广东版四年级上册Unit 7 Working or Playing -Lesson 1-ppt课件-(含教案)-公开课-(编号：c1d20).zip

1、1 一、学生分一、学生分 析析 1. 本案例的授课对象是四年级的学生，学生学习英语兴趣浓厚， 喜欢在各种情景下听、读、演的学习形式。他们从一年级开始学 习英语，已具有一定的英语基础。学习积极性高，接受知识快， 富有想象力和创造力，自主学习探索能力强。能够在图片、手势 或图像的帮助下听懂课堂活动中的提问或指令，做出适当的反应。 能够模仿范例说、写句子，能够按要求做游戏。 2.在语言知识方面，能够询问他人正在做某事 “What am/is/are doing?” ，并且能够回答；对动词现在分词的分类已经初步掌 握。 二、教材分二、教材分 析析 1. 本课时新授的内容是本教材第七单元的第一课时； 2

2、. 本课时主要学习 Unit7 的单词和句型，学会询问某人是否在 做某事 Is he/she ?Are you?并能够回答；能够将 Unit7 的单词根据现在分词的规则分类。 3. 询问某人在做某事吗？（Be 动词+动词 ing）的用法是本课学 生要掌握的重点。 4.学生要掌握的句型是： 一般疑问句：Are you sleeping? Yes, I am./ No, I am not. Is he playing soccer? Yes, he is./ No, he isnt. 三、教学目三、教学目 标标 （一）语言知识目标 1. 会读并运用以下的动词： work/working,shout

3、/shouting,think/thinking,color/colorin g,cut/cutting,2.能够将以上的单词根据现在分词的规律分类。 3. 学生能够在所设情景中运用重点句型，如： Are you sleeping? Yes, I am./ No, I am not. Is he playing soccer? Yes, he is./ No, he isnt. （二）语言技能目标 能运用所学单词和句子询问某人是否在做某事，或对别人提出自 己是否在做某事并做出相应回答。 （三）学习策略目标 1. 对所学内容能主动练习和实践； 2 2. 能积极运用所学英语进行表达交流获取信息。

4、（四）情感态度目标 1.乐于模仿，体会到运用英语进行交际活动的乐趣，增强自信心。 2.学生要懂得该玩的时候尽情玩，该学习的时候认真学习。 （五）文化意识目标。 了解不同的国家有不同的时差，人们在做不同的事。 四、教学策四、教学策 略略 1. 本课主要运用游戏教学、合作互动、情景对话、交流评价等教 学策略,引导学生主动参与、乐于探究、培养学生解决问题的能力 以及交流与合作的能力” 。 2.在教学的过程中，运用游戏充分调动学生的兴趣，使学生在愉 快的气氛和活动中巩固单词和灵活地运用句型。 3.采用多媒体教学创设情景，让学生所学知识更加贴近生活，使 学生更能灵活的运用单词和句型。 课前准备：单词卡、

5、小组活动时使用的图片、教学课件等。 五、教学过五、教学过 程程 Step 1 1. Greeting 2. Song a song:What are they doing? T: First, lets sing. Please sing follow the music. 3. Lead in. T: From the song, we have learned swimming、running、fishing，playing. This is present participle.(现在分词）现在分词）Now lets play a game:Magic eyes. Through the

6、 game,Let students practice the sentences :Is he/she.? Yes,he/she is or No,he/she isnt. Are you.? Yes, I am./No,I am not. Step 2: Presentation. 1. Lead in “Lisas family”. T:Today is Sunday.What are they 3 doing?Let the students look at the picture and learn the new words:work/working,think/thinking,

7、cut/cutting,color/coloring shout/shouting 2. Do some exercise : Its Sunday today. What are they doing? Look, father is _ ,mother is _, sister is _ , brother is_ .They are very busy（忙）（忙）. Lisa feel bored(感到无聊）感到无聊） ，She go to the park .What is she doing? Oh,she is _ . She feel very happy. Step3:lear

8、n the target. 1.Practice the sentences and words. 2.let some students act it out. 3.Suppose the same scene ,let the students use the words and sentence that they have learned ,then act it out. Step4:Emotion education: When others are working or studying, please keep quiet. （当别人工作或者学习时，请保持安静。（当别人工作或者

9、学习时，请保持安静。 ） Step 5: Summary. Let students read the words and sentence that they have learned. Homework for today: Make dialogues with the new words and sentences with your partner. 板书设计 UnitUnit 7 7 workingworking oror playingplaying coloring thinking working shouting 4 一、学生分一、学生分 析析 1. 本案例的授课对象是四年

10、级的学生，学生学习英语兴趣浓厚， 喜欢在各种情景下听、读、演的学习形式。他们从一年级开始学 习英语，已具有一定的英语基础。学习积极性高，接受知识快， 富有想象力和创造力，自主学习探索能力强。能够在图片、手势 或图像的帮助下听懂课堂活动中的提问或指令，做出适当的反应。 能够模仿范例说、写句子，能够按要求做游戏。 2.在语言知识方面，能够询问他人正在做某事 “What am/is/are doing?” ，并且能够回答；对动词现在分词的分类已经初步掌 握。 cutting 5 二、教材分二、教材分 析析 1. 本课时新授的内容是本教材第七单元的第二课时； 4. 本课时主要复习 Unit7 的单词和

