冀教版（三起）四下Unit 4 My Favourites-Lesson 24 The Diffos-ppt课件-(含教案+音频)--(编号：65773).zip
StoryStory timetime B4L24:B4L24: LetsLets DoDo Listen to the story. LetsLets LookLook 1. Their favourite colour is purple. ( ) 2. Everyone is wearing purple clothes, socks and shoes. ( ) 3. They like to wear hats. ( ) Read Pictures (1, 2) quietly ,then judge: 1. The Diffos like to eat breakfast in the _. A. morning B. afternoon 2. Everyone likes _. A. sandwiches B. pizza 3. Their favourite dessert is _. A. cake with ice cream B. fish with ice cream Read Pictures (3,4 )quickly ,then choose: B B A 1. What does David like to do? 2. What does Debbie like to do? Where? 3. Whats the meaning of “mad”? Read Pictures (5 to 8) loudly ,then answer: David likes to play with his dog. Debbie likes to fly kites inside the house. 愤怒的，生气的愤怒的，生气的 The people always get mad at the Diffos. Because the David and Debbie like to sing songs in the library. Who gets mad? Why? Choose some pictures that you like, then read it . （选择故事中你最喜欢的部分来读一读）（选择故事中你最喜欢的部分来读一读） Read the story again. Fill in the blanks: The Diffos favourite colour is_, they like to wear_. They like to eat breakfast in the_, they like to eat sandwiches, their favourite dessert is fish with ice cream. David Diffo likes to play with his dog, Debbie Diffo likes to_ inside the house, they like to sing songs in the library. So the Diffos are_. Word List different purple fly kites afternoon hats different purple hatsafternoon fly kites How do you think of the Diffos? They are _. A. funny (有趣的） B. strange (奇怪的） C. magic (神奇的） D. happy E. lucky（幸运的）（幸运的） I hope everybody has a a happy,happy, funny,funny, magic,magic, warm,warm, lovelylovely family.family. Homework: Choose your favourite person of the Diffos, then tell his/ her story to your friends. 小学英语冀教版小学英语冀教版 B4L24B4L24 英语学科教学设计英语学科教学设计 课题 名称 Lesson 24： The Diffos课型故事 教学 学习 者 分析 四年级在小学教育中正好处在从低年级向高年级的过渡期，学生开始从 被动的学习主体向主动的学习主体转变，开始意识到“自己”思维形式向 抽象思维过渡可以进行复杂的分析，孩子注意力增强，注意力的稳定性 由分钟提高到分钟。 分析 学习 内容 分析 本课的故事集合了本单元的重点词汇和句型，但故事本身却没有一个像 童话故事一样的发展情节，图片比较散，每个家庭成员的特点介绍没有 规律可循，信息较难进行系统整理，人物名称和动词的单三形式读起来 比较绕口，故事中没有学生认为较难在词汇。 知识 技能 1.学生能够理解整个故事文本，能够梳理清楚故事的脉络。 2.学生能够读出故事中感兴趣的图片。 3.学生能用自己的语言来描述故事的某个片段或图片。 4.能够激发学生阅读英文小故事的兴趣。 学习 策略 1.对所学习内容能主动练习和实践。 2.积极运用所学英语进行表达和交流。 教学 目标 文化 意识 情感 态度 1.乐于模仿，敢于开口，积极参与，主动请教。 2.善于发现故事中人物的不同个性，从而培养创新思维，引导学生 自身个性的良好发展。 预习 作业 初读故事，了解故事大意，画出不会单词和句子，小组内进行讨论，并解决。 教学 重难 点 教学重点: 学生能够读懂，理解整篇故事。 教学难点: 学生能够理解故事，梳理清楚故事的脉络。 教学 准备 课件，板书中重点词汇的词卡，磁带，奖品（折纸式的各种小帽子，冰激凌， 风筝） 板书 设计 一Greetings: 1.T: Good morning, everybody! Ss: Good morning, Sally. T: Are you happy today? Ss: Yes. T: Lets do the Fingers Exercises. 2.Do the Fingers Exercises. 二The story. 