資源簡介 / 讓教學更有效 高效備課 | 英語學科教學設計課題 My friends 單元 Unit2B Read and write&C Project 學科 English 年級 四年級單 元 學 習 目 標 確 立 依 據 教材分析 本語篇屬于人教版小學英語四年級上冊中圍繞“描述好朋友”展開，包含閱讀文本、詞匯分類及寫作實踐等板塊 。閱讀文本呈現朋友外貌、愛好、性格等描述，為語言輸出提供范例；詞匯分類任務助力梳理人物特征與行為共性差異；寫作及項目任務（制作朋友主題小書 ），由輸入轉向輸出，鍛煉綜合語言運用，貼合課標“培養學生用英語描述人物、交流日常的能力”要求，是單元人物話題學習的實踐深化。學情分析 語言儲備：四年級學生已經學生已積累一定基礎詞匯，如描述外貌的“tall”“short”“long hair” ，描述性格的“kind” ，描述活動的“read books”“play games”等；掌握簡單句型結構，像“She/He is...”“She/He has...”“She/He often...” ，可用于初步描述人物，但在復雜表達（如多樣愛好、性格關聯行為）及詞匯精準運用（區分“share”“help”等表意 ）上，仍需鞏固拓展。 學習能力：四年級學生好奇心強，對生活化、趣味化內容興趣高，具備一定直觀形象思維能力，借助圖片、情境能理解文本大意 。但自主歸納、邏輯梳理能力待提升，在詞匯分類（區分專屬與共性特征 ）、寫作邏輯組織（有序描述朋友多維度信息 ）時，需教師引導。同時，部分學生有積極表達欲，不過口語表達存在發音不準、語句不連貫問題，書面表達易出現語法錯誤（如第三人稱單數動詞變形遺漏 ）。 生活經驗：學生在日常有“朋友交往”生活場景，熟悉和朋友相處的活動（如一起讀書、做游戲 ），對朋友外貌、性格有直觀認知 。但從生活體驗到語言精準描述，存在轉化 gap，需教師搭建情境橋梁，引導提煉生活細節（如朋友獨特愛好、相處暖心瞬間 ），轉化為英語表達素材。學習 目標 1. 學生能掌握 “tall, long hair, kind, read books, share” 等詞匯及 “She/He is... She/He has... She/He often...” 句型，精準描述朋友外貌、性格、愛好與日常活動 。 2.通過閱讀、討論、寫作，提升閱讀理解（抓取人物關鍵信息 ）、口語表達（清晰連貫描述朋友 ）及書面寫作（組織語言創作段落 ）能力，實現從語言輸入到輸出的轉化 。 3.借助朋友話題，增進對身邊同學的了解，強化友誼認知，激發用英語分享生活、表達情感的積極性 。重點 能仿照文本，結合生活實際，用英語寫出/說出對朋友的多維度描述 。難點 組織豐富、有條理的語言，在寫作及項目任務（制作小書 ）中，生動描述朋友（融入獨特細節 ），避免表達單一 。教學過程教學環節 教師活動 學生活動 教學評價Warm-up Lead in：Introduce your friends 設計意圖：phone, how would you tell them something important ” 設計意圖：創設 “介紹朋友” 這一貼近學生生活的真實交際場景，引導學生運用所學語言，把知識轉化為實際交流能力，契合小學英語 “培養日常交際用語運用” 的教學需求 。 學生結合自身實際，從身邊朋友里選定對象，思考朋友的外貌，梳理后填入框架，形成完整的朋友介紹語，還可搭配簡筆畫輔助 。 觀察學生詞匯運用，關注發音是否清晰、語調是否自然，流暢表達的學生，看學生介紹時是否有真情實感，若能傳遞對朋友的喜愛，激發學生用語言分享情感的積極性。Presentation 1.Think and say Sarah and Liu Jia are best friends. What do Liu Jia and Sarah often together to be happy like holding hand Sarah writes a short article about Liu Jia. Let’s read. 設計意圖：培養學生獨立閱讀和理解能力，通過提問引導學生深入文本。 2.Think and say What does Liu Jia look like What do Liu Jia and writer often do together Why are Liu Jia and the write still best friends even if their hobbies are different 設計意圖：通過 “觀察插圖 → 匹配文本 → 模仿表達” 流程，訓練學生 “視覺信息轉化為語言輸出” 的思維，以及 “從文本提取關鍵信息、結構化組織語言” 的能力，契合小學英語 “以思促言” 的教學邏輯 。 Write：Put the numbers in the correct places. Choose and write Try to write 設計意圖：信息判斷與選擇環節要求學生運用分析和判斷能力，對閱讀材料中的信息進行甄別，有助于培養他們的邏輯思維和批判性思維。讓學生在選擇合適詞匯或短語并書寫句子的過程中，鞏固所學的語言知識，提升語言運用能力。 學生獨立閱讀便條，嘗試理解內容，并標注出重要信息。 插圖觀察 → 文本檢索 → 問答互練，聚焦 “語言 - 圖像” 關聯，夯實基礎句型 。 學生運用分析和判斷能力，對閱讀材料中的信息進行甄別，有助于培養他們的邏輯思維和批判性思維。學生仔細觀察題目內容，理解題目要求，明確需要選擇和書寫的內容方向。搶答單詞 檢查學生標注的關鍵信息，評價其對便條內容的理解程度。 教師引導學生分組討論，觀察學生對人物的理解程度。 檢查學生最終的完成結果以及掌握能力，評估其對關鍵信息的把握是否準確。在學生進行思考、選擇和書寫的過程中，教師巡視觀察，記錄學生的參與度、專注度、遇到的困難以及解決問題的方法Consolidation and extension Practice:Listen and circle Practice:Choose a friend Practice：Make a book Practice:Share Practice:Self-assessment Summary 設計意圖：設置“從模仿到創作”的梯度任務，先依托課本框架（如“He/She is...”