教案四上unit撰寫人垂楊柳中心小學(xué)本部

UNIT2MayISpeaktoMike?LessonFive（第1） 一、學(xué)情分析：二、教學(xué)內(nèi)容：課文：--oMayIspeaktoMike?This --Hi,Mike.Ihaveanewrobot!Doyouwanttohavea-Yes,butI’mnghouseworkwithmy-Hi,It’sMsLi.MayIspeaktoMrsWhite,--Pleaseholdon.Mum,it’sfor功能句型：MayIspeakto ThisisSpeaking./Pleaseholdon...It’sfor詞匯：1).四會詞匯：speak,housework,robotMs2).認(rèn)讀詞匯：speakto,holdon,havealook,dohouseworkdoit三、教學(xué)目標(biāo)（一）知識與技能目標(biāo)1 基本結(jié)構(gòu)用于在所提供的情景中進行。 的具體情景中聽懂、認(rèn)讀may,speak等單詞，并理解、認(rèn)讀speaking,holdon等接聽 （二）過程與方法目標(biāo) 通過跟讀全班讀，小組朗讀，pairwok兩人讀等形式使學(xué)習(xí)的學(xué)生也能夠正確 CanI...句型，教師示范，學(xué)生操練句型等方法使學(xué)生能夠鞏固掌握交際用語MayIspeaktoYangyang?It’sYangyang.speaking.。（三）情感態(tài)度價值觀目標(biāo):通過本課學(xué)習(xí)教育學(xué)生能夠禮貌地打 （一）重點 的交際用語MayIspeakto…?Thisis….及其答語Speaking.Pleaseholdon…,it’sforyouspeak,houseworkrobotMsMrsholdon（二）難點結(jié)合不同的人物和信息，能夠正確替換，嘗試創(chuàng)編，并進行簡單交流理解、認(rèn)讀部分情景詞匯、短語及結(jié)構(gòu)，如：new,havealook,ng活動一：Flash S-出示PPT，在小組訪談中激活動詞短T:(Showsomepictures.)Pleaseuseverbphrasestodescribethepictures.Ss:Saytheverbphrasesaccordingtothepictures.)flyakite,gotothezoo,gotothepark,seeafilm,readanew ybasketball,watchridethe yfootball/badminton/tabletennis,活動二：ReadingTime（5分鐘閱讀可根據(jù)課堂需要調(diào)整呈現(xiàn)的位置 T:ThisisastoryaboutJohnny.(鈴音)Oh，listen!Theephonebellisringing.Let’sseewhathappened.Pleasereadthestoryinpairsandfinishthetasks.Ss:Workinpairsandrendthestories.Findthedetailsaccordingtothequestions.T:Whocansharetheanswerandshowusthereason?S:SharetheanswerandshowthekeysentencesintheReadingItwashalf-pasteightinthemorning.TheephonebellrangandMarywenttoanswerit."It'sme-"o,who'sthat?"shePeterwasafriendofMary'seight-year-oldbrother,Johnny."Oho,Peter.Whatdoyouwant?"saidMary."CanIspeakto"No,"saidMary,"youcan'tspeaktohimnow.Heisbusy.Heisgettingreadyforschool.Heiseatinghisbreakfast.Grandmotheriscombinghishair.Sisterisunderthetable,puttinghisshoeson.Motherisgettinghisbooksandputtingtheminhisschoolbag.Goodbye,I'vegottogonow.Ihavetoholdthedooropen.Theschoolbusiscoming. )1.Whowenttoansweritwhen ephonebellAJohnny'ssister B.Peter C,Johnny D.Johnny'smother )2.WhomdidPeterwanttospeakto?AMary'sbrother B.Mary'ssister C.Mary'sgrandmother D.Johnny'smother )3.Johnnycouldn'tspeaktoPeterbecauseJohnny A.wascombinghis B.wasputtinghisshoesCwasgettinghisbooks D.wasbusyeatinghishreakfast )4.Howdoyousaytoastrangerwhoisanswering AWhoare B.Anythingto C.Whois D. )5.FromthisstoryweknowthatJohnny A.a B.aclever C.abusy D.ahungry （二）Presentationand活動一：問答活動形式:T- S- 活動目標(biāo)：描述，了解背景TWhocanraisesomequestionsaboutthepictures?whquestions.Ss:Whoarethey?Wherearethey?Whataretheyng?etc.T:Whichpaircantalkaboutthepicture?Ss:Talkaboutthepictureinpairs.〖設(shè)計意圖〗通過描述，了解背景，為理解做好準(zhǔn)備。活動二：SuperListening活動形式:T- Ss-活動目標(biāo)：帶著任務(wù)了解主旨和細(xì)節(jié)信息。