Unit 3 My Friends PC Story time 教案
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| 名称 | Unit 3 My Friends PC Story time 教案 |  | |
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| 资源类型 | 教案 | ||
| 版本资源 | 人教版(PEP) | ||
| 科目 | 英语 | ||
| 更新时间 | 2019-09-23 17:10:53 | ||
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教材图片：
Unit3 Part C Story time教学设计
教 材：人教PEP小学英语四年级上册P31
单元主题：My friends
课 型：故事课
一、教材解析
本节课是第三单元第六课时的一节故事课，围绕话题Friends展开。学习的是学生耳熟能详的趣味故事“拔萝卜”。内容较简单、易把握，但有些单词、句子的意思需要学生通过图画、上下文进行理解。教师为学生提供精心制作的图片、实物等，为学生提供了比课本更生动、更真实、更丰富的资源，更容易引起学生的兴趣，使学生可以在生动活泼的氛围中进行创新思维，更主要的是通过这则小故事，使其明白友谊的珍贵和“团结就是力量”的道理。
二、教学目标
1. 知识目标：能听懂、会说、会用故事中出现的语句。
2. 能力目标：能够正确理解故事内容，能够表演故事内容。
3. 情感目标：激发学生的学习兴趣，使其明白友谊的珍贵和团结合作的重要性。
三、教学重点
1. 正确理解、认读句子：I can’t pull it up. We’re coming. Let’s work together. Hooray!
2. 能积极、主动且准确地读出、表演故事。
四、教学难点
1. pull it up的连读和together的读音。
2. 能借助图片续编故事。
五、教学过程：
Step1:?Warm-up（2mins）
1. Daily?oral?greetings:?
Good?morning!?I’m?your?new?teacher?today. My?name’s?Yuky.?Nice?to?meet?you.
2. Sing?and?dance?together: Friends.
Step?2:?Lead-in（2mins）
1.?Guess:?Who?is?our?new?friend? T:?Just?now,?we?talked?about?our?friends.?And?today,?let’s?meet?a?new?friend.?But?who?is?our?new?friend??Now?look?at?the?shadow?and?guess. Who?is?he?
Ss:?Rabbit.
2.?Explain?the?competition?rules.
Try?to?get?more?turnips?in?the?basket.
【设计意图】故事前通过师生相互问候及歌曲演唱活动，创造了轻松、愉快的学习氛围，同时导入“朋友”的话题，激活相关的知识，为之后教学进行铺垫。
Step 3: Presentation（20mins）
1.?Teach?the?sentences?of?Picture?1?and?Picture?2.
① Teach?the?word?“pull”:
T: Look!?This?is?our?new?friend.?Let’s?listen?what?he?is?saying.
Rabbit:?Hi! My?name’s?Grey.?Nice?to?meet?you. Oh, I’m?hungry. Let’s?go?and?pull up?
the?turnips, OK?
T:?Let’s?share?the?story?about?Little?Grey.?He?likes?eating?turnips?very?much. So?he?
plants?many?turnips?in?the?garden.
Teach?the?word:?turnip.
PPT?shows?a?picture?of?a?big?turnip. Lead?Ss?to?say “Wow,?it’s?so?big!”
T:?Let’s?pull.→?pull
【设计意图】聆听生动有趣的故事是深受小学生喜爱的学习活动，为使内容更丰富，拓展了教材内容，增加了故事语言背景，增加了学生的语言输入量。
② Teach?the?sentence?“Oh,?it’s?too?big.?I?can’t?pull?it?up.”
Enjoy?the?picture, let?Ss?guess?the?meaning.
T: Oh,?it’s?so?big.?Let’s?pull?it?up, OK?
And?teach?“pull?it?up”. Show?a picture?to?compare?the?two?sentences:?I?can?pull?it?up.?
VS?I?can’t?pull?it?up.
