英語人教版四年級下冊Monkey King and Momo.doc

Monkey King and Momos travel教學設計一、教學內(nèi)容：PEP Book4 Unit 3 Weather B Read and write二、教學目標：1.知識與能力目標：（1） 能在圖片的幫助下讀懂明信片中的小短文，理解新詞swim, fly, love在語境中的意思；（2） 能夠根據(jù)文段內(nèi)容問題，能按照意群和正確的語音語調(diào)朗讀短文；（3） 能在有意義的語境中抄寫單元的核心句型并能根據(jù)實際仿寫核心句型，能綜合運用本單元的核心詞句。2.情感目標：讓學生學會互幫互助。三、教學重點、難點1. 教學重點：（1）在圖片的幫助下讀懂明信片中的小短文，并能回答相關問題。（2）在有意義的語境中抄寫單元的核心句型并能根據(jù)實際仿寫核心句型，能綜合運用本單元的核心詞句。2. 教學難點：在有效的語境中培養(yǎng)學生綜合、有效運用詞匯能力。四、教學過程：（一）、Warming-up1. Lets sing2. Greeting:(引導學生拍唱)Hello, boys and girls. Hello. Hello .I am Miss Lin. Hello, boys and girls. 學生：Hello. Hello. Hello, Miss Lin.3. Free talk: Whats your name? How are you? Nice to meet you. Look outside. Is it windy? 4. Boys and girls, we have 4 groups today. If you do a good job, the leaders can get the stickers on the board, and the winner will get the gift. （引導各組喊口號式介紹組名：Sunny, sunny. We are sunny! Windy, cloudy, snowy） 5. Lets chant: （背景節(jié)奏）設計意圖：讓學生在輕松愉快的氛圍下自然互動，并通過自編天氣歌謠調(diào)動學生的學習積極性。（二）、Read and write1. Pre-readingj:（1）Lead out Monkey King and Momo, then teach “l(fā)ove”.通過西游記經(jīng)典前奏樂引出主人公美猴王Monkey King and his son Momo. Momo love his dad very much. Do you love Monkey King? 自然引出love并配上手勢帶讀。設計意圖：語境的自然引入，通過手勢幫助學生自然理解感知love.（2）Revise the weather words, and teach “fly”.美猴王變成地鼠，讓學生通過打地鼠游戲搶讀單詞。 (課件中 Momo讀得不錯，Monkey King為了獎勵Momo決定帶他去旅游。)T：But how can they go? By bike? By car? No! Look! They can fly. Can you fly?引出出fly, 教讀后小組開火車操練。T: Look! Can Momo fly? Yes, he can. Can Momos dad fly? Yes, he can. 設計意圖：復習核心詞匯，結(jié)合語境的故事情節(jié)利用主人公會飛的特殊能力自然教學新單詞“fly”，并引導學生用第三人稱單數(shù)回答問題。（3）Guess the weather to practice the sentence: “Is it?”T: Where are they going? Lets see. (課件中Monkey King帶Momo到各地游玩， Momo父子將飛到Beijing，Moscow和Sydney等幾個地方，引導學生用句子Is it?來競猜詢問當?shù)氐奶鞖狻? Beijing (課件出現(xiàn)句型Is it? 學生猜后出現(xiàn)風)T: Look! Is it cool and windy in Beijing? 學生回答后教讀，金手指活動操練朗讀。Its windy in Beijing. Can you fly your kite? 用真實的風箏操練句型。 Moscow 學生競猜后因天氣太冷過渡到下一個地方。 Sydney學生競猜到炎熱天氣后Monkey King和Momo想到水中游泳，通過Monkey King試水溫引出句型Is the water cold? 和 The water is warm.接著引出新單詞swim，教師通過動作教讀并小組開火車操練。（課件中兩人因不識水性溺水，被Johns dad救起，為了感謝他，Momo父子答應幫他把postcard送給北京的John。 同時進行思想教育:We must help each other. 設計意圖：針對核心句型“Is it?”設計相關學生感興趣的競猜環(huán)節(jié)，培養(yǎng)學生在有意義的語境中自然地運用語言的能力。2. While-reading: T: Momo sends the postcard to John. Now lets read together! Task1: Read and tickor cross.快速閱讀完成判斷題，初步了解短文大意。（請學生代表按照生本模式當老師進行讀題并提問，其他同學配合。）You do a good job. Now read it again and answer the questions, then check the answer in your group.Task2: Read and answer.仔細閱讀并回答問題，并在小組內(nèi)先校對答案。 (學生先自己靜讀后回答問題，再在小組內(nèi)校對答案。全班校對答案時，教師示范提問第一題，生答后問How can you know?讓生讀出原文的句子。第二題第三題可以請學生模仿當小老師提問)Well done! Boys and girls, can you read it better?Task3: Read it better. (聽錄音跟讀，指導按意群以及正確的語音語調(diào)朗讀)(課件Monkey King: If you can read it better. I will give you a big gift from Johns dad.) Now, listen and try to read it better.OK! Then read it by yourself!全班齊讀后小組自由朗讀課文，再請一個學生示讀送一份小禮物，再請一個小組朗讀送天氣骰子。Look! Its a weather dice. Lets play!全班一起玩扔骰子猜天氣的游戲2次，一次Yes, it is. 一次No, it isnt.然后過渡到書寫環(huán)節(jié)。設計意圖：讓學生感受通過努力獲得禮物的快樂，并結(jié)合禮物天氣骰子的圖片自然進行書寫任務。3. Post-reading: （1）Look and write看圖寫句子。提問句子書寫的三要素，課件呈現(xiàn)在四線格中的句子，引導學生特別注意句子的標點符號在四線格中書寫的規(guī)則，教師板書示范句子的書寫后讓生正確抄寫完整的句子，學生寫完實物投影評價。T: Now look outside, please. Whats the weather like today? Is it windy?讓生聯(lián)系真實生活中的天氣情況回答句子。（2）Know more about a postcard and write back a postcard. Boys and girls, do you know more about a postcard? Look!簡單介紹明信片的格式。 Write back a postcard選詞填空,完成回信設計意圖：拓展學生綜合運用語言的能力。三、Sum up1.課件中 Monkey King 和Momo 幫John把回信送給Johns dad.情感教育：如果你去旅游，別忘了寫封postcard to your parents, or your teacher, or your friends.2. What have we learned today?3. How many stickers do you have? T: Boys and girls, all of us are great! We are all No.1. 生互動口號：1，2，3! 3,2,1! We are/ We are No.1!4. Homework5.