T:Herearesomequestionsforyou. Let’slistentogether.Pleasereadthequestionsfirst.Ss:Readthetasksandlistentothedialogue.T:(ShowMainidea-Therearetwophonecalls,thefirstphonecallis Thesecondphonecallis AYangyang BMike CMsLi DMrsWhiteDetails-1、WhatdoesYangyangwanttoshowtoMike?A 2、Whycan’tMikehavealookatAMikeisngwithBMikeisnghouseworkwith3、WhichoneisAMsLi BMrsWhite MsLi CMsLi Mrs.White4、holdonmeans: A抓 堅持C別掛，稍Ss:Readthequestions-listentothedialogue-finishlisteningtasks-talkaboutthemainideaandthe〖設(shè)計意圖〗通過聽主旨信息和細(xì)節(jié)信息，了解內(nèi)容活動三：學(xué)習(xí)課 Ss-活動目標(biāo)：先整體輸入文本，再在上下文中呈現(xiàn)單詞和語言點，并幫助學(xué)生進一步理解所學(xué)課文。能夠認(rèn)讀課程單詞，掌握功能句型MayIspeakto…Spealing./Pleaseholdon…,it’sforyou.實施方法及師生預(yù)設(shè)語言Step1T:ReadafterSs:Readthedialogueaftertape.Step2在上下文中呈現(xiàn)單詞和短語T：YangyangismakingaphonecalltoMike,Ss:T:WhatdoesYangyangwantMiketohavealook?S1:HewantsYangyangtolookathisrobot.T:板書 [英]?r?ub?t[美]?rob?t強調(diào)O的發(fā)音，對比英美讀法Ss:Readthenewword.T:WhatisMikeS2:Heisnghousework.板書house+work=housework.Compare：home+work=T:Whatkindofhouseworkdoyoudoinyourfamily?Ss:Ioften…(cleanthetable,sweepthefloor,washthedishes,T:Lookatpicture2.ThisyoungladyisMsLi.AndwhoisMike’smother?S3:MrsWhite.T:That’sMissmis]=未婚的Mrs[misiz]夫人（隨夫姓）mistressMs[miz]＝，在不清楚對方是否已婚的情況下可Mr.后面要加點-Ss:Readthenew活動形式:T- Ss-T:Workinpairsandreadthedialogue.Ss:ReadthedialogueinpairsShowthedialogue.Listenandfollow.-Workinpairs-actT:Nowpleaserelthedialogueaccordingto Ss:PicturePicture1-o！MayIspeakto…?This--…robot…h(huán)avea-Picture2 -It’s…MayIspeak-holdon…it’sfor T:Ok.Pleasepairwork，andreadthedialogueswithyourpartner.Ss:Workingroupsandmakenewdialoguesandshow.復(fù)習(xí)鞏固并拓展了本節(jié)課的知識同時也此環(huán)節(jié)中也培養(yǎng)了學(xué)生和大膽參與的習(xí)慣（三活動一：創(chuàng)編，續(xù)寫Yangyang和Mike的 活動形式:T-Ss T:WorkinpairsandmakeanewSs:Workinpairs-createanewdialogue-actoutT:Whichgroupwantstoshowyourdialogue? 活動二Phonecall S-活動目標(biāo)“擊鼓傳花”隨機拓展 ，培養(yǎng)語言的綜合運用能力實施方法與師生語言預(yù)設(shè)T:Nowlet’syagame”hotpotato”.Ss:-o.MayIspeakto Speaking./Holdon,please. it’sforShall togetherthis 〖設(shè)計意圖：隨機性活動能夠給大家提供發(fā)言的機會，有一定趣味性，同時在活動中復(fù)習(xí)鞏固并拓展了本節(jié)課的知識。同時也此環(huán)節(jié)中也培養(yǎng)了學(xué)生和大膽參與的習(xí)慣〗（四）當(dāng)堂課練習(xí)1說 機器人 家務(wù)勞動 夫人 speak 2-

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do hold -oMayI toMike?Thisis -Hi,Mike.Ihaveanew !Doyouwanttohavea-Yes,butI’mng withmymum.-Hi,It’s Li.MayIspeakto White,--Please on.Mum,it’s you.3 )1-o.MayIspeakto

A.I’m BThisis )2.It’sSara AWhois BWhoare )3.-o.MayIspeaktoJeff?–Pleaseholdon.Jeff, you.A BforC（五5聽課文，朗讀、背誦課用本課所 用語和同學(xué)打（六：板書設(shè)計 -MayIspeakto…?Thisis… -Holdon,please.…it’sfor robot （七、課后四年級（上）英語第7冊教UNIT2 MayISpeaktoMike? LessonFive（第2） 一、學(xué)情分析二、教學(xué)內(nèi)容：Listenlookandlearn Let’sdo storytime1、課文：-o-oMayIspeaktoMike?Thisis--Hi,Mike.Ihaveanewrobot!Doyouwanttohavea-Yes,butI’mnghouseworkwithmy-Hi,It’sMsLi.MayIspeaktoMrsWhite,--Pleaseholdon.Mum,it’sfor功能句型：MayIspeakto ThisisSpeaking./Pleaseholdon...It’sfor詞匯：1).