Module 3-Unit 2 She went into a shop.-公开课ppt课件-(含教案+视频+素材)--外研版四年级下册英语（一起）-(编号：92ad7).zip

Post Test 1.辨音 （ ） cheese sheep （ ） scared tired 2.书写 月份 3 选择 （ ）cheese A. B. C. ( ) scared A. B. C. 4. 图片排序成小故事。 5.口述-创编故事 Tips: A clock shop, happy / scared , run up / run down / run to / run away , struck one Billys storyLast month,Billy went into_.He saw_ .He was _ ,_ ,_, then _ ,Billy was _ , he _and _.Module 3 Unit 2Module 3 Unit 2She went into a shop.考考你is go buy eat see have run waswentboughtatesawhadranWhere did you go yesterday?And what did you do there?I went to. and I .Listen and chantcatmouse学习目标：学习目标： 学会用过去时讲 一个 简短的故事2 31 Tilly关卡一：Whos she？ Where did she go? And when ?Where did Tilly go ?She went into a shop. 进入进入 .里面里面Where did the people go?They went into a shop.childrenclassroom people restaurant .went into the .museumroomPeople went into the. When did Tilly go into a shop?Last monthTry to read three thank mouth health month this monthlast monthnext month1.There are 4 weeks in a m_.2.There are 12 m _ in a year. onth onths考眼力：考眼力：2 31 What did Tilly buy?What did Tilly eat?What did Tilly see?How did Tilly feel?What did the cat shout?关卡二：关卡二：Listen & answerHello,Im Tilly.What did Tilly buy?She bought some cheese. Can you try? beef see sheep cheesecheese 奶酪奶酪What did Tilly eat?She ate the cheese.What did Tilly see?She saw a cat in the shop.How did Tilly feel?She was scared. run-ranran up.ran down.ran to.ran awayThe cat shouted”Come to my shop again.”What did the cat shout?Do you think Tilly will come to the shop again?脑洞大开脑洞大开I want some cheese.How much is it?Here you are.Oh,my god!Help! Help!Dont eat me! reason 起因起因process 经过经过 result 结果结果whenwherewhowhathow小讲堂：小讲堂：2 31 She was scared and ran away.关卡三：Listen and repeatShe bought some cheese and she ate the cheese.Then she saw a cat in the shop.She was scared and ran away.Lets imitate Tilly is a mouse.Last_, she went _a shop.she _some cheese and she ate the_.Then she _a cat in the shop.She was _and ran away.The cat_ “Come to the shop again!”month intoboughtcheesesawscaredshouted Hello! Im Tilly. Im a mouse. Last month,I went . I bought . and I ate . Then I saw . I was . and . The cat shouted “.Act it out.Tips：have got a cold / go to ( the hospital ) see the doctor / go skating / take some medicineI went homI had got a cold.I went to see a doctor.The doctor said. I went home and I took the medicine.Now I feel better.Yesterday, I went skating. It was cold.lets sing.Billy s story last month / thenclock shop / saw .happy / scared / .struck one / ran upran down / ran awayHomework:一、必做一、必做1.听音熟读课文三遍；听音熟读课文三遍；2.抄写单词以及本课语句；抄写单词以及本课语句；二、选做二、选做1.1.用英语讲简短的故事用英语讲简短的故事2.2.课外阅读孔融让梨课外阅读孔融让梨 ( (书后书后 P74-79)P74-79)新标准英语一年级起点四年级第八册 【教材分析】本单元以小老鼠 Tilly 去食品店买奶酪为话题，讲述了 Tilly 发现店主是只大猫而被吓跑的故事，继续学习用过去式讲故事。从上学期的神笔马良，本册书的第三模块第一单元狼来了两次传统经典故事的学习，到本单元的第三次学习讲故事，将进一步夯实，巩固，运用已学过的一般过去时，不同之处在于相对传统经典故事开篇语 once upon a time,long long ago，本单元故事生活化气息更浓厚，学生将学习用 last month 这一鲜明的表过去的时间词语去讲故事，在简短篇幅的限定下会巧妙使用词语 then 衔接故事起伏变化。如此语言简洁地讲述故事，续编故事，创编故事，对学生的口头表达能力及综合语用能力的要求都有所提高。【学情分析】四年级的学生在上学期已经比较系统地学习过了使用一般过去时谈论过去的经历，过去式动词变化多样，本节课重点帮助学生在已有的语言知识结构基础上，将旧知与新知整合，通过对故事结构内容的分析，理解故事包含起因，经过，结果三部分。