Unit 3 Friends教案和学案内容

Teaching Plan for Oxford English (Shanghai Edition) 4A M2U3 I have a friend 松江区方塔小学

陈晓曦

一、教材分析

牛津英语4A M2U3 I have a friend是牛津英语4A M2 Me, my family and friends中的第三单元。本单元要求学生能学习与掌握常用的服饰名称，能综合运用前两个模块中的相关内容有条理、合理地介绍或描述朋友，主要包括姓名、与描述者的关系、年龄、外表特征、衣着、能力、心情与感受等。通过新旧知识的整合学习，丰富饱满句型，使学生能更完整地描述自己的朋友，全面提高学生听说读写的能力。通过本单元学习，使学生能在了解自己的基础上，更多地关注身边的朋友，体会和感受朋友之间真挚的情感。

本课是小学牛津英语教材四年级第一学期第二模块Me, my family and friends第三单元I have a friend第三课时内容。教学内容为：Read a story “The lion and the mouse”。通过研读教材，我们发现在本课P29 页上的教学内容中学生不认识的单词为sharp, teeth以及bite这三个，并且涉及一般现在时态中主语为第三人称单数的句型结构。

二、学生分析

在之前的学习中，学生已经会用have表示拥有，会用can来表示能力，会用like来表示喜好，会用形容词性物主代词表示关系。这些知识的积累为本节课的学习奠定了一定的基础。

三、单元课时与话题

Period Period 1 Sub-topic My friend Sections Look and say Look and learn Play a game Learn the sounds Listen and enjoy Think and write (1) Learn the sounds Think and write (2) Read a story Period 2 My special friend Period 3

My real friend 1

四、单元教学目标

【语用任务】

在Find friends的语境中，能用五到六句话介绍自己的朋友（姓名、与描述者的关系、年龄、外表特征、衣着、能力、心情与感受等）。逻辑清楚，表达流利，发音正确。

●语言知识与技能

1.

能正确朗读、拼写blouse, coat, jeans, sweater, T-shirt, skirt, shirt, shorts, pink, friend。

2.

能用句型‘He/She has…’来描述他人衣着。

3.

通过本课的学习，能结合学过的句型了解如何描述自己的朋友。

●语言情感

在本节课的学习过程中，希望学生能够运用所学语言，描述自己身边的朋友、热爱自己的朋友，珍惜友谊。

五、分课时教学目标

语用任务

语言知识与技能

1. 能够听懂、认读核心词汇blouse, coat, jeans, sweater, T-shirt, 第在Friends语境中，通过skirt, shirt, shorts，读音正确。

一感知对朋友的不同描述，2. 能够尝试使用I have a friend. He/She has … It’s…

He’s/She’s…四句课简单介绍自己的朋友。

框架初步提供朋友信息。

时

3. 能够发现身边的朋友。

1. 能够初步了解/br/ 、/cr/在字母中的发音规律。能够正确朗读单词和儿歌，读音正确。

2. 能够正确拼读核心词汇blouse, coat, jeans, sweater, T-shirt, skirt, shirt, shorts, pink, friend，语音正确。

3. 能够在熟练使用四句框架的基础上，尝试使用Think and Write六句框架丰富对于朋友的介绍。

4. 能够感受不同朋友的不同特征。

1. 能够熟练掌握/br/ 、/cr/在字母中的发音规律。能够熟练朗读单词和儿歌，读音正确，语音语调准确。

2. 能够准确拼读、书写和使用核心词汇blouse, coat, jeans, sweater, T-shirt, skirt, shirt, shorts, pink, friend。

3. 能够在故事语境中感知、理解单词sharp, teeth, net, bite的意思。

4. 能够在熟练使用Think and write六句框架基础上，适当加入自己的情感语句，并最终形成文字。书写正确，逻辑清楚；

3. 通过本单元的学习，使学生能更多地关注身边的朋友，体会和感受真正朋友的重要。

第在Friends语境中，通过二同学间采访、互动，更具课体地介绍朋友。

时

第三课时

在Friends语境中，通过阅读故事了解朋友的重要性，从而在介绍朋友时适当融入情感。

六、第一教时教学说明

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Method 1. /br/

Bryan bread /cr/

cream Read the passage together.

2. Bryan has some friends.

Who can be Bryan and talk about his friends? (see work sheet)

Jill, Mike & Bob

I have a friend. Her name is ... She is ... She is ... She has …

She can ...

Mary & Eric

I have a friend. …

…

…

…

…

While-task 1.

Pair discussion 1-1.

Look and say

We people have friends. Can animals

be friends?

Picture 1 a lion and a tiger

Picture 2 a bird and a butterfly

Picture 3 a frog and a duck

Picture 4 a deer and a rabbit.

Yes, they can. They both…

And can a lion and a mouse be

friends? Let’s read a story and see.

