4A Unit2 In a toy shop

课件25张PPT。Unit 2In a toy shop
What's this in English?
It’s a...
What's that in English?
It’s a...
this 这个（近处用）
that 那个（远处用）that和this在用法上得区别：What's this/that?
It’s a...
Look and say:What's this/that?
It’s a...
Look and say:Listen and guessa monkeya cata doga zebraa tigera lion a pear a bear Look and say:a pandaa rabbit 兔子动物口诀熊猫panda ，bear 熊，
小狗dog ， cat 猫，
老虎tiger ，狮子lion ，
兔子 rabbit ， monkey 猴。What’s this?What’s this?
It’s a tiger.It’s a tiger.
I like the tiger,tiger ,tiger.
What’s that? What’s that?
It’s a rabbit.It’s a rabbit.
I like the rabbit,rabbit,rabbit.chantPart C Ask and answerRead and sayWatch the cartoon How many toys does David see?
What toy does David buy ?
CartoonsHow many toys does David see?
David sees six toys. (panda,rabbit,dog,monkey,lion,panda)
What toy does David buy （买） ?
He buys a panda.
这是什么？是一只熊猫。多么可爱啊！那是什么？是一只兔子。我明白了。我想，这是一只熊。不，它不是。它是一只狗。我明白了。那是一只好看的猴子。是的。那只狮子也很好看。我能看一看吗？当然。我想要这只熊猫。给你。谢谢你。I’d like…
我想要…I like …
我喜欢…我喜欢我的熊猫。我也喜欢你的熊猫。 物主代词口诀
我的，我的my ，
你的 ,你们的your ， 男的他的his，
女的她的her.2) fill in the blanksI like _____(I) dog.
You like _____(you) cat.
This is ______(Mike) koala and that is _______(Nancy) panda.
Where are ______( they ) monkeys?myhisyourhertheir4A Unit2 In a toy shop
吴江舜湖学校 王燕
邮编:215228
[课题]：《牛津小学英语》4A Unit2 In a toy shop
[教材简解]：
本单元主要教学话题是用最基本表达方式What’s this/that? It’s a/an…来认物，内容贴近学生实际生活，较易引起学生的兴趣。主要涉及表达动物的单词和认物的常用句型，本课是词汇与小会话相结合的句型，兼顾了词汇教学和会话教学。本段对话为学生提供了一个“在玩具商店购物”的情景，通过David和营业员的交谈，让学生掌握What’s this/that? It’s a/an….和This is/That’s a …， I think. Yes,it is./No, it isn’t.等句型。难点是让学生在指示远近关系上能区分和运用this和that，并在实际情景中熟练运用句型。
[目标预设]：
1、知识目标：学习单词：panda, rabbit, bear, dog, monkey及句型“What’s this/that? This is/That’s a …， I think.”并作出回答。
2、技能目标：学生在熟练朗读对话的基础上，能和同学合作，进行角色表演，并能根据教师通过提供新情景，学生能够模仿本课的对话进行自由交谈。
3、情感与态度目标：学生能体会英语学习中的乐趣，积极参与语言交际活动，能在活动中与别人愉快合作，并培养他们热爱动物的情感。

[重点、难点]：
1. 能正确地听、说、读、写本单元的四会单词: panda, rabbit, bear, dog, monkey及句型“What’s this/that? It’s a ….This is/That’s a ….
2. 对认物的回答用代词it，同时在指示远近关系上能区分和运用this或that。
[设计理念]：
语言的实质是交际，交际的环境在生活。因此，在本课中，我借助学生自己喜爱的动物玩具，设计多种游戏来引出本节课的重点单词和重点句子，以一种自然的人际交往对话贯穿教学活动全过程。本着积极倡导自主、合作、探究的学习方式的教育理念，教学中采用多媒体辅助教学法、交际法、游戏法等进行教学。英语要作为交际工具来教，也要作为交际工具来学，做到学用统一。在教学中，我遵循这一原则，为学生提供较真实的情景。如：学完本课内容后，我让学生自己选择购物场景，活学活用所学知识。这样，激发了学生的学习兴趣，活跃了课堂气氛，又培养了学生运用语言交际的能力。
[设计思路]：
本课时为period 1,课伊始，我通过歌曲和听音猜动物游戏，为本课教学创设了轻松和谐的学习氛围,并复习了本课要出现的旧单词：panda,dog,monkey；接着通过老师和学生自己准备的动物玩具，进行互猜的游戏,顺利地完成了本课的知识目标。随后，通过Flash动画,让学生带着问题观看课文录像,并以朗读材料,跟读,分角色读,表演对话等方式进行新课句型的操练。最后通过购物游戏，极大的激发了学生的思维和想象力，他们在轻松的氛围中进行交际性练习，从而加深了对知识的理解和掌握，也充分体现了英语的实践性。
[教学过程]：
Step 1 Warming up exercises
1.Watch the cartoon before the class begins to relax the students.
2.Tell the assessment rulers：If you win in the game or do a good job,you can get an apple for your group.( four big trees on the blackboard,the class are divided into four groups)
3.T: Animals are our friends. Today Miss Wang will invite them to our class. Look! They are coming.
(Use VCD to guide the pupils to greet the animals on the screen. The pupils clap together when they sing the song 《We are happy bees》.)
（设计意图：这是一个轻松、自在的环节，学生的手、脑、口都充分地协调起来，熟悉的旋律更是激起了学生无比的兴趣。）
Step 2 Lead in and presentation1
1.A guessing game :listen,guess and act.Let the pupils guess the animals according to the voice and the background on the screen.
2.Ask the pupils to imitate the animals’ actions.
