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PEP四年级英语上册Unit3 My Friends
A Let’s learn教案
一 教学目标：
（1）知识目标
能听、说、认读friends、long/short hair、thin 、strong、quiet等词汇和词组。
（2）能力目标
能够听懂理解“My friend is strong. He has short hair„”等句子。
（3）情感目标
培养学生学习英语的兴趣和在实际生活中运用所学知识的能力，注重培养学生严谨的学习态度和与人交往的能力，学会关爱他人，培养相互帮助，团结友爱的品质。
二 教学重、难点
（1）教学重点：
词汇：friends，hair, thin, strong, quiet.
句型：My friend is strong. He has short hair„
（2）教学难点：
Thin，quiet的发音;初步了解名词复数和has的用法;初步掌握如何简单介绍朋友及其特征。
三 学情分析
1．由于在三年级进行了字母组合拼读规律的教学，因此学生对
单词的学习有一定的基础，比较容易掌握。
2．句型掌握有一定的难度，涉及到has的用法和名词复数的概念，需要让学生简单了解。
四 教学流程
（一）、 Warm-up（2min）
1. Greetings!
T:Hello! Boys and girls, nice to meet you!
2.Let’s do. Touching game.
[设计意图]：通过TPR活动，激发学生的学习兴趣，复习了旧知识，并为新课的学习做好铺垫。
(二)、Lead-in（2min）
1.T:We are happy today because there are many friends coming to our class,let’s welcome!(clap hands)
出示Sara图片，T:Who is she？S：Sara.
再出示课件，T:Yes.Sara is our friend.We have a friend,Sara.So today our topic is 《My Friends》.And today is Sara’s birthday.Many friends came to her birthday party.She also invite us.今天是Sara的生日，她邀请了许多朋友去参加，同时也邀请我们一起去，还给我们准备了一个大大的生日蛋糕。Ok,Group1,Group2,Group3,let’s see which one is the best.The winner can get this cake.最后的明星之队可以得到这个蛋糕。Are you ready？
(三)、Presentation（20min）
1.出示课件。T:Let’s see Sara’s friends.这些都是出席生日会的朋友们。This is Sara.Who is she? Yes,they are Sara’s friends. 拿出卡片贴黑板上，教读friends，两人边握手边读。在进行升降调操练，作出评价。
2.chant:Friends,friends,many many friends.
3.出示我朋友的照片，介绍，I have a best friend,too.A girl or a boy? Yes, she is a girl.Her name is Christina.She is nice.Yes or No?然后说我将带上我的朋友去Sara家，what about you？Who is your friend？
S：My friend is„„
4. Sara says：I have long hair,引出long hair.T：I have long hair,too.what about you?出示课件和卡片教读,分组竞赛，四人小组。再转换句型She has long hair.who has long hair in our class?
6.出示课件，T：This is Sara’s new friend.She has long hair. Yes or no? No.Sara says,she has short hair.出示卡片教读，在进行正话反说操练。班上long hair和short hair的学生操练。T：who has short hair?look,look.引出He has short hair.
7.chant: Long hair, long hair,she has long hair,
Short hair, short hair, he has short hair,
8.出示张和吴的图片，Sara says:He is thin/strong.分别引出
strong和thin，再出示卡片和课件教读，男生读strong，女生读thin，分组和个人读。
9.拍手chant：Strong,strong,make yourself strong.
Thin,thin,make yourself thin.
出示Shrek和Donkey图片，请同学描述。Who is strong? Who is thin?
10.T：one,two,three.three,two,one.坐好的姿势，“嘘”的手势，引出quiet，出示陈洁的卡片，再小声教读，注意发音，整体到部分操练，分组操练。请同学描述陈洁，She is quiet.
T:Who is quiet in our class?
S:She/He is quiet.
[设计意图] 这一过程中通过教师的体态语引出单词quiet，通过直观教学法和情景教学法及教具展示引出本课单词long hair,short hair,thin,strong,让学生比较自然的接受新知识，避免了直接灌输式教学。
(四)、Practice（10min）
1.拍手chant：Long hair,long hair,she has long hair, Short hair, short hair, he has short hair,
Thin,thin,make yourself thin,
Strong,strong, make yourself strong,
Quiet,quiet,she is quiet.
Friends，friends，I have many friends!
