Unit 3 Look at the shadow!ppt课件配套教案内容

4B Module 1 Using my five senses Unit 3

Look at the shadow 一、内容要求解析

语音

单元教学内容

－ee

－ea －eer

－ear 《基本要求》相关内容与要求

1.1.3 常见字母组合的读音规则——知晓

常见字母组合的读音规则

词汇

hill,lawn ,path, bench 2.1 核心词汇---背记、理解和运用核心

词汇

词法

Causative verb verb: it 3.5.1 动词种类---知晓动词种类的rises…

属性和功能

It (does)…

Look and say(核心板块) Look and read(核心板块) Say and act(非核心板块)

Read a story(非核心板块) 4.1 一把现在时

5.1.1 记叙文基本信息---简单讲述对话、

故事等记叙文中的时间、地点、人物、事

件等基本信息。

A C A 学***

句法

语篇

C A 二、学生情况分析

主题与内容:

通过一至三年级学习,学生已经学过hill的近义词，mountain, path这一个词在四年级第一学期的非核心板块中出现过。hill, lawn ,path , bench这四个核心单词,表达在自然界和公园里的事物;在四年级学生将学习如何运用hill, lawn ,path , bench这四个核心词汇,用一般现在时表达一天中树影的变化。

通过一至三年级学习,学生已经能用“It (does)…”来陈述事实;在四年级,学生将学习如何运用“It (does)…”表达自然界的规律。

功能与意念: 运用陈述句“It (does)…”表达影子的变化和自然界的规律。

活动与任务

本单元的大部分词汇和句式基本都是学生在

1~3 年级的教材核心板块中习得的,话题是新的,但是所用的有关的句式是学生已

知的,因此学生在操练时不会觉得陌生。教师们可以

1

继续采用

Say and act 的形式,让学生们通过演一演,说一说的方式,习得新的句式,掌握新的

词汇。

三、

教学目标设定

【单元目标】

知识与技能

1.学习并能辨认单词词形，并正确发音：hill, lawn, path, bench, rise, go down, grow short, at noon。

2. 能在情境中正确运用介词词组：behind, in front of 表达和辨别事物的方位。

3. 能运用掌握一般现在时（主语第三人称单数）句型。

4. 能运用核心句型介绍自己的家庭成员

5. 能准确朗读范例语音，并能找出含有相同发音的单词：-ee，er，eer，ear 6. 能模仿英语书儿歌，编写儿歌。

学习策略

1.

通过创设情境,学生能用所学句型进行言语

交际活动,

能用一般现在时句型来描述简单的事物。

2.

