Project 2 Our friends Part B,C&D 教案（含设计意图）
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| 名称 | Project 2 Our friends Part B,C&D 教案（含设计意图） |  | |
| 格式 | doc | ||
| 文件大小 | 191.0KB | ||
| 资源类型 | 教案 | ||
| 版本资源 | 牛津译林版 | ||
| 科目 | 英语 | ||
| 更新时间 | 2022-07-11 20:22:15 | ||
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Project2 Our friends
学情分析：
经过一个学期的学习，学生对如何了解一个人的具体信息（姓名，年龄，国籍，语言，爱好），如何谈论父母职业、周末活动以及圣诞活动都比较熟练。但是，学生还没有尝试过对这些内容进行综合。同时，分析本课内容，发现无论是调查还是介绍，学生的兴趣不强，互动也不够，因为谈论的都是大家不熟悉的人物，需要教师进行调整。此外，调查中语言的逻辑性也可以进一步调整，了解一个人，往往是先比较完整的了解个人情况，再了解父母情况，调整以后，能帮助学生有序的问答。
教学目标：
（1）知识目标：学生能在语境中认读单词favourite, busy.
（2）能力目标：学生能在活动中整理和完善了解一个人的问题框架，并能熟练的进行问答；学生能根据听力内容，学会有重点的记录关键信息；学生能在活动中流畅详细并有感情的介绍班内的一个朋友。
（3）情意目标：学生能在活动中体会到朋友之间的互帮互助，互相监督的友爱之情。
教学重难点：学生能够围绕梳理的语言，完整熟练的进行调查和介绍。
Step1 Warming-up
Enjoy a song about friends.
T: Today our topic is our friends. How do you feel when you get together with your friends
S: I feel happy/warm/…
T: I’m your new friend today. We don’t know each other. But I think we have some friends in common，because I teach stories about them ,you learn stories about them. Who are they
S: Yang Ling/Mike/Su Hai/Peter/…
【设计意图】通过一首优美的歌曲，导入本课话题。让学生回忆和朋友在一起的时刻，在课的一始让学生有温暖的感受。本节课是借班上课，教师引导学生回顾教材人物，拉近和学生的距离，也为下一环节做好铺垫。
Step2 Talk about old friends.
1.Talk about Peter’s information in the textbook
T： Do you know them well （出示教材主要人物，其他人物消失，留下Peter）
T：What’s his name
S：Peter.
T：Let’s test your classmates. Ask and answer about Peter.
【设计意图】以考考你同学的形式谈论Peter, 让学生来进行自主的问答，因为教材中第6单元关于Peter这个人物的信息比较完整。这样的活动设计，既体现了Project的特点，也让学生进行对话的初步梳理。
2. Guess other information about Peter
T：Peter likes playing football and swimming ,so can you guess , What does he do at weekends
S :…
T：Peter is from the UK , can you guess ,what does Peter do at Christmas
S :…
T：This is a photo of Peter and his family , What else do you want to know about his family
【设计意图】教师根据Peter的原有信息，让学生进行合理的猜测，Peter的周末和圣诞活动，激活了学生已有的关于周末和圣诞活动的话题。同时，一张照片，也帮助学生扩宽了思维，谈论了这么多Peter个人信息，我们还可以了解Peter的家庭，引导学生谈论他父母的职业，兄弟姐妹等情况，让了解一个人的问题框架更加完整有序。
3. Talk about other old friends.
T:We know Peter very well. Do you know other old friends. Let’s play a guessing game.
（PPT shows the game rules and then shows a girl.）
Ss：She is a girl.
S1：(Face to the students)What does she do at weekends
S2：Maybe she often read books and plays the piano.
S1：She’s Yang Ling.
(Students ask and answer questions and then guess.)
【设计意图】提问的学生需要进行一定的思考，选择最能提供有效信息的问题进行提问。这个环节中学生初步运用刚才整理的对话，进行询问。活动不仅考察了学生的提问能力和应答能力，也考察了学生对教材人物的熟悉程度。
4. Enjoy some moment in the books
T：You know all these friends well, Are they good friends Let’s enjoy some moment in our books.
