2024四年级英语上册Unit3MyfriendsThefirstperiod第一课时教案人教PEP

Page3Unit3Myfriends教材分析本单元学习的主题是向他人介绍自己的好挚友，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绽开的。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”。教学内容句型·听、说、认读句型“—What’shisname?—HisnameisZhangPeng.”“He’stallandstrong.”“Who’she?”“Hehasglassesandhisshoesareblue.”·在情景中运用句型“—What’shis/hername?—His/Hernameis…”“—Who’she/she?—He/Sheis…”询问他人的姓名或身份并做出回答·在情景中运用句型“He’s/She’s…”“He/Shehas…”描述人物的性格或外貌特征·依据意群朗读“Hehasshorthair.Hehasabiggreenbag.Whatishisname?”等四组句子词汇·听、说、认读单词“strong,friendly,quiet,hair,shoe,glasses”·正确运用上述单词描述人物的性格或外貌特征·在有意义的语境中抄写上述话题词汇语音·驾驭o-e的发音规则，即o-e在单词中发长音/əʊ/·读出符合o-e发音规则的单词，并依据发音拼法出符合o-e发音规则的单词课时支配第一课时：PartALet’stalk&Let’splay其次课时：PartALet’slearn&Let’schant第三课时：PartALet’sspell第四课时：PartBLet’stalk&Let’splay第五课时：PartBLet’slearn&Sayanddraw第六课时：PartBReadandwrite&Let’scheck&Let’ssing

Thefirstperiod(第一课时)PartALet’stalk&Let’splay▶教学内容Let’stalk·在图片、PPT和老师的帮助下理解对话大意·用正确的语音、语调朗读对话，并在小组中进行角色扮演·在情景中运用句型“—What’shis/hername?—His/Hernameis...”询问他人姓名并回答；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·在语境中借助图片等理解新词“friendly,strong,his”的意思，并正确发音Let’splay·通过视察Let’splay板块的图片，依照语言示范简洁描述人物的外貌特征·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▶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.能够在情景中敏捷运用核心句型询问他人姓名并回答。2.能够娴熟描述他人的性格和外貌特征。3.能够正确读出“Chinese,his”的尾音。▶教学打算1.预习《状元大课堂》《创优作业100分》《状元作业本》中本课时的相关内容。2.PPT课件、卡片、一块幕布等。Teachingpurpose①由老师的问候和握手交挚友的动作绽开教学，营造轻松、开心的学习氛围，引出本单元的话题。说唱chant和猜人嬉戏能够调动学生的主动性，激发他们的语言表达欲望，使学生快速地将精力集中到课堂上。Teachingpurpose①由老师的问候和握手交挚友的动作绽开教学，营造轻松、开心的学习氛围，引出本单元的话题。说唱chant和猜人嬉戏能够调动学生的主动性，激发他们的语言表达欲望，使学生快速地将精力集中到课堂上。Step1:Warm-up&Lead-in①1.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）Teachingpurpose②Teachingpurpose②通过层层递进的对话，渐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。学生能很快驾驭“his”的用法，加强学问结构的前后联系。3.Playaguessinggame.Pullupacurtain.Asksomestudentstohidebehindthecurtainandputtheirarmsorlegsoutofthecurtaininturn.Pointtooneofthemandlettheotherstudentsguesswhohe/sheis.T:Who’she/she?Ss:He/Sheis…Step2:Presentation②Teachingpurpose③语言就是在不断的听说中习得，由Teachingpurpose③语言就是在不断的听说中习得，由“Myname’s…”导入，继而操练句型“His/Hernameis…”，再在此基础上学会问答“What’shis/hername?”，一步一步，水到渠成。(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：学生熟识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.Teachingpurpose④通过上面几个环节全面系统地学习本课的单词和句型，让学生在小组中、在师生操练中反复认知并再现新句型，以完成教学目标。Leadstudentstoaskthequestion“What’shis/hername?”Showclearpicturesofthetwopeopleandrevealthenames.（出示课件）Writedownthesentence“What’shis/Teachingpurpose④通过上面几个环节全面系统地学习本课的单词和句型，让学生在小组中、在师生操练中反复认知并再现新句型，以完成教学目标。（2）Showsomestudents’picturescollectedinadvanceonthePPT.(出示课件)④T: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.Teachingpurpose⑤Teachingpurpose⑤通过课文图片和问题的呈现，引导学生听录音并理解对话内容。通过观看录像，调动学生的视觉、听觉和记忆力，提高他们参加语言活动的主动性。Introducetheetiquetteofappearancedescription:Replace“fat”with“strong”.T:Weusuallydon’tsayhe/sheisfat,buthe/sheisstrong.3.Let’stalk.⑤（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.②What’sJohn’sfriend’sname?③IsJohn’sfriendtallandstrong?Teachingpurpose⑥老师播放录音，学生听录音跟读。引导学生依据正确的语音、语调及意群朗读对话，并能在小组中进行角色扮演。（3）Playthevideoof“Let’stalk”onthePPT.Letstudentswatchthevideowithquestions.（课件出示：教材P24LetTeachingpurpose⑥老师播放录音，学生听录音跟读。引导学生依据正确的语音、语调及意群朗读对话，并能在小组中进行角色扮演。Askstudentstounderlinethesentencesabouttheanswersintheirbooksandanswerthequestionsinclass.Thenchecktheanswerstogether.4.Listen,readandact.⑥(1)Letstudentslistentotherecordingandreadafterit.