Unit 11 Uncle Jack’s farmppt配用优秀获奖教案

北师大小学英语Unit 11 Uncle Jack’s farm

第四课时教学设计

成都市双林小学

王晓妮

教学目标

1．

知识目标：

（1）

能在多媒体课件、图片、词条以及教师肢体语言的帮助下归纳、总结本单元的主要语言知识结构，并能结合自己的实际，说说自己近期的打算或计划。

（2）

能在真实的语言环境下学习、巩固重点句型，利用Touch, ask and answer提供的图片和替换内容的支持，运用核心句型What are you going to do on …?

We are going to ….进行进行口语操练。

2．

能力目标：

（1）

对故事内容有整体的理解，体会语言的运用功能。

（2）

能借助图片、动作听懂、读懂故事，在多种教学资源的帮助下简单地表演课文。

（3）

基本掌握字母组合oo在单词中的长短发音，并在此基础上归纳、总结其发音规律。

3.情感、态度、策略目标

（1）激发学生学习英语的兴趣，了解西方周末休闲的文化习惯，培养学生的自然常识，以及对大自然的兴趣。

（2）积极运用所学的英语进行表达和交流，将所学和现实生活有机联系起来，

培养学生在学习、生活中提前作准备的意识和习惯。

教学重难点

（1）

能在真实的语言环境下运用重点句型

What are you going to do on …?

We are going to ….进行问答。

（2）

引导学生利用已学单词归纳和总结oo的发音规律。

教法和学法指导

1.

2.

3.

4.

基于整体建构的主题教学理论指导与实践；

全语言教育理论的指导和实践；

遵循在理解基础上，从听、说、读、写目标语言的认知规律进行指导。

自主学习和合作学习相结合的方式。

教具准备

自制PPT课件、教学光盘、卡片、题单等。

学情分析：

通过四年的学习，学生有一定的语言基础，能听懂基本的课堂用语，学生能够在图片，手势或图像的帮助下，听懂简单的话语；能够听懂课堂活动中的提问或指令要求，并做出适当反应；能较准确的表达日常常做的事情；能够进行简单的日常交际；能仿写句子。

合作交流、合作学习的形式是学生学习语言技能、提高口语表达、培养学生综合语言运用能力的最便捷、最有效的方式。所以在教学设计上，我从激发和保持学生的兴趣入手，创设真实的语言交际环境，运用多种评价方法相结合等方式，促进学生综合语言运用能力的发展。

教学过程

一、Warm-up 热身活动：Free talk.

T: Hello, boys and girls. Nice to meet you. Ss: Nice to meet you. T: What day is it today? Ss: ... T: Is it going to be rainy today? Ss: No. T: What the weather like in Chengdu? S: It’s going to be sunny. T: How about the other city? Let’s listen to the weather report, OK? 【设计意图：通过师生对话，谈论天气，让学生尽快调整情绪，进入课堂。】

二、Review: 复习核心句型及词汇

Step 1: 听力练习，复习词汇及句型It’s going to be…

Ss: Listen and match. 【听力材料：】

Welcome to our “Weather report”

today: Beijing is a nice day. It’s going to be sunny today. But It’s going to be snowy in Harbin. Shanghai is going to rainy and wet. Today, It’s going to be windy in Xi’an. And It’s going to be cloudy in Wuhai. Lhasa is very cold today. But Guangzhou is very hot. …

T: Have you finished? Please share your answer with your partner. 【设计意图：学生通过听力小练习，对核心词汇进行复习巩固，为后面的运用作准备；通过合作分享答案，让学生在没有压力、相对安全的环境中开口说英语。】

T: Who wants to share with us? S1: It’s going to be …

…

全班交流。

Step 2: 小组讨论，练习句型I am going to …

T: Good. Some cities are sunny. But some cities are rainy. They are different.

