Unit3MyfriendsPartBReadandwrite（教学设计）人教PEP版英语四年级上册

人教PEP版英语四年级上册Unit3MyfriendsPartBReadandwrite（教学设计）Teachingobjectives:能够读懂四组句子并与图中的人物正确匹配。能够按正确的语音、语调及意群朗读四组句子。能够综合运用本单元的核心词句。通过看图，学会从图片信息中推测考查点，做到有意识地去听录音，听后完成排序任务。Teachingkeypoints:1.能够运用所学词汇和句型简单地描述一位熟悉的朋友或同学。Teachingdifficulties2.理解“Whatishis/hername?”和“Whoishe/she？”的区别及联系。TeachingpreparationPPT课件、课文录音、视频等。Teachingprocedure：Step1:Warmup1.Greetings.T:

Goodmorning,boysandgirls.Ss:

Goodmorning,Mr/Miss…T:

Howareyoutoday?Ss:

…2.Revision.(1)

SinganddanceReviewthewords(short/longhair,glasses,old,young..)(2)

Sharpeyes.PresentthewordsofthisunitonthePPT.Askstudentsto

say

the

wordsquickly.Step2:PresentationReadandwrite.（1）Prereading.①Playa

guessing

game—“guesswhoshe/heis”.Showsomepicturesofcharactersinthisbook.Askstudentsto

remember

his/herappearanceandclothes.

Thenletstudents

say

the

sentences,

otherstudentsguesswhoshe/heis.②Guess:Whoismybestfriend?Asksomestudentstouseapleteparagraphtointroducetheirgoodfriend’sappearanceandclothes.Asktheotherstudentstoguesswhohe/sheis.Reviewandconsolidatethekeysentenceslearnedinthisunit.(2)Whilereading.①Showthepictureandfourgroupsofsentencesof“Readandmatch”onthePPT.Letstudentsobservethepicture,underlinethekeywordsandphrasesandtalkaboutitinclass.T:

Lookatthesechildren,boysandgirls.Whoarethey?Ss:

They’reBen,James,AnnandKate.Writedownthenamesontheblackboardandreadthematthesametime.T:

Ben,pen—Ben,e/e/.James,name—James,ae/eɪ/.Ann,ant—Ann,a/æ/.Kate,cake—Kate,ae/eɪ/.Ss:

…(Readaftertheteacher.)T:

CanyoutalksomethingaboutJames?S1:

…T:

WhocantalkaboutBen?…②pletetheactivityof“Readandmatch”.Askfourstudentstoreadthefourgroupsofsentencesinturn.Theotherstudentsjudgebywhattheyhear.Thenchecktheanswerstogetherbylettingstudentsaskandanswer.Answers：1—James;2—Ann;3—Kate;4—BenS1:

Hehasshorthair.Hehasabiggreenbag.Whatishisname?S2:

HisnameisJames.S3:

Shehaslonghair.Shehasorangeshoes.Whatishername?S4:

HernameisAnn.Writedownthesentencestructures“He/Shehas…”“—What’shis/hername?—His/Hernameis…”ontheblackboard.S5:

Sheistall.Sheisfriendly.Shehasabluehat.Whoisshe?S6:

SheisKate.S7:

Heisshortandthin.Hehasglasses.Heisnearthewindow.Whoishe?S8:

HeisBen.Writedownthesentencestructures“—Whoishe/she?—He/Sheis…”ontheblackboard.Leadstudentstounderstandthedifferencebetween“Whatishis/hername?”and“Whoishe/she?”T:

Whatishis/hername?Wecanonlyanswerthenamehere.Whoishe/she?Wecananswerthename,thejobortherelationshipwiththespeakerhere.③Listenandrepeat.Askandanswerinpairs.Onesaysthenameofthecharacterinthepicture.Theotherquicklyretellsthecharacter’sdescriptivetext.Thenexchangetopletetheexercise.Forexample:S1:

Kate.S2:

Sheistall.Sheisfriendly.Shehasabluehat.（3）Postreading.①Observeandread.Presentthethreepictures,thewordsandthephrases.Askstudentstoobservethepicturesandreadthewordsandthephrases.②Givelanguagesupport

andtalkwithstudents.③Remindstudentstowritethewordsorphrasescorrectly.mentonthepletionofstudents.Correctwritingerrorsintime.Thenchecktheanswerstogether.Answers:1.tall;thin2.bag

3.longhairAskthreestudentstoreadthesentencesinturn.Step

3:Consolidation&Extension①Readandfillintheblanks.②Letstudents

talkand

writeafewsentencestheyhavelearnedinthisunittointroducea

friend.Next,letsomestudentsreadthesentencestheyhavewritten.Theotherstudentsguesswhichstudentsthey’redescribing.mentonthepletionofstudents.Correctwritingerrors