B教学设计(第一课时)

Teaching project Unit 3 My friends B Let’s talk

一、教学内容：PEP小学英语四年级上册Unit 3 My friends B Let’s talk.

二、教学目标: 1、知识与技能目标：

（1）能听懂、会说: What’s her/his name? Her /His name is …. She / He likes…. （2）能够听懂“Boy or girl？”以及其他带有or的句子。

（3）会吟唱 Let’s chant 中的歌谣. 2、过程与方法目标:

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（1）借助学生照片等道具，创设真实情境，让学生在情境中习得语言。

（2）学生通过合作、对话、谈论等活动形式，形成语言输出，促进语言综合运用能力的提高。

3、情感目标: 注重培养学生严谨的学习态度和与人交往的能力，培养学生交朋友的能力 ,培养学生团结合作的能力。

三、教学重点、难点

1、教学重点:区分What’s her name?与What’s his name? 2、教学难点:区分Who’s she? Who’s he?以及he, his ；she, ,her 的用法。

四、教学方法

The Audio-visual Method(视听法), The Situational Teaching Method（情景教学法）,The Communicative Approach（交际法）。

五、教学准备: PPT、Flash、 Pictures 六、教学过程：（Teaching steps）

Step1: Greeting T：Class， are you ready？ Ss：Yes. T: Now let’s begin our class. Hello, everyone. Ss: Hello, Miss Li. (设计意图:组织教学,集中孩子们的注意力,让孩子们把注意力迅速转到课堂上来。)

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Step 2: Warm-up (1)

Look and guess . The teacher does the actions , the students guess.(listen to music, do sports, paint, make friends, play computer games) (设计意图:通过看看猜猜,激发孩子们学习英语的兴趣，培养孩子们仔细观察和用英语思考的能力。同时复习上节课的内容,也为本课内容的学习打下牢固的基础.) (2)（Watch the flash）， the children chant “Let’s do” and do the actions together. (设计意图:让孩子们在做做唱唱中开始一节课的学习,既活跃了课堂气氛,同时也给孩子们创造了学习英语的环境.) Step 3: Review and lead in (1)The teacher shows the pictures of Guo Jingjing ,Zhou Jielun and three students’ pictures

one by one. Ask some questions about them. Such as “Who is she / he?” Ss: She / He is…… She / He likes….Review the words “sports, music, computer games, painting, science”. When the children are right. The teacher says “right, right, you are right.”

(设计意图: 通过提问复习,学生熟练地掌握了本节课的句型: Who is she / he?’ Ss: She / He is……She / He likes….. 通过用“right, right, you are right.”来评价学生,引出新的知识点为学习新课文做铺垫)

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(2)Look, listen and answer. Show the pictures and ask: Boy or girl ? Girl or boy? Tall or short? New or old? Green or blue? You or me? Let’s say “right right, you are right”. (设计意图: 通过这个活动,引入了新知识or 的用法.让学生理解会用.) (3)Say the opposite: big – small tall- short short- long old- new thin-strong me –you you –me you and me –me and you me and you –you and me (you and me ,we are good friends, you are my friends. 板书: My friends ) (设计意图:通过复习反义词,引出今天的课题。) Step 4:Presentation (1)

T: I have a friend, do you want to know? (Ss: Yes )Let’s look at the picture.（出示本班一名学生小时候的照片） Guess： Boy or girl ? (A girl.)What’s her name? Ss: Her name is … ( T: Let’s say , right right ,you are right.) (设计意图: 通过听听猜猜,既锻炼了学生的听力和理解力,又引出了本节课的重点句型.) (2)

T: My friend is Zhou Xiaoyu. Who’s Chen Jie’s friend? Who’s John’s friend? Watch the flash. Listen and answer my questions.Who is Chen Jie’s friend? Who is John’s friend?

