unit 4 revision lesson 13 教学设计-北京版四年级上册《英语》.doc

1、UNIT FOUR REVISION Lesson 13 教学设计一、教学目标1.能进一步运用前三个单元所学的交际用语和句型,在不同的语境中,根据实际情况与他人交流2.能够听懂、认读前三单元的核心词汇,并能够正确书写及描述部分重点词汇。3.能够读懂关于人类是如何相互联系的文章,初步了解电报、电话、手机发明的时间。4.能够运用已知的读音规律,读准字母组合ou, ow(发音为/au/)的单词,体验、运用并尝试按读音规律拼写单词的方法。5.能正确使用第三人称代词she, he, it和they。二、教学重难点1.教学重点:能够在不同的语境中,根据实际情况与他人用所学的交际用语进行交流。2.教学难点:

2、(1)结合实际情况创编对话。(2)在阅读语篇中提升学生的阅读能力。三、教具准备前三个单元的单词图片、教学课件、教材等。四、教学过程(一)导入1. Tick() or cross().分析与提示本部分内容让学生通过听录音判断画面内容是否与所听句子内容一致的练习,复习巩固第二单元May I speak to Mike?所学有关打电话的内容。训练学生的听力、观察能力以及运用语言描述图片的能力。 教师课前将一些相关的词组写在小纸条上,放进盒子里。上课时由学生轮流抽取并读出来,其他同学根据指令做出相应的动作或表情:“Lets play a game I say you do.” 如:making a p

3、hone call, showing me sad/tiredfaces, speaking on the phone, closing the window, speaking louder, sitting there, lowering your voice, moving over a little, drinking a lot of water, staying in bed等。(二)Do you understand?2. Listen and number分析与提示本部分内容旨在通过让学生听录音判断图片顺序,复习巩固第一单元Why are you so happy?有关表达人物

4、情绪状态的内容,训练学生的听力、观察能力以及运用语言描述图片的能力。1. Tick()or cross()(1)学生观察图片,做听力前准备。T: Who are in the picture? What are they doing?(2)播放录音,完成练习。第一遍整体播放录音,学生判断所听内容是否与画面内容一致,用“”或“”标在图下括号中。第二遍整体播放录音,学生检查答案。第三遍逐句播放录音,学生逐句跟读,集体核对答案。(3)扩展练习。 主要针对听力材料与图片内容不符的小题,引导学生进一步用语言描述出符合画面内容的句子,培养学生正确、灵活运用语言的能力,为下面的自主创编打下基础。如:Yang

5、yang is calling Lingling.Mike is going to answer the phone call now.2. Listen and number(1)导入。 结合上一题打电话的情景进行扩展练习,让学生观察第一大题的图中人物的表情,推测该人物的感受。T: Look at s face. How does he/she feel? Is he/she happy? Why?(2)学生观察第二大题的图片,了解并描述图片上的各种表情。T: Look at these faces. Can you say something about them? Have a try,

6、 please.在学生说出一种表情后,教师可以进一步追问,培养学生逆向思维的能力,同时发散学生的思维,为后面的自主创编打下基础。T: Why is she/he happy/sad/tired/surprised?(3)播放录音,完成练习。教师播放第一句录音:“Toms baby dog is missing. He is sad.”请学生找到与之相符的图片,并在括号内标出序号。按照这样的方法完成其余三幅图的听音标号练习后,集体核对答案。第二遍教师逐句播放录音,请学生指图并模仿录音中的语音、语调进行跟读练习。(4)扩展练习。请一位同学到前边来用语言描述一种场景,如:“I give my mot

7、her a gift.”其他同学指出对应的表情图,并说出:“She is very happy/surprised/excited.”(三)Can you match?分析与提示本部分内容旨在通过阅读连线的练习,复习巩固第三单元Will you do me a favour?所学有关请求别人帮助的内容。训练学生观察图片,预测人物语言的能力以及阅读文本的能力。1.学生观察图片,预测人物语言T: Look at the picture. Where are they? What would they say?2.同桌两位同学结合教材文本,进行讨论T: Can you find the right

8、answer in pairs? You can read and discuss with your partner.3.学生独立完成练习4.全班核对答案(四)Can you talk?分析与提示本部分内容为学生创设了两个新的情景,旨在为学生使用已掌握的交际用语进行交流搭设平台。教师要根据学生的实际情况给予适当的引导、示范,保证各层次学生言语活动的顺利进行。1.学生观察图片,教师引导学生预测人物语言(1)T: Who is in the picture? How does grandma/the boy feel? Whats wrong with her? If you were the

9、boy, what would you say? You can take a look at the word bank. It will help you. 如果学生不能直接依据教材中的词组提示描述出人物语言,教师可以进一步引导。“Look at the boy. Is he happy? What would he ask then? Why do you look so tired, Grandma? Look at his hand. Whats in his hand? Oh, its a glass of water. So he would say, Dont worry. D

10、rink a lot of water. You will be OK.” 可以用同样的方法引导学生关注word bank中的词组stay in bed和have a good rest。(2)T: What is the girls name? What is she doing? Who is she calling? What will they talk about?学生在学习谈论前一幅图的基础上应该已经可以主动关注word bank中的some new books. read these books和bring the books to school三个词组了。这为学生的语言输出提供

11、了资源。2.学生两人一组,选取一个情景自主创编对话 教师巡视指导,注意关注学困生,可根据他们的实际情况。安排看图说句子等活动。也可以安排一帮一互助小组,请学有余力的学生与他们组成小组进行练习。3.展示、评价 请学生表演自己创编的对话,其他同学尝试着评价他们的表演。注意引导学生多给予鼓励性的评价,并且能够吸取别人的经验。(五)Can you read? Long ago, If you wanted your friends to come to your party, you would go over to their house to tell them or send a letter.

