Unit 3 Seeing the doctor优质课一等奖教案

青浦区东门小学教学设计

学科

英语

班级

五1 课题

I．Objectives：

1. Contents: (1) Words and phrases:

toothless, the king of the forest, in a secret cave, themselves, hurt , pull out (2) Paragraph: ①

A dialogue ②

The main idea of the story 2. Abilities: (1) Be able to use words to express actions. (2) Be able to act the story. 3. Culture:

Help students to understand ‘Doing anything needs wisdom!’

II. Language Focus:

Using wh-questions to ask for suggestions and advice. III. Difficulty:

Be able to retell and act out the story

IV. Teaching aids: multimedia, etc.

开课类型

家校课

执教者

开课时间

张小云

2017．11．16 5AM3U3P4

The toothless tiger

V. Teaching procedures: 学

习

目

标

学

习

内

容

活动序号

导 学 方 法

教

师

活

动

学

生

活

动

Pre-task preparation

Hi, children.

Do you like 1.1

Answer the questions. reading? 1.2

Say sth about their Which one do you like? Why?

favourite fairy tales.

While-task procedure

设

计

说

明

能结合学校第五届读书节——走近安徒生，说说学生喜欢的童话故事，自然引出本文将要学习的故事。

能快速进入英语学习的氛围。

1. Free talk (Talk about our reading 1

festival.)

能初步感知新单词。

1.

Elicit the title and learn the word: toothless

2 We’ll read a new fairy tale this time.

Look! What’s the story about?

So the title of the story is ___. At first, I’d like you to listen to the story and order the pictures.

Let’s have a check.

Is the story interesting? Let’s read it by ourselves.

Before reading, think this question, please. 2.1 Answer the questions. 2.2 Read and spell the word 借助图片，鼓励学生积极‘toothless’

2.3 Try to name the story. 3.1

Listen to the story. 3.2

Order the pictures. 3.3

Read and think 3.4

Answer the question. 3.5

Read and substitute: the king of the forest the king of the _____ ____ is the king of the _____. 带着任务听录音，在为图片编号的过程，整天感知故事。

思考，并为故事命名。

2.

Learn the new phrase 能感知并理解and sentence. the king of…，并the king of the forest 3 The tiger is the king 能模仿运用。

of the forest.

能在正确理解的基础上，流利地叙述并有感情地表演。

能感知并理解themselves，并初步感知后缀-self/selves

3.

Read Paragraph I and act out the dialogue. 4 Who is the king of the forest? 4.2 Act out the dialogue. Why? 4.3 Summary 4.1 Answer the questions. 问题引起思考，并通过模仿表演，深入感受老虎的凶猛和小东物对他的恐惧，真正理解the king of …的含义。

拓展-self/selves 这一构词法，拓宽学生的知识面，激发学生的学习兴趣。

4.

Learn Paragraph II. themselves

5 What do the animals do? 5.1 Read and spell the word ‘themselves’

5.1 Read more words with ‘-self/selves’

6.1 Read and spell: secret

Is it a cave? Are they the same?

secret cave 6.2 Compare the words:

cave and hole 6.3 Act out the dialogue. 6.4 Summary 7.1 Choose the best answer. 让学生在语境中理解并学习新词，通过比较cave和hole的区别，帮助学生更好的理解知识，并进一步激发学生的学习兴趣。

能根据读音规则拼读secret cave，并能区分cave 和hole。

5.

Learn ‘secret cave’

6 能理解第三部分故事内容，并能有感情地表演。

能初步感知故事，并理解‘Why 6.

Read and act out the dialogue vividly. 7 The fox has an idea.

What’s the 7.2 Read Paragraph II. idea? 7.3 Act out the dialogue. 7.4 Summary.

8.1 Answer the questions. What happens? What’s the matter with the tiger’s 8.2 Read and spell the word；

设置悬念，为下文学习作铺垫。

7.

