Unit1 We are friends.（教案）-2025-2026学年译林版（三起）英语四年级下册

译林版小学英语（2026版）四年级下册 Unit 1 We are friends! 1、 单元整体教学设计： 根据《义务教育英语课程标准（2022年版）》，本单元主题：Friends，主题范畴：人与社会，子主题涉及：良好的人际关系与人际交往；个人情感与态度；文学、艺术与体育；社会责任与集体意识。 分析维度 核心内容 具体阐述与示例 What (教什么) 1. 主题与话题 核心问题： What can friends do for each other? (朋友能互相为对方做什么？) 具体话题： • 分享食物 (Share food)： Thank you for the carrots • 危难相助 (Help in danger)：The lion and the mouse • 描述快乐时光 (Happy days together)：Talk about a happy day 2. 语言知识 核心句型： • There is/are... (描述存在) • I can help you. / Thank you for... /I/We want to share ... with ...(能力与感谢) • Please don't... (请求) 词汇： • 形容词: weak, strong, big, small,thin, sweet, kind, happy,sad,angry • 名词: friend, carrot, fruit, friendship,forest, net, hole 语音： Ii /aɪ/ (e.g., like, bike, ride,side) 3. 语篇与文本 • 歌曲: The More We Get Together (感知友谊快乐) • 生活故事: Thank You for the Carrots (体现分享与感恩) • 经典寓言: The Lion and the Mouse (阐释强弱互助的深刻道理) How (如何教) 1. 单元结构 螺旋上升式设计： 1. 启动感知： 通过大问题与歌曲导入。 2. 理解输入： 学习两个故事，从生活到寓言，层层深入。 3. 内化操练： 通过角色扮演、纠错、语音练习等活动巩固。 4. 应用输出： 完成终极任务——"描述与朋友的快乐一天"。 5. 评价反思： 通过Think and share环节回顾所学。 2. 教学策略 • 单元整体教学法： 在完整语篇和情境中学习语言。 • 任务型教学法： 以回答核心问题为驱动，贯穿单元始终。 • 合作学习法： 小组活动 (Act it out, Role-play) 促进互动。 • 情感体验法： 通过故事角色情感变化，引导学生共情。 Why (为何教) 1. 育人价值 • 理解友谊内涵： 分享、感恩、互助、包容。 • 树立正确价值观： 不以强弱论英雄，尊重个体价值，明白"尺有所短，寸有所长"。 • 引导行为实践： 鼓励学生在现实生活中践行友善。 2. 能力与素养 语言能力： 能综合运用所学句型与词汇进行描述和叙事。 思维品质： 通过分析寓言、对比角色，发展逻辑与批判性思维。 文化意识： 融合西方寓言与东方"投桃报李"的分享理念。 学习能力： 通过合作、表演、自评提升协同探究与元认知能力。 1 学科网（北京）股份有限公司 二、分课时教案 四下Unit 1 We are friends!第一课时 课题 Unit 1 We are friends! 课时 Period 1 Lead-in& Cartoon time&Sounds in focus 课时 本课共4课时 本课为第1课时 总课时第 课时 课时目标 通过本课时的学习，学生能够： 1.在 Lead - in主题图的帮助下，通过观看图片和视频，进入“Friends”情境，模仿认读词汇：a weak mouse, a strong lion,become并初步感知歌曲和理解含义。 2.通过阅读卡通故事接触单元话题，激发对单元话题的兴趣，学习谈论“Friends”的核心词汇friend, carrot, from,like, friendship等,和核心句型：There is/are... (描述存在)/ Thank you for... /I/We want to share ... with ....等。 3.在看、听、说的活动中，模仿朗读并能分角色表演Cartoon time. 同时能运用想象力，续写故事，进行创意表演。 4.通过学习韵律诗，利用听、读、找、写方式掌握字母Ii的发音—— /aɪ/，掌握发音规则并了解更多的单词。 5.通过谈论“Friends”，感知友谊快乐，理解“投桃报李”的分享理念，体现分享与感恩，深入了解友谊内涵： 分享、感恩、互助、包容。 教学重难点 1.模仿朗读并表演Cartoon time. 2.通过歌谣学习字母Ii的发音—— /aɪ/。 教学准备 PPT、人物头饰、人物板书等 教 学 过 程 二次备课 Step 1 Greetings and warm up 1.T-S Greetings:Good morning!How are you today? How is your winter holiday? What did you do at Spring Festival?... Welcome back to school!Let’s start our new term. 2.Warm up:Enjoy a new song-- The More We Get Together 3.T:What’s the song about? Ss:Friends. T:Yes.We are friends! Let’s learn:（板书出现单元主题) Unit 1 We are friends!(Lead-in & Cartoon time) Step 2 Lead-in 1.Let’s meet our old friends. T:Welcome our old friends.Are Bobby and Sam good friends? S:Yes,they are. 2.Look and say. T:Why are they cheering? Ss:They are watching a play. Learn:cheer,watch a play 3.Enjoy a play (观看杨玲和刘涛AI视频) T:What’s the play about? Ss:The lion and the mouse. 