PEP四年级下学期复习课整体设计.doc

PEP 小学英语四年级下册 WHAT CAN WE DO FOR BRICS 福建省厦门市海沧区小学英语福建省厦门市海沧区小学英语 PEPPEP 教材单元整体教学研究资料教材单元整体教学研究资料 2017 6 8 策划与指导 福建省厦门市海沧区教师进修学校 陈碧云 研究团队 鳌冠小学 厦门双十中学海沧附属学校 研发名单 郑园兰 洪佳惠 PEP 四下四下 What can we do for BRICS 复习课复习课 一 学情分析一 学情分析 通过本学期的英语学习 学生基本具备了谈论学校 时间 天气 农场 衣物的能力 针对这一学情 我们希望通过复习课的学习 帮助学生再次梳理本 学期六个单元所学的 6 个话题 学校 时间 天气 农场 衣物 购物及其之间的联系 让学生在视 听 说 读 唱 玩 演 做等趣味性较强的活动中 灵活运用每个单元所学不同的语言支架谈论自己的实际生活 做到用英语做事情 二 单元整合思路二 单元整合思路 一 单元主题与分课时话题 二 各课时教学内容分布图 分课时分课时话题教学内容分布图 Period 1What can we do for BRICS Period 2What can we do for BRICS 三 单元教学内容结构图 三 单元教学目标三 单元教学目标 一 单元教学目标 语言知识目标 1 学生在语境中能进一步灵活运用first floor second floor teacher s office library playground computer room art room music room next to breakfast English class lunch music class PE class dinner get up go to school go home go to bed o clock clothes pants hat dress skirt coat sweater socks shorts jacket shirt yours whose mine 等关于 school schedule weather farm clothes shopping 的词汇 2 在语境中进一步灵活运用下列句型 Where s the It s Is it Yes it is No it isn t What time is it It s It s time to for What s the weather like in It s Can I Yes you can No you can t What are these those They re Is this that Yes it is No it isn t Whose is this that It s Are these those Yes they are No they aren t Whose are these those They are How do you like It s They are How much is it are they It s They are 语言技能目标 能在语境中灵活运用 Where s the It s Is it Yes it is No it isn t 询问和表达学校设施位置 用 What time is it It s It s time to for 询问时间 并表达到时间做某事 用 What s the weather like in It s Can I Yes you can No you can t 询问和表达天气状况 并 在一定天气状况下做出合理安排 用 What are these those They re 询问和表达农场果蔬和动物 用 Is this that Yes it is No it isn t Whose is this that It s Are these those Yes they are No they aren t Whose are these those They are 来询问和表达衣服的所属 用 How do you like It s They are How much is it are they It s They are 描述所要买的衣服并表达简单购物用语 情感态度目标 体会作为志愿者助人的快乐 助力金砖 文化意识目标 初步了解金砖会晤的文化背景知识 学习策略目标 在词语与相应事物之间建立联系 注意观察 归纳得出简单语法现象 对所学内容进行初步归纳总结 在词语与事物之间建立联系 二 分课时教学总目标 教学目标教学目标第一课时第一课时第二课时第二课时 话题话题What can we do for BRICS Period 1What can we do for BRICS Period 2 功能功能1 谈论学校设施位置 并和他人实际交流 2 询问时间 表达到时间做某事 3 询问和表达衣服的所属 1 询问和表达天气状况 在一定天气状况下做出合理活动安排 2 询问并表达农场动物和果蔬 3 描述所要买的衣服 并表达简单购物用语 语音语音无无 词汇词汇School first second teacher s office library playground computer room art room music room gym breakfast English class lunch music class PE class Schedule dinner get up go to school go home go to bed clothes pants Clothes hat dress skirt coat sweater sock shorts jacket shirt yours w hose mine Weather cold cool warm hot sunny windy cloudy snowy rainy New York Moscow Farm tomato potato green beans carrot horse cow sheep hen these those garden farm Shopping glove scarf umbrella sunglasses pretty expensive cheap nic e size how much 语语 言言 知知 识识 句式句式Where s the It s on