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小学英语牛津译林版四年级上册Unit 2 Let's make a fruit salad第二课时教学设计及反思
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这是一份小学英语牛津译林版四年级上册Unit 2 Let's make a fruit salad第二课时教学设计及反思，共9页。
Teaching cntents 教学内容
1. 学生运用句型“D yu have…?”进行提问。
2. 学生唱歌曲D yu like purple grapes?。
3. 学生运用所学内容进行简单的交流。
Teaching key pints and difficult pints 教学重点和难点
教学重点：1. 学生能够熟练运用句型“D yu have…?”进行提问并回答。
2. 学生能够通过合作完成任务。
教学难点：学生能够综合运用语言进行简单的交流，合作完成任务。
Teaching prcedures 教学过程
Step 1 Greeting
1. T: Hell, bys and girls. Nice t meet yu.
S: Nice t meet yu, t.
T: Hw are yu?
S: …
T: Lk, I have many stickers. D yu want t get my stickers?
S: Yes!
T: OK! Please try t d yur best and get my presents.
Lk! These are the gals fr this lessn.
(1) I can use “D yu have…?” t ask questins fluently.
(2) I can sing the sng D yu like purple grapes?
Understand?
Ss: Yes!
【设计意图：在一开始介绍本节课运用的评价方式，是为了激发学生的学习兴趣。学生需要尽可能展示自己并获得奖励，获得的贴画在后面的活动中会运用到。】
Step 2 Revisin time
1. Free talk
T: Lk! I have a pencil. D yu have a pencil?
S1: Yes, I d./N, I dn’t.
T: D yu have any pens?
S2: Yes, I d./N, I dn’t.
…
2. Wrk in pairs
T: Nw yu’re the children in Stry time. First, yu are Liu Ta. Let me ask yu sme questins. What d they have, Liu Ta? Say tgether!
S: I have a pineapple.
T: Hw abut yu, Mike?
S: I have a mang and an range.
T: Gd! What d yu have, Yang Ling?
S: I have sme grapes.
T: Yes! And yu, Wang Bing?
S: I have a banana.
T: OK. What d yu have, Su Hai?
S: I have sme apples.
T: Gd jb! They use these fruit t …
S: Make a fruit salad.
T: And their fruit salad is s nice!
【设计意图：在Free talk环节复习句型D yu have…?及课文的细节信息，学生在讨论及回答的过程中，已有知识被唤醒，为接下来的学习做好准备。】
3. Game time
T: Yu did a gd jb. And here’s a game fr yu: Magic eyes.
What is the fruit? Let’s stand up and say the name ludly. Ready? G!
S: An apple./Pears/…/Grapes.
【设计意图：通过Magic eyes游戏活跃课堂气氛，并帮助学生复习水果单词。最后的图片是purple grapes由此引出Sng time的教学。】
Step 3 Sng time
1. Sng time
(1) T: Lk at the grapes. (板书贴图) What clur?
S: Purple.
T: Yes. They are purple grapes. (教授purple grapes)
D yu like purple grapes?
S: Yes, I d.
T: Me, t. They are nice and sweet. (教授nice and sweet)
And here’s a sng abut purple grapes. Lk! (PPT播放歌曲)
(2) T: First, let’s try t say the lyrics. Clap yur hands and fllw me:
D yu like purple grapes,
Purple grapes, purple grapes?
Yes, I like purple grapes.
Oh! They’re nice and sweet.
T: Can yu say it nw? Let’s have a try.
S: D yu like purple grapes,
Purple grapes, purple grapes?
Yes, I like purple grapes.
Oh! They’re nice and sweet.
(3) T: OK, nw, let’s fllw the sng and try t sing it.
(4) T: Fllw me. Let’s sing again. (加上动作表演)
(5) Sing tgether.
【设计意图：在完整呈现歌曲后，先让学生有节奏地边拍手边朗读歌词，再配上音乐唱歌，最后加上动作表演。整个过程由易到难，循序渐进。】
2. Challenge time
T: Ww, yu can sing Purple grapes very well nw. Lk! What are they?
