四年级英语下册Unit8Whatareyoudoing教案2教科版（广州三起）.docx

Unit 8 What are you doing? 一、教学内容分析 本课时是Module4 Activities 的Unit 8 What are you doing 第四课时读写课, 内容包括本单元的单词、重点句型以及进行文本和写作训练。通过本节课，学生能运用所学描述人物并理解阅读材料，在读中习得语言，并形成相关的阅读策略。学生能通过阅读文本，掌握一定的写作技能，进行写作。二、教学对象的分析四年级学生对英语的学习有浓厚的兴趣，思维活跃，敢于模仿，敢于表达，乐于交往。本课是关于活动的内容，学生对这一话题比较熟悉,并且很感兴趣，加上他们在二年级上曾经接触过部分活动的词组。在上一个课时听说课中，学生也学习了关于描述人物动作的句型,学生有了一定的基础。本课将通过读写相结合的教学方法，帮助学生梳理知识重难点，学会更有条理地接受和运用知识。通过让学生在课中产生兴趣和学习的信心，激发他们进一步综合运用语言知识的能力。三、教学目标 （一）语言知识目标1“四会”掌握Unit8的词组watching cartoons, fishing, swimming, flying a kite, singing and dancing 2.能正确理解及运用句型。句型: The boy/the girl/the lady/the man is /areing. （二）语言技能目标1.能运用所学短语及句型描述人物。2.能通过阅读，理解文章。3.能在读中习得语言，写文章。（三）学习策略目标1.通过小组合作，发挥合作精神，共同完成任务。2.通过全面理解阅读材料，形成阅读策略，学会在读中提取信息，培养初步的阅读和写作技能。（四）情感态度目标1.体验英语学习的乐趣，乐于表达，乐于分享。2.养成良好的英语学习习惯：积极参与，主动合作。四、教学重点与难点： 1. 正确理解短文的内容，完成相应的阅读任务。2.通过阅读，掌握初步的写作方法。 3.看图，利用学过的句型进行写作。五、教学策略 1. 运用多媒体，激发学生学习的兴趣，调动学生的学习热情。2. 注重小组合作学习，注重过程评价，提高学生参与课堂活动的积极性，促进学生共同发展。3.加大语言输入量，采用top-down和bottom-up结合的阅读教学模式，指导阅读策略，培养学生的阅读能力。4.以读促写，初步提升写作能力，培养学生的综合语言运用能力。六、教学媒体：PPT课件、视频、卡纸，纸盒七、教学过程IPreparation1.Chant.【设计意图：通过观看轻松有趣的视频，回忆动词的现在分词，激发学生的兴趣，调动课堂气氛。】2.Review the verbs.【设计意图：通过TPR游戏，滚动呈现所学的现在分词词组，学生复习和巩固旧知。】II Input and intake 1Passage 1 3：45 in the park1.Skimming : Get the general idea of the passage. 3:45 in the park Its a quarter to four in the afternoon. The people are having fun in the park. Look, a girl with short hair is taking photos of flowers. Her name is May. Under a big tree, three men are playing chess. The man with glasses is Mr Liu. What about the boy with a hat? Hes fishing by the river. Hes Sam. And the lady in a skirt is singing. Shes Miss Green. Near them, a boy is flying a kite. Can you see three girls? In front of the tree, the girl in a white shirt is reading. Shes Jane. They are having a good time in the park.【设计意图：让学生通过快速阅读，找出与文章内容相符的图片，考察学生理解文章的能力。】2. Scanning: Get the specific information. Name the people in the picture.【设计意图：学生阅读文章，在活动手册34页的图中标出文章提到的人物的名字。通过读和找的活动，检测学生正确理解文章句子的能力。】3.Third reading: Combine the words.1singing, the lady, in a skirt, is2. taking photos, is ,with short hair, a girl3.with a hat, fishing, the boy, is【设计意图：通过连词成句的练习，检测学生对句子结构的理解，引导学生关注句式，为后面写作做铺垫。】4.Look and retell. 【设计意图：通过看图，让学生复述图中人物的衣着，外貌及动作，检测并加强学生正确运用含有形容词，介词,动词现在进行时描述图片的能力。】III Input and intake 2Passage 2 5:00 at school1. Predicting: Look and talk about the picture.提示：1.What time is it? 2.Who is/are?3.Where is/are? 4.What is/are ing?【设计意图：通过看图，用所学句型进行师生交流，引导学生对文章大意进行阅读前的推测，引起后面学生对文章相关信息点的关注。】 5:00 at schoolIts 5:00 in the afternoon at school. Some children are having lessons, and some children are playing games. They are busy. Look, the cute boy with glasses is Ben. Hes reading a book in the library. He likes reading books. His favourite subject is Chinese. The girl in a dress is Kate. Shes good at dancing. On schooldays, she often dances. Look, shes dancing in the dancing room. What about those children? They are taking exercise. Look, the boys in blue T-shirts are running in the playground. They are Mike and Tom. They run so fast. They look strong.The children are all very happy. 2.Detail reading: Read and match. 【设计意图：学生细读文章，根据文章内容，连线。把相应的形容词，介词，名词与活动连接起来，考察学生正确理解文章内容的能力。】3.Look and say. The _with/in is _. _ is/are _ing in/on_. 运用句型： 【设计意图：根据关键词，运用句型对人物的方位，外貌及动作对图片人物进行复述，加深学生对句子形式的关注。】4.Answer questions: 1. Whats kate good at? 2. Whats Bens favourite subject? 3. What are Mike and Tom like?【设计意图：学生通过阅读，关注文章句式，滚动旧知，为后面写作做铺垫。】4. Look and fill in the blank.1. The girl in_ is _. Shes _in the _.2. The boy _is _. Hes _.【设计意图：学生通过看图补充完整句子，巩固地点及动词现在分词的书写以及描述人物外貌，方位和动作的表达方式，为后面写作做铺垫。】IV.OutputContinue to write a passage about the school. 5:00 at school Its 5:00 in the afternoon at school. Some children are having lessons, and some children are playing games. They are busy. Look,_ _The children are all very happy. 【设计意图：学生通过看图，基于第二篇阅读文本，综合运用所学句型，描述学校不同场室里的人物的衣着，外貌及动作，续写文章。培养学生的综合运用能力。】V.Assessment 通过