1、Unit5 Where Are You Going 第 1 课时教学设计【内容来源】陕旅教育出版社四年级下册 Unit5【主 题】Lets learn, Read and complete【课 时】第 1 课时一、教学目标1. 以学习 Lets learn 部分所列举的场所名称为主,要求学生能听、说、读、写词汇:park, cinema, shop, bookstore, hospital, bus stop, buy a story book,并熟练运用。2. 引导学生完成 Part C Read and complete 部分的内容。二、教学准备1. 教师准备:(1) Lets learn
2、 部分的图片。(2) Lets learn 部分的教学音频。(3) 实物:一本故事书和一张一百元的人民币。三、教学方法建议课程导入(Leading In)(1)课前问答I. 师生问答,复习以前学过的描述日常活动的词汇:T: Hello, everyone! Its nice to see you here. What do you often do on Monday?S1: I often .T: Do you fly a kite on Monday?S1: Yes, I do. / No, I dont.T: Do you read books on Tuesday?S1: Yes, I
3、 do./No, I dont.T: Do you see a film on Sunday?S1: Yes, I do. / No, I dont.2. 教师同班内其他学生就上述结果进行问答,复习一般现在时态中主语是单数第三人称时的句子结构:T: What does S1 do on Monday?Ss: He / She often .T: Does he / she fly a kite on Monday?Ss: Yes, he / she does. / No, he / she doesnt. T: Does he / she read books on Tuesday?Ss: Y
4、es, he / she does. / No, he / she doesntT: Does he / she see a film on Sunday?Ss: Yes, he / she does. / No, he / she doesnt(2)新课导入教师承接上一环节,继续问答,并描述自己的活动,引入新内容:T: What do you often do on the weekend?S2:I often .T: And I often do exercise. Sometimes I do some washing or go to the park.课程展示活动和过程的设计建议(p
5、resentation)(1)新课展示 Part A Lets learn教师预设情境,将本节课要学习的场所图片分别贴在教室四面的墙上,然后告诉学生今天是周末,自己要带他们出去玩,将本课场所词汇作为主要游玩地点。在使用引导语时,教师注意尽量采用以前所学句型进行陈述。1. 教授词汇 bus stop。T: Well, today is Saturday. Lets go out to play.Ss: Great!T:(教师走到公共汽车站图片的旁边)First! Lets go to the bus stop!教师板书 bus stop 并领读几遍,其间注意提醒学生 stop 中 st 浊化之后
6、的读音是sd ,教师注意纠正学生的错误读音。2. 教授单词 park。教师走到公园图片的附近:T: Look. Its a park. We can fly a kite in the park.教师板书 park 并领读几遍。3. 教授单词 cinema。教师继续在教室里走,并高兴地说:T: Lets go to other places. Oh, look, we can see a film here. Where are we?Ss: Cinema. / 电影院。T: Yes. We are in the cinema.教师板书单词 cinema 并领读几遍。4. 新授词汇 books
7、tore 和 buy a story book。T: I like to read books. Do you like to read books, too?Ss: Yes, I / we do.T: (教师走到 bookstore 图片的旁边)Well, lets go to the bookstore then.教师板书 bookstore 并让学生拼读。告诉学生 bookstore 是由 book (书)和store (商店 )组成的合成词。学生拼读熟练后,教师出示故事书,并提问:T: Now we are in the bookstore. Do you like this stor
8、y book?Ss: Yes, I / we do.教师教授 story book,让学生理解其意思并领读几遍。T: Lets buy a story book.(边说边拿出钱,让学生理解 buy 的意思为“买”)教师可多重复几遍该单词,然后板书 buy a story book 并领读该短语。5. 新授单词 shop 和 hospital。教师假装很渴,想要喝水:T: Im thirsty. I want to drink some water.(走到 shop 图片的旁边)Look, its a shop. Lets buy some water in the shop.教师板书 shop
9、 并引领学生拼读 sh-o-p-p。之后,教师喝水,并做因为水很冰而发抖状;然后假装感冒打喷嚏:T: Oh, I have a cold.(走向 hospital 的图片) Lets go to the hospital.教师板书 hospital 并让学生拼读,其间注意纠正学生的错误发音,尤其是sp 浊化之后的发音,应为 hosp-/sb/-ital 而不是 hosp-/sp/-ital。(2)教师播放录音,让学生听并跟读 Lets learn 部分的词汇。1. 学生集体听录音跟读词汇,要求指读。2. 学生分组听录音跟读词汇,要求指读。3. 个别学生展示,教师进行评价。4. 教师就学生容易读
10、错的词汇,如 bus stop 及 hospital 等进行针对性的训练。操练活动的设计与实施建议(Practice Activities)(1)我说你指1. 教师要求学生环顾教室四周,先熟悉每幅图片在教室里的位置。2. 教师说词汇,学生指向相应的图片;对第一名指对并大声说出该词汇的学生,教师要予以表扬和奖励。3. 教师将学生分成四组,每组选出一位学生来代表该组参加比赛,教师快速说词汇,学生代表指出相应的图片,看看哪组的学生指得又快又准!(2)Simon says本环节的目的在于让学生熟记词汇的读音,要求学生通过反复读的方式,在有趣的游戏中不知不觉地识记词汇的发音。如:T: Simon say
11、s, “Bookstore.”Ss:(学生跟读 )Bookstore.T: Bookstore.Ss:(学生不能跟读,否则即为犯规,教师可以让其他学生假装扔炸弹,惩罚该学生)教师也可将 Simon 换成班里其他没有积极参与游戏的学生的名字,这样可以让没认真听课的孩子将注意力转移到课堂上,有效提高教学效率。(3)Look and match教师用大屏幕出示动词短语 see a film, buy a story book, fly a kite, by bus / take a bus, buy a pencil 以及本节课所学的有关场所的单词,让学生将活动与相应的场所连线,比比看谁的反应最快!大屏幕内容参考如下:see a film shopbuy a story book parkfly a kite cinemabuy bus / take a bus bus stopbuy a pencil bookstore(4)Part C Read and complete教师在指导学生完成本部分练习的时候,可以提前向学生渗透 be going to句型的意思为“将要” ,在方便学生完成练习的同时,使他们提前感知 be going to 句型结构,为下节课的内容作铺垫。参考答案: 1. cinema 2. bookstore 3. park 4. shop。【板书设计】