Unit 2 Friends-Lesson 1-ppt课件-(含教案+视频+音频+素材)-县级公开课-外研剑桥版四年级下册(编号：824d5).zip

Unit 6 Friends（PartPart 1 1 & & PartPart 2 2）butterflybutterfliesdogscarskitescatscapsmouseratfrogsbooksMy best friends She likes music and sport. She likes books and dogs. She likes spiders. She likes frogs. Her name is Linda. And she is my friend. Her name is Linda. She is my best friend. He likes kites and cars. He likes caps and cats. He likes butterflies and rats. His name is Terry. And he is my friend His name is Terry. He is my best friend. Linda and Terry Are my best friends. Yeah, theyre my best friends. Who are my best friends?Linda and Terry.Theyre my best friends.My best friends She likes music and sport. She likes books and dogs. She likes spiders. She likes frogs. Her name is Linda. And she is my friend. Her name is Linda. She is my best friend. He likes kites and cars. He likes caps and cats. He likes butterflies and rats. His name is Terry. And he is my friend His name is Terry. He is my best friend. Linda and Terry Are my best friends. Yeah, theyre my best friends. What does Linda like? music and sport. She likes books and dogs. She likes spiders. She likes frogs. She likesWhat does Terry like? kites and cars. He likes caps and cats. He likes butterflies and rats.He likesMy best friends She likes music and sport. She likes books and dogs. She likes spiders. She likes frogs. Her name is Linda. And she is my friend. Her name is Linda. She is my best friend. He likes kites and cars. He likes caps and cats. He likes butterflies and rats. His name is Terry. And he is my friend His name is Terry. He is my best friend. Linda and Terry Are my best friends. Yeah, theyre my best friends. Hes a dog, he likes frogs. Hes a boy, he likes sport. Shes a cat, she likes rats. Shes a girl, she likes music.Lets say the chant. Talk about a picture:Work in pairs:Listen and write the names:Sue, Pat, LizSuePatLizWork in groups: talk about a pictureName:LanyangyangPet:an eggLike:cakes,lollipops,snack（小吃（小吃）Best friend:XiaohuihuiTrait(特征）：特征）：lazy(懒懒), lovelyName :Sun YangLike :sport，cartoonsTrait(特征特征) :strong,winnerBe good at(can)：swim,singHe is a His name is He has got a an He likes He can He is 2.Talk about your friends to your parents . 1.Listen and sing the song.Homework：Share with you (分享）分享）:A friend in need is a friend indeed.患难朋友才是真朋友。A man who has friend must show himself friendly.与朋友交往必须友好相处。Thanks friendsJoinJoin InIn FriendsFriends PartPart 1 1 & & 2 2 教学案例教学案例一、教材内容：Join In Unit 6 Friends Part 1&2二、教学目标：1. 知识目标（1） 学生能够运用 She likes.He likes .They are my best friends.His/Her name is Linda. He/She is my best friend.句型。（2） 学生学会生词：music ,sport ,spiders ,rats.2. 能力目标：(1)能够运用所学句型描述他人喜好。(2)学唱歌曲：My best friends.3. 情感目标：学习与他人友好相处。三、教学重难点：.学会运用 She likes .He likes .句型描述他人喜好。四、教学准备：1.教师准备：生词卡，录音机，课件。2.学生准备：红、绿两支彩笔。五、教学过程Step 1 Warming up1.Greetings2.Free talk【教学设计说明】师生互致问候，围绕句型 Have you got a friend?交谈， 即是热身，又拉近了师生之间的距离，更为新的教学内容打下铺垫。Step 2 Presentation1.Review the words:kites,cars, caps,cats,books,dogs,frogs,butterflies,mouse.【教学设计说明】复习单词，是为后面的歌曲教学降低难度。复习单词的同时，穿插句型：Do you like ? Yes,Ido./No,Idont. Can you ? Yes,I can./ No,I cant.