Unit 1 Colours and places优质课教案推荐

Oxford English Book4B M3U1 Sounds

宝山区第二中心小学

王娟

Unit Topic:

Sounds around us Sub-topic: Period 1: Sounds in the school Period 2: Sounds at home Period 3: Peter’s new bicycle bell Period 4: The old tortoise and the little bird 单元目标：

知识：

1. 在语境中学习字母组合-are, -ear, -air在单词中的发音: square, bear,

hair。

2. 在与声音有关的不同语境中学习理解，正确朗读、拼写本单元的核心词汇，如：sound, quiet, loud, bell, television, noisy, ring, watch TV等。

3. 在语境中学习现在进行时态的一般疑问句及其问答：

Is/Are… (doing)? Yes, …is / are. No, … isn’t / aren’t.

4. 在语境中学习there be 句型：There are some students outside. 5. 在语境中学习祈使句：Listen,…

Be careful. Be quiet.的用法。

能力：

1. 能正确朗读、拼写新授词汇, 并能用选择疑问句获取所需信息。

2. 能运用现在进行时态的一般疑问句，如Is / Are …

doing? Yes, …

is /are. No, …

isn’t / aren’t.来猜测正在进行的活动。

3. 能尝试在语境中运用祈使句,引起注意，发出警告或指令。

4. 能在阅读短文的时候，根据问题抓住关键信息。

5. 能根据图片和关键字提示简单复述故事内容，并对故事进行合理改编。

情感：

1. 鼓励学生在感受声音无处不在的同时，能体会到相同音量的声音在不同背景下会给人不同的感受。

2. 通过学习知道声音在不同时间、不同场景、会对他人会产生不同的影响，从而明白在公共场所要注意自己的行为举止，学会适当地运用自己的发声和控制身边的发声，自觉创设美好的生活环境。

单课教学目标：

课时

语言知识

语言技能与运用

1. Listening: 能在语境中听懂单词sound, quiet, loud, noisy, bell, ring。

2. Speaking: 能掌握本课所学单词的发音；能朗读本课的文本；在语境中，利用单词和句型描述声音带来的感受。

情感态度

通过文本感悟，体验主人公Clare心情的喜怒哀乐，激发学生感受学校里的声音，加深学生对学校生活的体验。. 学习策略

以听说带动新词的感知与理解。以开放式的设问锻炼学生的思维，初步感知现在进行时一般疑问句的问答。

1.通过儿歌朗读，初步感知字母组合-are, -ear, -air的发音。

2.在语境中初步感知单第一词sound, quiet, loud, 课时

noisy, bell, ring理解其意思。

3.在语境中巩固be+doing 的句型，初步感知现在进行时态的

一般疑问句及问答。

4.能够用简单的句型描述不同声音带来的声觉体验：

I can hear… It’s…

It makes sb…

1.复习巩固字母组合-are, -ear, -air的发音正确朗读并理解含有这些字母的单词和句子。

2.在语境中，巩固单词：sound, quiet, loud, bell, ring, noisy掌握这些词汇音形义之间的联系。

3.在语境中初步感知

学习运用新词汇：watch 第二TV, wind-bell理解其在课时

文本中的意思。

4.在语境中巩固现在进行时一般疑问句的问答：

Is/ Are… doing? Yes, … is/are. No, … isn’t/ aren’t. 5.在语境中理解掌握并运用there be 句型

6.在语境中学习理解祈使句: Be quiet. 1.复习巩固含有字母组合-are, -ear, -air发音的儿歌并能正确朗读。

2.进一步学习并使用核心词汇：quiet，loud 3.在语境中复习巩固现在进行时一般疑问句的第三问答：

课时

Is/ Are… doing? Yes, … is/are. No, … isn’t/ aren’t. 4.在语境中朗读理解词汇：doze, awake, puzzled理解其在文本中的意思。

3. Reading: 能读懂理解Clare对于不同声音反应的文本内容，并提炼相关信息。

1. Listening : 能在语境中听懂词汇;watch TV, wind-bell；能在语境中听懂家里人分别正在在干什么。

2. Speaking: 能较熟练地运用所学词汇，并尝试运用句型Is/ Are… doing?来询问他人正在干什么，并能作出正确回答；能描述制作风铃的过程。

3.Reading: 能读懂并理解文本内容，并提炼关键信息，知道他们正在干什么。

通过家里声音的小文本，体会到与人相处要学会互相理解。并能从风铃制作中感受音乐的美妙。

1. 以对话文本带动学生对现在进行时一般疑问句问答的理解与运用。

2.

