Unit 2 My schoolbag 大单元整体（教学设计）-2024-2025学年人教PEP版英语四年级上册

四年级上册第二单元大单元备课电子教案 年级 四 学科 英语 主备教师 课题：人教版英语PEP四年级上册Unit 2 My schoolbag 第一部分：单元规划 一、课标解读 《义务教育英语课程标准（2022年版）》指出：英语课程内容由主题、语篇、语言知识、文化知识、语言技能和学习策略等要素构成。围绕这些要素，通过学习理解、应用实践、迁移创新等活动，推动学生核心素养在义务教育全程中持续发展。课程内容的六个要素是一个相互关联的有机整体，共同构成核心素养发展的内容基础。其中，主题具有联结和统领其他内容要素的作用，为语言学习和课程育人提供语境范畴;语篇承载表达主题的语言知识和文化知识，为学生提供多样化的文体素材;语言知识为语篇的构成和意义的表达提供语言要素;文化知识为学生奠定人文底蕴、培养科学精神、形成良好品格和正确价值观提供内容资源。 单元整体教学是指教师基于课程标准，围绕特定主题，对教材等教学资源进行深入解读、分析、整合和重组后，搭建起的一个由单元大主题统领、各语篇次主题相互关联、逻辑清晰的完整教学单元，使教学能够围绕一个完整的主题设定单元目标，引导学生基于对单独语篇小观念的学习和提炼，逐步构建基于该单元主题的大观念。 二、教材分析 项目 人教版英语PEP四年级上册Unit 2 My schoolbag 主题范畴 √ 人与社会 人与自然 √人与自我 功能 √交往 √感情 √态度 主题意义 能用所学语言介绍与描述书包及里面的物品和寻求帮助时的礼貌用语。培养学生爱惜物品的情感，养成勤于整理个人物品的习惯。 （一）单元教材板块分析 主要内容 核心 板块 Part A & B（Let’s learn;） 核心词汇：maths book, English book, Chinese book, storybook, candy, toy, key, notebooks. 核心句型：What’s in your schoolbag？...询问并回答书包里面有什么物品。 Part A （Let’s talk; ） 核心词汇: maths book, English book, storybook. 核心句型: What’s in your schoolbag？...询问并回答书包里面有什么物品。 Part B （Let’s talk; ） 核心词汇:toy, key, notebooks 核心句型:-What colour is it?-It’s … -What’s in it?... Part A Let’s spell i-e在单词中的发音规则 Part B Read and write 学生阅读语篇，能运用本单元的重点核心语言，根据图片进行仿写，帮助学生从书包的介绍到书包的整理，深入浅出的对主题意义进行探究。 次核心 板块 Part C Story time 通过阅读趣味故事内容，复习和巩固本单元所学内容，借助图片读懂组句，完成理解判断，培养学生良好的学习生活习惯。 辅助 板块 Let’s play… (二)单元教材分析 本单元的学习主题是我的书包，以单元话题“Our schoolbag”为导向，整个语篇在单元大任务“ Our schoolbag”的引领下，划分为三个子话题，成为五个新语篇，其中包括一节词汇语音融合课，两节对话课，一节阅读课和一节故事课。 语篇一是本单元A、B两部分的词汇和Part A let's spell的内容教学整合。主要描述的是在呈现张鹏和Amy书包物品的语境下学习有关教科书名称和书包内常见物品的词汇，从而丰富学习用品的词汇，掌握相关用品词汇的音形义。 语篇二是日常生活对话，Amy通过介绍自己有一个新书包，整个对话介绍了Amy书包的颜色、形态、以及书包里面有什么物品等。整节课都围绕“描述书包”的话题进行展开。 语篇三也是日常生活对话,教材通过张鹏去失物招领处找回自己丢失的书包，询问并回答物品的颜色、数量、特征等，引出主情景图Sarah丢失了笔记本并寻找的过程，培养学生要爱护自己的书包，不要第三落四。 语篇四是读写课，展示了前几个课时Amy,Zhang Peng的书包，多篇内容融合到一起，引出本节课话题“Cherish our things of schoolbag”。由讨论What is in my schoolbag?延伸，讨论课桌里有什么,该把什么装进书包才是正确的，该怎么整理书包和课桌，拓展环境延续语篇。 语篇五是一篇故事课。基于本单元的主题《My schoolbag》，呈现的是Zoom的妈妈催促Zoom收拾书包，一只猫悄悄钻进Zoom的书包，粗心大意的Zoom并未发觉，第二天跟着Zoom来到教室，并在上课时窜出，吓到老师的故事。 三、学情分析 知识储备 四年级的学生有了一年的英语学习经验，对英语学习有着浓厚的兴趣，有一定的语言基础，且有着良好的学习习惯。就针对单元的功能语言学习而言，学生在三年级上册第一单元学习过文具类单词（ruler/pencil/crayon/eraser/pen...)和自我介绍的句型，能简单介绍自己的姓名及自己的文具，第二单元学习过颜色的表达（red/yellow/blue/orange/green/black and write...)能对物品的颜色进行简单描述；第三单元能运用所学的句型介绍自己的五官；第六单元能简单介绍自己及他人的年龄；三年级下册的第一单元能简单介绍自己及他人来自哪里；第二单元介绍自己的家庭成员；第四单元描述物品的方位；四年级上册第一单元介绍课室里面有什么。 这些为学生进行谈论”my schoolbag”的相关话题交流奠定了基础。因此，从学生已知到未知的学习有利于知识学习的正迁移。学生已有的学习经验和知识积累即是本课时学习的基础，也是新知识学习与建构的起点，进行教学设计时结合学生的实际与单元的话题、情境及功能语用的需要，将新旧知识进行融合，做到以旧知到新知，才能让学生在不断反复和递进式的语用体验中内化为思维能力、情感态度和人文素养，有利于帮助优化认知结构和形成知识体系。设计相应的交际活动或任务。 认知水平 学生刚接触英语，对英语有浓厚的兴趣，积极性高，乐学善学，敢于开口说英语，能和同伴合作交流。 生活经验 学生对谈论书包里面有什么只停留在书包里面放置的物品，但对于书包里应该放置的物品未必能形成正确的判断与选择，不能判断并根据不良的学习习惯用对用英语提出相应的建议；对于丢失的物品不能用英文进行失物认领。 四、单元教学目标 本单元学习后，学生能够： 1.在语境中，根据单词的音、形、义学习有关教科书名称和书包内常见物品的词汇，能用句型What’s in your schoolbag?...向他人介绍书包里有什么物品，感知字母i-e在单词中的发音规律，培养学生学会整理，自我规划意识。 1.词汇课 “Introduce things of schoolbag” (Part A & B Let’s learn & Part A Let’s spell) 2.根据图片，教师的提示，以及各种听力活动理解对话的主题、语境及主要信息，理解What’s in your schoolbag? An English book, a maths book...结构句型在句子中的语用和语义. 2.对话课 “Show our schoolbag” (Part A Let’s talk) 3.在语境中，能和同伴运用核心句型：What colour is it?It’s …What’s in it?...来描述物品的特征，培养寻求别人帮忙时要有礼貌，同时也提示学生应小心爱护书包及文具用品。 3.对话课 “Take care of our schoolbag” (Part B Let’s talk) 4.能运用本单元的重点核心语言，根据图片进行仿写，帮助学生从书包的介绍到书包的整理，深入浅出的对主题意义进行探究。 4.读写课 “Cherish our things of schoolbag” (Part B Read and write) 5.阅读趣味故事，并能恰当运用故事语言，朗读和表演故事内容，养成良好的生活学习习惯。综合运用本单元的核心词句，借助图片读懂组句，完成理解判断，培养学生良好的学习生活习惯。 5.故事课 “Put away our schoolbag” （Part C Story time） 5、 教学重点 语言能力: 1.能够听说读写本单元的重点单词: maths book, English book, Chinese book, storybook, candy, toy, key, notebooks； 2.能够理解对话大意，按照正确的意群及语音语调朗读对话，并进行角色扮演; 3.能够在情境中使用句型 “What’s in your schoolbag？...询问并回答书包里有什么物品; 4. 能用英语谈论“失物”的特征(颜色、数量、大小等)； 5.能够掌握字母组合i-e的发音规则，并能够根据发音规则拼写单词。 6.能正确评价Zoom的习惯，提出可行建议，引导学生养成收拾、整理的好习惯 学习能力: 1.能够正确使用本单元的词汇句型介绍书包里的物品; 2.能描述物品的特征(颜色、数量、大小等)； 3.能够通过自主探究，主动请教或小组合作等方式解决学习问题; 思维品质: 1.能够认真观察图片，判断图片中是否有某物，提高观察能力; 2.能够通过观察图片、研读文字判断其中隐藏的信息，提高逻辑思维能力。 文化意识: 培养学生爱惜物品的情感，养成勤于整理个人物品的习惯。 六、教学难点 1. 能够在情境中使用句型 “What’s in your schoolbag？...询问并回答书包里面有什么物品; 2.能够正确使用本单元的词汇句型介绍自然公园的情况; 3.能够通过自主探究，主动请教或小组合作等方式解决学习问题; 4.能够认真观察图片，判断图片中是否有某物，提高观察能力; 5.能够通过观察图片、研读文字判断其中隐藏的信息，提高逻辑思维能力。 