人教PEP四年级上册英语全册教案


     人教版(PEP)四年级上册英语 全册精编教案 备课教师: Unit One My classroom l 单元整体分析 本单元是义务教育灵通版(pep)小学英语教科书四年级上册第一单元。单元主题为My classroom(我的教室)。新学期,孩子们更换了新的教室,单元主情景图中展现了孩子们清理新教室的场景,呈现了祈使句:Let’s clean the ... 及Let me clean the...以及询问位置的语句:Where is the ...? 本单元共分A、B、C三部分。A部分共三页,分三课时。第一课时为情景对话和练习部分。通过Zhang Peng和Sarah谈论新教室中的物品和摆设的情景,引出本单元的主要句式:What’s in the classroom? Let’s go and see! Where is it? It’s near the window. Let’s play(玩一玩)部分提供了一个课堂游戏活动,图片展示了教室内的一些物品,物品旁标注着一些字母。学生需要先说出字母,再说出字母所在的位置,使别的学生能够正确、顺利地猜字母所代表的物品。这个活动既可以复习字母在单词中的发音,又练习了询问物品的位置的问答句。第二课时为重点词汇和重点句型呈现,Zoom和Zip带领大家来透过窗户观察教室内的物品:classroom,window, blackboard, light, picture, door. 以及如何询问教室里的摆设的问答句:What’s in the classroom? One blackboard ...并通过Let’s do部分的指令活动来进一步巩固重点单词和句型。第三课时为语音学习,主要学习元音字母a在开音节中的发音/eɪ/。 B部分共四页,分两课时。第一课时仍然呈现情景对话和练习。通过孩子们一起打扫新教室的活动引出如何提出行动建议的祈使句:Let’s ... Let me... 并通过掷骰子说句的游戏来操练重点句式。第二课时呈现更多的教室内物品类词汇:teacher’s desk, computer, fan, wall, floor。之后通过涂一涂,说一说活动来使学生进一步熟悉新授词汇。之后的阅读练习、听音判断、看一看、圈一圈的练习以及歌曲都用来巩固练习本课的重点词汇及句型,与C部分合为一个课时。 C部分为故事阅读课时,在这个故事里,我们会随着Zoom和Zip的眼睛来看一看教室里的小蜜蜂。通过有趣的故事阅读,学生会进一步熟悉如何询问和表达物品的位置,并在阅读中扩大语言输入,逐步适应文本的阅读。 l 单元教学目标 µ 知识目标: 1.词汇:学生能够听、说、认读单词:classroom, window, blackboard, light, picture, door, teacher’s desk, computer, fan, wall, floor 2. 句型结构:能够听、说、认读句型:What’s in the classroom? Let’s go and see! Where is it? It’s near the window. Let’s clean the classroom. Let me clean the teacher’s desk. 3.语音:能够掌握a+辅音字母+e结构的发音规则,即a在开音节里发双元音/eɪ/ µ 能力目标 1. 能够正确使用重点词汇来描述教室里的物品、设施 2. 能够在有意义的语境中抄写与话题有关的这些词汇 3. 能够在情景中运用句型Where is ...? It’s in/on/under/near the... 询问并回答物品的位置 4. 能够在情境中运用句型Let’s ... Let me ... 提出行动建议 5. 能够读出符合a+辅音字母+e结构发音规则的单词,并能够根据发音拼写出符合这一结构发音规则的单词 µ 情感态度、学习策略、文化意识目标 1. 学习礼貌言行,能够对请求、道歉等行为做出恰当反应 2. 具有讲卫生、爱整洁的意识 3. 能够根据a+辅音字母+e结构发音规则拼读单词,并能够根据发音规则拼写单词 l 教学重难点 µ 教学重点 1. 学生能够听、说、认读单词:classroom, window, blackboard, light, picture, door, teacher’s desk, computer, fan, wall, floor 2.能够听、说、认读句型:What’s in the classroom? Let’s go and see! Where is it? It’s near the window. Let’s clean the classroom. Let me clean the teacher’s desk. 3.能够掌握a+辅音字母+e结构的发音规则,即a在开音节里发双元音/eɪ/。 µ 教学难点 1. 能够正确使用重点词汇来描述教室里的物品、设施 2. 能够在有意义的语境中抄写与话题有关的这些词汇 3. 能够在情景中运用句型Where is ...? It’s in/on/under/near the... 询问并回答物品的位置 4. 能够在情境中运用句型Let’s ... Let me ... 提出行动建议 5. 能够读出符合a+辅音字母+e结构发音规则的单词,并能够根据发音拼写出符合这一结构发音规则的单词 l 教学方法 游戏教学法、多媒体辅助教学法、TPR、小组合作法 l 教学时间 本单元教学用时两周,建议使用六课时完成教学任务。 第一课时:A. Let’s talk. Let’s play. 第二课时:A. Let’s learn. Let’s do. 第三课时:A. Let’s spell. 第四课时:B. Let’s talk. Let’s play. 第五课时:B. Let’s learn. Colour and say. 第六课时:C. Story time. B. Start to read. Let’s check. Let’s sing. l 知识视窗 国外的教室布置 国外学校,尤其是幼儿园和小学的教室,更像是一个家,看上去有些凌乱,,到处是孩子的作品,教室的每个角落里几乎都由孩子自己装饰和安排,学生可以随时取用各种学习和生活用品;低年级教室里都在某个地方铺着地毯,孩子们随时可以席地而坐,而老师的办公桌椅就在教室的一角——这样,老师可以随时观察孩子的学习情况。 几乎每个教室里都有这个启蒙月份牌,季节、时间、天气等等一个孩子需要知道的最初知识都在这里了,每天来看看、讲讲,不知不觉就都学会了 国外小学低年级是学生们围着坐。还可以坐在地上。到了小学高年级,才会开始单独坐。教室墙上往往会挂上班级规则老师还会把一些“格言”贴在墙上。此外,老师还会把新学的知识点做成海报,挂在墙上,方便学生随时温故知新。还有的老师,会在教室里每天挂一个Question of the Day,让学生每天都有一个问题可以思考、探讨。有的老师会请学生每天分享自己最高兴的事儿和最不高兴的事儿。一般每个学生在教室里都有一个储物袋(或储物格子),把不用每天带来带去的文具书本放在里面。班里会有一个游戏角,放小朋友各种自己觉得有趣的东西,让孩子们一起玩。当然,阅读角是不可缺少的。 国外小学班主任基本一个人包教一个班,所以成天待在自己的班级里。他们在教室里有自己的办公角,孩子们可以来 “开会讨论”。 现在会有很多教室专门设置“学习中心”,学生集中在一个区域内学习、讨论。这个“中心”一般都有主题,如森林主题、动物主题、天文主题等等。整个区域都按照主题进行布置,学生可以舒服而充满乐趣地在这个学习中心进行交流、探索、学习活动。 第一课时 l 课时内容 A. Let’s talk. Let’s play. l 课时分析 在Let’s talk部分,Sarah和Zhang Peng在谈论他们的新教室。Sarah首先告诉Zhang Peng他们这个学期会有一个新教室。Zhang Peng很好奇教室里的布置。所以两个人一起去看了看。他们发现教室很大,Sarah还惊喜地发现自己的画被摆放在窗户旁边。在他们进行对话的过程中,呈现了如下重点句式:We have a new classroom. What’s in the classroom? Let’s go and see! Where is it? It’s near the window. 在接触这些重点句式的同时,学生会感受到以下词汇:classroom, window, picture, near。 Let’s play是个针对重点句式进行的游戏活动。这个活动将字母的字形、发音与重点句式的操练巧妙地结合了起来。教材呈现的图片中,有三个c,两个b,两个p,一个e, 一个r,分别放在玩具汽车(car)、彩笔(crayon)、图画(picture)、尺子(ruler)、书包(bag)、文具盒(pencil box)、橡皮(eraser)的旁边。学生首先说出自己看到了哪个字母,运用句式:I see a ...同组同学询问在哪里,因为有时有两到三种物品具有同样的首字母。出题者说出其位置,这样,同组同学就可以顺利地猜出出题者所说的物品是什么了。在这个游戏过程中,学生会回忆字母的字形与字音,并回忆字母在单词中的发音。同时,操练如何询问并表达物品的位置。 在学习本课时内容时,可先学习对话中提到的与教室有关的词汇,复习文具及表示位置的词汇,以使学生能够顺利地进行重点句式的问答。 l 课时目标 1. 能够在语境中理解新词classroom, really, picture, near, window的意思,并能正确发音 2. 能够听懂、会说、认读句型:We have a new classroom. What’s in the classroom? Let’s go and see! Where is it? It’s near the window. 3. 能够在真实或模拟的情景中正确使用Where is it? 来询问物品的位置 4. 能够在真实或模拟的情景中正确使用It’s near/ under/ on/ in...来描述物品听位置 5. 能够在情景中恰当运用句型:What’s in the classroom? Let’s go and see! 6. 能够理解对话大意, 能够用正确的语音、语调朗读对话 l 课时重难点 1.重点 能够理解对话大意, 能够用正确的语音、语调朗读对话 能够在语境中理解新词classroom, really, picture, near, window的意思,并能正确发音 能够听懂、会说、认读句型:We have a new classroom. What’s in the classroom? Let’s go and see! Where is it? It’s near the window. 2. 难点 能够在真实或模拟的情景中正确使用Where is it? 来询问物品的位置 能够在真实或模拟的情景中正确使用It’s near/ under/ on/ in...来描述物品听位置 能够在情景中恰当运用句型:What’s in the classroom? Let’s go and see! l 教学准备 1. 多媒体课件、录音机、磁带 2. 文具实物及单词图卡 l 教学过程 µ Step 1 Warm up 1. 游戏:What’s in the box? 猜宝游戏。教师准备一个袋子或盒子,请学生猜一猜里边是什么,主要来复习文具类词汇。 Teacher:Hello, boys and girls. I have a box. Guess, what’s in the box? You, please. A ruler? Let’s see. Yes, a ruler is in the box. What else? Who can try? 设计意图:猜宝游戏是孩子们比较喜欢的一个游戏。因为未知而激发了他们强烈的好奇心,使原本相对枯燥的复习变得更有趣味,更吸引学生的注意力。 µ Step 2 Lead in 1.将学生猜出来的文具摆放在讲台上,通过询问,引导学生说出这些物品的位置。 Teacher:Look at these things. Where is the ruler? It’s near the pencil. Where is the book? It’s near the pencil box. ... Where is my box? It’s on the teacher’s desk. This is a teacher’s desk. Where is the teacher’s desk? Where are we? Yes, we are in the classroom. Read after me, classroom. The classroom is a room that a class studies in it. Let’s write it together, classroom. What’s in our classroom? 设计意图:通过上一环节中复习到的文具物品自然引入位置的讨论,使学生通过观察实物位置自然理解near的含义。并在讨论已知位置的情况下,引出新词汇teacher’s desk, classroom,使学生在语境中获取新词汇的意义。通过英语的讲解使学生感受classroom这个合成词的构成,帮助他们记忆单词。 µ Step 3 Presentation 1. 导读,引出对话内容,引起学生的阅读兴趣。 Teacher:This is our classroom. Zhang Peng and Sarah have a new classroom. What’s in their classroom? Let’s go and see. 2. 播放对话内容,以视频的方式使学生理解对话内容。观看的同时,向学生提出问题。 Teacher:Watch the video please. Then answer my questions. What can you see in the classroom? Teacher:Now who can answer my question? What can you see in the classroom? 3. 再次播放课文内容,学生根据对话内容回答问题。 Teacher:Watch the video again. After that, try to more questions. Is the classroom big? Whose picture can you see? Where is it? Teacher: Can you answer these questions? Is the classroom big? Whose picture can you see? Where is it? 设计意图:先引起学生的阅读兴趣,并通过带着问题看课文的方式培养学生专心倾听、观察,把握所听内容的重点内容的能力。再次播放课文,使学生更加熟悉课文,在此基础上,以问题引导学生理解对话内容。 µ Step 4 Practice 1.播放课文录音,学生跟读。 Teacher: Listen to the tape. Read after it, please. 2. 自由练习读课文。教师巡视,并为学生提供帮助。 Teacher:Read the dialogue freely. If you have any questions, please raise your hand and ask me. 3. 分角色朗读课文。 Teacher:Let’s read the dialogue in roles. Boys will be Zhang Peng. Girls will be Sarah. Let’s read the dialogue. Now girls will be Zhang Peng. Boys are Sarah. Read it again. 4. 表演课文。 Teacher:Let’s act the dialogue out. Who wants to try? Let’s find the best pair. 设计意图:通过跟读,使学生获得对话的准确读音。自由练习有助于使学生明白自己的弱点,并及时获得教师的帮助。分角色朗读和表演能使学生将对话内容内化为自己的语言,帮助他们自由使用所学内容,提高自己的口语表达能力。 5. 利用学生的文具、书等物品进行问答,练习新学习的句型。 Teacher:Where is my book? Yes, it’s on the teacher’s desk. Where is your book? Oh, it’s on the desk. And it’s near the pencil box. In pairs, ask and answer, please. 设计意图:利用学生触手可及的物品进行对话练习,使学生在实际的情境中使用学习到的语言知识。 6. 完成Let’s play活动。 Teacher:Look at the picture. There are some letters. What are they? Read them please. What are the letters for? This C is for the car. This c is for the crayon. The b is for bag and book. Now, let’s play a game. I see a “c”. Guess what it is. You can ask me where the c is. Then you can know it. It’s on the desk. What is it? Yes, it’s a car. Teacher: Let’s do a pair work. Play the game in pairs. Teacher: Which pair wants to show your dialogue? 设计意图:在学生基本掌握了重点句型之后,进行游戏活动,让学生在游戏中既复习了字母在单词里的发音,又练习了如何询问物品的位置的问答句。 µ Step 5 Summary 1.利用游戏中的图片,编制韵句,总结本课的重点内容。 Teacher: Look at the picture. Let’s say a chant about it. Listen to it first. Book, book, where is the book? Where is the book? Desk, desk, it’s on the desk. It’s on the desk. Crayon, crayon, where is the crayon? Where is the crayon? Desk, desk, it’s in the desk. It’s in the desk. 2. 学生跟唱韵句,然后自己编制韵句并表演。 Teacher:Say the chant after me, please. Teacher: Please make a chant like this. You can make it in groups. Teacher: Which group want to show your chant? Let’s find the best pair. 设计意图:以韵句来总结,可以让学生在一课时的学习后,放松心情。同时,有节奏地吟唱能够帮助学生更好地巩固自己的记忆,增强学习效果。让学生自己编制韵句,可以达到替换单词操练句式的效果,使学生更加了解句式结构,从而进一步掌握重点句式。 l 课堂作业 一、根据图片选择正确的单词。 ( ) 1. It’s _____ the desk. A. in B. on C. near ( ) 2. The picture is near the ________. A. clock B. desk C. chair ( ) 3. It’s _____ the chair. A. in B. on C. under ( ) 4. It’s ____ the book. A. in B. on C. under 二、判断下列句子是否与图片相符,相符的打√,不符的打×。 ( ) 1. The book is on the desk. ( ) 2. The crayon is in the desk. ( ) 3. The pencil is in the pencil box. ( ) 4. The bag is in the desk. 三、连词成句。将单词按正确的顺序排列并写一写。 1. in is what the classroom _____________________________________________________________ 2. have a we classroom new _____________________________________________________________ 3. is it the window near _____________________________________________________________ 4. let’s and see go _____________________________________________________________ 答案: 一、1. A 2. A 3. C 4. B 二、1.× 2.× 3.√ 4. √ 三、1. What is in the classroom? 2. We have a new classroom. 3. It is near the window. 4. Let’s go and see. l 板书设计 Unit One My Classroom We have a new classroom. What’s in the classroom? Let’s go and see. Where is it? It’s near the window. 第二课时 l 课时内容 A. Let’s learn; Let’s chant. l 课时分析 在Let’s learn 部分,Zoom和Zip站在教室的窗外向外张望,想知道教室里都有些什么。Zoom问站在窗台上的Zip:What’s in the classroom? Zip回答:One blackboard, one TV, many desks and chairs... 在教室的其他物品上,呈现了本课的四会词汇:classroom, blackboard, window, light, picture, door。因为单词都标注在相应图片的旁边,学生可以一目了然地了解其意思,因此,重点是让学生建立起字义与字形及字音之间的联系,整体记忆单词。 接下来的Let’s do中,学生会看到五个指令,Open the door. Turn on the light. Close the window. Put up the picture. Clean the blackboard. 五个指令主要用来操练上一部分中学习到的重点词汇。同时,这些指令又与教室里的物品相关,可以用真实的活动让学生理解这些指令的含义,并通过操练这些指令让学生熟悉这些重点词汇。 因为大部分的词汇在上一课时的对话交流中学生已经接触过了,本课时要把重点放在字形的拼写与记忆上。引导学生通过发音规则及合成词等词汇知识来记忆单词。 l 课时目标 1. 能够听懂、会说、认读单词:classroom, blackboard, light, picture, door, window 2. 能够在游戏或真实的情景中正确使用句式:What’s in the classroom?并回答 3. 能够听懂指令:Open the ... Turn on the ... Close the ... Put up the... Clean the...并做出正确反应 l 课时重难点 1.重点: 能够听懂、会说、认读单词:classroom, blackboard, light, picture, door, window 能够在游戏或真实的情景中正确使用本课单词及句式:What’s in the classroom? 2. 难点: 能够听懂指令:Open the ... Turn on the ... Close the ... Put up the... Clean the...并做出正确反应 l 教学准备 1. 多媒体课件、录音机、磁带 2. 教室内物品的单词图卡 l 教学过程 µ Step 1 Warm up 1. 与学生互致问候之后,请学生注意自己带到教室里的物品,并根据其位置呈现韵句。 Teacher: What’s this? Yes, it’s my book. Where is my book? It’s on the desk. Let’s say a chant about it. Listen to it first. Book, book, where is the book? Where is the book? Desk, desk, it’s on the desk. It’s on the desk. Crayon, crayon, where is the crayon? Where is the crayon? Desk, desk, it’s in the desk. It’s in the desk. 2. 学生齐唱韵句。 Teacher:Let’s say the chant together. 设计意图:韵句能够使学生集中注意力,并激发他们的学习兴趣。又复习上节课的内容,且能够自然衔接下面的教学环节,使课程更加流畅自然。 µ Step 2 Lead in 1. 讨论:What’s in our classroom?请学生根据自己所处的教室来讨论自己在教室里所见的物品。 Teacher: My book is on the desk. Where is the desk? Yes, it’s in our classroom. What’s in our classroom? Yes, many desks, many chairs, a teacher and many students. 2. 出示教材中的图片,引起学生的阅读兴趣。 Teacher: This is Zip and Zoom’s new classroom. What’s in the classroom? What can Zip and Zoom see in the classroom? Let’s listen. 设计意图:由于本课所学的内容都与教室里的陈设与物品有关,因此先和学生进行讨论,以学生已知的知识引领将要学习的知识,为学生做好知识上的铺垫。 µ Step 3 Presentation 1. 播放课文内容,学生跟读。 Teacher: Let’s listen to the tape and find what is in the classroom. Read after it, please. 设计意图:让学生在跟读中把握读音,在模仿中纠正其发音。 2. 分组读课文。 Teacher:Let’s read the text in groups. I will find the best group. 设计意图:检验学生能否准确地读出课文中的句子和单词。 3. 使用图卡和实物相结合,教授新授单词。 Teacher:(指向黑板)What’s this? It’s a blackboard. What colour is it? Yes, it’s black. It’s a board. It’s a black board. We call it blackboard. (板书单词,提示学生注意此单词由两个单词合成)Let’s write it together. (学生书空)(走到门边,打开门,指着门询问)What’s this? It’s a door. (板书单词,学生书空)Let’s write it together. It’s a door. How many doors are there in our classroom? (指向窗户)Is this a door? No. It’s a window. (板书单词,分成两个音节教授学生) Read it together, window. How many windows are there in our classroom? Next, please guess. They are high in our classroom. They are bright. I can see nine. (根据教室里的灯的数量说出数字)What are they? Yes, they are lights, one light, two lights. (提示学生注意单复数的不同读音)Can you see lights on the streets? Yes, they are traffic lights.(呈现交通信号灯的图片)What colour are they? They are red, yellow and green. Read after me, please, light. And on the wall, we can see beautiful pictures. (板书单词)Read after me, picture. (讲解字母组合true的发音) 设计意图:边讨论边讲解新授词汇,使学生除了理解单词的意思,认识其字形和拼写之外,在具体的句子中、实际生活中感受新学习到的词汇的用法。 µ Step 4 Practice 1. I say you point. 我说你指。教师说出物品名称,学生指向相应的物品。 Teacher: Now I say the word, you point to it. A blackboard, a light, a window... 2. I point you say. 我指你说。教师或指向黑板上的单词,或者指向教室里的实际物品,请学生说出单词。 Teacher: This time, I point you say. I will point to the word on the blackboard, or the things in our classroom. Please say the word. 设计意图:第一个活动保证学生能将单词的读音与单词的意义结合起来,第二个活动,保证学生在语音与字义结合的基础上,能够正确地说出、读出单词。 3. 猜单词。教师先将学习到的单词词卡呈现给学生,学生逐一读出单词。接着,将词卡反转,打乱顺序,请学生猜一猜是什么单词。 Teacher: What’s this? (呈现单词卡,请学生读出单词) Teacher:Guess,what’s this? Is this a blackboard? Is it a light? (反转单词卡,请学生猜) 4. 出示被遮盖的物品图片,请学生猜出单词。 Teacher:Look,what’s this? Is this a picture? Is this a window? Guess, please.设计意图:通过猜单词,让学生不断地重复新学过的单词。这样的操练既起到了机械操练的作用,又避免了机械操练的枯燥。在游戏的过程中,引导学生注意倾听同学的答案,保证自己不重复、不说错误的答案,提高自己猜的准确性。这也有利于培养学生良好的听课习惯。 5. 教师以自己的动作来示范,讲授指令性句子,使学生理解指令的含义。 Teacher:This is the door. I open the door. Say with me, open the door. Now, I close the door. Close the door. (板书句子)Listen to me, open your book. Close your book. (擦黑板)I clean the blackboard. In the afternoon, you will clean our classroom. Do you clean the window? Do you clean the desks? (板书句子) Teacher:Look at the picture. What is john doing? He is turning on the light. Can you turn on the light? Thank you. (板书句子)And in this picture, John puts up the picture. Do with me, put up, put up the picture. (做出挂画的动作) 6. I say you do. 教师说句子,学生模拟动作。 Teacher: Let’s play. I say you do. Turn on the light. Open the window. Close the door. ... 设计意图:以真实的动作、观察图片等方式来使学生直观地获得所学语句的意思,并设置小的语境,使学生能够深入理解指令中动词的意思和用法。 µ Step 5 Summary 1. 游戏:Simon says。教师说出指令性动作,学生做出相应反应。 Teacher:Let’s play a game, Simon says. When I say Simon says, sit down. Please sit down. If I say sit down. Please don’t do that. Simons says, stand up. Sit down. Simon says, open the window. Simon says, clean the window. Close the door. ... 设计意图:以游戏来结束课程,使学生能够在快乐的游戏中回顾本课时中学习到重点词汇,从而留下深刻的印象。 l 课堂作业 一、看图写单词。 _________ _______ ________ ________ 二、读一读,看句子是(√)否(×)与图片内容相符。 1. Open the door. 2. Close the book. 3. Put up the picture. 4. Turn on the light. 5. Clean the blackboard. 三、为下列句子选出正确的回答。 ( ) 1. What’s in the classroom? A. It’s so big. B. One blackboard, one TV, many desks... ( ) 2. Where is the picture? A. Let’s go and see. B. It’s near the window. ( ) 3. Where is it? A. It’s in a desk. B. It’s so big. 答案: 一、blackboard, door, window, picture 二、1.√ 2.× 3.× 4.√ 5.√ 三、1. B 2. B 3. A l 板书设计 Unit 1 My classroom A. Let’s learn blackboard light door window picture What’s in the classroom? One blackboard, nine lights, ... Open the door. Close the door. Turn on the light. Put up the picture. Clean the blackboard. 第三课时 l 课时内容 A. Let’s spell l 课时分析 本部分为字母及语音学习课时。本课学习元音字母a在a+辅音字母+e的开音节结构里的发音。通过读一读,听一听、唱一唱;读一读,听一听,判断正误;听一听,圈一圈,写一写三个活动使学生既学习到元音字母在开音节里发双元音/eɪ/,又使学生区别开字母a在闭音节里的发音。 在Read, listen and chant活动中,教材呈现了四幅图片,来帮助学生理解语音例词cake, face, name, make,并且把元音字母a和不发音的字母e标红,使学生能够一目了然地感受开音节的结构,并通过韵句:My name is Jake. My name is Jake. I like my name, and I can make a cake. Hello, Jake. Hello, Jake. My name is Dave. And I like to eat a cake. 来感受含有a-e结构的单词的拼读。 Read,listen and tick活动中,教材呈现了三组单词,前一个为闭音节,后一个为a-e开音节,学生需要根据所听到的单词来选择正确的答案,并打上对勾。而Listen, circle and write活动中,每个图片下方有代表闭音节的字母a和代表开音节的a-e,学生听到单词后,先需要判断一下是闭音节还是开音节,圈出正确的一项,然后再把听到的单词按正确的格式写在横线上。 l 课时目标 1. 能够感知并归纳字母a在开音节(a-e结构)中的发音规则 2. 能够读出符合a-e发音规则的单词 3. 能够根据单词的读音拼写出符合a-e发音规则的单词 l 课时重难点 1.重点: 能够感知并归纳字母a在开音节(a-e结构)中的发音规则 能够读出符合a-e发音规则的单词 2. 难点: 能够根据单词的读音拼写出符合a-e发音规则的单词 l 教学准备 1. 多媒体课件、录音机、磁带 2. 语音例词单词卡 l 教学过程 µ Step 1 Warm up 1.播放韵句:What’s your name? 学生先听一遍韵句,再同老师一起说韵句。 Teacher:Boys and girls, let’s say a chant. Listen to me first. What is your name? What is your name? My name’s Tom. My name’s Tom. What is your name? What is your name? My name’s Sam. My name’s Sam. Teacher: This boy is Tom. And this boy is Sam. Let’s say the chant about them together. 设计意图:以有关姓名的韵句热身,为下一步的学习做好知识上的铺垫。同时,也为学生营造一个快乐、轻松的英语学习氛围。 µ Step 2 Lead in 1展示Read, listen and chant中Jake的图片谈论与之相关的问题,引出语音例词。 Teacher:Who’s this boy? Oh, his name is Jake.(板书单词name, Jake) Read after me, please, Jake. This is Jake’s face. Read after me, face. (板书单词)What can Jake do? Listen. (播放前一部分韵句) Jake can make a cake. Look, this is a cake. Can you make a cake? (板书单词make, cake) 设计意图:由介绍姓名引出新的语音例词,使学生熟悉词汇的语音,为其发现和掌握字母在开音节里的发音规律服务。 µ Step 3 Presentation 1. 展示Dave的图片,播放韵句的后半部分,完整呈现韵句,引导学生感受和发现字母a在开音节中的发音。 Teacher:Is this Jake? No, his name is Dave. What does he like? Listen. (播放韵句)What does he like? He likes to eat a cake. (板书单词Dave) Teacher: Let’s listen to the chant again. Please say with it. Teacher: Look at these words on the blackboard. What can you find? Talk in groups and then show your opinions. Teacher: We can find an a in these words. Read them, what is the sound of a? Yes, it’s / eɪ /. Look at my mouth and say it, /eɪ /. 设计意图:先熟悉韵句内容,保证学生能够正确、流利地朗读韵句。同时,保证学生能够正确地朗读语音例词。在此基础上,通过认真观察感受,获得字母a在单词里的发音。通过观察老师的口型,学习音标的发音方法。 µ Step 4 Practice 1. 学生练习韵句,并表演 Teacher: Practice the chant, please. Teacher: Now let’s say the chant together. 设计意图:通过练习,让学生进一步熟悉韵句,以帮助他们进一步熟悉语音例词。 2. 呈现组成语音例词的字母,请学生按正确顺序排列,拼写出正确的语音字母并朗读。 Teacher:Look at these four letters. Put them in order, you can get a word. What is it? Spell it and read it, please. 设计意图:通过这样的小游戏活动,使学生熟悉语音例词的拼写,并对a-e结构有比较清晰的认识。 3. 完成Read, listen and tick活动。 Teacher:(呈现题目中的单词,请学生读一读)Look, what’s this? Read it, please. Now, listen to the tape. Tick the word that your hear. Are you ready? Teacher: Show me your answer, please. 设计意图:在完成听力练习之前,先让学生熟悉需要倾听和判断的单词,养成在做听力练习之前先获取基本题目信息的习惯。 4. 比较闭音节中a的发音及开音节中的a的发音,练习使用发音规则拼读单词。 Teacher:This is—cat. What is the sound of a? Yes, it’s /æ/. Look at my mouth, /æ/. How to read this word? (依次出示dad, hat, cap, map, have, black)What is the sound of a in these words? Yes, /æ/. Is it the same? What is it? It’s cake. The sound of a is /eɪ/. Read these words, please. (出示cake, date, hate, face, name, make 等单词)What do you find from these words? They all have an a. They all have an e at the end of them. We call it open syllable(开音节)In this syllable, a sounds /eɪ /. 设计意图:通过闭音节和开音节的比较,使学生充分感受开音节的结构特点,获取语音知识和规则。 5. 出示更多的单词,请学生按照语音规则分一分类,读一读。 Teacher:Can you read these words? Have a try, please. (依次呈现date, gate, game, lake, late, plate, plane, snake, grape, Kate等单词,请学生尝试读一读) Teacher: What about these words? Read them, please. (依次呈现mad, bat, bag, can, Sam, max, fan等单词,请学生尝试读一读) 设计意图:在学生获得语音规则之后,使用语音规则来拼读新的单词。 6. 完成Listen, circle and write活动。 Teacher:Now please look at these pictures. Below them, there is a and a-e. Listen to the tape. If the word is like cat, please circle a. if the word is like cake, please circle a-e. And you should write the word. Are you ready? Listen carefully. Teacher: Show me your answer, please. 设计意图:学生根据读音判断出单词是开音节还是闭音节,并根据读音及图片的提示写出单词。保证学生能够充分理解和掌握语音规则。 µ Step 5 Summary 1. 播放韵句,学生齐说韵句。 Teacher: Let’s listen to the chant again. Teacher: Let’s say the chant together. 设计意图:再次呈现语音韵句,使学生在韵句重温本课的语音知识。 l 课堂作业 一、看图选择正确的字母补全单词。 ( ) 1. c__p A. u B. o C. a ( ) 2. c__ke A. e B. a C. i ( ) 3. fa__e A. a B. u C. c ( ) 4. na__e A. m B. n C. t 二、判断下列各组单词中划线部分发音是否相同,相同打√,不同打×。 ( ) 1. cake make ( ) 2. cat date ( ) 3. dad hat ( ) 4. map cat ( ) 5. date hat ( )6. face cake 三、根据句子意思写出单词,补全句子,单词的首字母已经给出。 My n______ is Jake. I’m a boy. I like to eat c_____. And I can m_____ a cake. My n____ is Kate. Look at my f____. I have big eyes. This is my h___ on my head. 答案: 一、1.C 2. B 3. C 4. A 二、1.√ 2.× 3.√ 4.√ 5.× 6.√ 三、name, cake, make, name, face, hat l 板书设计 Unit One My classroom A. Let’s spell a cake face name make a cat dad hat map 第四课时 l 课时内容 B. Let’s talk. Let’s play l 课时分析 本课时包括两个活动。Let’s talk中,孩子们商量着打扫教室,有人擦窗户,有人整理教师的讲桌,孩子们互相帮助,一起动手整理自己的教室。在这个过程中,学习到如何使用Let’s ... Let me...句式来提出行动建议。同时,呈现上课时学习到的词汇:classroom, window,以及本课出现的新授词汇teacher’s desk。这个词组学生已经比较熟悉,理解掌握不成问题。本课需要提供真实的语境,让学生自然地发出建议,从而正确掌握重点句式的使用。 Let’s play是针对重点句式设计的一个游戏活动。学生自制一个正方体,每个面上写上打扫的不同位置,如clean the classroom, clean the desks, clean the blackboard等。游戏里以掷骰子的方式掷出正方体,看到哪个活动就使用句式Let’s ... Let me ...来进行表达。这是个非常有趣的替换练习,让学生在游戏中快乐地进行句式的操练。 l 课时目标 1. 能够听懂、会说、认读句式:Let’s ... Let me ... 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句型Let’s... Let me ...来提出行动建议并做出正确的反应 4. 能够在语境中理解新词语teacher’s desk, clean, help的意思,并能正确发音 l 课时重难点 1.重点: 能够听懂、会说、认读句式:Let’s ... Let me ... 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句型Let’s... Let me ...来提出行动建议并做出正确的反应 l 教学准备 1. 多媒体课件、录音机、磁带 2. 活动骰子 l 教学过程 µ Step 1 Warm up 1. TPR活动,让我们一起来动一动。学生跟随教师的指令来进行活动,边作动作边重复指令。 Teacher:Boys and girls, let’s do some actions. Let’s stand up. Let’s stand up. Let’s touch the eye. Let’s touch the eye. Let’s open the book. Let’s open the book. Let’s sit down. Let’s sit down. 设计意图:调动学生全部感官来参与活动,使学生在上课伊始就将自己的全部注意力放到英语学习中来。同时,以本课时的重点句式:Let’s ... 作为指令,使学生实际的活动中初步感知句型的意义及用法。 µ Step 2 Lead in 1.呈现学生们在打扫教室的照片,讨论图片内容,引出重点单词及词组,为学习课文做准备。 Teacher:Where is it? Yes, it’s a classroom. What are the children doing? They are cleaning the classroom. (板书短语)Read after me, please, clean the classroom. What is the boy doing? He is cleaning the teacher’s desk. (板书词组teacher’s desk) Let’s read it, teacher’s desk. This is a – teacher’s desk.(指向自己用的桌子,让学生答出单词)This boy is cleaning the – window. (引导学生说出单词) 设计意图:以教材或相关图片来呈现与课文相似的情境,先引导学生观察图片信息,从而学习新授词汇,并为学习课文作好情境及知识上的准备。 µ Step 3 Presentation 1. 引起阅读兴趣,呈现课文内容。 Teacher:Wu Yifan and Mike have a new classroom. What are they doing in the new classroom? Let’s watch and find. (播放课文视频) Teacher:What are they doing? Yes, they are cleaning the classroom. 2. 再次播放录音,学生跟读。 Teacher: Listen to the tape again. This time please say with it. 设计意图:在播放课文之前,提出问题,一方面引起学生阅读的兴趣,另一方面培养学生带着问题认真倾听的习惯和能力。跟读可以保证学生接触原汁原味的语言材料,保证他们语言输入的准确及正确。 µ Step 4 Practice 1. 练习读对话内容。学生以自己喜欢的方式练习读课文。 Teacher: Read the text freely. You can read it in pairs or in groups. 2. 分角色读课文。先按座位分角色,再请四个学生分角色表演读。 Teacher: Let’s read the dialogue in roles. This team is Wu Yifan. This team is John. This team is mike. This team is Zhang Peng. Teacher: Now who wants to be Mike? Who wants to play John? Who will be Wu Yifan? Who will be Zhang Peng. Let’s act it out. And let me find the best group. 设计意图:先给学生充足的时间去练习读,在读的过程中,教师要随时给予指导和帮助,保证学生能够顺畅地朗读对话,并能做到发音准确。再通过两种形式的分角色读课文,让学生熟悉对话内容及结构,为使用这些句式进行自主交流提供可能。 3. 教师走到某一个学生面前,先向他/她打招呼,再向他/她提议某项活动鼓励他/她进行回应。 Teacher:Hello. Let’s stand up. Student:OK. / Sorry. 设计意图:以这样的方式使用重点句式向学生发出进行某种活动的建议,引导学生做出正确的反应。使学生在真实的语境中掌握如何回应重点句式。 4. 准备有关教室陈设的单词卡,请学生抽出单词,并练习短语:clean the ... Teacher:Look at these word cards. What’s this? (学生认读单词) Teacher: Let’s play a game with these words. Choose one and say I clean the..., please. 设计意图:通过此游戏,让学生先复习学习过的相关词汇,并熟悉新接触到的有关教室里的物品的单词,之后,在句子中使用这些词汇,从而在语境中掌握其用法。 5. 出示短语骰子,学生掷骰子说句子。 Teacher:Look at this. It has six phrases. Throw it. And so you can find what you should do. Look at me. (掷骰子)Oh, clean the teacher’s desk. OK, let me clean the teacher’s desk. Teacher:Play it in groups, please. Teacher: Which group wants to show? 设计意图:先由教师示范,让学生明白自己参与游戏的方式方法,以及要操练的句式内容。再进行小组活动,以游戏的方式来操练重点句式。最后请学生以小组的方式来展示。 µ Step 5 Summary 1. 呈现自编韵句,再现本课重要内容, 学生认真看、听。 Teacher:Let’s chant. Look at and listen to the chant first. Classroom, classroom, let’s clean the classroom. Windows, windows, let me clean the windows. Door, door, let me clean the door. 2. 再次呈现韵句,学生逐句学习。 Teacher:Listen to the chant again. This time say the chant after me. 3. 齐说韵句,结束课程。 Teacher:Let’s say the chant together. Teacher: Time’s up. Let’s say goodbye. 设计意图:使用韵句来总结,通过有节奏地说唱来再现本课重点知识,在欢快的氛围中结束课程,加深学生的印象。 l 课堂作业 一、根据图片写出单词,补全句子。 1. Let me clean the ________________. 2. Let me clean the ________________. 3. Let’s clean the _______________. 4. Let me clean the _____________________. 二、将下列单词前的序号写在图片中相应的物品上。 A. window B. blackboard C. light D. teacher’s desk E. picture F. desk 三、连词成句。 1. let clean classroom the us _______________________________________________________ 2. help me you let _______________________________________________________ 3. clean the let me desk teacher’s _______________________________________________________ 答案: 一、1. desk 2. blackboard 3. classroom 4. window 二、略 三、1. Let us clean the classroom. 2. Let me help you. 3. Let me clean the teacher’s desk. l 板书设计 Unit One My classroom B. Let’s talk Let’s clean the classroom. OK. Let me clean the... Let me help you. Thank you. 第五课时 l 课时内容 B. Let’s learn; Colour and say l 课时分析 本课时在学生学习了classroom, window, door等教室里的陈设或物品词汇之后,继续跟着Zoom和Zip学习与教室相关的名词:teacher’s desk, computer, fan, wall, floor。这几个单词在学生的日常生活中非常常见,教授时,使用实物就可以使学生直观地理解其含义。同时,Zip在教材图片中描述了门的颜色,提示学生通过本课的学习,可以描述教室中各种物品的颜色。因此,在教学中,一要复习颜色类的词汇,二要通过多种活动使学生形成词汇的字形、字义、字音的统一记忆。 Colour and say活动中呈现了一个没有涂颜色的教室,学生可以根据自己的喜好的来为教室里的各种物品涂上颜色,并用英语进行介绍。