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北京版小学英语四年级上册全册教案

目录
Unit 1 Why are you so happy？《Lesson1》
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2
Unit 1 Why are you so happy？《Lesson3》
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7
Unit 2 May I speak to Mike？《Lesson5》
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11
Unit 2 May I speak to Mike？《Lesson7》
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15
Unit 3 Will you do me A favour？《Lesson10》
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21
Unit 4 Revision《Lesson14》
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32
Unit 5 Which kind would you like《Lesson15》
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40
Unit 5 Which kind would you like《Lesson16》
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47
Unit 6 May I take your order《Lesson19》
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54
Unit 6 May I take your order《Lesson20》
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58
Unit 6 May I take your order《Lesson21》
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63
Unit 7 I what is nature《Lesson25》
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68
Story time《Story 11Story 12》
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83






1

Unit 1 Why are you so happy？《Lesson1》
1教学目标
1.学习What’s in the classroom?及相关单词:classroom, window,
door, picture, board, Light。
一词注意w的发音,不要与v的发音混淆,教师在教学中应
及时纠正。
2.在回答“What’s in the classroom?”时,注意单词复数的读音。
2学情分析
四年级的学生大概处在十岁左右,这个阶段的儿童注意不稳定、不持
久, 难于长时间地注意同一件事物,容易为一些新奇刺激的事物所吸
引。 所以他们对课件里的动画和能动发 声的教具感兴趣。另一方面,
他们感知事物的特点比较笼统,不精确,往往只注意到一些孤立的现
象,看不出事物之间的联系和特点,对时间和空间的概念也比较模糊。
比方做作业时,由于孩子的感知 觉发展不够充分,经常看错题、有学生
会bd不分,单词抄着抄着就错了,而且在教师指出时,他们仍然 意识
不到错误出在哪里,这些现象在孩子身上或多或少都会有。
3重点难点
教学重点:学习What’s in the classroom?及相关单词:classroom,
window, door, picture, board, light。
教学难点:
1. window一词注意w的发音,不要与v的发音混淆,教师在教学中
2

应及时纠正。
2.在回答“What’s in the classroom?”时,注意单词复数的读音。
4教学过程
活动1【导入】热身、复习 （Warm－up ／ Revision）
1.教师播放第一册Recycle 1单元中得“Chant and find”部分,学
生跟着录音一起说。
2.教师出示与chant内容相符的图片,问:“What’s in the pictur
e?”让学生进行回答。Picture一词由这里引出。
3.复习pencil, ruler, bag, book, pencil-case, sharpener, era
ser, crayon,pen等单词。
4.引导学生用以上单词做问答练习,如:What’s in the bag? What’
s in the pencil-case ?
5.在学生回答出问题后,教师可再追问:How many pencilspens…?
使学生能用复数进行回答。如:What’s in the pencil-case? A ru
ler, two pencils…
活动2【导入】呈现新课（Presentation）
1.教师把一张画有教室的大图贴到黑板上,说:This is a classroom.
What’s in the classroom?
2.学生听懂后,教师可先试着让学生回答,能说出英文的学生给与表
扬(desk, chair, picture都已学过),也可让学生用中文回答。
3.告诉学生我们要学习有关classroom的内容,教读classroom
4.让学生观看本部分的教学课件2遍。[Unit 1 Let’s learnA]
3

5.让学生看着课件的画面回答:What’s in the classroom? (在看了
两遍课件的基础上,考查学生的听力和记忆能力)学生不见得都能回< br>答出来,能说出部分即可。教师可针对学生回答的不同程度进行指导,
鼓励学生完整的回答出来。 如有困难,可再看一遍本部分的教学课件。
What’s in the classroom?
A board, two lights, many desks and chairs…
当学生只回答出 board, light, desk and chairs 时,教师进一步
再问:How many?引导学生说出:A board 或One board. Two lights.
教师可以直接把many一词告诉学生。
6.教师分别指着黑板,灯,桌子和椅子让学生说出单词。
7.出示单词卡,让学生进行认读 。教师可以告诉学生一些记忆单词的
方法。如观察单词的第一个字母和最后一个字母等。(把单词卡贴到
黑板上)
8.学生跟读并模仿Let’s learn部分的内容。(使用教材相配套的教
学录音带)
9.教师在学生学习了对话的基础上,扩充词汇量:There are many th
ings in the classroom. What are they?
10.让学生观看教学课件, 学习其它单词。可从已学的单词过渡到新
单词。
11.教师指着教室中的相关事物问学生:What’s this?让学生回答。
12.教师出示单词卡,让学生进行认读。(并把单词卡贴到黑板上)
13.看黑板上所贴的单词卡,读出单词。
4

14.让学生做pair work: 根据教室中的实际情况,自编对话
1 5.学生展示练习情况,教师注意学生对名词复数的运用,及时给与指
导。纠正学生错误时注意方式方法 ,不要打击学生学习的积极性。对
于说得很好的学生应及时表扬。
16.教师和学生用英语进行交流,导入Let’s do的学习。I can do
many things in the classroom.: Open the door, turn on the l
ight, clean the window, put up the picture, clean the board
and sweep the floor. 教师尽量把说话的速度放慢一些,边说边做
出相应的动作,以便使学生理解。
17.教师先说词组, 然后再让能力较强的学生代替教师发布指令,让
其他学生根据指令做出 相应的动作。建议多让一些学生参与进来,激
发学生学习英语的兴趣。
活动3【练习】趣味训练（Practice）
游戏1:
做“Listen an find”的游戏。以小组为单位,小组内的每个学生都
被指定为一个本课所学单词,然后教师读单词。 如:教师读door, 那
么各组被指定为这个单词的学生就必须马上跑到教室门的位置。然后
由各组的其他同学判断对错。对了加分,教师接着读下一个单词,游戏
继续。最后,比一比哪个组得分最 多,哪个组就获胜。
游戏2:
做“找朋友”的游戏。(此时黑板上已贴有一张大的教室图片 和单词
卡)让学生把单词卡贴到图中相应的地方。贴好后,让其他学生判断对
5

错。如果对了,就大声朗读出来;如果错了,请他人改错后再读出来。
如果可 以的话,这个游戏还可把单词卡直接贴到教室中相应的地方。
以便使学生更好的记忆单词。
活动4【作业】扩展性活动（Add－activities）
Listen, draw and say
1. 教师发给每个学生一张图画纸。
2. 教师说一段话,学生根据所听到的内容在纸上作画。
所听内容:This is my classroom. What’s in the classroom? A
picture, two boards, two doors, three windows, six lights ,
many desks and chairs.
3. 请学生说出自己所画的内容,核对答案。











6

Unit 1 Why are you so happy？《Lesson3》
1教学目标
1.能运用“Why are you …?”询问他人的情绪状况,并用Because说
明原因。
2.结合语境辨别、认读用于表述心情的词汇upset和worried.
3.能分角色朗读对话,并在情景中创编相同的对话。
4通过教学活动,培养学生善思考、乐 合作的意识,培养学生浓厚且持
久的英语学习兴趣,形成积极的学习态度
5.能树立关爱朋友、积极帮助他人的意识。
2学情分析
本班学生为北京市郊区普 通班学生,基础参差不齐,教师应尽量照顾
到大多数学生的水平。四年级的学生,他们已经有了三年的英 语学习
经验,是一个由低年级走向高年级的过渡年级,所以他们整体比较活
跃,思维活泼富有表 现力。但是,学生在课堂学习中依赖心理还较强,
所以,教师在教学实施过程中只作为引导者,给学生更 多的自主学习
和小组练习的机会和时间。由于本课内容的基调比较低沉,所以我在
教学开头设计 比较欢快,为了让学生们进入学习状态,有学习的兴趣。
在本课的结尾设计也是比较欢快,为了学生能够 愉悦的内化所学知
识。
3重点难点
教学重点:
1.句型“Why are you …?”及其答语“Because...”的初步应用。
7

2.词汇upset,worried以及sad的认读
教学难点:
1.结合情景创编合理的对话。
2.理解部分情景词语,如:“Don’t be sad”“Let’s look for it
together.”
4教学过程
活动1【导入】warm－up
T: Now it’s time for class.
Hello boys and girls.
1、T Shows PPT(some pictures about Feelings)人物或者动物表情
图片
Make the pupils read the feelings
T: Can you make the Feelings?
活动2【讲授】Listen and say
1) Look at the picture,. Who are they?Are they happy?How do
they feel?
Lingling is not we can say that she is upset.
<板书upset>
幻灯片出示图片,帮助学生理解upset
2) Why is she upset?Can you talk about it in pairs?
Please open your book and under line the reasons
￭播放幻灯片,了解Lingling心烦的原因。
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Now who knows why is Lingling upset?
(提示missing的意思是丢失)
How do you know the reason?
After “because”,there is the reason.
￭play the video
在学生跟读的同时,提醒学生注意模仿人物的语音语调。
Yangyang is a good e he care about his friend
Lingling.
How does Yangyang feel?
<板书worried>
let’s see the video and under line the reason.
￭play the video
4)渗透:Yang yang和Lingling是好朋友,他们都能主动关心他人并给
予安慰,生活中我们也要向他们一样 ,关心身边的同学。
活动3【讲授】Listen,look,and learn
1) Now we know another way to ask others about their
feelings.
The asking is “Why are you …”<贴到黑板上的upset前>
2)Look at this is she?
She is you are Lingling,What will you ask?
Ok,let’s listen.
￭play the video
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3)播放图片1录音
The answer is“Because my new watch is missing.”
<将句子贴到黑板上>
4)播放图片2、3主题词
5)make dialog
如果学生实在不明白怎样造句,可以用中文提示讲例句中红色部分用
所给单词或词组替换。
6)act the dialog
￭play the ppt
7)write down the dialog on the book
活动4【活动】Let’s do
1)look at the picture , Do you know this cartoon? who are t
hey?Take out your practice do they feel?Please ta
lk about them in pairs.
￭PPT展示动画片喜羊羊图片及情绪词
2)Make your own dialogue and show it
活动5【作业】Homework
Talk about your real feelings after class with your friends.
Draw pictures and write down about your feelings.



