Unit 4 Where is Mocky？教案
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| 名称 | Unit 4 Where is Mocky？教案 |  | |
| 格式 | docx | ||
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| 资源类型 | 教案 | ||
| 版本资源 | 北师大版（一年级起点） | ||
| 科目 | 英语 | ||
| 更新时间 | 2023-05-16 12:35:18 | ||
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Unit 4 Where is Mocky教学设计
教学目标
1.能够借助连环画.课件等辅助材料理解故事的主要内容。
2.能够在情境中听懂.认读方位介词:on, in, under, behind, in front of,理解Where is the … It's … 句型结构的用法和表达的意义。
3.在理解的基础上,能根据自己的实际水平来朗读或表演故事,体会故事学习的快乐,获得更多的语言输入,提高听说能力。
4.通过故事中小松鼠的行为,培养学生拾到物品应归还失主的意识和行为。
教学重点:能借助图片.动画等辅助材料听懂.看懂.读懂故事的主要情节和内容,用正确的语音语调朗读故事。
学情分析
四年级正处于中年级向高年级过渡的阶段,他们对学习英语还有着浓厚的兴趣和积极的学习态度,喜欢生动有趣的学习内容和丰富多彩的活动,乐于和同伴交流,喜爱用英语表演对话.故事。四年级的学生,在学习过程中仍需要借助一些具体形象的实物或情景开展教学活动。在本课中squirrel, snake, frog, bird等词汇第二单元中刚刚接触过,所以对学生来说不是难点。动词词组look for及表示方位的词汇为本课新知,介词的学习应该不是难点,难的是对位置概念(behind, in front of)的理解。
重点难点
教学重点:能借助图片.动画等辅助材料听懂.看懂.读懂故事的主要情节和内容,用正确的语音语调朗读故事。
教学难点:在学习故事中初步感知.理解句型:Where is the … It's …和方位介词:on, in, under, in front of的用法。
教学过程
【导入】
T: Class begins. Hello, boys and girls. How are you What day is it today
T: Mocky is our old friend. Look, he is coming. He wants to say something to you. And then you should answer these questions, OK
T: let’s look at these questions.(出示问题,老师读一个,找学生读其他的)
(How old is Mocky What color does Mocky like What animals does Mocky like What does Mocky want to be What food does Mocky like )
T: Then, Let’s listen.
音频:Hello. My name is Mocky. I’m 4 years old. I’m a boy. I like blue. My favorite animal is rabbits. I like nuts a lot. I want to be a vet in the future. What about you
在学生听后,老师根据描述的内容,提出的问题,并尝试让学生回答。
当问到:What food does Mocky like 后,教师顺势:
T: Do you know nuts Look! I have two nuts here. One nut. Two nuts. (展示物品坚果)
T: How do you spell nut 尝试让学生拼读n-u-t,nut并读两遍。
T: Let’s look! PPT呈现nuts的图片,老师带读nuts.
T: Can you introduce yourself. 找一个学生来描述自己的情况,教师或学生提出问题检测孩子们听的情况。
【讲授】新授
T: Today we are going to learn a story about nuts. Look! Mocky is very happy now. Because he sees a nut tree. He likes nuts a lot.
1. 教师出示主题图中的
T: What can you see in the picture
教师提出问题后,让学生看图片, 口头回答,教师按照学生说的顺序把图片帖在黑板一侧。 (bird, snake, frog, squirrel, Mocky, lulu leopard, tree, river, rock),其中river在三年级学习过,rock是新的词汇,教师带读两遍并解释含义,但不用做重点处理。
T: And where is the bird Let’s listen.
教师使用畅言播放音频,学生听后能尝试回答, The bird is on the rock.
此时教师出示on的单词,学生跟着老师认读,o-n-on。
之后出示句子,教师带读句子两遍,并将句子贴到黑板上。
同样方式处理Where is the snake/frog/squirrel/Mocky
The bird is on the rock..
The snake is under the rock.
The frog is in the water.
The squirrel is behind the tree.
Mocky is in front of the tree.
[设计意图]:通过此项教学活动,帮助学生理解体会介词的用法。使学生对该项语言内容更清晰。
2.整体感知故事。
T: let’s look at these two pictures. 给出图示。In Picture one, Mocky is happy. In picture 2, Mocky is sad . Do you want to know why
Let’s look at this story and get the answer. OK
学生观看动画后,尝试回答问题。如果回答不上来,教师用PPT给出几个答案,让学生选择。
Sad: A. Because Mocky is hungry.
