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1、Unit 3 My friends第一课时教学设计方案教学目标:1能听懂会说My friend is strong. He has short hair.2会用long hair, short hair, thin, strong, quiet等词简要描述一个人的模样和特征。3能听、说、认读单词和词组:friends, long hair, short hair, thin, strong, quiet教学重点:掌握词汇:hair, thin, strong, quiet,运用句型:Who's he/she? Who's your best friend?教学难点:名词复数的使
2、用教具准备:1画有猴子、兔子、长颈鹿、梅花鹿的图片2Amy, ChenJie, Sarah, Mr Black的面具或头饰3教材相配套的教学课件教学过程:(一)热身复习(Warm-up/Revision)1猜谜语。教师说,学生猜。It's so big. It has a long nose and a short tail. What is it?(An elephant)It's small. It has two long ears. What is it? ( A rabbit)2教师出示猴子和兔子的图片,启发学生说:The monkey has a long tail
3、. The rabbit has a short tail. 教师再出示长颈鹿和梅花鹿的图片,让学生说出:It's tall. It's short.3复习单词big, small, long, short, tall, 并说出中文意思。(二)呈现新课(Presentation)1教师出示ChenJie的面具,问:Who is she? 学生回答:ChenJie。教师说:She has long hair. (一边说一边做动作帮助学生理解)教师出示Amy的面具,问:Who is she? 学生回答:Amy。教师说:She has short hair. (一边说一边做动作帮助学
4、生理解)教师同时拿着两个面具,说:ChenJie and Amy are friends. They are friends.2让学生看着面具在教师的提示下学说:She has long hair. She has short hair. They are friends.3让学生指着班里的同学说:She has long hair. He has short hair. 教师出示单词卡教读long hair, short hair和friends。(把单词卡贴在黑板上)4教师出示Sarah和Miss White的面具,问Who is she?学生答:Sarah, Miss White。教师把
5、面具贴到黑板上相应的单词前,鼓励学生说出She has long hair.She has short hair.5教师指着班里很瘦和长得很健壮的同学说:She is thin. He is strong.并让学生指着班里的同学学说这两句话。教师出示单词卡教读thin和strong。教师要提醒学生在读thin时,注意咬舌尖儿。6教师出示ZhangPeng和Mr.Black的面具,并把它们贴到黑板上相应的单词前,让学生说出:He is strong. He is thin.7教师把右手的食指放在嘴上,做出让学生安静的动作,让学生说出单词quiet。并出示单词卡,让学生认读quiet。(把单词卡贴
6、到黑板上)再把ChenJie的面具贴到这个单词前,让学生说出:She is quiet. 让学生翻译中文。8教师导入课文对话:John has a friend.你能根据他的描述猜出这个人是谁吗?让学生观看课件Unit 3 Let's learn/A教师问:Who is he ?(板书)9教师:你能根据我的描述猜出这个人是谁吗?My friend is thin. She has long hair. She has quiet.Who is she? (板书)11让学生模仿课文对话来描述黑板上所贴出的人物,让大家猜。(三)扩展性活动(Add-activities)为爸爸、妈妈画像教师
7、让学生在纸上画出自己的爸爸或妈妈,然后让大家看着画像,由自己来描述爸爸或妈妈的模样。看看谁画的画像与自己的描述是一致的。作业布置:1、?Write the new words2、? Read the sentences板书设计:Unit 3 My friendswhos he/she?Hes /Shes-.教学反思 本节课采用“导入、导看、导学、导评”四个教学环节,在导入时用多首英语歌曲来调动学生的积极性;复习部分“粗看”,呈现新知部分“细看”,适时启发学生思考;根据学生学习的情况进行任务分解:为了降低学生语言学习的焦虑度,在教授新内容时采用全班操练、小组操练、分小组操练、小组开火车操练等多种形式,并且先集体操练,再个体操练;过程评价贯穿课堂教学始终,对学生课堂表现进行积极的评价,用“OK!”“You?are?great!”“Excellent!”“Very?good!”“you?are?ciever!”等类似的鼓励性的评价语言、手势、小组竞赛多种形式,为学生创造民主、宽松、和谐的学习环境.