小学英语教案（人教版四上）复习二 15页

Recycle 2‎ 单元整体分析 本单元是义务教育人教版（pep）小学英语教科书四年级上册复习二。这是一个针对第四到第六单元的重点句型和重点词汇设计的综合复习单元。它以西方重要的节日——圣诞节为背景，由对话阅读；听一听标序号；听一听，看一看，写一写；看一看， 问一问，答一答；歌曲；游戏等活动组成，共分三个课时。‎ 第一课时为对话阅读活动，Chen Jie和John到Mike家里过圣诞节，见到了他们家为圣诞做的准备，以及家人，并同其家人共同进餐。通过对话，帮助学生复习了有关房间、家人、饮食等内容的相关词汇和句式。让学生在阅读中整合前几个单元学习过的重点知识，提高自己的阅读能力和口语表达能力。Let’s sing为一首经典的圣诞歌曲: We wish you a merry Christmas。可以放在每一课时里让学生感受圣诞的气氛。‎ 第二课时包括听一听为各房间标序号活动，这将帮助学生复习了第四单元中有关描述居室和人物活动的内容。以及看一看，听一听，写一写活动。表面这个活动描述了一个小女孩和圣诞老人之间的对话，实际帮助学生复习了元音字母在单词中的发音。‎ 第三课时包括Look, ask and answer及Play a game两个活动。看一看，问一问，答一答活动通过展示John的家人及其居室，帮助学生综合询问家人，家人的职业以及询问人在居室内的活动等内容进行交流和表达。游戏部分将登山改为爬圣诞树。学生通过回答前几个单元学习过的重点问句来赢得游戏的胜利。‎ 在本单元的教学中，要以话题为中心，创设真实或虚拟的语言情境来复现、梳理、归纳知识，帮助学生听说、认读所学内容，达到巩固、迁移和提高综合语言运用能力的目标。‎ 单元教学目标 知识目标：‎ ‎1.词汇：复习以下各类单词：‎ 居室陈设：bedroom, living room, study, kitchen, bathroom, bed, phone, table, sofa, fridge 食物餐具：beef, chicken, noodles, soup, vegetables, chopsticks, bowl, fork, knife, spoon 家人职业：parents, cousin, uncle, aunt, baby brother, doctor, cook, driver, farmer, nurse ‎ 2. 句型结构：能听懂、会说、认读4-6单元的核心句型。‎ ‎3. 字母与语音：复习4—6单元中元音字母a-e, i-e, o-e, u-e, -e在单词中的发音规则 能力目标 ‎1. 能够运用4—6单元中有关居室陈设的单词简单描述自己的家，结合句型描述各个房间及室内家具陈设的名称、特征、位置等 ‎2. 能够运用食物餐具类单词表达用餐食物和餐具使用意愿 ‎3. 能够运用家人职业类单词简单介绍家人情况 15‎ ‎4. 能够运用句型Where are/ is the ...? Are they/ Is it on / near/ in the... It’s / They are ...来询问和谈论物品位置 ‎5. 能够运用句型What would you like? I’d like... Would you like some...? 征求并表达用餐意愿，提出用餐建议 ‎6. 能够运用句型How many people are there in your family? Is this your...? What’s your ...’s job? She / He is a ...来询问对方家庭成员的信息和职业，并回答自己的家庭情况 ‎7. 能够读出符合发音规则的单词；并能根据发音拼写出符合发音规则的单词。‎ 情感态度、学习策略、文化意识目标 ‎1. 感受并激发和家人互爱互助的情感 ‎2. 了解西方国家过圣诞节的文化习俗 ‎3. 进一步注意到单词音、形、义之间的联系，整体学习单词，并能够将规律举一反三地运用 教学重难点 教学重点 ‎1. 能够复习、归纳4—6单元的重点词汇，并在表达中正确运用 ‎2. 能够在真实情境中综合使用4—6单元中的重点句型来进行交流， ‎ ‎3. 能够掌握a-e, i-e, o-e, u-e, -e结构的发音规则 教学难点 ‎1. 能够正确使用所学的词汇和句型进行正确而自由的交流和表达 ‎2. 能够读出符合发音规则的单词，并能根据发音拼写出符合发音规则的单词 教学方法 情景创设法、游戏教学法、多媒体辅助教学法、小组合作学习法 教学时间 本单元教学用时一周，建议使用三课时完成教学任务 第一课时：Read aloud；Let’s sing 第二课时：Listen and number the rooms; Look, listen and write 第三课时：Look, ask and answer; Play a game 知识视窗 圣诞节 圣诞节是西方最重要最隆重的节日，是纪念耶稣诞生的节日，又称为“耶诞节”。圣诞节是西方以及其他很多地区的公共假日。这意味着大部分成年人将放假在家，而孩子们也不必上学。它的隆重和重要程度相当于中国的春节。‎ 圣诞节有许多传统，其中关于圣诞老人传说无疑是最受孩子们欢迎的。源自尼古拉斯的圣诞老人为穿红衣，戴红帽的白胡子老人形象。相传他会统计每个孩子一年的表现，然后在圣诞节凌晨0时钟声敲响的时候，驾着雪橇从烟囱进入各家，把圣诞礼物装在袜子里挂在孩子们的床头上或火炉前。‎ 15‎ 圣诞树是圣诞节庆祝中有名的传统之一。人们会在圣诞前把一棵塔形常绿植物放在室内或户外，用圣诞灯和各种和圣诞相关的彩色装饰物进行装饰，通常树顶上会放一颗星星。它让圣诞节变得更加美丽。‎ 圣诞节是一个家人团聚，分享爱和关怀的节日。家人和朋友之间常会寄送圣诞卡，向亲友发送节日祝福。