B. Because Mocky can not find his nut.
C. Because Mocky can not play computer games.
Happy: A. Because Mocky can eat the nut.
B. Because the squirrel gives the nut back to Mocky.
C. Because Mocky gets a new hat.
3.逐图理解故事
Picture 1:
T: One day, Mocky goes to a park. 引导学生和老师一起说The bird is on the rock. The snake is under the rock. The frog is in the water. The squirrel is behind the tree. Mocky is in front of the tree.
Picture 2: T: Mocky wants to eat a nut. He climbs up the tree and picks up the nuts. But the nut fells down. What does he say
教师让学生看ppt图片2,并播放录音Oh, no, my nut!,教师模仿一边后,让学生模仿Mocky的语言,体会他当时的心情。
Picture 3: 教师ppt出示故事图片3。
T: Where is Mocky’s nut
学生回答:The squirrel has Mocky’s nut.教师带读两遍句子。
T: Does the squirrel like nuts 学生回答,并模仿:I like nuts. Yummy!
Picture 4: 教师出示ppt T: let’s look at Mocky. He is sad.
T: Why
引导学生说出Mocky can’t find his nut. 在黑板上板书sad,并画出表情图.
T:Who comes
Ss:Lulu.
T: What does she say
教师帮助学生说出句子:What are you looking for ,并板书后用肢体语言解释looking for 的意思。
Picture 5 and 6: 引导学生观察图片5和6,并提问,“What are they doing ”
Ss: They are looking for the nut.
T: Is it in the water
Ss: No, it isn’t.
T: Is it on the ground
Ss: No, it isn’t.
T: It isn’t in the water. It isn’t on the ground.
Picture 7: T: Where is the nut
教师引导学生: It is in the squirrel’s hand.
T: Who finds the nut
Ss: Lulu.
T: What does Lulu say
Ss:There’s your nut, Mocky.
Picture 8: T: let’s look at Mocky.He is happy.教师板书happy,并画出表情图。教师引导学生观察图片8,让学生感知Mocky此时的心情。
T: Why
引导学生Ss:The squirrel gives back the nut to Mocky. Mocky finds his nut, so he is very happy.
T: Is the squirrel good What do you want to say to the squirrel
Ss: You are great! 让学生评价小松鼠的行为并教育学生向他学习。
[设计意图]:教师采用逐图讲故事的方法,让学生进一步理解故事的情节内容,并通过问题的设置引导学生观察图片,回答问题,预测人物对话,理解故事发展的情节,领会故事细节以及相关语言点,培养学生观察.推理.想象的能力,引导学生养成认真观察.仔细聆听的习惯。
4. 复述故事
教师带领学生通过ppt图片,复述整篇故事。
[设计意图]: 在教师的引导下,学生和老师一起讲述整个故事情节,再次复现故事及本课重点内容,并让学生语言得到锻炼。
Step 3 Learning the text (16’)
T: Today we are going to learn a story about nuts. Look! Mocky is very happy now. Because he sees a nut tree. He likes nuts a lot.
1. 教师出示主题图中的
T: What can you see in the picture
教师提出问题后,让学生看图片, 口头回答,教师按照学生说的顺序把图片帖在黑板一侧。 (bird, snake, frog, squirrel, Mocky, lulu leopard, tree, river, rock),其中river在三年级学习过,rock是新的词汇,教师带读两遍并解释含义,但不用做重点处理。
T: And where is the bird Let’s listen.
教师使用畅言播放音频,学生听后能尝试回答, The bird is on the rock.
此时教师出示on的单词,学生跟着老师认读,o-n-on。
之后出示句子,教师带读句子两遍,并将句子贴到黑板上。
同样方式处理Where is the snake/frog/squirrel/Mocky
The bird is on the rock..
The snake is under the rock.
The frog is in the water.
The squirrel is behind the tree.
Mocky is in front of the tree.