再每个组点一名同学一起chant。
【设计意图】结合学生体貌特征进行单词的唱解，可以吸引学生的兴趣，便于学生记忆，从而达到轻松有效的学习。
2、Who is knocking at the door? Choose Sara’s friends.
(1)He is strong.(Zhang Peng)
(2)She is quiet.She has long hair.(Chenjie)
(3)He is thin.(Wu Yifan)
[设计意图] 锻炼了孩子们的听力，也是对本课知识的进一步强化练习。同时检查学生对基础知识掌握情况，为进一步拓展巩固奠定基础。
(五)、Consolidation&Extension（5min）
1、Gift:Guessing Game，猜三个明星。
2、My Gift示范描述特征，再填写喜洋洋和Shrek特征。
[设计意图]本环节将课本所学知识与实际相联系，同时让学生将所学过的知识进行自然整合，既强化了本课知识，又复习了以前的知识，具有一定的伸缩空间和挑战性，适合不同层次的学生进行自我展示，也适合老师对学生知识掌握情况进行检测。
3、Pair work 老师先示范介绍自己的朋友。
T:Who is your friend? What’s she/he like?
两人一组让学生说出自己朋友的特征。
[设计意图] 锻炼了学生动口表达的能力，让学生进一步更仔细的观察自己的朋友，增进彼此间的友谊。
(六)、Conclusion（1min）
评出winner，明星小组。
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My Friends
教学实录与评析
张丽 执教 （渝北农业园区实验小学）
杨必颖 评析 （渝北区小学英语教研室）
教学内容：人教版《义务教育课程标准实验教科书.英语》四年级上册第三单元My Friends
教学目标：
1. 能听懂、会说：What’s her name？Her name is…. He/She likes….
2. 能听懂“Boy or girl?”以及其他带有or的句子。
3. 区分What’s her name?与What’s his name?
教学过程：【my,friends教案】
1. Warm-up
T: Class begins. Good morning, boys and girls. Ss: Good morning, Miss Zhang. T: Sit down, please. Ss: Thank you.
T: Look at me. Guess. (Ss: Play computer games.)【my,friends教案】
T: You are right. Look at me. (Ss: Do sports.) T: Right.
T: Look at me. (Ss: Listen to music.)
T: Let’s listen and do. ok? (ok.)
T: Ok. Now, let’s stand up and chant. ok?
【评析】通过本部分的Listen and do, 既复习了前一节课所学的Let’s learn部分的新单词，又可以吸引学生注意力，激发他们的学习兴趣，为接受新知识做好准备。
2. Presentation
T: Very good. Now look at the picture. Let’s review some words. 课件出示：
(1). Review
T：Science or music? (Ss: music) T: You are right. T：Sports or painting? (Ss: painting) T: Right. T：New or old? (Ss: old) T: That’s right. T：Black or white? (Ss: black) T: Yes.
T：And boy or girl? (Ss: girl) T: You are right. T：Tall or short? (Ss: tall) T: Tall.
T：Old or young? (Ss: old) T: That’s right. T：Big or small、 （Ss: small） T: Yes.
T：Long or short? (Ss: short) T: You are right. T：You or me? (Ss: you) T: That’s right. T：Me or you? (Ss: you) T: You are right T: haha…now, I say big, you say small, ok? (Ss: ok)
T: big Ss: small
T: tall Ss: short
T: old Ss: young
T: thin Ss: strong
T: you Ss: me
T: me Ss: you
T: you and me Ss: me and you
T: me and you Ss: you and me
T: you and me, we are good friends. Very good. Say after me. Read: friend, friends, friends. We are friends. We are friends.
【评析】本部分通过滚动复习，自然而然的引入新课，创设了本节课所需情境，利用图片呈现一系列描述人物的词语，进行反义词操练，引入… or … 利用“you and me”引入we’re friend. I have a friend. He/She’s…让学生在模拟的真实环境中轻松的学习并一步步接受新知识。
(2). Teach new sentences.
T: I have a friend. Look at the picture, guess, boy or girl? Ss: boy
T: Let’s see, boy or girl? Ss: girl
T: Girl, girl, she is a girl. My friend is a girl. And she has a big head. And? Do you remember? What’s she like? Who wants to draw the picture? Who can draw the picture?
She has a big head, and? S1: She has short black hair, and?
S2: She has a small nose. T: She has a small nose, and? Do you remember my friend?
