英语人教版四年级上册Unit 3 Part C Story time教学设计

Unit 3 My friends! Part C Story time教学设计与反思 蔡淑真 厦门市海沧区青礁小学一、热身复习活动1. 师生互相问候教师语言设计：Good morning, boys and girls. How are you? Im fine, thank you.活动2. 播放歌曲 “Friends”，组织学生跟唱。教师语言设计：Show me your hands. Lets clap and sing a song “Friends”. Great! You can sing verywell.活动3. 猜谜。教师做动作，学生猜是什么动物。教师语言设计：Now lets play a guessing game. I do the action, and you guess what animal is it, OK? Yes, rabbit. Great, cat. Good, dog. Wonderful, monkey. You did a good job. One point for boys and one point for girls. And today youre going to have a competition between boys and girls. So try your best and be the winner.【设计意图】通过唱歌，创设轻松自由的英语学习氛围。歌曲 “Friends”紧扣本节课主题，为后面的故事学习做好铺垫。通过猜谜游戏，激发学生学习积极性，并且复习旧知，为后面故事的学习奠定基础。二、语言呈现活动1. 利用Guessing game, 引出本节故事的主人公Ms. Rabbit，让学生讨论他们所熟悉的关于兔子的故事，进而引出本节将要学的故事Ms. Rabbit and the turnip.教师语言设计：Look! Who are they? Yes, Zoom and Zip. Zoom and Zip have a good friend. Do you want to know who is it? So please guess. It has two long ears. It has two red eyes. And it has a short tail. What is it? Yes, rabbit. Youre so clever. So do you know any stories about rabbit? So today were going to learn a story about Ms. Rabbit and a turnip. 活动2.创设故事开始前情境（课本第一幅插图），引出并操练句型 “Wow! Its so big!”. 同时引导学生关注Ms. Rabbit的表情和心情，从而带着正确的情感模仿句型。教师语言设计：One day, Ms. Rabbit is hungry. And look, there is a big turnip. What does she say? Lets listen. “Wow! Its so big!”Is she happy? Yes. 活动3.播放课文第一、二两幅插图动画，学生看完后回答：Can she pull it up? ( / ) 然后核对答案。教授句型 “Oh, its too big. I cant pull it up.”并操练（注意pull it up连读指导）。同时也引导学生关注Ms. Rabbit这时的表情与心情，并带着正确的情感模仿句型。教师语言设计：Theres a big turnip. But can Ms. Rabbit pull it up? Lets listen and find out. Ms. Rabbit said, “Oh, its too big. I cant pull it up.” Is she happy now? No, shes upset. 活动 4. 引导学生对Ms. Rabbit应该怎么办进行猜测（侧重提醒学生Ms. Rabbit有很多朋友），听音引出句型“Come on, friends. Please help me.”并操练。教师语言设计：Look, Ms. Rabbit is in trouble. She cant pull it up. But we know she has many friends, right? So if youre Ms. Rabbit, what will you do? Yes, ask friends for help. How does she ask for help? Lets listen. 活动 5. 播放课本第三、四、五、六幅插图动画，学生看完回答问题：Who comes for help?& Can they pull it up? 然后核对答案时，引出句型“Were coming!”“Im strong. Lets work together.”教师语言设计：Great. Monkey, dog, cat, Zip and Zoom. Did you remember who comes first? Is it Zoom? No. So who come first? Yes. Monkey, dog, cat and Zip. They said, “Were coming.” One, two, three, pull! Can they pull it up now? No, they cant. So at this time, Zoom is coming. He said, “Im strong. Lets work together.”活动 6. 创设台风“莫兰蒂”过后一片狼藉，人们一起救灾的情境，帮助学生理解句型 “Lets work together.”教师语言设计：Now the typhoon is coming. Look, many things are destroyed. But after typhoon, lets work together. The flood Lets work together. Our classroom is also dirty. Lets work together.活动 7. 