Unit 6 Holidays-Lesson 3-ppt课件-(含教案+视频+音频+素材)-县级公开课-外研剑桥版四年级下册(编号：d0b90).zip

Unit 6The monsterplay play playing the pianoplay play playing the guitar ride ride riding a bike ride ride riding a horseeat eat eating pizzaSay the chant. The monsterA story-The monsterQuestions1.How many animals are there in the story?2.Who（谁）are they（他们）? Questions 1. Who（谁）are big animals? Who（谁）are small animals? 2. What happened? 3. Guess: Who is the winner?P1-3P4-9 Questions. 1.Whats the hippo doing? 2.Whats the lion doing? 3.What are the fox and the snake doing? 4.Whats the rabbit doing?AnimalsDoing（正在做什（正在做什么）么）Where（哪儿）（哪儿）the hippothe lionthe rabbitthe fox and the snakeWhose（谁的） home is it?What do they see? What will they do?（他们应该怎么办？） Which (哪一个) animal thinks out（想出） a good idea?P10Questions Listen and answer. P11-13 What about（怎么样） big animals? P14 Is it a monster? Who is it?Act out the story.The monsterAssessment（小组评价）（小组评价）1. Read the story. （读故事）（读故事） 2. Act out the story.（加入语音、语调和动作）（加入语音、语调和动作） 3. Make up the new story. （加入新的语言、动作或教具）（加入新的语言、动作或教具） One day, the hamster and the mouse are going to a _. But the rabbit is at home. A week later, they come back. The lion is _ . The hippo is _ . The fox and the snake are playing table tennis. The rabbit is _ . The mouse is _. At last（最后）（最后）they have a good idea. So they are the winners. Read and fill in the blanks.A. holiday B. washing the dishes C. cleverD. watching TV E. having a bathADEBCThe black cat is coming. He helps the animals. Now look!So they have a big happy family!Continue the story. 续编故事。续编故事。Swords and guns are the worst, wisdom is the best.（刀枪是下策，智慧是上策） The black cat is coming. He helps the animals. Now look! So they have a big happy family! 1. Draw 2. Say 3. Write Continue the story. 续编故事。续编故事。Thank you2018.4.11The monster教学设计一、内容简析:本课选自外语教学与研究出版社JOIN IN （改编版）学生用书 1。1.教学内容：单元话题：谈论假日的话题。课时内容：学习故事 The monster。课时特点：有趣味、有智慧、反侵占、弱胜强。课时位置：本单元第三课。2.学生情况：A.学生已具有初步阅读的能力，需要阅读方法的指导。B.学生已初步感知现在进行时的用法，需要在真实语境中加以运用。二、目标定位:1.能听、说、认读单词 knock ，monster。2.能听、说、读、写 bedroom, kitchen, living room , is washing the dishes, is having a bath，并能在真实语境中运用表达。3.培养学生逻辑思维能力，使学生掌握初步阅读的方法。4.激发学生探究故事的“神圣的好奇心” 。5.培养学生面对困境的积极的人生态度。三、教学流程:Step1.Step1. Warming-upWarming-up1. Greetings.2. Say the chant.play play playing the pianoplay play playing the guitarride ride riding a bikeride ride riding a horseplay play playing table tennis2（设计意图：通过师生相互问候及儿歌的说唱活动，创设了轻松、愉快的学习气氛，同时为导入故事做了铺垫，也激活了相关的知识。 ）Step2.Step2. Pre-readingPre-reading1. Learn the new words and sentences in the real situation.T. Look, my hands are dirty. I must go to the bathroom and clean my hands. Can you guess? What am I doing in the bathroom? Ss. Youre.T. After having a bath,Im so tired.I must go to the bedroom and have a rest. Can you guess? What am I doing in the bathroom? Ss. .（设计意图：故事中出现了很多生词，为了不影响学生学习的兴趣，对部分生词做了预处理。为了保证故事的整体呈现，不扰乱故事中的情节，在学习故事之前对故事中的词和句置于情境中学习。 ）2. Talk about the animals and go into the story .T. Look, this is a room. There is a very interesting story in this room. Theyre about animals. Do you want to know? Whats your favourite animal?Ss. .（设计意图：由教师与学生谈论自己喜欢的动物过渡到今天所学的动物故事。 ）Step3.Step3. While-readingWhile-reading 1.Read the story and try to ask some questions and learn the story.（1）How many animals can you find in the story? Who are they?（2）Who are big animals? Who are small animals? （3）What happened ? Guess?（设计意图：快速浏览故事，找出故事中的主要人物，考查学生对故事的粗略认识。 ）32. Listen to the story and try to answer my questions. AnimalsAnimals DoingDoingWhereWherethe hippothe lionthe rabbitthe fox and the snake（设计意图：让学生快速通读材料并大致了解故事内容，同时训练学生英语听力的学习策略。 ）3. Listen to the story and understand the story again. Then think about the questions.Whose home is it?Is it a nice holiday?Is it a monster?Who has got a good idea?（设计意图：通过小组合作，了解故事的起因、经过、结果，让学生带着问题阅读文本。让学生用不同的方法读故事文本，既渗透了阅读策略的培养，又培养学生自己获取文本信息的能力，整个过程遵循由表及里、从易到难、循序渐进的原则。 ）Step4.Step4. Post-readingPost-reading1.Talk about the animals.T. Which animal do you like？Ss. I like.（设计意图：让学生发表自己的想法。 ）2. Act out the story.（设计意图：让学生选择自己喜欢的动物，并创编表演它们的动作、对话。）3.Read and fill in the blanks.One day, the hamster and the mouse are going to a _. But the rabbit is at home. A week later, they come back. The lion is _ . 4The hippo is _ . The fox and the snake are playing table tennis. The rabbit is _ . The hamster and the mouse are _. At last(最后)they have a good idea. So they are winners. （设计意图：这一环节的设置主要是让学生通过精读文本，找出重要的信息，让学生重新把握现在时行时的变化和规律。 ）4.Try to make the new story.T.If youre small animals, what will you do?Ss.（设计意图：通过这一活动，让学生进一步理解、体验和输出文本，完成这一活动，走出文本，学以致用，既有利于学生语言的内化，又促进语言运用能力的提升，还培养了高年级学生的英语书写能力。 ）Step5.Step5. SummarySummaryWhat did you learn from the story today?（设计意图：利用课堂小结梳理学生从故事中学到的道理，使学生可以用简单的单词或汉语来描述自己的观点。 ）四、教有所思:这节课结束了，我感觉自己和学生们已经完全融入到了故事当中，被“怪物”牵引心绪，与故事人物共悲喜。40 分钟的阅读，学生感受了语言的美感，体验了参与的乐趣，始终保持着积极主动的状态，使教学效果达到完美。我想，本课的成功之处在于：1.通过猜测激趣，注重学法指导。通过预测故事，让学生带着问题走进故事。2.在情境中体验，在理解中运用。创设真实情境学习新词汇，模拟的情境使学生迅速进入了用英语交流的氛围，激发了他们的英语思维，并进一步激发了学生用英语表达的欲望。3.阅读方式多样化，提高阅读能力。在阅读中，我采用先泛读再精读、猜测读和角色扮演等形式强化了阅读的过程；通过整体感知、精读细节、对比跳读等技巧，提升了学生的阅读能力。5最精彩的地方是，学生对故事人物的评价和换位思考，引发他们继续阅读的好奇心。这样，学生在整堂课上积极思维，主动参与，乐在其中，既了解了故事的内容，又享受了阅读的乐趣。