北京版四下UNIT ONE DO YOU LIKE MUSIC Lesson 4Now I can understand Now I know the sound教案、教学设计公开课(配套课件编号：c1cc1).doc

1、1 教学背景分析 教学内容： 本课为北京师范大学出版社出版的攀登英语阅读系列 分级阅读第三级当中的第十个故事： Grandpa, Grandson and Donkey.本故事以中国民间故事爷孙骑驴为原型进行了改编。爷孙俩本来是牵着 驴去赶集，路上分别遇到了妇女、农民、老太太和小孩，这些人物对爷孙俩如何骑驴都发表了自己 的看法，而爷孙俩对别人的建议不加筛选、完全照做，导致他们由牵着驴、孙子骑驴、爷爷骑驴、 两人共同骑驴，一直到最后抬着驴，引发了别人的嘲笑。 学生情况： 本课的对象是小学四年级学生，他们有了一定的英语语言知识基础和阅读能力，能用简单的句子说 一段话，同时能够比较理性的思考问题，能

2、够提出合理质疑及建议。有较强的竞争意识，也有较强 的合作与交流的意愿，能够积极地参与到课堂活动当中。 教学手段： 教材配套音频，自制 PPT 课件，词卡，实物玩偶 技术准备： 多媒体计算机，科大讯飞智能语音教具 教学目标(内容框架) 2 教学目标：教学目标： 1.通过在情境中体会、 感知， 以及用实物展示， 使学生正确理解、 认读本课重点词组 get on, climbed up，jumped up,避免机械性的操练，激发学生的学习兴趣。 2.通过感受故事情景，体会 why not.和 how、what 引导的感叹句的句型功能，并且能够运用朗读 策略对课文中 why not 引导的长句进行断句

3、并流利朗读。 3.通过教师引导学生认真观察图片，在情境中感知、认读绘本中出现的生单词及词组，并且理解故 事，引起学生对阅读的兴趣。 教学重点：教学重点： 1.单词 market、silly、women、farmer、stupid 及词组 get on, climbed up, jumped off 的认读 和理解。 2.故事情节及细节的理解。 3.why not.和感叹句功能的理解。 教学难教学难点：点： 1.why not 引导的长句的断句和朗读。 2.stupid 的读音 教学过程(文字描述) 一、语音导入 1. 教师进行 th 发音口型的示范，播放 th 发音的学习动画。 2. 利用动画

4、、韵谣，有节奏的引导学生跟读，学习 th 的两个发音。 二、学习故事 1. Greeting. 利用口语交际问题，引出本课内容。 T: Good afternoon, boys and girls. Ss: Good afternoon, Miss Cheng. T: Nice to see you again. Ss: Nice to see you too. T: What animal do you like? Ss: I like dog/ cat/ rabbit/ snake/tiger. 2. 把驴的玩偶藏在袋子里，让学生猜测是什么玩偶，引起学生兴趣。 T: I bring a t

5、oy animal in my bag. Can you guess what it is? These are its ears. This is its tail. Ss: Its a horse. 用中文说出驴。 3. 教师拿出玩偶，并说出英文名。出示驴的英文单词，学习读音并板书。 T：Bingo! Its a toy donkey! 出示 donkey 词条，并带读：donkey Ss: Its cute. 跟读 donkey. T: Is it cute? Donkey, donkey, a cute donkey! Ss: Donkey, donkey, a cute donkey

6、! 4. 渗透驴在生活中的用途，为爷孙俩的行为进行对比和铺垫。 3 T: Donkey is not just cute. Its useful too. Look. The donkey can draw the cart. The donkey can carry heavy things. We can also ride the donkey. A donkey is just like a car or a bus. 5. 出示封面，朗读故事名字并板书。 T: Today, lets read a story. Look at the cover. What can you see?