‎ 圣诞节在每年的‎12月25日，‎12月24日晚则被称为“圣诞前夜”， 又称为平安夜，人们会聚到教堂举行特殊的仪式，演唱各种圣诞颂歌。‎ 近些年，圣诞文化受到越来越多国家的喜爱，中国等亚洲国家也逐渐开始庆祝起圣诞节，并形成了自己的一些传统，比如，在圣诞节前送苹果，以祝福平安等。‎ 第一课时 课时内容 A. Read aloud；Let’s sing 课时分析 ‎ Read aloud是个阅读故事，Chen Jie和John在圣诞节来到了Mike家里参加圣诞家庭晚宴。他们在客厅看到了圣诞树，看到了装扮成圣诞老人的Mike的爸爸，见到了当护士的Mike的妈妈。并和Mike一家高兴地分享了圣诞晚宴。在此过程中，学生会复习到有关居室类的词汇：kitchen, living room; 有关家人的词汇：father, mother; 有关圣诞节习俗的词汇及语句：turkey, Father Christmas, Merry Christmas! 以及有关表述人物的位置、家人的职业、征求用餐意愿等的有关句式。在圣诞节这个大背景下，成功地综合了前三个单元的核心知识，让学生在复习相关知识的同时，了解了有关圣诞节的知识和传统，受到了文化的熏陶。‎ Let’s sing是一首经典的圣诞歌曲：We wish you are a merry Christmas。大部分学生应该比较熟悉这首歌的旋律。这首歌能够很好地营造出圣诞的节日气氛，帮助学生在这种氛围中理解对话内容。在教学中也可以播放其他经典的圣诞歌曲，为学生营造一个良好的氛围，帮助学生更好地理解圣诞文化。‎ 课时目标 ‎1. 能够正确理解对话大意；‎ ‎2. 能够整体认读句子，用正确的语音、语调朗读对话；‎ ‎3. 能够理解并在情景中综合运用4—6单元中的重点句式 ‎4. 能够在语境中理解新词：Father Christmas, turkey和语言Merry Christmas的意思，并能够正确发音 ‎5. 能够了解有关圣诞节的文化习俗 课时重难点 ‎1.重点 能够正确理解对话大意 能够整体认读句子，用正确的语音、语调朗读对话 15‎ 能够理解并在情景中综合运用4—6单元中的重点句式 ‎2. 难点 能够根据具体的情境选择相应的句子进行恰当的交流 教学准备 ‎1. 多媒体课件、录音机、磁带 ‎2. 人物图卡或头饰、圣诞节有关的歌曲、图片、中英文介绍等 教学过程 Step 1 Warm up ‎1. 播放歌曲：I wish you a merry Christmas. 学生认真倾听。教师讲授其与圣诞节的关系，学生再次倾听，跟唱学习。‎ Teacher：I will show you a special song. Listen carefully. ‎ Teacher: What is the song about? It’s about a holiday. Do you know the name of the holiday? Yes, it’s Christmas. （板书单词）Christmas. On Christmas, people sing Christmas songs. This is a Christmas song. Listen again and try to sing with it. ‎ ‎2. 学生尝试演唱歌曲。‎ Teacher：Can you sing the song? Have a try, please. ‎ 设计意图：以圣诞歌曲进行热身，为学生营造一个有关圣诞节的浓厚的文化气氛，为学生学习今天的内容做好知识和心理的准备。‎ Step 2 Lead in ‎1.展示介绍圣诞节的短片或图片，向学生介绍圣诞节的相关风俗。学生认真观察后讨论。‎ Teacher：Christmas is a happy holiday. What do people do at Christmas? Let’s watch and find. ‎ Teacher: What do you see? What do people do at Christmas? On Christmas, people don’t go to work. Children don’t go to school. They put up a Christmas tree in their living room. They put lights and a star on the tree. They write Christmas cards to their family and friends. They give gifts to their family and friends, too. This is Father Christmas. His name is Santa Claus. Children believe that he will bring gifts for them on Christmas Eve. People will sing Christmas songs. They will have a big family dinner together. What’s this? It’s a turkey. Do you like turkey? Do you like Christmas? What do you want to do on Christmas? ‎ 设计意图：通过短片、图片等方式使学生对圣诞节有一个直观的印象。通过与学生的讨论，让学生对圣诞的习俗有基本的了解。‎ Step 3 Presentation ‎1. 导读，引起学生的阅读兴趣，呈现对话内容。