[设计意图]:通过此项教学活动,帮助学生理解体会介词的用法。使学生对该项语言内容更清晰。
2.整体感知故事。
T: let’s look at these two pictures. 给出图示。In Picture one, Mocky is happy. In picture 2, Mocky is sad . Do you want to know why
Let’s look at this story and get the answer. OK
学生观看动画后,尝试回答问题。如果回答不上来,教师用PPT给出几个答案,让学生选择。
Sad: A.Because Mocky is hungry.
B.Because Mocky can not find his nut.
C.Because Mocky can not play computer games.
Happy: A.Because Mocky can eat the nut.
B.Because the squirrel gives the nut back to Mocky.
C.Because Mocky gets a new hat.
3.逐图理解故事
Picture 1:
T: One day, Mocky goes to a park. 引导学生和老师一起说The bird is on the rock. The snake is under the rock. The frog is in the water. The squirrel is behind the tree. Mocky is in front of the tree.
Picture 2: T: Mocky wants to eat a nut. He climbs up the tree and picks up the nuts. But the nut fells down. What does he say
教师让学生看ppt图片2,并播放录音Oh, no, my nut!,教师模仿一边后,让学生模仿Mocky的语言,体会他当时的心情。
Picture 3: 教师ppt出示故事图片3。
T: Where is Mocky’s nut
学生回答:The squirrel has Mocky’s nut.教师带读两遍句子。
T: Does the squirrel like nuts 学生回答,并模仿:I like nuts. Yummy!
Picture 4: 教师出示ppt T: let’s look at Mocky. He is sad.
T: Why
引导学生说出Mocky can’t find his nut. 在黑板上板书sad,并画出表情图.
T:Who comes
Ss:Lulu.
T: What does she say
教师帮助学生说出句子:What are you looking for ,并板书后用肢体语言解释looking for 的意思。
Picture 5 and 6: 引导学生观察图片5和6,并提问,“What are they doing ”
Ss: They are looking for the nut.
T: Is it in the water
Ss: No, it isn’t.
T: Is it on the ground
Ss: No, it isn’t.
T: It isn’t in the water. It isn’t on the ground.
Picture 7: T: Where is the nut
教师引导学生: It is in the squirrel’s hand.
T: Who finds the nut
Ss: Lulu.
T: What does Lulu say
Ss:There’s your nut, Mocky.
Picture 8: T: let’s look at Mocky.He is happy.教师板书happy,并画出表情图。教师引导学生观察图片8,让学生感知Mocky此时的心情。
T: Why
引导学生Ss:The squirrel gives back the nut to Mocky. Mocky finds his nut, so he is very happy.
T: Is the squirrel good What do you want to say to the squirrel
Ss: You are great! 让学生评价小松鼠的行为并教育学生向他学习。
[设计意图]:教师采用逐图讲故事的方法,让学生进一步理解故事的情节内容,并通过问题的设置引导学生观察图片,回答问题,预测人物对话,理解故事发展的情节,领会故事细节以及相关语言点,培养学生观察.推理.想象的能力,引导学生养成认真观察.仔细聆听的习惯。
4. 复述故事
教师带领学生通过ppt图片,复述整篇故事。
[设计意图]: 在教师的引导下,学生和老师一起讲述整个故事情节,再次复现故事及本课重点内容,并让学生语言得到锻炼。
【练习】读书
1. 播放录音,集体跟读故事
教师利用畅言新教具点读故事,学生跟读。
重点处理: Is it/this... 与It isn’t 的读音以及意义。
What are they looking for 的读音。
(根据学生跟读情况,临时加强某些句子的认读并找不同层次的孩子进行检测。)
[设计意图]:利用畅言新教具可以反复重复重点句型或较难句子,再次原音输入,让学生在跟读的过程中,再次感受故事的情景,同时加强读的能力。
2. 分角色跟读故事一遍
3. 自己读故事一遍
4. 小组内分角色朗读故事,并展示。
找学生分角色朗读或表演故事,根据学生选择的展示形式进行评价,让学生评价。
[设计意图]: 多次的语音输入使学生能够正确掌握句子的语音语调,活动中采取分层评价,激发学生的参与热情,使不同层次的学生都能得到练习的机会。
玩一个游戏,hide and seek
T:let’s play a game. I will hide the nut. You guess: Is it in the...
