资源简介

Unit 4 Welcome to our party!
(第四课时)
一、教材分析
1. 教学内容
本课时系教材《英语1 (基础模块) 》第四单元的第四课时，授课内容为课本Language in Use部分，具体包括：Grammar Focus, Vocabulary Practice, and Pronunciation Practice。
本课时内容是对本单元所学知识的总结和回顾，有助于学生理清思路，对单元知识及其运 用情境有清晰的认识。同时，语法和语音的教学有助于学生正确地使用英语。由于在前三 个课时的教学中，教师已经涉及和渗透Vocabulary Practice部分内容，因此教师可以跳过已 经呈现过的活动安排，更侧重于训练学生正确运用所学知识的能力。
2. 教学重点、难点
1) 教学重点
学生总结本单元关于生日聚会交谈所涉及的关键句型及其运用情境，理解和正确使用形 容词性物主代词
2) 教学难点
音标/t/, /d/, /h/, /r/, / /以及相关的字母、字母组合
二、教学目标
1. 知识目标
1) 学生能理解并掌握形容词性物主代词的用法；
2) 学生能掌握音标/t/, /d/, /h/, /r/, / /以及相关的字母、字母组合。
2. 能力目标
1) 学生具备总结分析本单元关于生日聚会交谈所涉及的句型功能及其运用情景的能力；
2) 学生能在日常交流中正确使用形容词性物主代词；
3) 学生掌握正确的音标学习策略。
3. 情感目标
学生学会反思学习方法和效果。
三、教学步骤
Step One Revision: Let’s act it out! (5m)
Teacher puts up two pictures on the blackboard, in which people are talking happily at a birthday party. Students look at it, think about what they are talking, and add dialogues for the people with group members together.
Then students act the dialogue out in a group with 4 members . After 5 minutes’
preparation, they perform it on the stage.
(设计意图：该步骤有助于学生对本单元知识进行回顾和复习，并在真实情景中运用。 图片教学的导入形式新鲜有趣。模拟画面中人物的对话有难度，但前三个课时的学习为 学生完成任务奠定了基础。)
Step Two Grammar focus. (Activity 14, 15) (27m)
1. Grammar analysis: sentence-cycle. (10m)
First, teacher shows the form on the blackboard and makes two sentences about the usage of each pronoun.
Then, teacher asks students to make sentences with the pronoun one by one . The sentence-cycle game must go quickly and go among all students, so that they will pay full attention to the grammar.
(设计意图：该步骤有助于学生理解和掌握形容词性物主代词的含义和用法。接龙造句 的形式赋予活动适当的紧张度，更能抓住学生的注意力。)
2. Activity14. Look and complete. (5m)
First, students fill in the blanks individually.
Then, they discuss the answers with their partners. Next, teacher checks answers and offers feedback.
Finally, students read the dialogues with partners and teacher checks it.
(设计意图：该步骤有助于学生进一步掌握和运用形容词性物主代词。书写的过程中， 教师更容易发现学生关于该知识点存在的问题并予以纠正。)
3. Activity 15. Talk and guess. (12m)
Students put something in their schoolbags, then the partners guess the stuff with each other in the following way:
1) A: Whose pencil is it / Whose pencil are they B: It’s my pencil. / They’re their pencils.
2) A: Is it your pencil / Are these their pencils
B: Yes, it’s my pencil. / Yes, they are their pencils. Students do the exercises with group members.
Every student raises questions to others with Model 1 and Model 2, and other three students answer the questions in turn.
Then, another student asks questions and others answer until all students have tried the role of questioner.
Finally, teacher invites some groups to give their play on the stage.
(设计意图：该步骤有助于学生进一步熟悉形容词性物主代词的用法及其提问方式，并 在语言运用中根据真实情况提问和回答。)
Step Three Vocabulary practice. (3m)
1. Activity 16. Look and complete. (3m)
Students finish the blank filling exercise individually, and then teacher offers feedback. After it, students read the dialogue with their partners.
(设计意图：该步骤有助于学生通过读图复习和巩固关于聚会的典型语言，对本单元关 键句型的功能和运用情景有更加明确的认识。)
Step Four Pronunciation practice. (8m)
1. Listen and repeat. (3m)
Students murmur the chant after the tape in the first time. In the second time students read after the tape loudly and pay special attention to the words with the pronunciation of /t/, /d/, /h/, /r/, / /.
Then students find out the words with the pronunciation of /t/, /d/, /h/, /r/, / / in the chant. Teacher writes them down on the blackboard.
(设计意图：该步骤有助于学生通过跟读，掌握正确的音标发音。同时，通过朗读找 到和该音标相关的字母及字母组合，为学生提供了正确的音标学习策略和词汇记忆 策略。)
2. Let’s find out more words with the pronunciation of /t/, /d/, /h/, /r/, / /. (5m)
Students are divided into four groups. They compete against each other and try to find more words with the pronunciation of /t/, /d/, /h/, /r/, / /. The winner is praised by teacher orally.
(设计意图：该任务属于本课的教学难点。学生分组竞赛的形式既能活跃课堂气氛，降 低任务难度，也易于活跃学生思维，提高他们的参与热情。)
Step Five Self-check. (1m)
Students check what they have learnt by ticking the items on Page 63.
(设计意图：该步骤有助于学生自主检测其关于本单元知识的掌握情况，在脑海中就单 元知识及其运用情景形成系统的概念。)
Step Six Homework. (1m)
Students finish all exercises in workbook and get ready for dictation.
(设计意图：该步骤有助于学生拓展单元知识，提高综合语言运用能力。)
四、板书设计
Grammar focus Iyouhesheitweyoutheymyyourhisheritsouryourtheir

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