4、t>并且上面有四個(gè)蘋果，其余五棵每棵后藏一個(gè)卡通人物，每個(gè)代表我們要學(xué)的一個(gè)詞或詞組）。公園邊畫一座小山<畫出若干階梯>，全班分兩組（group elephant & group rabbit）比賽，每次學(xué)習(xí)活動中的優(yōu)勝者向上攀登一步，課結(jié)束時(shí)攀登得較高的為勝利者。新詞呈現(xiàn)結(jié)束后也即代表五個(gè)單詞的人物都引出后，進(jìn)行操練和拓展活動。指出要想和這些新朋友成為好朋友，我們必須為他們摘下樹上的magic apples，摘下后每個(gè)蘋果背面都寫了一個(gè)進(jìn)行下一步教學(xué)活動的指示語，每結(jié)束一個(gè)活動再摘下另一個(gè)蘋果，以此把后面的一系列活動串聯(lián)起來。
教學(xué)過程與說明：
Step 1
5、Warm-up& Revision.
1.Greetings.
T: Hello, boys and girls! I’m your new English teacher, Miss Chen. Let’s be good friends, OK?
Please follow me. Friends, friends. good friends. (拍手并與學(xué)生擊掌)
2. Introduce the situation and sing a song.
T: Today, we will meet many old friends and new friends. The
6、y are in the park. Le’s go to the park and play with them. Follow me. Let’s go.（領(lǐng)著學(xué)生說并做動作） Wow .We’re at the park now. It’s so beautiful. But where are our friends? Oh. They’re hiding behind the trees.
(設(shè)計(jì)意圖：簡單的介紹引入情境——去公園與許多新老朋友見面，來到了公園，但是我們的朋友們在哪里呢？原來他們都躲在大樹后面呢。情境的引出為后面的課堂教學(xué)活動作好了鋪墊。)
First, Let’
7、s say hello to them and tell them our names.
Sing a song Hello! !Hello What’s your name?
（重復(fù)最后一句My name is….引導(dǎo)學(xué)生將自己的名字大聲唱出來）
（設(shè)計(jì)意圖：用輕松活潑的歌曲，與公園里的朋友們打招呼，并介紹自己的名字，進(jìn)入交朋友的狀態(tài)。）
3. Guessing game.
T: There are two animal friends behind this tree. Please listen carefully and guess. What are they?
8、
It is big. It has a long nose . It has big ears and small eyes. (An elephant)
It is small and short. It has two long ears. (A rabbit)
（設(shè)計(jì)意圖：復(fù)習(xí)與本課相關(guān)聯(lián)的描述動物外形的單詞和句子，激活學(xué)生已有舊知，為新知建立于舊知之上做鋪墊。）
T: Look, there is a hill in the park. Let’s have a competition. Group 1,2,3,4, you’re group elephant. Group 5
9、,6,7,8, you’re group rabbit. Who go to the hilltop first will be the winner.
（設(shè)計(jì)意圖：在課堂教學(xué)中采用小組競賽形式，符合小學(xué)生好勝爭先的心理。順便利用復(fù)習(xí)過程中引出的兩只可愛的小動物，將全班分成大象組和兔子組比賽登山，使比賽更具情境性和趣味性。）
4．Say and act.
T: Now, I say big. You say small.
big-small, tall-short, long-short, a big/small nose/mouth, two big/small eyes/ears
10、.
(設(shè)計(jì)意圖：師生說對應(yīng)詞或詞組并用動作表示，復(fù)習(xí)已學(xué)的描述外形的形容詞和五官詞，為學(xué)習(xí)新知及后面的拓展活動做準(zhǔn)備。)
Step 2 Presentation & Practice
1. long hair/short hair
(1)Presentation of the new words.
T: Now, let’s meet our new friends one by one. (揭開大樹，拿出木蘭的圖片)Who is She? (She is Mu Lan) She is beautiful. Look, she has____（教師指著人物的五官，讓學(xué)生接出句子的下半
11、部分：a small mouth, two big eyes….）
板書句子：
a____ mouth/nose.
