Cppt课件课堂实录

《Unit4 B Read and write》

一、教学三维目标：

1、知识目标：

听说读写句型

：Grandpa is writing a letter. Brother is doing homework. Mom is cooking dinner in the kitchen. He’s writing an e-mail in the study. 2、能力目标：

用“Mom is cooking dinner in the kitchen.”等句子介绍家人正在做什么。

3、情感目标：让学生学会感恩，养成自觉帮助父母的好习惯。

二、教学重点与难点:

1. 重点是掌握句型：Mom is …in the …” 的书写；

2. 用本课所学内容完成接听电话的任务是重点也是难点；

3. “How’s everybody doing? Just fine.”是教学难点也是新语言。

三、教具准备:

头饰、课件、练习题

四、教学过程

1. Preparation

准备活动

1）Free talk:

2) B Let’s chant, 2. Pre—reading阅读前活动

◆1）T:(拿出Robin头饰)Who’s he?

Ss: Robin.

T:(把头饰戴到某男生头上)Now, you are Robin.

Hello, Robin. How are you?

S: Fine, thank you.

How are you? How’s your Robin?

Fine. Thank you. How are you doing? How’s

everybody

doing?

↑↓

Just fine.

How is T: How is your mother?

S: Fine, thank you. (课件出示引导学生回答)继续提问其他学生,引导学生回答How are you doing? How is your father/mother/… doing?

( father/mother/…everyone, everybody) 然后引出句型：How’s everybody doing? 并引导学生回答Fine, thank you. T: Yes.

Fine. We can answer: Just fine. (课件出示或板书)

◆2）领读2遍之后，让学生practice in pairs.然后抽查几组同学。

(设计意图：借助于学生较熟知的How are you?句型入手，导入并引出家庭话题How’s everybody doing? 化解难点，排除阅读障碍。同时我还紧跟上了操练，使得对How’s everybody doing? Just fine.难度系数降到最低。) [目标

→

扫除阅读材料中的难点，把拦路石搬掉。] 3. In – reading

阅读中活动

◆1) General reading略读

T在黑板上画一个机器人并告诉学生：This is my Robin.(S say after Robin Robin Robin)

T戴上头饰：Hello, I’m Robin. I’m coming. I’m speaking to Mike. Do you know what are we talking about? Now open your books, read this passage in silence (默读), and answer “Yes or No” (课件一个个的出现问题) 1.(

)He can speak English.

2.(

) He can play basketball.

3.(

) He can’t play ping-pong.

4.(

) He can swim.

5.(

) He can do some kung fu.

◆2）Detailed reading细读

T: Just now you learned well. Now let’s go on.

Read the dialogue again, and answer my questions (课件出示问题) ①

What’s Robin like? ②

What can Robin do? 巡视指导For the sentences you need, you can draw lines. T:及时个体评价后Who’s all right? Hands up! 整体评价鼓励

T：Boys and girls, Do you have any questions？解决句型I’m coming, who’s that?

（设计意图：通过让学生自主提出问题，解决难点句型，培养学生有效地寻求帮助的能力。）T: Boys and girls, you are all right. Now say after me“Super, super, I’m super!”

◆3) Read and write 读写

T: Please read the dialogue loudly. And finish the sentences, you can write it on your English book. (课件出示阅读提示) (每组选一个同学上黑板做，看谁做的最好,同时指导学生的书写。)If you find the answers, draw lines. And then, discuss in groups. 巡视指导然后check them up.(Exchange and correct)T:及时个体评价后Who’s all right? Hands up! 整体评价鼓励

] ◆4) Listen to the tape. 听

(听读2 遍)出示跟读要求

(课件播放课文影音) ◆5) Read aloud朗读

Practice in three, Read aloud please.

（通过大声朗读增强学生的语感，培养朗读能力，在这里采用小组合作的方式来进行。）Check：Read together. [目标

→

培养学生的合作互助的能力，使小组成员能达到优势互补，相互促进的作用。] 4. Post –reading

阅读后活动

◆1）分角色朗读表演 Role-play reading, then act. 让小组同学分角色朗读语篇，然后表演对话。

（设计意图：分角色朗读既能让学生在大声读中感知语言也能进一步理解语篇，同时也是对学生认读的再检测。表演对话也是为后面的语言拓展打基础。）

[目标

→

培养学生的英语语感。] ◆2）任务设置及处理

T: Let’s play a game“发邮件的游戏”

( 课件呈现相关内容) 老师和学生先做示范，进行发邮件，并给学生充足的时间去准备，看哪组同学在40 秒内发邮件的次数最多。

A: Hi. This is A. Can I speak to C, please?

B: Sure. He is _____. Hold on, please. C: Hi. Can I speak to D, please?

5. Progress提高发展

◆1）Writing(请根据图片内容填空，介绍一下Sarah一家会做的事). Sarah’s family is busy .Look, Sarah’s father can

. Her mom can

in the kitchen. Grandma can

. Grandpa can

. What canSarah do? She can

in the study.

Let’s help our parents, do housework as we can, OK? Let’s go. （设计意图：对学生进行情感教育，让学生学会感恩，养成自觉帮助父母的好习惯。）[目标

→

培养学生的爱劳动习惯，对学生进行养成教育和感恩教育。] 6.

Homework(课件呈现) ◆1. Help your parents do housework.

◆2. Remember and write.

Grandpa is writing a letter. 板书设计：

Unit4 What can you do? B Read and write 屏幕

Robin头像

Robin can speak English

speak Chinese

do

kung fu

play ping- pong ’t swim

But he can