四年级上册英语第二单元教学设计
（一） 整体理解故事情节
1．教师声情并茂讲1-6图部分故事 故事讲解文本如下
In the morning, Ken and Ann go to a forest. They see Bobby sitting on the rock. They come to Bobby and talk to him. When they are talking, Bobby's friends, rabbits, come. So Bobby introduces rabbits to Ann. What does Bobby say to them? （等候学生答语，与学生互动） Bobby says: “Here come my friends.” Oh, look at the little cute things. Do you like them? Ann likes rabbits very much. （点击出现狐狸贪婪窥视的图片） Oops！ Who's that? （等待学生答语） Yes, it's a big fox. （带读两遍fox）What will happen? 用课件边出示图片，教师边讲故事，讲的过程中与学生互动。同时可借助图片、表情等让学生初步感知cute。 讲到第六幅，问：Who's that? What will happen? 引发学生预测结局（伙伴讨论，班内交流）。
设计意图：以学生喜闻乐见的讲故事形式引入，激发学习兴趣的同时，借助图片，通过老师声情并茂的讲述，更易于学生理解故事内容；讲到关键时刻嘎然而止，引发学生预测故事结果，以使学生积极主动地参与到课堂中来，积极思考、大胆表达。
2．学生自读P7-9部分故事，找出故事结局。
3．播放无字幕故事，体会整体故事情景。
（二） 分段处理故事细节
1．播放1-4图，处理a lot, wearing glasses。 出示图1-4
T: Look at picture 1. Does Ken like Bobby? How do you know? Can you find the answer?
学生自读书，找到答案。
T: Can you say it in another way? 学生应该比较容易的用 I like him very much. 代替I like him a lot.
引导看图2-4
T: Are they good friends? But in this picture, why Bobby asks “Who are you?” 此时，在课件中重点标注此问题。
学生自己看屏幕中的两幅图，找出原因。
引出wearing glasses，教师带读两遍。 教师分别指图片2,4，引导学生说出： He isn't wearing his glasses. He is wearing his glasses. 此过程中教师可以适当的用表情动作提示。
设计意图：进一步理解故事第一部分的同时解决难点wearing glasses.
2．播放5-9，处理Here come my friends. Cute.
T: How does Bobby introduce his friends?
P5: 借助动画理解Here come my friends.
T: Do you like them? I like them, too. Can you tell me why you like them? 引出They are so cute.
T: Does Ann like rabbits?
引导学生看第6幅图，学生可以说出Yes, she does. She likes them a lot.
T: There's someone else who likes rabbits too. Who is it? Fox.
T: Does the fox really like the rabbits?
Ss: It likes to eat rabbits.
帮助学生理解like在这里的`另一层含义。
T: Bobby is there. He scared the fox away. If you were Ann and Ken, what would you say?
Ss: Super！ …
T: What do Ann and Ken say exactly? Let's see.
Ss: You are great, Bobby.
设计意图：进一步理解故事第二部分的同时理解语言点Here come my friends. Cute. 进一步挖掘fox说的话中like的含义。
Ⅲ Post-story
1．跟课件读故事。可以找个别学生反馈，以确保发音准确。
2．学生自己读故事，内化，质疑。
3．教师请个别学生朗读反馈。
4．学生小组内角色表演 选择性活动
A. 分角色表演书中故事。
B. 改编故事结局并分角色表演故事。
设计意图：关注学生个体差异，分层安排教学活动，尽量使每个学生在其原有基础上都得到最大程度的发展。
5．展示（机动）
6． 提取图片，在情境中帮助学生理解人称代词的宾格的指代关系。
大屏幕出示1图：学生读Ann说的话，引导学生思考句中him指代的是谁，以理解him在这里指代的就是Bobby.
大屏幕再出示5，6，7图片：引导学生从读中找出三个them的指代。
Homework
1．给家长读故事。
2．小组继续表演故事，两种选择
A. 表演书中故事。
B. 改编故事结尾再表演。