Short plays教案（名师）

Little Red-Cap 1.

Teaching aims and objectives: (1)

Knowledge aim: Enable students to recognize and read vocabulary words and key sentences: medicine,help, hug, better. Why not take some flowers for her? What big eyes you have. (2)

Ability Aim: Enable students to recognize the main ideas and plot of the story. (3)

Emotional Aim: Educate students to know don’t believe in strangers and protect yourselves in danger. (4)

Learning Strategies: Act out the play and talk about in groups. (5)

Culture Awareness: To enjoy the fairy tales from other countries. 2.

Teaching focus:

Enable students to read and act the story. 3.

Teaching difficulties:

Enable students to know the plot and make comments. 4.

Teaching methods: Multi-media showing

5.

Teaching aids: ppt,music,clothes

1.

Warming up

Say hello to students and ask if all the students are here? And find the missing students. Lead to the play. Teaching Procedures

(设计目的：以日常问候和值日问候学生，引导学生回归课堂，引发学生好奇未来学生在哪里？演职人员敲门进入，给学生惊奇，激发学生看短剧的兴趣) 2.

Presentation (1)

Ask question before the play. How do you feel after watching the play? Who is your favourite actor? Why?

What can you learn from the play? (2)

Watch the play. （设计目的：带着问题看短剧，更具有针对性。三个问题既复习了句型，又为表演完后的总结，构成框架）

3.

Production

Answer the question and then try to make comments about the play. Encourage students to say their comments. （设计目的：在三个问题的框架上，让学生理解comment，并知识输出，并以此表达自己的理解和看法。）

4.

Consolidation

Teacher makes comments in time. （设计目的：教师补充指导，及时归纳总结。）

5.

Homework Write your comments about this short play.

Blackboard Design

教学反思

本课主要内容为学习并表演小红帽话剧，理解剧情，并以此发表自己的感受和见解,写出评论。现针对具体教学反思如下：

一．创设情境，激发学生观看的兴趣。

本课主要为通过观看表演和学生点评总结两部分构成。本课由师生问好，值日生发现有学生未来未到引入，演职人员敲门进入，给学生惊喜，激发学生观看小红帽故事。观看之前，教师需设计三个问题，为学生在结束后总结做好铺垫。

二.

小组讨论，总结影评。

学生在观看表演之后，教师逐一问学生How do you feel after watching the play? Who is your favourite actor? Why?

What can you learn from the play? 教师写出每个问题答案的关键词。设置难度梯度问题，简-中-难，学生分组讨论，在三个问题的构架上形成自己的影评，并选举出优秀篇，朗读给大家。

三.

有待提高之处

本课在课堂开始时话剧的导入有些不流畅，不自然。大部分学生对小红帽故事有所了解，但具体剧情应该提前复习，了解人物的知识背景。板书设计不够细致，导致英语欠佳的学生不能充分用英语表达自己的感受。教师缺少总结性语言。

四.

改进与思考

课堂之前需要学生预习，了解故事背景。在课堂中合理安排重点难点，在强

调学生活动的同时，注重课堂效率。在学习新知识点的时候，更应放手让学生去发挥，充分表达自己的感受，激发更多学生对于英语学科的参与与热情。