湘魯版（2024）小學英語四年級上冊Unit4《Bequiet,please!》教案核心素養(yǎng)教學目標語言能力學生能夠聽懂、會說、認讀與規(guī)則相關的詞匯，如quiet、talk、run、walk、lineup等。能夠運用祈使句來表達規(guī)則，如“Bequiet,please!”“Don'ttalk.”“Don'trun.”“Walk,please.”“Lineup,please.”等，并能在實際情境中正確使用。能夠理解并朗讀教材中的對話和短文，獲取關鍵信息，如在不同場所應遵守的規(guī)則。能用所學詞匯和句型描述常見場所的規(guī)則，進行簡單的日常交流，如在學校、圖書館、醫(yī)院等場所。文化意識了解中西方在規(guī)則遵守方面的文化差異，意識到規(guī)則在不同文化背景下的重要性。培養(yǎng)學生尊重規(guī)則、遵守規(guī)則的文化意識，以及在公共場合注意行為舉止的文明素養(yǎng)。思維品質(zhì)通過觀察圖片、理解文本，培養(yǎng)學生的觀察能力和邏輯思維能力，能夠分析不同場所需要遵守的規(guī)則及其原因。在小組討論和活動中，發(fā)展學生的批判性思維和創(chuàng)新思維，鼓勵學生提出自己對于規(guī)則的看法和建議，思考如何更好地遵守規(guī)則。學習能力引導學生積極參與課堂活動，培養(yǎng)自主學習能力，如通過自主閱讀、查閱資料等方式，了解更多關于規(guī)則的知識。培養(yǎng)學生的合作學習能力，在小組活動中學會與他人合作交流，共同完成學習任務，如小組討論制定班級規(guī)則等。讓學生學會在日常生活中運用所學英語表達規(guī)則，提高學習英語的興趣和積極性，養(yǎng)成良好的學習習慣，如在遇到規(guī)則相關情境時，主動用英語思考和表達。教學重難點教學重點掌握與規(guī)則相關的重點詞匯的發(fā)音、拼寫和用法。熟練運用祈使句表達規(guī)則，理解祈使句的肯定和否定形式。理解教材中關于不同場所規(guī)則的對話和短文內(nèi)容，能夠準確朗讀并提取關鍵信息。教學難點在真實情境中靈活運用所學詞匯和句型，自然流暢地表達規(guī)則，并能根據(jù)實際情況進行適當?shù)耐卣购徒涣?。理解?guī)則背后的意義和重要性，培養(yǎng)學生自覺遵守規(guī)則的意識，并將這種意識轉(zhuǎn)化為實際行動。教學過程第一課時Warming-up1.GreetingsT:Hello,boysandgirls.Nicetoseeyouagain.Howareyoutoday?Ss:Fine,thankyou.Andyou?T:I'mgreat.ButIhadalittletroublethismorning.WhenIwasinthelibrary,somepeopleweretalkingloudly.Itmademefeeluncomfortable.Doyouknowwhattheyshoulddointhelibrary?（引導學生思考并回答，自然引入規(guī)則主題）設計意圖：通過日常問候拉近師生距離，營造輕松氛圍，同時以教師自身經(jīng)歷引出規(guī)則話題，激發(fā)學生興趣，為新課學習做鋪墊。2.Playagame-SimonsaysTeachergivescommandslike“Simonsaysstandup.”“Simonsaystouchyournose.”“Simonsaysjump.”etc.Studentsdotheactionsonlywhentheteachersays“Simonsays”.Iftheteachergivesacommandwithout“Simonsays”andthestudentsdotheaction,theyareoutofthegame.設計意圖：通過游戲活躍課堂氣氛，復習已學動作詞匯，同時讓學生初步感受聽從指令的重要性，為學習表達規(guī)則的祈使句做準備。Presentation1.VocabularyteachingShowpicturesofdifferentactionsonthePPT,suchasastudenttalkinginclass,achildrunninginthehallway,peoplewalkinginapark,andagroupofstudentsliningup.T:Lookatthispicture.Whatistheboydoing?Ss:Heistalking.T:Right.Inclass,shouldwetalkloudly?Ss:No.T:Weshouldbequiet.Readafterme,quiet,quiet.（教授單詞“quiet”，通過口型示范和領讀，讓學生掌握發(fā)音）Usethesamewaytoteachotherwords:talk,run,walk,lineup.Afterteachingeachword,askstudentstoimitatetheactionsandreadthewordstogether.設計意圖：利用圖片直觀呈現(xiàn)單詞所表達的動作，幫助學生理解和記憶。讓學生模仿動作，增加學習趣味性，加深對單詞的印象。2.Textlearning-Let'stalkPresentthedialogueinLet'stalkonthePPT.First,letthestudentswatchandlistentotherecordingofthedialoguewithoutanytasks,justtogetageneralidea.T:Now,boysandgirls,let'swatchandlistentoadialogue.Listencarefullyandseewherethechildrenareandwhatrulestheyshouldfollow.Thenplaytherecordingagain.Thistime,askthestudentstoreadaftertherecordingsentencebysentence,payingattentiontothepronunciationandintonation.Forexample:T:（Playthesentence“Bequiet,please!Weareinthelibrary.”）Readafterme,Bequiet,please!Weareinthelibrary.Ss:Bequiet,please!Weareinthelibrary.Explainthekeysentencesinthedialogue:T:Lookatthesentence“Bequiet,please!”.Thisisanimperativesentence.Itisusedtogiveordersormakerequests.Here,itmeansweshouldnotmakenoiseinthelibrary.Canyouunderstand?Ss:Yes.T:And“Don'ttalk.”isalsoanimperativesentence.Itisthenegativeform.Itmeanswearenotallowedtotalk.Whocangivemeanotherexampleofanimperativesentence?