【设计意图】教师选择了本套教材中故事人物在一起互相帮助，互相鼓励，以及有不良行为时互相监督的图片和对话录音，和学生一起回顾这些老朋友的生活点滴)
Step3: Talk about new friend
1. Try to know new friend
T：I have a friend Tom. He wants to make friends with you. What do you want to know about him
S：How old is he /What does he usually do at weekends /…
T：You have so many questions. Let’s watch the video and write down the information about Tom. But how can we wirte down quickly
S：We can write the first letter./We can work in groups./…
(CAI出示学习贴士：记录时以单词或词组为主，还可以写首字母，关键词或者做标记来快速记录。)
（ Students watch the video ）
【设计意图】教师创设真实情景，激发学生提问，进一步整理运用了解一个人的话题框架。再引导学生通过自己的经验去总结发现如何快速记录，充分发挥学生的主动性。Tom信息比较多，采用边看边听的形式，借助图片帮助，学生更容易理解听力文本内容。
2. Know more about the new friend
T：Now let’s listen again. This time we can catch more information. For example, what does he usually do what does he always do
(CAI 出示学习贴士：再次收听时，注意完善信息，让人物特点和活动更加详细。比如always我们可以用4星来记录，usually可以用3星来记录……)
【设计意图】第二遍听录音，指导学生抓住更多的细节，特别是针对四个频率副词，提醒他们做好标记，为下面的介绍做准备。两次听力活动，让学生学会从整体到细节的把握。
3. Talk about Tom
T：Here are two new words, do you know
CAI：His favourite subject is PE.
T：What’s your favourite subject
Ss：My favourite subject is English/Maths/Art…
CAI ：At weekends ,I’m very busy.
T：Are you busy at weekends
S：Yes.
T：What do you do
S：I always have dancing lessons.
T：Now ,let’s introduce Tom in groups.
【设计意图】听力中出现的新单词，教师并没有解释，而是通过师生交流的形式构建意义。小组合作的形式来介绍Tom，一方面起到了互相帮助的效果，另一方面，也可以让学生在听的过程中，发现其他小组介绍的过程中是否有欠缺或者不完整的地方。
4. Make friends with Tom
T：We know Tom now ,do you want to make friends with Tom
S：Yes ,I do .Because I like playing football too.
S：Sorry ,I don’t.
(Students give their opinion)
T；Yes. When we make friends with a stranger, maybe we have the same hobbies and know each other well. If you want to make friends with him ,here’s his email…
【设计意图】教师介绍的新朋友Tom,并不表达全班同学都想成为他朋友，教师充分尊重他们的选择，也提醒学生交友时要了解对方，找到共同的爱好。
Step4 Talk about good friends
1. Play a game ：tacit partners （默契朋友）
T：Just now we talked about old friends and new friend. Do you know your classmates well Let’s do a survey(见图2) and work in pairs.
(图2)
（CAI出示活动规则：First, student A asks student B questions. Next, student A writes down the information. Then, student A guesses the name. At last ,if the name is right, they are tacit partners.）
【设计意图】将调查对象限定为班级同学，激起学生调查的兴趣。为了避免了明知顾问，教师设计了默契伙伴的游戏，只有充分的提问，得到信息，才能去猜是谁。表格中教师故意空了一行，让学生提出更多想问的问题，给予学生自主问答的空间。
2. Listen and guess: Who is he Who is she
T：We talked about our classmates with partner .Please introduce this friend to us（见图3）.
（图3）
【设计意图】活动的目的，不仅是考察学生的语言表述能力，更是让全班同学参与进来，因为认真倾听才能猜出是班内哪个同学。在介绍框架中，教师进行了补充，你们有过什么难忘的活动，可以在最后说一说，让其他同学猜一猜，唤起班级同学情。从第一环节的小组活动扩大到全班活动。
3. Enjoy some moment at school.
（CAI 出示班级同学在学校一起活动的照片）
T：We play together ,we study together, we help each other…we’re friends forever.
【设计意图】教师事先拿到了很多班内同学在学校一起活动的图片，制作
成一个短篇，让学生感受班级同学情意，好朋友就在我们的身边。
Step 5 Homework
1．Try to write a short passage about your friend.
2．If you want to make friends with Tom ,don’t forget to write an email to him.
【设计意图】课堂上学生调查的过程和介绍的过程，就是写作的一个素材积累和指导过程，回家作业将口头作业落实到笔头。
Our classmate
Age________________________
Favourite subjects_____________
Hobbies_____________________
Weekend activites_____________
Christmas activities____________
New Year activities____________
Father______________________
Mother______________________
_____ ______________________
Name_______________________
He is a boy .He is …years old. …
He likes …He is good at…
He likes…
He always/…/…at weekends.
He always/…/…at Christmas /New Year.
