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【第4课时】B Let’s talk (Sarah’s weekend) |
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| 一、教学内容分析 | ||||||
| 课时文本分析 | [What] 主题意义和主要内容
通过了解Sarah的周末活动，感悟Sarah是一个孝顺、辛勤、爱帮忙的女孩，本部分包括B Let’s talk, Let’s try以及Let’s check的内容，通过Sarah和店主之间的对话情景展开教学，学习重点句型的语义和语用，再创编语篇 [Why] 文本意图 让学生感知核心句型以及句子在语用功能，学会合理规划自己周末活动。 [How] 文体结构和语言修辞 1. 通过语篇学习，学生能运用重点句型：What do you do on the weekend? I usually/often/sometimes…表达自己的周末活动，并能对别人的周末提出自己的想法，如：That sounds a lot of fun. You’re busy. You need a robot to help you. 2. 通过语篇学习，学生能感受到Sarah周末虽然忙碌，但却很有意义，感悟到Sarah是一个孝顺、辛勤、爱帮忙的女孩。 |
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| 二、发展目标与课时任务分析 | ||||||
| 学生发展目标 | 在本单元学习结束时，学生能够：
1. 能在情景中运用句型“What do you do on the weekend? I usually/often/sometimes…”询问并表达自己的周末活动，并且能适当运用频度副词回答问题。能够在语境中理解Why are you shopping today?的意思，并能正确发音。 2. 能够在图片和教师的帮助下理解对话大意；能在语境中理解新词：why, shop, work, last, also, busy, need, sound, go shopping的意思。 3. 能根据图片、视频及老师提供的素材表达自己的周末活动。 学生能够合理安排周末活动，帮父母做力所能及的家务。 |
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| 课时任务 | 1. 任务情境：Sarah在商店购物，和店员谈论周末的活动。
2. 任务行为：在问题的推动下通过看、听、读等形式获取Sarah’s weekend的活动，根据老师提供的图片和视频谈谈人物的性格特征。 3. 任务成果：根据提供的图片和视频谈论自己的周末活动，学会合理安排自己的周末活动。 |
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| 三、教学重难点 | ||||||
| 教学重点 | 能在情景中运用句型“What do you do on the weekend? I usually/often/sometimes…”询问并表达自己的周末活动。 | |||||
| 教学难点 | 能适当运用频度副词回答问题，说说自己的周末活动。 | |||||
| 四、教具准备 | ||||||
| PPT、板书 | ||||||
| 五、教学过程设计 | ||||||
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教学环节 |
教师行动 | 学生行动 | 设计意图 |
授课时间 |
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| Pre-task | 1. Review (Pedro’s day in Spain and Zhang Peng’s day in China) | Review Pedro’s day and Zhang Peng’s day. | 通过回顾前两课时的任务，复现旧知，明确大任务，为引出本节课的小主题任务做背景铺垫。 | 2mins | ||
| 2. Show task 3
T: Today we are going to know about Sarah’s weekend. What do you want to know about Sarah’s weekend? 插入PPT |
Know the task | 知晓本节课的任务，让学生始终在大任务的驱动下进行学习。 | 2mins | |||
| While-task | 1. Listen and circle
T: Now. Let’s take a look at Sarah’s weekend! Q: Where is Sarah? 教师引导学生观察图片 Shop：We can buy some food, fruit, vegetables in it. Library: We can read book in it. School: We go to school, we can have many classes in it. 教师核对答案shop，圈出shop，PPT呈现商店图片以及单词shop，教师词卡教读shop。 T: What does Sarah buy? |
Listen carefully and circle shop
Some vegetables
学生跟读“shop”。 She buys some vegetables. |
通过仔细观察图片，获取关键信息，解决问题，训练学生的听力。
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4mins | ||
| 2.Watch and choose:
进入文本，情景介绍。 T: (动画呈现Sarah走进shop) Look! This is the shop. And now Sarah is in the shop.(PPT圈出售货员图片)Who’s that woman? T: Yes, this is the shopkeeper.(PPT呈现单词shopkeeper并教读) Q1: Why is Sarah shopping today? A. Her mum worked last night. B. Her dad worked last night. 教师核对答案A，并讲解 “last night”是昨晚，表示过去，动词 “work”需要加“ed”。 |
S: shopkeeper
Watch the video carefully and choose answer A. |
通过设置由易到难的问题，让学生感知本课时的重点句型和单词，培养学生视听思维，理解语篇。 |
3mins | |||
| 3. Listen and fill in the blanks：
What does Sarah often do on the weekend? She often ___________ with her father? She usually____________. Sometimes she__________. A. watches TV and play ping-pong B. washes her clothes C. cooks dinner 教师播放课文动画视频，然后再核对答案，并讲解频度副词：often, usually, sometimes的用法。 |
Listen carefully and fill in the blanks.
She often watches TV and play ping-pong with her father? She usually washes her clothes. Sometimes she cooks dinner.
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3mins | ||||
| 4. Think and say
Q1: What do you think of Sarah’s weekend? (你觉得Sarah的周末怎么样？） It’s _________. （fun, busy, nice…) Q2: What do you think of Sarah? Why? (你觉得Sarah是一个怎么样的人？为什么？） I think Sarah is _______, because ______. 当学生提到Sarah的周末很忙碌的时候，出示问题： Q3: What do you want to say to her? Sarah, you need(需要) a _______. |
S1: It’s fun.
S2: It’s busy. S3: It’s nice.
S4: I think Sarah is helpful, because she helps her mum do the shopping. S4: I think Sarah is hard-working, because wash the clothes and cook dinner. …
Robot. |
再通过3个问题，层层递增，发散学生思维，进而了解Sarah的人物性格，树立正确的价值观。 | 10mins | |||
| 5. Listen and follow
教师给出评价标准： ①：Read loudly（读大声） ②：Read beautifully（读好听） ③：Read correctly（读正确） |
Read after the tape | 检测学生学习的成果，通过各种形式的朗读让学生能按照正确语音、语调、意群朗读，在进行文本重构，加深学生对语篇的了解。 | 2mins | |||
| 6. Good memories
重点句型挖空 |
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| Post-task | 1. Retell Sarah’s weekend
I’m so ______ on the weekend. I usually _________________. I often ___________________. Sometimes I _______________. But I’m shopping this Saturday. Because __________________. I am ______ and ______at home. |
Retell Sarah’s weekend. | 借助语篇框架“Sarah’s weekend”,复现重点词组，频度副词，以及Sarah的人物特征，为后面的谈谈自己的周末做什么做语言框架准备。 | 5mins | ||
| 2. Talk about your weekend
A: What do you do on the weekend? B: I usually/often________________. A: That sounds _________. B: Sometimes I ________________. A: You’re ___________. B. What about you? What do you do on the weekend? A: I________________. 教师给出word banks. |
Talk about the weekend with partners.
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检测学生学习的成果，培养学生的合作学习能力和语言组织能力 | 2mins | |||
| Summary | Read the key words and sentences.
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帮助学生回顾本课所学的主要内容。
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| Homework |
1. Homework （1）Listen to the tape and try to read the dialogue with your friends. （2）Complete Page 10(Let’s check) |
分层次作业满足不同学习层次的学生，学生能根据自己的能力选择做。 | ||||
| 六、板书设计 | ||||||
| 图，略 | ||||||