人教精通版四下Unit 5 What will you do this weekend -Lesson 30-ppt课件-(含教案)--(编号：20bed).zip
1 Lesson 30 一、学情分析： 四年级的学生大概处在十岁左右，这个阶段的儿童注意不稳定、不持久， 难于长时间地注意同一件事物，容易为一些新奇刺激的事物所吸引。 所以他们 对课件里的动画和能动发声的教具感兴趣。另一方面，他们感知事物的特点比 较笼统，不精确，往往只注意到一些孤立的现象，看不出事物之间的联系和特 点，对时间和空间的概念也比较模糊。比方做作业时，由于孩子的感知觉发展 不够充分，经常看错题、有学生会 bd 不分，单词抄着抄着就错了，而且在教师 指出时，他们仍然意识不到错误出在哪里，这些现象在孩子身上或多或少都会 有。 在记忆方面，这个年龄段的孩子的有意识记逐渐占据主导地位，即使是抽 象材料也能花功夫努力记住，并能自觉检查记忆的效果。他们记忆发展的另一 特点是从机械识记向意义识记发展。 随着知识的增长，理解能力的提高，中年 级学生意义识记逐渐占据主导地位。所以他们不仅仅能记忆押韵的，朗朗上口 的英语儿歌，也能够通过图片很快背诵课文。 这个阶段儿童思维发展开始从具体形象思维向抽象逻辑思维过渡，但是他 们的抽象逻辑思维在很大程度上仍然是直接与感性经验相联系，仍有很大的不 自觉性和具体形象性。所以语法的讲解在这个阶段会比较困难，抽象的概念很 难被他们接受，与其去讲一般将来时和 would like 句型的结构，还不如通过词 句的反复训练和感知来习得语法知识。 从情感的表现方式来看，四年级的孩子仍然显得情绪比较外露、易激动、 不够稳定持久；喜怒哀乐很容易通过面部表情表现出来；从情感反映的内容来 看，他们出现了与学习兴趣、学习成绩相联系的理智感；控制情感能力逐步增 强。在小组比赛时，他们一方面会显得异常兴奋，另一方面比较调皮的孩子会 为了小组的利益对自己的不良行为保持克制。在教学实践中，我们发现：与小 组利益冲突的人将面临同伴攻击性言行。 二、三维目标： I、知识与技能目标： 1. To revise the words: picnic, sausage, lunch, pork, beef, paint, bread, cake, rice, chicken, draw, sing, dance, watch, read, play, swim, do, go 2 2. To revise some phrases: read a book, watch TV, play computer games, go swimming, go shopping, go fishing, have lunch, have a picnic 3. To revise the sentence structures: What would you like? Id like Would you like some pork? Thank you./No, thanks. What will you do this Sunday? Ill 4. To revise the dialogues in this unit. II、过程与方法目标： 1. 本课书是对精通英语第四册书第五单元所学知识进行的单元整合复习课, 通 过重新设计情景与任务主线，充分让学生操练与复习，为学生营造英语交际环 境，同时培养学生灵活运用语言的能力。 2. 通过游戏、任务、对话、表演等多样化的教学活动以及多元化的评价方式， 激发学生的学习兴趣，训练学生的思维，激发学生的想象，开发学生的学习潜 能，培养学生自己主动学习的精神和合作能力，培养学生的自信心，提高学生 的综合素质，让他们在真实的语言交流过程中学会与他人交往。 III、情感态度与价值观 通过情景交际活动，培养学生主动与他人交流和沟通的能力；逐渐发展他们 相互了解、团结友爱等积极的情感态度和主动合作的意识，同时在活动中提高 学生的学习兴趣。 三、教学准备： Tape, pictures, cards, and computer. 四、教学过程： 教学过程设计意图 Step 1 Warming up: T: Good morning, boys and girls. Ss: Good morning, teachers. T: Thank you. (Pointing at the topic) Today we will review Unit 5. Look, there are many groups here. How many groups, lets count. Ss: Seven groups. T: We will play some games today. If you do well in the game, you will get a coin. Try to get more coins and be the winner, ok? Ss: Ok! T: Lets ask and answer. How are you? 利用课前问答让 学生热身，同时 引出本课主题 game time 3 S1: Im fine, and you? T: Im fine, thanks. Hows the weather today? S2: Its sunny today. T: What day is today? S3: Today is Wednesday. T: What day is tomorrow? S4: Tomorrow is Thursday. T: What food do you like? Do you like.? T: What colour do you like? Do you like? T: What animals do you like? Do you like.? T: What sports do you like? Do you like? S: I like T: I like playing computer games. T: Do you like computer games? S5: Yes, I do. T: (to the class) Would you like to play computer games with me? Ss: Ok, lets go! T: Do you know him? Lets play with Mario! Step 2 presentation: 1 T: Look, Mario is coming. Lets go. Oh, a mushroom. Can you give me a quick answer? Ss: Ok. T: Please use this sentence to ask 板书：Would you like .? T: I give you thirty seconds, one question one coin, lets see which group get more coins.