授 课 人：刘海英  

单 位：昌平区昌盛园小学

Unit 12 Review5.9..ppt

看一看，欠缺什么

本课选自，北师大版先锋英语，四年级下册，第十二单元，第一课时，故事教学。本课故事主要围绕主人公Mocky 和Lulu的对话展开，共八幅连环画，故事朗读在一分钟左右，flash故事播放在一分二十秒，篇幅较长。

深挖本课课文，复习内容较多，以Mocky和Lulu去看望Bobby Bear展开故事，在去的路上随着天气的变化复习了It’s a sunny day today. Where is…? What’s the time? What are you going to do? 等本册书所出现的主要句式。我以故事中天气变化为明线，引起人物心情变化为暗线，展开故事的讲述。为了让学生更加有感情的朗读和表演本课故事，我把感情线索作为载体，让学生在理解的基础上感受人物的情感和挖掘故事的美感；学生在图片展示、教师讲解、问题引导的基础上听懂、读懂故事，通过，个体、同桌分角色、展示等读故事的练习形式，对学生的学习进行评价。

四年级学生已经完成了课程标准中一级目标。语言技能方面：对英语有好奇心，喜欢听他人说英语；能根据教师的简单指令做游戏、做动作；能做简单的角色扮演；能在图片的帮助下听懂和读懂简单小故事；能交流简单的个人信息，表达简单的情感和感觉。在储备了一定量单词和功能句型的基础上，在教师的引导下，逐步提升文化意识；掌握一些学习策略的本领；通过课堂活动的变化多样增加学习情感那些。

教师可以考虑：学生知识水平方面，具体说明在学习本课之前，学生已有哪些储备知识，以及这些储备知识将会有利于以旧引新，学习本节课新知识。本班情况：网络班还是非网络班。

知识与技能:

1.通过故事学习，让学生有感情的朗读故事，并与同伴表演故事。

2.通过对重点功能句型的问答练习，让学生进一步理解课文大意，同时学会在不同情境中运用这些语言。

3.教师可以尝试用概念图来引导学生复述课文或是让学生依托板书复述故事。

4.通过课堂教学的延伸作业，让学生合作进行创编故事。

5.让学生在拓展资源的基础上设计周末计划。

过程与方法：

1. 运用剖析情感来让学生找出相对应的语言，巩固所学，增强兴趣，激发情感。

2. 运用板书设计，帮助学生留住这节课的学习内容，梳理本学期的重点知识，或是简单复述故事，进一步体会英语学习的乐趣与美好。

情感态度价值观：

1.在参与的过程中体会英语学习的快乐，增进学生学习情感。

2.通过对人物情感线的剖析，让学生学习故事中人物的阳光，友爱，聪明和生存能力。

3.让学生参与课堂互动，使学生体会到课堂充满友情，帮助与关爱。

教学重点：

1.在情感线的支撑下，学生能够准确有感情地朗读故事，初步尝试表演故事；

2.在故事背景下正确理解和运用功能句型；

3.初步学习使用图片或是概念图进行课文复述。

教学难点：

1.故事包含了本册书的大部分语言点，要抓住主要语言讲述故事，又要对其他语言有所体现，是教学的难度；

2.故事复述内容的串联；

3.学生尝试画概念图的

4.剖析故事人物情感。

PPT课件，图片，单词卡，Flash动画。

1.Free talk & Leadin

(1).T:What's the weather like today? S:...

      T: How are you today?    S: We’re very happy.

     T:Do you like the sunny/windy /cloudy/....days? 

      S:...

      T: Me, too. This Sunday is sunny, too. Where are you going this Sunday?   S:…

     T:What are you going to do?

     S:I am going to...

(2)Pair work .(+PPT 语用支架）

T: Our friend Mocky is going to vist friends ,too. Who are Mocky’s friends?   S: Ken, Ann, Uncle Booky, Lulu and Bobby Bear.

T: Oh, Mocky has so many good friends. Who is Mocky going to visit ?Let’s read the story,（观看flash,无文字）

（设计意图：由自由对话，复习旧知识，自然引出本故事的主题，再让学生去猜测，激发学生学习故事的乐趣。）

+加上生生两两说，給支架说一说周日去做什么

（1）T：Who is Mocky going to visit? (出示图片)  S：Mocky is going to visit Bobby bear. (出示图片)

T: Can you read this story?  S: Yes, I can.