4.Let’s learn. T:Are the mouse and the lion good friends? Ss:Yes. T:Yes?Look! Learn:a weak mouse,a strong lion Let’s learn to act.让我们学一学、演一演！ Learn:We are good friends! 5.Let's sing. (1)Watch and sing: The More We Get Together(动画视频) (2)Listen and sing Learn:more更多的，happier更快乐 The more we get together, Together, together, The more we get together, The happier we'll be. 6.Think and say Big question:What can friends do for each other（互相）? Ss:Friends can ... (思考大问题，同桌讨论，简单说一说。) Step 3 Cartoon time 1.Lead-in: Look and think. T:Are they good friends? Ss:Yes. T:How do you know that? (1) Watch the cartoon(三下U6Cartoon time动画) (2) Think and say. T:What do Ruby and her friends do for each other? (Look at the picture.Let’s think.让我们看图想一想！) Ss:They can ... 2.Read and tick (任务A) (1)T:Who are the carrots from?Guess! Let’s watch. Step 1. 观看视频，了解更多信息 (2)Step 2. 自读课文，完成P11 Task A，用横线画出理由。 (3) Let’s check. 题1，圈画关键词：share carrots,three friends 出示图1,找到关键词：carrots,share them with my friends 出示图2，圈出关键人物：Bobby,Sam,Willy,Max 判断题1×，纠错：three friends→four friends 题2、3，圈画关键词：get carrots from Ruby,Sam→oranges,Willy→grapes 出示图5,圈出关键人物和水果： Sam→I want to share apples with you. Max→I want to share oranges with you. Willy→I want to share grapes with you. Bobby→I want to share bananas with you. 判断题2×，纠错：oranges→apples；题3√， 题4，圈画关键词：our friendship,sweet 出示图7,圈画关键词：like像，friendship友谊 判断题4√， 3.Listen and imitate (1)Picture 1 Read and circle,then learn:There are(there be有),so many如此多，share... with...和……分享，them他们、她们、它们 Learn：there be Look and say.让我们看图造句吧！ (2)Picture 2-4 Read and circle,then learn:there are，from I get carrots from my friend Ruby. (3)Picture 5 Read and circle,then learn: Thank you for ... share ... with ... (4)Picture 6-7 T:What will Ruby say?露比会说什么？ S:There are ... T:There is so much fruit here. （纠错：fruit在这里作为不可数名词，be动词应使用is） Then they want to ... Ss:They can have a fruit party. Read and circle,then learn:like像，friendship友谊 T&Ss:Our friendship is sweet. 4.Read and act (任务B) Read or act by roles in groups of 5 小组5人，分角色朗读或表演（可以适当增加一些对话哦！） 5.Think and say (1)T:What do Ruby and her friends do for each other? 圈出关键句，师生思考后小结。 Ruby shares her carrots with her friends. Ruby’s friends share their fruit with her. They give thanks to each other. They often get together. ... (2)T:Do you share things with your friends? What do you share with them? (任务C) 思考问题，同桌讨论，说一说。 Food,toys,books,films,games,music,ideas,happiness ... (3)Big question:通过一堂课的学习，思考大问题，说一说。 T:请用一个成语准确描述今天学习的动画故事！ Ss：投桃报李。 T:What can friends do for each other? Ss:share,have fun,get together,help each other T:Get more joy and happiness. Step 4 Sounds in focus 1.Listen and read. 2.Let’s find: Ii/aɪ/ Listen to the rhyme and chant along.Then find more words.听唱歌谣，找到更多含有/aɪ/的单词。 Learn:bike,ride,side,kind 3.Let’s chant. 学习语音歌谣。 4.Read and find. 仔细读一读这些单词，你能发现什么？ Ii /aɪ/ Ii/ɪ/ ir /ɜ:/ igh /aɪ/ Step 5 Summary 1.Let’s summarize. 