PEP小学英语四年级上册Unit3 B Let’s talk教学设计.doc

PEP四上Unit3 B Lets talk一、教学内容分析：本课学习的核心句型是：He has glasses and his shoes are blue.对话复现了A部分的核心句型：He is tall and thin. Who is he? 教材通过Mike向John的情景，让学生感知上述句型的语义及语用情景。通过本课的学习，让学生学会描述外貌特征,引导学生不要对同学长得胖或戴眼镜等有歧视性语言。二、学情分析：学生在三年级下册Unit3 At the zoo，已经初步学习Its tall. It has a long nose.掌握了高矮胖瘦长短大小的表达方式。在三年级下册Unit2 My family中学习了Is he your father? No, he isnt. Is she your mother? Yes ,she is.三、教学目标（一）语言技能目标：1. 能够理解对话大意2. 能够运用正确的语音、语调朗读对话3. 能够在情景中恰当运用句型：He has.and his 4. 能够在语境中理解新词：or, right, glasses, shoes的意思并能正确发音。 （二）语言知识目标：1. 能够听、说、认读句型：He has glasses and his shoes are blue.并能在情景中运用。2. 能够听、说、认读新词：or, right, glasses, shoes（三）学情感态度文化意识目标：了解外貌描述中的文化禁忌，如： 不要对同学长的胖或戴眼镜等有歧视性语言。（四）习策略目标：培养学生齐心合力，团结协作，共同完成小组任务的合作精神。四、教学重、难点：1. 教学重点： 1）能够听懂、会说句型：A boy or girl? Yes , you are right. 2）能够认读句子He has glasses and his shoes are blue.并能在情景中运用。2. 教学难点： 1）能够在情景中恰当运用句型：He has glasses and his shoes are blue. 描述外貌特征 2）glasses 和shoes 的末尾-es 和-s的发音。五、教学流程Step 1 Warm up 1. Free talk T: TS1: hi！ Im Miss Dong. Whats your name? S1. T: Nice to meet you.S1: .T: Lets be friends,OK?TS2: T: Nice to meet you.S2:.T: Lets be friends. (Point to a girl ) Whats her name? S2: Her name is . TS3:T: Nice to meet you.S3: .T: Lets be friends together.2. T:Our friends Tim and Lily are here . Lets chant together.PPT：呈现 chant（设计意图：因是借班上课，上课伊始，通过free talk拉近师生距离，引出friend的话题，自然过渡到chant，通过chant，创设英语氛围，激活学生头脑中的知识储备，调动学生思维，为新课做铺垫。）Step 2 Presentation:1. T: （ 指着PPT上的Tim ）Look at Tim . Tall or short? Ss: Tall.T: Yes ,you are right. Strong or thin? Ss: Thin. T: Yes, you are right.He is tall and thin. Look! He has glasses.(先指着PPT上的图，再出示实物眼镜。)教glasses 读音 classglass es iz 学生齐读glasses两遍。（指着Tim的鞋子说）Look here. What color ?Ss: .T: Yes ,you are right. His shoes are black and white.教shoes的发音 sh oe s (设计意图：通过复习chant，在学生已有知识的基础上,通过chant情景感知、渗透本节课的一个主要句型: Yes,you are right.or 的用法。He has. His . is .并教学glasses 和shoes的发音。教发音时，以旧引新，培养学生的拼读能力。)2.T: This is our friend Tim. Here come our friends Mike and John. They are talking. What are they talking about ? Lets look ，listen and choose.(PPT 呈现和视频 ：)What are they talking about ? They are talking anout -. A. friends B. schoolbags C. classroomsCheck: S1. T: Right or wrong. Ss: Right.（设计意图：师生通过谈论朋友Tim，引出另两个朋友Mike and John在谈论的图片，让学生预测他们在谈论什么，然后让学生听一选判断自己的预测结果是否正确，从而进入文本，整体感知文本。在所有Check环节持续渗透 or.?）3.T: Yes ,you are right. They are talking about Mike's friend. Whats Mike's friends name? Whats his name?(pPT 呈现)。 Please listen and find.Ss.（设计意图：运用评价手段，持续渗透Yes ,you are right.并自然提出有关文本细节的问题：Whats his name?）3. T: Yes ,you are right. Wu Yifan is Mikes good friend .How does John know Mikes friend is Wu Yifan? Whats Wu Yifan like? (PPT 呈现) Please look ,listen and find. A.He is tall and thin. B.He has glasses.C.His shoes are blue.D.He is friendly.S1.S2.S3.（生读师板书） He is (白体) He has(红体) His name is . (红体)（设计意图：在学生通过听看解决了名字问题后，即知其然，继续引导学生通过听解决所以然的问题。通过1,2,3问题，穿成步步深入的问题链，通过问题链，加深学生对文本的语境理解。）操练：（1）.