‎ Teacher: On Christmas, people always invite their family and friends to their house. They will have fun together. Look, Mike invite Chen Jie and John to his house. What do they see? Let’s watch and find. ‎ 设计意图：引起学生阅读的兴趣，让学生学会带着问题去听、去读，培养他们认真倾听和阅读的习惯。‎ ‎2. 引导学生根据自己所看、听到的内容，结合教材图片，回答问题。‎ Teacher: What does Chen Jie see in Mike’s living room? Yes, she sees a 15‎ ‎ Christmas tree. Is it beautiful? Yes, it is. Who do they see in the kitchen? They see Father Christmas. Who is Father Christmas? Yes, it’s Mike’s father. And they see Mike’s mum. What do they do at last? Yes, they have dinner together. ‎ 设计意图：通过观察图片，讨论问题，带领学生获取对话中的信息，初步了解对话内容。‎ Step 4 Practice ‎1.播放课文录音。学生跟读课文。‎ Teacher: Boys and girls, let’s read the talk after the tape. Please listen carefully, read carefully.‎ ‎2. 自由读课文，分角色朗读课文。‎ Teacher：Read the story freely. Then let’s read it in roles. ‎ 设计意图：通过跟读来使学生掌握对话的正确读音。自由读及分角色读课文，使学生在不同方式的读的活动中熟悉、巩固重点句式，内化语言，提高自己的综合语言运用能力。‎ ‎3. 深入讨论课文内容，请学生深入理解对话内容。‎ Teacher：Now，please tick or cross. ‎ ‎(1) Mike’s family is in the kitchen. ‎ ‎(2) Mike’s mother is Father Christmas. ‎ ‎(3) Mike’s father is a nurse. ‎ ‎(4) Chen Jie would like some turkey. ‎ ‎(5) John would like some juice. ‎ Teacher: What do people say on Christmas? Yes, they say merry Christmas. ‎ 设计意图：通过判断正误和回答问题等活动，帮助学生深入理解对话内容，同时加深对圣诞节的了解。‎ ‎4. 展示更多的圣诞节歌曲，让学生感受圣诞节的欢乐。‎ Teacher: They say Merry Christmas at Christmas. They sing merry Christmas, too. Let’s sing Merry Christmas together. ‎ Teacher: Now listen to more Christmas songs. ‎ Teacher: Do you like Christmas songs? They call them carols. ‎ 设计意图：通过歌曲帮助学生了解更多关于圣诞的知识。‎ ‎5. 讨论学生家人的情况。‎ Teacher：What is Mike’s mother’s job? Yes, she is a nurse. What about your mother? What’s her job? What’s your father’s job? Do you have an uncle? What’s his job? Do you have an aunt? What’s her job? ‎ 设计意图：通过讨论学生家人的情况，复习有关家人的职业的有关知识。‎ ‎6. 小组活动，仿照教材中的圣诞，邀请同学到家里过圣诞节或其他节日，编制对话，并表演对话。‎ Teacher: Do you want to invite your friends to your family? When will you invite them? What will you say? What will you do? ‎ Teacher: Please make a talk with your friends. You can say like the talk. Practice in groups first. （教师巡视，帮助学生解决在分配角色、编制对话上遇到的困难）‎ Teacher: Now, which group wants to show your talk? Let’s find the best group.‎ 设计意图：通过表演使学生整合学习过的知识，内化语言，提高自己的口语表达能力。 ‎ 15‎ Step 5 Summary ‎1. 齐唱圣诞歌曲，结束课程。‎ Teacher：You know many things about Christmas today. Do you like it? Let’s sing the song We wish you a merry Christmas together. ‎ 设计意图：以圣诞歌曲结束课程，加深学生对圣诞的印象，同时让学生能够在愉快的心情中结束本课的学习。‎ 课堂作业 一、下列各组中哪个单词与其他不是一类，请选出来。