小学英语冀教版 (一年级起点)四年级上册Lesson 18 Lost in the City优质课件ppt

Unit3 Lesson18 Lost in the city教学设计

教学目标：

1.语言知识：

(1)读懂这个小故事。

(2)回忆并能够运用问路指路的这些语言。

2.语言技能：

(1)培养小组合作的能力。（两人一组）

(2)看图获取信息的能力。

(3)猜词，找读，略读等阅读能力。

(4)培养他们大胆表演的勇气。

3.情感态度：

当别人迷路时，你要热心帮助他。

4.学习策略：

   通过猜是什么动物，来激发学生读故事的兴趣；通过lead in环节，激活学生已有的指路经验；通过图片环游培养他们的观察力，帮助学生了解故事的大概内容；通过快速找读，回答提出的选择题，培养学生找读的阅读技巧，并策略的处理了故事中的难点；通过贴词条，检查学生对故事的理解和掌握程度；通过教师导读，让学生学习阅读技巧，比如替换的技巧，猜词的技巧，找读的技巧等等；

重点难点：

1.教学重点：

学生能够借助于图片读懂故事，并能把故事演一演。

2.教学难点：

阅读策略渗透以及阅读策略的运用。

教学方法：

游戏法、听说法、问答法

教学准备：

课件 录音机 头饰 记分牌

教学过程：

Step1: Greetings.

T: Hello!

S: Hello!

T:Now, let’s play a Guessing game: What is it?

S: It’s a …

［设计意图：利用孩子们的好奇心，激发他们学习英语的兴趣。］

Step2: Revision.

Free-talking:

T:(小猫消失)The cat is lost. Where is the cat? Can you help me?

T-S交流。

［设计意图：利用课间操作，猫咪不见了，你能帮我找一找吗？出示地图，进行师生交流，复习问路的知识，为故事的学习做准备。］

Step3: New concepts.

Before Reading:

T: Today we will read a story about the cat. Lesson 18 Lost in the City.

  Look through the pictures,What animals do you see in the story?

［设计意图：快速读图，找到故事中的主要人物，培养他们从图上捕捉信息的阅读策略。］

While Reading:

The first reading: Listen to the story and follow it ,then find the relations between them.

T: What’s the relations of them? （老师用PPT 给学生提供三个词：sister , helps , helps让学生来填空。)

S: Listen and read, then fill in the blanks.

T: Read the sentences: They are sisters. The dog helps the cat. The bird helps the dog.

［设计意图：通过读课文，找到主要人物之间的关系，并能够把指定的单词填入到人物的关系脉络中，这是对故事整体内容的初步了解。］

The second reading: read the story and find the answers. Circle the answers.

T: Please read the story and find the answers.(学生通过选择的方式选出每道题的答案。)

Questions:

What’s her name? He name is ______?

Who is lost?

Who lives （住) in the city?

Which house（哪间房子)is her house?

The dog and the bird help the cat. Who is right?（谁是对的？）

S: read the story quickly and find the answers, then circle them.

T: Can you find the answers? What’s her name?

S: Her name is Kitty.

T: Do you like Kitty?

S: Yes.

T: Let’s say hello to Kitty.

T&S: Hello!

T&S: How are you, Kitty?

T&S: Nice to meet you, Kitty.

T&S: I like you, Kitty.

T&S: You are nice, Kitty. I love you, Kitty.

［设计意图：通过和可爱的Kitty打招呼，巧妙地让学生练习了Kitty这个名字的发音。］

T: Who is lost?

S: choose B

T: How do you know?

S: Read the sentences in the story: I’m lost. Where is the NICE house?

T: Who lives (住) in the city?

S: choose A

T: How do you know?

S: Read the sentence in the story: She lives in the city.

T: Kitty lives in the city.

T: Which house(哪间房子)is her house?

S: choose B

T&S: A is the MICE house. B is NICE house. Kitty’s house is NICE house.

T: The dog and the bird help the cat. Who is right?

S: choose B

T: How do you know?

T&S: But when I get there, I see the MICE house, not the NICE house. Oh no!

T: Guess: Which house is it?（老师拿两个房子的卡片，抽出一张，让学生猜一猜是那个房子，学生猜对，给奖励，学生猜不对，老师重复：This is … house, not … house.）

Ss: Guess.

［设计意图：跳读，寻找故事中的重要信息，并策略的处理故事中的重、难点，给学生充足的时间去寻找答案，并把答案圈出来。］

T: 课件出示第一幅图What is the cat thinking of?小猫正在想什么？

S: 想Kitty.

T: 老师带上头饰，手拿Kitty 的图片。I miss her. I miss her very much.

S: read follow the teacher.

T: I am going to visit her. What does visit mean?(教师通过两张图片来告诉学生visit 的含义，并通过这两幅图下面的句子：The rabbit, the bear and the monkey go to visit the lion.  My mum, dad and I go to visit my grandfather.让学生练习visit的发音。)

T: Please glue the sentences on the blackboard.（四个动物的头像，两个房子）

句型词条：I’m lost. The dog helps me.  I get to the MICE house. It’s not the NICE house. The bird helps me.  I get to the NICE house. I’m happy to see Kitty.

［设计意图：通过贴词条，让学生明白故事的四五个环节，理清故事的整体脉络，巧妙的处理了get to 这一难点，同时也为最后的角色扮演做准备。］

The third reading : read by yourself and fill in the blanks.

I have a ____. Her name is____. She lives in the ___ .I miss her very much. I am going to visit（看望） her. There are many new ______  in the city. I’m lost. I meet a ___ and a ____ .They help me. Finally, I get to the NICE house. I see my sister. We are happy. I missed her. She missed me.  

Word list：city, Kitty, sister, dog, bird, streets

S: fill in the blanks.

T&S: read it together.

［设计意图：考虑到故事中学生对小猫咪的自述理解起来有困难，所以我把故事的内容缩成了一段概括性的文字，让学生来读故事填空，并让他们反复的诵读，再一次为稍后的故事表演做铺垫］

The fourth reading：read the story quickly and find the dialogue among the cat, the bird and the dog.

［设计意图：让学生快速找读，找到指路的对话，为接下来的表演做准备。］

After Reading：

Act out the dialogue among the cat, the bird and the dog

［演故事，体验成就感，激发持续学习英语的兴趣。］

Homework：

Act out the story for your family.

The keyboard:

四个动物的头像，两个房子，七句词条：

I’m lost. The dog helps me. 

I get to the MICE house.

It’s not the NICE house.

The bird helps me.

I get to the NICE house.

I’m happy to see Kitty.