Unit 8 What can you do？ Read a story The Monkey and the Turtle 教案含反思
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| 名称 | Unit 8 What can you do？ Read a story The Monkey and the Turtle 教案含反思 |  | |
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| 资源类型 | 教案 | ||
| 版本资源 | 陕旅版 | ||
| 科目 | 英语 | ||
| 更新时间 | 2023-08-01 18:19:39 | ||
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Unit 8 What can you do read a story The Monkey and the Turtle
Teaching Content
本节课选自陕西旅游出版社小学英语四年级下册第八单元第四课时Read a story。本单元以动词的学习贯穿始终，着重学习学生们会干什么，不会干什么来进行操练 。考虑到四年级的学生认知水平，以及教师对教材的整合，我将通过听、说、读、演等几个环节对本课进行学习。本节课是以故事教学为主，注重拓展学生的思维，激发孩子学习英语的兴趣。
Teaching Aims Knowledge Goals
1. 能听、说、读、写以下词汇：river, help, pick.
2. 学会使用
- What can she/ he do - She / He can….
- What can they do - They can….
- Can he… - Yes, he can. / No, he can’t. Ability Goals
培养学生敢于说英语，并且能够试着用英语进行表演，将英语学习与孩子们的生活实际相联系。
Emotional Goals
激发学生学习英语的热情，让孩子们通过语境进行表演，同时，用讲故事的教学方法让孩子们体会到学习英语的乐趣。
Key Points
正确使用句型
- What can they do - They can….
- Can you… - Yes, I can. / No, I can’t.
Difficult Points
小组成员能够根据文本信息表演故事，复述故事。
Teaching Aids
PPT课件、单词卡片、头饰等。
Teaching Methods
Situational teaching method Communicating teaching method Learning Methods Asking and answering method of learning Group discussing method of learning Teaching Process
Step1 Warming up
1. Greetings
T: I’m very happy. I want to sing a song. Do you want to sing with me (Sing the song together.) I have some pictures. Do you know what it is Ss: It’s a rabbit.
T: What can the rabbit do
Ss: The rabbit can jump.
T: Can you jump
Ss: Yes, I can.
【设计意图： 以一首轻松有趣的歌曲来活跃气氛，淡化孩子们紧张感的同时，也营造出良好的英语学习氛围。问答的环节让孩子们快速知道一些动物会干什么，从而引出本节课话题。】
2. Lead-in
T: (Point to my phone.) What’s this Do you have a phone I can play QQ with my phone. What can you do with your phone
S1: I can take photos.
S2: I can see films.
S3: I can play games….
T: I can read e-books with my phone. I like stories very much. Do you like stories …. I have a story about the monkey and the turtle.
【设计意图：将学生们的生活实际与课堂紧密相连，让学生学以致用，达到学中用，用中学的教学目的。同时，手机画面的出示不但调动了学生学习的积极性，而且为下文的学习做好了铺垫。】
Step 2 Presentation
Introduce Miss Monkey and Mr. Turtle. (Picture 1)
T: Boys and girls, what can you see in the picture
S1: I can see a big sun, some trees.
S2: I can see some birds.
T: Look, who is coming
Ss: Miss Monkey.
T: She likes bananas very much. But there is a river. How can she get the bananas Can she swim Can she climb the trees (Picture 2)
T: Who is coming
Ss: Mr. Turtle.
T: He likes bananas, too. Can he swim Can he climb the trees How can he have them (Picture 3)
T: Look, what are they doing now
Ss: They are eating bananas.
T: What happened How can they get the bananas Ok, let’s read the story again. 【设计意图：通过主要图片的呈现，教师运用Can he/she… 进行提问，为下面的故事设置悬念，激发孩子学习的欲望。】
T: Now, I’m Miss Monkey. I like bananas very much, but there is a river. How can I get the bananas Who knows Do you have any good ideas
S1: Can you jump
S2: Can you fly
S3: Can you swim ….
T: I can climb the trees, but I can’t cross the river.
T: Now, I’m Mr. Turtle. I’m very hungry. I like bananas, too. I can cross the river, but I can’t climb the trees. How can I have them Let the students act as Mr. Turtle, and read the sentences.
T: Miss Monkey and Mr. Turtle see each other. Guess, what are they going to talk about
【设计意图：让孩子们试着去猜他们之间的对话内容，不仅激发散学生的思维，也能让孩子尽量说英语，用英语。】
T: Miss Monkey helps Mr. Turtle. Mr. Turtle helps Miss Monkey. They can help each other. They eat bananas together. Let the students act as monkey and turtle.
【设计意图：在此环节中，大部分孩子乐意开口，与之前的句子比较而言，这两句 “How nice!” “Yummy! Yummy!” 更加简单，容易表演，趣味性较强。】
Let the students open the book and read the story again, after that, let them answer the questions.