T: So what are you going to do in a sunny day? And what are you going to do in a rainy day? Please discuss in your group. S1: I am going to play football in a sunny day. Ss……

【设计意图：通过不同城市出现不同的天气情况，自然的过渡到在不同的天气中，人们的活动。让学生在小组内，进行核心句型的问答。】

Step 3: 复习主题故事，进行人称的转换

They are / He is going to…

T: You did very job. Do you remember what are Ken and Ann going to do in the story? P1: They are going to visit Uncle Jack. T: Yes. But look at the black clouds. Is it going to rain? Ss: Yes.

T: Mm. Maybe. So what are they going to do? P2: They are going to listen to the weather report.

T: What does weather report say? P3:It’s going to rain this morning. And It will be fine in the afternoon. T: Now they are in Uncle Jack’s farm. What is Ann going to do? P4: They are going to ride horses. T: How about Ken? Is Ken happy? Ss: No. T: Why? P5: He is going to stay at home. 【设计意图：复习故事，唤起学生的记忆，通过故事中人物的活动及语言支撑，自然转换人称对故事进行描述。】

三、Practice:操练核心句型，人称的自由转换

1、Step 1: T: Poor Ken. Ken is not happy. Do you want give a chance to Ken. Ss: OK. T: Good. Sunday is coming. T: Look. What’s the weather like on Sunday? Ss...... T: Ken and his family are in the car. What are they going to do on Sunday? Ss…学生发挥想像，自由发挥。

T: Maybe. Here are some information. Can you discuss? 老师给出学生几个参考，让学生在小组内练习核心句型。

Ss: 合作学习。Ask and answer:

What are you going to do on …?

We are going to …

【设计意图：给出一个全家出游的场景，全班分组进行问答交流，同时，鼓励学生可根据具体情况自行发挥。】

Ss:学生以小组为单位，分组展示。

2、Step 2: T: You are so great. Now let’s listen to Uncle Booky. Pay attention to “they”, “you”, “he” and “she”.

Ss: 听、跟读Uncle Booky’s blackboard. 鼓励学生自行总结讨论问答规律，同时，关注学生的语音、语调、语流。

四、Sounds and Letters: 1、game: T: Woo. Are you tired? Ss: T: Let’s relax. Play a game, OK?

Ss: T: Look. I have two magic box. Which one do you want to open? Ss... BOX 1: A touching game. 老师准备一个盒子，里面装一些实物，让学生摸索并说出物品名称。（book, spoon, cookies.）学生在说单词的时候，关注学生的发音是否正确。

BOX 2: A guessing game.

(1). It’s a place. There are many animals.

( zoo )

(2). It looks like a banana.

It’s up in the sky.

( moon )

T: Good. Now look at the blackboard. Read after me. Book:

、

、

Zoo:

、

、

老师分别将book和zoo两个单词及图片板书在黑板上，让学生根据听到的单词不同的发音，对其它oo组合的单词进行分类。

【设计意图：通过两种不同的方式，分别呈现字母组合oo在不同单词中的发音，老师在教读的时候，可以夸张一点，让学生去体会发音的长短不同。】

T: How clever you are! Now listen and repeat. 学生跟读part 1, 注意长短音。

2、Exercises:

T: You read well. Can you do it well? Let’s try.

Ss: 独立完成part 2的内容。

同桌交流，听音、订正答案。

3、Read with Uncle Booky.

T: Boys and girls. I have another words for you. Please read and observe in your group. 让学生在组内讨论，读单词，并尝试找出发音规律。

Ss: 合作学习，自主学习。

五、归纳总结，任务达成。

T: What did you learn from the story ?

S:单个回答与同排互述。

You learned well. Let’s see who the winner is . 【设计意图：下课前，引导学生对课文内容进行自我总结，有利于其及时复习，理清思路，提高学习效率，提高学生认知策略；小组评价，提升其学习积极性。】

六、Homework:课后作业：

1、Ask and answer: practice with your friends.

2、Tell your parents “What your plan according to the weather. ”