2.Assessment time 初步感知本单元 要点，自评、他评。 Step 6 Homework Must do 1. Read the Cartoon fluently and act it out to your family. 流利朗读卡通，并向家人演一演。 2. Sing the song:The more we get together会唱这首歌。 3.Find more words with “Ii”.找到更多Ii不同发音单词. Choose to do 4. Read The lion and the mouse,and try to act it out. 了解《狮子与老鼠》的故事，并试着演一演。 师生谈论寒假生活，激活英语思维。 教师欢迎学生回校，引入新学期“new term”,并通过有趣的歌曲，引导学生进入话题情境，呈现单元主题。 围绕“good friends”问题提问，学生观察主题图，理解海报和杨玲、刘涛的角色，分别回答 Bobby&Sam, the lion &the mouse的关系，进入新词汇学习，为第二课时的主题学习做好铺垫。 学生观看和聆听主题歌曲，理解含义，感受友谊的快乐，帮助更好地回答Big question。 学生基于单元主题图和歌曲内容，结合自身实际生活经验，展开讨论，初步思考Big question。 动画语篇学习：学生观察图片，基于图片和已有知识，预测故事内容。 学生自主快速阅读语篇，完成学习活动A，教师观察学生能否理解语篇信息，根据学生作答情况给予指导和帮助。 师生一起再次精读语篇，围绕课时问题，在教师指导下理解更多细节，跟读学习语言。 强化学习：there be句型，在语境操练中体会语言结构和实际运用。 重点句型的学习，帮助学生理解“朋友”的含义和本课的主题意义。 及时互动和反馈，纠正学生错误，有助于更好理解和掌握重要知识点。 学生展开想象，分角色表演，完成任务B，鼓励学生将续编内容融入故事表演中，不仅培养学生的创新性和想象力，而且有利于促进学生间的合作与交流，增强表演的真实感和趣味性。 教师关注不同能力水平的学生朗读对话的情况，给予指导和鼓励。 三个维度的思考和表达： 1. 思考课时问题，提炼故事主旨； 2. 思考任务C问题，将思维引到自身，结合实际进行表达； 3. 和中华文化结合， 思考大问题，重点围绕“share”展开，为下课时和单元大问题的学习活动做好铺垫，增强学生的语言交流能力和创造性表达能力。 通过一系列层次递进的语音学习活动——聚焦特定句子、单词朗读、寻找并总结发音规律，、韵律诗跟读、寻找、记录和拓展更多含有相同读音的单词、区分不同发音的单词，不仅综合提升学生的语音感知能力、发音准确性及自主学习能力，更实现了语音学习的有效化拓展。 本课时小结，提炼每个环节的核心内容，让学生的思路更清晰。 本课时评价活动，针对课时目标，逐一开展自评和互评，让学生进行及时反馈。 板 书 设 计 教 后 反 思 Unit 1 We are friends! Big question：What can friends do for each other? There is/are ... ... (有) I want to share ... with ... Thank you for ... Ii /aɪ/ 投桃报李 ... Ii/ɪ/ ... ir /ɜ:/ ... igh /aɪ/. Let’s have a fruit party. The fruit is so sweet. Like our friendship! 四下Unit 1 We are friends!第二课时 课题 Unit 1 We are friends! 课时 Period 2 Story time 课时 本课共4课时 本课为第2课时 总课时第 课时 课时目标 通过本课时的学习，学生能够： 1. 在看、听、读、说的活动中整体理解story time语篇内容，梳理故事脉络。 2. 通过分角色表演或创编对话操练等活动操练并掌握谈论单元核心语言：There is/are... /big and strong,small and weak/The mouse is on the lion’s back.The lion is angry./Please don't...I can help you. /How can you help me?You’re so weak/kind./Please!/Go away!/in the net/be sad/Let me help you./There is a big hole in the net. /... become good friends等。 3. 通过和同伴的思考和讨论，了解寓言，运用核心语言开展同伴交流，树立正确交友观： 不以强弱论英雄，尊重个体价值，明白"尺有所短，寸有所长"，逐步认识到真正的友谊的真谛。 教学重难点 1.掌握谈论故事的核心语言。 2.模仿朗读并表演Story time。 教学准备 PPT、人物头饰、人物板书等 教 学 过 程 二次备课 Step 1 Greetings and review 1.T-S Greetings:Good morning!How are you today?... T:What’s in our classroom? S:There is/are ... ... 2.Let’s sing some English songs (1)Enjoy a song:Friends (2)Sing a song : The more we get together 3.Let’s read:(板书) Unit 1 We are friends!(Story time) 4.Let’s talk (1)(Mike&his friends) T:Who are they?Are they good friends? S:Mike and ... Yes,they are. (2)(Ruby&her friends) S:They are good friends too. (3)T:What’s in the picture? S:There is/are ... (4)T:What do Ruby and her friends share with each other? S:Sam→I want to share apples with you. Max→I want to share oranges with you. Willy→I want to share grapes with you. Bobby→I want to share bananas with you. T:There is so much fruit here. So they want to have a ... Ss:A fruit party. T&Ss:Our friendship is sweet. (5)T:What do Ruby and her friends do for each other? Ss:Ruby shares her carrots with her friends. Ruby’s friends share their fruit with her. They give thanks to each other. They often get together. 