(选四个组接龙问答) S1: Would you like a sandwich? S2: Yes, please. / No, thanks. 2. Good job. Lets change another way to ask. Can you use this sentence? 板书：What would you like? S1: What would you like? S2: Id like some bread. (三组接龙问答) 3. T: Wheres Mario? Hes underground. Guess, what would he like to do? You can ask him: Would you like to.? S1: Would you like to go fishing? S2: Would you like to have a party? T: Hell have a party with his friends. Would you like to come to the party? Ok, lets go! 4. T: Wow, they are Marios friends. This is David. What about this one? S1: This is Amy. S2: This is 通过游戏人物 Mario 交代本堂 课的主线任务， 吸引了学生的兴 趣，同时比较自 然地引入授课内 容。 第一关 quick answer 的活动强 化学生口语表达， 通过师生问答， 生生问答，小组 问答，全体问答 等多种问答形式 巩固了学生对于 would like 这一 句型的理解与运 用能力。 第二关 lets guess 的活动中， 让学生对 Mario 发问，复习 would like to do 这一句型，同时 5 T: What will they do at the party? Do you want to know? Lets listen and tick, ok? Listen carefully and tick at the right places. Ss: Ok. T: Who likes to come to the front and do this? Ss: Me (学生 take out your listening sheet) T: Lets check the answers. What will David do at the party? You may say, “David will at the party.” Ss: David will T: Excellent! 5. Lets go on. Look, a star. Lets plan. Mario will have a party with his friends on weekend. What about you? What will you do on T: What will you do on weekend? S1: Ill go to the zoo on Saturday. S2: Ill see my grandpa and grandma. Please write down your plan on the paper. (学生写在纸条上) 板书：What will you do on .? Ill . (学生写完后，交给老师展示并回答 What will he/she do on .? Ss: He/Shell . 6. You did a good job! Look! Mario passed the game. What time is it? Ss: Its show time! T: Yes. Its time to show. I have some pictures Choose one of them to make up the new dialogues according to the pictures. Try to use these sentences.(pointing to the bb) （学生 3-5 人一组进行编对话） T: Time is up. Please show us your dialog. Which group? 7. T: Mario wins the game. What about us? Lets count the coins. Group 1, please! Ok, you are the winner! Are you happy? But dont play games too often at home. Ss: Yes! Step 3 Homework: T: Its time for our homework. We have three levels. You can choose one level to do. If you can do more, you can choose more levels. Level one, act out the dialogue to your parents. T: Lets go to level 2. T: Mario will have a birthday next weekend. So Level 2 is: Make a plan for Marios birthday party. T: What about level 3? Try to make a poster for his birthday 引出下一话题。 第三关，Lets listen，利用听力 材料，帮助学生 理解和巩固一般 将来时的问答， 让学生由听入手， 以便于接下来的 说、读和写。 第四关，Lets survey，通过学 生在小组内的调 查，锻炼学生利 用一般将来时进 行交际问答，同 时练习造句。 让学生在组内根 据所提供的情景 自由编写对话并 表演出来，达到 了语言输出和实 际运用的目的。 进行评价，使学 生体验到成功的 喜悦。 5 party. T: Thank you, boys and girls! Mario will go, lets say goodbye to him! Ss: Goodbye! T: Lets say goodbye to the teachers. Ss: Goodbye teachers! 利用分层作业充 分照顾到不同层 次的学生水平， 做到因材施教。 