Unit 3 Friends教学实录

4A

Module2

Unit3

I have a friend 打一小学

张元

2017.11.7 一、内容要求解析

单元教学内容

学***

1.1.3 常见字母组合的读音规则——A 《基本要求》相关内容与要求

知晓常见字母组合的读音规则

词汇

coat, shirt, blouse, T-shirt, skirt, sweater, jeans, shorts, pink, friend 词法

modal verb: can

verb “to be”: He/ She is…

2.1

核心词汇---背记、理解和运用核心词汇

3.5.1动词种类---知晓动词种类的属性和功能

3.5.1动词种类---知晓动词种类的属性和功能

句法

verb ‘to have”: I have…/He has…

verb “to be”: He/ She is…

4.2.1

陈述句---用陈述句（肯定式、C

否定式）进行表达

4.2.1

陈述句---用陈述句（肯定式、C

否定式）进行表达

5.1.2记叙文基本结构---描述人或物

B A

A C 语音

br-, cr- 语篇

Look and say(核心板块) Look and learn (核心板块) Play a game (非核心板块) Read a story(次核心板块) Listen and enjoy(非核心板块)

二、学生情况分析

【主题与内容】

通过一至三年级学习，学生已经能用coat, shirt, blouse, T-shirt, sweater, a pair of shorts, pink这些核心词汇，描述不同的衣着；学生也已经能熟练运用核心词汇friend整合句型来简单介绍自己的朋友。在四年级学生将学习如何运用skirt, jeans

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这两个核心词汇，描述不同朋友的衣着风格；

通过一至三年级学习，学生已经能用“This is ...”, “He/She/It is...”, “I/He/She can...”来描述他人特点；在四年级，学生将学习如何运用“He/She has ...”, “He/She likes doing ...”来描述第三人称单数的他人的不同衣着风格及特点。

【活动与经历】

本单元的核心词汇除了skirt, jeans,其他基本都是学生在1~3年级的教材核心板块中习得的，主题关于friend，也是之前已经出现过的，但是所用的He/She has...句型是学生新知，因此学生需要重点学习与操练。教师可以采用Say and act的形式，让学生们在情境中通过语段输出的方式说一说，习得新的句式，熟练运用新的词汇。

三、

教学目标设定

【单元目标】



知识与技能

1. 学生能在儿歌中知晓字母组合br-, cr-在单词中的读音规则。

2. 学生能在介绍朋友的穿衣风格和特点的语境中，认读、理解、运用核心词汇，并会识别其单复数变化和量词搭配。

3. 学生能在介绍朋友的穿衣风格和特点的语境中，了解三单动词has的含义，并熟练运用He/She has…句型来介绍朋友的穿衣风格。

4. 学生能在在介绍朋友的穿衣风格和特点的语境中，了解动词wear的含义和用法，并初步运用like wearing to do句型表达朋友爱穿什么样的服装进行何种活动。

5. 学生能在在介绍朋友的穿衣风格和特点时，运用核心句型进行口头表达和书面交流。

6. 学生通过整合获取的信息，能在图片、单词或例句提示下，按顺序有条理地介绍朋友的穿衣风格和特点。



文化与情感

通过介绍朋友的穿衣风格和特点，了解朋友的衣着喜好和兴趣爱好，体验互相交流和共同学习的快乐。



学习策略

1、在课堂学习和交流中，通过倾听、阅读、思考、询问等方式，完成学习任务。

2、简单陈述，尝试完成介绍，内容正确，表达流利。

【单元语用任务】

学生能从外貌、年龄、爱好、能力、衣着风格等方面简单介绍自己的朋友，并创作自己的friend card。

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【分课时话题】

Period 1 A story about friends Period 2 A photo of my friend Period 3 My ... friend

【分课时目标】

单元主题

课时话题

Period 1 A story about friends

核心语言

词汇：

teeth, sharp, net, help 句型：

Miss Mouse is ...

She has ... One day, Mr. Lion is in a net. He is ...

Miss Mouse can …

She can help him. Then, Miss Mouse is ...

Mr. Lion can …

He can help her.

They’re friends now.

