Lesson 2 Where Are You from?主要内容及教案内容

Lesson 2 Where are you from?

银都学校叶大蓉

一、教材分析:

本课使用的是川教版(三年级起点)四年级上册第一单元Lesson 2 Where are you from?的教材内容。新课标强调基础阶段英语应激发和培养学生的学习兴趣,使学生树立自信心,掌握一定的英语基础知识和听说读写技能,形成一定的的语言综合运用能力,四年级的学生应能在图片的帮助下听懂读懂简单的小故事,能交流简单的个人信息,表达简单的情感和感觉。本课情境是认识新朋友并与之进行简单口语交流,贴近生活,以听说读活动为主提高孩子们的表达能力和交际水平。本课的重点在于让学生熟练掌握询问他人来自哪里的句型: Where are you from?以及使用句型I’m from…准确表达自己来自某个国家或城市。

二、学情分析:

四年级学生经过一年多的英语学***部分学生能用英语进行简单的问候和交流,有较好的倾听、模仿、合作的学习习惯,但还有待进一步培养。同时,他们积累了一定词汇和句型,如三年级孩子已经学习过I’m from…这个句型并了解了China, the USA, the UK等简单的国家词汇,也就是说孩子们能初步表达自己来自哪个国家,这为本课的学习打下良好的基础。

三、教学目标:

(一)知识目标

1.能在情境中初步运用词汇:new friend, old friend, Australia, Canada四个词汇。

2.能在情境中使用简单的城市、国家词汇介绍自己来自某个地方。

3.能在情境中熟练运用:Where are you from?/ I’m from…进行口语交流。

(二)能力目标

1. 熟练掌握对话意思。

2. 熟读并合作表演对话。

(三)情感目标

1.通过听、读和说的活动,培养学生积极参与课堂,主动与他人交流的情感态度。

2.通过对话练习、表演,让孩子们初步学会如何与他人沟通,培养学生的交往能力。

四、教学重点、难点:

重点:

1.能在情境中初步运用词汇:new friend, old friend, Australia, Canada四个词汇。

2.能在情境中使用简单的城市、国家词汇介绍自己来自某个地方。

3.能在情境中熟练运用:Where are you from?/ I’m from…进行口语交流。

难点:

Australia的正确发音。

突破重难点的方法:

合作学习

五、教法:

任务教学法,情境教学法

六、教学准备:

图片,ppt,自制糖果sticker

七、教学过程:

Step 1 Warming up (Greetings)

T: Hello, boys and girls. How are you today??

Ps: Fine.And you?

T: I’m fine,too.

Ps: How’s the weather?

T: It’s...

(设计意图:通过师生间相互问候,交流,既组织了教学又拉近了师生距离。)

Step 2 Lead in

1.评价介绍

T:I have so many candies. Do you like candies?

Ps: Yes/ Sure.

T: Let’s share. We have four groups. Each group has a bag. If You answer my questions and act , I put my candies in your bag.

(评价环节利用黑板上贴的candies,小组积极回答问题或参与表演获得一个candy并移到小组所在的口袋,激发学生的学习兴趣.)

2.Play a game

T:Boys and girls, I’m from Dayi, Chengdu.Are you from Dayi?

Ps: Yes.

T: I have an old friend in your group. (板书old friend)She is from Beijing. Can you help me and find her out?

Ps: OK./ Yes..

T: Thanks. Do you all have a card? Let me see it! It can help you find my friend. Let’s watch the video.

…...

T: Now please go around the classroom and find my old friend. If you find my old friend, you can get one candy from Miss Ye.

(对话内容:

A: I’m from…Are you from Beijing?

B: No, I’m from Shanghai. / Yes, I’ m from Beijing. )

T: Let’s walk around in your group and talk.

(设计意图:游戏增强学习趣味性,同时又巩固了三年级学过的句型”I’m from…”,为本课学习打下基础。每一个孩子手里有一张城市卡片,根据自己手里的卡片介绍I’m from…,并问其他孩子Are you from Beijing?,被问到的孩子根据卡片回答Yes, I’m from Beijing.或者No, I’m from…,回答Yes, I’m from Beijing.”的孩子便是Miss Ye的old friend,找到这位孩子才能获得一个糖果。游戏示范不是师生对话的单调示范,而是通过观看视频获得游戏信息,这能更好地训练孩子们的听力。另外,在课的一开始就给了孩子们一个赢得小组奖励的机会,增强了孩子们的学习信心。)

Step 3 Let’s talk

1.整体感知全文

T: Look! How many students in the picture?

Ps:Four.

T: Who are they?

Ps: They are Lele, Peter, Tingting and...

T: This girl is Rose.

Ps:Rose.(示范拼读)

T: Very good. Look! They are talking at the school gate. Can you guess what they are talking about?

Ps:.......

T: They are saying hello to each other. Let’s listen and answer:

.(A. old friend, B. new friend)(板书new friend,教读两个生词)

......

T: Rose is old friend or new friend? Who knows?

......

T: OK. Let’s listen again and answer:

Where is Rose from?

Where is Peter from?

......

T: Do you find out the answer?

......