11、句型，学会询问某人是否在 做某事 Is he/she ?Are you?并能够回答； 5. 复习询问“某人在做某事吗？”及其正确回答 4.学生要掌握的句型是： Whats Dad doing? Hes working. Are you dancing? No, Im not dancing. Im exercising. 三、教学目三、教学目 标标 （一）语言知识目标 1.能够理解 “Thump,Shh”的意思。 2. 学生能够在所设情景中运用重点句型，如： Whats Dad doing? Hes working. Are you dancing? No, Im not dancing. I

12、m exercising. （二）语言技能目标 可以用一般疑问句询问他人是否正在做某事，并做相应的回答。 （三）学习策略目标 1. 对所学内容能主动练习和实践； 2. 能积极运用所学英语进行表达交流获取信息。 （四）情感态度目标 1.乐于模仿，体会到运用英语进行交际活动的乐趣，增强自信心。 2.学生要懂得该玩的时候尽情玩，该学习的时候认真学习。 四、教学策四、教学策 略略 1. 本课主要运用游戏教学、合作互动、情景对话、交流评价等教 学策略,引导学生主动参与、乐于探究、勤于动手，培养学生解决 问题的能力以及交流与合作的能力” 。 2.在教学的过程中，运用游戏充分调动学生的兴趣，使学生在愉 快的

13、气氛和活动中巩固单词和灵活地运用句型。 3.采用多媒体教学创设情景，让学生所学知识更加贴近生活，使 学生更能灵活的运用单词和句型。 课前准备：单词卡、小组活动时使用的图片、教学课件等。 Step One 1. Greeting. T：Hello, children. Nice to meet you. My name is . I can swim. I like swimming. I want to know something about you. Who can 6 五、教学过 程 introduce yourself? Whats your name? What can you do

14、? Can you sing? Sing a song for us, please. Is she singing? Is she dancing? What about you? Can you color? Is she working? Is she playing? 2. Read the title. T: Today were going to learn Unit 7 Working or playing. 3. Play a game. T: I like working and playing. Lets play a game now. Look at the pictu

15、res and guess what they are doing. （PPT） Coco Sam and Lisa Tom Peter Jim Tina Step 2 Presentation 1. Learn Story. T: Look, who is he? Hes Gogo. Where is Gogo? Lets watch the video. T: What is Dad doing? What is Gogo doing? Watch again. Is Gogo dancing? Hes exercising. 3. Role play. T: Please act it

16、in groups. Practice in three minutes. I can choose two groups to act it out. 4. Guessing Game. T: Lets play a game. One student comes here and do the action. One others guess and ask like this “ Is he? Is she? Are they?” working shouting exercising coloring cutting dancing 7 Step 3 1. Learn to chant

17、. T: Its ten oclock. Whats everyone doing now? Lets chant together. T: You did a very good job. Can you write it by yourself? Write it down and try to chant it. 2. Do the exercise Practice 1. T: Everybody is busy now. What are they doing? Listen and number. Now lets check the answer. 3. Practice in

18、groups. T: Look at the pictures. Can you talk about the pictures in groups? Who wants to try? Come here and tell us. 8 4. Read the passage and guess the result. T: Boys and girls, you did a good job. What time is it now? Its six oclock now. Its time to have dinner. Father and mother are waiting for

19、their son. Guess Whats Dad doing in the last picture? Where is Baby? Mother Father Its time to have dinner. OK. Im coming. Where is Father ? Step 4 Conclusion 1. Conclusion. T: Thats just a comic book. It makes us happy. Reading is a good hobby. But we should know when to read. Remember to work well

20、 and play well. I hope all of you will enjoy your life. 2. Homework for today. Listen to the song twice and rewrite the song. Sing for your parents. 9 Are you sleeping? Are you sleeping? Yes, I am. Yes, I am. Are you shouting? Are you shouting? No, Im not. No, Im not. 板书设计 Unit 7 Working or Playing?

21、 Whats Dad doing? Hes working. Are you dancing? No, Im not dancing. Im exercising. 一、学生分一、学生分 析析 1. 本案例的授课对象是四年级的学生，学生学习英语兴趣浓厚， 喜欢在各种情景下听、读、演的学习形式。他们从一年级开始学 习英语，已具有一定的英语基础。学习积极性高，接受知识快， 富有想象力和创造力，自主学习探索能力强。能够在图片、手势 或图像的帮助下听懂课堂活动中的提问或指令，做出适当的反应。 能够模仿范例说、写句子，能够按要求做游戏。 2.学生学习本课前已有基本的语音概念，知道辅音和元音拼读的 简单规

