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四年级上册Unit 3 My friends Part B精品第四课时教案设计
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这是一份四年级上册Unit 3 My friends Part B精品第四课时教案设计，共6页。教案主要包含了为下列问句选出正确的答句，连词成句等内容，欢迎下载使用。
课时内容
B. Let’s talk, Let’s play
课时分析
本部分在A部分的单词及句型学习的基础上，继续学习如何询问人物身份的句式：Wh is he? Wh is she? 并学习句式：He has glasses and his shes are blue. 来描述人物的外貌特征。教材中，Mike告诉Jhn他结交了一个新朋友。Jhn先确定了其朋友的性别：A by r a girl? 然后Jhn告诉Mike他朋友的体形特征：He’s tall and thin. Jhn猜是Zhang Peng。Mike接着给出其更加明显的衣饰特征：He has glasses and his shes are blue. 有了这些提示，Jhn终于成功地猜出Mike朋友的名字：Wu Yifan。在两个人交流的过程中，既复习到了前两个课学习到的如何描述朋友的外貌特征，以及如何询问其身份的句式，也学习到如何描述朋友的衣饰：He/ She has...
Let’s play活动列举出了可以描述朋友外貌特征、性格特征以及服饰特征的句式结构：He / She is ... He / She has... His/ Her shes are ... His/Her bag is ... What is his/ her name? 引导学生利用这些信息来猜测人物的名字。
本课中出现的glasses和shes都为下一课时的重点词汇。在本课时中学生只需能够理解并听说就可以了。
课时目标
1. 能够听懂、会说句式：He has glasses and his shes are blue.
2. 能够理解并能正确认读课文对话，发音准确，语调自然
3. 能够在真实的语境中运用本课的句型来描述他人眼镜及鞋子的颜色
课时重难点
1.重点：
能够听懂、会说句式：He has glasses and his shes are blue.
能够理解并能正确认读课文对话，发音准确，语调自然
2. 难点：
能够在真实的语境中运用本课的句型来描述他人眼镜及鞋子的颜色
教学准备
1. 多媒体课件、录音机、磁带
2. 人物图卡
教学过程
Step 1 Warm up
1.韵句：Tim is my friend. 播放韵句，学生齐唱。
Teacher：D yu remember the chant abut friend? Let’s say the chant Tim is my friend tgether.
设计意图：以韵句来开始课程，为学生营造一个欢快的英语学习氛围，并为下一环节的学习做好知识准备。
Step 2 Lead in
1. 展示几个人物图片，请学生从中猜出自己的朋友。
Teacher：Lk at these pictures. I have a new friend. Please guess wh my friend is. First, please ask is that a by r girl.
Student: A by r a girl?
Teacher: She is a girl. She is tall.
Student: Is she
Teacher. N. Lk at the shes. （指向鞋子，使学生理解shes的意思）Her shes are ...(说出鞋子的颜色)
Student: She is ...
Teacher： Yes.
设计意图：通过这样的猜人游戏，引出本课的重要内容，使学生能够在语境中理解本课中的一个重点词汇的意思。同时理解句式的意思及用法。
Step 3 Presentatin
1.提出问题，引起学生的阅读兴趣。播放对话，学生认真倾听，找出答案并展示。
Teacher：Yu knw abut my new friend. What abut Mike’s new friend? Wh is he r she? Listen carefully and find.
Teacher: Wh is Mike’s new friend? Yes, Wu Yifan.
2. 讨论课文内容。
Teacher：Is Wu Yifan a by r a girl? Yes, he is a by. Is he tall and thin? Yes. Wh is tall and thin, t? Yes, Zhang Peng. What clur are Wu Yifan’s shes? His shes are blue. Des he have glasses? （出示眼镜图片）Lk, these are glasses. Des Wu Yifan have glasses? Yes, he has glasses. D yu have glasses?
设计意图：通过提问，使学生对即将学习的内容充满阅读兴趣。带着问题倾听，可以集中他们的注意力，并训练他们在倾听中抓住关键信息的能力。听后的讨论使他们能够更好地理解对话的内容，并能正确理解新词汇的意义。
Step 4 Practice
1. 播放课文内容，学生跟读，注意发音、语调。
Teacher：Nw read the dialgue with the tape. Please read it carefully and ludly. Pay attentin t the prnunciatin.
2.自由读对话内容，分角色表演课文。
Teacher：Read the dialgue freely. Then I will ask yu t act it ut. Let’s find the best pair.
设计意图：通过跟读，保证学生能够正确朗读对话内容，而分角色表演课文，一方面使学生能够正确流利地朗读课文，另一方面也能进一步熟悉重点句式的表达。
3. 展示人物图片，学生尝试描述他们的特征。
Teacher：Lk at this by. Can yu say smething abut him? Please have a try.
Teacher: He is tall and thin. He has glasses. His shes are black. Well dne! Let’s lk at next ne.
