Unit 6 Holidays-Lesson 3-ppt课件-(含教案+视频+素材)-外研剑桥版四年级下册(编号：905b7).zip

A story-The monstersay a chant playing , playing , play ing the piano,playing , playing , playing the guitar;riding, riding , riding a horse ,riding , riding , riding a bike;eating , eating ,eating a banana;yeah, eating a banana ! 学习目标学习目标：1.Learn the words（学习单词）: kitchen,bathroom,bedroom,living room2. Can use the sentences（运用句子）:is having a bath. is washing the dishes.3.Understand the story.（理解故事）Task 1Listen and answer the questions听磁带，通读课文，回答问题，理清故事大意1.How many animals are there in the story? Who are they?2. Whose（谁的）（谁的） house is it?3. Who breaks into （闯入）（闯入）the house? 1.How many animals are there in the story? Who are they?seven2. Whose（谁的）（谁的）house is it?3. Who breaks into （闯入）（闯入） the house?backTask 2 Read the story and understand it.（读故事，理解故事内容（读故事，理解故事内容）B: Answer the questions：2、What can they see(他们看见了什么）他们看见了什么）?A : Circle（圈出）圈出） the new words.1、What happens(发生什么事了）发生什么事了）?家有萌宠请在此输入您的副标题bedroombathroomliving room =livinglive+ingkitchenin the bedrooma lionWatching TVIn the living rooma fox and a snakeplaying table tenniswashing the disheswhodoing wherea hippohaving a bathin thebathroomthe rabbitin the kitchenIf you are the mouse and the hamster what can you do?（如果你是他们，你怎么做？）（如果你是他们，你怎么做？）Is it a real（真正的）（真正的） crocodile?Task3 Act the story in groups . (小组表演故事) Tips : 1、可以选择喜欢的 场景表演 2、一人说，多人演 3、边说边演 4、多人说，多人演When we face to the problem , we should use our brain and find the best way .（当我们面对问题的时候，我们可以（当我们面对问题的时候，我们可以动脑筋选择最好的方法。）动脑筋选择最好的方法。）What will happen?Can you guess the ending of the story？猜想一下故事的结局会是什么样的呢？猜想一下故事的结局会是什么样的呢？Homework:The monster 说课稿一、教学指导思想 英语课程标准指出：基础教育阶段英语课程的主要任务是：激发和培养学生学习英语的兴趣，使学生树立自信心，养成良好的学习习惯和形成有效的学习策略，发展自主学习的能力和合作精神；使学生掌握一定的英语基础知识和听、说、读、写技能，形成一定的综合语言运用能力。 我们在小学阶段主要是培养学生的综合语言运用能力。二、教材说明 本单元以假期为话题展开，主要介绍孩子们度假的情况，扩展学生的视野。在本单元中第一课时介绍现在分词的构成规律，初步了解现在进行时。第二课时是阅读教学，了解世界各地的孩子们是怎样度假的；第三课时是本课时，通过故事学习并正确运用现在进行时。三、学情分析 对于四年级学生来说:他们在知识基础方面缺少丰富的语言基础，对任务的完成有一定的难度；在思维能力方面有较强的记忆能力和模仿能力，有待培养知识的扩展运用能力；在认知心理方面有较强的求知欲和表现欲，部分学生存在不自信，羞于表现等思想顾虑。四、教学目标（一）Knowledge Aims（知识目标）1.学习和掌握重点词汇 bath room 、living room 、bedroom 和 kitchen；能正确运用句型 Is having a bath(/).2.能给故事设计一个合理地结尾；3.能运用简单的对话进行交流，并能听、说、演故事。（二）Ability Aims（能力目标）1.理解故事，并能在具体的语境中进行简单的英语交流；2.掌握现在进行时的构成：主语+be+ing 形式；3.通过实践性学习培养学生的听、说、读、写，以及综合运用英语进行交际的能力。（三）Emotion Aims（情感目标）通过习得并表演生动、有趣的故事，激发学生学习英语的兴趣；提高他们获取信息和组织语言的能力；培养他们团结合作的学习精神。（四）Culture Aims. (文化意识)了解并进一步走近生活，感受生活的乐趣。4、教学重难点 （一）理解故事大意，正确流利地朗读故事；（二）掌握现在进行时的构成和用法。五、教具准备：CAI, tape-recorder, card, animal masks and so on. 