7、 Ss: I can see grandpa. Ss: I can see grandson. T: (边板书课题，边读单词)Grandpa, Grandson and Donkey. Can you read the name together? Ss: Grandpa, Grandson and Donkey 6. 引导学生观察 P2-P3，结合教师示范，了解 took the donkey 是什么动作。并能在图 片中找出目的地的重点信息。 T: Whats the weather like that day? its a good day. The grandpa and his gra

8、ndson took （边做动作，边板书 took） their donkey to 不说完句子，然后出示 where，让学生观 察图片， 找一个学生上来画出答案。 Have you found the answer? 出示 PPT look at the sign. They took their donkey to the market.找学生用玩偶来演示 took the donkey Ss: 跟读 market. 并做 took 的动作。 7. 出示 P4，结合图片，理解 women 的意思，并学习发音。引导学生观察 women 手里 的东西，在情境中理解 market 是用来买东西的

9、。仔细观察 women 的表情和动作，理解 silly 的意思。用 women 的话，引起学生思考。 T: On their way, they met some 出示 PPT。出示图片并跟读。 Ss: 跟读 women T: They were just back from the market.(指板书) Look, what did they buy? Ss: They bought some vegetables. Some ducks. T: Are these ducks? They have long necks and long mouths. They are goose.

10、Look at their eyes. They were talking about grandpa and grandson. What did they say? 出示文字，播放录音。出示板书。带读。女生模仿读。 T: The women thought they were silly.出示词条。Can you guess? Good or bad? Ss: Its a bad word. T: Were they silly? What do you think? Why? Ss: I think they were silly. 因为他们有驴不骑。 T: What should th

11、ey do? Let the grandson ride the donkey? Or Ss: Let the grandpa ride the donkey. Let the grandson ride the donkey 8. T: Lets see what they did.结合图片动作， 感受 get on 的动作， 在语境中学习词组的意 思。 T: The grandpa said,播放录音。So the grandpa let his grandson get on the donkey. So the grandson got on the donkey.播放动画。出示图片。

12、Look, the grandson got on the donkey.板书 got on. 9. 先看 P6，看图学习 farmer 的语义和读音。通过观察人物表情，推测人物情绪以及话 语。让学生模仿情绪，渗透断句的策略，在语境中加强句子朗读。 T: They walked and walked. After a while, they met some farmers.出示图片板书，并带读 farmers. Ss: Farmers. T: Look at their faces. Ss: They are angry. 4 T: Why were they angry? Lets see

13、.出示句子，给学生观察文字和试读的机会。播放声音。 Ss: 模仿句子。 T: 强调语气。重读 bad.让学生再模仿一遍 What a bad boy! Ss: 带着语气和动作读 What a bad boy! T: 出示句子。指着第二句话 Why not let the old grandpa ride the donkey? This is a long sentence. We can pause here and here. 示范朗读。 Ss: Why not let the old grandpa ride the donkey? T:让 boys 模仿读一下。 10. 观察人物动作，

14、把 P7 的动作分解成两个来学习。感受 jump off 的意思。 T: Look, the grandson thought: 出示 PPT。 Ss: They are right. T: So the grandson jumped off.板书词组。 Ss: jumped off. T: And let his grandpa ride.出示图片。 11. 出示 P8， 观察人物表情， 对学生可能说出的 grandma 给予回应， 并出示 an old woman。 继续学习 why not 引导的表示建议的长句子，让学生试着断句。观察爷爷表情，体会爷 爷心情。 T: The grand

15、pa got on the donkey. They walked and walked. Then they met 出示图片。 Ss: grandma. T: Dont be silly. Thats not grandma. Thats just an old woman.出示 PPT 词。 Ss: An old woman. T: Look at her. Ss: Angry. T: She was angry too. Why? Let us see.出示 PPT 句子。 Ss: 试读。 T: 播放录音。 出示句子板书。 全体学生表演第一句话 What a bad grandpa!

