英语人教新起点（一起）四年级下册-Unit 4 Let's check 教学方案设计与反思 (1).doc

1、 人教版一年级起点 四年级下Unit 4 Hobbies Lets Check 单位：成都市石室小学 教师：胡丽 课堂教学设计学科英语年级四年级教师胡丽版本、册数课目名称 人教版一年级起点 四年级下册 Unit 4 Hobbies Lets Check教材及教学内容分析教材：本单元是人教版英语一年级起点四年级下册Unit 4 Hobbies Lets check主要功能是用询问和问答他人的业余爱好。本课为第四课时，Lets check教学板块，由 A.Look,listen and match B.Read and write, C.Self-assessment组成，通过听说读写四方面的活动

2、推送，要求学生：1.能够听懂、会说用来询问某人兴趣爱好的功能句：What are your hobbies? I like.He/She likes. ；能够初步在情境中进行口头运用，并能根据问句写出答句。2.能够读懂有关兴趣爱好的短文，总结其中的关键信息，简单记录，用所给功能句 likes 表达出来，并用 I like /My like 书面地介绍自己及家人的爱好。3.能够比较流利地朗读短文。语言技能目标：1. 能够听懂、会说本单元描述兴趣爱好的单词和短语；能够根据语境恰当使用它们，并能借助拼读规律认读并识记单词和短语。doing jigsaw puzzles making models s

3、inging and dancing reading collecting erasers .2. 能够听懂、会说用来询问某人兴趣爱好的功能句：What are your hobbies? I like.He/She likes. ；能够初步在情境中进行口头运用，并能根据问句写出答句。3. 能够读懂有关兴趣爱好的短文，总结其中的关键信息，简单记录，用所给功能句 likes 表达出来，并用 I like /My like 书面地介绍自己及家人的爱好。 4.能够比较流利地朗读短文。情感态度目标：通过小组合作，增强学生之间的沟通和了解，培养学生总结归纳的能力。能够通过交流兴趣爱好和阅读活动开阔视野，

4、了解兴趣爱好的多样性及它们使生活变得丰富多彩的作用。能够在活动中认真倾听同伴发言，并大胆表达自己的观点。能够积极参与课堂活动或游戏，并能与同伴合作完成活动或游戏。教学重点、难点及措施教学重点：能够从图片中获取信息并能听懂、会说用来询问某人兴趣爱好的功能句：What are your hobbies? I like.He/She likes. ；能够初步在情境中进行口头运用，并能根据问句写出答句。教学难点： 1.能够读懂有关兴趣爱好的短文，总结其中的关键信息，简单记录，用所给功能句 likes 表达出来，并用 I like /My like 书面地介绍自己及家人的爱好。 2.能够比较流利地朗读短

5、文。措施：希沃白板5及多媒体信息技术直观呈现重难点；思维导图帮助理清、解决重难点。学情分析1. 学生特点：学生处于四年级，两级分化日渐明显，加上年龄增大，愿意表现自己的学生数量在逐渐减少；2. 学生已具备的基本技能：大部分学生养成了良好的英语学习习惯，掌握了英语学习技巧，虽然不喜欢举手发言，但是英语思维能力逐渐形成，能听懂课堂用语及课堂活动要求，绝大部分学生善于小组合作；3. 学生已有的语言知识：学生已在三年级下册U3 U5，四年级上册U2，已经接触过活动的动词短语；4. 学生将要学习的知识：What are your hobbies? I like.He/She likes. 询问和回答。能

6、够读懂有关兴趣爱好的短文，口头表达和书面介绍自己，朋友及家人的爱好，能够比较流利地朗读短文。5. 学生特点：学生处于四年级，两级分化日渐明显，加上年龄增大，愿意表现自己的学生数量在逐渐减少；6. 学生已具备的基本技能：大部分学生养成了良好的英语学习习惯，掌握了英语学习技巧，虽然不喜欢举手发言，但是英语思维能力逐渐形成，能听懂课堂用语及课堂活动要求，绝大部分学生善于小组合作；7. 学生已有的语言知识：学生已在三年级下册U3 U5，四年级上册U2，已经接触过活动的动词短语；8. 学生将要学习的知识：What are your hobbies? I like.He/She likes. 询问和回答。

