加载中…冀教版四年级上册Lesson24Etta’sTeddyBear
(2018-12-04 15:18:52) |
课题名称 |
冀教版 四年级上册 Lesson 24 Etta’s Teddy Bear |
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教学目标 |
知 识 与 技 能 目 标 |
1. 学生能够在图片的帮助下听懂和理解这个简单的故事。 2. 学生能够就故事进行提问和回答。 3. 学生能够分角色用自己的语言表演这个故事。 |
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情 感 目 标 |
锻炼学生在课本剧表演中敢于开口，积极尝试用英语进行表达，体会学习英语的乐趣。 |
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学习策略 |
1．积极与同伴合作完成故事角色扮演。 2．学生能够借助故事原文的语言素材改编为第一人称的表达方式。
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教学重点 |
学生能够在图片的帮助下听懂和理解这个简单的故事。 |
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教学难点 |
学生能够分角色用自己的语言表演这个故事。 |
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教学准备 |
教学光盘、多媒体课件。 |
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评价方式 |
运用口头评价和神态、肢体语言等。 |
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时间 安排 |
教师活动 |
学生活动 |
设计意图 |
修改 方案 |
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Step 1: Warm Up and review Step 2: Story time: Etta’s Teddy Bear Step 3: Class closing |
2’ 2’ 10’ 6’ 3’ 3’ 4’ 5’ 4’ 1’ |
Hello, boys and girls. Today I bring a new friend to you ---Etta. She has a teddy bear. Teddy is her good friend. And one day, she looks and looks, but she cannot find Teddy. Prepare to read Refer the students to page 60 on the student book. Let the students look at the pictures and think about the following questions: • What happened to the girl? • How does the girl feel? Happy or sad? Read the story Now go through the story, panel by panel, and help the students to understand the plot. Panel 1 What do you see in this picture? Is the girl happy? Who is sitting with her? Who is sitting on the floor look at them? Panel 2 What is Etta doing? One day, Etta cannot find Teddy. She looks on her bed, under her bed. She looks everywhere. But she cannot find Teddy. Panel 3 What is Etta doing now? What does her mother tell her? Panel 4 Where are they now? What can you see in the picture? Etta looks at the teddy bears, but she does not like them. Why? Do you think Etta feels better now? Panel 5 Where are they now? Etta is still sad. So her mum says … Panel 6 What are they doing now? Does she forget her Teddy? She REALLY wants her teddy bear. Panel 7 Where is Etta now? What does she find in her bed? Etta sees her Teddy. She is very happy now. Panel 8 Etta runs to find her mum. She is so happy. She has her good friend Teddy back now. Play the audiotape twice. Follow along in the text. Read the story with students. Teacher speaks aside, ask the Ss to read the dialogue. (eg. Her mum says…) Ask your students to look at Read and order at bottom of page 61.
Look and say Read and fill in the blanks. I’m Etta. I have a good friend. His name is Teddy. One day, I cannot find my teddy bear. I cry. Mum: Let’s go to the toy shop to buy a new teddy bear. Etta: I don’t like new teddy bears. Mum: Let’s go to the clothes shop to buy a new skirt. Etta: I like the new skirt. But I want my teddy bear. Mum: Let’s go to the restaurant to eat ice cream and hamburgers. Etta: I want my teddy bear. It’s time to go to bed. I find the Teddy in the bed. I’m happy. Act out Act out the story in groups. Help the students to act out the story. Homework:
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Hello, Miss Zhang. Get the main idea of the story. Her teddy bear is lost. She feels sad. S: A girl. She’s happy. A Teddy bear. A little cat. She is looking for Teddy. S: She is crying. Let’s buy a new teddy bear. In the clothes shop. Many teddy bears here. She wants her old Teddy. No, she’s sad. In the clothes shop. Let’s go to a restaurant for ice cream and hamburgers. They are eating ice cream and hamburgers. No, she is still not happy. At home. Her teddy bear! Listen and try to read. The students read after the teacher. (Let’s go to the clothes shop to buy a new skirt.) Read the sentences and order them. Finish the story according to their memory. Then read it by themselves. Students practice and show their dialogue in front of the class. |
开门见山的介绍故事的小主人公Etta，通过简介Teddy“不见了”制造悬念，激发学生了解故事情节的探索欲望。 通过对图意的理解，初步猜测故事内容。 以提问和补充回答的方式帮助学生理解故事内容，在适当的时机尽量使用英文解释难点，比如She looks for him everywhere. 引导学生尽量多的调用自己已有的语言素材进行描述。 解决难点。 理解与朗读始终相互结合。引导学生朗读对话框里的句子，为后面的故事复述做准备。 默读思考，获得细节信息。 进一步熟悉对话的过程中，学会快速寻找重要信息。 跟读课文，帮助学生学习地道的英语发音。通过判断题的检测考核学生的实际理解和阅读水平。 由易至难的巩固练习帮助学生内化语言素材，为后面的表演和实际运用打下基础。为复述故事精简语言材料。 提取故事主要环节图片，引导学生使用文字提示口头描述故事内容。意在复习此单元主要句式。 借助完形填空熟悉使用第一人称讲故事，让讲故事变得fun and easy. 角色表演，将复述和表演结合起来，使学生在用英语表达的过程中内化语言素材，建构知识体系，初步形成语感。 |
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