人教版（新起点）四年级上册Unit 4 Asking for Help-Lesson 3-ppt课件-(含教案+素材)-部级公开课-(编号：36922) - 副本.zip

1、My tail My tail is hurt. I am sad. Hello, Miss Fish. Can Iuse your tail, please?My tail is hurt. Sorry.I am using it. Hello, Mr.Cow. _, please? My tail is hurt. Sorry. I am using it. Thanks. Bye! Thank you. Bye! Dont be sad. Look at you tail. Wow, I have a new tail. Thank you mom. _ Excuse me. _,_?

2、My tail is hurt. _ Unit 4 L3 Asking for Help ? ? ? ? ? ? ? ？ Where?Where? Is he hIs he happy?appy? What is the matter with What is the matter with himhim? ? Steven goes to the park with his father. They have a lot of fun, but now he cant find his father. What is the matter with him? What is the matt

3、er with him? X X X X Police stationPolice station Service CentreService Centre Information centerInformation centerInformation centerInformation center Volunteer CentreVolunteer CentreVolunteer CentreVolunteer Centre 1. Read scilently. 2.Use “ ” to underline “Does he find his father? Where is his fa

4、ther？” . Use “ ” to underline “How does he ask for help? ” 3. Check your answer with your partner. Does he find his father? Where is his father？ How does he ask for help? Steven goes to the park with his father. They have a lot of fun, but now he cant find his father. He goes to the Information Cent

5、er. “ Excuse me. Can I use your phone? I cant find my dad.” The man in the center says, “ Sure.Here you are.” He calls his father. His father says, “ I m at the hamburger shop.” Steven thanks the man. Now he can find his dad. ask for a phoneask for a phoneask for a phoneask for a phone Information I

6、nformation Information Information centrecentrecentrecentre Information CentreInformation CentreInformation CentreInformation Centre Information CentreInformation CentreInformation CentreInformation Centre Information CentreInformation CentreInformation CentreInformation Centre Park Park Park Park S

7、teven goes to the park with his father. They have a lot of fun, but now he cant find his father. He goes to the Information Center. “ Excuse me. Can I use your phone? I cant find my dad.” The man in the center says, “ Sure. Here you are.” He calls his father. His father says, “ Im at the hamburger s

8、hop.” Steven thanks the man. Now he can find his dad. Can I use your phoneCan I use your phone Here you are Here you are polite smart Excuse me Thank you He goes to Information Center He Knows how to ask for help Can I I cant How ? How ? clever ? ? ? ? My tail is hurt. I am sad. Hello, Miss Fish. Ca

9、n I use your tail, please? My tail is hurt. Thanks. Bye! Sorry. I am using it. Hello, Mr. Cow. _, please? My tail is hurt. Thank you. Bye! Sorry. I am using it. Can I Can I use your tailuse your tail _ _ Excuse me. _, _? My tail is hurt. Can I use your tail pleaseCan I use your tail please SorrySorr

10、y. I am using it. I am using it. Thank you. ByeThank you. Bye! ! Dont be sad, my dear. Look at your tail. Wow! I have a new tail! Thank you, mom. I am Andy. I cant. I am Tom. I cant. I am Lily. I cant. How to ask for help safely In our life, we often have some problems. We cant find our parents or w

11、e are lost and so on. If you have some probelms, you can go to Information Center If you have some probelms, you can go to Information Center and ask for help. and ask for help. If we are lost on the street, you cant seeIf we are lost on the street, you cant see Maybe,you can get on the bus and ask

12、bus driver for helpMaybe,you can get on the bus and ask bus driver for help Call 110 Sometimes, we can go there and call 110.Sometimes, we can go there and call 110. It is a good way to ask for help.It is a good way to ask for help. we know more ways to ask for help. we can help ourself and help oth

13、ers they need us. Helping is an action.helping is love.Helping is an action.helping is love.Helping is an action.helping is love.Helping is an action.helping is love. Help each other Help each other Help each other Help each other and fill the world with love!and fill the world with love!and fill th