7、能够读懂有关兴趣爱好的短文，口头表达和书面介绍自己，朋友及家人的爱好，能够比较流利地朗读短文。教学准备多媒体课件，活动卡片，实物。教学方法微视频教学法，视听法，任务型教学法，情景教学法，师导生本法主要学习方式自主学习，探究学习，小组合作学习等教学过程：Step 1 (1) Watch the micro video.(以身边的同学谈论自己的hobbies导入话题，贴近学生的生活实际，为接下来的学习做铺垫）(2)Greeting(T=teacher,Ss=students)T: Good morning,boys and girls！Ss: Good morning, Shirley！T： Ni

8、ce to meet you!Ss: Nice to meet you,too.（与学生热情打招呼、问候，引导学生转移注意力）T:Just now the micro video you have watched is about hobbies ,so please work in two and talk about your hobbies.(Free Talk)自由交谈，切入主题T: Which group can show us?Group9:SA: What are your hobbies? SB:I like reading. What about you? SB:I like

9、 playing the guitar.T: Great, sit down,please!Step 2 Lead- inT:Boys and girls ,please look here who are they and guess what are their hobbies?（使用希沃白板用橡皮擦擦去覆盖的内容和提问的方式，极大地引起了学生的好奇心和提高了学生的学习兴趣，同时板书 who, hobbies,why,慢慢构建思维导图此处黑板上的思维导图已经成型，学生可以暂时脱离书本，借助思维导图将语言输入与语言运用更为紧密的联系在一起，真正提高学生的语言运用能力，为学生独立表达，提供直接

10、的语言输入。）S1: He is Bill. Maybe he likes playing computer games and reading.T: Good, thanks!S2: She is Lily.Maybe she likes reading and.T: Great.And can you guess why does Lily like reading ?S3: It is interesting.T:Lets sing a song together.（开课使用一段Fun Time 中的歌谣，使得学生一看到视频并说唱出来就被有效吸引，通过歌谣，对已知的hobbies进行信息

11、补充，又能自然引出本课主题）Ss:.Step 3 New LessonPart A Look, listen and match.T: We can know from the song that Bill likes playing computer game andlistening to music.Lily likes reading.T: Different people have different hobbies.Look at the pictures.For example: Mike likes doing jigsaw puzzles.（出示实物图片，图文配对,唤醒学生旧

12、知)S4:Andy likes making models.S5:Joy likes singing and dancing.S6:Lily likes reading.S7:Bill likes doing jigsaw puzzles.S8:Binbin likes collecting erasers .T: You all did good jobs! Lets read them together.Ss:doing jigsaw puzzles making models singing and dancing reading collecting erasers T: So do

13、you often do some activities in your free time?Ss: Yes.T:What are your hobbies? Why?（板书 fun/interesting/learn new things,一方面拓展学生的词汇量，大量的输出也为学生后面完成My hobbies 题单做准备）S9:I like.Because.T:Now,lets have a look about other students hobbies. Please look at the picture. Work in four and discuss: (1) What can

14、 you see?(2) What are they talking about? (1 min.)（从图中获取信息，再猜测文段的主要话题，与思维导图相结合的形式，新颖而特别；能让学生在语境中去获取主要人物的hobbies。）Group 4: First, we can see some children.They are Jhon ,Jack ,Mary ,Markand Beibei. Second, we can see some hobbies. They are dancing,making models,doing jigsaw puzzles, drawing. Finally

15、: we can guess they are talking about hobbies.T: Wonderful! Now,turn to P44 ,listen and match.T: One more time,please check your answers.（听第二遍，给予学生更多的时间检查核对答案）T: Lets check.Please change your books, one two.Ss: Three four.T: What are Jhons hobbies?（以本单元主功能句提问）S10:Jhon likes doing jigsaw puzzles.T: W

16、ork in two and discuss what are their hobbies.(1min.)（小组合作，学生讨论他人的hobbies.）Group 5: Jack likes drawing. Beibei likes dancing.T: Great!Group 6:Mary likes reading. Mark likes making model planes.(学生大量地产出，采用介妱人物的形式描述人物的爱好，尽量不要用一两个词表达。）Part B Read and Write.T: Very good!Except these students, Sandy and

