科普版四年级下册Lesson 12Revision-ppt课件-(含教案+音频+素材)-部级优课-(编号：3237e).zip

科普版小学英语第四册科普版小学英语第四册 L Lessonesson 1212 TheThe tigertigers s lunchlunch Please read the story quickly and answer: Who is the tigers lunch? （快速阅读短文并回答问题：（快速阅读短文并回答问题： 谁是老虎的午餐？）谁是老虎的午餐？） Tiger : Im hungry. Where is my lunch? Oh , a rat! That can be my lunch. Ha-ha! You are my lunch. Rat : Please dont eat me. Tiger : Oh , some rabbits are over there. They are big. Rat : Please let me go. Tiger : Go away! Let me catch a rabbit. Some rabbits are over there. A rabbit is over there. Some deer are over there. Read with emotion (有感情的朗读)： Rat : Please dont eat me. Rat : Please let me go. Tiger : Ha-ha! You are my lunch. Rabbit : Please dont eat me , Mr Tiger. Tiger : Oh , some deer are over there. Those deer are big. Rabbit : Please let me go. Tiger : Go away ! I like deer. Let me catch a deer. Deer : Ha-ha ! Im fast. You cant catch me. Tiger :Oh , Im still hungry . Where is my lunch? Tiger : Im hungry. Where is my lunch? Oh , a rat! That can be my lunch. Ha-ha! You are my lunch. Rat : Please dont eat me. Tiger : Oh , some rabbits are over there. They are big. Rat : Please let me go. Tiger : Go away! Let me catch a rabbit. Ha-ha! You are my lunch. Rabbit : Please dont eat me , Mr Tiger. Tiger : Oh , some deer are over there. Those deer are big. Rabbit : Please let me go. Tiger : Go away ! I like deer. Let me catch a deer. Deer : Ha-ha ! Im fast. You cant catch me. Tiger :Oh , Im still hungry . Where is my lunch? I am hungry. The rat is my _. She is _. Let her _ _. Go away, go away. Rabbits are _ _. They are _, they are big. Let me _ a rabbit. Fill in the blanks and sing(填一填，唱一唱) ： lunch small go away over there big catch Let me catch a rabbit. She is my lunch. She is small. Let her go away. Go away, go away. Deer are over there. They are big, they are big. Let me catch a deer. Let me catch a deer. She is my lunch. She is fast. I cant catch her. Oh no, oh no. Im still hungry. Oh no, oh no. Where is my lunch? The tiger is very _. What do you think about the tiger？(你认为 这个老虎怎么样？) Greedy will not come to a good end! (贪婪不会有好下场！) Stop being greedy!(不要贪婪！) Group work(小组讨论小组讨论): Please finish your story(续编小故事续编小故事) Oh , Im sad . Im still hungry . Where is my lunch ? Some . Homework: Share your story with your friends or your parents after class. (课后，和你的朋友或父母分享你的 故事。) 