Unit 3 Lesson 18 Lost in the City.教案

小学英语学科教学设计 姓名： 单位:
课题 名称 Lesson 18 Lost in the City 课型 故事课
教材 版本 冀教版（三年级起始）四年级上册第18课 课时 1课时
教学背景分析 学习者
分析 四年级学生学习了一年的英语，已初步具有从图片录音等多媒体中获取英语信息的能力，能够运用简单的词句进行交流，虽然本课比较长，但是在做足了充分的预习之后，学生还是可以听懂读懂这个故事，并简单地表演这个故事。
学习内容分析 本课位于第三单元的故事课，是对本单元所学知识的综合。课文中涉及到的迷路，求助，指路等知识点；包含着亲情，互相帮助等情感，内容真实，情感真挚，十分适合四年级的学生学习，然而本课课文稍长，学生学习起来有一定的难度。
教
学
目
标
分
析 知识
与
技能目标 学生能够听懂和理解这个简单的故事。
学生能够就故事进行提问和回答。
学生能够分角色，并用自己的语言表演故事。
情感态度
目标
通过学习本课，学生要懂得互相帮助，并对于他人给予的帮助心怀感激。
教学
重点 学生能够听懂和理解这个简单的故事。
学生能够就故事进行提问和回答。
教学 难点 学生能够分角色，并用自己的语言表演故事。
教学 准备 卡通头套，图片，小奖品，PPT
评价 方式 师生共评
教 学 过 程
教学 环节 时间
安排 教师活动 学生活动 设计意图 教学
预设
Greetings and review

Hello boys and girls. Today I am your new teacher. My family name is Wu. So you can call me Miss Wu. Nice to meet you.
On my way to your school, I’m lost. Where is your school? Who can help me?（出示PPT）
Good! Thank you very much. Hello, Miss Wu.
Nice to meet you.
Go straight. Turn right. Go straight and turn right at the traffic lights. Go straight. You can see it. 通过打招呼跟学生们拉近关系。
复习之前所学，为本课的学习做准备。
Pre-reading

