monster上课稿

1、 教学案例设计Join In剑桥小学英语 四年级下册（三年级起点） Unit 6 Holidays：A story - The monster. 戈首雁 一、教学指导思想与理念： 英语课程标准指出：激发和培养学生学习英语的兴趣，是学生树立自信心，养成良好的学习习惯和形成有效的学习策略，发展学生自主学习的能力和合作精神是小学英语教学的基本任务。所以在教学中教师要充分发挥学生的学习积极性，注重培养学生听、说、读、演的能力，积极引导学生参与、体验、交流和合作，让学生在学习活动中懂得仔细倾听和认真思考在英语学习中的重要性，并且通过多种活动增强学生学习英语的信心。 因此，根据新课标精神和小学生的身心发展

2、的特点，本课的教学设计，以“力求构建文化课堂”的思想为指导，以学生为主体，教师为主导，在课堂中运用多种方法促使学生多说、多听、多读、多写，激发保持学生的学习兴趣，引导学生积极主动地参与到学习活动中，享受学习的快乐，真正成为学习的主人。二、教材分析我执教的这一课The monster是一篇故事教学课。根据大纲的要求和教材的特点：剑桥小学英语以“多元智能理论”为主导思想。教材提供了相关的情景模式以便学生进行对话依照，使学生能够在具体的情境中将学过的内容进行整合和运用，使知识在其头脑中形成系统。教学内容以学生为中心,以主要人物的活动为主线,围绕最常用最基本的英语词汇句型和交际用语逐步展开教学内容。在

3、本课中，通过教师游戏情景的设置，让学生把所学的单词及句型进行简单的综合运用，通过听故事、讲故事、演故事等形式来进行思想教育，使学生养成良好的学习习惯，让他们积极参与到学习实践中来，培养学生的观察、记忆、思维、想象能力和创新精神，从而达到学习英语知识的目的。三、 学情分析 在四年级下学期,学生保持了英语学习的浓厚兴趣，已经储备了一些的语言知识，也积累了一些语言学习经验，正在初步形成自己的学习策略。课堂中能基本上运用语言材料，在虚拟的情景中进行真实的交流，有一定的创造力和感染力。本课设计针对四年级学生爱玩、好动的天性，把多种句型的练习融入到各种语言环境中去，鼓励学生通过体验、实践、讨论、合作、探究

4、等方式，发展听、说、读、写的综合语言技能。四、教学目标 基于对英语课程标准的学习和教材内容的分析，根据学生已有的认知基础和本课在单元之中的地位和作用，并结合学生的认知规律，我确定了如下教学目标：知识目标（1）Learn the new word and phrases: bathroom, bedroom, living room, kitchen, have a bath, wash the dishes.（2）学生能听懂会说句子:In the (bathroom) the hippo is (having a bath.) In the (kitchen) the (rabbit) is

5、(washing the dishes).In the (living room) (a fox and a snake) are (playing table tennis).（3）Learn to understand the story.（4）Try to read and act the story. （5）Try to create the new ending of the story.能力目标通过实践性学习培养学生听说读写以及综合运用英语进行交际的能力。情感目标(1)通过习得并表演生动、有趣的故事，激发学生学习英语的兴趣；提高他们获取信息和组织语言的能力。（2）通过同桌练习、小组

6、操练等活动促进学生之间的友谊，培养学生团结合作的优秀品质。（3）通过本课的学习培养学生敢于面对恶势力，遇事沉着冷静，开动脑筋想办法求助及自救的意识。五、教学重点理解故事的内容 ,巩固正在进行时的句型结构“be doing”。六、教学难点尝试表演故事和创编故事结尾。七、教具准备PPT, tape recorder, cards, animal headwear and so on. 八、教法和学法1. 教法英语课程标准强调英语课堂教学应从学生的学习兴趣、生活经验和认识水平出发，倡导体验、实践、参与、合作与交流的学习方式和任务型的教学途径，以发展学生对语言的综合运用能力。（1）任务型教学法（2）情

7、景教学法（3）愉快教学法 （4）激励法2. 学法“授之以鱼，不如授之以渔。”根据本课教学内容的特点和学生的认知特点，我采用了小组合作学习、自我探究等多种学习方法，在保持学生学习兴趣的基础上提高语言表达能力，为学生的发展提供了有力保证。九、教学过程和设计思路Step 1 Warming up （pre-reading）1GreetingsT: Hello, Im Mrs Zhang. Nice to meet you, kids. 2Play a game. T：Now look and guess. What is he/she doing? （指名男女学生各一名上台表演动作，其他同学猜相应的