1.Pre-reading T: Well done, dear boys and girls, now show me your fingers please, how many fingers in one hand? Ss: five. T: Yes, five fingers just like a family, not one less. （缺一不可） 依次介绍故事的五个主人公依次介绍故事的五个主人公 T: Look, (黑板上画有五个圈) there is a family, there are five members, their family name is “The Diffos”, follow me please. Ss: The Diffos, the Diffos. T: (指着黑板中间的一个圈，边画 David 边来介绍家庭成员) This is a boy, his name is David Diffo, we can call him David. Please follow me. S1: David. S2: David. T: This is Davids father, we can call him Mr. Diffo, together.（T 黑板上画 Mr Diffo） Ss: Mr Diffo T: Look this is a woman, she is Davids Ss: Mother.（画 Mrs Diffo） T: Yes, she is Mrs Diffo. Ss: Mrs Diffo T: Here is a girl, she is Davids Ss: Sister. T: Yes, she is Debbie Diffo, we can call her Debbie, follow me. Ss: Debbie(画 Debbie) T: Oh, whats this? Its an animal. Ss: Its a dog. T: Yes, the dogs name is Diffo Dog, together. S1: Diffo Dog. S2: Diffo Dog. S3: (画 Dog) 2.While-reading (1) Look at their books, and listen to the story. T: The Diffos are different(板书贴 different), why? Lets listen to their story. (2) Show “different” T: The Diffos have many differences, lets have a look. (3) Read and Judge T: Please read Picture 1 and 2 quietly, then judge. 1. Their favourite colour is purple. ( ) 2. Everyone is wearing purple clothes, socks and shoes. ( ) 3. They like to wear hats. ( ) Read Pictures (1, 2) quietly ,then judge: T: No.1 Their favourite colour is purple. Ss: Right. T: So we can say “The Diffos like purple.”(贴板书 like purple) T: No.2 Everyone is wearing purple clothes, socks and shoes. Ss: Wrong. T: Why? Ss: David is wearing a green sock. T: Where is his purple sock? Ss: The dog has. T: Yes, No.3 They like to wear hats. Ss: Right. T: Say together. (贴 like to wear hats) T: Where do they like to wear hat? Mr. Diffo wears hats on his Ss: Fingers. T: Yes. (板书在 Mr. Diffo 手指上画帽子) T: David wears hat on Ss: His head. （板书在 David 头上画帽子） T: Debbie Diffo wears hat on her Ss: Nose. （板书在 Debbie 鼻子上画帽子） T: Do you like to wear hats? Ss: Yes. T: Where do you wear your hats? On your fingers? Foot? Nose? Ss: No, we wear hats on our head. T: So, the diffos are different. Now lets say something about Picture 1 and 2. （指着板书进行第一二幅图的复述，此环节给能用自己语言复述的同学奖品鼓励， 奖品为各种颜色的折纸帽子） S1: The Diffos like purple. S2: The Diffos like to wear hats. S3: Mr Diffo wears hats on his fingers. S4: David wears hats on his head. S5: Debbie wears hats on her nose. T: Lets say together. Ss: (4). Read quickly, then choose. T: Lets go on the story, read Pictures 3 and 4, then choose. 1. The Diffos like to eat breakfast in the _. A. morning B. afternoon 2. Everyone likes _. A. sandwiches B. pizza 3. Their favourite dessert is _. A. cake with ice cream B. fish with ice cream Read Pictures (3,4 )quickly ,then choose: B B A T: No.1, The Diffos like to eat breakfast in the_. Ss: Afternoon. T: Good. (板书贴 like to eat breakfast in the afternoon.) T: Do you eat breakfast everyday? When do you eat your breakfast? In the evening/afternoon? Ss: We eat breakfast in the morning. T: Oh, so the Diffos are very different. T: No.2, everyone likes Ss: Sandwiches. （板书画 sandwiches） T: No.3, their favourite dessert is “dessert” means S1: 甜点，甜食。 