1、Unit 4 HobbiesCartoon time & Checkout time Teaching contents 教学内容Cartoon time & Checkout time Teaching aims and learning objectives 教学目标1能听懂、会读、会说单词和词组 about, idea, ice, hole, wet, look out。2. 进一步掌握 like doing 句型的用法及规则。3能在情境中整体感知 Cartoon time 故事内容并熟练朗读。4能独立完成 Checkout time 中的练习。Focus of the lesson a
2、nd predicted area of difficulty 教学重点和难点教学重难点：1. 学生能正确理解、朗读 Cartoon time 中的故事，能读懂其中的趣味之处，能在教师的指导下表演故事。2. 能独立完成 Checkout time 中的练习。Teaching procedures 教学过程Step 1 Warming up & Revision1. Greeting (师生问答，关于 Day, Date, Weather) 2. Revision1) Sing a songT: Today, lets go on learning Unit 4 Hobbies. At firs
3、t, lets sing a songWe all like climbing. T: What do they like doing? S: They like climbing/dancing/swimming. 2) Look and say T: What do they like doing? (引导学生用 like 句型复述课文内容 )S: Mike likes Liu Tao likes. Yang Ling likes Su Hai likes. Su Yang likes T: Good job, can you fill in the blanks? S: Mike and
4、 Tim both like drawing. 3) Make a songT: Can you make a song according to Mike and Mikes friends hobbies? Have a try!S: We both like drawing/playing/swimming very much. T: Well done, class!【设计意图：从吟唱歌曲开篇，活跃气氛，通过问答歌词内容，复习本单元主要句型；自然过渡到复述 Story time 内容，并以 both 句型填空再次检测学生掌握情况；最后结合 Story time 和 Song time
5、的形式巩固所学。 】Step 2 Cartoon time1. Listen and answerT: Look, Sam and Billy talk about their hobbies too. (教授 about 和 talk about)What do they like doing? Lets listen and answer.S1: They like skating.【设计意图：通过听的方式引出主要话题 skating，并学习新词汇 talk about。 】2. Watch and answerT: Is Billy really good at skating?S: Y
6、es. T: So Billy thinks going skating is a great idea. (教授 idea. a great idea)Is Billy happy at last?S: No, he isnt.T: And look, Billy is cold and wet. (教授 wet) Why? Can you choose? A. There is heavy rain. B. Billy falls in a hole in the ice. (教授 hole 和 ice)T: Yes, Billy falls into a hole in the ice.
7、 And Sam says “Look out”. What does it mean?S4: 小心。【设计意图：通过看动画的方式整体呈现故事，让学生理解故事情节，并通过“是否真的擅长”和“是否最终也开心”两个问题来检测学生对故事的理解情况，并学习目标词汇。 】3. Read and imitate1) Read after the tape2) Think and chooseT: Do you want to read better? Lets choose the correct tone.Pay attention to Billy in Picture1. Should we cho
8、ose “proud” or “modest”?How about “Sam”? “admiring” or “unbelieving”?Picture 2, we should choose “excited” or “indifferent”?Picture 3, is Sam tone “admiring” or “unbelieving”?Picture 4, now, Sams tone is “worried” or “surprised”?Picture 5, at last, Billy”s tone is “sad” or “depressed”?(引导学生选择恰当的语气)3
9、) Read in roles4) Act the story5) Read together【设计意图：通过循序渐进、层层深入的朗读指导，不仅关注学生的趣味阅读，也注重引导学生准确把握角色情感的模仿朗读，学生在教师引导下主动参与，主动体验。 】4. Think and judge2) Think and sayT: Now, Billy is so depressed. If you were Sam, what will you say to him?Can we say “How funny!” or “Skating is a bad hobby.”?S1: No, we cant.
10、We can sayT: Yes, we can say “What a bad day!” “Lets go home and put on warm clothes!”【设计意图：通过充分朗读后的判断练习再次检测学生对故事的理解情况，并通过续编故事的方式，让学生学会在具体情景中恰当的表达。 】Step 3 Checkout time1. Guess and actT: Just now, you acted very well. Now, lets go on acting.Look, what do they like doing? Can you guess and act!S1: I
11、m Tim. I like drawing.S2: 2. Listen and judgeT: Great, class. And what do they like doing? Lets listen and judge.3. Think and write T: Last class, we did a survey about our friends hobbies. Now please write down your friends hobbies.Homework 家庭作业1. Introduce your and your friends hobbies to your par
12、ents.2. Read and act Cartoon time.Teaching aids 教学准备（含板书设计）教学准备：图片、词汇卡、多媒体板书设计： Unit 4 Hobbies(Sam 头像) like skatinggo skating(Billy 头像) be good at skating look outdont like skating说课本课的主要教学内容为 Cartoon time 和 Checkout time。教学目标主要围绕巩固 like doing 句型展开。本课开始以歌曲热身，并问了一个贯穿整节课的问题：What do they like doing? 第一
13、遍问的目的在于检测对歌曲的理解和句型巩固。第二遍问则是复习 Story time,并为改编歌曲做准备。这样可以让教学资源在训练目标句型中得以整合运用和充分使用。第三遍问则是引出 Cartoon time 的学习。这个板块作为泛读的文本，没有对文本的字句进行细致的解读，而是设计了 Listen and answer 和 Watch and answer 两个环节来检测学生对故事的理解情况，并在回答问题的过程中，随文识字，学习目标词汇。为了让学生更好地朗读，在听录音环节之后，设置了选择恰当语气的环节，这样使得学生在表演时能更准确地表现人物情绪的变化。之后的 judge 是巩固所学，而故事续编，则是帮助学生理解在恰当的情景中，如何正确的用英语表达。第四遍问是进入到 Checkout time 的学习，此处进行了顺序调整，先通过遮住关键信息，让学生猜一猜爱好，并表演说 like doing 句型，增添了趣味性；Listen and judge 不仅要求学生做出判断，还要求学生能用第三人称转述，训练了第三人称单数形式的表达；最后写的环节，在上节课调查表的基础上完成，使得前后学习融合一体，实现了听说读写四项技能的全面训练。