He/She has
____ big eyes/ears.
T: And she has long hair(Teach long hair). / 對比chair
T: Wow, a cute girl is here. Who is she?(She is Xiao Wanzi)（呈現(xiàn)櫻桃小丸子圖片）What about her hair. Can you try to say? (鼓勵學(xué)生說出short hair) (
12、Teach short hair).
（設(shè)計(jì)意圖：在復(fù)習(xí)環(huán)節(jié)說對應(yīng)詞的環(huán)節(jié)已經(jīng)強(qiáng)化過long和short的對應(yīng)性，又學(xué)過了long hair，因此short hair的呈現(xiàn)可以鼓勵學(xué)生自己說出來，這也是對學(xué)生利用已有知識自學(xué)新知的意識滲透。）
板書：He/She has long/short hair.
(2)Practice
a.TPR: say and act.
b. T: Who is behind this tree. He is a boy. Can you guess: what’s he like?
(提示學(xué)生用黑板上的句型)：
He/She has____ （兩
13、組比賽，猜中一個(gè)特征攀登一步）
(猜完后拿出沸羊羊的圖片) Wow. Who is he? (He is Fei Yangyang)
（設(shè)計(jì)意圖：用新授句型He/She has____猜下一個(gè)躲在大樹后面的新朋友的樣子，鞏固了新句型，又順便引出了下一個(gè)要學(xué)習(xí)的新詞。）
2. strong/thin/quiet.
(1) Presentation of the new words
T: Look.Is Fei Yangyang tall or short? Yes. He is tall. And he is very strong, too.(Teach strong)
14、 Strong, strong. He is strong.(邊說邊做動作 TPR)
T: Look at me. Am I strong? No, I’m not strong. I’m thin. (Teach thin)
(拿出卡通李宇春的圖片) Who is she? Is she strong? she is very thin, too.
Thin, thin. He is thin. (邊說邊做動作 TPR)
板書：He/She is strong/thin.
(2)Practice
A game: read the words in a low voice
15、and then in a high voice.
(3) Presentation of the word
T: Sh! Be quiet. (repeat some times) . (做動作幫助理解quiet的意義)Look, I’m quiet. (Teach quiet) （用手勢幫助學(xué)生掌握發(fā)音）
（設(shè)計(jì)意圖：承接上一個(gè)讀單詞游戲，在學(xué)生讀到很大聲的時(shí)候順勢說：Be quiet!引出新詞。）
T: A quiet girl is behind the tree. She is quiet and shy. Let’s call her to come out.
(帶領(lǐng)
16、學(xué)生小聲讀：quiet，重復(fù)若干遍，最后呈現(xiàn)出Snow White) Who is she?(She is Snow White) She is quiet.
（設(shè)計(jì)意圖：告訴學(xué)生樹后是一個(gè)安靜、害羞的女孩，我們一起叫她出來，帶領(lǐng)學(xué)生一起呼喊：quiet! 其實(shí)是用一種有故事性的有趣的方式操練單詞。）
(4)Practice
Chant and act: Strong, strong. He is strong.
Thin, thin. She is thin.
Quiet, quiet. She is quiet.
(3) Look
17、. We have many new friends now. Mu Lan has long hair. Xiao Wanzi has short hair. Fei Yangyang is strong. Man Yangyang is thin. Snow White is quiet. (指兩個(gè)板書句型讀一讀：He/She has….; He/She is….)They are our new friends. (出示單詞卡”friends”)One friend, two friends. (區(qū)分一下單復(fù)數(shù))
(新詞呈現(xiàn)與學(xué)習(xí)設(shè)計(jì)思路：通過學(xué)生們喜歡、熟悉的卡通人物引出，增強(qiáng)趣味性
18、及力求貼近學(xué)生們的世界。long hair & short hair , strong & thin, 兩對相應(yīng)詞結(jié)對出現(xiàn)，便于理解。新詞呈現(xiàn)后采用一些有趣的方式進(jìn)行小步子操練，并適當(dāng)結(jié)合師生的特點(diǎn)說一說，幫助學(xué)生更好的掌握新知。)
3.Listen to the tape and repeat.