四會詞匯：speak,housework,robotMs2).認(rèn)讀詞匯：speakto,holdon,havealook,dohouseworkdoit三、教學(xué)目標(biāo)（一）知識與技能目標(biāo)學(xué)生能夠朗讀課文，表演。能靈活使用課文中 交際用語進行詢問及回答學(xué)生能靈活運用功能句“MayIspeaktoIt's...及回答Speaking.學(xué)生能夠掌握四會單詞，并認(rèn)讀havealook,dohousework,holdon（二）過程與方法目標(biāo)通過個人讀，小組讀等形式讓學(xué)生復(fù)現(xiàn)課文，并進行表演 通過pairwork的形式鞏固操練打 交際用語MayIspeakto...?It's...及回答Speaking，并通過聽，補全句中所缺單詞的形式，復(fù)習(xí)、鞏固本課所學(xué)的四會單詞和認(rèn)讀詞組通過聽及看插圖的方式，讀懂故事內(nèi)容，培養(yǎng)學(xué)生的閱讀能力（三）情感態(tài)度價值觀目標(biāo):學(xué)生能夠禮貌地打 （一）重點能夠就 交際用MayIspeakto...?It's...及回答Speaking進行替換能夠認(rèn)讀：havealook,dohousework,holdon（二）難點結(jié)合不同的人物和信息，能夠正確替換，嘗試創(chuàng)編，并進行簡單交流2接 五、教具準(zhǔn)備：電子、單詞卡、機、等六、教學(xué)過程活動一：分層展示課文活動形式:T-Ss Ss-SsS-S活動目標(biāo)：給不同層次學(xué)生展示的機會。復(fù)習(xí)本課書課文鼓勵學(xué)生背誦、表演課文，背下來或表演的同學(xué)給T：Let’sreciteandacttheS:(Reciteor分層展示：Pairwork-reviewthedialogueLevelCRoleyLevelBFillin--oMayI toMike?Thisis -Hi,Mike.Ihaveanew !Doyouwanttohavea-Yes,butI’mng withmy-Hi,It’s Li.MayIspeakto White,--Please on.Mum,it’s LevelA l(according or習(xí)慣培養(yǎng)：鼓勵學(xué)生選擇不同層次的形式展示課文。訓(xùn)練學(xué)生語言輸出能力〖設(shè)計意圖〗分組練習(xí)課文，展示課文。由展示到轉(zhuǎn)述，練輸出。活動二：ReadingTime（5分鐘閱讀可根據(jù)課堂需要調(diào)整呈現(xiàn)的位置）活動目標(biāo)：讓學(xué)生了解不同種類 拓展相關(guān)詞匯;簡 及發(fā)明人拓展背景識，激發(fā)學(xué)生學(xué)習(xí)。活動形式:T-Ss 實施方法和師生預(yù)設(shè)語言T:(ShowPPT)Herearesomedifferentkindsofphones.Let’shavealook.Ss:Lookatthepicturesandlearnsomewordsabout T:Whichkindofphoneshaveyouused?S:Thecellphone.etc.T:Whohasacellphone?Doyouknowwhoinventedthecellphoneandephone?(ShowPPT)Ss:ReadtheintroductioninReadingaephoneapayphone phoneacordlessphonewallie-talkieacellOnedayinApril,1973,amanwasstandingonthestreetsofNewYork,hetookaboutwirelessphonewhichlookedliketwobigbricks,attractedpassers-by.HeisthephoneinventorMartinCoop(馬丁?)(MartinCooperHewasUSAMotorola's nel(技術(shù)人員ThankstohimletushavealifewiththeBellistheinventorof ephone.HeisaIn1892inNewYork,Bell,theinventorephoneusingthe ephoneintheworldandsaid o, 和的發(fā)明人。激發(fā)學(xué)生學(xué)習(xí)。（二）Presentationand活動一：功能句型操練（Listen,look,andlearn）活動形式:T-Ss Ss-SsS-S 實施方法及師生預(yù)設(shè)語言：幻燈顯示及重點句型，兩人進行操練。1、師生師范。-MayIspeaktoMike？ThisisYangyang.-Speaking./Pleaseholdon.…,it’sforPairT:WorkinpairsandmakeminiSs:PairworkandshowtheA：B:MayIspeaktoA?It'sB.A:Speaking.B:Hi,A.Igotanewkiteformybirthday.A:What?akiteforyourbirthday?B:Yes,abeautifulkite.Wouldyouliketoflymynewkitewithme?A:Yes,I'dloveto.Showthedialogues.【設(shè)計意圖】以pairwork，替換練習(xí)，根據(jù)情景創(chuàng)編等方式進行句型操練，學(xué)生學(xué)會運 活動二:Story活動目標(biāo)：把故事作為閱讀材料，利用故事的趣味性，激發(fā)學(xué)生讀的，提高學(xué)生的閱讀 Ss-SsS-實施方法及師生預(yù)設(shè)語言：教師先請學(xué)生觀察故事，揣摩故事所表達的意思。再請學(xué)生T:ReadthestoryinpairsandcircletheUnderlinethenewwordsorFinishtheSs:WorkinpairsandfinishtheTickor()Theantisworriedbecausehisfriendswon’thelphim.