一师一优课.docx

Unit3 My friends第六课时
教学目标：
一，知识与技能目标：
1. 能听，说，读，写本课时第二部分Look, choose and write中四会单词；
2. 能听，说，认读本课时重点句型：What's his/her name? He/She is .... He/She has....并能在情境中运用；
3. 能运用所学的词汇和句子简单描述一位熟悉的同学或朋友。
二，过程与方法：
通过展示人物图片，给学生复习巩固上节课所学外貌特征词汇，通过小组合作学习，让学生多说，对所学知识的复习巩固，进一步加深学生的印象。通过趣味操练的游戏活动，巩固复习前面所学的单词和句型。
三，情感与态度目标：
促进学生之间共同了解，提升班级和谐的气氛。
学情分析：
该阶段的小学生生性活泼，好动，乐于表现，学习新的一门语言对于他们而言很是新鲜，学习积极性高，但是英语基础相当薄弱，这就要求教师在教学中尽量用浅显易懂的语言讲解，尽量保持和激发学生学习英语的兴趣。
重点难点：
能掌握和运用本单元重点单词和句子来询问或描述一位熟悉的朋友或同学。
教学过程：
【导入】Step1　Lead－in
1. Greetings and sing "Friends" from Let's sing.
2. Listen and guess what his/her name.
T chooses a person who is back to the class and asks another one to stand up and say a sentence in English. Then, the class ask the person who is back to the class,first," boy or girl?" The person guess it based on the voice. The class answer "Yes" or "No" . If the person answer it right, the class continue to ask."What's his/her name?" The person guess it. The class also only answer "Yes" or "No". The person has only three chances to guess. If he/she loses the chances, he/she will fail in the game.
3. Chant: i say...... i say...... The teacher and ss review the old words by saying out the antonyms.
4. Play a game: guess who he/she is.
Firstly, the teacher shows a picture which is back to the class and says," i have a new friend. He is in our class. He is tall and strong. He wears glasses. ...Who is he?" Then, the teacher asks ss to choose one of their friends and think of how to describe him or her. They can write down their descriptions. It's better If they have a photo of their friend. Then, let some ss to describe their good friend like the teacher's description on the stage.
【讲授】Step2　Presentation
1. T presents a mask of Sarah and says," boy or gir?" When the class answer "girl", the teacher asks," What's her name?" and let ss describe her simply.
2.T shows more head portraits of Sarah's friends such as Ben,James,Kate,Ann and lets ss choose a head portrait and ask and answer as above in groups.
3. Report the results: a group describe a person. Other groups guess who he/she is.
4. Let ss listen to the tape and match.
5. Let's ss listen again and read after the tape.
6. T leads to the learning of "bag, long hair, short hair, tall, thin, glasses, shoes" and the learning of colour words by presenting the related pictures to prepare the next step.
7. Let ss look at the second part of page 29 and understand the given pictures, the given words and the unfinished sentences to let ss know what to do next. Then, let ss finish the given sentences based on the clues. After it, check the answer in class.
8. Sum up how to describe a person and let ss learn to describe the one of their classmates by themselves and finish the other unfinished sentences of this part. T checks their answers in class.
【活动】Step3　Practice
1. Look and match on page 30.
1) Lead ss to scan the pictures and try to describe the people in the pictures simply to review the key words of this unit.
2) Let ss look at the given words about the desriptions of people and understand what else they have not still remember about the descriptions. Then, let ss match and the teacher checks the answer with ss in class.
2. Make a "friend tree".
Ss put the picture of one of their friends and the descriptions about their friend on the "friend tree" which is made by the groups they are in.