T: John and Mike are in the park, too. They’re talking about their friends. Guess who is John’s friend? Why! Zhang Peng is strong and he has short h
19、air.
（設(shè)計(jì)意圖：回到課本，活動設(shè)計(jì)再精彩也不要忘了至少要讓學(xué)生知道今天學(xué)的是書本哪個(gè)地方的知識。聽錄音模仿地道發(fā)音。帶著任務(wù)聽讀，使簡單的任務(wù)變得有意義。）
Step 3 Practice
T: We have so many new friends now. Do you want to be their good friends? If we want to be their good friends, we have to pick the magic apples for them.(指著樹上的蘋果，摘下第一個(gè)，給學(xué)生看蘋果反面寫的字。) The first magic a
20、pple asks us to play games.
（設(shè)計(jì)意圖：將后面的一系列練習(xí)與拓展活動都引入情境、情節(jié)中。要想和這些新朋友成為好朋友咱們得為他們摘下書上的神奇蘋果，每個(gè)蘋果上寫了指示下一步活動的指示語，每摘下一個(gè)則進(jìn)行相應(yīng)活動，這樣把一系列活動串聯(lián)了起來。）
1.Play a Bomb game.
2. Another game: Stone Scissors Cloth
兩組各派一名代表玩錘子剪刀布，各代表一個(gè)單詞，擊掌念自己代表的單詞，然后出手。各組組員一起擊掌念單詞為代表加油。Stong,strong; strong, strong. Go! （每次的勝利組向上攀登一步
21、）
strong-thin; long hair-short hair, friends-quiet.
（設(shè)計(jì)意圖：以上兩個(gè)游戲，簡單易行又比較有意思，是小學(xué)生喜歡的學(xué)習(xí)方式。通過游戲，通過在游戲中不斷重復(fù)讀新詞，鞏固新知。）
3. Yes or No.
T: He is strong.
Ss: Yes. He is strong. /NO, he is thin.
說明：判斷正誤游戲。教師呈現(xiàn)一張圖片（姚明、紫薇、Mr. Monkey、暖羊羊、懶羊羊等）并用一個(gè)句子描述：He has long/short hair/a____mouth/nose…. He/She is stro
22、ng/thin/tall/short/quiet/not quiet. 有的說對，有的說錯(cuò)。對的，學(xué)生做手勢（伸出大拇指和食指，向上舉，表示“√”）并說：Yes. He/She is____.（重復(fù)老師說的句子）。若老師說錯(cuò)，學(xué)生雙手交叉表示“×” 并說出正確的句子：No. He/She is_____. 兩組之間可派出代表進(jìn)行1-2輪比賽。
（設(shè)計(jì)意圖：通過判斷正誤的游戲鞏固本節(jié)課兩個(gè)句型。同樣通過呈現(xiàn)學(xué)生喜歡和熟悉的并且特征明顯的人物或卡通人物進(jìn)行，每呈現(xiàn)一次老師用一個(gè)句子描述，讓學(xué)生判斷正誤，正確的重復(fù)，錯(cuò)誤的幫老師糾正，還加上體態(tài)語表示正誤。使得練習(xí)比較有意思，同時(shí)也使練習(xí)具備了一定
23、的意義性。）
Step 4 Consolidation
1. Let’s find out.
a. Read and find out.
T: （摘下第2個(gè)magic apple）Oh. Let’s find out who is Xi Yangyang’s best friend. Look. Who is coming? (He is Xi Yangyang.) He want to meet his best friend. Xi Yangyang. Who’s you best friend?(領(lǐng)著學(xué)生一起問)。Oh. He says” It’s a secret”. But
24、 the trees will tell us.