()Theantisworriedbecausehecan’tfindhiskey.T:WhatistheantS1:Theantismovingabigpieceofbread.T:What’sthemeaningof”domeafavor”?S2:Itmeans….T:Nowpleasetrytoperformthestoryingroups.Ss:Workingroupsandperformthestory.〖設(shè)計意圖【培養(yǎng)學(xué)生閱讀的良好習(xí)慣和一些基本的閱讀策略，無論是在閱讀中學(xué)詞還是（三活動一Let’s 活動形式:T-Ss Ss-SsS-S實施方法與師生語言預(yù)設(shè)T:Lookatthepicture,workingroupsofthreeandmakephoneSs:Workingroupsandfinishthetask.UsefocussentencestomakenewdialoguesandshowinA-Hi.MayIspeakto ?This B-Pleaseholdon. ,it’sforC-o.This A-o. speaking. B- 內(nèi)容：1、askyourfriendtoskipropewith2、askyourfriendtoybasketballwithyou.3、askyourfriendtogotothelibrarywithyou.（四）學(xué)習(xí)效果評價檢測目標(biāo)和意圖：通過檢查，了解學(xué)生對本節(jié)知識掌握情況，及時進行查缺補漏1）a a apay acell AThisisBWhatcolorisAThisisBWhatcolorisCHoldonDWouldyouliketohavea-o.MayIspeakto .Lucy,it’sfor .Whois-It’sLisahere.Ihaveapetdog.It’ssocute. -I’dloveto. -（五、Lesson-MayIspeakLesson-MayIspeakto…?Thisis… -Holdon,please.…it’sfor（七、課后四年級（上）英語第7冊教UNIT2MayISpeaktoMike?LessonSix（第1） 三、學(xué)情分析：四、教學(xué)內(nèi)容1課文：--o.IsGuoguothere?Thisis-Sorry,Sara.She’snot-Pleaselhertocallback.Mynumber--MayIspeaktoSara?Thisis-Speaking.Ihavesomenewbooks,theMonkeyKingandtheHarryPotterstories.-Really!Willyoubringthemtoschool-Yes,I功能句型：IsGuoguo---Sorry,sheisnothome/詞匯：四會：therereallybring,callback,theMonkeyKing,theHarryPotterstories,bringthemto三、教學(xué)目標(biāo)（一）知識與技能目標(biāo) 好消息的文本語境中理解really,bring,school等詞的含義,及能夠聽、 找談?wù)摵孟⒌木唧w語境中運用。 的具體情境中用Is…there?找接 ，并用sorry,sheisnothere.應(yīng)（二）過程與方法目標(biāo)通過跟讀，pairwok，角色扮演等形式使學(xué)生能夠正確流利朗讀課文通過機械操練句型的方法，使學(xué)生能夠掌握 找人的交際用語---IsGuoguothere?--Sorry,sheisnothome/（三）情感態(tài)度價值觀目標(biāo):通過本課學(xué)習(xí)教育學(xué)生能夠禮貌地 并 通過課文內(nèi)容的學(xué)習(xí)，培養(yǎng)學(xué)生樂 的精神四、教學(xué)重難點（一）重點句型“Isthere”及其答語”Sorrysheisnothome/here.”的初步應(yīng)用。2、詞匯phonenumber,story,bring的正確認(rèn)讀。（二）難點結(jié)合不同的人物和信息，能夠正確替換，嘗試創(chuàng)編，并進行簡單交流。能夠在實際情景中正確運用交際用語--IsGuoguothere?及回答--Sorry,sheisnothome/here. 理解、認(rèn)讀部分情景詞匯、短語及結(jié)構(gòu)，如：callback,theMonkeyKing,theHarryPotterstories,bringthemtoschool五、教具準(zhǔn)備：、課件、、機等活動一：crazyphone ，復(fù)現(xiàn)第5課所學(xué) T:(Throwthreebeanbagstoanystudents.)Pleasemakephonecallswithyourpartners.Ss:A-o.MayIspeakto B-Holdonplease. ,it’sforC—Hi,this .WhoisA-Thisis .Shallwe togetherthisweekend?C-Sure./Great.Sorry, )seeafilm,gotothepark,flyakite,gotothezoo,readanew ybasketball,watchridethe yfootball/badminton/tabletennis, 活動二：ReadingTime（5分鐘閱讀可根據(jù)課堂需要調(diào)整呈現(xiàn)的位置活動目標(biāo)：借助有關(guān)介紹哈利波特的小閱讀，讓學(xué)生了解中提到的這本書的背景。