Lesson 1课件配套优秀公开课教案设计

英语教学设计

人民教育出版社（一年级起点）四年级上册

（Unit 4 Asking for help）

姓名：李响

学科：英语

职务：教师

单位：沈阳市铁西区南十二路小学

手机：15040337041 地址：铁西区南十二路16号

邮编：110023

课题

名称

Unit 4 Asking for help 年Grade Four

级

设

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者

辽宁省沈阳市铁西区南十二路小学 李响

本节课是一节词汇和语音课,主要是让学生能够用英语表达文具以及字母组合“ir”的发音,学会用英语在文具店买文具。本节课内容贴近学教材

分析

生们的生活，是学生们喜欢的话题，有利于学生活动的展开。本课在设计上采用情景式教学从听说入手，创设情景，设计角色扮演、比赛、游戏等活动，激发学生学习兴趣；所设计的内容有新授也有巩固提高练习，争取在课堂上就达到教学目标，并且让学生在愉快的氛围中得到提升。学习在生活中经常用到的物品，可以增强学生学习英语的兴趣。

学情

分析

四年级的学生思维方式仍以直观性思维模式为主，课堂上多采用视频、图片等教学工具帮助学生加深理解。他们活泼好动，荣誉感强，可以将他们分组进行比赛，并对他们的表现及时给予鼓励和表扬。

1.根据本单元特点, 本节课是本单元的第一课时，主要学习词汇以及基本句型为本单元的大主题寻求帮助做铺垫。语音部分要求学生会读字母组合“ir”的发音。

教学

目标

2.在获得知识的基础上还要提高学生的能力。学生可以用简单的句型“Do you have....?”在文具店买文具。在语音学习之后可以根据发音规律读出生僻的词汇，也可以根据听简单词汇的发音写出该单词。

3.在英语学习中，使学生能够将英语所学知识运用到生活中，有助于提高他们的英语学习兴趣。

1. Main points of the lesson: 教学

重点

难点

a. Four-skill words and sentences: scissors、knife、paper、eraser、glue stick、pen、crayon Do you have....?

Yes, we do./ Sorry, we don’t. b. The pronunciation of word family “ir”. 2. Difficult point of this lesson :

They can buy some stationary in a shop, and read new word with “ir”.

教学

准备

PPT, video of the Spell part, some cards of words and phrases, pictures and exercise. 教 学 活 动

活动内容

活动组织与实施

I.Warm-up 1. Greeting 2. Show Ss the picture of a gift, and tell them tomorrow is Andy’s first day to go to school. Ask Ss to guess what the gift is.

设计意图

时间

5’

Step 1 Warm-up

创设一个情景，让学

生自己动脑思考，根

据自己上学前家长给自己买的礼物推测

Andy会收到什么礼

物。这一环节从学生T: Hello, everyone! Tomorrow is Andy’s 自身角度出发，与他们关系较大，能激发first day to go to school. He gets a gift 他们的学习热情，快from his mum. Can you guess, what is it? 速投入到课堂中来。

S1: A pen. 猜到书包之后会有同

S2: A pencil box. 学松懈下来，这时再次抛出问题，书包里S3: A schoolbag. 还有什么，可以再次T: You are right . It’s a new schoolbag. 激发他们的兴趣以及好奇心。

Then his mum tells him that there are

also something in the schoolbag. Can you

guess it?

Ss: A pencil box.

T: You are so clever! Let’s have a look

together! There is a pencil box and a

story book.

将PPT上的图片拿出T: I borrow the pencil box from Andy. 事物，让同学们能更真切的体会到教具的Can you guess what’s in it? 作用。通过学生猜的Ss; scissors、pen、knife...... 文具，依次将文具盒中有的文具贴纸粘到

黑板上，并在四线格

中正确书写。

T: Now，let’s look at some picture. There 通过图片展示帮助学is a pair of scissors, and there are...

生感知名词单复数的变化。其中对Ss: Two pairs of scissors.

scissors这一特殊形T: Can you see the “s”

at the end of 式以生动的形式进行讲解，而非死记硬背，scissors? Because a pair of scissors has 可以帮助学生加深印two legs. 象。

T：And there is a knife.

