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[教学设计·小学英语]

Unit 3 My Friends B Let

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s Talk

课

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Unit 3 My friends B Let’s Talk 1.Ability aim: a.Enable students to ask and answer the question " Who is he/she? He/She is ..." b.Enable students to narrate their friends with the sentence "He/She is a boy/girl. He/She is .... He/She has..." 教学目标

2.Knowledge aim:a.Enable students to read the dialogues. b.Enable students to understand the dialogues. 3.Emotion aim:Enable students to love friends in life. 4.Teaching strategy:Situational approach 5.Cultural awareness:There are different people around the world,but we are friends. 教学重点

教学难点

教学方法

教具学具

To practice the structure:He/She is tall/short.... He has... To make dialogues about friends and describe them with the sentence structures. Game chant Multi-media showing PPT Cards Audio CD Video 教学过程

Ⅰ: Warming up (5 mins) 1.Greetings.Free talk about weather. 2.Lead-in. 设计意图

利用“猜一猜”的游戏，让孩子们听音猜人，导入他们的外教 A.Show the sounds about foreign teacher “Ash” and 老师，再描述她的外 have Ss to guess. 貌长相。听音的同时 B.Show the picture of Ash and have Ss try to describe 勾起孩子们的好奇 her.“She is a girl.”“She is tall and thin.”

心，激发学习兴趣， “She has big eyes.”“She has short hair.”

Ⅱ: Presentation (10 mins) 对课本内容中描述外貌的词组句型先进行 1.Use picture to introduce the two people in this 了解。

dialogue “Mike” and “John”.

2.Play the Audio CD and have children listen to the

dialogue,then answer questions. A.Is Mike’s friend a boy or a girl? boy

B.Mike’s friend is tall and thin. C.Can you help Mike to find his friend? Mike’s friend has glasses. 听音并回答问题，先将对话整体抛给学生，再以问题引导学生思考。得出答案后书写板书，对课本内 3.Write the key words on board and try to read out. 容进行了第一次生成Ⅲ: Practice (10 mins)

及理解。

1.Have students listen to the Audio CD again and

repeat the dialogue.Read in different ways.Then

pair-work to read the dialogue.

2.Try to retell the dialogue according to the key

words on blackboard. 师给出不同的人物形 3.Play the guessing game.Teacher show two pictures 象，让学生根据关键 on PPT and give the key words,such as“tall”，

词如“高，矮，胖， “thin”，“man”，“small head”，“has glasses”,etc.Then 瘦”等不同词来猜。have Ss try to guess—“Who is he/she?”

4.Pair-work.One student describes the 同时同桌两人练习，一人描述一人猜，掌 characteristics.The other student tries to guess.握更多形容人外貌的Ⅳ: Production (15 mins) 1.Group-work. Ss try to draw their friends. 词组。

Then take the picture and try to describe their 小组合作。尝试画出friends in front of the class. “He/She is my friend.

He/ She is a _____.(boy/girl) He/She is _____. (tall/short/thin/strong…)

He/ She is ____. (beautiful, friendly…)

自己的朋友，再描述出自己朋友的样子。利用绘画同时培养了学生的综合素质，全面发展的能力。

He/ She has ____. (big/small/long eyes/ears..)

He/She has _____ (glasses/bag/shirt.) He/She is _____.”

2.Pair-work.

Watch a video about two friends who are introducing 观看视频-两个好朋 each other.Have Ss try to do pair-work and introduce 友的互相介绍。再让 his/her friends. “He/She is….

He/ She is…

He/ She has …

He/She is my friend. We are friends.”

Ⅴ: Summary Watch a video about the photos of this class. Then tell the Ss “We are friends - Auld Lang Syne.”

VI：Homework 1.Read the dialogues for two times. 学生模仿视频来介绍自己的好朋友。最后点出即将升华的情感目标“We are friends.”

观看本班同学日常生活照片合成的视频，升华情感目标，点明主题，朋友间要彼此友好相亲相爱-友谊2.Try to describe your friend to your parents.

地久天长。

Unit 3 My Friends B Let’s talk

板

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He is a boy. He is tall and thin. He has glasses. His shoes are blue. 优点：本节课利用“猜一猜”的游戏，首先调动了学生的兴趣和积极性。设

计

自

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再利用各种不同人物的对比让学生掌握更多描述外貌的词组。整节课都以“Friends”为线索，不管是practice还是production环节，包括板书“友谊之桥”的设计，都贯穿着“Friends”的主题。情感目标不是突然达成的，而是在课堂各个步骤的衔接中逐渐达成的。学生更加了解了“Friends”。

不足：对描述人外貌的词语给的略多，学生对于“He is...”和“He has...”在运用中无法区别，所以描述他人时出现了语法性的小错误，需要改进。

改进措施：把课本难点“He is...”和“He has...”分开讲。先给一些如“tall”, “short”“,strong”“,thin”描述外貌的单词，让学生进行操练熟悉后pair-work及group-work。然后针对被描述者的外在特征如“has glasses”“,blue shoes”等进行描述，这样重难点更加清楚，学生学起来也更加有逻辑性。