PEP三上Unit 4 We love animals的复习课建议 PEP 4A Unit 2 My schoolbag B Let's talk教学设计 桐乡市高桥实验学校教育集团高桥实验学校 朱慧英 本单元的教学内容是人教版《英语》四年级上册Unit2 My Schoolbag。这个单元主要围绕物品展开教学,本课时是第二单元的第四课时,主要学习B部分的Let's talk,该环节通过张鹏到失物招领处寻找自己丢失的书包的情景,学习句型“What’s in it?”“What colour is it?”“It's...”,以及日常交际用语“Excuse me”和“Thank you so much”等,让学生在真实情景中感知上述句型和句子的语义及用法。本节课教学对象是新市民学校四年级学生,该班学生的特点是活泼、好奇心强,积极性较强,乐于参与教学活动。但学生年龄小,只学了一年英语,又来自不同地区,生源参差不齐,整体基础不匀,学生的语言输出能力较弱。①能理解对话大意,能够按照正确的语音、语调及意群朗读对话。②能够听、说、认读新词:lost, toy, notebook以及能听懂、会说句式:What colour is it? It’s ...③能够在情景中理解、运用句型:Here it is! 及交际用语:Excuse me. Thank you so much! 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,从而培养学生妥善保管自己物品的良好习惯。1. 能够认读句子What colour is it? It’s blue and white.2. 运用What colour is it?和What’s in it?询问物品的特征。1. 在情景中恰当运用句型:What’s in it? An English book, two toys and a notebook. Here it is!及交际用语Excuse me. Thank you so much!2. Excuse me.和Here it is!的读音。【教学准备】PPT,cards and pictures2. Enjoy a song “My schoolbag”【设计意图】通过朗朗上口的歌曲,活跃气氛,复习书包的文具和书籍,滚动旧知,为链接新知做好充分的准备。T: Haha, boys and girls! Zoom’s schoolbag is heavy. What’s in Zoom’s schoolbag?S: A maths book, a Chinese book.....T: I have a schoolbag,too. Look!What’s in it? Can you guess?T: Yes, a Chinese book. What colour is it?S1: A maths book/ a Chinese book/ An English book/ a story book/ two notebooksT: Yes. A maths book, a Chinese book, a storybook, an English book and two notebooks in my school. But where is my toy bear? Oh,no! I lost my ....-----toy---toys(toy dog/ toy rabbit/ toy car/ yoyo)Yes, go to the lost and found. ----Lost and Found【设计意图】通过创设真实情境,从猜测教师的包里有什么书籍、什么物品开始,帮助学生复习书籍等单词,并引出句型“What’s in it? ”“What colour is it?”,在有趣的猜测游戏中让学生初步感知句型的运用,接着教师发现自己的toy bear不见了,要去失物招领处寻找,从而拓展预料,丰富学生的输入。1. Look at the picture, who are they?S: Zhang Peng and Miss white.T: Yes, and where are they?S: They’re at the Lost and Found.T: I lost my ..... I go to the Lost and Found. Zhang Peng is here,too? What are they talking about? Look at the picture and try to say.S1: Hello! Miss White. S2: Hello! Zhang Peng.S3: I lost my .... S4: What colour is it?【设计意图】从教师自己丢失东西,引出文本张鹏因丢失东西而去失物招领处与Miss White的对话,通过图片让学生尝试猜测他们之间的对话,培养学生的发散性思维,激活学生已有知识储备。2. T: Wow! So great! Now, let’s watch and answer the questions.Ss: Read the questions and watch the video.T: Zhang Peng lost his schoolbag. And his schoolbag is blue and white. Do you know what’s in Zhang Peng’s schoolbag? Let’s open your books, read and underline.T/s check the answer. Then read it together.【设计意图】通过观看视频,初步感知对话,再通过读一读、找一找、划一划的方式,培养学生逻辑思维能力和搜集信息的能力。 Zhang Peng lost his schoolbag. He is sad. Now let’s listen and fill.------______________. I lost my schoolbag.-----What colour_________?-----It’s _____ and ________.--- An English book, two _________and a ___________.Ss listen and fill, then repeat it.T: Can Zhang Peng find his schoolbag?----Here ___________. T: Miss White says.S1: Here you are./ Here it is. Ss: Listen and repeat.S2: Thank you__________! S2: Thank you very much!/ Thank you so much!【设计意图】学生边听边尝试说一说,通过完成填空的方式口头输出,教师进行及时的朗读指导;然后通过问题Can Zhang Peng find his schoolbag?引导,设置开放性句子补充,让学生尝试输出,培养学生的想象力、逻辑思维能力和遣词造句的能力的同时又巧妙地突破了本课的难点。4. Zhang Peng found his schoolbag. He is happy,now.T: If you lost your things, you can go to the “Lost & Found”. 【设计意图】从模仿句子的朗读到给对话配音,再到角色表演,通过不同形式的操练,扎实文本,为接下来的创编新对话打下扎实的基础。T: It's 5 o'clock. School is over. Zhang Peng is at the Lost & Found. Now he is a volunteer.T: Yes. They lost things,too. They go to the Lost and Found. Let’s make a new dialogue①J:Excuse me. I lost my _____.②M:Excuse me. I lost my _____.【设计意图】通过创设张鹏课后在失物招领处做志愿者的情境,设计了基于文本到超越文本的三个梯度的创编任务,照顾到全体学生又体现学生的个性发展。★Listen and repeat the dialogue 3 times. ★★Try to act the dialogue with your friend.★★★Try to make a new dialogue.第一种可以避免学生从四线三格过渡到一线格后的不规范现象(如下图),还有写备注或评语的空间;(pygf等字母的“脚”都跑到线条上面去了,难看!)帮助学生从四线三格顺利、规范地过渡到一线格的书写用纸:
点击线条图片前往阅读
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