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四年级下册英语Unit 3 Travel plans说课稿范文

2017-03-28 18:22:09    说两句

  一、教材内容分析

  本课时的教学内容为新起点英语四年级下册P24,即A Look, listen and repeat, B Let’s play, C Let’s write. A部分借助对话录音和图片呈现八个目标词汇:sea, ski, eat seafood, visit the Mogao Caves, West Lake, row a boat, the Great Wall, take photos,并通过让学生看、听、说、做等途径来感受并学习这些词汇。B部分通过“小导游”游戏,帮助学生操练词汇,并体会词汇在交际情景中的运用。C部分为让学生根据所给的信息提示,选择本科所学词汇或运用已学词汇完成句子填空,同时强化良好的英文书写习惯。

  二、学生情况分析

  四年级的学生通过第一单元的学习,学习了restaurant, post office, bank, grocery, crossroads等表示场所和地理位置的词汇,为这节课的顺利学习打下基础。

  三、教学目标

  通过本节课的学习,学生能够达到以下目标:

  1. 能够听懂、会说 sea, ski, eat seafood, visit the Mogao Caves, West Lake, row a boat, the Great Wall, take photos等描述旅游景点名称及相关活动的单词和短语;能够根据语境恰当使用它们,并能借助拼读规律认读、识记单词和短语。

  2. 能够用We can … 初步表达在风景名胜中所从事的相关活动。

  3. 能够根据实际情况,选择本课所学词汇或运用已学词汇完成句子填空,同时强化良好的英文书写习惯。

  4. 能够通过课堂交流,了解在风景名胜所能从事的活动,拓展视野。

  四、教学重难点

  教学重点:

  能够听懂、会说sea, ski, eat seafood, visit the Mogao Caves, West Lake, row a boat, the Great Wall, take photos等描述旅游景点名称及相关活动的单词和短语;能够根据语境恰当使用它们,并能借助拼读规律认读、识记单词和短语。

  教学难点:

  能够用We can … 初步表达在风景名胜中所从事的相关活动。

  五、教学步骤

  1. 热身(唱一唱)

  T: Good morning, boys and girls.

  Ss: Good morning, Miss Fan.

  T: Do you like playing games?

  Ss: Yes!

  T: Let’s play Bomb games.(点击课件)

  设计意图:通过玩炸弹游戏复习以前学习过的表示地点场所的名词,激活学生以往的知识,同时在紧张愉快的氛围中让他们迅速进入学习英语的状态之中。

  T: Look! The train is coming. I say park, you say …, he says … Are you clear?

  Ss: Yes!

  T: Let’s play.

  设计意图:进行头脑风暴活动,激发学生头脑中已有的关于此类话题的单词。

  T: What can you do in a park?

  S: I can play ping-pong.

  S: …

  T: Let’s work in 2.

  Ss: 学生两人一组展开对话,班内展示,及时评价。

  设计意图:复习由单词过渡到句子。复习I can …功能句,为本节课的学习做好铺垫。

  2. 学习(学一学,练一练)

  (1)单词教学

  ①教学eat seafood

  T: Look!(点击课件)Andy and Lily are enjoying the pictures. What places are they?

  S: …

  T: Have you ever been to these places for travelling?

  S: …

  T: Today we are going to talk about travel plans. Travel means 旅游, Plan means计划,/’tr?vl/, /pl?n/.

  Ss: /?tr?vl/ /pl?n/

  T: Great! What do the two as say?

  S: They say /?/.

  T: Well done. Look at the beautiful pictures. Where is it?

  Ss: Sanya.

  T: Right! What can you do in Sanya?

  S1: I can swim in the sea.

  T: We can swim in the sea. I like the sea. What can we do by the sea?

  S1: We can walk/ …

  T: Do you like eat seafood? Look here! They are seafood. What does seafood mean?

  Ss: It means 海鲜。

  T: The food comes from the sea. We can eat seafood by the sea.

  设计意图:sea, seafood单词比较简单。主要是运用。

  ②教学ski

  T: Look at the beautiful pictures. Where is it?

  Ss: Harbin.

  T: What can you do in Harbin?

  S: We can …

  T: Look here! What can he do? He can ski, /ski/.

  Ss: /ski/

  T: Do you like skiing?