the floor Is this that the Yes it is No it isn t What time is it It s It s time to It s time for Is this that Yes it is No it isn t Are these those Yes they are No they aren t Whose is this that It s Whose are these those They are Can I in Yes you can No you can t What s the weather like in It s and What are these those They re How do you like How much is it are they It s They are 听听能听懂对话大意 听懂目标语句能听懂对话大意 听懂目标语句 说说能够询问并谈论学校设施位置 能够询问时间并表达到时间做某 事 能够询问并表达衣服的所属 能够询问并表达天气状况 能够询问并表达农场动物和果蔬 能 够描述所要买的衣服并表达简单购物用语 读读能够按正确的语音语调及意群朗读文本对话能够按正确的语音语调及意群朗读文本对话 语语 言言 技技 能能 写写能够在语境提示下正确书写目标语句能够在语境提示下正确书写目标语句 情感态度情感态度学生热爱学校 享受生活 感受并激发和家人间互爱互助的情感 学习策略学习策略1 游戏策略 通过 Brainstorm Let s see card game 等引导学生 思维 让学生快速激活已学知识 提高学生口语交际能力 在轻 松愉快的氛围中学习 2 自主合作探究式学习策略 以同桌 小组学习 谈论 创编和 教师所给语篇类似的对话为目标 让学生对学生知识进行回顾 操练 运用 1 游戏策略 通过信息差游戏激发学生思考 激活学生已学旧知 提高学生口语交际能力 寓教于乐 2 自助合作探究式学习策略 以同桌 小组学习 创设语境让学 生通过问答获取信息 产出小语篇 文化意识文化意识初步了解中西方学校生活的差异 初步了解中西方家庭生活的差异 三 板书设计 三 板书设计 第一课时第一课时 第二课时第二课时 四 教学设计 四 教学设计 第一课时第一课时 教学流程设计教学流程设计个人增减部分个人增减部分 一 热身复习 活动 1 齐唱歌曲 活动 2 互相问候 设计意图 通过歌曲活跃课堂气氛 同时唤醒所学词汇句式 为进入后续的学习做好铺垫 二 导入呈现任务 活动 1 认识金砖会议的 logo 教师语言设计 Boys and girls Can you read the letters What does it mean So letter groups means 金砖 Many guests will come to Xiamen And we should say welcome to Xiamen 活动 2 来自并巴西客人 Maria 的图 引出任务 教师语言设计 Look at the girl She s one of BRICS guests from Brazil Her name is Maria What does she like Let s listen She likes school sports food clothes the regular life and so on 活动 3 用小白鹭作为评价者 引出评价机制 教师语言设计 Group 1and group 2 you are Team A group 3 and 4 you are Team B let s see who can get to the top of BRICS Logo 设计意图 渗透有关 BRICS 的背景知识 引出来自巴西的金砖客人 Maria 并以她爱好为前提作为金砖 小志愿者去帮助的线索 同时引出本课的运用任务 To be a good BRICS volunteer 发挥任 务的驱动作用 三 复习 Task 1 Introduce School 1 Brain Storm 教师语言 Maria likes schools Let s talk about the topic school Look this is a school Right What is in the school 2 回顾 看迈克学校图片 引出 U1 Part A 课文内容的播放 引导学生关注学校场所的 问答 接着看 U1 Part B 课文内容 引导学生关注陈洁学校场所的问答 教师语言 Look this is Mike s school Something is happening Let s watch What does Mike say to find the teacher s office Can you read it Where is the teacher s office What does the man say to find the library Can you read it Where is the library 3 以 Pair work 的形式谈论 Mike s School 里的 teacher s office 4 训练 1 Memory Game 通过出示 Amy 的学校场所布局图 让学生去记住各个场所 引导学生操练 Where is Is it on the 去玩 Guessing 游戏 教师语言 This is Amy s school What can you see Please remember each room s floor Give you 10 s 设计意图 以 Maria 的爱好为引子 引出主题词 school 用思维导图复习激活学过的有关 school 的词 汇 通过回顾 Mike s school 和 Chen Jie s school 发生的对话 拎出询问和表达学校位置设施 的目标句型 以两人活动进行小语段的产出 用 Amy s school 的话题做巩固操练 Task 2 Introduce Schedule 看一张图片引出 schedule 认识 schedule 的构成 教师语言设计 Maria likes her life regular She needs a schedule Let s talk about schedules This is a schedule The left part is