教科版四下-Module 1 People-Unit 1 He looks like a cook-Let's talk-ppt课件-(含教案+微课+视频+素材)--(编号：d197a).zip

Worksheet Unit1 He looks like a cook Class_Name_ 一一.Watch and answer.看课文视频，回答以下问题。看课文视频，回答以下问题。 1. Which woman is a teacher? 2. What is beside her? 3. Look at the man in a white hat. Do you know him? 二二.Look and say.观察台风救灾现场图，和同桌一起描述图中的人物。观察台风救灾现场图，和同桌一起描述图中的人物。 Model: Look at the_in/with_. He/She looks like a /an_. He/She can_. 1 2013 义务教育教科书英语四年级下册（三年级起点）义务教育教科书英语四年级下册（三年级起点） Unit 1 He looks like a cook Lets talk 一、教学内容分析一、教学内容分析 本模块的话题是 People，本模块主要围绕人物特征而展开，包括描述人的外貌特征、穿 着、职业、性格等内容，目标在于使用更丰富的语言对人物进行细节的描述。本课是 Unit 1 He looks like a cook 第一课时，以课文对话教学为主。本课的主要学习任务是学生能掌握四会 单词、理解并运用重点句型，能初步运用 in, with 的介词词组作定语来描述人的外貌特征，初 步感知人称代词中宾格 him / her。学生已在三年级和四年级上册学习过颜色、衣物和职业话 题相关的单词和句型。本课教学将充分利用学生已有的知识和体验，结合已经学过的知识， 通过创设真实的情境，整合新旧知识，来丰富本课的教学内容，从而提高学生的综合语言运 用能力，培养学生的语言能力、学习能力、思维品质和文化品格的英语学科核心素养。 二、教学对象分析二、教学对象分析 本节课的授课对象是四年级的学生，他们大部分对英语学习兴趣浓厚，探究知识欲望强 烈，思维活跃、爱模仿爱表现。学生能用 phonics 自然拼读法学习单词并具备了一定的语言 表达能力：学生在三年级已经掌握了颜色的表达；在四年级上学期 Module5 Clothes 和 Module6 Occupations 模块中，已学习衣物、职业及职能的话题内容，这些知识为本课的学习 打下了基础。但本课时是新学期学习的第一个单元，学生对旧知识可能会出现遗忘现象，本 课涉及的 in，with 介词短语作定语描述人相关知识是学生初次接触的内容，对这个知识点的 掌握可能存在困难，学生暂不具备从衣着、职业和职能等多角度描述人物细节的能力。 学生已学的相关知识有： 1. 三年级：有关颜色的单词 red,yellow,black,blue,orange,green,purple,pink,white； 2. 四年级上册 Module 5 关于衣服名称的表达： 单词：T-shirt, blouse, cap, jacket, coat, shirt, dress, skirt, sweater, jeans, shoes, socks, trousers, shorts 短语： a purple blouse, a black cap, a brown hat, an orange shirt 3. 四年级上册 Module 6 关于职业及职能的表达： painter, nurse, cook, builder, doctor, policeman, reporter, worker, writer, driver, farmer, pupil help sick people, help children learn, build houses, drive school buses 三、教学目标三、教学目标 英语学科核心素养主要包括：语言能力、学习能力、思维品质和文化品格四个维度。 2 本课主要围绕这几个目标设计教学活动。 （一）语言能力目标（一）语言能力目标 1. 语言知识目标 （1）能听说认读单词和词组：look like, which, with, glasses, her, know, him, policewoman, uniform. （2）能理解和运用句型：Whos that . (woman / man)? Which one? The one with / in. （3）能理解和运用日常交际用语：Can you see.? I dont know him / her. 2. 语言技能目标 （1）能在真实的情境中运用目标句型谈论人和描述人； （2）能正确使用 in, with 介词词组作定语来描述人的衣着方面的外貌特征； （3）能理解课文和流利朗读课文，语音正确清晰，语调自然； （4）能根据人物的外表特征使用 look like. 猜测其职业。 （二）学习能力目标（二）学习能力目标 1. 能运用所学语言知识完成语言实践任务； 2. 能在情景中和小组活动中自主参与学习； 3. 能在英语对话中正确运用所学的知识对人物的细节进行描述。 （三）思维品质目标（三）思维品质目标 1. 通过对人物不同方面细节（衣着、佩戴物品）的观察，推测其职业，培养学生对 人物的细节进行分析和判断的思维能力； 2. 在课堂学习中，培养初步归纳与演绎的意识和能力。 （四）文化品格目标（四）文化品格目标 1. 树立职业自豪感； 2. 学会尊重各行各业的人士，树立“全心全意为人民服务”的意识。 四、教学重难点四、教学重难点 （一）教学重点：（一）教学重点： 1能正确使用 in/with 的介词词组作定语来描述人的衣着方面的外貌特征。 2. 能根据人物的个人特征并使用 look like 对其职业作判断。 3. 能理解课文，用正确的语音语调流利朗读课文，并尝试复述或表演课文。 （二）教学难点：（二）教学难点： 1. 能正确使用 in，with 的介词词组作定语来描述人的衣着方面的外貌特征和区分其 用法。 3 2. 能将新旧知识相结合，从衣着、职业、职能等多方面来描述人物。 五五、教学策略教学策略 1. 创设情景，贴近学生生活，有利于激活学生的生活体验。 2. 根据课堂教学的实际需要进行文本重构。 3. 教学环节环环相扣，教学设计体现整体性特点。 4. 通过特定的教学活动有效地培养学生的思维品质。 六、教学媒体六、教学媒体 自制单词卡片，自制 ppt，自制 worksheet，实物道具等。 七、课堂教学设计亮点七、课堂教学设计亮点 1. 贴近学生生活，有利于激活学生的生活体验。 2. 创设真实的情境，通过不同的教学手段和活动形式激发学生学习的兴趣。 3. 教学环节环环相扣，教学设计体现整体性特点。 4. 能把时事话题与本话题结合，升华情感，对学生进行情感教育：尊重各行各业，学会 感恩。 八、教学过程八、教学过程 Teaching Procedures Teaching activities & Steps Learning Activities Purpose I. Warming-up & Leading- in. 1. Greeting. 2. Sing a song: What are they wearing? 3. Ask the questions about the song. What is wearing? 1. Greet with the teacher. 