Class 1 Textbook p.36设计意图

EEC四年级下册Unit 5 What about a Robot?

1、本单元设计意图:本单元设计的内容是为祝贺朋友的生日而购买礼物的情景。着重训练学生挑选和购买物品时的对话。

2、本单元学习目标

语言知识目标:学生能够学会有关场所的问答和学会使用征求对方的意见的用语。

1.Where are you going? To the store. 2. What about a robot?

语言技能目标:教师创设情境,学生在情境中学语言,学生能运用所学语言进行交际的能力。

学习策略目标:本课是以在商店里购买礼物为题材,过生日送礼物是学生最喜爱的活动,通过情景再现,能够培养学生的注意力,观察力,激发学生积极参与运用所学英语进行表达与交流以及在日常生活中的实际运用的能力。

3、学情分析

此年龄阶段的学生活泼好动,表现欲、参与欲非常强烈,喜欢直观形象思维,对歌曲、游戏、模仿特别感兴趣。对学习抱有单纯的求趣心理,对于自己感兴趣的东西就认真地学。就我校学生特点,以及针对以上的特点,课堂上一表扬为主,注意培养学生学习英语的兴趣,把知识融合在符合他们兴趣的任务活动中!

4、单元具体设计

根据课时安排我把本单元分4课时来完成教学。

The first period P36 ( 1. Where are you going?

2. 名词所有格Ken’s 3. buy sb. sth. )

The second period P37 (1. What about ...= How about .... 2. 复习can +动词原形)

The third period P37~P38 (1. like+ing 2. 三单+like(s)3. I’m looking for.... ) The fourth period 复习第四单元(P39-42)并完成课后的听力部分

Unit5 What about a Robot? Period 1

一、Teaching Aims:

1. Knowledge aims:

① students can listen, speak, read and write: watch, robot, flower, library, park

②students can listen, speak, read: buy, store, him, her, them, present, on Friday

③ students can listen, speak:You know.

④the key sentence:Where are you going? To the store.

2. Ability aims:

1. students can listen ,speak and read :watch, robot, flower, library, park, store, him, her, them, present, on Friday

2. 可以通过情景教学,理解watch, robot, flower, library, park的意思

3. 通过Where are you going? To the ….”来询问对方的去处

3.Focus of the lesson:

1.理解课文整体的内容;

2. 会用简单的语言询问对方去哪儿,并可以简单回答!

3. 会表述某人的生日,以及自己的意愿。

4. 会用buy sb. sth. 来表述给某人买什么。

4.Predicted area of difficulty:

1. The pronunciation of “department store”;

5. Emotion aims:通过情景教学让学生学会在日常生活中的交际。

二、Teaching methods: Task-based teaching approach, Situational language teaching , Audio-Lingual methods

三、Teaching aids:radio, pictures, cards, CAI, tap

四、Teaching Procedures:

Step I: Greetings.

Step II : Presentation

1.Let’s sing a song about week

设计意图:通过一起唱星期歌曲的方式,复习旧知引出新授内容。歌曲可以带动学生进入此次课堂,激发学生的学习积极性,更能调动学生的兴趣。

2.free talk: students speaks when is their birthday.

设计意图:通过自由表达提供给学生锻炼口语的机会的,充分调动学生的积极性。

3.Kathy’s birthday is on Thursday. what can you find about “th”

设计意图:通过一句话让学生发现th的发音规律。激发学生学习的主观能动性,培养学生自

主学习的能力。

4.let’s guess whose birthday is on Friday?

设计意图:用游戏的方式让学生进行主要句型的练习。

5.Zhang Jiaming’s birthday is coming. do you want to give him a present? you can collect 20 hearts,you can get a present for him for free.

设计意图:创设情景,用同学积攒为寿星换礼物的活动来激发学生用于举手,提高学生对于学习的参与度。

6.show present\presents. use different ways to read

设计意图:用教师指单词学生跟读单词的形式让学生进行单词练习,缓解枯燥的读词方式,也让学生能够精神集中。

7.let’s look what are the presents.

8.show box – bot rose- ro : robot use different ways to read.

设计意图:渗透语音教学,通过教师的提示学生能自己拼读出新单词。

9.show flower and flour

设计意图:用同音词引出新授单词,帮助学生准确读出单词。

10.show watch\watches. use different ways to read

设计意图:用不同的操练方式集体读,

11 I want to buy him a present. then choose students express their ideas.

设计意图:授课过程中体现分层,给有能力的学生展示自己的机会。增强他们的自信心。

12.play a game : show five sentences and students read together. then students answer which sentence is missing.

设计意图:用游戏的方式巩固刚学的句子,用这种方式是希望中下等的学生也能集中精神参与到学习中来。

13.challenge I want to buy her a flower

设计意图:拓展学生的学习能力,培养学生举一反三的学习能力。

14.T:If you want to buy sth. Where are you going?

Show the word “store”. Use different ways to read.

Then show a sentence: I am going to the store. Students read it one by one. and

15.listen to the tape and do the exercise of page 40.

Ss answer: where is LiLi going? where is Jess going?

let students answer : LiLi is going to the ... Jess is going to the ...

设计意图:讲练结合,利用书后面的习题引出三单的回答。发挥学生的自主学习能力。

16.listen to the tape and repeat page 36.

设计意图:回归文本,巩固课文。

StepIII: Listening exercise.

Ask students to listen and fill in the blanks.

Li Li: Where ____ you going, Jess? Jess: ____the department_______. You _______. ________ birthday is ______ Friday.

I want to _______ ________ a present.

备选栏him, are, to, buy, Ken’s, on, store, Ken, know, two(有多余的哦)

设计意图:创设情境,以听力练习的方式让学生熟悉主要内容。训练学生听的过程中抓取信息的能力,及根据信息填空的能力。

StepIV: Consolidation

Do the exercise in the paper.

1. on, birthday, is, Ken’s, Tuesday (.)(连词成句)

2. Where are you going? (把主语换成Robo)

设计意图:让学生对于本堂课的内容进行巩固练习,并对于书写形式加强要求。

StepV: Homework.(任选一项)

1.Write these words and phrases:present;buy, where,department store ; on Friday;

2. Make a dialogue.

A: Where are you going? /Where is he/she going?

B: To …/I’m/She/He is going to…

设计意图:作业采用了任选一项的方式,使不同层次的学生均得到发展。

五、Blackboard design

Unit4 What about a Robot?

Where are you going?

To the store.

I want to buy him a ______.

I want to buy her a ______.

a watch a flower a robot

六、Teaching reflection

我讲授的是EEC四年级下册What about a Robot?的第一课时。我创设了一个情景主线,同学们通过回答问题积攒为一个过生日的同学换礼物,从而激发学生的学习兴趣。我是通过旧知引出要学的新授。然后采用从词到句,再由句子到对话,最后进行习题练习的模式。其间也穿插了书后的一些练习。让学生们做到随学随练。

本节课的不足:设计的情景主线要首位呼应,课程结尾应该有积攒换礼物的环节。在扩展her这个词的时候用于游戏的时间过长,导致后面的内容讲的有些仓促,时间上安排不太合理。在对一些知识进行扩展的时候,比如讲where的同音词wear时,不只用口头的表达,可以书写出来。robot一词在讲解的时候可以渗透进语音,将语音教学渗透到日常教学中。听力环节应该利用率再高一些。第一遍让学生听,第二遍来寻找答案。第三遍带着问题在来听一遍,从而寻找出答案,并引出下一环节。好的习题或者有代表性的习题要精讲,让学生通过一道题就能举一反三,掌握一类题。操练面还要照顾到全体。