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視頻標簽：My home
所屬欄目：小學英語優質課視頻
視頻課題：PEP小學英語四年級上冊Unit4 My home Part C Story time安徽省 - 合肥
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Instructional design
Name: 趙海波
Grade:
Grade 4
Subject:
Unit4 My home Part C Story time Analysis of teaching content
Analysis of teaching content:
Part C is a story,which describes an interesting story about the lost glasses.I chose the picture book“Grandma’s glasses ”as the extension,which can attract children’s interest well.
Analysis of students
Analysis of students:
The students of Grad 4 have learned prepositions of locality,they can use the prepositions and nouns to describe the location of the specific things.The students can also ask and answer the general questions about location,so they should understand this story,on this basis,with the help of the teacher,they also have the ability to understand the picture book,use the key sentences to describe the right location.
Teaching Aims
Ⅰ.Aims of knowledge:
(1) Students can understand the stories .
(2)Students can understand the words, such as: drawer,curtains, cushion and
so on.
(3)Students can listen,read and say the sentences about the location”-Where is/are...?-Is/Are they...?-Yes,they are.-No,they aren’t.”Students can understand the sentences”She/He looked...She/He saw...” Ⅱ.Aims of ability:
(1)Students are able to get correct information from the pictures. (2)Students can talk about the location of the things. (3)Students can learn cooperatively.
(4)Students can learn to choose the picture books they like. Ⅲ.Aims of emotion:
(1) Students can taste the happiness of helping each other.
(2) Students can realize that the different things should be put in the proper
places.
Key Points and Difficult Points
Ⅰ.Key points:
1. Understand and use the key words. 2.Describe the location of the something. Ⅱ.Difficult points:
1.Get the correct information from the pictures. 2. Describe the proper location of different things.
Teaching Aids
1.The text book and picture book.
2. Power Point.
3. The video of the story and listening recording.. 4. Word cards.
Teaching Procedure
Step 1：Lead-in: 1.Greeting.
2.The teacher lost the glasses and invited the students to help to find where they are.
Q:Are they on your desk? Are they under your desk?
Where are my glasses?Are the in you desk?
(設計意圖：創造一個老師丟失眼鏡的情境，在同學們尋找眼鏡的過程中，將已學過的方位詞重新溫習一下。) Step 2: Presentation:
1.Show the pictures of Zoom’s dad and grandpa with glasses. Q:Who is he?How about this one? (設計意圖：介紹故事的主人公。)
2.Show the pictures of Zoom’s dad and grandpa without glasses. Q:What happened? Where are their glasses?
(設計意圖：請同學們根據故事中的圖片來預測故事大意。) 3. Watch the video of the story,invite students to answer the questions.
(設計意圖：請同學們帶著問題觀看故事動畫，根據對故事的理解，回答問題。)
4. Read each picture of the story,get information from the pictures,practice reading the sentences at the same time.(Read in roles and read together.) (設計意圖：在觀看故事動畫后，帶同學們一起來了解故事的細節內容，同時進行閱讀練習，強化語音語調。) 5.Q:What happened?(Introduce the word”dizzy”)
Are they grandpa’s glasses? Are they dad’s glasses?
(設計意圖：根據故事情節的進展，加深同學們對故事的理解，自然而然的明白兩幅眼鏡位置出錯的原因。) 5. What can they do?(Change the glasses.)
(設計意圖：請同學們根據情境，理解并能自己說出change這個詞。) 6. Look and number,number the six pictures according to the story.Tell students to retell the story with the pictures.
(設計意圖：在理解并閱讀了整個故事后，用給圖片排序的方式，讓同學們把整個故事情節在頭腦中在溫習一遍，加深印象。) Step 3: Extension
1. T:Children,do you like English picture books?This kind of book has a lot of pictures,It’s very interesting.Today,I want to enjoy an interesting picture book with you together.
(設計意圖：向同學們介紹英文繪本，向繪本故事過渡。)
2.Show the cover of the book.T:This is the cover of this picture book. Q:What’s the title of the book? Who is the writer?
