科普版四年级下册Lesson 5What are these -ppt课件-(含教案+视频)--(编号：60467).zip

1、 Lesson 5 Lesson 5 What are these? What are these? Lets talk ( Lets talk (Period 2)Period 2) Popular Science PressPopular Science Press Grade 4 Grade 4 Book 4Book 4 Lets singLets sing apples pears toy planestrousersshirts toy jeepsshoesoranges pencils penscrayons rulers teddy bears toy rabbits banan

2、as hats toy pandas trousersshirts toy jeepsshoes pencils penscrayons rulersteddy bears toy rabbitshats toy pandastoy planes toy planes toy jeeps pencils penscrayons rulersteddy bears toy rabbits toy pandas toy planes toy jeeps teddy bears toy rabbits toy pandas Its a bear.Its a bear.Theyre bearTheyr

3、e bears s. . A guessing game Its a panda. Theyre pandas. Its a Its a . . Theyre tigerTheyre tigers s. .tigertiger The panda can walk.The panda can jump. The panda can walk and jump. The tiger can _ and_. walk and jump Toy ShopToy Shop Q: What toy does Qiqi want? Can I help you? Look! The panda can w

4、alk and jump. Q: Why? What fun! I want one. Can I help you? Yes, we want some toys. What are these? Theyre bears. What are those? Are they tigers? No, theyre pandas. Look! The panda can walk and jump. What fun! I want one. Here you are. Thank you. Tips：Read loudly and clearly 朗读时注意语音，语调，连读，节奏和感 情。 T

5、alk ShowTalk Show Ruler 1 Eraser 3 Pen 2 Pencil case 1 Homework: Read the picture books Thank Thank you!you! Fruit ShopFruit Shop Stationary Shop Popular Science Press Grade Four Book 4 Lesson 5 What are these？ （Lets talk） Lesson 5 What are these? Lets talk (Period 2) 教学目标：教学目标： 1. 能够通过多媒体课件创设不同种类的商

6、店情境，运用购物的常用 语，小组合作进行角色表演，初步形成用英语购物的表达能力。 2. 能够正确听说读写单词 tiger，walk 和 jump，理解和运用购物常 用语 Can I help you？ Yes，I/we want.等； 能够用句型 Look! The panda can walk and jump. What fun! I want one. 简单描述玩具的特点和表达对玩具的喜爱，并能在实际购物情景 中熟练地进行对话交流。 3. 在小组合作中，注意倾听，积极思考，并运用所学知识在活动中 交流和感受用英语购物的乐趣。 学情分析：学情分析： 四年级的学生对英语学习有着浓厚的兴趣，活

7、泼好动，表现欲 强，学生对于玩具、水果、服装、学习用品的词汇有一定的知识积 累,能积极参与到课堂教学活动中。在第一课时中学生已经对单复数 的变化以及 What are these/those？Theyre Are these/those toy？等关键句型有了很好的学习。 在本课中，我着重创设不同 种类商店的情境，发散学生思维，激发学习兴趣, 在共同参与、体 验活动和合作交流中，巩固语言知识，提升学生的综合语言运用能 力和自主学习能力。 教学重难点教学重难点: : 重点：能够借助玩具店的板书设计和多媒体课件创设的真实情景， 学会用英语购物，小组合作进行角色表演。 难点：能够正确理解语言知识并运

8、用在实际的购物情境中。 教学过程：教学过程： Step1. Warming up 1. Greeting Good morning，class！ 2. Sing a song What are these? 3. Match and read Let students match the words with the right shop，and then read these words. Divide students into four groups, if they will do a good job, they can get a toy. 【设计意图设计意图】 通过通过 flas

9、hflash 动画唱英文歌曲不仅能够复习第一课时所学的知识，动画唱英文歌曲不仅能够复习第一课时所学的知识， 还能调动学生的情绪，动感的画面能让学生在轻松地环境下进入还能调动学生的情绪，动感的画面能让学生在轻松地环境下进入 最佳的学习状态。以小组竞赛的激励评价方式让孩子们把有关玩最佳的学习状态。以小组竞赛的激励评价方式让孩子们把有关玩 具，水果，服饰，学习用品的名词复数进行归类，培养学生的英具，水果，服饰，学习用品的名词复数进行归类，培养学生的英 语素养，引导学生了解购买不同的物品要选择不同的商店，为教语素养，引导学生了解购买不同的物品要选择不同的商店，为教 学新课和课堂的延伸做好铺垫。学新课和

10、课堂的延伸做好铺垫。 Step2. New presentation 1. Play a guessing game and learn the words “tiger ,walk and jump” Teacher covers the part of pictures and let students guess what this is. T: Whats this? S: Its a bear/panda. What are these？Theyre bears/pandas. T: Whats that? Is it a cat? S: No. T: Is it a tiger?