七、教学方法 情境教学法、自主探究法、合作教学法 八、教学资源 教学课件、教学卡片、微视频、希沃白板 九、单元话题与主题意义 单元话题 Our schoolbag 主题意义 能用所学语言介绍与描述书包及里面的物品和寻求帮助时的礼貌用语。培养学生爱惜物品的情感，养成勤于整理个人物品的习惯。 十、单元统整说明 围绕单元主题，深挖各课时的话题，在单元大任务“our schoolbag”的统领下，划分为三个活动:整合教学内容和资源，明确单元总目标和课时分目标，设计三个任务(任务1:介绍自己的书包及里面的物品。任务2:保管好书包，树立爱惜物品的情感。任务三3:养成勤于整理个人物品的习惯。)并以任务解决所需要的时间划分课时内容。在课时教学中创设真实的情境，重视学生的真实经验和体验，充分发挥学生的主体性，开展任务前、任务中、任务后一系列具有整合性、关联性、实践性的学习理解、应用实践、迁移创新等学习活动，进而让学生在真实情境中解决生活问题，引导学生保护环境，爱护我们美好的家园。 第二部分：单元课时划分 十一、课时设计 课时 话题 板块 第一课时 Introduce things of schoolbag Part A Let's learn 第二课时 Show our schoolbag Part A Let’s talk 第三课时 i-e发音规则 Part A Let’s spell 第四课时 Describe things of schoolbag Part B Let’s Learn 第五课时 Take care of our schoolbag Part B Let’s talk 第六课时 Cherish our things of schoolbag Part B Read and write 第三部分：分课时教案 Unit2 第一课时 执教时间 课题：A Let’s learn&Let’s do 教学目标： 1.能够听、说、认读单词和短语“schoolbag, maths book, English book, Chinese book, storybook”。 2.能够熟练运用句型“What’s in your schoolbag?”来询问书包中各种书本的名称并作出回答。 3.能够听懂指令，并作出正确的动作反应。 教学重点： 1.能够理解和掌握句型“What’s in your schoolbag?”及重点单词和短语“schoolbag, maths book, English book, Chinese book, storybook”。 2.注意含有单词 “book”的短语“maths book, English book, Chinese book”及合成词“storybook”的正确书写。 教学难点： 1.能够熟练运用句型“What’s in your schoolbag?”来询问书包里各种书本的名称并作出回答。 2.能够熟练使用句型“Put…in/on/under/near…”。 教学准备： PPT课件､课文录音、视频、单词卡片等。 教学过程： Step 1: Warm-up & Lead-in 1. Sing a song. T: Hello, boys and girls! Let’s enjoy the song My schoolbag. You can sing the song gently with the music. (课件出示:歌曲《My schoolbag》) 2. Revision. Review the dialogue of “Let’s talk”. (课件出示: Amy的熊猫书包) T: Look! What’s this? Oh, It’s a panda. It’s Amy’s new… Ss: Schoolbag. The teacher writes down the word “schoolbag” on the blackboard. T: Good. It’s Amy’s new schoolbag. T: OK. Who wants to be Amy? Who wants to be Chen Jie? Act out the dialogue in roles. 3. Lead-in. T: Good job! Amy has a fat panda. Amy’s schoolbag is heavy. We can ask Amy: What’s in your schoolbag,Amy? Write down the sentence “What’s in your schoolbag?” on the blackboard. Teach the word “schoolbag”. T: Pay attention to the word “schoolbag”: “s” sounds /s/, “ch” sounds /k/, “sch” sounds /sk/, “oo” sounds /uː/, school, school, school, Pay attention to the word “bag”:“a” sounds /æ/, bag, bag, bag, school + bag=schoolbag. Step 2: Presentation 1. Learn the new vocabulary. (1)Watch the cartoon and answer. （课件出示:教材P15 Let’s learn板块的动画） Play the cartoon for the first time. T: What’s in Amy’s schoolbag? Ss: Many books. T: Right! Many books are in Amy’s schoolbag. So her schoolbag is so heavy. (2)Watch and do. T: What books are in Amy’s schoolbag? Watch the cartoon again. Then take out the right books of your schoolbags. Check the answer on the PPT. (出示课件) (3)Learn the new vocabularies: English book, Chinese book, maths book, storybook. ①Learn “English book”. The teacher shows an English book. T: It’s an English book. Pay attention to “an”. Write down “an English book” on the blackboard. T: Pay attention to the first letter of “English”. The letter “E” is the capital letter. It sounds /ɪ/. It is a vowel. So there is an “an” before “English”. OK. Read after me: /ɪ/-/ŋg/-/lɪʃ/, . Very good! T: I say and you do. Show me your English book. Put your English book on your head. Put your English book on your desk. ②Learn “Chinese book”. The teacher shows two books. T: I have two books. An English book and a Chinese book. Write down “a Chinese book” on the blackboard. T: Pay attention to the first letter of “Chinese”. The letter “C” is the capital letter. Now read after me: “ch” sounds /tʃ/, /tʃaɪ/-/niːz/, . T: Show me your English book and Chinese book. Put your Chinese book on your English book. ③Learn “maths book”. T: S1, show me your schoolbag. What’s in your schoolbag? Let me see! Oh, you have a maths book. Write down “a maths book” on the blackboard. T: Please look at my mouth and pay attention to the pronunciation of the word “maths”: “m” sounds /m/, “a” sounds /æ/, “th” sounds /θ/, “s” sounds /s/. The letter “m” sounds /m/. It is a consonant. So there is an “a” before “maths book”. T: Everybody, show me your maths book. Put your maths book on your desk. How many books are there on your desk now? Ss: Three books. T: What are they? Ss: An English book, a Chinese book and a maths book. ④Learn “storybook”. T: Look at my schoolbag. What’s in my schoolbag? Please guess. Ss: … The teacher opens the schoolbag and says: A Chinese book, a maths book, an English book and… The teacher shows three storybooks and says: Storybooks. One storybook, two storybooks, three storybooks. Write down “three storybooks” on the blackboard. Lead students to observe the structure of the word “storybook”. T: This word “storybook” is a compound word. The words “story” and “book” are not written separately. And what’s in my schoolbag? Ss: A Chinese book, a maths book, an English book and three storybooks. T: Very good! 2. Look and match. Look at the PPT and match the words with the pictures. 