T: Yes, you choose Ss: B. T: Great. （板书画 fish with ice cream） T: Well, you know, Sally, I like fish, and I like ice cream, but I dont like fish with ice cream. Do you like it? Do you think its very delicious? Ss: No, its not delicious. T: But the Diffos like it very much. So they are different. Now lets say something about Picture 3 and 4. S1: The Diffos like to eat breakfast in the afternoon. S2: They like sandwiches. S3: They like fish with ice cream. T: (发奖品折纸冰激凌) Excellent. Lets say together (5) Read loudly, then answer. T: Lets go to the last part of this story. Read Pictures 5 to 8 loudly, then answer. 1. What does David like to do? 2. What does Debbie like to do? Where? 3. Whats the meaning of “mad”? Read Pictures (5 to 8) loudly ,then answer: David likes to play with his dog. Debbie likes to fly kites inside the house. 愤愤怒怒的的，生生气气的的 The people always get mad at the Diffos. Because the David and Debbie like to sing songs in the library. Who gets mad? Why? T: No.1, What does David like to do? S1: David likes to play with his dog. T: Read together.（板书连线 David and dog） Ss: T: No.2, What does Debbie like to do? Where? S2: Debbie likes to fly kites inside the house. T: Read together. (板书画 Debbie likes to fly kites.) Ss:. T: Can you fly kites? Ss: Yes. T: Where can you fly kite? In the river?/apartment? Ss: No, in the park/ on the playground. T: But Debbie likes to fly kites inside the house. Can she fly the kites? Ss: Yes/No T: Maybe Debbie is a magic girl, maybe the kite is magic, too. So Debbie is different. T: No.3, Whats the meaning of mad? S1: 生气的. T: Yes, it means angry. Who gets mad? Ss: The people get mad at the Diffos. T: Why? Ss: Because the David and Debbie like to sing songs in the library. T: Great. (板书画出 David and Debbie 唱歌的符号) Children, what do you like to do in the library? Fly kites? Dance?. Ss: No, we read books in the library. T: You are all good students, so we know that Davie and Debbie are different. Now lets say something with your own words. S1: Davie likes to Play with his dog. S2: Debbie likes to fly kites inside the house. S3: Davie and Debbie like to sing songs in the library. T: Lets together. Ss:. (6) Read the whole story again. T: Read all the pictures again, and then choose your favourite pictures, read or act it. (7) Fill in the blanks. T: Take out your paper, read it and fill in the blanks. Fill in the blanks: The Diffos favourite colour is_, they like to wear_. They like to eat breakfast in the_, they like to eat sandwiches, their favourite dessert is fish with ice cream. David Diffo likes to play with his dog, Debbie Diffo likes to_ inside the house, they like to sing songs in the library. So the Diffos are_. Word