（广东）粤人版四年级下册-Unit 3 Bank or Beach -Lesson 2-ppt课件-(含教案+音频+素材)--(编号：e0e5e).zip

Unit3 Bank or BeachBank or BeachBank or BeachBank or Beach usb on the 在公交车上 Where is he going?Where is he going? Where is she going? Where is she going? Where is he going? Where is he going? Where are they going Where are they going？ Where is Gogo going? Where is Gogo going? Story:Story: On the bus.On the bus. Gogo:Where are you going?Gogo:Where are you going? -Im going to the bank.-Im going to the bank. Gogo:Where are you going?Gogo:Where are you going? -Im going to the restaurant.-Im going to the restaurant. Gogo:Where are you going?Gogo:Where are you going? -Im going to the hospital.-Im going to the hospital. Gogo:Are you going to the hospital?Gogo:Are you going to the hospital? -No, we arent. We are going to the shopping mall.-No, we arent. We are going to the shopping mall. Gogo:Where are you going?Gogo:Where are you going? -Im going to the beach.-Im going to the beach. -Oh no! This bus isnt going to the beach.-Oh no! This bus isnt going to the beach. -Oh,Gogo.-Oh,Gogo.不是不是不是不是 Where is he going?Where is he going? Where is she going? Where is she going? Where is he going? Where is he going? Where are they going Where are they going？ Where is Gogo going? Where is Gogo going? Role Play 1 1、人人参与、人人参与 2 2、发音正确、发音正确 3 3、声音洪亮、声音洪亮 4 4、表情丰富，动作生动、表情丰富，动作生动 5 5、利用好道具、利用好道具 Share the story.Share the story. 表演要求：表演要求： Is Gogo going to Is Gogo going to Is Gogo going to Is Gogo going to the Beach?the Beach?the Beach?the Beach? ？ BrainstormBrainstorm 小组活动（二选一）：小组活动（二选一）： 续编故事。续编故事。（他们有没有去沙滩呢（他们有没有去沙滩呢 ？如果去了沙滩，他们会干什么呢？）？如果去了沙滩，他们会干什么呢？） 改编改编故事。故事。（不去沙滩，他们可能（不去沙滩，他们可能 去哪呢？）去哪呢？） Station SignsStation Signs 车站牌 Bus 1Bus 1 Heshan Heshan Hospital Hospital The Bank The Bank of Chinaof China Apple Apple Movie Movie TheaterTheater Bus 2Bus 2 Happy Happy Swimming Swimming poolpool Heshan ParkHeshan Park Big Big SupermarketSupermarket Bus 3Bus 3 Green Green Shopping Shopping mallmall Sun Sun RestaurantRestaurant Cool BeachCool Beach A: Where are you going?A: Where are you going? B: I am going to B: I am going to Heshan Heshan Heshan Heshan ParkParkParkPark. . A: Please take theA: Please take the Bus 2Bus 2. . 请乘坐请乘坐2 2路巴士。路巴士。 A A：Where are you going?Where are you going? B: I am going to B: I am going to Apple Apple Movie TheaterMovie Theater. . A: Please take the A: Please take the Bus 1Bus 1. . 请乘坐请乘坐1 1路巴士。路巴士。 Bus 5Bus 5 Hospital Hospital Bank Bank Movie Movie TheaterTheater Bus 6Bus 6 Swimming Swimming poolpool ParkPark SupermarketSupermarket Bus 7Bus 7 Shopping mall Shopping mall RestaurantRestaurant Beach Beach 6:00a.m.7:00a.m. 8:00a.m timetime SafetySafety 安安 全全 On the busOn the bus We shouldWe shouldWe shouldWe should Check the bus route careful.Check the bus route careful.Check the bus route careful.Check the bus route careful. 认真认真认真认真对照巴士线路对照巴士线路对照巴士线路对照巴士线路 Take the bus on time.Take the bus on time.Take the bus on time.Take the bus on time. 准时上车准时上车准时上车准时上车 Take care of yourself.Take care of yourself.Take care of yourself.Take care of yourself. 注意安全注意安全注意安全注意安全 Be civilized on the bus.Be civilized on the bus.Be civilized on the bus.Be civilized on the bus. 文明乘车文明乘车文明乘车文明乘车 HomeworkHomework Share the story with your parents. Copy the story for twice. Act the story again after class.一、教学内容：一、教学内容： 本课的教学内容是广东人民出版社 2013 年出版的开心英语四年级下册 第三单元 Bank or Beach 中的 Story 的内容。是一节故事教学课。要求学生能够 读懂，理解课文，并且将课文学到的知识融入生活。 二、教学目标：二、教学目标： 1、Language knowledge:能够灵活运用-Where are you going?- Im going to the . 以及-Are you going to the .?-Yes, I am./No, I am not. 