二0二三年度四年級上冊Unit4AskingforHelp同伴互助賽課四上U4L3教案

1、Unit 4 Asking for Help Lesson 3 教學設(shè)計成都市龍江路小學武侯新城分校 周煒婧教材及年級名稱人教版小學英語四年級上模塊名稱Unit 4 Asking for Help第3課時教學設(shè)計學習內(nèi)容Unit 4 Lesson 3 Steven在公園走失后如何尋求幫助教材分析主題語境：人與社會本單元話題圍繞實際生活展開，單元話題為尋求幫助。學生有較強代入感。本課是本單元的第三課時，課型為閱讀課。本課時注重語言實踐，重在培養(yǎng)學生尋求幫助的能力。本課時的文本描述了Steven的遭遇，Steven和爸爸在公園游玩時不小心走散，他通過尋求咨詢處工作人員的幫助，借到電話并找到了他的爸

2、爸。通過這個文本，幫助學生學習掌握尋求幫助時用到的句型“Excuseme.CanIuseyour.?”。本課時A部分，在閱讀中培養(yǎng)學生提取關(guān)鍵信息，掌握語篇大意的能力。B部分基于對A部分文本的理解展開書寫訓練，培養(yǎng)學生創(chuàng)編對話的能力。學生通過課堂學習和英語活動的實踐體驗，能夠更好的將所學語言運用到日常生活中。在學習完本課時的內(nèi)容后，學生能夠知道在遇到困難時應(yīng)該向誰求助，如何求助，同時學習到樂于助人的美好品質(zhì)。學情分析從知識方面來看，學生在一年級下冊Unit3中學習了句型：Can I have a.? you are./ Sorry, no. 在三年級下冊Unit2中學習了句型：Do you h

3、ave a .? Yes, we do./ No, we dont.并且通過本單元前兩課時的學習能夠聽懂、會說借東西時常用的問句：Can I use your .?及答句：Sure. Here you are. / Sorry, Im using it. / I dont have one. 經(jīng)過三年的學習，學生已經(jīng)具備了一定的聽、說、讀、寫、看的能力。在認知方面，學生在日常生活中對于在走失時如何求助有一定的了解。文本中的InformationCentre對于學生來說相對陌生，需要對該詞的詞義、功能及標識進行拓展介紹。教學目標1. 語言知識目標： 鞏固本單元核心功能句“Can I use yo

4、ur.? ” “Sure. Here you are.” 流利朗讀本課時的文章。2. 語言技能目標： 能夠通過文段的學習將求助過程的對話補充完整。 能夠在情境中使用句型“Can I use yourplease?”進行求助。3. 情感態(tài)度與價值觀目標： 在合作學習中培養(yǎng)學生傾聽、表達的能力。教會學生遇到困難時要沉著冷靜，發(fā)生與家人走失的情況向人求助，培養(yǎng)樂于助人的品質(zhì)。學習策略通過猜測、討論、表演，形成合作、探究的學習模式。教學重點與難點教學重點：對故事內(nèi)容的理解。如何運用學習的句型簡單地尋求幫助。教學難點：多種求助方法及在實際生活中的遷移應(yīng)用。教學輔助教材、多媒體、PPT、卡片教學方法小組競

5、爭法，角色扮演法教學內(nèi)容教學活動設(shè)計意圖Step 1:Warm up1. Activity 1 GreetingsHow are you today? 創(chuàng)造英語氛圍，讓學生快速進入英語語言環(huán)境。Step 2: Pre-reading 1 Review and topic lead in(出示L2 part A的對話文本)Last lesson, we learned a dialogue between Bill and Andy, do you still remember what are they talking about? Lets listen and repeat.(播放錄音并跟

6、讀）提問Q1: Who needs help?Q3: What does Bill want?Q4: Who helps Bill?Lucky is a kind dog! Do you like helping others?(出示Steven的人物圖片)This boy is in trouble, lets help him together.復(fù)習2課時內(nèi)容，回顧Bill和Andy的對話，回憶句型“Can I use your.?”，引出本課時的主人公Steven。Step 3：While-readingActivity 1 Read and find結(jié)合圖片閱讀第一段，提問：Q1:Wh