S3: She has big eyes. T: She has two big eyes. Wow, big eyes, and? Remember?
S4: She has two small ears. T: She has two small ears, and? Do you remember my friend? What’s she like?
S5: She has a small mouth. T: She has a small mouth.
T: Thank you, big hands to…
T: This is my friend, her hair, and her eyes, her eyes are big. And her nose, and her mouth, and her head, and her ears. Yes, very good. And her name is? Do you know? She’s in the classroom mow, Can you guess, what’s her name? S1:… T: Is that you? No.
S2:…. T: Is that you? S3: yes.
T: Yes, you are right. OK. Now, look at this picture. Who’s she? She is … what’s her name? her name is…
Good, say after me. Her, her, what’s her name? what’s her name? her name is, her name is…
Who can say? S1: what’s her name? T: yes, good. S2: what’s her name? T: very good.
Let’s say together. What’s her name? her name is…
T: What’s her name? S1: her name is… T: yeah, that’s right.
T: What’s her name? S2: her name is… T: very good.
T: look, what’s her name? S1: her name is…. T: you are right.
T: look, what’s her name? S2: her name is…. T: you are right.
T: what’s her name? Let’s say together. Ss: her name is…
T: what’s his name? Ss: his name is Yao Ming. T: we can say, you are right. He likes…
S1: he likes sports.
T: good. And what’s his name? let’s say together. Ss: his name is Zhou Jielun.
T: he likes? Ss: he likes music.
T: let’s say, you are right. And what’s her name? S1: her name is Xiao Wanzi. T: yes or no? Ss: yes.
T: we can say, you are right. OK, look at me, now do as I do.
(what’s her name? her name ‘s Xiao Wanzi.) boys ask, girls answer
【评析】本部分重点呈现并练习新课。呈现一张学生幼时照片，请学生猜性别，引导学生描述并勾画照片上的人物，猜出学生的姓名，引出本课重点句型。呈现学生熟悉的人物照片，引导学生问答。让学生在乐中学。
(3). Practise
T: Ok, let’s sing a song.
Hello, hello, what’s her name? what’s her name? what’s her name?
Hello, hello, what’s her name? her name’s Chen Jie.
Hello, hello, what’s his name? what’s his name? what’s his name?
Hello, hello, what’s his name? his name’s John.
T: Wonderful, now, you, please come over here. Let’s sing a song about… (very good)
(Wait…turn around.) give her some information. Let’s say:(123) what’s her name? She/He is…
She/He likes…
She/He has…
What’s her/his name?(板书在黑板上)
T: Look at the picture, what’s her name? Ss: Her name’s Chen Jie.
T: And who’s Chen Jie’s good friend? Let’s listen to the tape.(S1: Her name’s Amy.) T: Let’s read together. Ss:…
T: Now, girls, you are Chen Jie. Boys, you are John. Let’s act out the text. OK?
【评析】呈现学生熟悉的卡通形象，带领学生说唱操练。请几名学生一次站起来，其他学生齐说：what’s her/his name? Her/His name’s…然后学生分小组操练。带领学生用熟悉的曲调操练：what’s her/his name? Her/His name’s…面向全体学生，练习具有连续性、生动性。
3. Consolidation and extension
T: Wonderful. Now, do group work in four.
