牛津译林版四年级下英语Unit1 Story time教案

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1、Unit 1 Our school subjectsStory timeTeaching contents 教学内容Story timeTeaching aims and learning objectives 教学目标1. 学生能够阅读理解故事内容；2. 学生能听懂、会说、会读单词：timetable, PE, Science, fun, playground3. 学生能听懂、会说、会读、会写单词：school, subject, see, Chinese, Maths, Art, Music4. 学生能听懂、会说、会读句型：Welcome back to school；Nice to se

2、e you；What subjects do you like?以及回答 I like 5. 学生能够在理解的基础上表演故事。Focus of the lesson and predicted area of difficulty 教学重点和难点教学重点：1. 从整体上阅读故事并理解；2. 用正确的语音语调朗读对话，表演故事。教学难点：理解故事内容。Teaching procedures 教学过程Step 1 Greeting &Warm-up 1. GreetingT: Hello, boys and girls, welcome back to school. Im very happy

3、to come back to the school again. Are you happy too?S: Yes. T: Wow, thats good. And I am very happy to see you again. Nice to see you. (引导学生回答)Nice to see you too. T: How is your summer holiday? Did you have a good time at home?S: Yes. 2. Play a game T: First, lets play a game. When I say something,

4、 you just do it. Try to do it as quickly as you can. OK?S: OK! T: Good. Here we go. Ready? Go. Stand up. Sit down. Look at the blackboard. Hands up(老师说英文，学生按要求做动作，越快越好。复习上学期所学的课堂用语。)【设计意图：复习回顾上学期所学过的主要内容，以游戏的形式带动学生在课堂开始时的学习热情，也为下一步学习进行铺垫】Step 2 Presentation1. A riddleT: Now, Ill show you some pictur

5、es and you try to tell me the word that you can think of. (PPT 依次出现图片 )S1: timeS2: tableT: Whats the word? Well, these two words make a new word: timetable2. Learn the subjects T: This term we have a new timetable. You see, its on the noticeboard here. In the timetable we can know the subjects we ar

6、e going to learn this term. They are our school subjects. (新授 school subjects)T: What subjects do you have? (PPT 依次出现图片，新授 Art, Chinese, English, Maths, Music, PE, Science)T: What subject is it? Its I like Its interesting. (带领学生朗读新单词)3. Play a gameT: Next, lets play a game. Look at these four subjec

7、ts and try to remember them. Then one subject will disappear. You just try to tell me the subject which is missing. Understand? S: Yes. T: OK. Lets begin. (老师播放 PPT, 学生们快速说出消失的学科名称)4. Ask and answerT: I like What subjects do you like?S: I like Its 【设计意图：任务型教学与学生活动相结合，提前渗透本课重点句型。鼓励学生在玩中学，激发学习动力与学习兴趣。

8、 】Step 3 Story time1. Look, listen and answer(PPT 出示课文图片，教师带领学生观察图片并展开讨论)T: Look at this picture. Who are they? S: They are Miss Li and the students.T: Yes. Its the first day of the new term. And they are very happy to see each other again. What do they say at the beginning of the class? Lets listen

9、. (播放图 1 录音)T: What does Miss Li say?S: Welcome back to school, class. T: What do the students say?S: Nice to see you, Miss Li. 2. Watch and answerT: What are they talking about? Lets watch the cartoon. (播放课文动画，然后让学生选择正确答案)A: The school teachers. B: The school subjects. 3. Read and underlineT: Next,

10、 please open your book and turn to page 6. Please read the story and underline the subjects they have this term. S: They have English, Chinese, Maths, Art, PE, Music and Science. 【设计意图：帮助学生整体感知课文，整理课文要素。 】4. Listen and answerT: In this new term, they are going to learn so many subjects. And what sub

11、jects do they like? Lets listen. (播放图 3 和图 4 的录音)T: What subjects does Wang Bing like? S: He likes Chinese and Maths. T: What about Mike? S: He likes Chinese and Maths too.T: How do you know? S: He says: “Me too.”(新授 Me too.) T: What subjects does Yang Ling like? S: She likes English. T: Why does sh

12、e like English?S: Its fun. (新授 fun)5. Read and discussT: What subjects does Liu Tao like? (学生读课文，分组讨论问题 )T: We dont know Liu Taos favourite subject. Maybe he likes PE. (PPT 出示课文图片 5，教师带领学生观察图片并展开讨论)T: Look at these four students. How are they now?S: They are very happy. T: Where are they going?S: Pl