10

Unit 2 May I speak to Mike？《Lesson5》
1教学目标
1.能初步运用May I speak to…?It’s…及其答语speakinghold
on… ,it’s for you等打电话基本结构用语在所提供的情境中进
行对话。
2.能在打电话的具体情境中听懂 ,认读may,speak等单词,理解,认读
speaking,hpld on等接听电话的交际用语。
3 能正确,流畅的朗读课文对话
4.能在情境中分角色朗读对话,并根据不同的主人公正确替换对话
5.能理解英语国家打电话用语的特定方式,生活中乐于用英语也他人
进行电话交流
2学情分析
本课知识为新知识,学生之前从未有过和本课有关的英语知识,但学
生都 有打电话的生活经验,因此可从学生已有生活经验着手,充分调
动学生的思维,发挥学生学习的主动性, 提高学生的思维能力。
3重点难点
教学重点:1.句型May I speak to…? This is ….SpeakingPlease
hole on…. It’s for you.的初步应用。
2.词汇和词组may,speak,speaking,hold on 的理解,认读
教学难点:1.结合不同的人物,能够正确的替换对话,尝试创编对话,
并进行简单的交流。
2.理解,认读部分词汇,短语等,have a look, doing housework,
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I’d love to,but….
4教学过程
4.1
第一学时

4.1.1教学活动
活动1【导入】lead in
show a mobile telephone.
Q1 Do you know this in English?
Q2 Do you use a telephone?
Q3 It’s the important use it to talk,What do you talk wit
h it?
(提前要做调查,做成思维导图的形式,学生回答后,出示此图)
Q4 You can make a call in Chinese.我找宋博 ,他在家吗?but ca
n you make a call in English? This lesson we will learn ho
w to make a call in English .
活动2【讲授】listen and say
一 Learn dialogue one
picture one (no words),
Q1 who are in the picture?
Q2 Where are they?
Q3 What are Mike and Yangyang doing?
Q4What are they talking?Can you guess?
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2 play the video ,Let Ss listen to “What are they talk
ing about?”put Mike and Yangyang’pictures on the Bb,Aft
er listening ,put “ Hello?
Hello。May I speak to Mike?This is Yangyang. Speaking.”
on the Bb,explain in Chinese“我是”…but in English “This
is…not I am.”
3 Q1 Why does Yangyang make a call?
Play the video again
Q2 Does Mike want to have a look at the robot? Can he g
o now? Why ?.
4 play the video,let Ss repeat the dialogue and teacher exp
lains two sentences. T takes out a paper bag,says “I have
a new you want to have a look?” T does some actio
ns “clean the desk,sweep the floor. Who often do housework
at home?
5 let them read in pairs
Ask several pairs to read.
二learn dialogue 2
1 show picture 2 “Mike doesn’t go to see Yangyang’ robo
t, he is doing housework at ,Ms Li is
is she calling to ,Mike or Mike’s mum?Is Mike’s mum at th
13

is room? What does Mike say?play the tape .write “Hold
on, Mum it’s for you.” on the Bb.
play the tape again,let Ss repeat after the tape, then rea
d in pairs,and show in class.
活动3【练习】listen,look and learn 部分及扩展
Show picture 1 .T:Mike and Yangyang are making a
does Yangyang make a call?What does Mike say? What does Yan
gyang say?
First let Ss guess,then teacher and one student act .
T:May I speak to Baobao? This is Maomao.
S:Speaking.
T; I want to play ping-pong.
Do you want to go with me?
S; Yes.
play the tape,let Ss repeat.
Picture 2,3 Ss ask and answer in pairs and show.
活动4【作业】homework
1 read the dialogue
2 make a call with a friend in English.



14

Unit 2 May I speak to Mike？《Lesson7》
1教学目标
1. 能够在打电话的情境中理解、并尝试运用句型Who’s calling ,
please ?进行简单的交流;
2. 能够按角色准确朗读并表演课文,并能在相应情境中运用所学词
汇、句型创编对话;
3. 能在归纳单元句型后,结合实际,运用所学词汇、句型创编、表演
对话;
4. 能够主动关爱、宽慰他人,养成关心他人的良好品质。
2学情分析
本课授课对象为四 年级学生,该教学班同学两极分化比较严重,
一部分同学对英语学习有浓厚的兴趣,具备一定的学习能力 ,积极参
与教学活动,并且乐于表达、表现自己。还有部分同学具有一定的知
识储备以及学习能 力,但是不爱展示自己。同时,也存在个别同学基础
薄弱,对英语学习没有兴趣,不能主动参与教学活动 的现象。
通过与学生两年多的共同学习以及访谈,了解到他们掌握了一
些常用动词短语,如drink some water , see the doctor , go to
school , go to work 等,能够运用What can I do for you ? Can
I help you ?等句型向他人提供帮助,以及愿意提供帮助的交际用语
Sure . Certainly . Of course .等。他们已经掌握了一些简单的交
际用语,能够用英语进行简单的问候和交 流,并且熟知本课的生词,以
上知识储备为本课教学降低了难度。
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3重点难点
教学重点:
1. 课文对话的学习和理解;
2. 重点句型Who’s calling , please ? 的理解,并尝试在恰当的
语境中使用。
教学难点:
1.在恰当的情景中使用重点句型Who’s calling, please?进行会话
交流;
2.在打电话过程中产生的延展性的语言的恰当使用和应答。
4教学过程
4.1.1教学活动
活动1【导入】电话交流，复习句型，课前热身
(1) 教师出示电话图片,引导学生关注主题,并将电话图片板书。
教师提问:I have a picture for you . Let’s have a look ! Wh
at’s this in English ?引导学生回答:It’s a telephone .
(2) 教师出示手机,并假装拨打电话,播放手机来电铃声,与学生进
行“电话沟通”。教师导语:Look! I have a cellphone. Hello, b
oys and girls. This is Miss Tang.学生用自制的手机模型进行应
答。
教师提问:May I speak to ×××, please?点名要与某一位同学进
行通话,并想他她借用飞叠杯 。之后,佯装给PPT中呈现的科学老师
打电话,复习有关打电话句型Sorry, he in not here.
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活动2【导入】观察主题图，进入情景，预测文本
(1) 神秘来电,进入主题
结合前面复习环节的打电话活动,电话铃声再次响起。教师故作惊讶
状:Who’s making the phone call now? Who’s calling?引发学生
的 好奇心,之后出示主题图,引导学生进行观察,并说出关键人物Ling
ling玲玲。
(2) 观察图片,预测文本
尝试引导学生仔细观察玲玲Lingling的神情、身体状况 和所处环境
等信息。教师导语:Look carefully.
教师提问:Where is Lingling now? How is she? 通过教师语言和
动作的引导:She is sweating.学生能够说出:She is in the bed.
She is ill.
(3) 引发同情,表达关怀,复习旧知
教师导语:I feel so sorry for her.
教师提问:What do you want to say to Lingling?尝试从学生处引
出表示关怀、同情或慰问的语句:Please stay in bed . See a doc
tor . Drink some water . Take some pills.
学生能够发现,是玲玲Lingling在打电话。但是在 实际生活中,
学生请假多是由家长出面与老师沟通,为使得情景更真实和自然,教
师在此环节进 行了恰当的铺设:Lingling is ill in bed. Where ar
e her parents?
引导学生一起猜测,可能是在工作They may at work.从而使玲玲
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Lingling打电话顺理成章,并 能够预测玲玲Lingling可能会给老师
打电话请假或者给家长打电话求助。

活动3【讲授】理解文本，提炼句型
(1)听力输入,理解文本
教师导语:Lingling is making a phone call. Who does she want
to speak to?通过上一环节对主题图的观察,学生可能会猜测:She
wants to speak to her teacher. 或She wants to speak to her
parents .
教师导语:Let’s listen and check.播放课文录音。学生通过第一
遍听,能够准确抓住关键信息:Miss Wang.
教师进行追问:Where is she? How do you know?学生能够提炼出前
一课所学有关打电话的句型:Is Miss Wang home? This is Wang Pi
ng.

(2) 播放视频,调动感官,感受情境
教师提问:Why does Lingling want to speak to Miss Wang? Wha
t’s wrong with her? What does Miss Wang say to help?What d
oes Miss Wang ask at the beginning?等等。
学习新词:bad cold drink,感受bad cold的含义。
提炼并理解新的电话用语:Who’s calling, please?
通过教师的语言和动作理解短语的含义:Stay in bed. Drink a lot
18

of water.
(3)录音模仿,阅读文本
(4)角色扮演,注重语音语调

活动4【练习】游戏操练，巩固句型
(1)梳理板书,聚焦句型
教师提问:What would you say when you don’t know who
calls ?
What does Miss Wang say to answer the phone ?
What do you want to say to Lingling?
检测学生的理解,同时提炼重点句型并板书:This is Wang Pi
ng. Who’s calling, please?表示关怀的短语:stay in bed, drin
k a lot of water, take some pills, see a doctor…
(2)游戏操练,巩固句型

击鼓传花的游戏活动 ,随机抽取盒子里的名牌,用名牌中的信息进行
打电话活动,体会“Who’s calling, please?”的真实情景。
活动5【练习】联系实际，拓展运用
(1)梳理总结单元话题结构
引导学生对本单元所学有关打电话的功能句型进行梳理,教师
导语:Do you know how to make a phone call? What can you say
to answer the phone?提供语言支持。
19

(2)创设情境,尝试自主运用语言
与学生一起,做班级示范,引导学生进行自主创编会话的活动。
教师提问:Who do we often call? Who may your parents call? W
hat if I found something? Look at the Missing notice. What
do we get there? What is missing? What color is it? Whose b
ag is it? What’s the phone number? 引导学生注意细节,发散打
电话可使用的延展性的语言,引发学生更多的、更好的想法。

归纳总结
由于话题的特殊性,教师没有布置机械的或传统意义上的作业,而
是许了个愿望:Call me if you need my help!










