第二课时
本节与上节相关性分析：
第二课时教学是在第一课时学习新单词和核心句型His/Her
name’s….的基础上，继续巩固学习，并融合已学句型He/She’s…
He/She
can…和已学词汇sing，dance，在Say
and
act
文本基础上再构文本。不仅使教学内容有所延展，更是文本上进一步的复现和递进。
课时话题：Meeting
new
friends!
教学内容：
Say
and
act
&
Listen
and
enjoy
教学目标：
语言知识目标：
能学唱Listen
and
enjoy部分歌曲，并进行内容改编chant。
2）
能基本运用本单元核心句型His/Her
name’s….并使用拓展句型He/
She
is…（Age）、He/She
can…（Ability）介绍他人。
3）
能规范运用“Good
morning/Good
afternoon/
Goodbye/
See
you.”等礼貌用语。
2.
语言技能目标：
1）
能在介绍他人的语境中，理解文本意思并梳理文本信息。
2)
能根据录音模仿对话，学会使用规范的方式与他人打招呼。
3.
情感态度目标：
1）
能在学习对话过程中，学会礼貌待人。
2）
学会认识意趣相投的朋友，并与朋友友好相处。
教学重点：能运用核心句型His/Her
name’s….并使用拓展句型He/
She
is…
He/She
can…介绍他人。
教学难点：
能在学习打招呼，介绍他人的语境中，理解文本内容并读取梳理文本信息。
教学过程：
步骤
目的
师生活动
组织教学及复习
歌曲导入，复习第一课时打招呼用语，激发学生学习兴趣。
设置情景，铺垫进入故事学习。
Greeting
T：
Good
morning,
boys
and
girls.
Welcome
to
my
class!
How
are
you
today?
播放歌曲“How
are
you?”,
学生跟唱。
Kitty
meets
Jill
at
the
gate
of
the
park.
K:
Hi,
Jill!
How
are
you?
J:
I’m
so
great!
K:
Let’s
fly
a
kite
in
the
park!
J:
OK!
Let’s
go!
新知呈现与归纳
Say
and
act部分故事学习，贯穿Listen
and
enjoy部分歌曲跟唱。通过听音问答，听音填空，chant改编等形式，操练核心句型，巩固自我介绍以及介绍他人的语用表达。
整体跟读故事，并分角色朗读，加深所学故事理解。
图1：Who’s
this
boy?
图
2：Listen
and
answer:
What’s
this
girl’s
name?
How
old
is
she?
What
can
she
do?
Listen
and
fill
in
the
blanks.
This
is
my
_________.
______name’s
Paul.
___________
eight.
_______
can
draw.
Hi,
Sally.
Hi,
Paul.
My
name’s
Kitty.
I’m______.
I
can
____.
图3：Listen
to
Jill’s
self-introduction,
and
help
Kitty
to
answer
the
question.
This
is
my
classmate.
_____________________.
(Name)
_____________________.(Age)
_____________________.(Ability)
图4：
Listen
to
the
children’s
chant
and
make
a
new
chant.
Hello,
hello.
My
name’s_______.
_____________,_______.
_____,______.
I’m________.
_____,______.
I
can
_______.
Nice
to
meet
you,
Pual.
新知的巩固与活用
跟读通篇文本，进行角色跟读。
阅读故事，并完成information
card。读取文本意思，并梳理文本信息，加深对文本的理解。
Listen
and
follow
Listen
to
the
whole
story
and
follow
to
read.
Look
and
write
Write
about
the
information
card
of
the
children.
小结
利用思维导图总结本课核心知识，引导学生梳理知识点。
情感教育，文明待人，友好共处。
作业布置及提交
巩固、复习、检测所学知识，有效内化学习成果。
Make
a
chant
about
your
self-introduction.（自我介绍）
2.