22、律。 二、教材分二、教材分 析析 本课是 Book3 Unit 7 的第 3 课时。这是一节语音的学习课，初步 认识字母 th/的发音规则和学习 three/think/thanks/math/month/mouth 的发音。运用分音节、同类 音节归类的方法，并运用歌曲游戏来辅助，让学生初步认识和掌 握 th/的发音。 三、教学目三、教学目 标标 （一）语言知识目标 学生初步认识和掌握音标 th/ 教学重点与难点： 1.单词的发音、理解和运用； 10 2.学生根据发音规则，能够拼读出新单词。 （二）语言技能目标 能对本课的重点单词进行听、说和认读。 （三）学习策略目标 在学习中集中注意力；能联

23、系旧知识学习新知识；对所学内容能 主动练习和实践。 （四）情感态度目标 乐于模仿，体会到运用英语进行交际活动的乐趣，增强自信心。 四、教学策四、教学策 略略 1本课主要运用分音节、同类音节归类的方法，教字母 th/的 发音规则。学习语音对于学生来讲是一个难点。通过化难为简， 并对同类的音节进行归类总结，并进行适当的扩展练习，让学生 初步掌握 th/的发音。 2学习本课音标时，采用歌曲和游戏，充分调动学生的兴趣， 让学生在愉快的气氛和活动中复习单词和初步认知音标 th/，让 学生学得快乐。 3课前需要准备的材料：音标卡、教学课件、练习材料。 五、教学过五、教学过 程程 1. Greeting.

24、Sing song. Are you sleeping? Are you sleeping? Yes, I am. Yes, I am. Are you working? Are you working? No, I am not.No, I am not. 2. Chant. Whats everyone doing now? Shes working. Hes thinking. Were exercising. Shes working. Hes thinking. Were exercising. (目的：简单的旋律，既复习了第一和第二课时所学习的 be 动词+ 动词 ing 的知识，

25、同时活跃了课堂气氛，消除学生紧张的情绪， 更吸引学生的目光，让学生产生浓厚的学习兴趣；从而为复习语 音创设很好的情景。) 3.3.教教 th/的发音并板书单词。的发音并板书单词。 T: What are those? Ss: They are books. T: How many books are there? Ss: There are three. T: th/ ree /ri：/ three Ss: th/ ree /ri：/ three T: What books are they? Ss: They are math books. T: th/math Ss: th/math I

26、give you three math books. What should you say? Ss: Thank you. T: Thank you means thanks.-th/ an/n/ thank thanks Ss: th/ an/n/ thank thanks 11 T: Look at the calendar. There are four weeks in a month. th/ month Ss: th/ month T: This words pronunciation is similar to “mouth”. Mouth ou /au/ -th/-mouth

27、 Ss: ou /au/ -th/-mouth T:This is ink. We can write with ink. Add “th”,that is think. th/ ink/ ik/ -think T: Can you read these words? three/think/thanks/math/month/mouth （目的：从学生熟悉的 chant 开始，一步一步地有层次地引出本 单元的重点单词和引出音标的初步认识。让学生从具体的实物形 象过渡到抽象的名词，符合小学生的认知规律。 ） 4.Game 1.What is missing? （让学生将黑板上的单词默记 1 分

28、钟，然后学生闭上眼睛，教师 拿走其中一个卡片，学生张开眼睛，看学生能否记住哪张卡片被 教师拿走了。 ） T: You have 1 minute to remember these words on the blackboard. And you close your eyes, I will take one word out. Open your eyes, and tell me which word is missing. Game 2: Bomb game （在单词中的几个做炸弹的标记，跟老师齐读所有单词，如果读 到有炸弹标记的单词，学生必须用手捂住嘴巴，如果跟着老师读 了，就要被同

29、学们指着说 bomb） T: Read after me. If you see the bomb on the word , close your mouth. You cant read this word with a bomb. If you fail, you lose. （目的：以游戏的形式操练单词，并且利用课件效果充分调动学 生的学习积极性和学习热情，让学生们在玩中学。巩固本课的重 点和难点知识，使本课的学习得到高潮。 ） 5.Listen to the tape and repeat. （目的：听录音，让学生在听的过程中纠正自己的发音。 ） 6. Do some exercis

30、es. 学生把下列单词贴到相同发音的单词下面。 science fishing Monday think (rice/sleeping/swimming/ face/ birthday/Sunday/dance/singing/ weekday/ice cream/mice/mouth/month/math/think/holiday) （目的：对旧知识 ce/s/, ing/i/，ay/ei/的复习和对新知识 th/的巩 固） 7.Extension activities 通过复习单词 three/think/thanks/math/month/mouth 发音。扩展一 些新单词，让学生试着

31、拼读。 cloth/tooth/teeth/thing/birth 12 T：Who can try to pronounce these words? （目的：借助多媒体的形象教学，先引出音节的教授，再来就是 单词的学习，从容易到复杂。再通过多样的教学方式操练，以达 到最好的效果。同过扩展练习，引导学生通过发音规则，拼读新 单词） 8. Summary th 字母组合可以发/，也可以发/ /,例如有 mother/father/brother/them/they 等。 （目的：重申重点和难点，让知识更加系统化。 ） 9.Chant Thanks Thanks, thanks, thanks! Three birthday cards! Thanks, thanks, thanks! Three birthday cards! 10.Homework Listen to the tape and read Sounds and words of unit 7 . 板书设计 th/ three math thank th/ month mouth think