Abilities 语用任务

在班会课上欣赏关于朋友的故事的情境中，围绕A story about 事内容。

知识与技能

1. 通过阅读语篇，初步感知核心句型：He/She has...,正确朗读并知晓其义，后续课时的进一步运用作铺垫。

2. 通过阅读理解语篇，能正确识读词汇

teeth, sharp, net, help理解其义。

3. 通过阅读语篇，理解句型He/She has...,正确朗读并知晓其义，后续课时的进一步运用作铺垫。

2. 通过阅读语篇，熟练运用核心词汇：friend复述故事内容。

3. 通过阅读语篇，运用This is …, He/She is…,

He/She can ... 等句型来复述故事，为后续课时的语言训练做准备。

Period 2 A photo of my friend 词汇：

coat, shirt, blouse, T-shirt, sweater, shorts, pink, friend. 句型：

Mr. Lion is ... He has ....

friends, 简单复述故在班会课上分享朋友照片的情境中，围绕A photo of friend话题，用第三人称来简单介绍朋友的姓名、

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1. 在语境中熟练运用核心词汇coat, shirt, blouse, T-shirt, sweater, shorts, pink, friend描述朋友的着

I have a friend.

His/Her name is ... He/She is ... years old. He/She is …

He/She has ...

He/She can ... 年龄、外貌、衣着特点。

装。

2. 通过学习语篇内容，在语境中正确识读核心词汇skirt, jeans,并初步运用词汇描述朋友的着装。

3. 通过学习语篇内容，在语境中进一步理解核心句型He/She has...的含义，并初步运用核心句型描述朋友的着装。

Period 3 My ... friend 词汇：

coat, shirt, blouse, T-shirt, sweater, shorts, pink, friend, do sports, wear, sporty. 句型：

I have a friend.

His/Her name is …

He/She is … years old.

He/She is ... Look! He/She has ... and …

He/She likes wearing ... He/She can wear them to …

How … he/she is!

在举行Fashion show制作Friend card的情境中，围绕My ... friend话题，用第三人称来介绍朋友的姓名、年龄、外貌、衣着风格等特点。

1. 通过学习语篇内容，在语境中熟练运用核心词汇coat, shirt, blouse, T-shirt,

sweater, a pair of, shorts, pink，skirt, a pair of jeans, friend描述朋友的着装风格。

2. 通过学习语篇内容，在语境中正确朗读词汇wear，do sports, sporty, 并初步运用句型like wearing..., can wear them to do描述朋友爱穿什么样的服装进行何种活动。

3. 通过学习语篇内容，在语境中熟练运用核心句型He/She has...来描述朋友的着装风格。

四、

课时内容整合

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The students of Rainbow Primary School are having a class meeting. Period 1 A story about friends Miss Fang: We like making friends. But why do we need friends? First, let’s watch a story show. The lion and mouse This is Mr. Lion. He is big. He is strong. He has a big mouth and some big teeth. He can shout, run fast and eat animals. This is Miss Mouse. She is small. She has a small mouth and some sharp teeth. She can run and bite. One day, Mr. Lion runs too fast, then he runs into a net. He is afraid. Miss Mouse is afraid too. But then, she has a good idea. Miss Mouse can bite. She can help the lion. Then Miss Mouse is very tired. She can’t run. Mr. Lion can help the mouse. They can go back together.

Mr. Lion and Miss Mouse are happy. They can help each other. They’re different, but they are friends now.

Miss Fang: We all need friends. So we can help each other and do things together.

Period 2 A photo of my friend Miss Fang: We all need friends. Do you have friends, children?

Students: Yes, Of course! Miss Fang: Great! Let’s enjoy the photos of your friends now.

Danny: I have a friend. His name is Peter. He’s short and strong. He’s eleven years old. Look, he has an orange shirt and a pair of blue jeans. He can ride a bicycle. He’s so sporty! Kitty: Look at the photo of my friend. Her name is Sally. She’s twelve years old. She’s short and thin. She has a purple blouse and a yellow coat. She can fly a kite. How lovely she is! Eddie: This is my friend, Tom. He’s tall and strong. He’s eleven years old. He has a white T-shirt and a pair of blue jeans. He can skate. He’s so cool!

Jill: Look, this is my friend, Alice. She is tall and thin. She’s twelve years old. She has a pink sweater and a red skirt. She can dance. How beautiful she is! Miss Fang: Wow, you all have friends. So wonderful!

Period 3 My ...

friend Miss Fang: Fashion show is coming. Let’s make a friend card to show our friends! Students: Yes, Miss Fang! Sally: I have a friend. Her name is Kitty. She’s short and thin. She’s twelve years old. She has a white sweater and a purple coat. She likes wearing sweaters and coats. She likes wearing them to play in the park. She can play many games. How lovely she is!

Tom: I have a friend. His name is Eddie. He’s tall and strong. He’s eleven years old.