学生猜出来就把坚果送给他了。猜不出来再接着玩。
【测试】总结
总结评价:
1.教师进行评价
2.Homework: 听读故事,并小组内表演;与同学一起玩找东西的游戏。
[设计意图]:作业内容既是对本节课知识的巩固,也作为下节课的展示与汇报做好铺垫。
教学目标
1.能够借助连环画.课件等辅助材料理解故事的主要内容。
2.能够在情境中听懂.认读方位介词:on, in, under, behind, in front of,理解Where is the … It's … 句型结构的用法和表达的意义。
3.在理解的基础上,能根据自己的实际水平来朗读或表演故事,体会故事学习的快乐,获得更多的语言输入,提高听说能力。
4.通过故事中小松鼠的行为,培养学生拾到物品应归还失主的意识和行为。
教学重点:能借助图片.动画等辅助材料听懂.看懂.读懂故事的主要情节和内容,用正确的语音语调朗读故事。
学情分析
四年级正处于中年级向高年级过渡的阶段,他们对学习英语还有着浓厚的兴趣和积极的学习态度,喜欢生动有趣的学习内容和丰富多彩的活动,乐于和同伴交流,喜爱用英语表演对话.故事。四年级的学生,在学习过程中仍需要借助一些具体形象的实物或情景开展教学活动。在本课中squirrel, snake, frog, bird等词汇第二单元中刚刚接触过,所以对学生来说不是难点。动词词组look for及表示方位的词汇为本课新知,介词的学习应该不是难点,难的是对位置概念(behind, in front of)的理解。
重点难点
教学重点:能借助图片.动画等辅助材料听懂.看懂.读懂故事的主要情节和内容,用正确的语音语调朗读故事。
教学难点:在学习故事中初步感知.理解句型:Where is the … It's …和方位介词:on, in, under, in front of的用法。
教学过程
【导入】
T: Class begins. Hello, boys and girls. How are you What day is it today
T: Mocky is our old friend. Look, he is coming. He wants to say something to you. And then you should answer these questions, OK
T: let’s look at these questions.(出示问题,老师读一个,找学生读其他的)
(How old is Mocky What color does Mocky like What animals does Mocky like What does Mocky want to be What food does Mocky like )
T: Then, Let’s listen.
音频:Hello. My name is Mocky. I’m 4 years old. I’m a boy. I like blue. My favorite animal is rabbits. I like nuts a lot. I want to be a vet in the future. What about you
在学生听后,老师根据描述的内容,提出的问题,并尝试让学生回答。
当问到:What food does Mocky like 后,教师顺势:
T: Do you know nuts Look! I have two nuts here. One nut. Two nuts. (展示物品坚果)
T: How do you spell nut 尝试让学生拼读n-u-t,nut并读两遍。
T: Let’s look! PPT呈现nuts的图片,老师带读nuts.
T: Can you introduce yourself. 找一个学生来描述自己的情况,教师或学生提出问题检测孩子们听的情况。
【讲授】新授
T: Today we are going to learn a story about nuts. Look! Mocky is very happy now. Because he sees a nut tree. He likes nuts a lot.
1. 教师出示主题图中的
T: What can you see in the picture
教师提出问题后,让学生看图片, 口头回答,教师按照学生说的顺序把图片帖在黑板一侧。 (bird, snake, frog, squirrel, Mocky, lulu leopard, tree, river, rock),其中river在三年级学习过,rock是新的词汇,教师带读两遍并解释含义,但不用做重点处理。
T: And where is the bird Let’s listen.
教师使用畅言播放音频,学生听后能尝试回答, The bird is on the rock.
此时教师出示on的单词,学生跟着老师认读,o-n-on。
之后出示句子,教师带读句子两遍,并将句子贴到黑板上。
同样方式处理Where is the snake/frog/squirrel/Mocky
The bird is on the rock..
The snake is under the rock.
The frog is in the water.
The squirrel is behind the tree.
Mocky is in front of the tree.
[设计意图]:通过此项教学活动,帮助学生理解体会介词的用法。使学生对该项语言内容更清晰。
2.整体感知故事。
T: let’s look at these two pictures. 给出图示。In Picture one, Mocky is happy. In picture 2, Mocky is sad . Do you want to know why
Let’s look at this story and get the answer. OK
学生观看动画后,尝试回答问题。如果回答不上来,教师用PPT给出几个答案,让学生选择。
Sad: A. Because Mocky is hungry.