3. Listen to the recording of “Let’s learn”. （课件出示:教材P15 Let’s learn板块的音频） Let students read after the recording. Listen carefully and pay attention to the pronunciation and the intonation. 4. Let’s do. (1)The teacher plays the recording sentence by sentence. （课件出示:教材P15 Let’s do板块的音频） Students show the things they have heard. (2)The teacher repeats sentence by sentence. Students point out the pictures in their books. (3)Listen and do. T: Class! Now, I say and you do. Show me your Chinese book/English book/maths book/pencil box/eraser… OK, wonderful! Please listen and do after the recording. Play the recording again and let students do the corresponding actions after the recording together. Step 3: Practice 1. Play a game—“Loudly and quietly.” Tips: The teacher hides the word card in a certain place. Ask one student to find. If he/she comes near the word card, students speak the word quietly. If he/she goes far away from the card, students read the word loudly. 2. Play a game—“Simon says.” (游戏说明:教师发指令前说Simon says，学生则做此动作，发指令前没有说Simon says,学生则不做此动作。如:Simon says, show me your Chinese book.则学生做此动作；如: Put your maths book in your schoolbag.则学生不做此动作。这个活动可以以小组竞赛的形式进行。) 3. Play a game—“Sharp eyes.” Show some pictures and options one by one, and let students choose the correct option for each picture as quickly as they can. Step 4: Consolidation & Extension 1. A guessing game. Play the game in groups of four. One student hides a book in his/her schoolbag. The others guess. 2. Play a chain game. 3. A circling game. T: Anna has a nice schoolbag. What’s in it? Let’s listen and circle the things in Anna’s schoolbag. Step 5.Homework： 1. Copy the new vocabularies and the sentences. 2. Talk about your schoolbag with your parents. 个人调整意见 板书设计： Unit 2 schoolbag schoolbag maths book English book Chinese book storybook What’s in your schoolbag? 教后反思： Unit2 第二课时 执教时间 课题：A Let’s talk&Let’s play 教学目标： 1.能够通过观察和谈论Let’s talk板块的图片理解对话大意。 2.能够用正确的语音、语调及意群朗读对话，并能在小组中进行角色扮演。 3.能够在情景中运用句型“—What’s in your schoolbag? —An English book…”“I have a new schoolbag. It’s black and white.”。 4.能够在语境中理解新词“schoolbag, English book, maths book, storybook”的意思，并能够正确发音。 5.在趣味游戏中运用语言，操练并巩固句型“—What’s in your…? —It’s a/an…”。 教学重点： 1.能够理解和掌握重点词汇和核心句型。 2.能够在情景中运用句型“—What’s in your schoolbag? —An English book…”“I have a new schoolbag. It’s black and white.”。 教学难点： 能够在语境中灵活运用核心句型。 教学准备： PPT课件､课文录音、视频、单词卡片等。 教学过程： Step 1: Warm-up & Lead-in 1. Greetings. 2. Free talk. T: I have a new bag. What colour is it? Guess! S1: It’s red. S2: It’s white. T: Yes, you are right. It’s black! Wow! You’re lucky. Here’s a sticker for you. 3. Let’s review. Review the words about colours. Students look at the PPT and say out the words quickly. (课件出示:不同颜色的方块) 4. Lead-in. The teacher shows a colourless pencil box on the PPT. (课件出示:一个无色的铅笔盒) Let some students guess what colour it is. T: Really? (Click the pencil box.) Look! It’s blue and yellow. The teacher must emphasize how to express two or more colours. Show the other two kinds of colourless stationery pictures in turn on the PPT and let students guess the colours. (课件出示:依次显示一个无色的橡皮和一个无色的铅笔图片) Step 2: Presentation 1. Learn the new vocabularies and sentence structures. (1)Learn the new vocabularies: schoolbag, English book, maths book, storybook. (课件出示:一个黄色小猫形状的魔术包) T: I have a magic bag. Help students ask: Really? T: Yes. It’s a cat. It’s yellow. Write down the sentence structure “I have a/an…” on the blackboard. Show several kinds of stationery pictures. （课件出示:一个黄蓝相间汽车形状的魔术铅笔盒） Practice the sentence structures “I have a/an… It’s a/an… It’s…” with students. T: Guess! What’s in the bag? Let one student click the mouse. Ss: Wow! It’s a pencil box! It’s a