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教学设计
课题 My friends 单元 Unit2B Read and write&C Project 学科 English 年级 四年级
单 元 学 习 目 标 确 立 依 据 教材分析 本语篇属于人教版小学英语四年级上册中围绕“描述好朋友”展开，包含阅读文本、词汇分类及写作实践等板块 。阅读文本呈现朋友外貌、爱好、性格等描述，为语言输出提供范例；词汇分类任务助力梳理人物特征与行为共性差异；写作及项目任务（制作朋友主题小书 ），由输入转向输出，锻炼综合语言运用，贴合课标“培养学生用英语描述人物、交流日常的能力”要求，是单元人物话题学习的实践深化。
学情分析 语言储备：四年级学生已经学生已积累一定基础词汇，如描述外貌的“tall”“short”“long hair” ，描述性格的“kind” ，描述活动的“read books”“play games”等；掌握简单句型结构，像“She/He is...”“She/He has...”“She/He often...” ，可用于初步描述人物，但在复杂表达（如多样爱好、性格关联行为）及词汇精准运用（区分“share”“help”等表意 ）上，仍需巩固拓展。 学习能力：四年级学生好奇心强，对生活化、趣味化内容兴趣高，具备一定直观形象思维能力，借助图片、情境能理解文本大意 。但自主归纳、逻辑梳理能力待提升，在词汇分类（区分专属与共性特征 ）、写作逻辑组织（有序描述朋友多维度信息 ）时，需教师引导。同时，部分学生有积极表达欲，不过口语表达存在发音不准、语句不连贯问题，书面表达易出现语法错误（如第三人称单数动词变形遗漏 ）。 生活经验：学生在日常有“朋友交往”生活场景，熟悉和朋友相处的活动（如一起读书、做游戏 ），对朋友外貌、性格有直观认知 。但从生活体验到语言精准描述，存在转化 gap，需教师搭建情境桥梁，引导提炼生活细节（如朋友独特爱好、相处暖心瞬间 ），转化为英语表达素材。
学习 目标 1. 学生能掌握 “tall, long hair, kind, read books, share” 等词汇及 “She/He is... She/He has... She/He often...” 句型，精准描述朋友外貌、性格、爱好与日常活动 。 2.通过阅读、讨论、写作，提升阅读理解（抓取人物关键信息 ）、口语表达（清晰连贯描述朋友 ）及书面写作（组织语言创作段落 ）能力，实现从语言输入到输出的转化 。 3.借助朋友话题，增进对身边同学的了解，强化友谊认知，激发用英语分享生活、表达情感的积极性 。
重点 能仿照文本，结合生活实际，用英语写出/说出对朋友的多维度描述 。
难点 组织丰富、有条理的语言，在写作及项目任务（制作小书 ）中，生动描述朋友（融入独特细节 ），避免表达单一 。
教学过程
教学环节 教师活动 学生活动 教学评价
Warm-up Lead in：Introduce your friends 设计意图：phone, how would you tell them something important ” 设计意图：创设 “介绍朋友” 这一贴近学生生活的真实交际场景，引导学生运用所学语言，把知识转化为实际交流能力，契合小学英语 “培养日常交际用语运用” 的教学需求 。 学生结合自身实际，从身边朋友里选定对象，思考朋友的外貌，梳理后填入框架，形成完整的朋友介绍语，还可搭配简笔画辅助 。 观察学生词汇运用，关注发音是否清晰、语调是否自然，流畅表达的学生，看学生介绍时是否有真情实感，若能传递对朋友的喜爱，激发学生用语言分享情感的积极性。
Presentation 1.Think and say Sarah and Liu Jia are best friends. What do Liu Jia and Sarah often together to be happy like holding hand Sarah writes a short article about Liu Jia. Let’s read. 设计意图：培养学生独立阅读和理解能力，通过提问引导学生深入文本。 2.Think and say What does Liu Jia look like What do Liu Jia and writer often do together Why are Liu Jia and the write still best friends even if their hobbies are different 设计意图：通过 “观察插图 → 匹配文本 → 模仿表达” 流程，训练学生 “视觉信息转化为语言输出” 的思维，以及 “从文本提取关键信息、结构化组织语言” 的能力，契合小学英语 “以思促言” 的教学逻辑 。 Write：Put the numbers in the correct places. Choose and write Try to write 设计意图：信息判断与选择环节要求学生运用分析和判断能力，对阅读材料中的信息进行甄别，有助于培养他们的逻辑思维和批判性思维。让学生在选择合适词汇或短语并书写句子的过程中，巩固所学的语言知识，提升语言运用能力。 学生独立阅读便条，尝试理解内容，并标注出重要信息。 插图观察 → 文本检索 → 问答互练，聚焦 “语言 - 图像” 关联，夯实基础句型 。 学生运用分析和判断能力，对阅读材料中的信息进行甄别，有助于培养他们的逻辑思维和批判性思维。学生仔细观察题目内容，理解题目要求，明确需要选择和书写的内容方向。抢答单词 检查学生标注的关键信息，评价其对便条内容的理解程度。 教师引导学生分组讨论，观察学生对人物的理解程度。 检查学生最终的完成结果以及掌握能力，评估其对关键信息的把握是否准确。在学生进行思考、选择和书写的过程中，教师巡视观察，记录学生的参与度、专注度、遇到的困难以及解决问题的方法
Consolidation and extension Practice:Listen and circle Practice:Choose a friend Practice：Make a book Practice:Share Practice:Self-assessment Summary 设计意图：设置“从模仿到创作”的梯度任务，先依托课本框架（如“He/She is...”填空 ）进行基础模仿，再鼓励拓展独特互动细节（如“We often...”写专属回忆 ），驱动学生从“语言复现”到“创意表达”。过程中，学生需梳理朋友信息、组织语言逻辑、设计书籍呈现，逐步提升分析、归纳、创新思维，契合小学阶段思维发展规律，为终身学习奠基。 聚焦课本框架，用“He/She is...”表格精准填写朋友特征，搭配简笔画。比如画朋友扎着马尾、个子不高的形象，对应文字“She is short. She has long hair.” 边写边轻声朗读，巩固语言表达，确保基础内容准确。 从小组协作看，若分工明确、配合默契；展示时，表达流畅、语调自然，全面肯定综合表现，促进素养提升。
Homework Draw pictures on the card (e.g., what your friend looks like, the things you do together).