‎ ‎( ) 1. A bedroom B. chicken C. bathroom ‎( ) 2. A. sofa B. knife C. fork ‎( ) 3. A. cook B. farmer C. cousin ‎( ) 4. A. uncle B. friendly C. aunt ‎( ) 5. A. soup B. vegetable C. spoon 二、读一读，选出最恰当的一项，补全句子。‎ ‎( ) 1. How many _______ are there in your family?‎ ‎ A. parents B. people C. doctor ‎( ) 2. What would you _______ for dinner?‎ ‎ A. to like B. likes C. like ‎( ) 3. What’s ______ dinner?‎ ‎ A. for B. of C. with ‎( ) 4. — _________ is she?‎ ‎ — She is in the kitchen. ‎ ‎ A. What B. when C. Where ‎ ‎( ) 5. — _________ is your uncle’s job?‎ ‎ — He is a farmer. ‎ ‎ A. What B. Where C. How many 三、为下列问句选择正确的回应。‎ ‎( ) 1. Where are the keys?‎ ‎ A. No, she isn’t. B. Yes, they are.‎ ‎ C. They are in the door. D. No, they aren’t. ‎ ‎( ) 2. Is she in the living room?‎ ‎ A. A. Yes, she is. B. No, he isn’t. ‎ ‎ C. She is in the living room. D. He is in the kitchen. ‎ ‎( ) 3. What would you like for dinner? ‎ ‎ A. Help yourself. B. Yes, please. ‎ ‎ C. No, thanks. D. I’d like some soup and bread, please. ‎ ‎( ) 4. How many people are there in your family?‎ ‎ A. Yes, it is. B. Three.‎ ‎ C. I can use chopsticks. D. She’s a nurse. ‎ ‎( ) 5. Merry Christmas! ‎ ‎ A. Yes, thanks. B. Yes, please. ‎ ‎ C. Merry Christmas! D. Yes, it is. ‎ 15‎ 答案：‎ 一、1. B 2. A 3. C 4. B 5. C ‎ 二、1. B 2. C 3. A 4. C 5. A ‎ 三、1. C 2. A 3. D 4. B 5. C ‎ 板书设计 Recycle 2‎ Read aloud Merry Christmas！‎ Merry Christmas!‎ He’s Father Christmas now. ‎ Nice to meet you. ‎ Nice to meet you, too. ‎ What would you like? ‎ I’d like some turkey. ‎ 第二课时 课时内容 Listen and number the rooms; Look, listen and write 课时分析 ‎ Listen and number the rooms活动以圣诞节夜里Mike家人的活动为背景，展示了圣诞老人和小精灵的对话。学生需要认真倾听他们的对话，根据听到的圣诞老人的路线，为教材中Mike家的各个标明序号。这个活动一方面为学生展示了有关圣诞老人送礼物的文化习俗，另一方面带学生复习了第四单元中有关介绍居室和陈设的词汇及句式。在进行听力活动之前，要引导学生了解有关圣诞老人的传说，以更好地理解本活动的内容。同时，要引导学生观察图片内容，帮助他们养成在完成听力活动前先获取基本信息的能力，而且培养他们在倾听中抓住关键词汇和信息的能力。‎ Look，listen and write活动中呈现了一个小女孩和圣诞老人之间的对话。小女孩等不到公共汽车，向圣诞老人求助。圣诞老人无私地帮助了她，只需要一个微笑作为回报。传递了圣诞中爱与分享的文化理念。学生需要认真倾听他们之间的对话，然后将缺失的单词填在横线上的。这些单词分别是含有元音字母u的开音节单词：use，含有元音字母a的开音节单词late, 含有字母i的开音节单词bike, nice, 含有字母o的开音节单词home, 含有字母e的开音节单词me。很明显，这个活动帮助学生复习了本学期中学习到的五个元音字母在开音节里的发音。‎ 课时目标 ‎1. 能够复习巩固元音字母在开音节里的发音规则 ‎2. 能够读出符合元音字母在开音节及闭音节里的发音规则的单词 ‎3. 能够复习巩固描述居室及陈设的重点词汇及句式 15‎ 课时重难点 ‎1.重点：‎ 能够复习巩固关于描述居室及陈设的重点词汇及句式 能够复习巩固元音字母在单词中的发音，能够读出符合其发音规则的单词 ‎2. 难点：‎ 能够根据发音规则拼写单词，完成听音填空任务 教学准备 ‎1. 多媒体课件、录音机、磁带 ‎2. 单词卡 教学过程 Step 1 Warm up ‎1. 播放第四单元中的歌曲My home，学生齐唱。‎ Teacher：Boys and girls, let’s watch and sing the song. ‎ Where, oh, where has the TV gone? ‎ Where, oh, where can it be?‎ Where, oh, where has the TV gone?