陕旅版四年级下册Unit 5 Where Are You Going?教学设计及反思

Unit 5 Where Are You Going?

Lesson 1

【教学内容】Part A Let’s learn

            Part C Read and complete

【教学目标】

1．以学习Let’s 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.

【教学重难点】

以学习Let’s 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.

【教学准备】

1．教师准备:

（1）Let’s learn部分的图片.

（2）Let’s 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.

【教学过程】

Ⅰ．课程导入(Leading In)

1．课前问答

（1）师生问答,复习以前学过的描述日常活动的词汇:

T: Hello, everyone! It’s 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 don’t.

T: Do you read books on Tuesday?

S1: Yes, I do. / No, I don’t.

T: Do you see a film on Sunday?

S1: Yes, I do. / No, I don’t.

（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 doesn’t.

T: Does he / she read books on Tuesday?

Ss: Yes, he / she does. / No, he / she doesn’t

T: Does he / she see a film on Sunday?

Ss: Yes, he / she does. / No, he / she doesn’t

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.

Ⅱ．课程展示活动和过程的设计建议（presentation)

1．新课展示Part A Let’s 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. Let’s go out to play.      Ss: Great!

T:(教师走到公共汽车站图片的旁边)First! Let’s 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. It’s 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: Let’s 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bookstore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, let’s 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 story 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: Let’s 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: I’m thirsty. I want to drink some water. (走到shop图片的旁边)Look, it’s a shop. Let’s buy some water in the shop.

教师板书shop并引领学生拼读sh-[ʃ]-o-[ɒ]-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) Let’s 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Let’s 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）教师就学生容易读错的词汇,如bus stop及hospital等进行针对性的训练.

Ⅲ．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 says, “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                    shop

buy a story book               park

fly a kite                     cinema

buy bus / take a bus             bus stop

buy 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

Ⅳ. 家庭作业： 熟读并记忆Let’s learn 部分的单词和短语。