Take
a
photo
of
your
friend,
then
make
an
information
card
for
her/him.第三课时
本节与上节相关性分析：
第二课时，学生在寻找Music
Group成员的情境中，通过学习文本，提取关键信息，完成填写信息卡的活动标。本课时，学生在Welcome
party的情境中，通过学习制作信息卡，并以信息卡的内容创编对话，达成熟练并正确运用核心句型进行问答的学习目标。
课时话题：My
lovely
friends
教学内容：Make
and
say,
Learn
the
sounds
教学目标：
语言知识目标：
能熟练拼读a..e[ei]发音的单词。
能熟练并正确运用核心句型His/Her
name’s…及其问句创编对话。
语言技能目标：
能在交换礼物活动的语境中，提取信息卡关键内容。
能自制信息卡，并流利表达自己的基本信息。
情感态度目标：
能在语境中，学会悦纳自己与他人。
教学重点：能熟练并正确运用核心句型His/Her
name’s…及其问句创编对话。
教学难点：
能在交换礼物活动的语境中，提取信息卡关键内容，并用规范的方式创编对话。
教学过程：
步骤
目的
师生活动
组织教学及复习
通过邀请函，自然引入迎新派对的情境，了解时间、地点、准备事项。通过情境，学生能够明白自己也是受邀对象。
1.
Greetings.
Show
Kitty’s
invitation
card
and
ask:
When/Where
is
the
party?
What
do
we
need
to
bring?
新知呈现与归纳
派对第一环节：交换礼物。通过了解制作信息卡，学生能够从听、说、读、写方面捕捉信息卡的关键信息。
Watch
Kitty’s
video
about
how
to
make
an
information
card.
Listen
and
choose
Look
and
say
Make
and
say
新知巩固与活用
派对第二环节：拼读游戏。通过趣味视频以及自然拼读卡片，学生能够掌握[a·e]的读音及相关词汇。
1.
Watch
a
video
about
the
sound
of
[a·e].
2.Spell
and
read
the
words
with
the
sound.
小结
归纳与总结本课时的核心内容。
Summary
How
to
make
an
information
card?
How
to
read
the
words
with
the
sound
of
“a_e”?
作业布置及提交
通过思维导图拓展带有“a_e”发音的词汇。
通过自制与互相分享个人信息卡，达成熟练并正确使用核心单词、句型进行规范问答的教学目标。
Collect
more
words
with
the
sound
of
“a_e”with
a
mind
map.
Make
your
own
information
card.
Share
it
with
friends
and
parents.第四课时
本课时与上一课时相关性分析：
通过前三个课时的学习，学生已经基本掌握了本单元的知识点。本课时是对前三个课时的综合复习和拓展，主要侧重词汇、句型的复习以及拓展绘本Pigs
can’t
fly的学习。通过绘本Pigs
can’t
fly的学习，引导学生发散思维，把知识从课内迁移到课外。
课时话题：It’s
good
to
be
yourself
教学内容：课外拓展——绘本阅读
教学目标：
1.
能够在不同时间段正确运用打招呼的语言。如：Good
morning.
Good
afternoon.
2.
能够在绘本语境中熟练运用核心词汇和句型：Her/His…is…来介绍他人的特征。
3.
能读懂绘本故事的寓意，学会欣赏别人，悦纳自己。
教学重点：
1.
掌握核心词汇morning，afternoon，以及学会用不同方式来打招呼。
2.
能运用本单元核心词汇和句型来介绍他人特征。
She/He
is
….Her/His…
is
….Her/
His…
are
….
能正确朗读绘本故事并理解故事寓意。
教学难点：
1.
初步理解认识拓展词汇：hose/springs/feathers/shells；
2.
能运用正确的语音语调朗读绘本，并理解绘本蕴含的情感。
教学过程：
步骤
目的
师生活动
组织教学及复习
1.
活跃课堂气氛
2.引入人物与情境
1.
Greetings
问候并做自我介绍
Cover-reading（Title/Writer）
Look
at
this
pig,
what
does
he
look
like?
Can
you
say
something
about
the
pig?
You
can
use
the
following
sentences.
(根据语言支架完成介绍)
He
is_______.
He
is
________.
His____is_____.
His____are_____.
新知呈现与归纳
1.
观察首页图片预测故事走向。
了解主人公意图。
3．引导学生观看无声动画，获取有效信息。
4.通过听录音，用本单元核心句型复述五种动物的细节特征。操练核心词汇和句型。
5.通过默读，了解故事走向，呈现扩展词汇，并学习（了解会读即可）
Look
and
guess(观察首页，回答问题并预测)
Q1：What
is
his
name
?
