四年级上册英语优质教案Unit3 My Friends PC Story time 人教PEP版.docx
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四年级上册英语优质教案Unit3MyFriendsPCStorytime人教PEP版
Unit3CStorytime教案
一、教学目标
知识与能力：
1.能够听懂、会说故事中出现的重点短语。
2.学生能理解故事内容；能基本朗读故事；基础较好的学生能够表演故事。
情感态度价值观：
结合我校英语组善“SHOW”的课堂理念，通过感知、理解、表演拔萝卜的故事，培养学生互帮互助、团结合作的精神，使其明白“团结就是力量”的道理。
二、学情分析
鉴于我校一年级开设英语课，四年级阶段的学生有一定的英语基础，能够借助旧词自然拼读新单词，因此授课中重点关注学生对故事内容的整体理解及人文素养培养。
三、重点难点
重点：
1.理解并掌握重点句型：
Ican’tpullitup.Comeon,friends,pleasehelpme.Let’sworktogether.
2.理解故事大意并朗读故事。
难点：
表演故事、感受团结就是力量。
四、教学过程
活动1【导入】Leadin
GreetSswithdailyexpressions.
活动2【讲授】Pre-reading
（1）Playaguessinggame.
T:
Beforetheclass,let’splayaguessinggame!
Whocanreadit?
S1:
Sheismyfriend.Shehas...
Ss:
It’syou.Yuki.
T:
Youaresoclever.It’sme.Look,Ihavea...Now,couldyoupleasetalkaboutyourfriend?
（TipsaboutvocabularyforSs）
S1:
…
S2:
...
T:
Today,I’llintroduceananimalfriend.Ithasasmallnose,asmallmouth,2bigeyes,and2longears.Guess,who’sshe?
S1:
Rabbit.
T:
Yes!
Butdoyouknowwhatdoesarabbitliketoeat?
Guess?
Ss:
cabbages/apples/bananas/vegetables…
T:
Theyalsoliketoeatturnip.
（拿出实物萝卜）引导学生运用自然拼读法拼读该单词。
T:
Thisturnipissmall.Buthowaboutthisturnip?
Today,wearegoingtotellastoryabouttherabbitandabigturnip.
活动3【讲授】While-reading
1.观察图片。
（初步整体感知故事）
T:
Lookatyourpaper.Thereare6pictures.
Q1:
Whatcanyouseeinthepictures?
Ss:
…
Q2:
Whatdotheanimalswanttodo?
Ss:
…
2.观看动画。
（带着问题感知故事情节并处理细节）
Q1:
Whycan’ttherabbitpulluptheturnipatfirst?
Q2:
Howdoestherabbitaskforhelpfromherfriends?
Ssanswerthetwoquestionsafterthecartoon.
（1）S1:
Therabbitissmallandtheturnipistoobig.
T:
Yes,It’ssobig.Now,listen.
播放录音：
Wow,it’ssobig.
Ss:
Wow,it’ssobig.（做动作）
T:
Yeah.There’sabigturnip.Istherabbithappyorunhappy?
Ss:
Happy.
（张贴笑脸，为classclue作铺垫。
）
（2）T:
Butnow,therabbitbeginstoworryaboutit.Let’sgoon.
播放录音：
Oh,it’stoobig.Ican’tpullitup.
T:
Ican’tpullitup.
T:
教读单词pull（动作）：
full-ull-pull教师拿出绳子：
Canyoupull?
1,2,3
S1:
Yes,Ican.123pull.
S2:
…
T:
Now,boysandgirls,Ihaveagoodidea.Let’shaveacompetition.BoysPKgirls.（教师做PK动作）
T:
I’llchooseaboyandagirl.
Ss:
123pull.
T:
Wow,boys,youarethewinner.Youcansay:
Hooray!
（3）Oh,girl,itdoesn’tmatter,let’scontinue.Youcanaskforhelpfromyourfriends.Youcansay:
Comeon,friends.Pleasehelpme.
Girl1:
Comeon,friends.Pleasehelpme.（Readandteach）
Boy1:
Comeon,friends.Pleasehelpme.（Readandteach）
男、女：
Comeon,friends,pleasehelpme!
2girlsPK2boys.
T:
Youcansay:
Let’sworktogether.（引导学生边读边握手体会）
Ss:
1,2,3pull!
Boys:
Hooray!
（4）T:
Yousee,theboysarestrong.Theyarethewinner.Buttherabbitisnotstrong.Shecan’tpullitup.