六、教学过程 Step 1. Pre-reading 1. Greeting T: Hello, Im Miss Liu. Nice to meet you. 2. Free talk T: Do you like holidays? S: Yes. T: What do you do in holidays?S: 【轻松的谈话环节，巩固上节课学习的知识，切入单元主题。】Step 2. In-reading1、设置情境，引入话题（1）课件呈现房子的图片T: Look, whats this?S: Its a house.T: Yes, its a big house. It looks very nice. Lets go and have a look, OK?S: OK. Lets go!（2）课件呈现房型平面图T: Oh, there are many rooms in this house, what are they?学生边看边回答 bathroom、bedroom、living room、kitchen师按音节教授新单词: kitchen （拼读：kit ch en）T: What can we do in the bathroom/bedroom/living room/kitchen?S: We canin theSs（边做动作边练说）Learn new phrases: have a bath, wash the dishes【此环节的学习和新授，为学生能准确理解和阅读故事作下铺垫。】（3）课件呈现写有“sweet home”的房子图片T: Yes, its really a nice house. I hope this is my home, sweet home.学生练说：Home, sweet home【引导学生读 Home 和 sweet home，体会其中感情，读出温馨感觉。】2、Skimming（扫读故事）T: Today we will learn a story-The monster（揭示课题并板书）, all the things take place in this house. Please read this story silently. Try to understand it. 出示问题 1: What is this story talking about? 学生带着问题默读整篇故事。【初读课文，让学生整体感知。】3、Intensive reading（精读故事）（1） Learn part one of the story (学习故事的第一部分)T: Read picture one loudly.出示问题 2: Whose house is it?课件呈现故事的第一部分，学生带着问题大声朗读后回答。T: What are the mouse and the rabbit going to do?S: Theyre going for their holidays.【细致的阅读帮助学生明确谁是房子的主人，深刻理解故事内容。】（2） Learn part two of the story（学习故事的第二部分）T: The mouse and the hamster are going out for their holidays, only the rabbit left at home. Lets watch the cartoons.出示问题 3: What will happen? 课件播放故事的第二部分T: There are four big animals rushing into the house, who are they?S: There are hippo, lion, fox and snake.T: What are they doing in the house? 课件呈现四幅图，学生自由大声朗读。T: What is the hippo doing?S: In the bathroom a hippo is having a bath. （板书句型，贴上卡片）T: What is the lion doing?S: In the bedroom the lion is watching TV.T: What are the fox and the snake doing?S: In the living room a fox and a snake are playing table tennis.(板书句型，贴上卡片)T: What is the rabbit doing?S: In the kitchen the rabbit is washing the dishes.【重点句型，重点操练。先听，然后自由读，最后指名读。】T: Look at the four big animals, how are they feeling now?S: They are very happy.T: What about the rabbit?S: The rabbit is sad/tired/unhappy【Feelings 是学生已知内容，此环节既整合了语言知识，亦帮助学生知晓故事内涵，体会动物性格，学会正确朗读。】T: Whose house is it at this time?S: The four big animals.S：They are thieves.T: How are you feeling now?【教师引导学生说出想帮助小动物的愿望，要把大动物赶走。过渡自然。】T: Lets find a good way to help the small animals.（小组讨论并回答）【给予学生充分的想象空间，激发他们的思维，倾听他们的奇思妙想。】（3）Learn part three of the story（学习故事的第三部分）T: The hamster and the mouse are angry, too. They have got an idea. OK, lets look!出示问题 4: Whats the idea? 课件呈现故事的第三部分T: When the big animals look at the crocodile, how are they feeling?S:They are scared.T: What do they say?Ss（齐读）: Whos knocking? The big crocodile. Help! Help！