20

Unit 3 Will you do me A favour？《Lesson10》
1教学目标
1.能够理解、朗读本课时对话内容;
2.能够结合语境辨别、认读并初步运用动词短语opening the door
the window, turning off the radio, turning on the light;
3.能够在语境中理解并初步运用“Would you mind…, please?”功
能句向他人请求帮助,并用“Sure. No problem.”或者“Sorry”这
样的答语向他人提供帮助或委婉拒绝他人的求助;
4.能在对话的学习过程中培养懂礼貌、关心他人的好品质。
2学情分析
本节课是 北京版小学英语四年级(上)册第3单元Lesson10,单元话题
是“Asking for and offering help”,功能句型为有关“寻求和提
供帮助”的句型:Would you please …?Would you mind…, pleas
e? Will you do me a favour? 及其相应回答。四年级学生是第一
次接触这个话题。本话题在北京版 小学英语第五册三年级(上)Unit2
Welcome to my house单元中出现过“Can I use your…?”句型;在
同册书Unit6 I have fifty markers单元中出现过“May I borrow
your…?”句 型。本单元第三课时Lesson11中谈论所借物品时,还将
涉及如marker 等已学词汇。
Lesson10中涉及到动词短语如hold these books等,这类短语在三
(上)Unit2中也曾接触过,如come to my room等。在五(上)Unit2 C
an use your computer中,还将复现动词短语及CanMay I use…?
21

句型。在Lesson11中会出现动词短语如opening the door等,此类
短语将在六(上)Unit2 What happened to your neck?中复现如eati
ng too much等。这体现出本套教材的编写特点就是通过知识不 断复
现,帮助学生巩固所学,加深知识内部联系。
本单元重点语音知识是字母ou在单词中的 发音|∧︱和字母组合ar
在单词中的发音|ɑ:︱。通过音不离词的规则整体呈现字母发音,并通过相关语音句型培养学生整体认读、辨析语音词汇的能力。本单元呈
现的语音字母ou在前三年中已 学习过;字母组合ar是在本册教材首
次接触。
3重点难点
教学重点:
1. 动词短语opening the door, turning off the radio,turning
off the light理解、认读。
2.句型“Would you mind…,please?”及其答语“ problem.”
或者“Sorry.”的初步运用;
教学难点:
体会句型结构“Would you mind…,please?”中mind后面动词尾的
变化。
4教学过程
活动1【导入】Warming up（5’）
1. Review Lesson 9
T: Hello, boys and girls! Now we are going to review
22

Lessons ’s watch the cartoon.
(S will watch the cartoon of Lesson 9.
2. Act the dialogue
(T will present the Picture 1 of the dialogue in Lesson 9.)
T: Now let’s act the dialogue, who can try?
S will act out the dialogue.
T: This time, I am Maomao, who can be Sara? (Meanwhile,
T will change the books in Maomao’s hand with some flowers
balloons...)
T: Hi, Sara. Would you please hold the flowers for me?
S: No, problem.
S will practice the dialogue in pairs with the options
provided in the pictures and act out in class.
【教学指导策略】:本环节首先复 习对话,唤起学生对功能句型的记
忆。再通过同桌学生利用课件中所提供图片操练对话,强化学生在情< br>境中对功能句型“Would you please…?”的操练。
活动2【讲授】Listen and say（18’）
1. Present dialogue 1
T: Today is ... Lingling is walking with a big bag at schoo
l. It’s a bit heavy for her.
Now she meets Yangyang.
2. Study dialogue 1(5’)
23

(1)Study the sentences
T: Where are Lingling and Yangyang?
S: They are atin…
T: What does Lingling want to do?
S: She wants to Yangyang to help heropen the door.
T: What will Lingling say?
预设:学生可能有两种回答:
S: Would you please open the door(for me)?
S:Would you mind opening the door for me, please?
T:Maybe, now we will watch the cartoon.
T: What does she say?
S: Would you please opening the door for me?
(If the students having the trouble repeating the whole sen
tence,T will show the sentence in the picture and let them
try to then,T will play the sound and have th
em repeated once or twice.)
T: What will Yangyang say?
S: Sure. No problem.
T: Does Lingling say THANK YOU to Yangyang?
S: No, she says, “It’s kind of you.”
T: It’s kind of you in English means…?
24

预设:学生能够说出“Thank you.”。如果学生不能直接说出Thank
you,教师则引导学生看一看Yangyang的回答,再做进一步判断。
(2)Experience dialogue 1
T: I’m Lingling. Who can be Yangyang?.
S: I can be Yangyang
T: Who can try?
【教学资源运用】:北京版小学英语教学课件
【 教学指导策略】:在本环节中,首先教师创设了一个对话前序,有效
引导学生进入对话场景。通过问题预 测、联系已知等方式有效辅助学
生逐层理解对话,并能够明确本单元 “Would you please…?”和“W
ould you mind…, please?”两个功能句型都是表达 向别人寻求帮
助。然后,通过师生示范、生生示范的形式,帮助学生感知第一幅图对
话,为后续 的对话操练奠定了基础。
3. Study dialogue 2(5’)
(1)Present Dialogue 2
T:Well, Lingling goes to Guoguo’s home after school.
They go out to play.
(2)Study dialogue 2
T: Who are in the picture?
S: They are Guoguo’s parents.
(father and mothermom and dad).
T:What does Guoguo’s father want to do?
25

预设:学生能够回答“He wants to open the window.”;学生不能直
接回答,那么教师则直接播放动画,引导学生关注人物语言。
S will watch the cartoon together.
T: What does he want to do?
S: He wants to open the window.
T: What does he say to Guoguo’s mother?
预设:学生能够说出“Would you mind opening the window?”;
如果学生不能回答出,教师则播放该段文字录音并在课件中
呈现文字内容,学生听过之后,再尝试回答。
S: Would you mind opening the window?
T: Right.
T: What does Guoguo’s mother say?
S: Sorry, I feel cold.
T will guide the S to look outside of the window by mention
ing
the weather.
T: What does father offer to do for mother?
S:Are you ok? Would you like a glass of hot water?
T: What does mother say?l
S: Yes, please.
(3)Experience dialogue 2
T: Who will be father? Who will be the mother?
26

S: I will be…I will be…
4.T will guide S to make a comparison with the following se
ntences.
T:In Picture 1,Ling wants Yangyang to help her, she says….
In picture 2, Guoguo’s father wants to open the window, he
says…
“Would you mind…?”has been used for two different reason.
【教学资源运用】:北京版小学英语教学课件
【教学指导策略】:在本环节中,通过问题引领 ,教师引导学生认真观
察图片,关注人物的心里感受,从而增强学生在生活中关心他人、尊重
他 人感受的情感意识。教师通过设置图片、句型对比的方式,引导学
生了解到功能句型“Would you mind…?”在不用语境下,表达的含义
是不同的。
活动3【活动】Read the dialogue（3’）
(1)Repeat the dialogue
T: Now let’s listen and repeat the dialogue.
(2)Read in roles
T: Let’s read in pairs.
5. Act the dialogue(5’)
Choose the PICTURES and act in pairs.
T: You have two choices.
27

Choose one picture, you can win ☆
Choose two pictures, you can win ☆☆
【教学指导策略】:本环节通过多种形式的操练,巩固学生所学本课对
话内容。教师以师生示范、学生自主选择的途径提高了学生的参与广
度,同时为了给不同能力层 次的学生提供展示空间。
活动4【活动】Listen, look and learn（10’）
1. Learning the verb-ing phrases
T will create three different conditions and S will observe
first.
Condition 1 Maomao holds some books but can’t open the
door. He meets Yangyang…
T: What will he say to his friend?
S: Would you mind…?
If S cannot speak out the phrase Opening the door,T will
show the action of opening the door and guide them to say i
t properly.
S: Would you mind opening the door, please?
T will show the sentence on the PPT and have S repeated.
Condition 2 Lingling is reading book but Guoguo wants to li
sten to the radio. What will Lingling say?
T: What will she say?
S: Would you mind…?
28

If S cannot speak out the phrase Turning off the radio,T wi
ll show the action of turning off the radio and guide them
to say it properly.
S: Would you mind turning off the radio, please?
T will show the sentence on the PPT and have S repeated.
Condition 3 It’s getting dark, and grandma is ill in bed.
What will she say to Xiaoming?
T: What will she say?
S: Would you mind…?
If S cannot speak out the phrase Turning on the light,T wil
l show the action of turning on the light and guide them to
say it properly.
S: Would you mind turning on the light, please?
T will show the sentence on the PPT and have S repeated.
2. Practice the sentences with the three conditions
PPT: --Would you mind opening the door for me,please?
--Sure. No problem. Sorry.
T will present the sentence on the black board and S will
work in pairs choosing one condition to practice the
sentences.
Demonstration in class
S1: Would you mind opening the door?
29

S2: Sure. No problem.
【教学指导策略】:在这个环节中,教师通过创设三种不同的语境,呈
现出三个话题短语。 < br>由于这三个短语仅凭借图片,并不能够完全说明含义,因此,需要借助
创设情境来引导学生才能更 有效地理解。这符合本册教材的编写特点
--以话题为依托,呈现主要词汇和功能句型。
活动5【练习】Let’s do（6’）
1. Present the picture of Let’s do.
T: Next, let’s look at this picture.
Ss have a look at the picture.
2. Group work
T will choose some S to model the task by presenting the se
ntences on PPT.
(小组任务:每一组都会拿到一份关于Let’s do环节图片的“秘密任
务”,由组长负责 宣布并分配任务内容,组员按照事先安排好的序号根
据自己分到的提示词“bike chair bag window door football des
k”以及提示句型“Would you mind…?Would you please…?”依次
进行问答。当任务完成后,教师请一组学生 到台前进行展示完成任务
的过程。如果展示小组顺利完成任务,作为奖励,将由教师开启一扇神
秘的大门,带领学生走入其中,找寻惊喜。)
Mission: bike chair bag window door football desk
S1 (bike): Would you mind riding bike?
30