T: Is it very interesting? S: Yes…

T: Do you understand it? Let’s read it.

（2）T: Please look at this picture. (P1 )

T: What’s the weather like?  S: It’s sunny.(出示图片)

T: Why do you know that?   S: …

T: Who are they?  S: They are Lulu and Mocky.

T: Where are they?  S: They are in the forest.

T: What is Mocky going to do? (出示句型)   S: …

（3）T: What is Lulu going to do?(P2)  S: …

T: Why do you know that?   S: …

T: Yes, Lulu wants to visit Bobby bear, too. Let’s read all together.

（4）T: Where is Bobby’s house?(P3)  S: …

T: Are they happy?    S: Yes…(出示图片) 

设计意图：教师带着学生以提问和回答的方式来学习前三幅图，并且出示重点句型的主题词，给学生以示范，为图4,5,6,7的小组探究式学习做示范。

（1）T: We have learnt P1---P3, I ask you some questions about weather, plan (are you going to do), and feelings, Please read picture4, 5, 6 and 7. Can you learn them like me? Please discuss in your group.  S: …

（2）T: There are a lot of black clouds in the sky, it is going to rain, are they happy now?

S: No, they are worried.(随着学生问题的提出与回答，出示图片和重点句型的主题词)

T：Do they have an umbrella?  S：No…

(What can you see in the sky? What’s the weather like? What are they doing?

Where is Mocky’s umbrella? What is Mocky looking at? What is Mocky doing? What’s the time? Are they going to be late? ...)

T: Oh, you re wonderful. Mocky picks up a big leaf, and put it on their heads as umbrella. Do you like him?  S: Yes, I do.

T: Why do you like him?  S:…

T: Oh, yes, I like him, too. He is so clever that he takes a big leaf as umbrella.

T: Are they happy now?  S: No,

（3）T: The rains stops, are they happy now?   S: No…

T: Why doesn’t Mocky like here?  S: …

T: They don’t find the way, they are lost. The tall trees look like…

Mocky is scared.

设计意图：通过小组合作学习，提出问题，并试着去回答问题，培养学生合作学习的能力，体现探究式的学习理念。

（1）T: Please look at the picture 8, you’d better read by yourself, and try to ask and answer about the picture.

S1：Where is Bobby Bear?  S2: Bobby is in front of his house.

T: Are they happy now?    S: Yes, they are very happy. 

(2)What are they going to do with Booby?  Continue the story with your group members.

设计意图：通过前两部分的“教”“扶”过程，第三部分采用让学生自学方式。

(1 )无文字完整观看故事动画，帮助学生内化故事。

(2)有文字学生跟读故事, (体会故事人物的情感，快速大声朗读。)

(3)与同伴分角色朗读或表演故事。

设计意图：设计意图：运用情感线路剖析故事人物心情，让学生深入情感，学习有感情地朗读故事，深入地再现故事情节。

1. Fill in the blanks

It’s a ______ day today.Mocky and Lulu are very ______.They are going to Bobby bear______

 They see in the sky______.It’s going to ______.Lulu is worried.

 Mocky is very clever, he picks up a ____as an umbrella.It’s o’clock, they are going to be late______.They find Bobby’s house____________.Mocky is scared.

At last, they see Bobby in front of his house.

(设计意图：复述填空，让学生对本节课的重点单词和词组进行再认识，并初步感知用自己的话复述故事。把学生带到书写活动上来。然后再通过学生的帮助进行此活动的检查，体会参与的快乐。)

2.T: Who would like to tell us something this part?

S: 学生展示((P1,2,3)   T: (P4,5)       S: (P6,7,8)…

2. 小组内练习复述(PPT)

T: Let’s look at the board. Who can say about the story?(展示)

3.拓展听材料（1）（2）（3）扩展资料.jpg

4.综合说：在综合说环节，可以分层次让学生进行交际。可以自己复述故事也可以自己编对话或故事。

T: This class, we have read the story all together. Do you like it?    S: …

T: I like Mocky. Do you know why?   S: …

T: Mocky is very cleaver, he always smiles, he is polite with friend. Look at the blackboard, what will you find?  S: …

T: There are many key sentences in this story. We have leant weather in Unit 11,the time in Unit 8.We have found how to ask the position, time, plans, and ask to do sth with the polite way. So this lesson is review.

Say the story to your parents or friends.

Unit 12 Review

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