新版PEP小学英语四年级上册Unit 3 My friend复习课

钱营一小李志华

教学内容分析：（Teaching concepts）

这节课是新版PEP小学英语四年级上册Unit 3 的复习课，主要是总结这个单元的教学内容，使学生能从以下三个角度去谈论friend这个话题，即：1、朋友的总体特征，如My friend is quiet and friendly. 2、朋友的局部特征，如My friend has long hair. My friend has glasses. 3、朋友的兴趣爱好，如My friend likes Chinese.

学生分析：（Students）

本课的教学对象是学过一年英语的四年级学生，此阶段学生天真活泼，好奇心强，有较强的模仿能力和求知欲望，而且富有一定的逻辑思维能力，对英语的喜欢已初步体现出个性。由于是农村小学，大部分学生课外很少接触英语，英语知识面相对较窄，在单词的学习过程中，还是较容易出现发音不到位或发音不准确的语音错误。

教学目标：（Teaching aims）

知识目标：(Aims to the knowledge)

Words and phrases：

1、he she boy girl woman man

2、his name   her name

Sentences:

His name is …   Her name is …

He is …         She is …

He has …        She has …

He likes …      She likes …

能力目标：(Aims to the ability)

Use these words and sentences patterns to describe your teacher or your friend.

情感目标：(Aims to the emotion)

通过本课的学习，使学生更加爱朋友，爱老师，爱父母亲人。

教学重难点：（Teaching key points and difficult points）

Key points: 1、Enable Ss to study in groups and cooperate skillfully.

2、Develop Ss interest in English and use the key sentences correctly.

His/Her name is …

            He/She is …

            He/She likes …

Difficult points: The students mix up the sentences “He/She has …”and “He/ She is …”

                 He/She likes … (colors, food, drinks, subjects, etc.)

课前准备（Preparations）：

CAI课件 （借用东莞师范学校附属小学陈凤葵老师的课件）

教学策略

模块式教学，注重体验和实践

板书设计（Board Design）：

Unit 3 My friends

I have a new friend.

He/She is a boy/girl.

His/Her name is …

He/She is …

He/She has …

He/She likes…

教学过程（teaching steps）：

Class Opening and review

Greeting

Today we’ll review the concepts in Unit 3. Someone needs your help. Please read and guess. Who needs your help? (Read the riddle aloud.) The goose? The fish? No, they aren’t. It is Xiaokedou. (Teach the new word “ little tadpole”.) The little tadpole needs your help. They want to look for their mother frog. But they need your help. You have to past the tests. Can you help them? Come on! OK! The first test.

设计意图：用一个小蝌蚪找妈妈的故事引入，吸引学生的注意力，利用这些“关卡”激起学生挑战的欲望。

Test 1

Practice the key words: boy, girl, man, woman

                        he,  she,  he,  she

                        his, her,  his,  her

Say the words or phrases one by one.

Look and guess

He is a boy. His name is Feiyangyang.

She is a girl. Her name is Meiyangyang.

Sum up: Congratulations! Now you’ve past the first test. Can you read more phrases?

Ask the students to call out the words or phrases on the vocabulary cards.

设计意图：这一环节复习了后面句子需要的重点词汇he, she, his, her。读                单词卡片又为第二个环节做了准备。

Test 2

Let’s play a guessing game

Here we need two volunteers. The first one stands in the front of the classroom. He asks questions, such as “Boy or girl?” “Tall or short?” “Long hair or short hair?” Other students answer. According to the answers, the first student guesses: His/Her name is …The second one is a model. We need three or four groups.

设计意图：通过此项游戏复习了tall, short, thin, strong, long hair, short hair, big eyes, small eyes等词汇，同时也复习到了本单元的一个实用句型… or …

Test 3

Read and guess

Read the passage two or three times. Then ask the students to guess.

His name is Jackie Chan.

Look at this boy. What’s his name? (His name is Mike.) Let’s talk about him. Look at his hair first. Does he have long hair or short hair? (He has short hair.) Does he have big ears or small ears? (He has big ears.)

Sum up: He/She has … 描述身体局部有什么特征。

Is he tall or short? (He’s short.)

Is he strong or thin? (He’s strong.)

Sum up: He/She is …描述整体特征。

This is a football. He likes playing football. What is his hobby？What does he like? (He likes sports.)

Sum up: He/She likes … 描述兴趣爱好。

设计意图：此环节使学生更加明确这些功能句型的使用范围。

Test 4

Read and match

Work in groups

Write the sentences in their paper. For example: He has four legs. She has four legs.

The reporter in each group read the sentences aloud.

Read together.

设计意图：经过上一环节的总结，让学生在比较真实的语言环境中使用这些句子。

Test 5

Say and act. Finish the sentences and use these sentences to describe mummy frog. Read these sentences. Read the story in roles. Help the little tadpole fill in the blanks.

设计意图：本环节完成了小蝌蚪找妈妈的故事，也完成了这节课的所有语言训练，是一个总结，同时情感教育也得到升华，使学生产生思想的共鸣。

Homework

Describe your favorite teacher, using the sentence patterns we have learnt in Unit 3. For example: （用本单元所学的句型描述你最喜欢的一位老师，例如：）

I have a/an ____________ teacher.

He/She is ________________________.

His/Her name is __________________.

He/She has _________________________.

He/She likes ________________________.

My teacher

___________________________________________________________________________________________________________________________________________________________________________________________________________________________________________________________________________________________________________________________________________________________________

设计意图：鼓励学生创造性的使用所学语言，同时通过本课的学习，使学生更加爱朋友，爱老师，爱父母亲人。

教学反思：

1．在教学模式上,注重体验和实践，提倡模块式教学。把学英语与用英语做事情联系起来，创设良好的语言环境和语用环境，使学生在愉快和自信的情绪中，保持积极的学习态度，在大量的语言实践中形成语感，养成良好的英语学习习惯。

2．在语言教学上，注重语感和语音语调基础。在教学中，我特别注意本课he, she,等单词的发音，让学生反复听，反复模仿。让学生在有意义的语境中进行训练，在真实的情境中运用句子，真正的做到注重语感和语调。

3．在情感态度方面，培养学生的爱父母、爱朋友、爱老师的感情。小学英语课程我们必须从学生的心理和生理特点出发，遵循语言学习规律，从改变学生的学习方式入手，通过听做、说唱、玩演、读写和视听等多种活动方式，达到培养兴趣、形成语感和提高交流能力的目的

当然，这节课还有一些细节方面的问题，如：

1、各环节的时间安排略有不妥，到了最后时间很紧，最后两个环节匆匆带过。

2、课前准备不够充分，课上用到的小卷子应课前发给学生。此外，小卷子的第一题的作用不大，可以删除。