UNIT FOUR REVISION Lesson 14 教学设计.doc

UNIT FOUR REVISION Lesson 14 教学设计一、教学目标1.能运用前三个单元所学的交际用语和句型,在不同的语境中,根据实际情况与他人交流。2.能够听懂、认读前三单元的核心词汇,并能够正确书写及描述部分重点词汇。3.能够读懂关于雷锋的文章,初步了解他的生平,学习他艰苦朴素、助人为乐的精神。4.能够运用已知的读音规律,读准字母组合air(发音为/e/)的单词,了解字母组合ow在单词中的另外一个读音/u/,运用并尝试按读音规律拼写单词的方法。5.能正确使用be动词描述人物情绪状况。二、教学重难点1.教学重点: 能够在不同的语境中,根据实际情况与他人用所学的交际用语进行交流。2.教学难点:(1)结合实际情况创编对话。(2)在阅读语篇中提升学生的阅读能力。三、教具准备前三个单元的单词图片、教学课件、教材等。四、教学过程(一)Do you understand1. Tick() or cross().分析与提示本部分通过让学生听录音判断画面内容是否与所听句子内容一致,训练学生的听力、观察能力以及运用语言描述图片的能力。1. Tick()or cross()(1)教师引导学生观察图片,预测第一幅图中人物对话。T: Who are in picture 1?Ss: Yangyang and Guoguo.T: Can you say something about Yangyang?Ss: Yangyang is holding a bag in his hand.T: Whose bag is it? What colour is it?Ss: Its pink. So maybe it is Guoguos bag.Ss: Yangyang is holding the bag for Guoguo.T: If you were Guoguo, what would you say?Ss: Would you please do me a favour?Would you please hold the bag for me?(2)学生观察图片,同桌讨论,预测其他三幅图中人物的话语。(3)播放录音,完成练习。第一遍整体播放录音,学生判断所听内容是否与画面内容一致,用“”或“”标在图下括号中。第二遍整体播放录音,学生检查答案。第三遍逐句播放录音,学生逐句跟读,集体核对答案。(4)扩展练习。 主要针对听力材料与图片内容不符的小题,引导学生进一步用语言描述出符合画面内容的句子,培养学生灵活运用语言的能力,为下面的自主创编打下基础。如:“Maomao isnt 1ooking for his bike. Because he is in the classroom. Maybe he is looking for his pen.”2. Listen and number分析与提示本题旨在通过让学生听录音判断图片顺序,复习巩固有关表达情绪状态的内容,训练学生听力、观察能力以及运用语言描述图片的能力。(1)游戏导入。 教师课前将第一单元学过的表达人物情感状态的词语写在小卡片上。一位学生抽取后,依据卡片上的词语,用肢体语言及表情来表达出这种情感,其他同学观察后猜测。(2)学生观察图片,了解并描述图片上的各种表情。T: Look at these faces. Can you say something about them? Have a try, please. 在学生说出一种表情后,教师可以进一步追问,培养学生逆向思维的能力,同时发散学生的思维,为后面的自主创编打下基础。T: Why is he/she angry/crying/laughing/sleepy?(3)播放录音,完成练习。第一遍整体播放录音,学生排列图片顺序,并将正确的序号填写在图下括号中。第二遍整体播放录音,学生检查答案。第三遍逐句播放录音,请学生指图跟读并模仿录音中的语音语调,集体核对答案。(二)Can you match?Put these words into the right group. 分析与提示本部分旨在通过词汇分类的练习复习巩固前三个单元的重点词汇,训练学生正确认读、理解单词的能力。1.同桌两位同学一起指读练习中的词汇T: Can you read these words in pairs? If you have any questions, please raise your hands and ask me.2.学生独立完成练习T: Can you put these words into the right basket?3.全班核对答案(三)Can you talk?分析与提示本部分内容为学生创设了两个情景,旨在为学生使用已掌握的交际用语进行交流搭设平台。教师要根据学生的实际情况给予适当的引导、示范,保证各层次学生言语活动的顺利进行。1.学生观察图片,教师引导学生预测人物语言(1)He is sad.T: Look at the picture. Can you say something about it?在前一课中,学生已经接触过Can you talk?板块,应该知道可以利用word bank中的提示。如果学生不能直接依据教材中的词组提示描述图片信息,教师可以进一步引导。如:“Look at the penguin. What does he feel?”学生可能会根据第一单元的学习重点说出“He is sad.”教师可继续引导:“Thats right, he is sad. Also, lets look at his head.”这时学生会关注到“He is hot.” 教师可以用类似的问题引导学生关注word bank中的另外两个单词fan和doesnt work。(2)Maomao wants to get the key to his bike.T: What is the boys name? What is he holding? If you were him, what would you say to Sara?T: He asks Sara to hold the books for him. What does he want to do? 教师要有意识地运用第三人称的角度来提问和描述,帮助学生最终能够从第一人称叙述过渡到从第三人称的角度去描述图片。2.学生两人一组,选取一个情景自主创编对话 教师巡视指导,注意关注学困生,可根据他们的实际情况,安排看图说句子等活动。也可以安排一帮一互助小组,请学有余力的学生与他们组成小组进行练习。3.展示、评价 请学生表演自己创编的对话,其他同学尝试着评价他们的表演。注意引导学生多给予鼓励性的评价,并且能够吸取别人的经验。