教科版四下-Module 4 Activities-Unit 8 What are you doing -Story time-ppt课件-(含教案+视频+音频+素材)--(编号：71b46).zip

1、 What is his job? What can he do? Where are they? Is he happy? What festival is coming? What is he doing? Rob的头像加上敲门的声音的头像加上敲门的声音 What is your idea? 1.Who is coming first? What did he say to Rob? What did Rob say? 2. Who is coming next? What did they say? fill in the blankfill in the blank The monke

2、ys finger is hurt, so he goes to Rob for _. Shellys (the sheep)arm is too short, so she goes to Rob for _. Hellen(the hen) is sick of the fox, so she goes to Rob for _. Peter (the pig) wants some mud, so he goes to Rob for _. a banana-peeler an auto-comb a fox-catcher a mud-mixer Can you help him? D

3、ear Rob, Help those in need. You will find the secret. Dr. Smart 整体听一遍整体听一遍 Rob is an -. But he is -. He has no -. He decides to -. His neighbour Michael/Shally/Helen/Peter comes for-. But he doesnt-. He cant -. So he asks - Help your friend- Rob makes-for -.He has- To tell your friend his advantage

4、s after class. To act out the story after class. A “Friend-Making Machine” 绘本阅读课教学设计 一、一、教学内容分析教学内容分析 本课所授内容 A “Friend-Making Machine”为攀登英语阅读系列分级阅读 第四级中的故事，本课为第一课时。故事主要讲述兔子 Rob 是个聪明的工程 师，他可以做出很多神奇的机器，可是 Rob 觉得很孤独，因为他没有朋友，于 是他想做一个“交友机”来帮助自己找到朋友。最后，他终于发现了交朋友的 秘密。 二、学生情况分析二、学生情况分析 本课的授课对象是四年级的学生，他们从一年级

5、开始学习英语，具备一定 的拼读水平，养成了良好的英语学习习惯。他们除了学习广州版的英语教材以 外，还会学习丰富有趣的绘本故事教材，这个故事里出现的句型和时态刚好符 合四年级孩子学习的特点。对于孩子们来说，虽然有点难度，但却是很有意义 的。学生能够在老师的带领下，使用图片环游等方法来学习绘本，并能进行分 组学习，表达自己的看法，具有较高的学习兴趣。 三、教学目标三、教学目标 （一）语言能力目标 1）学生能在情景中综合运用以下词汇： 词汇： a banana-peeler an auto comb a fox-catcher a mud mixer 学生能在情景中综合运用以下句型： Why not

6、- Can you- Rob makes- 2）语法:学生学习一般现在时态的用法 （二）学习能力目标 1） 学生能在文本中寻找信息，提高词汇能力； 2）学生能在小组活动中提高合作能力； 3） 学生能在本课中提高综合运用语言的能力。 （三）思维品质目标 班里的孩子总是为一点小事情容易发生冲突，学习这个故事让孩子们懂得如何 与他人相处，并知道“乐于助人”才是交朋友的秘决。 （四）文化品格目标 在中国的很多家庭里，虽然现在很多都有二胎，但是很多孩子总是只与手机和 电脑打交道，非常有个性。不懂得如何与别人相处，对于交朋友，在朋友有困 难的时候及时给以帮助，患难见真知， “ A friend in ne

7、ed is a friend indeed “. 才 能获得更真挚的友谊。 四、教学重、难点四、教学重、难点 （一）教学重点 能在理解的基础上初步朗读故事。 能根据思维导图，简单复述故事 （二）教学难点 能根据思维导图，复述故事 五、教学理念及策略五、教学理念及策略 教师引导学生通过图片环游、问题讨论、情景体验、思维导图等方式为学生创 设轻松有趣的学习氛围。 阅读策略：1. 根据图片整体学习故事 2. 分组进行学习故事，并学会表达与展示 六、教学用具六、教学用具 故事中的动物画像，教学课件，信封一个 ,动物头饰几个 七、教学过程七、教学过程 I. Pre-reading 1. Warming