S: They are yellw pears. (板书贴图)
T: Yes. The purple grapes are nice and sweet. Hw abut pears?
S1: They are sweet/juicy/yummy!
T: Gd! (教授juicy, yummy) I can make a new sng like this. Can yu sing it?
S: Yes.
T: OK, let’s sing tgether. Fllw me. (加上动作唱歌)
T&S: D yu like yellw pears,
Yellw pears, yellw pears?
Yes, I like yellw pears.
Oh! They’re sweet and juicy.
T: Well dne! Can yu make a new sng? In grups f fur, try t make a new ne. Dn’t frget t add yur bdy languages.
【设计意图：学生四人一组，在愉悦的氛围中合作编写一首新歌。学生在完成任务的过程中充分发挥创造力，同时他们的合作意识得到了提升。活动将课堂的气氛推向高潮。】
Step 4 Fun time
1. T: Yu did a gd jb! Here is a gift fr yu. Lk! Here cmes a lvely girl. She has a lt f stickers. She wants t find the same stickers. But it’s t difficult fr her. Can yu help her? If yu can, she’ll give yu the same stickers. Please try t be her, and say: I have …
Fr example: I can find fur pencils, and I say “I have fur pencils.” Then I can get pencil stickers. Understand?
S: Yes!
T: OK, let’s play!
S: I have … (学生上台操作鼠标)
T: Gd! Thanks fr helping! The stickers are fr yu!
(“对对碰”游戏引入Fun time中的女孩，需要学生们帮助她找到相同的两张贴画；作为奖励，学生将获得相同图案的贴画，学生在轻松有趣的游戏中复习了句型“I have…”)
【设计意图：在这一活动中，学生可以上台操作鼠标进行游戏，这样不但能调动学生的积极性，也能体现学生在教学活动中的主体地位。】
2. T: Lk at the stickers. I’ll give yu 10 secnds t remember them.
Time’s up!
What des she have? D yu remember? Nw, I’m the girl. (戴上头饰)
Yu can ask me: D yu have …? (板书句型D yu have …?)
And I’ll tell yu yes r n. (板书句型Yes, I d./N, I dn’t.)
Let’s cmplete the wrd card. OK?
S1: D yu have a/any …?
T: Yes, I d./N, I dn’t.
…
T: Yu have a gd memry. The wrd card is cmplete. Cngratulatins!
S I have … Say tgether!
Ss: Pencils, sme grapes, a pineapple, three dlls, tw apples, and sme bks.
T: Gd jb!
【设计意图：“记忆力大考验”，学生在规定时间内尝试记住所有的贴画。时间到，PPT中贴画的图片消失，六宫格单词卡片出现。学生们需要凭借记忆向教师提问“D yu have…?”，将单词卡片补充完整。整个游戏过程考查了学生的观察力和记忆力，同时复习了句型“D yu have…?”。】
3. Wrk in pairs
T: Bys and girls, d yu want t play this game?
S: Yes!
T: Let’s have fun tgether. Yu get many nice stickers this class. Nw take ut yur stickers and cards.
Step 1: Wrk in pairs, put yur stickers tgether, then chse six stickers and paste them n yur cards.
Step 2: Please ask “D yu have…?” t knw what is n yur partner’s card.
Step 3: Shw yur card and say “I have …”
Gt it?
S: Yes!
T: Let’s start!
【设计意图：在此活动中，同桌共用之前努力得到的贴画，先完成单词卡片的制作，再猜一猜对方的单词卡片上有什么，最后用句型“I have…”说一说各自的单词卡片。活动要求学生运用所学句型进行简单的交流，使其语用能力得到提升。】
4. Shw time
T: Wh wants t play with yur classmates?
S1: Me!
T: OK! Cme t the frnt. Let me guess first.
D yu have a pear?
S1: Yes, I d./N, I dn’t.
T: Wh wants t guess?
S2: D yu have …?
