小学Unit 2 Let's make a fruit salad第四课时教案设计

这是一份小学Unit 2 Let's make a fruit salad第四课时教案设计，共8页。
Teaching cntents 教学内容
1. 学生说出一些水果的名称。
2. 学生运用句型“D yu have …?”提问。
3. 学生知道字母“h”的发音
Teaching key pints and difficult pints 教学重点和难点
教学重点：1. 学生能够熟练运用句型“D yu have …?”进行提问并回答。
2. 学生能听懂、会说字母“h”的发音，发音准确。
教学难点：学生能够综合运用语言进行简单的交流，合作完成任务。
Teaching prcedures 教学过程
Step 1 Greeting
1. Free talk
T: Hell, bys and girls. Hw are yu tday?
S: …
T: Lk! These are the gals fr this lessn.
(1) I can name sme fruit.
(2) I knw the sund f the letter “h”.
(3) I can use “D yu have…?” t ask questins.
Understand?
S: Yes!
T: Please try t d yur best t get mre stars!
【设计意图：在课的一开始，让学生明确本节课需要达到的目标与要求。】
2. Sing a sng
T: First, let’s sing a sng: D yu like purple grapes?
S: OK!
【设计意图：复习歌曲，活跃课堂气氛，调动学生的积极性。】
Step 2 Play a game
1. T: D yu like fruit?
S: Yes.
T: Let’s play a game abut fruit, OK?
Lk! There are many things in the picture. Can yu find any fruit?
I’ll give yu 30 secnds. Please play with yur partner. If yu can find them, yu can get the first star! Ready? G! Please hurry!
(让学生和同桌一起讨论找水果)
2. T: Can yu find any fruit?
S: Yes!
T: What can yu find?
Ss: An apple./An range./Sme grapes./A pineapple./A pear./A watermeln./Sme bananas./A mang./A cherry./A lemn.
T: Great! D yu knw this fruit? It’s a cherry. (教学新词cherry)
And this is a lemn. (教学新词lemn)
Yu can find the fruit, s yu can get the first star.
3. T: Can yu name the fruit? If yu can name the fruit, the secnd star is fr yu. Please check with yur partners.
T: Can yu name the fruit?
S: Yes!
T: Let me check yu. This ne. (指图，考查学生)
S1: It’s an apple
T: This ne.
S2: A cherry.
…
T: Great! Yu can name these fruit. The secnd star is fr yu!
4. T: Hw abut the third star? It’s difficult t get. Can yu spell the names f fruit?
Let’s have a try. Please write the names here.
Task 2 你能拼写这些水果单词吗？尝试着独立完成吧！
e.g. lemn
1. 2. 3.
4. 5. 6.
7. 8. 9.
5. T: Can yu write the names? Let’s check! Hw t spell “range”?
S1: O-R-A-N-G-E, range.
T: Yes! Next, mang.
…
T: Yu can write the names. Cngratulatins! Yu can get the third star!
【设计意图：为了达成第一个教学目标“I can name sme fruit”，教师设计了“视觉大发现”这一游戏。先让学生在图中找到各种水果，再读出他们的名称，最后拼写这些水果单词。在游戏中教授语音板块中出现的“cherry”一词，同时拓展水果词汇“lemn”。在目标达成的过程中，学生每完成一项任务，就能获得一颗星，最终达成三星的要求。】
Step 3 Checkut time
T: Here are sme fruit, t. Whse fruit? Let’s listen and match.
S: (听录音完成书上练习)
T: Have yu gt the answers? Let’s check. Please try t repeat the sentences. First, Yang Ling, she says … (教师可以再次播放录音，请学生跟读)
S1: I’m Yang Ling. I like grapes.
T: Gd! Next, Liu Ta.
S2: I’m Liu Ta. I have a banana.
T: Yes! And Su Hai?
S3: I’m Su Hai. I like ranges.
T: OK. The last ne, Mike.
S4: I’m Mike. I have a pineapple.
T: Gd jb! What d they want t d with the fruit? They use these fruit t make a fruit cake. It is fr Helen, because tday is Helen’s birthday.
