二0二三年度四年级上册Unit4AskingforHelp版四上Unit4lesson2

1、基本信息章节Unit4 Asking for Help Lesson 2 学科英语年级四年级教材人教版（一起）四年级上册指导思想与理论依据义务教育英语课程标准(2023年版)课程性质指出义务教育阶段的英语课程具有工具性和人文性双重性质课程。课程基本理念指出现代外语教育注重语言学习的过程，强调语言学习的实践性，主张学生在语境中接触、体验和理解真实语言，并在此基础上学习和运用语言。激发和培养学生学习英语的兴趣，使学生树立自信心，养成良好的学习习惯和形成有效的学习策略，发展自主学习的能力和合作精神是基础教育阶段英语课程的基本任务。本课将以任务为驱动，结合图文情境，借图学文，以图促思，促进学生主动参与

2、、思考，让他们在感知、体验、参与合作的过程中去完成任务，提高综合语言运用能力和英语核心素养。教学内容分析本课是人教版(一起)四年级上册Unit4 Asking for Help的第二课时。总共分为四个部分：A：Look, Listen and repeat.(借助图片和听力内容，情境化的呈现了本单元的功能句Can I use your.,please? Sure. Here you are./ Sorry, Im using it.) B：Lets play.(通过Bingo游戏操练本单元功能句。)C：Lets write. (要求学生根据语境写出答句，同时强化良好的英文书写习惯。）学情分析四

3、年级的大部分学生对英语有着较浓厚的学习兴趣,但也有少数学生由于学习难度的加深,学习兴趣随之减弱,课堂中的参与度较低,因此如何激发学生的学习兴趣及设计适合不同能力孩子的活动是在进行教学设计时教师着重思考的点,我采取了情境教学法和任务教学法来激发学生的兴趣,使学生在真实的情境中学习语言,运用语言。存在问题及解决措施:1、B项活动的Bingo游戏情境不够真实,学生不是十分感兴趣。对策:将Bingo游戏替换成互借工具，完成卡片制作任务。使学生制作卡片的过程中自然而然的运用语言去交流借用学习工具,在巩固A项语言的基础上,也能达到学以致用的目的。2、书中的对话活动较少,练习的层次较为单一。对策:利用本单元

4、大情境图进行看图编对话的练习,利用单元开篇页的主情境图让学生猜测对话内容,培养学生的观察能力和分析能力,给学生更大的思考空间,自由想象。同时通过借文具完成制作卡片的活动，让学生巩固本课时的句型并能在真实的情景中灵活运用。3、C项写的活动任务较为简单,不能满足孩子更高的学习需要。对策:将C项活动改动为三个小活动,首先读问句，然后根据问句想可能的答句;最后要求根据听力内容进行答句的书写。教学目标语言能力目标：能够听懂、会说借东西时常用的问句:Can I use your,please? 及答句:Sure. Here you are. /Sorry, I dont have one. /Sorry,

5、 I am using it.能够初步在情境中恰当运用。能够根据问句在四线三格中正确规范书写答句。学习能力目标：通过小组合作，同伴互助等策略提升学习效果。思维品质目标：学生能在图片和对话的帮助下，发展自身的观察、预测、分析等思维品质。文化意识目标：当自己有困难时,知道如何礼貌地向别人寻求帮助。培养积极为他人提供力所能及的帮助的意识。感恩对向自己提供过帮助的人。教学重点能功能句型Can I use your,please? 及答句:Sure. Here you are. /Sorry, I dont have one. /Sorry, I am using it.向他人寻求帮助和回应别人求助。教

6、学难点学生如何在真实的情境中运用句型进行礼貌地寻求帮助和回应别人求助。教学准备PPT课件、教学单词卡片。学生四人一组，带不同的文具。教学过程活动进程学生活动教师活动设计意图Warm upGreeting.Ss: Good afternoon, Miss Tang！Ss: Its.Greeting. T：Good afternoon, everyone!T: Whats the weather (like) today?教师向学生打招呼，做好上课准备。活跃氛围，聚焦课堂。Lead-inSs: Its Thursday.Ss: Thanksgiving DaySs:Yes!Ss:We need.(

7、a pen, a knife, an eraser, a glue stick, scissors, crayons, paper)Ss: No.S1: Yes, I do./ No, I dont.S2: .S1: You can ask for helpT: What day is today?(出示日历图片)T: Today is Thursday. Do you know what festival is this day?(出示去年收到的感恩节卡片)T: Yes. Thanksgiving Day is coming.Last Thanksgiving Day, Lucy made

8、a card for me. Today, I want to make a card to thanks for the people who help me. Do you want to make a card with me?T: To make a card like this one. What stationery do we need? (把学生提到的单词卡片贴黑板上)（教师出示自己的文具）T：I only have paper. I dont have.Can I make a card now? T：Do you have.?(追问该学生是否有这个文具)T: What ca

9、n I do ?T: Yes. I can ask you for help. But how to ask for help? Lets go to see our old friend. They will show us.创设想制作感恩卡片，但没有带够文具的情景，导入主题Asking for helpPresentationSs: Asking for help.Ss: Lily, Joy, Bill, Binbin, Yaoyao and Andy.Ss: They are in the art room/classroom.Ss: They are having art class.

