Bppt配套的教学设计方案

《Robin and the ant》教学设计

青岛西海岸新区宝山小学

王本尧

教学目标：

1、语用任务目标：

学生能通过综合运用本单元核心语言，在语言支架的帮助下复述并表演文本，明白助人为乐使人快乐。

2、语言目标: （1）能够通过绘制表情图复习情绪的单词，能够在语篇中捕捉不同类型的信息，提炼出文章的主旨大意，完成排序题。

（2）能够根据阅读所获取的信息完成故事缩写活动并能口头复述。

（3）能够朗读含有爆破现象的儿歌，能够正确朗读语篇。

3、体验目标：

(1) 文化情感：学生能明白助人为乐会使人快乐。

(2) 学习策略：学生能在语境中通过语言支架，积极运用所学完成任务以及自信地讲述故事。

教学重难点：

重点：读懂文本，提取信息，口头复述，表演故事。

难点：有感情、自信地表演故事。

教学过程: Pre-task:

1.

Say a chant.

PPT呈现含有爆破现象的儿歌（见图1），通过标注符号提醒学生注意应该爆破的地方，学生朗读儿歌。

设计意图：学生通过本单元前三课时的学习，已经能熟知爆破现象的规则，能熟练朗读含有爆破现象的句子，所以在本单元最后一课时直接呈现含有爆破现象的儿歌，检验学生对爆破现象的综合掌握情况。

Say a chantBob, Bob, Bob, a goodgood,boy.Kate, Kate, Kate, a cutecutegirl.Bobgives Kate a bigbigbox.Kategives Bob a goodgoodbook.feelings 感觉

图1

图2

2.Free talk:

What’s the weather like today? It’s sunny/ cloudy/ rainy…

How do you feel? I’m …

Then teacher asks ss to draw the face on the book（见图2）, and draw other faces after class. 【设计意图】：通过Free talk和draw faces, 学生复习运用本单元核心句型“How do you feel? I’m…”以和核心词汇angry, afraid, happy ,sad worried. 3.Look and say: PPT shows some pics of animals.（见图3）

Ss look at the pics and try to say: The…is…

教师就最后一幅图提问学生What should the ant do?，学生尝试回答Don’t worry. The bird is angry.Task2

:

Read

and

number

the

pictures.Check

the

answer

after

you

learned

this

story.The cat is afraid.The ant is worried.What should the ant do?Don’t worry.

图3

图4 【设计意图】

通过提供图片支架带领学生复习运用本单元核心单词和句型，引入Don’t worry为本节课学生学习做好铺垫。

While-task 1.

Read and choose:

What does the story tell us?

A. We should always be nice to each other.

B. We shouldn’t hurt ants. Ss read and choose the answer.此处正确答案是A,如果此处学生有不同答案，可引导学生进一步思考，Why we shouldn’t hurt ants? 引导学生思考The ants are good/ helpful…. 所以我们应该对蚂蚁友好，进而引出我们要彼此相互友好。

2. Read and number.此处学生因为没有对文本深入解读，学生有不同答案，所以学完故事之后再对答案。

【设计意图】学生通过速读文章，选出主旨，图片排序，初步感知文本，锻炼迅速提取信息的能力，检测学生对本单元核心句型should, shouldn’t的运用。

3.Robin helps the ant.

分语境1 ·Read and answer:

PPT呈现第一幅文本（见图5），学生读第一段文本回答：

Who is he? He is the ant. Where is the ant?

He is on the grass.（教学on the grass.）

What is Robin going to do?

Robin is going to sit on the grass.（教学sit on the grass. 领读句子，这个句子的教学，教师采用PPT动画的方式演示Robin坐的过程，让学生

在此语境中练习句子，避免机械练习）

When is it? It is a sunny morning. How does the little ant feel? The ant is afraid. (本单元核心单词afraid和

be+情绪词描述情绪这一核心句型的运用) 【设计意图】通过问题引领，学生从文本中获取小蚂蚁遇到的问题和Robin给其的帮助。

·Listen and read:

What does Robin hear ?(教学hear，ear

hear)

Ss read the sentences: Wait! Please don’t sit on me. One day I can help you. What does Robin say?

Ss read the sentences: Don’t worry, little ant. I won’t sit on you.

