PEP四年级上册Unit 3My friends 第1课时6页

ThefirstperiodPartALet’stalk&Let’splay内容分析本课是PEP小学英语四年级上册Unit3第一课时。本单元学习的主题是向他人介绍自己的好朋友，对好友的性格和外貌特征进行描述。教学内容主要是通过展示学生们介绍好友的情景来展开的。教学重点是能够听、说、认读核心句型“—What’shisname?—HisnameisZhangPeng.”“He’stallandstrong.”“Who’she?”“Hehasglassesandhisshoesareblue.”；能够听、说、认读单词“strong,friendly,quiet,hair,shoe,glasses”。本课时重点围绕PartA.Let’stalk中的对话故事展开，在帮助学生理解对话大意的基础上，分角色扮演对话中的角色，练习对话中的出现的“—What’shis/hername?—His/Hernameis…”句型询问他人名称并回答以及“He’s/She’s…”“He/Shehas…”描述人物的性格和外貌特征的句型。随后利用Let’splay板块设置的游戏活动，巩固强化学生对句型的认识。课时目标知识与能力1.能够在图片、PPT和老师的帮助下理解对话大意。2.能够用正确的语音、语调朗读对话，并能够在小组中进行角色扮演。3.能够在情景中运用句型“—What’shis/hername?—His/Hernameis…”询问他人姓名并能够回答；能够在情景中运用句型“He’s/She’s…”“He/Shehas…”描述人物的性格和外貌特征。4.能够进一步巩固对核心句型“He’s/She’s…”“—What’shis/hername?—His/Hernameis…”的理解与运用。过程与方法通过层层递进的对话，逐渐把主动权交给学生，不仅能对已学句型“Myname’s…”进行巩固，同时可以导入“his”，稍加点拨，加以强化操练。学生能很快掌握“his”的用法，加强知识结构的前后联系。通过学生喜欢的画画活动，让他们发挥自己的绘画技能，画出人物，并用本课的核心句型做介绍，提升语言运用的真实性。情感态度价值观通过语境真实的对话，增强学生口语表达能力，提高学习英语的自信心，提高学生之间合作能力。教学重难点教学重点,1.能够在情景中运用句型“—What’shis/hername?—His/Hernameis…”询问他人姓名并能够回答。2.能够在情景中运用句型“He’s/She’s…”“He/Shehas…”描述他人的性格和外貌特征。教学难点1.能够在情景中灵活运用核心句型询问他人姓名并回答。2.能够熟练描述他人的性格和外貌特征。3.能够正确读出“Chinese,his”的尾音。教学准备教学课件、课文视频、卡片、一块幕布等。教学媒体选择多媒体，录音。教学活动1.角色扮演；2.游戏；3.观看动画。教学过程Step1:Warm-up&Lead-in1.Greetings.T:Goodafternoon,boysandgirls.Todaylet’sbegoodfriends,OK?Ss:OK.Theteachershakeshandswithastudentandsays,“Friends,friends,goodfriends.”Thenstudentsshakehandswitheachotherandsaywhattheteachersays.Ss:Friends,friends,goodfriends.T:Now,tellme,“Whoisyourgoodfriend?”S1:He/Sheis…S2:…2.Let’sdo.ShowthechantonthePPT.Playthemusicandchantwithstudents.（出示课件）3.Playaguessinggame.Pullupacurtain.Asksomestudentstohidebehindthecurtainandputtheirarmsorlegsoutofthecurtaininturn.Pointtooneofthemandlettheotherstudentsguesswhohe/sheis.,T:Who’she/she?Ss:He/Sheis…Step2:Presentation1.Learnthenewsentences.(1)Theteachermakesaself-introductionwiththesentence“Myname’s…”andasksaboy.T:What’syourname?Boy:Mynameis…Aftertheboyanswersthequestion,theteacherintroducestheboy.T:Hisnameis…Heis…(2)Theteacherasksstudents,“What’shisname?”(3)Theteacherinspiresotherstudentstoanswerthequestionandwritesdownthesentencestructure“Hisnameis…”ontheblackboard.Askstudentstopayattentiontotheendingsoundoftheword“his/hɪz/”.(4)Theteacherpointstootherboysonebyoneandletsstudentsdomoreexercisestomasterthelanguagepoints.T:What’shisname?Ss:Hisnameis…(5)Theteacherpointstoagirlandsays,“She’s…Hernameis…”Thentheteacherasksstudents,“What’shername?”.Letstudentstrytoanswerthequestion.Writedownthesentencestructure“Hernameis…”ontheblackboard.Askstudentstopayattentiontotheendingsoundoftheword“her/hə(r)/”.Theteacherpointstoanothergirlandasks,“What’shername?”Letstudentsaskandanswerinpairswiththesentencestructures“—What’shername?—Hernameis…”2.Practicethenewsentences.（1）ShowfuzzypicturesofthetwopeopleonthePPT.(课件出示：学生熟悉的两个人的模糊图片，这两个人分别是男人和女人或者男孩和女孩)T:Look!He’s/She’smynewfriend.Letstudentsguessthenamesofthetwopeople.Leadstudentstoaskthequestion“What’shis/hername?”Showclearpicturesofthetwopeopleandrevealthenames.