再通过歌曲，角色扮演等途径激发学生学习兴趣和积极性，并尝试创编故事，从而提高和深化学生的综合语言运用能力。【教学策略】情境教学法、任务型教学法【教学目标】1.知识目标：1.在语境中学习，理解运用单词 month，通过比较感知字母组合 th 发音，并正确书写，了解 month 为时间单位,而根据 last month，this month，next month 的比较得知，不同时间要运用不同时态去表达。 2.在图片的辅助下理解，认读语词into,cheese,scared, 巩固 run 有不同的短语搭配：run away ,run to,run up,run down 意义不同，为创编故事做铺垫。 3.在讲述故事中，会用 then 连接故事情节，将故事引向高潮或结局。 2.技能目标：学生能借助图片，综合运用不同的过去式动词读 懂，讲述或表演一个简短的英文小故事。在课外尝试阅读英文小故事及其它绘本读物。 3.情感目标：通过读故事，讲故事，激发学生阅读英文故事的兴趣， 演故事，鼓励学生乐于模仿，敢于表达，与同学合作学习。【教学重难点】重点：有条理地讲述一个简短的过去发生的故事或个人经历。 难点：单词 month 中字母组合 th 发音 / 准确运用一般过去时讲述一个简短完整的英文故事。【教学准备】PPT 课件，单词卡片，教材，检测卷【教学过程】一、Preparation：a. Greetings: Good afternoon,children.Nice to meet you.b. First,lets do “ask and answer” game(快问快答). T-Ss: is-was / go-went / buy-bought / eat-ate / see-saw / run-ran / have -had / take-took S1-S2 同桌之间上下，左右打乱次序互问过去式 （设计意图设计意图：巩固旧知，师生，生生互问，夯实动词过去式，为用过去式讲故事做准备） c.Lets do “opposite” game(针锋相对). Show cards,say quickly. T-I did . Ss- I didnt . （设计意图：设计意图：借助图片复习巩固以前做过，没做过的事情,正确使用过去式语句。） d. Now listen and say. T-Yesterday , I went to a shop,I bought some bananas, but I didnt eat them.What about you? Where did you go yesterday? And what did you do?Ss- I went to. and I did .（设计意图设计意图：学生可借助 PPT 上的过去式提示回答, 联系自己生活，运用过去式说两三句话，为后续学习做铺垫。）e. Listen and chant (Activity 1)T-Now look at these two sheep, Where did the sheep in blue go yesterday? What did he do there? Lets watch CD-ROM, then repeat.Ss- -This sheep went to the shop.He bought .and ate.T-Now repeat together.二、Presentation:a. T-Do you know the cartoon Tom and Jerry？Today lets learn a new story about another cat and a mouse. 板书课题 M3U2.b. Task: 今天这节课我们继续学习用过去时讲一个简短的故事，通过闯三关的形 式看看谁最强大，比比谁的故事更精彩。OK？ (设计意图：设计意图：通过出示学习目标，让学生明确本节课学习任务，激发学习兴趣）c.Lever One 第一关 （初听课文，整体感知） T-出示图片 This mouse 摊上大事了,Do you want to know what happened to her?Come to Lever One.lets watch CD-Rom (Activity 2), and thinkT- (PPT 出示 Tilly 图片)Who is she?(Tilly)Where did she go? When did she go t here? (设计意图：设计意图：以 Tilly 图片和老师语调表情来引领学生听音思考，通过回答问题， 让学生初步了解故事起因）Ss- She went into a shop. (出示单词卡片 into，先询问学生由哪两个词合成？规律 in+to 记忆之后领读,PPT 快速看读有 go into 的短语，) T-When did she go there? Ss- Last month.单词卡片领读 month，强调 th 发音/，比较 thank ,three , mouth , health,初步了解字母组合 th 发音规律。T-出示台历观察，理解 month 是个时间单位。询问T-Now its April, Is May last month? Is April last month? Ss:No.T-Is March last month? Ss: Yes.齐读深入理解 Last month， this month ，next month,要用不同时态，而上个月 Last month 发生的故事强调要用过去时介绍。T-你有什么方法记忆 month? 拼读并板书示范。T-考眼力，首字母填空结合语境实际运用 month。指答其余人手势判断 ， 。（设计意图：设计意图：落实目标 1 -知道 month 是个时间单位.以旧引新，比较发现thank,three,mouth,health 中,字母组合 th 可位于词首或词尾发清辅音，而根据last month，this month，next month 要运用不同时态。在考眼力的语境中思考，理解运用单词 month，会正确书写）Well done everyone,congratulation! 第一关闯关成功，Come on Level Two。d.Level Two 第二关 （再听课文，深入理解）T-Last month, Tilly went into a shop ,What did she do there?Lets listen and underline the answer.Open your books .闯关目标，Ss-齐读问题 Q1:What did she buy? Q2: What did she eat? Q3:What did she see? Q4:How did she feel? Q5:What did the cat shout?Then,Ss discuss with your partners.听音勾画，同桌交流，汇报(设计意图设计意图：连环问题，层层递进，引发思考，深入体会故事的经过既系列动作讲述干了什么。Ss-1.She bought some cheese.齐读 cheese, What can you find here? see,sheep,beef,cheese,发现规律 ee 字母组合发长音/i:/Ss- 2.She ate the cheese. Ss- 3.She saw a cat in the shop.T-How did she feel? Ss- 4.She was scared and ran away. 