Class 4 Textbook p.9-10优秀教案

Unit 4 What’s That? PartB一、教学目标

1. 教学生理解对话，并能用正确的语音语调朗读对话,并能在语境中运用 What’s that ? 2. 根据对话的情景进行对话角色表演；

3. 能在语境中初步运用What's that? It's a ... 来交流动物信息. 二、教学重点：

1. 理解对话意义，并能用正确的语音语调朗读对话；

2. 初步运用新句型What's this? It's a ... 来交流相关动物信息。

三、课前准备：

教师准备相关动物的动物卡片、课件、班班通资源下载的Flash，教师经过整理加工，形成本课教师使用的课件。

四、教学步骤：

1. 情景创设与热身活动

①师生问候

a. Greetings: T: Good morning boys and girls. S: Good morning, 教学设计

虎林市第四小学

王英

b. Revision: What's this? ②教师展示PPT同时渗透主句型进行自问自答。

T: Look, kids. What's this? It's a pencil. 设计意图：通过看图猜词，听音猜词等活动，复习了以前学的文具和动物名称，同时也用来引出今天的主要句型的语境，让孩子们初步感受语镜，感知句型的意思。同时引出本课其中一个新句型：What’s that? 2. Presentation呈现部分 ①教师继续在PPT里出示新词，让孩子们尝试全班用“What's that? It's a ...”来问与答。同时呈现学习bear,panda, dog,cool,guess单词。 T: Now look here. What's that? What's that? It's a ..n. What's that? What's that? It's a ... What's that? It's a ... 3. Practice 看图初步了解课文大意 教师引出Chenjie和Mike也在玩魔术，给学生展示课文图，看图，提出问题：

1.

What are they doing? 2.

What are they making? 3.

Can they make bears? 引起孩子们的思考。 C．组织学生看课文的图联想，猜猜图中人物在说什么，然

后组织学生听课文录音。 T: Mike and Chenjie are playing magic, too. Look at the pictures, guess 1.

Who are they? 2. What are they doing? 3.What’s that? T: Look at picture 1, what are they talking? Ss: What's this? It's a ... T: Maybe / Good try. / It could be ... Now let's listen to the tape. C.教师检验问题的答案。师生再一次重温对话内容。 T: So in picture 1, what are they talking? Ss: What's this? It's a ... T: Yes, you are right. And picture 2? Now let's read after the tape. Can anyone come here and act out the dialogue? Pay attention to the last picture. Oh, it's Zoom. They are so disappointed. 设计意图：在学课文前的提问，有效地激发学生的思维，让孩子们开动脑筋，思考一些深层的问题，并对图片进行预测，然后带着问题去听录音，学生的注意力更集中，更容易理解课文。

D. Role play 组织学生表演对话。 4. Extending (Let's Make!) 学生以小组为单位，一起创编手影，看谁猜得多，创得多，并进行评分与展示。

T: Now let's have a hand magic competition. Discuss in your groups and practice in your groups. 2 minutes to play magic in groups. Ready? Go. 设计意图：通过手影活动，运用新句型，为学生留下更多的创作空间，同时也可渗透下一节课要学习的动物，为下一节课做铺垫。 5. 小结与评价 教师检查两组的拼比结果，并借助评价的图，再一次用What's that？It's a ... 来问答，加深巩固本课重点句型，同时也作为本课的小结。 6. Homework a. 跟读课文三次并表演。 B. 练写单词。 板书设计： 评价手段：全班分成bear和duck组，每答对一次，可以向上爬一楼梯，到最后还可以作为本课目标句型的操练与小结。 流程图：