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He has a green T-shirt and a pair of blue shorts. He likes wearing T-shirts and shorts. He likes wearing them to do sports. He can do sports very well. He is so sporty! Alice: I have a friend. Her name is Jill. She is tall and thin. She’s twelve years old. She has a pink blouse and a green skirt. She likes wearing blouses and skirts. She likes wearing them to dance. She can dance like a butterfly. How beautiful she is!

五、

教学设计

Period 3 My ...

friend 【教学目标】

1. 通过学习语篇内容，在语境中正确朗读词汇wear, do sports, sporty，并初步运用词汇及句型like wearing..., can wear them to do描述朋友爱穿什么样的服装进行何种活动。

2. 通过学习语篇内容，在语境中熟练运用核心词汇coat, shirt, blouse, T-shirt,

sweater, a pair of, shorts, pink，skirt, a pair of jeans, friend描述朋友的着装风格。

3.

通过学习语篇内容，在语境中熟练运用核心句型He/She has...来描述朋友的着装特点。

4.

在举行Fashion show制作Friend card的情境中，围绕My ... friend话题，用第三人称来介绍朋友的姓名、年龄、外貌、衣着风格等特点。

【教学环节】

Procedure Pre- task

Contents 1. A chant of phonics “br-, cr-”.

2. Revision.

3. A song about friends. Methods 1-1 Read the chant.

2-1 Introduce A photo of my friend.

3-1 Sing the song.

1-1 Know about Fashion Show. 1-2 Read and know how to make a friend card.

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Assessment 学生能朗读关于字母组

br-, cr-的儿歌，语音语调准确，朗读流利。

学生能在语言模式的支撑下提介绍自己的朋友，语音语调准确，表达正确流利。

学生能合唱歌曲，发音准确，声音优美。

学生能配合动画图片整体感知本课时语境；

学生能认真识读steps的内容，并提取有效信息，理解创作friend card的步骤；

While- task 1. To know the steps of making a friend card.

2. To know about the friend card of Kitty.

3. To know about the friend card of Eddie. .

1-3 To know who will make friend cards today.

2-1 To know how to do Step 1 from Sally. 2-2 To know how to do Step 2 from Sally. 2-3 Read and learn the word and sentence pattern. 2-4 Practice with photos of Kitty. 2-5 To know how to do Step 3 from Sally. 2-6 Read and enjoy Sally’s friend card.

3-1 To know which photo does Tom choose in Step 1. 3-2 Listen and check the key information from Tom in Step 2 . 3-3 Practice with photos of Eddie. 3-4 To know how does Tom do Step 3. 3-5 Read and learn the word.

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学生通过照片观察，进行开放式讨论：为什么Sally在Step1会选择这张照片来介绍Kitty；

学生通过视听语段内容，能归纳文本信息大致了解Kitty的着装风格与特点；

学生能在语言模式支撑下理解句型like wearing …, wear them to do，并初步运用句型来介绍Kitty的着装风格；

学生能通过朗读语段，理解Step3的要素，初步感知整个friend card创作过程。

学生能认真听Tom的讲述并积极参与讨论，捕捉关于Eddie衣着风格和特点的关键信息；

学生能在语言模式支撑下进一步运用句型来介绍Eddie的衣着风格，语音语调准确，表达正确；

学生能从语段中提取信息，归纳出语段标题，识读并理解sporty含义；

学生能熟练朗读语段，语音语调正确，并进一步体验整

3-6 Read and enjoy Tom’s friend card.

4-1 Listen and know:Can Alice make a friend card? 4-2 Help Alice to choose one photo of Jill. 4-3 Help Alice to do Step 2. 4-4 Read and check how does Alice make her friend card.

4-5 Read and enjoy Alice’s friend card. 1. Make your 1-1 Choose a Post- task friend card. photo of your friend.

1-2 Choose a kind of friend card to talk about your friend in class. Assignment 1. Finish our friend cards. 3. Share our friend cards in class. Board- Design

4. To know about the friend card of Jill. 个friend card创作过程。

学生能通过Jill的照片信息，试着运用本单元核心词汇和句型,根据学到的创作Friend card的方法，来帮助Alice选取照片，介绍Jill的衣着风格与兴趣能力，语音语调准确，表达正确流利；

学生通过阅读语段，能捕捉关键信息了解Alice’ friend card重点内容，熟悉Friend card制作过程。

学生能根据自己的能力积极参与讨论，并正确运用所学词汇和句型，从姓名、年龄、爱好、能力、穿衣风格和兴趣爱好等介绍自己的朋友。

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附：Worksheet 一、Listen and fill in the blanks:

二、Make a friend card:

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