Learners’ level

Year 4

Material:

Oxford English Shanghai Edition Grade 4

Period:

4

Delivered by:

Brittany Bao

Steps

Activities+ Sample

Key structure

Notes

Pre-task preparation:

Warming up &

Revision

1. Say a chant.

2．Review and check.

How do/ does… feel?

通过chant和问答，再次复习单元核心，达到温故目的。

While- task

Procedures:

1.Lead in: 导出故事主角：crow

2. Picture 1

烈日当空，乌鸦饥渴。

Learn:

hot and dry

thirsty and tired

I want...

3. Picture 2

乌鸦找到了一只瓶子。

Learn:

bottle

It has...

4. Picture 3

乌鸦观察瓶子特点。

Learn:

too long and thin

5. Picture 4

乌鸦想到了一个好方法。

Learn:

pebble

6. Picture 5

乌鸦实施方法，最终喝到了水。

Learn:

put...into...

1. Listen and guess.

2. Ask and answer.

3. Learn: crow

4. Listen and read.

5. Read in roles.

crow

通过猜一猜引出故事角色。

通过听读等方式，鼓励学生角色模仿。

观看视频，提取相关信息，完成短文；抓住核心，进行角色模拟，体会角色心情。在此过程中，注意评价的关注与运用。

通过思考与观察，延续故事学习；在理解中尝试描述不同的瓶子，培养学生观察力与理解力。

1. Watch the video.

2. Answer and complete.

3. Listen to the crow again.

4. Read in roles.

hot and dry

thirsty and tired

I want...

1. Think and say:

Where is the water?

2. Watch the video.

3. Learn: bottle

4. Talk about the bottles.

5. Listen to the crow again.

6. Read in roles.

bottle

It has...

1.Think and guess:

Can the crow drink the water?

2. Watch the video.

3. Read the sentence.

4. Listen to the crow again.

5. Read in roles.

too long and thin

通过看一看、想一想、说一说，进一步延续故事情节，学会观察、培养思维。

注意角色朗读中的评价关注。

1. Think and say: What can it do? Does it have an idea?

2. Watch the video.

3. Learn: pebble

4. Listen to the crow again.

5. Read in roles.

pebble

运用实物模拟乌鸦喝水场景，激发学生思维，提高学生实际解决问题的能力。

注意角色朗读中的评价关注。

1. Think and say: What can it do?

2. Watch the video.

3. Read in roles.

4. Think and share :How to drink the water?

put...into...

通过演示引导学生理解idea与故事内涵。

注意角色朗读中的评价关注。

提供学生发挥想象的空间

Post-task activities

1. Enjoy the whole story again.

2. Think and choose.

3. Read the story freely.

4. Try to retell the story .

5. Discuss: Do you like the crow?

回顾故事，通过生动的flash，加深学生记忆。

结合板书，尝试复述故事。。

Assignment:

1.Listen to the story

2. Reading: Read the stories about the crow.

3. Speaking: Act as the crow and find a way to drink water.

4. Writing: Write something about the crow.

分层作业，巩固新知，体现语用，实现技能兼顾。

板

书

设

计

教学反思

本节课为故事教学，在故事中，学生能较为熟练地运用感觉类形容词，能辨认、理解与运用crow, bottle, pebble, idea等词汇；能较为熟练地运用单元核心句型；通过故事阅读，在听看、朗读、表演与思考中，激发阅读兴趣、培养阅读能力；通过故事学习，能明白“只有学会动脑，才有收获”的重要性。

整节课上下来环节比较顺畅，学生接受度也比较高。在体验乌鸦情感态度变化时候，教师只引导学生说出了happy, sad等词，其实对本班孩子来说，他们可以通过阅读故事，产生更丰富的情感体验。