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Ss:Chen Jie’s friend is Amy.John’s friend is Zhang Peng. T:（Show pictures of Amy and Zhang Peng）What’s her name ? (Ss: Her name is Amy.) What’s his name ? (Ss: His name is Zhang Peng.) (将Amy和Zhang Peng的图片贴在黑板上。) (设计意图:在学生学习课文之前,教师提出问题,让学生有目的地去听.) (3) Watch the flash again,the children listen and follow it. (4)Read after Miss Li. (5)Role play. Read between teacher and students. Read in groups. Read in pairs. Let students act the dialogue. (设计意图:让学生在学习课文的过程中熟悉本篇课文，通过教读，师生对话，分组对话，同桌对话，表演对话使学生充分理解课文，并能熟练朗读。) (6)Look and answer. Let students look at the pictures of Amy and Zhang Peng, answer the questions: What’s her name ? (Ss: Her name is Amy.) What’s his name ? (Ss: His name is Zhang Peng.) She’s_______. He’s ______.She likes______ .He likes________.(板书并教读) (设计意图:在学生熟悉本篇课文后提炼出本课的重点句型，重点让学生

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理解Amy-she-her和John-he-his的对应关系，给学生重点教读后让学生轻松地理解本课的难点。) Step 5:Practice （1）Show the PPT：出示本班学生照片，让学生看照片并回答：T：What’s her name ? (Ss: Her name is _______.) T:She’s________. She likes______. In the same way ,practice the others. T:Please do as I do:What’s his name? His name’s_____. What’s her name ? Her name ’s______.(Let the students do group work, Practice in 4.) T:Good job! （2）照片展示学生信息，让学生根据所提供的信息描述人物(Practice in 4)。

(设计意图:通过展示本班学生的照片,来练习本节课的重点句型,具有真实情境，孩子们很乐于描述别人的外貌，乐于猜别人的兴趣爱好，热情很高涨。及时评价学生，使学生感受到学习的乐趣。) (3)Let’s sing together.

Hello, hello, what’s her name? What’s

her name? What’s

her name? Hello, hello, what’s her name? Her name is Chen Jie. Hello, hello, what’s his name? What’s

his name? What’s

his name? Hello, hello, what’s his name? His name is John. （Sing the song to students.）

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(设计意图:孩子们喜欢唱歌,表演,在唱唱玩玩中,巩固了本节课的重点句型,既强化了重点,又弱化了难点.) (4)Let’s chant I have a friend. I have a friend , too. He likes science. She likes painting. What’s his name? What’s her name?

His name’s Mike . Her name’s Amy.

You’re right. You’re right.

(设计意图:最后以一个chant的形式把本课时的重点句型通过有韵律的歌谣归纳出来,简单明了，朗朗上口，并且在词汇上做了替换，有助于学生对本课重点句型的记忆。) Step 6 Consolidation and extension Look and answer: Which one do you like best? Who’s your best friend? What’s her/his name? (设计意图:《新课程标准》指出,要培养孩子的综合语言运用能力,要学有所用,我设计这个活动的目的就是让孩子用学过的知识来解决实际问题。通过展示四组学生喜欢的电视剧的人物图片：《西游记》、《喜羊羊与灰太狼》、《还珠格格》、《三国演义》，让学生们互相介绍自己

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喜欢的人物，在真实情境中培养了学生的交际能力，使学生学有所用。及时评价学生： Very good! Good job! You are right!) Step 7 Learn a chant. The children chant together.(Friends are like you and me…) (设计意图:让学生在欢快的气氛中结束本课，既完成了本课教学内容，了解friends的含义，又使学生心情愉悦。) Step 8 Summary Boys and girls , Thank you ! Class is over .Goodbye! 七、板书设计: Unit 3 B Let’s talk My friends What’s her / his name ? Amy图

Her / His name is ______. She/He’s_______. She/He likes_______. 八、教学评价

1.口头评价。如：Right,right,you are right! Good job! Good! Very good!等。

2.肢体评价：如摸摸孩子的头，击掌，鼓掌等。

Zhang Peng图

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