新PEP小学英语四年级上册第三单元教案16课时.docx

1、新PEP小学英语四年级上册第三单元教案16课时单元Unit 3课题Unit3 My friends教材分析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。教学目标知识与能力目标：句型1. 能够听、说、认读句型：Whats his name? His name is Zhang Peng. Hes tall and strong. Whos he? He has glasses and his shoes are blue.2. 能够在情景中运用句型Whats his/ her name? His/ Her name is Whos he/ she? He/ She i

2、s 询问他人的姓名或身份，并能回答。3. 能够在情景中运用句型Hes/ ShesHe/ She has 描述人物的性格和外貌特征。4. 能够按意群朗读He has short hair. He has a big green bag. What is his name? 等四组句子。5. 能够听、说、认读单词：strong, friendly, quiet, hair, shoe, glasses6. 能够正确使用上述单词描述人物的性格或外貌特征。7. 能够在有意义的语境中抄写上述话题词汇。语音1. 能够掌握 o-e 的发音规则，即o-e在单词中发长音/u/2. 能够读出符合o-e发音规则的单

3、词；并能根据发音拼写出符合o-e发音规则的单词情感态度、文化意识、学习策略：1. 能够了解外貌描述中的文化禁忌，如：不要对同学长得胖或戴眼镜等有歧视性语言。2. 能够根据o-e的发音规律拼读单词，并能够根据o与o-e的发音规律拼写单词教学重点1. 能够听、说、认读句型：Whats his name? His name is Zhang Peng. Hes tall and strong. Whos he? He has glasses and his shoes are blue.2. 能够在情景中运用句型Whats his/ her name? His/ Her name is Whos h

4、e/ she? He/ She is 询问他人的姓名或身份，并能回答。3. 能够在情景中运用句型Hes/ ShesHe/ She has 描述人物的性格和外貌特征。4. 能够听、说、认读单词：strong, friendly, quiet, hair, shoe, glasses教学难点1、 能够根据o-e的发音规律拼读单词，并能够根据o与o-e的发音规律拼写单词 2、 能够在情景中运用句型Hes/ ShesHe/ She has 描述人物的性格和外貌特征。教学准备1、Tape and tape recorder. 2、Teaching pictures. 3、Word cards4、CAI课

5、时总数6 periods节次Lesson1课题A Lets talk Lets play教学目标: 1. 学生能够在情景中运用句型：Whats his/her name? His/Her name is询问他人姓名并能回答。2. 能够在情景中运用句型Hes/Shes He/She has描述人物的性格和外貌特征。3. 能够在语境中理解新词friendly，Strong，his的意思，并能正确发音。教学重点: 同教学目标1，2教学难点: 同教学目标3教学准备: computer and video， teaching pictures. 教 学 过 程教学主要程序师生主体活动创设个性情境导入参与

6、1、Free talk :教师提问:Do you have any new friends? Who is he/she? Is he tall or short? Is he funny? Can you tell us something about your friend?2、教师介绍说: John has a new friend, too? Who is he? Whats he like? Where is he from? Lets take a look at the pictures. 教师板书 A new friend.探究合作1、教师展示课文图片,并提问:How many

7、 people do you see in the picture? Who are they? What are they talking about?引导学生回答: Two people. They are John and his mum. They are talking about Johns new friend.教师板书单词his,强调his的正确发音.2、教师播放对话的视频,并提问:Who is his new friend? Whats his name? Where is he from?学生看后回答问题:His name is Zhang Peng.教师板书该句型,引导学

8、生回答:He is from China.教师说:Yes, he is Chinese.板书单词:Chinese.3、教师继续提问:Is he tall or short?请学生打开课本,在对话中找出描述张鹏的句子:Hes tall and strong. Hes very friendly.教师板书:tall,strong,friendly,并引导学生用新词形容同学.4、看视频并跟读。5、学生分角色扮演John和Mum.实践延伸1.完成Lets play2.完成活动手册中相应的练习。板书设计课后自评 Unit 3 My friends A Lets talk Lets play I have

