Unit4 第1课时教学设计
教学目标
1. 能听、说、读、写短语：go on a picnic, take out of, put into, get to the park, meet at the gate。
2. 能在具体的语境中正确、灵活运用以上词汇。
教师准备：
（1）Let’s learn部分的教学卡片。
（2）Let’s learn部分的音频。
（3）一个旅行包，里面装有食物、雨伞等与野餐有关的物品。
教学方法建议
I. 课程导入(Leading In)
1. 课前热身 Part A Warming-up: Look and circle
教师引导学生进行课前问答活动，通过巧妙设计餐饮话题，引出此部分的内容，以下对话仅供参考：
T: Hello, boys and girls. What do you often have for breakfast?
Ss: Milk and bread. / Cookies and juice. /...
T: How about your dinner?
Ss: I have rice and fish. /I have noodles. /I…
T: Well, now open your books and turn to Page 25.
教师让学生想一想晚上都会吃些什么食物，然后将相应的图片圈出来并说一说。
2. 新课导入
教师承接上一部分，向学生出示一张野餐的图片，与学生进行问答练习，从而引出本单元的话题。
T: We talk about so much delicious food. Now I have an idea. Let’s go on a picnic this weekend, OK?
Ss: Great. Let’s go!
Ⅱ. 课程展示活动和过程的设计建议（Presentation)
1. 新课展示 Part A Let’s learn
（1）学习短语go on a picnic
教师出示野餐的图片，与学生对话，帮助学生理解go on a picnic的含义。
T: Look at the picture. Where are they?
Ss: They are in the park / garden /...
T: Well. They are very happy, because they are going on a picnic.
（教师将图片帖在黑板上，将短语go on a picnic板书在图下方）
We often go on a picnic outside. What do we often take?
Ss: We often take some food and fruits.
T: And some drinks, too. We will have a good time.
教师领读该短语，然后让学生分组读，教师注意纠正学生的错误读音。
（2）学习短语 take out of
教师出示所准备的旅行包，与学生进行对话：
T: Look at my bag. I will take these things to the picnic. Can you guess what’s in it?
Ss: Bread, water, ...
请一名学生用手摸旅行包里的物品，并与学生展开对话：
T: What’s in my bag?
S1:（该生摸着说）Bread.
T: Now I take the bread out of my bag. Anything else in the bag?
S1:（该生摸着说）An umbrella.
T: Yes. We should take an umbrella with us. Now take the umbrella out of my bag, please.
教师让同桌两人一组，借助文具盒或书包进行交流，把各自文具盒或书包里的物品边往外取边用句型I take…out of the…陈述。教师注意纠正用法及读音错误。
（3）学习短语put into
T: I want to take these things with me for the picnic. Who can help me put these things into my bag?
教师发指令，请几名学生将物品放进自己的旅行包里。指令参考如下：
Put the bread into the bag.
Put the umbrella into the bag.
练习几次后，教师可让同桌两人一组，一人发指令另一人做动作，借助句型Put the…into your bag / pencil box / desk /…来练习短语，教师注意纠正用法及读音错误。
教学小贴士
趣味拓展
Put your face into your pocket. 这句话按字面意思是“把你的脸放在你的口袋里”。其实这是一句激励人的话，意思是“不要害怕丢脸。”对于学生来说，犯错是在所难免的，面对错误，我们要勇于面对，尤其是对于学习第二语言的学生，这一点更为重要。
（4）学习短语get to the park 和 meet at the gate
T: Great. Now where shall we go?
Ss: We can go to the park / garden...
T: I think the park is good. OK. Let’s get to the park (出示到达公园图) at 9:00 and meet at the gate (出示在公园大门口会合图）.
教师将上述两幅图贴在黑板上，将短语meet at the gate和get to the park板书在图的下方，并领读。
2. 巩固活动
教师播放Let’s learn部分的录音，让学生看书并指读这些短语。本部分的短语在朗读时有多处的连读和失去爆破现象，如短语take out of, put into 的连读现象和get to the park中的失去爆破现象都比较典型，教师要注意引导学生读得连贯、顺畅。
Ⅲ. 操练活动的设计与实施建议（Practice Activities)
1. 游戏：Simon says
教师讲清游戏规则，若指令为Simon says, “Put ... into ... / Take ... out of...”学生则做动作。若没有Simon says，学生则不做动作。教师先带领学生做游戏，几轮之后，可以请几名学生来扮演教师发指令，其他学生做动作。
2. 看谁猜得好
（1）教师向学生出示go on a picnic, take out of, put into, get to the park, meet at the gate这些短语的教学卡片，逐一让学生看图并说出短语，每看、说完一个短语之后就随手把这个图片反着贴在黑板上，直至把五个短语都逐一这样说出、反贴在黑板上。
（2）老师随意指着一张反贴着的词卡问：What activity is it? Can you guess? 让学生说出这张词卡的短语。由于是随意贴、随意指猜，所有学生都一次性猜对的可能性不大，所以就需要让学生多次猜测短语，增加练习的机会。教师在学生猜测几次后翻开图片，让学生集体说出短语。