【设计意图：完成Checkut time中的练习Listen and match，复习句型“I like …”和“I have …”。复述的过程训练学生的听、说能力，同时引出语音板块中的人物Helen。】
Step 4 Sund time
1. T: Lk, Helen and her mther are cming. What’s this?
S1: It’s a ht cake with a cherry.
T: Yes! Helen’s mum makes a fruit cake fr Helen, t.
Fllw me: a ht cake with a cherry.
S: A ht cake with a cherry.
T: This is a birthday cake. It lks yummy!
Lk at Helen’s mum. What des she say? Yu knw tday is Helen’s birthday, right? Please guess!
S2: Mum says “Happy birthday!” Helen says “Thank yu!”
T: Gd idea!
S3: Here’s a ht cake fr yu.
T: Yes! Anyne else?
S4: Cme and have a ht cake.
T: Great!
2. T: What des mum say? Please listen. (听录音)
Mum says …
S1: Helen, Helen. Please hurry. Have a ht cake with a cherry.
T: Yu are right! Clap yur hands and read tgether!
S: Helen, Helen. Please hurry. Have a ht cake with a cherry.
T: Gd!
3. T: Lk at these wrds. They begin with the letter “h”. D yu knw the sund f the letter “h”? If yu knw the answer, yu can get the first star. Wh knws?
S1: It’s /h/.
T: Yes! Yu can get the first star.
S2: /h/.
T: Yu can get the first star, t. The sund f the letter “h” is … Say tgether!
S: /h/.
T: Great! All f yu can get the first star! Let’s read the rhyme again. Please try t feel the sund f the letter “h”.
S: Helen, Helen. Please hurry. Have a ht cake with a cherry.
4. T: Can yu read these wrds nw? If yu can read, yu can get the secnd star.
Let’s practice in pairs. (学生两人一组操练)
T: Can yu get the secnd star?
S: Yes!
T: Really? Let me check yu! This wrd, wh can read?
S1: Behind.
T: Yes! Fllw S1 tgether!
S: Behind.
T: Next.
S2: Hrse.
T: Gd! Fllw S2!
S: Hrse.
…
T: Let’s read them tgether.
S: …
5. T: Ww! All f yu can get the secnd star! Hw abut the third star? It’s difficult t get! Can yu tell me sme ther wrds with the letter “h”? If yu can, the third star is fr yu! Please say the wrds ne by ne in grups f fur. Yu shuld say ne wrd at least!
(学生四人一组轮流说单词，每人至少说一个，之后以小组形式汇报)
T: Yu can get the third star! Cngratulatins!
【设计意图：语音板块的教学依然分三星要求让学生逐步达成。首先了解字母“h”的发音，然后能读出含有字母“h”的单词，最后学生四人一组找出更多含有字母“h”的单词并汇报。学生在得到每一颗星的过程中，体会学习英语的成就感。】
Step 5 Activity time
1. T: Tday is Helen’s birthday. She is happy. And she wants t hld a birthday party with her friends. Nw, they are decrating the rm. Wuld yu like t jin them?
S: Yes!
T: Lk arund! It is s beautiful. There are sme ballns and here is a big table. But there is nthing n it. What can we put n the table? Let’s set the table! S1, S2, S3, cme and help me! Let’s put smething n the table!
S1, S2, S3: OK. (分给三位同学一些贴画)
T: I want t put a ht cake n the table. It’s fr Helen. D yu have a cake, S1?
S1: Yes, I d.
T: OK. Put it n the table. What d yu want t put n the table?
S1: I’d like sme fruit. S2, d yu have sme grapes?
S2: Yes, I d. And I have sme ranges, t.
T: Great! Let’s put them n the table.
S1 & S2: OK!
S2: And I need sme tys. S3, d yu have a ty cat?
S3: N, I dn’t. But I have a ty train and a dll.
T: OK! Put it n the table. Nw, the table is OK. It’s time fr the party.
S1, S2, S3 & T: We have a birthday cake, sme grapes, sme ranges, a ty train and a dll n the table. Welcme t Helen’s birthday party!
2. T: D yu want t set the table fr Helen?
S: Yes!
