Unit 4 Whose football is it?教学设计及说课稿

课题

Unit4 Whose football is it?

主备

单位

英语备课组

课型

主备教师

New 侯野

课时

负责

领导

1

Aims on the knowledge: To master the four-skill words “kite、robot、toy car、football” To understand and speak the sentence patterns “Whose football is it?”

“It’s…” 、

“I know.” and 教学

“I don’t know.”

目标

Aims on the abilities: To develop the abilities of listening and speaking To train the ability of working in groups To foster the abilities of communication.

Aims on the emotion: To foster consciousness of good co-operation and proper competition. 教学To master the four-skill words and sentence patterns. 重点

教学To understand and speak the sentence patterns “Whose football is it?” “It’s…”

“I know.” and 难点

“I don’t know.”

核心Whose ...

is it?

It’s…

问题

教学“Task-base” teaching method. 方法

教学

教学活动

环节

StepWarming up Ⅰ

1. Greetings

学生活动

设计意图

T: Good morning /afternoon, boys and girls. Ss: Good morning/afternoon, Miss/Mr.…

T: How are you today? Ss: Fine, thank you. And you? T: I’m fine, too. 2.

Let’s sing a song.

Fly My Kite

Greet to each 设计意图：师生间亲密的对话可other. 以活跃课堂的气氛。好听的英文

歌曲既可以复习

上节课的内容，

又可以调动学生

的积极性。

Sing the song.

StepⅡ

Presentation and Drill.

1.

The teacher shows the picture of “kite”, and asks Learn to say the “What is it?” Lead the students to learn the word: kite. words “kite, 2.

The teacher shows the pictures of “robot, toy car, robot, toy car, football”. Then lead the students to learn the new words. football” and the 3.

Change the pictures one by one and ask the students sentence to read one by one. “ Whose 4.

The teacher took out the card to ask “Whose football football is it?”

is it?”

Teach the students how to use "I know.”

and “I don’t

know.”

5.

Ask some students to read and translate the dialogue.

Try to read the 6.

Listen to tape and ask the students to read after the dialogue. tape. 7. Read the dialogue after the teacher. 8．Work in groups and read the dialogue.

Read dialogue.

the

设计意图：用图片引出单词可以吸引学生的兴趣。使学生的印象更深，将单词记得更牢固。

设计意图：通过小游戏，让学生感将单词掌握的更牢固，也为培养学生学习的兴趣打下基础。

设计意图：通过听音训练可以纠正学生的错误读音。小组合作可以将课文掌握的更好。

StepⅢ

Read the 设计意图：通过1. The teacher asks the students to read and act the 分组表演，给学dialogue and act 生提供表演机dialogues by different characters.

会。让每一位学it out 2. Play a game 生都能展示自

己，表现自己。

Kick a ball

Drive a car

Play the game

Fly a kite

设计意图：以小

Walk like a robot 游戏的形式练习

新学的句子。既Ask several students to come out. The teacher says the

可以加深学生的

actions, and the students do the actions. 印象，又可以调Fill in the blanks 动学生的积极3. Fill in the blanks. 性。

_____ football is it? Practice and Consolidation I don’t ________. It’s Billy’s.

_____ _____ is red and white.

StepⅣ

Sum up 1.

Ask several Ss to sum up what we have learnt in this

class.

2.

The teacher draws a conclusion.

3.

Homework

a. Finish the exercises after class. Homework Summary b. Listen to the tape, read follow to the tape. c.Make dialogues in groups

设计意图：让学生在游戏中联系单词，达到富教于乐的效果。

学生自己总结既锻炼了学生的表达能力，同时更能了解学生的掌握知识的情况

板

书

设

计

反

Unit 4 kite、robot、toy car、football Whose football is it? It’s …

I know. I don’t know.

Fly a kite.

kick a ball Drive a car.

Walk like a robot.

思

升

华