五、板书设计： Lesson 30 Would you like? What would you like? What will you do? Ill 白板课件 六、分层作业： Level 1: Act out the dialogue to your parents. Level 2: Make a plan for Marios birthday party. Level 3: make a poster for his birthday party. 反思：本课是四年级下学期五单元的一节复习课。我创设了一个超级玛丽游戏 的情境，并利用游戏过关的模式把本单元的知识串在一起，让学生在学中玩， 玩中学，所以大部分学生都对课堂投以很大的兴趣和积极性。在本课中，教师 把学习的主动权交给了学生，利用接龙游戏复习了本单元的功能语句：What would you like? Would you like.? 。在这个环节当中每组的学生都积极参与，努 力地进行对话的操练，培养了学生的集体荣誉感。除此之外，教师还通过任务 型交际活动培养学生综合运用语言的能力，例如让学生制定个人周末计划，利 用图片编创小对话，等等，都促使了学生获取、处理和使用信息，用英语与他 人交流、发展，用英语解决实际问题的能力”。 当然，本课也存在着一些不足。例如：教师对学生还不够放手，有些时候还 存在着一些对学生活动的局限性。同时，老师的课堂语言有些啰嗦，在今后的 课堂中还要精简自己的语言，把更多的时间留给学生。 Lesson 30Lesson 30 Quick answer!Quick answer!Quick answer!Quick answer! Lets guess Party DavidDavid PeterPeter NancyNancy AmyAmy LucyLucy Names Activities PeterLucyAmyDavidNancy Listen and tick!Listen and tick!Listen and tick!Listen and tick! What will do at the party? Lets surveyLets survey ！ Show time!Show time! Excellent! Level 1Level 1Level 3Level 3Level 2Level 2 HomeworkHomeworkHomeworkHomework Act the dialogue Act the dialogue Act the dialogue Act the dialogue to your parents!to your parents!to your parents!to your parents! Level 1Level 1Level 3Level 3Level 2Level 2 HomeworkHomeworkHomeworkHomework Make a plan for Make a plan for Make a plan for Make a plan for Marios birthday Marios birthday Marios birthday Marios birthday party!party!party!party! Level 1Level 1Level 3Level 3Level 2Level 2 HomeworkHomeworkHomeworkHomework
收藏
- 资源描述：
-
1 Lesson 30 一、学情分析： 四年级的学生大概处在十岁左右，这个阶段的儿童注意不稳定、不持久， 难于长时间地注意同一件事物，容易为一些新奇刺激的事物所吸引。 所以他们 对课件里的动画和能动发声的教具感兴趣。另一方面，他们感知事物的特点比 较笼统，不精确，往往只注意到一些孤立的现象，看不出事物之间的联系和特 点，对时间和空间的概念也比较模糊。比方做作业时，由于孩子的感知觉发展 不够充分，经常看错题、有学生会 bd 不分，单词抄着抄着就错了，而且在教师 指出时，他们仍然意识不到错误出在哪里，这些现象在孩子身上或多或少都会 有。 在记忆方面，这个年龄段的孩子的有意识记逐渐占据主导地位，即使是抽 象材料也能花功夫努力记住，并能自觉检查记忆的效果。他们记忆发展的另一 特点是从机械识记向意义识记发展。 随着知识的增长，理解能力的提高，中年 级学生意义识记逐渐占据主导地位。所以他们不仅仅能记忆押韵的，朗朗上口 的英语儿歌，也能够通过图片很快背诵课文。 这个阶段儿童思维发展开始从具体形象思维向抽象逻辑思维过渡，但是他 们的抽象逻辑思维在很大程度上仍然是直接与感性经验相联系，仍有很大的不 自觉性和具体形象性。所以语法的讲解在这个阶段会比较困难，抽象的概念很 难被他们接受，与其去讲一般将来时和 would like 句型的结构，还不如通过词 句的反复训练和感知来习得语法知识。 从情感的表现方式来看，四年级的孩子仍然显得情绪比较外露、易激动、 不够稳定持久；喜怒哀乐很容易通过面部表情表现出来；从情感反映的内容来 看，他们出现了与学习兴趣、学习成绩相联系的理智感；控制情感能力逐步增 强。在小组比赛时，他们一方面会显得异常兴奋，另一方面比较调皮的孩子会 为了小组的利益对自己的不良行为保持克制。在教学实践中，我们发现：与小 组利益冲突的人将面临同伴攻击性言行。 二、三维目标： I、知识与技能目标： 1. To revise the words: picnic, sausage, lunch, pork, beef, paint, bread, cake, rice, chicken, draw, sing, dance, watch, read, play, swim, do, go 2 2. To revise some phrases: read a book, watch TV, play computer games, go swimming, go shopping, go fishing, have lunch, have a picnic 3. To revise the sentence structures: What would you like? Id like Would you like some pork? Thank you./No, thanks. What will you do this Sunday? Ill 4. To revise the dialogues in this unit. II、过程与方法目标： 1. 本课书是对精通英语第四册书第五单元所学知识进行的单元整合复习课, 通 过重新设计情景与任务主线，充分让学生操练与复习，为学生营造英语交际环 境，同时培养学生灵活运用语言的能力。 2. 