8、动词词组,以此来复习之前所学过的动作词组。）T Ask: What are you doing? S1/S2: I am . Ask: what is he/she dong? Ss: He/she is .Ask: what are they doing? Ss: They are. Ask: what are you doing? Ss: We are . 来检测答案，以此来复习该句型的人称单/复数形式，为新课做准备。设计意图：在这个环节，学生在很短的时间内既复习了大量的旧知，为学习新课作好了铺垫。也激发了学生说的兴趣，避免了对话复习形式的枯燥、乏味现象。Step 2 Presentati

9、on (In-reading) A.设置情境，引入话题1.Free talkPPT oneT: whats this? Ss: Its a taxi.T: Yes, its holiday taxi. The animals are on holiday. Hi, elephant, fox. Hi, dog, duck. Have a nice holiday.Ss: hi,have a nice holiday.板书：holidayDo you like holidays?Ss: Yes, I do.T设计意图：帮助理解holidaysPPT twoT: what are the anim

10、als doing on holiday? PPT Ss: They are swimming. They are playing basketball.设计意图：轻松谈话，切入主题 2.PPT呈现房型的平面图。T: This is my house. T：Oh, there are four rooms in my house, what are they?1） PPT 出示bed 图片 引导学生猜出 bedroom.bedroom 练习dr的发音。T: (a picture of bed) Guess: Whats this?Ss: Its a bed.T: Yes, its a bed.

11、 We put the bed in a.(Body language help.)Ss: Bedroom.T: Wonderful. (出示单词卡片 bedroom.) Its a bedroom. Ss Practice. 2)PPT 出示living room 的图片，引导学生学说living room。出示单词卡片Ss Practice.设计意图：由图片带来的视觉刺激导入新单词，学生充分发挥联想能力，对旧识进行重组、整和，从而通过自己的探究获取新知，体会成功的喜悦。3)(PPT: 点击voice of having a bath) T: Lets play a game: listen

12、 and guess. Whats this? (Body language help)Lead Ss to say: Have a bath. 出示单词卡片Then Lead in: I am having a bath. 边做边说T: Yes, I am having a bath in a. (Say it slowly.) Ss: Bathroom. (PPT shows the picture and the word.) T: Yes, very good. (出示 the card of bathroom.) Its a bathroom. Ss practice. 4）T:（P

13、PT：点击voice of washing the dishes.）T: Whats this? (Show a dish)Ss learn to say: dish 单词卡片T: What are they? (show two dishes)Ss: dishes. 单词卡片T:(Body language help)Ss learn to say: Wash, wash, wash, wash my face, wash my hands, wash the dishes. 边做边说出示wash the dishes卡片T: Yes, good. We can wash the dishe

14、s in the. (Show the card of kitchen.)Ss learn to say: Kitchen.T: Wonderful. Its a kitchen.师按音节教授新单词: kitchen （拼读：kit ch en）t不发音设计意图：在游戏中由声音素材引入新词，学生兴趣盎然，避免教师生硬地输入新知，教学效果好，学生易于接受、参与面广且记忆深刻T: What can we do in the bathroom/bedroom/living room/kitchen? Ss: We canin the.（边做动作边练说）设计意图：此环节的学习和新授，为学生能准确理解和

15、阅读故事作下铺垫。（3）课件呈现写有“sweet home”的房子图片T: Yes, its really a nice house. I hope this is my home, sweet home.学生练说：Home, sweet home设计意图：引导学生读Home 和sweet home，体会其中感情，读出温馨感觉。B. Skimming 扫读故事T: Today we are going to learn a new story: The monster. (板书) read the title together. PPT 出示monster 图片。第一遍整体听T: Please

16、 turn to page 46, listen to the tape carefully, then answer my questions. Q What is this story talking about? Ss: The monster. 肢体语言提示。(2)How many animals are there in the story?Ss: Seven animals .Q(3) Who are they?S1: Hippo.S2: Lion.S3: Fox.S4: Hamster.S5: Mouse.S6: Snake.S7: Rabbit.设计意图：初步理解故事大致情节，

17、让学生整体感知。C. Intensive reading（精读故事） （1） Learn part one of the story (picture13)T: look at the pictures1,2,3 and listen to the tape carefully. PPT 呈现故事的第一部分，学生听后回答。 出示问题4: Who is on holiday? Whose house is it? S1:A hamster and a mouse.出示问题5:Who is at home? S2:A rabbit.出示问题6：Who breaks into the house?