Step 3 Practice
1.The teacher demonstrates how to act this story out.
2. Let the students practice the story with their partner. Three minutes later, call some students to show their performance.
【设计意图：通过老师示范，让学生真切地感受monkey与turtle之间的对话，进而让学生加深对help的理解。最后，学生小组表演不仅促进了孩子们之间的合作能力，也提高了学生运用语言的能力。】
Step 4 Extension
Read the story about Mimi and Gaga. Let them discuss with their partners and tell the story to the other students.
Miss Monkey has two friends, Mimi and Gaga. They are hungry. There are many apples on the trees. Mimi can climb the trees, but she can’t cross the river. Gaga can cross the river, but she can’t climb the trees. They can help each other. They eat apples happily.
【设计意图：Mimi和Gaga的设计是对本文故事的一个延伸与拓展，这个环节可以更好的巩固本节故事的内容，除此之外，内容的延续也能让我们的故事无限变幻，让学生体会到故事教学的乐趣所在。】
Step5 Summary
Look at this big tree. The monkey can… The turtle can… They can help each. Try to help others, it can make you happy.
【设计意图：在总结本节主要内容的同时完善板书设计，简洁明了，最后，通过文本关键词help来进行情感教育的渗透，对本课主题进行了升华。】
Step6 Homework
1. 口语作业： 给家人和朋友讲这个故事。
2. 书面作业：用can / can’t 写一篇自我介绍的小短文。
I’m Dongdong. I’m ten years old. I can play basketball. I can…. But I can’t…. 【设计意图：口头与书面两种形式的作业，不仅注重知识的及时巩固，又注重了所学内容向生活实际的延伸。】
Blackboard Designing
【设计意图：图文并茂的思维导图，呈现所学重点内容的同时，不但培养学生的思维能力，又吸引学生的眼球，集中了学生的注意力。】
教学反思 亮点：
1. 情景的创设利于课堂的导入，也激发了学生学习的积极性。
2. 在教学中，通过观察、提问的方式让学生自主探索学习How can they get the bananas 体现了学生的主导地位。教学方法灵活多样，使学生在一种愉快、舒展的状态中学习英语。
3. 充分利用多媒体技术，在信息技术的支持下，为学生创设良好的英语交际环境，改善学生的学习方式，提高教学效果。
不足：
1. 教师应在课堂上给与学生更多的机会锻炼口语，利用有限的四十分钟为学生创设真实的语言环境，让学生“真正的说英语”，从而真正的掌握英语。通过语言交流，达到最大程度上的师生互动。
2.老师对学生的评价形式单一，鼓励性语言不够丰富，忽略了对教学过程各个环节的评价。
Teaching Content
本节课选自陕西旅游出版社小学英语四年级下册第八单元第四课时Read a story。本单元以动词的学习贯穿始终，着重学习学生们会干什么，不会干什么来进行操练 。考虑到四年级的学生认知水平，以及教师对教材的整合，我将通过听、说、读、演等几个环节对本课进行学习。本节课是以故事教学为主，注重拓展学生的思维，激发孩子学习英语的兴趣。
Teaching Aims Knowledge Goals
1. 能听、说、读、写以下词汇：river, help, pick.
2. 学会使用
- What can she/ he do - She / He can….
- What can they do - They can….
- Can he… - Yes, he can. / No, he can’t. Ability Goals
培养学生敢于说英语，并且能够试着用英语进行表演，将英语学习与孩子们的生活实际相联系。
Emotional Goals
激发学生学习英语的热情，让孩子们通过语境进行表演，同时，用讲故事的教学方法让孩子们体会到学习英语的乐趣。
Key Points
正确使用句型
- What can they do - They can….
- Can you… - Yes, I can. / No, I can’t.
Difficult Points
小组成员能够根据文本信息表演故事，复述故事。
Teaching Aids
PPT课件、单词卡片、头饰等。
Teaching Methods
Situational teaching method Communicating teaching method Learning Methods Asking and answering method of learning Group discussing method of learning Teaching Process
Step1 Warming up
1. Greetings
T: I’m very happy. I want to sing a song. Do you want to sing with me (Sing the song together.) I have some pictures. Do you know what it is Ss: It’s a rabbit.
T: What can the rabbit do
Ss: The rabbit can jump.
T: Can you jump
Ss: Yes, I can.
【设计意图： 以一首轻松有趣的歌曲来活跃气氛，淡化孩子们紧张感的同时，也营造出良好的英语学习氛围。问答的环节让孩子们快速知道一些动物会干什么，从而引出本节课话题。】
2. Lead-in
T: (Point to my phone.) What’s this Do you have a phone I can play QQ with my phone. What can you do with your phone
S1: I can take photos.
S2: I can see films.
S3: I can play games….
T: I can read e-books with my phone. I like stories very much. Do you like stories …. I have a story about the monkey and the turtle.
