【优质】小学英语沪教版四年级下册Module4Unit 12《The ugly duckling》优质公开课教案第二课时

Module4 Things we enjoy

Unit 12《The ugly duckling》第二课时教案

教材分析

本节内容选自沪版英语教材四年级（下），本单元主要内容围绕“丑小鸭”展开，主要围绕着一个鸭妈妈和她的孩子的故事，再一次意外中一颗天鹅蛋混在了鸭蛋里，最终鸭妈妈孵化出的小鸭子中有一个竟然特别的丑，由此展开了一系列的故事。学生在观看童话故事的语境中接触、体验、理解语言，扩充知识的积累。这是最后的一单元，在这一单元例教师主要利用一些网络资源，促进学生英语口语表达能力。引导学生进一步表述中西方的传统童话故事。

并从内容上看，所涉及的人物、活动众多，教师应分层设计活动帮助学生理解，掌握课文内容。首先，从视听入手，让学生整体感知课文内容。然后指导学生阅读，通过问答的形式加强学生的口语练习。于都后阶段是真实运用语篇的重要环节。通过同学间的对话表演来训练他们的口语表达能力。通过对后面的小故事使学生将所学的语言得到有效延伸。

根据课程标准对本节课的要求，针对小学生的心理特点和认知水平，结合教材，本着面向全体学生，基于学全面发展的原则，确定本节课的教学目标。

1. 复习本单元的重点单词、词组：ugly, duckling, duck, river, baby, back, into, swan等。

2. 复习句型：学会一些简单的用于描述人或动物外貌的语句如：He is

ugly. The ducklings are small and yellow.

教学重点：利用网络资源，促进学生英语口语表达能力。

学生分析

基于学生的年龄段以及学段，学生已经能够用简单的英语进行交流，由于这些学生进校时基础较差，知识面相对狭窄，所以使用英语还不流利、熟练，为此，接触中西方文化，增强文化底蕴，加强大文化意识，

对他们来说尤为重要。本课是一篇童话，对学生来说中文版本并不陌生。但本节课的难点就在于用英文来复述这个故事。为此，我让学生们在课

前得用网络和工具书收集相关的资料。为本堂课奠定了良好的基础。

教学目标

Knowledge objectives

知识与技能

1. 学会本单元的重点单词、词组：ugly, duckling, duck, river, baby, back, into, swan等。

2. 掌握句型：学会一些简单的用于描述人或动物外貌的语句如：He is ugly. The ducklings are small and yellow.

过程与方法

通过视频等方式，激发学生的兴趣，多以学生为主体尽可能发挥他们的主人公地位。进行口语练习。

情感态度和价值观

通过情景讨论，进一步激发学生美好性格的发展，了解异国文化。增加文化底蕴。

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---答案isit? ---It’sa答案.Look,it’sorangeand答案. ---Yes,it’s答案,anditcan答案too. 笔试部分：60% A.root B.roots C.aroot 4.（答案）_______isthetoilet?It’shere. A.What B.Who C.Where 5.（答案）Lookattheinsect.Itisan________.

https://www.wendangku.net/doc/3718766869.html,dybird B.ant C.bee 6.（答案）Whatarethey?Theyare______. A.branch B.branchs C.branches 7.（答案）Countthe________.Howmany?One_______. 1.An答案,please. 2.Look答案thebird.It’ssmall. 3.答案ladybirdisbeautiful. 4.答案thetable,please.

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(此文档为word格式，下载后您可任意编辑修改！) 教学计划

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对教材的分析与理解 教材内容： Book 3A contains core language learning material, using a wide variety of text-types and activities to introduce language; poems; stories, cartoons, dialogues and practical tasks all engage the student at provides students with the means to carry out successfully the subsequent learning tasks, which are fully describe in the book. 教材目标： The “building block’’approach is based the fact that learning and the capacity to learn are developmental; that is, that students learn by building on known language, concepts and activities, to develop and expand progressively . The development of the thematic through related moudules ensures the deve lopment of language by constantly revisiting and recycling,thus building from a strong base within levels. In the knowledge that language and content develop and are revisited progressively throughout the package, vocabulary and stucutrues are introduced and practiced through tasks at a controlled pace steady enough to involve students’ interest whilst ensuring constant consolidation . At lower levels, care taken to ensure that pupils are learning within

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