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-PEP 四上Unit 2 B Let’s talk

发布时间:2013-11-02 11:50:22  

PEP 四上Unit 2 B Let’s talk

一、教学内容分析:

本课学习的核心句型是:What colour is it?It’s … 对话复现了A部分的核心句型:What’s in it? An English book… 教材通过张鹏在失物招领处寻找丢失的书包的情景,让学生感知上述句型的语义及语用情景。通过本课的学习,让学生明白丢失物品后应及时登记并详细说明物品特征;捡到别人遗失的物品也应及时上交。

二、学情分析:

学生在三年级的学习过程中,已经初步学习、掌握了学习用品、颜色、方位介词及其相关内容,例如学习用品类pen, pencil, pencil box, ruler, eraser, book, bag, crayon, Chinese book, English book, maths book, storybook; 颜色类red, blue, yellow, green, white, black, brown, orange;方位介词类in, on, under, near. 玩具类 kite, car, ball, boat,balloon.在三下四单元学习过:Is it in your toy box?在本单元A部分已掌握主句型What’s in it?的用法。

三、教学目标

(一)语言技能目标:

1. 能够理解对话大意

2. 能够运用正确的语音、语调朗读对话

3. 能够在情景中恰当运用句型:What colour is it? It’s ...询问并回答物

品的颜色。

4. 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!

5. 能够在语境中理解新词:lost, toy, notebook的意思并能正确发音。

(二)语言知识目标:

1. 能够听、说、认读句型:What colour is it? It’s … ,并能在情景中 1

运用。

2. 能够听、说、认读新词:lost, toy, notebook.

(三)学习策略目标:

培养学生齐心合力,团结协作,共同完成小组任务的合作精神。

(四)情感态度目标:培养学生妥善保管自己物品的良好习惯。

(五)文化意识目标:体验中西方文化的差异,学习西方文化的人文关怀。

四、教学重、难点:

1. 教学重点:

1)能够听懂、会说句型:What colour is it? It’s blue and white.

2)能够认读句子What colour is it? It’s blue and white.

运用What colour is it?和What’s in it?询问物品的特征。

2. 教学难点:

1)能够在情景中运用句型:What colour is it? It’s ...询问并回答物品的颜色

2)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!

3)Excuse me.和Here it is!的读音。

五、教学用具

六、教学步骤:

课件封面用颜色歌曲:Colour song

(设计意图:充分利用课前时间,调动学生思维,复现本节课有关颜色的单词。)

Step 1 Warm-up:

1. First, let’s chant. (旧三上P19)

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Where is your mouth / hand / ear / eye? Here it is.

2. Listen and point.

T: Where is your mouth / hand / ear / eye / pen / book / schoolbag…? Ss: Here it is.

T: Open your mouth and say hello to all the teachers.

T: Oh, you are ready. Let’s begin our class.

(设计意图:复习、热身调动孩子的积极性,集中学生的注意力,组织课堂。在学生已有知识的基础上,感知、渗透本节课的一个主要句型: Here it is!)

Step 2 Presentation

1. 呈现、处理:Lost & Found

T:We are so happy today. But ZhangPeng isn’t happy. What’s the matter

with ZhangPeng?课件:张鹏焦急的图片

T: Where is he?

课件:出示“失物招领”牌子

Ss:He is at the Lost & Found

T:What’s Lost and Found?

课件:通过课件图片让学生理解“失物招领”(呈现国内外大型失物招领处)

(设计意图:通过出示Zhang Peng的表情,引入本节课的主情景:Lost and Found.)

2. 观看视频第一部分(截取视频的前两句话)处理:Excuse me. I lost ….

T: Zhang Peng is at the Lost and Found.He lost a pen?

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处理lost,老师顺势用词卡教学lost

T: Can you try to guess ? He lost a ...

Ss: He lost a ...(听前预测:引导学生用lost 猜测)

T: Let’s watch the cartoon and find out.第一遍看课文视频, (截取视频

的前两句话)

T: He lost a ...

Ss: He lost a schoolbag.

T: How do you know? Can you read?

S1: I lost my schoolbag.

课件:zhangpeng 的图片加句子: I lost my schoolbag.

师简单领读。

T: Zhang Peng is a polite boy, so he said “Excuse me. I lost my

schoolbag.” 课件:点击出现:Excuse me.

“Excuse me.”(教读) 领读

课件呈现张鹏和句子Excuse me. I lost my schoolbag.

课件呈现两幅图:新课本第三页和老课本:Good to know一幅图,教师简单讲解Excuse me.的用法。

(设计意图:通过情景导入课文,找出本节课丢失的东西,因为句型:Excuse me, I lost my ?.是新内容,为了降低难度,所以只处理对话的情景语言。这也与前面主情景的呈现相连接。)

3、观看视频后半部分,通过问题的形式,呈现本节课的主句型。

T: Today Miss White is at the Lost and Found. She’s on duty today. Look! 课件呈现一个大箱子,里面很多丢失的东西,有几个书包。

There are so many lost things in the box. So Miss White asks him two 4

questions about his schoolbag. What questions? Let’s go on watching the cartoon and circle the two questions. 学生观看视频后半部分,找出两个问句并圈出来。

T:What are the two questions?