7、o is the boy?He is Steven.Q2:Where does he go?He goes to the park.Q3:Who goes with the boy?His father.猜測在公園中能夠進行的活動Guess what can they do in the park?They can play a roller coaster/watch a circus show/play with the clown/eat delicious food.They have a lot of fun. But now, Steven looks worried and sa

8、d, what happens? He cant find his dad. He is lost. Is he happy? No, he is unhappy.Activity 2 Discuss and say（小組討論：Steven會怎么做）Work in four and discuss what will Steven do.-Steven can stay and wait/borrow a phone/call 110/ask the safeguard for help.Can he go to the gate by himself? No, its not safe, i

9、ts very dangerous. Read the next paragraph, what does Steven do?Steven goes to the information centre.How do you know that? Please come and point.What is the information centre? Here are some pictures.(出示information centre的圖片并講解其含義)We can find the information centre at the airport/railway station/to

10、urist centre/in the zoo.So if you need any help in your life, just go to the information centre.Activity 3 Discuss and say, then act in pairs(para2-3)In the information centre, Steven meets a man.Q1:Who is the man?The man is working for the park, he is a staff. Now, Steven is talking to the man.(先猜測

11、對話內(nèi)容，再回文本check） what will he say? How does he ask for help? Now Im the man, who wants to be Steven and have a try?Ok, now lets read the passage and find out what they say.Steven: Excuse me. Can I use your phone? I cant find my dad.The man: Sure. Here you are.Steven: Thank you. (Q: When the man says“

12、Sure. Here you are.”What should Steven say?)（兩人合作練習對話，上臺展示）Work in pairs and practice the dialogue . Pay attention to their emotions.So, Q2:Does the man help Steven?Yes, he does. He gives Steven a phone.Activity 4 Think and act it out(para4-5)Steven can use the phone and call his father. What will S

13、teven say to his father ? Now Im Stevens father and who wants to be Steven? Lets try.（模擬通話）（回到本文，猜測故事后續(xù)發(fā)展）Q1:Where is his father?At the hamburger shop.Q2:Where does Steven go next?He can go to the hamburger shop.Q3:Can he find his father now? Is he happy?Yes, he can find his father. He is happy.以問題串

14、的形式，讓學生帶著問題在文中尋找答案，培養(yǎng)學生獲取關(guān)鍵信息的能力，幫助學生理解文本，找到故事的發(fā)展線索。（作為板書第一部分）請學生結(jié)合已有生活經(jīng)驗，小組討論，分享多種尋求幫助的方式，以思維導(dǎo)圖的形式呈現(xiàn)。學生結(jié)合生活實際，先猜測，再驗證，隨后表演出Steven和the man的對話，提示學生注意人物情緒及禮貌用語，培養(yǎng)學生的語言表達能力。（作為板書第二部分）以模擬通話的形式，請學生與教師合作創(chuàng)編Steven和father的對話，提升學生解決實際問題的能力。Step 4:Post-readingActivity 1 Read choose and write 完成課后選擇題和書寫題Activit

15、y 2 Listen and repeat聽錄音，跟讀Activity 3 Retell the text根據(jù)思維導(dǎo)圖，帶領(lǐng)學生重述故事Activity 4 Think and say（詢問學生是否記得父母的電話號碼）Do you remember your fathers/mothers phone number? Thats very important, that will help you a lot. So everyone should remember your parents phone number.（請學生評價三個人物）What do you think of Steven

16、/ his father/ the man?Steven is clever.His father is careless and unwary.The man is helpful and kind. Activity 5 SummaryAll of us should always help others, so we can also be helped in return.“贈人玫瑰，手有余香”Roses given, fragrance in hand.完成課后習題，檢測學生對文本的信息抓取和理解。聽讀文本，檢測學生是否能流利朗讀課文。重述故事，讓學生嘗試用自己的語言構(gòu)建文本，考察學