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1、Unit 1 My classroomPart C Story time【教学目标】1语言知识目标:（1）听懂故事中出现的重要句子（2）能理解故事.2语言技能目标:（1）通过听力练习提高学生英语听力技能.（2）通过模仿表演故事提高学生英语口语技能,在正确的语境中灵活运用语言的能力.3学习策略目标:（1）能够与他人合作,小组学习表演故事情节.（2）遇到不懂的主动向老师或同学请教.（3）表演故事树立学生自信心,勇于开口说英语.4情感态度目标:（1）养成学习英语的良好习惯,培养学习英语的兴趣.（2）爱护身边的小动物.【学情分析】本次课学生为小学四年级学生.学生已经学习英语一年,有一定的英语基本知识.
2、而且在三年级下册的时候已经学过人教版英语中关于表示方位的单词(on, in, under),而且通过Part A 和Part B学习已经掌握了与教室有关的单词和句子:Where is it? 及其回答.所以学生在上本节课的时候具有相关的学习背景和知识.【教学重点】（1）能够听懂故事中出现的重点句子.（2）能够灵活运用句子:Where is it? 及其回答.（3）在老师引导下复述故事.【教学难点】学生能够表演故事和复述故事.【教学过程】活动1:讲授Story timeWarm-upT: “Hello, boys and girls, Im Summer. Nice to see you aga
3、in.”Ss: “Nice to see you, too.”T: “Now divide you into four groups, and you will have competition. Which group have more flowers, you are the winner. You will get a secret gift.”(将学生分为四组:黄队,绿队,红队,蓝队进行竞争,看看哪队得到的花儿最多就可以得到一个神秘的礼物.)T: “Lets have a song together and clap your hands.”(听英文儿歌: on in under,课
4、前热身,营造氛围)Greeting & Review（1）Greeting（2）ReviewaT: “Welcome to our new classroom. Its really nice, right? Can you tell me whats in our classroom?”Ss: “light, fan, door, window, wall, floor” (复习本单元重点单词) bTeacher show a book and ask: “Whats this?”Ss: “Its a book.”“Where is it?” (将书放在桌子上)“Its on the des
5、k.”“Where is it?”(将书放在桌子里)Ss: “Its in the desk.”“Whats this?”(拿出一朵花)Ss: “花.” (T引出单词flower)T: “flower, flower, nice flower.”(操练单词)“Where is it?”(将花放在书上)Ss: “Its on the book.”“Now, where is it?”(将花放在书的旁边)Ss: “Its near the book.”T: “Where is it?” (出示教室的图片)T: “Look, Flowers are in the classroom”(出示图片:花在
6、教室)Play the sound of bees: “Listen, what?”Ss: “bee”(在屏幕上出示很多花的图片,然后播放蜜蜂的声音,引起学生注意,听什么声音,引出本次故事的主角bee)T show picture of bee: “Oh, yes a bee in the classroom.”(同时在黑板上贴出句子)T: “Whats happening? Lets go and see.”T: “Zoom says: Catch it!”(展示Zoom和蜜蜂的图片,并在黑板上出示句子,并找两位同学表演出“catch it”, 让学生在情景中理解认读 “catch it”)
7、 当Zoom 去追赶蜜蜂的时候,蜜蜂飞走了.T: “Where is it? Do you want to know? Ok, lets watch a video.”(黑板上贴出句子.学生观看一小段视频,回答问题并操练句子:学生分两组一问一答,问的一方并做出适当的表情或动作,然后交换.) 出示图片:蜜蜂从灯上飞走T: “The bee flies away, where is it?”(出示Zoom 的图片,配上录音“where is it?”)T: “Lets listen and answer.”(听录音回答问题)1Is the bee on the fan? Yes or no.2Wh
8、ere is it now? (问答完毕,操练句子:先让学生自由读,然后抽学生两两搭配练习,再次小组起来读,最后大组进行比赛)Ss 回答老师屏幕上的问题.（3）T: “Now imagining where is the bee?” (出示蜜蜂从墙上飞走的图片,学生发挥想象蜜蜂还可能飞到哪儿,小组讨论表演)（4）T: “Now the bee is on Zooms head”(出示图片:蜜蜂飞到Zoom 的头上,学生回答Zoom 接下来会做什么,再出示Zoom 准备用手拍蜜蜂的图片)T: “Now what happened?”(先让学生猜,再出示绵羊老师进教室的图片并配上文字:“Stop”
9、. 学生回答老师提问绵羊老师为什么要说“Stop”)Ss: “Bees are our friends.”(举手回答问题,也许会说蜜蜂是我们的朋友,也许会用中文说蜜蜂会叮Zoom等.老师总结:Bees are our friends. We should love it. Dont beat bees, or it will bite you.)（5）Review story(请两位学生帮助一位扮作蜜蜂,一位扮作Zoom,其余同学是Zip 大家一起重现故事.)（6）Group work: 学生根据屏幕提示表演故事(扮演蜜蜂角色的同学可想飞哪儿就飞哪儿.语言流畅标准,动作到位的小组可获得更多的花.)Summary:1Retell story(请学生复述故事)I can say:-Where is it?-Its on / under / in / near_ (fan, desk, light.) ExtensionRewrite the story. (For example: A bird in the classroom) 课后改写故事(如小鸟飞进了教室).