潘丽综合场烛光杯详案6.16.doc

EEC四年级下册Unit 9 Were Taking Photos 第一课时教学设计详案(P68-69)道里区太平中心小学校 潘丽1、 教学内容：EEC四年级下册Unit9 Were Taking Photos第一课时（68-69页）。二、教学目标:1. 技能目标：学生能听懂理解故事；能模仿故事中人物的语言；能扮演故事中的人物表演全部或部分对话；2. 知识目标：l 学生能够理解求助语言及应答：Can you help me? Sure, I can.l 学生能够听懂询问物体数量语言，以及数字100和概括描述数量的表达： -How many lights are there? -About one hundred.l 学生能够听懂理解简单的祈使句： -Turn on the lights, please. -Come here quickly! Smile, please.l 学生能够听懂理解描述正在做的事情的语言： Were hanging lights. Were taking photos. 3.学习策略：培养学生的观察、预测、理解大意和细节、在语境中猜测词意、句意的学习策略。4.情感态度：体验故事中同学之间相互关心、请求帮助和乐于助人、团结友爱和为班级活动做准备的主人翁意识。三、教学过程：I. Greetings. & Warm-up. & Review.1. Greetings.T: Class begins. Good morning, boys and girls.2. Warm up.Lets sing a song “What are you doing?”【设计意图：教师引导学生一起唱跳，活跃课堂气氛，调动学生积极性，复习现在进行时，为U9进一步学习做好铺垫。】3. Review. T: What are they doing in the song? How about Ken and his family? Look! What are they doing? Do you remember?Ss: Mom is cooking in the kitchen. Ken is watching TV with Betty in the living room. T: How about dad? Is he with them?Ss: He is working in his room.T: Ken has a happy and warm life with his family. Wheres Ken now? Is he still at home? Lets learn Unit 9 Were taking photos. Where is Ken now?Ss: At school./ In the classroom.T: He is in the classroom with his friends.【设计意图：复习Unit8 核心故事，导入Unit9 故事的学习。】II. Presentation.l Pre-listening.（听前读图，解决图片背景信息。）Picture 1. T: Look! What are they doing? Why? (学生预测)Picture 2.T: There are more kids. Who are they? What are they looking at ? Whats in Lilis hands? Can you guess? What is she going to do? (学生预测)Picture 3. T: Are they still decorating the classroom? What are they doing now? (学生预测) How do you know it? Listen to the whole story and check your guesses.【设计意图：教师引导学生观察图片，说说图片中的人物、地点以及在做的事情，引导学生观察图片并预测故事发展，为进一步细节学习做好充分准备。】l First listening: (Background listening. 听汉语情境录音。). Setting Up the prediction of the 3 pictures.P1 What are they doing? Why?P2 What is she going to do? P3 Are they still decorating the classroom? What are they doing now? 【设计意图：听汉语情境对话，在播放录音过程中，教师用肢体语言帮助学生理解故事发展脉络。】. Putting Details into the 3 pictures.（三幅图片的细节处理。）T: Now you know the main idea of the story. Lets go into the details. Picture1: T: Look! Who are they?Ss: Jess, Ken, Robo, Jimmy.Q1.Who are talking with each other? (Listen to Picture 1.)S: Jess and Ken are talking. Robo and Jimmy are talking.T: Jess and Ken are talking. Look at Jess. Whats wrong with her? ( How do you know it? ) 【读图，关注图片信息。】Ss: Jess looks hot. 我看见Jess旁边有汗珠。I see a few drops of sweat. T: Lets listen. Q2.What are they talking about ? (Listen to Picture 1 Ken, Jess Part.)S1: Its very hot. / hot/ Jess is hot. S2: Were hanging lights./ hang lightsT: You heard so much. Very good.T: This time lets listen. Q3. What do they say? (听Jess & Ken 见面对话。)Ss: Ken：Hi. Jess. You look hot. Jess: Yes. Its very hot. T: Ken says You look hot. 【粘贴板书 You look hot.】Because its very hot in the story. T: Is it hot today? Ss: Yes./ No.【教师顺势问一下今天我们的天气热吗？激发学生已有经验。】 T: Jess looks hot. Because she comes from outside. Q4. What does Ken say next?Ss：Ken: Come in. Were hanging lights. （教师手势理解come in. 并引导学生说出Were hanging lights. 粘贴板书。）T: Look! What is the man doing? Listen! (播放录音：Im hanging lights.) Yes. He is hanging lights. How about this woman? (播放录音：Im hanging a lantern.) Yes. She is hanging a lantern. So clear about this word?