EEC四年级下册Unit9We’reTakingPhotos第一课时教学设计详案(P68-69)道里区太平中心小学校潘丽一、教学目标1.能力目标：学生能听懂理解故事中人物对话；能模仿故事语言；能扮演故事中的人物表演对话；2.知识目标：学生能够听懂故事并学习交际运用：Canyouhelpme?Sure,Ican.学生能够听懂故事并学习问答数量，以及数字100和概括描述数量的表达：Howmanylightsarethere?Aboutonehundred.学生能够听懂故事并学习简单的祈使句：Turnonthelights,please.Comeherequickly!学生能够听懂故事并学习与照相相关的句型：We’retakingphotos.Smile,please.3.学习策略：培养学生的预测、理解大意和细节、在语境中猜测词意、句意的学习策略。4.情感态度：引导学生树立正确的人生观，具有美好的品德：乐于帮助别人，同学之间团结友爱、互帮互助，并具有主动为班级做贡献的主人翁意识。二、教学过程：I.Warm-up.&Greetings.&Freetalk.1.Warmup.Let’ssingasong“Whatareyoudoing?”（教师引导学生一起唱跳，活跃课堂气氛，调动学生积极性，复习现在进行时，为U9进一步学习做好铺垫。)2.Greetings:T:Classbegins.Goodmorning,class.T:What’sthedatetoday?3.Freetalk:1T:Children’sDayiscoming.We’regoingtohaveapartyinourclassroom.Doyouhaveanygoodideasaboutit?Whatdoyouwanttodo?T:Youhavesomanygoodideas.You’retheownersoftheclass.SoI’mlookingforwardtoyouraction.We‘retalkingabouttheparty.Howaboutourfriends?Whataretheydoingnow?Let’slearnUnit9We’retakingphotos.(动作及道具解释takephotos).Presentation.ⅡPre-listening1.Look!Theyarecoming.P68T:Whoarethey?Wherearethey?They’rebusydoingsth.Whataretheygoingtodo?(学生预测)2.P69T:Whoarethey?Whatarethese?What’sinLili’shand?Aswitch.WhatisLiligoingtodo?(学生预测)3.T:What’sthis?Ss:照相机。Acamera.LookatKen’spose.Whatarethekidsdoing?(学生预测)What’sKatedoing?What’swrongwithJimmy?(学生预测)(Listentothewholestorywithyourguessesandcheckyourguesses.)（教师引导学生观察图片，说说图片中的人物、地点以及在做的事情，引导学生观察图片解决图片背景信息，充分预测故事发展，为进一步细节学习做好充分准备。）While-listening:<1>.SettingUpthepredictionofthe3pictures.P1Whataretheygoingtodo?P2WhatisLiligoingtodo?P3Whatarethekidsdoing?What’swrongwithJimmy?（听汉语情境对话，在播放录音过程中，教师用肢体语言帮助学生理解故事。解决三幅图片的主要预测部分。）<2>.PuttingDetailsintothe3pictures.2T:It’safunnystory.Thekidsaregoingtohaveaparty.They’rebusymakingtheclassroombeautiful.Lookatpicture1&2Whataretheytalkingabout?(听P1&2录音)T:Thekidsaretalkingaboutlights.Nowlet’sgointothedetails.Howdotheytalkaboutthelights?Picture1:LookatP68picture1andthinkaboutthequestions:T:LookatJess.Q1.What’swrongwithher?(ListentoPicture11-2句。)T:They’rebusyintheclassroom.Q2.Whataretheydoing?学生预测:他们在布置教室。/他们在挂灯。(ListentoPicture13-4句。)（关注故事语言的含义）T:Howdoyouknowit?Kensays...(通过追加，粘贴辅板书We’rehanginglights.关注故事语言的结构。）PPT出示2幅图片解释”hang”He’shanginglights.Sheishangingalantern.（通过图示及教师的肢体动作，让孩子们理解hang的含义。）T:Lookatthelights.ToJimmy,aretheyhigh？（教师通过肢体动作帮助学生理解灯饰有点高，对于小学生Jimmy来说有点高，挂起来困难，用真实的情境引导学生进入故事，感受故事的发展。）CanJimmyhangthelights?(学生预测)T:ButRobocanfly.CanRobohelpJimmy?(学生预测)T:Let’slistentoQ3.(ListentoP68.后两句。)Q2.WhatdoesJimmysaytoRobo?WhatdoesRoboanswer?（关注故事语言的含义及结构，教师根据学生们的回答书写主板书。）T:Whencanweusethesentence“Canyouhelpme?”?Let’swatchthevideo.Ss:Sure.Sure.（运用动画视频激发学生...