及其人称变化时， 句子的相应变化。 2、Language skill：小组合作活动和评分机制，促进他们养成动脑、动口和 动手的好习惯，激发学习兴趣，初步形成主动学习意识。 3、Learning Strategies: 本节课运用多媒体、思维导图与教学相结合的手段， 引导学生从熟悉课文、自己改编课文到将从课文学到的知识融入生活。 三、教学重、难点：三、教学重、难点： 1、重点：熟读课文，能够熟悉并灵活运用-Where are you going?- Im going to the . 以及-Are you going to the .?-Yes, I am./No, I am not. 及其人称变化时， 句子的相应变化。 2、难点：将课文句子融入实际生活，明白日常该如何乘车。、 四、教具准备：四、教具准备： 教学课件、课文视频、教学黏贴卡片 五、教学手段：五、教学手段： 为激发学生的学习兴趣，本课主要采取老师引导，学生自主学习和思考， 组内互相学习，小组间互相评分的方式进行。四年级第 2 学期的课程内容是从 易到难的过渡，因此老师要让学生养成独立思考，会自己模仿句子说英语的口 语能力。本课主要从熟悉课文，表演课文，改编课文，把课文融入生活 4 个方 面来引导学生探究、体验，逐步提高自主学习的能力。同时也开发孩学生的多 元智能，培养他们的合作竞争意识。 六、教学流程图：六、教学流程图： Warm up Stand up and walk together. Review the key sentences. Pre-task Watch the video and read the story. While-task Answer the questions about story. Repeat the story according to the mind map. Role play. Continue or transform the story. Pratice “How to take a bus”. Affective eduecation 七、教学过程：七、教学过程： Step1: Warm up: 活动一：出示图片，让学生一边模仿走路一边根据图片结合本单元句型说出相 应的地点 T:Where are you going? S: Im going to the . (设计意图：师生互动，让学生在宽松愉悦的气氛中复习上节课的句型和单词） 活动二: Lead-in T: Now, we visited many places. Are you tired? If you need to walk for a long way such as Henan to Heshan Park. Can you just walk? S: No. T: So we should take a “ bus”. Please sit down. Lets take a bus. Homework T: You can see now Gogo is “on the bus”. (设计意图：引出课文的新单词“bus”和词组“on the bus”) Step:2: Story learning: 活动一：熟悉课文活动一：熟悉课文 T: Do you want to know what happen to Gogo on the bus? T: Lets watch the video. T: Please look at the screen. These are five questions. Watch the video again. And then answer the questions. T: Please discuss the questions with your partners. T：I would find a student to ask you questions. S: Where is he going? S: He is going to the bank. S:Where are they going? S: They are going to the restaurant. 讲台上学生根据投影上的问题，向同学提问每一位乘客都打算去什么地方。 (设计意图：找学生上讲台对同学进行提问，并把相应地点粘在相应的任务旁边， 构成思维导图，引导学生记忆。） 活动二：朗读课文活动二：朗读课文 T：I am Gogo. You are the other passengers. Can you read the story with me? S: Yes. T: Now who want to be Gogo and read the story? (设计意图：先由老师扮演 Gogo 作为示范，再找学生扮演 Gogo,其他同学当乘 客，让学生为后面的情景表演热身。） T：Now do you remember the story? 老师收起黑板上表示地点的单词，让学生合上书，再次向学生进行提问。 （设计意图：利用思维导图，强化学生记忆。） 活动三：Role Play T：Lets practice the story with your partners. And show for us. 老师抽取 3-4 组同学进行课文情景表演。让同学对表演进行打分。 （设计意图：通过小组合作表演，锻炼学生的口语能力，激发学生学习兴趣， 培养学生合作能力。） Step3：Expansion activity: 活动一：活动一：Continue or transform the story. T: Lets read the story again. T: Do you think the bus is going to the beach? S: No. T: So can Gogo go to the beach? S: No. T: Maybe yes, may be no. Now lets be a little writer. Please continue or transform the story. 先让学生朗读老师的改编和续写的例子，根据老师给出的例子，学生之间自由 讨论，自由选择改编或者续写故事。然后让学生上台展示自己小组的成果。 （设计意图：对四年级学生来说，完成改编和续写故事这一任务有一定难度。 因此让学生小组讨论完成可降低难度，并且让学生能在合作中拓展思维，锻炼 写作能力。） T： Who want to show your story? (设计意图：让同学上台朗读自己编写的故事，能提高学生的朗读和写作能力。 并能让其他同学从展示的句子中发现自己和他人不足，及时修改，促进学生主 动学习。） Step 4: Practice “How to take a bus” T：In our life, we can not be another Gogo. So it is important to know how to take a bus. Lets read the places and sentences. T: There is a station sign in your group. Please practice the sentence in your group. (设计意图：让学生根据老师制作的车站牌，模仿日常生活的坐车方式，小组内 练习对话。把课文只是融入日常生活。） Step4：Affective education T: To take a bus, we need to know the place ,the time and the bus. Besides these the most important is the “safety”. 出示图片，让学生判断，在车上哪些做法是安全的，文明的，哪些做法是不安 全的，不文明的。从而达到情感教育目的。 Step5：Homework 八：板书设计：八：板书设计： 九、课后反思：九、课后反思： 本节课学生参与度高，学习热情高涨，小组合作效果明显，学生之间形 成了互相学习互相争优的良好学习氛围。学生的口语表达和写作能力都得到锻 炼。不足是，课程设置内容较多，拓展范围较广，会让部分学生学习起来较为 吃力。课后，老师应加强对接受能力较弱的学生加以辅导和点拨，激发其学习 兴趣，使其能更好地接受知识。