教师在这两句的操练过程中，拿着准备好的Robin头像演示坐的过程，全体学生说句子“Robin is going to sit on the grass”，Robin坐到哪个位置，哪个学生就作为the ant来说句子“Wait! Please don’t sit on me. One day I can help you”，以教师借机说“Don’t worry, little ant. I won’t sit on you”

此来达到在语境中练习句型的目的。

It is a sunny morning. Robin is going to sit on the grass when he hears,“Wait!”It is a little ant. He is afraid. “Please don’t sit on me. One day I can help you.”“Don’t worry, little ant. I won’t sit on you,”says Robin.Act

and

say分角色扮演Loudly√大声地Emotionally√有感情的Wait!Please

d’to

nsit

on

me.

One

day

I

can

help

you.

图5

图6 ·Act and say.

PPT呈现人物语言（见图6），教师先与一位学生大声地、有感情地做示范，引出评价标准loudly和emotionally。然后学生做Pair work练习展示。

【设计意图】通过跟读、分角色朗读、模仿表演，提升学生朗读文本的流利程度。

·Look and retell:

It is…

(when)

Robin is…(what)

语言支架

The ant is…(how)

Robin helps the ant. 【设计意图】通过提供语言支架，学生在复述第一段文本的过程中运用本单元核心语言。

4. The ants pull Robin out of the mud.

分语境2 ·Read and underline:

Ss read the passage of pic2, underline the key points, and try to answer:

第一段文本教师已经带领学生处理过，学生掌握了提取信息的方法，所以在处理第二段文本时，教师直接放手让学生自己阅读文本，提取信息，解决问题

Don’t

worry,

little

ant.

I

wo’nt

sit

on

you.

When: It is running next day.

What: Robin is stuck in the mud.(PPT动画演示教学stuck in the mud) How: Robin is worried. (本单元核心单词worried和

be+情绪词描述情绪这一核心句型的运用) 【设计意图】通过读文章画出关键信息并组织语言回答问题，学生从文本中获取Robin遇到的问题和小蚂蚁给其提供的帮助。

·Read and answer:

What does Robin hear?

Ss read the sentences: Let us help you! Who are they?

Ss read the sentences: It is the ant and all of his friends. They are strong.(介绍蚂蚁的strong) What do they do? Ss read the sentence: They pull Robin out of the mud. (师生一起做动作来学习pull …out of) ·Look and retell:

It’s …

(when)

Robin is…(what)

语言支架

Robin is…(how)

The ants pull Robin out of the mud. 【设计意图】通过提供语言支架，学生在复述第二段文本的过程中运用本单元核心语言。

5.Everyone is happy. ·Think and say:

Why are the ants happy?

Because the ants pull Robin out of the mud.

Why is Robin happy?

Because Robin is out of the mud.

Robin helps the ant.

【设计意图】通过思考问题，学生感受到：帮助别人使人快乐。

6. Check the answer of “Read and number”.

此时，学生通过学习，已经能准确核对自己之前做的答案。

Post-task 1.Listen and imitate. 2.Fill in the blanks of P63, and retell the story.（见图7）

【设计意图】通过跟读，学生提升了阅读文本的流利、标准程度；通过填空并根据板书复述故事，为表演故事做准备。

Group work: Act the storyOne is the story teller(旁白). One acts Robin. One acts the ant. The others act the ant’s friends.afraidworriedpull Robin out of the mudis happy!

图7

图8 3.Group work: act the story in groups.（见图8）

【设计意图】通过表演故事这一活动，学生达到在语境中运用核心单词、核心句型的目的。

4.Enjoy a video to achieve the emotional aims It is …Story Robin is…tellerThe ant/Robin is…Robin helps the ant./ The ants pull Robin out of the mud.人物语言“Wait!”“Please don’tsit on me. One day I can help you.”“Don’t worry, little ant. I won’tsit on you,”“Let us help you!”Homework 1.Read the passage nicely.

2.Act the story with your friends.

Loudly

大声地

Emotionally

有感情的

【设计意图】通过课后作业，巩固核心语言的运用，本节课评价方式（Loudly, Emotionally）的沿用，继续提升语言运用的规范度。

Blackboard design Unit6 Robin and the ant Helping others makes happy feeling!

When

It is…

a sunny morning

raining next day

What

Robin is…

going to sit on the grass

stuck in the mud How

The ant/Robin is…

afraid

worried

Robin helps the ant.

The ants pull robin out of

the mud

Happy