等，做到词不离句。并且利用旧词 mouse 带出新词 rat.2.Listen to the song:My best friends.Think and answer:Who are my best friends?Linda and Terry. They are my best friends. 【教学设计说明】Who are my best friends?问题的设立，迅速帮学生理清歌词主要内容。3.Listen again,answer:What does Linda like?4.Learn new words:music，sport ，spiders.【教学设计说明】学生回答问题的时候遇到生词，利用学生想要知道答案的时机教授新词，学生愿意学习。教授新词的时候，穿插句型 She likes .学生回答问题水到渠成。5.Answer and read:She likes music and sport. She likes books and dogs. She likes spiders .She likes frogs. 【教学设计说明】读句子，读答案，也就是读歌词，歌词读熟悉了，才会学会歌曲。6.Circle what Linda likes. 【教学设计说明】学生在圈出 Linda 喜欢的东西时，播放歌曲 Linda 的部分。学生可以一边听，一边看，一边圈，多种信息帮助学生答题。7.Listen again,ask and answer:What does Terry like? He likes kites and cars. He likes caps and cats. He likes butterflies and rats.8.Circle what Terry likes. 【教学设计说明】经过学习 Linda 的部分，学生对歌曲 Terry 部分的学习轻车熟路，加上已经没有生词的障碍，所以进度稍快。9.Look at the picture and talk about Terry. 【教学设计说明】学生看图复述歌词，更加熟悉歌词，有利于歌曲的学唱。10.Listen and sing the song.Step 3 PracticeLets say the chant.【教学设计说明】学习了一些新知识后，来个节奏欢快的 chant，放松一下。3.Part 2(1).Teacher talks about a picture in Part 2. (2).Pupils talk about the pictures in pairs.(3).Ask two pupils show.【教学设计说明】引导学生观察图片，利用同桌讨论熟悉图片，降低了听力的难度。(3).Read the names:Pat,Liz,Sue.(4).Listen and write the names.(5).Listen and check the answers.【教学设计说明】再一次播放听力，师生一起检查答案。对的学生提高自信，错了的学生有一次得到了训练。Step 4 Consolidation1.Show the pictures.Talk about a picture in groups.【教学设计说明】图片上的两个人物是学生们比较熟悉的，学生愿意说，也有话可说，在谈论他们时，新知识得到了训练。小组的讨论，锻炼了学生团结互助的能力。2.Show time.【教学设计说明】学生展示时，既巩固了新知识，也展示了自己，其他学生也得到了学习。Step 5 Homework1.Listen and sing the song.2.Talk about your friends to your parents.【教学设计说明】在家唱完歌曲后，带着愉快的心情，与爸爸妈妈谈论自己喜欢的朋友，既与爸爸妈妈得到了交流，又复习了新知识。Step 6 The end :Share with you. 【教学设计说明】有关朋友的语句，让学生了解与朋友相处的方法，学会更好的与他人相处。六、板书设计 FriendsShe likes music sport. He likes kites cars.books and dogs. Caps and cats.spiders frogs. butterflies rats. ( music sport spiders rats)图片 教学反思： My friends 单元重点学习描述外貌特征和兴趣爱好的词汇与句型。通过学习让学生能够向他人简单的介绍自己的朋友及其特征，能够说出自己和朋友的爱好，能够提问他人的姓名。根据本单元的教学目标，积极创设情景，以语言结构为主线，重视语言交流，让学生有机会运用已学到的语言材料，突出语言的实践性和交际性，使学生能够“学以致用”。本单元教学从以下入手：一、拓展思维，开放教学 本课中把新授的单词融入到学生将要学习的句子中。学习单词的目的是灵活应用到句子中去，表达更加完整的意思，同时在句子中也能巩固所学的单词，两者之间相辅相成，相互促进。根据教材的延续性、反复性特点，我设计了环环相扣的“词（sports，、music,science,painting,computer game）句（He/She /My friend likes?）相结合的操练模式，密度大，信息量也大， 例如在在教授单词sports 时，读后问学生：Do you like sports? 诸如此类的问句，学生在能够根据回答说出第三人称做主语表达某人喜欢什么的句型。使学生的学习不仅仅局限于单词。再如，教师通过自己的示范让学生运用已学的知识模仿着介绍同桌或其它同学的爱好，然后拓展思路，布置任务介绍自己的家人、朋友等某人的爱好，让学生学会如何用英语来解决问题。另外，课堂中还能以游戏为载体，让学生的思维达到一定的深度和广度。2、分层，为学生掌握重、难点垒台阶。本节课中，单词的听、说、认读是一个重点，句型的练习和运用则既是重点，也是难点。为了让学生能较好地把握新词句，我创设了贴近学生生活的语言使用环境，构成了不同的信息差，并采用分层教学的方法，突出了重点（单词学习：看图-解意-模仿跟读纠正巩固运用），突破了难点（句型与对话：教师引导说半扶半放说自由说），让学生的学习有据可依、有梯可爬。3 渗入 TPR，轻松学英语。在本课中，我让学生做出 Listen to music,Do sports,Paint,Play computer games等动作，调动了学生的肢体语言，让学生动起来、让课堂活起来，使英语学习显得不那么枯燥。实验结果表明，多种感官参与学习活动，将会大大提高学习的有效性，肢体语言也能起到同样的作用。新课程下的小学英语教材中 Lets do 的形式，就是让学生通过听觉、视觉和动作来学习英语。本节课还是留下了一些遗憾：1、学生个体差异考虑不周备课，要备学生。2、设计活动不够多样化,个别衔接不够自然。3、课堂评价语言较为单调。在教学活动中，各活动和环节要做到衔接自然，才能使教学行云流水，一气呵成。在本堂教学中，我有两处考虑不周的地方：一是在歌曲教学完成后进入了 chant，显得突兀。如果在学生说出自己喜欢某种事物之后再进入 chant 教学，我觉得这样能保持课堂的完整一体性。二是在 Lets show 的环节中，没有考虑过渡语言就直接跳到了学生表演的环节，学生一下子没有反应过来。这都需要在平时的教学中避免出现的错误。