(四)Can you read? Do you know Lei Feng? Lei Feng was born in 1940. He lost his parents when he was seven. In 1960, he joined the army. He did many good things for people. He helped children on rainy days. He helped old people with their housework. He sent his money to a soldiers parents when the soldier lost his life on duty. He helped wash his friends feet when they were tired. He mended(缝补) their socks. He was glad that he could help people. Here are some quotes from Lei Fengs diary. “Life will end but there is no end to serving the people.” “There is only one aim in my life: to be a useful person to the people.” “Its great to a nameless hero.”Read and choose Lei Feng joined the army in _.分析与提示本部分为学生提供了一篇课外阅读文本,旨在培养学生的阅读能力,拓展学生的相关课外知识。这是四年级的学生第一次接触到较长篇幅的阅读文本,因此教师要根据学生的实际情况,渗透一些阅读策略及方法。通过阅读、朗读,丰富学生的语言,提高学生读的能力。1.学生观察图片。预测阅读文本内容T: Look at this picture. Do you know the man? 可以让学生简单用中文介绍一下他们已知的雷锋的事迹。T: Wow, you know a lot. Do you want to know more about him? Lets read the article.2.学生阅读文本 学生独立默读文本,并在刚才用中文谈论过的雷锋事迹下画线。T: Just now we talked about Lei Feng in Chinese. Now please read the article silently and underline the things we just talked about.3.进一步了解细节,理解文本(1)学生分享自己在阅读过程中画下的句子。这些句子相对比较简单,好理解。(2)学习刚才没有用中文谈论到的内容,在此环节,教师要注意渗透联系上下文理解新词的阅读策略。如:quotes(名言)T: Children, do you know the word diary? Every day, we write down some interesting things or sad things in our diary.Lets see what Lei Feng wrote in his diary. Who can read it to us?These sentences are all from Lei Fengs diary. They are very good and famous. So we can call them Lei Fengs quotes.4.引导学生再一次细读文本,内化信息5. Read and choose(1)学生在理解的基础上独立完成。T: Do you understand the article? Lets do Read and match.(2)同桌交流,核对答案。(五)Can you write?1. Write the missing letters: ow or air.1) gr _ kn _ sn _ tomorr _ yell_2) p _ h _ ch _ f _分析与提示本部分内容旨在让学生通过填写单词中所缺的字母组合ow或air,复习巩固所学的相关单词的发音,培养学生按照读音规则拼读单词的能力。1. Write the missing letters: ow or air(1)头脑风暴,调取已知信息。T: Children, you remember we talked about “ow” sounds /au/ last class, right? Do you know it has another sound /u/? Can you say some words with the sound/u/?学生说完单词后,教师或学生将该词拼写在黑板上。(2)发现规律,渗透拼读策略。T: Can you find some rules about these words?学生可能会说在第十三课中,ow在单词开始或是中间读作/au/,在这一课中ow在单词结尾读作/u/。教师要给予学生肯定的鼓励,并同时要纠正这一观点。在一般情况下ow在单词结尾读作/u/,但也有特殊情况。可以给出一些例子让学生体会:ow as in snow ow as in nowborrow window cow howrainbow yellow down townow as in snowbow row blow bowlflow glow grow knowshow slowow as in nowpow towel powder meowshower crown(3)T: Well done! Now can you tell us some words with “air”? 让学生回忆学过的包含字母组合“air”的单词,教师将单词写在黑板上。T: Can you find the same sound these words have? Thats right, they all have the sound /e/. “air” sounds /e/.(4)学生独立完成练习。(5)组织学生集体朗读词语,核对答案。2. Complete the sentencesYou are tired.She _ happy.They _ surprised.He _ sad.We _ happy.I _ excited.分析与提示本部分旨在通过填写be动词的不同形式的练习,让学生复习巩固am, is, are的用法。并再次复习表达情绪情感的词汇。(1)小组活动,看图问答。T: Look at this picture. Can you ask and answer questions in your group?(2)全班活动,同桌同学一问一答,在问答中体会be动词am, is和are的用法。(3)学生独立完成练习。(4)同