‎ It’s in the bedroom with me. ‎ 设计意图：以这首以居室和室内陈设物品，以及物品的位置为内容的歌曲进行热身，学生可以复习相关的内容，并为下一环节的学习做好准备。‎ Step 2 Lead in ‎1.展示第四单元A部分中Let’s learn的图片，与学生讨论图片上的内容。‎ Teacher：Whose house is this? Yes, it’s Amy’s house. Where is Amy? Is she in the bathroom? Is she in the bedroom? Where is she? Yes, she is in the study. Where are her mother and father? Are they in the study? Where is the bed? Where is the phone? ‎ 设计意图：通过学习过的内容进行讨论，复习相关的句式与词汇，为下一步的活动做好准备。‎ Step 3 Presentation ‎1. 出示Listen and number the rooms中的图片。请学生观察图片内容。‎ Teacher：Look at this house. Whose home is it? Can you find? Where is he? Is he in the study? Where are his father and mother? Who else can you see? Where is he here? Yes, Father Christmas will come and give gifts to children. Where does he put the gifts? Yes, in the sock. Where is the sock? Is it on the Christmas tree? Is it near the window? What colour is the sock? ‎ 设计意图：充分利用教材中的图片，通过讨论图片的内容来复习关于询问和表达人物、物品位置的句式。通过讨论交流使学生理解图片的背景，并进一步理解有关圣诞节的习俗。为接下来做好听力活动做好准备。‎ ‎2. 播放听力录音，学生根据录音完成活动。‎ Teacher: Father Christmas wants to give Mike gifts for Christmas. What does he say? Does he find the sock? Listen to the tape and number the rooms according what you hear. ‎ 15‎ Teacher: Please show me your answer. ‎ Teacher: Please talk about the picture and the numbers. First, Father Christmas is in the ... Then he is in the ... ‎ 设计意图：在进行活动之间，先对学生进行一定的提示和指导。完成活动之后，让学生讨论自己的答案，为他们创造交流的机会。‎ Step 4 Practice ‎1. 出示不同房间或物品的图片，与学生进行讨论、交流。‎ Teacher：What room is this? Is this a living room? No, it isn’t. It’s a bedroom. What’s in the bedroom? Oh, you can see a bed. What colour is the bed? Where is the desk? Where are the books? ‎ Teacher: What room is this? Is it a kitchen? Yes, it is. Where are the chopsticks? Where are the bowls? Where is the beef? Would you like some beef? What would you like? ‎ Teacher: What room is this? Can you ask some questions like me? Please do a pair work. ‎ Teacher: Show me your talk, please. ‎ 设计意图：以这样的讨论帮助学生整合前几单元中学习过的有关描述物品位置、用餐意愿、居室及陈设等相关内容，通过老师的示范引导学生如何针对图片内容提问并进行交流对话，提高学生的口语交际能力。‎ ‎2. 奖励学生的表现，播放与圣诞有关的歌曲。‎ Teacher: Everyone did a very good job. Do you want some gifts? I am not Father Christmas. But I have some gifts for you. Do you like gifts? What is my gift? It’s the Christmas song. I will show you some Christmas songs. Watch and listen. ‎ 设计意图：以圣诞歌曲作为活动奖励，为学生营造一个轻松愉快的课堂学习氛围。同时，使学生进一步加深对圣诞的印象。‎ ‎3. 与学生讨论有关圣诞的内容，引出活动内容。