播放课本动画，学生画出最喜欢的句子，引导学生关注寻求和给予帮助的四个句子教师语言设计：Now please listen again and circle sentences you like best. As for Miss Cai, I like “Come on, friends.Please help me.” Because when we ask fo help, we can say like this. I also like “Were coming. Lets work together.” Because when we can offer help, we can say like this.活动 8. 学生思考并给故事拟标题，并适时进行情感教育（朋友之间应互相帮助，懂得寻求帮助，也应给予帮助。患难见真情等。） 教师语言设计：Boys and girls. After learning the story. Can you make a title for it? Never mind. I can give you some choices. Which one is better？ Yes. Ms. Rabbit and her friends. Because it is with the help of friends, Ms. Rabbit can pull the turnip up. So friends are so important. And here are some tips for you. 活动 9. 听音模仿跟读。指导学生可边跟读边加入肢体动作，增强记忆与理解。教师语言设计：Now lets listen and imitate. Please pay attention to your tone and intonation and add your body language.【设计意图】通过学生熟知的故事引出话题，然后通过对文本的层层解读，让学生充分理解文本内容，了解并熟悉故事的内容，为后面故事的表演做好充足的准备。在引导孩子模仿跟读操练时，侧重引导学生根据故事情节理解故事人物的情感，并运用正确的语气语调进行模仿，在这一过程中，学生更进一步了解故事的情节和内容。同时，创设符合学生生活实际的情境，让学生理解新知中较难理解的句子。第二遍听音画出学生最喜欢的句子，引导学生理解寻求帮助和给予帮助的句子，突出故事的真谛。最后让学生给故事拟标题，升华故事的内涵。三、语言操练活动1. 读一读，连一连。核对答案。教师语言设计：Take out this paper. Please read and match. Now lets check the answers.活动2. Memory game. 教师语言设计：Now lets play a memory game. Please say as quickly as you can. 活动3. Sing a song. (自编)教师语言设计：Lets sing a song. Pull it up. Pull it up. Hei yo, hei yo, pull it up. Hei yo, hei yo, pull it up. One, two, three, pull it up. Come on and work together. Hooray!【设计意图】读图连线，考查学生对故事内容的程度。记忆游戏加强学生对故事的理解，也为后面故事的表演做好充足准备。利用熟悉的歌曲“拔萝卜”旋律，自编歌谣，让学生在开心唱歌的同时，也巩固了本故事的重点句子。四、语言运用活动1：Role play.(1)师生示范，教师带上Rabbit Bob头饰，邀请几位学生上台共同表演示范。教师语言设计: Boys and girls, lets do a role play. Now Im Rabbit Bob. Who will be Monkey/Cat/Dog/Zip/Zoom? You, please. Lets say 1,2,3, action!(2)生生示范教师语言设计: Now who will be Rabbit Bob/ Monkey/Cat/Dog/Zip/Zoom? You did a good job.(3)小组上台表演反馈教师语言设计: Times up! I will call some groups to show. You did a good job. Im so proud of you. 活动 2. 学生发挥想象，小兔子会把turnip怎么样。教师语言设计: Now plese fly your imagination. What will Ms. Rabbit do with the turnip? Yes, maybe she will invite her friends to her home and have a party. Maybe活动 3. Listen and number教师语言设计: As we know, Ms. Rabbit has many friends. And we have many friends. Here they come. Who are they? Lets listen and number.活动 4. 唱歌 “Friends”教师语言设计: Now lets clap hands and sing a song “Friends”. You can sing very well!活动 5. 小结教师语言设计：Today weve learned a warm story about Rabbit and her friends. Make more friends and be a real friend. 活动5. 布置家庭作业教师语言设计：(1) Listen and imitate (2) Make a poster of your schoolbag and introduce your schoolbag to your friends and family活动7. 总结评价，结束课堂教师语言设计：Lets see who is the winner. Boys. Congradulations! Girls are also wonderful. Thats all for today. Class is over. See you! 【设计意图】小学生乐于表演是天性，考虑到学生学习的兴趣与认知特点，让学生以小组表演故事，充分调动他们运用英语进行故事表演的积极性。学生在玩玩演演中学习与运用英语。表演完故事后让学生想象故事的结局，