Unit 4 Bobby’s house教学设计
教学目标
1. 知识与技能
学生能够根据故事内容回答教师的简单问题。
学生能整体或片段表演故事。
三年级英语小故事2.过程与方法：
通过黑板上故事情景的设置，展开和学生互动式的教学。
本课通过两两说、小组说、及模仿对话等形式，鼓励学生多说、多练，使学生形成良好的语音语调。
学生能根据老师的问题，进行猜测，综合运用所学语言。
通过小组学习、猜测、模仿、小组表演等方式，使学生多维度参与深入理解故事。
3、情感态度价值观：
通过小组合作等形式，培养学生学习英语的自信心。
通过讲故事、表演故事，培养学生学习英语故事的兴趣。
学时重点
理解故事内容，准确，有语气地朗读故事。
学时难点
表演故事，部分学生复述故事。
教学活动
【导入】Warm up
1. 歌曲导入新课
T: Let’s sing a song “Wag your tail”
T: Most animals have tails. Short tail or long tail. Big tail or small tail.
设计意图：通过歌曲自然地复习本课重点句型，为新课的学习做好准备。
【讲授】Presentation
1. 导入故事，观察图片，引导学生对故事提出想知道的问题
T: Today we will learn a story. It’s about animals.
Look! What animal is it
T: One day, the rat plays in the forest. What’s in the forest?
There are.. There is 用黑板构建森林情景
T: Look at the picture. What can you see besides the trees and flower?
What do you want to know about the story?(2 students in a group)
Ss:...
设计意图：通过观察故事图片，提出自己想知道的问题，调动学生对故事的好奇心。
2. 第一遍听故事，整体感知故事并回答问题
Question: What are they talking about? （把学生有价值的问题列进去）
Whose tail is it?
3. 第二遍听故事，在老师设计的情境中学习故事
Picture1，2：
T: One day, the rat plays in the forest. A rabbit comes . Listen! What are they talking about? “What are you doing, Little rat? Look! What is that?”
T: The rat sees something behind the bushes.
“Is it a tail? Whose tail is it?”
Now 2 students in a pair. Try to imitate the rabbit and the rat.
Picture3，4 :
T: A duck comes. Listen ! (新授found , squirrel)
Picture5.
T: The duck thinks he is sleeping.
Picture6:
T: But what happens? A fox jumps out. (Imitate the fox )
Why does the fox behind the bushes? What does he think? Can you help the fox to tell us? (4人一组，交换意见，揣测狐狸的心里)
T: The animals think he is the lovely squirrel. But a bad fox jumps out. Are they scared? What do they do?
Ss:...
T: Who can imitate them?
学习故事时体会squirrel looking for waiting for
设计意图：通过学习故事的主要情境，帮助学生理解故事大意，通过老师设计的猜测，表演，模仿等环节，使学生行为，思维、情感等都参与进来， 使学生更深入理解故事。
给故事加题目
T: This is an interesting story. Can you name a title for the story?
选其中一个当做板书副标题。
设计意图：给故事加标题.让学生学会归纳故事大意，并检测学生对课文的理解。
猜测故事结尾
T: The fox wants to eat the animals. Does he eat them? Finally, what happens? Can you gu
ess?
设计意图：通过猜测故事结尾，给学生想象的空间，让学生真正的参与到故事中来，让他们在感受故事的同时，也参与故事的设计。
【练习】Practice
学生跟读，自己读，分角读故事
T: Now let’s read the story.
Read the story with the movie sentence by sentence.
Read by themselves.
Read in groups.(全班分角朗读)
设计意图：此环节通过跟读，自己读，培养学生模仿正确的语音语调，准确的朗读课文。通过全班分角表演故事，使学生体会不同动物的语气及内心活动。
【活动】Production
1. 学生有选择性的表演课文
T：Now four students in a out the story.
You can choose one.
A: Read the story in roles.
B: Act out the story
C: Give an end for the story then act it out.
2. 复述课文
T: You can retell the story. A part of the story or whole story.
设计意图：有选择性的让学生表演课文，使每一位学生都能体会故事的乐趣，使不同层次的学生都到自信，得到满足。
【测试】Summary
对开始学生想知道的问题进行总结，并通过课堂评价对学生语言综合能力进行提升
T:Today we have learned an interesting story. You did a good job in this class. Every group gets a picture. Look! What are they?
Ss:...
T: Most animals have a tail. How do they use their tail? Let's have a look.
设计意图：通过本课的评价机制（表现好的可以翻开代表他们组的一部分图片，最后看到袋鼠，猴子，狮子的图片，进而调动学生的求知欲望.对更多动物的尾巴感兴趣。
【作业】Homework
T: Today’s homework.
1. Listen and read the story.
2. Draw some pictures about this story.
3. Know more functions about other animal’s tails
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