新译林版四年级英语上册第三单元第4课时教案

译林版小学英语（2024版）四年级上册Unit3Myweek四上Unit3Myweek第四课时课题Unit3Myweek课时Review&融合绘本阅读课时本课共4课时本课为第4课时总课时第课时课时目标通过本课时的学习，学生能够：1.提取Finn的活动路线（时间、活动等），以timeline的形式梳理；2.根据timeline，小组合作表演Finn和火龙的对话；3.根据图片和对话信息描述火龙不同时期的外貌特征，并感受其语气及心情的变化。教学重难点1.根据timeline，小组合作表演Finn和火龙的对话；2.根据图片和对话信息描述火龙不同时期的外貌特征，并感受其语气及心情的变化。教学准备课内阅读材料：《丽声北极星分级绘本四年级下（江苏版）》TheAngryDragonPPT课件、单词卡、火龙身体特征图片、头饰教学过程二次备课Beforeclass：SingsomeEnglishsongsStep1Pre-reading故事导入：视听入手，引入文本Step1歌曲导入，激发兴趣DoyourememberthesonginourEnglishbook?What’sthenameofit?Step2师生对唱，谈论FinnToday,herecomesanewfriend.HisnameisFinn.TrytosingtoaskaboutFinn’sday?OK?Whendoyougetup,Finn,heiloli,everyday?Whendoyougotoschool,heiloli,everyday?Whendoyougohome,Finn,heiloli,everyday?Whendoyougotobed,heiloli,everyday?Whendoyoupainttrees,heiloli,everyday?Whendoyoupaintbirds,heiloli,everyday?Step3观看视频，引出绘本OurnewfriendFinnlikespaintingverymuch.Whatishepaintingnow?Here’savideoforyou.Paint,paint,paint,paintmybody.Paint,paint,paint,paintmywings.Paint,paint,paint,paintmyfeet.Addmynose,mymouth,myearsandmyeyes.Whatishepainting?Todaywe’lllearnapicturebook.Itsnameis...Whyisthedragonangry?Step2While-reading故事呈现：多元阅读，丰富体验Step4听读P2-4，感知人物形象Weknow,Finnlikesdragonsverymuch.Lookatthepicture,canyouseesomedragons?AfterFinnfallsasleep,（做睡觉的动作）thedragon...(点击出现comestolife)comestolife.(点击龙飞出来)Thedragoncomestolife!(揭幕布)Whatabigsurprise!Butlookatthedragon,howisshe?Whyisthedragonangry?Let’swatchandfindtheanswer.Step5整体感知，多元阅读1.图片环游P5-13，提取主要信息Whyisthedragonsoangry?可参考语言支架：BecauseFinndidn’t...DoesFinnpaintthesethingsforthedragon?HowmanytimesdoesFinnpaintforher?Let’scount.Threetimes!2.第一次相遇（1）学生自读，梳理故事情节Let’sseetheirfirstmeet,it’sfrompage5topage8.Openyourbooksandreadbyyourselves.（2）运用肢体语言，感悟人物心情呈现第5页：Lookatthispicture.Listen!IamFinn.Who’dliketobethedragon?Followme.Who'dliketobethenarrator?(请一学生表演dragon，一学生读第5页)呈现第6页：Now,theymeetattheschoolgate.HowdoesFinnfeel?Why?Howdoesdragonfeel?Dotheaction,Trytouseyourbodylanguage.Trytotastethecharacters’feeling.““Youarealive!Whatareyoudoinghere?”““Youdidn’tgivemeteethandclaws!Whendoyouaddthose?”Whatdoes“those”mean?Whydoesthedragonneedteethandclaws?Becausehecan’teat.Finnisacarelessboy.WhendoesFinnaddteethandclawsforDragon?Let’sreadittogether.Whocanaddtheteethandclawsforthedragon?(请一学生将牙齿和爪子的图片贴在龙身上)（3）小组合作表演Now,threeofyouinagroup,oneisthenarrator,oneisFinn,andoneisDragon.Here’sthetipforyou.Ifyoucanuseyourbodylanguage,youwillget“good”.Ifyoucanuseyourbodylanguageandtastethecharacter’sfeeling,youwillget“perfect”!