英语人教版四年级上册my schoolbag partA

教学目标：1、知识技能目标： （1）学生能够听、说、认读单词：schoolbag , English book , Chinese book , math book , story-book，notebook;（2）能够认读、表达和运用重点句： How manydo you have? I have. Put your on/in/under/near your（3）能够正确朗读对话、获取对话的信息。2、过程方法目标 学生通过复习PEP1 Unit 1 Lets do的热身活动，对各种学习用品进行复习巩固，如Show me your pencil, show me your ruler， show me your bag.，引出本单元课题My schoolbag，并为本课进一步谈论一些学习用品奠定一定的语言基础。学生通过猜“什么书被藏起来了”的游戏操练本单元的重点词汇。学生通过听录音编序号及听录音回答问题等活动，进一步训练学生听力，达到提高学生记忆能力、理解能力及准确抓取主要信息的能力的目的。3、其他目标学生通过用小组游戏提高合作学习的能力。通过给音乐书、科学书起名的活动，提高学生的创造能力。教学内容：本课时是第二单元Part A Lets learn、 Lets do 、Lets talk，按照教材设计意图和“问题引领式”教学的建议，本课主要是学习重点词汇和句型，并在正确朗读、回答问题、理解对话的基础上训练学生的记忆能力、理解能力及准确抓取主要信息的能力。教学重、难点：1、学生能够听、说、认读单词：schoolbag , English book , Chinese book , math book , story-book，notebook;2、能够认读、表达和运用重点句： How manydo you have? I have. Put your on/in/under/near your3、能够正确朗读对话、获取对话的主要信息。4、能够运用所学知识谈论自己的物品，并且能在实际情境中运用。主要教学步骤：Step 1 Warm-up1、Greeting!2、复习与学习用品有关的单词Teacher give orders, and Ss do the action. eg:Show me your pencil.Show me your ruler.Show me your eraser.Show me your schoolbag.导出课题：Unit 2 My Schoolbag。板书并齐读课题。【设计意图：通过游戏复习与学习用品有关的单词，既激发学生学习兴趣，又引出新课题 My schoolbag.】Step 2 Presentation1.实物学习新词“schoolbag”.教师手拿书包，与学生进行如下对话：T : Look, whats this?Ss: T : Yes, its a schoolbag, schoolbag. Can you repeat?Ss:板书“schoolbag”并操练。T : I have many schoolbags. How many schoolbags do you have?Ss:T : Guess，whats in my schoolbag? And how many?Ss:2.实物学习单词“English book”.教师手拿英语书，与学生进行如下对话：T : Look, whats this? Who knows?Ss: T : Yeah, youre right! Its an English book, an English book. Who can repeat?Ss:板书“English book”,个别读，齐读，男女赛读操练单词。T : Do you want to know: how many English books do I have? Ask me please!Ss: How many English books do you have?T : Lets count together. One, two, three. I have 3 English books.T : And how many English books do you have?师生问答操练句型：How many English books do you have？I have3.实物学习单词“English book”.教师手拿语文书，与学生进行如下对话：T : Guys, is this an English book?Ss: T : What book is it?Ss:T : Yeah! Its a Chinese book, Chinese book. Read it loudly in pairs?板书“Chinese book”，跟读然后读给同桌听。T : Ask your partner how many Chinese books dose he/she have?同桌互相问答操练句型：How many Chinese books do you have？I have4.实物学习单词“math book”.教师手拿数学书，与学生进行如下对话：T : X+3=8.Y+2=5.It must be an English book! Do you agree?Ss: Yes/No.T : No? What book is it? Read it loudly!Ss:T : Oh! Its a math book.板书“math book”，请个别学生读，并找出读得标准的Ss当小老师教读。T : Pay attention to the pronouns of th. 