人教PEP版四年级英语上册第三单元第1课时教案.doc

1、第一课时l 课时内容A. Lets talk；Lets play l 课时分析 在Lets talk部分，John放学回家，告诉妈妈他结交了一个新朋友。妈妈问是不是中国朋友。John回答是的，而且告知妈妈他很友好，他又高又壮，他的名字叫张鹏。在这个过程中，呈现句子：Whats his name? His name is Zhang Peng. He is tall and strong. 学生能够使用句子Whats his name来询问男性的名字，并使用句式His name is .来回答。Lets play活动里以Sarah和Chen Jie两个人的猜朋友游戏为例，来练习如何询问女性姓名及

2、如何回答。活动中Sarah先使用句子Shes tall and thin来描述了自己朋友的外貌特征，Chen Jie使用句子Whats her name? 来询问其姓名，Sarah使用Her name is .来回答。本课时中学习到的如何询问他人姓名的句式中，需要区分男性女性，从而正确使用his, her，he, she。另外，想要正确地描述朋友的外貌特征，学生需要首先掌握一些描述特征的形容词。在这课时里，重点在于让学生理解并正确使用重点句式，关于描述人外貌特征的部分，可以先使学生正确理解，并不要求其完全掌握。l 课时目标1. 能够听懂、会说句型：Whats his/ her name? Hi

3、s/ Her name is . 2. 能够听懂、会说以下词汇：friendly, tall, strong, thin3. 能够听懂、会读对话，并能分角色表演。4. 能够在真实或模拟的情景中正确使用句型Whats his/ her name? 询问他人姓名，并使用His / Her name is. 来回答5. 能够大胆表达，乐于使用英语与他人进行交流l 课时重难点1.重点能够听懂、会说句型：Whats his/ her name? His/ Her name is .能够听懂并使用词汇：friendly, tall, strong, thin来描述人物的特征能够听懂、会读对话，并能分角色表

4、演。2. 难点能够在真实或模拟的情景中正确使用句型Whats his/ her name? 询问他人姓名，并使用His / Her name is. 来回答l 教学准备1. 多媒体课件、录音机、磁带2. 人物图片l 教学过程 Step 1 Warm up1. 播放歌曲：Find a friend（找朋友）教师播放歌曲，学生认真倾听之后，与教师配合完成歌曲。Teacher：Boys and girls, lets listen to a song, Find a friend. Try to find，try to find，找啊找，找啊找，Try to find a good friend；

5、找到一个好朋友；Say hello，shake hands， 问声好，握握手，Now we are good friends. 我们就是好朋友。Bye-bye！ 再见！设计意图：这首歌曲是汉语歌曲找朋友的英文版，学生对它的曲调应该很熟悉。在演唱过程中，教师可以走到学生的旁边，让他们根据歌词内容与自己进行打招呼，握手等动作。在歌曲与互动中，激发学生的学习兴趣，并为要学习的有关朋友的话题做好心理和知识上的准备。 Step 2 Lead in1.与学生进行交流。介绍自己的新朋友，使学生初步感受新授句式。Teacher: How are you? Do you have a new friend? h

6、ave a new friend. Whats her name? Look, （展示朋友的图片及句子：My name is Lily.）Her name is Lily. 2. 请学生根据自己刚才的介绍来回答问题。Teacher：Whats my friends name? You should say: Her name is Lily. Good. 设计意图：教师介绍自己的新朋友，从而与热身部分的歌曲自然连接。通过教师的介绍，使学生区分My name is. Her name is.。 3. 描述朋友的外貌特征，引出本课的重点形容词：tall, short, thin, strong。T

7、eacher：Look at Lily, is she tall? （以手做出高的姿势，使学生理解tall的含义）No, shes short. （板书单词）Read after me, please, tall, short. Do with me, tall, short. （加上手势，使学生边重复单词，边做动作）Teacher: Is Lily strong? （以体态语让学生感受strong的含义，呈现壮硕的运动员的图片，使学生进一步理解strong的含义）No, she is not strong. She is thin. （呈现图片，进行对比，使学生感受thin和fat的区别）T

8、eacher: （和学生使用新授词汇进行谈论）Are you tall? Are you short? Are you strong? Are you thin?设计意图：通过对朋友的描述和谈论，辅以肢体语言和图片的帮助，让学生理解重点词汇的意义并初步感受其用法。 Step 3 Presentation1. 提出问题，引起学生阅读兴趣，呈现对话内容。Teacher：You know about my new friend. John has a new friend, too. Is his new friend a girl or a boy? Whats his or her name?