16、强调重读 bad. Ss : What a bad boy!有语气读。 T: This is also a long sentence. We can pause here and here. Can you try to read it? Ss: Why not let your little grandson ride the donkey? T: 示范模仿 old woman 的语气。找学生来模仿。 Ss: group2 and group5. T: Look at grandpa. Ss: 脸红了。不好意思了。 T: Yes. He was embarrassed. 12. 出示 P9

17、，用语言解释 climb up, 让学生感受 climb up 的意思。 T: The grandson said: Errshe is right. So he climbed up too. 板书词组。Look he climbed up the donkey hard and slowly. Like this.用图片演示上驴的动作。 Ss: 读词组，并试着表演上驴的行为。 T: They all got on the donkey.出示爷孙俩一起骑驴的图片。Why was the donkey so upset? Ss: Tired! Because it is tired! 13.

18、在 P10 展示 children 这个单词，引导学生关注图片。加上动作，模仿 children 的表 情、语气和动作。 T: The donkey was so tired. Soonthey met some. Ss: Children. T: 出示图片。They met some children. And they were very 5 Ss: Surprised! T: Yes. They were surprised and they yelled: 出示句子。 Ss: 试读句子。 T: 播放录音。 Ss:试着模仿。 T: 出示句子，并做动作模仿。 Ss: 跟老师模仿。 Grou

19、p1and Group3 模仿。 14. 利用前面爷爷和孙子说的话：They are right. They are right. She is right. 按照逻辑呈 现 They are all right.引导学生关注路标，Look at the sign, its only 500M to the market. 问 学生 What should they do? T: They are right. They are right. She is right. They are all right. Look at the sign, its only 500M to the mar

20、ket. What should they do? Do you have any good ideas?你有什么好主意 吗？ 15. 学生分组讨论应该怎么做，并给出理由。在 PPT 给出回答问题的句型支撑，引导学 生用英文回答问题。学生在分组交流的同时又有辩论和试着去说服别人的过程，提升了 思维的发展。 16. 出示最后一幅图片，学生也会嘲笑爷孙俩的行为，从而在语境中体会 stupid 的语意。 并给学生补充 lift 这个单词，通过看图片，理解语意。 T: Lets see what did they do?出示图片。 Ss: Ha ha ha. T: 出示图片。They lifted u

21、p the donkey! 板书 lifted T: They were laughing at them.出示句子。 Ss: 生试读。 T: 出示 stupid 的词条。St-u-p-i-d。 Ss: Group1, group2. Group3 girls, boys, read the words. T: Can you read this sentence? Ss: girls/boys. together 三、朗读故事 1. 播放故事图片和录音，让学生边看边听录音，关注文本。 T: Lets enjoy the story. Do you like the story? Ss: Ye

22、s. 2. 读黑板上的句子。给学生自读故事时间，并完成连线，找一位同学到黑板上完成。 教师利用黑板板书进行故事梳理。 T: On their way to market, they met some women, some farmers, an old woman and some children. They said something. Please read your books, and finish this work sheet. Is it clear? Ss: Yes. T: Off you go! 找一位完成快的同学到黑板上进行匹配。 T: The women said:

23、 The farmers said: the old woman said the children said 用不同的语气和动作引导学生说出句子。 Ss: 带语气生动地读出句子。 3. 利用 Read and Act 这个环节，让学生用形象的语气读自己喜欢的句子。 T：Which one is your favorite character? Ss: women. Children 6 T: Please read the sentences and try to act. For example, I like this one. “ Ha-ha! How stupid they are!

24、” I think you are better than me. You can do it with your partners first. Ss: Practice in groups. 练习结束后展示。 四、思维升华 1. 通过 What have you learnt from this story?这个问题激发学生思考， 总结从故事中学到 的道理和英语知识。 2. 分享读书名言，教育学生要多读好书。 五、作业 1. Act the story in groups. Good! 小组表演故事。 2. Read another picture book. Great! 再找一本英文绘本读一读。 3. Draw the best way for them. Excellent! 为爷孙俩画一个最好的方法。 板书设计 Grandpa, Grandson and Donkey 学习效果评价设计 评价方式 在教学中，我不断地通过激励和表扬，评价学生的课堂表现，从而激发学生的主体参与意识，让学 生在课堂中体验成功的喜悦，获得进取的力量，发现学习英语的乐趣。对表现优秀的学生还进行英 文表扬语贴纸的奖励