（4）师生对唱，角色扮演Doyourememberthesong?Wouldyouliketohaveatry?Singinpairsfirst.Who’dliketobethedragon?IamFinn.Herewego!Isthedragonhappynow?3.第二次相遇Let’sseetheirsecondmeet.（1）自读、交流，感悟人物心情Weknnow,Finnandthedragonmeetforthefirsttime,Finndrawstheteethandtheclawsforthedragon.Isthedragonhappynow?Look,theymeet.forthesecondtime.It’sfrompage9topage11.WhydoestheangrydragonstillfollowFinn?Whatdoesthedragonsay?CanyoubetheangryDragon?Whydoesthedragonneedsmokeandfire?Oh,Finnisreallycareless.（2）发挥想象，丰富人物语言IfyouwereFinn,whatwouldyousaytoDragon?WhendoesFinnpaintsmokeandfireforthedragon?（3）小组合作表演Canyouactoutthesecondmeetnow?Howtomakeawonderfulshow?Tastecharacter’sfeelingUseyourbodylanguage.Addyourwords.（4）同桌对唱，角色扮演Youcanactverywell.Canyousingverywell?Whichpairwouldliketoshowus?4.第三次相遇Thistime,Finndrawsthesmokeandthefireforthedragon.Butsheisstillunhappy.Why?Let’sseetheirthirdmeet.It’sfrom...to...（1）学生自读，表演故事Boysandgirls,abigchallengeforyou.First,readbyyourselves,Then,actingroupofthree.Remember:Useourbodylanguage.Tastecharacter’sfeelingAddourwords.Look,Findrawsabigandwarmcaveforthedragon.（贴洞穴）Isthedragonhappynow?（2）男女生对唱，角色扮演Look,it’ssongtime!Boys,youarethedragon,girls,youareFinn.Herewego!Step6借助儿歌，再现故事1.师生合作，完成儿歌Let’sgooverthestory.Weknow,Finnandthedragonmeetthreetimes.Who’dliketobethedragon?IamFinn.Listentous.（师生一起完成chant）Youdidn’tgivemeYoudidn’tgivemeteethandclaws!Youdidn’tgivemeteethandclaws!Iamangry—veryangry!When?When?Whendoyouaddmyteethandclaws!?DearDragon,deardragon.DonDearDragon,deardragon.Don’tbeangry.Aftergoinghome,inthemorning.Icanaddyourteethandclaws!.2.同桌合作，创编儿歌Howabouttheirsecondmeetandthethirdmeet?It’syourturntochantinpairs.Youdidn’tgivemeYoudidn’tgiveme!Youdidn’tgiveme!Iam—very!When?When?Whendoyouaddmy?DearDragon,deardragon.DonDearDragon,deardragon.Don’tbe.After/Before,.Icanaddyour.3.细读P14—15，重新审视人物形象Listen,whathappensnext?（播放录音ButFinnwantstopaintonemorething)What’sit?Atlast,FinnpaintsalittledragonchildforDragon.（贴last和adragonchild）HowisDragonnow?Step3Post-reading故事迁移：深度思考，升华认知Step7总结故事，升华认知IsFinnacarelessboynow?Attheendoftheclass,whatdoyouwanttosaytoFinn?Remember:Dosmallthingscarefullyeverydaycanmakegreatthingsanyway.Step4SummaryStep5Homework1.Retellthestorywiththetimeline.2.Actoutthestorywithmorewordsorsongs.本绘本的选择基于教材内容Myday，是教材话题的延伸。导入环节以学生熟悉的歌曲Whendoyougetup?引入话题和人物。继续借助歌曲Whendoyougetup?对唱关于Finn的一天，从而引出关键信息“paint”。通过跟唱chant，帮助学生了解火龙的身体特征及特点，为下面的绘本学习做铺垫，并引出本课学习内容。学生通过阅读封面，观察人物形象，预测故事内容，激活已知经验和已有语言知识，提高阅读兴趣。同时培养学生阅读封面，主动关注文本概念信息的能力。教师引导学生关注绘本图片细节，通过Finn卧室陈设，如玩具龙、龙形拖鞋、被子上的龙形图案、所画的图片等深入分析Finn的人物形象和心理。学生带着问题图片环游，第一次快速阅读，目的是提取关键信息，找到火龙需要Finn为其增加的身体部位或物品，