bus. T: Good. A bus pencil box. So nice! What colour is it? S1: It’s yellow and blue. T: What’s in the pencil box? Who wants to click the mouse? （S2 clicks the mouse.） Ss: Wow! T: It’s a schoolbag in it! So magic! It’s a magic pencil box! Write down the word “schoolbag” on the blackboard and teach the word “schoolbag” (school + bag=schoolbag). Ask some students to show their schoolbags and say “I have a schoolbag. It’s a/an… It’s…” one by one. In the same way, lead in the new vocabularies: English book, maths book, storybook. (2)Let students understand the sentence: It’s a fat panda! T: I have a new schoolbag! Ss: Really? Show a real schoolbag to students. There are many things in the schoolbag. T: Look! It’s a cat! It’s yellow and white. What’s in the schoolbag? Ss: A pencil box, an English book, a maths book… The teacher puts the things in the bag again. T: It’s a fat bag. It’s a fat cat! Cat, /k/-/æ/-/t/, /kæt/, fat, /f/-/æ/-/t/, /fæt/. Help students understand “fat” and “It’s a fat panda!” Then learn the dialogue of “Let’s talk”. (1)Present the pictures of “Let’s talk” on the PPT. (出示课件) T: Amy has something new, too. What’s it? Guess! Ask students to underline the key sentence about the question in their books. (2)Listen to the dialogue and answer the question. (课件出示:Let’s talk板块的音频) (3)Listen to the dialogue again and answer the questions. T: What colour is the schoolbag? What’s in the schoolbag? Listen to the dialogue again and answer the questions. Underline the key sentences in your books about the questions. Then check the answers. Step 3: Practice 1. Listen to the recording of “Let’s talk” and imitate. Play the recording again. Let students read the dialogue after the recording. Listen carefully and pay attention to the pronunciation and the intonation. 2. Read and role play in groups. T: Now, who wants to be Chen Jie? Who wants to be Amy? Let’s read it in roles. 3. Act out the dialogue in roles. T: Now let’s find the best actor or actress. Please come to the front of the classroom and show the dialogue. 4. Fill in the blanks. Check the answers. (出示课件) 5. Activity: What’s in the pencil box? （1）Ask and answer with the partner. (活动说明:两人一组，每个人准备一个铅笔盒，在铅笔盒里装一些文具，运用本课的核心句型进行对话。） （2）Show time. 6. Let’s play. (课件出示:Let’s play板块的图片) Step 4: Consolidation & Extension 1. Create a new dialogue. Show three schoolbags on the PPT: A black and white football schoolbag, a yellow and white cat schoolbag and a blue and red cap schoolbag. （出示课件） T: Do you like these schoolbags? Lead students to answer: I like this schoolbag. T: OK! Choose a schoolbag you like. Make a new dialogue with your partner. Show the language scaffolds on the PPT to help students make dialogues. Practice in pairs and report it in class. 2. Draw a new schoolbag and talk about it with your partner. Students draw a new schoolbag, then talk about it in pairs. Choose some groups to act out in class. The teacher and students evaluate their performances together. Step 5.Homework： 1. Practice the dialogue. 2. Talk about your schoolbag with your partner. 个人调整意见 板书设计： Unit 2 schoolbag Part A Let’s talk & Let’s play I have a new schoolbag. It’s black and white. What’s in your schoolbag? What’s in your hand? 教后反思： Unit2 第三课时 执教时间 课题：A Let’s spell 教学目标： 1.能够感知并归纳i-e在单词中的发音规则，即i-e在单词中发长音/aɪ/。 2.能够读出符合i-e发音规则的单词。 3.能够根据单词的读音拼写出符合i-e发音规则的单词。 教学重点： 能够读出符合i-e发音规则的单词，并能根据单词的读音拼写出符合i-e发音规则的单词。 教学难点： 能够根据单词的读音拼写出符合i-e发音规则的单词。 教学准备： PPT课件､课文录音、视频、单词卡片等。 教学过程： Step 1: Warm-up & Lead-in 1. Greetings. 2. Sing the song Chant in groups. Let’s have a PK. The winner will get a red star. 3. T: S1, show me your schoolbag. What’s in your schoolbag? S1: A Chinese book, a maths book… Talk about things in the schoolbags with several students. Step 2: Presentation 1.