二0二三年度四年級(jí)上冊(cè)Unit4AskingforHelp版四上Unit4lesson2

1、基本信息章節(jié)Unit4 Asking for Help Lesson 2 學(xué)科英語(yǔ)年級(jí)四年級(jí)教材人教版（一起）四年級(jí)上冊(cè)指導(dǎo)思想與理論依據(jù)義務(wù)教育英語(yǔ)課程標(biāo)準(zhǔn)(2023年版)課程性質(zhì)指出義務(wù)教育階段的英語(yǔ)課程具有工具性和人文性雙重性質(zhì)課程。課程基本理念指出現(xiàn)代外語(yǔ)教育注重語(yǔ)言學(xué)習(xí)的過程，強(qiáng)調(diào)語(yǔ)言學(xué)習(xí)的實(shí)踐性，主張學(xué)生在語(yǔ)境中接觸、體驗(yàn)和理解真實(shí)語(yǔ)言，并在此基礎(chǔ)上學(xué)習(xí)和運(yùn)用語(yǔ)言。激發(fā)和培養(yǎng)學(xué)生學(xué)習(xí)英語(yǔ)的興趣，使學(xué)生樹立自信心，養(yǎng)成良好的學(xué)習(xí)習(xí)慣和形成有效的學(xué)習(xí)策略，發(fā)展自主學(xué)習(xí)的能力和合作精神是基礎(chǔ)教育階段英語(yǔ)課程的基本任務(wù)。本課將以任務(wù)為驅(qū)動(dòng)，結(jié)合圖文情境，借圖學(xué)文，以圖促思，促進(jìn)學(xué)生主動(dòng)參與

2、、思考，讓他們?cè)诟兄?、體驗(yàn)、參與合作的過程中去完成任務(wù)，提高綜合語(yǔ)言運(yùn)用能力和英語(yǔ)核心素養(yǎng)。教學(xué)內(nèi)容分析本課是人教版(一起)四年級(jí)上冊(cè)Unit4 Asking for Help的第二課時(shí)?？偣卜譃樗膫€(gè)部分：A：Look, Listen and repeat.(借助圖片和聽力內(nèi)容，情境化的呈現(xiàn)了本單元的功能句Can I use your.,please? Sure. Here you are./ Sorry, Im using it.) B：Lets play.(通過Bingo游戲操練本單元功能句。)C：Lets write. (要求學(xué)生根據(jù)語(yǔ)境寫出答句，同時(shí)強(qiáng)化良好的英文書寫習(xí)慣。）學(xué)情分析四

3、年級(jí)的大部分學(xué)生對(duì)英語(yǔ)有著較濃厚的學(xué)習(xí)興趣,但也有少數(shù)學(xué)生由于學(xué)習(xí)難度的加深,學(xué)習(xí)興趣隨之減弱,課堂中的參與度較低,因此如何激發(fā)學(xué)生的學(xué)習(xí)興趣及設(shè)計(jì)適合不同能力孩子的活動(dòng)是在進(jìn)行教學(xué)設(shè)計(jì)時(shí)教師著重思考的點(diǎn),我采取了情境教學(xué)法和任務(wù)教學(xué)法來激發(fā)學(xué)生的興趣,使學(xué)生在真實(shí)的情境中學(xué)習(xí)語(yǔ)言,運(yùn)用語(yǔ)言。存在問題及解決措施:1、B項(xiàng)活動(dòng)的Bingo游戲情境不夠真實(shí),學(xué)生不是十分感興趣。對(duì)策:將Bingo游戲替換成互借工具，完成卡片制作任務(wù)。使學(xué)生制作卡片的過程中自然而然的運(yùn)用語(yǔ)言去交流借用學(xué)習(xí)工具,在鞏固A項(xiàng)語(yǔ)言的基礎(chǔ)上,也能達(dá)到學(xué)以致用的目的。2、書中的對(duì)話活動(dòng)較少,練習(xí)的層次較為單一。對(duì)策:利用本單元