在介绍时,需要提示学生注意单复数表达的区别。 l 课时目标 1. 能够听懂、会说、认读单词teacher’s desk, computer, fan, wall, floor 2. 能够熟练描述教室中各种物品的颜色 l 课时重难点 1.重点: 能够听懂、会说、认读单词teacher’s desk, computer, fan, wall, floor 能够熟练描述教室中各种物品的颜色 2. 难点: 在描述教室中各种物品的颜色时,能够正确使用单复数进行表达 l 教学准备 1. 多媒体课件、录音机、磁带 2.重点单词图卡、实物 l 教学过程 µ Step 1 Warm up 1.TPR活动。教师发出指令,学生边重复指令,边做出相应的动作。 Teacher: Boys and girls, let’s do some actions. Open the door. Turn on the light. Close the window. Put up the picture. Clean the blackboard. Open your book. Sit down, please. 设计意图:以之前学习过的指令性句子为内容,进行TPR活动,调动学生所有感官参与活动,让学生快速进入英语学习的状态,同时为下一步的学习提供知识上的准备。 µ Step 2 Lead in 1.呈现教室的图片,进行我指你说的游戏,复习学习过的有关教室里的陈设的词汇。 Teacher: Look at this picture. What’s this? Yes, it’s a classroom. Look here, what’s this? It’s a window. And what’s this? Yes, it’s a door. And this is a—desk. What’s on the desk? What’s in the desk? And here, what’s this? Yes, it’s the blackboard. And this is the – teacher’s desk. 设计意图:改变以单词卡或单一图片呈现单词的方式,让学生在场景中回忆单词,从而使学生感受物品的真实含义,并形成一个小语境,更有利于学生理解和掌握单词。 µ Step 3 Presentation 1. 导读,引出课文内容,播放课文录音,学生倾听。 Teacher: There are more things in the classroom. What are they? Listen and find. 2. 展示教材图片,讨论内容,使学生深入了解教材内容。 Teacher: This is Zoom. And this is Zip. What’s this? This is a computer. (板书单词)Read after me, please, computer. And what’s this? It’s a fan. It makes you cool in summer. (板书单词)Boys read it, fan. Girls read it , please. Where is the fan? It’s on the wall. (板书单词)Repeat it, please, wall. And this is the floor. (板书单词) Read it one by one, please. And this is the teacher’s desk. (板书单词)Read it together, please. 3. 再次播放录音,学生跟读。 Teacher: Listen to the tape again. Follow it, please. 设计意图:先激发学生的求知欲,再让学生通过认真倾听获得新授内容的正确读音信息。再分析所学内容,使学生对教材所创设的情景有更清晰的认识。在此基础上,再跟读学习内容,使学生能够正确地朗读教材内容。 µ Step 4 Practice 1. 以游戏操练单词。 (1)我指你说。教师指向黑板上的单词,让学生快速读出。 Teacher: Let’s play a game. I point you say. When I point to the word, please read it as quickly as you can . (2)猜单词。教师展示单词卡片的背面,让学生猜出单词名称。 Teacher:What’s this? (展示教室里物品的单词卡片,请学生一一读出单词,然后将单词卡片打乱顺序,反转,将反面呈现给学生)Now, guess what it is. (请学生猜测单词,然后呈现卡片,检验学生的答案)Look,it’s a ... (3)猜单词。展示物品的一部分, 请学生猜出单词名称。 Teacher:Now, look, what’s this? We can see a part of them. Please guess. (4)猜单词。以乱序呈现组成单词的字母,请学生猜出单词。 Teacher:Look,these are some letters. Put the letters in order, we can see a word. What is it? Yes, it’s a fan. Please guess like this. 设计意图:三个游戏活动目的不同。第一个是使学生将单词的字形与字音统一起来的活动。第二个是旨在检验学生能否自由说出所说的单词。第三个游戏则是将单词的意义与单词的字音结合起的活动。第四个游戏则可以使学生清晰把握单词的字形,做到可以认读并拼读单词。四个活动以游戏形式呈现,可以激发学生的学习兴趣与参与的积极性,同时达到可以听说、认读新学习的单词的目的与效果。 2. 教师描述物品的颜色及其在图片中的位置,让学生猜出物品。 Teacher:Let’s guess again. It’s orange. It’s near the fan. What is it? Yes, it’s the door. Teacher: What can try to say? Others please guess. 设计意图:同样是猜单词,这个活动提供与之相关的信息,从而引导学生复习颜色及位置类的表达, 3. 完成Colour and say活动。 Teacher:Look,this is a new classroom. It doesn’t have colours. Please colour it and then say something about it. Teacher:(呈现自己涂过颜色的教室)Look, this is my classroom. The door is yellow. The desks are blue. The fan is blue, too. I like my classroom. Teacher: Colour your classroom and say. 设计意图:这个活动可以激发学生的创造力。同时,使学生掌握如何将颜色与物品联系起来进行表达。让学生在应用中熟练掌握所学到的单词。 µ Step 5 Summary 1. 呈现教室图片,请学生按照教师的指示来介绍,从而复习学习到的词汇与句式。 Teacher:Look at this picture. Let’s introduce the classroom. This is my ... This is the ... It’s ... It’s ... 设计意图:再一次请学生使用This is ... 句型来介绍教室里的物品,同时介绍物品的颜色及其位置。为学生重现本课的重点词汇。 l 课堂作业 一、选出与所给单词匹配的图片,将序号填入题前括号内。 ( ) 1. fan A. B. ( ) 2. computer A. B. ( ) 3. door A. B. ( ) 4. teacher’s desk A. B. 二、选出以下各组词汇中不同类的一项,将其序号填入题前括号内。 ( ) 1. A. pen B. pencil C. fan ( ) 2. A. computer B. blackboard C. fan ( ) 3. A. desk B. pen C. chair ( ) 4. A. computer B. floor C. wall 三、根据图片选择正确的单词,补全句子。 ( ) 1.This is my _______. A. desk B. classroom ( ) 2. The ______ is yellow. A. floor B. door ( ) 3. Close the ______. A. door B. window ( ) 4. Let me clean the ______. A. blackboard B. floor 答案: 一、1.B 2. B 3. A 4. B 二、1.C 2. B 3. B 4.A 三、1.B 2. B 3. A 4. B l 板书设计 Unit One My classroom B. Let’s learn wall teacher’s desk fan computer floor This is my new classroom. The ... is ... 第六课时 l 课时内容 B. Read and write; Let’s check; Let’s sing. C. Story time l 课时分析 本课时是在基本掌握本单元重点词汇和句型的基础上,进行的练习测试与故事阅读课。 Read and write部分包括两个活动,第一个活动Read and tick or cross中提供一个教室的图片,学生需要认真观察出现的物品的位置,根据它们的位置来判断图片左侧的四组问答句中描述的物品位置是否正确。这个活动一方面检验了学生能否理解本单元中学习到的重点词汇。另一方面也复习了位置的表达。Look,choose and write活动中,学生需要根据图片展示的物品的位置,以及给出的六个备选单词及图片提示,在格线中写出正确的单词,形成句子。并学习如何描述自己的教室。 Let’s check部分也包括两个活动,第一个活动Listen and tick or cross中,学生会听到三组对话。他们需要针对所听的内容,判断是否与教材提供的三幅图片相符。这检验了学生能否听懂本单元的重点句式与对话。第二个活动Look and circle中提供了一幅图片,两段句子,学生需要判断哪组句子中描述的物品与图片中呈现的相符。这个活动检验了学生理解单词和认读单词的能力。 Let’s sing部分提供了一个歌曲We have a new classroom,在歌曲中呈现了重点问句:What’s in your new classroom? 及其回答,以及词汇:wall, floor, picture, window, door等。学生在学唱歌曲的同时可以复习本单元的相关知识。 Story time仍是Zip和Zoom的故事。在他们上课时,一只蜜蜂飞进了教室。一会儿飞到灯上,一会儿飞到电扇上,一会儿又停在墙上。最后它停在老师的填空题上。结果学生们利用它造了个句子。故事非常有趣,符合学生的心理特点。在学习故事的过程中,复习了有关教室陈设的词汇。学生在学习故事的过程中,还可以扩展词汇和句式,并逐步适应文本的阅读。 l 课时目标 1. 能够听懂、会说、认读本单元重点单词 2. 能够听懂故事,并表演 3. 能够会唱歌曲We have a new classroom 4. 能够完成阅读、听音判断、看一看圈一圈等活动,正确理解、认读本单元重点句式 l 课时重难点 1.重点: 能够听懂、会说、认读本单元重点单词 能够完成阅读、听音判断、看一看圈一圈等活动,正确理解、认读本单元重点句式 2. 难点: 能够听懂故事,并正确表演 l 教学准备 1. 多媒体课件、录音机、磁带 2. 故事中两个主要人物的头饰、重点单词图卡 l 教学过程 µ Step 1 Warm up 1. 播放歌曲:We have a new classroom. 学生先认真倾听,熟悉歌词和曲调。 Teacher: Let’s listen to a song about our classroom. Listen carefully. Teacher: Read the song with me. Teacher: What’s in the new classroom? Yes. Four walls and a floor, pictures, windows and a yellow door. Teacher: Let’s sing the song together. 设计意图:以歌曲来热身,可以快速吸引学生的注意力,并营造轻松的英语学习氛围。这首歌曲的内容即为本单元的重点内容,以这首歌曲热身可以使学生在进行阅读活动前就进行了知识的铺垫与复习,从而更好地进行下一环节的学习。 µ Step 2 Lead in 1. 出示单词图卡,复习重点单词。 Teacher:Look at these cards. What is it? Say it please. 设计意图:通过单词词卡认读来复习本单元的重点词汇,并为下一环节的活动做好知识上的准备。 2. 完成Let’s check 中的Look and circle. Teacher:Look at this picture. This is a classroom. What’s in the classroom? Look and circle. Teacher: Show me your answer, please. 设计意图:此活动复习了重点单词的认读,使学生将重点词汇的字义与字形结合起来进行记忆。 µ Step 3 Presentation 1. 导读,引入故事,播放故事视频,学生认真观察。 Teacher: Zip and Zoom are in a classroom. What’s in their classroom? Watch. 2. 展示故事图片,与学生讨论故事的内容。 Teacher: Now do you know what is in the classroom? Yes, a bee is in the classroom. (展示蝴蝶的图片)Is this a bee? No, it isn’t. (展示蜜蜂的图片)It’s a bee. (展示教材中的图片)Where is the bee? Is it on the fan? Is it on the light? Is it on the wall? Is it on the blackboard? (展示蜜蜂在黑板上的图片)The bee is on the blackboard. What does the teacher ask? He points to the blackboard and asks what’s this. And the students should say—It’s a blackboard. But they say—It’s a bee. Because there is a bee on the blackboard. What does the teacher say? He says: Ah, yes. It really IS a bee. Why does the word is use big letters? Can you read the sentence? 设计意图:通过讨论,确保学生能够正确理解故事的内容。 3. 再次播放故事,学生跟读,提醒学生注意语音及语调。 Teacher: Watch the story again. Read with it. 设计意图:通过听、看故事,讨论故事内容,跟读等活动,保证学生可以理解故事内容,并能正确朗读故事内容。 µ Step 4 Practice 1. 学生自由读故事。 Teacher: Read the story freely. 2. 小组合作,表演故事。 Teacher: Now, let’s act the story out. We’ll find the best group. 设计意图:通过自由读,使每个学生都能正确地朗读故事。表演可以使学生内化故事中的语言,提高自己的语言表达能力。 3. 完成Read and write中的Read and tick or cross. Teacher:There is a bee in Zoom’s classroom. What’s in this classroom?(展示教材中的图片,学生讨论看到的内容)Where is the green book? Is it under the teacher’s desk? Please tick or cross. Read other sentences and tick or cross according to the picture. Teacher: Show me your answer, please. 设计意图:在完成阅读判断之前,先引导学生描述教室里的物品,然后再让他们通过阅读来进行判断正误的练习。使他们在完成题目之前先对教室的陈设有了基本的了解,从而降低他们做练习的难度。 4. 完成Let’s check中的Listen and tick or cross。 Teacher: (出示题目中的教室图片)This is a classroom, too. Who are in the classroom? What can you see in this classroom? Where is the fan? Teacher: Now listen to the tape. Then tick or cross. Teacher: Show me your answer, please. 设计意图:在学生完成听力练习之前,先引导他们观察题目中的图片,获取信息。再去听音判断。以帮助他们养成在完成听力题目之前做好信息储备的习惯。同时,这个活动也帮助学生回忆了本单元中的重点句式。 5. 完成Read and write中的Look, choose and write活动。 Teacher:Look at this classroom. What can you see? Talk about it, please. Teacher: Where is the bag? It’s in the desk. Please choose the correct word and write them in the blanks. Teacher: Show me your answer, please. 设计意图:先让学生观察图片中各物品,再根据其位置完成题目。从而在理解单词的意义的基础上,完成单词书写的练习。 6. 描述自己的教室,写一写。 Teacher: Now say something about our classroom. Where is the fan? What colour is our door? Where is your bag? Teacher: Please write the sentences. 设计意图:先引导学生口头表达,描述一下自己的教室。以提问的方式帮助他们梳理自己的思路。然后再让他们写一写,提高他们的书面表达能力。 µ Step 5 Summary 播放歌曲We have a new classroom,学生齐唱。 Teacher: Let’s sing the song We have a new classroom together. 设计意图:以本课学习到的歌曲结束课程,再一次重温本单元的重点句式及词汇。并使学生保持愉快的心理感受,这将有助于他们记忆所学的内容。 l 课堂作业 一、根据图片选择正确的单词,将其序号填入题前括号内。 ( ) 1. A. teacher’s desk B. door C. fan ( ) 2. A. computer B. wall C. fan ( ) 3. A. light B. computer C. door ( ) 4. A. blackboard B. wall C. floor 二、选出下列各组单词中划线部分发音不同的一项。 ( ) 1. A map B. cap C. date ( ) 2. A. face B. dad C. cake ( ) 3. A. cat B. make C. hate ( ) 4. A. hat B. map C. face 三、读一读,看下列句子是否与图片内容相符,相符写T,不相符写F。 ( ) 1. The map is near the blackboard. ( ) 2. The computer is on te floor. ( ) 3. The ddor is near the window. ( ) 4. The picture is near the door. ( ) 5. The banana is on the teacher’s desk. 四、读一读,画一画,涂一涂。 This is my new classroom. It’s so big. The door is blue. The window is blue, too. The blackboard is big. The fan is near the window. It’s yellow. The computer is on the teacher’s desk. It’s picture. A picture is on the wall. 答案: 一、1.A 2.C 3. B 4. A 二、1.C 2. B 3. A 4. C 三、1. T 2. F 3. T 4. F 5. T 四、略 l 板书设计 Unit One My classroom C. Story time There’s a bee in our classroom. Where is the bee. It’s ... Unit Two My schoolbag l 单元整体分析 本单元是义务教育灵通版(pep)小学英语教科书四年级上册第二单元。单元主题为My schoolbag(我的书包)。主情景图展示了校园里为希望工程捐赠的情景,来呈现 本单元要学习的主题:描述书包的颜色并说出书包里的课本以及其他物品的名称。 A部分共三页,分三课时。第一课时为情景对话和练习部分。Let’s talk活动中Amy向陈杰展示了自己的新书包,并介绍了书包里装的物品名称。通过他们的交流,引出了本单元的重点句型:What’s in your schoolbag? 以及回答:An English book, a maths book, three storybooks and... 在Let’s play活动中,学生会猜一猜其他人手里拿着什么东西,以此来练习重点句型。第二课时为重点词汇和重点句型呈现,Zoom询问Amy新书包里装着什么,从而引出教材名称类重点词汇:maths book, English book, Chinese book, storybook, schoolbag, 以及询问并回答书包里的课本的重点句型:What’s in your schoolbag? An English book, a maths book, three storybooks. 并通过Let’s do的指令活动来进一步巩固重点单词和句型。第三课时为语音学习,通过听一听、读一读、唱一唱,读听排序,听一听、圈一圈、写一写三个活动,让学生学习元音字母i在开音节中的发音/ aɪ/。 B部分共四页,分两课时。第一课时仍然呈现情景对话和练习。Zhang Peng去失物招领处找自己丢失的书包,老师询问他一些信息,从而引出询问颜色的重点句式:What colour is it? 以及回答:It’s blue and white. 接下来以一个Let’s play中的游戏活动来练习重点句式。第二课时以Zhang Peng书包里的物品来呈现重点单词:key, candy, notebook, toy. 并认读询问书包里有什么的句子What’s in my schoolbag? 之后通过一个活动Draw and say, 进一步熟悉新授词汇。之后的阅读练习、听排列顺序、读一读圈一圈的练习以及歌曲都用来巩固练习本课的重点词汇及句型,与C部分合为一个课时。 C部分仍然是Zoom和Zip之间的有趣的故事。以Zoom家的猫偷偷跑到他的书包里,跟他去上学这样一个有趣的事件来整合呈现本单元有关描述课本名称的重点词汇以及与故事相关的一些句式。 l 单元教学目标 µ 知识目标: 1.词汇:学生能够听、说、认读单词:schoolbag, maths book, English book, Chinese book, storybook, candy, notebook, toy, key 2. 句型结构:能够听懂、会说、认读句型What’s in your schoolbag? An English book... What colour is it? It’s ... 3. 字母与语音:能够掌握字母i在开音节里的发音,即/ aɪ/ µ 能力目标 1. 能够在真实或模拟的情景中运用句型What’s in your ... ? 询问并回答某处有什么物品 2. 能够认读并在情景中运用句型What colour is it? It’s ... 询问并回答物品的颜色 3. 能够正确使用重点词汇来描述书包里的物品 4. 能够在有意义的语境中抄写上述话题词汇 5. 能够读出符合开音节发音规则的含有字母i的单词;并能根据发音拼写出符其发音规则的单词 µ 情感态度、学习策略、文化意识目标 1. 学习教科书名称时,使学生了解教科书的重要性,要求他们爱护书本 2. 了解Hope School(希望学校), Lost & Found(失物招领)的意思 3. 能够根据i在开音节里的发音规则拼读单词,并能够根据其发音规则拼写单词 l 教学重难点 µ 教学重点 1. 能够听、说、认读单词:schoolbag, maths book, English book, Chinese book, storybook, candy, notebook, toy, key 2. 能够听懂、会说句型What’s in your schoolbag? An English book... What colour is it? It’s ... 3. 能够正确使用重点词汇来描述书包里的物品 4. 能够掌握字母i在开音节里的发音,即/ aɪ/ µ 教学难点 1. 能够在真实或模拟的情景中运用句型What’s in your ... ? 询问并回答某处有什么物品 2. 能够认读并在情景中运用句型What colour is it? It’s ... 询问并回答物品的颜色 3. 能够在有意义的语境中抄写话题词汇 4. 能够根据i在开音节里的发音规则拼读单词,并能够根据其发音规则拼写单词 l 教学方法 情景创设法、游戏教学法、多媒体辅助教学法、TPR、小组合作学习法 l 教学时间 本单元教学用时两周,建议使用六课时完成教学任务。 第一课时:A. Let’s talk. Let’s play 第二课时:A. Let’s learn. Let’s do 第三课时:A. Let’s spell. 第四课时:B. Let’s talk. Let’s play. 第五课时:B. Let’s learn. Draw and say 第六课时:C. Story time. B. Start to read. Let’s check. Let’s sing. l 知识视窗 希望工程 “希望工程”是团中央、中国青少年发展基金会以救助贫困地区失学少年儿童为目的,于1989年发起的一项公益事业。它根据政府关于多渠道筹集教育经费的方针,以民间的方式广泛动员海内外财力资源,建立希望工程基金,资助贫困地区的失学儿童继续完成学业、改善贫困地区的办学条件,以促进贫困地区基础教育事业的发展。援建希望小学与资助贫困学生是希望工程实施的两大主要公益项目。 到目前为止,希望工程已经累计募集捐款53亿多元人民币,资助农村家庭经济困难学生逾338万名,建设希望小学15444所,建设希望工程图书室约14000个,配备希望工程体育园地2500套,配备希望电影放映设备200套,培训农村小学教师52000余名,建设保护母亲河工程造林项目总规划面积100多万亩;援建希望医院13所;帮助3100余名艾滋病孤儿和受艾滋病影响的儿童继续完成学业。 希望工程是全中国人民共同努力的结果,每个人献出一点点爱心,将点亮贫困地区失学儿童灿烂的未来。 第一课时 l 课时内容 A. Let’s talk. Point and say. l 课时分析 在Let’s talk部分,Amy高兴地向Chen Jie介绍自己的新书包,书包的外形是个熊猫,引起了Chen Jie的惊叹。然后Chen Jie好奇地问她书包里装着什么。 发现书有些多,Chen Jie幽默地说:It’s a fat panda. (这是个胖熊猫)。在这个对话过程中,既呈现了描述颜色的句子:It’s black and white. 又呈现了如何询问某处有什么物品的句子:What’s in ... ?及其回答:An English book, a maths book, three story book... 本单元主要学习教材名称类的词汇,首先要使学生理解各个学科的名称,再区分各种课本。 Let’s play活动里以Zhang Peng和Sarah两个人的猜物游戏为例,来练习如何询问某处有某物及如何回答。活动中Zhang Peng猜Sarah手里的东西,使用了和本课时重点句式:What’s in your schoolbag? 结构相同的What’s in your hand? 在教学过程中,可以使用铅笔盒、盒子、袋子等物品让学生进行猜物的游戏。这样不断变换位置,使学生更加灵活地掌握重点句式的结构,能够在真实语境中正确使用。 l 课时目标 1. 能够听懂、会说句型:What’s in your schoolbag? An English book... 2. 能够听懂、会说以下词汇:schoolbag, English book, maths book, storybook, wow 3. 能够听懂、会读对话,并能分角色表演。 4. 能够在真实或模拟的情景中正确使用句型Who’s that man? He’s my…来介绍自己的朋友或家人 5. 能够大胆表达,乐于使用英语与他人进行交流 l 课时重难点 1.重点 能够听懂、会说句型:What’s in your ...? 并正确回答 能够听懂、会读对话,并能分角色表演 2. 难点 能够在真实或模拟的情景中正确使用重点句型,并乐于在活动中进行交流 l 教学准备 1. 多媒体课件、录音机、磁带 2. 各学科教材及相关图片 l 教学过程 µ Step 1 Warm up 1. 游戏:I see something... 教师和学生拍手说出Look, look, I see something...教师突然说出一种颜色,学生在教室里寻找具有这种颜色的物品,并用手指出。 Teacher:Let’s play a game about colours. Look, look, I see something... Please say with me. Look, look, I see something... red! Please point to something red. Yes, it’s red. Look, look, I see something... black. ... 设计意图:以这样有节奏感的游戏开始课程,可以使学生兴趣盎然地进入英语学习的氛围。同时,在游戏中复习颜色的表达,为接下来的学习做好了知识上的准备。 µ Step 2 Lead in 1.展示教材,先询问其颜色,再询问其学科,引出关于学科类的名词。 Teacher: What colour is it? It’s ... What is it? Yes. It’s a book. Look, this is a book, too. It’s a Chinese book. And this is an English book. (板书单词)Pay attention to the big letter. Read after me, please, Chinese, English. What’s this book? It’s a maths book. (板书单词)And look at this, is it a Chinese book? Is it a maths book? Is it an English book? No. It’s a storybook. We can read many stories or one beautiful story. (板书单词)Read it together, please, storybook. 设计意图:以颜色作为衔接两个环节的线索,由教材的颜色引出教材的名称,学生理解并认读新授词汇。 µ Step 3 Presentation 1. 询问学生有关书包的问题,引起阅读兴趣,呈现对话内容。 Teacher:Where do you put these books? In your schoolbag. (板书单词)What colour is your schoolbag? Do you like your schoolbag? Amy has a new schoolbag. It’s very cool. What colour is it? Let’s listen to the tape and find. 2. 播放对话录音,学生找出答案。听完录音后,请学生说出自己的答案。讨论对话内容,保证学生能够理解对话意思。 Teacher: Now can you tell me what colour Amy’s new schoolbag is? Yes, it’s black and white. It looks like a panda. Do you like it? Why does Chen Jie say it’s a fat panda? Because there are too many books in the schoolbag. What’s in the schoolbag? An English book, a maths book, three storybooks and ... 设计意图:由学生自己的书包聊起,引出对话中造型特别的书包,引起学生的阅读兴趣。带着问题去听对话,培养他们认真倾听及抓取关键信息的能力。通过讨论使学生理解对话的内容。 µ Step 4 Practice 1. 再次播放课文录音。学生跟读课文。 Teacher: Boys and girls, let’s read the dialogue after the tape. Please listen carefully, read carefully. 2. 学生分角色朗读课文。 Teacher: Now, who wants to be Chen Jie? Who wants to be Amy? Let’s read it in roles. 3. 请学生戴上头饰来扮演对话的角色,表演对话。 Teacher: Now we’ll find the best actor or actress. Please come to the front and show the dialogue. 设计意图:通过以上三个活动,使学生能够充分理解课文内容,并且能够正确朗读课文。在不同形式的读和表演活动中,使学生逐步理解并掌握本课的重点句型,为其达到熟练表达奠定基础。 4. 游戏:What’s in the pencil box? 竞猜活动。 Teacher:Look, what’s this? It’s a pencil box. What’s in the pencil box? Guess, please. Is it a ruler? Is it an eraser? Teacher: Now, please put something in your pencil box and play the game with your partner, please. 设计意图:老师先进行示范,让学生理解如何询问铅笔盒里有什么东西,从而更加深入地感受到本课重点句式的结构。两人小组问答活动可以使他们熟悉重点句式的问和答。 5. 小组活动。完成Let’s play活动。 Teacher: Who are they? They are Zhang Peng and Sarah. What are they doing? They are playing a guessing game. What’s in Sarah’s hand? Is it a pencil? No. It’s an eraser. Teacher: Let’s do this in groups. One of you put a thing in your hand. Others guess what it is. Teacher: Show time. Which group wants to try? 设计意图:先引导学生认真观察教材中的图片内容,然后根据图片中的游戏内容来进行小组活动,使学生在真实的交流中操练重点句式,提升自己的口语表达能力。 µ Step 5 Summary 1. 呈现不同的教材图片,学生说出其名称,从而复习本课的重点词汇。 Teacher:What book is this? Say it, please. 2. What’s in your schoolbag? 问答,小结本课的重点句式。 Teacher:What’s in your schoolbag? Tell me, please. 设计意图:总结再现重点词汇和句式,帮助学生回忆本课的重点知识。 l 课堂作业 一、选择与所给单词匹配的图片。 ( ) 1. storybook A. B. ( ) 2. schoolbag A B. ( ) 3. maths book A. B. ( ) 4. English book A. B. 二、读一读,判断句子的内容是(T)否(F)与图片相符。 ( ) 1. I have a new schoolbag. ( ) 2. It’s a panda. ( ) 3. I have an English book. ( ) 4. I have two storybooks. 三、连词成句。 1. It and is black white (.) ________________________________________________________ 2. I a new have schoolbag (.) ________________________________________________________ 3. What your in is schoolbag (?) ________________________________________________________ 答案: 一、1. A 2. B 3. B 4. A 二、1.T 2.F 3. F 4. F 三、1. It is black and white. 2. I have a new schoolbag. 3. What is in your schoolbag? l 板书设计 Unit Two My schoolbag A. Let’s talk English book maths book storybook schoolbag What’s in your schoolbag? An English book ... 第二课时 l 课时内容 A. Let’s learn; Let’s do l 课时分析 在Let’s learn部分,Zoom也对Amy的熊猫书包表示出了极大的兴趣。他一边翻着Amy的书包一边问Amy书包里装了些什么。从书包里掏出的书整齐地摆在桌子上,我们要学习的重点词汇就是它们了。本课的重点词汇仍然是教材名称类的词汇,本课时要求学生能够做到听懂、会说、认读、简单地拼写。询问某处有什么物品的句子:What’s in your schoolbag? 及其回答在本课时也要求做到认读 Let’s do部分是以这些重点词汇为内容进行的指令练习,包括Put your Chinese book in your desk. Put your pencil box on your English book. Put your maths book under your schoolbag. Put your eraser near your pencil box. 学生必须能够正确理解重点词汇的读音及字义,才能做了正确的反应。在活动中加强学生对于重点词汇的理解与记忆。 本课时内容为重点话题的词汇支撑,可结合上课时的重点句式内容一起进行学习。引导学生创设虚拟的情景来进行交流,在交流中掌握新学习的知识,提高自己的语言表达能力。 l 课时目标 1. 能够听懂、会说、认读单词:schoolbag, maths book, English book, Chinese book, storybook 2. 能够在真实或虚拟的情景中听懂、会说、认读句式:What’s in your schoolbag? An English book... 3. 能够听懂指令:Put your ....并做出正确的反应 l 课时重难点 1.重点: 能够听懂、会说、认读单词:schoolbag, maths book, English book, Chinese book, storybook 2. 难点: 能够在真实或虚拟的情景中听懂、会说、认读句式:What’s in your schoolbag? An English book... l 教学准备 1. 多媒体课件、录音机、磁带 2. 不同学科课本及图片、自制课程表 l 教学过程 µ Step 1 Warm up 1.教师以韵句形式说出问句,展示物品,请学生以韵句形式回答。 Teacher:(拍手打节奏)What is this? What is this? (展示一个钢笔,引导学生以韵句的形式回答)It’s a pen. It’s a pen. What is this? What is this? It’s a pencil. It’s a pencil. What is this? What is this? It’s a ruler. It’s a ruler. 设计意图:因本课主要学习教材名称类词汇,因此,选择复习文具类词汇来热身。将简单的问答改成韵句问答形式,可以激发学生的学习兴趣,提高他们参与的热情。 µ Step 2 Lead in 1. 展示文具类图片,只展示一部分,请学生猜出是哪个物品。 Teacher:Look at this picture. It’s a part of something. What’s this? Guess. 设计意图:以猜的形式,再一次复习文具类的词汇。最后一个为一本书,从而为引出本课的新授内容服务。 2. 出示几本不同的书,讨论其名称。 Teacher:This is a book, too. And this is also a book. What’ s this book? Yes, it’s an English book. And this is a maths book. Teacher: 以对比的形式呈现本课的重点词汇,使学生理解book前边的词汇是与学科相关的。并为课文内容的学习打好基础。 µ Step 3 Presentation 1. 引起阅读兴趣,播放课文录音。 Teacher:What book do you have? What’s in your schoolbag? Let’s see what is in Amy’s schoolbag? Please listen and find. 学生带问题认真倾听录音内容,然后尝试回答。 Teacher: Now show me you answer. What’s in Amy’s schoolbag?(板书句子) (根据学生的回答板书单词) Teacher:An English book, a Chinese book, a maths book and three storybooks. (学生跟读) 设计意图:通过交流,在语流中发现新单词,理解新单词的意义,并在语句交流中练习新单词,从而掌握新单词的用法。 µ Step 4 Practice 1. 播放课文内容,学生跟读。 Teacher:Listen to the text again and read with it. 设计意图:跟读,以掌握正确的读音。 2. (1)出示自制课程表,教师指向课程表中的学科,学生说出学科名称。 Teacher: Look,what subject is it? Please say the word. (2)教师说出教某个学科的老师的姓氏,请学生答出相应的学科。 Teacher:Now I will say the name of the teachers. Please say the correct subjects. 设计意图:这两个活动都是字义与字音的匹配活动。通过看课程表说出学科名称的活动及根据学科教师说出学科名称两个活动,使学生能够正确理解新单词的含义,并将字义与字音结合起来。 3. 教师将不同学科的书放在手里,请学生猜猜看,是哪个学科的书、 Teacher:What’s in my hand? What book is it? Please guess. Is it an English book? Is it a maths book? Is it a Chinese book? Is it a storybook? 设计意图:通过不断的猜测,使学生不断重复新学习到的词汇,使学生熟悉其读音,并与字义联系起来。 4. I point you say. 指向黑板上的词汇,学生快速读出。 Teacher: Let’s play a game. I point you say. What’s this? What’s this? 设计意图:以这个游戏来使学生熟悉单词的字形。将字形与字音结合起来。在游戏过程中,要不断调整指单词的速度,使学生感受到游戏的乐趣。 5. 乱序展示组成新单词的字母,请学生猜出单词。 Teacher:Now, I’ll show some letters. They are in wrong order. Please guess what it is. Read it and spell it, please. 设计意图:这个活动帮助学生感受单词的拼写,从而更牢固地记忆单词的字形。 6. 与学生进行对话,练习本课的重点句式。 Teacher:This is my schoolbag. What’s in my schoolbag? Let’s see. An English book, ... Teacher: What’s in your schoolbag? Teacher: Let’s do it in pairs. Ask and answer. What’s in your schoolbag? Teacher: Show your dialogue, please. 设计意图:在学生充分掌握词汇的基础上,加入句式操练。先由教师示范,再由学生进行两人小组活动,使学生掌握句式结构,达到自由交流的目的。 µ Step 5 Summary 1. TPR活动:Put your Chinese book in your desk. 教师发出指令,学生边重复指令,边做出正确的动作。 Teacher:Let’s do some actions. Put your Chinese book in your desk. Put your pencil box on your pencil box. Put your maths book under your schoolbag. Put your eraser near your pencil box. ... 设计意图:以指令性活动来重现本课的重点词汇,让学生在活动中总结本课的重点词汇,在快乐的氛围中完成本课的学习。 l 课堂作业 一、 判断下列单词是否与图片相符,是写√, 不是写×。 ( )1. Chinese ( )2. English ( )3. maths ( ) 4. schoolbag 二、根据汉语提示写出正确的单词。 1. Put your ________ ________(语文书) in your desk. 2. Put your ________ _______(英语书)near your pencil box. 3. Put your __________ ________(数学书) under your schoolbag. 4. Put your _________(橡皮)on your pencil box. 三、请为下列问句选出正确的答句。 ( ) 1. What’s in your schoolbag? A. An English book, a Chinese book... B. It’s a panda. ( ) 2. What is this? A. A Chinese book and a story book. B. It’s a book. ( ) 3. Where is your schoolbag? A. Two storybooks and a Chinese book. B. It’s in the desk. 答案: 一、1. √ 2. × 3. × 4. √ 二、1.Chinese book 2. English book 3. maths book 4. eraser 三、1. A 2. B 3. B l 板书设计 Unit Two My schoolbag A. Let’s learn English book maths book storybook Chinese book schoolbag What’s in your schoolbag? An English book ... 第三课时 l 课时内容 A. Let’s spell l 课时分析 本部分分为语音学习和单词书写两部分内容。通过听一听,读一读,唱一唱的活动,让学生通过听、读、拆音等练习体会并掌握字母i在单词中的发音,本课时主要学习其在开音节里发的短音/aɪ/。本活动之间的韵句为:See the nice new kite,With the big number nine. Do you like the nice new kite? Yes, it is very fine. 韵句中呈现含有i的开音节词汇:nice, kite, nine, fine,like,同时在教材中呈现语音例词like, kite, five, nine, rice,学生通过这些语音例词以及韵句的诵读,来感受并掌握字母i在开音节里的发音。之后的听一听,读一读,排顺序的活动,让学生将单词的读音与字形结合起来,进一步训练学生的听音辨音能力。听一听,圈一圈,写一写的活动学生需要判断字母i在本单词中的发音是属于闭音节类还是开音节类,圈出相应的代表字母,并写出单词。这个活动帮助学生进一步掌握拼读规则,并根据拼读规则拼写出单词。 在教学过程中,需要通过多种活动,使学生自己发现、感悟字母的发音规律。 l 课时目标 1. 能够感知并归纳字母i在开音节(i-e结构)中的发音规则 2. 能够读出符合i-e发音规则的单词 3. 能够根据单词的读音拼写出符合i-e发音规则的单词 l 课时重难点 1.重点: 能够感知并归纳字母i在开音节(i-e结构)中的发音规则 能够读出符合i-e发音规则的单词 2. 难点: 能够根据单词的读音拼写出符合i-e发音规则的单词 l 教学准备 1. 多媒体课件、录音机、磁带 2. 语音例词单词卡 l 教学过程 µ Step 1 Warm up 1. TPR活动,复习上节课中的指令。 Teacher:Listen to me, boys and girls. Put your Chinese book in your desk. Put your pencil box on your English book. Put your maths book under your schoolbag. Put your eraser near your pencil box. Put your English book on your desk. Put your pencil box near your English book. 设计意图:通过指令活动来复习上课时学习过的知识,并使学生做好上英语课的准备。 µ Step 2 Lead in 1. 展示教材,引出语音例词。 Teacher: Look, what’s this? Yes, it’s an English book. Look at the picture, how many English books are there? Yes, five. (板书单词)Read it after me, please, five, five, five. How many? (出示数字9)Nine. (板书单词) Repeat it, please, nine. (展示印有数字9的风筝图片)What’s this? Yes, it’s a kite. Do you like kites? What’s on this kite? Is it nice?(板书单词five, nice, like)Let’s read them together. 设计意图:逐步出示语音例词,使学生在语境中感受词汇的含义。 µ Step 3 Presentation 1. 播放语音韵句。学生先认真倾听。然后再跟读。 Teacher:Now, let’s listen to a chant about these words. Listen carefully. Teacher: Listen to it again. Now, let’s say the chant after it. 2. 学生自由说韵句,以自己的方式来打节奏。 Teacher: Now, say the chant freely. You can say it with your partner. And you can clap your hands to say it. 3. 表演韵句。 Teacher:Now let’s act the chant together. 设计意图:学生先倾听韵句,初步感受韵句内容。然后跟读,获取正确的语音。自由读可以使学生以自己喜欢的方式操练韵句,以达到熟练说韵句的目的。 4. 引导学生发现字母的发音规则。 Teacher:Look at these words on the blackboard. What can you find? Yes, there is an i in the words. What is the sound of the i? Let’s read and find. (和学生一起慢慢读每一个语音例词)What is the sound? Yes, it’s /aɪ/. Look at my mouth and say with me. 设计意图:通过拼读,让学生自己发现字母的发音规则,再模仿口型,获得发音的正确方式。 µ Step 4 Practice 1. 看口型,猜单词。教师说出语音例词中的一个,但不出声,学生通过观察老师的口型,猜出单词,并大声读出来。 Teacher: Boys and girls, let’s play a game. I will say a word. Look at my mouth carefully. Guess what word it is. And try to say it loudly. 设计意图:通过观察教师口型来猜单词,有助于学生感受字母在单词的发音,以及字母i的发音方法。 2. 快速抢读。展示单词图卡,学生快速反应,并以拼读的方式读出单词。 Teacher: Now, I’ll show the cards of the words. You should say it quickly. And please say it like this. like, l-i-k-e, /l/ / aɪ / /k/. 设计意图:这个活动一方面锻炼了学生对于本课时中的重点语音例词的理解和认读能力,还进一步锻炼了他们语音的准确性和拼读单词的能力。 3. 读一读,听一听,排序。播放录音,学生根据听到的内容为教材中六个单词排序。 Teacher: Let’s read, listen and number. First, read these words. Now, listen to the tape. Number the words. Teacher: Show me your answer, please. 设计意图:此活动将单词的发音与字形结合起来,使学生在准确辨音的基础上,区分、掌握单词的字形。 4. 听一听,圈一圈,写一写,根据听到的内容,判断单词是闭音节(i)还是开音节(i-e),圈出相应的规则字母,然后写一写听到的单词。 Teacher:Now, please listen, circle and write. Write the word that you heard. Five, is it i or i-e? It’s i-e. So circle i-e, then write the word five. 设计意图:学生先根据听到单词的发音判断其属于闭音节还是开音节,圈出相应的代表符号,再在四线三格上写一写单词。一方面体会单词在四线三格中的书法方式,另一方面也在书写中进一步体会字母在单词里的发音。 5. 编写语音小韵句,学生学唱。 Teacher: It’s chant time. Listen first, then say it. I,I, I; I, I, I, I is in like, /aɪ/, /aɪ/, /aɪ/. I, I, I; I, I, I, I is in nice, /aɪ/, /aɪ/, /aɪ/. I, I, I; I, I, I, I is in nine, /aɪ/, /aɪ/, /aɪ/. I, I, I; I, I, I, I is in big, /ɪ/, /ɪ/, /ɪ/. I, I, I; I, I, I, I is in pig, /ɪ/, /ɪ/, /ɪ/. I, I, I; I, I, I, I is in six, /ɪ/, /ɪ/, /ɪ/. 