北京版四年级上册UNIT TWO MAY I SPEAK TO MIKE -Lesson 5-ppt课件-(含教案)--(编号：500a7).zip

Unit2Unit2 LessonLesson 5 5 May I speak to Mike? Lugou Bridge No.1 primary school go swimming go fishing go shopping fly a kite play football play basketball play ping-pong go to the zoo go to the park go swimming go fishing fly a kite go shopping play football play basketball play ping-pong go to the zoogo to the park On this Sunday, I want to . WhatWhat doesdoes MikeMike dodo onon thisthis Sunday?Sunday? Who is calling? What does Yangyang have? Is this phone for Mike ? Hello ? Its Sunday today. We have no school. Its sunny and cool. Guoguo: Hello? Lingling: Hello. May I speak to Guoguo .This is Lingling. Guoguo: Speaking. Lingling: Hi, Guoguo. I have a new bag. Do you want to have a look? Guoguo: Sure. Lingling: See you! Guoguo: See you! Mum: Hello? Maomao: Hello. May I speak to Baobao . This is Maomao. Mum: Please hold on. Baobao , its for you. Baobao : Thank you, Mum. Baobao : Hello. This is Baobao . Maomao : Hi, Baobao. Can you play ping-pong with me? Baobao : Ok! See you! Maomao : See you! This Sunday, we are so happy! Homework 1.read Lesson 5（熟读课文）熟读课文） 2.make a plan and invite your friends with phone（制定周末计划，尝试用英语给同学拨打电话，邀制定周末计划，尝试用英语给同学拨打电话，邀 请同学参与请同学参与,任选一组练习）任选一组练习） Guoguo: Hello? Lingling: Hello. May I speak to Guoguo .This is Lingling. Guoguo: Speaking. Lingling: Hi, Guoguo. I have a new bag. Do you want to have a look? Guoguo: Sure. Lingling: See you! Mum: Hello? Maomao: Hello. May I speak to Baobao .This is Maomao. Mum: Please hold on. Baobao , its for you. Baobao : Thank you, Mum. Baobao : Hello. This is Baobao . Maomao : Hi, Baobao. Can you play ping-pong with me? Baobao : Ok! See you! Maomao : See you! housework speakspeak robot 0 一、教学基本信息一、教学基本信息 授课教师授课教师学校学校 年级年级四年级学期学期2017-2018 学年第一学期 教材教材北京版 四年级上学生人数学生人数42 人 授课课题授课课题 Lesson 5 May I speak to Mike? 课型课型会话课 联系方式联系方式邮箱邮箱 指导思想与理论依据指导思想与理论依据 新课标倡导学生主动参与、交流合作的学习方式，注重学习过程中学生的体验、 参与、实践和合作。英语教学原则包含兴趣性、交际性、情景性等教学原则。基于 以上对课标的理解和学习，教师在教学中应做到有效创设情境，激发学生学习兴趣， 引导学生观察、发现、归纳和实践等，学习语言知识，感悟语言功能。 教学背景分析教学背景分析 教学内容分析：教学内容分析： 本课是北京版小学英语四年级上Unit2 Lesson 5，本单元中三组不同场景下的 对话都是基于学生在日常生活中的实际需求设计的。第一对话场景是基本电话交际 用语，呈现如何恰当、得体地接听电话、进行交谈；第二对话场景呈现了在想要联 系的人无法接电话的情况下，如何交流并留下信息；第三对话场景为学生呈现了生 病时如何通过电话用英语向老师请假。本课讲的是第一场景。基于以上分析，我把 本课的教学重点定为能用英语恰当、得体地接听电话。在本节课中我将采用观察、 实践等学习策略，帮助学生掌握本课的教学重点。 学生情况分析：学生情况分析： 学生对接打电话这一生活小事很熟悉，但学生还不具备用英语进行表达的能力， 没有建立用英语思维的表达方式。 学生在学习本课前已经学习过句型 Do you want to?和 Can you with me? I want to.基本能够运用以上句型表达自己的意愿以及邀请朋友一起做事。此外，本 班学生可以说出一些动词短语如：play football ，play ping-pong ，go to the zoo 等等 ,以 1 及常用的学习用品如：book , pencil, bag,等 技术准备：技术准备： PPT 演示文稿；单词卡片；实物，图片等 二、教学目标二、教学目标 (一一) 知识与技能目标：知识与技能目标： 1、学生能初步运用“May I speak to? This is .” 及答语 “Speaking. / Please hold on. ,its for you.” 等打电话基本用语，并能够在真实的情境中运用。 2. 能听懂、认读 speak，robot, housework 3. 能正确地朗读课文对话。 (二二) 过程与方法目标：过程与方法目标： 1、学生通过观察情景图、听录音、回答问题等活动，理解课文内容。 2、学生通过跟读录音，模仿语音语调，在熟练朗读的基础上理解并尝试用英语进 行打电话交际。 (三三)情感态度目标：情感态度目标： 1、乐于用英语与他人进行电话交流。 2、乐于与朋友分享自己的喜悦心情。 3、能够礼貌邀请朋友与自己一起做事。 (四四) 教学准备教学准备 多媒体课件， 电话实物，图片等 三、教学重难点三、教学重难点 教学重点：教学重点： 1）能正确朗读对话，并能够分角色表演对话。）能正确朗读对话，并能够分角色表演对话。 2）能在实际情境中运用本课所学打电话用语）能在实际情境中运用本课所学打电话用语“May I speak to? This is .” 及答语 “Speaking. / Please hold on. ,its for you.” 3）能听懂、认读 speak，robot, housework 教学难点：教学难点： 2 结合不同的任务和情景，能够正确替换对话，尝试创编对话，并进行简单交流。结合不同的任务和情景，能够正确替换对话，尝试创编对话，并进行简单交流。 四、教学流程图 五、教学过程 I. Warm up Game & Free talk T: Hello, boys and girls. Lets play a game. If you see a , you can “peng”. Ready? Ss: Go! T:（播放（播放 PPT） Ss: Look and say 导入导入 Game & Free talk 复习动词短语引出主题图复习动词短语引出主题图 新语言的呈现新语言的呈现 与学习与学习 新语言的巩固新语言的巩固 与拓展运用与拓展运用 1. 观察主题图，获取非文本信息，了解语境观察主题图，获取非文本信息，了解语境 2. 播放录音，回答问题。播放录音，回答问题。 3.再次播放录音，尽可能获取更多信息。再次播放录音，尽可能获取更多信息。 4.跟读模仿，角色操练。跟读模仿，角色操练。 5.场景转移，引发思考，回答问题。场景转移，引发思考，回答问题。 6. 跟读模仿，角色操练跟读模仿，角色操练 1. 通过情境铺垫，做替换练习通过情境铺垫，做替换练习 2. 结合生活实际，情景操练及对话创编结合生活实际，情景操练及对话创编 3 T: Boys and girls, on this Sunday， I want to go shopping. What do you want to do on this Sunday（How about you?） S1: I want to play football. S2:I want to fly a kite. T: Great! Thank you! II. Lead in T: Look, who is he?（贴（贴 的头饰）的头饰） Ss: Mike! T: Yes, he is Mike. Can you guess: What does Mike do on this Sunday? S1: Play ping-pong. S2: Go swimming. . T: Lets see together. (出示主题图出示主题图) Ss :housework(预设预设) T: Yes, Mike is doing housework. He is sweeping the floor. Lets see this word. (学习学习 housework，原音跟读，单词配图辅助理解词义），原音跟读，单词配图辅助理解词义） T: And who is she? Ss: Mikes mum. 设计意图：通过游戏，活跃教学气氛，同时复习所学的动词短语，为拓展环节 做铺垫。在游戏结束后，通过自由交流的方式，自然的过渡到本课学习的情境 中。 4 T: Yes, Mikes mum is mopping the floor.(贴贴头像头像) T: Where are they? (Are they at home or at school?) Ss: At home. T: Mike is helping his mum to do housework. Is he a good boy? Ss: Yes, he is. T: Can you help your mum to do housework? Ss: Yes. T: Great! .Presentation.Presentation andand PracticePractice 1.T:(电话铃响了电话铃响了) Whats happened? Oh, the telephone is ringing.(贴电话贴电话) Mike is answering the phone. What does he say? Lets listen. Ss: Hello? (师贴板书师贴板书 Hello?) T: Lets listen .Who is calling? Ss: Yangyang. T：Yes, its Yangyang.(贴贴头饰头饰) 设计意图：通过观察主题图，初步了解对话语境，锻炼学生关注非文本的能 力和口语交际能力，并通过观察学习 houseworkhousework 一词，为进一步学习课文做 好铺垫。此外，通过 Mike 帮助妈妈做家务，对学生进行德育教育。 5 T：Lets listen what does Yangyang say? Ss: Hello. May I speak to Mike?（板书）（板书） T: How does Yangyang introduce himself? Ss: This is Yangyang. (板书板书) T: How does Mike answer the phone? Ss: Speaking. (学习单词：学习单词：speak speaking 并从音形义操练，强化并从音形义操练，强化) T: lets listen. What does Yangyang have? Ss: A robot. T: Yes. Yangyang has a robot. （学习单词：（学习单词：robot 并从音形义操练，强化）并从音形义操练，强化） T: Yangyang has a robot. He wants to share the robot with Mike. So he makes a phone. Lets try to read.(读板书读板书) T: (板书板书) Mike: Hello? Yangyang: Hello. May I speak to Mike? This is Yangyang. Mike: Speaking. 2. T: Ok, now lets read after the sound. Ss: Read the dialogue1 sentence by sentence. 3.Role play 1)Group1: Mike Group2：Yangyang 2)pair work 3)show the dialogue1(为学生准备实物电话，提供电话铃声，提倡较为真实的聊天语为学生准备实物电话，提供电话铃声，提倡较为真实的聊天语 境境) 设计意图：通过情境引出人物，了解人物角色。在锻炼听的能力的同时，培养学生捕捉 信息的能力，同时引出本课重点句型并操练句型。 