4、大情境圖進(jìn)行看圖編對(duì)話的練習(xí),利用單元開篇頁(yè)的主情境圖讓學(xué)生猜測(cè)對(duì)話內(nèi)容,培養(yǎng)學(xué)生的觀察能力和分析能力,給學(xué)生更大的思考空間,自由想象。同時(shí)通過借文具完成制作卡片的活動(dòng)，讓學(xué)生鞏固本課時(shí)的句型并能在真實(shí)的情景中靈活運(yùn)用。3、C項(xiàng)寫的活動(dòng)任務(wù)較為簡(jiǎn)單,不能滿足孩子更高的學(xué)習(xí)需要。對(duì)策:將C項(xiàng)活動(dòng)改動(dòng)為三個(gè)小活動(dòng),首先讀問句，然后根據(jù)問句想可能的答句;最后要求根據(jù)聽力內(nèi)容進(jìn)行答句的書寫。教學(xué)目標(biāo)語(yǔ)言能力目標(biāo)：能夠聽懂、會(huì)說借東西時(shí)常用的問句:Can I use your,please? 及答句:Sure. Here you are. /Sorry, I dont have one. /Sorry,

5、 I am using it.能夠初步在情境中恰當(dāng)運(yùn)用。能夠根據(jù)問句在四線三格中正確規(guī)范書寫答句。學(xué)習(xí)能力目標(biāo)：通過小組合作，同伴互助等策略提升學(xué)習(xí)效果。思維品質(zhì)目標(biāo)：學(xué)生能在圖片和對(duì)話的幫助下，發(fā)展自身的觀察、預(yù)測(cè)、分析等思維品質(zhì)。文化意識(shí)目標(biāo)：當(dāng)自己有困難時(shí),知道如何禮貌地向別人尋求幫助。培養(yǎng)積極為他人提供力所能及的幫助的意識(shí)。感恩對(duì)向自己提供過幫助的人。教學(xué)重點(diǎn)能功能句型Can I use your,please? 及答句:Sure. Here you are. /Sorry, I dont have one. /Sorry, I am using it.向他人尋求幫助和回應(yīng)別人求助。教

6、學(xué)難點(diǎn)學(xué)生如何在真實(shí)的情境中運(yùn)用句型進(jìn)行禮貌地尋求幫助和回應(yīng)別人求助。教學(xué)準(zhǔn)備PPT課件、教學(xué)單詞卡片。學(xué)生四人一組，帶不同的文具。教學(xué)過程活動(dòng)進(jìn)程學(xué)生活動(dòng)教師活動(dòng)設(shè)計(jì)意圖Warm upGreeting.Ss: Good afternoon, Miss Tang！Ss: Its.Greeting. T：Good afternoon, everyone!T: Whats the weather (like) today?教師向?qū)W生打招呼，做好上課準(zhǔn)備。活躍氛圍，聚焦課堂。Lead-inSs: Its Thursday.Ss: Thanksgiving DaySs:Yes!Ss:We need.(

7、a pen, a knife, an eraser, a glue stick, scissors, crayons, paper)Ss: No.S1: Yes, I do./ No, I dont.S2: .S1: You can ask for helpT: What day is today?(出示日歷圖片)T: Today is Thursday. Do you know what festival is this day?(出示去年收到的感恩節(jié)卡片)T: Yes. Thanksgiving Day is coming.Last Thanksgiving Day, Lucy made

8、a card for me. Today, I want to make a card to thanks for the people who help me. Do you want to make a card with me?T: To make a card like this one. What stationery do we need? (把學(xué)生提到的單詞卡片貼黑板上)（教師出示自己的文具）T：I only have paper. I dont have.Can I make a card now? T：Do you have.?(追問該學(xué)生是否有這個(gè)文具)T: What ca

9、n I do ?T: Yes. I can ask you for help. But how to ask for help? Lets go to see our old friend. They will show us.創(chuàng)設(shè)想制作感恩卡片，但沒有帶夠文具的情景，導(dǎo)入主題Asking for helpPresentationSs: Asking for help.Ss: Lily, Joy, Bill, Binbin, Yaoyao and Andy.Ss: They are in the art room/classroom.Ss: They are having art class.