通过游戏、任务、对话、表演等多样化的教学活动以及多元化的评价方式， 激发学生的学习兴趣，训练学生的思维，激发学生的想象，开发学生的学习潜 能，培养学生自己主动学习的精神和合作能力，培养学生的自信心，提高学生 的综合素质，让他们在真实的语言交流过程中学会与他人交往。 III、情感态度与价值观 通过情景交际活动，培养学生主动与他人交流和沟通的能力；逐渐发展他们 相互了解、团结友爱等积极的情感态度和主动合作的意识，同时在活动中提高 学生的学习兴趣。 三、教学准备： Tape, pictures, cards, and computer. 四、教学过程： 教学过程设计意图 Step 1 Warming up: T: Good morning, boys and girls. Ss: Good morning, teachers. T: Thank you. (Pointing at the topic) Today we will review Unit 5. Look, there are many groups here. How many groups, lets count. Ss: Seven groups. T: We will play some games today. If you do well in the game, you will get a coin. Try to get more coins and be the winner, ok? Ss: Ok! T: Lets ask and answer. How are you? 利用课前问答让 学生热身，同时 引出本课主题 game time 3 S1: Im fine, and you? T: Im fine, thanks. Hows the weather today? S2: Its sunny today. T: What day is today? S3: Today is Wednesday. T: What day is tomorrow? S4: Tomorrow is Thursday. T: What food do you like? Do you like.? T: What colour do you like? Do you like? T: What animals do you like? Do you like.? T: What sports do you like? Do you like? S: I like T: I like playing computer games. T: Do you like computer games? S5: Yes, I do. T: (to the class) Would you like to play computer games with me? Ss: Ok, lets go! T: Do you know him? Lets play with Mario! Step 2 presentation: 1 T: Look, Mario is coming. Lets go. Oh, a mushroom. Can you give me a quick answer? Ss: Ok. T: Please use this sentence to ask 板书：Would you like .? T: I give you thirty seconds, one question one coin, lets see which group get more coins.(选四个组接龙问答) S1: Would you like a sandwich? S2: Yes, please. / No, thanks. 2. Good job. Lets change another way to ask. Can you use this sentence? 板书：What would you like? S1: What would you like? S2: Id like some bread. (三组接龙问答) 3. T: Wheres Mario? Hes underground. Guess, what would he like to do? You can ask him: Would you like to.? S1: Would you like to go fishing? S2: Would you like to have a party? T: Hell have a party with his friends. Would you like to come to the party? Ok, lets go! 4. T: Wow, they are Marios friends. This is David. What about this one? S1: This is Amy. S2: This is 通过游戏人物 Mario 交代本堂 课的主线任务， 吸引了学生的兴 趣，同时比较自 然地引入授课内 容。 第一关 quick answer 的活动强 化学生口语表达， 通过师生问答， 生生问答，小组 问答，全体问答 等多种问答形式 巩固了学生对于 would like 这一 句型的理解与运 用能力。 第二关 lets guess 的活动中， 让学生对 Mario 发问，复习 would like to do 这一句型，同时 5 T: What will they do at the party? Do you want to know? Lets listen and tick, ok? Listen carefully and tick at the right places. Ss: Ok. T: Who likes to come to the front and do this? Ss: Me (学生 take out your listening sheet) T: Lets check the answers. What will David do at the party? You may say, “David will at the party.” Ss: David will T: Excellent! 5. Lets go on. Look, a star. Lets plan. Mario will have a party with his friends on weekend. What about you? What will you do on T: What will you do on weekend? S1: Ill go to the zoo on Saturday. S2: Ill see my grandpa and grandma. Please write down your plan on the paper. (学生写在纸条上) 板书：What will you do on .? Ill . (学生写完后，交给老师展示并回答 What will he/she do on .? Ss: He/Shell . 