能充分利用句型听声音猜一猜谁正在干什么，感受不同声音带给人的感觉。

3. 以房间里美丽的风铃为切入点，利用简单句型介绍一下如何制作风铃。

1. Listening : 能在语境中听懂词汇：doze, awake, puzzled；听懂三段文本的内容，及相应人物的反应，Peter的反应。

2. Speaking: 能较熟练地运用所学单词、词组及句型，描述文本内容。

3.Reading: 能够熟练朗读文本内容，理解Peter为什么疑惑，疑问什么。

4.Writing: 通过有关Peter新的自行车铃铛故事，能够感受到不同人对于同种声音的感受是截然不同的。

在公共场所要注意自己的行为举止，学会适当地运用自己的发声和控制身边的发声，自觉创设美好的生活环境。

在公园自行车铃声的语境中，以趣味性的朗读指导培养学生的语感。分组表演的形式来培养学生的表演能力。

5.在语境学习理解祈使句Be loud! Be careful. Be quiet.，并知道在现实生活中如何合理应用。

1. 复习巩固字母组合-are, -ear, -air的发音，能够熟练朗读含有这些因素的儿歌。

2. 在故事中朗读理解词汇：unhappy, later, live by, have a bath, have a nap..etc.。

3. 在故事的对话和师第四生的问答中进一步巩固课时

现在进行时，以及现在进行时一般疑问句的问答。

能根据所学，联系实际，说说在公共场合，我们应该如何控制自己的声音。

1. Listening : 能在故事中听懂：unhappy, later, live by, have a bath, have a nap..etc.，理解意思；

能听懂并理解故事的主要内容。

2. Speaking: 能在老师的指导下，有情感地朗读故事；

能根据图片和板书，对故事进行复述；

3.Reading: 能够熟练朗读故事文本内容。

4. Writing: 能熟练运用本单元核心词汇和句型帮助乌龟给小鸟写一封信。

通过乌龟与小鸟的故事，感受到与人相处，要学会分享，才能感觉快乐。

以学生的听，说，读来引导学生进行故事的学习。

综合运用本单元的语言,给学生更多的空间进行想象和思考，锻炼学生的开拓思维。

[Teaching Plan]

(3rd period) Peter’s new bicycle bell

Procedures Pre – task preparation

2.A song

Contents 1. Revision Methods Purpose 1-1 Listen to the sounds in the 承接前一课时的教学内容，听一听、猜一猜公Sports Park. What can you see and hear in 园中不同的声音，复习现在进行时，同时为新the Sports Park? 授埋下伏笔。由bicycle What is/are...doing? bell引出歌曲，学唱歌2-1 Song: The wheels on the 曲。

bicycle go

While – task 1.Overall procedures understanding

2. Story part 1

3.Story part 2

4. Story part 3

1-1

Watch the video Who does Peter meet? new bell? 视听导入，整体感知故事，了解Peter 疑惑什How do they think about Peter’s 么。

1-2

Is the bell loud or quiet?

Peter doesn’t know.

Peter is puzzled.

2-1 Watch the first part of the 通过问题：小女孩为什story.

么觉得铃声太轻？导入The girl thinks the bell is too 第一段故事，引导学生quiet. Why? 关注Peter的行为对小2-2 Role-read the first part of the 女孩产生的影响，以及Peter 应当怎么做。

2-3What does the girl tell Peter?

To elicit: be loud

2-4 Retell the first part of the

story.

story. 3-1 Listen and think: The old 通过听故事内容思考：man thinks the bell is too quiet. 老人为什么认为Peter的铃声太轻。引导学生Why? 3-2 Role-read the second part of 思考Peter的行为对老人产生的影响。

the story.

3-3 What does the old man say

to Peter?.

To elicit: be careful

3-4 Retell the second part of the

story.