‎ Teacher: Do you like the Christmas songs? Do you like Christmas? Do you like Father Christmas? What’s the name of Father Christmas? Do you want to meet Santa? A girl meets Santa. What does she want? Let’s listen. ‎ 再次播放录音，学生完成听音写单词的活动。‎ Teacher: Let’s listen to it again. This time, please write the words to fill in the blanks. ‎ Teacher: Show me your answer, please. ‎ 请学生读一读对话，尝试进行角色扮演。‎ Teacher：Let’s read the talk. You can read it freely. Then I will ask you to read it in roles. （教师巡视，解决学生遇到的问题）‎ Teacher: Let’s read it in roles. ‎ Teacher: Let’s act it out. ‎ 设计意图：通过导读帮助学生理解对话的背景。通过各种形式的读，让学生获得单词及句式的标准读音。通过表演使学生内化语言，提高自己的口语表达能力。‎ Step 5 Summary ‎1. 播放语音韵句：We like the cat! 学生齐唱。‎ Teacher：Let’s chant. ‎ 15‎ We like the cat! It’s cute. It’s cute.‎ He’s got a cake and a cup of milk. ‎ A rose on the cake! It’s read. It’s red. ‎ Cut the cake. Give me the cake. ‎ He likes cakes. We like it, too!‎ ‎2. 帮助学生复习元音字母的发音，教师说出字母，学生说出发音。‎ Teacher: What is the sound of a? What is the sound of e? What is the sound of o? What is the sound of u? ...‎ 设计意图：通过语音韵句帮助学生综合复习元音字母在单词中的发音。通过语音与字母的匹配，帮助学生再次总结重现字母的发音。‎ 课堂作业 一、听一听，选出你听到的单词。‎ ‎( ) ‎1 A. cute B. cut C. use ‎( ) 2. A. rice B. red C. read ‎( ) 3. A. six B. rice C. like ‎( ) 4. A. cat B. had C. bag ‎( ) 5. A. me B. he C. red 二、读一读，选出下列各组中画线部分发音不同的一项。‎ ‎( ) 1. A. me B. he C. cake ‎( ) 2. A. name B. cat C. make ‎( ) 3. A. cut B. cute B. use ‎( ) 4. A. hot B. nose C. not ‎( ) 5. A. like B. nice C. give 三、读一读，判断正（T）误（F）。‎ ‎ Hello, I’m Lucy. I’m a girl. I’m a student. Welcome to my home. There are two bedrooms, a living room, a kitchen, a study, a bathroom in our house. This is the living room. You can see a big blue sofa. I like it. I watch TV in the living room. This is the kitchen. My mother is in the kitchen. What would you like for lunch? This is the study. There are many book in the study. I like to read books there. This is my bedroom. It’s small and nice. My bed is blue. I like blue. My desk is blue, too. I do my homework at the desk. I like my room. What about you?‎ ‎( ) 1. Lucy is a girl.‎ ‎( ) 2. There are five rooms in Lucy’s house.‎ ‎( ) 3. The sofa is big and black.‎ ‎( ) 4. Lucy’s bedroom is big and nice. ‎ ‎( ) 5. Lucy’s bed is blue. ‎ 答案：‎ 一、1. cute ( A) 2. red ( B ) 3 rice ( B ) 4. cat ( A ) 5. he (B )‎ 二、1.C 2. B 3. A 4. B 5. C 三、1.T 2. F 3. F 4. F 5. T ‎ 板书设计 Recycle 2‎ 15‎ bedroom living room study kitchen bathroom Where is he?‎ He is in the bedroom. ‎ 第三课时 课时内容 Look, ask and answer; Play a game 课时分析 ‎ Look, ask and answer活动中给出了John一家人相聚过圣诞节的情景。主图给出了John家房子的剖面图，可以看到不同的家人在不同的居室内活动。