12、 After 1843, you could tell them by telegraph. The telegraph used Morse code. Alexander Graham Bell invented the telephone in 1876. Then you could call your friends to come to your party. People first used the cell phone in 1975. Now you can use a cell phone to tell your friends about your party.Rea

13、d and match.分析与提示本部分为学生提供了一篇课外阅读文本,旨在培养学生的阅读能力,拓展学生的相关课外知识。这是四年级的学生第一次接触到较长篇幅的阅读文本,因此教师要根据学生的实际情况,渗透一些阅读策略及方法。通过阅读、朗读,丰富学生的语言,提高学生读的能力。1.学生观察图片,预测阅读文本内容T: Look at these pictures. What can you see in the picture?What is the main idea about this article?2.学生快速阅读文本,圈画出每段文字的重点词汇或短语T: Can you read the ar

14、ticle very quickly? And circle the key words for each picture.3.全班核对,答案不唯一,学生可以阐述自己的理由Picture 1.go over to their housePictures 2.telegraphPicture 3.telephonePicture 4.cell phone4.进一步了解细节,理解文本(1)Picture 1。T: Long ago, if you wanted your friends to come to your party, what would you do?(2)Picture 2。给学

15、生播放一段莫尔斯电报电码的声音。T: What sound is this? Good, its Morse code.PPT出示电报机的图片,教师引导学生说出下面的句子。“The telegraph used Morse code.”(3)Picture 3。T: Who invented the telephone?(4)Picture 4。PPT出示一幅手机的图片。T: What is this? Super, its a cell phone.PPT出示人们用不同的手机打电话的图片。T: So we use a cell phone to get in touch with each

16、other. Who has a cell phone at home? Whose mother has a cell phone? Whose father has a cell phone?T: Whats the difference between a telephone and a cell phone?5.引导学生再一次细读文本,内化信息6. Read and match(1)学生在理解的基础上独立完成。T: Do you understand the article? Lets do “Read and match”.(2)同桌交流,核对答案。(六)Can you write?

17、1. Write the missing letters: ou or ow.1) ab _ t r _ nd h _sework _t2) n_ h_ br _n d _n2. Complete the sentences. Where is Ms Wu? they She is by the lake. Where is the boy? _ is in the house. she Where is the girl? _ is the boat. he Where are the grandparents? _ are on the hill. Where is the cat? it

18、 _ is in the tree.分析与提示本部分内容旨在通过让学生填写单词中所缺字母组合ou或ow的练习。复习巩固所学有关字母组合ou和ow的发音/au/,培养学生按照读音规则拼读单词的能力。1. Write the missing letters: ou or ow(1)头脑风暴,调取已知信息。T: Children, can you tell us some words with the sound /au/? 学生说完单词后,教师或学生将该词拼写在黑板上。 如: loud, around, mouth, now, how, etc.(2)发现规律,渗透拼读策略。T: Can you

19、find some rules about these words? Good, “ou” and “ow” sound /au/.(3)学生独立完成练习。(4)组织学生集体朗读词语,核对答案。(5)扩展活动。 让学生尝试着用这些符合读音规则的单词编成绕口令,既可以激发学生学习英语的兴趣,扩大词汇量,还可以进一步加深练习。 如:The brown house in town is torn down.2. Complete the sentences分析与提示本部分内容旨在通过填写人称代词he, she, it和they完成句子的练习,让学生复习巩固人称代词的用法。本题对于四年级的学生来说难度

20、不大。可由学生独立完成。(1)小组活动,看图问答。 T: Look at this picture. Can you ask and answer questions in your group?(2)全班活动,同桌同学一问一答,在问答中体会人称代词he, she, it和they的用法。(3)学生独立完成练习。(4)全班朗读,核对答案。五、可供选择的教学活动1.小组比赛Group competition 目的:检测学生能否正确理解和运用表达情感的语言。(1)游戏准备:教师在游戏前将不同的情景打印成小纸条。(也可以把游戏的准备作为学生的课前作业,这样会更贴近学生的生活。)如: I played

21、 football too hard.将学生分为两个组进行比赛。(2)游戏方法:一位学生通过默读小纸条上的句子做出相应的表情或动作,以此来检测其对于单词、词组成句子的理解。另一位学生通过观察对方的表情、动作等,运用所学提出问题,以此来检测其对于重点句型“Why are you so?/Why do you look so?”的运用。(3)游戏规则:将学生分为两组。A组的一位学生从老师处抽取一张小纸条,根据上面的文字做出相应的表情或动作。B组的一位学生根据A组同学的表情、动作等,运用所学句型来询问他。如: “Why are you so tired?”(4)得分规则。如果B组同学的提问正确,A组同学朗读小纸条上的句子。即A、B两组各得一分。如果B组同学的提问不正确,请A组的其他同学来提问。即提问正确并回答后A组可得两分。2.小组活动Make a sentence 目的:检测学生能否正确运用请求帮助的语句。(1)将关于请求帮助的语句如“Would you mind opening the window?”中每个单词写在一张小卡片上,放在一个信封里。依据学生的人数和能力准备相应的数量的语句。(2)每个小组任取一个信封,每位同学拿出一张单词卡片,大声读出卡片上的单词。(3)全组同学按正确的顺序站成一个横排,一起朗读该句。如果个别语句的单词数量多于该组学生人数,可以一个人负责两张单词卡片。