通过视频、图片、实物和对话体验在不同情境中重点句型一般现在时（主语第三人称单数）描述自己的影子的特征。

文化与情感

热爱大自然，并且仔细观察大自然的细节。

【单元语用任务】（一句话说明学生在完成单元学习后能完成什么语言任务。呈现形式）

学生能整合已学的语言、仔细观察大自然的细节,介绍影子形成和变化的规律。

【分课时话题】

第一课时：Look at the shadow 第二课时: Alice’s shadow

第三课时: Henry the dog 【分课时目标】

单元主题

课时话题

核心语言

Abilities 语用任务

知识与技能

2

Period 1 1. 在

Look at the shadow

的1.学生能运用核能运用以下句型来表述自Look at the 语境中，初步感知单词：

心词汇\句型介然界的规律。

shadow hill, lawn, path, bench, rise, 绍树影的变化。

It (does)…

go down, grow short, at 2.学生能运用核心词汇和句型noon。

2. 在

Look at the shadow

的进行表述。

语境中，初步感知句型：

It (does)…

3. 能运用以下句型来表述树影的

变化：

In the morning, it rises…

In the morning, it goes down…

Period 2 Alice’s shadow 1.在

Alice’s shadow

的语境1.能运用主要句中，初步感知单词：

型表述影子的sometimes, often ,go with, stay 变化。

behind. 能运用主要句型表述影子的变化

Sometimes my shadow grows ... 2. 能运用以下句型来表述我的影子的

变化：

Sometimes my shadow grows ... Period 3 1. 在

Henry the dog 的语境Henry the 中感受walk down, hear a dog sound, look back,

You are like me,run away , follow , play with it。

2. 能准确朗读范例语音，并能找出含有相同发音的单词：-ee，er，eer，ear 能运用核心词汇和句型进行课文的表演。

能运用主要句型进行课文表演。

四、

课时内容整合

Period 1 Look at the shadow

整合核心板块Look and learn，核心板块look and say以及make and

say的内容。

Period 2 Alice’s shadow

整合Say and act 板块和listen and enjoy板块。

Period 3

Henry the dog整合Read a story和

Learn the sounds板块的内容。

五、

教学环节设计

将原来的purpose改成评价目标，说明各环节的活动或任务指向的评价内容与要求，以检测各环节的目标达成情况。

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Period 1 Look at the shadow 教学目标：

1. 在

Look at the shadow

的语境中，初步感知单词：

hill, lawn, path, bench, rise, go down, grow short, at noon。

2. 在

Look at the shadow

的语境中，初步感知句型：It (does)…

3. 能运用以下句型来表述树影的

变化：

In the morning, it rises…

In the morning, it goes down…

Procedures

Pre-task Preparation Contents 1. A song 《This is the way.》

2. Say a rhyme. 3. Review the prepositions the students have learnt previously using objects in the classroom. 4. Daily talk.

e.g. When do you go to school?

How do you do to school?

Look. What’s this?

What do you see in the park?

1.To teach: It...(does) 1) Talk about the picture. T: Look at the picture. Is it in the morning or in the evening? S1: It’s in the morning.

T: Look. Does the sun rise in the east? Where does the sun rise in the morning? To elicit: It rises behind the hill. 2) Show a sentence: It rises behind the hill. 3) Show a sentence: In the morning, the sun rises behind the hill. 2. To teach: shadow 1) Show a guessing game.

To elicit: shadow 2) Show some shadows.

E.g. What is it?

Whose shadow is it? 3) Show P1.

T: Is the tree’s shadow long or short?

Where is it? Methods 1. Sing the song together. 2. Say a rhyme. 3. Try to say.

4. Answer the questions.

To elicit: hill, lawn, path, bench Purpose

创设语境，愉悦心情，让学生在歌曲演唱、儿歌诵读等多种活动中巩固语言，复习所学知识，并起到温故而知新的效果。

While-task Procedure

1.To learn: It...(does) 1) Answer the questions.

2) Read the sentence.

3) Read the sentence.

2. To learn: shadow

1) Read and guess. 2) Look at the shadows. Answer the questions. E.g. It’s Alice’s/ the dog’s/ the tree’s shadow.

3) Look at the picture and answer the questions.

根据媒体创设的情境，图片颜色的变化和画面的转换，结合学生已有的知识经验和生活经验开展师生、生生之间的对话，并由浅入深，学会用一般现在时表达。并在师生、生生交流过程中突出教学重点，突破难点。

为进一步激发学生的学习兴趣，用猜谜形式引出单词教学，并结合媒体创设的语境结合旧句型巩固新单词，承上启下，开展大量的言语交际活动，丰富学生语量的同时进一步激发学生的学习兴趣，调动其学习积极性。

借助媒体，由易至难，4

4) Talk about the picture. Show: Where does the sun rise in the morning? Do you see the tree’s shadow?

Is it long or short? Where is it? 5) Show the passage. 3. To teach the second passage. 1) Talk about the picture. T: What time of day is it? Is it morning or noon? How is the sun in the sky? Does the tree’s shadow grow short? Where is it? 2) Show the passage. 3) Talk about the picture. 4. To teach the last passage. 1) Show the picture. 2) Show the key sentences. e.g. Does the sun come up

or go down in the evening? Where does the sun go down? Does the tree’s shadow grow long again? Where...? 3) Show the passage.

5. Show the text. 4) Answer the questions.

5) Read the passage. 3. To learn the second passage. Answer the questions.