2.

Video 1 2-1. Watch and answer Animals Meeting

Who are they in the story?

How are they?

Watch the video

2-2. How does the lion feel now?

'angry' [ˈæŋgri]

He is angry.

Look, who are angry too?

The tiger is angry.

The bird is angry.

Procedure Content Pre-task 1. Revision about /br/, /cr/

2. Revision about clothes words and friend introduction structure. Purposes Assessments 创设良好的学习评价目的：检测对之氛围，对之前的前所学内容的掌握。

知识进行复习。

评价维度：学习

评价内容：发音情况，分段推进，由扶词汇、句式运用。

到放；词句训练，评价主体：师生互评

培养学生思维能评价方式：课堂观察

力。

评价标准：能准确发音、流畅表述即为good。

创设Friends语境，在语境中，学生初步感评价目的：检测对词汇理解、对故事主旨的把握。

知阅读主人公，评价维度：学习习惯

体验语言情感。

评价内容：阅读故事

通过问题，引出故事。

获取信息的能力，根据提示回答问题的能力。

评价主体：教师

评价方式：课堂观察

评价标准：能根据老师提示，正确理解故事并作答。

整体感知两个主人公差异，让学生带着问题到视频中理解情节。

在具体语境中认知词汇并进3

'afraid' [əˈfreɪd]

'be afraid of…'

3.

Video 2 Lion Trapped 'net' [net]

4.

Video 3 Mouse helping 'teeth' [ti:θ]

'sharp' [ʃɑ:p]

'help' [help]

'bite' [baɪt]

So, this is an angry tiger. And this is an angry bird.

Why the lion is so angry?

Because the mouse steps(踩) on his tail(尾巴).

How does the mouse feel now?

He is afraid.

The mouse is afraid of the lion.

How can these two animals be friends? Let’s go on to watch the video.

Watch the video

3-1. Where is the lion?

He is in a net.

We can catch fish with a fishing net.

We can make friends on the Internet.

What does he say? ‘Somebody, help me!’

In there anybody come to help him? No, there isn’t.

How does he feel now?

He is afraid and sad. He cries.

What a poor lion! Luckily, his real friend comes to help him. Guess, who is he?

Watch the video.

4-1. What does the mouse have?

He has sharp teeth.

(teeth→tooth feet→foot) (Who have sharp teeth? Mouse? Shark? People?)

What can the mouse do with sharp teeth?

He can cut/bite the net.

The mouse can help the lion bite the net.

So, what do you think of the mouse?

He is kind and clever.

How do they feel now? 一步运用。

由问题推进情节理解，培养学生思维能力。

增强故事悬念，激起学生进一步感知的愿望。

为写作准备词汇。

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Post-task

They are happy. Are they friends now?

Yes, they are real friends.

What are friends for?

Real friends help each other. 1.

Retell the story 1-1. Fill in the blanks 对文本归纳总

Look at the lion. He’s big and ______.

Look, there is a ______ mouse. He 结，整体感受；

steps on the lion’s tail. The lion is 进一步深化主

______ but he lets the mouse go away. 题内涵。

One day, the lion is in a _____. He is

_______ and _______. But the mouse

is ______ and _______. His teeth are

_____. He helps the lion ____ the net.

The lion and the mouse are happy. They

are ______ ______ now.

Real friends can help ____ ____. 促进学生思维，

2.

Talk and write 2-1. My real friend 丰富学生语言；about your real

I have a friend. His/her name is ... 综合运用新授friends He/She is … He/She is … He/She has … 提升学生

He/She can … He/She can help me … 内容，语用能力。

We are real friends.

评价目的：检测学生通过本课学习，能否加深对朋友理解，并运用所学丰富作文。

评价维度：学业成果

评价内容：语言运用

评价主体：学生互评+教师

评价方式：表现性任务

评价标准：能在friends语境中，借助本课及之前所学内容，正确作文。意思完整，语言正确。

Assignmen1.

Read the passage t 2.

Copy the new words and phrases. 3.

Finish your writing

七、板书设计

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Work Sheet Task 1: Talk about friends. I have a friend. (What’s his/her name?)…

(How old is he/she?)…

(How is he/she?)…

(What does he/she have?)…

(What can he/she do?)…

Task2: Fill in the blanks.

Look at the lion. He’s big and ______.

Look, there is a ______ mouse. He steps on the lion’s tail. The lion is ______ but he lets the mouse go away. One day, the lion is in a _____. He is _______ and _______. But the mouse is ______ and _______. His teeth are _____. He helps the lion ____ the net. The lion and the mouse are happy. They are ______ ______ now. Real friends can help ____ ____.

Task3: Writing.

My real（真正的）friend I have a friend. _______ name is _________. _______ is _________ years old. ____ is _________. He/She _______ a _________________________...

He/She helps me ___________________. We are real friends.

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