Lesson 3教案和学案内容

Unit 4 Lesson3 教学设计

Teaching aims:

1.能够读懂关于寻找物品主人的对话,并能根据对话中的信息完成任务。

2.能够根据对话信息,补全短文中主要信息,完成对话转述任务。Teaching keys and difficulties

重点:能够读懂关于寻找物品主人的对话。

难点:(1)词汇lost的发音以及意思。

(2)完成对话转述任务。

Teaching procedures

一.Step1.Warming-up and revision

T:Good morning ,boys and girls. Nice to meet you. In this class ,I divide our class into two groups,A and B . Group A , She is your group leader .She has big eyes and long hair. She is beautiful and short.Can you guess who she is? Ss猜测。Group B ,He is your group leader .He has small eyes and short hair. He is handsome and tall.Can you guess who he is? Ss猜测。 Boys and girls,If your group get more stars, you will be the winners. [设计意图:把学生分成A、B两组,设立组长,通过描述组长的外貌,让学生猜测谁是组长,一方面激发了学生的竞争意识与兴趣,另一方面通过教师的描述,学生能回忆描述人的外貌的语句,为新课教学做好铺垫。]

(1)T:Now let’s begin our class,today we will learn Unit4 My

Family Lesson3.出示Bill图片, Bill wants to invite us to chant ,are you ready?师生共说Unit4Lesson1歌谣。

[设计意图:通过chant学生能把注意力投入到学习中,在课堂上能处于兴奋、积极和活跃的学习的状态中。]

(2)Just now, we have seen Bill’s family. Do you remember who they are? T出示Bill家庭成员图片,Who are they? Ss review the words about family members. 教师举例描述Bill’s grandfather的样子, T:This is Bill’s uncle, what does he look like?Ss回答。This is Bill’s father, what does he look like? Ss回答。Bill’s uncle and Bill’s father, who is handsome?Ss回答。T: This is Bill’s mother, what does she look like?Ss回答。T:This is Bill’s aunt, what does she look like? Ss回答。Bill’s mother and Bill’s aunt , who is beautiful?

[设计意图:通过家谱树复习Unit4Lesson1家庭成员单词,学生通过图片描述爸爸,叔叔等的样子,为新知教学做好铺垫。]

Step2. Presentation and practice

T: Bill is a good boy in their family. He is also a good boy in the school. Let’s have a look together.

(1)T设计情境出示图书馆图片Now where is he?Ss回答。继续出示水瓶图片What does he find? Ss回答。Who lost the water bottle?教师解释lost的词义,帮助学生理解题目意思。Do you want to know who lost the water bottle?

[设计意图:通过图片和提问,引出Bill在图书馆,发现了水瓶,最后引出本课主题Who lost the water bottle?环环相扣,激发学生的学习欲望,找到丢失水瓶的同学。]

(2)播放对话录音,让学生认真听录音,边听边指认文字,找出丢水瓶的同学名字。T: Now, listen to the tape and try to find who lost the water bottle?Ss 回答问题。

[设计意图:第一遍听音找到丢失水瓶的同学的名字。]

(3)让学生再次听对话,画出描述男孩外貌衣着的语句。What does Li Ming look like? Is he tall or short ? Does he have big eyes or small eyes? What is he wearing ? Now,listen to the tape again and underline the sentences.

[设计意图:第二遍听音,加大难度,画出描述Li Ming的句子。从第一遍听音到第二遍听音提出的要求,由易到难,符合学生的认知过程。] (4)师生订正答案。打开隐藏板书T: Look here,who is Li Ming? T and Ss describe the three boys and tick Li Ming.

[设计意图:本环节教师引导学生描述隐藏板书上的3个男孩,最终确定Li Ming,促进Ss语言的内化,增加Ss练习机会。]

(5)再次播放录音,学生模仿语音、语调,跟读对话内容。Read after the tape.

[设计意图:录音示范朗读,为Ss树立朗读榜样。]

(6)Encourage the students to read the dialogue with their partners .T:read the text with your partners,then read in roles.Ss 分角色朗读课文。

[设计意图:分角色朗读学生会感觉身临其境,有利于深刻地理解文本。] (7)T :There are some difficult words and key phrases become some moles.Let’s whack them ,OK?

[设计意图:教师描述难词和重点短语变成了鼹鼠,设置打地鼠游戏让学生在玩中对本课的难点词汇和重点短语加深记忆与理解。]

(8)选出能力强的同学到黑板前表演对话。Practice the dialogue with your partners and then let’s role-play.

[设计意图:Ss能亲身体验语言是交际工具,从而培养Ss记忆,思维,口语能力。]

(9)T:Bill is a good boy . Can you tell Bill’s story in your group.Ss尝试阅读B项小文段,小组内讨论,说一说应该怎么填。邀请2—3名学生根据ppt提示口头汇报小短文。

[设计意图:口头表达为后面的书写环节做铺垫。]

Step3.Consolidation and extension

(1)T:Bill is really a good boy . He becomes a star in the school. We should learn from him. Let’s write down Bill’s story together.According to your ability, you can choose A or B. 我们写一篇Bill的小故事吧,号召全校同学向他学习。请学生独立完成书写任务。教师巡视,观察学生书写,并及时帮助指导。

[设计意图:设立情境,学生进行书写,写是输出环节,我设计了AB 两项内容让每个不同层级学生都能得到锻炼。]

(2)Ss展示书写,师生共同评价T:Who can show your writing? [设计意图:利用白板的标注功能学生进行修改,增加学生的参与度,提高学习的实效性。]

Step4.summary and homework

Boys and girls,not to pocket the monkey one picks up.It’s our Chinese traditional virtue. We should learn from Bill. Can you do that ? Me too.Now let’s have a look which group is the winner? Group ... is the winner .Congratulations.The class is over. Remember your homework: A Share Bill's story with your friends. B Continue to write Bill’s story. You can choose one to finish.