Unit 10 Let’s go!优秀教案说课稿

小学英语（北师大版）四年级下册

《Unit 10 Let’s go!》第一课时教学方案设计

成都市马鞍小学 黄

沁

一．教材分析：本单元语言功能是对活动安排提出建议，并对建议作出适当的回应。其中Let’s...“表示建议”的表达方法在本册书第七单元和第九单元已经初步学习，本课教学要对其进一步理解、运用；Shall we...?是“对活动安排提出建议”的另一种表达方法，是本课要重点学习的核心语言结构，其意义较为抽象，主要在故事的情境中通过提问、猜测的方式来帮助学生理解并简单运用。

二． 教学目标：

语言知识目标：

1.

学习主要词汇：

能在情景中运用 movie, museum，start,close,far away,enough,money,free 能结合故事情节理解dinosaur, amusement park, 2.

学习主要句型：

Let's … Shall we…? Do we have enough...?

Yes, we do. No, we don’t.

语言技能目标：

1.

能够结合插图理解故事大意并能基本朗读故事。

2.

能够理解Shall we…?对活动安排提出建议并对别人的建议作出适当的回应。

学习策略目标：

1. 采用整体教学的方式，讲故事与举例相结合，结合插图预测理解故事大意；

2. 在学习过程中，通过体验、猜测、讨论形成合作、探究的学习模式。

情态态度目标：

1. 培养学生根据现有条件制定计划、合理安排事情的能力和意识。

2. 通过故事中人物围绕活动安排展开讨论的情景，培养学生的团队意识。

三．

教学重点：

引导学生运用旧知和生活经历、结合插图猜测分析以及对故事的发生发展进行推理从而理解故事大意。

四．教学难点：

1. 运用Shall we…?对活动安排提出建议，并对建议作出适当的回应。

2. 能够结合板书梳理的故事线索简单复述故事。

五．教具：

PPT，单词卡，教学CD，人物头像，地点卡片。

六．教学过程：

Step1．Warm up

1．Chant 2. Free talk: On Sunday, where are you going? 3. 介绍评价机制：Today, We will going to a magic place, Ready? let’s go(板书）

[设计意图] 简单问候加热身活动，在和谐愉快的氛围中开始英语课的学习，并复习旧知。同时为新知的学习做准备。

Step2．Lead-in 1. T：Who are they?(贴头像) where are they? Today is Tuesday, why are they here? Guess, listen. 出示timetable，T: Look, they don’t have class this afternoon. Do you have any good ideas for them? 引导学生用let’s

go to ···句型回答。

[设计意图]以思维风暴形式引出本课新语言结构，自然过渡，为故事学习做铺垫，导入新课。

How about our friends? 提出听前任务问题：How many places do they want to go? [设计意图]让学生带着问题观看视频短片，激发学习兴趣，还通过问答以旧引新，感知新词汇，为故事学习做准备。

Step 2. watch the video, and then answer the question. Ss: 3. T 板书三个想象云朵图形。

[设计意图]运用整体教学的模式，让学生带着问题完整观看故事并回答问题，整体感知故事结构、初步理解故事大意。

Step 3. Text P1：T: where does Ann want to go? Listen. Does Ken also want to go there? Listen. Ss listen and repeat. T: Ok, stand up. Go go go, let’s go to a movie.

P2: T: Before they go to a movie, Mocky has many questions about the movie. Guess, what’s Mocky’s question?

Ss guess: what’s the name? How much is the ticket? What’s the time?

T: good questions. Listen to Mocky.(听音) what time does it start? (板书start并教读，正音) T：Does ken know the time? No. what can he do? 听音：I don’t know, let’s check. (板书check，出示百度搜索图片帮助理解。)

运用动作进行教读：Follow me, let’s check.

电脑图片：T: Ken checks with the computer. Let’s look at Ken’s computer carefully. What does he check? (引导学生从电脑图上寻找信息。) Ss: There is a good movie “Super

Rob”, and we can go to the children’s center to watch it. T:Here is the time. From the time, does Ken know what time does the movie start? Ss: At 3:00. 听音跟读：The movie starts at 3:00.（板书）

T：Oh! What time is it now? Ss: It’s 2:55.(板书) T：How many minutes left? Ss: 5 minutes. Mocky wants to know (听音): Do we have enough time?(板书enough time) Ss: No. P3: listen and repeat: No, we don’t.