9、 a new friend.Whats his name?His name is Zhang Peng.Hes tall and strong. Hes very friendly.节次Lesson2课题A Lets learn Lets chant教学目标: 1. 学生能够听、说、认读tall, strong, short, thin, friendly, quiet等单词。2. 学生能够熟练运用句型Hes .介绍人物的性格和外貌特征。3. 学生能够使用Who is he? 询问他人姓名,并能回答.教学重点: 同教学目标1,2,3教学难点: 同教学目标2,3教学准备: teaching pi

10、ctures, CAI 教 学 过 程教学主要程序师生主体活动创设个性情境导入参与教师展示A Lets talk板块的图片,请学生分角色表演对话。探究合作1、教师创设情景：John has a good friend. I have a good friend,too. Listen and guess who he is.教师简单描述班内某位学生的外貌特征.如果其他学生猜不出是谁,就引导他们提问:Whats his name?教师板书该句型以及Who is he?帮助学生理解这两个问句都可以询问他人姓名。2、教师请该学生走上讲台,介绍这就是自己的好朋友。然后邀请一位外形反差较大的学生一起上台

11、,请大家观察他们的体型差异,通过这个活动逐步引出tall,strong,short,thin等描述外貌的单词.3、在学生热烈讨论时,教师指出一位比较安静的学生说:Look, he/she is so quiet. Who is quiet, too? 寻找其他较为安静的学生,帮助进一步理解quiet的意义.教师接着介绍这位学生: She is quiet and friendly.4、教师以课件展示学校活动的图片,提问: Who is friendly?教师引导学生通过动作或表情演示friendly的准确含义.5、教师请学生打开A Lets learn板块的课文,播放录音,学生反复模仿跟读单词

12、和句子.实践延伸1、看词卡或图片快速认读单词。2、教师出示某明星的图片和已学的形容词词卡，请学生选择合适的词语连线，并口头描述该明星的外形和性格特点。3、听音跟唱Lets chant.4、完成活动手册中相对应的习题。板书设计课后自评 Unit 3 My friends A Lets learn lets chantI have a good friend. Hes tall and strong.Who is he?His name istall and strong short and thin friendly quiet节次Lesson3课题A Lets spell教学目标: 1、 学生

13、能够感知并归纳o-e在单词中的发音规则 2、学生能够读出符合o-e发音规则的单词 3、学生能够根据单词的读音拼写出符合o-e发音规则的单词。教学重点: 学生能够读出符合o-e发音规则的单词教学难点: 学生能够根据单词的读音拼写出符合o-e发音规则的单词。教学准备: computer and videoteaching pictures. 教 学 过 程教学主要程序师生主体活动创设个性情境导入参与1、Free talk.2、根据教材中的歌谣创设情景,引导学生感知和体验o-e的发音.教师出示一个Mr Jones的图片，提问：Whos he? 然后显示文字：Mr Jones.教师引导学生拼读Jone

14、s，强调o-e的发音.教师导入歌谣.3、教师完整地播放一遍歌谣,提问:Where is the note? Where is the Coke?板书note和Coke,单词中的o-e用红色标注。教师引导学生观察词形并拼读单词，强调o-e的发音。4、学生回答： The note is on the nose. The Coke is on the note. 教师板书nose.教学nose.5、再次播放歌谣,提问:Can old Mr Jones put his nose on his toes? 教师板书toes.6、呈现歌谣,指导学生有节奏地朗读歌谣,关注o-e的发音是否到位.探究合作1、教