Ss: There are three knives.

.....

T:

Look！Bill, Yaoyao, and Lily are in a 根据购物清单带领大stationary shop. Let’s look at what they家再次练习单词的读

音。

want. This is their shopping list. Let’s 在观察对话中让学生

read it together. 自己发现在文具店买5’

Ss: scissors, a knife, paper, crayons....... 东西时应该用的句T：If you want to buy something in a 式，然后带领全班一stationary shop, what can you say? Let’s 同练习在固定句型中look at the video first and think about it. 体现新词汇，照顾到(Watch the dialogue in a stationary shop) 刚才没有发现规律的T: If you want to buy some pens, what 同学。让同学两人一can you say? 组练习对话，可以让Ss: Do you have pens? 同桌之见互相帮助，T: If you have it, what should you say? 提高自学能力。

Ss: Yes, we do.

T: If you don’t have it, what should you

say?

Ss: Sorry, we don’t.

T: Very good! If you want to buy erasers,

what can you say?

Ss: Do you have erasers?

......

(practice the sentences with new words.)

T: Please practice the dialogue with your

neighbor.

T: Look ! This is Miss Li’s Stationary 在创设的情景中进行Shop. Who wants to come here and buy 语言教学和操练，学something in my shop?

生身临其境，更好的T: Welcome, what can I do for you? 理解和掌握本课的单S1: Do you have paper? 词和句型。

T

跟读课文对话的时

候，让学生注意人物

T: Yes, we do. Here you are. S1: Thank you! 同学们通过角色扮

演，在情境中运用英10’

T: Very good! Now, who wants to be the 语知识，提高学习兴

salesperson, and who want’s to be the 趣及语言的运用能

client? 力。

S1: Welcome! What can I do for you?

S2: Do you have knives?

S1: Sorry, we don’t.

......

通过书包里的故事书

T: Do you remember Andy’s another 过渡到语音的学习。15’

gift? 将语音部分的单词变

Ss: Yes, it’s a story book. 成一个小故事串联起

T: You are right. I have read the story, 来，配合着图片和单

and I will tell the story to you. 词卡展现在黑板上，

Look at the blackboard. 使这些单词更生动的

There is a girl, her name is Sally. She 出现在学生面前。然

wears a shirt and a skirt. She has a pet, 后让学生自己从中发

and it’s a bird. They are singing and 现字母组合“ir”的Step 3 dancing. Soon she is thirsty, and she 发音规律。

New wants an ice-cream. She finds a shop and

teaching& says:“Hello Sir! Can I have an

Practice ice-cream?”

The Sir says:“You are the

of first one to buy my ice-cream so you can

Let’s Spell have two!”

Show the video of the pronunciation of 跟着视频多次发音，

“ir”

and let Ss read together with the 并结合单词练习发video. 音，巩固发音规律。

T: Let’s play a game! Can you read these 通过临时给学生出带2’

words? Ss: tir, mirp....... 有“ir”的词汇，检查学生的掌握情况。

1’

2' T: Try to read the chant with word family 请同学根据发音规律

Step 4 “ir” by yourself.

自行朗读由“ir”组合的绕口令，检查掌握情况。

要求学生把课堂中所学的内容，通过复习整理把书中的内容内化为自己的知识储备。

Summary 1. Sum the language point. &Homework 2. Homework for today. ①Finish the exercise book. ②Read the chant of “ir”.

板

书

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Unit4 Asking for help

教

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反

思

1.备课时，我更多地关注于教学过程的设计；上课时更多地关注自己的表现以及课堂顺利程度，而忽略了学生的重要性。要做到因材施教，从学生出发，多关注学生的接受情况。

2.没有提醒学生注意用英文回答问题，帮助他们养成良好习惯，提高英文表达能力。

3.最近的培训听了很多优秀教师的课，从中学到了很多课程设计的想法，我仍然需要在学习模仿的基础上有所创新。