（图1）本单元的教学内容是人教版《英语》四年级上册Unit2 My Schoolbag。这个单元主要围绕物品展开教学，本课时是第二单元的第四课时，主要学习B部分的Let's talk，该环节通过张鹏到失物招领处寻找自己丢失的书包的情景，学习句型“What’s in it?”“What colour is it？”“It's...”，以及日常交际用语“Excuse me”和“Thank you so much”等，让学生在真实情景中感知上述句型和句子的语义及用法。【学情分析】本节课教学对象是新市民学校四年级学生，该班学生的特点是活泼、好奇心强，积极性较强，乐于参与教学活动。但学生年龄小，只学了一年英语，又来自不同地区，生源参差不齐，整体基础不匀，学生的语言输出能力较弱。【学习目标】1. 语言知识与技能①能理解对话大意，能够按照正确的语音、语调及意群朗读对话。②能够听、说、认读新词：lost, toy, notebook以及能听懂、会说句式：What colour is it? It’s ...③能够在情景中理解、运用句型：Here it is! 及交际用语：Excuse me. Thank you so much! 2. 学习策略目标能根据语言材料的信息进行预测、判断、归纳和总结。3. 情感态度和文化意识目标能够在真实的语境中运用本课的句型来询问或回答物品的颜色，从而培养学生妥善保管自己物品的良好习惯。【教学重点】1. 能够认读句子What colour is it? It’s blue and white.2. 运用What colour is it？和What’s in it？询问物品的特征。【教学难点】1. 在情景中恰当运用句型：What’s in it? An English book, two toys and a notebook. Here it is!及交际用语Excuse me. Thank you so much!2. Excuse me.和Here it is!的读音。【教学准备】PPT，cards and pictures【教学过程】Step 1: Warm-up1. Free talk2. Enjoy a song “My schoolbag”【设计意图】通过朗朗上口的歌曲，活跃气氛，复习书包的文具和书籍，滚动旧知，为链接新知做好充分的准备。3. Guess and sayT: Haha, boys and girls! Zoom’s schoolbag is heavy. What’s in Zoom’s schoolbag?S: A maths book, a Chinese book.....T: I have a schoolbag,too. Look！What’s in it? Can you guess?-----What’s in it? Ss: A.../ An...T: Yes, a Chinese book. What colour is it?S: It’s...-----What colour is it?S1: A maths book/ a Chinese book/ An English book/ a story book/ two notebooks----notebook---notebooksT: Yes. A maths book, a Chinese book, a storybook, an English book and two notebooks in my school. But where is my toy bear? Oh,no! I lost my ....-----toy---toys（toy dog/ toy rabbit/ toy car/ yoyo）---lostT: What should I do?Yes, go to the lost and found. ----Lost and Found【设计意图】通过创设真实情境，从猜测教师的包里有什么书籍、什么物品开始，帮助学生复习书籍等单词，并引出句型“What’s in it? ”“What colour is it?”，在有趣的猜测游戏中让学生初步感知句型的运用，接着教师发现自己的toy bear不见了，要去失物招领处寻找，从而拓展预料，丰富学生的输入。Step 2: Presentation1. Look at the picture, who are they?S: Zhang Peng and Miss white.T: Yes, and where are they?S: They’re at the Lost and Found.T: I lost my ..... I go to the Lost and Found. Zhang Peng is here,too? What are they talking about? Look at the picture and try to say.
（图2）S1: Hello! Miss White. S2: Hello! Zhang Peng.S3: I lost my .... S4: What colour is it?【设计意图】从教师自己丢失东西，引出文本张鹏因丢失东西而去失物招领处与Miss White的对话，通过图片让学生尝试猜测他们之间的对话，培养学生的发散性思维，激活学生已有知识储备。2. T: Wow! So great! Now, let’s watch and answer the questions.Ss: Read the questions and watch the video.T/s check the answer.T: Zhang Peng lost his schoolbag. And his schoolbag is blue and white. Do you know what’s in Zhang Peng’s schoolbag? Let’s open your books, read and underline.Ss read and underline.T/s check the answer. Then read it together.【设计意图】通过观看视频，初步感知对话，再通过读一读、找一找、划一划的方式，培养学生逻辑思维能力和搜集信息的能力。3. Listen and fill Zhang Peng lost his schoolbag. He is sad. Now let’s listen and fill.------______________. I lost my schoolbag.-----What colour_________?-----It’s _____ and ________.------OK. ___________?--- An English book, two _________and a ___________.Ss listen and fill, then repeat it.T: Can Zhang Peng find his schoolbag?S: Yes.----Here ___________. T: Miss White says.S1: Here you are./ Here it is. Ss: Listen and repeat.T: And Zhang Peng says.S2: Thank you__________! S2: Thank you very much!/ Thank you so much!SS: Listen and repeat.【设计意图】学生边听边尝试说一说，通过完成填空的方式口头输出，教师进行及时的朗读指导；然后通过问题Can Zhang Peng find his schoolbag?引导，设置开放性句子补充，让学生尝试输出，培养学生的想象力、逻辑思维能力和遣词造句的能力的同时又巧妙地突破了本课的难点。4. Zhang Peng found his schoolbag. He is happy,now.T: If you lost your things, you can go to the “Lost & Found”. Step 3: Practice1. Read and imitate2. Let’s dub3. Role-play
（图3）【设计意图】从模仿句子的朗读到给对话配音，再到角色表演，通过不同形式的操练，扎实文本，为接下来的创编新对话打下扎实的基础。4. Make a new dialogue.T: It's 5 o'clock. School is over. Zhang Peng is at the Lost & Found. Now he is a volunteer.T: Who are they?S: John, Mike and Sarah.T: Yes. They lost things,too. They go to the Lost and Found. Let’s make a new dialogue①J:Excuse me. I lost my _____.Z:What colour is it?J:It’s _______.Z:Here it is.J:Thank you so much.②M:Excuse me. I lost my _____.Z:What ... is it?M:It’s _______.Z:Here ...M:Thank you so much!Z：You are...③S:Excuse me. I lost ...Z:What ...?S:It’s ...Z:Here ...S:Thank you ...Z：You are...
（图4）【设计意图】通过创设张鹏课后在失物招领处做志愿者的情境，设计了基于文本到超越文本的三个梯度的创编任务，照顾到全体学生又体现学生的个性发展。5. Do exercise on WB.Step 4: Homework★Listen and repeat the dialogue 3 times. ★★Try to act the dialogue with your friend.★★★Try to make a new dialogue.
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