Unit 1 I like dogs（Checkout time & Ticking time）（教学设计）-2024-2025学年译林版（三起）英语四年级上册

教学设计 课程基本信息 学科 英语 年级 四年级 学期 秋季 课题 Unit 1 I like dogs (checkout time & ticking time) 教学目标 1. 在丰富的活动中，学生能够将本单元主要的单词和句型进行复盘巩固，并能深度理解。 2. 在有意义的语境中，学生能够用Checkout time中的句型自如的操练，并能拓展运用。 3. 能够理解动物信息卡的主要内容，并运用动物信息卡完整的介绍自己的动物朋友，将自己所学的主题知识链串联起来。 教学重难点 教学重点： 1. 在复习的过程中，学生能拓展学习更多的动物类单词。 2. 在动物信息卡的大框架中，学生能够调用纵向的已有知识来描述和介绍动物朋友的细节。 教学难点： 1. 学生能根据真实的生活情境，正确运用好恰当的单词和句型描述动物，把握整体的语篇输出脉络，最终达到学以致用的目的。 2. 在情感升华中激发学生对动物朋友的热爱，课后能够更多的了解动物，走近动物世界。 教学过程 Step 1 Warming up T: Boys and girls, in Grade 2, we learned about some animals in the zoo and knew a little features about them. In Grade 3, we learned some animals on the farm. They are so lovely. Today we’ll go on the topic of animals. Let’s follow me to warm up! 1. A shadow game about animals T: Look! What’s this? S: It’s a duck. T: What’s that? S: It’s a cat. T: Show different pictures in the game. S: Try to ask and answer. (设计意图：学生在活泼的游戏中复习本单元已学的动物类单词，很自然地进入了主题情境，为下面的巩固输出做好铺垫。） 2. Song<I like animals> T: So interesting! Boys and girls, do you like animals? S:Yes! T: Me too. Here’s a song for you! Let’s enjoy and to see what animals are there in the song? S: Listen and try to sing the song<I like animals> T: What animals are there in the song? Can you name them? S: Duck, frog, bat, rhino,seal .. T: Wow, you can name so many animals in the song. Do you like cats? S: Yes, I do. They’re cute. T: Wow, you can tell the reason. They’re cute. T: Do you like bats? S: No, I don’t. T: What animals do you like? S: I like birds. T: Can you ask and answer with other animals? S: Try to ask and answer. (设计意图：在欣赏歌曲的时候激活学生的思维联想，再借用歌曲中唱到的动物，结合Do you like...? 的句型进行操练，过渡很流畅。） Step 2 Presentation 1. T: We know so many animals in the song! What about these? Do you know them? (Show the pictures in Checkout time) S: Listen to the dialogue of model. T: Can you ask and answer in this way? S: Have a try! (设计意图：通过热身环节的分步骤有意义的单词和句型操练后，让学生结合Checkout time将所练整合成完整的对话问答，在迁移练习中让学生真正理解、操练运用此板块中的语言点！） 2. T: Good job! Boys and girls, where can we find the animals around us? S: In the zoo, on the farm, in the forest... T: Now I have a chant for you! Listen to me first! S: Listen and then follow the music to chant! T:Great! A new challenge for you! Can you make a new chant? You can change the place and animals! S: Have a try. (设计意图：一首Chant从欣赏到跟读，再让学生发挥创编，训练了学生对所学的综合运用能力，明快的节奏也活跃了课堂氛围！不光训练了听读能力，学生的创新迁移能力也得到了锻炼！） 3. T: I know your favourite animals. Can you guess what animals do I like? S: Do you like rabbits? T: Yes, I do. They are white and cute. What does it have?（Show the animal card） S: It has two long ears. T: Look! What does it have? S: It has a short tail. T: What about this? S: It has two red eyes. T: Good! These are its features. Different animals have different features. Can you talk about their features now? We can talk about the colour, appearance and also their body parts.These words will help you. Can you have a try now? S: Try to say and share. （设计意图：通过让学生猜一猜老师喜欢的动物，巧妙的引出对动物特征的描述，让学生无形中对之前学过的单词、词组和句子进行一次头脑风暴，再进行输出，巩固了学生对所学知识的掌握和运用能力！） T: Now I’m sure you can introduce your animal friend with more details. I can try in this way. S: Listen to the teacher’s passage. T: Now can you choose your animal friend to introduce in this way? If you want to introduce other animal friend in your mind. It’s OK! S: Try to think and share with the model. T: T: Wow, the dog is your friend. What can the dog do? S: It can run with me. T: What else can the dog do? S: It can play with me. T: Do you feel happy with the dog? S: It can make me happy. T: Yes. I think this is your reason why you like it. （设计意图： 在动物信息卡的基础上再进行一个提升，让学生先听老师介绍动物时的短文模板，接着以此为框架介绍自己的动物朋友，在听学生分享时我们追问能力和理由两个板块，将动物信息卡完整呈现于学生眼前，最终使学生的输出达到螺旋式的上升。） Step 3 Production T: As we know animals are our friends. They can help us. They can play with us. They can live with us and make us happy! So when we introduce our animal friends, we can also talk about their ability and reason. Can you work in four and exchange your ideas with these details? S: Try to talk about it with friends. T: Let’s listen to my student’s sharing. S: Try to listen carefully. T: Wow, so cute duck, we can introduce them so well. I like your animal friend. You did a good job today. From this lesson, we can name so many animals. We can use the main structure“Do you like…? freely. The most important is we can introduce the animals with details so well. How many stars can you get? S:Try to tick. （设计意图：通过老师的总结以及丰富的图片呈现，让学生对喜欢动物的理由有一个整体的感知，更能作用于学生自己的表述，激发学生对动物朋友的热爱，特别是留白的部分，让不同层次的学生都有不同的挑战！这样学生的口头输出会更有自信、更精彩！） Step 4 Homework 1. Write down the passage about your animal friend. (a). If you can introduce their features--Three stars. (b). If you can add ability and reason--Five stars. 2. Read more picture books about animals to get close to the animal world. （设计意图：回家作业是课堂的延伸，课堂上我们的目标是学生 能进行完成的口头输出，回家作业我们将口头落到笔头再次进行深度巩固和反馈，最终实现了听说读写四位一体的完整链，全方位提高学生的英语应用能力！同时分层的选择减少了学生心理负担，让回家作业能更有效轻松的完成！） 学科网（北京）股份有限公司 $$