6. 表演韵句。给学生练习的时间,鼓励他们加入自己的动作,也可以小组合作,选择小组展示韵句节拍的方式,来有创意地表演韵句。 Teacher:Now,let’s work in groups. Please act the chant out. You can choose the way to show it. 设计意图:通过韵句来完整呈现本课的重点语音知识。在逐句的跟读中,学生不知不觉地在重复、强调字母i在单词中的发音,为总结、巩固其发音规律奠定了基础。 µ Step 5 Summary 展示语音例词图片,学生快速抢读单词,之后再齐唱韵句。 Teacher:I’ll show some words quickly. Please say it loudly. Teacher: Well done. Let’s chant together. 设计意图:通过抢读单词和齐唱韵句的小活动,再现了本课的语音例词和语音知识,起到了总结所学的目的。 l 课堂作业 一、按正确顺序排列以下字母,将组成的单词写在四线三格上。 1. v i e f 2. i k e l 3. n i e n 4. i c r e 二、判断以下单词中划线部分的发音是(T)否(F)一致。 ( ) 1. big six ( ) 2. hi ice ( ) 3. five six ( ) 4. kite rice ( ) 5. it is ( ) 6. like big 三、判断以下句子是否与图片一致。 ( ) 1. This is a kite. ( ) 2. I like rice. ( ) 3. I have nine books. ( ) 4. I have five books. 答案: 一、1. five 2. like 3. nine 4. rice 二、1. T 2. T 3. F 4. T 5. T 6. F 三、1.T 2. F 3. F 4. T l 板书设计 Unit Two My schoolbag A. Let’s spell like kite five nine rice 第四课时 l 课时内容 B. Let’s talk, Let’s play l 课时分析 本部分在A部分的单词及句型学习的基础上,继续学习如何询问某处有什么东西的句式:What’s in it? 并学习句式:What colour is it? 来询问物品的颜色,并使用It’s blue and white.来回答或描述物品的颜色 。教材中,Zhang Peng来到失物招领处(Lost & Found)寻找自己丢失的书包。招领处的老师开始询问相关的信息,首先确定它的颜色,接着确定其中装着的物品,从而帮助Zhang Peng找回了书包。在这个过程中,帮助学生理解对话:What colour is it? It’s blue and white. What’s in it? An English book, two toys and a notebook. Let’s play活动中,桌子上放着一排各种颜色的书,一名学生认定自己的目标书,另一个学生通过询问其颜色,来确定前一名学生认定的目标书目是哪一个。在这个过程中,学生会不断使用重点句式:What colour is it?从而达到在相对真实的语境中操练重点句式的目的。 l 课时目标 1. 能够听懂、会说句式:What colour is it? It’s ... 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询问或回答物品的颜色 l 课时重难点 1.重点: 能够听懂、会说句式:What colour is it? It’s ... 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询问或回答物品的颜色 l 教学准备 1. 多媒体课件、录音机、磁带 2. 颜色单词卡、各种颜色的书、笔 l 教学过程 µ Step 1 Warm up 1.游戏:Look, look, I see something... 教师和学生拍手说,look, look, I see something... 教师说出颜色,学生指向教室里具有相应颜色的物品。 Teacher: Boys and girls, let’s play a game. Say look, look, I see something... with me. And please clap your hands like this. (老师拍手示范)When I say red, please point to something red. When I say yellow, please point to something yellow. Are you ready? Let’s play. Look, look, I see something blue. Look, look, I see something white... 设计意图:游戏能够极大地激发学生的学习兴趣,激起他们参与的热情。使他们能够迅速地将注意力转移到英语学习中来。此游戏以颜色为主要内容,与本课重点内容相关,为本课的学习奠定了知识上的准备。 µ Step 2 Lead in 1. 与学生谈论其书包,为学习课文做准备。 Teacher:(展示手里的书)What’s this? It’s an English book. What colour is it? It’s ... (自己回答颜色,使学生明白What colour is it?的含义)I put the book in the schoolbag. Do you have a schoolbag? What colour is your schoolbag? What’s in your schoolbag? (与多个学生进行交流、讨论,使学生充分理解新句式的含义) 设计意图:延续游戏中的颜色话题,以谈论学生的书包的方式引出本课的重点句式,在真实的交流中使学生理解句式的含义及用法。 µ Step 3 Presentation 1.出示失物招领的牌子,使学生理解其意思。 Teacher:Look,where is it? Lost & Found. If can’t find your schoolbag. That means your schoolbag is lost. You should go to the Lost & Found. IF someone got it, you can find again. Read after me, Lost & Found. 设计意图:引导学生理解教材对话背景。使他们理解Lost & Found的意思。 2. 谈论对话情景图,引起阅读兴趣,学生带着问题倾听课文内容,并在听后尝试回答。 Teacher: Who is at the Lost and Found? Yes, Zhang Peng. Why is he here? What does he want to do? Listen and find. Teacher: Now,can answer the questions? Why is Zhang Peng here? Yes, he lost his schoolbag. 设计意图:通过谈论情景图,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。 µ Step 4 Practice 1. 播放课文内容,学生跟读,注意发音、语调。 Teacher:Now read the dialogue with the tape. Please read it carefully and loudly. Pay attention to the pronunciation. 2. 出示课文中的图片,根据课文内容与学生进行交流。 Teacher: There are so many schoolbags. Which is Zhang Peng’s bag? Is this one? No. Why? What colour is Zhang Peng’s schoolbag? Yes, it’s blue and white. So, this one and this one are blue and white. Which one is Zhang Peng’s schoolbag. Now we should see what’ s in the schoolbag. What’s in Zhang Peng’s schoolbag? Yes, An English book, two toys and a notebook. Is this a notebook? No, It’s an English book. Is this a notebook? Yes, it is. What’s in this schoolbag? Is it Zhang Peng’s schoolbag? What’s in that schoolbag? Is it Zhang Peng’s schoolbag? 3. 自由读对话内容,分角色表演课文。 Teacher:Read the dialogue freely. Then I will ask you to act it out. 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。针对内容进行的交流有利于学生正确理解对话内容及新授词汇意思,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。 4. 游戏:猜猜它是谁。学生根据颜色猜出教材内容,完成Let’s play活动。 Teacher:Look, what’s this? Yes, it’s a storybook. What colour is it? It’s green. What’s this? It’s a Chinese book. What colour is it? It’s red. ... Teacher: I have a new book. Guess, which is it? You can ask me the colour of my new book. So you can know it. Teacher: I have a new book. Student: What colour is it? Teacher: It’s yellow. Student: It’s a Chinese book. Teacher: Yes. Teacher: Now, please do a pair work like this. Teacher: Show me your dialogue, please. I will find the best pair. 设计意图:以游戏的方式进行重点句式的问答练习,通过两人小组活动来练习重点句式的问答。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。 µ Step 5 Summary 1. 教师随意指向教室内物品,询问颜色,学生齐答。 Teacher:What colour is it? What colour is that? 设计意图:因为教师随机指物品,学生无法预测下一个物品内容,所以注意力会特别集中。以这个活动来重现、巩固本课的重点内容,帮助学生巩固所学知识,达到总结的目的。 l 课堂作业 一、根据图片内容选出正确的单词,将序号填入括号内。 ( ) 1. A. English book B. Chinese book ( ) 2. A. notebook B. storybook ( ) 3. A. maths book B. Chinese book ( ) 4. A. English book B. schoolbag 二、为下列问句选出正确的答句。 ( ) 1. What colour is it? A. An English book. B. It’s black and yellow. ( ) 2. What colour is your schoolbag? A. The book is white. B. My schoolbag is blue. ( ) 3. What’s in your schoolbag? A. A notebook and a maths book. B. It’s white. ( ) 4. Where is your English book? A. It’s in my schoolbag. B. What’s in it? 三、连词成句。 1. colour What is it (?) ________________________________________________ 2. blue and It’s white (?) ________________________________________________ 3.lost I schoolbag my (.) ________________________________________________ 答案: 一、1. B 2. A 3. A 4. B 二、1. B 2. B 3. A 4. A 三、1. What colour is it? 2. It’s blue and white. 3. I lost my schoolbag. l 板书设计 Unit Two My schoolbag B. Let’s talk What colour is it? It’s ... 第五课时 l 课时内容 B. Let’s learn; Draw and say l 课时分析 Zhang Peng找回自己遗失的书包后,迫不及待地打开自己的书包检查里边的物品。从而引出了三会词汇:candy, notebook, toy, key. 这些词汇所代表的物品都是学生日常生活中常见的物品,可以使用实物直观展示单词,使学生非常容易就理解其意思。在教学过程中,要注意candy的复数形式,同时要注意key的读法。 Draw and say 活动可以作为一个听力活动来进行。让学生根据自己听到的内容画出书包里的东西。也可以作为一个会话活动来时行,先让学生画出自己书包里的内容,再与同学进行会话交流,在交流中操练本课的重点词汇与本单元的重点句式。 词汇学习是句式学习的支撑,本课时的学习中要创设多种活动及情境,让学生在各种活动及情境交流中,反复操练、使用,达到完全掌握的目的。 l 课时目标 1. 能够听懂、会说、认读单词toy, key, candy, notebook 2. 能够听懂、会说、认读句式:What’s in my schoolbag? My keys... 3. 能够熟练且正确地描述书包里各种物品的名称 l 课时重难点 1.重点: 能够听懂、会说、认读单词toy, key, candy, notebook 能够听懂、会说认读句式:What’s in my schoolbag? My keys... 2. 难点: 能够熟练且正确地描述书包里各种物品的名称 l 教学准备 1. 多媒体课件、录音机、磁带 2. 单词图卡 l 教学过程 µ Step 1 Warm up 1.开始课程前,将学生分成四组,在黑板上给每组画一个书包。他们表现良好的话,就在书包里画上一本书。课程结束时,哪个组的书多哪组获胜。 Teacher: I’ll divide you into four groups. Each group has a schoolbag. If you did well, you will get a book in your group bag. The group which gets most books is the winner. 2. 韵句:What’s in your schoolbag? 教师先唱出韵句,学生认真倾听,然后学生跟唱。 Teacher: Let’s say a chant about the schoolbag. Listen carefully first. What’s in your schoolbag? What’s in your schoolbag? An English book, an English book. What’s in your schoolbag? What’s in your schoolbag? A notebook, a notebook. 设计意图:为更好地激励学生,采用与本课内容相关的小组评价方式,既使学生在评价中也能感受到本课的重点内容,也激发学生学习的热情。然后使用简单而有韵律的韵句,引导学生进入本课的学习。 µ Step 2 Lead in 1. 谈论学生的书包,为学习本课内容做铺垫。 Teacher:What colour is your schoolbag? What’s in your schoolbag? 设计意图:以前两个课时学习到的重点句式来进行讨论,使学生复习已知知识,为新授知识的学习做好知识上的准备。 µ Step 3 Presentation 1.提出问题,引起阅读兴趣,播放课文录音,学生认真倾听。 Teacher:What’s in Zhang Peng’s schoolbag? Guess. Teacher: Now listen to the tape and find. Check your answer, please. 设计意图:因为需要验证自己的猜测,所以学生较容易集中注意力来倾听。 2. 检验学生答案的同时,板书本课重点单词,学生跟读、拼写。 Teacher:What’s in Zhang Peng’s schoolbag? His keys. (展示钥匙图片)Look, this is a key. Read after me, key. (板书单词)Read it one by one, please. (纠正学生的发音)What’s this? It’s a candy. (板书单词)These are some candies. (板书复数形式)Do you like candies? (和学生进行交谈,使他们在回答问题中重复单词)And these are toys. (呈现不同的玩具图片)This is one toy. These are toys. Repeat it, please. Do you like toys? And this is a notebook. We knew that. (板书单词) 3. 播放课文录音,学生跟读。 Teacher: Listen to the tape and read with it. 设计意图:通过检验其猜测的成果很自然地将新授单词呈现在黑板上。通过重复跟读、交流,使学生能够听懂、会说、认读重点单词。跟读可以使学生获得准确的读音。 µ Step 4 Practice 1. 游戏:我来指,你来说。教师指向黑板上的单词,学生快速说出单词。 Teacher: Now, I point, you say. I point to the word on the blackboard. You should say the correct word. If you are the first, and you are right, you will get a book for your group. 2. 游戏:(1)猜单词。教师出示单词卡,学生先认读,之后反转单词卡,学生猜是哪个单词。 Teacher:Look at the card, what is it? What’s this? Teacher:Now, guess, what is it? (2) 出示物品的一部分,或将物品遮盖起来,只留一小部分,让学生猜出单词。 Teacher: Look, it’s a part of something. Guess, what’s this? A key? Maybe. Candy? Yes! 设计意图:以游戏的方式来操练单词,可以避免机械训练的枯燥性,提高学生的学习兴趣和参与热情。两个游戏都使学生不断地重复本课的重点词汇,从而使他们熟悉单词的发音。并将字义与字音结合起来,帮助他们记忆。 3. 教师出示图片,学生利用图片进行问答交流。 Teacher:What’s in your schoolbag? Look at the card and answer. Yes, a key. Now, what’s in your schoolbag? Yes, some candies. Let’s do it one by one. Answer the questions according to my card. Do it now. 设计意图:根据教师提供的单词来补全句子,进行句式交流,从而达到替换单词操练句式的目的,使学生在替换中掌握句型结构,从而能够进行自由地交流表达。 4. Listen and draw. 听老师说出的内容,画出书包里的物品。 Teacher:Now, listen and draw. What’s in your schoolbag? A key. What’s in your schoolbag? A notebook. What’s in your schoolbag? A toy. 设计意图:这个活动能够保证学生听懂新授单词。 5. Draw and say. 学生画出书包里的物品,并和同桌聊一聊。 Teacher:What’s in your schoolbag? Draw it in this bag, and talk about it with your partner. Draw it, please. Teacher: Which pair wants to show your dialogue? 设计意图:学生先画出自己书包里的内容,然后再根据所画内容进行对话。画图是学生比较喜欢的活动,这个活动既可以激发他们的学习兴趣,同时可以检验他们能否正确说出所学的物品类词汇。 µ Step 5 Summary 统计小组书包里物品的数量,评选最优小组。 Teacher:What’s in your schoolbag? How many? Which group is the best? Congratulations. 设计意图:小组评价应有始有终。在课程结束,总结各小组的表现,给出最终评价,以奖励表现优异的同学,激励表现稍显不够积极的同学。 l 课堂作业 一、根据图片选出正确的单词。 ( ) 1. A. notebook B. English book C. maths book ( ) 2. A. pen B. toy C. keys ( ) 3. A. tiger B. toys C. candy ( ) 4. A. candies B. key C. toy 二、选出下列各项中不是一类的单词,将其序号填入题前括号内。 ( ) 1. A. pen B. maths C. English ( ) 2. A. notebook B. wall C. floor ( ) 3. A. Chinese B. maths C. toy ( ) 4. A. blue B. notebook C. black ( ) 5. A. key B. storybook C. notebook 三、匹配图片与句子,将正确句子的序号填入图下括号内。 ( ) ( ) ( ) 1. What’s in my schoolbag? Two notebooks. 2. What colour is your schoolbag? It’s yellow and black. 3. What’s in my schoolbag? A book, a notebook and a ruler. 四、阅读对话,判断正(T)误(F)。 A: I lost my schoolbag. B: What colour is your schoolbag? A: It’s blue and black. B: What’s in your schoolbag? A: Err, two English books, a story book, a maths book, a Chinese book and some keys. B: Here it is! A: Thank you so much! B: It’s so heavy. A: Yes. ( ) 1. My schoolbag is heavy. ( ) 2. My schoolbag is blue and black. ( ) 3. Some candy is in the schoolbag. ( ) 4. Two English are in the schoolbag. ( ) 5. Two Chinese books are in the schoolbag. 答案: 一、1. A 2. C 3. B 4. A 二、1.A 2. A 3. C 4. B 5. A 三、2, 1, 3 四、1. T 2. T 3. F 4. T 5. F l 板书设计 Unit Two My schoolbag B. Let’s learn key notebook candy toy What’s in your schoolbag? My keys ... 第六课时 l 课时内容 B. Read and write; Let’s check; Let’s sing. C. Story time l 课时分析 本课时是在基本掌握本单元重点词汇和句型的基础上,进行的练习测试与故事阅读课。 Read and write部分包括两个活动,第一个活动为Read and circle. 读一读,圈一圈,学生先要读一读教材中所给的句子,根据句子里列举出来的物品名称,圈出相对应的图片。之后的Look, choose and write.活动中,学生要先观察图片上桌子里的物品,然后写出相应的单词,完成句子。之后,根据自己书包里的物品,选择单词填空,写出句子。这两个活动将词汇的字义与字形结合起来,检验学生有否理解并书写重点词汇,同时复习重点句式结构。 Let’s check部分也包括两个活动,Listen and number中学生会听到四组对话,然后根据对话的顺序为相应的图片标明顺序,这个活动主要检验学生能否正确理解本单元的重点句式及对话。Look and circle活动中呈现了两个句子及一幅图片,学生观察图片中呈现的物品内容,然后选出正确的句子。这检验了学生能否正确认读本单元的重点词汇。 Let’s sing的歌词内容主要是我的书包,呈现My bag is heavy. What do you have I in your schoolbag? 在学生学会演唱歌曲之后,要让学生使用学习过的词汇和句子来回答问题。 Story time部分中是Zoom的故事,晚上,Zoom收拾书包时,家里的猫趁他不注意,悄悄地跑进了书包。第二天,Zoom上学时发现书包很重。当他按老师的要求往外拿书时,小猫突然窜出来跳上了讲台,让大家大吃一惊。故事很有趣,而且符合学生的兴趣。在故事中,除了本单元中学习到的词汇:English book, Chinese book, maths book, schoolbag,及本单元的句式:My schoolbag is so heavy. 之外,还呈现了句式:Good night. Put away your books. Is everyting in your schoolbag? Sweet dreams. I’m full. Take out your books. 等。这些句子短小易懂,交际性很强。可以在教学中创设情境,使学生能够在真实的情景中理解、使用这些语句。 l 课时目标 1. 能够听懂、会说、认读本单元重点单词 2. 能够听懂故事,并表演 3. 能够会唱歌曲My schoolbag 4. 能够完成阅读、排序、判断等活动,正确理解、认读本单元重点句式 l 课时重难点 1.重点: 能够听懂、会说、认读本单元重点单词 能够完成阅读、排序、判断等活动,正确理解、认读本单元重点句式 2. 难点: 能够听懂故事,并正确表演 l 教学准备 1. 多媒体课件、录音机、磁带 2. 单元重点词汇图片 l 教学过程 µ Step 1 Warm up 1. 播放歌曲:My schoolbag. 学生先倾听。 Teacher: Boys and girls, let’s listen to a song. Listen carefully, please. 2. 再次播放歌曲,学生跟唱。 Teacher:Listen to the song again, please sing with it. 3. 齐唱歌曲。 Teacher: Now let’s sing the song together. 设计意图:以歌曲来热身,可以使学生在韵律中集中自己的注意力,并激发学生的学习兴趣。同时,为之后的学习做好知识上的准备。 µ Step 2 Lead in 1.与学生谈论其书包。 Teacher:What colour is your schoolbag? What’s in your schoolbag? 2. 出示图片,学生认读单词。复习本单元的重点词汇。 Teacher: What’s this? Yes, it’s an English book. What’s this? Yes, it’s a maths book. What about this? It’s a key. 设计意图:通过谈论学生书包的颜色和书包中装着的物品,来引导学生回忆本单元的重点知识。再由认读图片,复习本单元的重点词汇。为接下来的阅读、练习活动做好准备。 µ Step 3 Presentation 1. 提出问题,激起学生的阅读兴趣。然后播放故事视频,学生认真观察,并尝试回答问题。 Teacher: I know what is in your schoolbag. But what is in Zoom’s schoolbag? Let’s watch the story and find. Teacher:It’s story time. Watch the story carefully. And check your answers. 2. 讨论故事内容,保证学生能够理解故事内容。 Teacher:Look at Picture One. It’s night. What does Zoom say? Yes, he says good night to his mum. Can he sleep now? No. He should put away his books. Look at me, I put away my books. (整理自己的书包,使学生明白put away的意思)What does Zoom put in his schoolbag? Yes, he puts English book, Chinese book, maths book in his schoolbag. What’s meaning of sweet dreams? Do you have dreams at night? Sweet dreams mean good dreams. Do you want to have sweet dreams? You can say sweet dreams to your mum and dad when you go to bed. Look at this picture. Zoom has breakfast. He is full. He can’t eat more. (做动作使学生理解full的意思)Who is in his schoolbag? Does he know? What happens when he takes out his book? 3. 再次播放故事,学生跟读,提醒学生注意语音及语调。 Teacher: Watch the story again. This time please read with it. Pay attention to the pronunciation. 设计意图:通过听回答问题、读后细致的交流,跟读等活动,保证学生可以理解故事内容,并能正确朗读故事内容。 µ Step 4 Practice 1. 学生自由读故事。 Teacher:Read the story freely, please. 2. 小组合作,表演故事。 Teacher: Now, let’s act the story out. We’ll find the best group. 设计意图:通过表演,使学生内化故事中的语言,提高自己的语言表达能力。 3. 出示Read and circle中的照片,谈论图片。 Teacher: There is a cat and many books in Zoom’s schoolbag. What about this schoolbag? Look at this picture, what can you see? And what about this? Teacher: Now read the sentences, which picture is right? Circle it. Teacher: Show me your answer, please. 设计意图:先让学生观察图片内容,再根据句子来选择正确的图片。检验学生是否能够正确认读句式及词汇。 3. 完成Look and circle. Teacher:Look at this schoolbag. What’s in it? Teacher: Read A and B, which is right? Circle it. Teacher: Show me your answer, please. 设计意图:这个活动与上一个活动内容相似,同样检验学生能否认读、理解词汇与句式。 4. 完成Look, choose and write. Teacher: (展示活动中的图片)What’s this? Yes, it’s a desk. What’s in the desk? An egg, a pen , a notebook and some keys. Yes. Now, read and write the words in the blanks. Teacher: What’s in your desk? Choose the words and fill in the blank. Teacher: Read your sentence, please. 设计意图:此活动保证学生可以理解并书写重点词汇。 5. 完成Listen and number活动。 Teacher:Look, what’s this? Yes, it’s a pen. What colour is it? Yes, it’s red. Look at this picture. What’s this? It’s a schoolbag. What colour is it? Yes, it’s green. What colour is this schoolbag? What’s in it? Look at the pink schoolbag. What’s in it? Teacher: Now, listen to the tape. Then number the pictures according what you hear. 设计意图:先引导学生观察图片中的内容,然后再听录音为图片排序,使学生养成在完成听力活动时,先获取习题信息的习惯。 µ Step 5 Summary 播放歌曲My schoolbag. 学生齐唱。 Teacher:Let’s sing the song my schoolbag together. 设计意图:以歌曲结束课程。让学生通过歌曲来回忆本单元重点句式。达到总结的目的。 l 课堂作业 一、选择正确的字母补全单词,将其序号填入题前括号内。 ( ) 1.sch____lbag A. u B. oo C. ou ( ) 2.ma____s A. th B. sh C. ss ( ) 3. st__ybook A. o B. ro C. or ( ) 4. c____dy A. an B. un C. ae ( ) 5. k___ A. ay B. ee C. ey 二、选出与所给单词符合的图片。 ( ) 1. storybook A. B. ( ) 2. candy A. B. ( ) 3. toy A. B. ( ) 4. English book A. B. 三、排正确的顺序排列下列句子,组成完整的对话。将句子的序号按正确的顺序写在横线上。 A.Excuse me. I lost my schoolbag. B. Thank you. C. Ok. What’s in it? D. What colour is it? E. An English book, two toys and a notebook. F. It’s blue and white. G.Here it is. _________________________________________________ 四、判断以下句子和图片内容是(T)否(F)相符。 ( ) 1.What colour is it? It’s pink. ( ) 2.What colour is it? It’s blue and white. ( ) 3. What’s in your schoolbag? A ruler and a pencil. ( ) 4. What’s in your schoolbag? Two notebooks. 答案: 一、1.B 2.A 3. C 4.A 5. C 二、1.A 2. A 3. B 4. B 三、A, D, F, C, E, G, B 四、1. T 2. F 3. T 4. F l 板书设计 Unit Two My schoolbag C. Story time Good night! Sweet dreams! Put away your books. My schoolbag is so heavy. Take out your books, please. Unit Three My friends l 单元整体分析 本单元是义务教育灵通版(pep)小学英语教科书四年级上册第三单元。单元主题为My friends(我的朋友)。主情景图展示了学生们展示朋友画像,描述朋友的特征,请其他同学来猜出朋友的姓名。在此过程中呈现本单元要学习的主题:介绍自己的好朋友,对好友的性格和外貌特征进行描述。 A部分共三页,分三课时。第一课时为情景对话和练习部分。Let’s talk部分John向他妈妈介绍了自己的新朋友。通过其介绍来呈现重点句式:What’s his name? His name is Zhang Peng. He’s tall and strong. 之后的Let’s play游戏,通过描述朋友的特征请其他学生猜出其姓名。第二课时为词汇学习课时,Let’s learn中通过John和Mike的对话,引出描述人性格及外貌特征的词汇:tall and strong, short and thin, friendly, quite.以及询问人身份的句子:Who’s he? 之后的Let’s chant通过一个韵句来使学生熟悉描述朋友的性格特征的句式。第三课时为语音学习,通过听一听、读一读、唱一唱,读听排序,听一听、圈一圈、写一写三个活动,让学生学习元音字母o在开音节中的发音/ əʊ/。 B部分共四页,分两课时。第一课时仍然呈现情景对话和练习。Let’s talk中Mike告诉John自己结识了一个新朋友。John通过询问其特征,猜出了他是谁。从而引出询问人身份的重点句式:Who is he? 以及回答:He is... 接下来以一个Let’s play中的游戏活动来练习重点句式。第二课时以Mike和Chen Jie的游戏对话引出重点词汇短语:brown shoes, blue glasses, long hair, short hair, a green bag, 并认读描述朋友外貌特征的句式:My friend has blue glasses. 之后通过一个活动Say and draw进一步熟悉新授词汇。之后的读写练习、听音排序、阅读匹配的练习以及歌曲都用来巩固练习本课的重点词汇及句型,与C部分合为一个课时。 C部分取自著名的故事“拔萝卜”,小动物们帮助小兔子拔萝卜,最后在Zoom的帮助下终于成功了。故事中呈现了It’s so big. It’s too big. I’m strong. 等描述人或物品特征的句子。学生们通过阅读故事来整合本单元的重点句式及词汇。 l 单元教学目标 µ 知识目标: 1.词汇:学生能够听、说、认读单词:strong, friendly, quiet, hair, shoe, glasses 2.句型结构:能够听懂、会说、认读句型What’s his name? His name is Zhang Peng. He’s tall and strong. Who’s he? He has glasses and his shoes are blue. 3. 字母与语音:能够掌握字母o在开音节里的发音,即/əʊ/ µ 能力目标 1. 能够正确使用重点词汇来描述人物的性格或外貌特征 2. 能够在有意义的语境中抄写上述话题词汇 3. 能够在真实或模拟的情景中运用句型What’s his/her name? His/ Her name is ... Who’s he / she? He / She is ... 询问他人的姓名或身份,并能回答 4. 能够认读并在情景中运用句型He’s/ She’s ... He/ She has ... 描述人物的性格和外貌特征 5. 能够读出符合开音节发音规则的含有字母o的单词;并能根据发音拼写出符其发音规则的单词 µ 情感态度、学习策略、文化意识目标 1. 能够了解外貌描述中的文化禁忌,如:不要对同学长得胖或戴眼镜等有歧视语言 2. 能够根据o在开音节里的发音规则拼读单词,并能够根据其发音规则拼写单词 l 教学重难点 µ 教学重点 1. 能够听、说、认读单词:strong, friendly, quiet, hair, shoe, glasses 2. 能够听懂、会说句型What’s his name? His name is Zhang Peng. He’s tall and strong. Who’s he? He has glasses and his shoes are blue. 3. 能够正确使用重点词汇来描述人物的性格或外貌特征 4. 能够掌握字母o在开音节里的发音,即/ əʊ / µ 教学难点 1. 能够在真实或模拟的情景中运用句型What’s his/her name? His/ Her name is ... Who’s he / she? He / She is ... 询问他人的姓名或身份,并能回答 2. 能够认读并在情景中运用句型He’s/ She’s ... He/ She has ... 描述人物的性格和外貌特征 3. 能够在有意义的语境中抄写话题词汇 4. 能够根据o在开音节里的发音规则拼读单词,并能够根据其发音规则拼写单词 l 教学方法 情景创设法、游戏教学法、多媒体辅助教学法、TPR、小组合作学习法 l 教学时间 本单元教学用时两周,建议使用六课时完成教学任务。 第一课时:A. Let’s talk. Let’s play 第二课时:A. Let’s learn. Let’s chant 第三课时:A. Let’s spell. 第四课时:B. Let’s talk. Let’s play. 第五课时:B. Let’s learn. Say and draw 第六课时:C. Story time. B. Read and write. Let’s check. Let’s sing. l 知识视窗 如何描述人物外貌 在英语中描述人物的外貌可以从以下几个方面入手: 一、体型 描述人的体型的词语有:fat(肥胖的);thin(瘦的);slim(苗条的); overweight(超重);slight(瘦小的);tall(高的);short(矮的); of medium height(中等身材)等。 例句:He is thin and tall. 他又瘦双高。 She is short and slim. 她矮小而苗条。 注意:fat一般不用来描述他人的体型,当用它来形容成年人的体型时,多含有贬义,所以当指人比较胖时,我们可以使用plump(丰满的)。有些美国人会使用wide(宽的)来形容自己的体形。当你有较胖的同学时,请不要用fat来形容他,更不能含有歧视的目光和想法。 二、容貌 1. 头发的长短或发色:long(长的);short(短的), straight(直的), curly(卷发的);black(黑色的), blond(淡黄色的), brown(深棕色的), fair(金色的);white(白色的) 2. 五官,如眼睛、鼻子、嘴巴的大小等,big(大的), small(小的)。 例句:She has long, black hair. Her eyes are big. 她有着长长的黑色头发。她的眼睛很大。He has brown, short hair. He has a small nose. 他长着一头棕色短发。他的鼻子很小。 第一课时 l 课时内容 A. Let’s talk;Let’s play l 课时分析 在Let’s talk部分,John放学回家,告诉妈妈他结交了一个新朋友。妈妈问是不是中国朋友。John回答是的,而且告知妈妈他很友好,他又高又壮,他的名字叫张鹏。在这个过程中,呈现句子:What’s his name? His name is Zhang Peng. He is tall and strong. 学生能够使用句子What’s his name来询问男性的名字,并使用句式His name is ...来回答。 Let’s play活动里以Sarah和Chen Jie两个人的猜朋友游戏为例,来练习如何询问女性姓名及如何回答。活动中Sarah先使用句子She’s tall and thin来描述了自己朋友的外貌特征,Chen Jie使用句子What’s her name? 来询问其姓名,Sarah使用Her name is ...来回答。 本课时中学习到的如何询问他人姓名的句式中,需要区分男性女性,从而正确使用his, her,he, she。另外,想要正确地描述朋友的外貌特征,学生需要首先掌握一些描述特征的形容词。在这课时里,重点在于让学生理解并正确使用重点句式,关于描述人外貌特征的部分,可以先使学生正确理解,并不要求其完全掌握。 l 课时目标 1. 能够听懂、会说句型:What’s his/ her name? His/ Her name is ... 2. 能够听懂、会说以下词汇:friendly, tall, strong, thin 3. 能够听懂、会读对话,并能分角色表演。 4. 能够在真实或模拟的情景中正确使用句型What’s his/ her name? 询问他人姓名,并使用His / Her name is... 来回答 5. 能够大胆表达,乐于使用英语与他人进行交流 l 课时重难点 1.重点 能够听懂、会说句型:What’s his/ her name? His/ Her name is ... 能够听懂并使用词汇:friendly, tall, strong, thin来描述人物的特征 能够听懂、会读对话,并能分角色表演。 2. 难点 能够在真实或模拟的情景中正确使用句型What’s his/ her name? 询问他人姓名,并使用His / Her name is... 来回答 l 教学准备 1. 多媒体课件、录音机、磁带 2. 人物图片 l 教学过程 µ Step 1 Warm up 1. 播放歌曲:Find a friend(找朋友)教师播放歌曲,学生认真倾听之后,与教师配合完成歌曲。 Teacher:Boys and girls, let’s listen to a song, Find a friend. Try to find,try to find,  找啊找,找啊找, Try to find a good friend;  找到一个好朋友; Say hello,shake hands,  问声好,握握手, Now we are good friends.   我们就是好朋友。 Bye-bye! 再见! 设计意图:这首歌曲是汉语歌曲《找朋友》的英文版,学生对它的曲调应该很熟悉。在演唱过程中,教师可以走到学生的旁边,让他们根据歌词内容与自己进行打招呼,握手等动作。在歌曲与互动中,激发学生的学习兴趣,并为要学习的有关朋友的话题做好心理和知识上的准备。 µ Step 2 Lead in 1.与学生进行交流。介绍自己的新朋友,使学生初步感受新授句式。 Teacher: How are you? Do you have a new friend? Ihave a new friend. What’s her name? Look, (展示朋友的图片及句子:My name is Lily.)Her name is Lily. 2. 请学生根据自己刚才的介绍来回答问题。 Teacher:What’s my friend’s name? You should say: Her name is Lily. Good. 设计意图:教师介绍自己的新朋友,从而与热身部分的歌曲自然连接。通过教师的介绍,使学生区分My name is... Her name is...。 3. 描述朋友的外貌特征,引出本课的重点形容词:tall, short, thin, strong。 Teacher:Look at Lily, is she tall? (以手做出高的姿势,使学生理解tall的含义)No, she’s short. (板书单词)Read after me, please, tall, short. Do with me, tall, short. (加上手势,使学生边重复单词,边做动作) Teacher: Is Lily strong? (以体态语让学生感受strong的含义,呈现壮硕的运动员的图片,使学生进一步理解strong的含义)No, she is not strong. She is thin. (呈现图片,进行对比,使学生感受thin和fat的区别) Teacher: (和学生使用新授词汇进行谈论)Are you tall? Are you short? Are you strong? Are you thin? 设计意图:通过对朋友的描述和谈论,辅以肢体语言和图片的帮助,让学生理解重点词汇的意义并初步感受其用法。 µ Step 3 Presentation 1. 提出问题,引起学生阅读兴趣,呈现对话内容。 Teacher:You know about my new friend. John has a new friend, too. Is his new friend a girl or a boy? What’s his or her name? Let’s listen to the tape and find. 2. 播放对话录音,学生找出答案。听完录音后,请学生说出自己的答案。讨论对话内容,保证学生能够理解对话意思。 Teacher: Can you tell me the answer? Is John’s new friend a boy or a girl? Yes, he is a boy. What’s his name? Yes, his name is Zhang Peng. He is our old friend, right? Is Zhang Peng tall? Yes, he is tall and strong. And he is a Chinese boy. You are Chinese boys and girls. You are Chinese students. Zhang Peng is John’s Chinese friend. 设计意图:通过提问引起学生的阅读兴趣,并使学生带着问题认真倾听课文内容。通过听后的回答问题以及交流,使学生把握课文的对话内容,理解对话的主要含义,并进一步感受重点词汇的用法。 µ Step 4 Practice 1. 再次播放课文录音。学生跟读课文。 Teacher: Boys and girls, let’s read the dialogue after the tape. Please listen carefully, read carefully. 2. 学生分角色朗读课文。 Teacher: Now, who wants to be John? Who wants to be his mother? Let’s read it in roles. 3. 请学生戴上头饰来扮演对话的角色,表演对话。 Teacher: Now we’ll find the best actor or actress. Please come to the front and show the dialogue. 设计意图:通过以上三个活动,使学生能够充分理解课文内容,并且能够正确朗读课文。在不同形式的读和表演活动中,使学生逐步理解并掌握本课的重点句型,为其达到熟练表达奠定基础。 4. 游戏:What’s his name? 请五个学生到前边站成一排,分别介绍自己的名字。第一个学生介绍自己的名字,第二个学生介绍自己的名字后,还要再介绍第一个学生的名字,依此类推。 Teacher:I need five students to stand in the front. Who wants to try? Stand in a row, please. Teacher: You please introduce yourself. Please say my name is... You introduce yourself first. Then introduce him. Please his name is... Is it clear? Let’s play. 设计意图:这个游戏主要用来区分his, her. 因此,在寻找参与游戏的学生时,要有意识地注意性别因素。在游戏中,要关注学生his, her的使用情况,使他们在口语表达中建立起性别的意识。 5. 小组活动。完成Let’s play活动。 Teacher: Who are they? They are Lucy, Bob, Lily and Tim. Choose one and introduce him or her. Others guess who he is. (出示对话结构,使学生依据对话结构完成交流) I have a new friend. He / She is ... ( tall, short, thin, strong) What’s his/ her name? His/ Her name is ... 设计意图:先引导学生认真观察教材中的图片内容,然后根据图片中的游戏内容来进行小组活动,使学生在真实的交流中操练重点句式,提升自己的口语表达能力。 µ Step 5 Summary 1.根据课文内容编制韵句,学生先倾听,再跟唱。 Teacher: Let’s chant about our new friends. Listen carefully. I have a new friend. I have a new friend. What’s her name? What’s her name? Her name’s Lily. Her name’s Lily. Is she tall? Is she tall? Yes, she is. Yes, she is. Teacher: Chant with me, please. Teacher: You say this chant or make a new chant. Practice, please. Teacher: Show your chant, please. 设计意图:利用韵句帮助学生回忆、重现本课的重点词汇与句式。 l 课堂作业 一、根据图片圈出正确的单词。 1. ( His Her ) name is Jack. 2. ( His Her ) name is Lucy. 3. ( He She ) is tall. 4. ( He She ) is thin. 二、为下列问句选择正确的答句。 ( ) 1. What’s your name? A. My name is Amy. B. Her name is Sarah. ( ) 2. What’s his name? A. My name is Sarah. B. His name is John. ( ) 3. What’s her name? A. Her name is Amy. B. His name is John. 三、连词成句。 1. tall He and is strong (.) ________________________________________________________ 2. His is Zhang Peng name (.) ________________________________________________________ 3. What her is name (?) ________________________________________________________ 答案: 一、1. His 2. Her 3. She 4. He 二、1.A 2. B 3. A 三、1.He is tall and strong. 2. His name is Zhang Peng. 3. What is her name? l 板书设计 Unit Three My friends A. Let’s talk What’s his name? His name is ... He is tall and strong. What’s her name? Her name is... She is tall and thin. 