Cppt配套的教案及板书设计

The very hungry caterpillar教学设计

教学目标： 知识目标：

1. 巩固已学过的有关水果的单词及一周七天，了解一些食物的单词。

2.能用句型On_____he ate through_____.But he was still hungry.来描述毛毛虫每天吃的食物

能力目标：

1初步学会从英文绘本中获取信息。

2能听读本课绘本故事，并能借助信息创编自己的绘本故事。

3能进行故事复述，并寻找重要信息拓展知识。

情感目标

1. 体会绘本的文学之美，掌握绘本的整体意境：毛毛虫对生活充满希望，经过自己坚持不懈的努力最后破茧成蝶。从而明白要想实现自己的梦想也需要像毛毛虫一样多读书努力学习、不断实践。

2..通过阅读绘本，提高英语阅读兴趣。

教学重难点

重点：

运用句型：On______ he ate through____. But he was still hungry.表达一周七天所吃食物

难点：对绘本故事的理解。

教学准备：多媒体课件，单词卡片 教学过程

Step1: Warm up 30’’Non-stop talking T: Now, we’ll have a brain strom. If you know, hands up Ok?

Firstly, colors/ food/animal/insects T: What insect do you like best?

Here are some books about the insects. If you like, you can read it !

设计意图：(学生分两对在30秒内一对一pk主题词，如

food,fruit, animals，insects, 激发学生回忆旧知，滚动旧知, 特别是对insects的复习，是为接下来阅读的主题环节作铺垫。） Step2 Pre-reading 1.

The name about the story. T: Today, we’ll meet a very stranger insects. What’s this? T: Yes, It’s a caterpillar. (拼读教学) 此环节采用音节拼读法，由教师引导学生进行音节拼读，最后由学生自己说出新词caterpillar,有效提高了学生对单词的记忆。

.2猜测故事的名字 T: Do you know the name about the story? Can you guess?

The very ______ caterpillar （设计意图：让学生用形容词去填，

展开想象，输出语言，滚动旧知。同时，趣味性的填词游戏让学生真正感受到阅读的引人入胜，探究与阅读的结合。） Step3 While-reading （左一晴）

Part1: 1.

T: What can you see in the picture? When did the egg lay on the leaf? 2.

T: Let’s read it in silence.

Came up , what’s meaning? Tiny, it means very very small. 3.

T:What did the caterpillar do next? He started to look for the food.Why? 4.

(1)T:Look at the caterpillar. Please tell me was it tiny? He was a big, fat caterpillar. So, what happened to him？

Let’s listen to the story together. Can you tell me why he became big and fat? Because he ate a lot from Monday to Saturday.

(2)T: Now, let’s listen it again . Please answer the questions from 1 to 6. (3)T:Ok, please tell me the answers. (1_5) through What’s meaning? (T use

a pen and through it to the paper) (4) But What did he eat on Saturday? the caterpillar ate more and more food on Saturday .let’s discuss your answers with your partner. I’ll give you 30 seconds. (5)T: Let’s go and have a look! 5. T: Now, I’ll give you 2 minutes to retell the story from Monday to Saturday. Part2: 1.

T: Can you guess did he also eat a lot on Sunday? Ok, let’s listen and find the answer. 2.

The caterpillar ate from Monday to Sunday. He didn’t eat any more. What did he do next? 3.

T: Let’s read it together. Then , answer my questions. Built, cocoon, nibbled, push What did the caterpillar build? When did he stay in the cocoon? 4.

T: Can you guess the ending? What did the caterpillar change last? 5.

Ss read the story together.

6.

T :Now, I’ll give you 30 seconds to discuss the words in the blankets. （设计意图：第一部分是对周一至周六毛毛虫所吃食物的文本阅读。在这个环节主要利用图片作为故事线索，听音为主导方式，设问为阅读策略，让学生带着问题走进文本。随着日期的递进，食物名称也由易变难。特别是周六的故事呈现中，仅靠听音学生不能全部获取食物信息，所以及时默读，让孩子把听力内容和默读内容相匹配。在这一部分，孩子们都能利用主体句型和图片对故事的第一部分进行复述。

第二部分，是对毛毛虫周日后的变化进行文本阅读。在这一阅读过程中，老师运用图片、得体的身体语言以及朗读等方式让孩子们感受到了破茧成蝶的美丽。孩子们在第二部分的文本中升华了情感态度，并为接下来的拓展环节进行铺垫。) Step4 Post- reading 1.

T: Today, I also take a very interesting thing to our classroom. Do you want to see? T: Yes, it’s a cocoon about silkworm. Let’s look at the screen and see something about the silkworm. 2.

T: Now, please write the 4 steps about the silkworm. You can read the stroy and choose 4 sentences to describe it . I’ll give you 1 minute to discuss.

3.

T: Look, a caterpillar should try his best to become a beautiful butterfly. If we want to become a useful person, what should we do now? Let’s read it together. （设计意图：让学生在阅读绘本故事的基础上，借助金丝蚕的蜕变视频，对文本中的有用信息进行有效提取，对蚕的变化过程进行描述和总结。同时，总结视频中所表达的人生道理。在升华情感态度的同时，加强学科间的知识渗透，让拓展环节的任务教学有的放矢，不失童趣，灵动有效。让每一个孩子感受到成长的喜悦。）

Step5.Summary 1. Homework Read the story to your parents Watch TV about 《Animal World》. Please

write

the different changes about the silkworm.