T: You are not scared. Please listen to me.教师示范读：Whos knocking? The big crocodile. Help! Help!读出极度惊恐的语气。 学生表演读。（4）揭晓答案：“Who is it?”T: Is it a crocodile? Please look! Whose house is it at last? 课件呈现故事的最后答案。S: The mouse, hamster and rabbit.【让学生理解故事结局是小动物们通过自己的聪明才智赶走了大动物，房子物归原主。】Step 3. Post-reading1、深入分析动物性格T: Therere many animals in this story. Which animal do you like best? Why?S: 2、由故事联系生活，渗透思想教育T: When we are in danger, dont be worry. We should open our minds to get help from others or just help ourselves. I believe you can, brave and clever children.【教育学生遇事沉着冷静，开动脑筋想办法求助及自救。】3、学生跟读故事（课件呈现整个故事，强调模仿语气,读出感情）4、分角色表演故事（指名示范）【带有指导性质的示范：如小组内角色的分配，各类动物的表情、语气及动作。】5、组内分角色练习表演故事（选择自己喜欢的角色，和小组同学合作表演故事片段）。6、在全班表演故事The monster片断七、教后反思 阅读是获取知识、认识客观事物、发展智力和情感的重要途径。阅读教学也是英语教学的重要内容之一。培养学生的阅读能力，有助于扩大词汇量，丰富语言知识，提高语言的综合运用能力。 Join in的每个单元都为学生提供了阅读材料。这些材料图文并茂，有的是幽默小故事，有的是风趣的小对话，也有的是知识性的小短文。如果教师能从学生的视野出发，在轻松愉快的课堂中，设计丰富多彩的活动，引导学生主动阅读，必定会使阅读教学焕发出生命与活力。 本节课我采取阅读的方式来教学五年级第十单元的故事The monster，从扫读到精读，始终以“Whose house is it?”这个问题为主线，逐步引导学生阅读理解故事的三大部分，力求让学生们在欣赏中阅读，在动态中阅读，在悬念中阅读，在想象中阅读。 一、让学生在欣赏中阅读。 小学英语，兴趣第一。You can lead the horse to the river, but you cannot make it drink.只有当学生对学习产生兴趣和渴望，他才愿意学。有了阅读的兴趣，学生才能始终保持旺盛的学习精力和高涨的学习热情。考虑到小学生有着好新奇、好活动、爱表现、善模仿的思维特点，在开展阅读教学中，我利用多媒体教学手段，通过声、色、画等多种感官的刺激，让学生通过欣赏生动的画面，感受动物的形象，激发他们主动阅读愿望，使阅读成为赏心悦目的享受，使英语课堂成为学生自我表现的舞台。 二、让学生在动态中阅读。 “课堂即生活”“让课堂焕发出生命的活力”是现代教育、教学的新理念，它体现了“以人为本”的教育思想，对完善人格、开发潜能、发展主动性等都具有积极的影响。通过“动态”的阅读，教师可以引导学生在活动中感知、体验、感悟和表现，使学生通过语言进入“社会生活”，并在“生活”中进一步体会情感、态度、价值观，感悟语言的内涵。如在本堂课的最后，我安排了分角色表演这一环节，这种角色扮演的动态阅读过程，使学生既遵循文本，又超越了文本。这不仅仅是语言知识和技能的传承和训练，更是生动、活泼的生活感受，学生对语言的理解在实践活动中进行了创造性的发挥和表现，孩子们的语言、神态、动作皆让人拍手称绝！ 三、让学生在悬念中阅读。 如果说问题是探索的材料，那么悬念便是促使探索的动力与“调味剂”，使学生的求知欲由潜伏转入活跃，有力地调动学生思维的积极性和主动性。因此，在学生阅读故事的每一部分之前，我都会提出问题，鼓励他们带着问题去阅读，尝试自己找寻答案，以此激发他们阅读的兴趣。 学生通过自己阅读，可以准确地感知故事发生的地点、时间、故事的主要人物及事件。他们凭借自己的智慧和能力，积极思考，多方面、多角度地解决问题，既开动了脑筋，又发展了思维，头脑也越用越灵活，语言也越来越丰富。 四、让学生在想象中阅读。 爱因斯坦曾说过：“想象比知识更重要，因为知识是有限的，而想象概括着一切，推动着进步，并且是知识进步的源泉”。因此，在教学中，教师要抓住时机，对学生进行敢于想象、敢于创新、敢于打破常规的训练。如在第二、三部分的过渡阶段，我设计了这样一个开放性的话题“Find a good way to help the small animals.”在小组中孩子们积极讨论，出谋献策。他们的答案出人意表，无所不包。“Call the police.”“Call the elephant.”“Hit the big animals.”“Call the big animals father”“Call their teacher”新奇的想法，丰富的语言让我真正领会到“丰富的想象是创新的翅膀”一语的真谛。 “基于学生发展，关心学生发展，为了学生发展”是新课程的核心理念，它充盈着的是宽容与人文关爱。在轻松的课堂中，引导学生主动阅读，让他们有自己的体验，有自己的心得，有自己的评价，我想这才是阅读教学的出发点和归宿。让学生用自己喜欢的方式解读这个世界，让学生用自己擅长的方式表达对世界的解读吧！Unit 6 A story-The monster 教学设计一、教材说明 剑桥少儿英语是英国剑桥大学出版社 2000 年最新出版的教材。它以非英语国家的少年儿童为学习对象，学习内容与小学生的生活紧密相连，吸收了大量新的教学思想和方法，充分运用国际上先进的外语教学研究成果，注重学生运用语言能力的培养，使教材和教学过程成为对少年儿童各种外显的语言活动与智能开发和英语综合运用能力的优化整合。