2. Sing the song. 3. Answer the questions about the song. is wearing is / are in 通过歌曲激发 兴趣，唤起学生的 知识储备，复习已 学的关于颜色和衣 着的内容，在歌曲 中渗透 her 和 him， 初步感知 in 引导的 短语，为后面的学 习做准备。 II. Presentation & practice 1. Play guessing games: Whats the job? 1) Look and guess. 2) Listen and guess. 3) Read and guess. 2. Show the pictures and teach the new words: policewoman, policewomen and uniform. 1. Play the guessing games and tell the jobs that they have learnt. 2. Look at the pictures and learn the new words: policewoman policewomen and uniform. 通过看、听、 读多感官有梯度的 练习，发散学生的 思维，有效复习职 业的相关内容。 通过新旧知识 联系，自学新单词， 降低学生识记新词 的难度。引导学生 联系生活说出“职 业+uniform”短语， 4 3. Free talk：What do you want to be when you grow up? 4. “Time goes by. Children all grow up. Lets see what you will be in the future.” Teach the new phrases and sentences. 1) Show two policemen and teach: Whos that? Do you know him / her? 2) Show two women and teach: Which one？The one in/with 3) Present the pattern: looks like a / an. Get the students to guess the jobs according to the clothes: Pair work: looks like a / an He / She is in / with 5. Ask students to chant and try to sum up: in / with 6. Ask students fill in the blanks with “in / with” and check the answers. 7. Guide the students learn the dialogue. 1）Look at the picture and predict. 2）Watch the video and answer. 3) Check the answers. 4）Lets read. 5）Lets recite. 6）Act out the dialogue. 3. Tell the teacher their dream jobs. I want to be a when I grow up. 4. Look and guess their classmates future jobs according to the clothes. Practise the new words and sentences in the situation. 5. Chant and discuss, then tell the rules. 6. Finish the exercises. 7. Learn the dialogue. 1） Watch the picture and predict. 2）Watch the video and answer the questions. 3) Check the answers. 4）Lets read. 5）Lets recite. 6）Role play. 有助学生构建词汇 网络。 激发学生对未 来职业的憧憬，承 上启下，创设情境； 以旧引新，环环相 扣。 通过创设乘坐 时光机去到未来的 有趣情境，激发学 生谈论同伴长大后 职业的兴趣。教师 在情景中把新词和 句型有条理呈现和 操练。引导学生通 过观察衣着推测职 业，强化句 型looks like a/an He/ She is in/with 的因果关系及在语 境的运用意识，既 培养学生分析和推 断的思维能力，也 培养学生“用英语 做事情”的意识。 通过 chant 的形 式，引导学生观察 归纳 in 和with的用法， 突破难点，培养学 生观察、分析和归 纳思维品质。 让学生先看图 推测，把学生带入 情景；通过多种形 式的听、读课文， 使学生理解并能流 利地朗读课文内容； 结合图片挖空单词 尝试背诵或表演对 话。 III. 1. Show the Video of Typhoon 1Watch the video, 结合科组课题， 5 Development Mangkhut. Guide the students talk about: Who still works during the typhoon? 2Guide students talk about the pictures in pairs: Look at the in/with He / She looks like a/an He / She can 3Show pictures and let the students feel: They are all lovely people and they serve people heart and soul. then try to remember and tell: still works during the typhoon. 2. Talk about the pictures in pairs: Look at thein/with He / She looks like a/an He / She can 3. Watch and feel: They are all lovely people and they serve people hear and soul. 重构本课词条文本 内容，结合时事热 点，创设“山竹” 台风后各行业的人 员积极投入到抢险 工作中的情境，引 起学生的关注和激 发学生讨论的兴趣， 进一步引导学生操 练本课的句型。同 时教师能关注学生 英语核心素养中文 化品质品格的培养， 借助情境，对教材 文本情感升华，对 学生进行情感教育。 IV. Summary 1.Sum up the new words and phrases. 2. Sum up in / with. 3. Sum up the sentence patterns. 归纳小结，梳 理巩固知识点。 V.Homework1. 背诵 Unit 1。 2. 抄写和家听 Unit1 词组。 3. 用今天所学的英语描述家人或朋友的衣着和职业。 4. 完成活动手册Unit1 笔练部分。 读、练相结合， 基础性和拓展性相 结合，运用语言。 