  Ss: Yes.

  T: What else can you do in Harbin?

  S: We can see the ice engraving.

  T: Great!

  设计意图:激活学生已有的知识和生活经验。

  ③教学the Great Wall和take photos

  T: Where is it?(点击课件)

  Ss: 北京

  T: What can you do in Beijing?

  S1: I can visit Tianmen Square.

  S2: I can visit the Summer Palace.

  S3: …

  T: Good job! Look! Where is it?

  Ss: 长城

  T: The Great Wall. eat—great, all—wall.

  Ss: The Great Wall.

  T: Have you ever been to the Great Wall?

  Ss: Yes. / No.

  T: The Great Wall is great. What can we do on the Great Wall?

  Ss: We can climb the hills.

  T: What else?

  S: We can see the flowers.

  T: Can we take photos there?(做动作)

  Ss: Yes!

  T: take photos.

  Ss: take photos

  T: Where can we take photos?

  S: We can take photos …

  设计意图:培养学生说的能力。将以前学习的场所单词和这节课学习的做的事情有机结合起来。

  ④教学visit the Mogao Caves

  T: Have you ever been to there?(点击课件,出现敦煌景色图片)

  Ss: Yes. / No.

  T: Where is it?

  Ss: Dunhuang.

  T: What can you visit in Dunhuang?

  S: We can eat good food.

  S: We can …

  T: Excellent. What is it?

  Ss: 莫高窟

  T: It’s the Mogao Caves, /keivs/.

  Ss: /keivs/

  T: We can visit the Mogao Caves in Dunhuang. What else can we do in Dunhuang?

  S: We can take photos in Dunhuang.

  S: We can …

  设计意图:培养学生说话的能力。

  ⑤教学West Lake和row a boat

  T: There is a nice place in Hangzhou. Many people visit it. Many poets wrote poems about it. Sushi thought it is as beautiful as Xizi. What is it?

  Ss: 西湖

  T: Yes, it’s the West Lake. What does a-e say?

  Ss: /ei/

  T: Good! /west/, /leik/.

  Ss: /west/, /leik/

  T: What can you do on West Lake?

  S: I can take photos.

  S: I can …

  T: Can you row a boat?(做动作)

  Ss: Yes.

  T: /r??/

  Ss: /r??/

  T: /b??t/

  Ss: /b??t/

  T: You can row a boat on West Lake. Where can you row a boat?

  S: I can row a boat …

  设计意图: 通过追问,培养学生综合运用语言的能力。

  ⑥Look, listen and repeat

  T: Look at the pictures! Let’s say by using This is … We can … Please work in 2.

  学生两人一组操练,班内展示,及时评价。

  T: Open you book. Listen and number.(点击课件)

  学生听音标号。班内校对,及时评价。

  设计意图:让学生先说再听,一则是复习巩固了新学习的单词,二则是进行了听前预测。

  T: Let’s listen and finish the chart.(点击课件)

  学生听音,完成表格,班内校正,及时评价。

  T:(点击课件,出现文本)Let’s listen and repeat.

  学生听音跟读,班内展示,及时评价。

  (2)Let’s play

  T: Let’s play. First let’s see how to play.(点击课件)

  学生观看

  T: Are you clear?

  Ss: Yes.

  T: Let’s go. Work in 2.

  Ss:学生两人一组问和答,班内展示,及时评价。

  (3)Let's write

  T: Look at the pictures.(点击课件,出现A部分图片)We can eat seafood in Sanya. What can you do?

  S: We can …

  设计意图:说是为写作铺垫。

  T: Now let’s write.

  (4)Homework

  1. Read the words to your parents.

  2. Repeat the dialogue to your parents.

  3. Write about your travel plan: We can … in …

  设计意图:家庭作业以说为主,检测学生是否真正掌握本节课的内容。作业实行分层,让孩子根据自己的学习能力选作,真正实现了以生为主。

  六、板书设计

  整个板书以本节课的教学重难点为主,辅之以教学评价。老师每教授一个单词就板书一个单词。随着教学的深入开展,接着在单词旁边添加单词或者标点符号,使之成为句子。评价是这样进行的:全班分成AB大组比赛,比赛为争夺小红旗,看谁得到的小红旗最多。最后用这个板书来进行整节课的小结。
 

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