5.Let’s think:Big question:What can friends do for each other? 通过上节课的学习，思考大问题，说一说。 Ss:Friends can ... 6.Let’s sing：The more we get together Step 2 Pre-reading 1. (The lion & the mouse)Let’s talk. There is ... in the forest. 2. T:What story happened between them? 3. (绘本AI视频)Look and say:The lion and the mouse Step 3 While-reading 1.Read,circle and correct.(任务A) 自读课文，完成Task A，用横线画出理由。 2.Let’s check. (1)题1，圈画关键词：weak S：我在题中看到... 出示图1,找到关键句：The lion is big and strong. S：我在图中看到... 所以题1中weak改成strong (2)题2，圈画关键词：bird S：我在题中看到... 出示图2，找到关键句：There is a mouse on the lion’s back. S：我在图中看到... 所以题2中bird改成mouse (3)题3，圈画关键词：tree 出示图4，找到关键句：There is a big hole in the net. 所以题3中tree改成net Learn:hole洞net网 (4)题4，圈画关键词：strong 出示图5，找到关键句：You’re so kind! 所以题4中strong改成kind Learn:kind好心、善良 (5)题5，圈画关键词：aren’t 出示图6，找到关键句：The lion and the mouse become good friends. 所以题5中aren’t 改成become/are Learn:become变成 3.Let’s watch the cartoon. 4.Let’s read and imitate:The lion and the mouse （听录音并跟读对话，模仿语音语调。） (1)Picture 1 Read and circle,then learn:There are(there be有),in the forest森林,big and strong又大又强壮,small and thin又小又瘦 Think and say:So all the animals ... (be afraid/be happy?) (2)Picture 2 Read and circle,then learn:back背部angry生气 Think and say:Why is the lion angry? (Because the mouse is on his back.) Why is the mouse on the lion’s back? (Maybe the mouse walk by/Maybe he is sick/...) (3)Picture 3 Read and circle,then learn:one day某一天weak=not strong虚弱、瘦弱 Think and say:Why does the lion let the mouse go? (Maybe the lion is not hungry./Maybe he is kind./...) (4)Picture 4 Read and circle,then learn:sad=not happy悲伤help救命in the net在网上 Think and say:Why can’t the lion make a hole with his teeth? (Because his mouth is sharp but too big.So he can’t bite the net.) Why can the mouse make a hole with his teeth? (Because his mouth is small and sharp like a knife.So he can bite the net.) (5)Picture 5 Read and circle,then learn:There is a big hole in the net. kind好心、善良 (6)Picture 6 Read and circle,then learn:become变成 Think and say:Why do they become good friends? (Because the mouse save the lion./Because they help each other./Because they find that everyone is good at something and not good at others尺有所短、寸有所长) Step 4 Post-reading 1.Read by roles：Read by roles in groups of 3 小组3人，分角色朗读。注意表情和语气哦！ 2.Let’s act:Do a role-play（任务B） 3人合作，分角色表演。 3.Read and order 4.Read and complete 5.Think and say： What do the lion and the mouse do for each other? 圈画关键句，小组内进行思考和总结。 S：The lion ... / The mouse ... /They help each other. /... (The lion lets the mouse go./The mouse make a hole in the net and help the lion out of the net.) 