Eg: T: What’s this/that?
S1: Is it a horse?
T: Sorry.Try again.
S2: Is it a zebra?
T: Yes, you are right.(奖励一个苹果，贴于黑板)
Please act a zebra.
(设计意图：利用听声音猜动物的游戏，帮助学生复习学过的动物单词,同时让学生在听听玩玩的热身活动中迅速进入学习状态，激发学生学习英语的兴趣和主动性，为本课的教学作了情感和知识的铺垫。)
3.Present the new lesson.
T: I know you like animals. And you like animal toys, too. Today we are going to learn Unit 2 In a toy shop.( 引出课题“In a toy shop”,课件演示）
3.Present the new words.
T: Before the class, Miss Wang hid some toys in your desks. Please search them quickly .(The pupils find the toys)
T: So you've got your toys.Now ,stand up, boys and girls, would you please introduce your toys? ( When the pupils introduce their toys, the teacher responses with "How nice!" "How lovely! ")
(设计意图：以小游戏激发学生的好奇心，吸引学生的注意力，引出课文中句型：“How nice! How lovely!”让学生学会这种表达法。动物一类单词,部分学生在三年级中已学过,这个小游戏也让学生复习巩固了本课要出现的旧单词)
4.Present the mini-dialogue with the toys.(学生课前准备好的)
T：I know you have many toys in your desk.Let me guess,what are they? You can put your animals behind yourself.
T: This is a panda,I think.(根据老师站的位置，让学生区分this is和that’s，并指导I think的发音,板书This is….,I think)
S: Yes,it is.(引导学生用Yes和No回答)(若教师未猜中,close eyes, touch and guess)
T: How lovely! Can I have a look?(板书：Can I have a look?)
S: Sure . Here you are.
All the pupils practice in pairs.
(设计意图：利用课前学生准备好的动物玩具,引出课文中的对话，为以下的学习作了铺垫。)
5. T: I have some toys, too. It’s your turn to guess what are they?
(老师从口袋里掏出小玩具,放在手心)
T: What is it?
S1: This is a dog, I think.(引导学生用this is..,I think来提问)
T: Sorry, you’re wrong.
S2: This is a cat, I think.
T: No, if you want to have a look, you can say “Can I have a look?”
S3: Can I have a look?
T: Sure.It’s a lion. Please read after me: lion.
(设计意图：小小的猜物游戏,让学生充分理解并运用了This is/That’s a bear, I think.这个不是问句的句子,并掌握好其回答,通过这个活动,学生还学会了”Can I have a look?来征求别人意见。学生兴趣高涨，积极参与，既达到了检测新单词的效果，又达到了会话课中输出的要求)
（以同样方式呈现另外两个新单词：rabbit, bear）
Step 3 .Presentation 2
1.Read and say
T： Today, our friend David and his mother are at a toy shop,let’s look!
1)Play the multi-media. Ask the pupils to watch the flash cartoon, then try to answer the question “What does David like? Guess, how much is the toy?”
2) Read after the tape and teacher. (课文用PPT显示.教师将重点句型用红字显示出来，和学生一起做“高低声”游戏,通过声音的变化引导学生操练句型)
3) Read in roles/in pairs.
(设计意图: 通过观看课文录像和问题呈现,让学生在听的过程中，明确听力任力，抓住相关信息。教师使用集体读，个别读，小组朗读等方式，并要求生生对话。合作表演对话，让平时不发言的学生也能操练口语。)
2. T: Now, we have so many toys in our classroom, you are in a toy shop, Let’s play a shopping game!(教师在黑板旁边贴了一些动物图片，先用纸遮住，揭开白纸就呈现布置好的玩具店并把事先准备好的营业员胸牌挂胸前,发一些玩具纸钱给学生,作道具,师生间进行示范性练习)
T: First,I am an assistant.Can I help you?
S: I’d like a rabbit.Can I have a look?
T: Sure, here you are.
The cat is nice,too.
S: How lovely! How much are they?
T: Seven yuan.
Students play the shopping game.
(老师将学生购买到的玩具奖给学生,学生发言踊跃)
(设计意图：知识的习得在于运用。这既是一个游戏过程，又是一个对知识的运用过程。表演是学生喜欢的课堂活动，他们运用已有的英语知识，发挥自己的创造力和想象力，依据情景编演对话，表演提高了他们学英语的积极性，体现了合作学习的教育理念。)
Step 4. Practice
T: Now you can do shopping in English. Do you want to buy different things ? We have some other shops. ①Clothes shop ②Fruits shop ③Drink shop ④ Food shop. You can buy anything as you like.（PPT）
T: I’ll divide you into four groups.Group A is Clothes shop,Group B is Fruits shop. Group C is Drink shop. Group D is Food shop.
(选出扮演营业员的同学,分别发给胸牌)
A11 the students take part in the activity to be shop assistants and customers．
（教师每组选出一到两对学生进行表演,根据学生表演情况,奖励苹果贴）
(设计意图:《英语新课程标准》倡导任务型教学模式，提倡学生通过体验、参与、实践、合作等方式，实现任务目标，感受成功，体现语言源于生活，用于生活的本质特征。通过各种“购物”活动，为学生提供一个运用所学语言进行交际活动的语境和条件，让学生体验成功购物的乐趣。)
Step 5. An assignment
Which group is the best？（评出优胜组进行表扬）
（设计意图：通过积极正确地评价学生，激励学生的学习兴趣和积极性，增强学生学习的自信心，培养团结合作精神。）
Step 6 Homework
1．Listen to the tape and read the dialogue after it.
2．Make dialogues with your friends imitate the text.
板书设计：