Unit3 My friends A Let’s learn ，Let’s talk教案（含设计意图）

ＰＥＰ小学英语四年级上册
Unit
3
My
friend
A
教学设计
1．整体设计思路、指导依据说明
1、以任务为驱动，层层设置活动，激发学生学习兴趣。本文采用“任务型语言教学途径”，在注重语言的真实性、应用性和趣味性的前提下，设置真实的任务“Make
a
chant
for
our
friends”，,本任务既能吸引学生的参与，又是对课文内容的拓展延伸，并且贴近学生的生活。所用形式是歌谣并且是描述班上的同学具有较强的吸引力和趣味性，能够提高学生参与课堂活动的热情。在教学过程中，我以该任务为主线，以情景为依托，教学中以整体-局部-整体的方式，在语篇中学习词句，词不离句，句不离篇，并精心设置游戏，帮助学生巩固单词、句型，让学生在游戏中去感知、体验、学习和运用语言。2、巧用课堂情境，巩固新知。在教学中，运用课堂中的人，让学生进行描述，使整个教学围绕单元主题进行，并且使词语的学习内涵更丰富、更符合情境。
3、活跃思维，丰富学生的语言输出。在教学中，我不仅帮助学生构建知识，发展英语技能，我还不断地引导学生发散思维，大胆想象，由此培养学生的创造性思维和想象力，并通过大容量的语言输入，丰富学生更多的语言输出。
2．教学背景分析
教学内容分析：本课教学内容是《PEP小学英语》（三年级起点第3册）Unit
3
My
friends
A，主要内容是John和妈妈介绍新朋友Zhang
Peng，涉及的话题是谈论朋友，语言功能是用It’s
tall
and
strong/
quiet/
friendly/
….来描述朋友。主要的教学内容是：
Let’s
learn
部分与Let’s
talk
部分。学生情况分析：本课的授课对象是四年级的学生，他们学了一年的英语，已初步具备英语的听，说，读，写技能。他们在三年级当中学习对动物外表的描述。他们也该话题充满兴趣。本课设置的任务是“Make
a
chant
for
our
classmate”，该任务具有趣味性和真实性，他们肯定非常乐意参与活动，运用所学的语言完成任务。
3．教学目标分析
1、知识与技能（1）能听、说、认读单词：friendly,
quiet
和短语short
and
thin,
tall
and
strong（2）能够听、说、认读句型：What’s
his
name?
His
name
is
….
He’s
tall/
short/
strong
....（3）能在情境中运用句型What’s
his
name?
His
name
is
…询问并回答他人的名字（4）能在情境中运用句型He/She
is
tall
and
strong/short
and
thin/friendly/quiet…来描述他人的长相、2、学习策略目标(1)能带着问题有目的地听对话,获取关键信息。(2)能模仿范例说句子。3、情感态度目标(1)培养学生的合作能力，使学生能够积极运用所学语言表达和交流。(2)培养学生的关心朋友，互相帮助的美好品德
4．教学重点、难点分析
教学重点：1.能听懂、会说、能认读单词：friendly,
quiet
和短语short
and
thin,
tall
and
strong2.能听懂、会说、能认读：What’s
his
name?
His
name
is
….
He’s
tall/
short/
strong
....教学难点：friendly与strong的发音能区别His
name
is
….与Her
name
is
….,并比较准确地用Her/
His
name
is
….介绍别人的名字。
5．教学过程设计Step
1:
Warm-upGreetingT:
Class
begin!
Good
afternoon,
boys
and
girls.
…
How
are
you?
….
Very
well,
thanks!RevisionT:
Now,
let’s
do
together.
(Be
tall,
be
tall,
be
tall
tall
tall….)T:
You
can
do
very
well.
Look!
He
is
tall!
And
he
is
….(Ss
says)They
are
all
my
friends.
Do
you
have
any
friends?Ss:
Answer.T:
Do
you
like
your
friends?Ss：AnswerToday
we
are
going
to
learn
Unit
3
My
friends.
(
指板书,
让学生自行读
Unit
3
My
friends.
Part
A
Let’s
talk
&
Let’s
learn).
We
are
going
to
talk
about
our
friends.
After
learning
let’s
make
a
wonderful
chant
about
our
friends.【设计意图】通过听听、动一动来调动学生的情绪，营造轻松、愉快的课堂气氛，并通过教师自己朋友的照片来引导学生使用旧知进行描述，寓单词的复习与真实的情境中，并引入话题，提出任务，激发学生对课文学习的渴望，体现任务型教学的驱动性。Step
2:
Presentation1、T:
Look!
Who
are
they?Ss:
John
and
his
mother.T:
What
are
they
talking
about?Ss:
Answer.T:
They
are
talking
about
John’s
new
friend.
A
Chinese
friend?
An
English
friend?....
Yes,
a
Chinese
friend.
设计意图：带领学生充分的阅读文本情境图，启发学生进行观察、思考、猜测和体验，能有效的帮助学生在生动、形象的情境中主动感知、自主思考，为接下来的文本理解打下基础。2、T:
Let’s
listen
and
try
to
answer
the
question.Q1:What’s
his
name?
His
name
is
….(watch
the
video)T:
His
name
is
Zhang
Peng.(跟读2遍)
（point
to
the
boys）Ss:
His
name
is
….(point
to
a
girl)Ss:
Her
name
is
….T:What’s
his
name?Ss:
His
name
is
…(操练3个)
（拿句卡带读What’s
his
name?
