Asking for help_优秀教学设计.docxVIP

执教者 学科 English 班级 4、5 课题 Unit4 Asking for help (Lesson2) 时间 40mins 高阶思维训练点 　　　自己有困难时会向他人寻求帮助，同时乐于帮助他人。 教学目标 1.能够听懂、会说借东西时常用的问句:Can I use your…? 及答句:Sure. Here you are. /Sorry, I don’t have one. /Sorry, I am using it.能够初步在情境中恰当运用。 2.能够根据问句写出答句。 3.能在较为真实的情境下运用本课语言进行简单的交流和表演。 4.学会解决现实生活中的问题,当自己有困难时,知道如何向别人借东西寻求帮助。 教学重点 功能句型Can I use your…? 及答句:Sure. Here you are. /Sorry, I don’t have one. /Sorry, I am using it.在真实情境交际中的运用。 教学难点 学生如何在真实的情境中运用句型进行交流并学会寻求帮助。 学情分析 整体情况来说,四年级的大部分学生对英语有着较浓厚的学习兴趣,但也有少数学生由于学习难度的加深,学习兴趣随之减弱,课堂中的参与度较低,因此如何激发学生的学习兴趣及设计适合不同能力孩子的活动是在进行教学设计时教师着重思考的点,我采取了情境教学法来激发学生的兴趣,使学生在情境中学习语言,运用语言。同时也设计了适合视觉性、运动型等不同个性学生的活动,并为不同学习能力的学生设置了可选择的学习任务。 教学准备 1、词汇卡片 2、Chinese tips 3、PPT 教学课时 第二课时 教学设计 教学设计 教学流程 设计意图 1【热身导入】 Activity 1: a: Ask and answer T: Do you have scissors/glue stick/ruler/eraser/...? Ss: Yes, we do./No, we don’t. b: Show me游戏,复习文具相关单词 T: OK, Please, show me your pencil/ruler/eraser/.... Ss 举起先关文具 T: What can you do with a pencil? Ss: I can use it to cut./erase/... Activities 2: 创设情境,导入主题 T: Oh! I can’t find my English book. Who can help me? T: Can I use your English book? Ss: Ok! Here you are. T: I am asking for help. 2【讲授】Step　2：听力练习，感知句型 评论 Activity 1: 观察图片,听前预测 教师出示A项情境图 T: Our friends Bill also asking for help. Let’s have a look. Where are they? Ss: They are in the art room/classroom. T：What are they doing? Ss: They are making things./... T: What does Bill want to make? Ss: A kite. T: Look at the picture carefully. What stationery does Bill have? Ss: pencil, eraser … T: What stationery does Andy have? Ss: scissors, glue stick, knife… T: Can you guess what does Bill need? (听前观察图片,降低听力难度) Activity 2: 听力活动,理解大意 T: Now, let’s listen. The first time, just listen and find—— what does Bill need？ Ss: glue stick. Activity 3: 阅读文本,理解细节 T: The second time, listen and find——What does Bill say to Andy? Open your books and point to the sentences. Ss: Can I use your glue stick, please? T: If you need something,but you haven’t. you can say:“Can I use yo