英语unit 3 I have a friend教学设计

Unit 3 I have a friend

【教学目标】

1．知识技能目标

a．能听、说、认读 friends, long/short hair, strong, thin 等单词和词组。

b．能听懂、会说 I have a friend. He / She is ... He / She has ... 并能在实际情景中运用。

c．学会用适当的形容词描述身边的同学、朋友等。

2．情感文化目标

a．帮助学生熟练学习自信心，养成良好的学习习惯。

b．培养学生的合作能力，积极运用所学语言表达和交流，教育学生要团结友爱，与人融洽相处。

【教学重难点】

1．学习、掌握词汇、词组，并能熟练运用。

2．借助图片、体态语等帮助学生理解词句。

【教学过程】

课前 Sing a song.

T: Do you want to be my friend?

（在歌声中进入英语学习，轻松愉快。）

Step 1．Revision/Warm-up

1．Greetings!

T: Hello, everyone! I'm your new teacher, Miss Yan. Let's be good friends, OK? Boys and girls, follow me. Friends, friends, good friends! （拍手并与学生击掌）

（通过教师的自我介绍和 Greeting 与学生交朋友，拉近师生间的距离。带领全部挥挥手，拍拍手，活跃气氛，调动学生学习的积极性。同时教学了 friends，明确了主题。）

2．(Blackboard drawing)

T: Your new friend, Miss Yan likes drawing. What's this? Guess please. (eyes nose mouth) I have a big mouth. I have two big eyes. What about you?

3．T: Oh, you have a round face. Me too! I have a round face. I have two big eyes. Please chant with me.

T: I have a round face.

Ss: Round, round, round.

T: I have two big eyes.

Ss: Big, big, big.

T: I have a small nose.

Ss: Small, small, small.

T: I have a big mouth.

Ss: Big, big, big.

Let's chant together.

（教师一笔一笔地画，学生猜。设置有信息差的 Guessing game，鼓励学生发散思维，让学生根据已有语言知识自由发挥。在游戏中滚动复习了有关五官的单词。引出“I have ...”句型，让学生简单讲讲自己的五官。再就老师为例合作完成 chant，换种形式复习已有语言知识，为下面的新授奠定基础，形式多样有实效。）

Step 2．Presentation

1．Presentation of the new words

（1）T: Oh, she / he has a / two...

板书：He / She has a\two...

（2）(Point to a girl's hair.) She has long hair.

(Point to a boy's hair.) He has short hair.

Let the students repeat: long /short hair

板书：He/ She has long/short hair.

（看教师，看周围的同学，运用最简单、最直观的教学资源引出新授内容。）

2．Practice

（1）T: Look at your classmates. What about his or her hair? He/ She has...

（2）My friend

T: She has long hair. He has short hair. How about my friend? He has short hair. How about his face. A round face or a long face? Can you guess?

(CAI) A round face, a long face, a small mouth, a big mouth, a long nose, a big nose, two big eyes, two small eyes, short hair, long hair ... He has ... (Ss guess—He has ....)

最后拼成: A long face, a small mouth, a long nose, two big eyes and short hair.

（引导学生自由发言，练习句型。通过反复说此类句子帮助学生明白 He / She 要用 has。CAI 呈现各种各样有特征的器官图，先请学生来形容这些有特征的器官。再请学生用“He has...”句型来描述。根据同学们说的把各个部位拼完整。通过拼图游戏，使操练不枯燥，培养了学生说的能力。既达到教学效果又刺激学生的学习兴趣。）

3．Presentation of the new words

（1）T: Is he funny? He is my funny friend, Peter. He has long neck, long arms, long body and long legs. He is very thin.

Teach: thin 板书：thin

（2）Thin, thin, Peter is thin.

Thin, thin, He is thin.

Thin, thin, she is thin.

Thin, thin, who is thin?

（3）T: You are too thin. Please eat more and make yourself strong.

Teach: strong 板书：strong

Act: I'm strong.

（CAI 逐一出现身体的部位，最后拼凑成一个完整的瘦瘦的男孩形象，教学新单词。将单词与句型相结合，放到具体的语境中进行练习。通过动作表演学习单词，生动有效。）

4．We are strong now. But I am short. I want to make myself tall. Tall, tall, tall.... Let's do together.

Tall, tall, tall! Make yourself tall.

Short, short, short! Make yourself short.

Big, big, big! Make your eyes big.

Small, small, small! Make your eyes small.

Long, long, long! Make your arms long.

Short, short, short! Make your arms short.

Thin, thin, thin! Make yourself thin.

Strong, strong, strong! Make yourself strong.

（重组三年级时学的do，整合新学的单词，用TPR的形式边说边做。让学生在说说、做做中操练巩固新知。TPR活动备受学生欢迎，强烈地刺激着学生，激励着学生积极去说、去做。）

Step 3．Practice

1．Friends show

（1）T: OK, friends. Make ourselves strong and happy everyday. So does Peter. He is a boy. He is thin. He has short hair. He has a long face. He has two big eyes. He has a long nose. He has a small mouth.

（教师做示范，用所学语言知识介绍 Peter。再带领学生一起来描述 Peter。由简单的句子过渡到一小段话，词不离句，句不离篇，由易及难，层层递近。）

（2）T: This is my funny friend．I like him. Do you like him? Do you want a funny friend? OK, please come and make a funny face. Then tell us your funny friend．

This is my friend．He / She is a girl\boy.

He / She has_____ hair.

He / She has a _____ face.

He / She has two _____ eyes.

He / She has a _____ nose.

He / She has a ______ mouth.

（教师准备一些形态各异的脸、眼、鼻、嘴图片，请学生任意挑选拼成一张 funny face，再用所学的句型向全班进行介绍。拼一拼，说一说，趣味十足，牢牢吸引了学生的注意力，再次进行操练，更加强了学习的实用性。）

Step 4．Consolidation & Extension

1．Animal friend

T: Oh, you have some funny friends. And I have another funny friend．Who's he? Let's find out. He is strong and fat. He has two big eyes. He has a big tail. He likes eating. He’s very lazy(懒惰).

Garfield．He's Garfield.

（CAI 呈现一段话和几只猫（机器猫、加菲猫、Kitty 猫、Tom 猫），让学生通过阅读来找一找，培养了学生读的能力。再次巩固新知，同时设置小小的悬念活跃课堂气氛。）

2．Story time

T: This is my animal friend, Garfield．But he is crying. What's wrong? He can't find his friend．Some animals are coming to help him. Let's watch.

（揭开谜底，顺势引到讲故事板块。又一次吸引学生，激发他们学习的欲望，使课堂更具趣味性。）

(CAI)Story show

Mouse: Am I your friend?

Garfield: Oh, sorry. He is big and strong.

Panda: I’m big and strong. Am I your friend?

Garfield: Oh, sorry. He has small eyes.

Rabbit: I have small eyes. Am I your friend?

Garfield: Oh, sorry. He has big ears.

Monkey: I have big ears. Am I your friend?

Garfield: Oh, sorry. He has a short tail.

Pig: I have a short tail. Am I your friend?

Garfield: Oh, sorry. He has a long nose.

Mouse, Panda, Rabbit, Monkey, Pig: Who’s he?

Elephant

Watch the story→Read the story(follow the CAI) →act with T(分角色)→Group work→Act it out

（看故事，讲故事，演故事，让学生将新授的语言知识内化后，在拓展巩固中输出。鼓励学生大胆尝试，参与表演。同时关注学生的小组合作，遵循小组活动的层次分组原则，帮助每个学生找到适当的位置。）

【板书设计】