学生可以自由发言，不要拘泥于一种答案。 6.Think and write思考问题，同桌讨论，说一说。 Ss:friends can be kind/can help each other. /can share with each other/... 7.Look and think What does this story tell us?(动画版AI视频) Learn：Aesop's Fables T:What is the fable? S:It can tell us sth. T:What does this story tell us? What if the lion doesn’t let the mouse go? →Being kind to someone is never a waste.（善有善报） The lion is so strong, why can’t he make a hole in the net? →The strongest man has its weakness. (再强的人也有弱点) The mouse is so small and weak, why did he think he can help the lion? →Always believe in who you are!（相信你自己！） Step 5 Summary 1.Let’s think: Big question:What can friends do for each other? 通过一节课的学习，思考大问题，说一说。 Ss:Friends can ... (be different or be same?朋友必须势均力敌、志同道合吗？互补互足、求同存异、美美与共可不可以成为朋友？) 2.Let’s summarize 3.Assessment time 初步感知本单元要点，自评、他评。 Step 6 Homework Must do 1. Read the story fluently and act it out to your family. 流利朗读故事，并向家人演一演。 2.Create a mind map for this story. 制作这个故事的思维导图。 Choose to do 3. Read some more fables（寓言）. 通过有趣的英语歌曲，营造氛围，延续上一课时的语言输入，朗读单元标题，进入主题情境。 从朋友话题进入复习环节，复习Cartoon time核心句型：There be .../share ... with .../a fruit party 围绕两个问题进行思考和讨论： What do Ruby and her friends share with each other? What do Ruby and her friends do for each other? 对Big question展开讨论。 学生熟知这个故事，所以呈现狮子和老鼠后，模拟角色，进行自主表达。在了解角色特点的同时，以旧引新，让语言新旧融合，为后续表演丰富语言。 学生自主阅读，圈出句中错误，进行纠错，完成任务A。 学习核心知识的同时，培养学生学习策略：我在题中看到...；我在图中看到...；所以题1中...改成... 理解和学习，进行不同语句的表述，突破知识难点。 学生再次精读语篇，在教师Think and say问题的引导下，不断发现故事主旨和新意，完成板书上的思维导图，理解更多细节，体会人物特色，学习不同的表达方式。 本阶段学习活动旨在通过多层次的活动践行英语学习活动观，从观察图片进行听力激活背景知识，到自主阅读匹配信息，到再次精读学习语言，最后跟读与分角色朗读实现语言输出，锻炼了学生的听力、口语、阅读及信息处理能力，促进了语言技能与思维品质的同步提升。 结合上一课时“投桃报李”，发展本课时“尺有所短寸有所长”，加深了学生对文本内容的理解，培养了学生文化意识（中华文化）。 阅读排序：教师观察学生能否正确梳理和运用核心语言，及时指导和帮助。 阅读完成语篇：根据上一个活动中句子，丰富语言，建立完整表达。 英语水平较高学生可以尝试更多描述与阐释性活动，例如语篇复述，从学习理解过渡到应用实践，为语言运用和话题讨论的迁移做准备。 思考课时问题→思考任务C→学习寓言、理解寓意，深化主题意义。 衔接前一环节，思考并回应Big question，进一步加深对本单元主题意义的认识和理解。 学生在教师指导下，通过板书思维导图梳理、归纳语篇的核心语言，进行本课时小结。 板 书 设 计 教 后 反 思 Unit 1 We are friends! What can friends do for each other? There is/are... be angry There is a mouse on its back. be curious How can you help me? You’re so weak big and strong be sad in the net be happy You’re so kind. become good friends Please don't...I can help you. /Please!/Let me help you./I can make a hole in the net. Go away! =Let the mouse go. small and weak 四下Unit 1 We are friends!第三课时 课题 Unit 1 We are friends! 课时 Period 3 Wrap-up time & Assessment time 课时 本课共4课时 本课为第3课时 总课时第 课时 课时目标 通过本课时的学习，学生能够： 1. 通过游戏、角色扮演等活动，复习巩固核心语言知识。 2. 在看、听、说的活动中，熟练使用单元核心语言“there be”说出“在哪里有什么”、能和朋友们谈论快乐的一天，并能谈论朋友之间互相能做什么。 3. 通过思考写作方式，综合运用核心语言谈论自己的快乐一天，体会友谊带来的快乐，感受友谊的真谛：分享、感恩、互助、包容。 4. 能写出采用自评和互评等多种评价方式评估学习成果，对 Big question：What can friends do for each other?进行回答。 教学重难点 回应单元目标与核心问题，通过阅读、选择填空、写作和谈论朋友话题的活动，从学生生活实际出发，综合运用核心语言，深入了解友谊真谛，认识到如何结交真正的朋友和如何和朋友相处，建构正确的交友观。 