第二课时 l 课时内容 A. Let’s learn; Let’s chant l 课时分析 在Let’s learn部分,John 在向Mike介绍自己的新朋友。在他的朋友们的照片旁边,呈现了描述人体格的词汇:strong, tall, short, thin以及人性格的词汇:friendly, quiet。并通过Mike的问话引出询问人物身份的问句:Who is he? 通过这部分的学习,学生要学会使用这些重点词汇来描述人物的外貌及性格特征,并正确使用Who is he/ she? 来询问人物的身份。 Let’s chant部分是以这些重点词汇为内容进行的韵句,学生在吟唱韵句时会熟悉句式:He’s tall and thin. He’s a good boy. She’s quiet and friendly. She’s a cute girl. 在学生学会韵句的基础上,可以让学生尝试将自己朋友的信息编制成韵句并唱出来。 本课时内容为重点话题的词汇支撑,可结合上课时的重点句式内容一起进行学习。引导学生创设虚拟的情景来进行交流,在交流中掌握新学习的知识,提高自己的语言表达能力。 l 课时目标 1. 能够听懂、会说、认读单词:tall, strong, short, thin, friendly, quiet 2. 能够在真实或虚拟的情景中听懂、会说、认读句式:Who is he/ she? 3. 能够听懂会说唱Tim is my friend. 并以韵句的形式来介绍自己的朋友 l 课时重难点 1.重点: 能够听懂、会说、认读单词:tall, strong, short, thin, friendly, quiet 能够在真实或虚拟的情景中听懂、会说、认读句式:Who is he/ she? 2. 难点: 能够听懂会说唱Tim is my friend. 并以韵句的形式来介绍自己的朋友 l 教学准备 1. 多媒体课件、录音机、磁带 2. 单词卡片、不同人物的图卡 l 教学过程 µ Step 1 Warm up 1.教师指向某个学生,以韵句的形式问其姓名,请学生以韵句形式回答。 Teacher:(拍手打节奏)What’s his name? What’s his name? ( 指向一个男同学,引导学生以韵句的形式回答)His name’s ... His name’s ... What is her name? What is her name? (指向一个女同学)Her name’s ... Her name’s ... 设计意图:以上一课时中学习过的询问他人姓名的重点句式开始课程,起到温故知新的作用。同时,以这种带有游戏意味的韵句进行流动,能够极大地激发学生的学习兴趣,让课堂氛围更加热烈,更有益于学生的英语学习。 µ Step 2 Lead in 1.展示几个学生的图片,请学生猜一猜老师说的是谁。 Teacher:Look at these pictures. They are our classmates. Guess who is he. He is tall and strong. Who is he?(板书句子和短语)Do with me, tall and strong.(用肢体语言表示词语的意思)He is tall and strong. Who is he? (引导学生找出符合这两个特征的人物,并说出他的名字)Who is she? She is short and thin. (使用肢体语言表示出short和thin的意思)Say with me, short and thin. (板书单词)She is short and thin, who is she? (引导学生找出相应的人物,说出她的名字)She is friendly. Friendly means she is a good friend. (板书单词)Read after me, friendly. She is friendly. Who is she? He is quiet. That means he doesn’t say much. He is quiet. Who is he? (板书单词)Read after me, quiet. 设计意图:通过学生们熟悉的自己的同学的特征引出本课的词汇,使学生能够相对容易地理解本课重点词汇的意思。 µ Step 3 Presentation 1. 引起阅读兴趣,播放课文录音。 Teacher:John has a new friend. Who is he? Listen and find. 学生带问题认真倾听录音内容,然后尝试回答。 Teacher: Now show me you answer. Who is his new friend? Yes, he is Zhang Peng. 设计意图:引导学生带着问题去听录音,培养其认真倾听且在倾听中关注重要信息的能力。 2. 再次播放课文内容,学生跟读。 Teacher:Listen to the text again and read with it. 设计意图:跟读,以掌握正确的读音 µ Step 4 Practice 1. I point you say.我指你说。教师指向黑板上的单词,学生快速读出单词。 Teacher:I point you say. I will point to the word on the blackboard. Please read the word quickly. What’s this? What’s this? What about this one? 设计意图:此活动保证学生能够正确认读单词,使学生能将新词的字义与字形字音结合起来进行统一记忆。 2. I say you do. 教师说出形容词,学生表演其相应的状态。 Teacher: This time, I say you do. When I say tall, please do this.(手臂向上抬,表示高)When I say short, please do like this. (手臂向下压,表示矮)When I say strong, please do this. (两小臂上举,举着拳头,表示强壮)And this is for thin. (两手贴在脸颊两侧,表示瘦) Are you ready? Let’s play. 设计意图:这个活动帮助学生熟悉新词的字音,使他们把字音与字义统一起来。 3. I do you say. 这次教师做出动作,学生说出相应的单词。 Teacher: Now I do you say. (随机做出上一活动中的各个动作,使学生说出单词) 设计意图:虽然这个活动仍然是将字音与字义统一起来的活动,但学生在这个活动中会不断地重复新词的字音,这有助于他们熟练地说出单词。 4. 展示人物图片,学生使用所学的词汇来描述其特征。 Teacher:Look at this boy. Say something about him. Is he tall? Is he strong? What about this girl? Is she short? Is she quiet? 设计意图:通过观察人物的特征,选择正确的词汇来形容,帮助学生正确理解并使用新学习到的词汇。 5. 游戏:Who is he/ she? 出示几个人物图片,学生观察人物特征,教师描述其中一人的特征,请学生猜出人物。 Teacher:Look at these boys and girls. She is ... He is ...(引导学生说出这些人物的特征。 Teacher:Now I will say sentences. Please guess who he or she is. Listen carefully. He is thin and tall. Who is he? She is quiet and short. What’s her name? Teacher: Please do a pair work. Guess and say. Teacher: Show your dialogue, please. 设计意图:通过这样的游戏学生熟练地掌握如何描述他人特征。 µ Step 5 Summary 1. 播放韵句:Tim is my friend. 学生认真倾听。 Teacher:It’s time for chant. Let’s listen to a chant about friend. Listen carefully. Teacher: Read the chant after me. Teacher: Say the chant freely. (教师巡视,解决学生遇到的问题或困难) Teacher: Show the chant, please. Teacher: Chant about your friends. Make a new chant. Talk in groups first. Teacher: Show your new chant, please. 设计意图:以韵句来总结重现本课的重点内容。让学生自编韵句,使他们在回忆重点词汇与句式的同时,能够自如地使用这些知识来介绍自己的朋友。 l 课堂作业 一、选择正确的字母补全单词。 ( ) 1. t__l A. al B. ul C. ol ( ) 2. sh__t A. al B. ol C. or ( ) 3. qu__t A. er B. ie C. ai ( ) 4. th__ A. an B. in C. en ( ) 5. str___g A. an B. un C. on 二、判断下列句子与图片是否相符, 是写T,否写F。 ( ) 1. He is tall. ( ) 2. She is short and thin. ( ) 3. He is tall and strong. ( ) 4. She is tall. 三、请为下列人物选择正确的描述,将其序号填入相应图片的下方。 ( ) ( ) ( ) 1. She is tall and strong. 2. He is short and thin. 3. She is quiet and friendly. 答案: 一、1. A 2.C 3.B 4.B 5. C 二、1.F 2. F 3. T 4. T 三、3, 1. 2 l 板书设计 Unit Three My friends A. Let’s learn tall and strong short and thin quiet friendly Who is he? His name is ... Who is she? Her name is... 第三课时 l 课时内容 A. Let’s spell l 课时分析 本部分分为语音学习和单词书写两部分内容。通过听一听,读一读,唱一唱的活动,让学生通过听、读、拆音等练习体会并掌握字母o在单词中的发音,本课时主要学习其在开音节里发的双元音/ əʊ /。本活动之间的韵句为:Old Mr Jones Put the Coke on the note. Old Mr Jones Put the note on his nose. Old Mr Jones Put the Coke on the note. Can Old Mr Jones Put his nose on his toes? 韵句中呈现含有o的开音节词汇:old, Jones, Coke, note, nose, 以及含有相同发音的词汇toe。同时在教材中以图片形式呈现语音例词nose, note, Coke, Mr Jones。学生通过这些语音例词以及韵句的诵读,来感受并掌握字母o在开音节里的发音。之后的听一听,读一读,判断正误的活动,让学生区分开音节与闭音节,将单词的读音与字形结合起来,进一步训练学生的听音辨音能力。听一听,圈一圈,写一写的活动学生需要判断字母o在本单词中的发音是属于闭音节类还是开音节类,圈出相应的代表字母,并写出单词。这个活动帮助学生进一步掌握拼读规则,并根据拼读规则拼写出单词。 在教学过程中,需要通过多种活动,使学生自己发现、感悟字母的发音规律。 l 课时目标 1. 能够感知并归纳字母o在开音节(o-e结构)中的发音规则 2. 能够读出符合o-e发音规则的单词 3. 能够根据单词的读音拼写出符合o-e发音规则的单词 l 课时重难点 1.重点: 能够感知并归纳字母o在开音节(o-e结构)中的发音规则 能够读出符合o-e发音规则的单词 2. 难点: 能够根据单词的读音拼写出符合o-e发音规则的单词 l 教学准备 1. 多媒体课件、录音机、磁带 2. 语音例词单词卡 l 教学过程 µ Step 1 Warm up 1. 教师指向某个学生,以韵句的形式问其姓名,请学生以韵句形式回答。 Teacher:(拍手打节奏)What’s his name? What’s his name? ( 指向一个男同学,引导学生以韵句的形式回答)His name’s ... His name’s ... What is her name? What is her name? (指向一个女同学)Her name’s ... Her name’s ... 设计意图:以上一课时中学习过的询问他人姓名的重点句式开始课程,起到温故知新的作用。同时,以这种带有游戏意味的韵句进行流动,能够极大地激发学生的学习兴趣,让课堂氛围更加热烈,更有益于学生的英语学习。 µ Step 2 Lead in 1. 展示图片,由人物引出语音例词。 Teacher: Who is he? Yes, he is Mr Jones. Read after me, Mr Jones. (板书姓名) (指向人物的鼻子)What’s this? Yes, this is Mr Jones’s nose. (板书单词)Touch your nose, please. Repeat with me, nose. And what’s in Mr Jones’s hand? It’s a note. We write notes on our notebooks. Read after me, note. (板书单词)And this is Coke. Do you like Coke? (板书单词)Boys read it, please. Now girls read it. 设计意图:逐步出示语音例词,使学生在语境中感受词汇的含义。 µ Step 3 Presentation 1. 播放语音韵句。学生先认真倾听。然后再跟读。 Teacher:Now, let’s listen to a chant about these words. Listen carefully. Teacher: Listen to it again. Now, let’s say the chant after it. 2. 学生自由说韵句,以自己的方式来打节奏。 Teacher: Now, say the chant freely. You can say it with your partner. And you can clap your hands to say it. 3. 表演韵句。 Teacher:Now let’s act the chant together. 设计意图:学生先倾听韵句,初步感受韵句内容。然后跟读,获取正确的语音。自由读可以使学生以自己喜欢的方式操练韵句,以达到熟练说韵句的目的。 4. 引导学生发现字母的发音规则。 Teacher:Look at these words on the blackboard. What can you find? Yes, there is an o in each words. What is the sound of the o? Let’s read and find. (和学生一起慢慢读每一个语音例词)What is the sound? Yes, it’s / əʊ /. Look at my mouth and say with me. 设计意图:通过拼读,让学生自己发现字母的发音规则,再模仿口型,获得发音的正确方式。 µ Step 4 Practice 1. 看口型,猜单词。教师说出语音例词中的一个,但不出声,学生通过观察老师的口型,猜出单词,并大声读出来。 Teacher: Boys and girls, let’s play a game. I will say a word. Look at my mouth carefully. Guess what word it is. And try to say it loudly. 设计意图:通过观察教师口型来猜单词,有助于学生感受字母在单词的发音,以及字母i的发音方法。 2.听一听,举一举。学生听教师说出的语音例词,举起相应的单词卡片。 Teacher: Look at these word cards. What’s this? What’s this? What about this? You are right. Get the card, please. Teacher: Who got the word card please come to the front. I will say the word. please put up the correct card. 设计意图:这个活动锻炼学生能否正确听懂所学的语音例词。提高学生的听音辨音能力。 3. 读一读,听一听,选出正确的单词。播放录音,学生根据听到的内容为教材中六个单词排序。 Teacher: Let’s read, listen and tick. First, read these words. Now, listen to the tape. Tick the correct word that you hear. Teacher: Show me your answer, please. 设计意图:此活动将单词的发音与字形结合起来,使学生在准确辨音的基础上,区分、掌握单词的字形。 4. 听一听,圈一圈,写一写,根据听到的内容,判断单词是闭音节(o)还是开音节(o-e),圈出相应的规则字母,然后写一写听到的单词。 Teacher:Now, please listen, circle and write. Write the word that you heard. Dog, is it for o or o-e? It’s for o. So circle o, then write the word dog. Now, listen carefully and write the words. Teacher: Show me your answer, please. 设计意图:学生先根据听到单词的发音判断其属于闭音节还是开音节,圈出相应的代表符号,再在四线三格上写一写单词。一方面体会单词在四线三格中的书法方式,另一方面也在书写中进一步体会字母在单词里的发音。 5. 编写语音小韵句,学生学唱。 Teacher: It’s chant time. Listen first, then say it. o,o, o; o, o, o, o is in nose, / əʊ /, / əʊ /, / əʊ /. o,o, o; o, o, o, o is in note, / əʊ /, / əʊ /, / əʊ /. o,o, o; o, o, o, o is in dog, / ɒ /, / ɒ /, / ɒ /. o,o, o; o, o, o, o is in not, / ɒ /, / ɒ /, / ɒ /. 6. 表演韵句。给学生练习的时间,鼓励他们加入自己的动作,也可以小组合作,选择小组展示韵句节拍的方式,来有创意地表演韵句。 Teacher:Now,let’s work in groups. Please act the chant out. You can choose the way to show it. 设计意图:通过韵句来完整呈现本课的重点语音知识。在逐句的跟读中,学生不知不觉地在重复、强调字母o在单词中的发音,为总结、巩固其发音规律奠定了基础。 µ Step 5 Summary 展示语音例词图片,学生快速抢读单词,之后再齐唱韵句。 Teacher:I’ll show some words quickly. Please say it loudly. Teacher: Well done. Let’s chant together. 设计意图:通过抢读单词和齐唱韵句的小活动,再现了本课的语音例词和语音知识,起到了总结所学的目的。 l 课堂作业 一、看图写单词。 ________ _________ __________ 二、判断以下单词中划线部分的发音是(T)否(F)一致。 ( ) 1. not note ( ) 2. rose lost ( ) 3. box dog ( ) 4. Coke nose ( ) 5. hot home ( ) 6. nose hot 三、听一听,写一写。 1. ____________________________________ 2. ____________________________________ 3. ____________________________________ 答案: 一、1. nose 2. Coke 3. note 二、1. F 2. F 3. T 4. T 5. F 6. F 三、1. A dog is on the desk. 2. The Coke is on the note. 3. Mr Jones likes Coke. l 板书设计 Unit Three My friends A. Let’s spell nose note Coke Mr Jones 第四课时 l 课时内容 B. Let’s talk, Let’s play l 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:Who is he? Who is she? 并学习句式:He has glasses and his shoes are blue. 来描述人物的外貌特征。教材中,Mike告诉John他结交了一个新朋友。John先确定了其朋友的性别:A boy or a girl? 然后John告诉Mike他朋友的体形特征:He’s tall and thin. John猜是Zhang Peng。Mike接着给出其更加明显的衣饰特征:He has glasses and his shoes are blue. 有了这些提示,John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 shoes 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shoes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。 l 课时目标 1. 能够听懂、会说句式:He has glasses and his shoes 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 l 课时重难点 1.重点: 能够听懂、会说句式:He has glasses and his shoes 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 l 教学准备 1. 多媒体课件、录音机、磁带 2. 人物图卡 l 教学过程 µ Step 1 Warm up 1.韵句:Tim is my friend. 播放韵句,学生齐唱。 Teacher:Do you remember the chant about friend? Let’s say the chant Tim is my friend together. 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。 µ 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:Look at these pictures. I have a new friend. Please guess who my friend is. First, please ask is that a boy or girl. Student: A boy or a girl? Teacher: She is a girl. She is tall. Student: Is she ...? Teacher. No. Look at the shoes. (指向鞋子,使学生理解shoes的意思)Her shoes 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。 µ Step 3 Presentation 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:You know about my new friend. What about Mike’s new friend? Who is he or she? Listen carefully and find. Teacher: Who is Mike’s new friend? Yes, Wu Yifan. 2. 讨论课文内容。 Teacher:Is Wu Yifan a boy or a girl? Yes, he is a boy. Is he tall and thin? Yes. Who is tall and thin, too? Yes, Zhang Peng. What colour are Wu Yifan’s shoes? His shoes are blue. Does he have glasses? (出示眼镜图片)Look, these are glasses. Does Wu Yifan have glasses? Yes, he has glasses. Do you 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。 µ Step 4 Practice 1. 播放课文内容,学生跟读,注意发音、语调。 Teacher:Now read the dialogue with the tape. Please read it carefully and loudly. Pay attention to the pronunciation. 2.自由读对话内容,分角色表演课文。 Teacher:Read the dialogue freely. Then I will ask you to act it out. 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:Look at this boy. Can you say something about him? Please have a try. Teacher: He is tall and thin. He has glasses. His shoes are black. Well done! Let’s look at next one. 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:Look at these pictures. Read the sentences and find who he or she is. Look at the first one. He is a boy. He is tall and strong. His shoes are blue. His glasses are black. Who is he? Yes, he is ... Teacher: Look at this group. 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:Who 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. Who wants to try? You, please. Stand here, please. Look at the blackboard. You, please say hello to him. Who says hello to you? Is that a boy or a girl? You can ask some questions like this: Is he or she tall? What colour are his or her shoes? Does he or she have glasses? Then tell us his or 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。 µ Step 5 Summary 1. 播放韵句Tim is my friend. 学生齐说。 Teacher:Time for chant. Let’s say the chant Tim is my friend together. 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。 l 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. shoes ( ) 2. A. he B. she ( ) 3. A. boy B. girl ( ) 4. A. tall and thin B. short and thin 二、为下列问句选出正确的答句。 ( ) 1. Who is she? A. She is tall B. Her name is Amy. ( ) 2. Who is he? A. She is Ann. B. He is John. ( ) 3. What’s his name? A. His name is Tom. 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 who (?) ________________________________________________ 2. glasses he has (.) ________________________________________________ 3. shoes are his blue (.) ________________________________________________ 答案: 一、1. A 2. A 3. B 4. B 二、1. B 2. B 3. A 4. B 三、1. Who is he? 2. He has glasses. 3. His shoes are blue. l 板书设计 Unit Three My friends B. Let’s talk Who is he? His name is ... He is ... Who is she? Her name is ... She is ... He has glasses and his shoes are ... 第五课时 l 课时内容 B. Let’s learn; Say and draw l 课时分析 本课时依照惯例为词汇学习课,学生通过学习本课中呈现的词汇或短语,来更好地利用本单元的句式,能够更详细地描述人物的特征。 Let’s learn中Mike接着向Chen Jie介绍自己的朋友。他告诉Chen Jie 他的朋友戴着蓝色的眼镜,有这样明显的特征,Chen Jie迅速猜出了他所说的朋友是Wu Yifan。在他们手边,是有着Sarah、Wu Yifan、Amy等人的相册,人物旁边标注了相应的短语: brown shoes, blue glasses, long hair, short hair, a green bag。引导学生从鞋子、眼镜、书包的颜色以及头发的长短等角度来描述人物的特征。 Say and draw中Sarah向Wu Yifan介绍自己朋友的特征,Wu Yifan根据她的描述,将她的朋友画在画板上。这个活动是个听力练习活动,帮助学生听懂重点句式的含义。 词汇学习是句式学习的支撑,本课时的学习中要创设多种活动及情境,让学生在各种活动及情境交流中,反复操练、使用,达到完全掌握的目的。 l 课时目标 1. 能够听懂、会说、认读单词hair, shoes, glasses 2. 能够听懂、会说、认读句式:He has ... His glasses are ... 3. 能够熟练且正确地描述人物的特征 l 课时重难点 1.重点: 能够听懂、会说、认读单词hair, shoes, glasses 能够听懂、会说认读句式:He has ... His glasses are ... 2. 难点: 能够熟练且正确地描述人物的特征 l 教学准备 1. 多媒体课件、录音机、磁带 2. 单词图卡、人物图卡 l 教学过程 µ Step 1 Warm up 1. 韵句:Tim is my friend. 教师播放韵句,学生齐唱。 Teacher:Boys and girls, let’s chant together. Tim is my friend. Are you ready? Let’s chant. 设计意图:韵句能够为学生营造轻松的英语学习氛围,同时帮助学生回忆之前学习过的与本课时相关的内容,为接下来的学习做好知识和心理上的准备。 µ Step 2 Lead in 1. 指向某个学生,请其他学生尝试描述其特征。 Teacher:His/ Her name is... He / She is tall and strong... He / she has glasses. His / Her shoes are ... 设计意图:通过描述自己非常熟悉的同学的特征,帮助学生回忆、使用前几课时学习到的重点词汇及句式,并为下一步的学习做好铺垫。 2. 选出两个身高相似的女生,但头发有长有短。向学生描述其特征,讲授单词hair. Teacher:Look at they. She is a girl. She is a girl, too. She is tall and thin. She is tall and thin, too. Look at her hair. (指向其头发)It’s long. (以手势使学生明白long的含义)The hair is long. She has long hair. But her hair is short. (指向另一个女生)She has short hair. (以手势展示short的含义)(板书long hair, short hair) (请学生边做动作边读短语)Read after me, long hair, short hair. 设计意图:本课时中的其他短语或词汇已经在上一课时学习过了,hair为学生新接触的单词。因此,以对比的方式使学生充分理解词汇的意思。 µ Step 3 Presentation 1.提出问题,引起阅读兴趣,播放课文录音,学生认真倾听,并尝试回答问题。 Teacher:Mike and Chen Jie are talking about their friends. Who is Mike’s friend? Listen and find. Teacher: Who is Mike’s friend? Yes, it’s Wu Yifan. What colour are Wu Yifan’s glasses? Yes, They are blue. 设计意图:因为需要验证自己的猜测,所以学生较容易集中注意力来倾听。 2. 播放课文录音,学生跟读。 Teacher: Listen to the tape and read with it. 设计意图:跟读可以使学生获得准确的读音。 3. 讨论教材图片内容,帮助学生理解、熟悉新授内容。 Teacher: Look at the picture. What colour are Amy’s shoes? What colour is Wu Yifan’s bag? Does Sarah have long hair? 设计意图:在交流中使学生理解并使用新授内容,为其能够自由运用这些短语描述人物特征奠定基础。 µ Step 4 Practice 1. 游戏:我来说,你来做。老师说出特征,学生出示或指向相应的物品或人物。 Teacher:Let’s play. I say you do. Long hair! You can do actions to show it. And you can point to a girl who has long hair. Next, short hair. Yes. Blue glasses! Blue shoes. Brown shoes. Yellow bag. ... 设计意图:此活动旨在帮助学生听懂重点词汇与短语,帮助他们将字音与字义结合起来进行理解记忆。 2. 介绍自己的特征。学生一个接一个站起来介绍自己的一个特征。 Teacher:Look at me. I have long hair. What about you? You can talk about your hair, glasses, shoes, bag and so on. Let’s say a sentence one by one. 设计意图:学生通过自我介绍,来熟悉重点短语和句式的使用。同时,为下一个活动的进行做好准备。 3. 游戏:我来说,你来猜。老师描述教材中一个人物的特征,让学生猜出是图中的哪一个人。 Teacher:Look at them. I will say a sentence. Please guess who he or she is. She has long hair. Sarah? No. Her shoes are brown. Yes, it’s Amy. Teacher: Please do a pair work. You can play like this. 设计意图:这个游戏检验学生通否听懂描述人物特征的句子。为其能够自己使用词汇及句式来描述人物特征做准备。 4. 教师说出某一个学生的特征,请学生来猜猜看是谁,说出他(她)的名字。 Teacher:Guess again. He is a boy. He has short hair. He has black glasses. He has blue shoes. Who is he? What’s his name? Guess. 学生介绍自己一个同学的特征,请其他同学猜出是哪位同学。 Teacher:Now who can try to introduce your classmate like this? Others please guess who he or she is. 设计意图:通过这个活动,使学生能够真正自如地运用所学到的短语和句式来描述日常生活中的,生活在身边的朋友的特征,从而达到掌握知识的目的。 5. Say and draw. 小组活动,一个人介绍自己的朋友的特征,请其他同学画一画,看谁画得像。 Teacher: Now, let’s do a group work. Say and draw. µ Step 5 Summary 1. 播放韵句Tim is my friend. 学生齐说韵句。 Teacher:Time for a chant. Let’s say the chant together. 2 学生自编韵句并表演。 Teacher: Please make a new chant in your group. Then show your chant. 设计意图:以自编韵句并表演的形式,使学生以韵句的形式来总结本课的重要词汇和句式。 l 课堂作业 一、根据图片选出正确的单词。 ( ) 1. A. eye B. hair C. boy ( ) 2. A. glasses B. eye C. hair ( ) 3. A. pen B. bag C. toy ( ) 4. A. candy B. key C. shoes 二、选出下列各项中不是一类的单词,将其序号填入题前括号内。 ( ) 1. A. long B. short C. green ( ) 2. A. bag B. brown C. blue ( ) 3. A. friend B. he C. she ( ) 4. A. blue B. hair C. black 三、匹配图片与句子,将正确句子的序号填入图下括号内。 ( ) ( ) ( ) 1.He has blue shoes and glasses. 2. She is thin and she has long hair. 3. He has a hat and glasses. 答案: 一、1. B 2. A 3. B 4. C 二、1.C 2. A 3. A 4. B 三、3, 1, 2 l 板书设计 Unit Three My friends B. Let’s learn long hair short hair glasses He has blue glasses. She has long hair. 第六课时 l 课时内容 B. Read and write; Let’s check; Let’s sing. C. Story time l 课时分析 本课时是在基本掌握本单元重点词汇和句型的基础上,进行的练习测试与故事阅读课。 Read and write部分包括两个活动,第一个活动为Read and match学生先要读一读教材中所给的句子,根据句子所描述的人物特征,匹配图片中相应的人物。之后的Look, choose and write活动中,学生要先观察图片所呈现出的人物特征,选择正确的单词写在四线三格上,完成句子。之后,根据自己某个同学的特征,选择单词填空,写出句子。这两个活动将词汇的字义与字形结合起来,检验学生有否理解并书写重点词汇,同时复习重点句式结构。 Let’s check部分也包括两个活动,Listen and number中学生会听到四组对话,然后根据对话的顺序为相应的图片标明顺序,这个活动主要检验学生能否正确理解本单元的重点句式及对话。Look and match活动中呈现了四个人物图片,以及五个短语及两个单词,学生需要读一读这些词汇与短语,并将这些与相对应的人物相连。这检验了学生能否正确认读本单元的重点词汇。 Let’s sing的歌词内容主要是我的朋友,呈现句式:If your friend is tall and quiet, clap your hands. 在学生学会演唱歌曲之后,要让学生根据歌曲的内容来做出相应的动作。 Story time部分是“拔萝卜”的故事。兔子发现了一个大萝卜,自己无法拔出,因此叫来了自己的朋友一起来帮忙。最后强壮的Zoom跑来帮忙,他们终于把大萝卜拔出来了。这个故事简单易懂,涉及到的句子也不多,主要有:It’s so big! Please help me. We’re coming. I’m strong. Let’s work together.等。学生通过阅读故事,理解这些句子的意思,从而拓展自己的词汇与语言,为以后的文本阅读做好准备。 l 课时目标 1. 能够听懂、会说、认读本单元重点单词 2. 能够听懂故事,并表演 3. 能够会唱歌曲Friends 4. 能够完成阅读、排序、匹配等活动,正确理解、认读本单元重点句式 l 课时重难点 1.重点: 能够听懂、会说、认读本单元重点单词 能够完成阅读、排序、匹配等活动,正确理解、认读本单元重点句式 2. 难点: 能够听懂故事,并正确表演 l 教学准备 1. 多媒体课件、录音机、磁带 2. 单元重点词汇图片 l 教学过程 µ Step 1 Warm up 1. 播放歌曲:Friends,学生先倾听。 Teacher: Boys and girls, let’s listen to a song. Listen carefully, please. 2. 再次播放歌曲,学生跟唱。 Teacher:Listen to the song again, please sing with it. 3. 齐唱歌曲, 学生根据歌曲内容做动作。 Teacher: Now let’s sing the song together. Please do the actions. 设计意图:以歌曲来热身,可以使学生在韵律中集中自己的注意力,并激发学生的学习兴趣。这首歌与本单元的重点内容息息相关,曲调取自著名的歌曲《If you are happy clap your hands》,可以让学生在轻松欢快的氛围中准备好本课内容的学习。 µ Step 2 Lead in 1. 出示Zoom的图片,讨论Zoom,使用学习过的形容词来描述他的特征。 Teacher: Look, who is he? Yes, he is Zoom. What colour is he? What colour is his bag? Is he tall? Is he strong? 设计意图:通过描述Zoom的特征来复习本单元相关知识,同时,为故事的学习做好准备。 µ Step 3 Presentation 1. 提出问题,激起学生的阅读兴趣。然后播放故事视频,学生认真观察,并尝试回答问题。 Teacher: Zoom is strong. What does Zoom do? Watch the video and find. Teacher:He helps his friends to pull the radish up. 2. 讨论故事内容,保证学生能够理解故事内容。 Teacher:This is a radish. What colour is it? Yes, it’s red. Is it big or small? Yes, it’s big. it’s so big. Can the rabbit pull it up? Look at me, pull, pull, pull. (以肢体语言使学生感受pull的意思)Pull! Pull it up. (以不同的动作使学生明白两者的区别)The rabbit can’t pull it up. He asks his friends to help him. He says Come on, friends. Please help me. Who is coming? Yes, the monkey, the dog, the cat and Zip. Can they pull it up? No. Who is coming then? Yes, Zoom is coming. Zoom is strong. They work together. They pull it up. 3. 再次播放故事,学生跟读,提醒学生注意语音及语调。 Teacher: Watch the story again. This time please read with it. Pay attention to the pronunciation. 设计意图:通过听回答问题、读后细致的交流,跟读等活动,保证学生可以理解故事内容,并能正确朗读故事内容。 µ Step 4 Practice 1. 学生自由读故事。 Teacher:Read the story freely, please. (教师巡视,帮助学生解决读中的问题) 2. 小组合作,表演故事。 Teacher: Now, let’s act the story out. We’ll find the best group. 设计意图:通过表演,使学生内化故事中的语言,提高自己的语言表达能力。 3. 出示Read and match中的照片,谈论图片。 Teacher: Zoom is strong. Look at these boys and girls. Are they strong? Read the sentences. Who are they? Read and match. Teacher: Show me your answer, please. He has short hair. He has a big green bag. What is his name? Yes, His name is James. She has long hair. She has orange shoes. What is her name? Yes, Her name is Ann. She is tall. She is friendly. She has a blue hat. Who is she? Yes, She is Kate. HE is short and thin. He has glasses. He is near the window. Who is he? Yes, he is Ben. 设计意图:先让学生观察图片内容,再根据句子来选择正确的图片。检验学生是否能够正确认读并理解句式及词汇。 3. 完成Look and match. 先出示图片,请学生描述图片中人物的特征,然后再让其与相应的短语进行匹配。 Teacher:Look at this girl. What’s she like? Can you talk about her? Have a try, please. She has short black hair. She is quiet. Good. What about this girl? What do you think about her? She is tall and thin. She has long black hair. She has red glasses. She is friendly. Yes, I think so. What about this boy? He has short brown hair. He has blue shoes. Teacher: Now please read the words below the pictures. match them. . Teacher: Show me your answer, please. 设计意图:这个活动与上一个活动内容相似,同样检验学生能否认读、理解词汇与句式。 4. 完成Listen and number. 先出示图片,学生讨论图片中人物的特征、姓名等,然后再进行听音排序活动。 Teacher: (展示活动中的图片)What’s she like? Is her hair long or short? Look at these boys and girls. Can you say something about them? Have a try, please. Teacher: Now listen to the tape, and number the pictures according what you hear. Teacher: Show me your answers, please. 设计意图:先引导学生观察图片中的内容,然后再听录音为图片排序,使学生养成在完成听力活动时,先获取习题信息的习惯。并检验学生是否可以听懂本单元的重点句式。 5. 完成Look, choose and write活动。 Teacher:Look at the two people. He is _____ and ______. Yes, he is tall and thin. And who is this old man? He is Santa. What does he have? He has a red bag. And this girl has –long hair. Good. Please choose the correct words and write them in the blanks. Teacher: Show me your answer, please. Teacher: Please write about one of your classmates. Fill in the blanks first. Teacher: Who can read your sentences? Who is he/ she? Guess. 设计意图:先引导学生认真观察图片,获取相关信息, 然后再选择正确的单词填空,完成句子。在此基础上介绍自己的同学,请其他同学猜一猜。此活动帮助学生将字音、字义及字形结合起来,保证他们能够理解重点词汇及句式的意思,并能够正确运用。 µ Step 5 Summary 播放歌曲My friends. 学生齐唱。 Teacher:Let’s sing the song my friends together. 设计意图:以歌曲结束课程。让学生通过歌曲来回忆本单元重点句式。达到总结的目的。 l 课堂作业 一、选择正确的字母补全单词,将其序号填入题前括号内。 ( ) 1.s___ong A. dr B. tr C. th ( ) 2.fri___dly A. an B. un C. en ( ) 3. qu__t A. ie B. ai C. ei ( ) 4. h___r A. ei B. ai C. an ( ) 5. sh___ A. oe B. ee C. ey 二、选出与所给句子内容相符的图片。 ( ) 1. His name is Li Ming. A. B. ( ) 2. She is tall and thin. A. B. ( ) 3. He has glasses. A. B. ( ) 4. She has long hair. A. B. 三、为下列问句选出正确的答句。 ( ) 1. What is his name? ( ) 2. What is her name? ( ) 3. Who is he? ( ) 4. Who is she? A. Her name is Lily. B. He is my friend Sam. C. She is Amy. D. His name is Dick. 四、阅读短文,判断正(T)误(F)。 Hello, I’m a girl. My name is Lily. I’m short. My hair is short and black. I’m quiet. I have three good friends. Tim is a boy. He is tall. He has short black hair and blue glasses. Rose is a girl. She is tall. Her hair is long and brown. She is friendly. Susan is a girl, too. She is thin and tall. She has glasses. She is friendly, too. We are good friends. ( ) 1. Lily is girl. ( ) 2. Susan is quiet. ( ) 3. Tim is tall and thin. ( ) 4. Rose is tall and friendly. ( ) 5. Lily has short black hair. 答案: 一、1.B 2.C 3. A 4.B 5. A 二、1.A 2. B 3. B 4. A 三、1. D 2. A 3. B 4. C 四、1. T 2. F 3. F 4. T 5. T l 板书设计 Unit Three My Friends C. Story time It’s so big. I can’t pull it up. Come on. Please help me. We’re coming. I’m strong. Let’s work together. Unit Four My home l 单元整体分析 本单元是义务教育灵通版(pep)小学英语教科书四年级上册第四单元。单元主题为My home(我的家)。主情景图展示了几个学生以及Zoom和Zip的家居生活,从而揭示本单元的主题:描述家里的居室及物品设施。 A部分共三页,分三课时。第一课时为情景对话和练习部分。Let’s talk部分Amy向Sarah介绍自己的小猫,然后两个人在家里的房间找来找去,终于找到了它。以此介绍了询问物品或人物位置的句子:Is she in the ...? 以及表示房间名称的词汇:living room, study, kitchen。之后的Let’s play是个猜东西位置的游戏。以此来练习重点句式。第二课时为词汇学习课时,Let’s learn中介绍了房间名称词汇:bedroom, study, living room, kitchen, bathroom以及询问物品或人物位置的句子:Where is ...? Is she in the ...?之后的Let’s do通过指令活动来练习房间名称以及在这个房间里能做的活动。第三课时为语音与字母学习课时,通过读一读,听一听,唱一唱;听一听、圈一圈;听一听,圈一圈,写一写三个活动,让学生学习元音字母u在开音节中的发音/ ju:/。 B部分共四页,分两课时。第一课时仍然呈现情景对话和练习。Let’s talk中John和妈妈到处找门钥匙,最后发现它在门上。以此来引出询问物品和人物位置的句子Where are...? Are they ...? 以及词汇:table, phone。 之后的Ask, answer and write活动来练习重点句式与单词。第二课时以John和Mike的对话来学习新的词汇:sofa, phone, table, fridge之后通过一个活动Let’s play来练习句子。进一步熟悉新授词汇。之后的读写练习、听音判断、看一看并判断的练习以及歌曲都用来巩固练习本课的重点词汇及句型,与C部分合为一个课时。 C部分的故事这次是有关熊伯伯和熊爷爷的故事。他们在不同的地方找自己的眼镜,最后发现眼镜还给戴反了。学生们通过阅读这个有趣的故事来整合本单元的重点句式及词汇,并拓展自己的词汇。 l 单元教学目标 µ 知识目标: 1.词汇:学生能够听、说、认读单词:bedroom, living room, study, kitchen, bathroom, bed, sofa, phone, table, fridge 2.