[设计意图] 运用课件、图片、动作等方式，通过逐层设问猜想、推测、分析、判断、归纳和总结故事的发生和发展，激发学生的学习兴趣，将学生深深“卷入”故事的情景里，让他们跟随故事的主人公一起去感知故事。

T: can we go to a movie? Why? Ss: No, we don’t have enough time. (板书哭脸) T: Now look, Mocky has a good idea, and he wants to tell ken,（听音）Shall we go to the amusement park?（贴卡片教读）（男/女生跟读句子）

PPT出示amusement park的图片：What’s this?（第一幅图）

Do you know any amusement parks in ChengDu?（第二、三幅图）

There are amusement parks in other city, for example（第四幅图）

So wonderful place, Mocky likes it so much. T: Stand up，

Go Go Go, Let’s go to the amusement park. Can we go to the amusement park? Why? （要求：Read P4, Discuss in groups, then underline the reasons.）

Ss 汇报交流：（T板书不能去的理由，并写上序号）

1.

too far away（PPT解释）

2.

（板书哭脸）enough money （从Ken头像后抽出¥50，Do we have enough money?）

T:So we can’t go to the amusement park. What a pity! Look at Mocky’s face, Is Mocky happy? Ss: No. T: He feels so sorry. Do they go home? No. what does Mocky say? What shall we do then?（听音跟读，小组读，男/女生，加上动作。）

[设计意图] 运用课件、图片、动作等方式，通过逐层设问猜想、推测、分析、判断、归纳和总结故事的发生和发展，激发学生的学习兴趣，将学生深深“卷入”故事的情景里，让他们跟随故事的主人公一起去感知故事。

P5：

T：Wow! Ken found a good thing. Maybe it can help us. What this? Ss: It’s a newspaper.

T: Form it, what can you see? （让Ss找信息）

Ss: dinosaur.（板书教读）PPT解释

T: Where can you see the dinosaurs? （c）

A.

At school B. In the zoo C. In the museum 教授 museum T:Can you guess, What does Ken say?/ What’s Ken’s idea? 猜测，听音，跟读。

How about Ken’s idea? (让Ss评价一下。) Look at Ann’s face, Does Ann agree?

Ss：Yes. 听音,跟读：That’s a good idea. Let’s go. T: Stand up: Go Go Go, let’s go to the museum.

T:Can they go to the museum? Why? 自读P6-7，勾出答案（2分钟）

汇报交流：1 .free ¥0

2 .close at 6:00（板书）

P6：Before we go to the museum, Mocky has 2 questions, listen to the Q1.听音：Do we have enough money? Ss: It’s free.

Q2：听音：When does it close? （跟读）

Ss: At 6：00。

T：How can we go there? Ss:By bike T:Stand up, Go Go Go, let’s go to the museum. I think they will have a happy time in the museum. that’s a good plan.

[设计意图] 按故事的逻辑发展分段式层层递进学习故事，听觉、视觉多渠道输入，通过自主阅读和合作学习的方式，调动其已有的知识储备参与故事的学习，进一步培养学生阅读、分析、归因、总结的学习能力，运用开放性的问题，让孩子们用英语思维，并乐于表达。

Step 4．Listen and repeat

[设计意图]回归教材，让学生在听读的基础上建立声音与图片、语音与语调之间的联系加深理解，固化核心语言结构。

Step 5．Retell the story Ann and ken don’t have class this afternoon. 1. Ann wants to go to a movie But they don’t have enough time.

2. Mocky wants to go to the amusement park. But it’s too far away and they don’t have enough money.

3 .Ken wants to see the dinosaurs in the museum It’s free and it closes at 6:00, So they have enough time. At last, they go to the museum by bikes. [设计意图]通过思维导图简单复述故事，整体再现、强化核心语言结构，内化语言。

Step 6．拓展活动

T：Children’s day is coming soon. I have a good news: You don’t have class this afternoon. Are you happy? What’s your plan about that afternoon? Where do you want to go? Can you go there? Yes or No? Why? T 和几个学生一起示范对话。

要求：Discuss in four you can ask and answer, you can talk about it. Ss交流，汇报，表演。

Step 7． Summary：Better plan, better life. Step 8．评价机制反馈。

Step 9．Homework: Make a plan for Children’s day to go out. [设计意图]总结活动达成本课的情感态度目标，让孩子们懂得根据现有条件制定计划、合理安排事情，深化故事主题。分层布置作业，面向全体学生，充分尊重学生个体差异，循序渐进的发展学生的英语学习能力。

七．板书设计： Unit 10 let’s go

movie Shall we go to the ···？ amusement park ( Ann/Ken/Mocky ) museum