同时，教学内容也可根据实际情况自由随意组合，适时调整。本教材的突出特点体现在：学生为主体，全面提高学生的素质； 教学方法先进，反映国际教学的趋势； 目标设置科学，符合国家小学英语课程目标的要求； 教材内容广泛，体现现代社会的气息； 教学资源丰富，促进小学课程的拓展。二、教学指导思想在英语课程标准的引领下，我将本课的指导思想确定为：让学生主体参与，主动探究，合作互动，协调发展。基本教法为：创设情境，营造和谐氛围；强化听说，突出学生主体地位；培养语感，发展学生潜能。面向全体，引导学生参与学习过程，适当利用教辅手段，充分体现英语的学科特点，注重听说能力的培养，尽量全英语组织教学，逐步培养学生良好的听力以及运用语言的能力。基本学法：学生个体活动，小组合作，全班齐动交替进行，让学生在“动” 、 “玩” 、 “乐”的中爱学，轻松获取知识，变以往学生被动接受知识的过程为主动探究、创造的过程。三、教学目标（一）Knowledge Aims（知识目标）1.能理解故事内容，并学习和使用现在进行时这种新的时态；2.能给故事设计一个合理地结尾；3.能运用简单的对话进行交流，并能听、说、演故事。（二）Ability Aims（能力目标）通过实践性学习培养学生的听、说、读、写，以及综合运用英语进行交际的能力。（三）Emotion Aims（情感目标）通过习得并表演生动、有趣的故事，激发学生学习英语的兴趣；提高他们获取信息和组织语言的能力；培养他们团结合作的学习精神。（四）Culture Aims. (文化意识)了解并进一步走近生活，感受生活的乐趣。四、教学重难点 Understand the story and can act it with their partners.五、教具准备：CAI, tape-recorder, card, animal masks and so on. 六、教学步骤Step.1 Warming up.1. Greeting: Good morning, boys and girls. Nice to meet you. What day is it today? How are you feeling today? 2. Sing a song: The animals summer party.3. Review the words: hippo, lion, wolf, fox(one by one quickly)Step.2 Presentation.Play a game: Guess, guess, guess.(1) Teacher shows the voice: having a bath, washing the dishes; lead in the new words:bathroom, kitchen; teacher teach the pronunciation of them, practice and read follow the CAI.(2) Teacher shows the pictures: bed; lead in the new word: bedroom;Teacher teaches the two kinds of pronunciation, Students practice and read follow the CAI.(3) Teacher shows the picture: living room, teach the pronunciation of it, practice and read follow the CAI.(4) Teacher shows the four cards: practice (fast motion).T: (CAI: voice of having a bath) Lets play a game: Guess, guess, guess. Whats this?(Body language help)Ss: Having a bath.T: Yes, having a bath in a. (Say it slowly.)Ss: Bathroom. (CAI shows the picture and the word.)T:Yes,very good. (show the card of bathroom.) Its a bathroom.Students read the word follow the teacher, then practice one group by group and have a little train.在游戏中由声音素材引入新词，学生兴趣盎然，避免教师生硬地输入新知，教学效果好，学生易于接受、参与面广且记忆深刻。T: (CAI: a picture of bed) Guess: Whats this?Ss: Its a bed.T: Yes, its a bed. We put the bed in a.(Body language help.)Ss: Bedroom.T: Wonderful. (Show the card of bedroom.) Its a bedroom.Teach two kinds of pronunciation, students read the word follow the teacher, then have a little train: two kinds of pronunciation one by one.由图片带来的视觉刺激导入新单词，学生充分发挥联想能力，对旧识进行重组、整和，从而通过自己的探究获取新知，体会成功的喜悦。T:（CAI：voice of dishing the dishes.） Guess : Whats this?