句型结构:能够听懂、会说、认读句型Where is she? She’s in the kitchen. Open the door, please. Look! They are in the door. 3. 字母与语音:能够掌握字母u在开音节里的发音,即/ ju:/ µ 能力目标 1. 能够正确使用重点词汇来描述家里的居室及物品设施 2. 能够在有意义的语境中抄写上述话题词汇 3. 能够在真实或模拟的情景中运用句型Is she in the ...? Yes, she is. / No, she isn’t. Where are the ...? Are they in ...? Yes, they are./ No, they aren’t. 询问物品、人物的位置并做出相应判断。 4. 能够在情景中运用句型Open the door, please. 提出行动建议 5. 能够读出符合开音节发音规则的含有字母u的单词;并能根据发音拼写出符其发音规则的单词 µ 情感态度、学习策略、文化意识目标 1. 在生活中能够主动询问或对别人的询问能够热情应答 2. 能够感受到家的温馨,从而激发学生爱家、爱家人的情感 3. 能够主动收拾物品并摆放整齐,养成良好的生活习惯 4. 能够逐步做到见到符合u-e发音规则的单词,并能够根据发音拼写符合u-e发音规则的单词。 l 教学重难点 µ 教学重点 1. 能够听、说、认读单词:bedroom, living room, study, kitchen, bathroom, bed, sofa, phone, table, fridge 2. 能够听懂、会说句型Where is she? She’s in the kitchen. Open the door, please. Look! They are in the door. 3. 能够正确使用重点词汇来描述家里的居室及物品设施 4. 能够掌握字母u在开音节里的发音,即/ ju:/ µ 教学难点 1. 能够在真实或模拟的情景中运用句型What’s his/her name? His/ Her name is ... Who’s he / she? He / She is ... 询问他人的姓名或身份,并能回答 2. 能够认读并在情景中运用句型Is she in the ...? Yes, she is. / No, she isn’t. Where are the ...? Are they in ...? Yes, they are./ No, they aren’t. 询问物品、人物的位置并做出相应判断。 3. 能够在有意义的语境中抄写话题词汇 4. 能够根据u在开音节里的发音规则拼读单词,并能够根据其发音规则拼写单词 l 教学方法 情景创设法、游戏教学法、多媒体辅助教学法、TPR、小组合作学习法 l 教学时间 本单元教学用时两周,建议使用六课时完成教学任务 第一课时:A. Let’s talk. Let’s play 第二课时:A. Let’s learn. Let’s do 第三课时:A. Let’s spell. 第四课时:B. Let’s talk. Ask, answer and write 第五课时:B. Let’s learn. Let’s play 第六课时:C. Story time. B. Read and write. Let’s check. Let’s sing. l 知识视窗 音译词 音译词是以读音相近的字翻译外族语言而形成的词。也就是说,原来本族语中并没形容这种物品的词语,只好借用与原族文字的音相近的字组成词语。比如我们的沙发来自英语发音:sofa,吉普来自英语发音:jeep,芒果来自英语:mango,芭蕾来自英语ballet, 保龄来自bowling, 迪斯科来自disco, 皮卡车来自pickup, 坦克来自tank,基因来自gene。读读看,是不是非常相近呢?不过其实英语中也有来自汉语里的音译词,比如tofu豆腐,kung fu功夫,mahjong麻将。 宠物在家庭中的地位 在西方国家,由于受宗教等的影响,宠物也被大多数西方人认定为家庭的一员,具有和其他成员一样乃至更高的家庭地位。它们并不是一个用来陪伴的玩物,而是有尊严有权利的正式家庭成员。2013年美国人在宠物身上的花费为六千万美元。人们不仅为他们的宠物花很多钱,甚至还会冒着生命危险来拯救自己的宠物。而且,在某些法律案件里,因为宠物的死亡可能为主人带来心理、情绪上的损失,所以法官要据此考虑应有的赔偿。在西方,动物保护的各种法规越来越完善,善待宠物,与宠物平等友好相处并不仅仅是个人行为,可能还是法律义务。 第一课时 l 课时内容 A. Let’s talk;Let’s play l 课时分析 在Let’s talk部分,Amy向Sarah介绍自己的宠物猫,告诉Sarah自己的猫非常可爱。Sarah想看看它。然后两个人在客厅、书房等地方都没有找到它,最后发现它在厨房的冰箱顶上。在这个过程中,学生可以了解三个居室的名称:living room, study, kitchen,同时可以了解询问人物或物品的位置的句子:Where is she? Is she in the living room? 以及回答:She’s in the kitchen. No, she isn’t. 要注意提醒学生的是,在西方,宠物被视为家庭成员,所以在课文中没有用it,而是用的人称代词she来代指猫。 Let’s play是个猜物品位置的游戏。一个同学把自己的文具藏起来,让另外一个同学找一找。在找的过程中,要使用句式:Where is my...? Is it in...? Is it on...? 等。使学生在相对真实的语境中理解重点句式,感受重点句式的含义和用法。同时,在游戏中做到可以自由地表达。 l 课时目标 1. 能够听懂、会说句型:Where is she? Is she in the living room? Is she in the study? Yes, she is. / No, she isn’t. She is in the kitchen. 2. 能够听懂、会说以下词汇:living room, study, kitchen 3. 能够听懂、会读对话,并能分角色表演 4. 能够在真实或模拟的情景中正确使用句型Is she in the ...? Yes, she is./ No, she isn’t. 询问物品或人物的位置 5. 能够大胆表达,乐于使用英语与他人进行交流 l 课时重难点 1.重点 能够听懂、会说句型:Where is she? Is she in the living room? Is she in the study? Yes, she is. / No, she isn’t. She is in the kitchen. 能够听懂并使用词汇:living room, study, kitchen 能够听懂、会读对话,并能分角色表演 2. 难点 能够在真实或模拟的情景中正确使用句型Where is she? Is she in the living room? Is she in the study? Yes, she is. / No, she isn’t. 来询问并人物、物品位置 l 教学准备 1. 多媒体课件、录音机、磁带 2. 单词图片 l 教学过程 µ Step 1 Warm up 1. 播放歌曲:Finger family. 学生先倾听,再学唱。 Teacher:Boys and girls, let’s listen to a song, finger family. Father finger, father finger, where are you? Here I am, here I am, how do you do? Mother finger, mother finger, where are you? Here I am, here I am, how do you do? Brother finger, brother finger, where are you? Here I am, here I am, How do you do? Sister finger, sister finger, where are you? Here I am, here I am, how do you do? Baby finger, baby finger, where are you? Here I am. Here I am. How do you do? Teacher: Now sing with it. And show me your hand. Let’s sing and do. 设计意图:这首歌以五个手指作为一个家人,既在歌声中复习并巩固了家庭成员类的称呼,又熟悉了询问位置的句式:Where are you?为本课时的学习奠定基础。此外,这首歌在演唱时可以利用手指进行动作演示,充满了乐趣,能够极大地激发学生的学习兴趣,为英语学习营造良好的氛围。 µ Step 2 Lead in 1. 询问自己物品的位置,请学生来回答。 Teacher:Where is my book? Is it in the desk? Is it in your schoolbag? Is it under the desk? Is it on the desk. 引导学生回答:No, it isn’t. Yes, it is. 设计意图:通过询问自己的教材的位置来引导学生理解本课时重点句式。并学习如何使用Yes, it is. No, it isn’t来回答。 2. 展示猫的部分图片,请学生猜一猜它是什么,讲授单词cute。 Teacher: Look at this picture. Guess, what is it? Is it a book? Is it a key? Is it a candy? Try to guess, please. Teacher: Yes, it’s a cat. Is it cute? Yes, it is very cute. And look at this cute dog. This tiger is cute, too. Do you like the cute cat? 设计意图:以猜测使学生来练习一般疑问句及其回答。同时通过猫的形象来使学生理解词语cute的含义。 µ Step 3 Presentation 1. 提出问题,引起学生阅读兴趣,呈现对话内容。 Teacher:Do you like cats? Do you have a cat? Amy has a cat. Is it cute? Where is it? Let’s listen and find. 2. 播放对话录音,学生找出答案。听完录音后,请学生说出自己的答案。 Teacher: Answer the question, please. Yes, Amy’s cat is cute. The cat is in the kitchen. 设计意图:通过提问引起学生的阅读兴趣,并使学生带着问题认真倾听课文内容。 3. 出示教材中的图片,使学生理解新词含义和拼写方法。 Teacher:Look at this picture. Where is it? Is it the kitchen? No, it’s the living room. (板书单词)Read it together, please, living room. Look at this one, is it a living room? No, it’s the study. (板书单词)Read it one by one, please. And where is it? Yes, it’s the kitchen. (板书单词)Girls read it, please. Boys read it, please. 设计意图:以一般疑问句的形式来讲授居室类单词。 µ Step 4 Practice 1. 再次播放课文录音。学生跟读课文。 Teacher: Boys and girls, let’s read the dialogue after the tape. Please listen carefully, read carefully. 2. 学生分角色朗读课文。 Teacher: Now, who wants to be Amy? Who wants to be Sarah? Let’s read it in roles. 3. 请学生戴上头饰来扮演对话的角色,表演对话。 Teacher: Now we’ll find the best actor or actress. Please come to the front and show the dialogue. 设计意图:通过以上三个活动,使学生能够充分理解课文内容,并且能够正确朗读课文。在不同形式的读和表演活动中,使学生逐步理解并掌握本课的重点句型,为其达到熟练表达奠定基础。 4. 出示不同房间的图片,学生快速说出单词。 Teacher:Look at the pictures of the rooms. What is it? Say the word quickly. 设计意图:帮助学生将语音与语义结合起来进行记忆。 5. 做动作,让学生猜猜看这是在哪个房间。 Teacher:Look at me, what am I doing? I am watching TV. So what room am I in? Yes, I am in the living room. Teacher: Can you do some actions? Where is he? Where is she? Guess 设计意图:通过动作来猜测房间名称,使学生更好地理解房间的意思,并能够更好地理解重点句式的问答。 6. 完成Let’s play. 活动。 Teacher: Now, let’s play. Let’s play hide and seek. You, please.(请学生闭上眼睛)Where is my book? Ask me, please. You can say is it in the desk. My book is in his desk. Teacher: Who wants to play this game? 设计意图:以这种游戏来练习本课的重点句式。 µ Step 5 Summary 1.再次播放歌曲Finger family,学生齐唱歌曲并表演。 Teacher: Let’s sing the song finger family together. Please sing and do the actions. 设计意图:利用热身的歌曲来总结本课,让学生在歌声中熟悉本课询问位置的句式。 l 课堂作业 一、根据单词选出正确的图片。 ( ) 1. living room A. B. ( ) 2. study A. B. ( ) 3. kitchen A. B. 二、为下列问句选择正确的答句。 ( ) 1.Where is the book? A. He is in the living room. B. It is in the desk. ( ) 2.Is Amy in the study? A. Yes, it is. B. Yes, she is. ( ) 3. Is the pen in the pencil box? A. No, it isn’t. B. He is in the study. 三、连词成句。 1. Is in your desk it (?) ________________________________________________________ 2. Where my is pen (?.) ________________________________________________________ 3. in She the is kitchen (.) ________________________________________________________ 答案: 一、1. B 2. B 3. A 二、1.B 2. B 3. A 三、1.Is it in your desk? 2. Where is my pen? 3. She is in the kitchen. l 板书设计 Unit Four My home A. Let’s talk living room study kitchen Where is ...? Is she in the ...? Yes, she is. / No, she isn’t. 第二课时 l 课时内容 A. Let’s learn; Let’s do l 课时分析 在Let’s learn部分,呈现了Amy家的截面图,二楼的卧室,书房,一楼的客厅、厨房和浴室。Amy的爸爸在问Amy在哪里。Amy的妈妈告诉他,Amy在书房里。以此为背景呈现居室名称类词汇:bedroom, study, living room, kitchen, bathroom。询问物品或人物在哪里的句型:Where is ...? Is she in the ...? Let’s do 是个与居室和活动相关的指令性活动。包括:Go to the living room. Watch TV. GO to the kitchen. Have a snack等等内容。学生首先要熟悉这些居室的名称,还要了解这些动词短语的意思和读音,并能将两者正确地匹配起来。可以在教学中设计一些活动,让学生熟悉、操练这些内容。 本课时内容为重点话题的词汇支撑,可结合上课时的重点句式内容一起进行学习。引导学生创设虚拟的情景来进行交流,在交流中掌握新学习的知识,提高自己的语言表达能力。 l 课时目标 1. 能够听懂、会说、认读单词:bedroom, study, living room, kitchen, bathroom 2. 能够在真实或虚拟的情景中听懂、会说、认读句式:Where is ....? Is she / he in the ...? Yes, she/ he is. / No, she/ he isn’t. 3. 能够听懂会说Let’s do中的指令,并能做出正确的反应 l 课时重难点 1.重点: 能够使用重点词汇来描述居室名称 能够在真实或越拟的情景中使用重点句式询问人物或物品的位置 2. 难点: 能够听懂会说Let’s do 中的语句,能够正确匹配居室和活动 l 教学准备 1. 多媒体课件、录音机、磁带 2. 居室单词卡片 l 教学过程 µ Step 1 Warm up 1.呈现韵句:Where is it? 学生先倾听,再跟唱,最后齐唱。 Teacher: Let’s chant. Listen to me first. Where is it? Where is it? Is it on the desk? Is it in the bag? Is it under the chair? Where is it? Where is it? It’s in the book. It’s in my book. Teacher: Now please chant with me. Let’ s chant together. 设计意图:以韵句来营造良好的英语学习氛围,带领学习集中注意力开启英语学习。同时,以韵句内容来熟悉、回忆有关询问物品位置的句式,为接下来的学习做好知识与心理的双重准备。 µ Step 2 Lead in 1. 播放图片来介绍自己的家。让学生通过真实的场景来理解新授单词的意思。 Teacher:Boys and girls, where is it? It’s my home. Welcome to my home. I will show the rooms in my house. This is my living room. I watch TV in the living room. This is my kitchen. I have a snack. I cook delicious food in it. This is my bathroom. I take a shower, wash my face in it. This is my study. I read books in it. This is my bedroom. I have a nap and sleep in it. Do you like my home?(介绍的同时板书居室名称单词) 设计意图:本课时中学习到的各居室的名称在汉语中学生应该很清楚,但是英语名称与汉语名称的匹配可能并不是很清楚。以真实房间的图片使他们一目了然地明白各个居室的英语名称,同时通过老师的介绍使他们初步感受活动类短语的意思,为进一步的学习做好准备。 µ Step 3 Presentation 1. 引起阅读兴趣,播放课文录音。 Teacher:You know my home well. Do you want to see Amy’s home? Let’s listen and watch. And try to answer, where is Amy? 学生带问题认真倾听录音内容,然后尝试回答。 Teacher: Now show me you answer. Where is Amy? Yes, she is in the study. 设计意图:引导学生带着问题去听录音,培养其认真倾听且在倾听中关注重要信息的能力。 2. 再次播放课文内容,学生跟读。 Teacher:Listen to the text again and read with it. 设计意图:跟读,以掌握正确的读音 µ Step 4 Practice 1. I point you say.我指你说。教师指向黑板上的单词,学生快速读出单词。 Teacher:Now,I point you say. I will point to the word on the blackboard. Please read the word quickly. What’s this? What’s this? What about this one? 设计意图:此活动保证学生能够正确认读单词,使学生能将新词的字义与字形字音结合起来进行统一记忆。 2.出示居室图片,请学生快速说出其名称。 Teacher:Look at this picture, what room is this? Yes. Read it one by one, please. And what about this one? What room is it? Boys repeat it, please. And what about this one? Girls read it, please. ... 设计意图:通过看图说单词,使学生再次将单词的意思和单词的读音结合起来,统一进行记忆。 3. 出示单词卡片,学生先快速读出单词,再出示卡片的背面,让学生猜单词。 Teacher:Look at the cards of the new words. Please read it as quickly as you can. Teacher: I show the back of the cards. Guess, what word is it? You can say: is it a ...? Please have a try. 设计意图:通过猜单词,一方面培养学生认真倾听的能力,另一方面使学生自然地多次重复说出、听到新学习到的单词,提高他们对于单词的熟悉程度。 4. 针对各个房间进行活动问答。 Teacher:What do you do in the living room? You read a book. You watch TV. You make a call....(板书短语watch TV)Read it and do the action with me, watch TV. Teacher: What do you do in the bedroom? You do your homework. You sleep. You listen to music. You have a nap. A nap means you sleep for a short time. (板书短语have a nap)Read it and do the actions with me. Teacher: What do you do in the kitchen? You have breakfast, lunch and dinner. You cook. Good. Oh, you wash the dishes. Good girl. (板书短语have a snack)Read it after me and do the action, please. Teacher: What do you do in the bathroom? You can take a shower. You can take a bath. (出示不同的图片,帮助学生区别两种活动)And you wash your face and hands. (板书短语take a shower)Repeat it with me and do the action, please. Teacher: What do you do in the study? You read books and do your homework. (板书短语 read a book)Repeat it with me and do the action, please. 设计意图:将在房间能够做的活动与房间结合起来。使学生加深对于房间词汇的理解和认识,帮助他们更加地记忆单词。同时,引出Let’s do中的短语,为下一步的活动做好知识上的准备。 5. 房间与活动匹配。教师说出居室名称,学生说出相应的活动。教师做出动作,学生说出活动并说出相应的居室名称。 Teacher: Now let’s match. I say the name of the rooms, you say what you do in it. Teacher: Now I do the action, Say what I do and where am I. Teacher: Who wants to do the actions? Show us, please. Where is he/ she? Are you in the... ? 设计意图:通过这样的活动,使学生将活动与居室名称匹配起来,形成对于新授词汇的立体记忆, 并对于Let’s do 指令的正确反应奠定了基础。 µ Step 5 Summary 1. 完成Let’s do 活动。 Teacher: Listen and show me the actions. Go to the living room. Watch TV. Go to the study. Read a book. Go to the kitchen. Have a snack. Go to the bedroom. Have a nap. Go to the bathroom. Take a shower. Teacher: Now I say Go to the... You say the action. Ready? Go to the bathroom. Yes, take a shower. Go to the living room. Yes, watch TV. Teacher: Now I say the activities, you say the rooms. Have a snack. Yes, you should say Go to the kitchen. Read a book. Good, go to the study. 设计意图:将指令活动改编成三个活动,学生先是熟悉两者的读音及匹配情况。接下来通过两个活动来帮助他们巩固匹配情况,以达到牢固掌握短语与居室名称的目的。 l 课堂作业 一、根据图片选择正确的单词。 ( ) 1. A. bedroom B. living room ( ) 2. A. living room B. bathroom ( ) 3. A. kitchen B. study ( ) 4. A. bedroom B. kitchen 二、判断下列句子与图片是(T)否(F)相符。 ( ) 1. –Is she in the kitchen? -- Yes, she is. ( ) 2.—Where is she? --- She is in the study. ( ) 3.—Is he in the living room? -- Yes, he is. ( ) 4. –Where is she? --She is in the classroom. 三、将下列活动与相应的居室连起来。 Watch TV living room Take a shower kitchen Read a book. bathroom Have a snack. study Have a nap. bedroom 答案: 一、1. A 2.B 3.B 4.B 二、1.T 2. F 3. F 4. T 三、略 l 板书设计 Unit Four My home A. Let’s learn bathroom study kitchen bedroom living room Where is she? She is in the ...? Is she in the ... ? Yes, she is. / No, she isn’t. 第三课时 l 课时内容 A. Let’s spell l 课时分析 本部分分为语音学习和单词书写两部分内容。通过听一听,读一读,唱一唱的活动,让学生通过听、读、拆音等练习体会并掌握字母u在单词中的发音,本课时主要学习其在开音节里发的双元音/ ju: /。本活动中呈现的韵句为:One cute cat uses two, two balls. Two cute cats use three, three balls. Three cute cats use four four balls. Four cute cats use five, five balls. Five cute cats use six, six balls. One, two, three, four, five, six, Five cute cats playing tricks. 韵句中呈现含有u的开音节词汇:cute, use。同时在教材中以图片形式呈现语音例词use, cute, excuse。学生通过这些语音例词以及韵句的诵读,来感受并掌握字母u在开音节里的发音。之后的听一听,圈一圈,说一说的活动,让学生区分开音节与闭音节,将单词的读音与字形结合起来,进一步训练学生的听音辨音能力。听一听,圈一圈,写一写的活动学生需要判断字母u在本单词中的发音是属于闭音节类还是开音节类,圈出相应的代表字母,并写出单词。这个活动帮助学生进一步掌握拼读规则,并根据拼读规则拼写出单词。 在教学过程中,需要通过多种活动,使学生自己发现、感悟字母的发音规律。 l 课时目标 1. 能够感知并归纳字母u在开音节(u-e结构)中的发音规则 2. 能够读出符合u-e发音规则的单词 3. 能够根据单词的读音拼写出符合u-e发音规则的单词 l 课时重难点 1.重点: 能够感知并归纳字母u在开音节(u-e结构)中的发音规则 能够读出符合u-e发音规则的单词 2. 难点: 能够根据单词的读音拼写出符合u-e发音规则的单词 l 教学准备 1. 多媒体课件、录音机、磁带 2. 语音例词单词卡 l 教学过程 µ Step 1 Warm up 1. 呈现韵句:Where is my book? 教师先示范,学生倾听后跟读,之后一起表演说。 Teacher:Boys and girls, let’s chant. First, please listen to me. Where is it? Where is it? Where is my book? Is it on the desk? Is it on the desk? No, it isn’t. It isn’t on the desk. Is it in the desk? Is it in the desk? No, it isn’t. It isn’t in the desk. Is it under the desk? Is it under the desk? No, it isn’t. It isn’t under the desk. Where is it? Where is it? Where is my book? It’s in my schoolbag. It’s in my schoolbag. Teacher:Now please chant with me. Teacher: Say the chant together, please. 设计意图:以学习过的文具作为韵句的支撑词汇,由上一课时与本课的重点句式作为韵句的主要结构来进行热身,帮助唤醒学生的已有知识,并为下一环节的学习做好准备。 µ Step 2 Lead in 1. 与学生自由交流,引出语音例词。 Teacher: Thank you, I find my book. Where is it? Yes, it’s in the schoolbag. Oh, I don’t have my pen. Excuse me, can I use your pen? Thank you. Excuse me, can I use your pencil? Excuse me, can I use your ruler? ... 设计意图:通过向学生借东西,使学生熟悉excuse,use两个语音例词的读音及其含义。 2. 请被借了东西的学生使用句式,要回自己的东西。 Teacher:Whose ruler is this? Please come here and say the sentence: Excuse me, can I use the ruler? And the pen, the pencil. Come here please. (板书单词:excuse, use)Please read the words after me, first. 设计意图:衔接上一环节,让学生有机会来通过说句子练习本课的语音例词。 µ Step 3 Presentation 1. 播放语音韵句。学生先认真倾听。然后再跟读。 Teacher:Now, let’s listen to a chant about these words. Listen carefully. Teacher: We have many cute cats in the chant, isn’t it? (板书cute)Read it please. Teacher: Listen to the chant again. Now, let’s say the chant after it. 2. 学生自由说韵句,以自己的方式来打节奏。 Teacher: Now, say the chant freely. You can say it with your partner. And you can clap your hands to say it. 3. 表演韵句。 Teacher:Now let’s act the chant together. 设计意图:学生先倾听韵句,初步感受韵句内容。然后跟读,获取正确的语音。自由读可以使学生以自己喜欢的方式操练韵句,以达到熟练说韵句的目的。 4. 引导学生发现字母的发音规则。 Teacher:Look at these words on the blackboard. What can you find? Yes, there is an u in each words. What is the sound of the u? Let’s read and find. (和学生一起慢慢读每一个语音例词)What is the sound? Yes, it’s / ju: /. Look at my mouth and say with me. 设计意图:通过拼读,让学生自己发现字母的发音规则,再模仿口型,获得发音的正确方式。 µ Step 4 Practice 1. 看口型,猜单词。教师说出语音例词中的一个,但不出声,学生通过观察老师的口型,猜出单词,并大声读出来。 Teacher: Boys and girls, let’s play a game. I will say a word. Look at my mouth carefully. Guess what word it is. And try to say it loudly. 设计意图:通过观察教师口型来猜单词,有助于学生感受字母在单词的发音,以及字母u的发音方法。 2.听一听,举一举。学生听教师说出的语音例词,举起相应的单词卡片。 Teacher: Look at these word cards. What’s this? What’s this? What about this? You are right. Get the card, please. Teacher: The students who got the word card please come to the front. I will say the word. Please put up the correct card. 设计意图:这个活动锻炼学生能否正确听懂所学的语音例词。提高学生的听音辨音能力。 3. 读一读,听一听,圈出正确的单词。播放录音,学生根据听到的内容在字母串中圈出相应的单词。 Teacher: Look at these letters. There are many words in it. Listen and find the word. Circle it. Listen, please. Cute, cut, use, fun, tube, excuse, bus, mum, mule. Teacher:Show me your answer, please. Teacher:Now let’s read these words together. 设计意图:此活动让学生将单词的字音与字形结合起来,同时帮助学生区分字母u在开音节与闭音节里的发音的区别。 4. 听一听,圈一圈,写一写,根据听到的内容,判断单词是闭音节(u)还是开音节(u-e),圈出相应的规则字母,然后写一写听到的单词。 Teacher:Now, please listen, circle and write. Write the word that you heard. Duck is it for u or u-e? It’s for u. So circle the letter u, then write the word duck. Now, listen carefully and write the words. Duck, cute, up, use. Teacher: Show me your answer, please. Teacher: Read these words together, please. 设计意图:学生先根据听到单词的发音判断其属于闭音节还是开音节,圈出相应的代表符号,再在四线三格上写一写单词。一方面体会单词在四线三格中的书法方式,另一方面也在书写中进一步体会字母在单词里的发音。 5. 编写语音小韵句,学生学唱。 Teacher: It’s chant time. Listen first, then say it. U, u, u; u, u, u; u is in use, /ju: /,./ju: /, /ju: /. U, u, u; u, u, u; u is in cute, /ju: /,./ju: /, /ju: /. U, u, u; u, u, u; u is in excuse, /ju: /,./ju: /, /ju: /. 6. 表演韵句。给学生练习的时间,鼓励他们加入自己的动作,也可以小组合作,选择小组展示韵句节拍的方式,来有创意地表演韵句。 Teacher:Now,let’s work in groups. Please act the chant out. You can choose the way to show it. 设计意图:通过韵句来完整呈现本课的重点语音知识。在逐句的跟读中,学生不知不觉地在重复、强调字母u在单词中的发音,为总结、巩固其发音规律奠定了基础。 µ Step 5 Summary 展示语音例词图片,学生快速抢读单词,之后再齐唱韵句。 Teacher:I’ll show some words quickly. Please say it loudly. Teacher: Well done. Let’s chant together. 设计意图:通过抢读单词和齐唱韵句的小活动,再现了本课的语音例词和语音知识,起到了总结所学的目的。 l 课堂作业 一、听录音,圈出正确的单词。 1. cute cut 2. use us 3. tube up 4. mum mule 5. excuse use 6. bus us 二、判断以下单词中划线部分的发音是(T)否(F)一致。 ( ) 1. up us ( ) 2. fun tube ( ) 3. cut cute ( ) 4.cute excuse ( ) 5. us bus ( ) 6. use tube 三、听录音,写单词,补全句子。 1. ___________ me, may I have your pen? 2. Can I _______ your pen? 3. Look at that cat. It’s very _______. 答案: 一、1. cut 2.use 3. up 4. mum 5. use 6. us 二、1. T 2. F 3. F 4. T 5.T 6. T 三、1. Excuse me, may I have your pen? 2. Can I use your pen? 3. Look at that cat. It’s very cute. l 板书设计 Unit Four My home A. Let’s spell excuse cute use bus cut us 第四课时 l 课时内容 B. Let’s talk, Ask, answer and write l 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或物品位置的句式:Are they ...? 教材中,John 和妈妈回家之后,发现钥匙找不到了,他们先后在桌上、电话旁找,没有发现,最后John发现钥匙还在门上插着呢。这个故事场景是学生在生活中可能遇到的。有趣而又易理解。在对话过程中,学生能够感受并学习如何询问复数的物品或人物的位置及回答:Are they in/ on/ near/...? Yes, they are./ No, they aren’t. 句式结构与前几课时学习到的重点句式一样,但是单复数形式不同,要让学生在学习中关注到数量的变化,选择使用正确的句式。 Ask, answer and write部分是两人活动。学生按自己的想法把钥匙、日记本、钢笔、眼镜等代表字母写在不同的位置。然后两人一组进行猜位置的活动。通过使用本课时的一般疑问句来询问同学把物品写在了哪个位置上。从而练习本课时中的重点句式。 本课中的table, phone都为下课时要学习的重点词汇。在本课时中,只要求学生可以听懂会说即可。 l 课时目标 1. 能够听懂、会说句式:Where are they? Are they...? Yes, they are. No, they aren’t. 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询问物品或人物的位置 l 课时重难点 1.重点: 能够听懂、会说句式:Where are they? Are they...? Yes, they are. No, they aren’t. 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询问物品或人物的位置,并进行回答 l 教学准备 1. 多媒体课件、录音机、磁带 2. 单词卡片 l 教学过程 µ Step 1 Warm up 1. 呈现韵句:Where is my book? 教师先示范,学生倾听后跟读,之后一起表演说。 Teacher:Boys and girls, let’s chant. First, please listen to me. Where is it? Where is it? Where is my book? Is it on the desk? Is it on the desk? No, it isn’t. It isn’t on the desk. Is it in the desk? Is it in the desk? No, it isn’t. It isn’t in the desk. Is it under the desk? Is it under the desk? No, it isn’t. It isn’t under the desk. Where is it? Where is it? Where is my book? It’s in my schoolbag. It’s in my schoolbag. Teacher:Now please chant with me. Teacher: Say the chant together, please. 设计意图:以学习过的文具作为韵句的支撑词汇,由上一课时与本课的重点句式作为韵句的主要结构来进行热身,帮助唤醒学生的已有知识,并为下一环节的学习做好准备。 µ Step 2 Lead in 1. 和学生进行猜宝游戏。请学生猜一猜自己的书和其他文具放在了哪里。 Teacher: What’ s this? Yes, it’s my book. Now close your eyes, please. (将书放在一个位置)Open your eyes, please. Guess, where is my book now? You should say like this: Is it in the desk? Is it in the bag? Guess, please. Teacher: What are these? They are my pens. Close your eyes, please. Now, open your eyes, please. Where are my pens? No, you should say: Are they in the desk? Read after me, are they in the desk? (板书句子) 设计意图:通过不同数量物品的询问,使学生感受单复数之间的区别, 为课文对话的学习做好准备。 µ Step 3 Presentation 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:You are good at finding. Let’s help John and his mother find their keys. Now listen and find. Where are their keys? 2. 讨论课文内容,帮助学生理解重点词汇及句式的意思,进而理解对话的内容。 Teacher: Are their keys on the table? (展示桌子的图片)Look, this is a table. (指向学生的书桌)Is this a table? No, it’s a desk. Are their keys on the table? No, they aren’t. (板书句式)Read after me, please. NO, they aren’t. Are they near the phone? (出示电话图片)This is the phone. Read it one by one, please. Are the keys near the phone? No, they aren’t. Where are the keys? Yes, they are in the door. 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。 µ Step 4 Practice 1. 播放课文内容,学生跟读,注意发音、语调。 Teacher:Now read the dialogue with the tape. Please read it carefully and loudly. Pay attention to the pronunciation. 2.自由读对话内容,分角色表演课文。 Teacher:Read the dialogue freely. Then I will ask you to act it out. 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. 展示图片,学生观察位置,接龙问答。 Teacher:Look at this picture. Where are the notebooks? Are they on the desk? Yes, they are. Please ask and answer one by one. You can ask Where are they. And you can ask Are they in/ on/ under/ near ...? Please do it now. Teacher: Look at this picture. Ask and answer one by one again. 设计意图:通过观察图片中物品的位置,学生自由进行问答。一个接一个地接龙使他们既可以练习问句,也可以练习答语。 4. 游戏:猜猜是什么。教师展示一幅图片,然后描述某件或某些物品的位置,使学生猜出教师说的物品是什么。 Teacher:Look at this picture. What can you see? Teacher: Now, I will say a thing. Please guess what it is or what they are. Listen carefully. They are near the phone. What are they? Yes, they are book. Teacher:Let’s do a pair work like this. Ask and answer in pairs. Teacher: Which pair wants to show your dialogue? 设计意图:通过游戏的方式使学生在真实的语境中使用重点句式,从而掌握其用法。 5. 完成活动:Ask,answer and write. Teacher:Look at the picture. You can write k, b, p, g in the circles. Then guess where your partner writes them. Guess it like Sarah and Wu Yifan. Now, please write. Teacher: Please read what Sarah and Wu Yifan say. Teacher: Now play it in pairs. Teacher: Which pair wants to show your dialogue? 设计意图:因为学生填写单词的位置是随机的,所以就产生了信息差。学生通过使用本课时的重点句式询问出同学写的物品的位置。这为学生提供了一个相对真实的语境来使用语言,帮助他们更好地掌握语言,提高自己的口语表达能力。 µ Step 5 Summary 1. 呈现韵句:Where is my book? 学生齐说。然后请学生利用本课的重点句式改写韵句并表演。 Teacher:Let’s say the chant where is my book together. Teacher: Now try to make a chant with the sentences on the blackboard. Teacher: Show your chant, please. 设计意图:通过改编韵句,使学生在吟唱中再一次重点句式的表达。 l 课堂作业 一、根据图片内容选出正确的单词,将序号填入括号内。 ( ) 1. A. table B. desk ( ) 2. A. phone B. computer ( ) 3. A. keys B. door ( ) 4. A. glasses B. pens 二、为下列问句选出正确的答句。 ( ) 1. Where is the pen? A. It’s on the table. B. They are on the desk. ( ) 2. Where are my notebooks? A. It’s in the desk. B. They are in the schoolbag. ( ) 3. Is it on the table? A. Yes, it is. B. Yes, they are. ( ) 4. Are they near the phone? A. No, it isn’t. B. No, they aren’t. 三、连词成句。 1. keys are Where the (?) ________________________________________________ 2. near Are the they phone (?) ________________________________________________ 3. door the Open please (, ) (.) ________________________________________________ 答案: 一、1. A 2. B 3. A 4. B 二、1. A 2. B 3. A 4. B 三、1. Where are they keys? 2. Are they near the phone? 3. Open the door, please. l 板书设计 Unit Four My home B. Let’s talk Where are the keys? Are they on the table? No, they aren’t. Are they in the door? Yes, they are. 第五课时 l 课时内容 B. Let’s learn; Let’s play l 课时分析 本课时依照惯例为词汇学习课,学生通过学习本课中呈现的词汇,来更好地利用本单元的句式,描述居室内的物品陈设。 Let’s learn中,呈现了一个客厅的图片,John询问Mike钥匙在哪里,John告诉他在冰箱上。借此呈现了家具陈设类词汇:sofa, bed, phone, table, fridge, 以及本单元询问物品的位置的句式:Where are they keys? 以及回答They’ re on the fridge. 本课时中的物品都是学生日常生活中常常见到的,非常熟悉的东西,所以理解起来应该不难。要在教学中帮助学生认读并拼写这些重点词汇。 Let’s play部分是个考验记忆力和表达能力的游戏。学生需要逐次增加一个句子来进行游戏。这考验了学生的句式储备量和记忆、反应能力。可以两人一组进行比赛,也可以在全班范围内进行挑战赛,找出最棒的一位。 词汇学习是句式学习的支撑,本课时的学习中要创设多种活动及情境,让学生在各种活动及情境交流中,反复操练、使用,达到完全掌握的目的。 l 课时目标 1. 能够听懂、会说、认读单词sofa, bed, phone, table, fridge 2. 能够听懂、会说、认读句式:Where are the...? They are ... 3. 能够熟练且正确地询问并回答物品的位置 l 课时重难点 1.重点: 能够听懂、会说、认读单词sofa, bed, phone, table, fridge 能够听懂、会说认读句式:Where are the...? They are ... 2. 难点: 能够熟练且正确地询问并回答物品的位置 l 教学准备 1. 多媒体课件、录音机、磁带 2. 单词图卡 l 教学过程 µ Step 1 Warm up 1. 通过多媒体课件出示学习过的教室里的陈设的图片,请学生抢读单词。 Teacher: Look at these pictures. Please say the word as quickly as you can. Let’s see who is the first. 设计意图:以快速读出单词的方式来复习有关教室里的陈设的单词。这些单词与本课时要学习的单词有相似之处。以复习来热身,可以帮助学生唤醒已有知识,为新知识的学习做好准备。 µ Step 2 Lead in 1. 展示一幅教室的图片,请学生描述教室里各种陈设的位置。 Teacher:Look at this classroom. I can see a picture. Where is it? Yes, it’s near the window. I can see some flowers. Where are they? Yes, they are on the window. What can you see? Where is it or where are they? Please say it. 设计意图:利用与上一环节中相关的教室的陈设来使学生复习和熟悉如何描述物品的位置的句式,为新知识的学习做好准备。 µ Step 3 Presentation 1.提出问题,引起阅读兴趣,播放课文录音,学生认真倾听,并尝试回答问题。 