PEP BOOK3 Unit3 My friends 教案.docVIP

课题 Unit 3 My friends (Part A Lets learn) 学生 教学目标 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。 教育学生要团结友爱 教学重点、难点 重点：1、friends，long hair，short hair，thin，strong，quiet1．friends, thin 教学准备 单词（词组）卡片、flash动画、PPT 教学过程 教学 环节 教师活动 学生活动 设计意图 warm-up （5min） 1、1. Free talk 2.let’s chant Presentation 1.ppt呈现班里两个学生手牵手的图片 2.展示老师跟朋友的大合照 呈现词组long\short hair 呈现单词thin\strong 呈现单词quiet Practice 红绿灯 （2）Listen：找朋友 Game：大转盘 （4）Let’s find out T: Good morning. How are you? T: Now let’s chant. （播放flash后） What’s this chant about? T: She is...,and she is...(引导学生回答） They are friends.friends. (走到学生座位当中） Is she\he your friend? 引导全班说A is B’s friend. T： Look at the photo.Can you find,who is me? (指着照片上其他人） Do you know who is she? You can ask me,and I’ll tell you the answer. (让学生指着照片的人问Who is she\he?) She\He is my friend Mary. ... T: 1.呈现meaningsound Let’s me tell you more about my friends. Look,Amy has long hair. Who has long hair?Put up your hand.(说I have long hair) Does Mary has long hair? She has short hair. Who has short hair?Put up your hand.(说I have short hair) 呈现Form 呈现单词卡片 Long hair,long hair,she has long hair. short hair,short hair,she has short hair. T: 1.呈现meaningsound Wow!Is my friend Mike handsome? （指着图片的肌肉）He is strong. (走到学生座位） Are you strong? Is he\she strong? 做动作带读strong. (老师指着自己） Am I strong? I am thin. (指着学生） She is ...(thin） He is...(strong) 用phonics教授thin的读音 呈现form 呈现单词卡片 Strong,strong,he is strong. Thin,thin,she is thin. （1）叫班里一个安静的学生上台，引导学生说出(She has long\short hair.She is thin\strong.) （2）And,she is quiet(小声说出 quiet，并把食指放到嘴边） （3）ppt呈现一只熟睡的小猫和唱歌的小鸟，引导学生说出the cat is quiet.The bird is not quiet. （4）呈现几个朋友的图片，让学生c猜who is quiet. 将单词卡片贴在黑板上，老师用绿灯指时，学生读单词；用红灯指时，学生不读单词； S: Good morning. Im fine. S: 全班一起唱。 回答老师的问题。 全班回答、 个人回答 S: Who is she\he? 配合老师 分组跟读 全班跟读 个人回答 全班跟读 个人表演 全班在老师引导下说出完整的句子。 全班跟读。 学生用...is quiet 来回答。 全班参与 课前导入采用Free talk 的形式更有利于学生从母语环境迅速进入英语学习状态。 可以活跃课堂气氛，同时利用中提到的