time The right part is what to do 回顾 播放 U5 Part A 课文动画 引导学生关注关于 Tom 和吴一凡的 schedule 接着看迈 克的 schedule 教师语言设计 Let s get to know something about Tom s and Wu Yifan s schedule What does Tom say to know the time What is it time for Let s get to know something about Mike s schedule What does the teacher say to know the time What is it time for 2 引导学生用本课里出现的事情去填说目标句型 It s It s time for to 后让学生观察 得出 It s time for 和 It s time to 后面接的具体是什么词性 3 引导学生根据词性去选用 for 还是 to 去填说完成本课的目标句型 4 Pair work Talk about Mike s Schedule 5 训练 Chain game 以 Chen Jie s schedule 为话题 通过小组开火车的合作形式 操练 It s time for 和 It s time to 教师语言 This is Chen Jie s schedule Let s play a chain game Which group will be first Let s see who can do better 6 拓展认识不同类型的 schedule 教师语言 What schedule are they And this What schedule is this 设计意图 以 Maria 的爱好为引子 引出主题词 Schedule 并用图让学生知道一张 schedule 由时间和 事件两部分构成 通过回顾有关 Mike s Schedule 和 Tom s and Wu Yifan s Schedule 的对话 拎出询问时间和表达到时间做某事的目标句型 以填说活动 反应游戏和开火车的游戏进 行语言的巩固操练 同时突破既是难点又是重点的句型 It s time for to 不同使用方法 通 过观察图片去拓展认识不同类别的 schedule 拓宽学生对 schedule 的了解 Task 3 Introduce clothes 欣赏一段时装秀的视频 教师语言 Maria likes clothes Here is a video about a special clothes show Let s take a look 2 Brain Storm 教师语言 So many clothes you can see What clothes do you know Who can try 3 回顾 播放 U5 Part B 动画 P51 引导学生关注衣服和主人的句子 Whose coat is it It s mine Whose pants are those They re your father s 教师语言 Let s get to know something about Sarah s family clothes What does Sam say to know the owners Can you read and find it 4 提炼 Pair work Look read and complete 教师语言 Talk about the coat with your partners For example we can say We say this from the color Can you read and complete it Do it with your partners 5 分类 Sort Game 教师语言 Socks are plural What clothes are plural Yes shorts pants and gloves They can be in the same sort They are plurals They can be used in the second structures And They can be in the same sort They are single They can be used in the first structures 6 训练 Guessing game 设计意图 以 Maria 的爱好为引子 再通过一段有关环保类型 生活类型和中国风的服装秀引出主题 词 clothes 用思维导图复习激活学过的有关 clothes 的词汇 通过回顾 Mike s school 和 Chen Jie s school 发生的对话 拎出询问和表达衣服所属的目标句型 以两人活动进行小语 段的产出 用给服饰分类的游戏和猜说衣服主人的游戏 去突破既是难点又是重点的句型 Whose is this that Whose are these those Is this that Are these those 不同的使用方 法 四 任务完成 要求 1 两人完成这个对话的创编 并将内容写在对话框里 2 在四人小组里交流 3 评价 在对应回合里打勾 能说 2 个回合 得 3 颗 能说 3 个回合 得 5 颗 能说 4 个回合 得 7 颗 能说 5 个回合 得 8 颗 备注 能得 5 颗星的人就是合格的小志愿者 设计意图 通过完成围绕主题 Let me help you 三个场景的运用任务 让学生体会到语言学习的价值 学有所用 五 欣赏一段厦门金砖会晤文明公约的视频 助力小志愿者 设计意图 通过视频 让学生关注到小白鹭文明使者如何帮助金砖客人具体做法 成为更好的 volunteer 去助力金砖 并引出德育价值 帮助别人 快乐自己 六 作业 教学反思 第二课时第二课时 教学流程设计教学流程设计个人增减部分个人增减部分 一 复习旧知 导入新课 活动 1 播放厦门金砖文明宣传片 教师语言设计 Boys and girls who can you see in the video You can speak in Chinese 活动 2 回顾上节课任务 带领同学们讨论本节课任务 教师语言设计 Yes there are lots of volunteers for