Unit 4 Whose football is it?优质课一等奖教案

Teaching design Unit 4

Title Whose football is it ?

1.Ss can master the new phrases“Kick the football, Watch me ,No problem ,I’m so sorry” by making situation .

课型/课时

New/The second Period

Teaching aims

2.Ss can act the new dialogue of “Listen and act”freely with partners by working in groups. Ss can sing a song“Fly my kite”happily.

3. Educate the Ss to say sorry when they do something wrong and foster the Ss’abilities of cooperation with others. Important point Difficult Ss can master the four new phrases and the new song“Fly my kite”

Ss can use the phrases freely and correctly in daily life. point 教

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教学内容及教师指导

Step1.

Warming up and Revision.

1．T says “Hello”to Ss.

Ss say “Hello”to T. 跃了课堂气Ss listen to the teacher and 氛，又把学生read the title. 轻松地带入

英语课堂。

学生活动及设计意图

看，做，既活

2 .T shows CAI. Ss look ,read and do

旧知的复习，为新知的呈现起到了很好的铺垫作用。

Step2. Presentation and Drill.

T shows CAI

T shows a picture: Guess : “Whose…is it? It’s”

T leads Ss to listen to the tape first. It’s Bob’….”

Describe the pictures. Li Ming walks like a robot. Liu Gang drives a car…. Play the recorder.

Say follow the teacher.

Look and say loudly “What can you see?”

Look ,match and talk. “Whose football is it ? It’s Billy’s. Whose book is it ? 采用语篇教学模式，首先让学生初步Ss listen and say “Who are 感知文本，然they? 后带着任务体验文本，学生根据所听的内容，回答Show four questions and lead Ss

to listen to the tape again. Read the questions. Q1:What do Monkey and Panda do? Ss listen to the tape again Q2:Can Panda kick the football? and try to answer them Q3:Whose football is it ? 问题，提高了

学生听音理解、捕捉重要A1: Kick the football 信息的能力，Look ,read and practice. 从而完成任

务。

Q4:What does Panda say to

Grandma Bear? Show the picture and teach the new phrase “Kick the football”.

T makes situation and shows the Read loudly sentence “Watch me”

A2: No problem.

利用多媒体Explain the meaning of “No

problem.”

It means “OK, I can, so easy.”

T directs Ss to practice the new Listen ,understand and read. 课件创设情Pronounce “problem ”

境，学生能积Ss practise the new phrase 极主动地进step by step. 行学习。真实的情境可以更好地帮助学生理解、感sentences“

Kick the football, Do the exercises. Watch me ,No problem”

T directs Ss to answer the last A3: It’s Panda’s. two questions. A4: He says“I’m so sorry”. 知短语和句型，教学中词不离句，句不离目标，目标与实际紧密结合，便于学生更好地掌握.

T shows the picture and teaches Ss practice step by step Ss the new phrase “I’m so

sorry”. “When do you say sorry?”

Sum: We must say “sorry”

when we do something wrong. T shows a picture and directs Ss to match.

Step 3. Practice T plays the recorder. repeat. T leads Ss to read the new dialogue. after the teacher. T directs Ss to practice the

Answer in Chinese.

Look and match. Ss listen to the tape and 学生在自由、愉快的氛围Ss read the new dialogue 中与同伴儿展开会话练习，使所学语

dialogue in groups . Ss practice to read the new 言得到了灵T directs Ss to read the new dialogue in working groups. 活实际应用。

dialogue.

Show exercise

Step4.Consolidation Extension

各种形式的Ss read the new dialogue with 练习全方位their partners in roles.

What’s missing? and Look and read in roles.

有效地提高学生的听、说、读的技能，小组合作更好地提高了综合语言运用能力。

唱歌调动学生学习的积极性和兴趣， T makes situation and directs

Ss to choose. Look and choose. T directs Ss to learn a new song

“Fly my kite”

Ss learn a new song. Play the recorder three times

T and Ss sum up the importance.

T shows the homework: (1)Read the text. (2)Make a puzzle.

Ss read the importance 提高了语言together.

的应用能力

有效的作业Ss finish the homework after 可以帮助学class.

生更好地掌握和巩固重点，强化记忆，使课堂教学得以延伸和补充。

板

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Unit 4 Whose football is it ?

Kick the football Watch me No problem I’m so sorry.

教

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思

本节课设计合理，过程流畅，各环节紧密衔接。旧知的复习也为新知的呈现打下了良好的铺垫。我采用语篇教学模式，让学生听录音初步感知文本，然后带着问题再次听录音去真实体验文本，小组合作共同解决问题。真实的情境既帮助了学生更好地理解教学重点，又使语言得到了实际灵活应用。但是部分环节仍有不足，小组合作中应更好地发挥优等生的作用，以优带差，以达到共同提高的目的。