14、e world with love!and fill the world with love! love Homework: Thank youThank you！ Ticket officeTicket officeTicket officeTicket office Bus driverBus driverBank Bank Bank Bank Can I use your?Can I use your? Can you help me?Can you help me? Ask for phonebroadcastAsk for phonebroadcast 教育学校区级学科带头人、骨干教

15、师培训 展示活动教学设计 教学设计个人信息教学设计个人信息 姓名姓名单位单位联系方式联系方式 设计者设计者 教学基本信息教学基本信息 课题课题四年级上册 Unit 4 Asking for Help 学科学科English学段学段中年级年级四年级 教材教材出版社：人民教育出版社 1.1.指导思想与理论依据指导思想与理论依据 随着英语学科素养的提出，英语学习也进入了 Learnthrough thelanguage 的时代。即通过语言学生发展学生思维品质，提升文化 内涵，培养学习能力，实现学科育人的目标。这样的学习即深度学习。 深度学习是在认知层级上，包含高水平或者主动的认知加工，在理解 的基础

16、上，学习者能够在众多的思想间进行联系，并能够将已有的知 识迁移到新的情境中做出决策和解决问题的学习。深度学习是实现学 科育人的目的有效途径。 2.2.教学背景分析教学背景分析 教材分析：本课是四年级上册四单元的内容。四年级是小学英语学 习的学习阶段，这个阶段是孩子拼读能力、阅读能力、书写能力的形 成阶段，在课堂活动设计中要关注全体，要考虑每一个学生的接受能 力，活动设计要体现循序渐进。本课为第三课时，通过小的语篇阅读， 来复习第一、二课时的主要内容，属于第一层次的学习。A项借助图 片读懂文段，查找关键信息，能够回答后面的两个问题。指导走失后 如何求助。B项结合A项文段，写出Steven 求助过

17、程的主要交际用语。 思考：A项文段语言不多，生词不多，学生可以从中获得什么？作 者这段文字想表达什么？阐述什么思想? 传递什么价值观？解决什么 问题？知道多种求助方法，能够利用不同求助方法求助，能够安全有 礼貌向别人求助，能够利用自己知道求助方法帮助别人 学生分析：语言基础：以前没有学过求助用语，这是新内容。本单 元前两课时已经学过了一些文具类词汇和日常借东西的求助用语，为 本课语段阅读做好准备。 习惯：本班学生二年级时就开始尝试绘本故事阅读，有一定的阅读 基础，29人养成了独立阅读、标划习惯。学生尝试了一年的默读经历， 能够结合问题独立默读查找相关信息。 四年级的学生已经掌握了预习和复习的习

18、惯，前两课已经学过的简 单的求助交际用语，学生掌握比较熟练。 能力：70%的学生掌握了简单的拼读规律，能够借助学过的拼读规 律自己拼读词汇，进而进行流畅朗读。这些都为本课的学习提供了有 利的保障。 认知特点：四年级的学生开始做事说话有顾虑，不太愿意表达了。 能够主动向陌生人求助对于有些学生也是一个挑战。 生活经验：四年级的学生结合生活经验有过一些求助尝试，遇到问 题还是能够积极想办法自己解决，但是方法单一，有时也会忽视表达 的礼貌，还有个人学生语言表达不够完整。有50%分学生求助过程中， 忽视了安全性和警惕性。 3.3.教学目标教学目标( (含重、难点含重、难点) ) 教学目标： 1、复习第一

19、、第二课时学习的词汇和功能句。 2、准确理解短文的内容，能够结合问题查找关键信息。 3、能够在多种情景中，选择安全的求助方法，有礼貌地、准确地向 别人求助。 4、生活情境中培养学生发现问题，独立解决问题的能力。 5、鼓励学生能够主动帮助需要帮助的人，奉献爱心。 教学重难点： 教学重点：准确理解短文的内容，能够结合问题查找关键信息。 能够在多种情景中，选择安全的求助方法，有礼貌地、准确地向别人 求助。 教学难点：生活情境中培养学生发现问题，独立解决问题的能力。 4.4.教学过程与教学资源设计（可附教学流程图）教学过程与教学资源设计（可附教学流程图） 教学过程： 一、读前活动： （一）Sing a