S1: Yes, I d./N, I dn’t.
…
T: S, what d yu have?
S1: I have …
T: Oh, I see. Thank yu! Wh wants t play again?
S3: Me!
T: Cme here. And wh wants t ask?
S4: D yu have …?
S3: Yes, I d./N, I dn’t.
…
【设计意图：由于画画需要较长的时间，将Fun time中的活动Draw and say改为Paste and say，使活动更加紧凑。同桌互猜单词卡片之后，请2-3位同学上台与全班互动，再度巩固学生的已有知识。在学生交流的过程中，教师要关注名词单复数的使用，及时纠正学生的错误。一连串的活动再一次点燃了学生的热情，让他们更加乐于主动参与学习。】
5. T: D yu have fun in this game?
Ss: Yes!
T: Everyne, wrd cards can help yu remember wrds. S yu can make cards, play with yur friends after class and remember mre wrds, OK?
Ss: OK!
【设计意图：Fun time中的tips为学生提供了记忆单词的好办法。在活动结束时教师向学生们提出建议，希望他们能运用有效的学习方法，寓学于乐，体会学习英语的乐趣。】
Step 5 Activity time
1. T: Bys and girls, I have sme big stickers. What are they? Lk! They are …
S: A pear, sme grapes, a bk, a glass, a pen and a ty cat.
T: And here’s a desk. I want yu t paste sme stickers n the desk. Which stickers can yu paste? The answer is n the paper. (教师提前把小短文打印好放在信封里) Yu can ask me “D yu have…?”, and then I’ll tell yu the answer. Please chse the right stickers and paste n the right places. OK?
And I need a student t read the passage with me. Wh wants t try?
S1: Me!
T: OK! Wh wants t ask?
S2, S3: Me!
S2: D yu have a pear?
T&S1: (阅读短文中的信息后回答) Yes, I d. It’s n the desk. Cme here and paste it!
S2: OK!
S3: D yu have sme grapes?
T: Oh, n, I dn’t.
S2: D yu have …?
T: Yes, I d./N, I dn’t.
…
T: Yu are s clever! S I have …
S: A pear, an English bk, a glass and a ty cat.
T: Great! D yu want t play this game?
S: Yes!
T: Lk! There is a desk, a fridge, a farm and a bedrm.
Nw in grups f fur, tw students ask and paste, tw students read the shrt passage and answer. Which grup is faster?
Bys and girls, pen yur envelpes. Let’s start!
【设计意图：活动以Passage A为例，三位同学与教师合作完成示范。之后学生四人一组，展开活动。每组中两位同学根据信封中的贴画提出问题：D yu have…?，另外两位同学阅读小短文，回答问题，并告知物品摆放的位置。完成贴图后，小组成员合作介绍图片。活动中，学生的听、说、阅读能力得到锻炼与提升，合作意识增强，课堂气氛达到高潮。】
Shrt passages:
a. I have a pear n the desk. And I have a glass n the desk. Oh, where is my bk? It’s under my desk. Lk! The lvely ty cat is sitting near the desk. I like the cat very much. D yu like the cat?
b. Lk at my fridge. I have sme ranges and apples in the fridge. Oh, I have an egg, t. What’s this n the fridge? It’s a ht dg. It’s yummy! Wuld yu like a ht dg?
c. Lk at my farm. I have sme trees n the farm. What’s n the trees? They are sme apples. Are thse pigs? Yes! They are near the huse. And I have sme cws, t. What a beautiful farm!
d. This is my bedrm. I have sme bks and a pencil case n the desk. My skirt is n the bed. Lk at my little dg! It is under the bed. Shh! Dn’t shut. It’s sleeping nw.
2. Shw time
T: Which grup wants t shw us yur picture?
Grup 1: We have sme bks, a pencil case, a skirt and a dg in the bedrm. (教师投影打出图片)
T: Gd jb! The big stickers are fr yu. Which grup wants t try again?
Grup 2: Lk at ur fridge. We have sme ranges, sme apples, an egg and a ht dg.