18、S3: A hippo, a fox, a lion and a snake.设计意图：细致的听和跟读帮助学生明确谁是房子的主人，深刻理解故事内容。（2）T: listen again, follow and imitate the story.（2） Learn part two of the story（学习故事的第二部分picture410）T: The mouse and the hamster are on holidays, only the rabbit is at home. Lets watch the story. 课件呈现故事的第二部分出示问题7: who comes h

19、ome? Ss: A hamster and a mouse. T: There are four big animals breaking into the house, 出示问题8：What are the animals doing? 课件呈现四幅图，让学生边听边在书上找出相关的信息。Show the table and give an example:WhoDoingWhereA hippois having a bathin the bathroom设计意图：用填空的形式帮助学生理解这段语言材料。T: What is the hippo doing? S1: In the bathr

20、oom a hippo is having a bath. （板书句型，贴上卡片）T: What is the lion doing?S2: In the bedroom the lion is watching TV.T: What are the fox and the snake doing? S: In the living room a fox and a snake are playing table tennis. (板书句型，贴上卡片)T: What is the rabbit doing?S: In the kitchen the rabbit is washing the

21、dishes.（板书句型，贴上卡片）Ss practice. (先听和跟读，然后自由读，最后指名读。照顾全体学生，人人能参与。)设计意图：重点句型，重点操练。T: Look at the four big animals, 出示问题9 ：How are they feeling now? S: They are very happy.出示问题10：T: Are the mouse and the hamster happy?S: No, they are unhappy/sad/T: What about the rabbit? S: The rabbit is sad/tired/unhap

22、py设计意图：Feelings是学生已知内容，此环节既整合了语言知识，亦帮助学生知晓故事内涵，体会动物性格，学会正确朗读。T: Who are at home?S: The four big animals.T：They are thieves. How are you feeling now?Ss: I am angry.设计意图：教师引导学生说出想帮助小动物的愿望，要把大动物赶走。过渡自然。T: If you are the hamster, the mouse and the rabbit, what can you do?（小组讨论并回答）Ss:.T: You are so cleve

23、r.设计意图：给予学生充分的想象空间，激发他们的思维，倾听他们的奇思妙想。（3）Learn part three of the story（学习故事的第三部分Picture1114）T: You are angry, Small animals are angry, too. They have got an idea.灯泡形状的图片. 出示问题8: Whats the idea? Ok, lets look.课件呈现故事的第三部分T: 做敲门状的动作knock,发出knock的声音，帮助学生理解。T: Please listen to the tape, then answer me :“w

24、hos knocking?” Listen to the tape.Ss: The big crocodile.T: When the big animals look at the crocodile, how are they feeling?Ss: They are scared.学生跟读Whos knocking? The big crocodile. Help! Help!读出极度惊恐的语气。表演读。4）出示问题11 揭晓答案：“T: whats the idea? Ss: To be the monster. 出示问题12T: who is the monster? Is it t

25、he big crocodile?师指图片Ss: No, The mouse and hamster.T: Who is at home now?S: The mouse, the hamster and the rabbit.课件呈现故事的最后答案。设计意图：让学生理解故事结局是小动物们通过自己的聪明才智赶走了大动物，房子物归原主。Step 3. Post-reading1、深入分析动物性格T: Therere seven animals in this story. Which animal do you like best? Why?S: 导入动物个性的单词2、由故事联系生活，渗透思想教

26、育T: When we are in danger, dont be worry. We should open our minds to get help from others or just help ourselves. I believe you can, brave and clever children. 设计意图:教育学生遇事沉着冷静，开动脑筋想办法求助及自救。3、学生跟读故事（课件呈现整个故事，强调模仿语气,读出感情）4、分角色表演故事（指名示范）设计意图：带有指导性质的示范：如小组内角色的分配，各类动物的表情、语气及动作。5、组内分角色练习表演故事选择自己喜欢的角色，和小组

27、同学合作表演故事片段,并鼓励学生尝试着描叙故事的新结局。6、在全班表演故事The monster片断Step 4 HomeworkDiscuss the end of the story.Draw and describe a new ending to your parents.设计意图：指导学生课后讨论故事的结局，除了书上的办法外，还有更好的吗？然后以小组为单位进行汇报。（结合本节课的所学内容，我设计了此项讨论活动，让学生与小组成员进行有意义的交流。将课本的学习拓展到课后，紧密联系生活实际，使他们能在生活中真正地运用所学语言进行交流，以达到学以致用的目的。在交流信息的过程中，让学生学会勇于

28、面对恶势力并与其斗智斗勇，体验成功的快乐！ Blackboard design:The monsterA hippo is having a bath in the bathroom. Have a nice holiday.Whos knocking? A lion is watching TV in the bedroom.A fox and a snake are playing table tennis in the living room.A rabbit is washing the dishes in the kitchen. brave/clever hamster and mousediligent /timid rabbit stupid/rude big a