T:?I’m?Rabbit.?I?pull,?pull?and?pull. T?acts?like?the?rabbit?to?pull?up?the?big?turnip,?guide?Ss?to?practice?the?sentences?with?gestures:?Oh,?it’s?too?big.?I?can’t?pull?it?up.
【设计意图】因为儿童具有边学边玩（Learning?by?doing）的天性，“故事教学”可以给孩子提供许多这种机会，让孩子在愉快地“做”中，不知不觉地学会新知识。老师用夸张的动作将“pull”, “I?can’t?pull?it?up.”等展现给学生，通过使用全身反应法，调动学生一起动，即一起“做”，让孩子们在欢声笑语中记住了新知。
2.?Teach?Picture?3?and?Picture?4.
Before?reading, finish?the?tasks?and?learn?the?sentence?“We’re?coming.”
T:?Now?it’s?story?time. Let’s?watch?the?cartoon,?but?here?are?some?tasks?for?you.
Task?one:?Listen?and?answer.
① Can?the?rabbit?pull?it?up?first?
② Can?the?rabbit?pull?it?up?at?last?
After?listening,?Ss?try?to?answer?the?two?questions.
Task?two:?Choose?and?answer.
① Who?is?coming????
A.?Mom?and?dad B.?Friends
Ss?try?to?choose?and?answer?by?memories.
② Who?are?they?
T:?Yes,?Monkey, Dog, Cat?and?Zip?came?to?help?Grey.?They?said,?“We’re?coming.”
→We’re?coming.?
Practice?the?sentence?group?by?group?with?gestures.
Task?three:?Teach?and?act:?“One, two, three,?pull!”
T:?I’m?Rabbit. You?are?my?friends. Let’s?pull?it?up!?One, two,?three,?pull!?Oh,?we?
can’t?pull?it?up.
【设计意图】故事中让学生带着问题欣赏故事，可以使他们的注意力高度集中，听的效果更好。利用图片、动作、表情等手段声情并茂地演绎故事，让学生初步感知故事，激发了学生学习的积极性。
3.?Teach?Picture?5?and?Picture?6.
1) Present?the?sentences?“Let’s?work?together.”?and?“Hooray!”.
① T:?Listen,?who?is?coming?now?
Ss: Zoom.
T:?Yes.?Zoom?came?to?help?the?rabbit,?too.?He?said, “I’m?strong.?Let’s?work?together.”
→Let’s?work?together.
Ask?Ss?to?read?like?Zoom?with?feelings: “I’m?strong.?Let’s?work?together.”
②T: With?Zoom’s?help, they?pull?it?up?at?last. They’re?very?happy,?so?they?shout?
“Hooray!”.
→Hooray!?
Practice?in?various?ways.
【设计意图】由句子到对话的延伸，循序渐进，并利用形象的PPT图片、声音、动画，使学生易学易懂。英语教学同时也是语言教学，因此，语言是一种活的知识，它需要不断的在现实中去应用。这里让学生在多样的操练方式中愉快地巩固知识。
2) Listen?and?number.
Listen?again,?Ss?try?to?put?the?pictures?into?the?correct?order.
3) Watch?and?follow.
T:?Wow,?you?are?so?great.?Now?let’s?watch?the?cartoon.
① Read?after?the?story;
② Ss?read?together?with?the?cartoon;
③ Ss?read?in?different?roles. (rabbit,?friends, Zoom)
【设计意图】形式多样的听音、跟读、正音活动，让学生模仿学习标准的语音语调，引导学生注意连读、语气等朗读技巧。）
Step4: Consolidation（8mins）
Level?One:?Can?you?chant??
Let’s?chant.
Pull it up, pull it up. Hey-yo, hey-yo, pull it up.
Hey-yo, hey-yo, pull it up.
One, two, three, pull it up.
Come on, come on, work together.
Come on, come on, work together.
Hooray!