Q2：Is
he
happy?
Q3：What
does
he
want
to
do?
Listen
and
check
Listen
to
the
tape(P1)
Task1:
Silent
animation（无声动画P2-P11）
Q：What
new
friends
does
Tommy
meet?
（6个选项选3）
4.
Task
2：
Finish
the
cards
and
choose
the
tools.
Listen
to
the
tap
of
P2
-P11.
(1)Finish
the
information
card
of
the
elephant.(师引导学生完成大象信息卡，选出Tommy换装工具)
Learn
the
new
words:
hose/leaves
(2)Finish
the
information
card
of
the
kangaroo.(师引导学生完成袋鼠信息卡，选出Tommy换装工具)
Learn
the
new
word:
spring
(3)Finish
the
information
card
of
the
kangaroo.(学生独立完成鹦鹉信息卡，选出Tommy换装工具,核对答案)
Learn
the
new
words:
feather/shell
5.
Does
Tommy’s
friends
like
his
new
look?
Let’s
listen.(播放P4
P6
P8
P10)
Q:
Do
they
like
his
new
look?
No.
They
think
Tommy
is
so
funny,
so
they
all
laughed.
Why
do
they
think
he
is
just
a
pig?
(呈现语言支架)
What
would
you
say
to
Tommy?
Your
nose
is_______.
Your
ears
are______.
Your
legs
are______.
Your
are
a
funny
pig.
新知巩固与活用
运用本单元的核心词汇和句型进行交际表达。
2.呈现完整故事，跟读录音，巩固语言。
1.
Task
4:
Does
he
give
up?
Let’s
see.
(呈现故事结尾)
2.Listen
and
follow
the
whole
story.
小结
1.根据鱼骨图尝试复述故事，检测学生的语言与故事理解。
2.开放性问题，引发学生思考，培养学生的批判性思维。
1.
Let’s
retell(根据鱼骨图尝试复述故事)
2.Let’s
think
Q1:
Do
you
like
Tommy?
Q2:
What
do
you
learn
from
the
story?
作业布置及提交
巩固本课所学词汇及句型，并能正确运用来介绍他人。
1.
Retell
the
story
to
your
parents
or
friends.
2.Who
is
your
favorite
character（角色）
in
the
story?
Draw
a
picture
and
write
it
down.
This
is
______.
His/Her
name
is_____.
He/She
is_______.(tall/short/thin/fat)
His/Her
nose
is____.(big/small)
His/Her
eyes
are____.(big/small)
He/She
is
____.(cool/cute/strong)单元教学设计框架
课题：
一、学情分析
四年级学生思维活跃，好奇心强，乐于交际，形象思维得到发展，抽象思维初步萌芽。经过三年的英语学习，学生已经拥有了一定的英语基础，可以简单地谈论日常基本话题。学生可以书写字母和单词，但是书写句子和语篇的能力需要培养。本单元教学通过创设真实、连贯、层层递进的语言情境，充分让学生“在做中学”，全面运用听、说、读、写、演、唱、画等能力，充分发挥学生的综合特长，调动学生学习的积极性，促进学生语言技能和多元智能的发展。
二、教材分析
三、单元设计思路和依据
四、单元教学安排
课时
话题
素材内容
第一课时
第二课时
第三课时
第四课时
第五课时
五、单元教学目标
第一课时（模板）
课时话题：Jill’s
first
day
in
the
new
school
教学内容：Listen
and
say,
Look
and
learn
教学目标：
学生能正确理解、朗读、书写核心词汇morning,
afternoon及拓展词汇evening,
night，并能正确理解、辨认、朗读、书写核心句型My/Her/His
name’s
…。
学生能正确使用核心词汇在情境中礼貌地打招呼，并运用核心句型介绍自己和他人的名字。
学生能联系旧知，整合新知，由my向her和his举一反三，运用逻辑思维。
学生能礼貌进行社交，体会学校的友爱氛围和家庭的温馨环境。
教学重点：
学生能分辨并正确使用不同时间段的打招呼方式。
学生能理解第三人称单数形容词性物主代词her和his的意义和用法。
教学难点：（明确难点所在、因何而难、解难策略）
难点：分辨my,
her,
his的意义并灵活转换。
原因：汉语“他的/她的”读音一样，用英语表达时则需要区分。
策略：通过情境设计反复操练。
教学过程：
步骤
目的
师生活动
组织教学及复习
激发兴趣，引入主题
激活听力，引发思考
Greetings
T:
Hello,
boys
and
girls!
