译林新版《英语》四（下）Project 2 A Party

孙卓君

教学过程

Step 1.Lead-in

1.揭示课题，理解Party含义。

T:Today we’ll learn Project 2 A Party.(生齐读课题)What is a party?Let’s enjoy some pictures.(呈现三幅关于party的图片：Birthday Party,New Year Party,Fancy Dress Party)This is a Birthday Party.Children eat a birthday cake at the party.This is the New Year Party.Peop le get together and celebrate New Year.They sing and dance at the party.This is the Fancy Dress Party.Peop le usually dress up in costumes at the party.

2.呈现主题，明确任务。

T:(呈现Lucy图片)Lucy is a famous clothes designer.She wants to have a Designers’Party.At the party,people can show the clothes they make to each other.She sends an invitation card to us.（相机在黑板上贴好邀请卡）

Q1:When is the party?(Ss:It’s on this Sunday.)

Q2:Where is the party?(Ss:At Lucy’s home.)

Q3:What can we do for the party?(Ss:We can make clothes.)

设计意图：Party对于学生来说是一个陌生的词汇，教师的图文解说，不仅开门见山地揭示了课题，又让学生了解了Party，激起对Party的浓厚兴趣。有了之前的铺垫，邀请卡的呈现就能进一步激发学生参加Party的热情。此时教师的“When...?Where..?What...?”三个问题不仅帮助学生厘清了关于Party的基本信息，让学生明确了本堂课的任务，而且训练了学生看图获取信息的能力。

Step 2.Prepare for the party

T:Let’s make clothes for the party.OK?(板书：Prepare for the party)

1.Clothes I know.

（1）T:What clothes do you know?

Ss:Jacket,sweater,shorts,trousers...

（2）T:In different seasons,peop le wear different clothes.What do peop le wear in different seasons?Let’s match and say.

Model:In summer,it’s hot.I can wear a dress.(教学新单词wear，教师相机板书：In____，it is_____.I can wear_____.)

S1:In spring，it is warm.I can wear a sweater.

S2:...(生看图造句)

2.Clothes I want to make.

（1）T:You know the clothes well.What clothes do you want to make?Do you know what I want to make?Here’s a word puzzle.It can help you.

T:What clothes do I want to make?

Ss:Gloves.

T:Yes.I want to make gloves.They are for winter.I can wear gloves in winter.(PPT呈现句型I want to make______.It’s/They’re for______.I can wear______ in______.)

Ss:同桌间交流反馈。

3.Clothes I make.

T:You have good ideas.But how to make?First,choose one of the clothes.Then,colour the clothes.Finally,cut out the clothes.(PPT呈现制作步骤，边讲解边示范)You have 3 minutes to make your clothes.(完成后，要求学生在小组内仿照例子介绍自己的衣服：They are my gloves.They’re red and warm.They’re for winter...)

T:We are ready for the party.

设计意图：在为Party做准备的环节中，教师设置了三个子任务。在Clothes I know环节中，教师采用头脑风暴的形式帮助学生复习巩固有关服装类单词，在此基础上要求学生联系季节和天气，说说在什么季节我们能穿什么衣服，将服装与季节、天气融合在一起，使学生的语言更具生活气息，更接地气。在Clothes I want to make的环节中，教师先从自己想制作的衣服入手，通过Word Puzzle的形式，既复习了Unit 7和Unit 8的内容，又引出了教师想要设计的衣服。教师的示范拓展了学生的思维，引导学生畅谈自己的设计思想，进一步丰富学生的语言表达，使其语言再一次得到内化和重组。最后Clothes I make的环节，则是一个制作环节，学生准备了半成品，在课堂上只需完成涂色工作，这样能节省时间，学生能有更多的时间用于语言交流。

Step 3.Invite friends

1.Lucy:（呈现Lucy，并播放lucy的说话声）I have some other friends.They’re Mary,Simon,Ann and Tom.I want to invite them to my party.I want to call them.Would you like to help me?(板书：Call friends)

T:Let’s help Lucy call her friends.How to make a telephone call?What can we say?

S:Hello,may I speak to...?(生回答，教师相机在PPT上呈现相应句子)This is...Can you come to my party this Sunday?

...