T: Very gd! Yu can get sme big stickers. And yu can use them t make mre wrd cards after class!
【设计意图：四篇小短文涉及水果、文具、动物服装、食物等内容，涵盖了三年级上册、下册以及四年级上册1-2单元的语言知识。在学生交流的过程中，他们需要综合运用所学知识达成任务，对学生的语用能力提出了更高的要求。】
Hmewrk 家庭作业
1. Sing the sng: D yu like purple grapes? And yu can make a new ne if yu like.
2. Try t make sme wrd cards and play with yur friends.
Teaching aids 教学准备（含板书设计）
教学准备：各种贴画、Fun time女孩头饰、六宫格单词卡片、桌子（冰箱、农场、卧室）图片若干、信封、打印好的小短文、投影仪、多媒体课件
板书设计： Unit 2 Let’s make a fruit salad!
Grapes
nice sweet
yummy juicy
Pears
D yu have …?
Yes, I d./N, I dn’t.
Girl
By
课桌图片（拓展活动示范）
说课
一、教学流程与设计意图
这节课是本单元的第二课时，在介绍了本节课的目标与评价方式后，利用Free talk环节复习句型D yu have …?。之后复习课文，谈论文中学生各自拥有的水果。接下来在Magic eyes游戏环节，复习了水果类的单词，同时引出purple grapes进入Sng time的教学。
在完整呈现歌曲后，教师先带着学生有节奏的边拍手边朗读歌词，然后配上音乐演唱，最后加上动作表演。教师通过对话与示范，让学生了解juicy、yummy等可用于创编歌曲的词汇。之后让学生四人一组，合作编写一首新的歌曲。这一任务对学生提出了更高的要求。整个过程由易到难，循序渐进。创编歌曲的过程充分体现了学生的智慧与创造力，同时，他们的合作意识得到了提升。
接下来进入Fun time的教学。前后共设计了四个连贯的活动。
1. “对对碰”游戏，帮助学生复习句型“I have …”；
2. “记忆力大考验”，帮助学生复习句型“D yu have …?”，呈现六宫格单词卡片；
3. Pair wrk，同桌用贴画完成单词卡片的制作，并完成Fun time活动；
4. Shw time，请同学上台与全班同学互动。
Fun time原先的活动是Draw and say，如果按书上的要求先画画再对话，活动所需时间会比较长。为了避免学生在画画上浪费过多的时间，改用贴画的方式替代画画，这样既节省了时间，也让活动更加紧凑。在学生活动的过程中，教师要关注名词单复数的使用，及时纠正学生的语用错误。活动的最后建议学生采用单词卡片这一方式记忆词汇，寓学于乐，体会学习英语的乐趣。
最后的拓展活动以四人小组为单位进行。每组中两位同学根据信封中的贴画提出问题：D yu have…?，另外两位同学阅读小短文，回答问题，并告知物品摆放的位置。贴图完成后，小组成员合作介绍图片。活动中出现的四篇小短文，涉及水果、文具、动物服装、食物等内容，涵盖了三年级上册、下册以及四年级上册1-2单元的语言知识。在活动中，学生的语用能力得到锻炼与提升，合作意识明显增强，课堂气氛升至最高点。
二、贴画的使用
在本节课上，学生可以通过自己的努力获得贴画奖励。为了得到更多的奖励，学生课上的竞争意识明显增强，课堂表现也更加积极。
在Fun time的活动中，同桌学生可以共享他们得到的贴画，并用这些贴画制作单词卡片，达成活动目标。同桌同学之前得到的奖励越多，他们可选贴画的范围就越大。此时，获得较多奖励的学生，因他们课堂上的努力得到了肯定，会感到非常自豪。
在最后的拓展活动中，积极参与的学生也能够获得贴画。活动结束后，教师提出建议，希望学生们能够在课后利用这些贴画制作更多的单词卡片，和朋友们一起做游戏，记忆更多的词汇，寓学于乐。