S2: Sure. No problem.…
【教学指导策略】:在本环节中,通过设置神秘任务的形式,并通过师生示范,引导小组在Let’s do语境下有序操练本课时功能句型,这不
仅激发了全体学生参与 活动的兴趣,更可以通过小组合作的形式拓展
学生的思维广度,提高了语言学习的实效性。
活动6【作业】Ending（1’）
Listen to the dialogue;
Make a Thinking-map summing up the verb phrases in by drawi
ng pictures.(They can search on the Internet)
【教学指导策略】:学生通过设计动词短语思维导图,总结所学过的动
词短语(包括-ing形 式),这可以提高学生的归纳意识。他们可以借助
查阅相关课外书籍、网络资源等等形式拓宽学习渠道, 体现了自主学
习的多元化途径。









31

Unit 4 Revision《Lesson14》
1教学目标
【知识技能】
学生能够听、说,读并理解单词及短语:nothing, except及look in。
学生能够理解故事,
学生能够复述故事。
【过程方法】
学生能够通过视 听,借助图片和肢体语言,在理解文章的过程中,听
懂、会说并认读本课的词汇。
学生能够利用“寻读”和“略读”两种阅读技能理解故事。
学生能够借助思维导图复述故事。
【情感态度】
学生能够有主动帮助他人的意识。
【教学方式】
教法:谈话法、讨论法、示范指导法。
学法:观摩法、联想法、分组法、归纳总结法。
【教学手段】
学生活动、多媒体、思维导图。
2学情分析
【教材分析】:
32

本课选自Kid’s Box 第 四册第五单元的阅读课。本单元主要谈论关
于课外兴趣小组的话题,本课处于该单元的最后一个课时,引 导学生
了解更多的文学故事。
本课内容源自于奇幻儿童文学改编而成。故事的开始讲述了一名 叫L
ucy的女孩偶然闯入了一个异世界:纳尼亚,并在那里经历一连串的冒
险。本课以阅读的 方式讲述The Lion, the Witch and the Wardrob
e的故事,内容奇幻有趣,符合中年级学生的心理年龄和学习特征。
【学生情况及教学状况分析】:
Kid’s box话题符合学生心理特点,贴近他们的实际生活,容易产生
共鸣。我校四年级学生对Kid’s B ox十分感兴趣。通过前三年的学
习与积累,学生已经掌握了一定的词汇量并具备一定的阅读技能,故< br>学生在阅读英语文章时,教师将通过渗透“寻读”和“略读”的阅读
技能,逐步培养学生提炼信息 的能力。
学生已有的知识
本节课的知识
词汇
stay, inside, wardrobe, witch
look in, nothing,except
句型
There be句型
They helped the king, a lion...
阅读策略
33

Intensive Reading
Scanning, Skimming
(图二:本课主要语言知识和学习策略)
3重点难点
【重点】学生能够理解并复述故事。
【难点】词汇nothing, except及look in理解和发音。
学生能够复述故事。
4教学过程
4.1.1教学活动
活动1【导入】g up（1‘）
I. Sing a song
T: Do you like Elsa?
Ss: Yes, I do.
T: Why do you like Elsa?
Ss: She's got the ...(magic)
【设计意图】歌曲与本课知识结合,吸引学生,同时自然过渡。
II. Leading in (1')
Show the picture of the wardrobe.
T: This wardrobe has the magic, it makes you to be a king
and a queen. Today you have a competition。The winner will
open it and get the surprise.
34

【设计意图】将评价与本课内 容紧密相连,调动情感形成积极的学习
态度。板书出示思维导图的关键词(wardrobe)。
活动2【讲授】III. Presentation （30｀）
1. I. Paragraph One
Read and find
T: We will learn this story today. Pay attention to
the first paragraph. Read it and answer the questions. (W
here? Who?)
Ss: Read the first paragraph and underline answers.
Explain the phrase of 'look in'
T: Have you noticed the word 'but', what do you think of
this word?
Ss: That means something happened in the story.
T: 'look in 'means you stay in a room in a short time.
【设计意图】引导学生利用寻读的方式找到问题的答案,引出词组 l
ook in。学生在阅读第一段的过程中,通过回答问题完成第一部分思
维导图。

II. Paragraph Two
1. Watch the vedio
T: This is Lucy. She finds that there's something shinni
ng in the wardrobe.
35

Ss: Watch the vedio
2. Watch and number
T: Pick out the right paragraph in the shortest in time.
Ss: Read Part Two.
3. New words learning
T: Teach 'nothing' and let Ss read it in different ways,
such as in indivisually, groups and together.
Ss: Practice the new word.
T: Encourage Ss to read the new word of'except',then teach.
Ss: Play the game of practicing 'except'.
T: Explain meaning of 'nothing' and 'except'.
Ss: Make a crazy sentence.
【设计意图】对于比较难理解的段落,教师设计了让学生“先看 再选”
的活动。学生通过教师的肢体语言及游戏充分理解并练习本课词汇,
完成思维导图中的第 二部分,也为后续的故事复述打好基础。

Paragraph Three
1. Read the last two paragrahs then number. Learn Paragraph
Three
Read and order
Correct the answer
T: Can you tell me the reason, please?
36

Ss: Because...
Read Part Three together
T: What is Narnia?
Ss: Narnia is a country, where animals can talk.
T: Can you imagine what the witch looks like?
Ss: Maybe she’s two big eyes, and takes a knife.
T: What does she do?
Ss: She makes Narnia in winter all the time.
T: So what are the animals’ feelings?
Ss: All the animals are sad.
(Show some Narnia pictures to Ss)
Free talk (Pair work)
T: Do you like winter?
Ss: Yes... No...
T: What about always stay in winter?
Ss: ...
T: Have you got any good ways?
Ss: I will call for my friends. I will kill the bad white
witch.
【设计意图】鼓励学生通过自主阅读发现故事最精彩的部分,内化语
言并完成最后任务,培养了学生自 主学习的能力。创设小组对话的形
37

式帮助学生挖掘原有的语言知识并加以运用,提高学生综合运用的能
力。
4. Try to retell Paragraph Four
1) Talk about Lucy’s decision
T: You have got many ways to help Narnia. Not only you, but
Lucy has got a good way, too.
What does she do?
Ss: She goes back to Narnia with other children.
T: So just like Lucy, if our friend is in trouble, we shoul
d try our best to help him.
When they go back to Narnia, what happened?
Ss: They help the king, the lion to make Narnia a happy
place.
T: At last, they become kings and queens in Narnia.
2) Retell Paragraph Four
T: Unbelievable. Now, let’s review this part. Try to retel
l it with me.
Ss: Follow the teacher to retell.
3) Read Paragraph Four on the book
【设计意图】利用思维导图引导 学生复述第四自然段,复述的内容有
逻辑性、有条理,为学生的语言交际搭建平台;更为学生在后续的文 章
复述做好铺垫。
38

活动3【练习】IV. Practice and Production （6｀）
1. Retell the story with children by using the mind map.
2. Give the Ss enough time to practice the story.
3. Show
【设计意图】示范到位,借助思维导图引导学生复述故事。
活动4【测试】 V. Summary.（1｀）
Complete evaluation and give Ss the rewards.
【设计意图】完成复述 故事的任务,倍感成功。总结学生复述故事的
优势及需要改进的地方,并揭晓评价的惊喜:下一节课观看 电影《纳尼
亚传奇》,再次将评价、奖励与本课内容紧密联系。
活动5【作业】VI. Homework （1｀）
Retell this story to your parents.
【设计意图】给学生创设更多实践的机会和空间。









39

Unit 5 Which kind would you like?《Lesson15》
1教学目标
1.能理解并初步运用“Which kind would you like?”及其答语“T
his kind looks nice”询问并回答对商品的喜好。
2.能指认并读出有关描述商品不同性质的单词kind、shape、color。
3.能分角色朗读对话,并运用所学语言完成相应情景下的购物任务。
4.在情境中体会购物乐趣,学会选择商品。
2学情分析
(1)教材分析:北京版《义务教育教科书 英语》教材基于促进学生全
面发展的基本理念,以 培养学生的综合语言运用能力为目标,在培养
学生英语语言能力的同时进一步促进学生思维能力的提高, 促进学生
在语言、情感、认知、文化意识、学习能力、道德与价值观等多方面
的综合发展。 < br>(2)学生分析:四年级学生处于中年级向高年级过渡阶段,喜欢读故事
和参与游戏活动,对英语 学习仍然保持着较为浓厚的兴趣,学生刚刚
学习这套新的教材,经过前两单元的学习,对教材和人物有初 步的认
识。
3重点难点
能理解并初步运用“Which kind would you like?”及其答语
“This kind looks nice”询问并回答对商品的喜好
4教学过程
活动1【导入】引入
40