齐读单词卡片 scared,用不同语调,动作表达惊恐之情，看图运用，讲解人或动物在自然灾害，或突发事件中会感到 scared 惊恐害怕，本能反应就是 run away 逃跑。领读 run away ,看图区分 ran away ,run to,run up,run down 理解不同语境下意义不同。（设计意图设计意图：落实目标 2-看图比较，对比理解 run away ,run to,run up,run down 意义不同，学会 run 不同搭配短语的实际运用，初步了解故事的经过在店里干了什么，结果如何） T-In the shop，Tilly saw a cat,she was scared and ran away.What did the cat shout after her?Ss-The cat shouted “Come to the shop again.”运用什么样语气？点读笔反复听 音模仿T-Will she come to the shop again? Now lets listen , repeat and then answer. Ss- No，she wont.e.脑洞大开,想象画外音 What does Tilly say? Picture one：I want some cheese. / how much is it? / Here you are.Picture two：Oh,my god! / Help! Help! / Dont eat me! .(设计意图：设计意图：通过联想 Tilly 的心理活动及话语，丰富故事内容)T-提问思考故事开始以 Last month 设定，又用哪个词巧妙地把两幅图联系起来?看书思考，小组议论一下,板书 Then。f. Summary: How to tell a story?播放知识小讲堂，了解完整故事应包括 起因，经过，结果三部分。对照板书让学生尝试说出起因对应的 When,where ,who 三要素, 经过有干了什么 what ，结果 how，而 then 一词暗示故事的波折而导致的结果,其中如果能加入想象的人物对话内容，会使故事更生动。学生参照板书线索齐读故事。(设计意图：设计意图：落实目标 3-通过微课知识小讲堂，了解故事框架有三部分，增强学生记忆，辅助学生自主学习。教师提问，引导学生体会词语 then 的连接作用，将故事引向高潮或结局。）Excellent.Everyone pass Lever Two,then lets come to Lever Three，Ready ? Go!g.Lever Three 第三关（三听课文,模仿跟读）有感情朗读课文，如果能背诵表演就更出彩了 Imitate the story，pay attention to the pronunciation and intonation. 在句中画出重音符号，停顿，强调句子要按意群读，重音单词要重读，注意语音语调 Practise by themselves，then read in class. (boys,girls / one by one/ .) Wonderful,!Youre the best.3Practise. a. Look and read the pictures quickly.(参照简笔画复述故事）b. 改编故事 Tilly 不仅喜欢 cheese, 更有老鼠爱大米，试用 Rice Shop 改编c. Act it out.小组合作表演。d. If you re Tilly,can you tell your story?( 全体尝试以第一人称表演）e.续编故事 book，P18-(Activity3) A little girl wants to tell her story,what happened to her?lets help her.Give the key words. Discuss in groups. Then read the story together.（设计意图：设计意图：引导学生自主学习复述，改编，续编.几个教学活动环环相扣，紧紧围绕教学目标而展开，内容紧密联系 Tilly 购物这一情境，加深学生对文本的理解，激发学生学习英语的积极性，鼓励学生大胆参与 Tilly 角色，积极表演Tilly 购物情境，最大限度地调动了学生学习热情与学习潜能。面对全体学生，培养知识的迁移能力。）f.轻松一刻(Activity 4) Sing a song Hickory ,Dickory, Dock . T- Heres Tillys brother Billy,where did he go?Learn to sing.Ss-Sing again with the action.（设计意图：设计意图：轻松愉悦的氛围中，辅助动作表演感悟所学，体会 Billy 的故事，为下面创编故事做铺垫。） 四、Production:Share Time :根据歌曲情境 Billy went into a clock shop last month，创编故事。Tips: A clock shop, happy / scared , run up / run down / run to / run away , struck one Billys storyLast month,Billy went into_.He saw_ .He was _ ,_ ,_, then _ ,Billy was _ , he _and _.（设计意图：设计意图：落实技能目标：学生能借助歌曲里的图片情境，及教师给予的提示词，综合运用不同的过去式动词讲述或表演一个简短的英文小故事，充分利用文本拓展练习，学以致用，突出本课重点，达成目标。）5、Summary and Homework: 1. What did you learn today? 2. All of you did a good job today. And for todays homework is here. ( 一)、必做 1.听音熟读课文三遍，注意模仿语音语调； 2.抄写单词以及本课语句。 ( 二)、选做 1.自编一个简短的英文小故事，与好朋友分享； 2.尝试阅读一篇课外英文故事孔融让梨 P74-79。附板书：Module 3 Unit 2 She went into a shop. Last month Then scared ran away bought ate saw sawsawshopwent into Post Test1.辨音 （ ） cheese sheep （ ） scared tired2.书写 月份3 选择 （ ）cheese A. B. C. ( ) scared A. B. C.4. 图片排序成小故事。5.口述-创编故事 Tips: A clock shop, happy / scared , run up / run down / run to / run away , struck one Billys storyLast month,Billy went into_.He saw_ .He was _ ,_ ,_, then _ ,Billy was _ , he _and _.