I’m
Mr.
Wang.
Today
we
are
going
to
learn
Unit
1
Meeting
new
people,
Period
1
Jill’s
first
day
in
the
new
school.
S:
Hello,
Mr.
Wang!
Let’s
sing
T:
How
are
you
today?
Let’s
sing
a
song
together!
S
sings
Good
morning.
Listen
and
say
(I)
T:
Look,
who’s
the
girl?
Let’s
listen.
(T
plays
the
conversation.)
T:
Children,
who’s
she?
She’s
…
S:
Jill.
T:
Is
she
happy?
S:
Yes.
T:
Yes,
she’s
happy.
Now,
let’s
enjoy
the
story
about
Jill’s
first
day
in
the
new
school.
新知呈现与归纳
初步感知，训练听力
训练语音，铺垫后课
深度理解，
体会语法
视听结合，理解课文
规范语音，角色扮演
串联故事，引发好奇
举一反三，类比学习
Listen
and
Say
(II)
(T
plays
the
conversation)
(T
circles
Jill)
T:
Look!
This
is
our
new
…
S:
Classmate.
T:
Read
after
me,
a-a-mate.
S
repeats.
T:
A-a-classmate.
S
repeats.
T:
Good
job.
Can
you
read
these
words?
Let’s
read
together.
N-a-me,
name.
C-a-ke,
cake.
M-a-ke,
make.
S
follows.
T:
Excellent!
Our
new
classmate
is
a
boy
or
a
girl?
S:
A
girl.
T:
Yes,
she’s
a
girl.
What’s
her
name?
Her
name’s
…
S:
Jill.
T:
Yes,
her
name’s
Jill.
Read
after
me,
her,
her,
her.
S
repeats.
T:
Look
at
the
dialogue.
Jill
says,
“My
name’s
Jill.”
And
we
say,
“Her
name’s
Jill.”
Let’s
watch
T:
What
happens
next?
Let’s
watch.
T
plays
the
video.
Fill
in
the
blanks
(T
shows
the
following
blanks
in
the
conversation)
Miss
Fang:
You
can
___
here,
Jill.
J:
OK.
________,
Miss
Fang.
K:
Hi,
Jill.
____
name’s
Kitty.
J:
Hi,
______.
_______________.
T:
Boys
and
girls,
let’s
review
the
story
together.
Miss
Fang
says,
“You
can
sit
here,
Jill.”
Read
after
me,
sit,
sit,
sit.
S
repeats.
T:
Let’s
read
the
sentence
together.
“You
can
sit
here,
Jill.”
S
repeats.
T:
What
does
Jill
say?
S:
OK.
Thank
you,
Miss
Fang.
T:
Then
Jill
meets
Kitty.
Kitty
says
…
S:
Hi,
Jill.
My
name’s
Kitty.
T:
Boys
and
girls,
if
you
are
Jill,
what
do
you
say?
S:
Hi,
Kitty
…
T:
Great.
We
can
say,
“Hi,
Kitty”
and
…
S:
Nice
to
meet
you.
T:
So,
Jill
says,
“Hi,
Kitty.
Nice
to
meet
you.”
Watch
and
review
T:
This
is
Jill’s
first
morning
in
the
new
school.
Now
let’s
watch
the
story
again
and
listen
carefully.
T
plays
the
video.
S
watches
the
video.
Do
a
role
play
T:
Boys
and
girls,
let’s
do
a
role-play.
Boys
read
the
part
of
Kitty
and
girls
read
the
part
of
Jill.
Let’s
try!
S
reads
Kitty
or
Jill.
T:
Good
job!