通过阅读整篇故事，理4-1 Read the whole story. 解Peter 疑问的原因。Why is Peter Puzzled? 4-2 What are the two old ladies 并思考Peter行为的合理性，

应当怎么做才算doing? 举止得当。

Post –task activities 1.The Are they dozing now? How do they feel? What do they say to Peter? To elicit: be quiet 4-3 Tell the main idea of the third part of the story.

whole 1-1 Role read the whole story 再次朗读故事后达成共识：当我们发出警告的story and think:

What can be learned from the 时候，要把声音放大，注意安全；当处在公众

story? 场合时，要保持安静。

2.Help Peter 2-1 Discuss: 在说和演中帮助Peter

What should Peter do? 解决疑惑，进一步体会

2-2 Try to act 应该具有的文明语言和2-3 Think: 文明举止。并进一步思What should we do in our school 考在学校生活中应该如何控制自己的声音，真life?. 正做到学以致用。

（Act out the story with your classmates.）

2.Write some suggestions to your friends. When you are ____(doing) in the ___, Please ______ . When you are ____(doing) in the ___, Please ______ . …

Assignment 1.Read the story ‘Peter’s new bicycle bell’.

板

设

计

4B M3 U1 Sounds Peter’s bicycle bell

（Period 3）

Little girl

listening to the music

too quiet

be loud Old man

crossing the road

too quiet

puzzled

be careful

^_^

Old ladies

dozing on the bench

too loud

be quiet

书

Who

What(doing)

How

What(do)

第一课时文本：

Hello, I’m Peter. I’m a pupil of Rainbow Primary School. I can hear a lot of sounds in our school. Alice is reading a book in the classroom. It’s quiet. It makes her happy. Danny and Tom are playing spinner. It’s loud. It make them happy too. Ben is running in the classroom. It’s noisy. It makes me angry.

第一课时作业单：

Name____________

Class____________

Date____________

I can hear a lot of sounds in our school.

Who What(doing) How(quiet/ loud) How (feeling)

第二课时文本：

Peter can hear a lot of sounds at home. He can hear the sound of water. His father is washing his hair in the bathroom.

Peter:

Where are you, Dad? Are you in the bathroom? Dad:

Yes, I am. Peter:

I can hear the sound of water. Are you washing your face now?

Dad:

No, I’m not.

Peter:

Are you washing your hair now? Dad:

Yes, I am. He can hear no sounds in Paul’s bedroom. Paul is making a wind-bell.

Peter:

Paul, it’s quiet in your bedroom. Are you making a wind-bell in your bedroom? Paul:

Yes, I am. He can hear the sound of the television. His mother is watching TV in the living room. He can hear the sound of the cat. Ginger is running in the living room. Peter:

Listen, Dad. Is the doorbell ringing? Dad:

No, it isn’t.

It’s the television.

Peter:

Where’s Mum?

Is she watching TV in the living room?

Dad:

Yes, she is. Peter:

Where’s Ginger?

Is it running in the living room?

Dad:

Yes, it is. He can hear the sound of music in Sally’s bedroom. Sally is playing Ipad.

Peter:

Sally, it’s noisy in your bedroom. Are you listening to MP3 in your bedroom? Sally:

No, I’m not.

Peter:

Are you playing Ipad in your bedroom? Sally:

Yes, I am. I like playing Ipad. I can play computer games on Ipad. Peter: Sally, Mum is watching TV. Can you be quiet? Sally: OK !

第二课时作业单：

Name____________

Class____________

Date____________

What’s your family doing on Sundays. Ask and answer with your classmates.

S1:

Is your mother…(doing) in /on the …?

S2：Yes,she is./No,she is….

S1:

Is your father…(doing) in / on the …?

S2：Yes, he is / No,

he is….

S1:

Are you …(doing) in / on the …?

S2：Yes, I am. / No, I’m…

…

第三课时文本：

Peter has a new bell for his bicycle. He is riding his bicycle in the Sports Park.

‘Ting-ting.Ting-ting.’ The bell rings, but the girl cannot hear it. It’s too quiet.

Peter: Excuse me !

My bicycle is coming！

Little girl: I’m sorry. I’m listening to the music. I can’t hear your bell. It’s too quiet. Please be loud. Peter: OK, I see. ‘Ting-ting.Ting-ting.’ The bell rings, but the old man cannot hear it. It’s too quiet.

Peter: Excuse me !

My bicycle is coming！

Old man: Hey, Little Boy! I‘m crossing the road. I can’t hear your bell. It’s too quiet! Be careful! Peter: I’m sorry, sir.