板书设计
评价与 反思 围绕“朋友”主题，构建了从语言输入到输出的完整教学链，场景创设贴合学情。以“介绍朋友”生活场景贯穿，从课堂互动到制作朋友小书，让学生在真实语境用英语交流，降低语言运用门槛，契合小学英语交际教学需求 。思维培养有梯度，从“Think and say”提取文本信息，到“Make a book”创意表达，逐步训练分析、归纳、创新思维，契合学生认知规律。评价多元且及时。语言知识、创意表达、合作展示等维度评价，用鼓励性语言引导，既纠误又保积极性，助力学生持续进步。活动分层上，基础组与提升组任务可更清晰区分，如为基础组提供“表达锦囊”（常用句卡），降低起步难度；提升组增设“友谊故事挑战”（用英语编朋友间趣事），拓展深度。时间分配上，“制作小书”环节可预留更多创作时间，让学生充分打磨细节。
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Unit 2 My friends
Part B Read and write&C Project
（人教PEP版）四年级
上
1
Core competences
核心素养目标
3
Presentation
新知讲解
5
Summary
课堂总结
2
Lead in
导入环节
4
Practice
知识操练
6
Homework
作业设计
01
Core competences
1. 学生能掌握 “tall, long hair, kind, read books, share” 等词汇及 “She/He is... She/He has... She/He often...” 句型，精准描述朋友外貌、性格、爱好与日常活动 。
2.通过阅读、讨论、写作，提升阅读理解（抓取人物关键信息 ）、口语表达（清晰连贯描述朋友 ）及书面写作（组织语言创作段落 ）能力，实现从语言输入到输出的转化 。
3.借助朋友话题，增进对身边同学的了解，强化友谊认知，激发用英语分享生活、表达情感的积极性 。
02
Lead in：Introduce your friends
I have a good friend.
He/She is___and___.
He/She has ___ hair.
His/Her name is___.
03
Lead in：Think and say
Sarah and Liu Jia are best friends. What do Liu Jia and Sarah often together to be happy like holding hand
03
Lead in：Think and say
Sarah writes a short article about Liu Jia. Let’s read.
My best friend
Liu Jia is tall. She has long hair. She often reads books with me. We both like animal books and often share. She likes weiqi, but I like ball games.I often play football and basketball. But we are still best friends. She is kind. And she always makes me smile!
03
Presentation：Think and say
What does Liu Jia look like
She is tall and she has long hair.
What do Liu Jia and writer often do together
They often read books together and share animal books.
03
Presentation：Think and say
Why are Liu Jia and the write still best friends even if their hobbies are different
Because Liu Jia is kind and makes her smile.Even hobbies differ,good personalities keep them friends.
03
Presentation：Write
Put the numbers in the correct places.
1. kind 2. like animal books 3. like weiqi
4. long hair 5. make others smile 6. play football and basketball
7. read books 8. share 9. tall
5
6
1
3
4
9
2
7
8
04
Practice:
Choose and write
kind long short strong tall helps me with …
plays football plays games reads books
04
Practice:
Choose and write
What about your best friends
04
Practice:
Try to write
________
My best friend
title
Write about ___________
appearance
Write about ___________
characteristics
Write about ___________
____________________
activities
Write about ___________
differences
doing together
Liu Jia is tall. She has long hair. She often reads books with me. We both like animal books and often share. She likes weiqi, but I like ball games. I often play football and basketball. But we are still best friends. She is kind. And she always makes me smile!
04
Practice:
Try to write
My best friend
… is ... She has ... She often … with me. We both like
… and often ... She likes …, but
I like ... I often ... But we ... She is ... And she always …!
04
Practice:Listen and circle
Listen and circle Mike’s best friend.
04
Practice:Choose a friend
He / She is …
He / She has …
He / She often …
short
_____________
_____________
_____________
________ hair
________ eyes
_____________
_____________
plays games
reads books
_____________
_____________
Choose a friend. Then write and talk.
04
Practice:Choose a friend
Choose a friend. Then write and talk.
I have a friend. He’s / She’s … He / She often …
What’s his / her name
His / Her name is …
04
Practice:Make a book
picture
I have a friend.
His/ Her name is
____________.
He / She is
____________.
He / She has
____________.
He / She likes _____________.
He / She often helps me with
_____________.
We often ____ ___________.
We have so much fun. He / She is my best friend.
Make a book about your friend.
picture
picture
04
Practice:Share
Share your book in class.
I have a friend. Her name is … She …
04
Practice:Self-assessment
1. I can describe my friends.
2. I can tell people what I do with my friends.
3. I can explain why someone is my friend.
4. I can sound out words with “sh” to spell them.
05
Summary
My best friend
Liu Jia is tall. She has long hair. She often reads books with me. We both like animal books and often share. She likes weiqi, but I like ball games.I often play football and basketball. But we are still best friends. She is kind. And she always makes me smile!
06
Homework
Draw pictures on the card (e.g., what your friend looks like, the things you do together).
06
板书设计
My best friend
… is ... She has ... She often … with me. We both like
… and often ... She likes …, but
I like ... I often ... But we ... She is ... And she always …!
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