）T:
Group
1&2
ask，group
3&4
answer.
(PPT呈现Wu
Yifan,
Mike,
John和Zhang
Peng
的头像)设计意图：通过第一个问题引出本节课的次重点，询问他们姓名与回答，同时运用课堂情境，即学即用，让学生快速的说说班级学生姓名，并对His与Her
进行快速的辨别。3、T:
John
has
a
new
friend.
His
name
is
Zhang
Peng.
（通过板书让大部分学生能说出来）What’s
he
like?
He
is
tall?
He
is
short?
stong?
fat?
thin?
friendly?
(边说边呈现词卡tall,
short,
strong,
thin,
fat,
friendly，并贴于黑板)Let’s
watch
again.Ss：He
is
tall.
…
He
is
strong.
Teach:
strong
ong
ong,
strong.
(TPR，学生跟老师做出strong
的动作)T:
He
is
tall
and
strong.
Who
is
tall
and
strong
in
our
class?Zhang
Peng
is
tall
and
strong.
What
else?Ss:
He
is
friendly.Teach:
friendly
(TPR)（剪刀石头布游戏，连说3遍friendly代替“剪刀”“石头”“布”，进行巩固游戏）T:
Who
is
friendly
in
our
class?Ss:
Answer.T：XX
is
friendly.
And
she
is
quiet,
too.(动作)
Teach
quiet
group
by
group设计意图：通过对Zhang
Peng外貌与性格的解读，引出本节课的新词，并运用语音突破难点strong，运用有趣刺激剪刀石头布解决难点friendly,
充分调动学生的参与积极性。同时教师充分运用课堂情境，让学生对班级的同学进行描述，将枯燥的新词学习变得活灵活现。4、T：I
say
you
do.
（教师做动作，学生根据动作说出相应的单词
Let’s
read
the
words
together.
Let’s
play
a
game
1,2,3.
（游戏规则：但教师数到three的时候，学生要读出教师所指单词，提前读，或者读错即失败。教师可以变换数数的快慢，以及突然变化所指单词，来增加游戏的趣味性）
设计意图：通过简单的两个小活动，增加了单词学习的趣味，性变枯燥乏味的机械性训练为学生喜爱的游戏形式，从音、形、义上操练了新单词。5、T：You
can
say
the
words
very
well.
T:
John
has
a
friend.
He
is
friendly.
He
is
tall
and
strong.
His
name
is
Zhang
Peng.
T:
Now,
open
your
book.
Let’s
listen
and
imitate.设计意图：听音模仿是小学生学习并形成良好语音技能的有效方式，通过朗读帮助学生进一步了解课文对话。Step3:
Practise（运用板书，让学生进行简单描述）Ss:
John
has
a
new
friend.
His
name
is
Zhang
Peng.
He
is
tall
and
strong.
He
is
friendly.T:
How
about
your
friends?
Can
you
describe
them?
Now
let’s
play
a
Guessing
game.He
is
tall?
strong?
Who
can
try?
(PPT呈现班级学生或者教师的图片，并用单词遮住照片，如若学生才对，则相应的单词消失。到单词消失得差不多时，教师则问What’s
his/
her
name?
教师引导猜测2-3个后，放手让四人小组自由进行猜测，再提问。)设计意图：本环节是意义操练、巩固句型、运用语言的环节。通过信息差以及人物的真实性，调动学生的参与积极性，体现了语言学习的工具性，该活动也为大任务做了铺垫。同时，该活动分为教师引导以及小组讨论两个层次，能先给后进生做示范，尽可能做到人人都能参与！四、ConsolidationT:
They
are
all
our
friends.
Do
you
like
them?
Today
I
have
some
new
friends
for
you!
Let’s
listen
and
number.设计意图：充分运用课本资源，将原本Let’s
play
的内容改造为听音标号，对今天的内容进行再次的巩固，同时也作为到大人物的巩固。五、Task1、T:
Look
what’s
his
name?
(
His
name
is
Tim.)What’
s
her
name?
(Her
name
is
Lily)They
are
friends.
So
Lily
makes
a
chant
for
Tim.
Tim
also
makes
a
chant
for
Lily.
Let’s
enjoy
it.
Let’s
chant
together!
设计意图:
将课文中的Chant
作为一种任务的示范，既充分语用资源，也增加了趣味性。2、T:
Do
you
like
it?
Do
you
want
to
make
a
wonderful
chant
for
you
friends?
Let’s
make
it
in
a
group
of
4.
Let’s
see
which
group
can
make
more
chant
about
their
friend!(示范)T:
You
can
make
wonderful
for
chant
for
your
friends.
I
think
they
will
be
so
happy.
Friends
can
make
us
so
happy.
We
should
be
nice
to
our
friends.
We
should
cherish
our
friendship!
Right?设计意图：Make
a
chant
for
our
friends是本课的综合语言运用任务，教师引导学生描述自己的朋友，观察和Tim的歌谣，设置真实的情景，使本课的教学主题得到合理的延续，体现了任务型语言教学在“学中用”，“学了就能用”的宗旨。四人小组互帮互助，调动原有语言资源，从不同程度上训练了学生听，说，读的能力，最终达到培养学生的语言综合运用能力的目的，实现了语言学习工具性和人文性的完美统一。六．Homework1.
Listen
and
imitate
for
15
min;2.
Make
a
chant
about
your
friend
by
yourself;3.
Make
a
poster
about
your
friend
and
show
it.
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5