设计意图：给学生提供描述人物的机会。 让他们能够正确地使用所学的词汇和句式来描述人物的特征。
4. 游戏：猜猜他是谁。教师出示一组人物，并提供人物的特征，学生根据特征找出人物。
Teacher：Lk at these pictures. Read the sentences and find wh he r she is. Lk at the first ne. He is a by. He is tall and strng. His shes are blue. His glasses are black. Wh is he? Yes, he is ...
Teacher: Lk at this grup. Guess again.
设计意图：以游戏的方式进行重点句式的练习，通过句式与人物特征的匹配，使重点句式的操练在真实语境中进行，帮助学生真正理解并掌握重点句式的意思及用法。
5. 游戏：Wh is he? 请一位学生背向大家站在讲台上。教师请另一位学生向其打招呼。台上的同学需要通过提问来确定是谁在向他打招呼，说出其姓名。
Teacher: Let’ play a game. I need a student. Wh wants t try? Yu, please. Stand here, please. Lk at the blackbard. Yu, please say hell t him. Wh says hell t yu? Is that a by r a girl? Yu can ask sme questins like this: Is he r she tall? What clur are his r her shes? Des he r she have glasses? Then tell us his r her name. Have a try, please.
设计意图：通过使用所学习到的句式来使学生自由地掌握描述人的特征的方法。
Step 5 Summary
1. 播放韵句Tim is my friend. 学生齐说。
Teacher：Time fr chant. Let’s say the chant Tim is my friend tgether.
设计意图：以描述朋友的特征的韵句来结束课程，帮助学生回忆、总结重点内容。
课堂作业
一、根据图片内容选出正确的单词或短语，将序号填入括号内。
( ) 1. A. glasses B. shes
( ) 2. A. he B. she
( ) 3. A. by B. girl
( ) 4. A. tall and thin B. shrt and thin
二、为下列问句选出正确的答句。
( ) 1. Wh is she?
A. She is tall B. Her name is Amy.
( ) 2. Wh is he?
A. She is Ann. B. He is Jhn.
( ) 3. What’s his name?
A. His name is Tm. B. She is Lily.
( ) 4. What’s her name?
A. She is quiet. B. Her name is Lucy.
三、连词成句。
1. he is wh (?)
________________________________________________
2. glasses he has (.)
________________________________________________
3. shes are his blue (.)
________________________________________________
答案：
板书设计
Unit Three My friends
B. Let’s talk
Wh is he?
His name is ...
He is ...
Wh is she?
Her name is ...
She is ...
He has glasses and his shes are ... 一、1. A 2. A 3. B 4. B
二、1. B 2. B 3. A 4. B
三、1. Wh is he? 2. He has glasses. 3. His shes are blue.
课时内容
B. Let’s talk, Let’s play
课时分析
本部分在A部分的单词及句型学习的基础上，继续学习如何询问人物身份的句式：Wh is he? Wh is she? 并学习句式：He has glasses and his shes are blue. 来描述人物的外貌特征。教材中，Mike告诉Jhn他结交了一个新朋友。Jhn先确定了其朋友的性别：A by r a girl? 然后Jhn告诉Mike他朋友的体形特征：He’s tall and thin. Jhn猜是Zhang Peng。Mike接着给出其更加明显的衣饰特征：He has glasses and his shes are blue. 有了这些提示，Jhn终于成功地猜出Mike朋友的名字：Wu Yifan。在两个人交流的过程中，既复习到了前两个课学习到的如何描述朋友的外貌特征，以及如何询问其身份的句式，也学习到如何描述朋友的衣饰：He/ She has...
Let’s play活动列举出了可以描述朋友外貌特征、性格特征以及服饰特征的句式结构：He / She is ... He / She has... His/ Her shes are ... His/Her bag is ... What is his/ her name? 引导学生利用这些信息来猜测人物的名字。
本课中出现的glasses和shes都为下一课时的重点词汇。在本课时中学生只需能够理解并听说就可以了。
课时目标
1. 能够听懂、会说句式：He has glasses and his shes are blue.
2. 能够理解并能正确认读课文对话，发音准确，语调自然
3. 能够在真实的语境中运用本课的句型来描述他人眼镜及鞋子的颜色
课时重难点
1.重点：
能够听懂、会说句式：He has glasses and his shes are blue.
能够理解并能正确认读课文对话，发音准确，语调自然
2. 难点：
能够在真实的语境中运用本课的句型来描述他人眼镜及鞋子的颜色
教学准备
1. 多媒体课件、录音机、磁带
2. 人物图卡
教学过程
Step 1 Warm up
1.韵句：Tim is my friend. 播放韵句，学生齐唱。
Teacher：D yu remember the chant abut friend? Let’s say the chant Tim is my friend tgether.
设计意图：以韵句来开始课程，为学生营造一个欢快的英语学习氛围，并为下一环节的学习做好知识准备。
Step 2 Lead in
1. 展示几个人物图片，请学生从中猜出自己的朋友。
Teacher：Lk at these pictures. I have a new friend. Please guess wh my friend is. First, please ask is that a by r girl.