【作业】Step4　Homework
1. Review all the key words and the useful sentences of the whole unit.
2. Finish the related exercises of this unit in their exercise books.
3. Describe a friend to your parents.
4. Preview the next unit.

Unit4 My home第一学时
教学目标:
(1)能听、说、读并简单表演整个故事;
(2)能在情境中正确表达My/Your/Our … are (not)….句式,进一步加强表达中正确运用单复数的能力。
(3) 通过合作表演,加强学生的合作意识与能力,促进组内交流。
学情分析:
四年级的学生接触英语已有几年,英语基础也已有一定的积累。对于英语学习,他们兴趣浓厚,课堂参与积极性高,表演欲强,十分愿意展示所学所想。同时,他们还有着这个年龄段孩子好奇、好动、求知欲强的特点,因此课堂上他们需要表演、想象、展示的空间。本课时的内容是两只熊找眼镜却不慎弄错眼镜的故事,学生对有转折性的故事情节非常喜欢,应该是非常愿意投入学习的。
重点难点: 通过基础句式My … are(not)的表演性运用,让学生逐渐内化这个句式;通过抽签进行分角色表演的方式让学生进一步理解故事。
教学过程 :
活动1【导入】Warm－up
1. Let’s sing Sing a song My Home
通过歌唱与“吊死鬼”两个孩子们喜爱的热身活动,让学生复习方位介词和房间内物品名称,为本节课之后的环节做好铺垫,让学生从下课的放松状态过渡到上课的专注状态。
2. Let’s play Play a game: Hang Man
通过猜词呈现出table, fridge, sofa等词,并让学生将图片放入正确单词方框。 利用白板书写与“容器”功能,达到本课复习旧知的目的。在看单词选择正确图片这一环节中,学生有机会自己拿起白板笔参与其中,拉近了与多媒体的距离。
活动2【讲授】Presentation
1.Present a friend, guess who he is. [引出人物,通过讨论人物特点,在旧知与新知之间逐渐过渡。利用白板“聚光灯”功能,吸引学生注意力,并增加猜测的可能性。通过从“注释浏览器”中拖拉方便地选择适合学生讨论的辅助句型。
2.Talk about the same things of Old Mr Bear and Yong Mr Bear. Act like Old Mr Bear: My glasses are black. Your glasses are black. Our glasses are black.
通过讨论两只熊的眼镜来突破重点,为后面故事的戏剧性转折做好铺垫。该环节主要使用“神奇墨水”功能,将英文句式中几个新词进行透视,辅助学生的理解
3.Talk about Old Mr Bear’s glasses. Ask and answer: Is Old Mr Bear happy today? Why? 引出Where are his glasses?
以兴趣为导火索,用Where are the glasses?问题引出整个故事,使学生带着问题兴致盎然地看故事、找寻问题答案。此处使用电子白板“隐藏”功能,逐步推进课堂的深入讨论。
4. Enjoy the video and find the answer. 1)Watch the video. 2)Discuss the pictures. 3)Read the story together.
展示视频,揭晓答案,理出故事梗概。此处使用电子白板“插入媒体”功能,将视频以媒体形式插入,通过在Where are his glasses?问题上直接点击,播放视频,指向性强、操作便捷。视频播放时窗口可以放大缩小,且能在播放过程中拍照,随时抓捕需要的重点图片。图片使用中教师又可随时在上面圈点标记,非常有效。
活动3【活动】Consolidation
Act out the story.
1.  四人小组抽签决定角色分配。
2. 各组准备并表演。
3.  学生使用投票器评价。
让学生感受故事中人物,将故事内化为学生自己的言语行为,这样可以让学生更深入地理解故事,实现输入到输出的转化,自然实现本课的语言习得。该环节中运用了“抽签器”、“计时器”、“投票器”等功能。“抽签器”使角色分配随机化,避免了小组合作过程中组内成员因分工产生的小纠纷,“计时器”促使合作表演的准备过程更有效,“投票器”则有效保证了学生能认真观看同伴的表演并作出客观评价,这也是学生彼此互相学习的过程。
活动4【活动】Extension
1. Talk about Old Mr Bear. What do you think of Old Mr Bear?
引导学生总结故事中的人物特点,进入下一环节的讨论。白板功能中纵向“拉幕”能逐段推进课堂讨论,更能聚焦学生目光。在讨论人物性格中,使用“神奇墨水”功能实现显示对英文新词的解释。
2.   Make up a new story 1)Talk about the new story in groups. 2)Act the story.
从语言输入到语言输出,再到自己生成新的故事,给学生提出了新的要求。 并不要求所有学生都能当堂创编出新的故事,但这样的讨论环节和展示方式给学生课后思考提供了参考与思路。
活动5【作业】Assignment
Record the new story at home. 承接上文,做一个录音作业。

Unit5 Dinner｀s　ready第一学时
教学目标：
1. 能够在图片及所学知识的帮助下读懂小短文并填出听到食物的相应顺序。
2. 能够在图片的帮助下从所给词汇中正确选填出涉及到的单词,完成句子;能够根据实际情况正确写在四线格内,完成句子I’d like some … and ….
3. 检测部分要求学生能够熟练地听、说本单元对话部分的主要句型;能够听、说、认读词汇部分的所有单词。
4.借此机会,教育孩子们不要偏食,要营养均衡才能学得好。
学情分析：
四年级的学生注意力不稳定、不持久很难长时间注意在同一件事上,所以通过图片,画画词卡等各种图文并茂的信息吸引学生的注意力,他们正从具体思维想抽象思维过渡,通过具象到抽象的过程使学生学习更深入,更易于接受。
重点难点：
教学重点：
句型：What would you like for dinner? I'd like some…
Would you like some…?Yes,thank you.