Ps: Yes, Rose is from the USA and Peter is from the UK.(PPT呈现课文图片及句子,学生第一次感知目标句型Where are you from?/ I’m from…)

(设计意图:通过带着任务听,两次把孩子们带入文本,使孩子们对课文反映的生活情景有了整体认识,为进一步具体理解对话内容做了铺垫。这是一个启发孩子们感知话题的过程,同时很自然地呈现生词new friend和old friend,并尝试第一次让孩子们感知重点句型,体现学习是一个循序渐进的过程。)

2.走进文本,结合图片逐句理解全文

T:(ppt出现课文图片,文字内容不出现)What does Lele say? Let’s listen.

(先播放录音,再呈现句子)

Ps:Hi, Tingting! How nice to see you!(听录音,重复句子)

T: What does Tingting say?Can you guess?

Ps: Nice to see you, too.

T: (播放录音,验证答案)

Yes, you’re right. How does she talk about Rose?

Ps: (听录音,重复句子)Lele, this is my new friend, Rose.

T: What does Peter talk with Rose? Guess, please!

Ps:Nice to meet you, Rose.

T: (播放录音,验证答案)Good!And what will Rose say?

Ps: Nice to meet you ,too.

T: (ppt呈现句子)Does she ask a question to Peter?

Ps: Yes.

T:Let’s listen. (播放录音)

Ps: What’s your name, please?

T: Who can tell me how Peter answers this question?

P: My name’s Peter./ I’m Peter.

T: (播放录音,验证答案,呈现句子) My name’s Peter.

Peter ask a question to Rose.What is it? Let’s listen.

Ps: I’m from the USA. Where are you from?

T: Very good!Follow me, please. Where are you from?(板书Where are you from?)

Let’s listen where Rose is from. (播放录音)

Ps: I’m from the UK.

T: Yes,right.She answers ‘I’m from the UK.’(板书I’m from the UK.)

Where are you from?(出示图片China)

Ps: I’m from China.(如此方式呈现the USA, the UK, Canada, Australia引导学生回答,其中Canada,Australia板书并教读)

T: Ask and answer with your partner like this “Where are you from?/ I’m from…”.

......

(各小组任意抽几组孩子展示对话,教师纠正发音并给予奖励)

(设计意图:通过学生听后说出句子以及根据情景猜出句子相结合的形式呈现课文内容,比起直接搬出课文然后教读的方式更能引起孩子们的注意,从而提高孩子们理解课文和记忆课文的效率。重点句型呈现之后紧接着抛出重点单词用于对话操练,使得重点突出。及时给予孩子们时间消化重点单词及句型,体现学生的主体地位。)

Step 4 Practice reading and act

T: (ppt呈现课文图片)Let’s read after the recorder.

Ps:Hi,Tingting!......

T: Well done, boys and girls! Read by yourselves.If you don’t understand, underline it.

Ps:(自读,不会的地方划线)……

T:Now, you work in group of 4.You read together and help your partners.

Ps: (小组内读课文并帮助同学解决困难)

T:Let’s act in group.Two minutes later some of you will act in the front.Begin with ‘I’m Lele.I’m Peter….’(屏幕出示表演对话和观看表演的要求)

Ps: (小组内角色扮演,为全班展示做准备)

T: Boys and girls, show time.

Ps: Act and listen.

(设计意图:采用自读、共读课文的方式让学生自主探索学习,这是对学生学习能力培养的一个重要过程。小组操练的同时ppt提示孩子们角色扮演的要求,指导孩子们为表演课文做准备,教师此时wallk around,为有困难的学生提供帮助。表演也是孩子最喜爱、最活跃的环节,又是最容易出现混乱的环节,因此教师可通过适当加减评价栏的candies引导孩子们学会倾听。)

Step 5 Exercise

T: Let’s read the dialogue together and tick or cross.

Ps: Read and find out answers.

a)Peter is new friend. ( )

b)Rose is from the USA.. ( )

c)Peter is from the UK. ( )

d)Lele is from Canada.( )

(设计意图:巩固文本,进一步理解对话意思,落实知识过手)

Step 6 Practice

1.口语训练

T: Let’s watch the video and listen what they are talking.

Ps: (观看视频)

T: Now you work in group of 3 and practice the dialogue in the video.

Ps: This is my new friend….

(对话内容:

B: Hello! Where are you from?

C: I’. What’s your name, please?

B: My name’. Nice to meet you.

C: Nice to meet you, too.)

T:Oh, let’s listen to some of you.

Ps: (Act)

T:(播放录音并对答案)

Ps:(听录音完成答题)

(设计意图:走出文本,进一步掌握重点句型和词汇.其中,创编对话并练习通过观看视频获取对话内容既训练了听力又让孩子们巩固了重点词汇和句型。设置情境,充分的操练并全班展示,使孩子们内化目标语言,是一个语言输出的过程。)

Step 7 Summary

1. Review the words and sentences(屏幕出现schoolgirl照片)

T: This girl is my new friend. What can you say to her?

Ps: Nice to meet you.

T: What can you ask her?

Ps: Where are you from?/ What’s your name, please?

……

2. “Try to make new friends.”

(设计意图:情感教育,鼓励孩子们树立结交新朋友的信心)

Step 8 Homework

(1)Read the dialogue to parents.

(2)Make conversations with your friends.

(设计意图:通过读课文及编对话增强孩子们的成就感,同时促进掌握较差的学生向掌握较好的同学学习)