（引導學生思考并舉例，鞏固對祈使句的理解）設計意圖：先整體輸入對話內(nèi)容，讓學生對文本有初步感知。逐句跟讀幫助學生糾正發(fā)音和語調(diào)，理解句子含義。對重點句子的解釋和舉例，有助于學生掌握祈使句這一重要句型的用法。Practice1.LookandsayShowmorepicturesofdifferentplaces,suchasahospital,acinema,aclassroom.Pointtoapictureandaskastudent:“Whereisit?Whatshouldwedo/shouldn'twedohere?”Thestudentshouldanswerwiththecorrectsentences,forexample,“It'sahospital.Weshouldbequiet.Don'ttalkloudly.”Thenchangetoanotherstudentandanotherpicturetopracticecontinuously.設計意圖：通過看圖片說規(guī)則的練習，鞏固學生對所學詞匯和句型的理解和運用，提高學生的反應能力和口語表達能力，同時強化學生對不同場所規(guī)則的認識。2.PairworkLetthestudentsworkinpairs.Onestudentactsoutanaction,andtheotherstudentgivesacommandusinganimperativesentence.Forexample,ifonestudentrunsintheclassroom,theotherstudentsays“Don'trun.Walk,please.”Thentheychangeroles.Walkaroundtheclassroomtomonitorandofferhelpifnecessary.設計意圖：小組活動為學生提供更多口語交流機會，增強學生之間的互動與合作，讓學生在實際情境中運用祈使句表達規(guī)則，提高語言運用能力。Production1.GroupdiscussionDividethestudentsintogroupsoffour.Giveeachgroupatopic:“Makealistofrulesforourclassroom.”Letthestudentsdiscussintheirgroups,sharingtheirideasaboutwhatrulesshouldbemadeintheclassroom.Eachgroupwritesdowntheirrulesonapieceofpaper.T:Now,everyone.Iwantyoutoworkingroups.Thinkaboutwhatrulesweshouldhaveinourclassroomtomakeourlearningenvironmentbetter.Remembertousethewordsandsentenceswelearnedtoday.Whilethestudentsarediscussing,walkaroundandjoinsomegroupstogiveguidanceandencouragement.設計意圖：小組討論讓學生能夠充分運用所學知識，結(jié)合自身生活經(jīng)驗，制定班級規(guī)則，培養(yǎng)學生的合作學習能力和語言綜合運用能力，同時增強學生的班級責任感和規(guī)則意識。2.ReportEachgroup'srepresentativecomestothefrontoftheclassandreportstheirgroup'sdiscussionresults.Theotherstudentslistencarefullyandcanaskquestionsiftheyhaveany.Forexample:Representative:Inourgroup,wethinktherulesforourclassroomshouldbelikethis.First,cometoschoolontime.Second,bequietwhentheteacheristalking.Third,keeptheclassroomclean...Ss:（Askquestionslike）Whyshouldwekeeptheclassroomclean?Representative:Becauseacleanclassroomcanmakeusfeelcomfortableandstudybetter.設計意圖：通過匯報和問答環(huán)節(jié)，進一步鞏固所學知識，拓寬學生思維，讓學生在交流中獲取更多信息，培養(yǎng)學生的傾聽和提問能力，同時增強學生的自信心和表達能力。Summary1.T:Boysandgirls,todaywelearnedsomenewwordsaboutactionsandrules,suchasquiet,talk,run,walk,lineup.Canyourememberthem?Let'sreadthemtogetheronemoretime.Ss:（Readthewordsaloud.）2.T:Also,welearnedhowtouseimperativesentencestoexpressrules.Whataresomeexamplesofimperativesentences?Guidethestudentstorecallandsaythesentencestogether:“Bequiet,please!”“Don'ttalk.”“Don'trun.”“Walk,please.”“Lineup,please.”etc.3.T:Remembertofollowtherulesindifferentplacesandusethesewordsandsentencestoremindothers.Rulesmakeourlifebetterandmoreorganized.設計意圖：總結(jié)本節(jié)課所學的重點詞匯和句型，強化學生記憶，讓學生明確學習重點，同時強調(diào)遵守規(guī)則的重要性，將知識與生活實際相結(jié)合，培養(yǎng)學生的規(guī)則意識。第二課時Revision1.VocabularyreviewPlayaword-matchinggame.ShowsomepicturesononesideofthePPTandthewordsontheotherside.Letthestudentsmatchthepictureswiththecorrectwords.Forexample,showapictureofapersonrunningandthewords“run,walk,lineup”,andthestudentschoose“run”.設計意圖：通過游戲復習單詞，增加學習趣味性，檢驗學生對單詞的理解和記憶情況，調(diào)動學生的積極性。