Teacher:Do you see keys in the classroom? Where are they? Teacher: John are looking for some keys? Where are they? Listen and find. Teacher: Answer the question, please. Where are they keys? Yes, they are on the fridge. (展示冰箱图片,讲授单词的发音)Read after me, please, fridge. (板书单词,再次提醒学生单词发音)Repeat it, please. 2. 讨论教材图片内容,帮助学生理解、熟悉新授词汇。 Teacher: Look at the picture. What’s this? Yes, it’s a sofa. (板书单词)Boys read it, please. Girls read it, please. Is this a sofa? No, it isn’t. It’s a phone. (板书单词)Read it together, please. And this is the table. (板书单词)Please read it together. What’s this? It’s a bed. ( 板书单词) Read it one by one, please. 设计意图:通过交流使学生直观地理解重点词汇的意思,帮助其理解掌握单词。 µ Step 4 Practice 1. 游戏:我来指,你来说。老师指向黑板上的单词,请学生快速地读出单词。 Teacher:Let’s play a game. I point you say. I will point to the words on the blackboard, please say it as quickly as you can. Let’s find who is the fastest. 设计意图:此活动旨在帮助学生认读单词。将单词的字音与字形结合起来。 2. 出示单词图卡,请学生快速说出单词。 Teacher: Look at my cards. What is it? What is this? What are these? 设计意图:以此活动来帮助学生理解并说出本课重点单词,并复习之前学习过的教室陈设的单词。 3. 乱序呈现组成单词的字母,请学生猜出单词并拼写。 Teacher:Look at these letters. Please put them in order. What word is it? Yes, it’s the word sofa. Let’s try next one. What’s this? 设计意图:此活旨在帮助学生记忆单词的拼写。通过组合字母记住单词的字形。 4. 呈现一个纷乱的客厅的图片,指定某个物品,请学生找出其位置。然后请学生两人小组针对图片进行对话。 Teacher: Look at this picture. Is it a bedroom? No, it isn’t. It’s a living room. What can you see in the living room? Where is the TV? Yes, it’s on the table. Where is the phone? Yes, it’s near the fridge. Teacher: Please do a pair work. Teacher: Which pair wants to show your dialogue? 设计意图:以这个以寻物为形式的问答活动来使学生在较为真实的语境中操练学习到重点词汇及句式。在使用、交流中掌握所学内容。 5. 完成Let’s play 活动。 Teacher:Now let’s play a game. I say: Look at that room. You, please. Say my sentence. Yes. Look at that room. Then say another sentence, please. No, you should say something about the room. Yes,. Next one, please. Say my sentence and his sentence, then your sentence, please. Let’s see who can say more. 设计意图:这既是个记忆游戏,也是个挑战自己的句式积累的游戏。学生需要记住前几个人说过什么,还要想出与之相关的句子增加上去。这个游戏难度会随着人数的增加而增加,能够很好培养学生的记忆能力和竞争意识。同时让他们在游戏中复习、练习学习过的句子。 µ Step 5 Summary 1. 教师使用客厅的图片,快速进行位置问答。 Teacher: Look, where is the bed? Where is the phone? Where is the sofa? 设计意图:快速问答的方式,既复习了本课学习到重点词汇,又复习到了本课及本单元的重点句式。帮助学生巩固了所学的知识。 l 课堂作业 一、根据图片提示,选择正确的字母补全单词。 ( ) 1. s___fa A. o B. a C. u ( ) 2. b__d A. a B. o C. e ( ) 3. fr__dge A. e B. i C. u ( ) 4. ph__ne A. o B. u C. a ( ) 5. t__ble A. e B. o C. a 二、选出下列各项中不是一类的单词,将其序号填入题前括号内。 ( ) 1. A. sofa B. table C. key ( ) 2. A. bag B. bedroom C. living room ( ) 3. A. kitchen B. fridge C. study ( ) 4. A. fridge B. desk C. table 三、匹配图片与句子,将正确句子的序号填入图下括号内。 ( ) ( ) ( ) 1. Look at that room. It has a yellow sofa. 2. The bed is near the window. 3. The phone is on the table. 答案: 一、1. A 2. C3. B 4. A 5. C 二、1.C 2. A 3. B 4. A 三、3, 2, 1 l 板书设计 Unit Four My home B. Let’s learn sofa bed fridge table phone Where is the ...? It’s ... Where are the ...? They are ... 第六课时 l 课时内容 B. Read and write; Let’s check; Let’s sing. C. Story time l 课时分析 本课时是在基本掌握本单元重点词汇和句型的基础上,进行的练习测试与故事阅读课。 Read and write部分包括两个活动,第一个活动为Read and match 学生先要读一读教材中所给的句子,根据句子所描述物品的位置,将所给出的物品匹配在真正确的位置上。之后的Look, choose and write活动中,学生要先观察图片所呈现出的物品位置关系,选择正确的单词写在四线三格上,完成句子。之后,根据自己房间的物品的位置,选择单词填空,写出句子。这两个活动将词汇的字义与字形结合起来,检验学生有否理解并书写重点词汇,同时复习重点句式结构。 Let’s check部分也包括两个活动,Listen and tick or cross中学生会听到四组对话,然后根据对话的内容判断与图片内容是否相符。这个活动主要检验学生能否正确理解本单元的重点句式及对话。Look and tick活动中呈现了两个出租单,上边列出了出租房里的物品,学生需要根据图片提供的内容来判断哪张出租单上的信息是相符的。这检验了学生能否正确认读本单元的重点词汇。 Let’s sing的歌词内容为My home.我的家。呈现句式:Where has the TV gone? Where can it be? It’s in the bedroom with me. 学生学唱歌曲的过程中会复习到本单元的重点词汇。 Story time部分是熊爷爷和熊伯伯的故事。他们两个眼睛都有问题,都需要戴眼镜。两个人都找到不眼镜了。他们在不同的地方寻找,找到后才发现眼镜戴错了。在故事中,学生会复习到glasses, fridge, table, bed等重点词汇,同时还会复习到Are they on the fridge? Where are my glasses? My glasses are on the table.等本单元中询问并描述物品位置的句式。同时还呈现了句子:Do you see my glasses? Let’s change our glasses. 学生通过阅读故事,理解这些句子的意思,从而拓展自己的词汇与语言,为以后的文本阅读做好准备。 l 课时目标 1. 能够听懂、会说、认读本单元重点单词 2. 能够听懂故事,并表演 3. 能够会唱歌曲My home 4. 能够完成阅读、判断、匹配等活动,正确理解、认读本单元重点句式 l 课时重难点 1.重点: 能够听懂、会说、认读本单元重点单词 能够完成阅读、判断、匹配等活动,正确理解、认读本单元重点句式 2. 难点: 能够听懂故事,并正确表演 l 教学准备 1. 多媒体课件、录音机、磁带 2. 单元重点词汇图片 l 教学过程 µ Step 1 Warm up 1. 播放歌曲:My home,学生先倾听。 Teacher: Boys and girls, let’s listen to a song. Listen carefully, please. 2. 再次播放歌曲,学生跟唱。 Teacher:Listen to the song again, please sing with it. 3. 齐唱歌曲。 Teacher: Now let’s sing the song together. 设计意图:以歌曲来热身,可以使学生在韵律中集中自己的注意力,并激发学生的学习兴趣。这首歌与本单元的重点内容息息相关,可以让学生在轻松欢快的氛围中准备好本课内容的学习。 µ Step 2 Lead in 1. 出示熊爷爷的图片,请学生描述。 Teacher:Look at the picture, boys and girl. Is he Zoom? No. He is Grandpa. What’s he like? What colour is he? Does he have glasses? Yes, he has glasses. Where is he? He is in the living room. 设计意图:通过描述熊爷爷的形象,来帮助学生复习相关内容,并为故事的学习做好铺垫。 µ Step 3 Presentation 1. 提出问题,激起学生的阅读兴趣。然后播放故事视频,学生认真观察,并尝试回答问题。 Teacher: Look at this picture. Can you see Grandpa? Yes, here he is. What’s the difference? He doesn’t have his glasses. Where are his glasses? Let’s watch the story and see. Teacher:Where are his glasses? Are they on the fridge? No. Those aren’t his glasses. Where are Grandpa’s glasses? They are on the table. 2. 再次播放故事,学生认真观察,之后和教师一起讨论故事内容。 Teacher:Does Uncle Bear see Grandpa’s glasses? No, he doesn’t. Where does Grandpa find his glasses? Yes. He finds them on the bed. Whose glasses are on the table? Yes, Uncle’s glasses are on the table. Why do they change their glasses? Because they made a mistake. They take the wrong glasses. 3. 再次播放故事,学生跟读,提醒学生注意语音及语调。 Teacher: Watch the story again. This time please read with it. Pay attention to the pronunciation. 设计意图:通过听回答问题、读后细致的交流,跟读等活动,保证学生可以理解故事内容,并能正确朗读故事内容。 µ Step 4 Practice 1. 学生自由读故事。 Teacher:Read the story freely, please. (教师巡视,帮助学生解决读中的问题) 2. 小组合作,表演故事。 Teacher: Now, let’s act the story out. We’ll find the best group. 设计意图:通过表演,使学生内化故事中的语言,提高自己的语言表达能力。 3. 出示Read and match中的照片,谈论图片。 Teacher: We help Grandpa find his glasses. Can you help Wu Yifan find his things? Look at this picture. What can you see? Let’s read and match. Read the text, please. Teacher: Now please put these things in the right places. Teacher: Show your answer, please. 设计意图:先让学生观察图片内容,再根据句子来选择正确的图片。检验学生是否能够正确认读并理解句式及词汇。 4. 完成Look, choose and write 先出示图片,,学生讨论图片中物品的位置,然后再选择正确的单词进行填空活动。 Teacher: (展示活动中的图片)Where is the sofa? Where is the picture? Look at this picture. Where is the bed? Where are the chairs? Teacher: Now please choose the correct words according to the pictures and write. Teacher: Show me your answers, please. Teacher: Please read the sentences. Teacher:Choose the correct words to write about your room. Teacher: Show us your answer and say it, please. 设计意图:先引导学生观察图片中的内容, 然后再根据自己观察到的图片中的位置来选择正确的单词进行填空,检验学生能否正确地理解句子、认读单词。最后让学生选择正确的单词填写句子来介绍自己的房间,让学生在使用中巩固所学知识。 5. 完成Listen and tick or cross. 先让学生观察图片位置,再去听音判断正误。 Teacher:(展示图片)Can you see the glasses? Where are they? Can you see the keys? Where are they? Where are the books? Where is Mike? Teacher: Now, please listen and tick or cross. Teacher: Show me your answer, please. 设计意图:在完成听力练习之前,先引导学生观察图片获取信息,养成在做听力习惯之前先获取信息的习惯。 6. 完成 Look and tick 的活动。先出示图片,让学生观察图片内容,并描述,然后再判断哪张出租房子的单据是正确的。 Teacher:Look at this house. It’s for rent. (帮助学生理解rent的意思)What’s in it? Please talk. Teacher: Now, look and tick. Which is right? Teacher: Show me your answer, please. 设计意图:这个活动是检验学生单词的认读和理解能力的。学生获得图片中的信息之后再去匹配单词,如果他们能够正确认读单词,就能很轻松地完成这个活动。 µ Step 5 Summary 播放歌曲My home. 学生齐唱。 Teacher:Let’s sing the song my home together. 设计意图:以歌曲结束课程。让学生通过歌曲来回忆本单元重点句式。达到总结的目的。 l 课堂作业 一、看图片写单词。 ____________ _________ ________ _________ ___________ 二、选出与所给句子内容相符的图片。 ( ) 1. This is a bedroom. A. B. ( ) 2. This is my study. A. B. ( ) 3. She is in the kitchen. A. B. ( ) 4. I have a blue bed. A. B. 三、选择正确的单词补全句子。 ( ) 1. I read a book in the __________. A. bathroom B. kitchen C. study ( ) 2. I ________ in the kitchen. A. take a shower B. read a book C. have a snack ( ) 3. I watch TV in the ____________. A. living room B. bathroom C. kitchen ( ) 4. I sleep in the _________. A. kitchen B. bedroom C. study 四、阅读短文,判断正(T)误(F)。 Hello, I’m Lucy. Welcome to my house This is my living room. It’s big. It has a big TV. I like to watch TV in the sofa. This is my kitchen. It’s not big. But it’s nice. My mother cooks good food here. This is my bathroom. It’s clean. I take a shower, wash my hands and face here. This is my study. I do my homework and read a book in it. This is my bedroom. It’s not big. But it’s nice There is a desk near the bed. My books are on the desk. Near the window, there is a picture on the wall. It’s beautiful. I like my bedroom. I like my house. ( ) 1. My living room is big. ( ) 2 There is a small TV in the living room. ( ) 3. I take a shower in my bathroom. ( ) 4. My bedroom is big and nice. ( ) 5. The window is near the desk. 答案: 一、sofa, bed, fridge, table, phone 二、1.A 2. A 3. B 4. A 三、1. C 2. C 3.A 4. B 四、1. T 2. F 3.T 4. F 5. F l 板书设计 Unit Four My home C. Story time Do you see my glasses? Are they on the fridge? Where are my glasses? Let’s change our glasses. Unit Five Dinner’s ready l 单元整体分析 本单元是义务教育灵通版(pep)小学英语教科书四年级上册第五单元。单元主题为Dinner’s ready(晚餐准备好了)。主情景图通过学生及动物们在餐馆用餐的情景展示本单元的主题:表达用餐意愿,以及与主题相关的核心词汇与句式。 A部分共三页,分三课时。第一课时为情景对话和练习部分。Let’s talk部分Mike和妈妈在进行有关用餐的交流。引出句式: What’s for dinner? What would you like? I’d like some.... Dinner’s ready等。并在对话中熟悉单词dinner, ready, soup,并复习一些食物名称。Let’s survey是一个调查活动,调查同学们的用餐意愿,从而操练重点句式,并复习相关食物类单词。第二课时为词汇学习课时,Let’s learn中以菜单的形式介绍了食物名称词汇:beef, chicken, noodles, soup, vegetables, rice, fish, juice, milk, bread. 以及询问他人用餐意愿的句子:What would you like? 及其回答。之后的Let’s play活动是学生利用食物单词卡片进行的模拟点餐活动。第三课时为语音与字母学习课时,通过读一读,听一听,唱一唱;听一听、圈一圈;听一听,圈一圈,写一写三个活动,让学生学习元音字母e在开音节中的发音/i:/。 B部分共四页,分两课时。第一课时仍然呈现情景对话和练习。Let’s talk中Mike到John家做客,以此来引出向别人发出用餐建议的句式:Would you like some...? 及其回答:NO, thanks. Yes, please. 之后的Let’s play活动以推荐特价菜的方式来练习重点句式。第二课时以John和妈妈的对话来学习新的词汇:chopsticks, fork, knife, bowl, spoon, 之后通过一个活动Let’s do来进一步熟悉新授词汇。之后的读写练习、听音判断、看一看并匹配的练习以及歌曲都用来巩固练习本课的重点词汇及句型,与C部分合为一个课时。 C部分中Zip到餐馆点餐,却被鸟叼走了帐单,通过这样一个有趣的故事来整合本单元的重点词汇与重点句式。 l 单元教学目标 µ 知识目标: 1.词汇:学生能够听、说、认读单词:beef, chicken, noodles, soup, vegetable, chopsticks, bowl, fork, knife, spoon 2.句型结构:能够听懂、会说、认读句型What’s for dinner? What would you like (for...)? I’d like some... please. Would you like ...? No, thanks. I can use ... 3. 字母与语音:能够掌握字母i在开音节里的发音,即/ ju:/ µ 能力目标 1. 能够正确使用重点词汇来表达用餐意愿或餐具使用情况 2. 能够在有意义的语境中抄写上述话题词汇 3. 能够在真实或模拟的情景中运用句型What would you like ( for ...) ? I’d like ... 征求并表达用餐的意愿 4. Help yourself. Would you like some...? Yes, please. No, thanks. I can use ... 提出用餐及餐具使用建议,并做出恰当的回应。 5. 能够读出符合开音节发音规则的含有字母i的单词;并能根据发音拼写出符其发音规则的单词 µ 情感态度、学习策略、文化意识目标 1. 了解用餐礼仪,能够对用餐建议作出恰当反应 2. 初步了解中西方餐饮文化的差异 3. 能够根据-e的发音规则拼读单词,并能够根据-e-与-e的发音规则拼写单词 l 教学重难点 µ 教学重点 1. 能够听、说、认读单词:beef, chicken, noodles, soup, vegetable, chopsticks, bowl, fork, knife, spoon 2. 能够听懂、会说句型What’s for dinner? What would you like (for...)? I’d like some... please. Would you like ...? No, thanks. I can use ... 3. 能够正确使用重点词汇来表达用餐意愿或餐具使用情况 4. 能够掌握字母i在开音节里的发音,即/i:/ µ 教学难点 1. 能够在真实或模拟的情景中运用句型What would you like ( for ...) ? I’d like ... 征求并表达用餐的意愿 2. 能够认读并在情景中运用句型Help yourself. Would you like some...? Yes, please. No, thanks. I can use ... 提出用餐及餐具使用建议,并做出恰当的回应。 3. 能够在有意义的语境中抄写话题词汇 4. 能够根据i在开音节里的发音规则拼读单词,并能够根据其发音规则拼写单词 l 教学方法 情景创设法、游戏教学法、多媒体辅助教学法、TPR、小组合作学习法 l 教学时间 本单元教学用时两周,建议使用六课时完成教学任务 第一课时:A. Let’s talk. Let’s survey 第二课时:A. Let’s learn. Let’s play 第三课时:A. Let’s spell. 第四课时:B. Let’s talk. Let’s play 第五课时:B. Let’s learn. Let’s do 第六课时:C. Story time. B. Read and write. Let’s check. Let’s sing. l 知识视窗 西方餐具的摆放及使用 正宗的传统西餐的餐具应该是金属制,分为金餐具、银餐具和钢餐具。一般规格越高,餐具也就越好。西方餐具主要包括餐刀、餐叉和餐勺。 西餐中的餐刀主要有三种,一种是切肉的牛排刀,锯齿比较明显,一种是正餐刀,巨具不明显或干脆没有,主要用来配合餐叉切割一些蔬菜或水果等食品。第三种是取黄油用的黄油刀,这种刀比较小一些,一般放在黄油盘或者面包盘里。牛排刀和正餐刀一般平行竖放在正餐盘的右侧。牛排先上的话,则牛排刀放在正餐刀的右侧。如果是正餐先于牛排上的话,则把正餐刀放在牛排刀的右侧。 餐叉在西餐中也有很多种,最常见常用的则是沙拉叉、正餐叉和水果叉。水果叉是其中最小的一个,一般横放在正餐盘的上方,主要用来吃水果或者是甜品。沙拉叉的个头居中,主要用来吃沙拉和冷拼。正餐叉是最大的,用来和局正餐热菜。 餐勺最常见的也有三种,一是正餐勺,勺是椭圆形的,主要在吃正餐或者主食的时候,起到辅助餐叉的作用。一种是汤勺,一般是圆头,主要用来喝汤。这两川勺子一般平行竖放在餐刀的右侧,汤勺要放在正餐勺的外边。还有一种甜勺,要比前两种勺小,一般平放在正餐盘的上方,主要用来吃甜品。 英式用餐具的方法是右手拿刀,左手拿叉,要注意保持叉齿向下。左手的叉负责把食物送入口中,右手持的餐刀则负责切开菜或者将菜推到叉前上。要注意的是,每吃完一口再切一次。也就是切一块儿,吃一块儿,不要将食物一次性切完。 美式的刀叉用法相对比较复杂。切菜时右手持刀,左手持叉,叉齿向下。这跟英式的拿法相同。但切完之后,就把右手的刀平放到餐盘的顶端,然后把叉子从左手换到右手,叉齿向上,把切好的食品送入口中。美式的可以先将所有的菜都切好,然后把餐叉倒到右手后再慢慢用餐。 第一课时 l 课时内容 A. Let’s talk;Let’s survey l 课时分析 在Let’s talk部分,Mike告诉妈妈他饿了,问妈妈正餐都吃些什么。妈妈则问他打算吃些什么。他告诉妈妈想要吃汤和面包。爸爸则告诉妈妈想吃鱼和蔬菜。妈妈按照他们的需求准备好了晚餐。两个人都非常开心地表示感谢。在这个对话过程中,展示了如何询问他人用餐意愿的句式; What would you like? 及What would you like for dinner? 以及如何回应:I’d like some soup and bread, please. 以及句式:What’s for dinner? Dinner’s ready. 在故事的情境中,这些句子都比较好理解。因此要为学生创设相应的情境,让他们能够在真实或虚拟的语境中理解并使用语言,从而掌握所学知识,提高自己的口语表达能力。 Let’s survey是个在同学间进行的调查活动。学生需要调查同组或同班同学的用餐意愿,并记录下来。在调查过程中,学生要不断地使用我们的目标语言,达到操练语言,使用语言的目的。 l 课时目标 1. 能够听懂、会说句型:What would you like ( for ...) ? I’d like some..., please. 2. 能够听懂、会说以下词汇:dinner, soup, vegetables, ready 3. 能够听懂、会读对话,并能分角色表演。 4. 能够在真实或模拟的情景中正确使用句型What would you like ? I’d like...来征求并表达用餐的意愿 5. 了解中西方饮食文化的差异 l 课时重难点 1.重点 能够听懂、会说句型:What would you like ( for ...) ? I’d like some..., please. 能够听懂并使用词汇:dinner, soup, vegetables, ready 能够听懂、会读对话,并能分角色表演 2. 难点 能够在真实或模拟的情景中正确使用句型What would you like ? I’d like...来征求并表达用餐的意愿 l 教学准备 1. 多媒体课件、录音机、磁带 2. 食物单词图片 l 教学过程 µ Step 1 Warm up 1.播放歌曲:It’s time for lunch. 学生认真倾听。 Teacher: Boys and girls, are you ready for our English class? First let’s listen to a song. Listen carefully, please. It’s time for lunch. I want to eat. Noodles and rice, a special treat. It’s time for lunch, I want to eat, noodles and rice, a special treat. Teacher: Can you try to sing with it? 设计意图:以歌曲热身可以快速吸引学生的注意力,营造良好的英语课堂氛围。同时,帮助学生复习与食物相关的知识,为下一步的学习做好准备。 µ Step 2 Lead in 1.出示食物的图片,请学生说出其名称。 Teacher: What’s this? Yes, it’s bread. What’s this? It’s juice. What about this one? It’s soup. (板书单词)Read after me, please. Do you like soup? And look, what’s this? This is a cucumber. This is a tomato. This is a potato. They are vegetables. Read after me, vegetables. (板书单词)Do you like vegetables? What’s this? it’s rice. What’s this? It’s fish. They are food. 设计意图:衔接歌曲,出示食物图片。 通过图片,使学生明白新授的食物名称。 µ Step 3 Presentation 1. 提出问题,引起学生阅读兴趣,呈现对话内容。 Teacher:Look at the food. Are you hungry? Do you want to eat? Mike is hungry. What would he like? Let’s listen and find. 2. 播放对话录音,学生找出答案。听完录音后,请学生说出自己的答案。 Teacher: Answer the question, please. What would Mike like? That means what Mike wants to eat. He would like... Yes, He would like some soup and bread. 设计意图:通过提问引起学生的阅读兴趣,并使学生带着问题认真倾听课文内容。 3.谈论对话内容,帮助学生深入理解对话。 Teacher:What would Mike’s dad like for dinner? He would like ... Yes, some fish and vegetables. What does Mike’s mother do? She is ready for the dinner. She makes dinner for Mike and Mike’s father. When do we have dinner? Sometimes it’s in the afternoon. Sometimes it’s in the evening. Most of us have dinner in the evening. That means the supper. Dinner is the biggest meal in a day. Read after me, dinner. 设计意图:通过深入讨论对话内容,帮助学生理解新授单词的意思及对往右的主要内容。 µ Step 4 Practice 1. 再次播放课文录音。学生跟读课文。 Teacher: Boys and girls, let’s read the dialogue after the tape. Please listen carefully, read carefully. 2. 学生自由读课文,教师巡视,帮助学生解决读音上的问题。 Teacher:Now please read the text freely. If you have any questions, please show me your hand and ask me. 3. 学生分角色朗读课文。 Teacher: Now, who wants to be Mike? Who wants to be Mike’s Mum? Who wants to be Mike’s dad? Let’s read it in roles. 4. 请学生戴上头饰来扮演对话的角色,表演对话。 Teacher: Now we’ll find the best actor or actress. Please come to the front and show the dialogue. 设计意图:通过以上四个活动,使学生能够充分理解课文内容,并且能够正确朗读课文。在不同形式的读和表演活动中,使学生逐步理解并掌握本课的重点句型,为其达到熟练表达奠定基础。 5. 出示不同食物的图片,请学生针对图片进行交流。 Teacher: What are these? Say it quickly. Teacher: What would you like? Teacher: Do a pair work. Ask and answer, please. What would you like? I would like or I’d like...(板书答句) Teacher: Which pair wants to show your dialogue? 设计意图:展示食物图片,为学生的对话提供语料支撑。然后通过老师的示范,师生示范, 再到生生练习,逐步引导学生熟悉重点句式。 6. 小组活动:调查你同组同学的用餐意愿,并形成表格。 Teacher: Let’s survey. Look at this chart. Ask your members of the group and fill in the blanks. Teacher: Which group wants to show your chart? Can you talk about it? 设计意图:在进行调查活动时,为了完成调查任务,学生不得不一次又一次地使用学习到的语言进行交流。从而达到在“用中学”的作用。 µ Step 5 Summary 1. 请学生谈一谈自己眼中中西餐的不同。 Teacher:What would you like for dinner? What does Mike like for dinner? Are they the same? What do you know about these differences? Can you say something about it? 设计意图:请学生思考并发现中西餐饮食中的不同。可以适当使用汉语。教师进行有必要的补充,使其了解中西方饮食文化的不同。 l 课堂作业 一、根据图片选出正确的单词。 ( ) 1. A. soup B. milk ( ) 2. A. vegetables B. fruit ( ) 3. A. rice B. fish 二、为下列问句选择正确的答句。 ( ) 1.What’s for dinner? A. Fish and vegetables. B. Dinner’s ready. ( ) 2 What would you like? A. I’d like some rice. B. I’m hungry. ( ) 3. Is she in the kitchen? A. No, it isn’t. B. Yes, she is. 三、连词成句。 1. would What like for you dinner (?) ________________________________________________________ 2. for What is dinner (?.) ________________________________________________________ 3. some soup I’d and like bread please (, ) (.) ________________________________________________________ 答案: 一、1.A 2. A 3. B 二、1.A 2. A 3. B 三、1.What would you like for dinner? 2. What is for dinner? 3. I’d like some soup and bread, please. l 板书设计 Unit Five Dinner’s ready A. Let’s talk soup vegetables What’s for dinner? What would you like for dinner? I’d like some... 第二课时 l 课时内容 A. Let’s learn; Let’s play l 课时分析 在Let’s learn部分,Zoom和Zip在玩点餐的游戏。教材中展示了一本大大的菜单(Menu),Zip在问Zoom想要什么,Zoom想要一些蔬菜,Zip根据菜单中标出的食物价格收费。在菜单上标出了以下食物名称:beef, chicken, noodles, soup, vegetables, rice, fish, juice, milk, bread。 其中前五个为本单元要求掌握的单词。后边的五个是学生已经掌握的单词。学习本课时,可以设定餐馆点餐的场景,让学生在虚拟的情景中学习、操练重点单词和句式。 Let’s play也是个模拟点餐的活动。学生利用各种食物的图片进行模拟点餐的活动。在点餐的过程中练习句式:What would you like? I’d like some... 本课时要为学生创设相关的情境,让学生在情境中感受、理解、操练、掌握重点知识。 l 课时目标 1. 能够听懂、会说、认读单词:beef, chicken, noodles, soup, vegetable 2. 能够在真实或虚拟的情景中听懂、会说、认读句式:What would you like? I’d like some..., please. 3. 能够利用所学的知识进行简单的点餐活动 l 课时重难点 1.重点: 能够听懂、会说、认读单词:beef, chicken, noodles, soup, vegetable 能够在真实或虚拟的情景中听懂、会说、使用句式What would you like? I’d like some..., please.来征求他人的用餐意愿,并进行恰当的回应 2. 难点: 能够利用所学的知识进行简单的点餐活动 l 教学准备 1. 多媒体课件、录音机、磁带 2. 食物单词卡片、自制菜单 l 教学过程 µ Step 1 Warm up 1.呈现韵句:What’s for dinner? 学生先倾听,再跟唱,最后齐唱。 Teacher: Let’s chant. Listen to me first. It’s time for dinner. What would you like? I’d like fish, I’d like rice. I’d like some juice, please. It’s time for dinner. What would you like? I’d like eggs, I’d like bread, I’d like some milk, please. Teacher: Now please chant with me. Let’ s chant together. 设计意图:以韵句来营造良好的英语学习氛围,带领学习集中注意力开启英语学习。同时,以韵句内容来熟悉、回忆有关食物的词汇与句式。,为接下来的学习做好知识与心理的双重准备。 µ Step 2 Lead in 1. 播放餐厅的图片,为学生创设餐厅的情境,在情境中引出本课要学习的内容。 Teacher:Look at the picture. It’s a restaurant. Let’s go to the restaurant. Let’s eat! 2. 展示餐厅的菜单,来呈现餐馆里的食物与价格。 Teacher: Let’s look at the menu of the restaurant. What does the restaurant have? (学生观察菜单上的图片,说出相应的食物类单词) 设计意图:创设情境,利用餐馆这个环境来引出本课的重点知识。用菜单这一餐馆中的常见和重要物品来引出食物类词汇。帮助学生为接下来的学习做好词汇的积累工作。 µ Step 3 Presentation 1. 引起阅读兴趣,播放课文录音或视频。 Teacher:Oh, look, Zoom and Zip are in this restaurant. What would they like? Let’s watch and find. 学生带问题认真倾听录音内容,然后尝试回答。 Teacher: Now show me you answer. What would Zoom like? Yes, Zoom would like some vegetables. How much are the vegetables? Yes, five yuan. 设计意图:引导学生带着问题去听录音,培养其认真倾听且在倾听中关注重要信息的能力。 2. 再次播放课文内容,学生跟读。 Teacher:Listen to the text again and read with it. 设计意图:跟读,以掌握正确的读音 3. 根据菜单内容讨论,讲授新单词。 Teacher:Look at the menu. What’s this? Yes, it’s beef. (板书单词) It’s from an ox. Do you like beef? How much is it? Teacher: Is this beef? No, it isn’t. It’s chicken. (板书单词)Do you like chicken? You can eat chicken in the KFC. Teacher: What’s this? It’s soup. (板书单词)Do you like soup? Teacher:Look at this. Can I say what’s this? No. I should say what are these? What are these? Yes, they are noodles. (板书单词)Do you like noodles? How much are they? Teacher: What are these? You know them, right? They are vegetables. (板书单词) How much are they? Five yuan. Yes. 设计意图:通过观察菜单讲授新单词。 µ Step 4 Practice 1. 出示食物图片,请学生根据图片展示的食物来完成对话。 Teacher:What would you like? Please answer with the food on the picture. What’s this? Yes, it’s rice. So you should say I’d like some rice. Look at next one. What would you like? Yes, you’d like some vegetables. What would you like? ... 设计意图:通过这种活动来帮助学生将食物单词的字音与字义结合起来。 2. 猜出老师想要点的餐。 Teacher:What would I like? Please guess. It’s five yuan. What is it? It’s ten yuan. What is it? 设计意图:说出价格,让学生猜出食物名称。使学生将食物与价格建立起联系,为其之后的对话编制做好准备。 3. 出示食物图片的一部分,请学生猜出食物名称,并进行问答。 Teacher:Oh,this menu is dirty. What’s the food? Can you guess and say? What would you like? (指向其中一个,让学生尝试回答)Good. 4. 小组合作,完成点餐活动。 Teacher:You know the restaurant well and you know how much they are. Now let’s play. Please make a dialogue in groups. One of you can be the waiter or waitress in the restaurant. Others go to the restaurant and order. Teacher: You can talk in group to practice your dialogue. (教师巡视,帮助学生解决编制对话时的困难和问题) Teacher:Show me your story, please. Let’s find the best group. 设计意图:请学生以点餐的方式来进行对话练习。教师提供语言架构支持,使他们在情境下进行比较流畅的对话,帮助他们提高口语表达能力。 µ Step 5 Summary 1. 再次呈现韵句:What’s for dinner? 学生齐唱。 Teacher: Let’s chant together. It’s time for dinner. What would you like? I’d like fish, I’d like rice. I’d like some juice, please. It’s time for dinner. What would you like? I’d like eggs, I’d like bread, I’d like some milk, please. It’s time for dinner. What would you like? I’d like beef I’d like chicken, I’d like some soup, please. It’s time for dinner. What would you like? I’d like fish, I’d like vegetables, I’d like some noodles. please. 设计意图:将本课新学的单词编制到热身部分的韵句之后,让学生在再一次吟唱韵句时复习总结本课的重点词汇和重点句式。 l 课堂作业 一、根据单词选择正确的图片。 ( ) 1. beef A. B. ( ) 2. soup A. B. ( ) 3. chicken A. B. ( ) 4. vegetables A. B. 二、判断下列句子与图片是(T)否(F)相符。 ( ) 1.—What would you like? —I’d like some noodles. ( ) 2.—What would you like? —I’d like some fish. ( ) 3.—What would you like? —I’d like some vegetables. ( ) 4. —What would you like? —I’d like some bread. 三、读对话,判断正(T)误(F)。 Tom: I’m hungry. Jim: I’m hungry, too. What’s for dinner? Mum: What would you like? Tom: I’d like some beef and milk, please. Jim: I’d like some fish and vegetables. Mum: I have beef and vegetables. But I don’t have fish. Jim: Oh, I’d like some beef and vegetables, please. Mum: Ok. I’d like some vegetables and milk. Mum: Dinner’s ready. Jim and Tom: Thank you, mum. ( ) 1. Tom and Jim are hungry. ( ) 2. Jim has some fish and vegetables for dinner. ( ) 3. Jim would like some beef and milk for dinner. ( ) 4. Tom would like some beef and milk for dinner. ( ) 5. Mum would like some beef and milk. 答案: 一、1. A 2.A 3.A 4.B 二、1.T 2. F 3. T 4. T 三、1. T 2. F 3. F 4. T 5. F l 板书设计 Unit Five Dinner’s ready A. Let’s learn soup vegetables beef chicken noodles What would like? I’d like some..., please. 第三课时 l 课时内容 A. Let’s spell l 课时分析 本部分分为语音学习和单词书写两部分内容。通过听一听,读一读,唱一唱的活动,让学生通过听、读、拆音等练习体会并掌握字母i在单词中的发音,本课时主要学习其在开音节里发的双元音/i:/。本活动中呈现的韵句为:He and she, She and he, Let’s play together. He, she and me. He and she, She and he, We all play together. 韵句中呈现含有i的开音节词汇:he, she, we, me同时在教材中以图片形式呈现了这四个语音例词。学生通过这些语音例词以及韵句的诵读,来感受并掌握字母e在开音节里的发音。之后的读一读,听一听并判断的活动,让学生区分e在开音节与闭音节中的发音的不同,将单词的读音与字形结合起来,进一步训练学生的听音辨音能力。听一听,圈一圈,写一写的活动学生需要判断字母e在本单词中的发音规则,圈出相应的代表字母,并写出单词。这个活动帮助学生进一步掌握拼读规则,并根据拼读规则拼写出单词。 在教学过程中,需要通过多种活动,使学生自己发现、感悟字母的发音规律。 l 课时目标 1. 能够感知并归纳字母e在开音节(-e结构)及闭音节(-e-)中的发音规则 2. 能够读出符合-e和-e-发音规则的单词 3. 能够根据单词的读音拼写出符合发音规则的单词 l 课时重难点 1.重点: 能够感知并归纳字母e在开音节(-e结构)及闭音节(-e-)中的发音规则 能够读出符合-e和-e-发音规则的单词 2. 难点: 能够根据单词的读音拼写出符合发音规则的单词 l 教学准备 1. 多媒体课件、录音机、磁带 2. 语音例词单词卡、学生准备家人或朋友的照片 l 教学过程 µ Step 1 Warm up 1. 播放第三单元B中的chant: Tim is my friend. 学生齐唱。 Teacher:Let’s chant together. Tim is my friend. He’s a good, good boy. He’s tall and thin. He’s a good, good boy. 设计意图:本课的语音例词为人称代词,因此以第三单元中的韵句来热身,既营造良好的英语学习的氛围,又引出本课的语音例词。 µ Step 2 Lead in 1. 出示教材中人物图片,询问其身份,引出语音例词。 Teacher: Look at this pictured. Who is he? Yes, he is Mike. Who is she? Yes, she is Amy. (板书单词he, she)Say with me, please. 2. 展示自己的家人图片,向学生介绍自己的家人。 Teacher: Look, he is my father. She is my mother. They love me. I love them. We are a happy family. 展示自己朋友的图片,向学生介绍自己的朋友。 Teacher: They are my friends. He is my friend Jason. She is my friend Lily. They often play with me. We are good friends. (板书单词me, we) 设计意图:通过介绍自己的家人和朋友,完整出示本课所有的语音例词。同时,人称代词的使用也是学生比较容易出问题的内容。通过这样的介绍,使学生能够区分清楚,正确使用这些词汇。 µ Step 3 Presentation 1. 播放语音韵句。学生先认真倾听。然后再跟读。 Teacher:Look at these words on the blackboard. Can you read them? Now, let’s listen to a chant about these words. Listen carefully. Teacher: Listen to the chant again. Now, let’s say the chant after it. 2. 学生自由说韵句,以自己的方式来打节奏。 Teacher: Now, say the chant freely. You can say it with your partner. And you can clap your hands to say it. 3. 表演韵句。 Teacher:Now let’s act the chant together. 设计意图:学生先倾听韵句,初步感受韵句内容。然后跟读,获取正确的语音。自由读可以使学生以自己喜欢的方式操练韵句,以达到熟练说韵句的目的。 4. 引导学生发现字母的发音规则。 Teacher:Look at these words on the blackboard. What can you find? Yes, there is an e in each word. What is the sound of the e? Let’s read and find. (和学生一起慢慢读每一个语音例词)What is the sound? Yes, it’s /i:/. Look at my mouth and say with me. 设计意图:通过拼读,让学生自己发现字母的发音规则,再模仿口型,获得发音的正确方式。 µ Step 4 Practice 1. 看口型,猜单词。教师说出语音例词中的一个,但不出声,学生通过观察老师的口型,猜出单词,并大声读出来。 Teacher: Boys and girls, let’s play a game. I will say a word. Look at my mouth carefully. Guess what word it is. And try to say it loudly. 设计意图:通过观察教师口型来猜单词,有助于学生感受字母在单词的发音,以及字母u的发音方法。 2.听一听,举一举。学生听教师说出的语音例词,举起相应的单词卡片。 Teacher: Look at these word cards. What’s this? What’s this? What about this? You are right. Get the card, please. Teacher: The students who got the word card please come to the front. I will say the word. Please put up the correct card. 