(1)T: Look! Zoom has a new schoolbag, too. Wow! It’s nice. (Write down “nice” on the blackboard.) Students read it after the teacher. The teacher underlines the letters “i-e” and teaches /aɪ/. (2)T: Zoom’s schoolbag is nice. So he likes it very much. (Write down “like” on the blackboard.) Students read it after the teacher. The teacher underlines the letters “i-e”. T: How does “i-e” sound? Yes, “i-e” sounds /aɪ/. Read after me, /aɪ/-/aɪ/-/aɪ/. Read like this: i-e/aɪ/-c/s/-ice/aɪs/, nice/naɪs/; i-e/aɪ/-k/k/-ike/aɪk/, like/laɪk/. (3)T: Guess! What’s in Zoom’s schoolbag? Ss: An English book/A Chinese book…? The teacher clicks the mouse. Show a kite on the PPT. Ss: Wow! It’s a kite. T: Yes, it’s a kite. (Write down “kite” on the blackboard.) Students read “kite” after the teacher. Then the teacher repeats /aɪ/ and let some students try to underline the letters. (Reward students with some red stars.) Read like this: i-e/aɪ/-t/t/-ite/aɪt/, kite/kaɪt/. (4)Click the mouse and enlarge the picture of the kite on the PPT. T: Look! There’s a secret on the kite. What is it? Yes, two numbers: five and nine. (Write down “five, nine” on the blackboard.) Read like this: i-e/aɪ/-v/v/-ive/aɪv/, five/faɪv/; i-e/aɪ/-n/n/-ine/aɪn/, nine/naɪn/. (Reward students with some red stars.) (5)T: Zoom has a nice kite in his schoolbag. He likes the kite very much. He flies the kite all day. He’s hungry. He’s eating some rice. Let students underline “i-e” and read it. Then spell the word. (Reward students with some red stars.) Lead students to observe their common points: “i-e”, the vowel letter “i” and a silent “e” at the end of the words, sounds the same sound /aɪ/ with “i”. That is, “i-e” sounds /aɪ/ in the words. 2. Read and match. T: Look at the PPT. Read the words and match with the pictures. 3. Read after the recording. Step 3: Practice 1. Read, listen and number. T: Turn to Page 16 and finish the exercise of “Read, listen and number”. (1)The teacher teaches the word “fine” and students read the words. (2)Listen to the recording and number the words. (3)Check the answers. 2. Read and distinguish. Read the words in each group and distinguish. 3. Listen, circle and write. (1)Give an example. T: Look at the first picture. What can you see? Ss: “Five”. T: Great! Now listen to the recording. What do you hear? Ss: /faɪv/. T: Good job! (2)Lead students to observe the pictures of this part and try to predict the content of the listening text. (3)Let students listen, circle and write. Remind them to pay attention to the words’ handwriting. Step 4: Consolidation & Extension 1. Try to read the following words. Show some words with “i-e”, just like “time, wife, white, line, bite, Mike, drive” on the PPT. Let students try to spell these words. Then read them aloud. 2. Classify the given words. T: Read the following words and classify them according to their pronunciations. Discuss with your partners. Then report the results and check the answers. Step 5.Homework： Try to find more words with “i-e” that sounds “/aɪ/”. 个人调整意见 板书设计： Unit 2 schoolbag A.Let’s spell big six pig like kite five nine rice ice 教后反思： Unit2 第四课时 执教时间 课题：B Let’s learn&Draw and say 教学目标： 1.能够听、说、认读单词“candy, key, toy, notebook”。 2.能够熟练运用句型“What’s in the schoolbag?”询问并描述书包中各种物品的名称。 3.在描述书包中的物品时能够正确使用名词的单复数形式。 4.复习并巩固Part B Let’s learn板块的主要句型“What’s in my/your schoolbag?”以及单词“candy, key, toy, notebook”。 教学重点： 1.能够听懂、会说、认读单词“candy, key, toy, notebook”。 2.能够熟练描述书包中的各种物品。 教学难点： 在描述书包中的物品时，能够正确使用名词的单复数形式。 教学准备： PPT课件､课文录音、视频、单词卡片等。 教学过程： Step 1: Warm-up & Lead-in 1. Greetings. 2. Sing the song—My schoolbag. （出示课件） 3. Revision. Put the schoolbag in a plastic bag and show it to students. T: Look, boys and girls! What’s this? … Yes, It’s my schoolbag. It’s a nice schoolbag. What colour is it? What’s in it? Do you want to know? Please guess! Come on, class! If you do a good job, you can get a sticker. (Show students the stickers.) Step 2: Presentation 1. Teach the new words “notebook, toy, toys”. (课件出示:上节课张鹏在失物招领处找到的蓝白色书包) T: Look! Do you know this schoolbag? Whose schoolbag is it? Ss: It’s Zhang Peng’s schoolbag. T: Yes, It’s Zhang Peng’s schoolbag. He found it at the Lost & Found. What’s in his schoolbag? Ss: An English book, two toys and a notebook. T: Are you right? Let’s check. (课件出示: P18 Let’s learn板块的插图) T: Oh, yes, look! A notebook! Two toys! (课件出示:将书包中的笔记本和两个玩具分别闪烁两下，接着在图片旁边出现单词notebook和toys，其中toys中的字母s用红色) T: How many notebooks can you see in Zhang Peng’s schoolbag? Ss: One. T: Good, one notebook. Notebook, note-book, note/nəʊt/-book /bʊk/, notebook . How many toys? T: Let’s count. One, two. Two toys. Toy, oy/ɔɪ/, toy/tɔɪ/, toys/tɔɪz/. Write down the words “notebook, toy, toys” on the blackboard. The teacher reads the words “toys” and “notebook” syllable by syllable. Students follow the teacher and then practice reading the words. (课件出示:几种物品都从一个到多个) Students read the words after the teacher for three times. Then choose a group of words to read one by one like this: one boy, two boys, three boys. One book, four books, five books. 