播放录音：
Oh,it’stoobig.Ican’tpullitup.
T:
Ican’tpullitup.（单词卡片）让学生感知：
拿出实物萝卜和纸盒做拔出来的动作。
边做边说pullitup.请学生感知，读pullitup.
T:
请学生感知拔不出萝卜，顺势引出Ican’tpullitup.教读can’t.再做动作拽不出来。
学生感知：
Ican’tpullitup.GLcheckmembers.
Ss:
Oh,it’stoobig.Ican’tpullitup.
T:
Therabbitcan’tpullitup.Isshehappy?
（贴哭脸图片）
（5）T:
Therabbitcan’tpullitup.Atthismoment,whoarecoming?
（教师引导学生说出动物：
monkey,cat,dog,Zip）Howdoestherabbitaskforhelp?
（Nowlistenandhandsup.）Comeon,friends,pleasehelpme.
S1:
Comeon,friends,pleasehelpme.
T:
出示卡片：
Pleasehelpme.教读，动作。
We’recoming!
T:
Friendsarecoming.Isshehappy?
（贴笑脸图片）
T:
Now,howmanyanimalstogether?
Ss:
5.
T:
But,didtheypulledtheturnipup?
Ss:
No.
T:
Let’scheck.（观看动画）
T:
Theycan’tpullitup.Isshehappy?
（贴哭脸图片）
（6）T:
Oh,Theyarenotstrongenough.Atthismoment,whoiscoming?
Ss:
Zoom.I’mstrong.Let’sworktogether.
T:
教读strong。
举例班上同学：
Heisstrong.Ishe/shestrong?
Listenandrepeat.I’mstrong.Let’sworktogether.Hooray!
T:
Oh,yousee,oneanimalcan’tpullitup.5animals（引导学生一起说：
can’tpullitup）6animalscanpullitup.Theyarehappy.（贴笑脸图片）Sowhatdoesthestorywanttotellus?
Ss：
团结就是力量。
T:
Unionisstrength.Weshouldworktogetherandhelpeachother.
（7）T:
Let’scomebacktotheblackboard.
（运用黑板的笑脸哭脸及关键词组和学生一起回顾故事情节）
（8）T:
Now,children,lookatyourworksheet.Therearesomeblanksinthestory.Pleasetrytofilltheblanksbyyourselves.
学生完成作业，校对。
活动4【活动】Post-reading
1.跟读，模仿T:
Now,boysandgirls,listentothestoryandrepeat.Pleasepayattentiontoyourpronunciationandemotion.（注意语气和感情）
2.Role-play（TipsforSs）Rabbit/dog/cat/monkey/Zip/Zoom
活动5【作业】Homework
1.Actoutthestory.（必做）
2.Makeanewendingforthestory.（选做）
Unit1CStorytime教案
Teachingcontent:
PEPBook3Unit1PartCStorytime
Teachingaims:
Knowledgeaims:
1.Sscanreadandunderstandthestory.
2.Sscanmasterthewords:
light,fan,wall,blackboard,bee...
3.Sscanmasterthesentences:
Whereisthe...?
It’sin/on/under/nearthe...There’sa…inourclassroom.
Abilityaims:
1.Sscanactthestory.
2.Sscanusethesentences:
“There’s…,whereisitnow?
It’s…”intherealsituation.
Emotionaims:
1.SsmaylovetoactthestoryinEnglish.
2.Ssmaylovetheirclassroom.
3.Ssmayknowthemeaningofcooperativegroup.
Teachingimportant/difficultpoints:
Importantpoint:
Sscanreadandactthestory.
Difficultpoint:
Sscanusethesentencepattern:
There’s…Whereisitnow?
It’s…inrealsituation.
Aids:
1.PPT.2.Thewordcards.3.Thepictureofanimals’classroom.4.Theheadwearsoftheroleplay.
Teachingsteps
Teacher’sactivities
Students’activities
Teachingpurpose
Warmup
1.Greetingandfreetalk
a.Greeting
b.Talkaboutthenewclassroom.
2.Singasongabouttheclassroom.
Ss:
Nicetomeetyou,too.
Oneblackboard,onecomputer,manydesksandchairs...
Singthesong.
HelptheSstorelaxandgetthemreadyfortheclass.
ActivateSs’knowledgeabout“Whereisit?
It’s...”on/in/under…andpracticetheminrealsituation.
Presentation&Practice
Gotothetext
1.Introduceananimalclassroom.