2.SentencereviewAsksomestudentstocometothefrontoftheclass.Onestudentsaysaplace,andtheotherstudentssaytherulesforthatplaceusingimperativesentences.Forexample:S1:Cinema.S2:Bequietinthecinema.Don'teatloudly.設計意圖：以情景對話的方式復習句型，讓學生在實際運用中鞏固知識，提高口語表達的流利度，強化學生對不同場所規(guī)則的記憶。Presentation1.Readandunderstand-Let'sreadPresentthetextinLet'sreadonthePPT.Itisashortpassageaboutrulesinazoo.First,letthestudentsreadthetextsilentlyforafewminutestogetageneralunderstanding.T:Now,boysandgirls,hereisapassageaboutazoo.Readitbyyourselfandthinkaboutwhatrulespeopleshouldfollowinthezoo.Thenasksomestudentstosharetheirunderstandingofthetext,suchaswhatanimalsarementionedandwhatrulesarethereforvisitingtheanimals.Forexample:S1:Inthepassage,therearemonkeys,elephantsandlions.Weshouldnotfeedtheanimals.Weshouldnotgettooclosetothelions.設計意圖：培養(yǎng)學生的閱讀理解能力，讓學生學會從文本中獲取關鍵信息，理解在動物園參觀時應遵守的規(guī)則，同時拓寬學生的知識面。2.Grammarteaching(optional,iftherearerelevantgrammarpointsinthetext,suchasmoreaboutimperativesentences)Iftherearegrammarpointsinthetext,explainthembriefly.Forexample,ifthetextusesmorecompleximperativesentencesorhassomespecialcases,like“Let's...”structurewhichisalsoakindofimperativesentence.T:Lookatthesentence“Let'sgotoseethemonkeys.”Here,“Let's”isshortfor“Letus”.Itisalsousedtomakeasuggestioninanimperativeway.Weuseitwhenwewanttodosomethingtogether.Let'smakesomesentenceswith“Let's...”.Guidethestudentstomakesentencesusingthegrammarstructure.設計意圖：適時滲透語法知識，幫助學生更好地理解和運用語言，為他們的語言學習打下基礎，使學生能夠更準確地運用祈使句進行表達。Practice1.ReadandanswerGivethestudentssomereadingmaterialswithquestionsrelatedtotherulesdescribedinthetext.Letthemreadcarefullyandanswerthequestions.Forexample,thereadingmaterialcanbeashortpassageaboutrulesinaswimmingpool.Thequestionscanbe:“Whatshouldwedobeforeswimming?Whatshouldwenotdointheswimmingpool?”Afterthestudentsfinish,checktheanswerstogether.設計意圖：進一步鍛煉學生的閱讀理解能力和對知識的運用能力，通過回答問題加深對文本中規(guī)則描述的理解，提高學生分析問題和解決問題的能力。2.FillintheblanksPresentsomesentencesonthePPTwithblanksforthewordsaboutactionsortheimperativesentencestructures.Letthestudentsfillintheblanksaccordingtothecontext.Forexample:______(Be/Do)quietinthelibrary.Don't______(run/walk)intheclassroom.Checktheanswersandaskthestudentstoreadthecompletesentencesaloud.設計意圖：通過填空練習，強化學生對重點詞匯和句型的記憶和運用，提高學生的語言準確性，幫助學生鞏固所學知識，發(fā)現(xiàn)自己的不足之處。Production1.WritingtaskAskthestudentstowriteashortpassageabouttherulesintheirfavoriteplace,suchasapark,amuseumoraplayground.Theyshoulddescribeatleastthreerules.T:Now,it'syourturntowrite.Thinkaboutyourfavoriteplace.Whatrulesdopeopleneedtofollowthere?Writethemdownusingthewordsandsentenceswelearned.Youcanstartlikethis:“Myfavoriteplaceisthepark.Therearemanyrulesinthepark.First...”Walkaroundtheclassroomtoofferhelpandguidance,suchasspelling,grammar,andsentencestructure.設計意圖：寫作練習能綜合考查學生對詞匯、句型和語法的掌握程度，培養(yǎng)學生的書面表達能力，讓學生將所學知識內(nèi)化為自己的語言輸出，同時發(fā)揮學生的想象力和創(chuàng)造力。2.SharingAfterthestudentsfinishwriting,asksomeofthemtocometothefrontoftheclassandreadtheirpassagesaloud.Theotherstudentslistencarefullyandcangivesomecomments,likewhattheylikeaboutthepassageorifthereareanymistakes.Forexample:S1:（Readsthepassage）Myfavoriteplaceisthemuseum.Therea