意图：从故事回归生活，通过同伴间真实自然的交流，综合运用，巩固本
课所学。】
Homework
家庭作业
1.
听磁带，大声朗读Story
time五遍。
2.
制作朋友卡并和父母进行简单的交流、介绍。
Teaching
aids
教学准备（含板书设计）
教学准备：图字卡、PPT
板书设计：
Unit
3
My
friends
教后反思
在本节课导入部分，以歌曲导入新知，让学生通过歌曲《Friends》动画体会本单元重点单词friends的意思，边听边唱的形式不仅能带动学生课堂开始的热情，也为后面的学习进行了铺垫。此部分所用的《Friends》为迪斯尼神奇英语中的歌曲，教师亦可根据自己的实际需要调整歌曲。
接下来通过师生真实自然的交流教学单词friend并渗透句型...is
my
friend.并通过儿歌《Friends》的说唱表演让学生进一步巩固所学。边唱边动的形式易于激发三年级学生的学习积极性，此部分所用的儿歌为网络资源，以激发学习兴趣为主，学生会跟唱即可。
在故事学习部分，先通过观看动画，让学生找出Mike和Yang
Ling的好朋友分别是谁，再通过朗读故事找出他们是如何介绍自己好朋友的句子，进而在理解故事的基础上进行本课核心句型的学习。最后
从书本回归生活，让学生结合自己的实际情况，向同伴介绍自己的朋友。这一从整体感知、关注细节、学习句型到最后实际运用的学习过程，始终在交流朋友、认识朋友、介绍朋友的情境中展开，符合学生学习、掌握、运用语言的规律。
He’s
...
She’s...
He’s
my
friend.
She’s
my
friend.
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