Unit 5 My friends 第一课时教案

Unit
5
My
friends
教案
课时1
1教学目标
1.
能够听、说、认读词汇long
/
short
hair,
strong,
thin,
quiet,
friends;
2.
能够向别人简单介绍自己的朋友及其外貌特征,如:My
friend
is
thin.
She
has
long
hair,
big
eyes
and
a
small
mouth;
3.
培养学生与人交往的能力,学会关心朋友、帮助他人。
2学情分析
四年级学生对于已经学过关于朋友的一些知识,这次更进一步的描述朋友的衣着很好形容
3教学重难点
教学重点:听、说、认读本课时的主要词汇:
skirt,
dress,
T-shirt,
shorts,
shirt.
教学难点:1、难点是表示服装的名词与表示颜色的形容词连用及其读法。
2、熟练运用句型I
have
…He/She
has…,让学生通过介绍自己的物品来巩固和运用所学单词。
4教学过程
活动1【导入】　Warming－up
1、Greetings:
T:
What’s
up,
boys
and
girls
S:
Not
bad.
What
about
you,
Miss
chen
T:
Very
well.
Let’s
sing
a
song
together.
OK
S:
Good
idea!
T:
Very
good.
"The
More
We
Get
Together".
(CAI播放歌曲)【设计意图:活跃课堂气氛,促进师生间的交流。】
2.
Free
talk.
T:
I
have
many
friends.
I
want
to
make
friend
with
you.
Boys
and
girls,
do
you
want
to
be
my
friends
Ss:
Yes!
T:
OK!
Let’s
be
friends.
(教师板书单词friends,其中字母“ds”用红色粉笔标记,并提醒学生注意其发音。让学生跟着教师认读单词数遍,在“ds”上着重读几遍。)
T:
(走近一名学生)Do
you
want
to
be
my
friend
S1:
Yes!
T:
(与学生击掌并同学生一起说)We
are
friends.
(用同样的方式与3~4名学生对话。)
活动2【讲授】Presentation
1.
Guessing
game.
T:
So
we’re
all
friends
now.
Today
I
bring
a
gift
for
you.
What
it
is
Can
you
guess
(把可伸缩的毛毛虫玩具藏在身后,并逐步给予些提示)
——It’s
green.
——It’s
long.
——It’s
a
kind
of
worm.
Guess!
2.
Teach
the
words
“long
/
short
hair”.
T:
(出示可伸缩的毛毛虫玩具)This
is
the
caterpillar.
It’s
long.
(用手势表示“很长”的意思)And
it
can
be
short.(将毛毛虫缩短)Now,
it’s
short.
(反复将毛毛虫变长再缩短)It’s
long.
And
it’s
short.
It’s
very
interesting!
Do
you
like
it
Ss:
...
【设计意图:用毛毛虫玩具吸引学生的注意力,提高学生的兴趣,并以此形象地引出单词long,
short的复习和巩固,符合学生学情特点。】
T:
What’s
long
/
short,
too
How
about
the
ruler
Ss:
It’s
long.
T:
And
the
rubber
Ss:
It’s
short.
T:
Anything
else
(让学生说说其他东西是长或短,并帮助他们总结已学过的反义词,如,black
—
white,
red
—
green,
on
—
under,
tall
—
short,
long
—
short,
big
—
small等。)
T(指自己的头发):
My
hair
is
short.
It’s
short.
(着重突出short的发音)I
have
short
hair.
(教师板书short
hair并教学。)
T:
(指一位长发女生)How
about
your
hair,
Lily
Lily:
I
have
long
hair.
T:
Good!
It’s
very
beautiful.
(指一位短发男生)How
about
yours,
David
(预设:该男生不能准确答出,此时教师板书short
hair并教学。)
David:
I
have
short
hair.
……
(让其他学生说说自己头发是长或短。)
3.
Teach
the
words
“have”
and
“has”.
(1)T:
I
have
long
hair.
Lily(声音拖长,考查学生是否会说has)has
long
hair,
too.
(指男生David)He
has
short
hair.
(教师板书句型I
have...
He
has...
She
has...并教学,引导学生用该句型造句。)
T:
I
have
long
hair.(指向某位学生)You
have
long
hair.
So
we
have
long
hair.
(教师板书句型You
have...
We
have...并教学。).
(2)Let’s
chant.
(用课件上的内容创编一个节奏感强的chant,让学生学唱。)
(3)Play
a
game:
Touch
and
say.