Designing on the Board Unit 1 He looks like a cook 义务教育教科书英语（广州版）义务教育教科书英语（广州版） 四年级下册四年级下册 ModuleModule 1 1 PeoplePeople What are they wearing? Sing a song Think and say What is she wearing? She is wearing a pink dress. She is in a pink dress. Think and say How about him? He is in a blue shirt. Think and say How about her? She is in a green skirt. Think and say What are they wearing? They are in white hats. Unit 1 He looks like a cook 义务教育教科书英语（广州版）义务教育教科书英语（广州版） 四年级下册四年级下册 ModuleModule 1 1 PeoplePeople clothes jobs appearances . Brainstorm People Look and guess. Whats the job? I am a man in a yellow hat and a blue jacket. I can build good houses for people. What is my job? He is a builder. I am a strong woman. I am in a black uniform. I can help people. a policeman a policewoman some policewomen uniform unit uni forform uniform school uniform fireman uniform police uniform nurse uniform uniforms cook uniform school uniform nurse uniform fireman uniform police uniform What kind of uniform do you know? What do you want to be when you grow up? 2038 Whos that man with glasses? Do you know him? Whos that woman with glasses? Do you know her? class glassglasses Which woman is ? The one in/with a _. A: Whos that woman? B: Which woman? A: The one in/with. B: She is . _ looks like a/an_. (name) (job) He/She is in/with _. Pair work Look at Jennifer. Look at her. Shes the girl with a bird. Look at Tim. Look at him. Hes the boy with glasses. Look at Angela. Look at her. Shes the lady in a shirt. Look at Jim, Look at him. Hes the man in blue jeans. Lets Chant 学生读小诗，强化him, her 的区别。 Jennifer Tim Angela Jim Can you find the rules? 你能总结出in /with的用法么？ 用于描述人物的穿着用于描述人物的穿着。in in with 后面接后面接颜色颜色、衣物衣物。 with后面通常跟后面通常跟饰物饰物或或其他物品其他物品。 注意注意 in /with a hat 都可以。都可以。 with in with Fill in the blanks with in or with. in/with in The man _ a white hat is a cook. The man _ a uniform is a policeman. The man _ black is a singer. The man _ a scoop (铲子铲子)is a builder. The woman _ glasses is a doctor. Look and say. 1. Are they in the hospital? 2. Look at the woman with glasses,do you know her? 3. Whos the man in a white hat? Do you know him? clinic Look, listen and answer. 1. Which woman is a teacher? 2. What is beside her? 3. Look at the man in a white hat. Do you know him? 1.Which woman is a teacher? The one/woman with glasses. 2. What is beside her? A bag is beside her. 3. Look at the man in a white hat. Do you know him? 1. No, I dont know him. He looks like a cook. Lets read. 提示：鼓励学生根据问题在课文上画出答案。 1. Read after the video. 2. Read in groups. Lets recite. Whos that woman? _ woman? The one _ _. She has a bag beside _. She is Miss Liu, our teacher. Lets recite. And that man _ a white hat? Can you see _? Yes. But I dont _ him. He looks _ a cook. Lets act it out. Did we go to school or work? Who still worked at that time? 03 01 02 04 Pair work Look at the _in/with_. He/She looks like a/an _. He/She can _. Our city was messy after the super typhoon. But we have policemen who help us out of danger. We have engineers and workers who repair the power lines. And we also have workers and cleaners who work overnight to clean the streets. They all serve people heart and soul. Now the streets are clean. Our city is beautiful again . Our life returns to normal. Thank you ! All the lovely people! Summary Homework 1 . 背诵U1。 2. 抄写和家听U1词组。 3.用今天所学的英语描述家人或朋友 的衣着和职业。