10、T: Open your book at page 38. The title is.出示主情景图：.T：Look at the picture. Who are they?T: Where are they?T: What class are they having?通过Bill美术课上借胶棒的情景呈现如何礼貌地寻求帮助和回应别人求助。Activity 1: 听前读图预测Ss: A kite/A butterfly card.Ss: Bill has a pencil and an eraser.Ss: Andy has scissors, a glue stick, a knife and

11、 paper.Ss:.Activity 2: 看视频,理解大意Ss: Glue stick.Activity 3: 听读文本,理解细节Ss: Can I use your glue stick, please?Ss: No.Ss: Because Andy is using it.Ss: Sorry. Im using it. Ss: Asking Lucky for help.Ss: Hi, Lucky. Can I use your glue stick?Ss: Sure. Here you are.” Ss: Bill needs a pen.Ss: Hi, Andy. Can I us

12、e your pen, please?Ss: No, he doesnt.S1: Sorry, I dont have one.Activity 1: 听前读图预测T: Look at Bill. What does Bill want to make?T: What stationery does Bill have?T: What stationery does Andy have?T: Can you guess what does Bill need now?Activity 2: 看视频,理解大意T: Watch the video and answer the question:

13、What does Bill need?Activity 3: 听读文本,理解细节T: Bill needs a glue stick, so Bill ask Andy for help.What does Bill say?T: If you want to borrow something from others, you can say:“Can I use your ?”板书带读问句T：Does Andy give the glue stick to Bill?T: Why?T: Listen! What does Andy say?T: If you are using it, y

14、ou can say “Sorry. Im using it.”教师板书功能句型讲解并带读。T: What can Bill do then?T: What should Bill say to Lucky?T: Listen! What does Lucky say?教师板书功能句型讲解并带读。(呈现Bill想向Andy借钢笔的图片)T：Look, what does Bill need now?T: What should Bill say to Andy?T: Does Andy have a pen?T: What should Andy say to Bill?T: If you d

15、ont have one, you can say “Sorry. I dont have one.”教师板书并带读。听前观察图片,降低听力难度,同时了解对话的背景。循序渐进地培养学生听的好习惯和听的学习策略。第一次听带问题听：Bill想借什么,理解大意；第二次听Bill用什么语言借的,并通过阅读听力文本,自己分析找到相关信息,理解文本细节；创设Bill想向Andy借钢笔,但是Andy没有的情景，请学生想Andy可能的回答，激发学生思维。PracticeActivity 4: 听音跟读，分角色朗读,换卡片操练。Boys act as Bill. Girls act as Andy. Teach

16、er act as Lucky.Activity5: 看主情景图，猜测对话,巩固功能句型Please work in pairs and act it out.Activity 4: 听音跟读，分角色朗读，换卡片操练。Now the third time, listen and repeat. Activity5: 看主情景图，猜测对话,巩固功能句型教师出示本单元主情境图T: Look at the picture carefully. Can you guess what do they say? Please work in pairs and act it out.再次听并跟读,模仿语音

17、语调。操练巩固句型。利用书上的主情境图让学生猜测对话内容,培养学生的观察能力和分析能力,给学生更大的思考空间,自由想象。同时,在反复的操练中巩固本课时的句型并能灵活运用。Production Activity 6: 互借文具完成卡片制作（看老师示范，互借文具完成卡片制作）Activity 7：书写练习朗读C的句子，并且尝试回答。看图写答语Activity 6: 互借文具完成卡片制作T: Thanks our friends. I know how to ask for help in class. Now, I can make a card. First, I want to cut the

18、 paper. But I dont have scissors. Can I use your scissors, please?(教师示范做卡片，并向学生借文具）T: Now, you have 8 minutes to make your card. If you need help, you can ask “ Can I use your?”Activity 7：书写练习T:When you make cards. I heard some these questions. Lets read together.Whats your answer?Write down the answer according to the picture.在卡片制作活动中，运用所学句型解决实际问题。由说到写，巩固提高SummarySs: In this class, we learned how to ask for help. If you need help, you can ask for help. At the same time, we also should try our best to help others . Ss:.T：What