领读1遍（2）T:OK We know Wu Yifans looking. How about TuTu? Lets say. (PPT 呈现TuTu的图片和句型支架。)T gives a model. 点PPT： He has a big head.引导学生就大耳图图进行其他的练习。（3）Find the differences. You all did good job. You can describe looking well. Lets find the differences. (PPT 呈现)（设计意图：在文本中引出核心句型后，运用学生喜闻乐见的大耳图图和找不同进行及时的巩固操练，让学生在具体的情境中通过老师搭建的语言支架，在辅助运用中掌握核心句型。）Step3 Practice1.T: Now we learned how to describe a person. This time , lets listen and repeat.（设计意图：听音正音并模仿。模仿是学习语言的最好途径。）2. Ss read by themselves.3. Ss read in roles. 4. T: Good voice. We have learnt some sentences which can be described looking .Let s find and underline the sentences from the talk.（设计意图：回顾文本，明确本课所学，为下面的实际运用语言做好准备。）Guessing gameT: Please use the sentences to play a guessing game. Here are some pictures of super stars .Who are they? (向学生展示图片并分发给个小组)Lets guess like this :A: I have a good friend . He is tall and strong.He has long arms . He has long legs .His shoes are white and red. Who is he?B: Is he Xiao Yu?A: No.B: Is he Yao Ming? A: Yes , you are right.（设计意图：通过游戏，整合本课所学。为下面的输出做好铺垫。）Step 4 Production1. ListeningT:(上一环节展示中，师打断)Stop! My friend is worried . She lost her son .Please listen to the notice for missing person. And look at the pictures, which one is my friends son? (PPT 呈现图片并放录音)（设计意图：教师以急促紧张的语调打断学生的展示，插播寻人启事，让学生通过听寻人启事，辨别选择图片，来进行听力上的输出运用。）2. Look and sayMy friends sons name is Wu Yifan , too. He cant be found still. Lets help. Now please look at Wu Yifan carefully., then describe him more carefully to others. (PPT 呈现图片和可能用到的词汇句型结构。)（设计意图：接着上一环节，对选中的图片向他人描述，帮助寻找丢失的孩子。在助人为乐中输出本课所学。）3. Make more friends（PPT呈现吴一凡及声音）Wu Yifan : Im coming. Thank you for helping me. Now were friends. Please describe your friends to me or others. Lets make more friends. （设计意图：遵循从教材文本走向学生生活的课标精神，通过吴一凡的交更多好朋友的提议，学生互相向同伴描述自己的好友，从而交到更多的好朋友。在这一活动中，学生综合运用了 姓名，性别，身材，五官长相及品德等的描述，在运用中，内化了所学。）Sum : T: Today we have learnt 。( 让学生说)。And we have learnt how to describe looking.情感渗透;T: (接上句) But we know : Someone is very short, someone is very fat , Someone is unhealthy, someone has glasses . We shouldn't laugh at them, because we are friends.（设计意图：无论高矮胖瘦，甚至残疾，都不要嘲笑，因为我们是朋友，回应本课主题。）板书设计： Unit3 B Lets talkHe is tall and thin. He /She has .His/ Her is/are .教后反思：1.教学活动贯彻一条主线。本课切合本单元的的话题，以朋友为主线，穿起了各个教学活动。（从free talk的 Lets be friends together ；复习A部分交的朋友Tim ，引出老朋友Mike and John；进入文本，通过问题链，学习到如何描述朋友；通过寻人启事，帮助找到老师朋友的儿子，老师的儿子提议互相交更多的朋友，综合运用了所学；在情感中深化朋友的主题。）2. 遵循从教材文本走向学生生活的课标精神在文本中，提取信息提取语言训练语言；在生活中运用语言。3.活动设计符合学生的年龄特点和心理特点。如采用大耳图图和找不同来训练本课的核心语言，是学生愿意并且喜欢的，因此效果就很好。4. 学以致用对本课的新内容Yes, you are right 和 or 作为评价语和指导性语言贯穿课堂始终。给学生起了很好地示范作用，进一步加深了学生对Yes, you are right 和 or的语境理解及用法。如：Yes, you are right用于学生回答正确是即用。Check时运用Right or wrong, yes or no 也对or的理解和用法起到了类似的作用。本节课还有一些有待改进的地方，如在进行操练时，要关注学生的语音语调，刚开始，用手势表示升降，给学生的语音语调以形象直观的引导，也更便于学生理解一般疑问句的语调。本课是新版PEP四上Unit3 B的一节对话课。本课的教学活动设计1.遵循英语学习规律：理解-巩固-运用，先输入，后输出，做到听说领先。2. 活动设计符合学生的年龄特点和心理特点。如采用大耳图图和找不同来训练本课的核心语言，是学生愿意并且喜欢的。3.整体呈现，做到呈现、训练时，有语境支持，坚持意义先行。由旧引新，突出重点语言训练。4.教学活动贯彻一条主线，体现单元主题。