Unit 1 Sounds优质教案设计

Teaching Plan for Oxford English (Shanghai Edition) 4B M3 U1

Sounds Teacher：徐晔

Book：Oxford English (Shanghai Edition) 4B M3 U1

Sounds Teaching aids: Multi-media, word cards, flash, Work sheet, etc.

教学设计说明

模块教学任务分析: 4B M3的学习主题为

Things around us。这个单元涉及到的词汇包括与声音相关的名词与形容词、频率副词、星期表达、时间类词组以及常见的日常生活类动词词组等；句型与时态包括to be句型、there be句型、一般现在时态（含各种句式）以及重点时态现在进行时态（着重于一般疑问句以及问答、特殊疑问句以及回答）。可以说，学习空间更为广阔、学习内容也更加丰富多样。从以往较为形象的内容提升到了较为抽象的、无形的事物的理解和表述上，涉及不时不在的声音、日常生活的时间表达以及星期概念；还涉及频率副词的合理区分与运用、精确的时间表达与人物的言行的合理匹配以及现在进行时态所涉及的各种句式。基于教材模块对学生提出的较高的语言学习要求和能力要求，教师可以通过让学生聆听各种声音来猜测正在发生的事情；通过实物展示学习时间的表达；通过回归学生实际生活，表达在不同的时间段所做的事儿；通过日常生活的安排来学习频率副词的合理运用。在此过程中，要求教师不仅要注意到新旧知识的有机整合，顾及学生语言能力训练的递进性与梯度性，而且还要在潜移默化中告诫学生合理安排学习与生活时间，形成良好的生活与学习习惯。

单元教学任务分析: 要求学生能合理感受与表达声音的强弱、快速捕捉和学习声音的来源类词汇，借助声音来学习、运用现在进行时态的一般疑问句，如Is / Are … doing? Yes, … is /are. No, …

isn’t / aren’t. 学会运用听到的声音来猜测正在进行的活动。鼓励学生在感受声音无处不在的同时，学会辨证地看待声音的轻与响（即声音的响亮相对于环境而言），并在实际学习和生活中进行熟练地掌握与运用。

1、各学习项目分析

Look and learn: 核心学习板块，主要进行词汇学习，重点是单词quiet, loud, bell, television (TV)

Look and say: 核心学习板块，主要进行句型学习，重点是--- Is / Are… (doing)? --- Yes, …is / are. (No, … isn’t / aren’t.)

Make and play: 通过做一做，玩一玩的形式，激发学生的学习兴趣，同时通过比较每个风铃的声音，进一步体验声音的美妙。

Say and act: 情景运用，是两大核心板块的具体化，并与已有知识（祈使句、现在进行时等）相结合，在实际生活中运用句型。

Read a story: 阅读延伸，采用充满童趣的卡通人物形象，设计生动的故事情节，创设学生运用语言的平台，进行语言的交流与拓展，从而激发学生的学习兴趣。

Listen and enjoy: 通过英语歌曲的形式，创造轻松愉快的活动，在活跃课堂的同时，让学生感受到了语言的魅力。

Learn the sound: 语音学习，感受元音字母组合的发音，进一步树立音素概念，做到发音准确、到位。

2、知识要点介绍

（1）学习和掌握词汇：quiet, loud, bell, television (TV), sound, noisy, ring, watch TV

1

做到音、形、义的统一。

（2）学习并掌握现在进行时态的一般疑问句及其问答：

Is/Are… (doing)? Yes, …is / are. No, … isn’t / aren’t.

（3）掌握并运用there be 句型：There are some students outside.

（4）熟练运用祈使句：Listen,… Be careful. Be quiet.

（5）熟练运用连词：and, but.

（6）学习并掌握字母组合-are, -ear, -air的发音: square, bear, hair 3、学生已有的能整合到本单元的知识

（1）词汇

动物类：chick, duck, cow, pig (1A M4 U1)

bear, monkey, tiger, panda (1B M4 U2)

frog, rabbit, bee, bird (1B M1 U1)

sheep, hen, dog, cat (1B M1 U2)

fish, chicken (2B M2 U2) 交通工具类：bicycle, train, bus, car, van, ship (2B M1 U3)

aeroplane, bus (3B M1 U1) 动词词组：play football,

play basketball,

play ping-pong, play cards （2）句型

What do you hear? (1B M1 U2)

