教科版四下-Module 6 Celebrations-Unit 12 Christmas is coming-Story time-ppt课件-(含教案+视频+素材)--(编号：d0228).zip

执教：海珠区第二实验小学执教：海珠区第二实验小学 2019.05.30 What are you going to do on Childrens Day? author 作者作者 title illustrator 插画家插画家 runghunt use a gun to hunt Are they scared? No！They are not scared. glass grass mummud cakecave wave n.名词名词 wavy adj.形容词形容词 wavy grass oozy mud thick narrow gloomy narrow gloomy cave Swishy Swashy! Swishy Swashy! Swishy Swashy! Splash splosh! Splash Splosh! Splash Splosh! Squelch squerch! Squelch squerch! Squelch squerch! Stumble trip! Stumble trip! Stumble trip! Hoooo woooo! Hoooo woooo! Hoooo woooo! Tiptoe！ Tiptoe！ Tiptoe！ Were going on a bear hunt. Were going to catch a big one. What a beautiful day! Were not scared. Un-uh! Grass! Long wavy grass. We cant go over it. We cant go under it. Oh, no! Weve got to go through it! Swishy Swashy! Swishy Swashy! Swishy Swashy! Were going on a bear hunt. Were going to catch a big one. What a beautiful day! Were not scared. Un-uh! A river! A deep cold river. We cant go over it. We cant go under it. Oh, no! Weve got to go through it! Splash splosh! Splash Splosh! Splash Splosh! Were going on a bear hunt. Were going to catch a big one. What a beautiful day! Were not scared. Un-uh! Mud! Thick oozy mud. We cant go over it. We cant go under it. Oh, no! Weve got to go through it! Squelch squerch! Squelch squerch! Squelch squerch! Were going on a bear hunt. Were going to catch a big one. What a beautiful day! Were not scared. Un-uh! A forest! A big dark forest. We cant go over it. We cant go under it. Oh, no! Weve got to go through it! Stumble trip! Stumble trip! Stumble trip! Were going on a bear hunt. Were going to catch a big one. What a beautiful day! Were not scared. Un-uh! A snowstorm! A swirling whirling snowstorm. We cant go over it. We cant go under it. Oh, no! Weve got to go through it! Hoooo woooo! Hoooo woooo! Hoooo woooo! Were going on a bear hunt. Were going to catch a big one. What a beautiful day! Were not scared. Un-uh! A cave! A narrow gloomy cave. We cant go over it. We cant go under it. Oh, no! Weve got to go through it! Tiptoe！ Tiptoe！ Tiptoe！ They see something in the cave! Un-uh! One shiny wet nose! Two big furry ears! Two big goggly eyes! goggly WHATS THAT? ITS A BEAR ! What is the bear like? It has one shiny wet nose. Two big furry ears. And two big goggly eyes. What will they do next? 1 Were going on a bear hunt 绘本教学设计绘本教学设计 一、教学内容分析一、教学内容分析 We re going on a bear hunt 是英国儿童文学家 MIchael Rosen 的经典绘本。这是一个关于 全家一起去猎熊的故事。全文以韵文朗诗的方式呈现，语言复现率高，拟声词丰富，朗朗上 口。故事悬念设计巧妙，內容温馨有趣，插画风格清新自然，是一本能够让孩子们感受阅读 乐趣的英文绘本。 二、教学对象分析二、教学对象分析 本次教学对象是四年级的学生，已有四年的英语学习基础。四年级学生精力旺盛，思维 活跃，乐于表达，对英语学习有浓厚兴趣。从四年级下学期开始，老师利用早读或课余时间 给孩子们讲英文故事、一起阅读英文故事，大部分学生对阅读的兴趣浓厚。本节绘本课通过 图片环游、观看故事视频、游戏学词、唱演故事等方法，生动地呈现故事内容，充分调动了 学生学习的积极性，培养了学生的阅读兴趣。通过观察和预测，发展学生的思维能力，进一 步提升学生的阅读能力。 三、教学目标三、教学目标 （一）语言能力 1. 能在语境中理解新词组 long wavy grass, a deep cold river, thick oozy mud, a big dark forest, a swirling whirling snowstorm, a narrow gloomy cave 和拟声词的意思，并能准确朗读 出词组和拟声词。 2. 能通过图片、动作和上下文猜测词义，正确理解文本内容。 3. 能整体感知、理解故事，并能流利朗读故事。 4. 能小组合作，表演故事。 （二）学习能力 1. 能通过阅读故事封面，获取基本信息，培养文本概念的意识，增强学生对绘本结构的 理解。 2. 能运用自然拼读法和以旧引新的方法学习新单词。 （二）思维品质 能通过看图预测、推测、想象、讨论故事情节、表演故事等活动锻炼思维，提高阅读素养。 四、教学重难点四、教学重难点 1. 理解、熟悉故事内容和情节发展，流利朗读故事。 2 2. 小组合作表演故事。 五、教学媒体：五、教学媒体： 教学课件、视频、绘本、阅读任务纸等。 五、教学过程：五、教学过程： I. Pre-reading 1. Sing a songs: Months of the year 12. Free talk: What holiday is coming? What do you like doing for Childrens Day? 【设计意图】复习旧知，活跃课堂氛围。 3. Read the book cover and predict 【设计意图】培养文本意识和读图习惯，预测故事内容，激发学生的阅读兴趣。 II. While-reading 1. Watch the first part of the story and finish the map in groups 【设计意图】学生观看故事前半部分的视频，小组合作给图排序。初步了解故事中人物行动 的路线。 2. Check and learn 引导学生说出一家人去的地方，贴图并学习新单词。 【设计意图】通过自然拼读法和以旧引新学习新词，培养学生自主学习的能力。 3. Game: Whats missing? 【设计意图】操练新单词，巩固新知。 4. Independent reading 【设计意图】学生独立阅读故事前半部分，了解故事细节，深入理解故事内容。 5. 学习词组 long wavy grass, deep cold river, thick oozy mud, big dark forest, swirling whirling snowstorm, narrow gloomy cave 【设计意图】检测学生对重点词组的理解。 6. Act and learn：师生一起唱读故事。 7. Predict and read the end of the story. 【设计意图】阅读故事结尾前，先让学生预测和大胆想象，发展学生的思维能力。 3 III. Post-reading Work in groups and try to act out one part of the story IV. Sum up: T: What have we learn today? 六、作业布置：六、作业布置： 1. 朗读故事，尝试表演。 2. 尝试阅读作者的其他故事书。 七、板书设计：七、板书设计：