List different purple fly kites afternoon hats different purple hatsafternoon fly kites 3. Post-reading (1) T: The Diffos are different, the diffos are interesting, how do you think of the Diffos? And how about your family? How do you think of the Diffos? They are _. A. funny (有趣的） B. strange (奇怪的） C.magic (神奇的） D.happy E. lucky（幸幸运运的的） F. S1: The Diffos are strange, and I have a happy family. S2: They are magic, I have a lucky family. S3:. （2）T: Dear boys and girls, I hope you have a happy, funny, magic, warm and lovely family. (3) T: Homework: Choose your favourite person of the Diffos, then tell his/ her story to your friends. 课后反思： 本课的故事比较长，且没有一个像童话故事一样的发展情节，图片较散，每个家庭成 员的特点介绍没有规律可循，信息比较难进行系统整理，人物名称和动词的单三形式读起 来比较绕口，所以针对此故事以上的特点和四年级学生认知水平，我将目标定位为： 1.学生能够理解整个故事文本，能够梳理清楚故事的脉络。 2.学生能够读出故事中感兴趣的图片。 3.学生能用自己的语言来描述故事的某个片段或图片。 4.能够激发学生阅读英文小故事的兴趣。 本课的优点： 1 板书清晰明了，有创意，能够帮学生一步步地梳理文本脉络。 2 开课较有新意，由于是早晨第一节课，学生还处在睡眼朦胧的状态中，所以我用 一个手指操来激发学生的学习兴趣，并集中注意力，又从手指操巧妙地引入了故 事。 3 抓住本课的中心词 different 来贯穿故事的始终，使学生更明白故事的主旨意图。 本课需改进： 1.学生的积极性没有完全被调动起来，课堂气氛不是很活跃，原因是老师设计的问 题比较难，打消了学生的积极性和参与度，其次老师没有在学生情绪低落的时候 给予恰当的回应，没有再次激发学生参与学习的热情。 2.故事进入的较快，教师解析故事较为透彻，但在学生自己运用各种阅读技巧进行 读故事时较为仓促，忽略了对后进生的关注。 3.教师的跟进语言不够及时，有时没有马上反馈给学生相应的信息和鼓励。 陈欣评课： 1.开篇的手指操形式很新颖，可以在学生做操的同时口头说出跟本节课有关的词汇 和句子。 2.故事第一遍的整体听对于学生来说难度较大，改为自己读，学生会更好理解故事。 3.学生阅读的方法安排的合理，呈阶梯形，由 read quietly- read quickly- read loudly， 由易到难步步解决，步步提高。 4.在让学生选择自己喜欢的图片来读的那张幻灯片，Read the whole story 可以加上 汉语解释，否则有些学生在老师说完指令后不明确自己要做什么。 5.课堂气氛没有起来的原因在于老师设计的问题比较难，可以降低难度，提高学生 的参与度。 梁志翠： 各位老师大家好，很荣幸有这样的机会亲身感受党老师的教学风采。从党老师的课中， 我看到了自身的不足。我从党老师身上学到了许多： 1、 党老师教态自然大方得体，有感染力，英语口语流利，有味道。 2、 党老师针对故事课师难教生难学的情况。采用了读前活动，手指操和介绍人物 2 方面 活动，非常关键是党老师对这节课告诉学生这个与众不同的一家人，确定主题，明确 讲述内容。让学生做到心中有数。读中，通过安静读、快速读、大声读等不同的阅读 技巧，帮助学生进入文本，对课文有深入的理解。另外，针对每幅图党老师设计了不 同形式的练习题，让学生有层次有梯度的完成教学任务，由浅入深循序渐进的进行学 习。学生在做某些练习时，党老师总是先示范，再让学生练习。对学生照顾有加。了 解学生心理。读后，通过填空，书写体现故事课的综合性特点。最后，通过，与实际 生活相联系，与故事开头首尾相映，升华情感，温馨感人。 3、 党老师时刻关注学生，把英语课堂变成了与学生心与心交流，沟通的好地方。只有走 进学生心灵的教育才是真正的教育。 这是我对党老师这节课一些粗浅的认识。当然，党老师的课让我学到了更多的东西。 我会不断的努力。谢谢！ Miss Ma: 1.手指操需加与英语有关的词汇或句子，气氛会更活跃。 2.在由手指操转入故事时，过渡中加上一句“我们要学习一个*的故事” ，让学生特别 地期待。 3.整体听故事这个环节改为看图预测故事，第一次介绍五个人时，结合书上的图让学生 先看图认识主人公，再板书出示他们每个人。 4.在解读故事时，有些问题过于简单或过于复杂，如第一二幅图的第二个判断题难度较 大。 5.阅读方式 Read quietly 可以改到后面，开课后的气氛较沉闷。 6.在学生自己选择喜欢的图片读一读时，可以改为，让学生自己选择喜欢的图片可以读 出来也可以用自己的语言描述图片。 7.在用填空的形式整体回顾故事这一环节，可以改为连线的形式，对四年级学生所设计 的活动一定要有趣。 8.Different 这一点体现本课的中心，可以在最后指着板书将这一特点再整体说一遍，会 使主题更鲜明，给学生留有更深刻的印象。 9.黑板较滑，板书的一些图很有新意但学生看不清楚，可改为粗线条来画。 10. 给学生发礼物时要有适当的回应，教给学生礼貌地课堂交际用语，注重培养学生的情 感态度观。 11. 单词 sandwiches 的发音要注意。 12. 课件里要适当地插入较有意思的故事图片，以激发学生对故事学习的兴趣。 自己听完马老师对整体评优课的总结后，对于此故事还需改进： 1.学生参与的整个学习过程一定让他们感觉轻松，快乐，有趣。 2.所教内容要和学生生活相链接，如 Different 到最后指着板书全体复述或总结完后，可 以问问学生，学完这篇故事后，想一想自己有没有 different，说一说，他们会很感兴趣。 3.提高自己的应变能力，在学生不愿听或听不懂的情况下，老师应该怎样激发学生的兴 趣。 4.能否加上小组合作，体现学习策略。 5.文化意识，情感态度重视不够，这篇故事应该培养学生的创新思维，和不同个性的体 现。稍加提示：因为 different 所以才叫 Diffos。 （这点太妙了）