Greeting(问候)
T: Hello! Boys and girls. S: Hello! Teacher
明确评价方式:
T: In our class. If you watch and listen carefully speak lo
udly and sit up straight, You can get a sticker, After clas
s I will give you.
二、引入
(1)出示不同种类的橡皮
T: There are different kinds of erasers, the No.1 to No.6.
Which kind would you like? Why?
S: I like... Because...
出示不同种类事物
T: There are different kinds of things. What are these? Can
you describe them with this sentence?
S: They are... There are different kinds of...
教师做示范,学生尝试描述其他几幅图片。
T: What’s the meaning of “different kinds of ”?
S: 不同种类的(学生尝试回答)
出示不同种类的文具
T:There are different kinds of are all stat
you tell me what’s the meaning of‘stationery’?
S: 文具
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T: What can you see in the picture?
S: I can see...
T: If you want to buy them, Where shall we go?
S: We can go to a stationery shop.(尝试回答)
活动2【讲授】课文学习
三、New lesson(课文学习)
T: Look! Who’s coming? (Maomao)
Why does Maomao go to the stationery shop?
(出示Maomao和Sara的图片)There are good friends, tomorrow
is Sara’s birthday. Maomao wants to give here a
this lesson,you can know what present does Maomao want to
buy?
出示图片1:
T: Who are in the picture? S: Maomao and saleswoman
What’s this? It’s...
出示问题:Q1: What does Maomao want to get?
Q2: What color does Maomao want to buy?
Watch and listen the dialogue
S: Maomao wants to get a pen.
He takes a brown one.
板书出示关键句,如图
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T: This is our goes to a stationery shop, H
e wants to
[IMG_1585] get a pen, But there are different kinds of pens,
He takes a brown one.
Open your book P34, Listen to the whole story.
学生跟着点读笔完整听一遍故事。
T: what does saleswoman ask?
S: Can I help you?
T: How does Maomao answer?
S: I want to get a pen.
T: But there are different kinds of pens, What does saleswo
man ask Maomao?
S: Which kind would you like?
T: What does Maomao answer?
S: This one looks nice.
出示图片2:
T: In the picture 2 Maomao thinks this one looks like, but
he doesn’t like this color? How does Maomao ask saleswoman?
S: What colors do you have?
T: 出示图片we have black blue green and brown. He takes a b
rown
One.
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活动3【活动】巩固
(1)Watch and listen 看课件动画
Listen and point 跟点读笔听指对话
Listen and repeat 跟点读笔重复对话
Follow 跟读
Little teacher 小老师带读
(2)Role play
师生对话、生生对话
(3)Pair work
两人一组分角色朗读对话
Show time
活动4【练习】拓展应用
(1)Perform the picture 1
创设购物情景,师生示范后生生表演
T:I have different rulers、pencils and erasers.I’m A you a
re B. You can
choose anyone and say”Yes, I want to
get a_____.”We have different kinds, I
Will ask” Which kind would you like”?
you can choose you like and say” Thi
s
one looks nice”.
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(2) Let’s do a excise
出示不同种类的手表、铅笔和饼干
T: What are these? S: They are watchespencilscookies.
T: They are different kindscolorsshapes. Let’s do a exci
se, If I say which kind would you like, you point any watch
and say this one looks nice.
师生示范:Which kind would you like?
This one looks like.
生生表演:
Which kindcolorshape would you like?
This one looks nice.
(3) 课堂练习
[IMG_1599(1)]
T: Take your paper, There are six questions, I will give yo
u 3 minuses.
Check your answer
Who can read the No.1...
S: I will take a brown one.
T: Put your paper in your book. After class, the group lead
er check your members.


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活动5【练习】Lets do!
T: Bill and Lisa will have a holiday with their parents, Th
ey want to buy something on the website, Can you tell me wh
at does Lisa want to buy?
S: They want to buy watch cup and bags.
T: What are differences in the bagswatchescups.
S: They are different......

德育渗透:If you want to give present for your friends or pa
rents. You can buy them in the shop or on the website. When
they get your gift, They will happy and surprised. I think
shopping on line is quick and convenient.

活动6【作业】homework
lesson15 in your group.
different kinds of stationery.






46

Unit 5 Which kind would you like?《Lesson16》
1教学目标
(一)知识与技能目标:
1. 能够正确朗读和表演对话内容。
2. 能够正确认读和理解鞋类词汇slipperssandalssneakersboot
s, 以及指示代词thisthat, these those的简单用法。
3. 能够在理解文本情境的基础上,初步运用关于购物的交际用语Exc
use me. May I look at …, please? Sure. Here you are.
(二)过程与方法目标:
1.通过jigsaw对课文中的句子排序,听录音, Let’s act的活动来
复习和表演对话的内容。
2.通过教师示范,小组操练活动,Let’s make a new dialogue. Our
English flea market.等活动来帮助学生理解并尝试简单运用Excus
e me. May I look at …, please? Sure. Here you are.。
3.通过图片展示,易拉 宝展示,教师讲解的方式认读和理解鞋类词汇s
lipperssandalssneakersboo ts, 以及指示代词thisthat,these
those的简单用法。
(三)情感态度价值观目标:
1. 培养学生在购物时应该礼貌待人的好品质。
2. 通过跳蚤市场,让学生感受到物品交换,分享的乐趣。
2学情分析
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四年级学生已经具备一定的英语基础和学习能力。对于本单元来讲,
话题是新的,但是呈现的大多内容都是以前学过的。词汇如:shoes,
coat, T-shirt,等和服装相关联的词汇,在本册第15课学习了Which
kind would you like? I would like... 为本课的学习做了铺垫,
但是四年级的学生由 于知识的储备不足,对于距离这一抽象的概念理
解起来有一定的困难,在真实的情景中描述和回答出行方 式,会出现
不恰当的问题,这就需要教师设计相关的活动帮助学生理解和正确运
用。
3重难点
(一)重点:
功能句型Excuse me. May I look at …, please? Sure. Here yo
u are.的拓展应用。
突破方法:通过教师讲解,Let’s make a new dialogue. Our Engli
sh flea market.等活动帮助学生学习语言,并给予学生用语言做事
情的机会。
(二)难点:
指示代词 thisthat , thesethose的用法
突破方法:通过教师的示范、易拉宝图片展示帮助学生理解指示代词,
并简单尝试使用。
4教学过程
活动1【导入】活动一：自由谈话，说购物。
【活动目标】通过师生自由交谈,导入本课购物主题。
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【实施方法】
1.教师讲课的班级不是教师所教年级的学生。教师提问。
T: I’m your new English teacher. I want you to know sth ab
out me. What do you know about me?
学生询问教师问题,教师随机回答问题。
T: …
T: I like shopping. Almost every day, I go shopping, someti
mes from the internet, and sometimes from the shops.
教师提问,学生谈论购物话题,导入本课主题。
T: Do you like shopping? What do you often buy?
学生回答
T: OK. Today we will go on to learn Lesson 16. Let’s go
shopping with Guoguo.
【设计意图】
通过跟学生的自由谈话,轻松自然的导入本课购物的话题。
活动2【导入】活动二：Let’s do a jigsaw.
【活动目标】 复习第16两段对话的内容。
【实施方法】
1.教师Lesson 16两幅的图片。
T: OK. I know you learnt Lesson 16. Now I will check your m
emory. Let’s do a jigsaw.
2.教师分3个步骤让学生朗读并把文中的句子排序。
49

学生排完顺讯后,教师可以请学生去朗读一下他们排好的课文内容。
并询问其他组的意见。
T: Which group wants to show their dialogues? Which group h
as the same order?
3.教师播放课文对话录音并检查学生的所排顺序是否正确。
T: Now let’s listen to the tape to check your orders.
【设计意图】通过小组合作jigsaw的活动帮助学生复习了文本内容,
同时更加理清文本前后句存 在的逻辑关系。
活动3【导入】活动三：Let’s act.
【活动目标】 表演第16两段对话的内容。
【实施方法】
1.教师先给出此次活动的标准。
T: OK. Next you will act Lesson 16. Please remember: Don’t
take your books. Speak loudly. Pay attention to your facial
expressions and you can add some actions. .
2.教师对学生的表演分为2个层次。
T: You have two levels to act. For level B, you can choose
one of the dialogues to act. For Level A, you act the two d
ialogues together.
学生表演完后教师及时给予评价。
活动4【导入】活动四：Let’s make a new dialogue.
【活动目标】 初步尝试运用本课的功能句型。
50

【实施方法】
1. 学习关于鞋类词汇slipperssandalssneakersboots, 以及指
示代词thisthat, these those的简单用法。
a.教师通过易拉宝图片展示来学习并理解鞋类词汇和指示代词。
T:We know guoguo got a pair of new shoes. It’s getting col
d now. Do you want to buy a pair of new shoes?
T: There are many different kinds of shoes here. (呈现易拉
宝的图片)
教师带领学生学习thisthat pair of slipperssandalssneakers
boots, thesethose 的用法(机械操练)。
b.学生小组活动,自编买鞋的对话。
T: Now let’s buy shoes. At first, I give you an example.
(教师示范)
T: Now work in pairs. And invite some pairs to show.
c.听一听,果果又买什么了?
T: Guoguo goes to the clothes shop. I think she wants to bu
y some clothes. Before our listening, do you have some qu
estions to ask?
T: I have some. What does guoguo want to buy? What happened?
How much is the coat.( 对学生一个听力的培养,体现了本课与第
17课的衔接。)
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【设计意图】通过学习新词汇,操练新词汇和功能句型让学生初步运
用本课的功能句型。
活动5【导入】活动五： Let’s go shopping in our English
flea market.
【活动目标】 通过 跳蚤市场的活动,让学生真正的去运用所学的语
言。
【实施方法】
1.教师PPT 呈现去年元旦我们学校开展的跳蚤市场的活动图片。
T: OK. Do you want to go shopping now? I will show you some
pictures.
That’s our flea market on last New Year’s Day.
2. 教师示范。
T: We will have our English flea market. Please take our th
e things you want to sell.
T: I will give you an example. …( 教师示范,让学明白要用本
课所学的语言)
3.教师说明跳蚤市场活动的步骤。
T: Ok. At first, please sell or buy things in your group.
T: Now group 1,2,3,4 stay at your seat. Group 5,6,7,8 pleas
e buy the things you want.
T: Now group5,6,7,8 stay at your seat. Group 1,2,3,4 please
buy the things you want.
52

4.教师对学生进行交换分享物品的乐趣和意义。
T: Do you like our English flea market? You sold one thing
you don’t want and get one you really want. Everything has
its value. If you don’t want them, please don’t throw the
m away. You can go to the flea market.
【设计意图】
教师根据本校学生的真实生活经验 ,(2014年的元旦,我校开展了跳蚤
市场的大型活动)来设立这个活动。旨在跳蚤市场活动来让学生 真正
的去运用本课所学的购物语言。只有在真实的语境中,学生才能自然
的习得语言。