（出示课件）Teachingpurpose⑦通过完成Let’Teachingpurpose⑦通过完成Let’splay和“找挚友”活动，进一步巩固对核心句型“He’s/She’s…”“Hisnameis…”“—What’shis/hername?—His/Hernameis…”的理解和运用。Step3:Practice⑦1.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?Teachingpurpose⑧通过学生喜爱的画画活动，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。Teachingpurpose⑧通过学生喜爱的画画活动，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。Step4:Consolidation&Extension⑧Playagame—“Drawmyfriend.”PresentapassageonthePPT.Leadstudentstoreadthepassage.Thenaskstudentstodrawaportraitontheblackboardonebyone.Eachonedrawsabrushstroketocompletetheportrait.▶板书设计▶作业设计1.Practicethedialogue.2.Introducethefriendtoparentswiththekeysentencestructures.3.Dotheexercises.（见“状元成才路”系列丛书《创优作业100分》或《状元作业本》对应课时作业）▶教学反思1.本课时主要学习描述他人的性格和外貌特征。课程起先，通过复习和巩固句型“Mynameis…”导入新词“his,her”并稍加练习，学生能很快地驾驭句型“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，调动了学生的学习主动性，加强了师生沟通。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，联系学生的实际状况，设置多个环节，层层深化，帮助学生在真实情景中敏捷地操练所学语言。▶TeachingContentsLet’stalk·Understandthemeaningofthedialoguewiththehelpofphotos,thePPTandtheteacher.·Readthedialoguewiththecorrectpronunciationandintonation.Andactoutthedialogueinthegroups.·Usethesentencestructurestoaskandanswerthenamesanddescribethecharactersinsituations.·Understandthenewwords“friendly,strong,his”incontextandpronouncethemcorrectly.Let’splay·Describethecharacters’appearancessimplyaccordingtothelanguagedemonstrationbyobservingthepicturesof“Let’splay”.·Furtherconsolidatetheunderstandingandapplicationofthekeysentencestructures.▶TeachingPriorities·Beabletoaskandansweraboutnameswiththekeysentencestructuresinrealsituations.·Beabletousethekeysentencestructurestodescribethecharacteristicsofothersinrealsituations.▶TeachingDifficulties·Beabletousethekeysentencestructuresflexiblytoaskandansweraboutnamesinrealsituations.·Beabletousethekeysentencestructurestodescribethecharacteristicsofothersexpertly.·Beabletopronouncetheendingsound“Chinese,his”correctly.▶TeachingProceduresTeachingStagesTeacher’sActivitiesStudents’ActivitiesTeachingPurposesWarm-up&Lead-in1.Greetings.2.Let’sdo.ShowthechantonthePPT.Playthemusicandchant.3.Playaguessinggame.1.Greetings.2.Chantwiththeteacher.3.Guesswho’sbehindthecurtain.Createateachingatmospherethroughgreetingsandgames.TeachingStagesTeacher’sActivitiesStudents’ActivitiesTeachingPurposesPresentation1.Learnthenewsentences.（1）Makeaself-introduction.Askaboyabouthisname.Introducetheboy.（2）Askstudentsabouttheboy’sname.（3）Teachthesentencestructure“Hisnameis…”（4）Letstudentsdomoreexercises.（5）Teachthesentencestructureswiththegirls’names.(1)Listentotheteacher.(2)Listenandanswerthename.(3)Learnthesentencestructure“Hisnameis…”Payattentiontothepronunciationof“his”.(4)Domoreexercises.(5)Askandanswerinpairswiththesentencestructures.Throughprogressivedialogues,helpstudentsreviewandconsolidatethesentencestructure“Myname’s…”andquicklygrasptheusageof“his,her”.Enhancethelinkagesofknowledge.2.Practicethenewsentences.(1)Showfuzzycharacterpicturesandletstudentsguessthenames.(2)Showpicturesofsomestudentsandaskquestions.(1)Guesswhothecharactersinthepicturesare.Learnhowtouse“his”and“her”.(2)Practicethesentencestructurestointroduceothers.Makestudentslearnthevocabularyandthesentencestructuresofthislessonsyntheticallyandsystematically.Letstudentspracticenewsentencestructuresinvariousformstoachieveteachingaims.3.Let’stalk.（1）ShowthepicturesofJohnandhismumandtalkaboutthem.（2）ShowthequestionsonthePPT.Interpretandteach“Chinese”.（3）Playthevi