发布时间 : 星期五 文章pep Book 3 Unit 3 My Friends教学设计更新完毕开始阅读510119ee6294dd88d0d26bd2
Unit 3 My Friends
Part A Let’s learn& Let’s find out
教学目标：
1．能听、说、认读 friends, long/short hair, strong, thin,quiet等单词和词组。 2．能听懂、会说句型：My friend/He/She is…. He/She has.... 并能在实际情景中运用。
3．能用所学的适当的形容词和句型对同学、朋友等人物进行描述。 教学重、难点：
1．单词quiet, thin,strong的发音。
2．句型He/She has…. He/She is…. 的正确使用。 教具准备：
1．本课单词卡片。 2．教材配套录音带。 3．John和Mike的头饰。 4．课件。
5. 小纸盒一个，内装写有全班同学名字的小纸条。 板书设计： My Friends He/She has long hair short hair He/She is …. thin quiet strong
教学过程与说明：
Step 1 Warm-up& Revision.
1. Sing a song The More We get together.
（设计意图：通过唱歌创造愉快气氛，引领学生进入课堂，并由歌曲引出课题。）
2. T: Hello, Everyone! I’m your new English teacher, Miss Chen. I’m happy today. Because I can get together with you and make friends with you. Let’s be good friends, OK?
Boys and girls, follow me. Friends, friends. good friends. (拍手并与学生击掌) T: I want to know your well. Hello, I’m Miss Chen. What’s your name? S1: My name is….
T (Point to other students): Who is this boy/girl/he/she? S1: He/She is….
All the Ss ask and answer together: Who is he/she? He/She is…. (教师指着一个学生，全班问答，操练几遍)
T: We’re friends now. （Teach Friends）Let’s chant. Friend, friend. He is my friend. Friend, friend. She is my friend. Friends, friends. We’re all friends.
(设计意图：通过谈话拉近与学生的距离，引出本课主题与单词“friends”，同时复习了句型：Who is he/she? chant的设计有助于区分单复数。) 3. Guessing game.
T: Do you remember our animal friends? Please listen carefully and guess. It is big. It has a long nose . It has big ears and small eyes. (An elephant)
It is small and short. It has a small mouth and a small nose. It has two long ears. (A rabbit)
(设计意图：复习与本课相关联的描述动物外形的单词和句子，激活学生已有旧知，为新知建立于旧知之上做铺垫。)
4.Look at the pictures or words and say.
A long nose, a small mouth, two big eyes, two small eyes, tall, short…. （CAI呈现图片加词组或者词组，学生抢读）
（设计意图：复习描述动物和人体的短语，包括了small,big等形容词和表示身体部位的词。同时也呈现出嘴巴、鼻子一般用单数形式a….nose/mouth,，耳朵、眼睛用复数….eyes/ ears，为使用句型描述人物外貌做准备。）
Step 2 Presentation & Practice
1. He/She has long hair/short hair (1)Presentation of the new words.
T: Let’s play a game. I say big. You say small. small-big long/tall-short
a small mouth-…. a big nose-…. big eyes-…. small ears-…. I have a big nose-….
I have long hair- Ss:I have short hair. (repeat this sentence several times)（teach long hair）
T: I have long hair. (Point to a girl’s hair) She has long hair, too. (Point to a boy’s hair)He has short hair.(Teach short hair) 板书：He/She has long/short hair.
（设计意图：在师生间互说反义词的游戏中引出新词long hair，通过谈论同学们的头发引出句型He/She has…. 。意义相对的词组long hair和short hair同时呈现，利用师生本身的头发特征引出并操练，情境真实自然，便于理解。）
(2)Practice
a.TPR: Act and say.
b.T: Look at your classmates. What about his or her hair? He/She has…. （设计意图：呈现这一对意义相对的词组后，即进行适当操练，滚动式发展。） c. T: I want to introduce a super star to you. Can you guess: what’s he like? If we can guess correctly, he’ll be our friend.
(CAI) He has_____ hair.
He has_____ eyes. He has _____ ears.
He has a _____ mouth. He has a _____ nose.
(CAI) Show the picture of Yao Ming.
（设计意图：句型He/She has…主要用于描写身体局部有什么，也是本课难
点之一。在呈现long hair, short hair与句型He/She has….后，用一个猜一猜的游戏操练这一句型，帮助学生进一步理解和学会使用这一句型。除了本课所学的两个新词，还引入了之前所学的表示身体部位的词，进行了一定拓展。）
2. He/She is strong/thin/quiet. (1) Presentation of the new words
T: Look. Is Yao Ming tall or short? Yes. He is very tall. And he is very strong, too.(Teach strong)
Strong, strong. He is strong.
