教科EEC版四下-Unit9 We're Taking Photos-Class 1 Textbook p.68-ppt课件-(含教案+视频+音频+素材)--(编号：20d38).zip

汉语情境： P1 这学期就要结束了，Ken 和同学们正在装饰教室，准备举行联欢会。 P2 教室里被彩灯装饰的可真漂亮，你知道有多少盏彩灯吗？ P3 布置好教室，大家准备合影了，摆放好照相机之后，Jimmy 为了跑过来和大家合影，竟 然差一点摔倒，他可真是不小心。 1 EEC 四年级下册 Unit 9 Were Taking Photos 第一课时教学设计详案(P68-69) 一、教学目标一、教学目标 1. 能力目标：学生能听懂理解故事中人物对话；能模仿故事语言； 能扮演故事中的人物表演对话； 2. 知识目标： 学生能够听懂故事并学习交际运用：Can you help me? Sure, I can. 学生能够听懂故事并学习问答数量，以及数字 100 和概括描述数 量的表达： How many lights are there? About one hundred. 学生能够听懂故事并学习简单的祈使句： Turn on the lights, please. Come here quickly! 学生能够听懂故事并学习与照相相关的句型： Were taking photos. Smile, please. 3.学习策略：培养学生的预测、理解大意和细节、在语境中猜测词 意、句意的学习策略。 4.情感态度：引导学生树立正确的人生观，具有美好的品德：乐于 帮助别人，同学之间团结友爱、互帮互助，并具有主 动为班级做贡献的主人翁意识。 二、教学过程： I. Warm-up.&Greetings.&Free talk. 1.Warm up. 2 Lets sing a song “What are you doing?”（教师引导学生一起唱跳，活 跃课堂气氛，调动学生积极性，复习现在进行时，为 U9 进一步学 习做好铺垫。) 2.Greetings: T: Class begins. Good morning, class. Ss: Good morning, teacher. T: Whats the date today? Ss: Its April 29th. 3.Free talk: T: Children s Day is coming. Were going to have a party in our classroom. Do you have any good ideas about it? What do you want to do? T: You have so many good ideas. Youre the owners of the class. So Im looking forward to your works. We re talking about the party. How about our friends? What are they doing now? Today lets learn Unit9 Were taking photos. (动作及道具解释 take photos) . Presentation. Pre-listening 1. Look!They are coming. P68T: Who are they? Ss:Jess, Ken, Jimmy, Robo. Where are they? Ss:At school. / In the classroom. Theyre busy doing sth. What are they going to do? Ss:Theyre going to have a party.开联欢会,布置教室。 2.P69 T:Who are they? Ss:Jess, Ken, Lili, Robo, Steve. 3 What are these? Ss:Theyre lights. Whats in Lilis hand? Ss: 开关。 遥控器。 A switch. What is Lili going to do? Ss: 她可能会开灯。Turn on the lights. 3.T:Whats this? Ss:照相机。A camera. Look at Kens pose. What are the kids doing? Ss:Theyre taking photos. Whats Kate doing? Ss:She is running. Whats wrong with Jimmy? Ss:他摔倒了。 (Listen to the whole story with your guesses and check your guesses.) （教师引导学生观察图片，说说图片中的人物、地点以及在做的事 情，引导学生观察图片解决图片背景信息，充分预测故事发展，为 进一步细节学习做好充分准备。） While-listening: . Setting Up the prediction of the 3 pictures. P1 What are they going to do? Ss:Have a party. P2 What is Lili going to do? Ss: 开灯。Turn on the lights. P3 What are the kids doing? Ss: 照相。Taking photos. Whats wrong with Jimmy? Ss: He almost falls down. （听汉语情境对话，在播放录音过程中，教师用肢体语言帮助学生 理解故事。解决三幅图片的主要预测部分。） . Putting Details into the 3 pictures. 