（1）“10squickmemory”game.
T:
What’sinthisclassroom?
Ok,I’llgiveyou10secondstorememberthethingsintheclassroom.
（2）Whosepencil/bag/bookisit?
2.Gotothetext.
（1）Lead-in:
Theanimals’classroomisnice.Andtheanimalsarewaitingforthelesson.Listen,whocomes?
Who’stheirteacher?
（2）Perceivethestoryoverall.
T:
WhathappenedinMissGoat’sclass?
Nowlet’swatchthevideo.
T:
Whereisthebee?
Isittheniceplaceforthebee?
Idon’tthinkso,becauseit’ssohot.
T:
Hefliesagain.Whereisitnow?
Oh,Yes.Thebeefliestothefan,butit’sdangerous.
T:
Hestillcan’tstayonit.Hefliesagain.
T:
Whereisitnow?
T:
Maybetherearemanyotherniceplacesforthebeetostay.Pleaseuseyourimagination.Whereisthebeethen?
（2）Continuetowatchthevideo.
T:
Boysandgirls,doyouwantknowwherethebeeisfinally?
T:
JustthenwhatdoesMissGoatask?
T:
Canyouanswerthisquestion?
T:
Ah,yes.Itreallyisablackboard,anditreallyisabee.
Becausethere’sabeeontheblackboard.
（3）Readthestory.
a.Silencereadingtime.
b.Let’sreadafterthetape.
（4）Actthestory.
T:
Doyoulikethisfunnystory?
It’syourturntoactoutthestory.
Ssrememberthethingsinthespecialclassroom.
Ss:
There’sain/on/under/near...
Ss:
Maybeit’sRabbits’/Zip’s/Zoom’s...
Ss:
MissGoat.
Ss:
There’sabeeintheclassroom.
S1:
It’sonthelight.
S2:
It’sonthefan.
S3:
It’sonthewall.
S1:
Maybeit’sontheflower.
S2:
Maybeit’s...
S3:
Maybeit’s...
Ssputthebeeandshowtheplace.
Sscontinuetowatchthevideoandgettoknowthesecondpartoftheinformation
fromthestory.
Ss:
What’sthis?
S1:
It’sablackboard.
S2:
It’sabee.
Ssreadthewholestorybythemselves.
Ssreadafterthetape.
Ssactthestory.
Guidethestudentstothenewsituationbyshowingtheanimals’classroom.
Andplaythe“10squicklymemory”gametoapplythenewsentence.
“There’s…in…”.
Throughguessingtheownersoftheschoolthingstoleadoutthemaincharacters:
Zoom,
ZipandRabbit.Thesituationisfullofenjoymentandnaturaltransition.
Thus,itcanstimulatethestudents’imaginativethinking.
“Whenthebellrings,theanimalsarereadyfortheclass.AndwhatwillhappenonMissGoat’sclass?
”Thissituationwillattractthestudentstowatchthevideoofthisstoryandmeanwhiletellusthetime,taskandwhatmighthavebeen.
Guesstheflightrouteofthebeeandthereasonwhyitstayedtheretoopenthestudents’imaginaryspace.
Andthenguesswhereitwillflyto.
Therefore,thestudents’wayofthinkingcanbeexpanded.
Ssreadthesecondpartofthestorydeeply.Wherewillthebeestayatlast?
Thestudentscontinuetoexploreaccordingtothestoryline,whichreflectsthecontinuityofthinking.
Breakthroughthedifficultpoint:
Ah,yes.Itreallyisabee.
Beforethestudentssilentreading,theteacheroffersthemsometipsforsilentreading.Thestudentscancirclethedifficultwords,asktheirteacherorpartnersforhelpandsoon.Thus,theycanovercomethedifficultiesintheprocessoflearning.
Thispartoflearningreflectstheapplicationoflearningstrategy.
Thestudentsactthestorybygroupcooperation.Itcanhelpthemtounderstandthestorybetterandmasterandusethemainsentencepatterns.It’simportanttoimprovetheintegrateduseofEnglishlanguageabilityofthestudentsaswell.
Consolidation
1.Writeaboutthebee’sclassroom.
1）Readandwriteabouttheclassroom.
2）Showthestudents’worksandgivethemsomesuggestion.
Ssfinish“Readandwrite”.
SsshowthetaskpaperinfrontoftheSs.
Gointothebee’sclassroomandapplythesentenceshavelearnedinthislessonaccordingt
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