围绕着房子给出了他不同家人的图片学生需要根据这些图片信息，利用句子：How many people are there in the family? Where’s John? Is this John’s ... ? What’s his/ her job? 进行问答练习。这个活动要求学生能够复习巩固有关询问家人与对话方的关系，询问家人的职业方面的重点知识及与此相关的重点词汇。同时，还可以复习有关询问人物、物品位置的句型，以及关于用餐情况的句型。‎ Play a game中列出了涉及到前三个单元的五个问句，包括询问物品位置的问句：Where’s your pencil box? Where are your crayons?询问他人用餐意愿的句子：What would you lie for dinner? Would you like some vegetables for dinner? 询问家人职业的句子：What’s your father’s job? What’s your mother’s job? 等。问句分列在圣诞树的两边，两个同学进行“爬树”比赛，谁答得又快又对，摘得圣诞之星，就赢得比赛。学生在这样的竞赛游戏中复习巩固了前几个单元中的重点句式。‎ 课时目标 ‎1. 能够通过看一看，问一问，答一答活动来复习如何询问家人情况及家人职业的词汇及句式 ‎2. 能够在游戏中正确回答问题，复习巩固相关知识 课时重难点 ‎1.重点：‎ 能够通过看一看，问一问，答一答活动来复习如何询问家人情况及家人职业的词汇及句式 能够在游戏中正确回答问题，复习巩固相关知识 ‎2. 难点：‎ 能够使用所学的内容正确地进行提问， 并做出正确的回应 教学准备 ‎1. 多媒体课件、录音机、磁带 ‎2. 家人、职业类词汇卡片 教学过程 Step 1 Warm up 15‎ ‎1. 播放歌曲We wish you are merry Christmas. 学生齐唱。‎ Teacher: Boys and girls, let’s sing the song together. We wish you a Merry Christmas. ‎ Teacher: I wish you a merry Christmas and a happy New Year. ‎ 设计意图：以符合本单元主题的歌曲引入课程，为学生营造节日氛围，激发学生的学习兴趣，为学生营造一个轻松愉快的英语学习氛围。‎ Step 2 Lead in ‎1. 与学生谈论圣诞节的活动。‎ Teacher：Do you like Christmas? What will you do on Christmas? Will you give gifts to your friends? Will you get gifts? Will you sing Christmas songs? Will you see Santa? ‎ 设计意图：围绕圣诞的习俗与学生进行交流，激发学生的交流欲望，为下一步活动的开展做好铺垫。‎ Step 3 Presentation ‎1. 展示John的家人的图片，复习家庭称呼类词汇。‎ Teacher: It’s Christmas. What’s John’s family doing? Let’s meet John’s family. Who’s he? He is John’s dad. Who is this? It’s John’s baby brother. Who’s this? This is John’s cousin. Who’s he? He is John’s grandpa. And this is John’s mum. Who is she? She is John’s aunt. What about him? Who is he? He is John’ s grandpa. And this is – John’s uncle. （板书家庭类词汇）‎ 设计意图：通过家人的图片，帮助学生认识John的家人，为完成问答活动提供可能。同时，复习有关询问家人的关系的句式，以及家庭成员的称呼类单词。‎ ‎2. 呈现活动图片，观察图片内容。进行问答活动。‎ Teacher：Look at this picture. Where is it? Yes, this is John’s home. Can you ask some questions about this picture? I will ask one: How many people are there in John’s family? Yes, there are nine people. What questions can you ask?‎ Student: Where is John? ‎ Teacher: He is in the living room. ‎ Student: Is this John’s dad? ‎ Student: Yes, it is. ‎ Student: What’s his dad’s job?‎ Student: He is a basketball player. ‎ ‎...‎ 设计意图：通过老师的示范，帮助学生尝试针对图片进行提问，并引导其他学生回答。完成针对图片进行的问答活动，借以复习有关家庭关系、家人职业的重点句式。‎ Step 4 Practice ‎1. 乱序出示John的家人的图片，请学生快速说出其身份和职业。‎ Teacher: What do you remember about John’s family? I will show you pictures. Please say who it is and what his or her job is. ‎ Teacher: Who’s this? What’s his job? ‎ Student: He is John’s dad. He is a basketball player. ‎ Teacher: Who’s this? What’s her job?