Recycle 1ppt课件配套教案内容

宁海县小学英语教学设计与评议

上课时间_ ___上课地点_ __评议者_____________ 课题

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我的朋友，通过围绕我的朋友，引出对话，核心句型是He has glasses and his shoes are blue.教材通过Mike向John介绍自己好朋友的情景，让学生感知上述句型的语义及语用情景，运用句型来描绘人物的外貌特征，并且在此的基础上培养学生的语言交际能力。

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2. 能够在情景中恰当运用句型He has …and

his …描述外貌特征

3. 能够在语境中理解新词or, right, glasses, shoes 的意思并能正确发音

4.

glasses 和shoes的末尾-es和-s的发音需要重点关注

能力目标：能够在情景中运用句型：

He has …and

his …来描述身边的人的外貌特征，能够按照意群朗读He has short hair. He has a big green bag. What is his name? 情感目标：能够了解外貌描述中的文化禁忌，如：不要对同学长得胖或戴眼睛等歧视性语言。

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PEP3Unit4 A Let’s talk 课型

对话课

执教者

黄瑶君

对话是在一定的语言情境中发生的,因此教师要善于创设情境,培养学生在新的情境中创造性的运用所学语言与别人交际的能力,实现知识、技能向能力的转化。结合教学实践提出在小学英语对话教学中创设情境的几种策略:模拟生活情境、创设动画情境、设计游戏情境、营造音乐情境。本课程是四年级第三单元的第二课时Let’s talk对话教学，对于在学习了一年的英语的四年级学生来说，他们还没有一定的基础，本课学习的主题是对话课的教学目标是：能够理解对话大意，能够用正确的语音语调朗读对话并且进行角色扮演，能够在情景中运用核心句型（听，说，认读，运用）。关注核心句的结构。在教学过程中引导学生关注对话中句与句之间的逻辑关系。

知识目标：

1. 学生能够理解对话大意，能够用正确的语音，语调朗读对话

1. 能听、说、认读单词

or, right, glasses, shoes 。

2. 能听懂、会说、运用句子

He has …and

his …

He has short hair. He has a big green bag. What is his name? 1. 能听、说、认读单词“glasses”。

2. 能听懂、会说、运用句子“

He has …and

his …

He has short hair. He has a big green bag. What is his name? 1

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教师准备多媒体课件，词卡。

教学过程

评议分析

设计意图

教师通过课前播放迪斯尼神奇英语的歌曲Friends, 让学生以和老师做朋友轻松进入课堂，让学生进一步了解到本课的主题，为课程的开始做铺垫。

通过friends朋友式的打招呼和交流揭示了本文的主题，同时拉近学生和教师的距离，让学生觉得老师也是他们的朋友，制造一个轻松愉快的英语学习环境，同时为下文做了铺垫。

通过这首欢快的friends歌曲，运用肢体语言，让学生整体感知本课的主题，同时调动学生的学习热情，引入新课。

教师通过对歌曲的总结来导入新课，教师用一个游戏来解决对话教学中生词的难点，因为新教材中是对话在前，生词在后，所以按照课本的编写特点让学生来了解生词，并不深入的

Step1 Warm-up

课前播放迪斯尼神奇英语Friends，让学生整体感知本课的主

题，并且为本课铺垫。

1.

Free-talk. T:, Me and you, you and me.I am your friend. You are my friends.Do you want to be my friend? Ss:Yes! （教师看手表，时间到了）

T: It’s time for our English class. Class begins!

T :Good afternoon，my friends! Ss: Good afternoon! T: Are you happy today? My friends! S: Yes, T: I am happy ,too .I’d like to sing a song. Would you like to sing with me? Ss: Yes! T: Ok, let’s sing. Action ,please, all of

you can do. 2. Let’s sing

T: Wonderful! You sing very well. You are friendly, you are my friend! Thank you! T: Sit down ,please! Ss: Thank you! T: I know you have many friends, maybe they are tall and quiet, maybe they have long hair. I am one of your friend. I want to play a game with you, ok?

Ss: Ok!

2

解决。

Golden eyes这个游戏能够激发学生学习的主动性和积极性，通过学生熟悉的人和事激活学生的学习经验,增加了学生语言的词汇量。为学习新课标做铺垫。

由新词glasses引出爸爸去哪儿第二期里面的人物多多，让学生进行猜测，

A boy or Step2 . Presentation 1.

play a game T: Let’s play a game. Golden eyes. Read quickly! Everyone can.

