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1、A教学设计() 作者: 日期:2 个人收集整理,勿做商业用途4A Module 2 Me,my family and friendsUnit 3 Friends Read a story 课标要求与教材分析 根据英语课程标准一级要求,本单元课标要求为:能在图片的帮助下听懂和读懂简单的小故事;结合本课有关狮子和老鼠的六幅图片能读懂简短故事并进行复述;能交流简单的个人、家庭、朋友的信息,表达简单的情感和感觉;学生能运用所学句型描述自己的朋友并能根据别人的描述做出猜测。 本单元教学重点是用英语谈论朋友的情况。基本句型I have a . He/She is . 和He/She has (a ) .
2、在3B教材中都出现过,本单元再次复现。教学时要指导学生把有关谈论“朋友”的语言结构、词汇和日常交际用语有机地结合起来,学习用一段话介绍,循序渐进、螺旋式地提升学生语言能力。如:I have a friend. My friends a boy/girl. His/her name is . He/She is nine. He/She is tall. He/She has long/short hair.He/She has a big red ball.Thats Bobby.He is Wendys dog.第一课时学习“to have”结构,描述某人拥有某物或朋友;第二课时学习描述朋友
3、的性别、年龄、身高、头发和拥有的玩具;第三课时学习句型:Whose dog is that?并用名词所有格做出回答;第四课时在整个单元中起着概括和升华的作用,要求学生对“朋友”的理解更加的深刻。学情分析 学生在3A教材中已经能口头掌握He/She is eight. 和He /She is short/small .这样的句型。在3B教材Module2 Unit3 中重点学习了He/She is tall/short/thin/fat .He/She is eight/nine .His/Her name is .He/She has .这样的句型来介绍自己喜欢的人。这些知识的复现使得语言难度
4、对于学生来说不大。从四年级学生的认知水平来看,四年级学生对英语学习兴趣浓厚,大部分学生具有良好的语言基础,在平时学习过程中,他们乐于用新学的知识与同伴交流。他们在本单元之前已能对人物进行简单的描述,即能用3至5句话进行描述。对表特征的形容词掌握较好,对故事的理解能力也较强,有一定的阅读技巧。 学生较难短时间内复述故事,尤其是概括课文的大意。我将引导学生理解故事,逐步概括,从而达到复述课文的目的。教学目标 1.听说读写单词 strong, tooth(teeth), sharp, branch, brave;并运用单词描述动物的特征;能运用句型“to have”,描述朋友及特征;并能准确运用特殊
5、疑问词whose及句型Whoseis that?这样的句子来询问物品的主人。 2.学生在参与介绍朋友的活动中,感知be动词根据主语不同发生变化,准确运用“to be和 to have”结构谈论自己朋友的长相、外貌特征。能从音、形、意角度学习词汇,体验字母组合bl-,fl-,sl-的发音,逐步形成有效识记单词的方法。 3.学生在讨论朋友和学习故事的过程中,体验并感悟友谊的内涵。 第四课时 Read a Story 教学目标 1.听说读写单词 strong, tooth(teeth), sharp, branch, brave;并运用单词描述动物的特征; 2.在图片的帮助下感知“The lion
6、and the mouse”故事,理解故事的主要内容,会根据故事内容创编对话并表演,并能对课文内容进行简单的加工,写一段话复述故事,通过参与复述和表演的活动,能逐步从故事的表面看到故事的内涵,从而体验到朋友的内涵。重点与难点 重点:听懂会拼strong, sharp, teeth, brave和branch。 听懂会说 Hes _.和 His teeth are_.The_ is _此类的句型。 难点:运用形容词正确描述动物的特性。方法与手段教师要有意识地在完成英语教学三维目标的同时,特别关注情感、态度和价值观的落实,懂得同情、关心,力所能及的关心弱者。而4A module2 Friends
7、Unit2的Read a story这一课的主题Friends就正好与之呼应。所以我设计不同的情景激发学生产生相应的情感,以利于学生表达。我采用词卡、录音机、CAI课件,以拓展教学资源。使用教材的构想 本课是以牛津英语上海版4A M2U3 Friends(The lion and the mouse)为教学内容。本课主要是围绕主角狮子和老鼠,结合故事进行单词、词组和句型教学。因为故事内容和情节比较简单,我将扩展教学活动步骤,对教材原有的活动进行延伸。在阅读中设计问题,指导学生根据图片的提示读懂故事,形成阅读技能,高效理解语篇,并在理解的基础上展开讨论、增加词汇训练、进行写作训练。教学流程 I.
8、 Pre-task preparation1.Sing a song(1分钟) The students and the teacher clap hands and singThe more we get together.2.Talk about(animal) friends and answer the question(3分钟) The students say something about their friends using the drills: I have a/an( animal) friend. His/Her/Its names_. He/She/It has_.
9、T: Can you tell me what friends are?S1:Friends make us happy.S2:Friends bring us friendship.3. Show the pictures of the two animals ( a lion and a mouse)(2分钟) T: Are they friends: Why? Ss: I think/I dont think .II. While-task procedures 1.Learn “ strong, sharp” , the first and the second paragraph.(
10、8分钟) 教师播放课件(1) Look at a video about a lion and a mouse and the students describe them. T: What animal is it?Ss: Its a lion/mouse.T: How is the lion/mouse?S1: He is big/small.T:What do you think of the lion?教师出示单词卡认读单词strong并板书He is strong.Ss learn to say the sentence.S1: He is strong.S2: He is brow
11、n/grey. S3:He has long hair/ a long tail/big ears.T: Oh, yes. His hair/tail is long. What about his teeth?教师出示单词卡tooth-teeth和sharp结合sheep与car让学生从音、 形、意上掌握单词并板书His teeth are big/small and sharp.Ss learn to say the sentence.S4: His teeth are big.S5: His teeth are big and sharp.设计意图:在讨论动物时学习新单词 “strong
12、”,用形容词He is big.做替换练习He is strong.运用比较发音的方法,单数tooth到复数teeth的变化,结合sheep与car让学生从音、 形、意上掌握单词sharp。用名词和形容词做替换练习His hair/tail is long.引出新句型His teeth are big and sharp.以旧带新,以情景突破语义。(2) Read the first paragraph about the lion and the second paragraph about the mouse and show the mask of the lion/mouse. The
13、n the students put on the masks and read the paragraphs with emotions.教师引导学生用三句总结:The lion is strong. The mouse is weak. The mouse is afraid of the lion.T: Do you believe they are going to be friends?Ss: 2.Look at the picture of the fifth picture and talk about the last two paragraphs.(8分钟) Ss: The
14、mouse is on the tree. T: Oh, yes. The mouse is on the branch.教师引导学生观察老鼠在树干部分,并出示单词卡branch,branch-branches ,peach-peaches, sandwich-sandwiches突破读音,让学生从音、 形、意上掌握单词并板书The mouse is on the branch. Ss learn the sentence. S6: The mouse is on the branch.教师播放一段惊恐的声音音效。 S7: The lion is on the net. The lion is afraid. T:Because the lion is in the net. He is weak now.设计意图:通过对比 The lion is on the net.和The lion is in the net. 两句中狮子地点的变化后,学生感到吃惊,狮子也有弱势的一面,为学生体会老鼠的勇敢作铺垫。 S