Unit 5 School life-Lesson 3-ppt课件-(含教案)-外研剑桥版四年级下册(编号：a023e).zip

1、UnitUnit 5 5 SchoolSchool lifelife-The dogsadhungryscaredhappyangryLets say the chant:Sad, sad, the dog is sad.Hungry, hungry, he is hungry.Scared, scared, he is scared.Happy, happy, he is happy.Listen and think1.Who are in the story?Emma Mike 2.Tick (T) or (F)The dog is happy at first. (起初) ( ) Fma

2、nwomanThe first day 第一天第一天Read and answer: The dog is sad, why? (为什么）He is hungry.Read and find(找出帮助小狗的3幅图片） How do Emma and Mike help the dog?4方案一方案一9方案二方案二11 方案三方案三 The next day 第二天Guess the meaning:Go away!（ ）A.请离开请离开 B.滚开滚开B A day later(一天以后）Listen and choose.Whats the idea? ( )A.Write a poster.

3、 B.Give the dog food.A WhoWho doesdoes EmmaEmma call?call?EmmaEmma 给谁打电话？给谁打电话？A. A policeman.B. A man in the RSPCA.RSPCA(英国皇家防英国皇家防止虐待动物协会）止虐待动物协会）A week later (一周之后）HowHow is is thethe dogdog atat last(last(最后）最后）? ?1 12 2Have a try Go away, stupid childrenYou stupid dogHere you areHe is on a chai

4、n.Mike ,the red pen, please.Look at that posterIve got an idea. Hello, this is Emma speaking. performance(choose the part you like) 选择自己最喜欢的表演TheThe dogsdogs areare sad!sad!TheyThey areare cryincrying.g.Task:Task:Design a posterto protect the animals.自己设计一个关于保护动物的海报。一教学目标：1.知识目标Sentences: Look at th

5、at dog. Hes hungry . Look ,theres a man. Go away. Hes on a chain. He needs food,water and love. Two hours later.2.能力目标：1 利用上下文、插图以及已有的知识基本理解故事内容；2 运用简单的语言回答与故事相关的问题；3 运用所学语言复述故事。3.情感态度激发学生学习英语的兴趣，培养合作精神，培学养生爱护小动物的良好品德。教学重难点：1.Sentences: Look at that dog. Hes hungry . Look ,theres a man. Go away. Hes

6、 on a chain. He needs food,water and love. Two hours later.2 利用上下文、插图以及已有的知识基本理解故事内容；3 运用简单的语言回答与故事相关的问题；4 运用所学语言复述故事。教学准备： 多媒体课件， 录音机。教学过程： 一 激情导课1导入课题：T shows a picture of poster，then asks ：whats this？Ss：its a poster.Teach the word: poster.T: Emma writes a poster too, what on it? Lets read togethe

7、r: He needs food, water and love.Who is he?S1: he is a dog.T: yes he is a dog .OK, today well learn the story :The dog.2.明确目标:1).Sentences: Look at that dog. Hes hungry . Look ,theres a man. Go away. Hes on a chain. He needs food,water and love. Two hours later.2) 利用上下文、插图以及已有的知识基本理解故事内容；3)运用简单的语言回答

8、与故事相关的问题；4)运用所学语言复述故事。3 效果预期:This story is very interesting, there is a poor dog ,it s hungry, But Its owner dont like it.it needs food ,water and love.two children help it. I hope you can learn it well. 二 民主导学1.任务呈现：Listen to the tape, then answer the questions:1). who are the two children?2).what

9、did they see on the way to school?3).The next day,what did they do when they saw the poor dog?4).A day later, what does happen with the dog?5). what did they do at school?6). whats on the poster?2 自主学习：Ss read the story by themselves, then find out the questions above.3 展示交流：T: 1). who are the two c

10、hildren?S1: Emma and Mike.T:2).what did they see on the way to school?S2: A dog.T :now ,find out the pictures of on the way to the school,then read the sentences together.T : 3).The next day,what did they do when they saw the poor dog? Find out the pictures then read the sentences.Ss read the senten

11、ces.T:4).A day later, what does happen with the dog? Find the pictures then read the sentences.Ss read the sentences.T:5). what did they do at school? Find the pictures then read the sentences.T:6). whats on the poster? Find the pictures then read the sentences.T:7) what does happen at last? Find th

12、e pictures then read the sentences. 三检测导结1. 目标检测：1)Fill in the black: Look_ that dog.Hes_. Go_.Hes _a chain.He needs_,water and_.2). act out the story.2.结果反馈We know animals aer our friends, we must look after them.3. 反思总结： 这节课是一节故事课，在教学中，为了便于同学理解语言的意义，理解语言运用的具体环境。而在故事中配有丰富多彩、幽默风趣的插图，插图中又配有少量的对话，似连环画

13、构成了一个连串的事件。不需要教师解释，同学就知道这个单词、这句话是在什么情况下使用的。因为在故事语境中，同学已经从图片、老师的动作和周围的环境安排中了解了故事发生的背景或是情境。 兴趣是最好的老师，在教学中以故事为主线，通过故事情节，让同学去猜新单词新句子，极大地激发了小同学的学习兴趣和学习动机，提高综合语言的运用能力，培养创新精神。同时小同学好奇性强，就喜欢扮演，什么都想体验，而故事教学正好满足了他们的这种强烈愿望，为同学开展各种角色扮演活动提供了广阔的空间。在同学理解故事内容后，我们可以给它配音，复述、可以模仿扮演，也可以灵活性地创新续编同学有充沛的发挥余地也学的开心。 英语作为一门语言学科，实践性很强，就是让同学学会交流，能准确地表达出自身的思想。很多老师可能觉得小同学英语水平不是很高，假如教学英语故事，同学能不能读懂？能不能讲？能不能扮演？正好相反，在故事教学中，同学不只很好地输出了已有的知识水平，也大量地输入了这个故事中的一些单词、句子、语法、日常的教学用语和一些其他方面的内容。在老师的带领下他们既接受了新知识，又从词到句，从句到段，或复述，尽可能多地运用已学知识；或扮演，可结合小组的力量，吸收更多的知识；或续编，可以激发同学的想象力和思维能力。灵活地运用故事内容，扩展了学习面，扩大了词汇量，句型量，提高了同学自主学习的能力、交际能力和发明能力