B. Because Mocky can not find his nut.
C. Because Mocky can not play computer games.
Happy: A. Because Mocky can eat the nut.
B. Because the squirrel gives the nut back to Mocky.
C. Because Mocky gets a new hat.
3.逐图理解故事
Picture 1:
T: One day, Mocky goes to a park. 引导学生和老师一起说The bird is on the rock. The snake is under the rock. The frog is in the water. The squirrel is behind the tree. Mocky is in front of the tree.
Picture 2: T: Mocky wants to eat a nut. He climbs up the tree and picks up the nuts. But the nut fells down. What does he say
教师让学生看ppt图片2,并播放录音Oh, no, my nut!,教师模仿一边后,让学生模仿Mocky的语言,体会他当时的心情。
Picture 3: 教师ppt出示故事图片3。
T: Where is Mocky’s nut
学生回答:The squirrel has Mocky’s nut.教师带读两遍句子。
T: Does the squirrel like nuts 学生回答,并模仿:I like nuts. Yummy!
Picture 4: 教师出示ppt T: let’s look at Mocky. He is sad.
T: Why
引导学生说出Mocky can’t find his nut. 在黑板上板书sad,并画出表情图.
T:Who comes
Ss:Lulu.
T: What does she say
教师帮助学生说出句子:What are you looking for ,并板书后用肢体语言解释looking for 的意思。
Picture 5 and 6: 引导学生观察图片5和6,并提问,“What are they doing ”
Ss: They are looking for the nut.
T: Is it in the water
Ss: No, it isn’t.
T: Is it on the ground
Ss: No, it isn’t.
T: It isn’t in the water. It isn’t on the ground.
Picture 7: T: Where is the nut
教师引导学生: It is in the squirrel’s hand.
T: Who finds the nut
Ss: Lulu.
T: What does Lulu say
Ss:There’s your nut, Mocky.
Picture 8: T: let’s look at Mocky.He is happy.教师板书happy,并画出表情图。教师引导学生观察图片8,让学生感知Mocky此时的心情。
T: Why
引导学生Ss:The squirrel gives back the nut to Mocky. Mocky finds his nut, so he is very happy.
T: Is the squirrel good What do you want to say to the squirrel
Ss: You are great! 让学生评价小松鼠的行为并教育学生向他学习。
[设计意图]:教师采用逐图讲故事的方法,让学生进一步理解故事的情节内容,并通过问题的设置引导学生观察图片,回答问题,预测人物对话,理解故事发展的情节,领会故事细节以及相关语言点,培养学生观察.推理.想象的能力,引导学生养成认真观察.仔细聆听的习惯。
4. 复述故事
教师带领学生通过ppt图片,复述整篇故事。
[设计意图]: 在教师的引导下,学生和老师一起讲述整个故事情节,再次复现故事及本课重点内容,并让学生语言得到锻炼。
Step 3 Learning the text (16’)
T: Today we are going to learn a story about nuts. Look! Mocky is very happy now. Because he sees a nut tree. He likes nuts a lot.
1. 教师出示主题图中的
T: What can you see in the picture
教师提出问题后,让学生看图片, 口头回答,教师按照学生说的顺序把图片帖在黑板一侧。 (bird, snake, frog, squirrel, Mocky, lulu leopard, tree, river, rock),其中river在三年级学习过,rock是新的词汇,教师带读两遍并解释含义,但不用做重点处理。
T: And where is the bird Let’s listen.
教师使用畅言播放音频,学生听后能尝试回答, The bird is on the rock.
此时教师出示on的单词,学生跟着老师认读,o-n-on。
之后出示句子,教师带读句子两遍,并将句子贴到黑板上。
同样方式处理Where is the snake/frog/squirrel/Mocky
The bird is on the rock..
The snake is under the rock.
The frog is in the water.
The squirrel is behind the tree.
Mocky is in front of the tree.
[设计意图]:通过此项教学活动,帮助学生理解体会介词的用法。使学生对该项语言内容更清晰。
2.整体感知故事。
T: let’s look at these two pictures. 给出图示。In Picture one, Mocky is happy. In picture 2, Mocky is sad . Do you want to know why
Let’s look at this story and get the answer. OK
学生观看动画后,尝试回答问题。如果回答不上来,教师用PPT给出几个答案,让学生选择。
Sad: A.Because Mocky is hungry.