20、 song （二）Read picture and make a dialogue 设计意图：借助歌曲和对话复习本课的交际用语，歌曲能够活跃气氛， 为学生流利进行语言表达打基础。 二、 读中活动： (一) 读图思考，what can you see? 学生回答：I can see What do you know from the picture? (The boy is sad. They are in the park.) What do you want to know about this passage? (提示：Who？Where？why? What?) (Who are they

21、？Where are they？What are they talking? Why is the boy sad？What is the matter with him? what happened?) （二）默读、听读阅读第一段思考： 1.Who？2. Where? 3. Is he happy?4.What is the matter with him?） 2.学生回答问题，教师板书 Steven and a man park He cant find his father（板 书） （三）结合实际情况，引发学生思考： 1. If you are Steven what will you

22、 do? 2.学生自由交流，发表个人观点。 设计意图：通过读前的读图活动培养学生的观察力和预测能力。通过 阅读中的问题设计，将阅读与学生的生活很好的结合，激发学生的参 与欲望，将学生的情感卷入到阅读中，从而引发学生思考，培养学生 解决问题的能力。 (四)阅读文段，结合问题，查找标划信息。 1. Underline. Does he find his father? Where is he？How does Steven do? 2. 核对答案，板书 生：Find his father goes to asks for phone 板书 3.提供多个图片情景从意义和读音上处理词汇：Informa

23、tion Centre. 4.跟读文段标划:How does he ask for phone ？ 5.听读录音、核对答案、说明 how do you know that?板书 6. 情景中表演对话：两人一组，尝试情境中向别人求助。 7. 大声朗读文段，完成 B 项书写（语言准确、大小写正确、书写 漂亮） 8. 默读文段思考:What do you think of Steven? 学生自由发言，教师结合实际情况继续追问： What do you think of Steven? Why do you think so? Do you think Steven is a _ boy. Do y

24、ou want to be a _ and _ boy? 设计意图：通过阅读的标划培养学生良好的阅读习惯，落实教学目 标。通过情景表演促进语言用。最后，借助主观性问题，培养学生分 析、理解、判断能力。侧重文段的梳理，凸显主题。 三、读后活动： (一) 阅读小壁虎借尾巴的故事，引导学生尝试在情景中体验如 何求助。 （注重礼貌用语） (二) 提供更多的真实情景，学生结合自己的需求，选择情景和 自己的伙伴进行情景表演，促进语言应用。 （三）最后借助更多的图片提供丰富的情景，丰富学生的求助经 验，感受求助和施助的重要性，深化主题，升华情感。 设计意图：通过创设故事和真实的语言情景，提升学生的学习兴 趣

25、，促进语言应用，培养学生遇到问题，独立解决问题策略的训 练。实现学以致用。最后设计情景介绍，培养学生乐于助人，奉 献爱心的情感态度。 四、 作业布置 （一）作业：完成作业纸上的书写 5.5.学习效果评价设计学习效果评价设计 学生自我评价表：课后评价 课堂评价:课堂观察表 6.6.教学设计特色说明与教学反思教学设计特色说明与教学反思 能够在深度理解教材的基础上，挖掘出本课话题的人文意义和 对学生现实生活的价值，传递正能量，形成价值观 能够通过文本-故事-生活多层面的情景创设，帮助学生实现知 识的迁移与应用，引导学生利用所学知识解决实际问题。阅读 活动设计能够通过预测、推理、评价、质疑等方式关注学生思 维的发展。语言的实用性，高阶思维能力的发展， 通过多种评价方式（真实交流-口头评价、小组评价、个人评 价）确保学生持续地全身心投入教学活动。此外，评价巧妙升 华本课主题。