【通过图示及教师的肢体动作，让孩子们理解hang的含义。】T: We also know Jimmy and Robo are talking. Have a look! What is Robo doing? (读图)Q5. What are they talking about？(Listen to Picture 1 Jimmy, Robo Part.)（听音过程中，教师通过肢体动作帮助学生理解彩灯对于小学生Jimmy来说有点高，挂起来困难，他向会飞的Robo求助。）【教师用肢体语言辅助孩子理解故事，感受故事的发展及语言含义。】S：Jimmy says : Can you help me, Robo? Robo: Sure, I can.T: The lights are a little high to Jimmy. Robo can fly. So he asks Robo for help. So Jimmy saysRobo says 【关注故事语言的含义及结构，教师根据学生们的回答书写主板书。】T: Lets watch a video. T: In the video. Whats wrong with the little tortoise?S: 它爬不上来这个洞了。小狮子帮助了它。T: When the tortoise meets trouble, he says. The lion is happy to help him and says. 【追加理解：小乌龟需要什么帮助呢？】Picture 2: T: Look! The kids hang the lights well. Lili comes.Q1: Who are talking with each other? What are they talking about? (读图，并预测故事发展及图片主题。) (听 P2 整段。)S1: Theyre talking about lights.S2: Turn on the lights.T: They are talking about lights. When Lili comes, she sees so many lights there. Q2. What does Lili say?（听Lili, Ken 对话的语言。）Ss: Great! How many lights are there? T: Yes. Lili says great. How many lights are there?Q3. Ken tells her. What does Ken say? （听Lili, Ken 对话的语言。如果有的孩子已经说出来答案，就顺势让孩子们检验一下。）Ss: Ken: About one hundred. (教师根据学生回答书写板书，并用卡片解释About one hundred.含义。)T: We hang many lights in the classroom. How many lights are there ? Can you guess the number roughly? (理解how many.?)Ss: About. （up/down）(教师反复询问How many lights are there? 帮助学生加强核心语句的记忆！)（也可以顺势问下，教室的照明灯有多少盏？）T: Lili holds the switch. Q4.What does Ken say to her next? (听P2后两句。) Ss: OK. Now turn on the lights, please.T: Then Lili turns on the lights. Whats the kids feeling now?(追加问题)T: XXX. Now turn on the lights, please? Do you like them? Whats your feeling now?（在班级中，找一个同学来真实感受开灯的动作以及看到漂亮的灯后的感受，让学生们在真实情境中理解语言的含义，并表达自己的感受。）Ss. Yes. Beautiful. Great. Wonderful.T: How about you?Ss: How beautiful!/ Great./Wonderful.Picture3: T: The kids finish decorating the classroom. Its so beautiful. They want to take photos together. Theyre ready here. What about Kate? Kate isnt ready. What will they say to Kate? (学生预测)【激发学生已有经验。】S1: Kate is running. Maybe someone is calling her./ Kate快过来啊。Q1. Who is talking first? What does he or she say?（听Ken 说话部分。）S: Ken: Kate, come here quickly. Were taking photos. T: Ken calls Kate to come here quickly. He says: Were taking photos. (教师用肢体动作帮助学生理解语言含义，并粘贴副板书。)T: Who is taking photos for the kids? Ss: Jimmy. T: If you are Jimmy, what will you say? (学生预测)Ss: 茄子。Cheese. /Smile. /Ready? Make a pose.(激发学生已有经验，并鼓励学生表情或动作活动，充分调动学生听音兴趣。)T: Q2. What does Jimmy say? (听Jimmy语言）S: Jimmy says : OK. Ready? Smile, please.(教师根据学生们的回答，通过肢体语言，帮助学生理解Jimmy语言的含义。)Q3.T: Whats wrong with Jimmy? (读图学生预测)Ss: Jimmy 摔倒了。T: Jimmy almost falls down. He shouts:. Then the kids laugh happily（听oops， haha）.T: Jimmy is a little careless. If you are in the story, youre Jimmys friends. What do you want to say or do to Jimmy?【激发学生已有经验，鼓励学生们关心朋友，帮助朋友。】【整个环节设计意图：引导学生观察故事图片的同时，提出细节问题并听音解决细节问题，帮助学生理解故事语言，并了解故事发展脉络。】III. Practice l Post-listening1. Listen and Repeat.T: Now lets listen and repeat the whole story. (You should pay attention to these parts. When you repeat the sentences, you can try your best to imitate their pronunciation and intonation. You also can design your body language. Clear?)T: Its the end of this term. The kids are going to have a party. Ken is busy with his friends in the classroom. Jess comes. What does Ken say to Jess? (停顿两秒让学生思考、回忆。