T:(呈现英语书P56的对话)If you can go to the party,what can we say?Please read and find.(请学生在对话中寻找)

随着互联网带宽需求的不断增大，DDoS攻击流量也必然成比例上升。即使是BAT 类互联网公司、金融、证券、政府等拥有自建安全系统的大客户，也难以对付电信运营商网内跨地域大流量网络攻击。攻击流量的近源处理已经成为 DDoS 防护技术发展的必然趋势，而建设DDoS统一防护系统则是解决全网协同流量清洗、封堵的首要目标。

Ss:(生齐读)I’d love to.

T:If your friend can’t go to the party,how do you say?

Ss:(生齐读)What’s the matter with her/him?

2.Make a telephone call.

(1)T:Here is some information about Mary,Simon,Ann and Tom.

(2)Model：

T:Hello,may I speak to Mary?

S1:Hello.This is Mary.

T:Can you come to Lucy’s party this Sunday?

S1:I’d love to.

T:Can Simon come to the party too?

S1:No,he can’t.

T:What’s the matter with him?

S1:He’sill.He has a cold and a fever.

(3)小组活动：选择一种方式邀请Lucy的朋友。

学生展示、评价：How many stars can they get?Why can’t Simon go to the party?Who can go to the party?...

设计意图：通过完成帮Lucy打电话邀请朋友的任务复习巩固电话用语等。先通过师生谈话，帮助学生回忆用于打电话的语言，体现了学生对语言的自主复习。在学生自主复习的基础上，教师适时呈现新的句子以丰富学生的语言表达能力。在学生打电话时，教师提供了四位朋友的周末日程。学生先要读懂图表，再提炼出有用信息，最后选择适当的语言才能顺利完成这项任务。在进行打电话练习的过程中，教师根据学生的学习能力将对话分成了三个不同难度星级的层次，供学生自主选择，让不同层次的学生都能获得发展，体现了分层教学的理念。

Step 4.At the Party

1.Ask and answer.

T:It is Sunday.Lucy’s party is going on.Mary and Ann are at the party.They are showing their clothes they designed.Simon and Tom can’t come to the party.But they sent their clothes to the party.Look!Oh,what a mess!Which is Mary’s?(呈现迷宫图)Let’s ask and answer.How to ask?(生回答，教师相机板书：Whose...is this/are these?)

同桌问答：S1：Whose...is this/are these?

S2:It’s/They’re...

2.Listen and fill.

T:Mary and Ann are introducing their clothes.What are they saying?Let’s listen and fill.(听两遍)

Check the answer and read together.

T:How do they introduce their clothes?What sentences do they use?(生回答，教师板书)

3.Let’s talk.

（1）T:(指着黑板上贴的衣服)Whose sweater is it?

Ss:It’s...’s.

S1:(衣服设计者介绍)This is my...It’s for...In...,it’s...I can wear...to...

T:（对全班学生）Do you like his sweater?Why?

S2:It’s so beautiful.

T:Let’s give him a favor.(教师在相应的衣服上画一颗心)

（2）学生小组内活动。比一比，谁设计的衣服获得的赞最多。

设计意图：本环节的教学共分三步。第一步，采用迷宫图让学生谈论衣服的主人，巩固复习了从属关系，迷宫图的使用能增加问答活动的趣味性；第二步，通过听Mary和Ann的介绍并记录，训练了学生的听写能力，同时又为学生的自主介绍提供了两个不同的范例，在校对、分析的过程中让学生学会如何有序地表达，为之后的成果展示作铺垫；第三步，则是成果展示、交流的环节。学生在完成前面一系列任务的基础上，通过展示、交流实现了语言的综合输出，综合能力得到提升。在交流过程中，教师还设计了“为你喜欢的设计点赞”的活动，通过同伴的正面评价激发学生参与活动的兴趣，调控学生的学习过程，引导学生主动反思自己在学习过程中的问题。

Step 5.Summary and homework

1.T：Are you happy at the party?A party can bring us joy.Please look at the blackboard.How to have a party?First,we can send an invitation card or make a telephone call to your friends.Then,we should prepare for the party.We should wear nice clothes and get some snacks.At last,we can play happily at the party.

2.Homework.

(1)上网搜集各国不同聚会的内容。

(2)四人一组，设计一个主题Party，向同伴展示自己的衣服等（下堂课展示）。

设计意图：结合板书总结举办Party的流程，使学生对Party有了更深的了解，也使课堂首尾呼应。最后教师设计了一个准备型作业，让学生在上网搜索的基础上与同伴合作设计一个主题Party，体现了语言学习的实践性，培养了学生获取信息、处理信息的能力。

附：板书设计