17、his friends also have their hobbies. Before we learn, Task 1:Can you guess what are Sandy and his friends hobbies? (预测并把答案写在黑板上，鼓励学生通过阅读寻找答案，引发学生的阅读兴趣）S11： Maybe they like collecting stamps ,maybe they like playing the guitar.S12:Maybe they like .T: Thank you for your guessing ! Task 2:Read the text

18、 (P44 Part B) andcircle their hobbies.(通过阅读从文中寻找答案）S13：Sandy likes skateboarding. Mark likes making models.T: Great,S13.How about Mary?S14: Mary likes reading.T: Good job, S14. Task 2:Boys and girls read P44 Part B again and try to fill inthe table by yourselves.S15: name : Sandy; hobby:skateboardin

19、gS16: name : Mark ; hobby:making modelsS17: name: Mary ;hobby: reading.(同桌订正答案，互相评价)T: Perfect.Task 3:Do you have any questions want to ask for the text?（通过学生自主提问，其他学生做答，进一步理解文段内容）S18: What are Sandys hobbies?S19: He likes skateboarding.S20: Why does he like skateboarding?S21: I think it is fun.T:Ta

20、sk 4:Please read the passage together. If you meet likes or goes ,please clap your hands to read it;If you meet the hobbies please jump to read it.（加强学生朗读能力，并为学生增加朗读兴趣）Ss:My name is .T:Good job!Can you help Shirley to retell the story? Work in four(1 min.)（通过复述，加深学生对文段的理解和表达）Ss:His name is.T:So boys

21、 and girls,I am interested in your hobbies. What are your hobbies?When do you do your hobbies?Who do you often play with?If you like reading? What kind of books do you like?（阅读活动后，进一步思考描述自已的爱好，通过问题建模，帮助学生思考和表达）S22:I like play football.I often play with my father.I think it is good for my health.T: G

22、reat!S23: I like reading.Because it very interesting.T:Wonderful! Work in four(1 min) , talk about your hobbies ,and then write down on the paper.(与同伴相互鼓励，并找出共同的问题寻求解闪的方法，共同进步)T: Here are guide for you.(为学生更好地表达）T:Who can share your hobbies?（把所学的知识与自已的生活实际相结合并运用起来）S24:I like .Ss:.Step 4 HomeworkT: A

23、mazing! Todays homework :(1) Listen and repeat.If you can read and write form memory,you can get one star.(2) If you can share your hobby book with your classmates/friends/family after class,you can get two stars.T: Goodbye,everyone!Ss:Goodbye, Shirley!板书设计：教学思考和感悟:在本节课的教学活动中，我通过微视频教学法，视听法，任务型教学法，情景

24、教学法，师导生本法把学生推向主体地位，坚持“帮扶放”的原则，开课使用西沃白板用橡皮擦擦去覆盖的内容和提问的方式，极大地引起了学生的好奇心和提高了学生的学习兴趣，同时板书 who, hobbies,why,慢慢构建思维导图此处黑板上的思维导图已经成型，学生可以暂时脱离书本，借助思维导图将语言输入与语言运用更为紧密的联系在一起，真正提高学生的语言运用能力，为学生独立表达，提供直接的语言输入。使用一段Fun Time 中的歌谣，使得学生一看到视频并说唱出来就被有效吸引，通过歌谣，对已知的hobbies进行信息补充，又能自然引出本课主题。从图中获取信息，再猜测文段的主要话题，与思维导图相结合的形式，新

25、颖而特别；能让学生在语境中去获取主要人物的hobbies。学生大量地产出，采用介妱人物的形式描述人物的爱好，尽量不要用一两个词表达。阅读活动后，进一步思考描述自已的爱好，通过问题建模，帮助学生思考和表达与同伴相互鼓励，并找出共同的问题寻求解闪的方法，共同进步。把所学的知识与自已的生活实际相结合并运用起来。其次运用了多媒体现代教育技术，变平淡为生动，变抽象为直观，海量信息，节约空间和时间，提高教学效率。在西沃白板中呈现的思维导图，在现实生活中呈现实物教具，让学生在真正的语境中去理解，感受并运用。极大的引起了学生的学习兴趣有运用能力。最后，本节课中也呈现出了一些不足之处，比如小组合作的作用没有充分发挥出来。过多地依靠了多媒体教育技术，而板书就略显少了一些，这也是我以后教学过程中需要改进和思考的地方。