將幾棵大樹反過來，每棵大樹上寫了一個(gè)描述人的句子。將這些句子合起來看，找出誰是喜羊羊最好的朋友。
Tree 1: She is short and thin.
Tree 2: She has short hair.
Tree 3: She has a big head and a small mouth.
Tree 4: She has small eyes and small ears.
Tree 5: She is cute.
(She is Xiao Wanzi) (猜中的組攀登一步)
揭示答
25、案后可再請學(xué)生說一說這些句子。
（設(shè)計(jì)意圖：巧妙的利用紙制大樹的背面寫下描述的句子，5棵大樹上的句子合起來正好是對一個(gè)人物的描述片段。引導(dǎo)學(xué)生通過閱讀獲取信息，找出答案，屬于有信息差的有意義任務(wù)。是對學(xué)生的一種信息輸入，也是對認(rèn)讀能力的訓(xùn)練，還是由孤立的單詞、句子進(jìn)入相對較長的簡單語段。）
2. Which new friend do you like best？
T（摘下第三個(gè)magic apple）: Today, We have many new friends. Which one do you like best and what’s he/she like? For exam
26、ple, I like Mu Lan. She has long hair. She is tall and thin.（各組每一人展示一次攀登一步）
（設(shè)計(jì)意圖：此為時(shí)間充裕情況下的備選活動，若時(shí)間不夠了則省略。簡單的談一談今天認(rèn)識的新朋友中自己比較喜歡的及其外貌，是對知識的運(yùn)用。）
3．Describe your friend.
T（摘下第4個(gè)magic apple）: Now. Can you introduce your friend to us? Please fill in the form and describe your friend to your partner.
27、
My friend
He/She is
tall
short
quiet
strong
thin
He/She has
hair
eyes
ears
mouth
nose
long
short
big
small
big
small
big
small
big
small
Who is he/she?
He/She is________.
（教師可先示范，讓學(xué)生明白怎么操作。學(xué)生人手一份表格，讓同桌兩人向同伴描述并讓他們猜一猜。完成后各組請2-3位同學(xué)向全班匯報(bào)，并讓同學(xué)們
28、猜一猜。）（每組每一人匯報(bào)攀登一步）
（設(shè)計(jì)意圖：向同伴談?wù)勛约旱呐笥巡⒆寣Ψ讲乱徊拢瑢W(xué)生之間存在信息差，屬有意義的任務(wù)，讓學(xué)生在完成任務(wù)的過程中使用語言，用一段連貫的話描述自己的朋友。從單詞、句子向簡單語段過度。使用表格把主要句型和單詞都呈現(xiàn)出來，是考慮到學(xué)生接觸這方面知識還不多，還不夠熟練，把這些呈現(xiàn)出來可以使學(xué)生在說的時(shí)候有據(jù)可依，降低難度，同時(shí)也能使描述更全面，對兩個(gè)句型的區(qū)分更清楚。）
T: Which group is the winner?
(To the winner):Congratulations! You’ve done a good job. Please giv
29、e me five.
(To another group): You’re wonderful, too. Please give me five. （與學(xué)生擊掌）
（設(shè)計(jì)意圖：比賽活動貫穿了整堂課，結(jié)課時(shí)應(yīng)總結(jié)一下。比賽只是學(xué)習(xí)途徑，不是目的，對取得勝利的組和沒有取得勝利的組都要大大表揚(yáng)和鼓勵，告訴他們每個(gè)人都很棒，老師喜歡他們每一個(gè)。）
3.Homework
Please describe one of your new frineds to your parents.
4. Class is over.
T: Today, we make many friends. I’m so happy. Are you happy? Friends make our life more colorful and happier. Please make more friends in our life. (sing) The more friends we have, the happier we’ll be.
My Friends教學(xué)設(shè)計(jì)