Who is the illustrator?Can you point it with your finger? What can you see in this picture?What are they doing?
(設計意圖：帶同學們學習繪本封面的信息，了解作者，插圖師，根據封面圖片的內容，預測繪本故事大概內容，同學們以后在選擇繪本的時候，也可以根據這樣的方法來找到自己喜歡的繪本。) 3.Show the picture of the grandma. Q:Who is she?Is she happy?Why? Where did she look?What did she see?
(設計意圖：用問題引領的方式，帶同學們開始欣賞第一頁繪本，讓同學們在老師問題的指導下，進行思考，閱讀，提取關鍵信息 。) 4. Q:Who can help grandma find the glasses?You can guess.
(設計意圖：請同學們根據已掌握的故事內容，發散思維，進行合理的故事預測。)
5. Show the pictures of the families,make students guess. Q：Who can find grandma’s glasses?Why?
(設計意圖：請同學們根據日常的生活經驗對故事的結局進行合理的預測,同時闡明原因，也使同學們對故事的內容更感興趣。)
5.Read each picture one by one.
Q:Where did she/he/it look?Can she/he/it find grandma’s glasses? What did she/he/it see?
(設計意圖：用圖片環游的方式，帶同學們一起逐張的欣賞繪本，在每一個情節中，采用問題引領的教學方式，使同學們的思維不斷的跟隨的繪本故事向前游走，在這個過程中，重點句型隨著問題引領反復出現，同學們自然而然的掌握核心句型，并擴充學習，理解了繪本中的難點詞匯。)
6. T:They didn’t find grandma’s glasses.Where are grandma’s glasses?Can you guess?
(設計意圖：再一次請同學們發散思維，根據日常生活經驗，對“奶奶的眼鏡在哪里”這一問題進行合理的猜測，激發同學們的學習熱情。) 7. Show the last picture.Q:Where are grandma’s glasses?Who found them? (設計意圖：展現故事的最后結果，同學們的好奇心得以落地，同學們精彩的猜測值得鼓勵。)
8. T:Boys and girls,if your grandpa or grandma lose their glasses,what can you do ?
What else can you do to help your families? Guide students to realize helping each other.
(設計意圖：通過繪本故事，請同學們聯系自己，談一談自己在家中能幫助家人做些什么，滲透家人之間互相幫助的意識。)
Step4: Production
1. Show the pictures of different places. Q:Look at the pictures,how do you feel?
Look,the books are on the ground,are they OK?What can we do? (設計意圖：請同學們觀察繪本中圖片，讓同學們感受到房間的雜亂，為小組活動做下感情準備。)
2. Make a model,then make students finish the task，task A is easy,task is a little difficult,invite the group leaders to choose their task.
(設計意圖：老師先為同學們做一個示范，使同學們明白小組活動如何完成。小組活動分為A和B稍簡單和稍難兩種，每個小組組長可以選擇完成，使同學們根據自己的學期情況，可以有選擇性的完成學習任務，使課堂更有針對性和個性化。) 3. Group work,discuss and finish the task.
(設計意圖：小組活動內容是，每組拿到一張繪本中的房間圖片，找到擺放位置不合適的物品，再擺放到合適的位置，最后小組成員分別加以描述。在這個過程中，同學們自然地把方位詞及句型有效地運用的一遍，在真實場景中完成出課。) 4.Show time.
(設計意圖：請同學們分組展示，體現小組合作能，并積極肯定鼓勵。)
Homework
1. Retell the story according to the pictures.
2. Draw a picture of your room,try to write 3 sentences.
The...is/are in/on/under/behind...
Board Plan
Unit 4 My home
Part C Story time
--Where are dad’s glasses? --They are on the bed.
--Where are grandpa’s glasses? --They are on the table.
Grandma’s glasses
Who Where What
grandma under the table her pen Grandpa in the drawer his book Harry on the table his comic
Megan under the cushion her teddy bear Mum behind the curtains Megan’s shoe Scrap under the sofa his bone
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