T:DoyoulikeHarryPotter?Ss:Yes.T:Nowlet’sreadsomearticlesaboutHarrySs:Workinpairsandrendthestories.Findthedetailsaccordingtothequestions.T:Whocansharetheanswerandshowusthereason?S:SharetheanswerandshowthekeysentenceintheReading第一部哈利波特與魔法石第一部哈利波特與魔法石HarryPotterandthePhilosopher's第二部哈利波特與密室HarryPotterandtheChamberof設(shè)計意圖通過閱讀有關(guān)哈利波特的短文讓學(xué)生了解課文中提到的書拓展背景知識（二）Presentationand活動一：問答活動形式:T- S- 活動目標(biāo)：描述，了解背景TWhocanraisesomequestionsaboutthepictures?whquestions.Ss:Whoarethey?Wherearethey?Whataretheyng?etc.T:Whichpaircantalkaboutthepicture?Ss:Talkaboutthepictureinpairs.〖設(shè)計意圖〗通過描述，了解背景，為理解做好準(zhǔn)備活動二：Super活動形式:T- Ss-活動目標(biāo)：帶著任務(wù)了解主旨和細(xì)節(jié)信息。T:Herearesomequestionsforyou. Let’slistentogether.Pleasereadthequestionsfirst.Ss:Readthetasksandlistentothedialogue.T:(ShowMainidea-WhatisSaracallingDetails-1、IsSaraat AYes,sheisat BNo,sheisnotat2、WhatisSara’sphonenumber?A 3、WhatnewbooksdoesSarahave? 4、WhatwillSarado Bringthenewbooksto BBorrowthenewbooksfromSs:Readthequestions-listentothedialogue-finishlisteningtasks-talkaboutthemainideaandthe〖設(shè)計意圖〗通過聽主旨信息和細(xì)節(jié)信息，了解內(nèi)容活動三：學(xué)習(xí)課 Ss-活動目標(biāo)：先整體輸入文本，再在上下文中呈現(xiàn)單詞和語言點，并幫助學(xué)生進一步理解所學(xué)課文。能夠認(rèn)讀課程單詞，掌握功能句型IsGuoguothere?Sorry,sheisnothome.實施方法及師生預(yù)設(shè)語言Step1T:ReadafterSs:Readthedialogueaftertape.Step2在上下文中呈現(xiàn)單詞和短語T：Guoguoisout.Sheisnotathome.Hermotheransweredthephone.Whatdoes lSs: lsGuoguo’smotherher T:Guoguoisnothome.Sheisnotthere.(板書 Readthenew WhatwillSarasharewith Somenew WhatareSs: MonkeyKingandHarry和含義。WhatwillSara

Really?(really)S2Shewillbringthebookstoschool.T:板書bring-take,schoolSs:Readthenew活動形式:T- Ss-T:Workinpairsandreadthedialogue.Ss:ReadthedialogueinpairsShowthedialogue.Listenandfollow.-Workinpairs-actT:Nowpleaserelthedialogueaccordingto Picture Picture o.Is..there?Thisis-Sorry,Sara.- lherto….MynumberPicture -MayIspeaktoSara?Thisis-Speaking.Ihavesomenewbooks,-Really!Willyou-Yes,I T:Ok.Pleasepairwork，andreadthedialogueswithyourpartner.Ss:Workingroupsandmakenewdialoguesandshow.（三 S- T:WorkinpairsandmakeanewSs:Workinpairs-createanewdialogue-actoutT:Whichgroupwantstoshowyourdialogue? 創(chuàng)編并結(jié)合情景拓展， 活動二Phonecall S-“ T:Nowlet’syagame”hotpotato”.Ss:A-o.MayIspeakto isnotA-Pleaselher/himtocallback.Myphonenumber B-Ok.IC-Thisis A-It’s .Shallwe togetherthisweekend?C-Great./Yes,but 〖設(shè)計意圖：隨機性活動能夠給大家提供發(fā)言的機會，有一定趣味性，同時在活動中習(xí)鞏固并拓展了本節(jié)課的知識。同時也此環(huán)節(jié)中也培養(yǎng)了學(xué)生和大膽參與的習(xí)慣〗（四）當(dāng)堂課練習(xí)1在那 真的 帶來 學(xué)校 not call theMonkey Harry speak bringtoschool 2、填 --o.IsGuoguo ?Thisis-Sorry,Sara.She’snot - to back.My （五

--MayI toSara? is .Ihavesomenewbooks,theMonkeyKingandtheHarryPotter !Willyou themto -Yes,I6聽課文，朗讀、背誦課用本課所 用語和同學(xué)打（六：板書設(shè)計 -IsGuoguo-Sorry,sheisnothere/there- call bring- （七、課后四年級（上）英語第7冊教UNIT2 MayISpeaktoMike? LessonSix（第2） 一、學(xué)情分析二、教學(xué)內(nèi)容：Listenlookand Let’s story1課文：--o.IsGuoguothere?Thisis-Sorry,Sara.She’snot- lhertocallback.Mynumber--MayIspeaktoSara?Thisis-Speaking.Ihavesomenewbooks,theMonkeyKingandtheHarryPotterstories.