纵观整节课，贴画的使用不但能够激励学生更加主动地参与学习，也能够为课堂活动及课外延伸活动提供素材，对教学起到了较好的辅助作用。
Teaching cntents 教学内容
1. 学生运用句型“D yu have…?”进行提问。
2. 学生唱歌曲D yu like purple grapes?。
3. 学生运用所学内容进行简单的交流。
Teaching key pints and difficult pints 教学重点和难点
教学重点：1. 学生能够熟练运用句型“D yu have…?”进行提问并回答。
2. 学生能够通过合作完成任务。
教学难点：学生能够综合运用语言进行简单的交流，合作完成任务。
Teaching prcedures 教学过程
Step 1 Greeting
1. T: Hell, bys and girls. Nice t meet yu.
S: Nice t meet yu, t.
T: Hw are yu?
S: …
T: Lk, I have many stickers. D yu want t get my stickers?
S: Yes!
T: OK! Please try t d yur best and get my presents.
Lk! These are the gals fr this lessn.
(1) I can use “D yu have…?” t ask questins fluently.
(2) I can sing the sng D yu like purple grapes?
Understand?
Ss: Yes!
【设计意图：在一开始介绍本节课运用的评价方式，是为了激发学生的学习兴趣。学生需要尽可能展示自己并获得奖励，获得的贴画在后面的活动中会运用到。】
Step 2 Revisin time
1. Free talk
T: Lk! I have a pencil. D yu have a pencil?
S1: Yes, I d./N, I dn’t.
T: D yu have any pens?
S2: Yes, I d./N, I dn’t.
…
2. Wrk in pairs
T: Nw yu’re the children in Stry time. First, yu are Liu Ta. Let me ask yu sme questins. What d they have, Liu Ta? Say tgether!
S: I have a pineapple.
T: Hw abut yu, Mike?
S: I have a mang and an range.
T: Gd! What d yu have, Yang Ling?
S: I have sme grapes.
T: Yes! And yu, Wang Bing?
S: I have a banana.
T: OK. What d yu have, Su Hai?
S: I have sme apples.
T: Gd jb! They use these fruit t …
S: Make a fruit salad.
T: And their fruit salad is s nice!
【设计意图：在Free talk环节复习句型D yu have…?及课文的细节信息，学生在讨论及回答的过程中，已有知识被唤醒，为接下来的学习做好准备。】
3. Game time
T: Yu did a gd jb. And here’s a game fr yu: Magic eyes.
What is the fruit? Let’s stand up and say the name ludly. Ready? G!
S: An apple./Pears/…/Grapes.
【设计意图：通过Magic eyes游戏活跃课堂气氛，并帮助学生复习水果单词。最后的图片是purple grapes由此引出Sng time的教学。】
Step 3 Sng time
1. Sng time
(1) T: Lk at the grapes. (板书贴图) What clur?
S: Purple.
T: Yes. They are purple grapes. (教授purple grapes)
D yu like purple grapes?
S: Yes, I d.
T: Me, t. They are nice and sweet. (教授nice and sweet)
And here’s a sng abut purple grapes. Lk! (PPT播放歌曲)
(2) T: First, let’s try t say the lyrics. Clap yur hands and fllw me:
D yu like purple grapes,
Purple grapes, purple grapes?
Yes, I like purple grapes.
Oh! They’re nice and sweet.
T: Can yu say it nw? Let’s have a try.
S: D yu like purple grapes,
Purple grapes, purple grapes?
Yes, I like purple grapes.
Oh! They’re nice and sweet.
(3) T: OK, nw, let’s fllw the sng and try t sing it.
(4) T: Fllw me. Let’s sing again. (加上动作表演)
(5) Sing tgether.
【设计意图：在完整呈现歌曲后，先让学生有节奏地边拍手边朗读歌词，再配上音乐唱歌，最后加上动作表演。整个过程由易到难，循序渐进。】
2. Challenge time
T: Ww, yu can sing Purple grapes very well nw. Lk! What are they?