4 T:Its a funny story. The kids are going to have a party.Theyre busy making the classroom beautiful. Look at picture 1&2 What are they talking about? (听 P1&2 录音) Ss:Lights./Decorating the classroom. Part 1: Look at P68 picture1 and think about the questions: T: Look at Jess. Q1.Whats wrong with her? Ss:She is hot.(Listen to Picture11-2 句。) T:Theyre busy in the classroom. Q2.What are they doing? 学生预测:他们在布置教室。/他们在挂灯。 (Listen to Picture13-4 句。) Ss: Theyre hanging lights. （关注故事语言的含义） T: How do you know it? Ken says. (通过追加，粘贴辅板书 We re hanging lights.关注故事语言的结构。 ） PPT 2 幅图片解释 He s hanging lights. She is hanging a lantern. （通过图示及教师的肢体动作，让孩子们理解 hang 的含义。） T: Look at the lights. To Jimmy, are they high？（教师通过肢体动作帮 助学生理解灯饰有点高，对于小学生 Jimmy 来说有点高，挂起来困 难，用真实的情境引导学生进入故事，感受故事的发展。） Can Jimmy hang the lights? Ss: No. T: But Robo can fly. Can Robo help Jimmy? Ss: Yes. T: Lets listen to Q3. (Listen to P68.后两句。) Q2.What does Jimmy say to Robo? What does Robo answer? Ss:Can you help me? Sure, I can. 5 （关注故事语言的含义及结构，教师根据学生们的回答书写主板书。 ） T: When can we use the sentence “Can you help me?” ? Lets watch the video. Ss: Sure. Sure.（运用动画视频激发学生学习兴趣，理解 Can you help me? 的交际运用语句的含义及结构。） Part 2: Look at P69 picture2 and think about the questions: T: More kids come to the classroom. The kids hang so many lights. They make the classroom more beautiful. Q1.How many lights are there? Ss 猜测。（通过班级黑板的布置， 引导学生们猜测故事中的教室里大概挂了多少盏灯呢？） (Listen to Picture2 前两句) （通过课件的设置，以及道具，结合听音理解 one hundred 的含义。 ） T: How do you know that? What do they say?(Listen to Picture2 前两句) Ss: How many lights are there? Ss: About one hundred.(板书书写) （通过追加问题，理解核心语言的含义，并过渡到核心语言结构的 掌握。） T: There are about 100 lights in the classroom. We know Lili holds the switch. She is going to turn on the lights. Q2.Who asks Lili to turn on the lights? What do they think of the lights? T: Who can come here to turn on the lights? Do you like them? What do you think of the lights? 6 Ss.Yes.Beautiful. Great.（在班级中，找一个同学来真实感受开灯的 动作以及看到漂亮的灯后的感受，让学生们在真实情境中理解语言 的含义。） Part 3: Look at P69 picture3 and think about the questions: T: The kids finish decorating the classroom. Its so beautiful. Theyre taking photos now. The kids are ready. Look! Kate is running. Why? Q1.What does Ken say to Kate? (Listen to Picture3 前两句。) Ss: Kate!Come here quickly! Were taking photos. (通过读图，孩子们准备照相，但是凯特刚来，肯急忙叫她快点过来 加入到孩子们当中，了解背景信息后，进一步理解故事语言的含义。 ) T: Ken calls Kate to come here quickly? (教师动作及语调演示。)(教师 粘贴辅板书 Were taking photos.) T: Jimmy is taking photos for the kids. Have you ever taken photos for others ?What do you say? Ss:茄子。