Today let’s meet a new friend. She is a cat. Her name is Mia. She has a sister. She misses her very much. She is going to visit her. But she is lost.(边说边出PPT) Now let抯 learn her story.
Before we learn the story, there are some pictures. Please listen to the tape and order the pictures.
Please talk it in your group.
Now please show me your answers. Group 1, group 2, group 3..........group 3
So you have the same answers?
OK. Now let抯 check.
Yes, your answers are right. You are very good. Let抯 clap for ourselves.
one two three, you are great. (对着同桌)
Listen and order.
talk in group.
Group 1:
a d e c f b
group 2:
a d e c f b
......
Group8.....
给本课的主人公取个名字，能跟文中的另一只猫区别开。
四年级的学生接触英语的时间比较短，英语的领悟和猜测能力较差，这样开门见山的说出故事大概，有利于学生学习故事，也提高了课堂效率，节省了时间。
带着任务去听比盲听更有意义，看着图片听更有助于学生理解，对全文的图片排序，让学生在第一遍的时候就对故事有个总体的印象。
小组合作，让学生学会交换信息。
While-reading
P1:Now read picture 1 and answer my questions:
What’s her name?
Where does she live?
Let’s check. You’re right. Very good.
Now let’s follow the tape. Please read loudly.
P2: Now please read picture2 and finish the exercise: There are many old streets in the city.()
tick or cross?
Who can make it right?
Good. Thank you.
Let抯 follow the tape.
P3: read picture3 and answer my question:
Who does Mia meet?
Let抯 follow the tape.
Let抯 do a small role play. Who wants to be Mia ? Who wants to be the nice dog?
Wonderful! Thank you.
P4: please read picture 4. And judge: Mia sees the NICE house.()
Tick or cross?
Who can make it right?
Good. Let抯 follow the tape.
P5: please read picture 5 and answer my question:
Who does Mia meet?
Let抯 follow the tape.
Who wants to be Mia?
Who wants to be the old bird?
Great. Thank you.
P6: read picture6 and answer my question:
Does Mia get to the NICE house?
Are they happy?
Who helped Mia?
Who helped Mia find(找到) the NICE house finally（最终）?
Great. All your answers are right.
Her name is Kitty.
She lives in the city.
Follow the tape.
Cross.
There are many new streets in the city.
Follow the tape.
A nice dog.
Follow the tape.
Excuse me.
Yes?
I抦 lost. Where is the NICE house?
Look! Go straight and turn left.
Cross.
I see the MICE house.
An old bird.
follow the tape.
I want to......
Excuse me. Where is the NICE house?
I抣l show you.
Go straight and turn right at the traffic lights. Then you will see the NICE house on the left.
Yes， she gets to the NICE house.
Yes, they are.
A nice dog and an old bird.
The old bird.
带着任务去读，更有意义。
跟读训练学生的语音语调。
判断学生是否理解文本的方式多种多样，不一定只有问题，让孩子们判断和改正也是一种直接有效的方法。
小处做role play， 既简单又省时间。
通过判断和改正来确定孩子们是否读懂了。
Post-reading
Now let’s see the blackboard and retell the story.
(第一遍老师带着)
Now I am Mia. （带上小猫的头套）I have a sister. Her name is Kitty. She lives in the city. I miss her very much. I am going to visit her. There are many new streets in the city. I am lost.
“Excuse me. Where is the NICE house?”
(换上小狗的头套)“Go straight and turn left.”
I see the MICE house, not the NICE house,(做个哭的表情). I meet an old bird.“Excuse me. Where is the NICE house?”(带上old bird 的头饰)“Go straight and turn right at the traffic lights. Then you will see the NICE house on the left.” finally I get to the NICE house. What a big city. I got lost. A nice dog and a bird help me. We are happy.“I miss you.”(带上kitty的头饰)“I miss you too.”
Now you can retell the story yourself. Later you can show in the front.
Who wants to try?
You are very good. Here’s the gift box. You can choose one. Thank you very much.
Now who wants try again.
You please.
Excellent. You can choose one gift. Here you are. Thank you for the show.
What have learned today?
The nice dog and the old bird help(重读) the cat. We should help each other.
(放ppt :感情升华)
Retell the story themselves.
S1: I can.
I have a sister. Her name is Kitty. She lives in the city. I miss her . I visit her. There are many new streets in the city. I am lost.
“Excuse me. Where is the NICE house?”
“Go straight and turn left.”
I see the MICE house, not the NICE house. I meet an old bird.
“Where is the NICE house?”“Go straight and turn right at the traffic lights. You will see the NICE house on the left.” I get to the NICE house. . A nice dog and a bird help me. We are happy.“I miss you.”“I miss you too.”
S2:I have a sister. Her name is Kitty. She lives in the city. I miss her . I visit her. There are many new streets in the city. I am lost.
“Excuse me. Where is the NICE house?”
“Go straight and turn left.”
I see the MICE house, not the NICE house. I meet an old bird.
“Where is the NICE house?”“Go straight and turn right at the traffic lights. You will see the NICE house on the left.” I get to the NICE house. . A nice dog and a bird help me. We are happy.“I miss you.”“I miss you too.”
S1:miss 小写时的意思是想念，M大写时表示女士小姐。
S2：我学会了指路，左转右转和直行。
S3：我学到了问路。
S4：......
本故事篇幅较长，让学生自己直接站起来复述有难度，老师先带着学生一起根据板书复述一遍，能给学生做个例子。
在让学生复述之前要先给学生准备的时间。
到这一步，学生已经感觉到困难，孩子们表现没那么积极了，一点点奖品的鼓励，能够激励孩子们再次勇于尝试。
回顾故事，启发学生去感悟整个故事的主题。
情感升华。
Homework
1 follow the tape, read the story and tell it to your friends
2 finish lesson 18 in your exercise book


板书设计：
教学反思:
这节课最大问题在于时间的安排不够合理，在pre-reading 的环节，让每个组都把自己的排序说出来确实费了一些时间，当发现两三组学生的答案一致时就该停止。在板书的时候，由于之前的准备没做好，撕双面胶和跟读同时进行，显得有些手忙脚乱。
上课之前分的小组除了在pre-reading中运用以外，在其他环节几乎没有用到，如果把后来的故事复述算到小组成绩里（一个人说，其他组员可以给以帮助）也许大家会更踊跃，更能促进小组合作。
课堂的鼓励的话语没有贯穿到整节课中，以至于显得课堂比较单调。
4、语速比较快，所以要重复几遍学生才能跟得上。