Lesson18 Billy Bee教学设计

一．教材分析

(1) Greeting

T: Hello! Boys and girls! How are you?

Ss: Fine,thank you. And you?

T: I’m fine,too. Thanks!

(2) Review

T: Let’s play a game, OK? Look! I have some happy faces and sad faces. You can choose one and answer ”Yes, you may” or “No, you may not”.

May I go to Beijing/ May I go to the Great Wal    本课是Unit3的故事课，讲述的是Billy Bee为了救queen bee，坚持飞到Honey Flower City找特殊的蜜，最后把queen bee救活的故事。这一故事复习“How far...? May I ...?”等重点知识，有利于学生巩固所学的重点句型。

二．学生分析

    学生已经学过交通工具的表达和“How far...? May I...?”等句型，这将有助于本篇故事的理解，但他们仍然羞于表达，需要多给机会练习。

三．教学目标

1.知识目标

(1) 能够正确理解故事内容，能听懂、理解故事中出现的语句。

(2) 能够掌握句型”How far is it? It is...”和”May we...?”

2.能力目标

(1) 能够会说、会用故事中出现的语句，主要是”How far is it? It is...” 和”May we...?”。

(2) 能够复述、表演故事内容。

(3) 能够捕捉关键信息，提高略读和寻读的能力。

3.情感目标

(1) 能够助人为乐，主动帮助他人。

(2) 能够明白任何事情只要坚持就会成功。

四．教学重难点

1.重点：能够正确理解故事内容；学会并运用句型”How far is it? It is...” 和”May we...?”。

2.难点：能够复述、表演故事内容。

五．教学流程

Step1. Leading-in

l?

Ss: Yes, you may/ No,you may not.（学生选择一张，然后回答）

T: Who wants to be a teacher?（学生问，他指定其他学生回答）

(3) Leading-in

T: Are you happy?

Ss: Yes.

T: But is she happy? （拿出queen bee的图片，贴到黑板上）

Ss: No.

（设计意图：和学生简单打招呼后，用游戏的形式复习学过的句型”May I go to...? Yes, you may. /No, you may not.”,激起学生兴趣，并引出故事的一个主要角色，为以后的环节做铺垫。）

Step2. Before Reading

T: Is she okay?

Ss: No, she is sick.

T: Who is she? Who can help her? Let’s watch a video.（播放动画）

Ss: She is the queen bee. Billy Bee and Queen Bee help her.

T: Great! （把Billy Bee和Benny Bee的图片贴到黑板上）

（设计意图：用设问的方式引发学生好奇心，带着问题观看动画，能训练学生捕捉信息的能力。另外，播放整体动画，能让学生对整篇故事有个大概了解。）

Step3. While Reading

T: Billy Bee and Benny Bee want to help the queen bee. But how to help her? Read the picture1-3, and answer the questions. Underline the answers.

(1) What does the queen bee need?  A. Juice . B. She needs special（特殊的） honey.

(2) Where is the special honey?   A. It’s in the palace.  B. It’s in Honey Flower City.

(3) How far is it?    A. It’s 5 kilometers.       B. It’s 20 kilometers.

(4) When do they need to bring the honey back?   A. Before 2:00.   B. Before 4:00

T: Look at the picture. How does he feel?

Ss: He feels tired.

T: Is he Billy Bee?

Ss: No, he is Benny Bee.

T:Read the picture 4-5 and complete the dialogue.

（学生将句子贴到对应的位置上，补全对话）

T: I’m Benny Bee. You’re Billy Bee. OK?（分角色朗读）

  Now boys are Billy Bee, girls are Benny Bee.OK?（分角色朗读）

  Who wants to be Billy Bee? Who wants to be Benny Bee?（分角色朗读）

S1: May we take a bus?

S2: No, the bus is slow.

S1: May we go there by train?

S2: No. There is no train.

T: You did a good job! Look! Where are they? （出示第6幅图的图片）

Ss: Honey Flower City!

T: Yes. Finally they arrive in Honey Flower City. Are they happy?

Ss:Yes!

T: We can say”Hooray!”

Ss:Hooray!

T: Can they fly back home before 2:00? Guess!

Ss: Yes, they can.

T: When do they arrive home? Read the last picture.

Ss:They arrive at 1:55.

T: Yes! Just in time!（把时间写在黑板上，对比2:00和1:55，让学生猜in time的意思）

T: Is she happy now?

Ss: Yes, she is.

T: The queen bee eats the honey and feels better. Billy Bee and Benny Bee are very happy.（学生跟读）

（设计意图：通过设计不同的活动，让学生按意群理解故事内容。先提出问题，让学声默读故事1-3幅图找答案，能训练学生寻读的阅读技巧；让学生根据4-5幅图进行简单的角色扮演，能调动学生兴趣，同时通过情景练习了重点句型；让学生猜测故事发展，能开发学生思维。）

Step4. Post Reading

T: The story is over. Are you clear? Let’s order the sentences. （出示PPT）

（学生排序，订正答案，然后朗读）

  Do you like Billy Bee? Why? Discuss in groups.

Ss: Yes. Because he is very kind.

...（出示PPT，列出be kind,persevere等词汇，教学生读几遍）

T: If your mother is sick, can you help your mother?

Ss: Yes.

T: If your friend is sick, can you help your friend?

Ss: Yes.

T: So we should be kind and persevere.（加动作）

T: Let’s act out the story. （教师示范）Now you work in groups of four.

  Show it to us, please.

（设计意图：通过给句子排序，学生对故事的发展更清楚，并能为复述故事做了铺垫。复述故事时，教师先做示范，接着让学生小组练习，再进行表演，由易到难，考虑到了学生的能力，也训练了学生的综合语言运用能力。另外，通过提问，学生能意识到要助人为乐，坚持不懈，有助于情感目标的达成。）

六．板书设计