-Really!Willyoubringthemtoschool-Yes,I功能句型：IsGuoguo---Sorry,sheisnothome/詞匯：四會：therereallybring,callback,theMonkeyKing,theHarryPotterstories,bringthemto三、教學(xué)目標(biāo)（一）知識與技能目標(biāo)學(xué)生能夠朗讀課文，表演。能靈活使用課文中 交際用語進行詢問及回答學(xué)生能靈活運用功能句--IsGuoguothere?---Sorry,sheisnothome/here.學(xué)生能夠掌握四會單詞，并認(rèn)讀havealook,dohousework,holdon（二）過程與方法目標(biāo)通過個人讀，小組讀等形式讓學(xué)生復(fù)現(xiàn)課文，并進行表演 通過pairwork的形式鞏固操練打 交際用語--IsGuoguothere?---Sorry,sheisnothome/通過聽，補全句中所缺單詞的形式，復(fù)習(xí)、鞏固本課所學(xué)的四會單詞和認(rèn)讀詞組通過聽及看插圖的方式，讀懂故事內(nèi)容，培養(yǎng)學(xué)生的閱讀能力（三）情感態(tài)度價值觀目標(biāo) 通過課文內(nèi)容的學(xué)習(xí)培養(yǎng)學(xué)生樂于的精神。（一）重點---IsGuoguo---Sorry,sheisnothome/詞匯：認(rèn)讀短語lhertocallback,theMonkeyKing,theHarryPotter,bringthemto（二）難點結(jié)合不同的人物和信息，能夠正確替換，嘗試創(chuàng)編，并進行簡單交流。打 2接 五、教具準(zhǔn)備：電子、單詞卡、機、等六、教學(xué)過程活動一：分層展示課文活動形式:T-Ss Ss-SsS-S活動目標(biāo)：給不同層次學(xué)生展示的機會。復(fù)習(xí)本課書課文鼓勵學(xué)生背誦、表演課文，背下來或表演的同學(xué)給T：Let’sreciteandactthetext.S:(Reciteoract)分層展示：Pairwork-reviewtheLevelCRoleyLevelBFillinblanks- o.IsGuoguo ?Thisis-Sorry,Sara.She’snot -Please to back.My --MayI toSara? is.Ihavenewbooks,theMonkeyKingandthe themto - l(according orLevelA l(according or習(xí)慣培養(yǎng)：鼓勵學(xué)生選擇不同層次的形式展示課文。訓(xùn)練學(xué)生語言輸出能力〖設(shè)計意圖〗分組練習(xí)課文，展示課文。由展示到轉(zhuǎn)述，練輸出。活動二：ReadingTime（5分鐘閱讀可根據(jù)課堂需要調(diào)整呈現(xiàn)的位置）活動目標(biāo)：借助有關(guān)介紹美猴王的小閱讀，讓學(xué)生了解中提到的這本書的背景實施方法和師生預(yù)設(shè)語言T:DoyouliketheMonkeyKing?Ss:Yes.T:Nowlet’sreadsomearticlesabouttheMonkeySs:Workinpairsandrendthestories.Findthedetailsaccordingtothequestions.T:Whocansharetheanswerandshowusthereason?S:SharetheanswerandshowthekeysentenceintheReading"MonkeyKing"originatedfromoneofthemostclassicnovelnamed"JourneytotheWest".ItlshowtheMonkeykingandhistwomalejuniorfellowaprrentices[?'prent?s](徒弟)piggieaswellasMonkShahelptheirmasterMonkTangtogetthescripture()inthewest.TheMonkeyKing(orSunwukong)wasbornfromastone.Heisverysmartandcapable,andlearnedallthemagictricksfromamasterTaoist.Hecouldtransformhimselfintoseventy-twodifferentimagessuchasatree,abirdorabugassmallasamosquito(蚊子)soastosneakintoanenemy'sbellytofighthimorherinsideout.Usingcloudsasavehicle,hecantravel180,000 singlesomersault（翻筋斗）.1、TheMonkeyKingisvery 2、TheMonkeyKingcanchangedhimselfinto differentimages.3、TheMonkeyKingwasbornfroma 學(xué)生了解課文（二）Presentationand活動一：功能句型操練（Listen,look,and 活動形式:T-Ss Ss-SsS-S 實施方法及師生預(yù)設(shè)語言：幻燈顯示及重點句型，兩人進行操練。1、師生示范。--IsGuoguothere?