15、师播放Read, listen and chant部分四个单词的录音,学生跟读并准确模仿o-e的发音.2、完成Read, listen and tick的活动。先尝试拼读Read, listen and tick部分所有的单词,然后听录音,在听到的单词上打勾。学生读一读,辨一辨两组含有o/o-e不同发音的单词,加深记忆o-e的发音规则。实践延伸1、规律的运用与深化教师出示更多还o-e 结构的单词，例如:home,hope,rose,code,lone,joke,mode等，学生根据读音规则尝试拼读。2、完成Listen,circle and write。3、完成同步导学和活动手册中相对应的活动

16、。板书设计课后自评 Unit 3 My friends A Lets spell nose note Coke Mr Jones toes home hope rose code lone joke mode节次Lesson4课题B Lets talk Lets play教学目标: 1、学生能理解对话大意。 2、学生能够用正确的语音、语调朗读对话。 3、学生能够在情景中恰当运用句型He has and his描述外貌特征。 4、能够在语境中理解新词语or, right, glasses, shoes的意思，并能正确发音。教学重点: 学生能够在情景中恰当运用句型He has and his描述外

17、貌特征。教学难点: 能够在语境中理解新词语or, right, glasses, shoes的意思，并能正确发音。glasses和shoes的末尾-es和-s的发音需要重点关注.教学准备: computer and video teaching pictures. 教 学 过 程教学主要程序师生主体活动创设个性情境导入参与1、 师生自由问答引入对话情景教师提问: Do you have any good friends? A boy or girl? 教师板书: A boy or girl?提示学生注意or的发音.教师介绍说:Mike has a good friend. Do you wan

18、t to know who he is? Lets listen to the tape.2、 以录音整体呈现对话教师播放课文录音，提问: Who is Mikes good friend? A boy or girl?学生根据录音内容回答: A boy. 教师继续提问: Whats his name?学生回答:His name is Wu Yifan. 教师评价: Yes. You are right. 并板书和带读该句,及时纠正学生的发音.教师再次播放对话录音,请学生听后判断: Wu Yifan is short/ tall/ fat/ thin. 教师引导学生梳理该句为:Wu Yifan

19、 is tall and thin.学生打开教材自主阅读对话,教师以课件出示两张吴一凡的照片,一张穿着蓝色鞋子,一张穿着绿色鞋子.教师提问:Which picture is right?学生确认穿着蓝色鞋子的图片正确.教师及时评价: Yes. You are right. His shoes are blue. 教师板书该句,强调单词末尾-s的发音为/z/.教师再出示两张人物图片,只露出穿着蓝色鞋子的部分,请学生用句型 Is he? 猜测哪张是吴一凡.学生猜错时,教师回答:Sorry.学生猜对时,教师评价: Yes. You are right.教师出示完整的图片,露出吴一凡戴着的框架眼镜,教

20、师提问:How do you know he is Wu Yifan? What is different about him? 引导学生回答: He has glasses.教师指导学生分音节拼读单词glasses,强调单词末尾-es的发音.探究合作1、教师播放A Lets learn 板块的录音,请学生模拟表演对话.2、教师播放B Lets talk 板块的录音,提问:Who is Mikes friend? Is he tall or short?学生听后回答: Mikes friend is a boy. His name is Wu Yifan. Hes tall and thin.

21、 He has glasses and his shoes are blue.学生回答时,教师板书核心句型.3、学生再静听一遍对话录音,逐句跟读.4、学生分角色扮演John 和Mike朗读对话.实践延伸1、学生做Lets play板块的活动.2、完成活动手册中对应页面的活动。板书设计课后自评 Unit 3 My friends B Lets talk Lets play I have a good friend. A boy or girl? A boy. Hes tall and thin. He has glasses and his shoes are blue. Yes. Youre

22、right.节次Lesson5课题 B Lets learn Say and draw教学目标: 1、学生能够听、说、认读long hair, short hair, brown shoes, blue glasses, a green bag等短语. 2、能够运用上述短语描述人物的外形特征及衣着打扮,如: My friend has a green bag. His glasses are blue. 3、能够理解不同的句型可以表达相同的意思，如：His glasses are blue.也可以表达为: He has blue glasses.教学重点: 同教学目标1,2 教学难点: 教学本