教学难点 ：
句型：What would you like for dinner? I'd like some…书写。
教学过程
教学活动
活动1【导入】Dinner｀s　ready
兴趣是推动学生学习的强大动力,是新课导入的关键。我运用一组食物图片和快速记忆的形式把大家带入了一个美食餐厅,以强烈的视觉效果给学生带来新鲜、愉悦的感觉,不仅能使学生迅速地兴奋起来,而且复习了重点词汇,引出核心词汇的复习 用chant以及谈话等方式引出 rice, noodles, chicken, fish, beef.
活动2【讲授】(lead－in　and　presentation
1.承接上面的情境,引出阅读任务在PPT上展示对话,学生听录音把对话读一遍并根据图片猜意思,把不懂的句子单词划出来。分角色朗读再次熟悉对话。 【设计意图:用猜故事的小挑战来引出本节课的阅读情景,激活学生的关键词阅读策略,自然导入本节课的阅读任务 】
2. PPT上展示需要匹配的物品图片,老师再做一个示范,学生自己完成,强调画出关键的信息。然后和学生一一对答案。【 设计意图:小步子给学生搭建合理的学习支架并且渗透找寻关键信息的阅读策略,让学生轻松完成阅读任务。】
3 .跟读录音,回答文中问题,渗透意群朗读意识。【 设计意图:听录音跟读培养学生按照意群和正确的语音、语调朗读小文段的习惯,并在阅读中渗透良好习惯养成的教育。】
活动3【练习】practice,　reinforcement　and　production
1.书写指导,投影批改。通过连词成句检验学生对功能句的掌握情况I’d like some … and …. 并及时进行重点句的书写指导和现场修正,这是学生第二次写的操练。 【设计意图:坚持在情境中学习,突显语言的运用功能。教师示范,搭建学习支架。了解英语句子的正确书写形式;照顾不同水平的学生,提供选择性的书写任务。 】
2.分组说图片展示的是什么
3 .听
录音选出对应的图片,跟读录音,核对答案。

Unit 6 Meet my family!第二学时
教学目标：
知识目标:能够听说认读单词:family , parent , uncle , aunt , baby brother. 能力目标:能用英语简单介绍自己的家庭,如This is my uncle. 能听懂价绍家庭成员时使用的语言。
学情分析：本单元的教学应充分利用Unit 3 My Friends旧知识,从而降低学习难度,并使知识得以循环巩固。 
重点难点：
重点:使学生掌握五个生词,并能在情景中运用。
难点:能用英语简单介绍自己的家庭。
教学过程：
教学活动
活动1【导入】Step　1　Warm　–　up
课前歌曲《I love my family》
Greeting: T: Good morning, boys and girls!
Ss: Good morning, teacher!
T: How are you?
Ss: Fine, and you?
T: I’m fine. T:There are some questions.
Ss: Yes! 1: Are you strong?
Ss: Yes! 2: Do you have a brother?
Ss: Yes! 3: Do you have a sister?
Ss: Yes! 4:Do you love your father?
Ss: Yes! T:I love my father and mother,do you love your father and mother? Ss: Yes! Now let’s sing a song about our father and mother , ok ?
齐唱歌曲《Father and Mother》
活动2【讲授】Step　2　Presentation
T: Look! This is my father and mother .Father and mother , I love you !(出示)
T: The first letter of each word can make a new word. What will it be ?词Let’s spell together. 领生齐读每个单词的首字母,组成新单词family. 教学单词family.
T: This is my father and mother. This is my parents! In our family , we can call our father or mother parent ; we call our father and mother parents .What’s the meaning ?(师手指图片帮助学生理解parent和 parents 的区别。)
教学单词parents . 出示父母图片练习句型:They are my parents . 出示uncle 图片
T:Look! He is my father’s brother ,Who is he ?
Ss: 叔叔! T: Yes! He’s my uncle .教读单词uncle . T: Uncle is your father’s or mother’s brother . What’s the meaning ?
引导学生理解uncle 的意思。 出示aunt 图片
I: Guess! She is your father’s or mother’s sister ,how can we call her ? Ss: 阿姨!
T: Yes! We can call her aunt. 教读单词aunt 出示cousin的图片
T:This is my aunt’ s child. This is my cousin.
