陕旅版四年级下册Unit 5 Where Are You Going?教学设计及反思

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Unit 5 Where Are You Going?Lesson 1【教学内容】Part A Let’s learn            Part C Read and complete【教学目标】1．以学习Let’s learn部分所列举的场所名称为主,要求学生能听、说、读、写词汇:park, cinema, shop, bookstore, hospital, bus stop, buy a story book,并熟练运用.2．引导学生完成Part C Read and complete部分的内容.【教学重难点】以学习Let’s learn部分所列举的场所名称为主,要求学生能听、说、读、写词汇:park, cinema, shop, bookstore, hospital, bus stop, buy a story book,并熟练运用.【教学准备】1．教师准备:（1）Let’s learn部分的图片.（2）Let’s learn部分的教学音频.（3）实物:一本故事书和一张一百元的人民币.【教学过程】Ⅰ．课程导入(Leading In)1．课前问答（1）师生问答,复习以前学过的描述日常活动的词汇:T: Hello, everyone! It’s nice to see you here. What do you often do on Monday?S1: I often...T: Do you fly a kite on Monday?S1: Yes, I do. / No, I don’t.T: Do you read books on Tuesday?S1: Yes, I do. / No, I don’t.T: Do you see a film on Sunday?S1: Yes, I do. / No, I don’t.（2）教师同班内其他学生就上述结果进行问答,复习一般现在时态中主语是单数第三人称时的句子结构:T: What does S1 do on Monday?Ss: He / She often...T: Does he / she fly a kite on Monday?Ss: Yes, he / she does. / No, he / she doesn’t. T: Does he / she read books on Tuesday?Ss: Yes, he / she does. / No, he / she doesn’tT: Does he / she see a film on Sunday?Ss: Yes, he / she does. / No, he / she doesn’t2．新课导入教师承接上一环节,继续问答,并描述自己的活动,引入新内容:T: What do you often do on the weekend?S2: I often...T: And I often do exercise. Sometimes I do some washing or go to the park.Ⅱ．课程展示活动和过程的设计建议（presentation)1．新课展示Part A Let’s learn教师预设情境,将本节课要学习的场所图片分别贴在教室四面的墙上,然后告诉学生今天是周末,自己要带他们出去玩,将本课场所词汇作为主要游玩地点.在使用引导语时,教师注意尽量采用以前所学句型进行陈述.（1）教授词汇bus stop.T: Well, today is Saturday. Let’s go out to play.      Ss: Great!T:(教师走到公共汽车站图片的旁边)First! Let’s go to the bus stop!教师板书bus stop并领读几遍,其间注意提醒学生stop中st浊化之后的读音是[sd],教师注意纠正学生的错误读音.（2）教授单词park.教师走到公园图片的附近:T: Look. It’s a park. We can fly a kite in the park.教师板书park并领读几遍.（3）教授单词cinema教师继续在教室里走,并高兴地说:T: Let’s go to other places. Oh, look, we can see a film here. Where are we?Ss: Cinema. / 电影院.T: Yes. We are in the cinema.教师板书单词cinema并领读几遍.（4）新授词汇bookstore和buy a story book.T: I like to read books. Do you like to read books, too?Ss: Yes, I / we do.T: (教师走到bookstore图片的旁边）Well, let’s go to the bookstore then.教师板书bookstore并让学生拼读.告诉学生bookstore是由book (书)和store (商店)组成的合成词.学生拼读熟练后,教师出示故事书,并提问:T: Now we are in the bookstore. Do you like this story book?    Ss: Yes, I / we do.教师教授story book,让学生理解其意思并领读几遍.T: Let’s buy a story book.(边说边拿出钱,让学生理解buy的意思为"买")教师可多重复几遍该单词,然后板书buy a story book并领读该短语.（5）新授单词shop和hospital.教师假装很渴,想要喝水:T: I’m thirsty. I want to drink some water. (走到shop图片的旁边)Look, it’s a shop. Let’s buy some water in the shop.教师板书shop并引领学生拼读sh-[ʃ]-o-[ɒ]-p-[p].之后,教师喝水,并做因为水很冰而发抖状;然后假装感冒打喷嚏:T: Oh, I have a cold. (走向hospital 的图片) Let’s go to the hospital.教师板书hospital并让学生拼读,其间注意纠正学生的错误发音,尤其是sp浊化之后的发音,应为hosp-/sb/-ital而不是hosp-/sp/-ital.2．教师播放录音,让学生听并跟读Let’s learn部分的词汇.（1）学生集体听录音跟读词汇,要求指读.（2）学生分组听录音跟读词汇,要求指读.（3）个别学生展示,教师进行评价.（4）教师就学生容易读错的词汇,如bus stop及hospital等进行针对性的训练.Ⅲ．操练活动的设计与实施建议（Practice Activities)1．我说你指（1）教师要求学生环顾教室四周,先熟悉每幅图片在教室里的位置.（2）教师说词汇,学生指向相应的图片;对第一名指对并大声说出该词汇的学生,教师要予以表扬和奖励.（3）教师将学生分成四组,每组选出一位学生来代表该组参加比赛,教师快速说词汇,学生代表指出相应的图片,看看哪组的学生指得又快又准!2．Simon says本环节的目的在于让学生熟记词汇的读音,要求学生通过反复读的方式,在有趣的游戏中不知不觉地识记词汇的发音.如:T: Simon says, “bookstore.”Ss:(学生跟读)bookstore.T: bookstore.Ss:(学生不能跟读,否则即为犯规,教师可以让其他学生假装扔炸弹,惩罚该学生.)教师也可将Simon换成班里其他没有积极参与游戏的学生的名字,这样可以让没认真听课的孩子将注意力转移到课堂上,有效提高教学效率.3．Look and match教师用大屏幕出示动词短语see a film, buy a story book, fly a kite, by bus / take a bus, buy a pencil以及本节课所学的有关场所的单词,让学生将活动与相应的场所连线,比比看谁的反应最快!大屏幕内容参考如下:see a film                    shopbuy a story book               parkfly a kite                     cinemabuy bus / take a bus             bus stopbuy a pencil                   bookstore4．Part C Read and complete教师在指导学生完成本部分练习的时候,可以提前向学生渗透be going to句型的意思为"将要",在方便学生完成练习的同时,使他们提前感知be going to句型结构,为下节课的内容作铺垫.参考答案:（1）cinema （2）bookstore（3）park （4）shopⅣ. 家庭作业： 熟读并记忆Let’s learn 部分的单词和短语。