教学准备 PPT、人物头饰、人物板书等 教 学 过 程 二次备课 Before class：Let’s sing some English songs Step 1 Greetings and review 1.Greetings: Good morning/afternoon. How are you? What’s in your classroom/room/schoolbag? ... 2.出现单元主题：Unit 1 We are friends! (Wrap-up time & Assessment time) 3.Let’s sing:The more we get together 4.Let’s think and know: Step 2 Task 1 1. (A Picture)出示公园图T:What’s in the picture? (There is/are ... ...) Ss:There is a park in the picture.(“a park”) T:What’s in the park? Ss:There is/are (many trees and flowers/two lovely houses/some students/...) T:Can you see these two children? Ss:Yes.There is a boy and a girl there. 2. Let’s chant(Sounds in focus) Revise Ii/aɪ/ Ii/ɪ/ ir/ɜː/ igh/aɪ/ 3. (继续刚才图片，骑车学生到第一处--胡萝卜房子处) Let’s review:Cartoon time Let’s act by roles in groups of 5 小组5人，分角色表演 (1)Ask and answer T:What’s in the picture?(There is/are ... ...) S:There is a big table. T:What’s on the table?(逐步出现桌上物品。) S:There is/are (some grapes/carrots/bananas/apples/oranges) There is some fruit and vegetables on the table. (2) Show time: T:Let’s have a fruit party！Let’s act by roles in groups of 5 小组5人，分角色表演 4. (继续刚才图片，骑车学生到第二处--学生野餐处) Read and complete(任务A) 看一看，想一想，完成短文。 (1) 观察图片，谈论there be句型知识重点。 (2) 学生独立思考和填空。 (3) 小组讨论，进行检查。 (4) 师生一起检查和学习。 圈画关键词，确定答案，复习“就近原则”。 5.Assessment time Step 3 Task 2 1. Think and talk(衔接刚才环节，进入学生聚餐图) T:How can we spend a happy day with our friends? 我们怎么和我们的朋友度过快乐的一天？ T-Ss:fly kites/ride bikes/play games/draw pictures/... 2. Think and write(任务B) (1) Let’s talk. 四人一组，轮流谈谈自己和朋友快乐的一天吧！ (2) Let’s write. T:书写作文如何准确规范？ Attention:注意there is/are ... (3) Let’s check. 1.拿出红笔，自查改正。 2.小组交换互查。 (4)Show the model essay展示范文。 画一画或者贴照片，然后写下你和朋友们快乐的一天，完成任务B。 3. Assessment time Step 4 Task 3 1.(继续刚才图片，骑车学生到第三处--蘑菇剧场处) (the lion and the mouse登场) (1)Let’s review:Story time (2)Let’s show (3)Let’s think:What can friends do for each other? 2.Assessment time Step 5 Summary 1.Let’s summarize.(根据板书进行单元小结) 2.Think and share (1)Let’s think:Look back through the unit. 思考问题，同桌讨论，说一说。 What can friends do for each other? (2)Let’s share. Step 4 Homework Must do 1.Read and improve your writing. 读一读，并改善你的写作。 2. Complete the workbook.完成习题。 Choose to do 3. Read a story book:Tortoise and His Friends 阅读绘本《陆龟和朋友们》。 附录：绘本 歌曲、韵律诗、多样的活动，引导学生进入主题情境，明确在主题情境中将要进行的活动和任务，帮助学生复习核心语言，巩固已学知识，为完成后续学习活动做好准备。 以教材中语音歌谣中两个骑车学生为任务主角，串联三大任务，将学习任务融入有趣的游戏环节，让学生产生沉浸式体验，更好地提高学习效果。 骑车学生出现，复习语音部分。 进入第一个任务——Ruby的房子，复习Cartoon time， 在这一系列讨论、问答等互动和合作活动中，提升学生的词汇量和语言运用能力，培养学生的观察能力和口语表达能力，同时激发学生对语言学习的兴趣。 学生进入第二个任务，通过观察、思考、完成习题和检查讨论，复习和巩固there be句型知识要点。 自然过渡到学生野餐情境，开始进入任务B，在这个活动中，师生共同讨论欢聚话题，教师鼓励学生多角度多层面提出想法，引导学生相互交流，互帮互助，培养学生正确的交友观。 作文任务从口头到笔头，操练并巩固本单元核心语言，鼓励学生用多种多样的表达方式，关注语言表达的逻辑性和创新性，培养孩子语言综合表达能力。 师生紧扣Big question,展开对Story time语言知识的复习和巩固，鼓励学生增加编演新意，将故事进行续编和丰富，发展学生的创新能力和综合素养。 学生回顾本单元学习内容并回答本单元Big question，明确自己在学完这一单元之后的收获，并对自己和同伴的学习成果开展深入且有效地评价。 