设计意图:这个活动锻炼学生能否正确听懂所学的语音例词。提高学生的听音辨音能力。 3. 读一读,听一听,为听到的单词打对勾。播放录音,学生根据听到的内容选出听到的单词。 Teacher: Look at these letters. There are many words in it. Listen and find the word. Tick it. Listen, please. Be, red, me, she, let. Teacher:Show me your answer, please. Teacher:Now let’s read these words together. 设计意图:此活动让学生将单词的字音与字形结合起来,同时帮助学生区分字母u在开音节与闭音节里的发音的区别。 4. 听一听,圈一圈,写一写,根据听到的内容,判断单词是属于哪种发音规则,圈出相应的代表字母,然后写一写听到的单词。 Teacher:Now, please listen, circle and write. Write the word that you heard. Listen, rice. Is it for –e or i-e? It’s for i-e . So circle i-e, then write the word rice. Now, listen carefully and write the words. Rice, he, red, we. Teacher: Show me your answer, please. Teacher: Read these words together, please. 设计意图:学生先根据听到单词的发音判断其属于闭音节还是开音节,圈出相应的代表符号,再在四线三格上写一写单词。一方面体会单词在四线三格中的书法方式,另一方面也在书写中进一步体会字母在单词里的发音。 5. 使用语音例词来介绍自己的家人或朋友。 Teacher:Today you know about my family and my friends. Now it’s your turn to introduce your family or friends. Show me your picture and introduce. Teacher: Who is he? Who is she? Please introduce. 设计意图:通过这个环节,让学生根据老师之前的示范使用语音例词进行介绍人物的活动,让学生在语流中体会和感受语音例词的发音。帮助他们在交流中正确使用语音例词。 µ Step 5 Summary 1. 编写语音小韵句,学生学唱。 Teacher: It’s chant time. Listen first, then say it. E, e, e; e, e, e; e is in he, /i:/, /i:/, /i:/. E, e, e; e, e, e; e is in she, /i:/, /i:/, /i:/. E, e, e; e, e, e; e is in we, /i:/, /i:/, /i:/. E, e, e; e, e, e; e is in me, /i:/, /i:/, /i:/. 2. 表演韵句。给学生练习的时间,鼓励他们加入自己的动作,也可以小组合作,选择小组展示韵句节拍的方式,来有创意地表演韵句。 Teacher:Now,let’s work in groups. Please act the chant out. You can choose the way to show it. 设计意图:通过韵句来完整呈现本课的重点语音知识。在逐句的跟读中,学生不知不觉地在重复、强调字母e在单词中的发音,为总结、巩固其发音规律奠定了基础。 l 课堂作业 一、听录音,圈出正确的单词。 1. bed red 2. he she 3. be bed 4. he get 5. we wet 6.let get 二、判断以下单词中划线部分的发音是(T)否(F)一致。 ( ) 1. rice nice ( ) 2. we he ( ) 3. me pen ( ) 4. red he ( ) 5. bed red ( ) 6. she we 三、听录音,写单词,补全句子。 1. ______ is my friend Tom. ______ is a good boy. 2. _______ is my sister Lynn. ______ is tall. 3. _______ are a happy family. They all love ________. 答案: 一、1. bed 2. she 3. be 4. get 5. we 6. let 二、1. T 2. T 3. F 4. F 5.T 6. T 三、1. He is my friend Tom. He is a good boy. 2. She is my sister Lynn. She is tall. 3. We are a happy family. They all love me. l 板书设计 Unit Five Dinner’s ready A. Let’s spell me he she we bed red pen get 第四课时 l 课时内容 B. Let’s talk; Let’s play l 课时分析 本课时在学习了如何询问和表达自己的用餐意愿的基础上,学习如何向别人提出用餐建议或餐具使用建议。 在Let’s talk部分中,Mike来到的Wu Yifan家里做客,妈妈让他们自己照顾自己。Wu Yifan问Mike用餐刀还是餐叉,结果Mike选择用筷子。接着妈妈问他们要不要来点汤,两个人都接受并表示感谢。在这个对话过程中,呈现了向别人提出用餐建议的句式:Would you like some soup? 以及向别人提出用何种餐具的建议的句子:Would you like a knife? 以及正确的回应方式:Yes, please. No, thanks. Let’s play活动中呈现了某个餐厅的“今日特惠”Amy向Sarah提出了用餐建议,Sarah表示同意。可以针对这个图片内容让学生进行对话操练,以巩固所学的重点句式。 本课中的knife, fork, chopsticks都为下课时要学习的重点词汇。在本课时中,只要求学生可以听懂会说即可。 l 课时目标 1. 能够听懂、会说句式:Would you like some....? Yes, please. No, thanks. Help yourself. 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向别人发出用餐或使用餐具的建议 l 课时重难点 1.重点: 能够听懂、会说句式:Would you like some....? Yes, please. No, thanks. Help yourself. 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向别人发出用餐或使用餐具的建议 l 教学准备 1. 多媒体课件、录音机、磁带。 2. 单词卡片 l 教学过程 µ Step 1 Warm up 1. 呈现韵句:What’s for dinner? 学生齐唱。 Teacher: Let’s chant together. It’s time for dinner. What would you like? I’d like fish, I’d like rice. I’d like some juice, please. It’s time for dinner. What would you like? I’d like eggs, I’d like bread, I’d like some milk, please. It’s time for dinner. What would you like? I’d like beef I’d like chicken, I’d like some soup, please. It’s time for dinner. What would you like? I’d like fish, I’d like vegetables, I’d like some noodles. please. 设计意图:以学习过的食物名称作为韵句的支撑词汇,由上一课时与本课的重点句式作为韵句的主要结构来进行热身,帮助唤醒学生的已有知识,并为下一环节的学习做好准备。 µ Step 2 Lead in 1.出示食物类单词图片,请学生读出单词,并和教师进行对话交流。 Teacher:What’s this? Say it as quickly as you can. Teacher: What would you like? 设计意图:复习相关的食物类词汇,并以此为基础进行重点句式的问答交流。 2. 讨论吃饭时用的餐具,引出对话中的新单词。 Teacher:What do you use when have dinner?(呈现餐刀、餐叉、餐勺及筷子) A knife? A fork? A spoon? Or chopsticks? (板书单词)Read after me, please. This line, please read knife one by one. This line, please read this word, fork. And this line, please read spoon one by one. The last line, read chopsticks please. Teacher: What do you use? You use chopsticks, right? 设计意图:通过询问学生用餐时使用的餐具引出新单词,帮助学生理解其意思,并掌握其读音。 µ Step 3 Presentation 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:You use chopsticks to have dinner. What about Mike? What would he like? Let’s listen and find. Teacher: Answer the question, please. Mike would like chopsticks. 2. 根据课文内容,分析东西方餐具使用的不同。 Teacher: Mike can use chopsticks. That’s so good. People in western countries usually use knives, forks and spoons. (呈现有关西方餐具使用规则的视频或文字、图片材料)We usually use chopsticks. Sometimes we use spoons. 设计意图:引导学生发现东西方文化中餐具使用的不同。 µ Step 4 Practice 1. 播放课文内容,学生跟读,注意发音、语调。 Teacher:Now read the dialogue with the tape. Please read it carefully and loudly. Pay attention to the pronunciation. 2.自由读对话内容,分角色表演课文。 Teacher:Read the dialogue freely. Then I will ask you to act it out. 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. 展示食物及餐具的图片,学生快速读出单词。 Teacher: What’s this? Say it quickly. 4. 利用抽到的图片进行对话。先抽食物,再抽餐具。 Teacher:Would you like some...(抽选一张食物图片,补全句子)noodles? Student: Yes, please./ No, thanks. Teacher: (再抽取一张餐具类图片) Would you like a knife? Student: Yes, please./ No, thanks. I can use ... Teacher: Who wants to play like this? 设计意图:在玩游戏之前,先帮助学生复习、重现所有的食物及餐具类单词。为他们接下来的对话交流活动提供语料支撑。接下来,通过老师示范,让学生明白游戏的玩法。通过游戏让学生把握重点句式的结构,熟练表达重点句式。 5. 完成Let’s play活动。 Teacher: Look at this picture. It’s Today’s specials. That means these foods are cheap today. What would you like? Would you like some noodles? How much is it? Teacher: Do a pair work. Ask and answer, please. Teacher: Which pair wants to show your dialogue? Let’s find the best pair. 设计意图:利用教材中有关特惠菜的图片进行对话交流,让学生在交流中练习、使用重点句式,达到自由交流的目的。 µ Step 5 Summary 1. 利用图片,让学生编韵句,总结本课内容。 Teacher: Let’s chant. What would you like? What would you like? I’d like a (出示图片学生说出单词,编成韵句). I’d like a ... 设计意图:通过使用单词卡片编韵句,让学生再现、总结重点词汇与重点句式,从而巩固所学知识。 l 课堂作业 一、根据图片内容选出正确的单词,将序号填入括号内。 ( ) 1. A. fork B. knife ( ) 2. A. knife B. chopsticks ( ) 3. A. noodles B. chicken ( ) 4. A. fish B. beef 二、为下列问句选出正确的答句。 ( ) 1.What would you like for dinner? A. It’s on the table. B. I’d like some vegetables. ( ) 2. What would you like? A. Some fish, please. B. I’m hungry. ( ) 3. Would you like a fork and knife? A. No, thanks. B. Help yourself. . ( ) 4. Would you like some soup? A. I can use chopsticks. B. Yes, please. 三、连词成句。 1.like you Would some soup (?) ________________________________________________ 2. you Would a knife and fork like (?) ________________________________________________ 3. use I can chopsticks (.) ________________________________________________ 答案: 一、1. A 2. B 3. A 4. A 二、1. B 2. A 3. A 4. B 三、1. Would you like some soup? 2. Would you like a knife and fork? 3. I can use chopsticks. l 板书设计 Unit Five Dinner’s ready B. Let’s talk fork knife chopsticks Would you like some...? Would you like a...? Yes, please. No, thanks. 第五课时 l 课时内容 B. Let’s learn; Let’s do l 课时分析 本课时依照惯例为词汇学习课,学生通过学习本课中呈现的词汇,来更好地利用本单元的句式, 向别人发起使用餐具的建议并做出正确回应。 Let’s learn中,John正在和Wu Yifan的家人一起进餐。Wu Yifan的妈妈问他要不要来点牛肉。他表示感谢并要求递给他餐刀和餐叉。他们就餐的桌面上除了摆放着食物外,还摆着着餐具,也就是本课时的重点词汇:chopsticks, bowl, fork, knife, spoon. 教学中可以引导学生观察并描述图片内容,获取这些餐具的信息,从而更好地理解这些词汇。同时还要让学生明白东西方餐具使用的不同。 Let’s do以做沙拉的过程为例,教学生如何使用本课时中学习到的餐具名称。可以将其编制成TPR活动,让学生边做动作边重复句子,从而练习本课中的重点词汇。 词汇学习是句式学习的支撑,本课时的学习中要创设多种活动及情境,让学生在各种活动及情境交流中,反复操练、使用,达到完全掌握的目的。 l 课时目标 1. 能够听懂、会说、认读单词chopsticks, fork, knife, bowl, spoon 2. 能够听懂、会说、认读句式:Would you like some...? Yes, please. No, thanks. 3. 能够熟练且正确向别人发起用餐或使用餐具的建议并做出正确的回应 l 课时重难点 1.重点: 能够听懂、会说、认读单: chopsticks, fork, knife, bowl, spoon 能够听懂、会说认读句式:Would you like some...? Yes, please. No, thanks.. 2. 难点: 能够熟练且正确向别人发起用餐或使用餐具的建议并做出正确的回应 l 教学准备 1. 多媒体课件、录音机、磁带 2. 单词图卡 l 教学过程 µ Step 1 Warm up 1. 呈现韵句:What’s for dinner? 学生齐唱。 Teacher: Let’s chant together. It’s time for dinner. What would you like? I’d like fish, I’d like rice. I’d like some juice, please. It’s time for dinner. What would you like? I’d like eggs, I’d like bread, I’d like some milk, please. It’s time for dinner. What would you like? I’d like beef I’d like chicken, I’d like some soup, please. It’s time for dinner. What would you like? I’d like fish, I’d like vegetables, I’d like some noodles. please. 设计意图:以学习过的食物名称作为韵句的支撑词汇,由上一课时与本课的重点句式作为韵句的主要结构来进行热身,帮助唤醒学生的已有知识,并为下一环节的学习做好准备。 µ Step 2 Lead in 1. 展示食物及餐具的图片,学生快速读出单词。 Teacher: Look at these pictures. Please say it as quickly as you can. 设计意图:以快速认读单词的方式来复习旧知,为新知的学习做好准备。 µ Step 3 Presentation 1.观察教材图片,讨论所看到的内容。 Teacher:Look at this table. What can you see on the table? You can see rice, bread, vegetables, beef, soup, dishes, chopsticks, fork, knife. What’s this?(指向碗)Please listen and find. 播放课文录音,学生认真倾听,并尝试找出新单词的读音。 Teacher: What’s this? Yes, it’s a bowl. Read after me, bowl. (板书单词)Read it one by one, please. What’s this? Yes, it’s a spoon. (板书单词) And what’s this? (板书fork, knife, chopsticks) 设计意图:通过讨论,让学生对于新授知识先有直观的认识,再通过认真倾听,获取新单词的语音。 2. 再次播放课文录音,学生跟读。 Teacher:Listen to the tape again. Read after it. 设计意图:通过跟读获取新知识的准确读音。 µ Step 4 Practice 1. 游戏:我来指,你来说。老师指向黑板上的单词,请学生快速地读出单词。 Teacher:Let’s play a game. I point you say. I will point to the words on the blackboard, please say it as quickly as you can. Let’s find who is the fastest. 设计意图:此活动旨在帮助学生认读单词。将单词的字音与字形结合起来。 2. 出示单词图卡,请学生快速说出单词。 Teacher: Look at my cards. What is it? What is this? What are these? 设计意图:以此活动来帮助学生理解并说出本课重点单词,并复习之前学习过的食物类单词。 3. 乱序呈现组成单词的字母,请学生猜出单词并拼写。 Teacher:Look at these letters. Please put them in order. What word is it? Yes, it’s the word fork. Let’s try next one. What’s this? 设计意图:此活旨在帮助学生记忆单词的拼写。通过组合字母记住单词的字形。 4. 任意抽取食物类单词,与学生进行对话活动。 Teacher:What would you like? Choose one card and try to answer. 学生抽出食物类卡片,并回答问题:I’d like ... Teacher:(抽出食物类单词)Would you like some...? Student: Yes, please. / No, thanks. Teacher: Please do it in pairs. Teacher: Show me your dialogues, please. 设计意图:以此进行句型的替换练习。因为抽取的食物或餐具是随机的,所以能够激发学生的参与兴趣。并使学生在替换中更加理解句式的结构。 5. 完成Let’s do 活动。 Teacher: Do you like vegetables? Do you like salad? Let’s make salad. What should we do? Look at the pictures and find. Teacher: (乱序出示做沙拉的步骤)Please put them in order. Teacher:No. 1, Pass me the bowl. No. 2, Pass me the knife. No. 3. Cut the vegetables. No. 4. Use the spoon. No. 5, Use the fork. No. 6. Let’s try it. Good. You did a very good job. Teacher: Read it in groups, please. Teacher: Read it together, please. 设计意图:通过排序的活动让学生体会做沙拉的先后顺序。并通过读掌握活动中的重点词汇。 µ Step 5 Summary 1.出示所有的食物及餐具的图片,请学生读出单词。 Teacher:Look at my cards. What’s this? Read them as quickly as you can. 设计意图:重现重点词汇,帮助学生巩固所学知识。 l 课堂作业 一、根据图片提示,选择正确的字母补全单词。 ( ) 1. f___rk A. o B. a C. u ( ) 2. b__wl A. a B. o C. e ( ) 3. chopst__cks A. e B. i C. u ( ) 4. sp__on A. o B. u C. a ( ) 5. kn___fe A. e B. o C. i 二、选出下列各项中不是一类的单词,将其序号填入题前括号内。 ( ) 1. A. fork B. knife C. soup ( ) 2. A. vegetables B. bowl C. spoon ( ) 3. A. beef B. chopsticks C. chicken ( ) 4. A. salad B. noodles C. table 三、匹配图片与句子,将正确句子的序号填入图下括号内。 ( ) ( ) ( ) 1. What would you like? I’d like some vegetables. 2. Pass me the bowl. 3. I can use chopsticks. 答案: 一、1. A 2. B 3. B 4. A 5. C 二、1.C 2. A 3. B 4. C 三、2, 3, 1 l 板书设计 Unit Five Dinner’s ready B. Let’s learn spoon bowl chopsticks knife fork Would you like some...? Yes, please. No, thanks. Pass me the ..., please. 第六课时 l 课时内容 B. Read and write; Let’s check; Let’s sing. C. Story time l 课时分析 本课时是在基本掌握本单元重点词汇和句型的基础上,进行的练习测试与故事阅读课。 Read and write部分包括两个活动,第一个活动为Read and tick学生要先读一读John和妈妈的对话,然后选出对话中谈到的词语。之后的Look, choose and write活动中,学生要先观察图片中包含的食物,然后选择正确的单词写在四线三格上,完成句子。之后,根据自己的用餐意愿,选择单词填空,写出句子。这两个活动将词汇的字义与字形结合起来,检验学生有否理解并书写重点词汇,同时复习重点句式结构。 Let’s check部分也包括两个活动,Listen and tick中学生会听到四组对话,然后根据对话的内容判断哪幅图片是正确的。这个活动主要检验学生能否正确理解本单元的重点句式及对话。Look and match活动中呈现了一个餐桌和十组单词,学生要将单词写在相应的物品旁边。这检验了学生能否正确认读、理解本单元的重点词汇。 Let’s sing的歌词内容为What would you like?呈现句式:What would you like? I’d like some... Put it on my dish. 学生学唱歌曲的过程中会复习到本单元的重点词汇及重点句式。 Story time部分Zip到餐馆吃饭,先后点了米饭、鱼、面条、牛肉、汤和蔬菜,要结帐时,帐单被一只鸟给叼走了。复习了相关的食物词汇和句式:What would you like? I’d like some ..., please. Anything else? Here’s your bill. 学生通过阅读故事,理解这些句子的意思,从而拓展自己的词汇与语言,为以后的文本阅读做好准备。 l 课时目标 1. 能够听懂、会说、认读本单元重点单词 2. 能够听懂故事,并表演 3. 能够会唱歌曲What would you like? 4. 能够完成阅读、判断、匹配等活动,正确理解、认读本单元重点句式 l 课时重难点 1.重点: 能够听懂、会说、认读本单元重点单词 能够完成阅读、判断、匹配等活动,正确理解、认读本单元重点句式 2. 难点: 能够听懂故事,并正确表演 l 教学准备 1. 多媒体课件、录音机、磁带 2. 单元重点词汇图片 l 教学过程 µ Step 1 Warm up 1. 播放歌曲:What would you like,学生先倾听。 Teacher: Boys and girls, let’s listen to a song. Listen carefully, please. 2. 再次播放歌曲,学生跟唱。 Teacher:Listen to the song again, please sing with it. 3. 齐唱歌曲。 Teacher: Now let’s sing the song together. 设计意图:以歌曲来热身,可以使学生在韵律中集中自己的注意力,并激发学生的学习兴趣。这首歌与本单元的重点内容息息相关,可以让学生在轻松欢快的氛围中准备好本课内容的学习。 µ Step 2 Lead in 1. 与学生讨论他们喜欢的食物名称。 Teacher:What do you like? Would you like some noodles? Would you like some chicken? Would you like some vegetables? ... 设计意图:通过自由谈话,帮助学生复习相关知识。为下一环节的阅读活动做好准备。 µ Step 3 Presentation 1. 提出问题,激起学生的阅读兴趣。然后播放故事视频,学生认真观察,并尝试回答问题。 Teacher: Look at this picture. Who can you see? Oh, you can see Zip and a cat. Where is Zip? She is in a restaurant. What would Zip like? Watch the story and find. Teacher:What would Zip like? She would like some rice and fish. And then what would she like? Read the story, please. 2. 再次播放故事,学生认真观察,之后和教师一起讨论故事内容。 Teacher:What’s this? It’s the bill. You should pay according the bill. Where is Zip’s bill? The bird gets it and fly away. Zip can’t pay. Does Zip like that? What do you think? 3. 再次播放故事,学生跟读,提醒学生注意语音及语调。 Teacher: Watch the story again. This time please read with it. Pay attention to the pronunciation. 设计意图:通过听回答问题、读后细致的交流,跟读等活动,保证学生可以理解故事内容,并能正确朗读故事内容。 µ Step 4 Practice 1. 学生自由读故事。 Teacher:Read the story freely, please. (教师巡视,帮助学生解决读中的问题) 2. 小组合作,表演故事。 Teacher: Now, let’s act the story out. We’ll find the best group. 设计意图:通过表演,使学生内化故事中的语言,提高自己的语言表达能力。 3. 出示Read and match中的对话,尝试分角色朗读。 Teacher: Look at the dialogue between John and his mother. Please read it freely. Teacher: Now please read it in roles. Teacher: Please tick the pictures you read about in the talk. Teacher: Show your answer, please. 设计意图: 先让学生自由读对话,然后表演对话,在这个过程中复习相关的食物单词及重点句式,为完成练习服务。然后请学生完成练习题目。检验学生能否在读的同时捕捉重点信息。 4. 完成Look, choose and write 先出示图片,学生讨论图片上汤里的内容,然后再选择正确的单词进行填空活动。 Teacher: (展示活动中的图片)What’s this? Yes, it’s soup. What’s in the soup? Teacher: Now please choose the correct words according to the pictures and write. Teacher: Show me your answers, please. Teacher: Please read the sentences. Teacher:Choose the correct words to write what you would like for dinner. . Teacher: Show us your answer and say it, please. 设计意图:先引导学生观察图片中的内容, 然后再根据自己观察到的图片的内容来选择正确的单词进行填空,检验学生能否正确地理解句子、认读单词。最后让学生选择正确的单词填写句子来表达自己的用餐意愿,让学生在使用中巩固所学知识。 5. 完成Listen and tick or . 先让学生观察图片内容,再去听音判断正误。 Teacher:(展示图片)What can you see in this picture? Soup and vegetables. What about this one? Fish and vegetables. What’s this? A spoon. What are these? Chopsticks. These are –noodles. This is –beef. This is –fruit. This is an --- ice cream. Teacher: Now, please listen and tick. Choose the correct picture. Teacher: Show me your answer, please. 设计意图:在完成听力练习之前,先引导学生观察图片获取信息,养成在做听力习惯之前先获取信息的习惯。 6. 完成 Look and match 的活动。先出示图片,让学生观察图片内容,并描述,然后再进行匹配活动。 Teacher:Look at the table. What’s on the table? Talk about it. Teacher: Now, look and match. Teacher: Show me your answer, please. 设计意图:这个活动是检验学生单词的认读和理解能力的。学生获得图片中的信息之后再去匹配单词,如果他们能够正确认读单词,就能很轻松地完成这个活动。 µ Step 5 Summary 播放歌曲What would you like. 学生齐唱。 Teacher:Let’s sing the song What would you like? together. 设计意图:以歌曲结束课程。让学生通过歌曲来回忆本单元重点句式, 达到总结的目的。 l 课堂作业 一、看图片写单词。 ____________ _________ _________ ___________ 二、选出与所给单词内容相符的图片。 ( ) 1. fork A. B. ( ) 2. chicken A. B. ( ) 3. chopsticks A. B. ( ) 4. knife A. B. 三、选择正确的单词补全句子。 ( ) 1. What would you ____? A. like B. do C. to like ( ) 2. Would you like ____ noodles? A. a B. an C. some ( ) 3. Pass ____ the bowl, please. A.me B. I C. he ( ) 4.Help _________, please. A. myself B. yourself C. I 答案: 一、vegetables, noodles, soup, beef 二、1.B 2. A 3. B 4. B 三、1. A 2. C 3.A 4. B l 板书设计 Unit Five Dinner’s ready C. Story time What would you like? I’d like some... Anything else? Here’s your bill. Unit Six Meet my family! l 单元整体分析 本单元是义务教育灵通版(pep)小学英语教科书四年级上册第六单元。单元主题为Meet my family(认识我的家人)。主情景图中,孩子们在观看Sarah一家演出的《绿野仙踪》,不断谈论Sarah家人的身份和职业情况,揭示出了本单元的主题:了解他人或介绍自己的家庭情况。 A部分共三页,分三课时。第一课时为情景对话和练习部分。Let’s talk部分Amy和Chen Jie在谈论各自的家庭情况。引出询问家庭成员数量的主要句式:How many people are there in your family?以及回答:Three. My parents and me. My family has six people 在对话中还出现了parents, people, little, puppy等需要掌握或了解的词汇。Let’s count部分呈现了一幅图,用来练习句式:How many...? 第二课时为词汇学习课时,Let’s learn中介绍了家庭成员类词汇:parents, uncle, aunt, cousin, baby, brother。Let’s play以手指画的形式来介绍自己家人的外貌特征。第三课时为语音与字母学习课时,通过读一读,听一听,圈一圈;听一听、唱一唱;唱一唱,写一写三个活动,让学生复习区分字母a, e, i, o, u在开音节及闭音节里的发音。 B部分共四页,分两课时。第一课时呈现情景对话和练习。Let’s talk中Zhang Peng拿着家庭相册问Sarah的家人的情况,呈现询问亲属关系的句式:Is this your...? 以及询问他人职业的句式:What’s your aunt’s job? 及回答。Draw and say活动以画画介绍家人的方式来练习重点句式。第二课时中Chen Jie询问Sarah她家人的职业,引出职业类词汇:doctor, cook, driver, farmer, nurse. 之后通过一个Let’s play的演一演,猜职业游戏来进一步熟悉新授词汇。之后的读写练习、听音判断、看一看并匹配的练习以及歌曲都用来巩固练习本课的重点词汇及句型,与C部分合为一个课时。 C部分中小动物们来到了Zip的家。Zip向朋友们介绍了自己的家人。通过这样一个故事来整合本单元的重点词汇与重点句式。 l 单元教学目标 µ 知识目标: 1.词汇:学生能够听、说、认读单词:parents, cousin, uncle, aunt, baby brother, doctor, cook, driver, farmer, nurse 2.句型结构:能够听懂、会说、认读句型:How many people are there in your family? Three. Is this your ...? Yes, it is. He is a ... What’s your ...’s job? He/ She is a ... 3. 字母与语音:能够对比掌握字母a, e, i, o, u在单词中的长、短发音 µ 能力目标 1. 能够正确使用重点词汇来简单介绍家庭成员及其职业 2. 能够在有意义的语境中抄写上述话题词汇 3. 能够在真实或模拟的情景中运用句型How many people are there in your family? 询问并回答家中有几位家庭成员;能够在情景中恰当运用句型:My family has six people. That’s only five. 4. 能够在情景中运用句型Is this your ...? Yes, it is. What your ...’s job? He’s / She’s a...来询问并回答某人与说话方的亲属关系及其职业情况 5. 能够根据发音规则正确读出生词,并能够按照示范例词的提示,从歌谣中找出符合a, e, i, o, u长、短音发音规则的单词。 µ 情感态度、学习策略、文化意识目标 1. 能够体会并表达对家庭和生活的热爱之情 2. 能够了解英语国家中家庭成员之间的称呼习俗 3. 能够逐步做到见到符合a-e, i-e, o-e, u-e, -e发音规则的单词能够拼读,听到符合发音规则的单词能够拼写 l 教学重难点 µ 教学重点 1. 能够听、说、认读单词:parents, cousin, uncle, aunt, baby brother, doctor, cook, driver, farmer, nurse 2. 能够听懂、会说句型How many people are there in your family? Three. Is this your ...? Yes, it is. He is a ... What’s your ...’s job? He/ She is a ... 3. 能够正确使用重点词汇来简单介绍家庭成员及其职业 4. 能够对比掌握字母a, e, i, o, u在单词中的长、短发音 µ 教学难点 1. 能够在真实或模拟的情景中运用句型What would you like ( for ...) ? I’d like ... 征求并表达用餐的意愿 2. 能够认读并在情景中运用句型How many people are there in your family? 询问并回答家中有几位家庭成员;能够在情景中恰当运用句型:My family has six people. That’s only five. 3. 能够在有意义的语境中抄写话题词汇 4. 能够根据发音规则正确读出生词,并能够按照示范例词的提示,从歌谣中找出符合a, e, i, o, u长、短音发音规则的单词 l 教学方法 情景创设法、游戏教学法、多媒体辅助教学法、TPR、小组合作学习法 l 教学时间 本单元教学用时两周,建议使用六课时完成教学任务 第一课时:A. Let’s talk. Let’s count 第二课时:A. Let’s learn. Let’s play 第三课时:A. Let’s spell. 第四课时:B. Let’s talk. Draw and say 第五课时:B. Let’s learn. Let’s play 第六课时:C. Story time. B. Read and write. Let’s check. Let’s sing. l 知识视窗 中西称呼上的差别 称呼在人际交往中有重要的作用,如果称呼不当,会引起对方的反感,直接影响交往的效果。东方人和西方人在怎么称呼人上面有很大的不同。这是由于称呼是一种文化的产物,不单纯为语言现象,而是反映出了各民族或者社会的不同的文化观念、行为、风俗、制度和社会心理等负责的内容。那么,汉语和英语中的称呼到底有哪些不同呢? 一、对家庭成员和亲属的称呼不同 1、中国人在称呼家庭成员和亲属时,一般不叫名字,而是叫亲属关系,如:爷爷、二姑、三哥、四姨等。而在英语国家,尤其是美国,称呼家庭成员和亲属时,一般都叫名字。 2、中国人的亲属的称呼特别多,而且会按照父亲或母亲、直系或旁系等进行划分。如父亲的父亲,我们称为爷爷,母亲的父亲我们则称为姥爷。父亲的哥哥,我们称为伯父,母亲的哥哥则被称为舅舅。而英语里则没有这么细致。和父母为一代人,男的统称uncle,女的统称aunt,和自己是一代人,又不是自己的亲生兄弟姐妹,则不分男女,统称cousin。当然,他们不会当面使用这样的称谓去称呼自己的亲戚,多叫名字。偶尔也会用称呼加上名字,如:Aunt Betty贝蒂姑姑,称呼后边多加人名。 3、汉语中一般会以职务、职业来称呼他人,如李警察,王医生,张老师等,但英语中则很少用。所以在用英语称呼老师时,最好不要用:Teacher Wang这样的称呼,尽量用Mr. Wang 或者Ms. Wang。 第一课时 l 课时内容 A. Let’s talk;Let’s count l 课时分析 在Let’s talk部分,Amy 边翻看家庭相册,边和Chen Jie讨论家庭情况。她问Chen Jie家里有几口人:How many people are there in your family? Chen Jie简洁地回答:Three. My parents and me. Amy则告诉Chen Jie, 她家有六口人,My family has six people. 结果Chen Jie数来数去是五个人。Amy告诉她还包括自己的小狗。在这个过程中,学生要理解并能够询问、表达自己的家庭成员人数。同时要帮助学生们理解,在西方国家,宠物的地位很重要,多数都被视为家庭成员。 Let’s count中提供了一幅图片,Zoom在问大家树上有多少个苹果。在教学中,可以利用这幅图练习How many句型,如提问有多少蚂蚁,有多少花朵等。要提醒学生注意how many后接的是可数名词的复数形式。 本课的内容一需要复习数字,二需要复习家庭称呼。可以在学习对话之前帮助学生唤醒记忆,复习相关知识,以旧带新,顺利掌握知识。 l 课时目标 1. 能够听懂、会说句型:How many people are there in your family? My family has six people. That’s only five. 2. 能够听懂、会说以下词汇:people, but, little, puppy 3. 能够听懂、会读对话,并能分角色表演。 4. 能够在真实或模拟的情景中正确使用句型How many people are there in your family?询问并回答 家中有多少家庭成员 l 课时重难点 1.重点 能够听懂、会说句型:What would you like ( for ...) ? I’d like some..., please. 能够听懂并使用词汇:dinner, soup, vegetables, ready 能够听懂、会读对话,并能分角色表演 2. 难点 能够在真实或模拟的情景中正确使用句型What would you like ? I’d like...来征求并表达用餐的意愿 l 教学准备 1. 多媒体课件、录音机、磁带 2. 家庭成员照片 l 教学过程 µ Step 1 Warm up 1.播放歌曲:Finger family. 学生先倾听,后跟唱。 Teacher:Let’s listen to a song. Listen carefully, please. Daddy finger, daddy finger, where are you? Here I am. Here I am. How do you do? Mummy finger, Mummy finger, where are you? Here I am. Here I am. How do you do? Brother finger, brother finger, where are you? Here I am. Here I am. How do you do? Sister finger, sister finger, where are you? Here I am. Here I am. How do you do? Baby finger, baby finger, where are you? Here I am. Here I am. How do you do? Teacher: Now, please sing with me. And do the actions with me, please. Teacher: Let’s sing the song together. 设计意图:以歌曲热身可以快速吸引学生的注意力,营造良好的英语课堂氛围。这首歌既可以帮助学生复习家庭称呼类词汇,又为下一环节的学习做好了铺垫。 µ Step 2 Lead in 1.谈论手指的数量以及歌曲中“家人”的数量,引出本课的重点句式,并帮助学生复习数字的知识。 Teacher: Look at my fingers. How many fingers are there on my hands? Let’s count. One, two, three, four, five, ... ten. I have ten fingers. How many people in the Finger family? Ten?No, five. They are daddy finger, mummy finger, brother finger, sister finger and baby finger. 设计意图:因为热身歌曲中使用了手指来表现家庭成员,因此使用How many fingers?来衔接歌曲的内容,并自然引出How many?问句。学生理解了问句的意思之后,再根据歌曲的内容询问手指家庭的成员数量。使学生可以基本理解问句的意思,为对话的学习做好准备。 µ Step 3 Presentation 1. 提出问题,引起学生阅读兴趣,呈现对话内容。 Teacher:There are five people in the Finger family. How many people are there in Chen Jie’s family? Let’s listen and find. 2. 播放对话录音,学生找出答案。听完录音后,请学生说出自己的答案。 Teacher: Answer the question, please. How many people are there in Chen Jie’s family? Yes, three. Who are they? Let’s read and find. 设计意图:通过提问引起学生的阅读兴趣,并使学生带着问题认真倾听课文内容。 3.读文之后,谈论对话内容,帮助学生深入理解对话。 Teacher:There are three people in Chen Jie’s family. They her parents and her. Her parents mean her mother and father. (板书单词)Read after me, please, parents. Read it one by one. How many people are there in Amy’s family? She says six. Let’s count. Her dad, her mum, her sister, her baby, her brother, Amy. But that’s only five. Why does she say six? Yes, and her little puppy. What is a puppy? A puppy means a little dog. (板书单词)Read it together, puppy. (展示小狗的图片)This is a little puppy. Is it cute? Do you like it? 设计意图:通过深入讨论对话内容,帮助学生理解新授单词的意思及对话的主要内容。 µ Step 4 Practice 1. 再次播放课文录音。学生跟读课文。 Teacher: Boys and girls, let’s read the talk after the tape. Please listen carefully, read carefully. 2. 学生自由读课文,教师巡视,帮助学生解决读音上的问题。 Teacher:Now please read the talk freely. If you have any questions, please show me your hand and ask me. 3. 学生分角色朗读课文。 Teacher: Now, who wants to be Amy? Who wants to be Chen Jie? Let’s read it in roles. 4. 请学生戴上头饰来扮演对话的角色,表演对话。 Teacher: Now we’ll find the best actor or actress. Please come to the front and show the dialogue. 设计意图:通过以上四个活动,使学生能够充分理解课文内容,并且能够正确朗读课文。在不同形式的读和表演活动中,使学生逐步理解并掌握本课的重点句型,为其达到熟练表达奠定基础。 5. 出示图片,请学生数一数。 Teacher:Let’s count. What can you see in this picture? You can see a family. You can see flowers. You can see ants. You can see a big tree. You can see Zoom. Can you see the apples? How many apples are there on the tree? Can you see the birds? How many birds are there? Teacher: Do a pair work. Ask and answer. Teacher: Show your dialogue, please. 设计意图:先请学生认真观察图片,获取信息,然后请学生数一数,以替换词汇的方式练习重点句式。 6. 小组活动:调查你同组同学的家人数量,并形成表格。 Teacher: Let’s survey. Ask your partners how many people in their family. Teacher: Show your survey. Talk about it. 设计意图:在进行调查活动时,为了完成调查任务,学生不得不一次又一次地使用学习到的语言进行交流。从而达到在“用中学”的作用。 µ Step 5 Summary 1.介绍自己的家庭,请学生尝试介绍。 Teacher: This is my family. How many people are there in my family? Five. My parents, my sister, my little brother and me. How about your family? Show me your family, please. 设计意图:通过教师的示范,请学生介绍自己的家庭,在介绍中重现本课的重点词汇与重点句式。 l 课堂作业 一、看图标一标单词。 1. dad 2. mum 3. sister 4. brother 二、判断下列句子与图片内容是(T)否(F)相符。 ( ) 1. My family has three people. ( ) 2. My family has six people. ( ) 3. My family has five people. 三、连词成句。 1. How people are many in your there family (?) ________________________________________________________ 2. has six my people family (.) ________________________________________________________ 3. five is only But that (.) ________________________________________________________ 答案: 一、略 二、1.T 2. F 3. T 三、1.How many people are there in your family? 2. My family has six people. 3. But that is only five. l 板书设计 Unit Six Meet my family! A. Let’s talk How many people are there in your family? Three. My family has six people. But that’s only five. 第二课时 l 课时内容 A. Let’s learn; Let’s play l 课时分析 本课时为重点词汇学习课时,学生通过本课时的学习,掌握与本单元主题相关的单词,从而更好地使用重点句式围绕本单元主题进行交流。 Let’s learn部分Amy展示了自己家庭的相片,让大家认识她的家人。学生在认识她的家人的同时,掌握家庭称呼类的单词:parents, uncle, aunt, cousin, baby brother。其中parents在上一课时学生已经接触过,uncle, aunt尤其是cousin的称呼与汉语有很大的区别,aunt, uncle相对比较好理解和接受,比起汉语的称呼来更显得简单。可是cousin可能相对难理解一些,学生一般跟自己的cousin都叫哥哥弟弟或姐姐妹妹,可能跟brother, sister弄混,在学习过程中,要不断进行区分,让学生理解并掌握。 