填空 ）進行基礎模仿，再鼓勵拓展獨特互動細節（如“We often...”寫專屬回憶 ），驅動學生從“語言復現”到“創意表達”。過程中，學生需梳理朋友信息、組織語言邏輯、設計書籍呈現，逐步提升分析、歸納、創新思維，契合小學階段思維發展規律，為終身學習奠基。 聚焦課本框架，用“He/She is...”表格精準填寫朋友特征，搭配簡筆畫。比如畫朋友扎著馬尾、個子不高的形象，對應文字“She is short. She has long hair.” 邊寫邊輕聲朗讀，鞏固語言表達，確保基礎內容準確。 從小組協作看，若分工明確、配合默契；展示時，表達流暢、語調自然，全面肯定綜合表現，促進素養提升。Homework Draw pictures on the card (e.g., what your friend looks like, the things you do together).板書設計評價與 反思 圍繞“朋友”主題，構建了從語言輸入到輸出的完整教學鏈，場景創設貼合學情。以“介紹朋友”生活場景貫穿，從課堂互動到制作朋友小書，讓學生在真實語境用英語交流，降低語言運用門檻，契合小學英語交際教學需求 。思維培養有梯度，從“Think and say”提取文本信息，到“Make a book”創意表達，逐步訓練分析、歸納、創新思維，契合學生認知規律。評價多元且及時。語言知識、創意表達、合作展示等維度評價，用鼓勵性語言引導，既糾誤又保積極性，助力學生持續進步。活動分層上，基礎組與提升組任務可更清晰區分，如為基礎組提供“表達錦囊”（常用句卡），降低起步難度；提升組增設“友誼故事挑戰”（用英語編朋友間趣事），拓展深度。時間分配上，“制作小書”環節可預留更多創作時間，讓學生充分打磨細節。21世紀教育網 www.21cnjy.com 精品試卷·第 2 頁 （共 2 頁）21世紀教育網(www.21cnjy.com)(共24張PPT)Unit 2 My friendsPart B Read and write&C Project（人教PEP版）四年級上1Core competences核心素養目標3Presentation新知講解5Summary課堂總結2Lead in導入環節4Practice知識操練6Homework作業設計01Core competences1. 學生能掌握 “tall, long hair, kind, read books, share” 等詞匯及 “She/He is... She/He has... She/He often...” 句型，精準描述朋友外貌、性格、愛好與日常活動 。2.通過閱讀、討論、寫作，提升閱讀理解（抓取人物關鍵信息 ）、口語表達（清晰連貫描述朋友 ）及書面寫作（組織語言創作段落 ）能力，實現從語言輸入到輸出的轉化 。3.借助朋友話題，增進對身邊同學的了解，強化友誼認知，激發用英語分享生活、表達情感的積極性 。02Lead in：Introduce your friendsI have a good friend.He/She is___and___.He/She has ___ hair.His/Her name is___.03Lead in：Think and saySarah and Liu Jia are best friends. What do Liu Jia and Sarah often together to be happy like holding hand 03Lead in：Think and saySarah writes a short article about Liu Jia. Let’s read.My best friendLiu Jia is tall. She has long hair. She often reads books with me. We both like animal books and often share. She likes weiqi, but I like ball games.I often play football and basketball. But we are still best friends. She is kind. And she always makes me smile!03Presentation：Think and sayWhat does Liu Jia look like She is tall and she has long hair.What do Liu Jia and writer often do together They often read books together and share animal books.03Presentation：Think and sayWhy are Liu Jia and the write still best friends even if their hobbies are different Because Liu Jia is kind and makes her smile.Even hobbies differ,good personalities keep them friends.03Presentation：WritePut the numbers in the correct places.1. kind 2. like animal books 3. like weiqi4. long hair 5. make others smile 6. play football and basketball7. read books 8. share 9. tall56134927804Practice:Choose and writekind long