1.游戏准备:在黑板两头分别贴上have和has两个单词;将班级分成两组,每组派出一名队员进行比赛。
2.比赛规则:当教师说I
/
You
/
We时,参赛者就要快速拍击单词have,并用句型I
/
You
/
We
have...造句;当教师说He
/
She时,参赛者就要快速拍击单词has,并用句型He
/
She
has...造句,看哪一组找对的单词和说出的正确句子最多。
【设计意图:单词have和
has的正确运用是本课时的一个教学难点。此环节用贴近学生实际的方式进行教学,能够使学生印象深刻:用一首韵律感强且朗朗上口的自编chant操练巩固刚学过的知识,学生不会觉得枯燥难记;游戏Touch
and
say能训练学生的快速反应能力,也是对学生综合运用英语能力的培养。】
4.
Teach
the
words
“thin”
and
“strong”.
(1)T:
Boys
and
girls,
I
have
a
good
friend.
He
is
a
boy.
Do
you
want
to
meet
him
师出示Tom的图:What’s
he
like
(引导学生根据图片描述Tom的相貌特征)
.
Ss:
He
has
short
hair...
T:
Tom
eats
less
and
does
less
exercises.
So
he’s
thin.
(教师板书单词thin,其中字母“th”用红色粉笔标记,并标注读音/
θ
/,提醒学生注意。同时告诉学生thin还有“薄”的意思,如:a
thin
book。)
T:
I’m
thin.
/
Are
you
thin
/
Is
your
father
thin
/Who’s
thin
in
our
class
Ss:
...
(2)T:
Tom
is
too
thin.
So
his
mother
asks
him
to
do
more
exercises.
Now
Tom
plays
badminton
every
day.
(呈现情境图,扮演Tom
的角色打羽毛球)I’m
tired.
I’m
so
hungry
now.
S1:
Have
some
hamburgers.
S2:
Have
some...
T:
Tom
also
plays
table
tennis
and
swims
every
day.
Three
months
later,
he
gets
strong.(出示Tom变强壮后的图片).
(注:这两张Tom的图片其实是一张图,在制作这张图时,我先将纸中间折起,画出thin的Tom,将纸展开后,我又在中间补上画,就变成了strong的Tom了。)
(板书单词strong并教学,引出已学过的单词fat,告诉学生一般不用fat来形容人,这样不礼貌,而是使用strong这个词。)
(3)Play
a
game.
A、教师拿出一个哑铃,通过举哑铃的动作展示身体的strong。之后,让学生也模仿展示,在此过程中操练句子“I’m
strong.”
B、师生、生生之间进行掰手腕比赛,获胜者可以自豪地说:“I’m
strong.”
【设计意图:体现了生生互动,也体现评价真正为课堂服务的作用】
5.
Teach
the
word
“quiet”.
(预设:在“掰手腕”游戏中课堂一定很热闹,学生会吵吵闹闹的)
T:
(作“嘘”声状)
Sh...,
be
quiet.
(板书单词quiet并教学,提醒学生注意单词的发音是/
kwaIt
/,不能发成/
kwaIt
/。)
T:
(指向一位安静的学生)Look,
...
is
quiet.
Are
you
quiet
/
Is
...
quiet
6、播放课件Let’s
learn,学生跟读。
活动3【练习】Practice
1.出示课件复习和巩固新学单词。.
2.
Who’s
your
best
friend
T:
I
have
a
friend.
She
is
my
best
friend.
(将本班级的一位老师作为描述对象)She
is
tall
and
thin.
She
has
small
eyes
and
a
small
nose.
She
has
a
small
mouth
and
big
ears.
She
is
a
math
teacher.
Can
you
guess
who
she
is
(让学生根据教师的描述进行猜测,教师利用课件逐渐呈现这位朋友的完整影像。)
T:
Yes,
you’re
right!
She
is...
Who’s
your
good
/
best
friend
What’s
she
/
he
like
Can
you
describe
them
(让学生描述自己的好朋友,请其他学生猜一猜他/她是谁。)
3.出示课件小燕子和紫薇两张明星照片,让学生选出谁很文静,巩固单词(quiet).
【设计意图:本课的难点单词就是quiet的读法,我在这利用两张明星的照片吸引学生的注意力,提高他们的兴趣,从而增加他们对quiet的记忆。】
4、Let’s
find
out.
A、出示课件,通过大量的学生所了解的明星以及卡通人物再用今天所学单词和句型来表达让学生能准确选择出单词所对应的图片。如:
T:He
has
short
hair
and
big
mouth.
He
is
tall
and
strong.
Who
is
he
S:
He
is
YaoMing.
T:
Yeah!
You’re
right.
Boys
and
girls,
big
hands.
(学生边拍掌边说“One,
two,
you’re
right."
【设计意图:把新知识融入评价当中,既体现评价的魅力,又巩固了新知,真是一举两得。】
B、完成教材中Let’s
find
out部分的练习。