2019春人教版(新起点)英语四下Unit 6《Countries》(Lesson3)教学设计

Unit6 Lesson3教学设计

【内容来源】人民教育出版社（一起点）四年级下册Unit6

【主题】Countries

【课时】第3课时：Lesson3

一、本课教学目标

1、能够读懂Binbin写给妈妈有关夏令营新朋友的短信,总结其中的关键信息,用所提供的结构He/She is from 、、、You can 、、、表达出来.

2、能够比较流利地朗读短信.

3、能够简单介绍某人来自哪个国家和在该国家可以做的事情.

教学建议

A、Read and match、

1、复习活动.

(1) 教师播放自制有关国家的小短片,帮助学生回忆前两节课学过的知识.

(2) 做“猜一猜”游戏.

教师示范引导说：You can visit Disneyland there、What country is it? 学生回答：The USA、然后,要求学生仿照教师示范的语句,说出一个对某国的描述,让其他同学猜测.

(3) 复习功能句.

教师可任意抽取前面自制的信息卡,全班学生问：Where are you from? 教师根据卡片内容回答：I’m from …,教师和学生互换角色,进一步复

习功能

2、阅读文段,提取信息.

(1) 教师引导学生观察A项文本,提问：What is it? Is it a letter or email?

(2) 教师引导学生观察A项的图片,提问：Who is the boy with the cap? Where is he from? What does he like? Please guess、

学生同桌一组根据图片推测其他两个小朋友的信息.

(3) 教师出示任务单,提出本环节的阅读任务.

任务一：What is the letter about?

About Binbin’s new friends、

About Binbin’s life in the summer camp、(夏令营生活）

任务二：请观察读后活动,想—想.阅读信件时,你需要重点关注哪些方面？你采用什么形式？画横线、曲线还是使用其他符号？（此环节重点培养阅读策略,引导学生自主阅读）

任务三：Read and match、

阅读后将国旗、人像、物品连线.

任务四：Check your answers with your classmates、

(4) 教师通过任务单渗透阅读策略,提取短文的关键信息,再复习和巩固本单元的重点功能句和词汇.

新词汇学习

by the light of the campfire:借着篝火的光线.by的用法与以前学过的Transportation话题中by bus等的用法类似,都是指借助某种事物的作用去做另一件事.light在这里是“光线,亮光”的意思,是不可数名词.campfire是复合名词,由camp+fire组成,camp是“野营,露营”的意思.教师在阅读任务单的任务一导引中用到过这个词.fire是“火,火焰”的意思,这个词当作这个含讲的时候,既可以作可数名词,也可作不可数名词.

pretty: 是“漂亮的,好看的”之义,与beautiful是同义词,通常用来形容妇女和儿童的相貌.注意不要用这个词来形容男生.

cute: 是“可爱的”意思,可以解释成“very pretty”这个词通常用来形容动物、儿童、少年等,如：I have a cute little puppy、

3、学习书信的结构.

(1) 教师再次请学生阅读课文,这次要关注书信的结构,写信人是如何写清楚他要表达芒意思的.教师提供如下结构图供学生思考.

(2) 经过再一次的阅读,学生先在四人小组里讨论一下,教师再请几组学生说一说讨论结果.全班核对答案.

3 教师和全班一起梳理各个自然段的大意,可以引导学生回答如下问题：

Paragraph1

What is Binbin doing?

Where is he now?

Who is he staying with? Is he staying with his mom?

What are friends’ nam es?

Paragraph2

Who is Cindy? /Who is pretty?

Where is from?

What’s her hobby?

What can we see in her country?/ Are the koalas cute?

Paragraph3

Who is Edward?

Where is he from?

What’s his hobby?

What is beautiful?

Paragraph4

Is Tom a Chinese boy? / Who is he?

Where is he from?

What’s his hobby? / Does he have a big model? / What’s the big model?/ Does he have a big model of the Great Wall or Big Ben?

What is great?

Paragraph5

What does Binbin really want to do?

What can Binbin do in all these countries?

(4) 核对答案,进行自评.然后全班一起核对答案.

4、听录音并跟读.

5、朗读文段,全班展示朗读的成果：

B、Read again and write、

1、教师引导学生观察题目要求,读一读,想一想.

2、学生默读文段,提取信息.

教师引导学生再次默读A项短信,将提取的信息填写在短文中.

3、学生两人一组朗读各自的短文,相互检查.

4 全班进行展示交流.

5、教师展示几个学生的短文,请学生朗读并检查书写情况.

备选活动

Lists from pictures, pictures from list

1、将全班分为四人一组,每组设一个“小秘书”.

2、给每组一个国家的照片、一张纸,并要求不许看其他组的照片.

3、每个组的组员仔细观察本组照片,并集思广益能描述与形容这张

照片的语句和词汇.例如一张照片上是澳大利亚的考拉熊和正在观看它们的小朋友.学生可能会想出这样的句子：They are koalas、They are from Australia、They are very cute、We really like them、They are always living in trees、They don’t often drink water、也可以要求学生仅仅列出一些名词、形容词、副词等,小秘书把大家想到的写下来.

4、将各组的照片收上来,要求邻近的组互换他们列出的名单.

5、给每组一张新的白纸,要求学生按照新得到的名单,画出他们认为名单描述的照片的样子.学生可能用到蜡笔和标记笔来美化他们的图片.

6、将所有照片、图片和名单收上来,并将它们相互匹配地粘贴在黑板上.

7、学生分为两人小组讨论这些照片、绘画和名单是否匹配.学生可能得出不同的匹配结果,但这个结果一定是可信的,符合逻辑的,而且可能是很有趣的.

8、在小组讨论结束后,召集全班一起讨论这些匹配还有没有其他选择,说出理由等等.比如有些学生可能说：The koalas are in the zoo、They are not in Australia now、Look at the pictures、There are many Chinese children、They are in China now、

9、最后,这个活动的成果还可以在全班展示,并且留作课外作业让学生写一篇文章.例如：教师设计这样一个场景.学生们正在参考世界摄影展,回到家中,给自己的笔友写一封信,说说在影展中都看到哪些照片,你最喜欢的照片是哪一张,上面都描绘了什么场景,出现了什么标

志性事物等等.

【教学反思】

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