-Sorry,sheisnothere/PairT:Workinpairsandmakeminidialogues.Ss:Pairworkandshowthedialogue.PicturePicture dooraccessA：B:IsSarathere?It'sA:Sorry,sheisnothome.ShegoestotheB:Please lhertocallback.Sheknowsmyphonenumber.A:Ok.B:Hi,Sara.Igotapetcatformybirthday.A:Really?Apetcatforyourbirthday?B:Yes,averycutecat.Wouldyouliketocome tomyhomeandhavealook?A:Yes,I'dloveShowthedialogues.PicturePicture3 cellA：B:IsMaomaothere?It'sA:Sorry,heisnothere.HeisyingbasketballoverJustaminute,Yangyang,it’sforC:Hi,Yangyang.ThisisB:Hi.Wouldyoupleasecomeandhelpmewithmymath?Ineedyourhelp.C:Noproblem.Iwillcomein15minutes.B：Thankyouso e.Seeyou【設(shè)計意圖】以pairwork，替換練習(xí)，根據(jù)情景創(chuàng)編等方式進行句型操練，學(xué)生學(xué)會運 活動二:Story活動目標(biāo)：把故事作為閱讀材料，利用故事的趣味性，激發(fā)學(xué)生讀的，提高學(xué)生的閱讀 Ss-SsS-實施方法及師生預(yù)設(shè)語言：教師先請學(xué)生觀察故事，揣摩故事所表達的意思。再請學(xué)生T:ReadthestoryinpairsandcircletheUnderlinethenewwordsorFinishtheSs:WorkinpairsandfinishtheChoosethecorrectThefrogisholdingabigleafforthecatbecause it’sbeginningtorain. Bthesunisbright.T:Whatisthecatng?S1:ThecatisfishingT:What’stheweatherS2:It’s atfirst.Butit’s T:Howdoesthefroghelpthecat?S3:ThefrogholdabigleaffortheT:Sothebigleafislikeanumbrella,right?Ss:Yes.T:Nowpleasetrytoperformthestoryingroups.Ss:Workingroupsandperformthestory.（三活動一Let’s 活動形式:T-Ss Ss-SsS-S實施方法與師生語言預(yù)設(shè)T:Lookatthepicture,workingroupsandmakephoneSs:Workingroupsandfinishthetask.UsefocussentencestomakenewdialoguesandshowinA-What’syourphoneB-Mynumberis A-Let’skeepinB-No〖設(shè)計意圖〗借助采答鼓勵學(xué)生用英語交流，記錄朋友的，建立好友聯(lián)絡(luò)單，便于 （四）學(xué)習(xí)效果評價檢測目標(biāo)和意圖：通過檢查，了解學(xué)生對本節(jié)知識掌握情況，及時進行查缺補漏lhertocall bringthemto call havea根據(jù)情景完成Tom:John:o,mayI toTom? Tom:Sorry.Heisnot John:Whenwill Tom:I‘m .I’lllhimtocallback.What’syourJohn: （五、Lesson-Is - Lesson-Is - .isnothere/-What’syour- lher/himtocall（七、課后四年級（上）英語第7冊教UNIT MayIspeaktoLesson7（第1撰寫人：張雪蓮（垂中心本部五、學(xué)情分析六、教學(xué)內(nèi)容課文---o.IsMissWangThisisWang.Who’scalling,please?o,MissWang.ThisisLingling.Oh,hi,Lingling.WhatcanIdoforIhaveabadcold.Ican’ttotoschoolI’msorry.Pleasestayinbedanddrinkalotofwater.OK.Thankyou.功能句型IsMissWanghome/there?ThisisWang./Speaking.Who’scalling,please?詞匯四會：bad,cold,認(rèn)讀tomorrowstayinbeddrinkalotofwater,短語：athome,haveabadcold,gotoschool,stayinbed,drinkalotof三、教學(xué)目標(biāo)（一）知識與技能目標(biāo) 請文本語境中理解bad,cold,drink的含義,及能夠聽、說、讀、寫 學(xué)生能夠在生病了打請具體情境中用Is..home?表達自己想要找接，并能用ThisisWang正確應(yīng)答。能在交流病情的情境中用句型WhatcanIdoforyou?主（二）過程與方法目標(biāo)通過跟讀，pairwok角色操練使學(xué)生能夠正確流利朗讀課文4.（三）情感態(tài)度價值觀目標(biāo) 學(xué)生能夠禮貌 四、教學(xué)重難點（一）重點：1.句型：IsMissWanghome?ThisisWang.2.詞匯：bad,cold,（二）難點：1.IsMissWanghome?ThisisWang.能將功能句在實際生活中恰當(dāng)?shù)倪\用2.五、教具準(zhǔn)備：電子、單詞卡、機等活動一：復(fù)習(xí)舊知，導(dǎo)入新活動目標(biāo):通過師生，生生活動，鞏固 交際用語實施方法及師生預(yù)設(shè)語言：請學(xué)生看，說出動詞短語，老師顯示英文詞組1.師生T:MayIspeaktoMary?It'sMiss...here.S:Speaking.T:Wewillhaveaclassmeetingtomorrow.Please lyourclassmates.S:OK.學(xué)生學(xué)生Mary導(dǎo)入新內(nèi)T:Stophere.Todaywewilllearnanewlesson.Let'slookatit 活動二：let’sreadastory培養(yǎng)孩子的閱讀能MotherisatLittleRobertisyinginfrontofthehouse.Amanaskhim,“Hi,boy!Isyourmotherin?”“Yes!”RobertanswersThenthemanringsthedoorbell（門鈴）Nooneanswers.Themansays,“Nobodyisathome.”