‎ Student: She is John’s aunt. She is a nurse. ‎ 15‎ ‎...‎ 设计意图：通过这个活动，使学生更加熟悉询问家人关系及职业的词汇与句式。‎ ‎2. 出示不同类的词汇，请学生分类。‎ Teacher: On Christmas, we will give and get many gifts. Look at these words. They are many kinds of special gifts. Can you put them in to the different boxes? ‎ 展示居室类、食物类、餐具类、家人类、职业类词汇，请学生将这些单词一一分类。‎ 设计意图：复习四至六单元学习到的重点词汇，唤醒学生的记忆。为接下来的活动做准备。‎ ‎3. 出示上一个活动中的一组词汇，请学生使用词汇编制对话。‎ Teacher: Look at this box of gift. What words are in it? They are beef, chicken, noodles, soup and vegetables. Can you talk with them? Practice in groups, please. ‎ Teacher: Now please show me your talk. ‎ Teacher: Look at this box of gift. What words are in it? They are bedroom, living room, study, kitchen and bathroom. Can you talk with them? Do a pair work, please. ‎ Teacher: Show me your talk, please. ‎ ‎...‎ 设计意图：让学生使用上一环节中分类的词汇来自编对话或故事进行谈论，使学生能够在理解、认读学习过的词汇的基础上，能够在虚拟的情境中正确使用这些词汇及句式进行交流。‎ ‎4. 完成对话比赛游戏。‎ Teacher：On Christmas, you talk with friends. And you will play with your friends. Now, let’s play. Look at this Christmas tree. Let’s have a competition. These two lines please ask and answer one by one. Let’s see which line will win. Let’s go. ‎ 设计意图：以比赛的形式进行问答活动，使学生在有限的时间里练习重点句型，锻炼学生熟练地使用重点句型的能力。‎ Step 5 Summary 播放歌曲：I wish you are a merry Christmas. 学生齐唱。‎ Teacher：I think we have a good Christmas together. Let’s sing the Christmas song together. ‎ 设计意图：以圣诞歌曲结束课程， 使整个课堂的的圣诞气氛完整而浓厚，让学生在愉快的心情中结束本课的学习。‎ 课堂作业 一、选出正确的字母补全单词。‎ ‎( ) 1. bedr___m A. u B. ou C. oo ‎( ) 2. b___f A. ee B. ea C. ae ‎( ) 3. b___l A. ou B. ow C. oa ‎( ) 4. doct____ A. er B. or C. ‎ur ‎( ) 5. f___mer A. ar B. ai C. an 二、判断下列各句与图片是（T）否（F）相符。‎ ‎( ) 1. He is in the living room. ‎ 15‎ ‎( ) 2. The vegetables are in the bowl. ‎ ‎( ) 3. I’d like some beef and soup. ‎ ‎( ) 4. My uncle is a driver. ‎ 三、请根据你的实际情况回答问题。‎ ‎1. Are you a boy or a girl?‎ ‎____________________________________________‎ ‎2. How old are you?‎ ‎____________________________________________‎ ‎3. How many people are there in your family?‎ ‎______________________________________‎ ‎4. What is your mother’s job?‎ ‎______________________________________‎ ‎5. What is your father’s job?‎ ‎______________________________________‎ 答案：‎ 一、1. C 2. A 3.B 4. B 5. A 二、1.F 2. T 3. F 4. T 三、略 板书设计 15‎ Recycle 2‎ How many people are there in your family?‎ Who is this?‎ Is this his ...? ‎ What’s his / her job? ‎ 15‎