10、T: Open your book at page 38. The title is.出示主情景圖：.T：Look at the picture. Who are they?T: Where are they?T: What class are they having?通過Bill美術(shù)課上借膠棒的情景呈現(xiàn)如何禮貌地尋求幫助和回應(yīng)別人求助。Activity 1: 聽前讀圖預(yù)測(cè)Ss: A kite/A butterfly card.Ss: Bill has a pencil and an eraser.Ss: Andy has scissors, a glue stick, a knife and

11、 paper.Ss:.Activity 2: 看視頻,理解大意Ss: Glue stick.Activity 3: 聽讀文本,理解細(xì)節(jié)Ss: Can I use your glue stick, please?Ss: No.Ss: Because Andy is using it.Ss: Sorry. Im using it. Ss: Asking Lucky for help.Ss: Hi, Lucky. Can I use your glue stick?Ss: Sure. Here you are.” Ss: Bill needs a pen.Ss: Hi, Andy. Can I us

12、e your pen, please?Ss: No, he doesnt.S1: Sorry, I dont have one.Activity 1: 聽前讀圖預(yù)測(cè)T: Look at Bill. What does Bill want to make?T: What stationery does Bill have?T: What stationery does Andy have?T: Can you guess what does Bill need now?Activity 2: 看視頻,理解大意T: Watch the video and answer the question:

13、What does Bill need?Activity 3: 聽讀文本,理解細(xì)節(jié)T: Bill needs a glue stick, so Bill ask Andy for help.What does Bill say?T: If you want to borrow something from others, you can say:“Can I use your ?”板書帶讀問句T：Does Andy give the glue stick to Bill?T: Why?T: Listen! What does Andy say?T: If you are using it, y

14、ou can say “Sorry. Im using it.”教師板書功能句型講解并帶讀。T: What can Bill do then?T: What should Bill say to Lucky?T: Listen! What does Lucky say?教師板書功能句型講解并帶讀。(呈現(xiàn)Bill想向Andy借鋼筆的圖片)T：Look, what does Bill need now?T: What should Bill say to Andy?T: Does Andy have a pen?T: What should Andy say to Bill?T: If you d

15、ont have one, you can say “Sorry. I dont have one.”教師板書并帶讀。聽前觀察圖片,降低聽力難度,同時(shí)了解對(duì)話的背景。循序漸進(jìn)地培養(yǎng)學(xué)生聽的好習(xí)慣和聽的學(xué)習(xí)策略。第一次聽?zhēng)栴}聽：Bill想借什么,理解大意；第二次聽Bill用什么語(yǔ)言借的,并通過閱讀聽力文本,自己分析找到相關(guān)信息,理解文本細(xì)節(jié)；創(chuàng)設(shè)Bill想向Andy借鋼筆,但是Andy沒有的情景，請(qǐng)學(xué)生想Andy可能的回答，激發(fā)學(xué)生思維。PracticeActivity 4: 聽音跟讀，分角色朗讀,換卡片操練。Boys act as Bill. Girls act as Andy. Teach

16、er act as Lucky.Activity5: 看主情景圖，猜測(cè)對(duì)話,鞏固功能句型Please work in pairs and act it out.Activity 4: 聽音跟讀，分角色朗讀，換卡片操練。Now the third time, listen and repeat. Activity5: 看主情景圖，猜測(cè)對(duì)話,鞏固功能句型教師出示本單元主情境圖T: Look at the picture carefully. Can you guess what do they say? Please work in pairs and act it out.再次聽并跟讀,模仿語(yǔ)音

17、語(yǔ)調(diào)。操練鞏固句型。利用書上的主情境圖讓學(xué)生猜測(cè)對(duì)話內(nèi)容,培養(yǎng)學(xué)生的觀察能力和分析能力,給學(xué)生更大的思考空間,自由想象。同時(shí),在反復(fù)的操練中鞏固本課時(shí)的句型并能靈活運(yùn)用。Production Activity 6: 互借文具完成卡片制作（看老師示范，互借文具完成卡片制作）Activity 7：書寫練習(xí)朗讀C的句子，并且嘗試回答?？磮D寫答語(yǔ)Activity 6: 互借文具完成卡片制作T: Thanks our friends. I know how to ask for help in class. Now, I can make a card. First, I want to cut the

18、 paper. But I dont have scissors. Can I use your scissors, please?(教師示范做卡片，并向?qū)W生借文具）T: Now, you have 8 minutes to make your card. If you need help, you can ask “ Can I use your?”Activity 7：書寫練習(xí)T:When you make cards. I heard some these questions. Lets read together.Whats your answer?Write down the answer according to the picture.在卡片制作活動(dòng)中，運(yùn)用所學(xué)句型解決實(shí)際問題。由說到寫，鞏固提高SummarySs: In this class, we learned how to ask for help. If you need help, you can ask for help. At the same time, we also should try our best to help others . Ss:.T：What