【设计意图】将难掌握的句子编成朗朗上口的chant，并带入到孩子们熟悉的歌曲《拔萝卜》当中，集中学生注意力，巩固新知，增强了学生的学习兴趣，使教学内容化繁为简，化难为易。
Level?Two:?Role-play.
① Enjoy?the?best?group’s?show?together, lead?Ss?to?learn?from?it?and?act?beyond?it.
② Show?time
Six?students in a?group?to?act?out?the?story?within?3?minutes. One?is?the?turnip, one?is?
the?rabbit, one?is?Zoom,?the?others?are?friends. Demand?Ss?act?fluently,?politely and?creatively.
【设计意图】设置表演环节，通过欣赏上届最佳组合，到放手让孩子们表演故事，为学生提供饱含丰富意义的情景，放飞学生的想象和思维。教师在教室内巡视，并进行针对性帮助。）?
Step 5: Extension（6mins）
1. Let’s?imagine.
T: Rabbit?has?the?big?turnip?now. What?will?he?do?next?
Ss?make?the?continuation?of?the?story.
T: How can the rabbit take it home?
S1:?Come?on, friends,?please?help?me.
S2: Let?me?help?you.
S3:?I’m?strong.?Let’s?work?together …
T:?In?order?to?thank?his?friends,?Rabbit?invite?them?home,?he?makes?a?big?turnips?
pizza.?What?will?Rabbit?say?
S1: Help?yourself.
S2: Let’s?eat?together …
2. Sum-up?the?whole?class.
① Do?you?like?this?story??
② What?have?you?learnt?from?this?story? Use?one?sentence?in?the?story?to?describe?
the?main?idea.
→Let’s?work?together.
3. See?how?many?turnips?Ss?got?and?praise?them.
【设计意图】续编故事是学生喜闻乐见的学习活动，此过程可以充分发挥学生的想象力，体验到创作的快乐。故事讲述完后，自然引入情感教育，通过歌曲和图片感染学生，友谊的珍贵和团结合作的意义呼之欲出。
Step 6: Homework（2mins）
1.?Perform?this?story?with?your?friends?to?your?parents.
2.?Learn?to?help?others?in?your?daily?life.
3. Work?together?and?make?a?storybook?with?pictures?(optional?work).
Unit3 Part C Story time教学设计
教 材：人教PEP小学英语四年级上册P31
单元主题：My friends
课 型：故事课
一、教材解析
本节课是第三单元第六课时的一节故事课，围绕话题Friends展开。学习的是学生耳熟能详的趣味故事“拔萝卜”。内容较简单、易把握，但有些单词、句子的意思需要学生通过图画、上下文进行理解。教师为学生提供精心制作的图片、实物等，为学生提供了比课本更生动、更真实、更丰富的资源，更容易引起学生的兴趣，使学生可以在生动活泼的氛围中进行创新思维，更主要的是通过这则小故事，使其明白友谊的珍贵和“团结就是力量”的道理。
二、教学目标
1. 知识目标：能听懂、会说、会用故事中出现的语句。
2. 能力目标：能够正确理解故事内容，能够表演故事内容。
3. 情感目标：激发学生的学习兴趣，使其明白友谊的珍贵和团结合作的重要性。
三、教学重点
1. 正确理解、认读句子：I can’t pull it up. We’re coming. Let’s work together. Hooray!
2. 能积极、主动且准确地读出、表演故事。
四、教学难点
1. pull it up的连读和together的读音。
2. 能借助图片续编故事。
五、教学过程：
Step1:?Warm-up（2mins）
1. Daily?oral?greetings:?
Good?morning!?I’m?your?new?teacher?today. My?name’s?Yuky.?Nice?to?meet?you.
2. Sing?and?dance?together: Friends.
Step?2:?Lead-in（2mins）
1.?Guess:?Who?is?our?new?friend? T:?Just?now,?we?talked?about?our?friends.?And?today,?let’s?meet?a?new?friend.?But?who?is?our?new?friend??Now?look?at?the?shadow?and?guess. Who?is?he?
