My friend Part A Let's learn说课稿

字号：T|T

PEP四年级上册说课 Unit 3 My friend说课 Part A Let’s learn
说目标：
1．能听说认读long hair, short hair, strong, thin, quiet和friends.
2．能用句子描述人物相貌特征，如: He has short hair, big eyes and a small nose. She has long hair and small eyes. He is quiet.
3．培养学生尊重同学，和睦相处的良好人际关系。
说教材：
我所上的是PEP3Unit3PartA的Let’s learn部分。这一单元的主题是“朋
友”，是学生所熟悉的。因此学生对此学习保持着较高的学习热情与动力。
说教法学法：
语言的学习需要一定的语言环境，才能学得真实，学得有意义。本单元的内容又是学生身边的，通过语言知识和真实环境的结合，学生学得更自然，更有成就感。教学中注重语言的整体输入与输出，做到词不离句，句不离篇。注重学生发散思维的培养。
说教学流程：
Step I: Warm-up/Review
1. Free talk.
T: Look, what’s this? (Teacher takes a book to ask.)
S: …
T: How many books/ pencils/…/friends can you see? (引出friend一词)
S;…
T: These teachers are all my friends, and I have other friends here.
(引出Let’s do.)
2. Let’s do (PEP2 A U6Let’s do)
（设计用意：课前的交流问答，能让学生迅速进入英语学习的状态。同时引出与本课时内容相近的旧知——形容词。Let’s do的引入不仅培养了学生的语言节奏感，增强了学习的兴趣。而且为接下来的学习作好了铺垫和引入。）
Step II: Presentation
1. Say the opposite word.
boy(girl)
he (she) 关注学生性别的引导，he 和she 的用法。
tall(short)
big(small)
long(short)
(1) boy (girl)
he (she)
tall (short)
(2) big (small)
Enjoy some pictures and try to use.
big apple small apple (T: What’s this? 尽量引导说句子：It’s a big/small apple.)
big eyes small eyes (T: What does he/she have? 引导提示学生说句子：He/She has big/small eyes.)
拓展：big ______ small ________
(3) long (short)
long tail short tail
拓展：long ______ short ________
（设计用意：big、small等新容词已经在3年级中学过，这里进行词块的分散性训练，能让学生迅速组织起语言输出的词汇。）
2. Learn “long hair, short hair”
(1)According to the last step, to elicit: long hair, short hair
Learn to say the word.
(2)Bai Ling: She has long hair. (Teach and learn.)
Talk about the classmates. T: Who has long hair in our class?
S: … has long hair.
(3) Mike: He has short hair. (Encourage Ss try to say .)
Talk about the classmates. T: Who has short hair in our class?
S: … has short hair.
（设计用意：1. 在词块的学习上，适当的提示用句子进行表达，体现了学生的分层教学，同时注重语言输出的整体性与完整性。2. 让学生用所学的来讨论一下班级里的同学，学以致用。）
3. Learn “quiet”
(1)Show the photo of Chen Jie, try to describe.
She has long hair. She has small eyes. She has a big mouth.
（设计用意：让学生在词块学习的基础上，进行句子的表达，再而进行篇的整合。）
(2)Learn to say them like this: She has long hair, small eyes and a big mouth.
(升降调朗读)
（设计用意：注重学生朗读能力的培养，语感的养成。）
(3)呈现：She is quiet.
Learn to read: quiet (Listen, then read.). Then: She is quiet.
(4)拓展：
Talk about the classmates. T: Who is quiet in our class?
S: …is quiet.
4. Learn “friends”
(1)Show the photo of Sarah, Teacher asks: Chen Jie is quiet. How about Sarah?
(2)Try to describe: She has____hair, ____ eyes, a _____ nose and a _____mouth. She is _____.
（根据框架来填一填，呈现后再读一读)
(2)T: Sarah is quiet. Chen Jie is quiet. they are friends.
Learn: friends
(3)T: I’m your friend. (Do action and say. Encourage Ss to say.)
So we’re friends.
(4) Encourage Ss to hung with their friends, and say together: We are friends.
（设计用意：和自己的朋友抱一抱，摆一pose，让学生体会友谊的温馨。）
(5)Chant: Friend, friend.
I’m your friend.
Friends, friends.
We’re friends.
(Chant together.——Chant in roles.)
5. Learn “strong, thin”
(1)T: We have many friends. Look.( Show a photo of Zhang Peng) He is Zhang Peng. He has ….
Make Ss try to describe.
(2) Then to elicit: strong
Learn to say: strong. —— He is strong. (Read the passage together.)
Talk about the classmates. T: Who is strong in our class?
S: …is strong.

(3) ( Show a photo of Wu Yifan.)T: He is Zhang Peng. He is strong. Yeah?
To elicit: thin
Try to say: He is thin.
Talk about the classmates. T: Who is thin in our class?
S: …is thin.
（设计用意：每一词块的学习后，引导学生尽量用句子进行表达。同时将所学和自己的生活经验结合起来，来描述一下自己的朋友。）
Step III: Consolidation
1. Read the words together.
Lead to read like this: long hair long hair She has long hair.
2. Describe friends and guess.
T: I have a friend in our class.
(1) I have a friend. She has long hair, big eyes and a big mouth. She is thin and quiet.
Guess: Who is she?
Guide: She is ….
(2) I have a friend. He is a boy. He has short hair and small eyes. He is tall and strong.
Guess: Who is he?
Guide: He is ….
(3)Encourage Ss try to say.
（设计用意：猜一猜的游戏，整合了学生的语言素材，逐步实现了篇的表达。同时，
提高了学生学习的热情。）
Step TV: Listening:
(1) Workbook Page14: Listen and choose.
a. Listen and choose. b. Listen, check and repeat. c. Listen again.
(2) Workbook page15: Listen and draw.
a. Listen and choose. b. Listen, check and repeat. c. Listen again.
（设计用意：有效地听才能促就完整的说。听力的有效训练能促进学生其他技能的发展。同时听后即进行复述，能让学生检视自己语言的正确性。）
Step TV: Homework:
1. Listen and read P28；
2. Describe my friends；
3. Preview P29.