53

Unit 6 May I take your order?《Lesson19》
1重点难点
教学重点:
1. 理解课文对话并能够分角色正确朗读对话。
2. 能够结合所学食物词汇运用核心句型在实际情景中正确运用。
教学难点:
1. 单词healthy,sour,order,salty的理解和正确发音。
2. 多形式点餐用语的理解与运用。
2教学目标
1. 能够理解课文并能分角色正确朗读对话。
2. 能够在情境中正确理解、认读vegetable,Peking duck,soy milk,
orange juice等词汇并运用。
3. 能够依据所提供的情景运用点餐用语“What would you like to
eatdrink?”进行询问及相应答语“I’d like.. .”进行对话交流。
4. 树立健康饮食及不浪费食物的意识。
3教学过程
活动1【导入】Step 1： Warming up
1. Sing a song
2. Free talk
作为课前热身活动,学生边唱边理解歌词快速进入英语学习语境;调
动学生的积极性的同时通过 歌谣让学生了解healthy food, free ta
lk来唤起学生所学过的实物单词。
54

活动2【讲授】Step 2： Listen and say
Activity 1:理解对话:
创设语境:T:Mr. Li has a restaurant. Do you want to have a l
ook? Look, this is my restaurant, there are many delicious
food, Today Mike and his parents come to my restaurant.出示
第一幅图
引入情景: T:What are they looking at? They are looking at t
he menu.引出menu,集体读菜单上的词。
【设计意图】创设情境导入学习主题,挖掘课文背景信 息,培养学生观
察图片并从中提取信息的能力。
理解对话主要信息:T:What would Mike and his parents like to
eat? Let’s listen to the dialogue.
Activity 2:学习对话
Listen, read and match.
② Check the answer
引入板书,学习句型I’d like some vegetables. 引导学生说出蔬
菜是健康的。并学习词healthy。
③ 学习课文内容。
学生从对话中找出人物表达点餐意愿的不同方式。
I’d like …. Can I have …. I’ll have some ….
【设计意图】培养学生的自主探究和学习能力,使学生了解同样的意
愿可以用不同的表达方式。
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④ 跟读对话1
⑤ T: Look, who comes? Ss: Waiter.
T: What does the waiter say? Let’s listen to the dialogue.
引入板书,学习句型May I take your order now?
⑥ T: What does mum say to the waiter?
Please don’t make them too salty.理解salty一词并巩固sweet、
sour。理解I’ll tell the cook.
⑦ 跟读对话2
【设计意图】学习对话板块,设置简单问题让学生理解对话并学 习对
话内容,增强了学生学习的主动性。
活动3【练习】Activity 3：练习对话
指书读对话 根据板书读对话 教师学生分角色朗读对
话
小组分角色朗读对话。
小组展示。
Step 3: Listen,look and learn
① T:Now we have some drinks and more food on our menu. Le
t’s have a look together.
引导学生说出图片中词汇的名称。
② 练习对话
【设计意图】 复习拓展词汇,为学生输出做好铺垫,在情境中练习本
课的主要句型。
56

活动4【练习】Step 4： Make a new dialogue
① 教师引领示范。
② Pair work小组练习,学生也可以参照板书中句型做对话。
③ 小组展示。
【设计意图】用本课主要句型做对话不仅巩固了新知也培养了学生的
综合语言运用能力;给学生选择板书或教师提供的范例,照顾到了不
同层次学生需求,体现了面向全体学 生,关注语言学习者的不同特点
和个体差异。
Step 5: Set up the consciousness of not wasting food
【设计意图】利用菜单封面的标识,告诉学生不应该浪费食物,渗透勤
俭节约的意识。
活动5【作业】Step 5：Homework
1、熟读课文。
2、完成本课表格内容。








57

Unit 6 May I take your order?《Lesson20》
1教学目标
1、能够理解对话内容,角色扮演朗读对话。能够听、说、认读mushr
oom soup, salad, dessert, sandwich, pizza等食物词汇,能够听
懂、会说点餐用语“May I take your order now?” “Yes, I ‘d
likeI’ll have… ”并根据所提供的情景,使用以上词汇及句型进
行对话交流。
2、通过对比中西方饮食文化, 进一步了解西方点餐顺序、用餐礼仪,
熟悉西餐的菜单,即开胃菜、主菜、甜点。
3、能够在具体的点餐情境中综合使用相关句型进行对话的创编。教
学重点:
通过观 察图片、人物活动、人物表情等来理解人物语言和故事大意,
能够朗读故事,体会人物情感变化。
2学情分析
本班学生具有良好的英语学习基础,已经逐渐养成了良好的英语学习
习惯 ,善于表达,敢于开口。通过第一课时学习,学生能够运用句型“w
hat would you like to eatdrink? I would like…”进行点餐。
对于本课的句型“May I take your order?”也有了初 步的感知,学
生对于中国传统就餐文化有了比较深入的了解,但是对于西餐文化的
了解甚少。因 此,本课将通过图片对比、视频等方式帮助学生了解西
方饮食文化,对比中西文化差异,培养学生的跨文 化交际意识。
3重点难点
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教学重点:能够理解对 话内容,角色扮演朗读对话。能够听、说、认读
mushroom soup, salad, dessert, sandwich, pizza等食物词汇,能
够听懂、会说点餐用语“May I take your order now?” “Yes, I
‘d likeI’ll have… ”并根据所提供的情景,使用以上词汇及句
型进行对话交流。
教学难点:能够在具体的点餐情境中综合使用相关句型进行对话的创
编。
4教学过程
4.1.1教学活动
活动1【导入】Step one Warm up
1. Sing a song
Q: what can you hear from the song?
(pizza,ice cream,noodles,french fries,milk...)

2. Group the words
Elicit the new word desert.
设计意图:通过歌曲复习已学词 汇,同时引出西餐的学习主题。通过单
词分类,发散学生思维,同时学习新词汇。
活动2【讲授】Step two Presentation
1. Look and say
Talk about the pictures and tell the differences between Ch
inese restaurant and western restaurant.
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设计意图:通过观察图片,引导学生关注中西不同的饮食文化,培养学
生观察能力。
2. Watch and answer for the general understanding.
Q: How do they order the food?
设计意图:通过观看动画,学生初步了解对话的内容,同时学习本课的
重点句型。
3. Read and answer in details
Follow the computer to read the dialogue and answer the que
stions in detail.
Questions:What would SarahSarah’s fatherSarah’s sister
like to have?
设计意图:通过跟读,纠正发音,关注对话中的细节,提取主要信息。
4、Reading time
Read in groups to deal with the difficulties in the text an
d role play the story.
设计意图:通过小组学习,解决组内个别生的读音等问题,同时进行角
色扮演, 表演故事,体会点餐及用餐礼仪。
5. Retell the story by filling in the blanks.
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设计意图:通过填空的形式再次检测学生对对话的理解,同时训练转
述能力。
活动3【活动】Step three Expansion and production
a short movie and summary the differences.
Set the scene: As we know, Guoguo is a Chinese girl, she do
esn’t know much about the food in Western Restaurant, now
let’s watch a movie together.

设计意图:通过观看视频,了解中西在点餐中的不同顺序,对于西餐中
的starters、soup、main course、desert等词汇有更深入的了解,体会中西方饮食文化的不同之处,同时为最后的综合输出环节打下良
好的基础。
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2. Elicit the western menu
Menu study: more words and culture about western food.

设计意图:通过观看西餐菜单,了解菜单中的四大分类即starter、ma
in dish、dessert、drink,了解中西点餐顺序的区别。
3、Production
Group work: Ordering the food in the western restaurant wit
h the “money” they earned in class.
设计意图:通过小组竞赛最佳服务员的形式,使用评价中所得的钱,模
拟真实点 餐的情景,综合运用所有所学语言。
4、Homework
Choose one to finish.
(1) Find more culture differences.
(2) Design a menu of a western restaurant.
设计意图:通过作业,延伸所学。
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Unit 6 May I take your order?《Lesson21》
1教学目标
1.学生能理解并正确朗读对话,部分学生能表演对话。
2.学生能听说、认读食物词汇fried、wings。
3.学生能听懂、会说点餐及结账用语。
4.学生能够通过本课学习,在日常生活中关注自身的就餐礼仪。
2学情分析
本课 时的授课对象是四年级的学生。经过三年的英语学习,大部分学
生已经具备了一定的英语基础,能够大胆 自信的开口说英语。他们已
经初步具有了逻辑思维,喜欢所学知识与自己的生活相联系,相对真
实的教学活动更加能够激发他们的学习动力和表达欲望。
3重点难点
教学重点:1.能够正确理解和朗读对话。
2.能够在实际情景中综合运用句型进行点餐及结账的交际。
教学难点:1.能够听说、认读食物词汇fried、wings。
2.能够在情境中综合运用句型。
4教学过程
活动1【导入】Warming up and leading in
1. Sing a song.
T: What’s the song about?
Ss: It’s about ……
T: What food do you know?
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Ss:….
a game.
T: What food is it? How much is it?
活动2【讲授】Presentation and Learning
1. 呈现主题图一
T: Look at the picture. What do you know from the picture?
Ss: ......
【设计意图】引导 学生根据图片提出问题,培养学观察图片以及提问
的能力,激发学生对故事的兴趣。
2.学习故事
(1)理解学习故事一
①带着问题整体视听。
T: What will Lingling have? Can you guess? Let’s watch and
listen.
②再一次播放录音。
T: Lingling says :
Ss: I will have two fried chicken wings……
③突破难点,解决单词fried、wings的发音。
④通过问题、角色扮演等活动理解并练习句型。
T: How much is the food? Can you guess? Let’s listen a
gain.
S: That’s twenty-six yuan.
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T: Who wants to be Lingling?
⑤理解并练习句型Here is thirty yuan. Here is your change.
T: How much money does Lingling have? What does Ling
ling say? Let’s listen.
Ss: Here is thirty yuan.
T: The food is twenty-six yuan. Lingling gives the wom
an thirty yuan. So, the woman says?
Ss: Here is your change.
T: Boys are the woman, girls are Lingling, listen and repea
t.
【设计意图】此处出 现的句型是本节课的重点内容,通过设置多次问
答帮助学生重复、模仿,进而形成流利的表达。通过模仿 尤其是人物
的语气和表情,帮助学生理解课文内容,让学生在情境中模仿体会语
言的用法。

