Unit 3 My friends教学设计第一课时

1A Module 2 Unit 3 My Friends

【主题】My friends

【话题】Period 1: My classmates

Period 2: My friends

【教材及学情分析】

本单元的核心词汇主要有:fat, thin, tall, short,在之前几个单元的学习中,学生多多少少在不同的语境中初步感知过这些单词,但对于单词的音、形、义还未进行过任何识记和运用,因此在本单元的学习中,学生需要在第一课时Eddie介绍他的朋友的文本中进行这些语言知识的学习。

本单元的核心句型是:Look! This is … He’s / She’s … He / She can …学生需要在学习单词的过程中运用这些句型对Eddie的朋友和自己的朋友进行简单的描述,同时还需要运用到之前所学习过的姓名、身份、外表特征或能力等方面的内容进行描述。其中Play a game关注到了学生这方面语言能力的提升。对于这些句型,特别是He’s ... She’s ... 学生有时候比较容易混淆,需要将本单元的核心词汇fat, thin, tall, short放入到He’s ... She’s ...中,并让学生在相关的语境中不断练习,加强记忆。

而本单元强调了语段的训练,其主旨是希望学生用学过的语言会介绍自己,家人、朋友和同学,这个目标在熟练掌握第一课时内容的基础上,在第二课时进行落实。

鉴于以上内容,将主题定为My friends,并分别用my classmates和my friends 两个话题来达成教学目标的主题。

【单元教学目标】

知识与技能:

1、学习单词fat, thin, tall ,short 的音、形、义,能结合实际或图片快速应答和辨认。

2、学习拓展词汇:classmate , friend ,能听懂、辨义,能在语境中初步运用。

3、学习句型:Look! This is … / He’s / She’s …能听懂、仿说并能结合实际介绍自己的同学或家人。

4、理解和运用句型:This is... He / She is my ... He / She is... He / She can... 能在一定的语境中正确运用。

5、学说儿歌,能听懂、理解句义,且能带有节奏地朗读。

过程与方法:

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1、主题引入,理解文本内容,以听说带动对语言的感知与理解。

2、能在教师所创设的语境引导下,以对话为途径开展对话训练,询问他人所要参与的活动。

3、根据主题所创设的语境中,引导学生通过4-5句话来介绍同学、家人、朋友,描述他们的外貌特征和活动,从而展开语言的实际运用。

情感、态度与价值观:

1、学习本单元的过程中,能通过问答,猜谜等多种活动培养和同学之间的默契性,建立彼此间的感情。

2、使用本单元所学词汇和句型向别人介绍自己的同学和朋友,体验拥有朋友的快乐和友谊的珍贵。

【分课时教学目标】

【各课时文本】

Period 1 My Classmate

主文本:

Hello, I am Eddie.

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This is _____.

He / She is my classmate.

He / She is _____.

辅助文本:

Tall boy, tall boy. He is tall.

Short girl, short girl. She is short.

Fat boy, fat boy. He is fat.

Thin girl, thin girl. She is thin.

Period 2 My Friend

主文本:

He / She is my friend.

He / She is ...

He / She can…

Who is he / she?

辅助文本:

A: Who is he?

B: He is Danny. He is my friend.

A: What can he do?

B: He can read a book.

This is Danny. He’s my friend. He is fat. He can read a book.

Period 1 My Classmate

【教学目标】

1、在my classmate的语境中学习描述人物外貌特点的单词:fat, thin, tall, short的音、形、义

2、学习、理解并初步尝试运用句型:This is… He is/ She is …

3、能通过介绍朋友,增进同学之间的感情。

【教学重点】

掌握描述人物外貌特点的单词:fat, thin, tall, short。

【教学难点】

用This is… He is/she is…来介绍身边的同学。

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【教学准备】

多媒体课件

【教学过程】

I. Pre- task preparation

1. Revision

1) Imitate Eddie:

Hello! I’m Eddie.

I can dance.

I can sing.

I can draw.

I can read.

2) Introduce Ben, Alice, Kitty

This is…

He / She can…

(教学策略:通过模仿Eddie介绍自己,复习之间的自我介绍。)

II. While-task procedure

Task 1 Knowing about Eddie’s friend Ben

1. Learn the word, tall

1) Listen to Eddie's words about Ben.

Look, this is Ben. He is my classmate. He is tall.

2) Read the word, tall

3) Say the sentence.

Look! This is Ben.

He’s my classmate.

He’s tall.

4) Say the chant.

Tall boy, tall boy.