Ss:?Rabbit.
2.?Explain?the?competition?rules.
Try?to?get?more?turnips?in?the?basket.
【设计意图】故事前通过师生相互问候及歌曲演唱活动，创造了轻松、愉快的学习氛围，同时导入“朋友”的话题，激活相关的知识，为之后教学进行铺垫。
Step 3: Presentation（20mins）
1.?Teach?the?sentences?of?Picture?1?and?Picture?2.
① Teach?the?word?“pull”:
T: Look!?This?is?our?new?friend.?Let’s?listen?what?he?is?saying.
Rabbit:?Hi! My?name’s?Grey.?Nice?to?meet?you. Oh, I’m?hungry. Let’s?go?and?pull up?
the?turnips, OK?
T:?Let’s?share?the?story?about?Little?Grey.?He?likes?eating?turnips?very?much. So?he?
plants?many?turnips?in?the?garden.
Teach?the?word:?turnip.
PPT?shows?a?picture?of?a?big?turnip. Lead?Ss?to?say “Wow,?it’s?so?big!”
T:?Let’s?pull.→?pull
【设计意图】聆听生动有趣的故事是深受小学生喜爱的学习活动，为使内容更丰富，拓展了教材内容，增加了故事语言背景，增加了学生的语言输入量。
② Teach?the?sentence?“Oh,?it’s?too?big.?I?can’t?pull?it?up.”
Enjoy?the?picture, let?Ss?guess?the?meaning.
T: Oh,?it’s?so?big.?Let’s?pull?it?up, OK?
And?teach?“pull?it?up”. Show?a picture?to?compare?the?two?sentences:?I?can?pull?it?up.?
VS?I?can’t?pull?it?up.
T:?I’m?Rabbit.?I?pull,?pull?and?pull. T?acts?like?the?rabbit?to?pull?up?the?big?turnip,?guide?Ss?to?practice?the?sentences?with?gestures:?Oh,?it’s?too?big.?I?can’t?pull?it?up.
【设计意图】因为儿童具有边学边玩（Learning?by?doing）的天性，“故事教学”可以给孩子提供许多这种机会，让孩子在愉快地“做”中，不知不觉地学会新知识。老师用夸张的动作将“pull”, “I?can’t?pull?it?up.”等展现给学生，通过使用全身反应法，调动学生一起动，即一起“做”，让孩子们在欢声笑语中记住了新知。
2.?Teach?Picture?3?and?Picture?4.
Before?reading, finish?the?tasks?and?learn?the?sentence?“We’re?coming.”
T:?Now?it’s?story?time. Let’s?watch?the?cartoon,?but?here?are?some?tasks?for?you.
Task?one:?Listen?and?answer.
① Can?the?rabbit?pull?it?up?first?
② Can?the?rabbit?pull?it?up?at?last?
After?listening,?Ss?try?to?answer?the?two?questions.
Task?two:?Choose?and?answer.
① Who?is?coming????
A.?Mom?and?dad B.?Friends
Ss?try?to?choose?and?answer?by?memories.
② Who?are?they?
T:?Yes,?Monkey, Dog, Cat?and?Zip?came?to?help?Grey.?They?said,?“We’re?coming.”
→We’re?coming.?
Practice?the?sentence?group?by?group?with?gestures.
Task?three:?Teach?and?act:?“One, two, three,?pull!”
T:?I’m?Rabbit. You?are?my?friends. Let’s?pull?it?up!?One, two,?three,?pull!?Oh,?we?
can’t?pull?it?up.
【设计意图】故事中让学生带着问题欣赏故事，可以使他们的注意力高度集中，听的效果更好。利用图片、动作、表情等手段声情并茂地演绎故事，让学生初步感知故事，激发了学生学习的积极性。
3.?Teach?Picture?5?and?Picture?6.
1) Present?the?sentences?“Let’s?work?together.”?and?“Hooray!”.
① T:?Listen,?who?is?coming?now?
