沪教版三下-Module 4 Things we enjoy-Project 4-ppt课件-(含教案+视频+素材)--(编号：e140d).zip

Too noisy 脚本 1 今天我们来阅读一个英文绘本故事，故事的名字是 Too noisy！你能猜猜这是什么意思吗？ 书的封面上有一个老爷爷双手抱着头，表情很痛苦，身边还有一头牛、一只羊和 一头驴子，他也许是遇到什么麻烦了吧，现在让我们来阅读故事来找到答案吧！ 2. Once there was an old man. He lived in an old house. 从前有一个老爷爷 住在一个老房子里。 3. This house is too noisy. said the old man. The door creaked. The floor squeaked. And the window went bang-bang.老房子太吵了，门咯吱咯吱响，地板嘎吱嘎吱响，窗户也发出巨大 的响声。我们可以观察图片门、地板和窗户理解三个拟声词 creaked, squeaked, bang-bang 的意思。 4. One day the old man took his cane. Off he went to see a very wise lady. My house is too noisy, said the old man. What can I do?于是老爷爷拄着拐杖来找一位非常智慧的老奶奶， “我的房子太吵了，我该怎么办呢？”我们来观察老奶奶的表情，她微笑着，一副不以为 然的样子，连她身边的猫也是这种表情。她会想出什么办法来帮助老爷爷呢？我们接着往 下看。 5. The lady said, Take this goat. The goat will live with you in your house. 老奶奶说“把这个 羊带走，让它和你一起住吧。 ” 6The old man took the goat to his house. The goat went maa-maa. It broke a chair with its horns. Crash! 老爷爷把羊带回了家。羊咩咩直叫，羊角还撞坏了椅子。 7. So the next day the old man went back to the lady. My house is still too noisy! he said. So the wise lady gave him a cow to take to his house. 第二天老爷爷把羊带了回来，说道“我的房子 还是太吵了！”于是聪明的老奶奶又给了一头牛让他带回家。接下来会发生什么？ 8. The cow went moo-moo! The goat went maa-maa! The old man put a pillow over his head. 牛 么么直叫，羊咩咩直叫。老爷爷只好用枕头捂住了自己脑袋，也许你不明白 pillow 和 putover 的意思，你要细心观察图片你就能知道了。 9. 10 后来智慧的老奶奶也让老爷爷把一头驴子带回了家，这下羊、牛和驴子吵得老爷爷更 睡不着觉了，他大声喊道：“It is too noisy!” 太吵了！ 11 The next day the lady came to the house. She said, Open the door. Let out the goat, the cow, and the donkey. And the old man did. 第二天，老奶奶把羊、牛和驴子都带走了。那么老爷 爷睡着觉了吗？让我们来看一看吧。 12. The house was quiet now. And the old man went to bed and slept all day long. 这下房子安静了，老爷爷在床上睡了整整一天。故事讲完了，你一定猜到了 Too noisy 的意 思了，它表示：“太吵闹了！读完故事你有哪些收获呢，自己可以好好想一想，总之遇到 问题要积极想办法解决，就像故事中智慧的老奶奶一样！这个故事就讲到这里，再见！ This book is about _. (who/what) Book Report Name Date Title(书名) Author（作者） The main characters （主要人物） Draw your favourite characters（画出你喜 欢的人物） Write two new words you learned from this book（写出从书中学到的两个新单词） My favourite sentence（你最喜欢的句子） I think this book is _. This book was easy just right a little difficult too hard What do you think of the story? Excellent(It was great!) Good. (I like it) Fair(It was ok.) Poor(I didnt enjoy it.) Book evaluation 1 2 3 4 5 6 7 8 9 10 I didnt like it.I loved it. I read this book _ times. Are you surprised by the ending? Main Character: Give a brief description of each character; Would you recommend this book to a friend? TooToo noisynoisy教学设计教学设计 1.1.教学目标：教学目标： 1)语言知识与语言技能目标： A. 能够通过单词卡片中的旧词变换（或音节）来掌握新词的读音如： ,creaked, squeaked,bang 等。 B. 能够认读并综合运用句型： The window went bang-bang.The goat went maa-maa. The cow went moo-moo. The donkey went hee-haw, hee-haw. C. 能够在阅读中感受并领悟故事的含义，并能够模仿录音，重新表演故事。 2) 情感目标： 通过阅读课上对故事的分享、感受和学习，逐渐引导学生在生活中遇到问 题时，如何以健康的心态来面对。 2.2.学情分析：学情分析： 本课是攀登英语阅读系列-分级阅读第四级，难度适合四年级学生使用， 课文中涉及到人物、动物、动物叫声、事物等内容，通过学习牛津英语 （第四册）的学生大部分词汇都认识，所涉及的生词有 creaked、squeaked、bang-bang、noisy、still、cane,句型多以为主。 