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StoryStory timetime B4L24:B4L24: LetsLets DoDo Listen to the story. LetsLets LookLook 1. Their favourite colour is purple. ( ) 2. Everyone is wearing purple clothes, socks and shoes. ( ) 3. They like to wear hats. ( ) Read Pictures (1, 2) quietly ,then judge: 1. The Diffos like to eat breakfast in the _. A. morning B. afternoon 2. Everyone likes _. A. sandwiches B. pizza 3. Their favourite dessert is _. A. cake with ice cream B. fish with ice cream Read Pictures (3,4 )quickly ,then choose: B B A 1. What does David like to do? 2. What does Debbie like to do? Where? 3. Whats the meaning of “mad”? Read Pictures (5 to 8) loudly ,then answer: David likes to play with his dog. Debbie likes to fly kites inside the house. 愤怒的，生气的愤怒的，生气的 The people always get mad at the Diffos. Because the David and Debbie like to sing songs in the library. Who gets mad? Why? Choose some pictures that you like, then read it . （选择故事中你最喜欢的部分来读一读）（选择故事中你最喜欢的部分来读一读） Read the story again. Fill in the blanks: The Diffos favourite colour is_, they like to wear_. They like to eat breakfast in the_, they like to eat sandwiches, their favourite dessert is fish with ice cream. David Diffo likes to play with his dog, Debbie Diffo likes to_ inside the house, they like to sing songs in the library. So the Diffos are_. Word List different purple fly kites afternoon hats different purple hatsafternoon fly kites How do you think of the Diffos? They are _. A. funny (有趣的） B. strange (奇怪的） C. magic (神奇的） D. happy E. lucky（幸运的）（幸运的） I hope everybody has a a happy,happy, funny,funny, magic,magic, warm,warm, lovelylovely family.family. Homework: Choose your favourite person of the Diffos, then tell his/ her story to your friends. 小学英语冀教版小学英语冀教版 B4L24B4L24 英语学科教学设计英语学科教学设计 课题 名称 Lesson 24： The Diffos课型故事 教学 学习 者 分析 四年级在小学教育中正好处在从低年级向高年级的过渡期，学生开始从 被动的学习主体向主动的学习主体转变，开始意识到“自己”思维形式向 抽象思维过渡可以进行复杂的分析，孩子注意力增强，注意力的稳定性 由分钟提高到分钟。 分析 学习 内容 分析 本课的故事集合了本单元的重点词汇和句型，但故事本身却没有一个像 童话故事一样的发展情节，图片比较散，每个家庭成员的特点介绍没有 规律可循，信息较难进行系统整理，人物名称和动词的单三形式读起来 比较绕口，故事中没有学生认为较难在词汇。 知识 技能 1.学生能够理解整个故事文本，能够梳理清楚故事的脉络。 2.学生能够读出故事中感兴趣的图片。 3.学生能用自己的语言来描述故事的某个片段或图片。 4.能够激发学生阅读英文小故事的兴趣。 学习 策略 1.对所学习内容能主动练习和实践。 2.积极运用所学英语进行表达和交流。 教学 目标 文化 意识 情感 态度 1.乐于模仿，敢于开口，积极参与，主动请教。 2.善于发现故事中人物的不同个性，从而培养创新思维，引导学生 自身个性的良好发展。 预习 作业 初读故事，了解故事大意，画出不会单词和句子，小组内进行讨论，并解决。 教学 重难 点 教学重点: 学生能够读懂，理解整篇故事。 教学难点: 学生能够理解故事，梳理清楚故事的脉络。 教学 准备 课件，板书中重点词汇的词卡，磁带，奖品（折纸式的各种小帽子，冰激凌， 风筝） 板书 设计 一Greetings: 1.T: Good morning, everybody! Ss: Good morning, Sally. T: Are you happy today? Ss: Yes. T: Lets do the Fingers Exercises. 2.Do the Fingers Exercises. 二The story. 