二0二三年度四年級(jí)上冊(cè)Unit4AskingforHelp同伴互助賽課四上U4L3教案

1、Unit 4 Asking for Help Lesson 3 教學(xué)設(shè)計(jì)成都市龍江路小學(xué)武侯新城分校 周煒婧教材及年級(jí)名稱人教版小學(xué)英語(yǔ)四年級(jí)上模塊名稱Unit 4 Asking for Help第3課時(shí)教學(xué)設(shè)計(jì)學(xué)習(xí)內(nèi)容Unit 4 Lesson 3 Steven在公園走失后如何尋求幫助教材分析主題語(yǔ)境：人與社會(huì)本單元話題圍繞實(shí)際生活展開(kāi)，單元話題為尋求幫助。學(xué)生有較強(qiáng)代入感。本課是本單元的第三課時(shí)，課型為閱讀課。本課時(shí)注重語(yǔ)言實(shí)踐，重在培養(yǎng)學(xué)生尋求幫助的能力。本課時(shí)的文本描述了Steven的遭遇，Steven和爸爸在公園游玩時(shí)不小心走散，他通過(guò)尋求咨詢處工作人員的幫助，借到電話并找到了他的爸

2、爸。通過(guò)這個(gè)文本，幫助學(xué)生學(xué)習(xí)掌握尋求幫助時(shí)用到的句型“Excuseme.CanIuseyour.?”。本課時(shí)A部分，在閱讀中培養(yǎng)學(xué)生提取關(guān)鍵信息，掌握語(yǔ)篇大意的能力。B部分基于對(duì)A部分文本的理解展開(kāi)書(shū)寫訓(xùn)練，培養(yǎng)學(xué)生創(chuàng)編對(duì)話的能力。學(xué)生通過(guò)課堂學(xué)習(xí)和英語(yǔ)活動(dòng)的實(shí)踐體驗(yàn)，能夠更好的將所學(xué)語(yǔ)言運(yùn)用到日常生活中。在學(xué)習(xí)完本課時(shí)的內(nèi)容后，學(xué)生能夠知道在遇到困難時(shí)應(yīng)該向誰(shuí)求助，如何求助，同時(shí)學(xué)習(xí)到樂(lè)于助人的美好品質(zhì)。學(xué)情分析從知識(shí)方面來(lái)看，學(xué)生在一年級(jí)下冊(cè)Unit3中學(xué)習(xí)了句型：Can I have a.? you are./ Sorry, no. 在三年級(jí)下冊(cè)Unit2中學(xué)習(xí)了句型：Do you h

3、ave a .? Yes, we do./ No, we dont.并且通過(guò)本單元前兩課時(shí)的學(xué)習(xí)能夠聽(tīng)懂、會(huì)說(shuō)借東西時(shí)常用的問(wèn)句：Can I use your .?及答句：Sure. Here you are. / Sorry, Im using it. / I dont have one. 經(jīng)過(guò)三年的學(xué)習(xí)，學(xué)生已經(jīng)具備了一定的聽(tīng)、說(shuō)、讀、寫、看的能力。在認(rèn)知方面，學(xué)生在日常生活中對(duì)于在走失時(shí)如何求助有一定的了解。文本中的InformationCentre對(duì)于學(xué)生來(lái)說(shuō)相對(duì)陌生，需要對(duì)該詞的詞義、功能及標(biāo)識(shí)進(jìn)行拓展介紹。教學(xué)目標(biāo)1. 語(yǔ)言知識(shí)目標(biāo)： 鞏固本單元核心功能句“Can I use yo

4、ur.? ” “Sure. Here you are.” 流利朗讀本課時(shí)的文章。2. 語(yǔ)言技能目標(biāo)： 能夠通過(guò)文段的學(xué)習(xí)將求助過(guò)程的對(duì)話補(bǔ)充完整。 能夠在情境中使用句型“Can I use yourplease?”進(jìn)行求助。3. 情感態(tài)度與價(jià)值觀目標(biāo)： 在合作學(xué)習(xí)中培養(yǎng)學(xué)生傾聽(tīng)、表達(dá)的能力。教會(huì)學(xué)生遇到困難時(shí)要沉著冷靜，發(fā)生與家人走失的情況向人求助，培養(yǎng)樂(lè)于助人的品質(zhì)。學(xué)習(xí)策略通過(guò)猜測(cè)、討論、表演，形成合作、探究的學(xué)習(xí)模式。教學(xué)重點(diǎn)與難點(diǎn)教學(xué)重點(diǎn)：對(duì)故事內(nèi)容的理解。如何運(yùn)用學(xué)習(xí)的句型簡(jiǎn)單地尋求幫助。教學(xué)難點(diǎn)：多種求助方法及在實(shí)際生活中的遷移應(yīng)用。教學(xué)輔助教材、多媒體、PPT、卡片教學(xué)方法小組競(jìng)

5、爭(zhēng)法，角色扮演法教學(xué)內(nèi)容教學(xué)活動(dòng)設(shè)計(jì)意圖Step 1:Warm up1. Activity 1 GreetingsHow are you today? 創(chuàng)造英語(yǔ)氛圍，讓學(xué)生快速進(jìn)入英語(yǔ)語(yǔ)言環(huán)境。Step 2: Pre-reading 1 Review and topic lead in(出示L2 part A的對(duì)話文本)Last lesson, we learned a dialogue between Bill and Andy, do you still remember what are they talking about? Lets listen and repeat.(播放錄音并跟