9、Lets listen to the tape and find. 2. 播放对话录音，学生找出答案。听完录音后，请学生说出自己的答案。讨论对话内容，保证学生能够理解对话意思。Teacher: Can you tell me the answer? Is Johns new friend a boy or a girl? Yes, he is a boy. Whats his name? Yes, his name is Zhang Peng. He is our old friend, right? Is Zhang Peng tall? Yes, he is tall and strong

10、. And he is a Chinese boy. You are Chinese boys and girls. You are Chinese students. Zhang Peng is Johns Chinese friend. 设计意图：通过提问引起学生的阅读兴趣，并使学生带着问题认真倾听课文内容。通过听后的回答问题以及交流，使学生把握课文的对话内容，理解对话的主要含义，并进一步感受重点词汇的用法。 Step 4 Practice1. 再次播放课文录音。学生跟读课文。Teacher: Boys and girls, lets read the dialogue after the

11、 tape. Please listen carefully, read carefully.2. 学生分角色朗读课文。Teacher: Now, who wants to be John? Who wants to be his mother? Lets read it in roles. 3. 请学生戴上头饰来扮演对话的角色，表演对话。Teacher: Now well find the best actor or actress. Please come to the front and show the dialogue.设计意图：通过以上三个活动，使学生能够充分理解课文内容，并且能够

12、正确朗读课文。在不同形式的读和表演活动中，使学生逐步理解并掌握本课的重点句型，为其达到熟练表达奠定基础。4. 游戏：Whats his name? 请五个学生到前边站成一排，分别介绍自己的名字。第一个学生介绍自己的名字，第二个学生介绍自己的名字后，还要再介绍第一个学生的名字，依此类推。Teacher：I need five students to stand in the front. Who wants to try? Stand in a row, please. Teacher: You please introduce yourself. Please say my name is.

13、You introduce yourself first. Then introduce him. Please his name is. Is it clear? Lets play. 设计意图：这个游戏主要用来区分his, her. 因此，在寻找参与游戏的学生时，要有意识地注意性别因素。在游戏中，要关注学生his, her的使用情况，使他们在口语表达中建立起性别的意识。 5. 小组活动。完成Lets play活动。Teacher: Who are they? They are Lucy, Bob, Lily and Tim. Choose one and introduce him or

14、her. Others guess who he is. (出示对话结构，使学生依据对话结构完成交流)I have a new friend. He / She is . ( tall, short, thin, strong)Whats his/ her name? His/ Her name is . 设计意图：先引导学生认真观察教材中的图片内容，然后根据图片中的游戏内容来进行小组活动，使学生在真实的交流中操练重点句式，提升自己的口语表达能力。 Step 5 Summary1.根据课文内容编制韵句，学生先倾听，再跟唱。Teacher： Lets chant about our new fr

15、iends. Listen carefully. I have a new friend. I have a new friend. Whats her name? Whats her name? Her names Lily. Her names Lily. Is she tall? Is she tall? Yes, she is. Yes, she is. Teacher: Chant with me, please. Teacher: You say this chant or make a new chant. Practice, please. Teacher: Show your

16、 chant, please. 设计意图：利用韵句帮助学生回忆、重现本课的重点词汇与句式。l 课堂作业一、根据图片圈出正确的单词。1. （ His Her ） name is Jack. 2. ( His Her ) name is Lucy. 3. ( He She ) is tall. 4. ( He She ) is thin. 二、为下列问句选择正确的答句。( ) 1. Whats your name? A. My name is Amy. B. Her name is Sarah. ( ) 2. Whats his name? A. My name is Sarah. B. His

17、name is John. ( ) 3. Whats her name? A. Her name is Amy. B. His name is John. 三、连词成句。1. tall He and is strong (.)_2. His is Zhang Peng name (.)_3. What her is name (?)_答案：一、1. His 2. Her 3. She 4. He 二、1.A 2. B 3. A 三、1.He is tall and strong. 2. His name is Zhang Peng. 3. What is her name? l 板书设计Unit Three My friendsA. Lets talkWhats his name? His name is .He is tall and strong.Whats her name? Her name is.She is tall and thin. 6