本课授课对象是小学四年级学 The window went bang-bang.The goat went maa-maa. The cow went moo-moo. The donkey went hee-haw, hee- haw.生。通过几年的英语学习，学生们有了一定的认读英语文字的能力，能 够大胆参与课堂英语类的活动，乐于扮演、体验，喜欢阅读有思想挑战的英 文故事，并表达自己的看法。希望在课上得到老师和同学的认可和鼓励。四 年级阶段，学生已经会初步运用思维独立思考问题，有了一定地推理能力， 但还不是很完善，需要老师加以引导。 3.3.教学重难点：教学重难点： 重点：学生能够读懂故事；能够发散思维。 难点：掌握部分生词读音并通过朗读孩子们通过阅读锻炼发散思维的能力， 并 通过短剧展示进一步激发孩子们对阅读的兴趣。 4.4.教学过程：教学过程： Step 1: Warming up 1、看图猜故事。（教学资源运用：PPT、图片） 教学指导策略：变换图片，引导学生说出不同动物的单词，并将图片贴到黑板 相应的位置上。注意部分句子语气加重，强调生词。 Teacher: Good morning, every one. Today Emma will tell you a funny story.It is about an old man, a very vise woman, and some animals. There is a goat, a cow and a donkey. 停顿展示图片，引导学生说出短语。 Teacher: Guess, what will happen? Students: 2 Step 2: Presentation 1、观察绘本封面，设置问题，引起思考。并借助图片让学生理解（cane:拐杖） 的含义，把 cane 板书到黑板上。 Teacher: The old man lived in an old house. What is he doing? Student: . Teacher: He put his left hand on his face and hold his cane in his right hand. 2、故事第一部分教学。(教师引领) （1）展示故事第五张图片，注意带读句子，特别是拟声词，可以边摆动图片， 边带读带有拟声词的句子，读完后将图片依次贴在黑板上。 Teacher: His problem is that this house is too noisy. The door creaked. The floor squeaked. The window went bang-bang. Students:. 预设：有学生不懂单词意思，要用肢体语言和动作加以解释单词含义。 Read it together. (目的：引导学生运用已学旧词替换字母的方式进行学习，为后面自学生词做好 铺垫；让学生迅速进入阅读状态。) （2）展示故事第六张图片，可引导学生模仿老头动作、神情和语气复述老头的 话，引导学生对故事展开进一步联想。引导学生注意在读绘本时观察到图片的 细节，从而体会作者的用意。 .Teacher:See, the poor old man says to the wise woman, “ What can I do ?” His brows are down, and hands up. Student1: Teacher: And the wise woman says:. Student1:. Teacher: The old man looked embarrassed, but the wise woman smiled, she must have a good idea, and her cat close its eyes, maybe it says, “ It is not a big deal.” （3）将生词板书到黑板上，并引导学生通过图片和故事前后文猜出生词意思。 也是对学生阅读策略的指导。动物的叫声注意引导模仿。 Show the following pictures, from picture seven to twelve. To reminding the key words and the sounds of different animals. Key words: horn, crash, still. Key sentences: The goat went maa-maa. The cow went moo-moo. The donkey went hee-haw, hee-haw. (4)提问原文中的句子，再次打开孩子们的思维之门。 Teacher: Now we know the cow, the goat and the donkey came out the house. 3 And what do you know? 3、故事第二部分教学。（学生自学） a. read the book. Let Ss read the story. b. listen to the record and read the story again. Teacher: Now please read the story by yourselves. 教师思维导图板书呈现. (此环节教学目的：为后面学生独立讲故事做好铺垫。) 培养学生独立阅读文章的习惯，并通过文章中穿插的图片再次复习巩固生词。 （预设：学生可能可以想到，但不知怎样用英语表达出来，适当时可让学生说 中文。） c. 选图进行角色扮演。 Pair work and show (注意语气) Step 3: Production （1）Reading the whole story by themselves. (2) Let s tell the story. (3)引出深意并联系实际。 Is she a wise woman? Why? (为下面引出深意做准备。) 引出深意：We should cherish our happy life. (3)改编题目。 创编表演。 (如有时间，可表演 talk show 游戏。) Ending 5.5.板书设计板书设计 Too noisy The door creaked. The goat went maa- maa. The floor squeaked. Man Woman The cow went moo-moo. The window went bang-bang. The donkey went hee-haw,hee- haw.