Listen
and
look
(I)
T:
After
class,
Jill
goes
home.
Then,
she
has
lunch.
After
that,
she
takes
a
nap.
And
now
it’s
1:40
in
the
afternoon,
she
goes
to
school
again.
Choose
and
read
T
shows
following
choices
for
Ss
to
choose.
K:
Good
morning/afternoon,
Jill!
J:
Good
morning/afternoon,
Kitty!
K:
Look!
That’s
my
friend.
J:
What’s
his/her
name?
K:
His/Her
name’s
Peter.
T:
Look
at
the
picture.
Choose
the
right
words
and
read
the
conversation.
You
can
pause
here.
S
chooses
and
reads.
T:
Finished?
Let’s
check.
T
plays
the
full
conversation.
T:
See?
“His”
is
for
boys,
“her”
is
for
girls.
So,
“His
name’s
Peter.”
and
“Her
name’s
Jill.”
新知巩固与活用
串联故事，统一情境
人称转换，形成语篇
首尾呼应，完整情境
Listen
and
look
(II)
T:
After
school,
Jill
goes
home.
Then,
she
has
dinner.
After
that,
she
does
her
homework.
And
now
it’s
7:40
in
the
evening,
she
wants
to
write
an
email
to
her
friend
Amy.
Read
and
write
T
shows
the
following
email
with
blanks
and
word
choices
including
my,
his,
her,
your,
morning,
afternoon,
evening,
night.
New
school,
new
friends
Dear
Amy,
Good
_______!
Today
is
___
first
day
in
the
new
school.
I
like
___
new
school.
I
have
a
new
friend
now.
____
name’s
Kitty.
She
has
a
friend.
____
friend
is
a
boy.
_____
name’s
Peter.
Love,
Jill
T:
Jill
is
writing
an
email
about
her
first
day
in
the
new
school.
Some
words
are
missing.
Can
you
help
her?
You
can
pause
here
and
choose
the
words
in
the
bubbles.
T:
Now
let’s
listen
and
check.
T
shows
the
answer
and
plays
the
recording.
Look
and
say
T:
It’s
9
o’clock
at
night.
Jill
wants
to
go
to
bed.
Look
at
the
picture.
What
do
they
say
at
night?
S:
Good
night.
T:
Good
job,
they
say
“Good
night.”
Now
let’s
listen
and
read
together.
S
listens
and
repeats
the
conversation.
小结
梳理故事，提炼重点
情感教育，升华主题
Summary
T
shows
the
following
summary
with
blanks.
We
have
a
new
______.
____
name’s
Jill.
She
has
a
new
friend.
____
name’s
Kitty.
Kitty
has
a
friend,
too.
____
name’s
Peter.
Jill
is
happy.
She
likes
_______________.
T:
Boys
and
girls,
this
is
the
whole
story.
Do
you
like
it?
Let’s
have
a
quick
summary,
OK?
So,
we
have
a
new
classmate
and
her
name’s
Jill.
She
has
a
new
friend
and
…
S:
Her
name’s
Kitty.
T:
Good,
her
name’s
Kitty.
Kitty
has
a
friend,
too.
S:
His
name’s
Peter.
T:
Great,
his
name’s
Peter.
Jill
is
happy.
She
likes
meeting
new
people.
T:
Boys
and
girls,
let’s
be
nice
to
our
classmates,
friends
and
family!
What
do
we
say
to
each
other
in
the
morning?
Good
…
S:
Morning!
T:
In
the
afternoon?
Good
…
S:
Afternoon!
T:
Great.
In
the
evening?
S:
Good
evening.
T:
At
night
before
going
to
bed?
S:
Good
night.
T:
Yes,
good
night.
作业布置及提交
分层作业，铺垫后课
Homework
1.Listen
and
read
page
2
of
the
textbook.
2.Write
an
email
about
your
friend
or
your
classmate.
T:
OK,
here’s
today’s
homework,
and
here
are
some
words
you
can
use
in
your
email.
That’s
all
for
today’s
online
class.
Jill
will
meet
more
friends.
Who
are
they?
You
can
find
out
in
the
next
class.
Goodbye!