Group1:… Group2:… ……
【评析】本部分为重点语言结构小结及扩展练习，猜人练习，运用what’s her/his name?听录音跟读对话，男生女生分角色表演对话及小组表演，在以学生为本，让全体学生积极参与课堂的同时，还做到了学以致用。
【反思】本堂课总的来说是一堂比较成功的课。首先，本堂课在设计上我注意模拟真实的生活情境，在练习过程中我注意联系的连续性，我在领导学生练习过程中，引导学生从机械练习到过渡性练习再到最终的语言的运用，层层深入，同时也降低了语言的难度。其次，教学活动设计我做到了以学生为本，面向全体学生，关注个体，如集体操练、小组练习、结队练习、个体活动等。另外，本堂课我的教学活动设计比例适当，而且“分散教学难点”的办法是本堂课的教学亮点之一，
使本堂课做到了层层铺垫，滚动递进，螺旋式的上升。最后，我的这堂课的设计新颖，如呈现一张学生幼时照片，请学生猜性别，引导学生描述并勾画照片上的人物，猜出学生的姓名，引出本课重点句型。呈现学生熟悉的人物照片，引导学生问答。让学生在乐中学。而且活动明快，层次清晰，师生互动自然，尤其在最后一个小组互动环节，达到了本节课高潮，学生们做到了学以致用，争先恐后的起来表演对话，自编对话，运用所学知识互相猜人物，让学生充分体会到了学习的乐趣。当然，本堂课也有不足之处需要我在以后的教学当中慢慢改进，如我的体态语言需要进一步改进，在改适当夸张的时候要做得更夸张一点，这样才能营造出更加真实的情境，让学生更快的融入我的课堂中来。还有呢，就是在教学过程中的指令性语言应该更简洁明确一些，因此，在课堂管理方面也应该加强。
《My friends》教学设计
青冈县中和镇中心小学 李晶莹
学习目标： 1．能够听说认读单词：friends long/short hair, thin, strong, quiet
2. 能够运用句子：She/he is--- 和 she/he has---描述朋友 教学重点：
1．句型：She/He is----, She/He has-----
2．词汇：friends hair, thin, strong, quiet
教学难点：发音：friends, thin
教具准备：
1单词卡片 人物图片
2．教材相配套的教学课件［Unit 3，Let’s learn／A］
教学过程：
（一）热身／复习（Warm-up/Revision）
1．Let’s chant
Tall tall tall, make yourself tall
Short short short make yourself short
Long long long make your arms long
Short short short make your arms short
Big big big make your eyes big
Small small small make your eyes small
2.反义词游戏
（二）呈现新课 （Presentation）
1． 教师出示BaiLing的面具，问：Who is she? 学生回答：BaiLing。教师说：She has long hair. （一边说一边做动作帮助学生理解）
教师出示Mike的面具，问：Who is he? 学生回答：Mike。教师说：He has short hair. （一边说一边做动作帮助学生理解）
教师同时拿着两个面具，说：BaiLing and Mike are friends. They are friends.
2．让学生看着面具在教师的提示下学说：She has long hair. She has short hair. They are friends.
3．让学生指着班里的同学说：She has long hair. He has short hair. 教师出示单词卡教读long hair, short hair和friends。（把单词卡贴在黑板上）
4 .Now let’s sing
5．教师出示Sarah和John的面具，问Who is she?学生答：Sarah,John。教师把面具贴到黑板上相应的单词前，鼓励学生说出She has long hair. She has short hair.
6．出示姚明的图片并问：Who is he?学生答姚明。教师：He is strong出示单词卡教读strong。指着班里很壮的学生说he is strong.指着另一个较瘦的学生说she is thin并出示PPT,教师要提醒学生在读thin时，注意咬舌尖儿
7. After that ,let several students read the sentences
8．教师把右手的食指放在嘴上，做出让学生安静的动作，让学生说出单词quiet。并出示单词卡，让学生认读quiet。（把单词卡贴到黑板上）再出示ppt,让学生说出：She is quiet. 让学生翻译中文
9. 让学生齐读所有的新单词
（三）趣味操练 （Practice）
1．Ok, maybe some pupils are tired, let’s play a game: Throw a ball 方法：教师说出教室里一个学生的特征，学生按要求投篮，如：He is strong, please ，throw the “strong” into the basket. 用同样的方法投完所有的球
2.Guessing
教师：你能根据我的描述猜出这个人是谁吗？I have a friend, she has----- ㈣ 巩固和拓展（consolidation and extension）
.Groupwork: Talk about your friends
方法：四人一组 相互介绍自己的朋友
㈤ 作业（homework） 设计并珍藏你朋友的个人档案(可以在电脑上制作)。 My friend
name(姓名):________________________
Age(年龄): __________________________
Character(特征):______________________
板书设计：【my,friends教案】
Unit3 My friends
Part A Let’s learn
Strong quiet thin
Long hair short hair Friends
She/he is----, she/he has-----
My friends 教学设计
一、教学内容：My friends.
