（广东）粤人版四年级下册-Unit 3 Bank or Beach -Lesson 1-ppt课件-(含教案+视频+音频+素材)--(编号：500ae).zip

I.根据课文连线。 beach restaurant hospital bank shopping mall II.选择句子完成对话。 On the taxi Peter: Hi, Im Peter. Nice to meet you . Lisa: Hello, Im Lisa. Nice to meet you ,too. Peter: _________ Lisa: Im going to the zoo. _____________ Peter: No,Im not ._______________ Lisa: ______ ： Are you going to the zoo, too? ： Where are you going ? C. Oh, this taxi isnt going to the bank. D. Im going to the bank. IIIMak a newdialogue （A） In the classroom Ben: Hello , May. Tomorrow is Saturday. _______________________? May: I am going to_______________. What about you? Ben: ________________________ ,too . May: Lets go together . Ben: OK ! See you tomorrow. （B） At home Lisa: Dad , Sunday is coming. __________________? Dad: _____________. What about you , Lisa? Are you _____________? Lisa: ____________. Dad: Do you want to go with me? Lisa: Oh, good idea . Lets go together.Lets sing Warm up Look and answer 1.Where are they going ? They are going to the swimming pool. Look and answer 2.Are they going to the movie theater ? Yes, they are. Ask and answer(Practice 2,P22) Review Ask and answer(Practice 2,P22) Ask and answer Where is he going? Hes going to the shopping mall. Ask and answer Where is she going? Shes going to the supermarket. Ask and answer Where are they going? They are going to the party. Whats this ? Its a bus. Where is Gogo going ? Presentation Where is Gogo going ? Hes going to the beach . Listen and imitate (模仿） beach restaurant hospital bank shopping mall Look and match Can Gogo go to the beach ? Why ?（为什么（为什么) Read the story together Think and answer . 1、Can Gogo go to the beach ? Why ?（为什么（为什么) No, he cant. Because the bus isnt going to the beach .isnt The taxi isnt going to the bank. Tony isnt going to the park . Think and answer . Gogo is a _______ boy . 2、What do you think of Gogo ? careless（粗心大意的（粗心大意的 ） smart（聪明的）（聪明的） naughty（顽皮的）（顽皮的） (角色扮演角色扮演) Practice Super: Great : Good: Show time! Lets practice I. 选择句子完成对话。 Peter: Hi, Im Peter. Nice to meet you . Lisa: Hello, Im Lisa. Nice to meet you ,too. Peter: _________________________ Lisa: Im going to the zoo. _______________________________ Peter: No,Im not ._____________________________ Lisa: ______________________________________ A. Are you going to the zoo, too? B. Where are you going ? C. Oh, this taxi isnt going to the bank. D. Im going to the bank. On the taxi(出租车）出租车）. Practice B.Where are you going ? A.Are you going to the zoo, too? D. Im going to the bank. C.Oh, this taxi isnt going to the bank. In the classroom Ben: Hello , May. Tomorrow is Saturday. _______________________? May: I am going to_______________. What about you? Ben: ________________________ ,too . May: Lets go together . Ben: OK ! See you tomorrow. II 、Mak a newdialogue At home Lisa: Dad , Sunday is coming._____________? Dad: _____________. What about you, Jenny? Are you _____________? Lisa: ____________. Dad: Do you want to go with me? Lisa: Oh, good idea . Lets go together. Production In the classroom Ben: Hello, May. Tomorrow is Saturday. _______________________? May: I am going to_______________. What about you? Ben: ________________________ ,too . May: Lets go together . Ben: OK !See you tomorrow. II 、Mak a newdialogue Production At home Lisa: Dad, Sunday is coming._______________? Dad: _____________. What about you, Lisa? Are you _____________? Lisa: ____________. Dad: Do you want to go with me? Lisa: Oh, good idea . Lets go together. II 、Mak a newdialogue Production Where are you going ? Im going to . . Are you going to .? No,we arent . Yes, we are. This bus isnt going to the beach. Where is he/she going ? He/She is going to. . Homework 2. 2. Do a survey and make a dialogue. 通过调查通过调查了解本小组了解本小组每个同学每个同学周末打算去哪周末打算去哪, ,并与并与 同学编写个小对话。同学编写个小对话。 1.Read and recite the story for your family.(读熟读熟story 并背给家人听并背给家人听 .)Unit 3 Bank or Beach ?（Story) 教学 设计 一、教材分析 本课时教学内容是广东人民出版社英语四年级下册的 Story 部分。主 要围绕 Where are you going?Im going to.,Are you going to .? No, we arent.等句 型进行口语交际。 二、学生分析 本课时的教学对象是活沷好动，表演欲强的四年级学生，大部分学生对学 习英语有浓厚的兴趣。他们学习英语有一年多的时间，具有一定的英语基础， 能听懂一些简单的英语课堂指令，能用简单的英语进行会话。 三、教学目标 （一）语言知识目标 1.能听懂故事，用正确的语音语调朗读,理解课文并进行角色表演。 2.能用 Where are you going?Im going to.,Are you going to .?等句型在创设 的情景中进行交际性对话。 （二）能力目标 让学生在创设的情景中运用本课的重点句型进行交流，进一步提高他们口 头表达的能力。 （三）文化目标 让学生了解中西文化差异。在西方国家中，通常情况下不会随便问他人去哪 的，这是不礼貌的行为。 （四）情感态度 1、通过先听，后模仿，培养学生良好的语感能力。通过表演活动和小组 活动，培养学生合作精神，体会到用英语进行交际活动的乐趣，增强学生的自 信心。 2、在教学中渗入情感教育，引导学生思考，培养学生发散性思维。 （五）学习策略 通过情景教学，TPR 教学，比赛教学等教学策略，引导学生主动参与。培 养学生解决问题的能力，通过结队和小组活动等方式，培养交流与合作的能力。 四、教学重难点 （一） 、教学重点： 1、Where are you going?Im going to., Are you going to .? No, we arent.的 运用。 2、 能流利地朗读，表演 story。 （二） 、教学难点： This bus isnt going to the beach. 五、教具准备 课件 PPT，头饰，学生练习卷等。 六、教学过程 Step 1 Warm up Review 1. Free talk T:Hello, boys and girls . Tomorrow is Saturday . We dont go to school.Im going the park.Where are you going,S1? S1:Im going to. T: What about you ,S2? S2:. T: Are you going to the swimming pool, S3? S3: Yes/No. 设计意图创设情景，复习旧知，为下面的学习打下铺垫。 2. Sing and do. (But)Some people are going to the swimming pool.Lets sing and do. 设计意图通过歌谣复习上节课的句型，让学生唱，做，演进行律动，活跃气 氛，将学生带进轻松愉快的学习氛围。 3. Look and answer. T: Where are they going? S1:. T:Are they going to the movie theater? S2:. 4. Finish practice 2. T: How about Tony and Jenny .Lets have a look. Please open your books at P22.Im Jenny.(教师戴头饰）Who wants to be Tony ?