(2)理解学习对话二
①呈现主题图二
T: Lingling is in a fast food restaurant, where is Mike? Wh
at will Mike have? Discuss it with your partner.
Ss: He will have…..
T: Let’s watch and listen.
②通过问题理解对话
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T: How much is the cake?
Ss: It’s ……
T: Let’s listen and repeat.
【设计意图】对话二的句型与对话一相同,因此在这个环节主 要以跟
读、模仿录音为主练习句型表达,为下面的综合运用句型做准备。
3. Reading.
(1) Listen and repeat.
(2) Read in pairs.
(3) Show.
【设计意图】通过听读、跟读扎实的学习课文。再 通过小组练习、表
演等活动培养学生的合作意识以及给学生自由发挥的空间。
活动3【练习】Development
情景设置
教师为学生提供三种食物店,请学生利用句型就点餐及结账进行交
际。
T: Lingling went to a fast food restaurant, Mike went to a
bakery, where are we going? Let’s go and see.
T: Look, it’s a Chinese restaurant, what can you see?
Ss: …..
T: Let’s go to another shop. what can you see?
Ss: …..
T: The last shop is ……
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T: I am going to a bakery, where are you going? Find out yo
ur paper, it can help you. One is the salesman, another is
the customer.
活动4【作业】Homework
Step4:Homework(1’)
1. Read or act the text with your partner.
2. Draw a picture of your restaurant and make a dialogue ab
out it.














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Unit 7 I what is nature《Lesson25》
1教学目标:
1. 通过自由谈论、观察图片、欣赏视频,学生深入了解大自然。
2. 通过感知体验、科学实验等多形式课堂活动和多样性的语言实践
活动,学生掌握并熟练运用语言
We can’t live without waterair. It’s very important.
3. 通过小组互助活动,学生能够提高分析问题、解决问题的能力,提
升查找信息、自学英语知识、绘制 手抄报、进行presentation等
能 力,提升团队协作意识。
2学时重点
1.通过教师的问题引领,学生在探究过程中清晰的认识What is na
ture?
2. 通过小组活动、科学小实验等不同形式的活动,学生真切的感受到
We can't live without water or air.
3学时难点
通过小组内各个成员的合理分工和团结合作,完成各项科学小实验和
小组汇报活动。
4教学活动
活动1【讲授】教学活动流程图

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活动2【导入】Step 1. Elicit the topic (3’)
Activity 1: PPT出示Lesson 25主题图片,师生简单交流:

T: Who are they? What are they talking about? How do they f
ind out?
We’ll continue to talk about nature. (板贴nature.)
【设计说明】通过师生交流简述Lesson25课文内容,帮助学生激活课
文核心语句,导入活动主题。
Activity 2: What is nature?

(1) 学生自由发言。教师板贴大自然图片。
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T: What is nature? What do you think of it?
Ss: River, flowers, trees, mountains, water, air, sky… .
(2) 播放视频一,学生观看,感受大自然的美。
视频主题:Mother Nature. Nature doesn’t need people.
(3)引出今天谈论的主题。出示water和 air的图卡。
T: What’s the most important? Why?
【设计说明】通过学生自 由发言的活动形式激活学生已有课内语言知
识储备,学生欣赏视频感受大自然的美丽,并感受大自然给人 类带来
的生存环境。
活动3【活动】Step 2： Understanding of water and air
(20’)
Activity 1: 出示PPT,明示本课谈论话。


Topics: What is the waterair?
Where is the waterair?
How to protect?
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Activity 2: 明确话题,学生自主交流谈论water。


(1) What is water? 教师设问,学生说出自己对water的理解。

(2) 出示PPT,简单总结描述对water的理解。




(3) Where is water? 教师追问,学生结合生活经验回答。
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【设计说明】通过PPT呈现活动主要谈论话题,学生知道活动流 程。
教师引导学生积极表达分享自己对水的理解。
Activity 3: 明确话题,学生自主交流谈论air。


(1) What is air? 教师设问,学生说出自己对air的理解。


(2) We can feel the air. 出示PPT计时,教师示范屏住呼吸,学
生体验感知空气。
语言强调:We can’t live without air. It’s very importan
t for us.

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【设计说明】通过教师问题引领学生描述空气,并通过计时屏住呼吸
的形式实际体验空气存在的 重要性。
(3) Where is the air? 学生实践操作,证实空气的存在。

① PPT出示描述空气的关键词,以strong为例教师示范。


T: Here are some key words about the air. You can choose on
e of them.
For example, I want to know the air is strong. Look! The ai
r is very strong.
The air can make strong wind. The air can fly a kite. The p
lane needs air to fly.
How strong the air is!
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②小组内交流谈论感兴趣的关键词,教师协助归纳总结出最感兴趣的
三个关键词:
be caught、amazing和interesting.


Experiment: The air can be caught.
器具准备: 塑料袋、气球。
操作过程: 快速收紧塑料袋和快速用力吹起气球。
操作重点: 快速。

Experiment: The air is amazing.
器具准备: 脸盆、玻璃杯、纸。
操作过程: 盆内放满水,将纸放进杯子底部,快速垂直放入水中,
再拿出杯子中的纸,纸仍是干的未被水浸湿。
操作重点: 快速、垂直。

Experiment: The air is interesting.
器具准备: 空矿泉水瓶、纸。
操作过程: 将纸揉成纸球 ,空瓶平放瓶口与嘴高度一致。将纸球放
置在瓶口,用力吹动纸球,纸球反作用力从瓶口处掉出。
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操作重点: 快速、用力。
【设计说明】通过空 气关键词的呈现拓宽学生对空气存在形式的理
解。以小组研讨形式依据学生的兴趣点提取出学生最感兴趣 的实验操
作活动。
③小组依次进行科学小实验,证实空气的存在。
活动过程:小组各成员集体描述操作----交流操作重点----其它学生
尝试体验。




【设计说明】通过现场操作科学小实验的活动,学生感知体 验空气的
存在。并借助小组合作演示的形式培养学生的合作能力以及在真实的
语境中运用语言。
活动4【活动】Step 3： Situation of water and air (4’)
Activity 1: What’s wrong with the nature?
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(1) PPT出示2015年12月份日历,询问学生两次放假原因,引出环境
污染问题。
T: Did you go to school on these days?

(2) 播放视频二,学生观看,感知自然环境遭到破坏了。
视频主题:. Nature doesn’t need people. People need nature.
【设计说明 】通过结合学生的生活实际自然引出目前的环境污染问
题。通过观看视频借助视频带给学生的视觉冲击, 意识到目前环境污
染问题的严重性。

Activity 2: What’s wrong with the water now?
(1) 教师引导学生自主发言,简单描述现在的水资源问题。
(2) PPT出示图片,学生总结描述。

Activity 3: What’s wrong with the air now?
(1) 教师引导学生自主发言,简单描述现在的空气污染问题。
(2) PPT出示图片及视频,学生总结描述。What’s wrong with the
air?
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【设计说明】充分发挥自主 学习能力强的学生的榜样示范作用,提高
presentation能力。通过生生之间的问答互动形式 给学生创设用语
言交流的空间,提高用语言做事情的能力。

活动5【活动】Step 4：Try to protect the
environment.(10’)
Activity 1: 出示PPT,明确谈论话题。
T: How to protect? Let’s do it now!

Activity 2: 分享手抄报,小组内讨论选出最感兴趣的手抄报内容。
(1) PPT出示各组手抄报内容,同时教师板贴手抄报及发放活动单(手
抄报缩印纸)进行活动说明。

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(2) 组长组织组内成员快速阅览手抄报,选出最感兴趣的内容。

(3) 教师协助评选结果。
【设计说明】通过展示各组绘制的手抄报学生体验合作学习的快乐。
通过阅读、评选学生喜欢的 手抄报活动,提升学生解决问题、提升查
找信息的能力。

Activity 3: 小组汇报手抄报内容,介绍如何应对污染问题。
分组依次介绍被评选出的手抄报内容,教师出示PPT辅助学生理解。
1.

描述语言:
Air is very important for us. We need clean air. Let’s do
it now.
We can do it in these ways. More cycling, Less driving! We
can walk to school .
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Learn to save energy. Such as turn off the light in time. T
ell father not to smoke.
We can plant more trees.
2.

描述语言:
When it’s in the haze. We should do something to protect o
urselves.
Don’t open the window in the haze. Don’t play outside in
the haze.
We should wear a mask when we go out.
We should wash the face and hands when we come back.
3.

描述语言:
We can do something about saving water. We can do many thin
gs in our daily life .
First, make sure we can turn off the tap in time.
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Second, make sure we can reuse the water after we finish wa
shing.
At last, we can also use the rain water to do the washing.
4.

描述语言:
What can we do?
First, when we finish washing the clothes, we can use the w
ater to clean the floor.
Second, if we see the dripping tap, we should fix the tap q
uickly.
Third, we can have a shorter shower In these ways, we can s
ave the water.
Let’s try our best !
5.

