备课本科目：四年级英语教师：启用日期：Unit 3 My friends单元教学计划知识目标：1.词汇：学生能够听、说、认读单词：strong, friendly, quiet, hair, shoe, glasses2.句型结构：能够听懂、会说、认读句型What’s his name? His name is Zhang Peng. He’s tall and strong. Who’s he? He has glasses and his shoes are blue.3. 字母与语音：能够掌握字母o在开音节里的发音，即/əʊ/能力目标1. 能够正确使用重点词汇来描述人物的性格或外貌特征2. 能够在有意义的语境中抄写上述话题词汇3. 能够在真实或模拟的情景中运用句型What’s his/her name? His/ Her name is ... Who’s he / she? He / She is ... 询问他人的姓名或身份，并能回答4. 能够认读并在情景中运用句型He’s/ She’s ... He/ She has ... 描述人物的性格和外貌特征5. 能够读出符合开音节发音规则的含有字母o的单词；并能根据发音拼写出符其发音规则的单词情感态度目标1. 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镜等有歧视语言2. 能够根据o在开音节里的发音规则拼读单词，并能够根据其发音规则拼写单词教学重难点教学重点1. 能够听、说、认读单词：strong, friendly, quiet, hair, shoe, glasses2. 能够听懂、会说句型What’s his name? His name is Zhang Peng. He’s tall and strong. Who’s he? He has glasses and his shoes are blue.3. 能够正确使用重点词汇来描述人物的性格或外貌特征4. 能够掌握字母o在开音节里的发音，即/əʊ /教学难点- 1 -1. 能够在真实或模拟的情景中运用句型What’s his/her name? His/ Her name is ... Who’s he / she? He / She is ... 询问他人的姓名或身份，并能回答2. 能够认读并在情景中运用句型He’s/ She’s ... He/ She has ... 描述人物的性格和外貌特征3. 能够在有意义的语境中抄写话题词汇4. 能够根据o在开音节里的发音规则拼读单词，并能够根据其发音规则拼写单词教学方法情景创设法、游戏教学法、多媒体辅助教学法、TPR、小组合作学习法教学时间本单元教学用时两周，建议使用六课时完成教学任务。

第一课时：A. Let’s talk. Let’s play第二课时：A. Let’s learn. Let’s chant第三课时：A. Let’s spell.第四课时：B. Let’s talk. Let’s play.第五课时：B. Let’s learn. Say and draw第六课时：B. Read and write. Let’s check. Let’s sing. C. Story time.- 2 -- 3 -Teacher：What’s my friend’s name? You should say: Her name is Lily. Good.3. 描述朋友的外貌特征，引出本课的重点形容词：tall, short, thin, strong。

Teacher：Look at Lily, is she tall? （以手做出高的姿势，使学生理解tall的含义）No, she’s short. （板书单词）Read after me, please, tall, short. Do with me, tall, short. （加上手势，使学生边重复单词，边做动作）Teacher: Is Lily strong? （以体态语让学生感受strong的含义，呈现壮硕的运动员的图片，使学生进一步理解strong的含义）No, she is not strong. She is thin. （呈现图片，进行对比，使学生感受thin和fat的区别）Teacher: （和学生使用新授词汇进行谈论）Are you tall? Are you short? Are you strong? Are you thin? Step 3 Presentation1. 提出问题，引起学生阅读兴趣，呈现对话内容。

Teacher：You know about my new friend. John has a new friend, too. Is his new friend a girl or a boy? What’s his or her name? Let’s listen to the tape and find.2. 讨论对话内容。

Teacher: Can you tell me the answer? Is John’s new friend a boy or a girl? Yes, he is a boy. What’s his name? Yes, his name is Zhang Peng. He is our old friend, right? Is Zhang Peng tall? Yes, he is tall and strong. And he is a Chinese boy. You are Chinese boys and girls. You are Chinese students. Zhang Peng is John’s Chinese friend.Step 4 Practice1. 再次听课文录音。

学生跟读课文。

Teacher: Boys and girls, let’s read the dialogue after the tape. Please listen carefully, read carefully.2. 学生分角色朗读课文。

Teacher: Now, who wants to be John? Who wants to be his mother? Let’s read it in roles.3 游戏：What’s his name? 请五个学生到前边站成一排，分别介绍自己的名字。

第一个学生介绍自己的名字，第二个学生介绍自己的名字后，还要再介绍第一个学生的名字，依此类推。

4. 小组活动。

完成Let’s play活动。

Teacher: Who are they? They are Lucy, Bob, Lily and Tim. Choose one and introduce him or her. Others guess who he is. (出示对话结构，使学生依据对话结构习的有关朋友的话题做好心理和知识上的准备。

通过对朋友的描述和谈论，辅以肢体语言和图片的帮助，让学生理解重点词汇的意义并初步感受其用法。

通过提问引起学生的阅读兴趣，并使学生带着问题认真倾听课文内容。

在不同形式的读和表演活动中，使学生逐步理解并掌握本课的重点句型，为其达到熟练表达奠定基础。

- 4 -- 5 -- 6 -2. I say you do. 教师说出形容词，学生表演其相应的状态。

Teacher: This time, I say you do. When I say tall, please do this.（手臂向上抬，表示高）When I say short, please do like this. （手臂向下压，表示矮）When I say strong, please do this. （两小臂上举，举着拳头，表示强壮）And this is for thin. (两手贴在脸颊两侧，表示瘦) Are you ready? Let’s play.3. I do you say. 这次教师做出动作，学生说出相应的单词。

Teacher: Now I do you say. （随机做出上一活动中的各个动作，使学生说出单词）4. 展示人物图片，学生使用所学的词汇来描述其特征。

Teacher：Look at this boy. Say something about him. Is he tall? Is he strong? What about this girl? Is she short? Is she quiet?5. 游戏：Who is he/ she? 出示几个人物图片，学生观察人物特征，教师描述其中一人的特征，请学生猜出人物。

Teacher：Look at these boys and girls. She is ... He is ...（引导学生说出这些人物的特征。

Teacher：Now I will say sentences. Please guess who he or she is. Listen carefully. He is thin and tall. Who is he? She is quiet and short. What’s her name?Teacher: Please do a pair work. Guess and say.Teacher: Show your dialogue, please.Step 5 Summary1. 播放韵句：Tim is my friend. 学生认真倾听。

Teacher：It’s time for chant. Let’s listen to a chant about friend. Listen carefully.Teacher: Read the chant after me.Teacher: Say the chant freely. （教师巡视，解决学生遇到的问题或困难）Teacher: Show the chant, please.Teacher: Chant about your friends. Make a new chant. Talk in groups first.Teacher: Show your new chant, please.作业选择正确的字母补全单词。

( ) 1. t__l A. al B. ul C. ol( ) 2. sh__t A. al B. ol C. or( ) 3. qu__t A. er B. ie C. ai( ) 4. th__ A. an B. in C. en( ) 5. str___g A. an B. un C. on帮助学生熟悉新词的字音，使他们把字音与字义统一起来。