… am/ is/ are …(doing) （4BM2U3）

单元教学目标说明：

1、能正确朗读、拼写新授词汇, 并能用选择疑问句获取所需信息。

2、能运用祈使句,引起注意，发出警告或指令。

3、能体会到相同音量的声音在不同背景下会给人不同的感受。

4、能在阅读短文的时候，根据问题抓住关键信息。

5、能正确读出字母组合-are, -ear, -air的发音，并有感情地朗读小诗。

单元课时划分：

第一课时：Look and learn, Make and play 第二课时：Look and say 第三课时：Say and act, Listen and enjoy 第四课时：Read a story, Learn the sound 第五课时：Revision 单元课时具体说明：

课时

词汇学习运用

句型学习运用

综合运用能力

1. 能复习巩固以前学习的关于动物、交通工具的词汇和关于声响的句型，复习农场上的声音和马路上的响声；

2. 能通过学习各式各样铃声，表达出声响的强弱。

备注说明

通过Peter这个人物，创设各个情境，串联本单元的教学内容。

这个单元的教学每一个课时有其侧重点：第一课时通过Peter去农场的路上和参观农场quiet, loud,

What can you television, bell, hear? doorbell ,wind-bell, Listen to …

telephone bell,

Is it loud or quiet?

第一morning bell, bicycle … is/am/ are… 课时

bell, Ipad, MP3, (doing) ringing, etc.

2

1. 学习现在进行时态的一般疑问句及其回答的(doing)…?

用法；

--- Yes, … is / are.

2. 进一步巩固现在进行(No, … isn’t / 时态的陈述语句，并能与第二aren’t.)

现在进行时态的一般疑课时

I can hear the 问句互相转换与表演运sound of …

用；

… is/am/ are… 3. 能学会关注不同生活(doing) 空间内的响声的不同，激积累生活经验。

Sports Park Your bell is too 1. 能学习并表演这个故doze, awake, quiet! 事；

asleep, puzzled, Be careful! 2. 通过句型的学习，体会wheel Be quiet! 第三Excuse me! 不同场所声音的高低；

课时

3. 在听、说、读短文的过--- Is / Are … 程中，培养学生抓住关键词或核心内容的能力

tortoise, bath, has a --- Is / Are … nap, later, (doing)…?

第四发音：-are, -ear, -air --- Yes, … is / are.

课时

square, bear, hair (No, … isn’t / aren’t.)

第五单元复习

课时

1. 能理解这个故事；

2. 激发学生的阅读兴趣，培养学生的阅读能力。

Review the words. 的情境，重点学习关于声音的词汇；

第二教时通过Peter在家里听声音猜家里人的活动的情境，侧重学习现在进行时态一般疑问句以及回答；

第三教时通过Peter和Ginger骑车到公园的情境，综合整合了各种句式，在说说演演的过程中对先前知识作进一步的操练和巩固；

第四教时借助Peter喜欢的一则故事的阅读来进一步学习、操练新学，培养学生的阅读能力，提高学生的阅读兴趣。

第二课时教学目标：

1. 通过Peter在家与家人之间的对话情境，初步学习现在进行时态的一般疑问句及其回答的用法，如：Is/Are…(doing)? Yes, …is/are./ No,…isn’t/aren’t.；重点关注be动词和现在分词的用法；

2. 进一步巩固现在进行时态的陈述语句，能比较熟练地与现在进行时态的一般疑问句进行互换，能表演、运用所学的对话；

3. 学会关注不同的生活空间以及声音响声的不同，积累一定的生活经验，从中激发关注生活的热情以及英语学习的兴趣。

Topic: Sounds at home Procedure

Pre-task

preparation Teacher’s activities

1. Show a song 2. Review the sounds on the farm and on the road

a. Show Peter b. Elicit the sounds on the farm and on the road 3. Elicit the sounds at home

Students’ activities

1. Sing a song ‘I have a television’.

2. Review the sounds on the farm and on the road

a. Listen to Peter and guess b. Listen to Peter and guess c. Choose and say

3. Read the topic ‘sounds at home’

4. Say sth. about voice and noise Purpose 利用歌曲既活跃课堂气氛，又复习上节课学习的内容。

引入人物，为故事铺垫。揭示主题，复习有关声音的词汇。

3

While-task procedure

1. Teach: Are you…(doing)? Yes, I am. No, I’m not.

a. Show Peter’s family members to elicit the sounds at home b. Show the sound of water c. Show Peter and his Dad

d. Teach the chant e. Show Part 1 and ask

f. Role-play with a student

2.Teach: Are you …(doing) in your bedroom?

a. Show Paul’s bedroom and ask b. Show Sally’s bedroom and ask c. Show dialogue Part 2 and ask

d. Do an action and ask

用听水声，猜一猜的方法，让学生在整体感受对话的过程中学习新知识。

运用朗朗上口的儿歌来学习重点句型。

由水声联想生活中具体的动作，回归实际生活。

尝试分角色表演片段1。

通过Paul 轻声的房间和Sally吵闹的房间的对比，让学生操练新句型。

加入Ipad这个时尚的元素，让这节课更富有时代性。

注重扎实地整合与操练动词不同的语法结构。

3. Teach: Is…(doing)…? 3. Learn: Is…(doing)…?

让学生学会通过Yes, …is. / No, …isn’t.