(CAI)Show a picture of Li Yuchun.
T: Is Li Yuchun strong? No, she is not strong. She is very thin. (Teach thin) Thin, thin. She is thin.
板书：He/She is strong/thin.
（设计意图：从上一步的学习活动（谈论姚明的体貌）中引出新词strong，用学生比较熟悉的明星李宇春做对比引出thin，一对反义词对比呈现，便于理解。）
(2)Practice
a. TPR: Act and say.
b. (Point to some students one by one)He/She is strong/thin.
c. A game: read the words in a low voice and then in a high voice. (设计意图，教学一对反义词后，小步子操练) (3) Presentation of the word
Ss read strong/thin in a high voice.
T: Sh! Be quiet. (repeat some times) Look, this is Chen Jie. She is quiet. (Teach quiet)
(point to a student)Is she/he quiet? Look at…. She is quiet.
（设计意图：在上一步的学习，从低声到高声读单词的游戏中，当学生读到很高声的时候，老师顺势做手势并说：Be quiet. 引出新词。）
(4)Practice
a.Guessing game: He/She is _____ (strong/thin, tall/short, quiet/not quiet)
(CAI呈现被覆盖的具有明显特征的人物或卡通形象，及提示问题：Is he/she strong or thin/tall or short/quiet or not quiet? 学生猜测He/She is strong/thin, tall/short, quiet/not quiet.)
（设计意图：He/She is….是本课描述人物的另一个重要句型，用于描写身体的整体特征怎么样。在学习完本课用于此句型的三个形容词后，与第一步所学两个新词后一样，也安排一个猜的游戏，帮助学生理解和使用这一句型。引入了之前所学两个可用于这一句型的形容词tall,short.）
b. Read all the six words or phrases. A game: Bomb game.
（设计意图：利用单词图片，用一个常见的游戏对本课所学单词和词组进行操练。）
3.Listen to the tape and repeat.
T: Look at the boy! Who is he? (He is John.)Yes, John and Mike are talking about their friends. Guess who is John’s friend? Why! Zhang Peng
is strong and he has short hair.
（设计意图：回到课本，听录音模仿读，巩固新知。）
Step 3 Practice
1.Chant
Long hair, long hair. She has long hair. Short hair, short hair. He has short hair. Strong,strong. He is strong. Thin, thin. He is thin.
Friends,friends. We’re friends.
（设计意图：chant朗朗上口，节奏感强，相对于单纯的读，更能激发学生的兴趣。在chant中进一步巩固单词和句型。） 2. Summary.
a.(CAI) My friend/He/She is______(tall/short, strong/thin, quiet) He/She has ______ hair. (long/short) He/She has ______eyes/ears.(big/small) He/She has a _____mouth/nose.(big/small) Who is he/she?
（CAI呈现Chen Jie的全身像，逐一点击各部位，让学生边说边呈现出各个描写的句子。最后在屏幕上呈现出以上句型。）
（设计意图：对句型He/She is___ He/She has___的使用进行一个归纳与小结，希望能有助于学生加强理解。）
b. What’s Zhang Peng like?
（设计意图：利用刚才的归纳，再对一个人进行描述，巩固应用。） 3. Sing a song.
She has long hair. She has long hair. She is quiet. She is quiet.
She is my friend. She is my friend. Who is she? She is Chen Jie.
He has long hair. He has long hair. He is strong. He is strong.
He is my friend. He is my friend. Who is he? He is Zhang Peng.
（设计意图：利用刚才对Chen Jie 和Zhang Peng的描述，择重要句子编成歌词，利用《两只老虎》的曲调唱一唱，课中活跃气氛，又进行了知识点的练习。如果有时间，还可以用两个句子描述班上的一两位同学，将他/她的名字套进歌里唱一唱。）
4. Guessing game: Who is …..?
T: You’re my friend now. But I don’t know you very well. I have all of your names in this box. Look, …. Please don’t tell me who he/she is. Just tell me something about him/her and let me guess who is….
(教师课前准备一小盒，内装写有全班学生姓名的小纸条。教师取出一个名字给全班看，提示：Boy or girl? Which group?缩小范围，然后问：What’s he/she like?