Ss: What colour is it? What’s in it?

课件出示两个问句:What colour is it?

What’s in it?

4、找出问题的答案,教学新词汇:toy notebook

T:What colour is Zhang Peng’s schoolbag?

课件出示句子:What colour is it?

It’s and .

Ss: It’s blue and white.

T: What’s in it?

课件:What’s in Zhang Peng’s schoolbag?

A. 一本语文书,两本笔记本,一个玩具 (实物图片)

B. 一本英语书,两个玩具,一本笔记本 (实物图片)

通过选择题的形式,学生通过观看完整的视频,找出问题的答案。 对答案,课件处理新词 toy, notebook.

课件:What’s in Zhang Peng’s schoolbag?

A. 一本语文书,两本笔记本,一个玩具 (实物图片)

B. 一本英语书,两个玩具,一本笔记本 (实物图片)

单词教学:课件依次呈现(boy----toy ----a toy----two toys)

(设计意图:以旧引新,培养学生的拼读能力,然后借助图片的帮助出现a toy,接着出现two toys的图片,最后出现文字two toys, 5

在图片的帮助下学习two toys)

渗透o-e 的发音。Who can try to read this ?

Coke

Jones

nose

note

note book

(设计意图:课件先出Coke Jones nose 这三个单词,让学生读单词,接着教师引导学生总结o-e 的发音,紧接着出现note ,让一生读一读,学生会读了之后,最后出现note book,找几个学生读一读。)

通过课件出示 Zhang Peng’s schoolbag里的文具图片,师生回顾课文:

T: What’s in Zhang Peng’s schoolbag??Let’s say together!

Ss: An English book,two toys and a notebook.(在此时,教师指导学生前两个短语用升调,最后一个用降调。)

5、课文最后一幅图画,情景语言的处理。

课件呈现课文最后一幅图画:

T: Is Miss White sure about the schoolbag?

Ss: Yes!

T: How do you know? Who can read?

Ss: Miss White says: Here it is! (用卡片教学)

T: Zhang Peng found his schoolbag, He is very happy. so he said “Thank you so much!”

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6、Play a guessing game. (课件出示遮挡的书包和文具盒)

T:Zhang Peng’s schoolbag is blue and white. It’s nice. I have a nice

schoolbags, too. What colour is it ? Who can guess?

T: What colour is it ?

Ss: It’s ...

T: What’s in it?Let’s say together:

Ss: a...an...and...

T: I have a new pencil-box, too.Who can ask me ?

S3:What colour is it ?

T:It’s ...

S3:What’s in it?

T:a...an...and...

鼓励学生大胆运用What colour is it ? What’s in it?。

(设计意图:通过梳理文本内容,使学生明白What colour is it? What’s in it ?的语用功能,并通过语境的分步呈现和完整呈现课文对话,加深学生对本节课对话语境的理解。借助图片,在语境中学习新词,并通过语音教学,培养学生见词能读的能力。最后,通过游戏,机械操练主句型:What colour is it? What’s in it ?)

三、Practice:

1. Listen & repeat.

2. Read in groups.

3. Act out the dialogue.

4. Read and number.

步骤一:课件呈现以下内容,学生排序。

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( ) A ruler, two pens, three pencils and an eraser.

( ) I lost a pencil box.

( ) What colour is it?

( ) Excuse me.

( ) What’s in it?

( ) It’s yellow and green.

步骤二: 课件呈现正确顺序的对话,学生齐读。

A :Excuse me. I lost a pencil box.

B: What colour is it?

A :It’s yellow and green.

B::What’s in it?

A :A ruler, two pens, three pencils and an eraser.

(设计意图:通过给句子标序号,进一步巩固本节课的语言结构和语言形式。)

四、Consolidation:

教师引导学生观察教室里的Lost&Found一角:

1. 以小组读notes

T: Look! Our friends Mike, Sarah, Wu Yifan and Chen Jie lost something. Here are the notes about them. Let’s help them find the lost things, OK? First, let’s read the notes and fill in the blacks.

课件出示notes和表格 (师简单讲解)

PPT: 表格填写师范完成之后,学生阅读并完成表格。

2. 学生阅读并完成表格。

学生小组合作,找出丢失的物品和特征,完成表格。

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3. 展示

教师与学生师范:

PPT: 出示提示语言。

A: lost a _____.

B:What colour is it?

A: It's _______.

B: What's in it?

A: __________.

T: Let’s have a look! What’s in the box? A cap, a Chinese book, two toys, two bags and some pencil-cases.

学生分小组展示:借助提示语言完成对话展示。

T: OK. Who wants to be the volunteer? Who wants to help Mike?

4. 情感渗透

情感渗透:师结合课件总结:

丢失物品后应及时登记并详细说明物品特征;

Write a note and stick on the Lost and Found.

捡到别人遗失的物品也应及时上交。

If you pick up something. Hand them in.

要养成妥善保管好自己物品的良好习惯。

Take good care of your things.

(设计意图:通过小组合作阅读并完成表格,培养学生的语言运用能力,语言运用能力包括口头运用和文本阅读。所以,为了更好的运用本节课的语境,采用阅读的形式来呈现本节课的语言运用。)

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