Lesson 10 There is a horse under the tree国家获奖教案

Lesson 10

A baby panda

第三学时

学时目标

1.学生能在情境中理解单词forest, village,理解短语one, the other;掌握四会单词food, children,短语take …back。

2.学生通过观察，预测在老师适当的引导下梳理文章的线索，理解文章的大意；归纳关键词，并且依据关键词复述故事。

3.通过小组合作，破解难题；加强对阅读、写作学习策略的引导。

4.在学习的过程中，激发学生喜爱熊猫、保护熊猫积极的情感体验。

学时重点

1.理解故事大意，梳理文章线索，用关键词进行归纳，进而复述故事。

2.在理解的基础上，进行阅读、写作学习策略的引导。

学时难点

1. 文章篇幅较长，生词量大，理解有困难。

2. 前两段关于故事背景的描述抽象。

学情分析

1. 本课为第三课时，学生在已经掌握了Let’s learn核心句型：What’s on …? There is/There are的基础上，对熊猫的成长环境可以通过观察图片，自主描述。

2. 在阅读过程中，引导学生观察图片充分预测、整体输入初步感知、深入细节体验模仿、充分朗读体验情感、情景表演内化生成语言的过程，在学习过程中充分发挥学生的主体作用。

3. Lesson10主要通过阅读熊猫的故事学习在情境中梳理文本的线索，通过关键词复述故事同时引导学生扮演熊猫，丰富情绪、情感体验。出现的关于四会词汇food, children,会以歌谣、对话的形式帮助学生理解，降低学习的难度。通过赏析片段描写中Who, where, what , how进行归纳应用于写作，能在真实的情境中进行有效的表达和运用。

教学过程：

【热身、导入】 1.Sing a song，Panda Baobao, nihao师生共唱，引出问题：Do you like pandas? Why? T:I like pandas too. The pandas are very cute. Today we will learn Lesson10 A baby panda. 设计意图：通过看视频，唱关于熊猫的歌曲，使学生直观、形象地了解熊猫生活背景，体态特征，为故事的讲解做很好的铺垫。

【讲授】呈现熊猫生活的环境。

Part 1 1.

T: Look at the map of China. The red part is panda’s hometown. If you are little panda ,can you talk about your hometown?

S: My hometown is in Sichuan. T: This is your home , can you talk about your home? S:My home is in the forest. T: What’s near the forest? S: It’s a village. （教师板书 forest, village）

Part 2 1.

T:One day ,a story happens in the village. What can you see in the picture? S1: I can see a child. T: Here comes two boys. One girl, and two children ,we call them children. Children, children.(Ss read follow the teacher.) T: Look at the picture, what are the children doing? Ss: They are playing games. T:What can they see? S2: They see a baby panda behind the house. T:What’s wrong with the baby panda? Listen. S3: It’s ill and hungry. T: Who can act the ill and hungry panda. S4:I’m ill and hungry. T: Let me help you.( Give a big hug.)Do you want to help him? How to help him? 设计意图：对于熊猫生活环境进行直观对白来讲述，更加通俗易懂。对于故事开头，通过观察图片，预测，保留悬念，在此基础上进行听和说。进而表演熊猫，使学生获得充分的情绪情感体验。

Part 3 1.

T :Now listen this part and fill in the blankets. How to help the baby? S5: Take it home and give it food and water.（板书呈现take it home）

T:It’s a good idea. You know the word: food? (呈现图片noodles, bamboo. Let’s chant : Food.) T: The baby panda is much better. So what are they doing? S6: They are playing. （板书呈现play with）

T:They are playing happily. After a while, they don’t want to play any more. What to do for the baby panda ? 4 Ss in a group, have a discussion. Ss: OK. G1:Take it back to its mother. G2:Take it to the forest. G3: Ask for help from the others. T: You show your love for the baby, I also love you. Now look at the picture, what can the children do? Let’s read together. S7: Take it back to its mother.（板书呈现take it back）

T: You are so clever. Look at this picture, what are they doing? S8:They are saying goodbye to the baby panda.(板书呈现say goodbye)

设计意图：小组合作，破解难题，切实，高效；以学生为本。

Part 4 T: Look at the pictures, listen the whole story, and put them in a right order. S9:(排序)。

T:Work with your partner. Can you circle the key words in each parts as fast as you can? Ss: OK.（完成归纳）

T: Now Let’s retell the story according to the key words. Groupwork. G1：（完成复述）

G2：（完成复述）

T： You do a good job. Now read and show. Read and follow the tape. S10（跟读一句）

S11（跟读一句）

S12（跟读一句）

S13（跟读一句）

T: Who is best? Ss: （点评）

设计意图：有图片排序到复述故事，层层递进，由易到难，小组合作，学生自评，注重学生综合语言能力的表达。

Part5 T：Let’s write. Fill in the blankets and then circle Who…

, Where…, What…, How…

S14（呈现答案）

S15（呈现答案）

T: When we write a story, we’d better know Who…, Where…, What…,How…,. 设计意图:由阅读片段，总结、归纳记叙的4要素，为写作进行适度引导。使学生懂得阅读、写作的学习策略。

Part6 T：Homework . 1.

Retell the story. 2.

Write a good story about a baby dog. 设计意图:紧扣课堂教学，注重语言在生活情境中的运用。

板书设计： A baby panda

say goodbye see a panda （画森林，房子） take it back

take it home play with it