BRICS last lesson we ve helped Maria to introduce school make schedule and host a family show for Maria But there are still so many guests that need our help Just now we ve received an email from a little girl do you want to have a look Angela wants to know about the weather farm and she wants to go shopping do you want to help her 活动 3 介绍评价机制 教师语言设计 Today s task is to be a volunteer to help Angela Try to introduce weather local farm and special clothes for Angela can you be a good volunteer I have some tips for you Be correct be friendly be fluent Let s see who can be the best volunteer 设计意图 紧密联系生活实际 为任务创设较为真实的背景前提 评价机制在调动学生 课堂参与积极性的同时 也与本课任务链息息相关 二 呈现 Task 1 Introduce Weather 1 创设情境 展示金砖五国地理位置 说明介绍天气的必要性 完成关于天气的思维导 图 教师语言 Just like Angela our guests are from very far away from China The weather is totally different So weather is an important item for guest to consider But how to talk about weather in China Do you remember 2 回顾 1 播放 U3 Part B 课文内容 引导学生关注关于天气的问答 教师语言 How do they talk about the weather in New York How about Beijing 3 训练 1 呈现国内城市 金砖三国的天气状况 操练目标句式 what s the weather like in It s 教师语言 Beijing is warm what s the weather like in other cities Let s introduce for Angela Group 1 and 2 ask Group 3 and 4 answer Let s go Do you want to know the weather in BRICS Now change 4 回顾 2 情景创设 引出 U3 Part A 的复习 教师语言 Why we talk about weather because different weather different activities For example What s the weather like in Mike s hometown 5 训练 2 通过思维导图让同学们对 Can I 句型进行回顾 教师语言 But our guests don t know the weather in China what will they want to do in China Can you guess 6 运用 Telephone operator 教师语言 Now can you be a volunteer to introduce the weather in China and give some advice to Angela The volunteers have the paper about weather the other one is the guest Let s see who can do better 设计意图 让学生先回顾课文情景后关注本节课复习的目标语句 先进行操练后引导学 生在所创设的情景下进行运用 是一个由简到难的过程 层层推进 Task 2 Introduce Local Farm 1 词汇激活 通过图片引导学生回忆课文单词 利用思维导图发散关于 vegetables and fruits 和 animals 的词汇 教师语言 Do you remember what s in Mr McDonald s farm How many parts are there in his farm What s in the vegetable and fruits garden What s in the animal zone 2 课文回顾 播放 U5 Part A 课文动画 引导学生关注目标语句 教师语言设计 How do they talk about carrots and tomatoes How do they talk about horses and hens Are these carrots Yes they are What are these They re tomatoes 3 训练 通过男女生小组合作 操练 What are these They are 教师语言 Also there are many farms in Xiamen What are these Boys ask girls answer Let s see who can do better 6 运用 创设情境 让同学们运用所学知识介绍厦门开心农场 教师语言 Can you introduce the Happy Farm in Xiamen for the Angela One be Angela one be volunteer You have only 10 seconds let s try to introduce more 设计意图 由课文中的 farm 引申到厦门当地的 farm 让学生在相对真实的情境中运用所学语言知识 多种形式的合作激发学生参与英语学习的兴趣与热情 Task 3 Introduce special clothes 1 创设情境 展示汉服 中山装