23、部分时应关注名词单复数的变化,如: His glasses are blue. His bag is green. He has blue glasses. He has a green bag.教学准备: computer and video teaching pictures. 教 学 过 程教学主要程序师生主体活动创设个性情境导入参与1.从讨论真实生活情景展开单词教学(1) 教师介绍说: Do you like animals? Lets go to the zoo.展示三年级下册Unit3 B Lets talk板块,请学生表演对话,复习句型: It has(2)教师创设情景:My b

24、est friend loves animals, too. Whos he? Whats he like? Now lets take a look.教师以课件出示好友的外轮廓,请学生用句型He is作描述,然后出示人物的眼睛,请学生用句型He has作介绍.(3)教师继续以课件出示好友的短发,请学生描述:He has short hair. 教师板书short hair,引导学生认读.教师再提问: Who has short hair in our class?学生回答问题,操练该短语.在学生运用He/ She has short hair. 介绍同学时,教师补充说:Yes. His/He

25、r hair is short.板书两个句子,请学生作对比.(4)教师指向一位长发女孩,提问: How about her hair? Is it long or short?引导学生用She has long hair.或者Her hair is long.作介绍.教师板书long hair,引导学生认读.(5)教师以课件出示好友的绿色书包,蓝色眼镜和棕色鞋子,分别引出短语brown shoes, blue glasses, a green bag.教师请学生运用两种已学句式作介绍.学生顺利说出句子后,教师揭示自己的好友是吴一凡.(6)教师介绍说:Wu Yifan is Mikes good

26、 friend,too. Lets listen to the tape.请学生打开教材的B Lets learn板块,播放录音.学生模仿跟读单词和句子.(7)教师请学生模仿Mike 和陈杰的对话,描述同学的外貌特点. 探究合作1. 教师以单词卡片呈现词形及配图,采用 “开火车”的方式认读单词.2. 教师出示三张明星人物的照片,并分别播放三段描述性的语言.请学生根据照片上人物的特征,与相应的录音内容匹配.并口头描述明星的特征.实践延伸1. 完成Say and draw板块的活动.2. 完成活动手册中对应页面的活动。板书设计课后自评 Unit 3 My friends B Lets learn

27、Say and draw long hair short hair a green bag brown shoes blue glasses My friend has blue glasses. Its Wu Yifan. His glasses are blue!节次Lesson6课题B Read and write Lets check lets sing C Story time 教学目标: 1、学生能够读懂四组句子并与图中的人物正确匹配。 2、学生能够按意群和正确的语音语调朗读四组句子。 3、学生能在有意义的语境中抄写单元的话题词汇并将句子补充完整。 4、学生能综合运用本单元的核心词

28、句。教学重点: 同教学目标1教学难点: 学生能综合运用本单元的核心词句。教学准备: computer and video teaching pictures. 教 学 过 程教学主要程序师生主体活动创设个性情境导入参与1.教师出示本单元的单词卡片,学生快速认读,复习已学单词及短语.2.超级模特游戏教师在黑板上画出一个人的外轮廓，请学生们设计其外貌及衣着每名学生介绍一句，教师在轮廓图上添画，直到生成一位超级模特教师再请学生看图说话，尝试将一个个描述性的句子整合成为一个小文段猜猜我的好朋友教师请学生用完整的一段话介绍自己好友的性格，外貌及穿着打扮，请其他学生猜是谁，从而复习巩固本单元已学语言 探究合作1、 学生完成Read and match活动2、 学生完成Look,choose and write活动3、 完成Lets check练习。实践延伸1、 学生学习按意群和正确的语音语调朗读理解故事内容。2、 跟唱歌曲，轻松一刻。3、 完成同步导学和活动手册相应的活动4、 课后书写作业: 我最好的朋友板书设计课后自评 Unit 3 My friends B Read and writeHe is _and_.He has_. . .