Lesson 6 Baby Becky at Home教案1

年级

课题

六

学科

英语

课型

备课人

story 课时

秦星

1 Lesson6:Baby Becky at Home

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语言知识与技能

（1）能在老师帮助下听懂并读懂故事。

（2）能声情并茂地朗读故事并在老师帮助下复述表演故事。

情感态度

（1）通过卡通物品和动画的引入激发学生的学习兴趣。

（2）通过了解角色特点培养学生帮父母做家务的劳动意识。

学习策略

（1）通过创设情境并设疑来培养学生的寻读技能。

（2）借助板书培养学生的复述技能。

（3）通过示范朗读来培养学生有感情朗读与表演的技能。

重

能在老师帮助下听懂并读懂故事。能声情并茂地朗读故事并在老师帮助下复述表点

演故事。

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Step I Pre-reading 1.

Leading in T: Hello, boys and girls. S：Hello, Ms. Qin. T: Nice to see you！

S: Nice to see you, too! T: How’s the weather today?

S: It’s sunny.

T: Yes, it’s sunny.

First, let’s watch a video.(教师播放婴儿视频) What is it? S: It’s a baby.

T: Yes, it’s a baby. It’s my baby. It’s a boy. His name is Baby Seven. [设计思路：用观看视频的方式激发学生的学生兴趣，促使学生进行开放式的讨论，所讨论的问题也为下文做铺垫。] Step II While-reading 1. Leading-in Today we will learn a story about a baby.(教师出示Becky的图片)

Look, is it Baby Seven? S: No. T: Good. She is a girl. Now let’s listen.(听音) 听音之后

T: What’s her name?

S: Her name is Baby Becky.

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T: What can Baby Becky say? S: She can say, “goo, blub, waaa, mine.?(师贴图) 2. Introduce T:Look, this is bb’s home. Where is bb?

Can you guess? S: bedroom, bathroom, living room, kitchen. T: Maybe.

Yes, she is in the kitchen. What does she do? Do you know? Now take out this paper, open your books. Listen and then tick the right answers. What does Bb do in the kitchen.(听音)

听音之后

T: Let’s check the answers.

Who can say your answer? S: Baby Becky dries the dishes. T: Let’s check. Yes or No?

S: Yes. (老师把相应图片贴在黑板上) S: Baby Becky makes a house with the dishes。

T: Yes or no? Great! S:Baby Becky opens the fridge.

T: Wonderful S: Baby Becky cooks eggs. T: Thank you. You are very good! 把四张图片贴在黑板上。

T: Now please tell me. every time Baby Becky do these. What does her mother say? S: Oh! No. T: Anything else? Don’t. Right?

T: Don’t do this. Don’t do that.

S: Yes. T: Now,

Read picture 1 to picture 4, then underline what mother says.

Understand? T: OK, have you finished? S: Yes. T: Who can say your answer? Who can say mother’s words.

S: Oh, no! Baby Becky don’t play with the dishes. No, play with your toys.

T: Yes. You are a kind mother. Can you be an angry mother? Can you?

Who can? S: Look out Baby Becky! T: Other sentences. S: Oh,no! Baby Becky! Don’t play with the eggs.

T: very good [设计思路：此部分为故事发生的第一个场景——厨房，先让学生谈论自己实际生活并预测故事情节，然后进行听音打勾的练习，让学生清楚地总结出Baby Becky在厨房所做的事情。之后运用寻读策略让学生找出mother说的话，并通过回答问题的形式体会mother说这些话时的感情。] T: Look, this time , Baby Becky ,Where does she go? S: Bathroom T: What does she do in the bathroom? 听录音

T: OK, now please read picture 5 and 6. Please begin. T: now look at the question: What does Baby Becky do in the bathroom? Talk with your partner. T: Now who can tell me, What does Baby Becky do in the bathroom? S: She puts the toy in the toilet. T: Just like this. 贴图

Right？

T: anything else? S: sitting in the water. T: Good answer. S:She wants a shower.贴图

T: Yes. Now let’s look at the picture. There is water everywhere.

T: here and there, everywhere. [设计思路：此部分为故事发生的第二个场景——卫生间，先让学生带着问题观看视频，思考并讨论后回答问题，掌握此段故事大意。] T: Now let’s look at Baby Becky, Where does she go?

S: She goes to the living room. T: OK. Let’s look at that picture.

What can you know？

S:Her mother is tired. S: It’s six o’clock.

T: good answer. S: Bb is happy. T:next? S: bb is wet. T: very good. It’s six o’clock. Time for dinner. Where should they go?

S: kitchen T: They went to the kitchen.

The kitchen is dirty. (贴图)What does bb say? S: Mine. T:What does mother say? S: Yes, it’s yours now.

T: What’s the meaning “mine”. “yours”

S: 我的。你的

T: yes. How does mother feel now? S: Tired. [设计思路：此部分为故事发生的第三个场景——客厅和厨房，让学生观察图片，描述图片，根据之前故事的发展体会mother的心情，并预测故事结局。生词mine和yours由学生自主学习了解含义。] Step III Post-reading T: listen and imitate! 跟读模仿

同桌俩分角色练习对话。

T: Who wants to be mother?Who wants to be bb? T: this part ,you are mother, angry and tired This part ,you are bb, lovely! T: Yes, it’s yours now!

T: Ok, now take out your exercise paper. Do No. 2. Fill in the blanks. T: You did a good job. Now you can choose one of the places. Practice with your partners. [设计思路：模仿朗读训练能让学生充分体会故事人物的情感，同时也为后面的表演做铺垫。] T: now ,show time now. [设计思路：表演环节各小组表演不同的故事情节，先组内排练，再上台展示，提升对语言知识的掌握程度和运用能力。] T: Now, here is a question. Does Baby Becky help her mother? S: No. T: Another question “ Do you help your mother?”

What do you do at home? S: I cook. T:Good boy! S: I help my mother wash vegetables. T: wonderful! How about you? S:I help my mother clean the table. T: Good answer! Another one. What have you learn from this story? S:I need to help my mother. Because she is too tired. T: wonderful. Good girl! [设计思路：通过讨论故事人物和自己的实际生活培养学生帮父母做家务的劳动意识。] Step IV Class Closing

1. Read the story with emotion. (必做)

2. Tell the story to your parents IN ENGLISH. (选做) [设计思路：本课课后任务是分层作业，在培养学生朗读能力的基础上提升学生对语言的运用能力。]

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本节课的语言知识与技能目标是能在教师帮助下听懂并读懂故事，能声情并茂地朗读故事并在教师帮助下复述表演故事。这些目标基本达成。

在本节课中，我尝试让学生们多用英语交流。以两人或小组活动单位，模仿Baby Becky和mother的对话，辅以评价激励机制，鼓励学生相互帮助，共同学习。

今天的教学过程中，我以教材为依托，结合所学的语音语音知识，直接挖掘教材中出现的文化差异方面内容。当在复习tomato一词时，我用了“直接注解法”对比了英美两种不同的发音，使学生明白了两种英语的区别。

在课后教研时，我与同组的老师们共同整合了这节课的板书，并利用思维导图的形式，展示了本课的故事情节，有利于学生更好地复述故事，也体会到了思维导图的优势。

当然，这节课还有很多不足之处，还望批评指正。

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