小学新版-牛津译林版Unit 2 After school教学ppt课件

 英语（四年级下册)

Unit 2  After school

Cartoon time

Teaching contents  教学内容

Cartoon time

Teaching aims and learning objectives  教学目标

1. 学生能够阅读理解卡通内容。

2. 学生能够在理解的基础上表演卡通。

Focus of the lesson and predicted area of difficulty  教学重点和难点

教学重点：1. 从整体上阅读卡通并理解。

2. 用正确的语音语调朗读对话，表演卡通。

教学难点：学生能够阅读理解卡通内容。

Teaching procedures  教学过程

Step 1 Free talk & Warm-up

1. Free talk

T: Hello, boys and girls.

S: Hello, Miss Sun.

T: What day is it today?

S: It’s …

T: What lessons do you have this morning?

S: We have …

T: How about this afternoon? What lessons do you have?

S: We have …

T: What subjects do you like?

S: I like ...

【设计意图：Free talk环节通过对话的形式复习句型What day is it? 和What lessons do you have/like? 来唤醒学生的已有知识。】

2. Sing a song

T: Do you like Music?

S: Yes!

T: Let’s sing the song Days of the week together.

S: OK.

【设计意图：Free talk环节讨论学生喜欢的学科后，接着问Do you like Music?自然过渡到歌曲的复习，渲染课堂轻松愉悦的学习氛围。】

3. T: What makes a week?

S: Seven days. They’re …

T: Do you know what day I like best?

S: …

T: I like Monday best, because I can see you again. What is your favourite day? Now please discuss with your partners. And you can say like this: I like … best, because …

(学生两人一组讨论，然后挑几组学生向大家展示)

【设计意图：学生们聊他们喜欢的星期时可以综合运用所学的句型I like …, I can …, Because …等，对学生的语言运用能力提出了更高的要求。在对话过程中，会有学生说到他们喜欢星期六和星期天，因为这两天没有课，由此可以导入Cartoon time的教学。】

Step 2 Cartoon time

1. T: Some of you like Saturday because there’s no lessons. Does Bobby have any lessons on Saturday? Look, Bobby is coming. And who is he?

S: It’s a chicken.

T: Yes, we can call him Mr Chicken. Does Bobby have any lessons on Saturday? Let’s watch the cartoon. (播放动画)

2. T: Does Bobby have any lessons on Saturday?

S: No!

【设计意图：学生观看动画后回答问题，了解故事大意。】

3. T: But Bobby and Mr Chicken get up early this morning. When do they get up every day? (新授when和every day)

T: Let’s watch the cartoon again and try to answer. (再次播放动画，引导学生用第一人称完成PPT上的句子I get up at … every day)

【设计意图：再次观看动画，寻找细节信息。在回答问题时，考虑到学生没有学过第三人称的表达方式，所以学生在回答问题时采用扮演Bobby和Mr Chicken的方式，用第一人称回答，降低教学难度。】

4. T: Look at the clock! It rings! It says …

  S: Get up! Get up!

  (引导学生用急促的语速朗读。)

  T: Look at Bobby. Is he happy?

  S: No.

  T: What’s wrong with him?

  S1: He is tired.

  S2: He gets up early.

  S3: He wants to sleep.

  T: So when Mr Chicken asks him: Good morning, Bobby. When do you get up every day? Bobby says …

  S: At six.

  (引导学生用疲惫的语调朗读。)

T: But does Bobby have lessons today?

  S: No, he has no lessons today.

  T: So he says …

  S: Ah! I don’t have any lessons on Saturday!

  (引导学生用吃惊的语气朗读。)

  T: Yes. Maybe he can get up later next Saturday.

【设计意图：在对话的过程中指导学生用正确的语音、语调朗读。】

5. Reading time

(1) 跟读动画，鼓励学生模仿语音语调。

(2) 齐读。

(3) 两人一组分角色朗读。

(4) 两人一组表演。

【设计意图：通过多种形式的朗读活动，鼓励学生模仿语音语调，理解文中人物的心理与情感变化，进一步理解掌握课文中的句子和词汇。】

Step 3 Consolidation

1. T: Bobby is not very happy at last. What will Bobby do on Saturday?

  S1: Maybe Bobby goes to bed again.

  S2: Maybe he plays with Mr Chicken together.

  …

T: Good. Let’s add an ending to this story.

2. One possible version:

T: Now I’m Mr Chicken. Who wants to be Bobby?

S1: Me!

T: Everyone, you are the clock. Ready? Let’s start!

S: Get up! Get up!

T: Good morning, Bobby. When do you get up every day?

S1: At six.

T: I get up at five. What lessons do you have today?

S1: What day is it?

T: It’s Saturday.

S1: Ah! I don’t have any lessons on Saturday!

T: Really? Let’s go and play football, OK?

S1: Good idea!

T: Can Sam play with us?

S1: Let’s go and ask him.

T: OK, Let’s go!

3. T: Now, add an ending to the story with your partner. One is Mr Chicken, and the other is Bobby. These sentences will help you! (PPT呈现)

4. Act the new story.

  T: Excellent, boys and girls. Wonderful jobs you did today.

【设计意图：续编卡通故事对学生的语用能力提出了更高的要求。在教师的示范之后，学生两人一组合作完成任务。期待学生通过合作与创新，综合运用所学语言以自己的方式演绎出来，将课堂气氛推向高潮。】

Homework  家庭作业

1. Listen and read Cartoon time. Try to recite it.

2. Act the story with your friend. If you can make a new ending, that will be great.

Teaching aids  教学准备(含板书设计)

教学准备：人物头饰、多媒体课件。

板书设计：

Unit 2 After school

说课

下面，我们简要回顾一下本节课的教学活动设计。

在阅读前，老师设计了三个连贯的活动，首先在Free talk环节通过对话的形式复习句型What day is it today? 和What lessons do you have/like? 唤醒学生的已有知识。然后通过Do you like Music?问答，自然过渡到歌曲的复习，活跃了课堂的气氛。之后让学生猜一猜教师喜欢一周中哪一天，再让学生同桌讨论他们喜欢的星期，并说一说原因，提高学生的语用能力。以上设计的意图在于：1. 复习句型What day is it today? 和What lessons do you have? 2. 激发学生的学习兴趣和积极性；3. 自然导入Cartoon time。阅读前的活动为Cartoon time的学习做好了铺垫。

在阅读中阶段，通过让学生看动画回答问题，帮助学生了解故事大意而后抓住细节信息。之后在和学生的对话过程中，引导学生进一步理解卡通故事，并指导学生用正确的语音、语调朗读。此活动的设计核心在于“阅读并理解故事”。在理解后，为了更有效地加强语言输入，教师又设计了朗读与表演的活动。

    阅读后阶段，设计的拓展活动是续编卡通故事。首先教师引导学生思考在Bobby得知今天是周六不用上课之后， Bobby会和Mr Chicken说些什么，他们准备做什么。然后教师进行示范性的表演。之后学生两人一组，合作完成表演。老师期待学生通过合作与创新，综合运用所学语言，以自己的方式演绎出来。这一活动对学生的英语语用能力提出了更高的要求。