His father is a… He…
His mother is a... She…
He is a good friend.We often…Who is he
She is a girl. She is …years old . …
She likes …She is good at…
She likes…
She always /…/…at weekends.
She always/…/…at Christmas /New Year.
Her father is a…He…
Her mother is a...She…
She is a good friend.We often…Who is she
学情分析：
经过一个学期的学习，学生对如何了解一个人的具体信息（姓名，年龄，国籍，语言，爱好），如何谈论父母职业、周末活动以及圣诞活动都比较熟练。但是，学生还没有尝试过对这些内容进行综合。同时，分析本课内容，发现无论是调查还是介绍，学生的兴趣不强，互动也不够，因为谈论的都是大家不熟悉的人物，需要教师进行调整。此外，调查中语言的逻辑性也可以进一步调整，了解一个人，往往是先比较完整的了解个人情况，再了解父母情况，调整以后，能帮助学生有序的问答。
教学目标：
（1）知识目标：学生能在语境中认读单词favourite, busy.
（2）能力目标：学生能在活动中整理和完善了解一个人的问题框架，并能熟练的进行问答；学生能根据听力内容，学会有重点的记录关键信息；学生能在活动中流畅详细并有感情的介绍班内的一个朋友。
（3）情意目标：学生能在活动中体会到朋友之间的互帮互助，互相监督的友爱之情。
教学重难点：学生能够围绕梳理的语言，完整熟练的进行调查和介绍。
Step1 Warming-up
Enjoy a song about friends.
T: Today our topic is our friends. How do you feel when you get together with your friends
S: I feel happy/warm/…
T: I’m your new friend today. We don’t know each other. But I think we have some friends in common，because I teach stories about them ,you learn stories about them. Who are they
S: Yang Ling/Mike/Su Hai/Peter/…
【设计意图】通过一首优美的歌曲，导入本课话题。让学生回忆和朋友在一起的时刻，在课的一始让学生有温暖的感受。本节课是借班上课，教师引导学生回顾教材人物，拉近和学生的距离，也为下一环节做好铺垫。
Step2 Talk about old friends.
1.Talk about Peter’s information in the textbook
T： Do you know them well （出示教材主要人物，其他人物消失，留下Peter）
T：What’s his name
S：Peter.
T：Let’s test your classmates. Ask and answer about Peter.
【设计意图】以考考你同学的形式谈论Peter, 让学生来进行自主的问答，因为教材中第6单元关于Peter这个人物的信息比较完整。这样的活动设计，既体现了Project的特点，也让学生进行对话的初步梳理。
2. Guess other information about Peter
T：Peter likes playing football and swimming ,so can you guess , What does he do at weekends
S :…
T：Peter is from the UK , can you guess ,what does Peter do at Christmas
S :…
T：This is a photo of Peter and his family , What else do you want to know about his family
【设计意图】教师根据Peter的原有信息，让学生进行合理的猜测，Peter的周末和圣诞活动，激活了学生已有的关于周末和圣诞活动的话题。同时，一张照片，也帮助学生扩宽了思维，谈论了这么多Peter个人信息，我们还可以了解Peter的家庭，引导学生谈论他父母的职业，兄弟姐妹等情况，让了解一个人的问题框架更加完整有序。
3. Talk about other old friends.
T:We know Peter very well. Do you know other old friends. Let’s play a guessing game.
（PPT shows the game rules and then shows a girl.）
Ss：She is a girl.
S1：(Face to the students)What does she do at weekends
S2：Maybe she often read books and plays the piano.
S1：She’s Yang Ling.
(Students ask and answer questions and then guess.)
【设计意图】提问的学生需要进行一定的思考，选择最能提供有效信息的问题进行提问。这个环节中学生初步运用刚才整理的对话，进行询问。活动不仅考察了学生的提问能力和应答能力，也考察了学生对教材人物的熟悉程度。
4. Enjoy some moment in the books
T：You know all these friends well, Are they good friends Let’s enjoy some moment in our books.