2) Read the passage. 3) Talk about the picture. 4.To learn the last passage. 1) Look at the picture. 2) Ask and answer in pairs.

3) Read and fill in the blanks.→Read it together.

5. Read after the tape. 从师生交流逐步过渡到语段的认读与表达，提高学生的语用能力。

随着一天早、中、晚时间的变化和树的影子的不同变化，师生、生生之间的交际活动由机械性操练→意义性操练→交际性操练，文本结构也从小至大，层层推进，凸显教学重点，解决教学难点。并在教学过程中凸现由扶到放的过程，促使学生结合媒体创设的语境身临其境，在习得语言的同时，进一步激发学习兴趣，激起求知欲望。

通过媒体切换画面、师生言语交流等活动，引导学生在语境中灵活学会语言，掌握词汇，激发思维，提高学生综合运用语言的能力。

Post-task activity 1. Ask Ss to say something about 1.

Say sth. about the text. the text. 2.

Fill in the missing 2. Show a new passage. words.

3.

Read the new passage. 3. Check up the exercises.

Show the contents. 1. Read after the tape. 2. Talk out the shadow what you like with your friends. 3. Make a new text with your classmates/ friends/ parents/... 引导学生开展表演等形式巩固所学语言，并在听说读写活动中灵活运用语言。

Homework 机械性与开放性相结合的回家作业，鼓励学生灵活运用所学的语言，拓展语言量，拓宽学用渠道,最终达到学以致用。

5

Module 1 Using my five senses Unit 3 Look at the shadow! Look and say It... （does）

Look at the sun. In the morning, it rises behind the hill. The tree’s shadow is...

The tree’s shadow grows...

反思：

Period 2 Alice’s shadow

教学目标：

1.在

Alice’s shadow

的语境中，初步感知单词：

sometimes, often ,go with, stay behind. 2. 能运用以下句型来表述我的影子的

变化：

Sometimes my shadow grows ...

Procedures Pre-task preparation Contents 1. Daily talk.

E.g. Do you go to school every day? How do you go to school?

2. Sing a song.< The shadow ‘s song> 3. Ask some questions about the shadow. 4. Guessing game.

5. Guess: Who is my friend? 1. Show the title. 1) T: Alice has a shadow too.(Show Alice) Let’s enjoy a flash. 2) Ask two questions. 2. Picture 1 1) Ask Ss listen and follow. 2) Give the pattern.

3. Picture 2 1.

2.

3.

4.

Methods Answer the questions. Purpose 通过教师的引导，带领学生复习，并且通过歌曲，师生Sing the song. 问答，猜一猜等方式，打开学生的思Answer the questions. 维，提高学生使用Guess: Whose shadow 英语表达的能力，is this? 同时也为新授做铺5.

Read and guess. 垫。

通过语段创设情境，引出故事。

1.

1) Enjoy the flash.

2) Answer the question. 2. Picture 1 1) Listen and follow. 2) Try to say: This is… She’s also…

3. Picture 2

带着问题欣赏动画，整体感知故事情节，引导学生在欣赏过程中抓住关键信息。

简单的句型，注重语音语调的模仿。

While-task procedure

6

1) Show the picture and the questions. Ask Ss listen. 2) Show the paragraph. 4. Picture 3&4 1) Show Picture3. T: Where is Alice? Where is her shadow? 2) Teach: stay 3) Ask and answer: Where does the shadow stay? She stays…

4) Listen and read. 5) Show Picture 5. 5. Picture 5&6 1) Show the two pictures. 2) Show: grows

1) Look and listen. Then answer the questions. 2) Listen and follow. 4. Picture 3&4 1) Ask and answer.

2) Learn: stay/ stays 3) Ask and answer.

4) Listen and read. 5) Try to say. 5. Picture 5&6 1) Look and answer. 2) Try to say: Sometimes my shadow grows….