1.Pre-reading T: Well done, dear boys and girls, now show me your fingers please, how many fingers in one hand? Ss: five. T: Yes, five fingers just like a family, not one less. （缺一不可） 依次介绍故事的五个主人公依次介绍故事的五个主人公 T: Look, (黑板上画有五个圈) there is a family, there are five members, their family name is “The Diffos”, follow me please. Ss: The Diffos, the Diffos. T: (指着黑板中间的一个圈，边画 David 边来介绍家庭成员) This is a boy, his name is David Diffo, we can call him David. Please follow me. S1: David. S2: David. T: This is Davids father, we can call him Mr. Diffo, together.（T 黑板上画 Mr Diffo） Ss: Mr Diffo T: Look this is a woman, she is Davids Ss: Mother.（画 Mrs Diffo） T: Yes, she is Mrs Diffo. Ss: Mrs Diffo T: Here is a girl, she is Davids Ss: Sister. T: Yes, she is Debbie Diffo, we can call her Debbie, follow me. Ss: Debbie(画 Debbie) T: Oh, whats this? Its an animal. Ss: Its a dog. T: Yes, the dogs name is Diffo Dog, together. S1: Diffo Dog. S2: Diffo Dog. S3: (画 Dog) 2.While-reading (1) Look at their books, and listen to the story. T: The Diffos are different(板书贴 different), why? Lets listen to their story. (2) Show “different” T: The Diffos have many differences, lets have a look. (3) Read and Judge T: Please read Picture 1 and 2 quietly, then judge. 1. Their favourite colour is purple. ( ) 2. Everyone is wearing purple clothes, socks and shoes. ( ) 3. They like to wear hats. ( ) Read Pictures (1, 2) quietly ,then judge: T: No.1 Their favourite colour is purple. Ss: Right. T: So we can say “The Diffos like purple.”(贴板书 like purple) T: No.2 Everyone is wearing purple clothes, socks and shoes. Ss: Wrong. T: Why? Ss: David is wearing a green sock. T: Where is his purple sock? Ss: The dog has. T: Yes, No.3 They like to wear hats. Ss: Right. T: Say together. (贴 like to wear hats) T: Where do they like to wear hat? Mr. Diffo wears hats on his Ss: Fingers. T: Yes. (板书在 Mr. Diffo 手指上画帽子) T: David wears hat on Ss: His head. （板书在 David 头上画帽子） T: Debbie Diffo wears hat on her Ss: Nose. （板书在 Debbie 鼻子上画帽子） T: Do you like to wear hats? Ss: Yes. T: Where do you wear your hats? On your fingers? Foot? Nose? Ss: No, we wear hats on our head. T: So, the diffos are different. Now lets say something about Picture 1 and 2. （指着板书进行第一二幅图的复述，此环节给能用自己语言复述的同学奖品鼓励， 奖品为各种颜色的折纸帽子） S1: The Diffos like purple. S2: The Diffos like to wear hats. S3: Mr Diffo wears hats on his fingers. S4: David wears hats on his head. S5: Debbie wears hats on her nose. T: Lets say together. Ss: (4). Read quickly, then choose. T: Lets go on the story, read Pictures 3 and 4, then choose. 1. The Diffos like to eat breakfast in the _. A. morning B. afternoon 2. Everyone likes _. A. sandwiches B. pizza 3. Their favourite dessert is _. A. cake with ice cream B. fish with ice cream Read Pictures (3,4 )quickly ,then choose: B B A T: No.1, The Diffos like to eat breakfast in the_. Ss: Afternoon. T: Good. (板书贴 like to eat breakfast in the afternoon.) T: Do you eat breakfast everyday? When do you eat your breakfast? In the evening/afternoon? Ss: We eat breakfast in the morning. T: Oh, so the Diffos are very different. T: No.2, everyone likes Ss: Sandwiches. （板书画 sandwiches） T: No.3, their favourite dessert is “dessert” means S1: 甜点，甜食。 