科普版小学英语第四册 Lesson 12 The tigers lunch 教教 学学 设设 计计 Lesson 12 The tigers lunch Tiger:Im hungry. Where is my lunch? Oh,a rat! That can be my lunch. Ha-ha! You are my lunch. Rat:Please dont eat me. Tiger:Oh,some rabbits are over there. They are big. Rat:Please let me go. Tiger:Go away! Let me catch a rabbit./ Ha-ha! You are my lunch. Rabbit:Please dont eat me,Mr Tiger. Tiger:Oh,some deer are over there. Those deer are big. Rabbit:Please let me go. Tiger:Go away!I like deer.Let me catch a deer./ Deer:Ha-ha!Im fast. You cant catch me. Tiger:Oh, Im still hungry.Where is my lunch? Part 1.Teaching content 教学内容 本节课是科普版小学英语第四册第十二课的“Read”部分， 语篇内容围绕饥饿的老虎寻找午餐展开。 Part 2.Teaching aims 教学目标： 1. 认知目标： a.能听懂，会说 over there, catch, deer, rabbit, fast, Go away!等 重点词句,并能恰当的运用到口语交际中。 b.能理解文本并能回答与文本内容相关的问题。能根据简笔 画板书及关键词进行复述。 2. 能力目标： a. 学生能够围绕“老虎的午餐”这一话题展开讨论，并进行 语言和文字描述，达到提高英语综合能力运用的目的。 b.能够利用本课的主题句表达自己的思想，进一步提高学生 听、说、读、创作的能力。 c.培养学生的阅读习惯及阅读技巧。 3情感目标： a.通过语篇的学习，使学生明白做任何事情都不可太贪心， 引导学生在学习成长的过程中要一心一意，做好每一件小事。 b同学们分享自己续编的故事，学会总结经验，吸取教训， 不断进步。 Part 3.Key points and difficult points of lesson 教学重点及难点 1. 掌握并能运用本课的主题句表达自己的思想。 2.学会基本的阅读技巧，并能对阅读材料进行有目的地分析。 Part 4 Teaching methods and Study methods 教法，学法设计 鉴于本篇是阅读教学，教师分阅读前，阅读中和阅读后三步 展开自己的教学设计。阅读前以谈话，猜谜的形式鼓励学生对 本文内容进行合理想象，为接下来的文本教学做好铺垫；阅读 中引导学生在读中发现问题，思考问题，讨论问题，解决问题， 培养学生一定的学习能力和阅读技巧，达到深挖文本内容，理 解文本意义的目的；在学生理解并掌握阅读内容后，鼓励学生 将语言运用到故事的续编中，进一步加强语言运用。 Part 5.Teaching steps 教学步骤 Step 1.Lead in 导入 T：Good morning ,good morning, you can call me Miss Wang, good morning ,good morning, I am Miss Wang.(唱歌曲唱歌曲早安歌早安歌 并向学生自我介绍并向学生自我介绍) Good morning, boys and girls. Ss: Good morning, Miss Wang. T:Welcome to my class. OK, class, now, please look at the blackboard. Can you guess ,whats this?(逐步画出老虎) S1：Its a chair. T:Is it a chair? No, it isnt. Lets go on! S2:Its a cat. T:Is it a cat? No, it isnt. Look! Its a. Ss: Tiger. T: Yes, you are right.(板书 tiger) The tiger is very hungry. He is looking for something to eat, maybe a cat , maybe a dog, anything else? Can you say? S1:A monkey. S2:A pig. T:You know cats, dogs, monkeys and pigs, they can be the tigers lunch(板书 lunch，并教授) Today, a story for you, the name is The tigers lunch.(板书题目) Do you want to know who is the tigers lunch in this story? 设计意图：（教师利用简笔画让学生猜测出故事的主角-老 虎，并通过谈话引起学生对于老虎午餐的预测，有效激活学生 思维。这一设计既突显了本篇阅读的主旨，又为导入语篇做好 了铺垫。 ） Step 2.Presentatian &practice 呈现与操练 1. 教师设问：“Please read the story quickly ,and answer Who is the tigers lunch?”让学生带着问题快速阅读全文。 2. 学生回答问题，教师将学生所描述的动物以简笔画的形 式呈现。 3. 教师利用板书的动物简笔画设问,并分段阅读，解决问题： 1） Is the rat the tigers lunch?(在本段中解决需要掌握的 词句，并示范读文本，之后回答问题以及引申问 题“Why?”总结出“big” “small”) 2） Is the rabbit the tigers lunch?（在本段中回答此问题， 并再次引申问题“Why?”总结出“big” “small” ） 3） Is the deer the tigers lunch?（学生通过前两段学习 基本扫清词句障碍，齐读本段，找出答案并引申 问题“Why?” ） 4. 回答问题“Who is the tigers lunch?” 