二0二三年度四年級上冊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 周煒婧教材及年級名稱人教版小學(xué)英語四年級上模塊名稱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境：人與社會(huì)本單元話題圍繞實(shí)際生活展開，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，掌握語篇大意的能力。B部分基于對A部分文本的理解展開書寫訓(xùn)練，培養(yǎng)學(xué)生創(chuàng)編對話的能力。學(xué)生通過課堂學(xué)習(xí)和英語活動(dòng)的實(shí)踐體驗(yàn)，能夠更好的將所學(xué)語言運(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)該向誰求助，如何求助，同時(shí)學(xué)習(xí)到樂于助人的美好品質(zhì)。學(xué)情分析從知識方面來看，學(xué)生在一年級下冊Unit3中學(xué)習(xí)了句型：Can I have a.? you are./ Sorry, no. 在三年級下冊Unit2中學(xué)習(xí)了句型：Do you h

3、ave a .? Yes, we do./ No, we dont.并且通過本單元前兩課時(shí)的學(xué)習(xí)能夠聽懂、會(huì)說借東西時(shí)常用的問句：Can I use your .?及答句：Sure. Here you are. / Sorry, Im using it. / I dont have one. 經(jīng)過三年的學(xué)習(xí)，學(xué)生已經(jīng)具備了一定的聽、說、讀、寫、看的能力。在認(rèn)知方面，學(xué)生在日常生活中對于在走失時(shí)如何求助有一定的了解。文本中的InformationCentre對于學(xué)生來說相對陌生，需要對該詞的詞義、功能及標(biāo)識進(jìn)行拓展介紹。教學(xué)目標(biāo)1. 語言知識目標(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. 語言技能目標(biāo)： 能夠通過文段的學(xué)習(xí)將求助過程的對話補(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、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)樂于助人的品質(zhì)。學(xué)習(xí)策略通過猜測、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)：對故事內(nèi)容的理解。如何運(yùn)用學(xué)習(xí)的句型簡單地尋求幫助。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

5、爭法，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)造英語氛圍，讓學(xué)生快速進(jìn)入英語語言環(huán)境。Step 2: Pre-reading 1 Review and topic lead in(出示L2 part A的對話文本)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：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

11、對話內(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)對話，上臺展示）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.以問題串

14、的形式，讓學(xué)生帶著問題在文中尋找答案，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。（作為板書第一部分）請學(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，再驗(yàn)證，隨后表演出Steven和the man的對話，提示學(xué)生注意人物情緒及禮貌用語，培養(yǎng)學(xué)生的語言表達(dá)能力。（作為板書第二部分）以模擬通話的形式，請學(xué)生與教師合作創(chuàng)編Steven和father的對話，提升學(xué)生解決實(shí)際問題的能力。Step 4:Post-readingActivity 1 Read choose and write 完成課后選擇題和書寫題Activit

15、y 2 Listen and repeat聽錄音，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（詢問學(xué)生是否記得父母的電話號碼）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.（請學(xué)生評價(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，檢測學(xué)生對文本的信息抓取和理解。聽讀文本，檢測學(xué)生是否能流利朗讀課文。重述故事，讓學(xué)生嘗試用自己的語言構(gòu)建文本，考察學(xué)