Ss: Zoom.
T:?Yes.?Zoom?came?to?help?the?rabbit,?too.?He?said, “I’m?strong.?Let’s?work?together.”
→Let’s?work?together.
Ask?Ss?to?read?like?Zoom?with?feelings: “I’m?strong.?Let’s?work?together.”
②T: With?Zoom’s?help, they?pull?it?up?at?last. They’re?very?happy,?so?they?shout?
“Hooray!”.
→Hooray!?
Practice?in?various?ways.
【设计意图】由句子到对话的延伸，循序渐进，并利用形象的PPT图片、声音、动画，使学生易学易懂。英语教学同时也是语言教学，因此，语言是一种活的知识，它需要不断的在现实中去应用。这里让学生在多样的操练方式中愉快地巩固知识。
2) Listen?and?number.
Listen?again,?Ss?try?to?put?the?pictures?into?the?correct?order.
3) Watch?and?follow.
T:?Wow,?you?are?so?great.?Now?let’s?watch?the?cartoon.
① Read?after?the?story;
② Ss?read?together?with?the?cartoon;
③ Ss?read?in?different?roles. (rabbit,?friends, Zoom)
【设计意图】形式多样的听音、跟读、正音活动，让学生模仿学习标准的语音语调，引导学生注意连读、语气等朗读技巧。）
Step4: Consolidation（8mins）
Level?One:?Can?you?chant??
Let’s?chant.
Pull it up, pull it up. Hey-yo, hey-yo, pull it up.
Hey-yo, hey-yo, pull it up.
One, two, three, pull it up.
Come on, come on, work together.
Come on, come on, work together.
Hooray!
【设计意图】将难掌握的句子编成朗朗上口的chant，并带入到孩子们熟悉的歌曲《拔萝卜》当中，集中学生注意力，巩固新知，增强了学生的学习兴趣，使教学内容化繁为简，化难为易。
Level?Two:?Role-play.
① Enjoy?the?best?group’s?show?together, lead?Ss?to?learn?from?it?and?act?beyond?it.
② Show?time
Six?students in a?group?to?act?out?the?story?within?3?minutes. One?is?the?turnip, one?is?
the?rabbit, one?is?Zoom,?the?others?are?friends. Demand?Ss?act?fluently,?politely and?creatively.
【设计意图】设置表演环节，通过欣赏上届最佳组合，到放手让孩子们表演故事，为学生提供饱含丰富意义的情景，放飞学生的想象和思维。教师在教室内巡视，并进行针对性帮助。）?
Step 5: Extension（6mins）
1. Let’s?imagine.
T: Rabbit?has?the?big?turnip?now. What?will?he?do?next?
Ss?make?the?continuation?of?the?story.
T: How can the rabbit take it home?
S1:?Come?on, friends,?please?help?me.
S2: Let?me?help?you.
S3:?I’m?strong.?Let’s?work?together …
T:?In?order?to?thank?his?friends,?Rabbit?invite?them?home,?he?makes?a?big?turnips?
pizza.?What?will?Rabbit?say?
S1: Help?yourself.
S2: Let’s?eat?together …
2. Sum-up?the?whole?class.
① Do?you?like?this?story??
② What?have?you?learnt?from?this?story? Use?one?sentence?in?the?story?to?describe?
the?main?idea.
→Let’s?work?together.
3. See?how?many?turnips?Ss?got?and?praise?them.
【设计意图】续编故事是学生喜闻乐见的学习活动，此过程可以充分发挥学生的想象力，体验到创作的快乐。故事讲述完后，自然引入情感教育，通过歌曲和图片感染学生，友谊的珍贵和团结合作的意义呼之欲出。
Step 6: Homework（2mins）
1.?Perform?this?story?with?your?friends?to?your?parents.
2.?Learn?to?help?others?in?your?daily?life.
3. Work?together?and?make?a?storybook?with?pictures?(optional?work).