11、S: Yes, its a tiger. T: Are they tigers? S: Yes, theyre tigers. ( learn “tiger” & “tigers”) Teacher shows a picture and says: T: Look! The panda can walk. Look at me. I can walk. (say and do the action) Which animal can walk? -al al /:/ /:/ walk walk The panda/bear/hen can walk. Teacher shows the ot

12、her picture: T: Look! The panda can jump. I can jump. (say out the sentence and do the action) Who can jump? S: I can jump. ( say out the sentence and do the action) T:u u- / / jump jump S: The panda/monkey/kangaroo/rabbit can jump. T: Look! The panda can walk. The panda can jump. So we can say “The

13、 panda can walk and jump.”(learn the sentence) Which animal can walk and jump? 【设计意图设计意图】 通过多媒体课件呈现被遮挡的图片，让学生玩猜谜游戏，有通过多媒体课件呈现被遮挡的图片，让学生玩猜谜游戏，有 效的激发了学生的好奇心，让学生在真实的语境中感知英语，体效的激发了学生的好奇心，让学生在真实的语境中感知英语，体 验英语，并发散思维。验英语，并发散思维。 2. Show and describe toys What fun! Teacher shows and describes a toy frog to s

14、tudents, and then let students show and describe their own toys. T: Look! Its green. The toy frog can jump! What fun! T: Look! So many toys! I want a robot. The robot can walk. What fun! What toy do you want? S: I want. 【设计意图设计意图】 通过呈现会跳的玩具青蛙激发学生自主表达的欲望，鼓励学通过呈现会跳的玩具青蛙激发学生自主表达的欲望，鼓励学 生运用所学语言交流彼此的玩具，让

15、学生在学中玩，玩中学，寓生运用所学语言交流彼此的玩具，让学生在学中玩，玩中学，寓 教于乐，并培养其初步运用英语进行交际的能力。教于乐，并培养其初步运用英语进行交际的能力。 3. Lets talk T: Look! Qiqi and Tom want some toys, too. Lets go to the toy shop. A: Look, ask and answer T：Who is she? What does the woman say? B: Listen and answer What toy does Qiqi want？ A toy bear？ A football？

16、C: Read by themselves and think about a question “why does Qiqi want a toy panda?” D: Listen and read. Pay more attention to the pronunciation. 【设计意图设计意图】 通过看图初步了解文本信息，然后让学生在听录音时有所侧重，通过看图初步了解文本信息，然后让学生在听录音时有所侧重， 培养学生认真倾听和捕捉关键信息的能力。通过多媒体课件逐句跟培养学生认真倾听和捕捉关键信息的能力。通过多媒体课件逐句跟 读，注重朗读指导，培养学生具备一定的语感和良好的语音、语调

17、读，注重朗读指导，培养学生具备一定的语感和良好的语音、语调 基础。基础。 】 Step 3 Practice 1. Have a role play in groups A: First, Teacher draws a toy shop on the blackboard, and then has a role play with students. Teacher acts to be the woman (shop assistant) and chose 3 students to play Tom, Qiqi and the waiter. The waiter can say “

18、Welcome to our shop” and “Goodbye.” B: Discuss in groups. C: Group show Ill give a toy to the better group. 【设计意图设计意图】 通过师生的示范，明确各个小组成员的角色分配，让学生可通过师生的示范，明确各个小组成员的角色分配，让学生可 以利用板书的关键词和图片提示，完成对话表演，进而降低了初以利用板书的关键词和图片提示，完成对话表演，进而降低了初 学知识的难度，让学生易于接受和使用新知进行交流。学知识的难度，让学生易于接受和使用新知进行交流。 Step 4 Consolidation T

19、: If you want some toys, you will go to the toy shop. If you want some bananas and apples, you will go to the fruit shop. If you go to the stationary shop, you can buy some pens, pencils and. If you go to the clothes shop, you can buy new dress, shirt and . 1.Watch a short VCR and try to write a sho

20、pping list T: Look! Theyre making a shopping list. Theyll buy some school things. So theyll go to the stationary shop. Lets watch a short VCR. T: Four students in one group, First make a shopping list please，and then talk about your new dialogue in your groups. 2. Make a dialogue about shopping in g

21、roups Teacher shows them four different shops: toy shop, stationary shop, fruit shop and clothes shop. Four students in one group, each group can choose a kind of shop and talk with partners. 3. Have a talk show 【设计意图设计意图】 通过观看一段视频，真实的购物对话场景能有效的激发学生的通过观看一段视频，真实的购物对话场景能有效的激发学生的 表达欲望，丰富学生的想象力，让学生身临其境，

22、并尝试制作购物表达欲望，丰富学生的想象力，让学生身临其境，并尝试制作购物 清单，创编出自己的对话，然后进行小组展示，此活动旨在培养学清单，创编出自己的对话，然后进行小组展示，此活动旨在培养学 生的自主合作学习能力和语言交际能力。生的自主合作学习能力和语言交际能力。 】 4. Sum-up T：I like shopping. Do you like shopping? You can buy something what you need in different shops. Also you can go shopping in the supermarket, shopping mall

23、 or shopping online. Shopping makes us happy and makes our life comfortable. Lets enjoy shopping，OK? Step 5： Homework 1. Read a picture book Maisy goes shopping or Shelly loves shopping 【设计意图设计意图】 选择与本课主题购物相关的原版英语绘本，通过一起作业的网络选择与本课主题购物相关的原版英语绘本，通过一起作业的网络 学习平台，让学生在课外能够阅读形象生动，色彩鲜明的有声绘本，学习平台，让学生在课外能够阅读形象生动，色彩鲜明的有声绘本， 加深所学知识的记忆，拓展知识的储备量，培养孩子们的英语思维加深所学知识的记忆，拓展知识的储备量，培养孩子们的英语思维 能力和跨文化交际意识。能力和跨文化交际意识。