short strong tall helps me with …plays football plays games reads books04Practice:Choose and writeWhat about your best friends 04Practice:Try to write________My best friendtitleWrite about ___________appearanceWrite about ___________characteristicsWrite about _______________________________activitiesWrite about ___________differencesdoing togetherLiu Jia is tall. She has long hair. She often reads books with me. We both like animal books and often share. She likes weiqi, but I like ball games. I often play football and basketball. But we are still best friends. She is kind. And she always makes me smile!04Practice:Try to writeMy best friend… is ... She has ... She often … with me. We both like… and often ... She likes …, butI like ... I often ... But we ... She is ... And she always …!04Practice:Listen and circleListen and circle Mike’s best friend.04Practice:Choose a friendHe / She is …He / She has …He / She often …short_______________________________________________ hair________ eyes__________________________plays gamesreads books__________________________Choose a friend. Then write and talk.04Practice:Choose a friendChoose a friend. Then write and talk.I have a friend. He’s / She’s … He / She often …What’s his / her name His / Her name is …04Practice:Make a bookpictureI have a friend.His/ Her name is____________.He / She is____________.He / She has____________.He / She likes _____________.He / She often helps me with_____________.We often ____ ___________.We have so much fun. He / She is my best friend.Make a book about your friend.picturepicture04Practice:ShareShare your book in class.I have a friend. Her name is … She …04Practice:Self-assessment1. I can describe my friends.2. I can tell people what I do with my friends.3. I can explain why someone is my friend.4. I can sound out words with “sh” to spell them.05SummaryMy best friendLiu Jia is tall. She has long hair. She often reads books with me. We both like animal books and often share. She likes weiqi, but I like ball games.I often play football and basketball. But we are still best friends. She is kind. And she always makes me smile!06HomeworkDraw pictures on the card (e.g., what your friend looks like, the things you do together).06板書設計My best friend… is ... She has ... She often … with me. We both like… and often ... She likes …, butI like ... I often ... But we ... She is ... And she always …!https://www.21cnjy.com/recruitment/home/fine 展開更多...... 收起↑ 資源列表 B Read and write.wav Unit 2 part C.mp3 Unit2.pptx 教案.docx 縮略圖、資源來源于二一教育資源庫
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