【设计意图：将学生们的生活实际与课堂紧密相连，让学生学以致用，达到学中用，用中学的教学目的。同时，手机画面的出示不但调动了学生学习的积极性，而且为下文的学习做好了铺垫。】
Step 2 Presentation
Introduce Miss Monkey and Mr. Turtle. (Picture 1)
T: Boys and girls, what can you see in the picture
S1: I can see a big sun, some trees.
S2: I can see some birds.
T: Look, who is coming
Ss: Miss Monkey.
T: She likes bananas very much. But there is a river. How can she get the bananas Can she swim Can she climb the trees (Picture 2)
T: Who is coming
Ss: Mr. Turtle.
T: He likes bananas, too. Can he swim Can he climb the trees How can he have them (Picture 3)
T: Look, what are they doing now
Ss: They are eating bananas.
T: What happened How can they get the bananas Ok, let’s read the story again. 【设计意图：通过主要图片的呈现，教师运用Can he/she… 进行提问，为下面的故事设置悬念，激发孩子学习的欲望。】
T: Now, I’m Miss Monkey. I like bananas very much, but there is a river. How can I get the bananas Who knows Do you have any good ideas
S1: Can you jump
S2: Can you fly
S3: Can you swim ….
T: I can climb the trees, but I can’t cross the river.
T: Now, I’m Mr. Turtle. I’m very hungry. I like bananas, too. I can cross the river, but I can’t climb the trees. How can I have them Let the students act as Mr. Turtle, and read the sentences.
T: Miss Monkey and Mr. Turtle see each other. Guess, what are they going to talk about
【设计意图：让孩子们试着去猜他们之间的对话内容，不仅激发散学生的思维，也能让孩子尽量说英语，用英语。】
T: Miss Monkey helps Mr. Turtle. Mr. Turtle helps Miss Monkey. They can help each other. They eat bananas together. Let the students act as monkey and turtle.
【设计意图：在此环节中，大部分孩子乐意开口，与之前的句子比较而言，这两句 “How nice!” “Yummy! Yummy!” 更加简单，容易表演，趣味性较强。】
Let the students open the book and read the story again, after that, let them answer the questions.
Step 3 Practice
1.The teacher demonstrates how to act this story out.
2. Let the students practice the story with their partner. Three minutes later, call some students to show their performance.
【设计意图：通过老师示范，让学生真切地感受monkey与turtle之间的对话，进而让学生加深对help的理解。最后，学生小组表演不仅促进了孩子们之间的合作能力，也提高了学生运用语言的能力。】
Step 4 Extension
Read the story about Mimi and Gaga. Let them discuss with their partners and tell the story to the other students.
Miss Monkey has two friends, Mimi and Gaga. They are hungry. There are many apples on the trees. Mimi can climb the trees, but she can’t cross the river. Gaga can cross the river, but she can’t climb the trees. They can help each other. They eat apples happily.
【设计意图：Mimi和Gaga的设计是对本文故事的一个延伸与拓展，这个环节可以更好的巩固本节故事的内容，除此之外，内容的延续也能让我们的故事无限变幻，让学生体会到故事教学的乐趣所在。】
Step5 Summary
Look at this big tree. The monkey can… The turtle can… They can help each. Try to help others, it can make you happy.
【设计意图：在总结本节主要内容的同时完善板书设计，简洁明了，最后，通过文本关键词help来进行情感教育的渗透，对本课主题进行了升华。】
Step6 Homework
1. 口语作业： 给家人和朋友讲这个故事。
2. 书面作业：用can / can’t 写一篇自我介绍的小短文。
I’m Dongdong. I’m ten years old. I can play basketball. I can…. But I can’t…. 【设计意图：口头与书面两种形式的作业，不仅注重知识的及时巩固，又注重了所学内容向生活实际的延伸。】
Blackboard Designing
【设计意图：图文并茂的思维导图，呈现所学重点内容的同时，不但培养学生的思维能力，又吸引学生的眼球，集中了学生的注意力。】
教学反思 亮点：
1. 情景的创设利于课堂的导入，也激发了学生学习的积极性。
2. 在教学中，通过观察、提问的方式让学生自主探索学习How can they get the bananas 体现了学生的主导地位。教学方法灵活多样，使学生在一种愉快、舒展的状态中学习英语。
3. 充分利用多媒体技术，在信息技术的支持下，为学生创设良好的英语交际环境，改善学生的学习方式，提高教学效果。
不足：
1. 教师应在课堂上给与学生更多的机会锻炼口语，利用有限的四十分钟为学生创设真实的语言环境，让学生“真正的说英语”，从而真正的掌握英语。通过语言交流，达到最大程度上的师生互动。
2.老师对学生的评价形式单一，鼓励性语言不够丰富，忽略了对教学过程各个环节的评价。