Unit 3 Look at the shadow!PPT及专用教学设计内容

教学设计方案

Content Topic School Module1Unit 3 Look at the shadow

Period (1) Shadows in a day Minhang Experimental Primary School (Chun Cheng Campus) Date Class Mar,9th, 2018 Class 7 Grade 4 Teacher Elaine 教学目标：

知识与技能：

1、

掌握词汇hill, lawn , path , bench, rise及词组go down的音、形、义。

2.

学生能初步感知一般现在时第三人称的句型结构，并能用这样的句型描述太阳的变化。

3. 能用It’s morning/noon/evening/. The sun rises/is high/goes down. The shadow is …. It’s on the …. 等句型描述影子一天的变化。

过程与方法：

1.视听导入，初步感知文本内容。

2.细读文本，学习新词，感知新句。

3.借助表格，梳理语言结构，巩固语言知识。

4.视频欣赏激发学习兴趣，提供语用语境。

情感态度：

1.了解影子随光的变化一天有长短及位置的变化。

2、感知“形影不离”的概念。

目标制定依据：

1．教材分析

本课是《牛津英语》四年级第一模块第三单元的内容，主题是“Look at the shadow!”。根据学生的学情和教学需要，对本单元的内容进行了重组。第一教时，根据教材P12和P13内容，再构单元主文本，理解文本内容，能用It’s morning/noon/evening/. The sun rises/is high/goes down … The shadow is …

等句型描述影子一天的变化。第二教时，巩固第一教时的单元主文本，用第一课时所学的语言结构描述Alice’s shadow。第三教时为P15及P16教学，故事阅读，在故事语境中进一步巩固本单元的核心语言。本课为第一教时。话题设定为

“Shadows in a day ”。

2．学生分析

基础知识：本班的学生水平参差不齐，大部分学生基础知识掌握的比较牢固，通过三年多的学习积累了一定的语言知识。学生对第三人称单数有初步了解，如能用He/She likes等句型描述他人的喜好。学生还积累了一定的形容词，能够用准确的形容词描述事物。同时也可以运用准确的介词词组描述物体的位置。

能力基础：本班的学生大多能够自主参与课堂活动，但是不太能够积极主动的举手发言；班中有一小部分学生由于自身的语言储备较少，或出于性格的因素羞于举手发言。

Teaching Procedure

Procedures Teacher’s Activities

Student’s Activities

Purpose Pre-task

1. Enjoy the song with the 1.

Enjoy the song and guess . 通过欣赏歌曲并猜谜引

preparation students and ask students

出主题“影子”

to guess what it is?

2.To elicit: shadow

2.Learn : shadow 利用“猜影子”活动既1）Read: shadow 1)Follow the teacher. 巩固了语言知识又增添2)Help the students to spell the 2)

Try to spell the words. 了课堂的活跃气氛。

words. 3)

Look at the pictures and the 3) Show the pictures and let try to guess what shadow it is . the students to guess what Maybe picture ..is …’s shadow.

shadow it is .

While-task

procedure 1.

Show the pictures and let the students to listen to the passage and order the photos. 1) Show the pictures and the passage. 2) Let the students listen and order the pictures.

3)To elicit : rises

goes down 2.

Paragraph 1 1) Help students to read paragraph 1 and fill in the table. Q: Where is the sun ? How is the shadow ? Where is the shadow ? 2) To elicit: hill, lawn Compare the ‘hill’ & ‘mountain’

Show the tongue twister about the ‘lawn’. 3.

Paragraph 2, 3 1) Encourage students to read paragraph 2 and 3, try to finish the table. 2) To elicit : bench, path Show the tongue twister about ‘bench’

Compare “path “& ‘road”. 4. Show the whole table and let the students to retell the whole passage . 5. Help the students to talk about “ Tina’s shadow”.

Post-task activities Assignment

用第一段的学习方式学习第二、三段文本，学习新词，进一步掌握语段结构，培养学生的自主学习能力。

利用表格，复述文本，

巩固文本内容。

5. Try to talk about “Tina’s

shadow”

尝试运用新语段结构描It’s morning/noon/evening . 述"Tina's shadow " ，进The sun rises/is high/goes down. 一步巩固新学语言内Tina’s shadow is …

容。

It’s on the …

1.

Show the video . 1.

Enjoy the video 欣赏视频，激发学生学2.

Encourage the students to 2.

Talk in pairs . 习兴趣。

talk "...'s shadow in a day

自主表达，提升语用。

".

1. Read the passage. 2. Finish “Make and say “on P13. 3. Try to introduce “ The …’s shadow in a day .”

1. Listen and order the photos

1) Look at the pictures and listen to the passage. 2) Order the pictures .

3)Learn : rises

goes down

1) Read paragraph 1 and fill the table. The sun rises behind the hill . The tree’s shadow is long. It’s on the lawn.

2) To learn: hill, lawn

To know the difference between ‘hill’ and ‘mountain’

Practice the tongue twister about the ‘lawn’.

1)

Discuss in pairs and finish the table 2)

To learn: bench, path Practice the tongue twister about the ‘bench’

To know the difference between ‘path’ and ‘road’

4. Try to retell the passage with the table . 通过听文本，排出图片的时间顺序让学生对文本有初步的感知。

观察并讲解图片让学生了解“东升西落”的科学常识。

带领学生细读第一段文本，学习新词，掌握语段结构，为语用输出做准备。

Blackboard design

shadow

It’s morning/noon/evening .

hill

The sun rises/is high/goes down .

lawn

The shadow is ….

bench

It’s on ….

path