(找一男生扮演 Tony,师生示范) Jenny: Hello,Tony . Where are you going? Tony: Im going to . .Jenny, Where are you going? Jenny: Im going to the .,too. Lets go together. T: Boys and girls, its your turn .Look at the pictures ,ask and answer. Group 1,Group 2 are Tony, Group 3,Group 4 are Jenny. (学生根据 practice 2 进行小组问答） 5. Look and answer. T: Good job. Look ,can you ask and answer ? (根据图片，生问生答，复习 Where is She/he going? Where are they going?) 设计意图复习上节课的句型，巩固旧知，让学生在新授环节更好地理解课文， 并运用于模拟生活情景的对话中。 Step 2 Presentation 1. Learn the new word. T: Tony and Jenny are going to the party . They want to play a guessing game at the party . Guess, whats this ? Listen! (引出新词） Look ,Gogo is on the bus . (教词 bus,on the bus) 设计意图通过猜谜和直观的方式呈现新词，引起学生的好奇，吸引学生的注 意力，为下面的学习扫清障碍。 2.Lead to the title. T:Where is Gogo going ?Lets come to Unit 3 Bank or Beach? 3.Listen, watch and answer T: Where is Gogo going? (让学生带着问题观看视频，初步了解故事内容，然后抽查 3 个学生的答案，检 查学生是否能听懂故事。) 4.Watch again and imitate. 设计意图通过跟读，感受纯正的语音语调，挑出重点句子让学生进行仿读比 赛。既可加深学生对课文的印象，又能激发学生的学习兴趣。 5. Look and match. T: You know Gogo is on the bus , and who else is on the bus ? The boy in green.(教 师边介绍边把人物卡片贴到黑板) Where are they going ?Lets look and match.(选 两个学生到黑板进行竞赛，其余学生完成练习卷的连线。) 设计意图检测学生对故事的理解和掌握程度。 6. Think and read. T: Do you think Gogo can go to the beach ? Lets read in groups. 设计意图提出问题，引导学生在朗读中思考，培养学生的发散性思维。 7.Read together. T: Lets read together .Can Gogo go to the beach ?Why?（引导学生思考并回答 ） S:No,he isnt .Because this bus isnt going to the beach . (用肢体语言表述 isnt 的意思，化解难点，并设置相关的练习进一步理解巩固。 ) T: What do you think of Gogo ?Naughty, smart or careless? 设计意图渗入思想情感教育，教育学生做事要认真细心。 Step3 Practice 1.Act out the story . 设计意图这个环节既检验了学生对课文整体理解程度，又让学生在角色扮演 中再次加强对重点句型的操练。 2. Finish Exercise 1. Step4 Production Make a new dialogue.（设置两个情景，学生可以选择其中一个跟同位进行操练。 ） 设计意图 创设不同的情景，设计分层练习 ，让全体学生既能运用本节课所 学的语言知识在仿真的语境中交流，又可以拓宽上层生更为丰富的知识面。 Step5 Summary What have we learnt today ? 设计意图帮助学生总结本课的句型，巩固新知。 Homework 1. Read and recite the story for your family. 2. Do a survey and make a dialogue. 设计意图让学生背诵课文，进一步理解熟练课文，并运用本课所学的知识， 跟同学编写一则对话，培养学生写的能力。 板书 Unit3 Bank or Beach? Where are you going ? Im going to . .restaurant Are you going to .? No,we arent . /Yes, we are. bank Where is he/she going ? He/She is going to . . hospital This bus isnt going to the beach. beach shopping mall Unit 3 Bank or Beach ?教学反思 激发和培养学生学习英语的兴趣，使学生树立自信心，养 成良好的学习习惯和形成有效的学习策略，发展学生自主学习 的能力和合作精神是小学英语教学的基本任务。 本节课我遵循了以上教学理念，利用 PPT 或创设情景，以 训练学生的口语交际会话贯穿于整个英语课堂教学中。在教学 过程中，我鼓励学生主动参与，引导学生主动思考和主动实践， 让学生充分动起来，相信这节课给学生带来了愉悦的学习感受， 也让他们轻松愉快地掌握了本节课内容。 在本课的实际教学中，我感觉到学生都比较敢于说，基本 上达到了教学目的。当然也存在一些不足之处。例如： 1、在 Presentation 环节，若先突破难点 This bus isnt going to the beach.让学生充分理解 Story 后，再进行模仿读。学 生可能在 Act out the story 时表演得更好。 2、在 Production 环节中的 make a new dialogue, 部分学生 末能明白教师的指令，教师应该跟学生先做示范，给学生搭个 手脚架，学生可能更容易说，说得更好。 3、评价手段较单一，随意，末能充分有效起到激励学生的 作用。 在以后的教学中，我应该注重对学生的评价方式和教师的 示范作用。