二、教学目标:
1、知识目标：
①能听、说、认读friends, long/short hair ,strong ,quiet, thin等单词和词组。
②.能听懂,会说”My friend is „.She/He has „”What is his name ?His name is„”。
2. 能力目标：培养学生的综合实践能力，能用英语做事情，能将所学语言”My friend is „.She/He has „”What is his name ?His name is„”运用于实际情景中,能适当利用一些形容词描述自己的朋友。
3.情感目标
培养同学、朋友间团结合作的情感。
三．教学重难点
教学重点:能适当利用一些形容词描述自己的朋友。
教学难点：句型He/ She has„,He /She is...及What’s his name? His name is„的运用。
四、教学策略及教法、学法设计：
在教学设计中，注重将知识与能力、过程与方法和情感态度与价值观三维目标相统一，及时对学生的学习进行评价和激励；充分利用多媒体的优势，积极给孩子们创设运用英语进行交际的情境。采用直观教
学、情景教学、小组比赛等方法，将话题、结构、功能及任务相结合，引导孩子们运用看、听、读、说的方法，在听做、说唱、玩演、视听、读练等活动中感悟、体验、理解所学知识。教学以完成各个任务的形式,通过合作交流、相互促进的渠道，让学生当课堂“主演”的角色，在合作中学得、习得语言，从而达到培养学生良好学习习惯和运用英语进行交际能力的目的。
五．课前准备
教学卡片，多媒体课件等。
六．教学过程与设计意图：
1. Warming - up
①. Free talk .
Hello/Good morning ,boys and girls .What’s your name ? ②介绍评价方式.
2．Presentation and practice
Step1: 介绍自己，引出课题 My friends.
T: I am your teacher. I am your friend ,too .Would you like to be my friend ? S: „ T: You are my friends. (边读课题边与学生击掌握手)
[设计意图] :让学生在情景中理解friend 和friends, 带领学生进入今天的课题.
一、教学目标：
1知识目标：(1)能听懂、会说What’s his name ?
His name is„„用He has „„„.来介绍自己的朋友，并能熟练运用。
(2)能听、说、认读单词：Chinese photo he’s his has. 2能力目标：（1）能就本课的重点句型来进行对话和描述自己的朋友。
（2）能结合新旧知识完成猜谜语的游戏，提高综合运用语言的能力。 3情感目标：（1）营造宽松的课堂氛围，让学生乐于学习，善于表达。
（2）注重良好的语音语调训练。
二、教学重难点
1句型What’s his name ? His name is „.. He has „„.. 2用简单的句子对自己的朋友进行描述。
三、学情分析
本课时的教学对象是小学四年级学生，四年级的学生已有一年的学习基础，但是因为所学知识不够，此时的学生正处于由感性认识向理性认识发展的阶段。大多数学生乐于参与各种英语学习，并在英语学习中体会了成功的乐趣。
四、教具准备：
课件、照片、John和Mom的头饰。
教学过程：
1Step1 Warming up
(1)Sing a song :Head should knees and toes.复习身体部位的单词。
(2)认读单词卡片：long hair \ short hair \ strong \ thin. Step2 Revision
(1) 课件呈现大眼睛和小眼睛，引导学生用He has„„.说出big eyes和 small eyes。
(2) 课件呈现黑头发和黄头发，用What colour are they?引出black hair 和 yellow hair。
(3) 说出下列词语的反义词和相对词。
Big----small , short----long , thin----strong , black----white „„..
Step3 Presentation
(1) 课件出示两组照片一组是Zhang Peng 和Wu Yifan，另一组是John 和 Mike。
T：Where is Zhang Peng from ?
S: He is from China .
T: Yes. He is a Chinese boy. 跟读Chinese boy。
（2）问题引出Zhang Peng . Who’s John’s friend? Guess. T:He has short black hair. He has big eyes. He is tall. He is strong, too.
S:He’s Zhang Peng.
（3）T:Look! This is his photo.重复，同时拿出照片，帮助
理解意思，跟读。出示多张同班同学照片。
T: I have many photos. They are my friends. What’s his name. 引导学生用“His name is „..”回答。
(4)T: John has a Chinese friend. He is Zhang Peng . He will tell his mother.
(5)播放空中课堂光盘，学生理解并跟读。
(6)角色表演。
Step 4 Consolidasion
猜谜语。猜对一个，课件上就依次出现该动物的照片。
（1） It is white and black, it likes eating bamboons. Who is it?
（2） It is tall, it has long neck and legs. Who is it?
（3） It has two long ears and big eyes. It can jump. Who is it?
（4） It looks likes a tiger, but not a tiger. It likes catch mice,and it likes eating fish. Who is it?
Step 5 Home work
Draw a picture of your friends, then describe it. Blackboard designing :
He has„„
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