“Right!”Robertanswers,“Becausethisisnotmyhouse.” )1.LittleRobertisyinginfrontofthehouse. )2.ThemanisyingwithJack. )3.Robert’smotherisat )4.Themandoesn’tringthebellatall. )5.ThisisnotRobert’shouse.（二）Presentationand活動二：學(xué)習(xí)新實施方法及師生預(yù)設(shè)語言老師先讓學(xué)生觀察然后說出相關(guān)信息再聽了解課文，看圖，說信T:Whatdoyouseeinthepicture?Whoarethey?S:IseeLinglingandMissWang.聽，試著回答問題，學(xué)習(xí)單詞和詞語教師放兩遍，教師提問題。T:Let'slistentothetape.Trytoanswerthesequestions.WhomakesaphonecalltoMissWang?WhataretheytalkingCanLinglinggotoschooltomorrow?WhatdoesMissWangsay?S:Linglingisill.Shecatchesacold.SheiscallingMissWangto lherthatshecan'tgotoschool教師請學(xué)生說一說LinglingIsMissWanghome?ThisisWangIsMissWanghome?ThisisWang教師告訴學(xué)生Thisis...比It's...學(xué)生自己讀課文，圈出理解有的詞語，句子Pair11）教師展示或用肢體語言幫助學(xué)生理解abadcold,stayinbed,drinkalotofwater.等短2）Iamsorry.7.教師帶領(lǐng)學(xué)生朗讀以上單詞和詞組。然后學(xué)生自己朗讀，相關(guān)知識點活動三：我是復(fù)讀設(shè)計意圖通過機械操練熟讀課文并方便老師檢查到個人給每個學(xué)生練習(xí)和展示的機會活動一：創(chuàng)編活動目標(biāo)：結(jié)合本課有關(guān)內(nèi)容，綜合運用所學(xué)語言，創(chuàng)編。實施方法及師生預(yù)設(shè)語言：教師與一名學(xué)生，為全班做示范。教師與學(xué)生的A:B:Is...（at）A:This Who'sB: Ihaveaheadache.Ican'tgotoschoolA:I'msorrytohearthis.Pleasestayinbedandhaveagoodrest.B:Iwill.Thankyou.學(xué)生兩人一組練習(xí)編展示內(nèi)容，老師給予評價，并鼓勵其他學(xué)生積極進行模仿交際練習(xí)。（四）學(xué)習(xí)效果評價（檢測題檢測目標(biāo)和意圖：通過檢查，了解學(xué)生對本節(jié)知識掌握情況，及時進行查缺補漏b_ 嚴(yán)重 h__ 聽 _ at drink goto haveabad stayin---Who's ---It's(五 ：背誦課文，抄寫單詞（六）板書設(shè)計LessonWho'sIt'sbadhear、（七）課 七、學(xué)情分析

四年級（上）英語第7冊教UNIT MayIspeaktoLesson7（第2撰寫人：張雪蓮（垂中心本部八、教學(xué)內(nèi)容課文---o.IsMissWangThisisWang.Who’scalling,please?o,MissWang.ThisisLingling.Oh,hi,Lingling.WhatcanIdoforIhaveabadcold.Ican’ttotoschoolI’msorry.Pleasestayinbedanddrinkalotofwater.OK.Thankyou.功能句型IsMissWanghome/there?ThisisWang./Speaking.Who’scalling,please?詞匯四會：bad,cold,認(rèn)讀tomorrowstayinbeddrinkalotofwater短語：athome,haveabadcold,gotoschool,stayinbed,drinkalotof三、教學(xué)目標(biāo)（一）知識與技能目標(biāo) 交際用語進行找人學(xué)生能靈活使用功能句“IsMissWanghome?ThisisWang.”并能對句子人物進行替換學(xué)生能夠掌握四會單詞，并認(rèn)讀：stayinbed,drinkalotofwaterhaveabadcoldgoto（二）過程與方法目標(biāo)通過個人讀，小組讀等機械操練的形式讓學(xué)生讀熟課文，并能進行表演通過利用不同人物的小組操練等途徑來使學(xué)生練習(xí)替換功能句熟 找人用語通過創(chuàng)編鞏固本課所學(xué)的四會單詞。和相關(guān)認(rèn)讀單詞（三）情感態(tài)度價值觀目標(biāo):學(xué)生能夠禮貌四、教學(xué)重難點（一）重點：1.能夠在恰當(dāng)?shù)那榫跋戮凸δ芫洌篒sMissWanghome?ThisisWang.進行替換。2.能夠運用認(rèn)讀詞組（二）難點：能正確使用祈使句活動一：小小舞活動目標(biāo)：通過復(fù)習(xí)和表演上一節(jié)課，幫助學(xué)生進一步強化、鞏固上一所學(xué)內(nèi)容。教師課文，T:Listen學(xué)生聽，然后表演同桌兩人一組，輪流扮演不同角色，做表演練習(xí)教師請學(xué)生到講臺前開展Roley分角色表演課文表演好的學(xué)生給予小貼畫。設(shè)計意圖通過表演對不同層次的學(xué)生進行反饋了解學(xué)生對上一教學(xué)內(nèi)容的掌（二）Presentationand活動一：功能句型操練（Let's 實施方法及師生預(yù)設(shè)語言---IsMissWang---ThisisWang學(xué)生根據(jù)書上的人物替換中的人物，進行模擬交際，然后Pairwork教師給出情景，學(xué)生根據(jù)課文進行創(chuàng)編。A:B:Is...atA:This Who'sB: Ihaveaheadache.Ican'tgotoschoolA:I'msorrytohearthis.Pleasestayinbedand