2. Teach the new words “candy, candies, key, keys”. (1)The teacher holds a candy in the hand. T: Guess, What’s in my hand? It’s sweet and children all like it. T: Good! Look! It’s a candy. It’s a red candy. Candy, can/kæn/-dy/di/, candy . Write down the word “candy” on the blackboard. The teacher reads the word “candy” syllable by syllable. Students follow the teacher and then practice reading the word. The teacher shows another candy. T: What colour is it? Ss: It’s blue. T: Wonderful! Now, Let’s count. One candy, two candies. I have two candies. One candy, two candies . Write down the word “candies” on the blackboard. The teacher reads the word “candies” syllable by syllable. Students follow the teacher and then practice reading the word. (2)The teacher shows students a schoolbag. T: I have something in the schoolbag. Please ask with the sentence “What’s in your schoolbag?”. And you can touch and take it/them out. Then tell other students what it is/they are. Write down the sentence “What’s in your schoolbag?” on the blackboard. S1: What’s in your schoolbag? (Touch in the schoolbag.) A notebook and two candies. T: Great! You’re right. S2: What’s in your schoolbag? (Touch in the schoolbag.) … S3: What’s in your schoolbag? (Touch in the schoolbag.) I don’t know. T: Take it/them out of the bag. Let’s have a look. T: Oh, they’re keys. The teacher shows one key and says slowly, “A key.” The teacher shows two keys and says slowly, “Two keys.” The teacher shows a bunch of keys and says, “I have many keys.” Write down the words “key, keys” on the blackboard. The teacher reads the words like this: k/k/-ey/iː/, key/kiː/, keys/kiːz/. Students follow the teacher and practice reading the words. Then read one by one. Step 3: Practice 1. Listen to the recording and repeat. (课件出示:教材P18 Let’s learn板块中单词的音频) T: What’s in Zhang Peng’s schoolbag? Listen and repeat. Play the recording. Let students listen to the recording and repeat. Remind students to pay attention to the pronunciation and intonation. 2. Read the words and the sentences. Let students read the words and the sentences in different ways. Read freely. Read in pairs. Read together. 3. Play some games. T: Now, Let’s play some games. If you do a good job, you can get a sticker. Come on! (1)Flash words. (课件出示:快速一一闪现Part A和Part B两部分所学的词汇) T: Look at the PPT and say the words as quickly as you can. (2)Watch, think and guess. The teacher shows a part of some pictures and asks: What’s this? Students try to guess and answer. T: Good job! You’re right. Here’s a sticker for you! Let’s go on. (3)Make up the words. Present the letters that can make up the words in random order. Ask students to guess the words. Check the answers. Give out the stickers for the winners. Step 4: Consolidation & Extension 1. Listen and circle. T: What’s in Amy’s schoolbag? Look at the PPT and listen carefully, then circle. 2. Draw and say. Draw a schoolbag and some things in the schoolbag. Talk about the schoolbag like this: Choose some pairs to act out in class.Then the teacher makes an evaluation. Step 5.Homework： 1. Read the new words to your parents and copy the words. 2. Practice reading the sentences. 个人调整意见 板书设计： Unit 2 schoolbag B Let’s learn & Draw and say candy—candies toy—toys notebook—notebooks key—keys 教后反思： Unit2 第五课时 执教时间 课题：B Let’s talk&Let’s play 教学目标： 1.能够通过观察和谈论Let’s talk板块的图片理解对话大意。 2.能够用正确的语音、语调朗读对话，并能在小组中进行角色扮演。 3.能够在情境中恰当运用句型“—What colour is it? —It’s…”问答颜色。 4.能够在情境中理解新词“lost, toy, notebook”的意思并能正确发音。 5.能够通过本板块提供的教学活动，操练并巩固本课的核心句型“—What colour is it? —It’s…”。 教学重点： 1.能够理解新词并掌握重点句型。 2.能够在情景中恰当运用句型“—What colour is it? —It’s…”问答颜色。 教学难点： 能够在情景中恰当运用句型“—What colour is it? —It’s…”问答颜色。 教学准备： PPT课件､课文录音、视频、单词卡片等。 教学过程： Step 1: Warm-up & Lead-in 1. Greetings. 