板 书 设 计 教 后 反 思 Unit 1 We are friends! Ii/aɪ/ Ii/ɪ/ ir/ɜː/ igh/aɪ/ There is/are ... Talk about a happy day. We share ... together. in the fore be angry be curious be sad be happy become good friends big and strong small and weak 四下Unit 1 We are friends!第四课时 课题 Unit 1 We are friends! 课时 Review &融合绘本阅读 课时 本课共4课时 本课为第4课时 总课时第 课时 课时目标 通过本课时的学习，学生能够： 1.感知和理解故事大意，提取故事的主要角色Tortoise, Monkey, Tiger, Elephant, Giraffe,以及故事主线：Tortoise的动物朋友们互相帮忙，同心协力帮助Tortoise过河，学会梳理概括事情发生的起因，经过和结果。 2.在板书的帮助下，复述故事。 3.分析与评价故事中出现的角色，即Tortoise与他的朋友们，在处理过河这个事情过程中的不同表现和态度，评价不同角色的行为特点。 4.讲述自己是否有类似的经历，分享心得体会，升华故事主题。 教学重难点 教学重点： 1. 理解故事大意，提取故事发展的主线，描述故事发生的情节。 2. 主要句型的运用和理解。 教学难点： 1. 根据故事的发展和结果，复述故事。 2. 基于故事情节，结合主要句型，评价故事中不同人物的特点，并且联系实际谈谈对friends的理解。 教学准备 绘本阅读材料：PPT课件、绘本、绘本PDF、 绘本mp3 教 学 过 程 二次备课 Step 1 Pre-reading 活动1: Warm up & Lead in 热身与引入 1. Greeting. T: Good morning boys and girls. How are you today? 2. Talk about animals. 提问建议: T: Do you like animals? T: What animals do you like best? Why? T: I like animals. Animals are our friends. 3. Riddles about animals. Example: It is strong. It is black and orange. It can run very fast. What is it? （Ss: It is a tiger.） 4. a. 引出Tortoise，区别turtle和tortoise。 Riddle: It is small. There is a shell on its back. It walks very slowly. And it cannot swim. What is it? Ss: … （预测学生会出现turtle的回答，这时候老师要区分turtle和tortoise，为文本中Tortoise不敢过河做铺垫。） b. 引出文本中的Tortoise。 提问建议： T: Do you like this tortoise? T: What do you think of this tortoise? T: Is he happy? T: Why is he not happy? 活动2：Cover reading阅读封面，观察图片，预测故事 1. 出示封面，了解书名、作者、绘者、出版社等。 T: We are going to read a story about this tortoise. Look, this is the cover of the story book. 提问建议： (1) What is the name of this storybook? (2) Who wrote this book? (3) Who drew the pictures in this book? 2. 观察封面图片细节，预测故事。 T: Look at the picture on the cover. 提问建议： (1)What animals are in the picture? (2)Where are they? (3)What are they doing? (4)Are they happy? Why? Step 2 While-reading 活动3：First reading 感知故事，验证预测，梳理主线（图片环游） 1. 师生共读2-3页，观察图片，了解故事发展的背景，引导学生观察动物（Tortoise, Monkey, Tiger, Giraffe）的情绪。 (Page 2-3) 提问建议： (1) What animals can you see from Page 2 to Page 3? (2) Where are they? (3) What do they want to do? T: Let’s see Monkey and Tortoise. Can you guess, what they are talking about? (Page 2) 为文本增加对白： Monkey: Tortoise, let’s go across the river. T: Do you think the tortoise likes Monkey’s idea? Why or why not? （师生互动。） T: How do the animals cross the river? （师生互动，鼓励猜测。） Let’s read Page 4 to Page 5. (Page 4-5) 提问建议： (1) How does Monkey/Tiger/Elephant/Giraffe cross the river? (2) Can Tortoise cross the river? Why? (3) Do you think the other animals will help the tortoise? How can they help Tortoise? T: Tortoise can’t cross the river; he is very sad. What can he do? What will his friends do? Let’s read Page 6-10. (Page 6-10) 2. 学生自读6-10页，观察动物们的表现，引导学生观察语言和表达。 