牛津译林版四年级下英语Unit8 Cartoon time & Sound time 教案

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1、Unit 8 How are you? Cartoon time & Sound timeTeaching contents 教学内容Cartoon time & Sound timeTeaching aims and learning objectives 教学目标1. 能够了解知道字母 o 的发音。2. 能够理解并表演卡通故事。3. 通过欣赏和表演动画，能够充分理解并体会故事的趣味性，享受语言带来的愉悦。Focus of the lesson and predicted area of difficulty 教学重点和难点教学重点：1. 能够了解知道字母 O 的发音.2. 能够理解并表演卡

2、通故事。教学难点：能够充分理解并体会故事的趣味性，享受语言带来的愉悦。Teaching procedures 教学过程Step 1 Greeting and review 1. Free talkT: Hello, boys and girls.S: Hello, Miss Fu.T: How are you today?S: Im fine. 2. Ask your classmatesT: You are fine. What about our friend, Yang Ling? Is she fine too? Lets review Story time together. Can

3、 you ask some questions about Story time? Please write one question on the paper.T: Please discuss your questions in your groups.T: Now we are going to have a PK between boys and girls.Are you ready?(PPT 呈现比赛规则：男女生互相提问有关 Story time 的问题，提问或回答正确都可以得一颗星。Rules：1. 问题必须和 Story time 有关。2. 大声问出你的问题。3. 若对方不会

4、回答，本方可以抢答。)3. Lets reviewT: Well done! If you want to make a telephone call, you can say S: (教师板书学生说的电话用语)T: If you know someone is ill, you can say S: 【设计意图：课堂伊始，在轻松的氛围里让学生写下关于 Story time 的问题，并举行男生女生 PK 赛，既复习了前两节课所学知识，也为本课新知识的学习做好铺垫。 】Step 2 Sound time1. Look and sayT: Yang Ling is not so good. Wha

5、t about Mr Fox? Look at this picture.S: He is hungry.T: Yes. He is very hungry. Guess. What can he eat for lunch? S: . 【设计意图：通过让学生先看 Sound time 的部分图片，对 Sound time 内容进行预测，激发学生的学习好奇心，为下一步学习做好铺垫。 】2. Listen and fillT: Well, lets listen and fill in the blanks. (播放 Sound time 录音)T: Who can share your ans

6、wer with us.S:T: Can the fox eat the hot dog? Why?S: No, because its not lunch for the fox.T: Well done. Lets read after the tape.T: This time, please read in groups.T: Whod like to have a try?S: 【设计意图：通过让学生听韵律诗，让学生初步感知相关语音。 】3. Read and learnT: Now look at these words. Lets read them together.S: ho

7、t, dog, not, box, foxT: Whats the sound of the letter O?S: T: You are right. Here I have more words. Can you read them? Please read in groups of four first.T: Lets read together.S: T: Can you say more words like this?S: (教师板书学生说的单词)【设计意图：让学生自己读单词，总结出字母 O 的发音规律，学会发现和归纳。】4 Read and chooseT: Look, here

8、 I have more words. Please read and choose. Which words are thefriends of hot?T: Now please work in pairs and check your answers.T: Now lets check our answers.S: 【设计意图：让学生通过自读分类，了解字母 O 的其他读音并学会辨识 】Step 3 Cartoon time1. Look and sayT: Look! Mr Fox is eating his lunch now. And he is very happy now.How

9、 about Bobby? What does he do?S: 2. Watch and chooseT: Yes. Bobby is very happy. He is making a telephone call now. Is he at school?(新授 at school 并播放 Cartoon time 动画)T: Is he at school?S: No.【设计意图：引导学生通过观看卡通故事，找出问题的答案，帮助学生整体感知卡通故事内容。 】3. Read and answerT: Is Tina there too? Why is Bobby laughing? Pl

10、ease read by yourselves and try to answer.S: 【设计意图：引导学生通过自读关注卡通故事中的细节信息，进一步理解其内容。 】4. Reading timea. Listen and repeat 【设计意图：精读课文句子，模仿语音、语调，进一步掌握课文中的句子和词汇。 】b. Read together (齐读卡通故事)【设计意图：鼓励学生用正确的语音、语调朗读，培养学生的语感，强调理解性整体性地朗读。 】c. Read in roles (分角色朗读)5. Act in pairsT: Well done. And I have a learning

11、 tip for you. Act it out in pairs.(最后请几组学生展示)6. ConsolidationT: Well done. Look, now its Sunday. Bobby wants to ask Sam to go out. So he calls Sam. And Sam is going to make a joke with him. Then what happens?Lets make a dialogue. OK? Whod like to have a try with me?(教师示范编故事)T: Well done. Now its you

12、r turn now. Please work in pairs and try to make a new story.T: Its time for you to act. (请三组学生上台表演)T: Excellent, boys and girls. You did a good job today.【设计意图： 活动要求学生用所学的语言进行对话。在故事新编中，调动学生学习积极性，鼓励他们将已有知识和新学知识进行有机整合，从而进一步提高自身的综合语言运用能力。 】Homework 家庭作业1. Listen and read Sound time.2. Read and act Car

13、toon time.Teaching aids 教学准备 (含板书设计)教学准备：人物图片、头饰、多媒体课件。板书设计： Unit 8 How are you?说课本节课伊始，教师设计了让学生对 Story time 进行自主提问的环节，希望通过本环节的设计帮助学生复习 Story time 所学电话用语和讨论疾病的用语，唤醒他们的学习记忆，也为今天的新课呈现做好铺垫。在接下来的环节设计中，教师以 Mr Fox 作为引导，开始了 Sound time 的教学。首先教师让学生们看图回答狐狸先生怎么了？他可以吃什么作为午餐？学生先自主猜测，接下来通过 Listen and fill 找到答案，学习

14、韵律诗。然后让学生读韵律诗中带有字母 O 的单词，从而总结出字母 O 的发音，接下来让学生根据发音规律自己读出新词并根据自己的学习经验，总结出含有相同发音的单词。最后通过 Read and choose 环节，让学生了解字母 O 的其他发音并教会学生辨别This is speaking.May I speak to ?How are you?Whats the matter?学生资源/ u / / /两种发音的不同。在卡通故事学习部分，教师首先让学生讨论卡通图片，接着让学生带着问题观看卡通故事动画，初步感知故事内容。通过 Read and answer 这个环节的设计进一步引导学生对于文本进行自主精读，让学生通过关注故事中的细节，体会故事中人物的心情。在朗读环节，教师设计了 Listen and repeat、 Read together、Read in roles 等多种形式，在整个过程中教师注重对于学生的朗读指导，关注学生的语音语调。卡通故事学习之后，教师对卡通故事进行了拓展,让学生两人一组续编故事，从而在活动中体验运用英语的快乐。