T: Yes, you choose Ss: B. T: Great. （板书画 fish with ice cream） T: Well, you know, Sally, I like fish, and I like ice cream, but I dont like fish with ice cream. Do you like it? Do you think its very delicious? Ss: No, its not delicious. T: But the Diffos like it very much. So they are different. Now lets say something about Picture 3 and 4. S1: The Diffos like to eat breakfast in the afternoon. S2: They like sandwiches. S3: They like fish with ice cream. T: (发奖品折纸冰激凌) Excellent. Lets say together (5) Read loudly, then answer. T: Lets go to the last part of this story. Read Pictures 5 to 8 loudly, then answer. 1. What does David like to do? 2. What does Debbie like to do? Where? 3. Whats the meaning of “mad”? Read Pictures (5 to 8) loudly ,then answer: David likes to play with his dog. Debbie likes to fly kites inside the house. 愤愤怒怒的的，生生气气的的 The people always get mad at the Diffos. Because the David and Debbie like to sing songs in the library. Who gets mad? Why? T: No.1, What does David like to do? S1: David likes to play with his dog. T: Read together.（板书连线 David and dog） Ss: T: No.2, What does Debbie like to do? Where? S2: Debbie likes to fly kites inside the house. T: Read together. (板书画 Debbie likes to fly kites.) Ss:. T: Can you fly kites? Ss: Yes. T: Where can you fly kite? In the river?/apartment? Ss: No, in the park/ on the playground. T: But Debbie likes to fly kites inside the house. Can she fly the kites? Ss: Yes/No T: Maybe Debbie is a magic girl, maybe the kite is magic, too. So Debbie is different. T: No.3, Whats the meaning of mad? S1: 生气的. T: Yes, it means angry. Who gets mad? Ss: The people get mad at the Diffos. T: Why? Ss: Because the David and Debbie like to sing songs in the library. T: Great. (板书画出 David and Debbie 唱歌的符号) Children, what do you like to do in the library? Fly kites? Dance?. Ss: No, we read books in the library. T: You are all good students, so we know that Davie and Debbie are different. Now lets say something with your own words. S1: Davie likes to Play with his dog. S2: Debbie likes to fly kites inside the house. S3: Davie and Debbie like to sing songs in the library. T: Lets together. Ss:. (6) Read the whole story again. T: Read all the pictures again, and then choose your favourite pictures, read or act it. (7) Fill in the blanks. T: Take out your paper, read it and fill in the blanks. Fill in the blanks: The Diffos favourite colour is_, they like to wear_. They like to eat breakfast in the_, they like to eat sandwiches, their favourite dessert is fish with ice cream. David Diffo likes to play with his dog, Debbie Diffo likes to_ inside the house, they like to sing songs in the library. So the Diffos are_. Word List different purple fly kites afternoon