T: In this moment, Elephant says…Giraffe says... What do you think of this “sayings”? S: I think... 提问建议： (1) Do they cross the river now? Why? (2) Is Elephant a good friend? (3) How about Giraffe? (4) Is Monkey nice? What is Monkey’s idea? (5) Tiger is big and strong. Can Tiger help Tortoise? (6) What do you think of Tortoise’s friends? T: Tortoise’s friends give a lot of idea. But why they can’t cross the river? (Page 10) T: Poor old Tortoise is scared. So, what will happen? Let’s see. T: Look, his friends are discussing. What do they do? (Page 11) T: The friends make a secret plan. Can you guess what do they plan to do? Ss: … （发散思维，引发思考） 3. 继续图片环游，共读12-15页，通过提问设置了悬念，猜测故事的情节发展，猜测朋友们会采取什么措施帮助Tortoise过河，带着悬念和猜测阅读故事，找出故事结尾。 提问建议： (1) What do they make? How do they make it? (2) Are they helpful? T: What’s that? (It’s a bridge.) (Page 14) T: Wow, the friends make a bridge. (拼读bridge) T: Who’s it for? (It’s for Tortoise.) T: Let’s see the animals. How do they feel now? (Page 15) Step 3 Post-reading 提问建议： (1) How does Giraffe feel? (2) How does Elephant feel? (3) How does Tortoise feel now? (4) Do you like the ending? (5) What do you think of the ending? （鼓励学生谈谈个人对故事结尾的看法与感受。） 活动4：跟读模仿，认读词句，内化语言。 1. 学生跟着录音读故事，感受整个故事。 2. 小结故事概要，与学生一边板书一边复述故事。 T: Today we read a story about Tortoise and his friends. Do you like the story? T: Let’s try to retell the story. 提问建议： (1) Who is in the story? (2) Where are they? (3) What do they want to do? (4) How does Monkey/Tiger/Elephant/Giraffe cross the river? (5) Can Tortoise cross the river? Why? (6) What can the friends do for Tortoise? (7) But poor old Tortoise is scared, what happen next? (8) What is the plan? (9) How to make a bridge? (10) Are they happy? 3. 延伸讨论（根据实际情况，生活体验，师生交流） 提问建议： (1) When your friend is sad, what can you do for your friend? (2) Have you ever helped your friends? How do they feel? (3) Have your friends ever helped you? How do you feel? 4. 总结与提炼 T: Tortoise has good friends, we have friends, too. We help friends each other. We feel happy! Step 4 Homework 1. Share the story with your friends and family. 2. Write a letter of thanks to anyone who has ever helped you. 1. 创建轻松愉快的课堂氛围。 2. 激发学生已有的知识与生活经历，通过谈论动物这一话题自然地与学生建立联系。 3. 通过猜谜语的游戏，既能复习关于动物的知识点，又能通过这几句描述动物的语言，联想动物的特性，品质等，为后面文本人物特点做铺垫。 4. 设计关于龟的谜语，帮助学生分辨海龟与老陆龟的区别，与学生共同讨论海龟与老陆龟的不同特性，特点等，并且自然引出绘本主角Tortoise。 1. 熟悉文本概念，通过观察封面，读取信息，获取书名、作/绘者、出版社等文本知识。 2. 通过老师的提问与引导，学生挖掘更多信息，关注更多细节，引发思考，体会人物心情，调动参与课堂的积极性，培养学生读前预测的阅读策略。 1. 培养学生仔细观察图片，根据图片中的细节，在已有知识的基础上，敢于使用所学语言，大胆猜测，锻炼英语思维能力，引发学生对故事的阅读兴趣，激发阅读渴望。 2. 学生自主阅读，然后师生间问题互动，帮助学生了解故事的发展过程，了解故事主要内容，克服生词难句，通过教师的提问，引导学生对故事进行深度的思考，不仅关注故事内容，更要关注动物的特性与品质以及主人翁Tortoise 起伏不定的心情。 1. 通过跟读模仿故事，使得学生内化语言，感受整个故事，关注语音语调，认读词句，最终能自主朗读。 2. 通过师生互动，层层递进的问题，阅读内容再次复现，在复述的过程中完成板书。 3. 学生在理解故事的基础上，联系实际，尝试用已知语言，深入思考，表达自己的观点，从而养成爱思考，敢质疑的思维习惯，思维再次活跃。 5. 整体回顾，欣赏故事，加深理解，升华主题。 1. 学会分享，体验阅读的快乐。 2. 学会互相帮助，学会感恩。 板 书 设 计 教 后 反 思 Unit 1 We are friends! $