B.Because Mocky can not find his nut.
C.Because Mocky can not play computer games.
Happy: A.Because Mocky can eat the nut.
B.Because the squirrel gives the nut back to Mocky.
C.Because Mocky gets a new hat.
3.逐图理解故事
Picture 1:
T: One day, Mocky goes to a park. 引导学生和老师一起说The bird is on the rock. The snake is under the rock. The frog is in the water. The squirrel is behind the tree. Mocky is in front of the tree.
Picture 2: T: Mocky wants to eat a nut. He climbs up the tree and picks up the nuts. But the nut fells down. What does he say
教师让学生看ppt图片2,并播放录音Oh, no, my nut!,教师模仿一边后,让学生模仿Mocky的语言,体会他当时的心情。
Picture 3: 教师ppt出示故事图片3。
T: Where is Mocky’s nut
学生回答:The squirrel has Mocky’s nut.教师带读两遍句子。
T: Does the squirrel like nuts 学生回答,并模仿:I like nuts. Yummy!
Picture 4: 教师出示ppt T: let’s look at Mocky. He is sad.
T: Why
引导学生说出Mocky can’t find his nut. 在黑板上板书sad,并画出表情图.
T:Who comes
Ss:Lulu.
T: What does she say
教师帮助学生说出句子:What are you looking for ,并板书后用肢体语言解释looking for 的意思。
Picture 5 and 6: 引导学生观察图片5和6,并提问,“What are they doing ”
Ss: They are looking for the nut.
T: Is it in the water
Ss: No, it isn’t.
T: Is it on the ground
Ss: No, it isn’t.
T: It isn’t in the water. It isn’t on the ground.
Picture 7: T: Where is the nut
教师引导学生: It is in the squirrel’s hand.
T: Who finds the nut
Ss: Lulu.
T: What does Lulu say
Ss:There’s your nut, Mocky.
Picture 8: T: let’s look at Mocky.He is happy.教师板书happy,并画出表情图。教师引导学生观察图片8,让学生感知Mocky此时的心情。
T: Why
引导学生Ss:The squirrel gives back the nut to Mocky. Mocky finds his nut, so he is very happy.
T: Is the squirrel good What do you want to say to the squirrel
Ss: You are great! 让学生评价小松鼠的行为并教育学生向他学习。
[设计意图]:教师采用逐图讲故事的方法,让学生进一步理解故事的情节内容,并通过问题的设置引导学生观察图片,回答问题,预测人物对话,理解故事发展的情节,领会故事细节以及相关语言点,培养学生观察.推理.想象的能力,引导学生养成认真观察.仔细聆听的习惯。
4. 复述故事
教师带领学生通过ppt图片,复述整篇故事。
[设计意图]: 在教师的引导下,学生和老师一起讲述整个故事情节,再次复现故事及本课重点内容,并让学生语言得到锻炼。
【练习】读书
1. 播放录音,集体跟读故事
教师利用畅言新教具点读故事,学生跟读。
重点处理: Is it/this... 与It isn’t 的读音以及意义。
What are they looking for 的读音。
(根据学生跟读情况,临时加强某些句子的认读并找不同层次的孩子进行检测。)
[设计意图]:利用畅言新教具可以反复重复重点句型或较难句子,再次原音输入,让学生在跟读的过程中,再次感受故事的情景,同时加强读的能力。
2. 分角色跟读故事一遍
3. 自己读故事一遍
4. 小组内分角色朗读故事,并展示。
找学生分角色朗读或表演故事,根据学生选择的展示形式进行评价,让学生评价。
[设计意图]: 多次的语音输入使学生能够正确掌握句子的语音语调,活动中采取分层评价,激发学生的参与热情,使不同层次的学生都能得到练习的机会。
玩一个游戏,hide and seek
T:let’s play a game. I will hide the nut. You guess: Is it in the...
学生猜出来就把坚果送给他了。猜不出来再接着玩。
【测试】总结
总结评价:
1.教师进行评价
2.Homework: 听读故事,并小组内表演;与同学一起玩找东西的游戏。
[设计意图]:作业内容既是对本节课知识的巩固,也作为下节课的展示与汇报做好铺垫。