Learn the word ‘hurt’

8 通过前后比较，虎牙从sharp到hurt，帮助学生理解狐狸这个idea的真正目

do the tiger’s hurt?’。

能完成对话并有感情地表演。

能初步理解故事，能准确朗读pull out，并能简单运用。

能根据故事内容填空。

能根据自己的能力角色朗读或对话表演。

能在课后巩固，综合运用所学知识与技能。teeth? How are they before? Why do the tiger’s teeth hurt? Do you like the fox’s idea?

hurt 8.3 Say like the tiger:

Ouch! Ouch! My teeth hurt! 8.4 Think and act. 9.1 Read and practise:

pull out pull out _____ 9.2 Read and passage. 9.3 Summary. 的。

8.

Learn the phrase:

pull out 9 How is the tiger now? Are the animals afraid of him? 通过替换练习，进一步理解pull out，在语境中更好地理解故事。

Post-task activities

1.

Fill in the blanks. 2.

Read or act out the dialogue. Homework: Oral work: Listen and read Page 45

Read or act out the story. Written work: Copy the new words and sentences.

10 Do you understand the story?

10.1 Fill in the blanks. Let’s fill in the blanks.

10.2 Read and check. Is the story interesting? Let’s act 11.1 Read the dialogue. 11 out the dialogue.

You can 11.2 Act out the dialogue. choose Level A or B. 11.3 Summary.

通过填空，让学生完整理解整个故事。

提出分层要求，让各个层次的学生都能体悟学习的乐趣。

在课外继续加强所学知识的巩固和运用，培养学生学习英语的兴趣，形成熟练的语言技能。

Blackboard design: 5A M3Unit3 The toothless tiger

Who

What

How

tiger

sweets

become a toothless tiger 输入文本：

The tiger is the king of the forest. All the other animals are afraid of him. Tiger: I’m the king of the forest! Animals: Help! Help! The tiger is coming.

The animals hide themselves in a secret cave. They have a meeting.

Animals: What should we do? Fox: I have an idea.

The fox gives the tiger a large packet of sweets. Fox: My king, I have a present for you--the best food in the world. Tiger: Really? The tiger likes the sweets very much! He eats them every day.

Very soon, the tiger has a toothache.

Tiger: Ouch！Ouch! My teeth hurt! Fox: What’s the matter, my king？

I have a toothache. Fox: Don’t worry. I can help you. Many animals come to help too. They pull out all the tiger’s teeth. He becomes a toothless tiger.

教后反思：

这是本学期学习的第三篇童话故事，之前刚学习了两则安徒生的童话故事：The Little Red Riding Hood和

The Emperor’s New Clothes，结合我校第五届读书节——走进安徒生这一主题，课堂一开始，我就让学生交流他们喜欢的安徒生童话，说说喜欢的原因，并自然而然地导入新课的学习。从听录音为图片编号，首先让学生整天感知这个童话故事，然后在分段逐一学习，通过问题引导，图片或动画支持，帮助学生理解文本。其中的对话，采用让学生演一演的方式，让他们通过语气、表情的演绎，形象、直观地感受the king of the forest的威严以及为什么All the animals are afraid of the tiger. 用the fox’s idea 设置悬念:How do the animals beat the tiger? 第三部分通过对比，鼓励学生思考，tiger’s teeth从sharp到hurt的原因是什么？并询问学生Can we eat too many sweets?

Why?及时进行学科育德，让学生懂得牙齿的重要性，懂得不能吃太多甜食，要养成良好的饮食习惯。

虽然教学设计很巧妙，媒体中的录音、动画和视频为学生提供了生动有趣的音效，但由于班级学生的英语基础较薄弱，语言运用能力较差，因此在学习过程中，对话的表演放手给学生，以同桌或小组合作的形式呈现，二四个段落的主题归纳，则以教师引导为主，师生同步或是教师为主作出总结。因此，整节课一气呵成、自然流畅，学生学得开心有效，家长们也初步了解了我们的英语课堂，觉得很有意思。