(Body language help: shows two dishes and wash them.)Ss: Washing the dishes.T: Yes, good. We can wash the dishes in the.Ss: Kitchen.T: Wonderful. (Show the card of kitchen.) Its a kitchen.Teach the pronunciation, students read the word follow the teacher, then practice in groups and have a show time.教学碟片里节选的声音素材是学生预习过程中已十分熟悉的部分，教师设置的悬念既起到了激趣的作用，又能加强学生记忆，一举两得。2. T: Today we will learn a new story: The monster. (Teacher sticks the title.) Students read the title follow the teacher.T: I will give your three questions: How many animals are there in the story? Who are they? What are they doing? (CAI)Ss: There are seven animals in the story.T: Who are they? Who can tell me?S1: Hippo.S2: Lion.S3: Fox.S4: Hamster.S5: Mouse.S6: Snake.S7: Rabbit. (Teacher gives the students a prize: A little colorful house.)3. Teacher shows the questions three: What are they doing?Show the table (CAI) and give an example:A hippo is having a bath in the bathroom.Students enjoy the CAI again; students try to answer the question three.4. Teacher shows the picture: A hippo is having a bath in the bathroom.and ask: Whats the hippo doing?Students try to answer: having a bath. (Teacher writes down the sentence on theblackboard and teaches the pronunciation.)The same way: watching TV, playing table tennis, washing the dishes.Stress the new word: dish, teach the pronunciation and the pl. form of it. (Show twodishes.) Then lead in: wash the dishes, wash my face.Play a game: washing my facewashing your face and so on.5. Students read the four sentences on the blackboard one group by group and thenfollow the CAI together.教师在整个教学过程中设置三大问题，学生围绕他们展开探究，小组讨论，个别思考相结合，课堂气氛活跃，各层面学生都有话可说，各得其所，教学效果明显。6. T: At the end if you are the mouse and hamster, what can you do?Ss: (Group practice.) Let them run out of the house.Ss: To be a monster.T: You are so clever. Theyre good ideas. Who can tell me?Whos knocking in the story? (Body language help: knock.)The big crocodileSs: No, theyre the mouse and the hamster.T: CAI shows the answer of the question.Step.3 Practice.1. Play a game: Look at the CAI and try to speak out the sentences.eg. A mouse is dancing. A mouse is washing the teeth.The other four pictures, students practice in their groups and have a show time: A mouse is sleeping. A boy is having lunch / dinner. A mouse is driving a boat. A boy is swimming in a pool.2. CAI: Enjoy some pictures, help students to protect the animals and love our world.七、 Homework1、Act the story with the classmates.2、Make a new ending of the story .BlackboardBlackboard design:design: The monster Who（谁）（谁）Doing（做什么）（做什么）Where（哪里）（哪里）A hippohaving a bathin the bathroomA lionwatching TVin the bedroomA fox and a snake playing table tennisin the living roomA rabbit washing the dishes in the kitchen