hats different purple hatsafternoon fly kites 3. Post-reading (1) T: The Diffos are different, the diffos are interesting, how do you think of the Diffos? And how about your family? How do you think of the Diffos? They are _. A. funny (有趣的） B. strange (奇怪的） C.magic (神奇的） D.happy E. lucky（幸幸运运的的） F. S1: The Diffos are strange, and I have a happy family. S2: They are magic, I have a lucky family. S3:. （2）T: Dear boys and girls, I hope you have a happy, funny, magic, warm and lovely family. (3) T: Homework: Choose your favourite person of the Diffos, then tell his/ her story to your friends. 课后反思： 本课的故事比较长，且没有一个像童话故事一样的发展情节，图片较散，每个家庭成 员的特点介绍没有规律可循，信息比较难进行系统整理，人物名称和动词的单三形式读起 来比较绕口，所以针对此故事以上的特点和四年级学生认知水平，我将目标定位为： 1.学生能够理解整个故事文本，能够梳理清楚故事的脉络。 2.学生能够读出故事中感兴趣的图片。 3.学生能用自己的语言来描述故事的某个片段或图片。 4.能够激发学生阅读英文小故事的兴趣。 本课的优点： 1 板书清晰明了，有创意，能够帮学生一步步地梳理文本脉络。 2 开课较有新意，由于是早晨第一节课，学生还处在睡眼朦胧的状态中，所以我用 一个手指操来激发学生的学习兴趣，并集中注意力，又从手指操巧妙地引入了故 事。 3 抓住本课的中心词 different 来贯穿故事的始终，使学生更明白故事的主旨意图。 本课需改进： 1.学生的积极性没有完全被调动起来，课堂气氛不是很活跃，原因是老师设计的问 题比较难，打消了学生的积极性和参与度，其次老师没有在学生情绪低落的时候 给予恰当的回应，没有再次激发学生参与学习的热情。 2.故事进入的较快，教师解析故事较为透彻，但在学生自己运用各种阅读技巧进行 读故事时较为仓促，忽略了对后进生的关注。 3.教师的跟进语言不够及时，有时没有马上反馈给学生相应的信息和鼓励。 陈欣评课： 1.开篇的手指操形式很新颖，可以在学生做操的同时口头说出跟本节课有关的词汇 和句子。 2.故事第一遍的整体听对于学生来说难度较大，改为自己读，学生会更好理解故事。 3.学生阅读的方法安排的合理，呈阶梯形，由 read quietly- read quickly- read loudly， 由易到难步步解决，步步提高。 4.在让学生选择自己喜欢的图片来读的那张幻灯片，Read the whole story 可以加上 汉语解释，否则有些学生在老师说完指令后不明确自己要做什么。 5.课堂气氛没有起来的原因在于老师设计的问题比较难，可以降低难度，提高学生 的参与度。 梁志翠： 各位老师大家好，很荣幸有这样的机会亲身感受党老师的教学风采。从党老师的课中， 我看到了自身的不足。我从党老师身上学到了许多： 1、 党老师教态自然大方得体，有感染力，英语口语流利，有味道。 2、 党老师针对故事课师难教生难学的情况。采用了读前活动，手指操和介绍人物 2 方面 活动，非常关键是党老师对这节课告诉学生这个与众不同的一家人，确定主题，明确 讲述内容。让学生做到心中有数。读中，通过安静读、快速读、大声读等不同的阅读 技巧，帮助学生进入文本，对课文有深入的理解。另外，针对每幅图党老师设计了不 同形式的练习题，让学生有层次有梯度的完成教学任务，由浅入深循序渐进的进行学 习。学生在做某些练习时，党老师总是先示范，再让学生练习。对学生照顾有加。了 解学生心理。读后，通过填空，书写体现故事课的综合性特点。最后，通过，与实际 生活相联系，与故事开头首尾相映，升华情感，温馨感人。 3、 党老师时刻关注学生，把英语课堂变成了与学生心与心交流，沟通的好地方。只有走 进学生心灵的教育才是真正的教育。 这是我对党老师这节课一些粗浅的认识。当然，党老师的课让我学到了更多的东西。 我会不断的努力。谢谢！ Miss Ma: 1.手指操需加与英语有关的词汇或句子，气氛会更活跃。 2.在由手指操转入故事时，过渡中加上一句“我们要学习一个*的故事” ，让学生特别 地期待。 3.整体听故事这个环节改为看图预测故事，第一次介绍五个人时，结合书上的图让学生 先看图认识主人公，再板书出示他们每个人。 4.在解读故事时，有些问题过于简单或过于复杂，如第一二幅图的第二个判断题难度较 大。 5.阅读方式 Read quietly 可以改到后面，开课后的气氛较沉闷。 6.在学生自己选择喜欢的图片读一读时，可以改为，让学生自己选择喜欢的图片可以读 出来也可以用自己的语言描述图片。 7.在用填空的形式整体回顾故事这一环节，可以改为连线的形式，对四年级学生所设计 的活动一定要有趣。 8.Different 这一点体现本课的中心，可以在最后指着板书将这一特点再整体说一遍，会 使主题更鲜明，给学生留有更深刻的印象。 9.黑板较滑，板书的一些图很有新意但学生看不清楚，可改为粗线条来画。 10. 给学生发礼物时要有适当的回应，教给学生礼貌地课堂交际用语，注重培养学生的情 感态度观。 11. 单词 sandwiches 的发音要注意。 12. 课件里要适当地插入较有意思的故事图片，以激发学生对故事学习的兴趣。 自己听完马老师对整体评优课的总结后，对于此故事还需改进： 1.学生参与的整个学习过程一定让他们感觉轻松，快乐，有趣。 2.所教内容要和学生生活相链接，如 Different 到最后指着板书全体复述或总结完后，可 以问问学生，学完这篇故事后，想一想自己有没有 different，说一说，他们会很感兴趣。 3.提高自己的应变能力，在学生不愿听或听不懂的情况下，老师应该怎样激发学生的兴 趣。 4.能否加上小组合作，体现学习策略。 5.文化意识，情感态度重视不够，这篇故事应该培养学生的创新思维，和不同个性的体 现。稍加提示：因为 different 所以才叫 Diffos。 （这点太妙了）
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