Student: A by r a girl?
Teacher: She is a girl. She is tall.
Student: Is she
Teacher. N. Lk at the shes. （指向鞋子，使学生理解shes的意思）Her shes are ...(说出鞋子的颜色)
Student: She is ...
Teacher： Yes.
设计意图：通过这样的猜人游戏，引出本课的重要内容，使学生能够在语境中理解本课中的一个重点词汇的意思。同时理解句式的意思及用法。
Step 3 Presentatin
1.提出问题，引起学生的阅读兴趣。播放对话，学生认真倾听，找出答案并展示。
Teacher：Yu knw abut my new friend. What abut Mike’s new friend? Wh is he r she? Listen carefully and find.
Teacher: Wh is Mike’s new friend? Yes, Wu Yifan.
2. 讨论课文内容。
Teacher：Is Wu Yifan a by r a girl? Yes, he is a by. Is he tall and thin? Yes. Wh is tall and thin, t? Yes, Zhang Peng. What clur are Wu Yifan’s shes? His shes are blue. Des he have glasses? （出示眼镜图片）Lk, these are glasses. Des Wu Yifan have glasses? Yes, he has glasses. D yu have glasses?
设计意图：通过提问，使学生对即将学习的内容充满阅读兴趣。带着问题倾听，可以集中他们的注意力，并训练他们在倾听中抓住关键信息的能力。听后的讨论使他们能够更好地理解对话的内容，并能正确理解新词汇的意义。
Step 4 Practice
1. 播放课文内容，学生跟读，注意发音、语调。
Teacher：Nw read the dialgue with the tape. Please read it carefully and ludly. Pay attentin t the prnunciatin.
2.自由读对话内容，分角色表演课文。
Teacher：Read the dialgue freely. Then I will ask yu t act it ut. Let’s find the best pair.
设计意图：通过跟读，保证学生能够正确朗读对话内容，而分角色表演课文，一方面使学生能够正确流利地朗读课文，另一方面也能进一步熟悉重点句式的表达。
3. 展示人物图片，学生尝试描述他们的特征。
Teacher：Lk at this by. Can yu say smething abut him? Please have a try.
Teacher: He is tall and thin. He has glasses. His shes are black. Well dne! Let’s lk at next ne.
设计意图：给学生提供描述人物的机会。 让他们能够正确地使用所学的词汇和句式来描述人物的特征。
4. 游戏：猜猜他是谁。教师出示一组人物，并提供人物的特征，学生根据特征找出人物。
Teacher：Lk at these pictures. Read the sentences and find wh he r she is. Lk at the first ne. He is a by. He is tall and strng. His shes are blue. His glasses are black. Wh is he? Yes, he is ...
Teacher: Lk at this grup. Guess again.
设计意图：以游戏的方式进行重点句式的练习，通过句式与人物特征的匹配，使重点句式的操练在真实语境中进行，帮助学生真正理解并掌握重点句式的意思及用法。
5. 游戏：Wh is he? 请一位学生背向大家站在讲台上。教师请另一位学生向其打招呼。台上的同学需要通过提问来确定是谁在向他打招呼，说出其姓名。
Teacher: Let’ play a game. I need a student. Wh wants t try? Yu, please. Stand here, please. Lk at the blackbard. Yu, please say hell t him. Wh says hell t yu? Is that a by r a girl? Yu can ask sme questins like this: Is he r she tall? What clur are his r her shes? Des he r she have glasses? Then tell us his r her name. Have a try, please.
设计意图：通过使用所学习到的句式来使学生自由地掌握描述人的特征的方法。
Step 5 Summary
1. 播放韵句Tim is my friend. 学生齐说。
Teacher：Time fr chant. Let’s say the chant Tim is my friend tgether.
设计意图：以描述朋友的特征的韵句来结束课程，帮助学生回忆、总结重点内容。
课堂作业
一、根据图片内容选出正确的单词或短语，将序号填入括号内。
( ) 1. A. glasses B. shes
( ) 2. A. he B. she
( ) 3. A. by B. girl
( ) 4. A. tall and thin B. shrt and thin
二、为下列问句选出正确的答句。
( ) 1. Wh is she?
A. She is tall B. Her name is Amy.
( ) 2. Wh is he?
A. She is Ann. B. He is Jhn.
( ) 3. What’s his name?
A. His name is Tm. B. She is Lily.
( ) 4. What’s her name?
A. She is quiet. B. Her name is Lucy.
三、连词成句。
1. he is wh (?)
________________________________________________
2. glasses he has (.)
________________________________________________
3. shes are his blue (.)
________________________________________________
答案：
板书设计
Unit Three My friends
B. Let’s talk
Wh is he?
His name is ...
He is ...
Wh is she?
Her name is ...
She is ...
He has glasses and his shes are ... 一、1. A 2. A 3. B 4. B
二、1. B 2. B 3. A 4. B
三、1. Wh is he? 2. He has glasses. 3. His shes are blue.
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