2. Sing a song 3. Do the TPR action. Step 2: Presentation 1. Lead-in. T: Good job. Are you happy now? Ss: Yes. Show the main scene graph of Unit 2 on the PPT. （课件出示:教材P12主情景图中有关Sarah和Amy的图片） T: Who are they? Ss: Sarah and Amy. T: Is Sarah happy? Ss: No. （The teacher shows a notebook.） T: You’re right. Sarah is not happy, because she lost her notebook. Write down “lost, notebook” on the blackboard. T: Read after me, please. /l/-/ɒ/-/s/-/t/, /lɒst/. /n/-/əʊ-/t/, /nəʊt/, the letter “e” is silent. /b/-/ʊ/-/k/, /bʊk/, note/nəʊt/-book/bʊk/, notebook Let students read after the teacher. 2. Learn “Lost & Found, excuse me”. (1)T: Sarah isn’t happy. She lost her notebook. Where can she find it? Maybe she can go to the Lost & Found. (课件出示:失物招领处的画面) Write down “Lost & Found” on the blackboard. Let students read after the teacher. (2)Show the pictures of “Let’s talk” in Part B. (出示课件) T: We can see Zhang Peng in this picture. Look carefully. Where’s Zhang Peng? Ss: At the Lost & Found. T: Yes, he’s at the Lost & Found. Why is he here? Maybe he lost… Listen and choose the right answer. (出示课件)Then Check the answer. T: How do you know the answer? Can you read the sentence in the book out? Ss: Zhang Peng says, “I lost my schoolbag.” Let students read the sentence one by one. T: Zhang Peng is a polite boy, because he says, “Excuse me. I lost my schoolbag.” Let students read this sentence one by one. Present some scenes to practice “excuse me”. (课件出示:场景一:向交警叔叔问路；场景二:借东西；场景三:请别人让路） 3. Learn the sentence structures “—What colour is it? —It’s…” and the new word “toy”. The teacher walks to S1. T: Excuse me. Can I have a look at your schoolbag? T: Oh, thank you. Your schoolbag is nice. It’s blue and yellow. What’s in it? (The student takes out the books and answers.) S1: A maths book, a Chinese book… T: Can I borrow your schoolbag for a moment? The teacher walks to S2. T: Excuse me. Can I have a look at your schoolbag? T: Oh, thank you. What colour is it? S2: It’s red. T: Can I borrow your schoolbag for a moment? Write down the sentence structures “—What colour is it? —It’s…” on the blackboard. Let students read after the teacher. Then students read it one by one. The teacher gets several schoolbags in the same way. Repeat “so much”. Let students read and act out “Thank you so much!” Step 3: Practice 1. Listen to the recording again and repeat. Let students read the dialogue after the recording. Listen carefully and pay attention to the pronunciation and intonation. 2. Read the dialogue. Let students read the dialogue in pairs. 3. Role play. T: Let’s read the dialogue in roles. Group 1 and Group 2, you are Zhang Peng. Group 3 and Group 4, you’re Miss White. Now read the dialogue in pairs. Then act it out in class. I will find the best group. The red star is for the best group! 4. Let’s play. Ask students to guess what book it is according to the colours. Finish the activity of “Let’s play”. (课件出示:教材P17 Let’s play板块的图片) （1）T: Look, What’s this? Yes, It’s a storybook. What colour is it? It’s green. What’s this? It’s a Chinese book. What colour is it? It’s red… Help students get to know all the books and their colours in “Let’s play”. Then start the activity. T: I have a new book. Guess, what is it? You can ask me the colour of my new book. Then you can know it. Make a model first. T: I have a new book. S1: What colour is it? T: It’s yellow. S1: It’s a Chinese book. T: Yes. Now, please do it like this in pairs. I will find the best pair. The red stars are for the winners! （2）Show time. Step 4: Consolidation & Extension 1. Create a new dialogue. Two students make a group to create a dialogue according to the PPT. 2. Draw and talk. Let students draw a new schoolbag and talk about it with their partners like this: Let several groups show in class. Reward some presents to the winners. Step 5.Homework： 1. Read the dialogue. 2. Act out the dialogue with your partner at the Lost & Found. 个人调整意见 板书设计： Unit 2 schoolbag B Let’s talk & Let’s play I lost my schoolbag. Here it is! 教后反思： Unit2 第六课时 执教时间 课题：B Read and write 教学目标： 1.能够读懂一组句子并完成选择正确图片任务。 2.能够按正确的意群和语音、语调朗读这组句子。 3.能够在有意义的语境中抄写单元话题词汇并将句子补充完整。 4.能够综合运用本单元的核心词句。 教学重点： 1.能够读懂一组句子并完成选择正确图片的任务。 2.能够按正确的意群和语音、语调朗读这组句子。 3.能够在有意义的语境中抄写单元的话题词汇并将句子补充完整。 4.能够综合运用本单元的核心词句。 教学难点： 能够综合运用本单元的核心词句。 教学准备： PPT课件､课文录音、视频、单词卡片等。 教学过程： Step 1: Warm-up & Lead-in 1. Greetings. 2. Sing the song 3. Play a game—“What’s missing?” Review the words: schoolbag, maths book, English book, Chinese book, storybook, candy, notebook, toy, key. (课件出示:schoolbag, maths book, English book, Chinese book, storybook, candy, notebook, toy, key，然后一个个随机消失) Ask students to say the missing word quickly. 