设计意图：课文跟读，强调原音输入，语音语调语速的模仿和训练，体会语境。 10 4.（电话铃再次响起）（电话铃再次响起） T: Whats happened? The telephone is ringing again. Mum is mopping the floor. Mike answers the phone. He says:“Hello?” Lets listen. T: What do you hear? Ss: listen to the dialogue2 and try to say T: Is this phone for Mike? Ss: . 6. T: Ok, now lets read after the sound.(Who is she ？ Yes，she is ms Li. 贴贴头头 像像) Ss: Read the dialogue1 sentence by sentence. T:Ok. Lets read again. T: Open your books. And read after it. Ss: read together. 7.Role play 1)Girls: Mike Boys：Ms Li 2)pair work 3)show the dialogue2 设计意图：通过电话铃声再次响起，将两个场景串联到一起，使情境变得完整。 泛听训练，锻炼学生捕捉信息的能力。 设计意图：体验角色，多种形式操练对话 9 . Production 1. T: Oh, what a lovely day! Whats the weather like today? Ss: Its sunny. T: Yes, its sunny. You can see the dandelions in the air. So its windy and cool. Today is Sunday. We have no school. Mike is doing housework with mum. How about our other friends? Lets see together. 2. T: Oh, Who is coming? Ss: Lingling. T:Yes, she is Lingling. She gets a gift. Lets guess .What is it? Ss: guess T: Oh, its a new bag. Lingling is very happy. So she makes a phone to Guoguo.(电话铃响电话铃响)Lets see: What do they say. Read together. Ss: read the dialogue. T：Who want to be Guoguo? And who want to be Lingling? S1: 设计意图：课文跟读，强调原音输入，语音语调语速的模仿和训练，体会语境。体验角色， 多种形式操练对话 9 S2: 3.T: Pair work T: Which group want to show? Ss: 3. Boys and girls, look here. What are these? Please make a new dialogue with your partner. You can change these words. T: Which group want to show? S1: S2: T:Now ,lets see Yangyang and Maomao. Now lets read together. Ss: read the dialogue. T:Who want to be mum? Who want to be Yangyang? Who want to be Maomao? S1: S2: S3 T: Thank you! T: 3 People in a group. T: Which group want to show? Ss: T:Boys and girls, look here. Please make a new dialogue. You can use these words. 设计目的：创设情境，将课文学习进行延续和拓展，并进行实际替换，以达到巩固句型的 目的。 9 T: Which group want to show? Ss: T：Today our friends are so happy. Are you happy today? Ss: . T: Thank you all. .Homework 1. read this dialogue 2. draw up a plan about this weekend and try to make a phone to invite your friends (You can use dialogue A or dialogue B 任选一种对话任选一种对话) 设计目的：再次创设情境，将课文巩固和拓展，并进行实际替换，以达到巩设计目的：再次创设情境，将课文巩固和拓展，并进行实际替换，以达到巩 固句型的目的。固句型的目的。 设计目的：情景操练及对话创编，结合生活实际，适度丰富对话内容，培养设计目的：情景操练及对话创编，结合生活实际，适度丰富对话内容，培养 学生综合运用语言能力，提高学生相对真实语言交际水平。学生综合运用语言能力，提高学生相对真实语言交际水平。 设计意图：课后作业体现对新知识的巩固与复习，并采用分层次的作业形式，对所学新知设计意图：课后作业体现对新知识的巩固与复习，并采用分层次的作业形式，对所学新知 识进行综合运用。识进行综合运用。 9 板书设计板书设计 Unit Two May I speak to Mike? Lesson5 教学特点：教学特点： 本节课是会话教学课，会话教学的目的就是让孩子会说，会表达，会思维，会交 际。总结本节课的特点如下： 1. 从学生的生活实际出发，创设相对真实的语言环境，启发学生思维，注重学 生实践；引导学生主动体验，主动尝试、主动参与教学活动。 2. 遵循语言学习的规律，在情境中，以视听语言为主，在学生理解并能基本表 达语言的基础上，呈现语言文字，关注学生听说能力的培养。 3. 充分调动学生的各种潜能，如：观察能力，即：对非文本信息能力的获取； 预测能力，即：利用所学语言，在语境中预测生词及人物会话等相关信息的 能力。 4. 综合语言交际能力的培养：结合本课所学，将学生所学知识有效整合，让学 生言之有物，通过实践，增加语言交际的真实有效性。 5. 在教学过程中，从听力训练到模仿跟读，重视原音的输入。 6.在教学中，重视语言交流，适时渗透德育教育。 May I speak to ? This is Speaking. Please hold on. , its for you. housework robot speak speaking