Cheese. /Smile. /Ready? (激发学生已有经验，调动学生听音兴趣。) T: How about Jimmy? Q2.What does Jimmy say to kids (before taking photos)? (Listen to Picture3 后两句) Ss:OK. Ready? Smile, please. 7 (教师粘贴辅板书 OK. Ready？Smile，please.并用肢体动作帮助学生 理解故事语言的含义及结构。) Q3.T: Whats happening next? Yes, Jimmy almost falls down. Then the kids laugh happily. What do you want to say or do to Jimmy? Ss: Be careful,Jimmy.Are you all right? Are you okay? /我会去扶起 Jimmy。 Its the whole story.（通过图示及动作理解故事语言的含义。） (引导学生观察故事图片的同时，提出细节问题并听音解决细节问题，引导学生观察故事图片的同时，提出细节问题并听音解决细节问题， 掌握故事梗概掌握故事梗概,了解故事发展脉络。了解故事发展脉络。) III. Practice Post-listening 1. T: Now lets listen and repeat the whole story. T: Its the end of this term. The kids are busy in the classroom. Jess comes. What does Ken say to Jess? (停顿两秒让学生思考、回忆。然后播放录音，个体多人次模仿。注 意模仿 Ken 关心同学的语气。) Ss：Hi, Jess. You look hot. T: Jess says.(停顿两秒让学生思考、回忆。然后播放录音，个体多 人次模仿。) Ss：Yes.Its very hot. T：The kids are so busy. What are they doing? Then Ken says.(停顿 两秒让学生思考、回忆。然后播放录音，个体多人次模仿。) 8 Ss：Come in. Were hanging lights. T: The kids are hanging lights. But the lights are a little high. Jimmy cant hang them. What does Jimmy say to Robo?(停顿两秒让学生思考、回 忆。然后播放录音，个体多人次模仿。注意模仿 Jimmy 恳求帮助的 语气。) Ss：Can you help me, Robo? T: Can Robo help him? Robo says.(停顿两秒让学生思考、回忆。然 后播放录音个体多人次模仿，注意模仿 Robo 的语音语调。) Ss:Sure,I can. T: They hang so many lights in the classroom. Lili wants to know the number of the lights. So she asks.(停顿两秒让学生思考、回忆。然 后播放录音，个体多人次模仿。) Ss：Great. How many lights are there? T: Ken tells her.(停顿两秒让学生思考、回忆。然后播放录音，个 体多人次模仿。) Ss:About one hundred. T:Lili holds a switch in her hand.Then what does Ken ask Lili to do?(停 顿两秒让学生思考、回忆。然后播放录音，个体多人次模仿。) Ss:OK.Now, turn on the lights, please. T: The lights are shining. The kids are happy. What do they say?(停顿两 秒让学生思考、回忆。然后播放录音，个体多人次模仿，注意模仿 学生们看到闪亮的灯时的激动语气。) Ss:Wow. Its wonderful! 9 T: The classroom is more beautiful. The kids are ready to take photos together. But Kate is there. What does Ken say to Kate?(停顿两秒让学 生思考、回忆。然后播放录音，个体多人次模仿，引导学生模仿 Ken 关心、着急的语气。) Ss:Kate. Come here quickly. Were taking photos. T: Jimmy is taking photos for the kids. What does he say(before taking photos)? (停顿两秒让学生思考、回忆。然后播放录音，个体多人次模仿。引 导学生模仿 Jimmy 的语音语调。) Ss: OK. Ready? Smile, please. T: Jimmy presses the button. Then he runs to the kids quickly. But whats happening next? He almost falls down. Then he shouts.(停顿两秒让 学生思考、回忆。然后播放录音，个体多人次模仿，引导学生带动 作模仿。) Ss:Oops. T: The kids laugh happily.(停顿两秒让学生思考、回忆。然后播放 录音，个体多人次模仿，引导学生体会当时的乐趣，发自肺腑的开 心地笑的模仿。) Ss: Haha. (听音模仿，此环节主要设计为个体多人次模仿，这样更有针对性， 在模仿期间，教师注意引导学生动作、表情、语音的模仿，为后面 的输出表演做好充足的准备。