描述语言:
Water is very important to us. Water can wash dish or take
a shower or drink.
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So how to save water. We can do it in this way.
Wash rice's water can save to water the plants.
After wasting the vegetables,we can save to clean the
floor.
After cleaning the floor, we can still save to flush the
toilet.
Let’s Save water everyday .
【设计说明】通过小组或个人展示汇报手抄报内容,培养presentati
on能力,提高团队合作的意识。
活动6【活动】Step 5：To sum up.(1’)
教师带领学生回顾本课谈论的话题,再次强调核心语言
We can’t live without water or air. It’s very important f
or us. We only have one Earth.
Try to protect our home.

活动7【作业】Step 6： Setting homework.
从我做起,告诉身边的人如何从小事做起保护水和空气。

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Story time《Story 11Story 12》
1教学目标
语言技能目标:
1. 能够熟读剧本,为动画片段配音。
2. 能够使用连读、吞音等发音技巧表达台词。
3. 能够模仿剧中人物的语音、语调,语气到位地流利表达。
戏剧能力目标:
1. 能够听台词,做出适当的表演动作,完成哑剧表演。
2. 能够感知故事主人公的情感变化,完成模仿表演。
3. 能够结合戏剧三要素,与同伴配合,完成阶段性展示表演。
情感态度目标:
乐于参与学习活 动,乐于与同伴沟通,并在学习戏剧、合作演出的过程
中,体会英语戏剧学习的快乐,提高语言运用能力 和实践能力。
2学情分析
学生情况:
1.英语学习情况:
四年级大部 分学生对英语课持有浓厚的兴趣,乐于参与,对英语课中
表演、预测、猜谜等活动跃跃欲试;在前期英语 学习中,学生已初步形
成了良好的英语学习习惯,如遇到生词查字典、记笔记等,同时积累了
一 定的词汇量,具备了一定的听说读写能力,因此阅读、理解台词,对
学生来说并不难。
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目前学生学习的教材为北师大版小学英语,该教材是以故事为载体,
呈现一些重点词汇句型,学生在学习过程中扮演成卡通人物,表演过
许多教材中的故事,因此也积累了一 些表演经验,但对于出演美国迪
士尼《狮子王》这样的原版动画还是初次尝试。动画中人物个性鲜明,< br>故事情节环环相扣,特别是台词中有口语化的部分,要求学生在夸张
的表演中表达流利通顺,运用 自如,配合默契,是对学生综合运用能力
的考验。
2. 戏剧学习情况:
通过日常 对学生的了解发现,四年级学生仍然热衷于动画片,喜欢卡
通人物,对于迪士尼动画这一主题都非常喜欢 ,同时他们表现力强,热
爱表演,因此情节生动幽默、人物情感丰富的故事,能够很好的激发学
生的兴趣。
在戏剧学习的初始阶段,学生对戏剧的概念非常模糊,他们认为平时
英语课中的小 剧表演就是戏剧表演。通过观看一些欧美国家演出的舞
台戏剧视频片段,如:《猫》,《狮子王》等,并 了解西方学校的戏剧社
团,学生对戏剧表演有了初步概念;在戏剧学习过程中,教师与学生共
同 总结了“戏剧三要素”:Expressions(表情丰富), Big actions(动
作夸张), Feelings(语气到位),学生逐步了解了戏剧表演的要点,并
在学习过程中加以实践。
本课中,学生已经了解《狮子王》故事的梗概,以及本节课的节选片段
的内容,了解了整部影片中的人 物关系,性格特点等;在本学期的戏剧
课学习中,学生已能够背诵台词,在平时的戏剧排演中,学生已能 在舞
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台上体会戏剧式表演的感觉,借助“戏剧三要素”,夸张 、投入的进行
戏剧性表演。但针对美国原版动画中,一些口语化的表达,特别是一些
连读、吞音 、变音等方法学生还不能很好的掌握,台词中总有一些较
为磕绊的地方影响表演发挥;另外,学生虽参加 过英语剧表演,但对于
戏剧舞台表演的经验尚浅,在表演中仍会出现一些问题,如:找不准舞
台 站位,拿捏不好角色的情感表达,或是表演不够开放、与同伴合作契
合度欠佳等,在本节课中,教师也会 针对学生提出的质疑,给予针对性
的指导建议。
3重点难点
教学重难点:
1.能够模仿语音语调,掌握连读等语音技巧,更加流畅地表达语言。
2.能够结合戏剧三要素,完成阶段性展示表演。
3. 体会人物内心变化,与同伴合作表演展示。
4教学过程
活动1【导入】开场导入环节
开场环节:
学生在自由排练中,教师出场,学生排练停止。
T:Shall we?
Ss: Begin.
(学生齐说Drama Rules)
Ss: Always try. Think and move safely. Respect each other.
Watch, listen and learn.
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教学资源运用:背景板
【设计意图】每次戏剧课开始的routine work,引导学生更投入、更
专注地参与表演。
热身与导入环节
活动1:播放视频,Sam老师带领大家,Get ready to act进行表演前
的热身。
Follow me, do actions:
Wash my face, eat noodles, laugh, and shake my body.
Tongue Twister: I scream, you scream, we all scream fo
r ice cream.

教学资源运用:录制视频
【设计意图】通过做一些简单又有趣的动作,激发学生的兴趣,调动 情
绪,进行表演前的热身;英文绕口令的练习,有效帮助学生热身语言。
活动2:介绍评价
将THE LION KING的故事结局做成5块拼图,学生每完成一个
活动便可得到一块拼图,最终拼成故事的大结局。

教学资源运用:评价板,拼图
【设计意图】拼图作为评价的运用,激发学生在情境 中学习的动力,
同时帮助学生进一步了解故事情境的发展及人物关系的变化,能够帮
助学生更进 一步了解角色,投入表演。
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活动2【讲授】呈现环节
呈现环节
活动1:Review together 同伴合作,边复习已学片段,边呈现板书。
完成后学生得到第一块拼图。
S1: In the pride land of Africa, the lion king rules over t
he other animals.
S1: Father Mufasa, mother Sarabi and their son Simba.
S2: Scar is jealous of not being a king. He kills Mufasa wi
th hyenas.
S3: Scar lies to Simba and tells him to run away forever.
教学资源运用:多媒体课件,板书
【设计意图】故事发展具有延续性,为便于学生演出,教师将影片分隔
成片段学习表演,这
需要教师在每个片段之前都要强调故事的发展走向,帮助学生理解情
境,以便于更真实的表演。
活动2:呈现本节课要练习表演的新片段
T: Simba ran away home, and fainted in a desert. It was luc
ky, he met two friends, Timon and Pumbaa.
At the beginning, because Mufasa’s dead, Simba was very sa
d, Timon and Pumbaa taught him a new lesson. What was the l
esson?
Ss: Hakuna matata.
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T: Yes, it means no worries. So it made Simba happy, a
nd grew up with two little buddies. Today, let’s practice
these parts.

教学资源运用:PPT
【设计意图】帮助学生了解故事的延续发展,回顾故事情节,为表演练
习做好准备。
活动3【练习】操练环节
操练环节
活动1:What do you hear? 学生得到第二块拼图

第一遍观看视频,第二遍听视频中的对话,学生跟随所听到的台词做
出相应的表演

学生站成圆圈,中心为“台词小顾问”,“小顾问”负责读台词,其他
同学进行表演。
教学资源运用:多媒体课件
【设计意图】哑剧演出的形式更能激发学生的表现欲望,学生会将所
有注意力都集中在表演上
帮助学生调动情绪,更投入的表演;分组练习环节,为尊重学生的个性
化发展,将台词说的好的 同学定为“台词小顾问”,鼓励他们发挥所长,
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另外,站成圆 圈表演,学生之间可以看到对方的表演,促进成员间的互
相学习、鼓励。
活动2:What do you say? 得到第三块拼图

第一遍观看视频,第二遍教 师呈现剧本台词,边听视频中的对话,边模
仿语音语调,第三遍观看,尝试为动画配音。

教学资源运用:多媒体课件
【设计意图】在表演的过程中,为学生呈现多种操练的形式,除了观看
动画片段,教师设置
“Script Practice”剧本阅读练习,将学生的注意力转嫁致剧本,更
加集中操 练台词。在学生听台词、读台词的过程中,通过“听-感受-
模仿”的形式,学习台词。
活动3:What do you feel? 得到第四块拼图
T: Now, let’s have a break. Hakuna matata, let’s sing thi
s song.
Ss: (学生起立齐唱)
T:Kids, If you were Simba, when you sing this song, and say
hakuna matata, what do you feel?
Ss: I feel happy.
(为学生展示主人公Simba的心情发展曲线图,引导学生猜测结局)

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T: At the very beginning, Simba lived with his family, he w
as very happy with his father and mother.
But Mufasa’s dead made Simba very sad. When he met Timon a
nd Pumbaa, he was sad, too. Then two little buddies taught
Simba hakuna matata, he became happy. But sometimes he felt
blue, because he missed his dad. What about the ending? Wh
at does Simba feel at last? What will happen?
(展示完成拼图后,完整的结局图片)
活动4【活动】总结产出环节
T: Simba went back to his kingdom, to challenge his uncle S
car, and took back the throne. He was the king and Nala was
the queen. They had a girl. With so much happiness, and th
e most important thing, Simba complete the circle of life.
教学资源运用:多媒体课件,评价板
【设计意图】通过梳理人物心情变化曲线,帮助学生更进一步完整的
回顾故事的情境发展,
梳理思路;通过预测人物最终的心情走向,引发对故事结局的思考
产出环节
表演英 语戏剧《狮子王》,全体学生参与,分工不同,担任演员、提词、
导演、剧务、摄像等重要任务,教师作 为旁白,叙述故事的结局,师生
共同合作完成戏剧演出。
尾声
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T: Wow, it was a happy ending in the movie, do you like thi
s ending?
Ss: Yes.
T: What about our drama ending? Here is a sentence for you.
Could you please read it?
Ss: You never know what you can do till you try.
T: Like Simba in the movie, he never give up, and went back
to challenge his uncle. Finally he took back the throne. L
ike you in the drama club, please do whatever you want, try
whatever you see, act whatever you feel, this is our drama
class.


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