8、up : Greeting 2. Leading in: To show some funny machines or robot. T: Do you like making friends? Do you have many good friends? I have many new friends, lets see, who are they? 【设计意图：从机器人朋友引出故事的主人公,并对故事提出问题。引起学生对 故事内容的兴趣.】 3. Cover reading T：What can a robot do? S:- T: Can a robot make friends? S:-

9、 T: Now , lets learn the story A friend making machine. ( To show the title) What do you want to know before reading the story? Ss：-. T: What can you see from the cover. Ss:-. 【设计意图：从故事的封面中，让猜猜故事的内容，并想一下，在学习故事前 有什么问题，为进入故事的内容做好准备。 】 II. While-reading 1. To show the beginning part of the story. (P2-P

10、8) The questiongs for P3 T: what is his job? Ss:- T: What can he do? Ss:- The questiongs for P5 T: Where are they? Ss:- The questiongs for P6 T: What festival is coming? Ss:- T：How does he feel? Ss The questiongs for P7 T: What is he doing? Ss:- The questiongs for P8T: Whats your idea? Ss:- 【设计意图：通过

11、看图片回答老师的问题，初步猜测故事开头部分的内容。 】 2. To learn the second part of the story. (P9-P14) “Dong Dong Dong ” （放出敲门的声音） T: What happened? Oh , a monkey ( To show the picture of monkey) His neighbour, Michael. He said: Dear Rob, can you make me a peeler to peel bananas? Rob said: Er-I am busy, why not wait until

12、your finger is OK? Who is coming first? What did he say to Rob? What did Rob anwer? 【设计意图：老师出示第一个来求助的邻居猴子 Michael 的图片，模仿 Michael 和 Rob 的对话，为后面的三个动物的对话模仿作铺垫。 】 T：Who is coming next? Shelly the sheep, his hair is too messy, so he needs an auto-comb. If you are Shelly and Rob, what did you say? Ss -. T

13、: Who is coming next? Helen the hen, she comes for a catcher to catch the fox. If you are Helen and Rob, what will you say? Ss-. T: Who is coming last? Peter the pig, he comes for a mixer to make the mud. If you are Peter and Rob, what will you say? Ss:- T: lets finish the task The monkeys finger is

14、 hurt, so he goes to Rob for a_. Shellys (the sheep)arm is too short, so she goes to Rob for a _. Hellen(the hen) is sick of the fox, so she goes to Rob for a_. Peter (the pig) wants some mud, so he goes to Rob for a_. 【设计意图：让学生模仿另外三个动物说话，学习句型 can you-和 why not-, 让学生在模仿对话中学习了故事的中间部分。 】 3. To learn t

15、he last part of the story. ( P15-P25) T: Several days later, the machine is OK? Can you help him? What sall Rob do? Ss:-. T: Rob asks Dr. Smart for help. What did Mr. Smart say? Lets read together. （To show an envelop） 【设计意图：让学生一起猜故事的进展，一起读 Mr. Smart 的来信，提示故事 的重点。 】 4. To listen the whole story. T:

16、whats the ending of the story, lets enjoy the whole story together. 【设计意图：让学生完整地看一遍故事，进一步熟悉故事的内容。 】 IIIPost-reading 1. To listen、point and imitate the story. . T: Lets listen、point and imitate the story. 【设计意图：让学生跟着录音，并看着绘本一起讲述故事，让孩子们加深对故 事的印象。 】 2. To finish the task in group. T: Please according t

17、o the mind-map or the five fingers way to retail the story with your partner. 【设计意图：以小组为单位，根据思维导图或者五指法复述故事。 】 IV. Summarize T: what can you learn from the story? Ss: - T: Do you know another story about the friendship.I also like the story very much. Lets enjoy the story. As we all know, the secret

18、of making a friend is “Help your friend in need. “ 【设计意图：让孩子们举例说出另一些有关友谊的故事的名字，然后观看一个 小视频。和孩子们一起大声说出交朋友的秘诀来结束课堂。 】 V. Homework To tell your friend his advantages after class. To act out the story after class 【设计意图：让孩子们课后夸夸自己的朋友并且表演故事，加深对故事的理解。 】 八、板书设计八、板书设计 A “Friend-Making Machine” help those in need a banana-peeleran auto-comb a fox-catcher a mud-mixer Can you-？ Why not-? Michael Shelly Hellen Peter