教师在此环节中要鼓励一些平时不爱 发言的孩子，并给予他们适当的鼓励评价。) 2. Show Time. 10 T: This is the whole story. Its funny. Do you like it? Its your show time. I will divide you into 2 teams. A &B. These are your rooms. Now begin practicing the story with your partners in your group. There are 3 tasks you can choose. Task A : Act 1 picture out.模仿表演 1 幅图，得 1 份装饰品。 Task B : Act 2 pictures out.模仿表演 2 幅图，得 2 份装饰品。 Task C : Act 3 pictures out.模仿表演 3 幅图，得 3 份装饰品。 T:You can use these things to decorate your own classroom to celebrate Children s Day.Youre the owners of the class. So all the kids work together. Make our classroom more beautiful. （学生们在小组合作与角色感悟中体会乐趣。鼓励学生们一起努力 设计布置自己的教室迎接六一儿童节,培养主人翁意识。） (学生们照完的照片需要 1 分钟成像，所以我先把它们放在投影下， 等待德育渗透后，我们再一起分享。) IV. Extension Jimmy: Can you help me? Jimmy is brave/ honest. Robo: Sure, I can. Robo is kind and helpful. Ken: Kate! Come here quickly. Ken is warmhearted/ friendly. T:What do you think of the kids? Ss: Jimmy is . Robo is. Ken is. （回到故事中去，引导学生回忆故事语言，体会人物性格和品质， 鼓励学生们之间互帮互助团结友爱，共同参与班级的建设。） Think and Talk. There must be many kids like Ken, Robo, and Jimmy in our class. 11 Can you tell the stories about them in a few words?(你能用几句简短的 的话概括一下班级的好人好事吗？) Conclusion： Helping others will benefit yourself as well. 送人玫瑰,手留余香。 We need the kids like Ken, Jimmy, and Robo in our class. Right? Classmates should help each other and care about each other. Everyone loves our class.Everyone joins into the construction of the class. Its a warm class. Lets share your happy moment together. You did a good job. I hope you can have a happy child life and smile everyday. VI. Homework 1.完成“一起作业”本单元故事听音跟读、模仿的训练作业。（或 者模仿磁带音频）【必做】 -Can you help me? -Sure, I can./ Sorry. -How many lights are there? -About one hundred. OK. Ready? Smile, please. 2.Preview P70. 【必做】 3. Look at the pictures and tell the story to your friends and family. （和 你的朋友家人讲讲这个故事。）【选做】 4.Take a photo and say something about it. 【选做】 （照一张庆祝六一儿童节班级布置的照片或活动照片，然后和同学 们讲述那精彩的瞬间。） 12 （设计梯度作业，满足不同层次学生学习的需求，结合一起作业平 台鼓励学生尝试网上作业，激发学习兴趣，夯实本节课所学内容。 同时鼓励学生把今天所学的故事讲给他人听一听，鼓励学生们用自 己的智慧和行动为六一儿童节的班级布置尽自己的一份力量。） What are they doing now? What is Lili going to do? What are they doing? What are they doing now? What is Lili going to do? What are they doing? He is hanging lights. She is hanging a lantern. 语音语调 Pronunciation and Intonation 肢体动作及表情 Body language and Expression 注意模仿故事中人物的语音语调 ，也可以加入动作模仿！ :_ :_ :_ :_ _ :_ :_ :_ :_ :_ _ Hi, Jess. You look hot. :_ :_ :_ :_ :_ _ Hi, Jess. You look hot. :_ Yes. Its very hot. :_ :_ :_ :_ _ Hi, Jess. You look hot. :_ Yes. Its very hot. Come in. Were hanging lights. :_ :_ :_ :_ _ Hi, Jess. You look hot. :_ Yes. Its very hot. Come in. Were hanging lights. Can you help me, Robo? :_ :_ :_ :_ _ Hi, Jess. You look hot. :_ Yes. Its very hot. Come in. Were hanging lights. Can you help me, Robo? Sure, I can. :_ :_ _ :_ :_ :_ _ :_ Great! How many lights are there? :_ :_ _ :_ Great! How many lights are there? About one hundred. :_ :_ _ :_ Great! How many lights are there? About one hundred. OK. Now turn on the lights, please. :_ :_ _ :_ Great! How many lights are there? About one hundred. OK. Now turn on the lights, please. Wow! Its wonderful! :_ :_ _ :_ _ :_ :_ _ :_ _ Kate! Come here quickly! :_ :_ _ :_ _ Kate! Come here quickly! Were taking photos. :_ :_ _ :_ _ Kate! Come here quickly! Were taking photos. OK. Ready? Smile, please. :_ :_ _ :_ _ Kate! Come here quickly! Were taking photos. OK. Ready? Smile, please. Oops! :_ :_ _ :_ _ Kate! Come here quickly! Were taking photos. OK. Ready? Smile, please. Oops! Haha. Task A : Act 1 picture out. 模仿表演1幅图。 Task B : Act 2 pictures out. 模仿表演2幅图。 Task C : Act 3 pictures out. 模仿表演3幅图。 Find your roles. Ken KateRobo LiliJimmy Jess （角色可以在组内微调。） 语音语调 Pronunciation and Intonation 肢体动作及表情 Body language and Expression 流利度 Fluency 富有感情 Emotion 声音洪亮 Sound 小组练习时要运用刚刚模仿的故 事语言，同时加入肢体动作，声 音洪亮，富有感情！ Task A : Act 1 picture out. 模仿表演1幅图。 Task B : Act 2 pictures out. 模仿表演2幅图。 Task C : Act 3 pictures out. 模仿表演3幅图。 语音语调 Pronunciation and Intonation 肢体动作及表情 Body language and Expression 流利度 Fluency 富有感情Emotion 声音洪亮 Sound 小导演们！注意啦 从这些方面观察表演并说说你的 鼓励性评价和建议吧！ :_ Sure, I can. 语音语调 Pronunciation and Intonation 肢体动作及表情 Body language and Expression 流利度 Fluency 富有感情Emotion 声音洪亮 Sound 小导演们！注意啦 从这些方面观察表演并说说你的 鼓励性评价和建议吧！ They are hanging lights. Jess comes. Ken talks to her and asks her to come in. Jimmy cant hang the lights. Then he asks Robo for help. There are about one hundred lights in the classroom. The classroom is wonderful now. Theyre taking photos now. They have a nice day together. What do you learn from the story? 你从故事人物的言行中学到了什么？ Think and Talk. You must have the experience(经历) like Jimmy or Robo in your daily life. Can you tell something in a few words? (你能用几句简短的话说一说自己在遇到困难 时如何求助以及帮助过他人的经历吗？) Its smart to ask others for help when you meet trouble or danger. 如果在经过自己的努力后仍然没能解决问题， 也不必钻牛角尖，这时候，向父母、老师、朋 友请教可能会收到意想不到的效果。这样能帮 助你更清晰地认识困难，从而更好地解决困 难。 Helping others will benefit yourself as well. 送人玫瑰,手留余香。 