S: They are yellw pears. (板书贴图)
T: Yes. The purple grapes are nice and sweet. Hw abut pears?
S1: They are sweet/juicy/yummy!
T: Gd! (教授juicy, yummy) I can make a new sng like this. Can yu sing it?
S: Yes.
T: OK, let’s sing tgether. Fllw me. (加上动作唱歌)
T&S: D yu like yellw pears,
Yellw pears, yellw pears?
Yes, I like yellw pears.
Oh! They’re sweet and juicy.
T: Well dne! Can yu make a new sng? In grups f fur, try t make a new ne. Dn’t frget t add yur bdy languages.
【设计意图：学生四人一组，在愉悦的氛围中合作编写一首新歌。学生在完成任务的过程中充分发挥创造力，同时他们的合作意识得到了提升。活动将课堂的气氛推向高潮。】
Step 4 Fun time
1. T: Yu did a gd jb! Here is a gift fr yu. Lk! Here cmes a lvely girl. She has a lt f stickers. She wants t find the same stickers. But it’s t difficult fr her. Can yu help her? If yu can, she’ll give yu the same stickers. Please try t be her, and say: I have …
Fr example: I can find fur pencils, and I say “I have fur pencils.” Then I can get pencil stickers. Understand?
S: Yes!
T: OK, let’s play!
S: I have … (学生上台操作鼠标)
T: Gd! Thanks fr helping! The stickers are fr yu!
(“对对碰”游戏引入Fun time中的女孩，需要学生们帮助她找到相同的两张贴画；作为奖励，学生将获得相同图案的贴画，学生在轻松有趣的游戏中复习了句型“I have…”)
【设计意图：在这一活动中，学生可以上台操作鼠标进行游戏，这样不但能调动学生的积极性，也能体现学生在教学活动中的主体地位。】
2. T: Lk at the stickers. I’ll give yu 10 secnds t remember them.
Time’s up!
What des she have? D yu remember? Nw, I’m the girl. (戴上头饰)
Yu can ask me: D yu have …? (板书句型D yu have …?)
And I’ll tell yu yes r n. (板书句型Yes, I d./N, I dn’t.)
Let’s cmplete the wrd card. OK?
S1: D yu have a/any …?
T: Yes, I d./N, I dn’t.
…
T: Yu have a gd memry. The wrd card is cmplete. Cngratulatins!
S I have … Say tgether!
Ss: Pencils, sme grapes, a pineapple, three dlls, tw apples, and sme bks.
T: Gd jb!
【设计意图：“记忆力大考验”，学生在规定时间内尝试记住所有的贴画。时间到，PPT中贴画的图片消失，六宫格单词卡片出现。学生们需要凭借记忆向教师提问“D yu have…?”，将单词卡片补充完整。整个游戏过程考查了学生的观察力和记忆力，同时复习了句型“D yu have…?”。】
3. Wrk in pairs
T: Bys and girls, d yu want t play this game?
S: Yes!
T: Let’s have fun tgether. Yu get many nice stickers this class. Nw take ut yur stickers and cards.
Step 1: Wrk in pairs, put yur stickers tgether, then chse six stickers and paste them n yur cards.
Step 2: Please ask “D yu have…?” t knw what is n yur partner’s card.
Step 3: Shw yur card and say “I have …”
Gt it?
S: Yes!
T: Let’s start!
【设计意图：在此活动中，同桌共用之前努力得到的贴画，先完成单词卡片的制作，再猜一猜对方的单词卡片上有什么，最后用句型“I have…”说一说各自的单词卡片。活动要求学生运用所学句型进行简单的交流，使其语用能力得到提升。】
4. Shw time
T: Wh wants t play with yur classmates?
S1: Me!
T: OK! Cme t the frnt. Let me guess first.
D yu have a pear?
S1: Yes, I d./N, I dn’t.
T: Wh wants t guess?
S2: D yu have …?
S1: Yes, I d./N, I dn’t.
…
T: S, what d yu have?
S1: I have …
T: Oh, I see. Thank yu! Wh wants t play again?