设计意图（鉴于本课是语篇教学，教师在这一环节中， 安排学生对文本进行了四次阅读，针对每一次阅读提 出了不同的要求。第一次，让学生通过快速阅读，对 文本进行整体感知，了解老虎的午餐，和读前学生自 己的预测进行对比，教师对学生的积极发言，大胆预 测进行鼓励，使学生体会到成功的喜悦，进一步激发 了学生的积极性和主动性。学生在描述老虎的午餐时， 教师随机以简笔画的形式板书呈现，加深了学生的理 解。第二次，让学生带着问题“Is the rat the tigers lunch?”听第一段文本的录音,并引导学生在阅读中发现 问题，提出问题，解决问题。教师通过图片展示，表 演及有效信息的提供，进一步帮助学生理解文本中重 点词汇和句子，扫清阅读障碍。解决第一个分问题的 同时，引导学生深入思考，运用简练的语言，概括出 主旨。第三遍，让学生带着问题“Is the rabbit the tiger s lunch?”听教师读第二段文本。由于阅读障碍已经扫 清，学生能够从文本中获取有效信息，组织语言，解 答问题。第四次，让学生带着问题“Is the deer the tigers lunch?”齐读第三段文本。由于有了前两段的积 累，学生能够很快找出答案，并总结出本段主旨。本 环节教师循序渐进，引导学生积极主动地参与到学习 过程中，从整体感知，再到逐段阅读，理解和掌握， 层层深入设计活动，从泛读逐步到精读，逐步培养学 生良好的阅读习惯，并不露痕迹地对学生的阅读技巧 进行了有效的指导。 ） Step 3.Consolidation 巩固 1.听全篇文本 2.教师将故事改编成三段小短文，对课文内容概括，并利用 小短文挖空，请学生填词,之后唱一唱，进一步巩固复习。 I am hungry. The rat is my _. She is small. Let her _ _. Go away, go away. Rabbits are over there . They are big , they are big. Let me catch a rabbit . Let me catch a rabbit. She is my lunch. She is small. Let her go away. Go away, go away. Deer are over there . They are big, they are big. Let me catch a deer . Let me catch a deer. She is my lunch. She is fast. I cant catch her. Oh, no, oh ,no. Im still hungry . Oh, no, oh, no. Where is my lunch ? 设计意图：（该环节的设计是为了检测学生对文本重难点词 句的理解和掌握情况，进一步巩固语篇的核心内容。 ） 3.教师引导学生利用黑板上的简笔画，与学生一起对故事进行 复述。 T&Ss：Im a tiger, Im hungry, where is my lunch? Oh, a rat, but you are too small, go away. Some rabbits are over there, they are big, let me catch a rabbit. Oh, some deer are over there, they are big, let me catch a deer. But the deer is fast, I cant catch it. Im still hungry. 设计意图（教师快速的以简笔画和中心词的方式呈现文 本内容，形象，生动，直观，有效的帮助学生回忆文本 内容，并进行复述，巩固学习内容的同时，使学生在语 言的表达上又有了发展。 ） Step 4.Extension 拓展 1. 让学生谈一谈对老虎的看法，并通过教师的一步步引导，总 结出老虎贪婪的特征，并教育学生不要贪婪。 T：Class, what do you think about the tiger? S1:He is very kindhearted. S2:He is very stupid. T: Look! Small , go away. Big, catch. The tiger is very You can say Chinese. Yes, you are right. The tiger is very greedy. Yes or no? Read after me. He always want the big one, but at last, he get nothing. Greedy will not come to a good end. Do you agree with me? So stop being greedy. OK? T：Boys and girls .The tiger is still hungry. He is still looking for his lunch. Look !Some animals are over there. Some hens, some monkeys and so on. If you are the tiger, what should you do? Please finish your story, discuss with your partners, work in four. 设计意图：（教师通过谈话，引导学生思考贪婪的老虎还是 很饿，那么老虎应该怎么办？让学生续编小故事，达到运用语 言的目的，并从老虎的失败中总结经验，吸取教训。 ） Step 5:Assign homework 布置作业 T： After class ,share your story with your friends or your parents, OK? 设计意图：（让学生与家人，朋友分享自己的小故事，达到 再次巩固、运用的目的。 ） Part6.Blackbord writing 板书设计