Unit 4 Asking for Help Lesson 2（教案）-2024-2025学年人教新起点版英语四年级上册

小学英语四年级上册《Unit 4 Asking for Help Lesson 2》教案设计人教新起点版 小学英语四年级上册《Unit 4 Asking for Help Lesson 2》教案设计人教新起点版 课程基本信息 学科 英语 年级 四年级 学期 上册 课题 Unit 4 Asking for Help Lesson 2 教学内容 本单元教学内容为人教新起点版四年级上册《Unit 4 Asking for Help Lesson 2》 教学目标 知识目标 1. 学生能够听懂、会说、认读并书写与寻求帮助相关的单词：help、lost、find、way、where等。 2. 学生能够理解并运用重点句型：“I'm lost. Where is...?” “Can you help me?” “Sure. Let's find it.” 技能目标 1. 通过对话练习和情景模拟，提高学生的英语口语表达能力，使学生能够流利地进行寻求帮助的对话。 2. 培养学生的听力理解能力，能够准确理解关于寻求帮助的对话内容。 情感目标 1. 鼓励学生在遇到困难时勇敢地向他人寻求帮助，同时培养乐于助人的品质。 2. 通过小组合作学习，增强学生的团队合作意识和交流能力。 教学重难点 教学重点 1. 掌握新单词help、lost、find、way、where的正确发音、拼写和用法。 2. 熟练运用重点句型进行寻求帮助的对话。 教学难点 1. 区分where引导的特殊疑问句的用法，例如在询问地点时的正确语序和语调。 2. 引导学生在实际生活场景中灵活运用所学的单词和句型进行有效的沟通。 教学方法 1. 情景教学法 通过创设各种寻求帮助的真实情景，如在学校迷路、找不到文具等，让学生身临其境地感受和运用英语知识。例如，教师可以在教室里布置一些简单的场景，如把某个学生的文具藏起来，然后让他扮演迷路或者找不到东西的角色，向其他同学寻求帮助。 2. 任务驱动法 布置明确的学习任务，如小组合作编写一段寻求帮助的对话并表演出来。这有助于提高学生的自主学习能力和团队协作能力。 3. 交际教学法 鼓励学生之间进行真实的语言交流，在交流中掌握和巩固知识。比如让学生互相询问对方是否需要帮助，或者分享自己迷路或找不到东西的经历。 4. 游戏教学法 通过游戏的方式增加学习的趣味性，如单词接龙游戏、猜单词游戏等，帮助学生更好地记忆单词和句型。 教学准备 1. 多媒体课件，包含与寻求帮助场景相关的图片、视频和动画。 2. 单词卡片、句型卡片若干。 3. 为情景模拟准备的简单道具，如书包、文具等。 教学过程 （一）Warming - up 1. Greetings T: Good morning/afternoon, boys and girls. Ss: Good morning/afternoon, teacher. 2. Free talk T: How are you today? Ss: I'm fine, thank you. And you? T: I'm great. Do you like to help others? Ss: Yes/No. T: Why? Some students may answer that helping others makes them happy, while others may say they are shy to help. Then the teacher can lead the topic to today's lesson about asking for help. 3. Sing a song Sing the song “You Are My Sunshine” together. Singing a song can create a relaxing and happy atmosphere for the class. （二）Presentation 1. Teach new words (1) Show a picture of a boy looking worried on the multimedia screen and say, “Look at this boy. He is lost. L - O - S - T, lost.” Then use body language to show the meaning of being lost, such as walking around aimlessly and looking around nervously. Let the students repeat the word several times. (2) Show a picture of a girl helping the lost boy and say, “The girl helps the boy. H - E - L - P, help.” Act out the action of helping, like giving a hand to someone. Ask the students to read the word after you and practice the pronunciation. (3) Take out a pen and hide it behind the book, then say, “I can't find my pen. F - I - N - D, find.” Do the action of looking for something while saying the word. Guide the students to say the word and make sure they can pronounce it correctly. (4) Draw a simple map on the blackboard and mark a starting point and an ending point, and say, “This is the way. W - A - Y, way.” Walk along the marked line on the map to show the meaning of way. Have the students follow you to read the word. (5) Point to different places in the classroom and ask, “Where is the door? Where is the window?” W - H - E - R - E, where. Emphasize the pronunciation of the word, especially the 'h' sound at the beginning. Let the students repeat it. 2. Practice new words (1) Word - card recognition game Show the word cards one by one quickly, and let the students recognize the words and read them out as fast as they can. (2) Matching game Write the Chinese meanings of the new words on the blackboard and randomly distribute the word cards to the students. Let theme to the blackboard and match the English words with their Chinese meanings. （三）Practice 1. Listen and repeat Play the audio of the dialogue in the textbook about asking for help. Let the students listen carefully and repeat after it sentence by sentence. Pay attention to the intonation and pronunciation of the sentences. 2. Fill in the blanks Show the following sentences on the multimedia screen with some blanks: I'm ______. (lost) Can you ______ me? (help) Let's ______ it. (find) Where is the ______? (way) Ask the students to fill in the blanks according to what they have learned. Answer: lost, help, find, way. 3. Make sentences Give some words like “I, lost, pen, find” and ask the students to make sentences using these words and the learned structures. For example, “I'm lost. I can't find my pen.” （四）Production 1. Role - play Create different scenarios, such as being lost in the school library or losing a book in the classroom. Divide the students into groups of three or four. Each group chooses a scenario and writes a short dialogue using the new words and sentences. Then they perform the dialogue in front of the class. For example: A: I'm lost. Where is the library? B: Can you see that big building? It's over there. A: Thank you. B: You're wee. 2. Group discussion Let the students discuss in groups about what they should do if they are lost in a new place or lose their things. Then each group sends a representative to share their ideas with the whole class. （五）Summary 1. Review new words Ask the students to read the new words together: help, lost, find, way, where. 2. Review key sentences Recall the key sentences such as “I'm lost. Where is...?” “Can you help me?” “Sure. Let's find it.” （六）Homework 1. Write the new words five times each and make two sentences with each word. 2. Act out the role - play dialogue with your family members at home. 教学反思 在本节课的教学中，情景教学法和游戏教学法等多种教学方法的运用在很大程度上提高了学生的学习兴趣。通过创设真实的情景，学生能够更好地理解和运用与寻求帮助相关的单词和句型。例如在单词教学环节，利用图片、动作等方式直观地呈现单词的含义，学生们能够较快地掌握单词的发音和拼写。在练习环节，各种形式的练习如填空、造句等也有效地巩固了学生所学的知识。然而，在教学过程中也发现了一些问题。部分学生在进行角色扮演时，由于紧张或者对知识的掌握不够熟练，出现了一些表达不流畅的情况。在今后的教学中，需要给学生更多的练习机会，特别是口语表达方面的专项练习。同时，对于一些基础较弱的学生，在单词和句型的讲解上还需要更加细致，确保每个学生都能跟上教学进度，提高整体的英语学习能力。 学科网（北京）股份有限公司 学科网（北京）股份有限公司 $$