当第4组最后一个单词出现“glasses”时，教授glasses。

2. T: Listen. Who’s coming?

Today we have six new friends. Let’s go and have a look!

T: I have glasses. Who has glasses too？

Do you want to know? Look!

T: A boy or girl?

S1: ….

T教授句子，出示“A boy or girl?”

⑴ Read together.

⑵

开小火车读

⑶

指名读

T: She is a girl. So we use “she” here.

Short or tall?

Ss: ….

T: Great. She is tall. T: Long hair or short hair? Ss: ….

T: She has long hair. T: Big eyes or small eyes? Ss: ….

T: And “She has a small nose.”(引导学生说出完整句子) Ss: ….

Now what about her mouth? ( 引导学生说出完整句子She has a small mouth.) T: She is friendly and quiet. Who is she Ss: ….

T: Duo Duo? Bei Er or Grace?

She is Duo Duo.

Say “Hello” to Duo Duo.

T: What are they? Ss: (Glasses.) 3 girl?引出本课的重点，通过对多多的外貌的猜测让学生区分is和has的区别，进一步对难点进行攻破。在进行猜测的过程中，学生学会了对人物进行描写，让学生学会如何去描绘一个人。

教师用爸爸去

哪儿里面的小朋友来参与课堂教学的目的就是为了激发学生学习的热情和兴趣。

教师让学生

和多多打招呼进一步让学生身临其境的感受到和多多在一起。

由蓝色的眼睛引入到shoes,让学生进一步感知glasses和shoes都是复数形式，要用复数形式的be动

词。

由复数形式的shoes开始，到问鞋子的颜色，紧扣文中的主旨。

由蓝色的眼睛开始引入到另一个人物，也是由猜测开始，从眼睛，和他拥有的书包，来推断出他是

Feynman。

从对他身上的三样东西的颜色的提问，来完成单数和复数的区别填空。

从爸爸去哪儿两个人物来引出四个其他的朋友，让学生选择自己喜欢的人物进行描写，先由老师进行示范，然后给学生一个语言的支架，让学生顺着这个支架，让学生进行对喜欢人物的描写。

对

Joe和

Grace两兄妹的对话引出课文。然后引出本课课文内容。让学生观看视频接受视觉和听力的冲击，进一步加强了印象。然后教

T: What color? Ss: (Blue.) T: So you can say “She has blue glasses.”

T: And you can also say “Her glasses are blue.”

T: What are they? Ss: (Shoe.) 教授shoe, shoes. T: What color? Ss: (Pink.) T: So we can say “Her shoes are pink.”

T: What color are her/his shoes?

Her/His shoes are ….

3. T: Look, a boy. He has glasses too. Guess. He is quiet. He has big eyes. He has a monkey schoolbag. Who is he? Ss: ….

T: He is Feynman.

What color?

Look, his schoolbag __ red and brown. T: What about his glasses? Ss: ….

T: What about his shoes? Ss: ….

T: This is Duo Duo, Feynman. Who are they?

Joe, Grace, Yang Yangyang, Bei Er. Which one do you like best? T: I like Grace best.

She is short. She is cute. She has long hair and small eyes. Her shoes are pink. 4. T: We know, Joe and Grace are brother and sister.

Listen, they are talking. 5. T: Mike and John are talking about their friends too. 4

师进行适当的提问来了解学生的听力情况。

让学生进行角色的扮演,体验生活的乐趣。

Let’s watch the video.

T: This time I have four questions for you.

Let’s listen and follow.

T: Now open your books and turn to page 27. Let’s read the dialogue. T:I know you are good actor and

actress. Let’s act the dialogue.

⑴ Read together.

⑵ Boys & girl 让学生进行实际的

⑶ Pair work 对话，进一步实现语言从输入到输出的过程。

在拓展环节中教师进行示范性的演示。

教师从情感的角度让学生明白任何人都可以成为朋友，朋友不分外貌，贫富贵贱，只要心中有彼此。

家庭作业的设置从简到难，从一颗星到三颗星。

Step3 . Consolidation

T: As we know, Mike has a good friend , his name is WuYifan.Do you have a good friend? Do you want to talk about your friend?

Now it’s your turn. Can you talk about your friend? Let’s have a pair work. Two students a group.

Step4 . Extension

T: We have classmates, we are friends.

We have teachers, we are friends.

We have animals, we are friends. We have flowers and trees, we are friends. So, let’s be friends and love each other!

Step4 . Homework

1.Listen page 27 for five times.

2.Act the dialogue with your friends. 3. Talk about your friends with your partner.

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