Yes, …is. / No, …isn’t.

对语段的阅读转a. Show the sounds of bells

a. Listen to the sounds of bells and

换到对话操练。同

guess 时，注意be动词b. Show a song b. Sing a song ‘Are you

sleeping’

的变化与合理使c. Show passage 3 and ask c. Read the passage 3 and answer 用。

d. Show some hints for d. Make a dialogue

dialogue 3 e. Ask and answer 加强片段巩固，保--- Where’s _____?

证学生操练、记

---Is ____ ______(doing) in the 忆、运用新学。

____? ---Yes, ___ is.

1. Learn: Are you …(doing)? Yes, I am. / No, I’m not.

a. Listen to the sound of water and guess

b. Listen to Peter and his Dad c. Read: Are you washing your face?

d. Say a chant e. Read, ask and answer ---I can hear the sound of water. Are you ______ now?

---Yes, I am. f. Role-play dialogue Part 1

2. Learn: Are you …

(doing) in your bedroom?

a. Listen to Paul’s bedroom and guess

b. Listen to Sally’s bedroom and guess

c. Read and ask ____, it’s ____(quiet/noisy) in

your bedroom. Are you _____ in your bedroom? d. Listen to dialogue Part 2 and have a role-play e. Read and choose ‘play or playing’

f. Act and guess

4

4.Teach: Are they…outside? Yes, they are./No, they aren’t.

a. Show the sound outside and ask b. Show dialogue Part 4 and ask Post-task activity 4. Learn: Are they…outside? Yes, they are. / No, they aren’t.

a. Listen to the sound outside and guess b. Listen to dialogue Part 4 and answer c. Make a dialogue 1. Show the whole dialogue 1.Read the whole dialogue

2. Show the whole passage 2.Read and choose the words for the

whole passage ‘ The sounds at home‘

3.Show some sounds at home 3. Make a new dialogue ‘Sounds at

home’

难度递进，由扶到放，让学生在情境下运用重点句型进行自编对话。

Assignment 1. Listen to P32 and read it for four times. 2. Copy the dialogue ‘The sounds at home’

3. Read the passage ‘The sounds at the beach’ and make a dialogue.

教学反思

再次整体呈现文本，让学生形成整体感受，促使其积累语量、提高阅读能力。

最后环节配上形象的生活中的音效，让学生学以致用。

注意作业的分层与递进，保证对学生各项技能训练的兼顾。

板

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设

计

4B M3 U1

Sounds

Sounds at home Are you

I am.

I’m not.

Is

…

____ (doing) in …? Yes, ... is.

No,

… isn’t.

Are they

they are.

they aren’t.

Materials: 1. The sounds at home Peter:

Where are you, Dad? Are you in the bathroom? Dad:

Yes, I am. Peter:

I can hear the sound of water. Are you washing your face now?

Dad:

No, I’m not.

Peter:

Are you washing your hair now? Dad:

Yes, I am.

Peter:

Paul, it’s quiet in your bedroom. Are you making a model plane in your bedroom?

Paul:

Yes, I am. Peter:

Sally, it’s noisy in your bedroom. Are you listening to MP3 in your bedroom?

Sally:

No, I’m not.

Peter:

Are you playing Ipad in your bedroom? Sally:

Yes, I am. I like playing Ipad.

I can play computer games on Ipad.

Peter:

Listen, Dad. Is the doorbell ringing? Dad:

No, it isn’t.

It’s the television.

Peter:

Where’s Mum?

Is she watching TV in the living room?

Dad:

Yes, she is. Peter:

Where’s Ginger?

Is it running in the living room?

Dad:

Yes, it is.

5

Peter:

Dad, it’s noisy outside. It’s very loud.

Dad:

Yes, there are some students outside. Peter:

Are they playing football? Dad:

No, they aren’t.

Peter:

Are they playing badminton? Dad:

No, they aren’t. Look, they are playing basketball.