He is tall.1

(教学策略:通过Eddie介绍引出Ben,教学单词。通过Kitty的介绍引出句型Look! This is… He is my classmate…He is …)

Task 2Knowing about Eddie’s friend Kitty

1) Listen to Eddie's words about Kitty.

123在朗读完辅助文本之后,学生需回归到主文本,通过朗读主文本进一步感知文本的内容。

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Look, this is Kitty. She is my classmate. She is short.

2) Read the word, short.

3) Say the chant.24) Read the sentence.

(教学策略:通过Alice引出单词,并尝试chant: Short girl! Short girl! She is short.) Task3Knowing about Eddie’s friend Danny

1) Listen to Eddie's words about Danny.

Look, this is Danny. He is my classmate. He is fat.

2) Read the word, fat.

3) Say the chant.3

(教学策略:通过Danny引出单词,尝试介绍和chant)

Task 4 Knowing about Eddie’s friend Amy

1) Listen to Eddie's words about Amy.

Look, this is Amy. She is my classmate. She is thin.

2) Read the word, thin.

3) Say the chant.

(教学策略:通过Amy引出单词,尝试介绍和chant)

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III. Post- task activities

1. Quick response.

Teacher acts and the students say the word.

(教学策略:创设抢答游戏环节,活跃课堂气氛,巩固词汇。)

2. Read the chant. (书上Listen and enjoy)

(教学策略:听儿歌,模仿,复习词汇。)

3. Let’s read, Look and say.

4. Say as Eddie.

Hello, I am Eddie.

This is _____.

He is / She is my classmate.

He is / She is _____.4

(教学策略:通过介绍本课的人物,反馈学习效果。让学生在真实的环境中运用语言。)

Assignment

Try to introduce your classmates.

This is …

He is / She is my classmate.

He is / She i s…

On the board:

Module 2 Unit 2 My Friends

4在朗读完和表演完之后还需要在真实语境中进行运用,这里需把主文本的框架用于介绍自己的同学中去。

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Ben Kitty Danny Amy

Period 1 My classmates

tall This is my classmate. short He is / She i s…fat He is / She i s…thin

Period 2 My Friend

【教学目标】

1、能正确朗读单词friend, 并知道其中文意思。

2、在文本的学习中,能够进一步理解和运用This is …He i s my …He i s … He can…

3、积极尝试使用本单元所学的语言知识向别人介绍自己的朋友,体验拥有朋友的快乐。

【教学重点】

1、能正确朗读单词friend并知道其中文意思。

2、进一步理解和运用This is …He i s my …He i s … He can…

【教学难点】

结合所学单词和句型介绍朋友。

【教学准备】

多媒体课件

【教学过程】

I. Pre-task preparation

1. Warming up.

Let’s sing a Song:Hello

2. Revision:

Play a game:

Look! This is _____.

He is / She is my classmate.

He is / She is _____.

(教学策略:通过儿歌进入英语学习氛围,复习第一课时,巩固已学句型,同时进入本课主题。)

II. While-task procedure

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Task 1 Introducing Danny 1) Watch and listen

2) Learn the new word, friend. 3) Read after the teacher 4) Practice in pairs --- Who is he?

--- He is Ben. He is my friend. --- What can he do? --- He can read a book. 5) Read the sentences.

This is Danny. He is my friend. He is fat. He can read a book.

（教学策略：通过老师介绍, 理解friend. 对话朗读、介绍Ben 的本领。） Task 2 Introducing Alice 1) Ask and answer. --- Who is she?

--- She is _____. She is my friend. --- What can she do? --- She can _____. 2) Try to say.

This is _____. She is my friend. She is _____ She can _____.

（教学策略：通过同桌练习，巩固介绍的对话。并尝试介绍他人的基本信息。） Task 3 Introducing Ann 1) To elicit Ann. 2) Practice in pairs.5

3) group introduction.6

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需把具体对话内容呈现出来，并且在前两段对话的基础上，进一步进行He和She的区分。 需把具体的表述呈现出来。

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(教学策略:认识新人物Ann巩固对话和介绍)

III. Post-task activities

Guessing game

1. Listen and find who he / she is.

2. Guess: Who is he / she?

(教学策略:通过游戏,联系生活,让学生在巩固所学句型的同时,更了解自己的同学,以此增进彼此的友谊。)

Assignment

Try to introduce your classmate or your friend.

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On the board:

M2 U1 My friends

Who is he / she? This is… He/ She is my friend.

He / She i s…?He / She is ...

What can he / she do? He / She can…

He / She can…

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