13、ayground(教师新授 playground，鼓励学生用有感情色彩地朗读句子)【设计意图：引导学生关注课文中的细节信息。 】6. Read the storya. Listen and repeat. (听录音，重复句子后跟读课文，鼓励学生模仿录音中的语音语调)b. Read after the teacher. c. Read together.d. Read aloud in roles. (四人一组，分角色朗读课文内容)【设计意图：通过精读课文句子，模仿语音语调，理解文中人物的心理与情感变化，引导学生进一步理解掌握课文中的句子和词汇】Step 4 Consolidation1. Ac

14、t the storyT: You really did a good job in Story time. Its show time for you. Can you act the story? Prepare it ingroups of three. Then come to the blackboard and act it out. (教师组织学生四人一组，表演课文。)【设计意图：表演课文可以帮助学生复习、巩固课文，学生带着头饰，将故事内容进行脱稿表演是提高学生语言能力和学习兴趣的最佳方式。 】2. Make a new timetableT: Well, different s

15、tudents like different subjects. Now heres a chance for you to design your timetable. You can decide the subjects you learn from Monday to Friday. You can discuss in the group of four. You can work together and try to make a good and special timetable. (四人一组，根据自己的喜好安排每天的学习课程。小组合作完成后，请同学上来介绍自己的新课表。)T

16、: Excellent, boys and girls. Wonderful jobs you did today. I see you can play, you can read and you can act! S: Yeah!【设计意图：将课文按照自己的想法进行改编，对学生提出更高要求，期待通过创新、合作，共同将这节课所学内容以自己的方式演绎出来，学生有话可说，有话想说，课堂气氛再次升至高点。 】Homework 家庭作业1. Read the dialogue after the tape. 2. Finish your timetable and talk about it wit

17、h your friends. Teaching aids 教学准备 (含板书设计)教学准备：人物卡片、新词卡片、多媒体课件。板书设计： Unit 1 Our school subjectsI like Chinese and Maths.Me too. I like English. Its fun. Its time for PE. Lets go to the playground. Wang BingMikeYang Ling说课本单元主要是谈论新学期的科目和课程表，重点要求学生能够掌握科目的名称以并运用这些名称使用本单元的重点句型：What subjects do you like?

18、以及回答 I like来谈论自己所学的相关课程。下面，我们来简要回顾一下实际教学环节中的活动设计：Pre-reading 阅读前在阅读前阶段，我设计了三个层次递进的活动。首先我利用新学期和学生第一次见面的机会，和学生们用英语进行简单的问候。在此处自然地教授本课的日常交际用语 Welcome back to school. Nice to see you. 然后，我在课堂上进行了一个看图猜词的游戏，进而引出今天的主要话题：Our school subjects. 接下来，我们的学习了本课的课程类单词，并以游戏 Whats missing 加以巩固。并在这一过程中自然地穿插 What subjec

19、ts do you like? I like 这一关键句型的渗透和简单操练。这样的设计可以导入相关话题 subjects 并渗透句型教学 What subjects do you like? I like 为后文的学习做好铺垫。While-reading 阅读中在阅读中阶段，我设计了以下 6 个前后相连的活动：1. Look, listen and answer 学生看图了解故事背景，并激发对文本的猜测；2. Watch and answer 学生带着问题和预测观看卡通，了解故事整体信息；3. Read and underline 了解大意后，学生再次阅读故事，进行细节信息的选择；4. Lis

20、ten and answer 对主要句型进行强化训练，进一步理解和掌握重点知识。以上 4 个活动的设计核心在于“阅读并理解故事” 。理解后，为了更有效地加强语言的输入和培养语感以及正确的语音语调，我又设计了几个朗读活动。Post-reading 阅读后阅读后阶段，通常我们认为是语言输出阶段。考虑到四年级学生爱表演的特点，我设计了以下两个活动：1. Act the story 学生围绕课本表演；2. Make a new timetable 学生以小组合作的形式讨论并设计出自己喜欢的时间表。这样的设计可以巩固对文本的学习，同时也创设平台，帮助学生使用目标语进行综合性语言输出。最后，跟大家分享一下本节课中的几个“特别关注”： 关注学生对课文的整体感知和细节信息的获取。 关注学生的过程性体验。Liu Tao