S3: Me!
T: Cme here. And wh wants t ask?
S4: D yu have …?
S3: Yes, I d./N, I dn’t.
…
【设计意图：由于画画需要较长的时间，将Fun time中的活动Draw and say改为Paste and say，使活动更加紧凑。同桌互猜单词卡片之后，请2-3位同学上台与全班互动，再度巩固学生的已有知识。在学生交流的过程中，教师要关注名词单复数的使用，及时纠正学生的错误。一连串的活动再一次点燃了学生的热情，让他们更加乐于主动参与学习。】
5. T: D yu have fun in this game?
Ss: Yes!
T: Everyne, wrd cards can help yu remember wrds. S yu can make cards, play with yur friends after class and remember mre wrds, OK?
Ss: OK!
【设计意图：Fun time中的tips为学生提供了记忆单词的好办法。在活动结束时教师向学生们提出建议，希望他们能运用有效的学习方法，寓学于乐，体会学习英语的乐趣。】
Step 5 Activity time
1. T: Bys and girls, I have sme big stickers. What are they? Lk! They are …
S: A pear, sme grapes, a bk, a glass, a pen and a ty cat.
T: And here’s a desk. I want yu t paste sme stickers n the desk. Which stickers can yu paste? The answer is n the paper. (教师提前把小短文打印好放在信封里) Yu can ask me “D yu have…?”, and then I’ll tell yu the answer. Please chse the right stickers and paste n the right places. OK?
And I need a student t read the passage with me. Wh wants t try?
S1: Me!
T: OK! Wh wants t ask?
S2, S3: Me!
S2: D yu have a pear?
T&S1: (阅读短文中的信息后回答) Yes, I d. It’s n the desk. Cme here and paste it!
S2: OK!
S3: D yu have sme grapes?
T: Oh, n, I dn’t.
S2: D yu have …?
T: Yes, I d./N, I dn’t.
…
T: Yu are s clever! S I have …
S: A pear, an English bk, a glass and a ty cat.
T: Great! D yu want t play this game?
S: Yes!
T: Lk! There is a desk, a fridge, a farm and a bedrm.
Nw in grups f fur, tw students ask and paste, tw students read the shrt passage and answer. Which grup is faster?
Bys and girls, pen yur envelpes. Let’s start!
【设计意图：活动以Passage A为例，三位同学与教师合作完成示范。之后学生四人一组，展开活动。每组中两位同学根据信封中的贴画提出问题：D yu have…?，另外两位同学阅读小短文，回答问题，并告知物品摆放的位置。完成贴图后，小组成员合作介绍图片。活动中，学生的听、说、阅读能力得到锻炼与提升，合作意识增强，课堂气氛达到高潮。】
Shrt passages:
a. I have a pear n the desk. And I have a glass n the desk. Oh, where is my bk? It’s under my desk. Lk! The lvely ty cat is sitting near the desk. I like the cat very much. D yu like the cat?
b. Lk at my fridge. I have sme ranges and apples in the fridge. Oh, I have an egg, t. What’s this n the fridge? It’s a ht dg. It’s yummy! Wuld yu like a ht dg?
c. Lk at my farm. I have sme trees n the farm. What’s n the trees? They are sme apples. Are thse pigs? Yes! They are near the huse. And I have sme cws, t. What a beautiful farm!
d. This is my bedrm. I have sme bks and a pencil case n the desk. My skirt is n the bed. Lk at my little dg! It is under the bed. Shh! Dn’t shut. It’s sleeping nw.
2. Shw time
T: Which grup wants t shw us yur picture?
Grup 1: We have sme bks, a pencil case, a skirt and a dg in the bedrm. (教师投影打出图片)
T: Gd jb! The big stickers are fr yu. Which grup wants t try again?
Grup 2: Lk at ur fridge. We have sme ranges, sme apples, an egg and a ht dg.
T: Very gd! Yu can get sme big stickers. And yu can use them t make mre wrd cards after class!
