Unit Three My friends A.Let's learn（教案）人教PEP版英语四年级上册

第二课时 课时内容 A.Let's learn:Let's chant 课时分析 在"Let's Learn"这一部分，John正在向Mike介绍他的新朋友。他在朋友们的照 片旁边展示了一些描述人体格的词汇，如"strong”(强壮的)、"tal"(高的)、” short'"(矮的)、"hin"(瘦的)，还有一些描述人性格的词汇，如"friendly'"(友好 的)、"quiet'"(安静的)。通过Mike的提问，引出了询问人物身份的问句：" Who is he?"这个环节旨在让学生学会使用这些重要词汇来描述人物的外貌和性 格特征，并正确运用"Who is he/she?"来询问人物的身份。 在"Let's Chant'"部分，我们将以这些重要词汇为内容进行韵句的编排。学生 们在吟唱韵句的过程中将熟悉句式，例如："He's tall and thin.He's a good boy: She's quiet and friendly.She's a cute girl."在学生熟悉这些韵句的基础上，我们可 以引导他们尝试将自己朋友的信息编写成类似的韵句，并尝试唱出来。 这节课的内容主要围绕着重点话题的词汇展开，可以结合之前课程中的重点 句式一同学习。我们可以引导学生创造虚拟情景来进行交流，在这个过程中，他 们将掌握新学习的知识，提高自己的语言表达能力。 课时目标 L.能够听懂、会说、认读单词：tall,strong,short,thin,friendly,quiet 2.能够在真实或虚拟的情景中听懂、会说、认读句式：Who is he/she? 3.能够听懂会说唱Tim is my friend.并以韵句的形式来介绍自己的朋友 课时重难点 1.重点： 能够听懂、会说、认读单词：tall,strong,short,thin,friendly,quiet 能够在真实或虚拟的情景中听懂、会说、认读句式：Who is he/she? 2.难点： 能够听懂会说唱Tim is my friend.并以韵句的形式来介绍自己的朋友 教学准备 1.多媒体课件、录音机、磁带 2.单词卡片、不同人物的图卡 教学过程 Step 1:Warm-up 1.Play the "What's his/her name?"rhyme game with students, encouraging them to respond with rhyming sentences.Teacher:(Clapping a rhythm)What's his name?What's his name?(Pointing to a male student)His name's...His name's...What is her name?What is her name?(Pointing to a female student)Her name's...Her name's...Intent:Start the class with an engaging rhyme game to refresh their memory on asking and answering about names.This game adds an element of fun and interaction to the lesson. Step 2:Lead-in 1.Display pictures of students and have students guess who they are based on descriptions.Teacher:Look at these pictures of our classmates.Can you guess who this is?He's tall and strong.Who is he?(Write the words "tall" and "strong"on the board)Let's say it together:tall and strong.(Use gestures to reinforce meaning)He's tall and strong.Who is he?(Guide students to identify the student based on the description) 2.Continue describing other students and introducing target adjectives. Teacher:Who is she?She's short and thin.(Demonstrate "short"and "thin" with gestu