教学设计与反思
一、教学内容
本教学内容综合PEP教材第二册第六单元、第三册第三单元中描述人物外貌特征等的词汇和句型，以 PEP Book 3 Unit3 为蓝本而改编的。滚动复习：big, small, long, short, tall, etc. 教学单词、词组：friends, short hair, long hair, thin, strong. 本课重点句型：He \\She is .... He \\She has ....
二、设计思路
根据 PEP 教材第三册的有关人物描述性语言，综合各册的教学内容来上课。以“Describe your friends”为主线，逐步引导学生运用英语完成一个个有实际意义的语言任务。通过说唱，游戏，小故事，小组合作等形式来让学生对朋友这个话题有一个综合的认识，通过从词汇到句子到篇章由潜入深的学习及实践，从而能流畅地描述自己的朋友及其他朋友等。将教材延伸到实际生活，使英语课堂上朋友话题的学习有一个积极的有意义的引申，并让学生在真实的场景中自然、灵活地进行交际运用。本案特点滚动辅助拓展，使其有机结合，体现了小学生语言教学的反复性，从而提高语言教学的实效性。
三、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。
四、重点难点
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。
五、板书设计
Friends
He / She has a / two ....
long blackboard drawing
He / She has hair.
short
He / She is strong\hin.
此论文为四年级上三单元 Part A 和 B 的综合教学，利用自然的活动链将词汇和句型教学融合在一堂课内进行，充分利用了任务型活动和趣味活动来记忆和强化语言点。
此教案设计比较适合学生能力较强，教师控制能力较高的地区借鉴，并在此基础上自主创新发挥任务型语言教学的优势。
六、教学步骤和说明
课前 Sing a song.
T: Do you want to be my friend?
（在歌声中进入英语课堂学习，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\wo ...
(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。） 3. Song “Friends” CAI
T:Wow, lovely animals! Do you like them? We should love animals and make friends with them. Let's be good friends forever. Thank you. Bye! （在歌声中感受大家一起学习的快乐，体会朋友间的情谊。）
教学反思
本堂课的教学以“Describe your friends”为主题，以与每位学生密切相关的“朋友”为主线贯穿始终。我在课堂上为学生营造了一个轻松有趣的学习氛围，促使学生积极主动地学习英语，并将所学的知识自然有效地运用于生活实际，收到了“现学现用、学用结合”的成效。
在课前准备的歌声中师生互交朋友，直接切入主题。又以 Guessing game, chant 来滚动复习已有语言知识，激励学生积极思维。使复习在不知不觉中进行，又为下面的学习奠定基础。在词汇教学中，从呈现单词开始就要给学生留下一个极深的印象，我就用看教师，看周围的同学，这种最简单、最直观的教学资源引出新词组，直观、形象、有效。猜老师的朋友My friend环节，课件呈现一个个有特征的器官图片，先让学生看图说词组，再用完整的句子来猜朋友有什么样的脸、眼等。词不离句子，看一看、猜一猜、说一说、做一做，师生合作完成头部拼图活动，在趣味操练中轻轻松松地掌握了单词和句子，学会了简单形容头部、脸部。接着Make a funny faced的任务就体现了由句过渡到篇，通过选图片做一张滑稽的脸并来描述他或她的 funny 朋友。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。
儿童的特征就是爱玩，好表现自己。因此，用表演的形式来让学生进行交流，学习语言，运用语言是最恰当的。我设计了扩展活动，故事板块符合学生心理，编排、表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，增强了学生的自信心和成就感。但在学生已经掌握了一些语言知识的基础上，还应鼓励他们学会转换角色，灵活组合，扩展会话，让所学的知识得到升华，并把升华后的知识转变成为真实交际的能力。在这一点上，我做得还远远不够，我们要尽可能地做到不受束缚，活化教材，还学生自由创造，不断创新的空间。
可见一堂充满创造力和想象力的英语课需要老师带领学生一起去开发去挖掘，去拓展去想象。我们知道课堂学习的主体是学生，学生要对英语感兴趣，还要真正能将学到的英语运用于实际，这些是我们的奋斗目标。要实现这些目标，要求老师要想方设法调动学生的想象力和创造力，引导他们去动脑筋思考、分析、归纳、运用英语，自己学习，自己创造，养成自学的好习惯，以促进终身学习。如果老师课堂设计只是停留在传授知识，记忆知识上，那学生还是不会交际，不会自由地运用。英语新课标要求我们英语教师要在教学过程中发展学生的综合语言运用能力，提高人文素质，增强实践能力，培养创新精神。因此\"活\"字是英语课堂的精髓，学生会活学活用英语了，这样激发了他们学习英语的兴趣，帮助他们建立了学习的成就感和自信心，培养了他们的创新精神，学生们会非常喜欢上这充满魅力的英语课。
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