中小学教育资源及组卷应用平台
Lesson
7
My
Friend
教学设计
一、教材分析:
My
friend
作为第二单元朋友与颜色的第一课，主要学习介绍朋友互相认识的句型“This
is....
He
/
She
is
my
friend.”及新朋友互相问候的礼貌语。另外学习字母A-D的书写笔顺及字母大小写在四线三格中的位置。课文主要分为四部分内容进行呈现，
part1和Part2
主要以介绍朋友互相认识为主，part3和part4主要以学习字母A-D为主。
二、学情分析：
学生通过前一个单元的学习已经掌握了如何简单问候，询问或介绍对方、他人姓名并进行作答和简单问候，掌握1-10的数字并询问数量的多少，初步了解名词的单数和复数等重点内容。对于字母而言，学生已掌握了字母A-D的基本读法，但大部分学生对于书写体的字母写法不熟悉，对于某些字母的发音和例词读法不正确。
三、教学目标：
（一）知识目标
1.能认读、书写字母Aa
Bb
Cc
Dd,了解他们在单词中的发音和例词。
2.听懂、会说和认读单词he,
she,
friend.
3.能够理解并口头运用句型This
is_____.
He
/
She
is
my
friend.
4.能够灵活运用本课句型。
（二）能力目标
1.主动观察，积极参与课堂。
2.尝试“学习共同体”（小组）中合作学习，互相交流、协商，达成一致意见，最后表演呈现，实现自我的学习实践。
（三）情感目标
1.
通过创设情境激发学生的学习兴趣，培养学生珍惜朋友之间的友谊，互相帮助。
2.
关注学生的情感，营造宽松、民主、和谐的课堂氛围。通过多样性的活动和教学评价，激励学生学习英语的兴趣和积极性，使学生在英语课堂中不断体验进步与成功，认识自我，建立自信，促进学生综合语言运用能力的发展。
四、教学重点：
1.
能认读、书写字母Aa
Bb
Cc
Dd,
了解他们在单词中的发音和例词。
2.
能够理解并口头运用句型This
is_____.
He/She
is
my
friend.
五、教学难点：1.区分she
,he
的用法。
2.在真实的情景中综合运用所学句型介绍朋友。
六、教学方法：直观法，全身反应法，情景法，游戏法
七、教学准备：课件，图片
八、教学过程：
教学环节
教师活动
学生活动
设计意图
StepⅠWarm-up
and
review(3mins)
1.
GreetingT:
Hello,
boys
and
girls!T:
How
are
you
today?T:
I’m
pretty
good,
thank
you.
Nice
to
meet
you!
1.GreetingSs:
Hello,
teacher.Ss:
I’m
fine,
thanks.
And
you?Ss:
Nice
to
meet
you,
too!
课前亲切的交谈，在亲切的问候中，复习孩子们学过的句型，也为接下来的学习埋下伏笔。
Step
ⅡPresentation
and
practice(33mins)Step
ⅡPresentation
and
practice(33mins)
Learn
“friend”,
“he”,
“she”.T:
Let’s
enjoy
some
nice
pictures,
OK?T:
Show
the
pictures
of
Doraemon,
and
some
other
cartoons.
Ask
ss:
Oh,
what’s
his
/
her
name?
T:
Yes!
This
is
Daxiong.
He
is
a
boy.
He
is
my
friend.
This
is
Jingxiang.
She
is
a
girl.
She
is
my
friends.
They
are
friends.Ask
some
students.T:
What’s
his
name?T:
What’s
his
name?T:
What’s
her
name?T:
Today
we
will
meet
a
new
friend.
Watch
the
flash,
and
find
the
answer.
What’s
her
name?T:
let’s
imitate
the
text,
ok?T:
Let’s
read
the
text
three
times.
OK?
One
girls
read,
two
boys
read,
three
together.
PracticeSay
2
chants.
我是I，
你是you。男他he,
女她she。非人它，用it。My,
my
是我的，Your，
your是你的。男他的his，
女她的her。非人它的是its。T:
Let’s
make
a
dialogue.
Please
work
in
groups.
(Then
let’s
have
a
show.)
SongT:
Let’s
sing
a
song
of
“find
a
friend”
ok?A-DT:
Who
can
sing
the
song
of
ABC?
T:
When
the
letters
should
be
capitalized?
Who
knows?T:
Show
Kitty.
Do
you
know
what
her
name
is?What
does
it
sound?T:
Yes.
Show
letter
A.
It’s
name
is
A.
It
sounds
like
/?/.
(show
the
cards
of
Aa)
Can
you
act
like
Aa?T:
This
is
letter
“Aa”,
look
carefully.
（板书字母
“Aa”）a↗
a↘T:
What’s
this?
（hold
the
card
of
apple）T:
A
A
/?/
/?/
/?/,
apple.
Follow
me
A
A
/?/
/?/
/?/,
apple..
This
is
letter
”Bb”
（板书字母
“Bb”）b↗
b↘This
is
a
book,
“b”
sounds
/b/,
book.