2. The sounds at home

Peter can hear many sounds at home. He can hear the sound of water. His father is washing his hair in the bathroom. He can hear no sounds in Paul’s bedroom. Paul is making a model plane. He can hear the sound of music in Sally’s bedroom. Sally is playing Ipad. He can hear the sound of the television. His mother is watching TV in the living room. He can hear the sound of the cat. Ginger is running in the living room. He can hear the sound of the students outside. They are playing basketball outside.

第三课时教学目标：

1. 学习词汇doze, awake, puzzled, 拓展学习asleep；通过与动词sleep, wake的比较，掌握这些单词的音、形、义；

2. 学习句子Be careful! Be quiet! It’s too quiet. 通过这些句型的学习，体会不同场所声音的高低；

3. 在听、说、读短文的过程中，培养学生抓住关键词或核心内容的能力。

Topic: Peter’s bicycle bell

Procedures Pre – task preparation

Contents Methods Purpose 承接前一课时的教学内容，1. Listen to the 1) Lead in: sounds sounds. 2) Watch and sing 《The wheels on 听一听、猜一猜生活中不同的声音，由bicycle bell引2. A song the bike go round and round》

出歌曲，学唱歌曲。

3. Peter’s home 3) Introduce Peter’s home life

介绍Peter一家的活动，既life 复习了上一节课内容，又为本课学习做了铺垫。

首先呈现问题，使学生带着问题看课文录像，对课文有一个初步认识。

3.

too queit

Be careful!

1) Answer Q1 2) Learn: too quiet 3) Listen and learn: Be careful! 4) Think and say: Where and when we must be careful? 5) Act out the dialogue 4. doze asleep

1) Answer Q2 2) Learn: dozing doze 3) Say a chant: Who is dozing? 4) Learn: asleep 通过回答第二个问题，引出生词dozing，学习doze; 并以儿歌形式操练生词，趣味性较强。

6 While – task procedures 1. Questions

2.

Movie Lead in the questions Watch the movie 通过比较声音的高低，体会quiet,very quiet, too quiet. 提供不同的场景供学生操练：Be careful! …训练学生整合运用所学句型的能力。

5. awake 1) Lead in: awake 2) Think and answer:

Which animals sleep in winter and wake up in spring? 3) Answer Q3 6. puzzled 1) Lead in :puzzled 2) Learn:puzzled 3) Discuss: Why is Peter puzzled? 结合puzzle学习生词puzzled，选择其相应的意义，帮助学生理解。

学生讨论的环节，由课文学习引发学生思考，揭示本课的规则教育意识。

Post –task activities 1.

Movie 2.

Say and act 3. Read Watch the movie again. Act out the whole text in groups 整体观看课文录像，进一步理解课文，表演课文，并对课文进行复述，提高学生的语用能力。

利用Peter 和Ginger的对话，综合运用第二、第三课时的教学内容，拓展学习Don’t make a noise.

Assignment

板

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设

计

1. Listen to the tape and read the text P34; 2. Read and complete: Peter’s bicycle bell

4B M3 U1 Sounds Peter’s bicycle bell

Be careful!

too quiet Be quiet.

dozing

doze Don’t make a nise.

asleep

awake

puzzled

Materials：

1. Questions: 1. The girl and her grandpa are walking in the park. Can they hear Peter’s bicycle bell?

A. Yes, they can. Because it is very loud. B. Yes, they can. Because it’s very quiet.

C. No, they can’t. Because it’s too quiet.

2. Are two old ladies dozing（打瞌睡）on the bench first?

A. Yes, they are dozing.

B. No, they are dozing.

C. No, they ere asleep.

7 利用课文图片，由asleep自然引出awake，同时与sleep,wake up做比较。

and Read and complete the text complete 4. Make a dialogue Peter and Ginger’s dialogue

根据课文内容完成填空，口头练习落实到笔头，进一步巩固知识。

教

学

反

思

3. Two old ladies are awake（醒着的）now. How do they feel? A. They feel happy.

B. They feel angry.

C. They feel hungry. 2. Read and complete: Peter has a new ______ for his bicycle. He is ______ his bicycle in the Sports Park. ‘Ting-ting. ’ The bell ______, but the girl and his grandpa ________ hear it. It is _________. “Be careful! Your bell is too quiet!” Look! Two old ladies are ________ on the bench. “Sh…! Be quiet! Your bell is too loud!” They are _______ and feel _______. Peter is ________. Isn’t his bell quiet? 3. Peter and Ginger’s dialogue: Peter: Is Dad …

in the … ?

Peter: Sh…! Be quiet!

Peter: Is Mum …

in the … ?

Peter: Sh…! Don’t make a noise!

Ginger:

Yes. Miaow! Miaow! Ginger:

Yes. Miaow! Miaow! 8