6. You did a good job! Look! Mario passed the game. What time is it? Ss: Its show time! T: Yes. Its time to show. I have some pictures Choose one of them to make up the new dialogues according to the pictures. Try to use these sentences.(pointing to the bb) （学生 3-5 人一组进行编对话） T: Time is up. Please show us your dialog. Which group? 7. T: Mario wins the game. What about us? Lets count the coins. Group 1, please! Ok, you are the winner! Are you happy? But dont play games too often at home. Ss: Yes! Step 3 Homework: T: Its time for our homework. We have three levels. You can choose one level to do. If you can do more, you can choose more levels. Level one, act out the dialogue to your parents. T: Lets go to level 2. T: Mario will have a birthday next weekend. So Level 2 is: Make a plan for Marios birthday party. T: What about level 3? Try to make a poster for his birthday 引出下一话题。 第三关，Lets listen，利用听力 材料，帮助学生 理解和巩固一般 将来时的问答， 让学生由听入手， 以便于接下来的 说、读和写。 第四关，Lets survey，通过学 生在小组内的调 查，锻炼学生利 用一般将来时进 行交际问答，同 时练习造句。 让学生在组内根 据所提供的情景 自由编写对话并 表演出来，达到 了语言输出和实 际运用的目的。 进行评价，使学 生体验到成功的 喜悦。 5 party. T: Thank you, boys and girls! Mario will go, lets say goodbye to him! Ss: Goodbye! T: Lets say goodbye to the teachers. Ss: Goodbye teachers! 利用分层作业充 分照顾到不同层 次的学生水平， 做到因材施教。 五、板书设计： Lesson 30 Would you like? What would you like? What will you do? Ill 白板课件 六、分层作业： Level 1: Act out the dialogue to your parents. Level 2: Make a plan for Marios birthday party. Level 3: make a poster for his birthday party. 反思：本课是四年级下学期五单元的一节复习课。我创设了一个超级玛丽游戏 的情境，并利用游戏过关的模式把本单元的知识串在一起，让学生在学中玩， 玩中学，所以大部分学生都对课堂投以很大的兴趣和积极性。在本课中，教师 把学习的主动权交给了学生，利用接龙游戏复习了本单元的功能语句：What would you like? Would you like.? 。在这个环节当中每组的学生都积极参与，努 力地进行对话的操练，培养了学生的集体荣誉感。除此之外，教师还通过任务 型交际活动培养学生综合运用语言的能力，例如让学生制定个人周末计划，利 用图片编创小对话，等等，都促使了学生获取、处理和使用信息，用英语与他 人交流、发展，用英语解决实际问题的能力”。 当然，本课也存在着一些不足。例如：教师对学生还不够放手，有些时候还 存在着一些对学生活动的局限性。同时，老师的课堂语言有些啰嗦，在今后的 课堂中还要精简自己的语言，把更多的时间留给学生。 Lesson 30Lesson 30 Quick answer!Quick answer!Quick answer!Quick answer! Lets guess Party DavidDavid PeterPeter NancyNancy AmyAmy LucyLucy Names Activities PeterLucyAmyDavidNancy Listen and tick!Listen and tick!Listen and tick!Listen and tick! What will do at the party? Lets surveyLets survey ！ Show time!Show time! Excellent! Level 1Level 1Level 3Level 3Level 2Level 2 HomeworkHomeworkHomeworkHomework Act the dialogue Act the dialogue Act the dialogue Act the dialogue to your parents!to your parents!to your parents!to your parents! Level 1Level 1Level 3Level 3Level 2Level 2 HomeworkHomeworkHomeworkHomework Make a plan for Make a plan for Make a plan for Make a plan for Marios birthday Marios birthday Marios birthday Marios birthday party!party!party!party! Level 1Level 1Level 3Level 3Level 2Level 2 HomeworkHomeworkHomeworkHomework
展开阅读全文
