四年级英语上册 Unit 2 My schoolbag教案 人教PEP版.doc

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Unit Two My schoolbag单元整体分析本单元是义务教育人教版(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。Lets 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:Whats in your schoolbag? 以及回答:An English book, a maths book, three storybooks and. 在Lets 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:Whats in your schoolbag? An English book, a maths book, three storybooks. 并通过Lets 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/ a/。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:Its blue and white. 接下来以一个Lets 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Whats 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。单元教学目标知识目标:1.词汇:学生能够听、说、认读单词:schoolbag, maths book, English book, Chinese book, storybook, candy, notebook, toy, key2. 句型结构:能够听懂、会说、认读句型Whats in your schoolbag? An English book. What colour is it? Its . 3. 字母与语音:能够掌握字母i在开音节里的发音,即/ a/能力目标1. 能够在真实或模拟的情景中运用句型Whats 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? Its . 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教学重难点教学重点1. 能够听、说、认读单词:schoolbag, maths book, English book, Chinese book, storybook, candy, notebook, toy, key2. 能够听懂、会说句型Whats in your schoolbag? An English book. What colour is it? Its . 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/ a/教学难点1. 能够在真实或模拟的情景中运用句型Whats 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? Its . 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. Lets talk. Lets play 第二课时:A. Lets learn. Lets do 第三课时:A. Lets spell. 第四课时:B. Lets talk. Lets play.第五课时:B. Lets learn. Draw and say第六课时: B. Read and write Lets check. Lets sing. C. Story time.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。第一课时课时内容A. Lets talk. Lets play课时分析 在Lets 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:Its 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:Its black and white. 又呈现了如何询问某处有什么物品的句子:Whats 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。Lets 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:Whats in your schoolbag? 结构相同的Whats 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。课时目标1. 能够听懂、会说句型:Whats in your schoolbag? An English book.2. 能够听懂、会说以下词汇:schoolbag, English book, maths book, storybook, wow3. 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Whos that man? Hes 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课时重难点1.重点能够听懂、会说句型:Whats 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教学过程Step 1 Warm up1. 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:Lets 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, its 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。Step 2 Lead in1.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? Its . What is it? Yes. Its a book. Look, this is a book, too. Its 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. Whats this book? Its 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. Its 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。Step 3 Presentation1. 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. Its very cool. What colour is it? Lets 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 Amys new schoolbag is? Yes, its black and white. It looks like a panda. Do you like it? Why does Chen Jie say its a fat panda? Because there are too many books in the schoolbag. Whats 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。Step 4 Practice1. 再次播放课文录音。学生跟读课文。Teacher: Boys and girls, lets 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? Lets 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 well 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:Whats in the pencil box? 竞猜活动。 Teacher:Look, whats this? Its a pencil box. Whats 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Lets play活动。Teacher: Who are they? They are Zhang Peng and Sarah. What are they doing? They are playing a guessing game. Whats in Sarahs hand? Is it a pencil? No. Its an eraser. Teacher: Lets 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。Step 5 Summary1. 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. Whats in your schoolbag? 问答,小结本课的重点句式。Teacher:Whats 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。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. Its 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?板书设计Unit Two My schoolbagA. Lets talkEnglish book maths book storybook schoolbagWhats in your schoolbag?An English book . 第二课时课时内容A. Lets learn; Lets do课时分析 在Lets 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:Whats in your schoolbag? 及其回答在本课时也要求做到认读Lets 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。课时目标1. 能够听懂、会说、认读单词:schoolbag, maths book, English book, Chinese book, storybook2. 能够在真实或虚拟的情景中听懂、会说、认读句式:Whats in your schoolbag? An English book. 3. 能够听懂指令:Put your .并做出正确的反应课时重难点1.重点:能够听懂、会说、认读单词:schoolbag, maths book, English book, Chinese book, storybook2. 难点:能够在真实或虚拟的情景中听懂、会说、认读句式:Whats in your schoolbag? An English book. 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、自制课程表教学过程Step 1 Warm up1.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)Its a pen. Its a pen. What is this? What is this? Its a pencil. Its a pencil. What is this? What is this? Its a ruler. Its 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。Step 2 Lead in1. 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. Its a part of something. Whats 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, its 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。Step 3 Presentation1. 引起阅读兴趣,播放课文录音。Teacher:What book do you have? Whats in your schoolbag? Lets see what is in Amys 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. Whats in Amys 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。Step 4 Practice1. 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:Whats 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: Lets play a game. I point you say. Whats this? Whats 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, Ill 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. Whats in my schoolbag? Lets see. An English book, .Teacher: Whats in your schoolbag? Teacher: Lets do it in pairs. Ask and answer. Whats 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。Step 5 Summary1. 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:Lets 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。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. Whats in your schoolbag? A. An English book, a Chinese book. B. Its a panda.( ) 2. What is this? A. A Chinese book and a story book. B. Its a book. ( ) 3. Where is your schoolbag? A. Two storybooks and a Chinese book. B. Its 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板书设计Unit Two My schoolbagA. Lets learnEnglish book maths book storybook Chinese book schoolbagWhats in your schoolbag?An English book . 第三课时课时内容A. Lets spell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/a/。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。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发音规则的单词教学准备1. 多媒体课件、录音机、磁带2. 语音例词单词卡教学过程Step 1 Warm up1. 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。Step 2 Lead in1. 展示教材,引出语音例词。Teacher: Look, whats this? Yes, its 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)Whats this? Yes, its a kite. Do you like kites? Whats on this kite? Is it nice?(板书单词five, nice, like)Lets 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。Step 3 Presentation1. 播放语音韵句。学生先认真倾听。然后再跟读。Teacher:Now, lets listen to a chant about these words. Listen carefully. Teacher: Listen to it again. Now, lets 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 lets 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? Lets read and find. (和学生一起慢慢读每一个语音例词)What is the sound? Yes, its /a/. 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。Step 4 Practice1. 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, lets 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, Ill show the cards of the words. You should say it quickly. And please say it like this. like, l-i-k-e, /l/ / a / /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: Lets 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? Its 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: Its chant time. Listen first, then say it. I,I, I; I, I, I, I is in like, /a/, /a/, /a/.I, I, I; I, I, I, I is in nice, /a/, /a/, /a/.I, I, I; I, I, I, I is in nine, /a/, /a/, /a/.I, I, I; I, I, I, I is in big, /, /, /.I, I, I; I, I, I, I is in pig, /, /, /.I, I, I; I, I, I, I is in six, /, /, /.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,lets 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。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:Ill show some words quickly. Please say it loudly. Teacher: Well done. Lets 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。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板书设计Unit Two My schoolbagA. Lets spelllike kite five nine rice第四课时课时内容B. Lets talk, Lets play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:Whats in it? 并学习句式:What colour is it? 来询问物品的颜色,并使用Its 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? Its blue and white. Whats in it? An English book, two toys and a notebook. Lets 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。课时目标1. 能够听懂、会说句式:What colour is it? Its . 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课时重难点1.重点:能够听懂、会说句式:What colour is it? Its . 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、笔教学过程Step 1 Warm up1.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, lets 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? Lets 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。 Step 2 Lead in1. 与学生谈论其书包,为学习课文做准备。Teacher:(展示手里的书)Whats this? Its an English book. What colour is it? Its . (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? Whats 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。Step 3 Presentation1.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 cant 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。Step 4 Practice1. 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,
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