（出示课件）Writedownthesentence“What’shis/hername?”ontheblackboard.Andemphasizethedistinctionbetween“his”and“her”.（2）Showsomestudents’picturescollectedinadvanceonthePPT.(出示课件)T:Look!Ihavesomepictures.Lookatthispicture.Whocantellmehis/hername?Leadstudentstousethesentencestructure“His/Hernameis…”toanswer.Ss:His/Hernameis…,T:Ishe/shetall/short?Ss:Yes.T:Ishe/shethin?Ss:No,he/sheis…Dotheactiontoshow“strong”.Thenwritedowntheword“strong”andteachit.T:str/str/-o/ɒ/-ng/ŋ/,strong/strɒŋ/.T:He’s/She’stallandstrong/shortandthin.Andhe/sheisfriendly.Writedowntheword“friendly”ontheblackboard.Mark“-ly”withredchalk.Teachtheword.T:friend/frend/-ly/li/,friendly[ˈfrendli].Askstudentstoreaditandpronounceitcorrectly.Introducetheetiquetteofappearancedescription:Replace“fat”with“strong”.T:Weusuallydon’tsayhe/sheisfat,buthe/sheisstrong.3.Let’stalk.（1）ShowapictureofJohnonthePPT.(出示课件)T:What’shisname?Ss:HisnameisJohn.ShowapictureofJohn’smumonthePPT.(出示课件)T:SheisJohn’smother.Whataretheytalkingabout?Ss:…（Guess.）T:TheyaretalkingaboutJohn’snewfriend.Whoishe/she?（2）ShowthequestionsonebyoneonthePPT.①DoesJohnhaveaChinesefriend?T:WeareallChinese,becauseweareallfromChina.PointtotheChineseflagonthewalltohelpstudentsunderstandtheword“Chinese”.Thenteachtheword“Chinese”.T:Ch/tʃ/-i/aɪ/-nese/ni:z/,Chinese[ˌtʃaɪˈniːz].②What’sJohn’sfriend’sname?③IsJohn’sfriendtallandstrong?（3）Playthevideoof“Let’stalk”onthePPT.Letstudentswatchthevideowithquestions.（课件出示：教材P24Let’stalk板块的视频）Askstudentstounderlinethesentencesabouttheanswersintheirbooksandanswerthequestionsinclass.Thenchecktheanswerstogether.4.Listen,readandact.(1)Letstudentslistentotherecordingandreadafterit.（出示课件）(2)Leadstudentstoactoutthedialogueinpairs.Step3:Practice1.Let’splay.,Showthepictureof“Let’splay”onthePPT.(出示课件)T:Wehavefournewfriendstoday.Canyouintroducethemtome?Ss:Hisnameis…He’s…/Hernameis…She’s…T:Good.Nowletmedescribethem,andyousayoutthenames.She’stallandthin.What’shername?Ss:HernameisLucy.T:Whereisshe?Ss:…T:Yes,theresheis.(DotheactiontopointatLucyonthescreen.)Letstudentsquicklynamethecharactersaccordingtotheteacher’sdescription.Finallypointtothecharacterandsaythesentence“Oh,thereshe/heis.”Thenleadstudentstoaskandanswerinpairs.Onedescribesandasks,theotheranswers.2.Playagame—“Findafriend.”Dividestudentsintogroupsoffour.Leteachstudentwritedownaclassmate’snameonthecard.Thebackofthecardisfacingup.Letastudentineachgrouppickacardrandomlyanddescribethestudentonthecardonebyone.Therestofthegroupguesswhothestudentisaccordingtothedescription.Makeamodel:A:Myfriendisaboy.He’sthin.Hehasshorthair.Helikesmaths.Who’she?B&C&D:Hisnameis…Step4:Consolidation&ExtensionPlayagame—“Drawmyfriend.”PresentapassageonthePPT.Leadstudentstoreadthepassage.Thenaskstudentstodrawaportraitontheblackboardonebyone.Eachonedrawsabrushstroketocompletetheportrait.板书设计,作业设计完成《核心课堂》/《一本好卷》本节课习题。教学反思1.本课时主要学习描述他人的性格和外貌特征。课程开始，通过复习和巩固句型“Mynameis…”导入新词“his,her”并稍加练习，学生能很快地掌握句型“What’shis/hername?”并用句型“His/Hernameis…”进行作答。2.活动设计丰富，易操作，且具备层次感，有效地提升了学生的核心素养。3.猜人和绘画活动活跃了课堂氛围，调动了学生的学习积极性，加强了师生交流。活动既有合作又有竞争，取得了不错的教学效果。4.突出语用功能，联系学生的实际情况，设置多个环节，层层深入，帮助学生在真实情景中灵活地操练所学语言。