‘Ting-ting.Ting-ting.’Ginger is in front of Peter. Two old ladies are dozing on the bench. Peter: Excuse me,Ginger! Ginger：Miaow! They are awake now and feel angry.

Old ladies: Sh…! Be quiet! Your bell is too loud!

Peter: I’m sorry.

Peter is puzzled. Isn’t his bell too quiet?

第三课时作业单：

Name____________

Class____________

Date____________

When you are ____(doing) in the ___, Please ______ . When you are ____(doing) in the ___, Please ______ . …

第四课时文本：

There is an old tortoise in the forest. He lives by a small pond. He likes the pond very much. It’s nice and quiet. He thinks it’s his pond.

Tortoise: Look! This is my pond. It is very quiet. I like having a nap here. How happy! Ha,ha,ha! Some days later, a little bird comes. She likes the pond too, and she comes every day. She can sing songs in the tree and have a bath in the pond. She feels happy. Bird: Look at me! I am having a bath now. How nice! Listen! I am singing. I like singing. One day, the tortoise is sleeping. The bird is singing. The tortoise is awake and angry.

Tortoise: What are you doing?

Tortoise: What are you doing?

Are you singing or crying?

Are you singing or crying? Bird: I’m singing.

Bird: I’m not crying. I’m singing.

Tortoise: Really? It’s like crying.

Bird: I’m not crying. I’m singing

Tortoise:

It’s too loud.

Tortoise: It’s too loud. I don’t like it.

I don’t like it.

Bird: Did I disturb（打扰）

you? Bird: I’m sorry.

Tortoise: Yes, I can’t stand it.

You always have a bath here.

Bird: I’m sorry.

The tortoise doesn’t like it. He thinks it’s too loud. The bird feels sorry and flies away. The pond is quiet again. The tortoise drinks some water and then has a nap. He is happy.

Tortoise: Ha, ha! It’s my pond now. It’s quiet again.

But a week later, he is unhappy again. He misses the bird. He thinks it’s too quiet. Tortoise:Little bird, where are you? I miss you so much! 第四课时作业单：

Name____________

Class____________

Date____________

Dear little bird I’m sorry.

Best wishes! Yours, Old tortoise

( come back, nice songs, miss, play together, share the pond…)

4B M3U1Peter’s new bicycle bell说课

宝山二中心

王娟

本课为牛津英语4B Module 3Things around us Unit 1 Sounds中的Say and Act部分：Peter’s new bicycle bell。本节课为该单元的第三课时。本课的教学内容是谈论Peter自行车上新装的铃铛。Peter在公园里骑自行车时，不同的人对他按得自行车铃声产生不同的反应，Peter有点被搞糊涂了，不知道自己的新铃声是太响还是太轻。这个故事的文本内容对于四年级的学生来说并不难，很容易理解，但Peter的困惑告诉了学生什么道理呢？由于小学生一般较难意识到，在不同时间、不同场景，自己发出的声音对他人会产生不同的影响，会起到不同的作用，因此在设计和实施本课时，通过分析教学内容，我对教材内容进行了文本再构，即围绕同一个语境讲再构文本分成三段。在第一个片段中，通过观看故事，问答思考小女孩为什么觉得铃声太轻，Peter应该怎么做？从而感知Peter的行为对小女孩产生的影响。在第二个片段中，通过听故事内容思考老人为什么也觉得Peter的铃声太轻，Peter应该怎么做，引导学生思考Peter的行为对老人产生的影响。在第三个片段中，两位女士觉得铃声太响，Peter产生了疑惑，先让学生通过阅读整篇故事来理解Peter为什么疑惑，再通过一系列的问答来理解两位女士为什么觉得铃声响，Peter应该怎么做。引导学生对Peter的行为对不同人产生的效果进行对比和归纳，并得出：当我们想要发出警告、提醒他人留意时，我们要吧声音放大；当我们在公众场合时，我们应该保持安静。通过师生互动、参与实践、归纳提炼等活动，学生会能逐步体会到公共场所应有的文明举止，学会适当地运用自己的发声和控制自己身边的声音，自觉创设美好的生活环境。

本课时主要运用歌曲演唱、情景创设、视听体验、文本复述、语境重现等策略让学生感受语言、学习新知、形成技能、促进思维，从而懂得道理。