然后播放录音，个体多人次模仿。注意模仿Ken关心同学的语气。)Ss：Hi, Jess. You look hot. T: Jess says.(停顿两秒让学生思考、回忆。然后播放录音，个体多人次模仿。)Ss：Yes. Its very hot.T：Then Ken says.(停顿两秒让学生思考、回忆。然后播放录音，个体多人次模仿。)Ss：Come in. Were hanging lights.T: But the lights are a little high to Jimmy. What does Jimmy say to Robo ? (停顿两秒让学生思考、回忆。然后播放录音，个体多人次模仿。注意模仿Jimmy恳求帮助的语气。)Ss：Can you help me, Robo?T: Robo says.(停顿两秒让学生思考、回忆。然后播放录音个体多人次模仿，注意模仿Robo 的语音语调。)Ss: Sure, I can.T: The kids hang the lights well. Lili comes. She sees so many lights. She says.(停顿两秒让学生思考、回忆。然后播放录音，个体多人次模仿。)Ss：Great. How many lights are there?T: Ken tells her.(停顿两秒让学生思考、回忆。然后播放录音，个体多人次模仿。)Ss: About one hundred.T: Then what does Ken ask Lili to do? (停顿两秒让学生思考、回忆。然后播放录音，个体多人次模仿。)Ss: OK. Now, turn on the lights, please.T: The lights are shining. The kids are happy. What do they say? (停顿两秒让学生思考、回忆。然后播放录音，个体多人次模仿，注意模仿学生们看到闪亮的灯时的激动语气。)Ss: Wow. Its wonderful!T: The classroom is more beautiful. The kids are ready to take photos together. But Kate is there. What does Ken say to Kate?(停顿两秒让学生思考、回忆。然后播放录音，个体多人次模仿，引导学生模仿Ken关心、着急的语气。)Ss: Kate. Come here quickly. Were taking photos.T: Jimmy is taking photos for the kids. What does he say? (before taking photos)? (停顿两秒让学生思考、回忆。然后播放录音，个体多人次模仿。引导学生模仿Jimmy为大家拍照时的语音语调。)Ss: OK. Ready? Smile, please.T: Jimmy presses the button. Then he runs to the kids quickly. But he almost falls down. Then he shouts.(停顿两秒让学生思考、回忆。然后播放录音，个体多人次模仿，引导学生带动作模仿。)Ss: Oops.T: The kids laugh happily.(停顿两秒让学生思考、回忆。然后播放录音，个体多人次模仿，引导学生体会当时的乐趣，开心地笑的模仿。)Ss: Haha.【设计意图：此环节教师运用故事过渡语，引导学生回忆故事，听音模仿故事语言，主要设计为个体多人次模仿，有针对性地引导学生动作、表情、语音等方面的模仿，为后面输出表演做好充足准备。教师在此环节中要鼓励一些平时不爱发言的孩子，并给予他们适当的鼓励评价。】2. Show Time.T: Its a funny story. Right? Its your show time now. There are 3 tasks you can choose.Task A : Act 1 picture out.模仿表演1幅图。Task B : Act 2 pictures out.模仿表演2幅图。Task C : Act 3 pictures out.模仿表演3幅图。T: Six kids in one group. You can find your roles now. You should pay attention to these parts when you practice the story in your group. Clear? .学生准备表演，六人一组。T: Which group wants to have a try? 第一组表演。Ss: We choose task A/B/C. (教师指导位置及场景。)T: Were the directors. Pay attention to these parts. After their show, you can say your opinion about them. Ready? (语音语调、肢体动作、流利度、情感、声音洪亮以及表情。)第一组表演。T: Whats your opinion about this group? T: Very good. You did a good job. The prizes are for you. Come on. Lets clap your hands for this group. 第二组表演。T: Whats your opinion about this group? T: Very good. You did a good job. The prizes are for you. Come on. Lets clap your hands for this group. (PS：学生们照完的照片需要1分钟成像，所以我先把它们放在投影下，等待德育渗透后，我们再一起分享。)IV. Moral Education.l Retell the story.P1. They are hanging lights. Jess comes. Ken talks to her and asks her to come in. Jimmy cant hang the lights. Then he asks Robo for help. P2. There are about one hundred lights in the classroom. The classroom is wonderful now. P3. Theyre taking photos now. They have a nice day together.l Its a warm story. What do you learn from the story?Ss: Jimmy is brave and smart. Robo is helpful. Ken is warm hearted. They are happy at school. They take photos together.l Think and Talk:l You must have the experience(经历) like Jimmy or Robo in your daily life. Can you tell something in a few words? (你能用几句简短的话说一说自己在遇到困难时如何求助以及帮助过他人的经历吗？