【设计意图】教师选择了本套教材中故事人物在一起互相帮助，互相鼓励，以及有不良行为时互相监督的图片和对话录音，和学生一起回顾这些老朋友的生活点滴)
Step3: Talk about new friend
1. Try to know new friend
T：I have a friend Tom. He wants to make friends with you. What do you want to know about him
S：How old is he /What does he usually do at weekends /…
T：You have so many questions. Let’s watch the video and write down the information about Tom. But how can we wirte down quickly
S：We can write the first letter./We can work in groups./…
(CAI出示学习贴士：记录时以单词或词组为主，还可以写首字母，关键词或者做标记来快速记录。)
（ Students watch the video ）
【设计意图】教师创设真实情景，激发学生提问，进一步整理运用了解一个人的话题框架。再引导学生通过自己的经验去总结发现如何快速记录，充分发挥学生的主动性。Tom信息比较多，采用边看边听的形式，借助图片帮助，学生更容易理解听力文本内容。
2. Know more about the new friend
T：Now let’s listen again. This time we can catch more information. For example, what does he usually do what does he always do
(CAI 出示学习贴士：再次收听时，注意完善信息，让人物特点和活动更加详细。比如always我们可以用4星来记录，usually可以用3星来记录……)
【设计意图】第二遍听录音，指导学生抓住更多的细节，特别是针对四个频率副词，提醒他们做好标记，为下面的介绍做准备。两次听力活动，让学生学会从整体到细节的把握。
3. Talk about Tom
T：Here are two new words, do you know
CAI：His favourite subject is PE.
T：What’s your favourite subject
Ss：My favourite subject is English/Maths/Art…
CAI ：At weekends ,I’m very busy.
T：Are you busy at weekends
S：Yes.
T：What do you do
S：I always have dancing lessons.
T：Now ,let’s introduce Tom in groups.
【设计意图】听力中出现的新单词，教师并没有解释，而是通过师生交流的形式构建意义。小组合作的形式来介绍Tom，一方面起到了互相帮助的效果，另一方面，也可以让学生在听的过程中，发现其他小组介绍的过程中是否有欠缺或者不完整的地方。
4. Make friends with Tom
T：We know Tom now ,do you want to make friends with Tom
S：Yes ,I do .Because I like playing football too.
S：Sorry ,I don’t.
(Students give their opinion)
T；Yes. When we make friends with a stranger, maybe we have the same hobbies and know each other well. If you want to make friends with him ,here’s his email…
【设计意图】教师介绍的新朋友Tom,并不表达全班同学都想成为他朋友，教师充分尊重他们的选择，也提醒学生交友时要了解对方，找到共同的爱好。
Step4 Talk about good friends
1. Play a game ：tacit partners （默契朋友）
T：Just now we talked about old friends and new friend. Do you know your classmates well Let’s do a survey(见图2) and work in pairs.
(图2)
（CAI出示活动规则：First, student A asks student B questions. Next, student A writes down the information. Then, student A guesses the name. At last ,if the name is right, they are tacit partners.）
【设计意图】将调查对象限定为班级同学，激起学生调查的兴趣。为了避免了明知顾问，教师设计了默契伙伴的游戏，只有充分的提问，得到信息，才能去猜是谁。表格中教师故意空了一行，让学生提出更多想问的问题，给予学生自主问答的空间。
2. Listen and guess: Who is he Who is she
T：We talked about our classmates with partner .Please introduce this friend to us（见图3）.
（图3）
【设计意图】活动的目的，不仅是考察学生的语言表述能力，更是让全班同学参与进来，因为认真倾听才能猜出是班内哪个同学。在介绍框架中，教师进行了补充，你们有过什么难忘的活动，可以在最后说一说，让其他同学猜一猜，唤起班级同学情。从第一环节的小组活动扩大到全班活动。
3. Enjoy some moment at school.
（CAI 出示班级同学在学校一起活动的照片）
T：We play together ,we study together, we help each other…we’re friends forever.
【设计意图】教师事先拿到了很多班内同学在学校一起活动的图片，制作
成一个短篇，让学生感受班级同学情意，好朋友就在我们的身边。
Step 5 Homework
1．Try to write a short passage about your friend.
2．If you want to make friends with Tom ,don’t forget to write an email to him.
【设计意图】课堂上学生调查的过程和介绍的过程，就是写作的一个素材积累和指导过程，回家作业将口头作业落实到笔头。
Our classmate
Age________________________
Favourite subjects_____________
Hobbies_____________________
Weekend activites_____________
Christmas activities____________
New Year activities____________
Father______________________
Mother______________________
_____ ______________________
Name_______________________
He is a boy .He is …years old. …
He likes …He is good at…
He likes…
He always/…/…at weekends.
He always/…/…at Christmas /New Year.
His father is a… He…
His mother is a... She…
He is a good friend.We often…Who is he
She is a girl. She is …years old . …
She likes …She is good at…
She likes…
She always /…/…at weekends.
She always/…/…at Christmas /New Year.
Her father is a…He…
Her mother is a...She…
She is a good friend.We often…Who is she