Lesson 31教学设计案例

四年级Unit 6《Asking for Help 》教案

刘信双

一

Greeting：

师:Hello ,boys.(男生起立)

生:Hello, Miss Liu

师:Hello，girls(女生起立)

生:Hello, Miss Liu 二：Warm up 师: Before our class, Let’s sing a song, “five little ducks” . OK?

生: OK. 【设计意图：在轻松地状态中开始，在快乐的前提下将学生们带入英语课堂,同时为导入做了铺垫】

三: Input 师:I like the little duck. Look, the duck is coming.（duck 出现）

Listen：what is she speaking？（播放录音）

【设计意图：通过播放录音内容,让学生在听的过程中了解所复习的内容,并为学生自由说做了示范】

四：Review Step1：

学生听录音。

Hello, my name is duck. I’m ten years old. I go to Dongfang primary school. This is my bag. I have a pen , a pencil, a ruler and a

dictionary. Step2: 教师：（拿出书包）

Hello, my name is Miss Liu. I’m twenty years old. I work in Yinghua Primary School. This is my bag. I have a pen , a pencil, a ruler and a dictionary. What about you? Now introduce yourself to your partner. Step3：两两练习。

Step4: 师：Let’s play a game. Listen to the music and you pass the bag one by one . Let’s begin. 【设计意图：

通过4个环节，让学生在用段落语言练习已学词汇，体现听说的合理分配。“击鼓传包”活动，不但激发学生的开口意识，也可检测学生的两两说练习效果,增加了课堂的活跃性。】

五：New concepts Step1: 师:I have a pen ,a pencil .but I don’t have ruler. Can I use your ruler? Now , let’s listen to the computer. listen and look 出示PPT，让学生观察并聆听新授内容。

1. Can I use your ruler? Sure. Here you are. Sorry . I don’t have one . 2. Can you pass me the CD player? Yes. Here you are. Sorry. I’m using it. 3. Can you help me with English?

Sure. I’m good at it. Sorry. I’m not good at it. Step2：语音教学，通过词卡将新授内容的难点加以辅助讲解。

师拿词卡，让学生自己思考并回忆所听内容，根据音标提示说出三个单词：use，pass，help。教师适当纠音。

【设计意图：加入语音教学，逐渐贯彻音标提示，引导学生如何自主学习发音】

Step3：Listen again。

师：listen again，and follow it. Read twice by yourself. 【设计意图：在讲解后让学生再次聆听，使学生加深对新授知识的理解。】

Step4：活动：“What do you have?”借东西。

师生示范：

师：Can I use your ruler? 生：（Sure，here you are）

师：Can you pass me the dictionary? 生：（Yes ,here you are）

师：Now, 1,2,3 in a group. 4,5,6 in a group. You can borrow in you group. The more the better. Let’s begin. 1）

What do you have? 2）

Who is the most one? Step5：检测-------单独比赛

T: OK , xxx and xxx come here, let’s have a mach, ”borrow thing” , Are you ready? Go!

【设计意图：本环节设计了自由借东西活动，给学生们提供了真实的语言环境，使学生们在应用中体会语言交际的快乐。并通过教师的采访提问What do you have?及比赛作为检测学生练习的效果。】

Step5：检测“看图说话”活动

教师出示情境图片，让学生运用新知描述，以此巩固新知。

师：There have there pictures. This is Miss Liu. I say: ……Can you help me with Art? ……：（Sure，I’m good at it.）Who do you want to be? Work pair with you partner. 【设计意图：教学大纲中要求四年级的学生应初步具备看图说话的能力，在此创设了看图说话环节，培养了学生们的英语表达能力，听说的合理分配，大大提高了学生们的学习效率，逐步培养了学生运用所学知识进行实际运用的能力。】

六：综合拓展

Step1: 听录音。

师：In the classroom , we can borrow pen, pencil. What about in the library, in the clinic? Listen to the computer: 1. In the library A: Welcome to Yinghua’s library. B: Can I use your book?

A: Sure . Here you are.

B: Thank you . 2. In the clinic

A: What’s wrong with you ? B: I have a headache. Can you pass me a thermometer? A: OK. Here you are. B: Thank you . 3. In the classroom A: New Year’s Day is coming. Can you help me make an invitation? B: Sure , I’m good at it. First, get your paper ready. Next, cut with your scissors. Then, stick with your glue. Finally, write with your pens. A: Oh, you are cool. Step2: 学生自主阅读校本教材。

师：Open your book, turn to page 16 ,read it by yourself. Step3：综合活动，情境创设

教师提供情境图library, clinic, bus, park…

引导学生采用新知完成情景剧。

T: Now, there are some places, please make dialogue in your group. First, you can write. Then, you can talk. Go. 【设计意图：在综合拓展环节，采用先听后说的教学原则，听为学生的说做了铺垫，而自由说为综合情景剧做了铺垫，在逐渐递进的教学设计中激发学生的学习兴趣，鼓励学生发挥想象，最终将本课新知运用于生活，贴近实际，从而达到本课教学目的。】

七：Let’s chant

Please, please, pass me the dictionary. Please, please, pass me the eraser. Please, please, can I use your ruler? Please, please, can you help me ? Can you help me with math? 【设计意图：chant起到了概括总结的作用，在chant中结束本课，让学生在此体会了英语课堂带来的乐趣与收获。】