轻咬舌尖。Read after me 3 times. Math book，math book.Ss:T : Good job!5.实物学习单词“story-book”.教师手拿童话故事书，与学生进行如下对话：T : Look, whats this book？English book，math book or Chinese book?Ss: Chinese bookT : Yes, its a Chinese book. There are many stories in it. So we call it-Ss: Story-book.T : How clever you are! Read again !Ss: Story-book.板书“story-book”，个别读，齐读，小组读。T : Good job!全班学生问某一学生答操练句型：How many story-books do you have？I have6.实物学习单词“notebook”.教师打开一个空白笔记本，与学生进行如下对话：T : Look, is this a book？Ss: No.T : It looks like a book. And we can write notes(笔记) on it. Can you give it a name.Ss: Notebook.T : How clever you are! Read loudly 3 times!Ss: Notebook，notebook，notebook.板书“notebook”，齐读，分男女读。T : Good job!Step3：Practice1.听录音，标序号播放Lets Learn 部分录音，学生按听到的书名顺序标号。再放一遍录音，学生跟读，模仿录音的语音语调。【设计意图：学生通过听录音标序号，训练学生听力和记忆能力。】 2.游戏：猜一猜：什么书、几本书被藏起来了？ 教师依次举起书，学生说出英文名后放进一个书包里，然后请一个同学从这个书包中抽出一本或几本书藏在背后，男生女生分别竞猜什么书、几本书。男生女生各有一次机会猜什么书被藏或有几本被藏，猜对可为小组赢得一朵花。Ss1：What is missing？Boys: .How many? Girls: 【设计意图：通过竞猜游戏激发男生女生开口说英语的热情，达到操练重点词汇和句型的目的。】3.我说你做，并回答问题T: Put your English book on your desk. Wheres your English book?Ss: Its on the/my desk.S1: Put your Chinese book on your English book. Wheres your English book?Ss: Its on the desk./ Its under my Chinese book.S2: Put your math book on your Chinese book. Wheres your Chinese book?Ss: Its on my English book./ Its under my math book.S3: Put your pencil-case near your books.S4:Show me your 2 pencils. Put them in your math book仿照这种形式，小组成员轮流发指令，其他人做动作。【设计意图：通过小组游戏提高合作学习的能力，并能够根据Put your on/in/under/near your等指令，做出正确动作。】4Lets doLets do 部分的内容没有新单词，直接当作游戏来操练。5学习文本材料（1）情境设置，导入文本教师谈话：Amy and Chen Jie are talking about a new thing. What is it? And what color is it? Listen and find the answer, please!播放Lets talk部分第一幅图的录音，待学生找到答案后，板书What colour is it ?Its black and white.并让学生齐读。（2）问题引领，学习文本a. 教师出示一只玩具熊猫，问学生：Whats this？对能够回答出来的学生进行表扬，如果没有学生能说出来，教师：Its a panda. Its a fat panda.同时教师用手势帮助学生理解fat一词。学生指着熊猫重复句子。b. 教师提问：“Amy的这个很像熊猫的书包里都有些什么书？” 播放Lets talk部分第三幅图的录音，待学生找到答案后，再问学生：What books do you have?c. 教师提问：“Chen Jie很想看一看Amy的Schoolbag，她是怎么向Amy请求的?” Amy同意了么？她是怎么回答的？ 播放Lets talk部分第四幅图的录音，待学生找到答案后，板书引导学生读出文本句子“May I have a look? Sure . Here you are.” 当你想借别人的东西看看时可以怎么说？如果你同意别人看看，又可以怎么说。对能够回答出来的学生进行表扬奖励。【设计意图：教师首先创设情境为文本学习打下铺垫。进入文本后，通过几个问题的引领，让学生带着问题来学习文本材料。这种“任务驱动”教学法，能够调动学生的积极思维，培养学生抓取主要信息的能力。】3）听录音，跟读，教师注意提醒学生模仿语音语调。Step4： Sum-up教师提出问题：What have you learned this class? 引导学生看板书内容进行总结。注意重点引导学生从语言功能方面来