由听到说，问题引导，生成语段。

观察图片，用学过的语句交流信息，在此基础上逐步引出新语言点。

相同知识点出现时，引导学生寻找规律。

找准关键词，降低学习难度。

看图排序，检验学生对图片和句型的理解。

根据文章内容填空，检验学生对语句的理解能力和对语言的重组能力。

课外延伸，输入更多信息，为最后学生语段输出作铺垫。

Post-task activity 1. Listen and order. 1. Enjoy the flash and order

the pictures. 2. Ask Ss to read the passage. 2. Read the passage. 3. Show the exercise.

3. Read and fill in the

blanks according to the 4. Show a flash. passage.

4. Enjoy the flash and fill in 5. Ask the Ss to talk about

the blanks. their shadows. 5. Try to say: My shadow On the board: M1 U3 Look at the shadow Say and act

Alice’s shadow

My shadow often… with me.

Sometimes my shadow stays/ walks…

Sometimes my shadow grows…

反思：

7

Period 3 Henry the dog 教学目标：

1. 在

Henry the dog 的语境中感受walk down, hear a sound, look back,

You are like me,run away , follow , play with it。

2. 能准确朗读范例语音，并能找出含有相同发音的单词：-ee，er，eer，ear

Procedures

Pre-task preparation Contents 1. Sing a song

2. Show a rhyme

This is my shadow. My shadow follows me everywhere. Sometimes my shadow is short. Sometimes my shadow is long. Sometimes my shadows flicks. When I am sleepy, my shadow gets sleepy too. Good night, my shadow! 3. Ask and answer How is the shadow in the morning/ at noon/ in the evening? Methods 1. Sing a song

2. Say the rhyme

3. Ask and answer Purpose 与本课内容相关的愉悦的歌曲、儿歌将学生带入快乐的英语学习氛围，激发学生的学习热情。

在师生、生生问答活动中，复习巩固原有句型，提高学生用英语交流的能力，并起到温故而知新的效果。

通过观察图片回答老师的问题，使学生注意观察到细节信息。

创设问题，引出故事，吸引学生注意力。

通过自己阅读故事，整体感知故事内容，运用判断题的形式，

While-task procedure 1. To elicit Henry the dog. 2. To show the picture 1

and some questions: How is the weather? Who walks down the road? 3. 1) Show the picture 2

and some questions: What does Henry hear? What does he see?

2) Act as Henry the dog. 4.Show picture 3 and have the Ss do pair work.

A: How does Henry the dog feel now?

B: He’s afraid.

1. To elicit Henry the dog. 2. Look and answer

3. 1)Look and answer

2) Act as Henry the dog. 4. Work in pairs.

8

5. 1)Show picture 4 and some questions. Does Henry run? Does the black dog run? Where is the black dog? 2) Read the passage: Henry runs away, but the black shape follows him. 6. Show picture 5 and have the Ss listen.

7.Show picture 6 and some questions and have the Ss do pair work.

8.Learn the sounds:

1)

Show the words for “learn the sounds’ on page11 of the students.

2)

Read and have the Ss think about more words. 3) Read the words 4) Read the rhyme

9. Show some pictures and ask questions. Where are the shadows?

How are the shadows? 10. Show a passage and ask Ss to read. Have the Ss fill in the blanks according to the text.

Post-task activities On the board: 5. 1)Look and answer.

2)Read

6. Look and listen and fill in the blanks.

7. Work in pairs

1.

Learn the sounds

1) Look and learn

2) Read and think of words. 3) Read after the teacher 4) Read the rhyme

2. Look and answer.

3. Look and read

4. Fill in the blanks according to the text. 检验学生对文章的理解程度。

师生就文章内容进行问答，使学生在理解的基础上，进一步运用关键句型交流信息。

在学会正确发音的基础上，训练学生辨音的能力，再进行发音举例,举一反三，活学活用。

1) Finish the exercises 1) Do true or false

2) Order the pictures 2) Order the pictures

3) Show the passage and 3) Fill in the blans have the Ss fill in the blanks.

适当巩固练习，及时反馈学生对所学知识的掌握情况，更能提高学生的听说读写能力。

M1U3 Read a story Henry the dog

反思：

9