more we get together, the merrier we?ll be.”的读音。 4. 表演唱。根据歌词内容，边做动作边唱。还可以分小组表演，同桌上台表演，男女生分别表演等，牵着手有感情地演唱歌曲。 (1) 听音频，将歌曲表演给家长或朋友看。 作 业 (2) 或仿照D部分，或结合E部分的内容，写一篇题为“My family outing”的小短文。 板 书 设 计 教师 课题 教 学 后 记 授课时间 月 日 星期 课时 课型 第 4 课时 新授 Unit 2 Some stories are more interesting. (一) 语言目标 1. 词汇：能听懂、会说、认读新单词wood, cross, a piece of meat, better, drop。 2. 句型： 教学(1) 能听懂、会说、认读句子“That piece of meat is better than mine.”。 目的 (2) 能掌握并用句型“A is/are more … than B.”对两事物行比较。 (二) 应用目标 1. 能听懂、理解本课故事。 2. 能简单比较两种事物。新 课 标 第 一 网 (1) 能听懂、会说、认读新单词wood, cross, a piece of meat, better, drop, lost。 重点 (2) 能听懂、会说、认读句子“That piece of meat is better than mine.”。 (3) 能掌握并用句型“A is/are more ... than B.”对两事物进行比较。 (4) 理解、阅读本课故事。 难点 动词drop, lose的过去式的不规则变化；复述本课语言故事。 教学用于新授单词的图片、单词卡片、教学图片、教学音频等 准备 Step 1 热身/复习（Warm-up/Revision) 1. Greetings 2. Listen and do (教师说动词，学生做动作，为故事教学做铺垫。） T: Walk/ Give/See/Think/Open the mouth ... 3. Read and match walk saw think opened give walked see thought open was go gave is went Step 2 新课呈现（Presentation) 1. New words (1) 教师出示故事书封面 T: Look! It?s a dog. It?s a ______ dog. Can you describe it? S1: It?s small/cute/clever... T:（翻开书）Once upon a time, there was a river. Near the river, there was a meat shop. The dog was coming. Maybe it was hungry. So the man gave a piece of meat to the dog. (板书a piece of meat) (2) 学习新词组a piece of meat 教师可通过图片或简笔画帮助学生理解新词组。 (3) 学习新单词lost T: Guess! Did the dog eat its piece of meat? Who is right? Do you want to know? Look, in the end the dog lost its meat.（板书lost） T: How did the dog lose its meat? Let?s read the story together. 1.“问题导学法”又称“问题情境 教 学 过 程 2. New story 通过问题导学，逐段学习课文。 ① Question 1 T: After getting the meat, what did the dog do? S1: The dog took the meat and walked home.（板书took, walked） ② Question 2 T: How did the dog cross the river? 教学法”，创设有效的问题进行导学，从而更好地调动学生的积极性、主动性S1: The dog walked on a piece of wood to cross the river.（板书和创造性，walked，教学wood, cross） ③ 跟读Paragraph 1 & 2 ④ Question 3 T: What did the dog see? S1: It saw another dog in the water.（板书 saw） ⑤ Question 4 T: What did the dog do then? 更好地培养学'生自学、探究的能力，教学效果也会有显著提高。 2. 将整篇故事转化为S1: The dog opened its mouth.（板书opened） 若干问题，将教学目标T: Why? 转化为问S1: It wanted the other dog?s meat.（板书wanted） 题，将任务型活动转化⑥ 跟读Paragraph 3 & 4 为问题，然⑦ Question 5 后围绕这些核心问题，T:（出示落水声）What happened? 设计若干细S1: Its meat dropped into the water.（板书dropped） 致、跟进式问题，以问⑧ Question 6 题激发学生T: Why did the dog want the other dog?s meat? 的学习需S1: “That piece of meat is better than mine.” The dog thought.（教学求，最大限度地激发学better） 生学习的主动性。 T: Is that piece of meat really better than the dog?s meat? Can you describe the dog again? A ______ dog. 3. 词汇操练 游戏1：Guess, guess, guess! 猜一猜 首先，教师示范做动作，其他学生猜单词（比如将手中的书掉落，让学生猜新单词drop）; 然后分组进行比赛，猜对单词最多、最快的一组为胜；最后组内互相猜单词，尽量做到全员参与。 游戏2：Dragon game接龙游戏www.12999.com 将学生分成几个大组，由教师开头朗读故事的第一句，然后每一组依次读一句，直至读完整个故事，读得最流利、没错误的一组为胜。也可以在大组内进行。 4. 句型操练 A is/are more ... than B. 教师让学生有感情地朗读句子“That piece of meat is better than mine.”,并说出它的含义。 教师引导学生学会比较两事物的不同。如： This book is more expensive than that one. My dress is more beautiful than yours. … Step 3 趣味练习（Practice） 1. 教师出示课文挂图或提供课文的关键词，教师示范复述课文, 学生分组复述（注意提醒动词过去式的用法与读法）。 2. 教师检测部分学生的复述情况，注意信息的反馈。 关键词： A man: gave The dog: took, carried, walked, saw, thought, opened, lost. The meat: dropped into the water 3. Name this story. 给本课的故事取标题。 可让学生先在小组内进行讨论，比比哪组的标题最合适。 4. 课文延伸：教师运用本课的寓言故事，让学生明白做人不要过于贪心的道理。 Step 4 角色表演(Act and play) Pair work：学生两人一组，根据课文内容表演或改编对话。鼓励学生根据故事内容，创编角色对话。 The dog: I?m hungry. I want a piece of meat.