Story time第二课时教学设计

绘本阅读课教学设计

课题

Right for me 常州市武进区星辰实验学校

朱嘉懿

教时

第一课时

日期

2018年3月14日

整体背景分析

绘本作为课堂教学的补充和课外学习的拓展，在日常教学中起到了越来越重要的作用。绘本中精彩的故事情节和精美的插图可以激发学生学习兴趣，增强学习自信。而此套绘本又是依照自然拼读的教学体系来编排语言的，语句朗朗上口，易于拼读。

教学内容分析

此绘本一课时完成，主要内容是金发姑娘和三只熊的寓言故事，故事内容为学生熟知，可表演性强。故事中的重点语句为This ...is no good. This is the right ...for me.

学生情况分析

1.

学生已经学习过no good和right这些单词，但是这一句型表达是新的内容，学生需要能迁移旧知，理解新意。

2.

学生读过中文故事，了解故事大意，需要学习的是英文表达。

3.

学生需要仔细观察绘本内容，运用逻辑思维理解故事。

教学目标分析

内容标准

1.

绘本故事教学目标应定位于唤醒旧知，初步建构新知的知识体系，初（课程目标）

步感知故事内容，理解故事情节。在绘本情境中开展泛听到精听、泛读到精读的学习过程，帮助学生全面构建学习能力、语言能力、文化品格和思维品质。

2.

通过学习策略的引导，培养学生合作学习和自主学习的能力。

3.

能运用思辨思维来理解故事人物和故事寓意。

学习目标

1.

能通过自由交流和头脑风暴回忆复习旧知。

2.

能通过语境和图片推导策略，推测新句的意思，读懂故事，并能提取概括有效信息。

3.

能在逻辑意义上理清right for me的意义。

4.

能朗读和表演故事，并能用自己的话丰富故事情节。

5.

能勇敢自信地用英文表达自己的观点。

教学重难点分析

教学重点

1.

能听懂、会读、会说单词：dish,wood,log cabin. 2.

能听懂、会读、会说:I will go into the .... I can see... This ...is no good. This is the right ...for me. 3.能正确的理解并朗读绘本，在教师的引导和帮助下尝试表演故事。

4.能给故事合理编排结尾。

教学难点

1.能正确朗读单词：wood,dish, log cabin 2.能正确运用句型:I will go into the .... I can see... This ...is no good. This is the right ...for me. 3.

能在逻辑意义上理清right for me的意义。

4.

能朗读和表演故事，并能用自己的话丰富故事情节。

教学准备

图片，三个碗，三把椅子

教学过程设计

活动板块

阅读前

教学方式

学生活动方式

1.

Enjoy a song:Opposites. 1.

sing a song. 2.

Good morning,boys and girls.We will enjoy a fairy 2.

Brain storm:fairy tales tale together. What are fairy tales? They are children’s 3.

Talk about the cover. stories. For example, can you read the name for us? What fairy tales did you read before? 3.

Let’s read this picture book today. What can you see on the cover? What do you want to know? Her name is Goldilocks. Golden-gold- goldilocks T: Hi, I’m Goldilocks.What’s your name? Do you like my golden hair? Do you like reading? Do you like playing with me? 设计意图：通过歌曲感知反义词词汇，为故事阅读做准备。通过回忆童话故事，对新故事有预期。通过读封面，预测故事内容。

1.

watch the picture 阅读中

活动1.

Let’s play with Goldilocks.Where is Goldilocks?

She is in the wood.[wood=forest] carefully. 一

What can she see in the wood? 2.

Brain storm: the (yellow, red and brown trees

,two birds

,a squirrel) rooms in the log cabin. 2.

What’s that over there?

A small house=cabin Log cabin Which one is a log cabin? 3.

If you are Goldilocks , what will you say? What will you ask? [板贴进入房子] 4.

What rooms are there in the log cabin? Bedroom, bathroom,kitchen, dining room, living room 1.

Read for the first time 活动1.Read for the first time. Q:

and answer the questions. 二

1).What rooms does Goldilocks go in? 2.

Learn the sentences in 2).In the rooms, what can Goldilocks see? the story. 3).Who is Ted? 3.

Act three pictures. 2.[板书] Kitchen,living room , bedroom. I will go into the .... I can see.... [板贴]three dishes, three chairs and three beds. 4.

Read in details. In the kitchen. Guess: This ... is for ... This dish is no good. It’s too ..

活动三

活动四

This is the right dish for me. [表演] In the living room. This chair is no good. It’s too...

This is the right chair for me. [表演] In the bedroom. What can Goldilocks say? Talk in groups. 1.Goldilocks is sleeping.Three bears come back.They are happy now.But they are not happy at last. What do they say? 2. What happened then?

Read for the third time. Let’s read the story again.please think the question.Do you like Goldilocks? Why?

1.

Read the ending of the story. 2.

Think about the ending of the story. 1.

Read for the third time. 2.

Answer the question. 设计意图：

通过泛读和速度快速了解故事梗概，再精读课文，理解句意并表演。最后根据增添过的句子朗读课文，并思考对于人物的评价。

Let’s act the story.

1.Act the story in groups.

阅读后

设计意图：

能在教学之后，用自己的语言表演故事，并给出合理结尾。用戏剧的方式再现故事，体会故事人物的感情。

Homework

板书设计