4. Lead-in. Talk about the schoolbags with students: Step 2: Presentation 1. Pre-reading. (1)Look and say. T: I know what is in your schoolbag. Now, I have two schoolbags. (课件出示:教材P19 Read and circle中的两个书包的图片) I have many things in the two schoolbags. Look! What are these? Show the things on the PPT. (课件出示: 教材P19 Read and circle中除书包以外的所有物品分类呈现) Lead students to say: a storybook, two storybooks; a car; a ball; some candies; some toys. (2)Learn the word “cute”. (课件出示:带有熊猫的钥匙图片闪烁) T: What are these? Ss: Keys. T: How many keys? S: Three keys. T: Yes. The keys are with a panda. I like the panda because It’s cute. Do you like it? Ask students to read after the teacher: cute, cute, a cute panda. (课件出示:带有猴子的钥匙图片闪烁) The teacher leads students to say: a cute monkey. Ask students to read after the teacher: cute, cute, a cute monkey. 2. While-reading. (1)Ask and answer. (课件出示:教材P19 Read and circle部分的两幅图) (1)Ask and answer. T: Look at Picture A. What’s in the schoolbag? S1: Two storybooks, three keys, some candies, some toys and a cute panda. T: What’s in the schoolbag in Picture B? S2: A storybook, two keys, some candies, some toys and a cute monkey. (2)Listen and underline. T: Listen to the recording and underline the words about school things.（课件出示:教材P19 Read and circle部分的音频） (3)Read and circle. T: Read the text, then circle the correct answer. (4)Check the answer. Answer: A (5)Listen again and read after the recording. T: Now, let’s listen to the recording again and read after it. Make sure you can read the sentences correctly. Pay attention to your pronunciation and intonation. (6)Show time. Students have a reading show. Choose several reading stars. The reading stars can get presents. 3. Post-reading. Look, choose and write. (1)What is in it? (课件出示:教材P19 Look, choose and write部分的图片) T: Now we can see a desk. What’s in it? S1: An egg, a pen, a notebook and three keys. T: Good. We must pay attention to the words “egg” and “notebook”. The first letter of “egg” sounds /e/. It is a vowel. So we say “an egg”. And “keys” is the plural form. We can’t say “three key”. We must say “three keys”. Let students turn to page 19 in the book and fill in the blanks. Check the answers. (出示课件) Let a student read it. (2)What’s in your desk? The teacher can walk around and make sure students write the words correctly. Step 3: Practice Let’s check. (1)Listen and number. (课件出示:教材P20 Listen and number中的四幅图) T: Look at these pictures. They are all school things. Now, look at Picture 1. What can you see? S1: A pen. T: Good. It’s a red pen. And how about Picture 2? What’s it? And what colour is it? S2: It’s a green schoolbag. T: Great! What can you see in Picture 3? S3: I can see a red schoolbag. T: Wonderful. And what’s in the red schoolbag? S3: A storybook and some candies. T: Good job! Now who can say something about Picture 4? S4: I can see a pink schoolbag. A notebook and a maths book are in the schoolbag. T: Very good. Let’s listen and number. (课件出示:Listen and number的音频) (2)①Look and circle. (课件出示:教材P20 Look and circle部分的文字与图片) T: What’s in the schoolbag? Please read and circle. You can underline the different school things in A and B first. Then look at the picture and circle the correct answer. Check the answer and let students read in groups. ②Read and fill in the blanks. Let students look at the picture on the PPT and try to fill in the blanks. Check the answers. (出示课件) Step 4: Consolidation & Extension 1. Write about your schoolbag or your pencil box. T: What’s in your schoolbag? What’s in your pencil box? Choose one topic and write about it. You can write like this: T: Please write down on your exercise books. Pay attention to the capitalizing letter before a sentence and the punctuation after a sentence. Check the answers with students. The other students check in pairs. 2. Emotional education. T: Is your schoolbag/desk tidy or messy? Please put away your school things in time. Keep your schoolbag or desk tidy. It’s a good habit! Step 5.Homework： 1. Read the text to your parents. 2. Write about your desk in your bedroom. 个人调整意见 板书设计： Unit 2 schoolbag B Read and write a an What’s in the schoolbag? 教后反思： 学科网（北京）股份有限公司 $$