T: We call aunt’s child or uncle’s child cousin.
教授单词 cousin  出示baby brother 图片 首先声音出示一个宝宝的哭声。
T: Look! It’s a baby , yes ?
Ss: Yes!
T: He is my brother , so I can call him baby brother .教读单词 baby brother T: We have learned so many words, can you read? 齐读所学单词。
T: Now open your book and turn to page ,listen and point , ok ? 打开课本听录音并指单词。  
T: This time, listen, point and repeat ! 听、指并跟读。两遍。
活动3【活动】Step　3　Practice
1.T: Read the words loudly in your group now .小组内自由读。
2. T: Now, close your book and look at my mouth ,. Guess the word .看口型猜单词。
3. T: Good job! Look here . there are many pictures ,guess who are they .看遮盖住大半边的图片猜单词。 出示家庭照图片
4. Who can help the boy to introduce his family ? 同法找生替图中人物介绍自己的家人,根据提示,慢慢提升难度。
5. Say and draw One student introduce his or her family member , others draw . Let’s see who ‘s picture is the best .
活动4【练习】Step4：　Production评论 Say and draw Draw a member of your family. Then talk about he or she. T: Now let’s have a rest .See the topic of family.
活动5【作业】Step5：　Progress
Homework 1. When you go back home and see your family members ,call them in English, tell them : I love you! and try to say something about them . 2. Make a card to introduce your family and show their photos , bring the card to our school and talk about your family members with your friends

Unit 6 Meet my family -B Let’s talk
教学目标：
1. Can grasp the main idea of the dialogues, can read and role play the dialogues well.
2. Can use the structures correctly (Is this your uncle? Yes, it is. What’s her job? She’s …What’s his job? He’s …)
3. Can exchange the information about the other’s family (the family members and their jobs…)
4. Know the meanings of the new words:football player,nurse.  
学情分析：
The fourth graders’ve learnt the key words(uncle,aunt,baby brother, me…)and can introduce family members using the simple structure THIS IS...  
重点难点：
Can use the structures correctly(Is this your uncle? Yes, it is. What’s her job? She’s …What’s his job? He’s …)
教学过程
第二学时
教学活动
活动1【讲授】Analysis of the text book  
1. The main structures of the contents are: Is this your uncle? Yes, it is. What’s her job? She’s …What’s his job? He’s …
2. It offers the mean sentences within a short play. Analysis of the students The fourth graders’ve learnt the key words(uncle,aunt,baby brother, me…)and can introduce family members
Teaching target ：1. Can grasp the main idea of the dialogues, can read and role play the dialogues well.
2. Can use the structures correctly (Is this your uncle? Yes, it is. What’s her job? She’s …What’s his job? He’s …)
3. Can exchange the information about the other’s family (the family members and their jobs…)
4. Know the meanings of the new words:football player,nurse. Difficult point Can use the structures correctly(Is this your uncle? Yes, it is. What’s her job? She’s …What’s his job? He’s …)
Teaching objects:   CD, albums, pictures, word cards, bascketball, football…
Teaching methods :  Sing the song, watch video, play the game, practice… Teaching procedures :
一、 Warmer   Sing a song
二、Presentation  
1. Show pictures of family and friend, introduce them to the students. 2. Sarah has an album, too. Let’s see how many people there are and who they are.
3. Watch the video on p61.answer the questions:how many people are there? Who are they?
4. Learn the sentences: Is this your uncle? Yes, it is. He’s a football player. Show pictures of the students and judge who they are? Is this …? Yes, it is. /No, it isn’t.
5. Define the word –baby brother 6. Watch the video twice and see what jobs each one has.   Learn the sentences-What’s your aunt’s job? She‘s a nurse. He’s a football player.
三、Practice
7. Practice the structures: What’s her job? She’s …What’s his job? He’s … Define the word-football player, show the different pictures of the sportsman (basketball player, golf payer, tennis player, pingpong player…)
8. Learn the words –docter, famer, cook, driver.
9. Carry out the dialogues using the structures: What’s her job? She’s …What’s his job? He’s …
10. Play the game, Simom says. 、
11. Guessing Game: Two students come to front and have the test of friendship…
12. Watch the video the third time, and repeat after the dialogues… 13.Role play the dialogues and show it in the front…
四、 Production. 1. Exchange the photos and ask questions using the sentences (Is this…? Yes, it is. What’s her/his job? She’s/He’s …) Carry out the duologues in pairs.
五、 Learn the song named MY FAMILY on p 64.
六、Exercise and homework ：Make a survey of family members and their jobs and talk about it.