Lesson 12 The Clever Monkey优秀教案板书设计

一、学科:英语

二、课例名称:The Clever Monkey

三、执教教师:孙宇

四、指导教师:马桂平

五、课型:故事课

六、年级:三年级

七、教材版本:河北省教育出版社《学英语》(三年级起始版)

八、教学设计

(一)教学目标

1. 知识、技能目标:

能在故事动画、插画和老师的帮助下听懂、读懂本课故事,并正确朗读故事;

能在老师的帮助下运用连读、失去爆破等朗读技巧进行朗读;

能在老师的帮助下表演故事片段。

2. 情感态度:

有兴趣读故事、讲故事、做游戏;

乐于模仿,敢于开口,积极参与,主动请教。

3.学习策略:

1)学生能够通过看故事题目及插图预测故事、推测故事大意等活动法发展简单的阅读技巧。

2)学生对所学内容,能主动练习并实践,积极运用所学的英语进行表达和交流,进行角色扮演讲故事。

(二)学生分析

本课的教学对象是小学三年级的学生。他们年龄小,活泼好动,好奇心强,有着极强的求知欲和表现欲。但同时,他们集中注意力的时间比较短,而且因为接触英语的时间还不长,能用英语表达的内容也非常有限。

(三)内容分析

本课为冀教版三年级起始第二册第12课,三年级第二学期适用。本课故事内容对学生来说比较好理解,但是学生想读好、甚至想表演好,却实在不太容易。

(四)课时安排:一课时(40分钟)

(五)教学方法:活动教学法、合作学习法

(六)教学手段:录音机、黑板、多媒体等

(七)板书设计:

九、教学过程

Step Ⅰ. Class Opening .(4 minutes)

1.Greeting:

T: Hello, boys and girls. Nice to see you.

2.Guessing game.

T: Do you like animals? Really? I’ll check it. Let’s play a guessing game. Team 1 and Team 2! Let’s have a P.K. T: What animal is it? Listen! It has a short tail, long ears and red eye. ( A rabbit. )

T: Poor rabbit. He was stuck again! Let’s help him. Let’s yell for him! “ Help! Help! Pull me out!”

Who’s coming? (课件:羊叫声)

S:A sheep.

T: You’re right! One star for your team. Pull! Pull! The rabbit doesn’t come out! Let’s yell together ! “ Help! Help! Pull me out!” Who’s coming? (课件:奶牛纹)

... (后面课件依次出现关于熊猫的谜语、关于猴子的脑筋急转弯,让学生在帮助兔子的情境中进行猜动物比赛)

[设计意图] 游戏能吸引学生,使他们迅速融入英语课堂。同时,用第一单元学过的故事“Can I Help You?”

中兔子陷入泥中寻求帮助这样一个情境,复习本单元学过的知识,并为下面的故事学习做铺垫。

Step Ⅱ. Story

1.Pre-reading activities (1 minutes)

A.Lead in :

(接着上面的环节,课件出示脑筋急转弯的答案,并进行简单讲解。)

T: What key can run itself ? ( A monkey.)

B.Show the main character of the story:

T: Today, we’ll read a story about a monkey. Look!

(出示课题及the monkey的图画,让学生猜测clever的含义。)

[设计思路] 从上一个环节自然过渡到故事中主角猴子身上,引出课题。

2.While-reading activities (25 minutes)

A. General reading:Watch the video

(不带字幕看一遍故事动画,并回答老师提出的简单问题。)

T: How clever is the monkey? Let’s watch the video. Pay attention to these questions.

Q1: How may animals are there in the story?

Q2: What are they?

[设计思路]不带字幕观看一遍故事动画,让学生对故事情节有一个整体印象,同时也让学生有了练习听力的机会。

(观看结束后,检查学生是否能回答出之前的两个问题。)

B. Detailed reading

(1)Read Picture 1~4

T: Is the monkey clever? Why? Is the sheep clever? Why would you say so?

Look! Where’s the wolf? ( In the hole.)

Where’s the wolf now? ( He’s out!)

Who helps the wolf? ( The sheep. ) Why? Are they friends? Let’s listen and read.

...

Picture 1: What does the wolf say? What does the sheep say? Is he scared?

Picture 2-3: What does the wolf say? Does the sheep want to help the wolf?

What does the wolf say now?

The wolf 用了哪些词或句子来打动the sheep 呢?(“Mr.”“please”and “You are a nice sheep. )

Picture 4: What will happen? Let’s see. What does the wolf say? (找学生试着模仿,老师示范指导。)

(2)Role-play in pairs.

(3)Read Picture 5~8

T: Who helps the sheep? How? Let’s listen and read.

...

Picture 5: What does the monkey say? What does the sheep say?

Picture 6: What’s the monkey’s plan?

Picture 7: What does the wolf say? Does the sheep pull the wolf out again? Why? What does the monkey say?

Picture 8: What does the wolf say?

(4)Role-play in small groups.

[设计思路] 此步骤中让学生先跟录音读再看课件模仿读,意在加强学生对故事细节的理解,同时,老师给予学生朗读技巧以及朗读语气上的示范指导,为后面学生能够自己表演故事提供抓手。让学生戴头饰表演读,增强了学生表现自己的欲望。

3. Post-reading activities. ( 8 minutes)

A. Read and order. (1 minutes)

(让学生为句子排序。)

C.Discuss. Fill in the blanks. (4 minutes)

[设计思路] 让学生有思辨的能力,同时巩固他们所学的语言形式,并学会创造性地运用本课所掌握的语言形式。

C. 统计两组分数。

Step III. Class Closing (2 munutes)