Hard Life Farm教学设计模板

2017-2018学年度第一学期 “成长杯”教学设计

《朗文2A Story time--Hard Life Farm》

(英语科：于淼) 【教学背景与学情分析】

本课时为故事教学，内容是朗文2A 教材后面的Story time。故事内容共九幅图片，内容丰富，有完整的故事的起因、经过与冲突、故事的结局，一只新来的小羊Jenny改变了农场里动物们的生活、改变了农场主Farmer Lee对待动物们的态度。因而在教学环节的处理上也是将故事分为场景一、场景二和场景三，同时以小羊Jenny来农场前后农场、农场里的动物、农场主的变化为主线，形成对比来开展教学活动。

由于教学对象是二年级学生，在英语语言知识储备上，学生经过一年的英语学习，有一定的话题知识储备，经过朗文第三单元People who help me的学习，学生能听说认读good, kind, friendly, helpful, unkind, unfriendly这些描述人物性格特点的形容词。在学生年龄特点思维方式上，二年级学生思维活跃，有着丰富的联想、想象能力，爱表达、喜欢表演。因此，结合二年级学生年龄特点以及认知思维，选择以歌曲、视听、提问、模仿朗读、代入式表演等多种方式交互理解故事。

【教学目标】

1. 知识与能力目标

①学生能够整体理解故事Hard life farm内容。

②学生能够在语境中理解并回答如下问题：What’s the farm like?

The farm is _________.

How are the farm animals?

Farm animals are __________.

What do you think of Farmer Lee/Jenny?

Farmer Lee/Jenny is _______.

2. 情感态度目标

①通过故事的学习，体验阅读的乐趣。

②通过该故事的学习能明白一个道理---我们应该团结友爱、互相尊重。

3. 学习策略目标

①积极思考，使用常识及已有经验分析、推理动物们不满Farmer Lee会做出什么以及农场主面对动物们的不满会怎样做。

②仔细观察，捕捉图像、人物话语的语气所提供的信息进行分析思考。

③小组合作学习，通过角色分工表演故事场景的方式，进一步体验、深入理解故事。

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2017-2018学年度第一学期 “成长杯”教学设计

【教学重点】学生能够理解故事，在语境中理解并回答或以选择的方式回答如下问题：What’s the farm like?

The farm is _________. How are the farm animals?

Farm animals are __________. What do you think of Farmer Lee/Jenny?

Farmer Lee/Jenny is _______. 等。

【教学难点】

1.学生能够在语境中理解hard, dirty, clean, hungry, full, tired, lazy, stupid这些形容词。

2.在小组分场景表演过程中，人物角色心情、表情与说话语气变化的体验。

【教学准备】PPT，练习纸，故事人物头套，单词和句条。

【教学过程】

教学步骤名称

师生活动（含活动形式）

a. T greets with Ss.

b. Sing a song: Old McDonald Had a Farm

c. Compare the two pictures

These animals have a happy life on the farm.

But they have a hard life on their farm.

目标语言

What animals can you see on the farm? I can see a/the _______.

duck, pig, dog, cow, horse farm animals

Do they have a happy life? No. They have a hard life. 1. To know the farm animals’ life on Hard Life Farm. 2. Act out the story. A.

It is a good life farm. B.

It is a hard life farm. 设计意图

通过歌曲及回答问题的方式激发学生已学知识，导入新课。同时帮助学生学会归类，以前学过Wild animals, pets，这类农场动物是学过的，但未将其归类学习farm animals。

交代本节课学生的学习任务。

通过观察故事图片的方式整体阅读故事，并回答问题，了解故事大意。

1. Lead-in 2. Things to do In this class, we are going to: 1.

To know the farm animals’ life on Hard Life Farm.

2.

Act out the story.

Q: 1. At the beginning of the story, what’s the farm like?

3. First reading

2. At the end of the story, what’s the farm like?

Read and answer

Then check the answers.

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2017-2018学年度第一学期 “成长杯”教学设计

4.Second reading

Q: Why does the hard life farm become a good life farm?

Why? Why? Why?

Scene 1:

1.

Listen and say

What does Andy say?

And learn the word: dirty

2.

Listen, read and match Andy: Hello. Welcome to Hard Life Farm. I’m Andy.

_____________? Jenny:

My name’s Jenny. Oh! This farm is very_______.

dirty

shirt

skirt

girl

Jenny: Who’s that? She’s very thin.