【设计意图：四篇小短文涉及水果、文具、动物服装、食物等内容，涵盖了三年级上册、下册以及四年级上册1-2单元的语言知识。在学生交流的过程中，他们需要综合运用所学知识达成任务，对学生的语用能力提出了更高的要求。】
Hmewrk 家庭作业
1. Sing the sng: D yu like purple grapes? And yu can make a new ne if yu like.
2. Try t make sme wrd cards and play with yur friends.
Teaching aids 教学准备（含板书设计）
教学准备：各种贴画、Fun time女孩头饰、六宫格单词卡片、桌子（冰箱、农场、卧室）图片若干、信封、打印好的小短文、投影仪、多媒体课件
板书设计： Unit 2 Let’s make a fruit salad!
Grapes
nice sweet
yummy juicy
Pears
D yu have …?
Yes, I d./N, I dn’t.
Girl
By
课桌图片（拓展活动示范）
说课
一、教学流程与设计意图
这节课是本单元的第二课时，在介绍了本节课的目标与评价方式后，利用Free talk环节复习句型D yu have …?。之后复习课文，谈论文中学生各自拥有的水果。接下来在Magic eyes游戏环节，复习了水果类的单词，同时引出purple grapes进入Sng time的教学。
在完整呈现歌曲后，教师先带着学生有节奏的边拍手边朗读歌词，然后配上音乐演唱，最后加上动作表演。教师通过对话与示范，让学生了解juicy、yummy等可用于创编歌曲的词汇。之后让学生四人一组，合作编写一首新的歌曲。这一任务对学生提出了更高的要求。整个过程由易到难，循序渐进。创编歌曲的过程充分体现了学生的智慧与创造力，同时，他们的合作意识得到了提升。
接下来进入Fun time的教学。前后共设计了四个连贯的活动。
1. “对对碰”游戏，帮助学生复习句型“I have …”；
2. “记忆力大考验”，帮助学生复习句型“D yu have …?”，呈现六宫格单词卡片；
3. Pair wrk，同桌用贴画完成单词卡片的制作，并完成Fun time活动；
4. Shw time，请同学上台与全班同学互动。
Fun time原先的活动是Draw and say，如果按书上的要求先画画再对话，活动所需时间会比较长。为了避免学生在画画上浪费过多的时间，改用贴画的方式替代画画，这样既节省了时间，也让活动更加紧凑。在学生活动的过程中，教师要关注名词单复数的使用，及时纠正学生的语用错误。活动的最后建议学生采用单词卡片这一方式记忆词汇，寓学于乐，体会学习英语的乐趣。
最后的拓展活动以四人小组为单位进行。每组中两位同学根据信封中的贴画提出问题：D yu have…?，另外两位同学阅读小短文，回答问题，并告知物品摆放的位置。贴图完成后，小组成员合作介绍图片。活动中出现的四篇小短文，涉及水果、文具、动物服装、食物等内容，涵盖了三年级上册、下册以及四年级上册1-2单元的语言知识。在活动中，学生的语用能力得到锻炼与提升，合作意识明显增强，课堂气氛升至最高点。
二、贴画的使用
在本节课上，学生可以通过自己的努力获得贴画奖励。为了得到更多的奖励，学生课上的竞争意识明显增强，课堂表现也更加积极。
在Fun time的活动中，同桌学生可以共享他们得到的贴画，并用这些贴画制作单词卡片，达成活动目标。同桌同学之前得到的奖励越多，他们可选贴画的范围就越大。此时，获得较多奖励的学生，因他们课堂上的努力得到了肯定，会感到非常自豪。
在最后的拓展活动中，积极参与的学生也能够获得贴画。活动结束后，教师提出建议，希望学生们能够在课后利用这些贴画制作更多的单词卡片，和朋友们一起做游戏，记忆更多的词汇，寓学于乐。
纵观整节课，贴画的使用不但能够激励学生更加主动地参与学习，也能够为课堂活动及课外延伸活动提供素材，对教学起到了较好的辅助作用。
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