Short plays课堂实录【3】

Short play

The three little pigs 教学设计

【教学目标】

1、知识与技能目标：

1）能阅读、理解故事并根据故事内容回答问题。

2）能用简单的语言复述故事。

3）能独立完成练习、合作设计对话并表演。

2、情感目标：

1）培养学生对英语的兴趣，保持积极的学习态度。

2）能与同伴合作完成任务。

3）能从故事中得到启发。

【教学重难点】

用英语复述故事并表演。

【教学准备】

多媒体课件、表演道具。

【教学过程】

Step 1: Warm-up

1. Greetings. T: Good morning, boys and girls. Ss: Good morning, Ms Zheng.

2. Sing a song. T: Firstly, let’s sing a song “If you are happy”

Ss: Ok.（师生同唱歌曲作为热身，活跃课堂气氛）

T: Are you happy? Ss: Yes. T: But someone is unhappy. Who’s he?

Ss: Hui Tailang( A wolf). T: Who makes him unhappy? Guess. Ss: …

T: Look, this is the 1st little pig. This is the…

Ss: The 2nd little pig, the 3rd little pig.

(用开心一词引出不开心的灰太狼，让学生猜测原因，为三只小猪的出现作铺垫.)

Step 2: Presentation and drill

1. Watch the video. T: Yes, let’s watch the video.(观看动画，了解故事大致的情节，激发学生阅读的兴趣。)

Boys and girls, are you familiar with this story? Ss: Yes. T: Let’s listen to the story.

2. Listen to the audio. Speak out the phrases on the screen. (A任务：不看课本听录音，听到四个主人公的名字时大声复述，让学生认真用耳朵听，注意三只小猪和狼出现的顺序和故事的发展) T: Excellent. Let’s enjoy a chant.

3. Learn the chant. (B任务：欣赏韵律诗“Build a house”，猜测意思，让学生关注故事中三只小猪的三座房子时用不同材质建成，导致不同的结果。也为教师教授三种材质“稻草”、“木棍”、“砖头”作铺垫。) T: Can you chant? Ss: Yes. T: Have a try. (Ss try to chant with the video) T: Good try. Let’s chant and act.

(Chant and act with the video together.)

4. Learn some important new words and sentences. T: Good job. Guess the meaning. Ss: 用……建房子

T: Can you read?

Ss: Street, draw, straw. （Use the same way to teach new words “stick” and “brick”）

（单词教授部分利用两个旧单词中的音素或字母组合发音组合成新的一个单词，让学生主动试读后教师再教授，体现学生主体和教师主导的地位）

T: Let’s try to read together.

Ss: Build a house out of straw. Build a house out of sticks. Build a house out of bricks. （学生掌握单词后马上套用到句子进行朗读，一是巩固新词学习新句，二是为进一步阅读理解降低难度。）

T: Wonderful. It’s time for you to read.

Step 3: Practice

1. Read the story and find out the new words.

2. Do Exercise. (C任务：虽然故事妇孺皆知，但英文篇幅较长生词偏多，先读懂一部分英文后就能较容易理解其他段落的意思。自读时，组长领取角色卡，组员分组自读本组角色出现的段落及故事结局；学生在练习的帮助下独立思考。)

3. Check the answer with group members. T: Well done. Maybe you are eager for the answers. (D任务: 组员互助讨论答案，能激发学生主动学习的动力，加上教师下组指导，能有针对性地解决每个小组阅读中的问题，并关注学困生的实际困难。发挥组长的组织作用，合作完成对话设计，为学生的语言运用能力提供开放性的舞台；演员在舞台表演，其他同学充当旁白就能将故事描述性语言进行朗读，实际应用可以加深阅读文本的理解，寓教于乐。) T: Your performances are so amazing. Let’s read the whole story.

4. Read the whole story.

5. Retell the story. (E任务：分段落阅读后再阅读整个故事就相对容易得多，再利用图片尝试复述故事，学生就会带着刚才参与表演、欣赏表演的兴致自信地进行阅读和复述。)

Step 4: A new song T: The story is so funny. I have a funny song for you. “Who’s Afraid of the Big Bad Wolf?”.

(学生跟学歌曲。) T: Perfect. Look at the screen. Different wolves have the similar endings. Boys and girls, the 3rd little pig wasn’t afraid of the big bad wolf. The wolf is a big difficulty, do you afraid of the difficulties in life or study? Ss: No. T: Good. The 3rd little pig works hard. As a student we have to study hard. Follow me, study hard, study hard. Ss: Study hard, study hard. T: Homework can help you to study well. （通过“不怕大坏狼”这首歌引发学生思考，能否从第三只小猪身上学到勤劳努力的品质，不害怕学习生活中的“狼”，也就是“困难”，从而鼓励学生从小努力学习，积极上进。）

Step 5: Homework

1. Read the story and retell it to your families.

2. Learn to write a short passage about the third little pig.