Bb,
book
Bb,
book/b/,/b/,/b/
This
is
letter
“Cc”
（板书字母
“Cc”）c↗
c↘This
is
a
cat,
“c”
sounds
/k/,
cat.Cc,
cat
Cc,
cat
/k/,/k/,/k/
This
is
letter
“Dd”
（板书字母
“Dd”）d↗
d↘This
is
a
door,
“d”
sounds
/d/,
door.Dd,
door
Dd,
door/d/,/d/,/d/
6.Game
Hit
the
bubble.
T:There
is
a
line.
Later,
a
lot
of
bubbles
will
come
out.
What
should
we
do?
Don’t
let
the
bubble
cross
the
line.
If
you
say
the
letters
before
it
crossing
the
line,
you
win.7.
Try
to
read.T:Show
some
new
words
with
letters
a,b,c,d.
Ss
try
to
look
and
read.
Ss:
Ok!Ss:
His
/
Her
name
is…Ss:Her
name
is...Ss:
His
name
is
Li
Ming.
Ss:
His
name
is
Danny.Ss:Her
name
is
Jenny.
Ss:
(Watch
the
flash,
and
find
the
answer)
Her
name
is
Wang
Hong.
Ss:
ok!
(
imitate
the
text)Ss:
OK!Sb:
read
the
text.Sg:
read
the
text.Ss:
read
the
text.Ss
say
the
chants.Ss:
Ok!
Ss:(
Work
in
groupsAnd
try
to
make
the
dialogue,
then
show
the
dialogue.
)
Ss:
ok
(learn
the
song)S1:
A
B
C
D(sing
a
b
c
song)Ss:
Brain
storm.Ss:
Kitty.Ss:
Meow.Ss:
Learn
to
write
Aa
on
a
note.Ss:
appleSs:
/?/
appleSs:
A
A
/?/
/?/
/?/,
apple.
(learn
to
chant
Aa)Ss:
(Learn
Bb,
Cc,
Dd
in
the
same
way)Ss:
(Do
the
game).S1:I
can
see
C…Try
to
read
some
new
words.
用孩子熟悉的动画人物出示新知识，是以学生的生活经验和兴趣为出发点，使他们产生积极性，边说边做更容易让他们理解并掌握新知识，让学生接受起来更容易。给与学生直观呈现，感知并模仿重难点内容。通过模仿和朗读掌握语音语调。给学生提供接触英语和运用英语进行语言实践的机会，真正使他们达到学以致用的目的。这样，才能使新的知识变为自己灵活运用的语言。利用歌曲配合动作，增强趣味性和记忆力，同时调动学生学习的积极性。学生学习字母a,
b,
c
,d在单词中的正确发音和书写格式。教师带领学生通过做动作和说唱加深对字母发音的记忆。此游戏设计目的在于提高学生对所学字母形的熟练程度，便于学生对字母进行音形的整体记忆.字母与生活息息相关，让学生通过观察图片找出所熟悉的字母形状，进一步加深了学生对字母的记忆。通过这4个字母以辅元辅形式的不同组合，让孩子对自然拼读有初步的感知。
StepⅢClass
Closing(4mins)
Assess
today’s
class.What
did
we
learn
in
this
lesson?Homework:
write
Aa-Dd
ten
times.
Read
and
Imitate
this
lesson
five
times；Try
to
recite
part1.
Ss:
This
is
....She/he
is
my
friend.A,B,C,DSs:
Remember
today’s
homework.
总结回顾新知，加深记忆.
板书设计
Lesson7
My
FriendThis
is
____.She
/
He
is
my
friend.
教学反思(共23张PPT)
Unit
2
Friends
and
Colours
Lesson
7
My
Friend
Lesson
7
My
Friend
This
is
Danny.
This
is
Jenny.
This
is
Li
Ming.
?
Jenny,
this
is
Wang
Hong.
She’s
my
friend.
Hi,
Wang
Hong.
Nice
to
meet
you.
Hello,
Jenny.
Nice
to
meet
you,too.
She’s
=She
is
Wang
Hong,
this
is
Danny.
He’s
my
friend.
Hi,
Danny!
Hello,
Wang
Hong.
He’s
=He
is
我是I
你是you
男他he
女她she
非人它
用it
人称代词
my
my
是我的
your
your是你的
男他的his
女她的her
非人它的是its
物主代词
Let’s
sing
a
song!
Try
to
find,
try
to
find.
Try
to
find
a
good
friend.
Say
hello.
Say
hi.
Now
we
are
good
friends.
Find
a
Friend
Name:
Kitty
Meow
A
English
人名，地名，国名，某国人或某种语言等专有名词的第一个字母在句中任何位置都必须要大写。
eg.
China
Beijing
Chinese
在英语中，每个句子的第一个单词的第一个字母都要大写。
eg.
Good
morning.
字母I作人称代词时，意为“我”，在句中任何位置都必须大写。日常用语“OK”在句中任何位置都大写。
eg.I’m
a
student.
大写字母
What
letter
does
it
look
like?
Hit
the
bubbles
I
can
read
bac
bad
cab
cad
dab
dac
bab
cac
dad
谢谢
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