Andy:

It’s Carol the cow. We’re all thin on this farm.

听人物的对话，补全对话。

通过已知词汇学习新词汇dirty

观察两幅图片信息，与文字内容相匹配。理解故事。

3.

Read picture 4, listen and answer:

Who is coming? How is Farmer Lee now?

Listen and say:

What does Farmer Lee say?

And think:

What will Mark say? 4.

Look and think

How are the farm animals?

What do you think of Farmer Lee?

Jenny: Who are they?

Andy:

They’re Bob and Mark. They’re old but they’re hard-working.

Farmer Lee: Hurry up! Don’t be lazy, you stupid animals.

Mark: Help! Help! I am _____ The bag is too _______. I am so _______!

They are _______.

unhappy

hungry …

I think he is _____.

bad

unkind …

通过农场主Farmer Lee在打Carol the cow和两匹马Bob、Mark骂他们懒惰。让学生展开想象

猜测Mark这个时候会对农场主说什么。从而感受到动物们在这里的艰难生活以及农场主Farmer Lee是个怎样的人做出评价。

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2017-2018学年度第一学期 “成长杯”教学设计

4.Second reading

Q:Why does the hard life farm become a good life farm?

Why? Why? Why?

Scene 2: At night. …

1.

Look at the picture 5. The animals are talking in the room.

Guess: How are the animals?

What do the animals want to do?

2.

Listen, read and answer 图5

If you were the animals, what would you write to Farmer Lee?

3.

Listen, read and say

What does Jenny say to Farmer Lee?

What will Farmer Lee do next?

He will ___________.

How are the animals?

They are _______. What do the animals want to do?

They want to _________.

观察图片，说说动物们此刻的感受，以及联想它们打算怎么做。

换位思考，如果你是农场里的动物，你会给农场主写什么。

Scene 3: The next morning. …

1.

Listen, read and guess

What do the animals want to eat for breakfast?

2.

Now Hard Life Farm is a happy place.

Pair work: What are Andy and Jenny talking?

3.

Look and think 图9 What’s the farm like?

How are the farm animals?

5. Let’s sing!

Sing a song “Do you know the sheep Jenny?”

设置两个悬念，让学生展开Farmer Lee: Who is it? 想象：

Jenny: It’s me, Jenny, Farmer 猜猜小羊Jenny到底跟农场Lee. __________________. 主说了什么，使得农场主会Farmer Lee: I’m sorry. Don’t 道歉。

be angry. 接下来，农场主又会怎么做呢？

We want some_______.

Andy: Thank you, Jenny. We’re happy now.

该部分的难度不大，因而设Jenny: You’re welcome.

计看图根据所给信息提示

说话，

Everywhere is _________. 训练学生的口头表达能力。

clean

They are _________.

happy

full

strong …

Do you know the sheep 改编歌曲，突出故事中的人Jenny?

物小羊Jenny带给农场的变…

化，农场的动物们很开心。

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2017-2018学年度第一学期 “成长杯”教学设计

6.Think and say

Q: Why does the hard life farm become a good life farm?

Why? Why? Why?

1.

Do you like the story? 2.

What do you think of Jenny?

3.

What do you know from the story?

Read and imitate

7. Third reading

学生学完故事后的一个综The new sheep Jenny comes.

合反馈，喜不喜欢这个故And she helps them.

事？故事中的人物是怎样

的？通过这个故事学到了I think she is ________.

什么？

模仿跟读故事，注意语音语调，重读、连读、升降调、故事文本

意群等，为后面的故事表演做准备。

小组合作学习，通过代入式故事场景1,2,3

表演故事场景的方式，进一步体验、深入理解故事。

8. Choose one scene to act out Scene 1

Scene 2

Scene 3

the story

9.Homework 1.

Make a reading log. 2.

Watch another story “Chicken Run”

Title: _________ Q: How hard life do the chickens have on the chicken farm? My favorite character:

How do the chickens solve the problem?

My favorite parts: _________ 通过写读书记录的方式，让学生记录下自己读这个故事的收获。同时推荐另外一个相似故事让学生观看，培养学生热爱阅读的好习惯，最终明白我们应该团结友爱、互相尊重的道理。

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2017-2018学年度第一学期 “成长杯”教学设计

【板书设计】

附【教学内容】

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