6、讀）提問(wèn)Q1: Who needs help?Q3: What does Bill want?Q4: Who helps Bill?Lucky is a kind dog! Do you like helping others?(出示Steven的人物圖片)This boy is in trouble, lets help him together.復(fù)習(xí)2課時(shí)內(nèi)容，回顧Bill和Andy的對(duì)話，回憶句型“Can I use your.?”，引出本課時(shí)的主人公Steven。Step 3：While-readingActivity 1 Read and find結(jié)合圖片閱讀第一段，提問(wèn)：Q1:Wh

7、o is the boy?He is Steven.Q2:Where does he go?He goes to the park.Q3:Who goes with the boy?His father.猜測(cè)在公園中能夠進(jìn)行的活動(dòng)Guess what can they do in the park?They can play a roller coaster/watch a circus show/play with the clown/eat delicious food.They have a lot of fun. But now, Steven looks worried and sa

8、d, what happens? He cant find his dad. He is lost. Is he happy? No, he is unhappy.Activity 2 Discuss and say（小組討論：Steven會(huì)怎么做）Work in four and discuss what will Steven do.-Steven can stay and wait/borrow a phone/call 110/ask the safeguard for help.Can he go to the gate by himself? No, its not safe, i

9、ts very dangerous. Read the next paragraph, what does Steven do?Steven goes to the information centre.How do you know that? Please come and point.What is the information centre? Here are some pictures.(出示information centre的圖片并講解其含義)We can find the information centre at the airport/railway station/to

10、urist centre/in the zoo.So if you need any help in your life, just go to the information centre.Activity 3 Discuss and say, then act in pairs(para2-3)In the information centre, Steven meets a man.Q1:Who is the man?The man is working for the park, he is a staff. Now, Steven is talking to the man.(先猜測(cè)

11、對(duì)話內(nèi)容，再回文本check） what will he say? How does he ask for help? Now Im the man, who wants to be Steven and have a try?Ok, now lets read the passage and find out what they say.Steven: Excuse me. Can I use your phone? I cant find my dad.The man: Sure. Here you are.Steven: Thank you. (Q: When the man says“

12、Sure. Here you are.”What should Steven say?)（兩人合作練習(xí)對(duì)話，上臺(tái)展示）Work in pairs and practice the dialogue . Pay attention to their emotions.So, Q2:Does the man help Steven?Yes, he does. He gives Steven a phone.Activity 4 Think and act it out(para4-5)Steven can use the phone and call his father. What will S

13、teven say to his father ? Now Im Stevens father and who wants to be Steven? Lets try.（模擬通話）（回到本文，猜測(cè)故事后續(xù)發(fā)展）Q1:Where is his father?At the hamburger shop.Q2:Where does Steven go next?He can go to the hamburger shop.Q3:Can he find his father now? Is he happy?Yes, he can find his father. He is happy.以問(wèn)題串

14、的形式，讓學(xué)生帶著問(wèn)題在文中尋找答案，培養(yǎng)學(xué)生獲取關(guān)鍵信息的能力，幫助學(xué)生理解文本，找到故事的發(fā)展線索。（作為板書(shū)第一部分）請(qǐng)學(xué)生結(jié)合已有生活經(jīng)驗(yàn)，小組討論，分享多種尋求幫助的方式，以思維導(dǎo)圖的形式呈現(xiàn)。學(xué)生結(jié)合生活實(shí)際，先猜測(cè)，再驗(yàn)證，隨后表演出Steven和the man的對(duì)話，提示學(xué)生注意人物情緒及禮貌用語(yǔ)，培養(yǎng)學(xué)生的語(yǔ)言表達(dá)能力。（作為板書(shū)第二部分）以模擬通話的形式，請(qǐng)學(xué)生與教師合作創(chuàng)編Steven和father的對(duì)話，提升學(xué)生解決實(shí)際問(wèn)題的能力。Step 4:Post-readingActivity 1 Read choose and write 完成課后選擇題和書(shū)寫題Activit

15、y 2 Listen and repeat聽(tīng)錄音，跟讀Activity 3 Retell the text根據(jù)思維導(dǎo)圖，帶領(lǐng)學(xué)生重述故事Activity 4 Think and say（詢問(wèn)學(xué)生是否記得父母的電話號(hào)碼）Do you remember your fathers/mothers phone number? Thats very important, that will help you a lot. So everyone should remember your parents phone number.（請(qǐng)學(xué)生評(píng)價(jià)三個(gè)人物）What do you think of Steven

16、/ his father/ the man?Steven is clever.His father is careless and unwary.The man is helpful and kind. Activity 5 SummaryAll of us should always help others, so we can also be helped in return.“贈(zèng)人玫瑰，手有余香”Roses given, fragrance in hand.完成課后習(xí)題，檢測(cè)學(xué)生對(duì)文本的信息抓取和理解。聽(tīng)讀文本，檢測(cè)學(xué)生是否能流利朗讀課文。重述故事，讓學(xué)生嘗試用自己的語(yǔ)言構(gòu)建文本，考察學(xué)