T: OK! Nw in grups f fur. Open yur envelpes and set the table fr Helen. These sentences can help yu. (每组得到的信封中有一张桌子的图片和若干贴画。学生通过对话交流，合作完成布置桌子的任务)
【设计意图：整节课以Helen的生日为线索，学习了Checkut time和Sund time，接下来的活动是帮助Helen布置生日派对——Let’s set the table。三位同学与教师合作完成示范后，学生四人一组展开活动。】
3. T: Then, please try t reprt yur things n the table. Yu can say “We have …” Gt it?
S: Yes! (学生继续四人小组的练习)
4. Shw time
T: Which grup wants t shw us yur table?
Grup 1: (投影打出图片) We have … n the table. Welcme t Helen’s birthday party!
T: Gd jb! Lk at the gal fr this task. Hw many stars can they get?
S: Three stars!
T: I agree with yu! They can get three stars. Which grup wants t try again?
…
【设计意图：小组成员用句型We have …汇报活动。物品涉及水果、文具、玩具、食物等内容，学生在活动的过程中，语用能力得到了提升，课堂气氛达到高潮。】
Step 6 Ticking time
T: Nw, this is yur ticking time. Hw many stars can yu get ttally? Finish the frm n yur paper.
【设计意图：组织学生完成练习纸上的Ticking time，让学生对自己本节课的学习做出正确的评价。】
Hmewrk 家庭作业
1. Listen and read Sund time and try t recite the rhyme.
2. Can yu name mre fruit? Try t name mre fruit.
3. Try t write dwn the dialgue that yu use in the activity, n less than 3-5 sentences.
Teaching aids 教学准备（含板书设计）
教学准备：练习纸（设计见第19页PPT）、信封、桌子图片、气球和水果等各种派对物品贴画、Helen图片、投影仪、多媒体课件
板书设计： Unit 2 Let’s make a fruit salad!





Happy Birthday
lemn
cherry
ballns
ballns
课桌图片（拓展活动示范）
/h/ （补充的词汇）
Helen
说课
一、整体情景创设
本节课在设计的过程中，整体创设了情境——Helen’s birthday。在Checkut time 板块中，朋友们为Helen制作水果蛋糕；在Sund time板块中，Helen的妈妈为Helen准备了樱桃蛋糕；最后的活动要为Helen布置生日派对。每个板块都设计了三颗星目标，学生通过努力最终达成Ticking time的要求。
二、教学流程与设计意图
下面，我们来简要回顾一下教学环节中的活动设计：
在学生明确了本节课需要达到的目标后，先复习歌曲D yu like purple grapes?，充分调动学生的学习热情。随后，为了达成第一个教学目标I can name sme fruit，教师设计了“视觉大发现”这一游戏。先让学生在30秒内从图中找到各种水果，游戏中教师用“Please hurry”提醒学生快一些，提前渗透语音板块的句子；之后要求学生能读出水果的名称，最后能拼写这些水果单词。在游戏中教授语音板块中出现的“cherry”一词，同时拓展水果词汇“lemn”。在目标达成的过程中，学生每完成一个任务，就能获得一颗星，最终达成三星的要求。
接下来，在完成Checkut time的练习Listen and match时，教师引导学生复述听到的句子，复述的过程训练学生的听、说能力，同时复习了句型“I like …”和“I have …”。之后引出语音板块中的人物Helen，进入语音板块的教学。
语音板块的教学依然分三星要求让学生逐步达成。首先了解字母“h”的发音，然后能读出含有字母“h”的单词，最后学生四人一组找出更多含有字母“h”的单词。在达成目标的过程中，让学生体会学习英语的成就感。
本节课的拓展活动是帮助Helen布置生日派对——“Let’s set the table”。三位同学与教师合作完成示范后，学生四人一组展开活动。每组得到的信封中有一张桌子的图片和若干贴画。学生分到贴画后，通过交流、合作完成布置桌子的任务。之后，小组成员练习用句型“We have …”介绍桌上的物品。物品涉及水果、文具、玩具、食物等内容，在活动的过程中，学生的创新意识和合作意识得到了培养，综合运用语言的能力得到了提升。
最后组织学生完成练习纸上的Ticking time，让学生对自己本节课的学习做出正确的评价。