Let’s play中Zhang Peng在纸上画出自己的手掌,又在每个手指上画上人像,然后向大家介绍自己的家人。这样的介绍能够挑起学生的参与兴趣。又能综合介绍家人和描述人物外貌特征的知识,让学生在参与活动的过程中增强自己的口语表达能力。 l 课时目标 1. 能够听懂、会说、认读单词:parents, uncle, aunt, cousin, baby brother 2. 能够利用所学的知识介绍和描述自己的家人 l 课时重难点 1.重点: 能够听懂、会说、认读单词:parents, uncle, aunt, cousin, baby brother 能够利用所学的知识介绍和描述自己的家人 2. 难点: 能够综合使用所学的句式和词汇来介绍和描述自己的家人 l 教学准备 1. 多媒体课件、录音机、磁带 2. 家庭称呼类单词卡片 l 教学过程 µ Step 1 Warm up 1.呈现歌曲:I love you. 学生先认真倾听,再跟唱,再练习唱。 Teacher: Boys and girls, listen to a song, please. I love you. You love me. We are a happy family. With a tall father, short mother, little boy, too. Three in our family, one and two. Teacher:Sing with me, please. Teacher: Let’s sing the song together. Let’s do some actions. 设计意图:以歌曲来吸引学生的注意力帮他们开启英语学习。同时,复习有关家庭家人和描述外貌的有关知识,为接下来的学习做好知识与心理的双重准备。 µ Step 2 Lead in 1. 展示自己家人的图片,介绍并描述自己的家人,引出本节课的相关内容。 Teacher:Boys and girls, I have a happy family. Look, this is my family. There are four people in my family. This is my father. He is tall and strong. This is my mother. She is short and nice. This is my baby sister. She is little and cute. I love my family. 设计意图:使用真实的照片引起学生的好奇心和兴趣。通过介绍教师的家人,让学生感受如何使用自己学习过的语言来描述自己的家人。为下一环节的学习做好准备。 µ Step 3 Presentation 1. 引起阅读兴趣,播放课文录音或视频。 Teacher:I have a happy family. What about Amy. How many people are there in her family? Let’s listen and find. 学生带问题认真倾听录音内容,然后尝试回答,引出新授单词。 Teacher: Now show me you answer. How many people are there in Amy’s family? Yes, six. How many people are there in her aunt’s family? Yes, three. Teacher: Look at this picture. Who is he? Yes, he is Amy’s uncle.(板书单词) Boys read it please. Who is this girl? She is Amy’s cousin.(板书单词) Do you have cousins? Is your cousin a boy or a girl? Is he/ she tall or short? Let’s read the words together. Who’s this? Yes, this is her aunt.(板书单词)Read it together, please. Do you have an aunt? Who is she? What is an aunt? Your mother’s sisters are your aunts. Your father’s sisters are your aunts, too. The child of your uncle or aunt is your cousin. But the child of your father and mother is your brother or sister. Maybe it’s you. Do you have brothers or sisters? This is Amy’s brother. He is a baby. So he is Amy’s baby brother. 设计意图:引导学生带着问题去听录音,培养其认真倾听且在倾听中关注重要信息的能力。 2. 再次播放课文内容,学生跟读。 Teacher:Listen to the tape again and read with it. 设计意图:跟读,以掌握正确的读音 µ Step 4 Practice 1. 出示Amy家人的图片,学生说出单词。 Teacher:I show you say. Who’s this? Say the word quickly. Who’s this? 2. 指向黑板上的单词,学生快速读出单词。 Teacher: I point you say. What’s this? What about this one? And this? 3. 出示家人称呼类单词卡片的背面,请学生猜单词。 Teacher:Look at my word cards. Read them, please. Teacher: Guess, what’s this? Is this uncle? Is it aunt? Please guess. 设计意图:这三个活动的目的都是为了让学生熟悉重点词汇的读音。第一个让学生能够理解单词的意思,并将字音与字义结合起来。第二个活动让学生将字形与字音结合起来。第三个活动让学生通过不断地猜测来不断重复重点单词,熟悉并掌握其读音。 4. 乱序出示字母,请学生排列成单词并读一读。 Teacher: Look at these letters. It’s a word. Put them in order. What is it? Yes, it’s aunt. Look at these letters. What’s it? Guess, please. 设计意图:通过这个活动,让学生能够熟悉重点单词的拼写,帮助学生将字音与字形统一起来进行记忆。 5. 选词填空。请学生读一读句子,选择正确的家庭称呼类单词来填空。 Teacher: Let’s do some exercise. Choose the correct word to fill in the blanks. My mum’s mum is my __________. My dad’s dad is my ____________. My dad’s brother is my ___________. My dad’s sister is my _____________. My mum’s sister is my ___________. My mum’s brother is my __________. The child of my uncle is my _________. The child of my aunt is my _________. 设计意图:以选词填空的方式让学生理清家庭成员之间的关系。 6. 完成Let’s play活动。 Teacher: Let’s play. Look at Zhang Peng. He draws his family and talk about his family. Please draw and say like this. You can do it in groups. Teacher: Now please show your family. 设计意图:以这种形式来使学生综合学习过的语言来介绍自己的家人,提高 他们的口语表达能力。 µ Step 5 Summary 1. 呈现family,讲解它的含义,提醒学生要热爱自己的家,热爱自己的家人。 Teacher:Look at this word, family. F is from father. A is from and. M is from mother. I is me. L is from love. Y is from you. It’s a sentence. Read it, please. Father and mother I love you. Say it to your parents. Do more for your parents. And I think your parents will love you more. 设计意图:通过family的含义,提示学生要爱家人,关心家人,体会家人对自己的爱。 l 课堂作业 一、选择正确的字母补全单词。 ( ) 1. p___rent A. e B. a C. o ( ) 2. cous__n A. o B. a C. i ( ) 3. __ncle A. u B. a C. o ( ) 4. br__ther A. a B. u C. o ( ) 5. __unt A. a B. o C. u 二、读一读,使用正确的单词填空。 1. How many ________ are there in your family? 2. My mum’s sister is my ________. 3. The baby of my aunt is my __________. 4. My dad’s brother is my _________. 三、读一读,为以下图片选择正确的句子。 ( ) ( ) ( ) 1. I have a happy family. There are three people in my family, my parents and me. 2. My family has six people. They are my grandpa, my grandma, my mum, my dad, my brother and me. 3. There are five people in my uncle’s family. They are my aunt, my uncle, my cousins. 答案: 一、1. B 2. C 3.A 4.C 5. A 二、1. people 2. aunt 3. cousin 4. uncle 三、2, 1, 3 l 板书设计 Unit Six Meet my family! A. Let’s learn Meet my family! parents ( mum dad ) uncle aunt brother sister cousin me 第三课时 l 课时内容 A. Let’s spell l 课时分析 本部分分为语音学习和单词书写两部分内容。通过读一读,听一听,圈一圈的活动,让学生区分元音字母a, e, i, o, u在开音节和闭音节里的不同发音。接下来学生会学习到一首韵句。韵句涉及到语音例词:we, like, cute, cat, he, cake, got, cup, milk, rose, on red, cut, give, me, it等,综合呈现了本学期学习过的五个元音字母的开音节发音与闭音节发音。教材提供的图片可以帮助学生理解韵句的内容。这首韵句涉及到的单词比较多,节奏感也相对有些难把握,所以要帮助学生通过多听多读进行体会,让学生在不断地诵读中回忆、感受、区分元音字母在不同音节里的发音。 韵句之后的分组写单词活动需要学生按照例子找单词。表格中列出了十个单词,分别代表a, e, i, o, u五个字母在开音节或闭音节中的发音。学生需要在韵句中找到与其发音规则一致的单词,并抄写在相应的表格。这个活动可以帮助学生按照发音规则来拼读、拼写单词,使他们对于元音字母的发音有更清晰的认识。 l 课时目标 1. 能够感知并归纳字母a, e, i, o, u在开音节及闭音节中的发音规则 2. 能够读出符合a, e, i, o, u发音规则的单词 3. 能够根据单词的读音拼写出符合发音规则的单词 l 课时重难点 1.重点: 能够感知并归纳字母a, e, i, o, u在开音节及闭音节中的发音规则 能够读出符合a, e, i, o, u发音规则的单词 2. 难点: 能够根据单词的读音拼写出符合发音规则的单词 l 教学准备 1. 多媒体课件、录音机、磁带 2. 语音例词单词卡 l 教学过程 µ Step 1 Warm up 1. 头脑风暴,给出主题,出示首字母,请学生说出自己学过的单词。 Teacher:Let’s have a brain storm. The topic is animal. I will show you the first letter of the word. Are you ready? D. Yes, a dog is right. A duck is right, too. T, a tiger is right. ... C. Yes, a cat is right. A cow is right, too. 设计意图:以头脑风暴的方式来帮助学生唤醒记忆,复习有关动物类的单词,引出即将在语音韵句中提到的cat。 µ Step 2 Lead in 1. 出示韵句中的猫,请学生讨论看到的内容。 Teacher:What’s this? It’s a cat. Is it cute? What’s in his hand? Yes, cake and milk. Do you like cake? Would you like a cup of tea? Do you like the cat? 设计意图:通过讨论所看到的图片的内容,让学生先预先熟悉韵句的内容,并回忆一些语音例词的读音。 µ Step 3 Presentation 1. 播放语音韵句。学生先认真倾听。然后再跟读。 Teacher:Now let’s listen to a chant about this cat. Listen carefully. Teacher: Read after me, please. We like the cat! It’s cute. It’s cute. Read it, please. He’s got a cake and a cup of milk. Your turn, please. A rose on the cake! It’s red. It’s red. Girls read it, please. Boys read it. Cut the cake. Give me the cake. Do the actions and read it. He likes cake. We like it, too! Let’s read it together. 2. 学生自由说韵句,以自己的方式来打节奏。 Teacher: Now, say the chant freely. You can say it with your partner. And you can clap your hands to say it. 3. 表演韵句。 Teacher:Now let’s act the chant together. 设计意图:学生先倾听韵句,初步感受韵句内容。然后跟读,获取正确的语音。自由读可以使学生以自己喜欢的方式操练韵句,以达到熟练说韵句的目的。 µ Step 4 Practice 1. Chant again. Group and write. 分类写语音例词。 Teacher: Chant in groups. Then read the words in the chart. Look at the first one. What is it? Yes, it’s face. Read it together. What is the sound of a? Can you find a word in the chant like this? Yes, cake. Write it, please. Look at next one. It’s rice. What’s the sound of i? Which word in the chant like it? Yes, like, write it down, please. Look at other blanks Please find the correct words and write them in the blanks. Teacher: Show me your answer, please. Teacher: Read the words in groups. 设计意图:通过教师的引导与示范,帮助学生回忆并找到表格中各元音字母的发音规则,并根据发音规则找到符合发音规则的单词。通过拼写与拼读来进一步巩固字母的发音规则。 2. 读一读,听一听,圈出听到的单词。播放录音,学生根据听到的内容圈出听到的单词。 Teacher: Look at these words. What is it? It’s me. The other is—he. And this pair is men and fan. The last pair in Group 1 is rice and face. Now listen to the tape and circle the correct word. Teacher:Show me your answer, please. Teacher:Now let’s read these words together. Teacher: Listen carefully and circle the words. Read the words together. 设计意图:此活动让学生将单词的字音与字形结合起来,帮助学生区分元音字母在开音节与闭音节里发音方式的不同。 3. 读一读,分一分。出示单词,让学生区分其属于开音节发音规则还是闭音节。 Teacher:Let’s put the words in groups. When I say a word like hat, please say one. When I say a word like name, please say two. Are you ready? Cat. Yes, you should say one. Bag, hate, apple, Kate, cake... He, she, red, me, let, ... No, hot, nose, ox, ... ... 设计意图:通过这个活动,使学生可以按元音字母的发音规则将单词分类。同时,可以帮助学生大量地复习学习过的词汇。 4. 匹配字母与发音。教师说出发音,学生说出字母。 Teacher: Let’s match. I say the sound, you say the letter, please. /i:/, /eɪ/, /əʊ/, /ju:/, /aɪ/, /ɒ/, ... 设计意图:通过这个活动,让学生将字母与字母的发音匹配起来,帮助他们更好地记忆元音字母的发音规则。 µ Step 5 Summary 播放语音chant, 学生齐唱。 Teacher:Let’s chant together again. 设计意图:通过语音韵句,再一次帮助学生重温各元音字母的发音。 l 课堂作业 一、听录音,圈出正确的单词。 1. bed red 2. he she 3. name cake 4. nose note 5. use cute 6. like bike 二、选出与所给单词画线部分发音一致的单词。 ( ) 1. Kate A. bad B. cat C. cake ( ) 2. Tim A. hi B. pig C. rice ( ) 3. Jones A. no B. hot C. box ( ) 4. use A. bus B. cut C. cute 三、读一读,照样子写一写。 1. me we h____ sh____ 2. had bad c__t h___t 3. Mike like r___ce f__ve 4. nose Jones n___te C__ke 答案: 一、1. bed 2. she 3.name 4. note 5. cute 6. like 二、1. T 2. T 3. F 4. F 5.T 6. T 三、1. He is my friend Tom. He is a good boy. 2. She is my sister Lynn. She is tall. 3. We are a happy family. They all love me. l 板书设计 Unit Six Meet my family A. Let’s spell face rice nose use me bag six dog mum leg 第四课时 l 课时内容 B. Let’s talk; Draw and say l 课时分析 本课时在学习了家庭成员称呼之后,要学习使用一般疑问句来确定某人与说话方的亲属关系,并学会如何询问并回答家人的职业。 Let’s talk中,Zhang Peng拿着家庭相册问Sarah那是不是她的叔叔。Sarah给出肯定回答后,告诉他,自己叔叔是个足球运动员。接下来Zhang Peng又询问她阿姨的工作。接着他发现了一个小婴儿,以为是Sarah的小弟弟,结果居然是Sarah自己。在他们对话的过程中,我们学习到了以一般疑问句来确定他人亲属身份的句式:Is this your uncle? 以及询问亲属工作的句式:What’ your aunt’s job?以及回答。在对话过程中还会感受和接触到单词:job, football player, nurse。 Draw and say活动中,学生需要画出一些职业画像,然后和其他同学聊一聊,使用一般疑问句猜一猜这画的是谁,是做什么职业的。通过这个活动来练习本课时的重点句式。 为顺利练习本课的重点句式,需要向学生介绍一些表示职业的词汇,不要求他们掌握,只要能够理解并在句式中使用就可以了。 l 课时目标 1. 能够听懂、会说句式:Is this your uncle? Yes, it is. What’s your aunt’s job? She’s a nurse. 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句型Is this your ... ? 来确定某人与对话者的亲属关系 4. 能够在真实的语境中运用句型What’s your ...’s job? 来询问他人的职业并能够正确回答 l 课时重难点 1.重点: 能够听懂、会说句式:Is this your uncle? Yes, it is. What’s your aunt’s job? She’s a nurse. 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句型Is this your ... ? 来确定某人与对话者的亲属关系 能够在真实的语境中运用句型What’s your ...’s job? 来询问他人的职业并能够正确回答 l 教学准备 1. 多媒体课件、录音机、磁带 2. 职业类单词卡片 l 教学过程 µ Step 1 Warm up 1. 播放歌曲:I love you. 学生先跟唱,再齐唱。 Teacher: Boys and girls, listen to a song, please. I love you. You love me. We are a happy family. With a tall father, short mother, little boy, too. Three in our family, one and two. Teacher:Sing with me, please. Teacher: Let’s sing the song together. Let’s do some actions. 设计意图:以歌曲来吸引学生的注意力,激发他们的英语学习兴趣。同时,复习有关家庭家人的知识,为接下来的学习做好准备。 µ Step 2 Lead in 1.出示家人图片,请学生猜猜与自己的亲属关系 Teacher:Look at this picture. It’s my family. I have a very big family. There are so many people in my family. This is my father. This is my mother. Guess, who is this? Is this my aunt? Is this my grandmother? Is this my cousin? Guess, please. 设计意图:学生通常对老师的私事很感兴趣。展示老师家人的图片,会引发他们的好奇心,激起他们的参与欲望。因为猜测这一活动是学生比较常做的,因此以这样的形式来引出本课的一个重点句式:询问某人是否为老师的某一个亲属,学生理解和接受得会比较容易。 2. 介绍老师家人的职业,渗透一些职业类词汇。 Teacher:I’m a ... Yes, I’m a teacher. What about you? Yes, you are a student. Look at my family. My little cousin is a student. What’s my father’s job? He is a worker. (展示工人的图片,让学生理解其意思)Do you want to know the jobs of my family? You can ask me. (板书句子:What’s your ...’s job?)Read the sentence after me, please. Now, you can ask me . (通过回答自己家人的职业,引出职业类词汇:doctor, football player, nurse, farmer, cook, driver, 板书单词,展示图片,以使学生理解这些职业的意思) 设计意图:通过介绍自己家人的职业,引出职业名称,帮助学生理解其含义,并使其获取单词的读音。 µ Step 3 Presentation 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:You know my family and the job of my family. What’s Sarah’s uncle’s job? Is her uncle a teacher? Is her uncle a doctor? Is her uncle a nurse? Let’s listen and find. Teacher: Answer the question, please. What is Sarah’s uncle’s job? Yes, he is a football player. Do you know some football players? Can you say their names? 2. 提出问题,再读课文,分析课文内容,帮助学生理解对话的意思。 Teacher: What’s Sarah’s aunt’s job? Is she a football player, too? Let’s read the talk and find. Teacher: What’ s Sarah’s aunt’s job? Yes, she is a nurse. Who is the baby? Is this Sarah’s baby brother? No, it’s Sarah. 设计意图:通过提问让学生对对话内容产生阅读的兴趣。再通过提问,帮助学生理解对话的内容。 µ Step 4 Practice 1. 播放课文内容,学生跟读,注意发音、语调。 Teacher:Now read the dialogue with the tape. Please read it carefully and loudly. Pay attention to the pronunciation. 2.自由读对话内容,分角色表演课文。 Teacher:Read the talk freely. Then I will ask you to act it out. 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. 展示职业类单词图片,请学生说出职业名称。 Teacher:Look at these cards, What is it? Say it quickly. Let’s find who is fast. 设计意图:通过快速认读职业,让学生能够理解并认读职业类单词。 4. 利用抽到的家人和职业类图片进行对话。先抽出家人卡片,询问这是否是其家人,强制做到肯定回答。再抽出职业类卡片,询问职业。 Teacher:Let’s play a game. Choose the card and make a dialogue. Teacher: Who wants to play with me? You,please. 与学生进行对话游戏: Teacher:(选择一张家人类图片)Is this your cousin? Student: Yes, it is. Teacher: What’s your cousin’s job? Student: (抽取一张职业类的卡片)He is a doctor. Teacher:Who wants to play? Show me your dialogue, please. 设计意图:通过游戏和学生进行对话练习。抽取不同的词卡,学生就可以进行相应的替换练习。通过替换,明晰重点句型的结构,更好地掌握重点知识。 5. 完成Draw and say活动。 Teacher: Now, please draw your family member, then do a pair work. Ask and answer with the sentences: Is this your ...? Yes, it is. / No, it isn’t. What’s your ...’s job? He is / She is a ... Teacher: Show me your dialogue, please. Let’s find the best pair. 设计意图:学生的美术技能并不相同,画像可能出现各种情况。因此,能够激发学生参与的兴趣。在练习过程中,进一步熟悉重点句式结构。 µ Step 5 Summary 1. 我来指你来说。教师指向黑板上的单词与句型,学生快速读出。 Teacher:Now, I point you say. Please say it quickly. What’ s this? Read it, please. 设计意图:通过这个活动,使学生总结再现重点词汇与句式。总结本课的重点内容。 l 课堂作业 一、根据图片内容选出正确的单词,将序号填入括号内。 ( ) 1. A. doctor B. teacher ( ) 2. A. father B. mother ( ) 3. A. nurse B. football player ( ) 4. A. teacher B. nurse 二、为下列问句选出正确的答句。 ( ) 1. How many people are there in your family? A. Six. B. That’s my uncle. ( ) 2. Is this your uncle? A. He is a football player. B. Yes, it is. ( ) 3. What’s your aunt’s job? A. He is a teacher. B. She is a nurse. ( ) 4. What’s your uncle’s job? A. He is a doctor. B. She is a nurse. 三、连词成句。 1. this your Is brother (?) ________________________________________________ 2. is your What uncle’s job (?) ________________________________________________ 3. a is football He player (.) ________________________________________________ 答案: 一、1.B 2. A 3. B 4.B 二、1. A2. B 3.B 4. A 三、1. Is this your brother? 2. What is your uncle’s job? 3. He is a football player. l 板书设计 Unit Six Meet my family B. Let’s talk nurse football player Is this your uncle? Yes, it is. / No, it isn’t. . What’s your aunt’s job? She is a nurse. 第五课时 l 课时内容 B. Let’s learn; Let’s do l 课时分析 本课时依照惯例为词汇学习课,学生通过学习本课中呈现的词汇,来更好地利用本单元的句式, 询问或表达家人的职业。 Let’s learn中,Chen Jie问Sarah的家人的职业,两个背后的呈现出了五种职业的图片:doctor, cook, driver, farmer, nurse。 五种职业是学生们日常比较常见的,理解起来比较容易。这几个词汇在上一课时已经有所接触。本课时主要帮助学生深入理解这几种职业的意思,帮助学生认读、拼写这些单词。 Let’s play活动中提供了一个角色扮演的游戏,让学生使用肢体语言来展示某种职业,其他同学使用句式:What’s his/ her job? He’s a ...进行对话,猜出所扮演的职业。 词汇学习是句式学习的支撑,本课时的学习中要创设多种活动及情境,让学生在各种活动及情境交流中,反复操练、使用,达到完全掌握的目的。 l 课时目标 1. 能够听懂、会说、认读单词:doctor, cook, driver, farmer, nurse 2. 能够听懂、会说、认读句式:What’s your ...’s job? My ... is a ... 3. 能够正确地询问或回答家人的职业 l 课时重难点 1.重点: 能够听懂、会说、认读单: doctor, cook, driver, farmer, nurse 能够听懂、会说认读句式:hat’s your ...’s job? My ... is a ... 2. 难点: 能够正确地询问或回答家人的职业 l 教学准备 1. 多媒体课件、录音机、磁带 2. 职业单词图卡、学生准备家人照片 l 教学过程 µ Step 1 Warm up 1. 播放歌曲:Finger family. 学生先倾听,后跟唱。 Teacher:Let’s listen to a song. Listen carefully, please. Daddy finger, daddy finger, where are you? Here I am. Here I am. How do you do? Mummy finger, Mummy finger, where are you? Here I am. Here I am. How do you do? Brother finger, brother finger, where are you? Here I am. Here I am. How do you do? Sister finger, sister finger, where are you? Here I am. Here I am. How do you do? Baby finger, baby finger, where are you? Here I am. Here I am. How do you do? Teacher: Now, please sing with me. And do the actions with me, please. Teacher: Let’s sing the song together. 设计意图:以歌曲热身可以快速吸引学生的注意力,营造良好的英语课堂氛围。这首歌既可以帮助学生复习家庭称呼类词汇,又为下一环节的学习做好了铺垫。 µ Step 2 Lead in 1. 请学生出示家人的照片,与其讨论有关家人的内容。 Teacher:Is this your father? What’s your father’s job? Teacher: Is this your mother? Is this your aunt? What’s your aunt’s job? .... 设计意图:学生刚跟老师在歌曲中复习了家庭称呼类的词汇,在这个活动中,与他们针对家庭称呼开始进行自由对话。讨论家人之间的关系以及家人的职业,为下一环节的学习做好准备。 µ Step 3 Presentation 1.观察教材图片,讨论所看到的内容。 Teacher:Look at these pictures. What do they do? What are their jobs? What is this? A nurse. Is this a nurse? No, this is a doctor. What’s this? Let’s listen and find. 2. 播放课文录音,学生认真倾听,并尝试找出新单词的读音。讨论单词,帮助学生理解。 Teacher: What is his job? Yes, a driver.(板书单词) A driver can drive a car. A driver is a person who drivers a car. Let’s read it together, please. What about him? He is a cook. (板书单词) He can cook yummy food. Do you want to be a cook? Let’s read it together. What’s this? He is a farmer.(板书单词) A farmer works on a farm. He plant vegetables and corn. Read it together, please. And this is a – Yes, doctor. (板书单词)This is a nurse. (板书单词)They can do many things for you. They are helpful. Read after me, they are helpful. 设计意图:通过讨论,让学生对于新授知识先有直观的认识,再通过认真倾听,获取新单词的语音。 2. 再次播放课文录音,学生跟读。 Teacher:Listen to the tape again. Read after it. 设计意图:通过跟读获取新知识的准确读音。 µ Step 4 Practice 1. 游戏:我来指,你来说。老师指向黑板上的单词,请学生快速地读出单词。 Teacher:Let’s play a game. I point you say. I will point to the words on the blackboard, please say it as quickly as you can. Let’s find who is the fastest. 设计意图:此活动旨在帮助学生认读单词。将单词的字音与字形结合起来。 2. 出示单词图卡,请学生快速说出单词。 Teacher: Look at my cards. What is it? What is this? 设计意图:以此活动来帮助学生理解并说出本课重点单词。 3. 乱序呈现组成单词的字母,请学生猜出单词并拼写。 Teacher:Look at these letters. Please put them in order. What word is it? Yes, it’s the word nurse. Let’s try next one. What’s this? 设计意图:此活旨在帮助学生记忆单词的拼写。通过组合字母记住单词的字形。 4. 呈现不同职业的人物图片,请学生快速说出其职业。 Teacher:What’s his job? Yes, he is a doctor. What’s her job? Yes, she is a nurse. Teacher: Let’s do a pair work. I show you the picture. You ask and answer the job, please. Teacher:Show me your talk, please. 设计意图:帮助学生将字义与字音统一起来,确保学生能够理解并说出单词。 5.完成Let’s play活动,请学生表演某一种职业,让其他学生猜出职业名称。 Teacher: Let’s play. Act and guess. Who wants to play? Come here, please. Look at my card and then act. Teacher: What’s his job? What’s her job? Guess, please. 设计意图:通过表演让学生猜测出职业,一方面能帮助学生更加理解职业的特征,另一方面使学生更加熟悉职业类单词的语音、语义。 6. 小组活动,调查组内同学家人的职业。 Teacher:Let’s survey. Work in groups. Ask the member of your group. What’ s your father’s job? What’s your mother’s job? What’s your uncle’s job? ... Make a chart. Talk about it. Teacher:Show me your survey, please. 设计意图:通过小组活动,让学生在进行调查时不断使用目标语言,达到熟练掌握的目的。 µ Step 5 Summary 1. 同时展示家人和职业类单词,请学生组成对话。 Teacher:I will show you the words of family and the words of jobs. Please make a talk with them. If I show mother and nurse, you please say: What’s your mother’s job? She is a nurse. Let’s play and show. 设计意图:通过这个游戏,使学生重温本课的重点单词与句式,起到总结、巩固的效果。 l 课堂作业 一、根据图片提示,选择正确的字母补全单词。 ( ) 1. doct___ A. or B. ar C. ur ( ) 2. c___k A. ao B. oo C. eo ( ) 3. driv__ A. ea B. ir C. er ( ) 4. f___mer A. or B. ur C. ar ( ) 5. n___se A. er B. ur C. ir 二、选出下列各项中不是一类的单词,将其序号填入题前括号内。 ( ) 1. A. father B. famer C. driver ( ) 2. A. dad B. cook C. mum ( ) 3. A. doctor B. nurse C. uncle ( ) 4. A. aunt B. cook C. driver 三、根据图片提示,选择正确的单词。 ( ) 1. –What’s your mother’s job? --She is a ___________. A. doctor B. cook C. teacher ( ) 2. –What’s your father’s job? --He is a _________. A. farmer B. nurse C. cook ( ) 3. –What’s your brother’s job? -- He is a _______. A. football player B. farmer C. doctor 答案: 一、1. A 2. B 3. C 4.C 5. B 二、1.A 2. B 3. C 4. A 三、1. C 2. C 3. A l 板书设计 Unit Six Meet my family B. Let’s learn driver nurse farmer cook doctor What’s his job? He is a _______. What’s her job? She is a _______. 第六课时 l 课时内容 B. Read and write; Let’s check; Let’s sing. C. Story time l 课时分析 本课时是在基本掌握本单元重点词汇和句型的基础上,进行的练习测试与故事阅读课。 Read and write部分包括两个活动,第一个活动为Read and tick or cross 学生要先读一读John介绍自己家人的短文,然后根据短文的内容来判断下面的四种职业与其家人是否相符。第二个活动为Look and write学生要看图写单词,完成句子。接下来介绍一下自己的家人的职业,并写出相应的单词,完成句子。 Let’s check部分也包括两个活动,Listen and tick中学生会听到四组对话,然后根据对话的内容判断哪幅图片是正确的。这个活动主要检验学生能否正确理解本单元的重点句式及对话。Look and match活动中呈现了六幅职业图片,中间给出了六个介绍自己家人职业的句子。这检验了学生能否正确认读、理解本单元的重点词汇。 Let’s sing的歌词内容为My family。呈现句式:What’s his job? He’s a driver. He is not a cook. 学生学唱歌曲的过程中会复习到本单元的重点词汇及重点句式。 Story time部分Zip邀请动物朋友们到自己家里来。朋友们发现了他们墙上的照片,纷纷询问他的家人及其家人的职业。在这个过程中,既复习展示了询问家人职业的句子,又复习展示了职业类单词。学生通过阅读故事来整合本单元的重要知识。 l 课时目标 1. 能够听懂、会说、认读本单元重点单词 2. 能够听懂故事,并表演 3. 能够会唱歌曲My family 4. 能够完成阅读、判断、匹配等活动,正确理解、认读本单元重点句式 l 课时重难点 1.重点: 能够听懂、会说、认读本单元重点单词 能够完成阅读、判断、匹配等活动,正确理解、认读本单元重点句式 2. 难点: 能够听懂故事,并正确表演 l 教学准备 1. 多媒体课件、录音机、磁带 2. 单元重点词汇图片 l 教学过程 µ Step 1 Warm up 1. 播放歌曲:My family,学生先倾听。 Teacher: Boys and girls, let’s listen to a song. Listen carefully, please. 2. 再次播放歌曲,学生跟唱。 Teacher:Listen to the song again, please sing with it. 3. 齐唱歌曲。 Teacher: Now let’s sing the song together. 设计意图:以歌曲来热身,可以使学生在韵律中集中自己的注意力,并激发学生的学习兴趣。通过这首歌来复习本单元中学习过的重要知识,为下一环节的学习做好准备。 µ Step 2 Lead in 1. 呈现家庭称呼类单词卡片,学生认读单词。 Teacher: Look at the cards. What’s this? Read it quickly, please. 设计意图:帮助学生复习学习过的家庭称呼类的单词。 2. 呈现职业类单词卡片,学生认读单词。 Teacher:Look at these cards. Can you read the words? Please say it as quickly as you can. 设计意图:帮助学生复习学习过的职业类的词汇。 3. 讨论学生家人的职业。 Teacher:What’s your father’s job? What’s your mother’s job? What’s your aunt’s job? What’s your uncle’s job? 设计意图:讨论学生家人的职业,以帮助他们复习本单元的重点句式,并为下一环节的学习做准备。 µ Step 3 Presentation 1. 提出问题,激起学生的阅读兴趣。然后播放故事视频,学生认真观察,并尝试回答问题。 Teacher: I know the jobs of your family. Do you know the jobs of Zip’s family? What is Zip’s father’s job? Let’s watch and find. Teacher: What’s his job? Yes, he is a cook. Let’s watch again and find more. 2. 再次播放故事,学生认真观察,之后和教师一起讨论故事内容。 Teacher:Who comes to Zip’s home? Yes, the animals. They are Zip’s friends. What do they see on the wall? Yes, many photos. What can you see in the photos? Yes, we can see Zip’s family. Is Zip’s father a cook? Is his uncle a taxi driver? Is he strong? Is his grandpa a baseball player? Is Zip a baseball player? What is baseball? I can show you. (展示棒球图片)This is baseball. Can you play baseball? Do you like to play baseball? 3. 再次播放故事,学生跟读,提醒学生注意语音及语调。 Teacher: Watch the story again. This time please read with it. Pay attention to the pronunciation. 设计意图:通过听回答问题、读后细致的交流,跟读等活动,保证学生可以理解故事内容,并能正确朗读故事内容。 µ Step 4 Practice 1. 学生自由读故事。 Teacher:Read the story freely, please. (教师巡视,帮助学生解决读中的问题) 2. 小组合作,表演故事。 Teacher: Now, let’s act the story out. We’ll find the best group. 设计意图:通过表演,使学生内化故事中的语言,提高自己的语言表达能力。 3. 出示Read and match中的短文,先指名读,再齐读。 Teacher: Please read it. Who wants to try? Teacher: Let’s read it together. Teacher: What’s the job of John’s mother? What’s his father’s job? What’s his uncle’s job? What’s his aunt’s job? Teacher:Look at the pictures. Are they right? Please read and tick or cross. Teacher: Show your answer, please. 设计意图:先让学生自读短文,然后通过提问帮助学生梳理短文中的重要信息,再完成题目。 4. 完成Look and write 先出示图片,学生讨论图片上汤里的内容,然后再选择正确的单词进行填空活动。 Teacher: (展示活动中的图片)He is a driver. What about her? Please write the words to fill in the blanks. Teacher: Show me your answer. Read the sentences, please. Teacher: Now write about your family. Teacher: Show me your answer, please. Please read it. 设计意图:先引导学生观察图片中的内容, 然后再根据自己观察到的图片的内容来选择正确的单词进行填空,检验学生能否正确地理解句子、认读单词。最后让学生选择正确的单词填写句子来描述自己家人的职业,让学生在使用中巩固所学知识。 5. 完成Listen and tick. 先让学生观察图片内容,再去听音判断正误。 Teacher:(展示图片)How many people are there in this family? How many in this family? What’s his job? What about him? What’s her job? What about her? What’s his job? What about the strong man? Teacher: Now, please listen and tick. Choose the correct picture. Teacher: Show me your answer, please. 设计意图:在完成听力练习之前,先引导学生观察图片获取信息,养成在做听力习惯之前先获取信息的习惯。 6. 完成 Look and match 的活动。先请学生认读朗读短文的内容,再去观察图片,进行匹配。 Teacher:Let’s look at this family. How many people are there in this family? What are their jobs? Read and find. Teacher: Now, look and match. Teacher: Show me your answer, please. 设计意图:这个活动检验学生能否正确认读句式,并正确理解重点词汇和句式的意思。 µ Step 5 Summary 播放歌曲My family. 学生齐唱。 Teacher:Let’s sing the song My family together. 设计意图:以歌曲结束课程。让学生通过歌曲来回忆本单元词汇和重点句式, 达到总结的目的。 l 课堂作业 一、看图片写单词。 ________ _______ _________ ___________ ___________ 二、根据图片提示选择正确的单词补全句子。 ( ) 1. There are three people in my family, my _______ and me. A. father B. mother C. parents ( ) 2. The baby of my aunt is my _________. A. cousin B. sister C. brother ( ) 3. My ________ is a teacher. A. father B. aunt C. brother ( ) 4. --Is this your ________? -- Yes, it is. A. aunt B. mother C. brother 三、为下列句子选出正确的回答。 ( ) 1. How many people are there in your family? A. There are three people in my family. B. She is my aunt. ( ) 2. Is this your borther? A. No, it isn’t. B. No, he is a cook. ( ) 3. What’s your aunt’s job? A. He’s a football player. B. She is a nurse. 答案: 一、driver, nurse, farmer, cook, doctor 二、1.C 2. A 3. B 4. C 三、1. A 2. A 3.B l 板书设计 Unit Six Meet my family C. Story time Welcome to my home. Look at these photos. What’s your father’s job? He’s a cook. Who’s that? It’s me. 本作品由无名收集整理,精心排版。 可以直接套用或引用、打印。如果喜欢请分享给您的好友,同时欢迎您提出宝贵意见和建议,谢谢! 本作品由无名收集整理,精心排版。可以直接套用或引用。如果喜欢请分享给您的好友,同时欢迎您提出宝贵意见和建议,谢谢! 本作品由无名收集整理,精心排版。可以直接套用或引用。如果喜欢请分享给您的好友,同时欢迎您提出宝贵意见和建议,谢谢! 本作品由无名收集整理,精心排版。可以直接套用或引用。如果喜欢请分享给您的好友,同时欢迎您提出宝贵意见和建议,谢谢! 本文档由香当网(https://www.xiangdang.net)用户上传

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