Classmates should help and care about each other. 同学之间应该互相关心、 互相帮助。 Homework 1.完成“一起作业”本单元故事听音跟读、模仿的训练作业。 （或者模仿磁带音频）【必做】 2.Copy the key sentences. 【必做】 3.Read P68-69. (并画出有困难的词汇或句子，欢迎与老师或同学交流。)【选做】 4.Act P68-69. (并画出有困难的词汇或句子，欢迎与老师或同学交流。) 【选做】 -Can you help me? -Sure, I can. -How many lights are there? -About one hundred. OK. Ready? Smile, please. EEC 四年级下册 Unit 9 Were Taking Photos 第一课时教学反思(P68-69) 大家好，我是道里区太平中心小学校的潘丽，很荣幸在此与大 家一起交流、学习。我执教的是四年级下册 Unit 9 Were taking photos.第一课时。因为三幅图片故事联系紧密，所以我设 计在第一课时都处理完毕。下面我结合自己的设计和实施进行一下 反思。我觉得成功之处有以下两点： 1、着眼“三抓” ，提高学生英语听说能力； 一抓故事图片：围绕故事图片及汉语情境，我设计了读图问题， 核心预测问题以及细节问题。问题层层递进，从关注故事语言的含 义过渡到关注语言的结构，引导学生掌握故事发展脉络，学生在此 过程中理解了故事梗概。我发现图一故事中 Ken 原来是在布置教室， 看到 Jess 来后，走过去才开始的书中对话，为了让学生们更清楚地 理解这个动态的过程我在播放一听时在 PPT 上做了动态效果，包括 后面 Jimmy 为大家照相位置上的变化也是做了处理，这样可以帮助 孩子更好地理解故事图片所隐藏的情景。我还发现图一和二，是在 描述学生布置班级围绕灯展开的对话，因此我将一二图整合进行一 个总听，解决 Talk about the lights.大情境并进入逐图细节学习。 而第三幅图片的主要情境 Theyre taking photos.已经在核心预 测问题时解决所以就没再设计第三幅图的总听，这只是我们关于本 单元故事的整合的一点想法，期待与大家进一步探讨。 二抓故事语音语义:在新授过程中注重语言的输入与理解，注重 激发学生学习兴趣及已有经验；同时注重学生听音模仿及动作指导， 这都为后面的输出表演打下坚实基础。但是由于我今天讲了一个完 整的故事，所以语言较多，每一句的模仿所涉及的个体学生面还是 不够广泛。如果时间充裕，此处应该多叫些孩子来模仿，比如 Robo：Sure， I can.都是孩子们特别喜欢模仿的语言。 三抓故事情感：正如马老师所说，学生通过学习故事，有助于 树立正确的人生观价值观。我围绕本单元情感目标，引导学生回归 故事，体味故事人物传递的正能量，懂得帮助他人是快乐的，同时 要学会感恩等道理。其实这个故事带给我们的情感体验不仅如此， 如在第三幅图片，Jimmy 差点摔倒后的故事并没呈现，我抓住此细 节，激发学生已有经验，引导学生表达如何去关心他人，此处的情 感体验，给人一种润物细无声的感觉，但却真正走进了孩子们的心 里。 2、注重师生互动，构建和谐平等课堂。 本节课中，我运用肢体动作辅助理解故事，同时设计了几处活 动，比如 Free talk 开 party，学生们各抒己见；让学生到前面来 体验开灯并表达感受，以及说说自己的照相用语及招牌动作等活动， 充分激发了学生的已有经验，孩子们表现特别棒，在轻松愉快的课 堂中体会学习故事的快乐！ 当然，本节课还存在许多的不足之处。 一、课堂容量较大，三幅图片对部分孩子们来说学习起来有点 困难，孩子们不能及时消化，对故事中的所有语言没能完全练习到 位，这一点可以在接下来课时中调换组内角色进一步表演来进行夯 实。 二、对于故事教学每个环节处理的时间把握不够到位，同时我 在本节课中的过渡用语及评价用语有时不够及时，准确。 三、对于课堂中生成的问题，处理不够灵活。 四、个人素质方面需要有很大的提高，在课堂中与学生们的交流 不够。 以上是我对本节课的反思，感谢道里区教研员和太平英语团队 对本节课倾注的心血和努力，同时也希望大家提出宝贵意见并给予 指导指正，非常感谢！ 1 Unit 9 Were Taking Photos 教学设计 1、教学内容：教学内容： EEC 四年级下册 Unit9 Were Taking Photos 第一课时（68-69 页）。 二、教学目标二、教学目标 1. 技能目标：技能目标：学生能听懂理解故事；能模仿故事中人物的语言；能 扮演故事中的人物表演全部或部分对话； 2. 知识目标：知识目标： 学生能够理解求助语言及应答：Can you help me? Sure, I can. 学生能够听懂询问物体数量语言，以及数字 100 和概括描述数量 的表达： -How many lights are there? -About one hundred. 学生能够听懂理解简单的祈使句： -Turn on the lights, please. -Come here quickly! 学生能够听懂理解描述正在做的事情的语言： Were taking photos. Smile, please. 3.学习策略：学习策略：培养学生的观察、预测、理解大意和细节、在语境中 猜测词意、句意的学习策略。 4.情感态度：情感态度：体验故事中同学之间相互关心、请求帮助和乐于助人、 团结友爱和为班级活动做准备的主人翁意识。 三、教学过程：三、教学过程： I. Greetings. & Warm-up. & Review. 1. Greetings. 2. Warm up. Lets sing a song “What are you doing?” 2 【设计意图：教师引导学生一起唱跳，活跃课堂气氛，调动学生积极性，复习设计意图：教师