Story Time优质课教案整理

丽声经典故事屋The Foolish Fox教案

学

科

课

题

英语

执教者

彭雅玺

年级

3 丽声经典故事屋The Foolish Fox 上课时间

故事围绕一只狐狸农场主与三只绵羊打工仔展开，绵羊通过与狐狸的诡辩讨论，巧妙地使狐狸两年都没有得到果实，最后狐狸一气之下自己开文本分析

始种地。故事内容深刻，易于理解，故事情节有可预测性，也有思辨的空间。

三年级学生在前三年的英语学习过程中做了良好的语言铺垫，在表演故学情分析

事方面有一定经验，能用简单的语言表达自己的想法。

1.

语言能力：

学生能借助图片以及老师的讲解读懂小故事，能够理解cross, trick, cut down, dug up等主要生词，能够初步运用corn seeds, turnip seeds, soil, the top part, the bottom part 等词汇词组，以及This is not food!功能句；

学生能够在基于对主要句型和核心词汇的帮助下进行简单的故事复述，能在老师搭建的语言支架下进行绘本改编表演。

2.

学习能力：

能够进行简单的自主阅读，对文本图片信息进行提取完成mind map；

教

学

能够进行小组合作学习；

能结合上下文和图片对新词汇进行理解，运用自然拼读等策略尝试认读；目

标

能通过阅读梳理故事情节和领会角色情感、作者写作意图。

3.

思维品质：

有讲故事、表演故事的愿望，培养乐学善学的品质；

能利用思维导图复述故事，提升语言表达能力，培养语言思维的逻辑性；

能在老师的支架下对故事内容进行改编，培养思维的评判性和创造性。

4.

文化意识：

学生能积极主动地对故事进行思考，并学习多角度看待事物和分析问题。

重点：能根据思维地图对故事进行复述，进行故事的改编表演。

教学重难点

难点：能够进行简单的合作自主阅读，对文本图片信息进行提取完成mind map。

教学环节

师生活动

设计意图

通过单词首字母设置悬念，引出故事主人公fox，让学生发散思维，想一想自己印象1 T: Hello, everyone.

Ss: Hello, Miss Peng.

Stage1 T: Before we learn the story, let’s look at the letters on the whiteboard. What letter can you Before see?

Ss: Letter F.

Reading T: It’s an animal. The first letter of this animal is letter F. I’ll draw it for you. It has two small ears

and a long mouth.

Ss: It’s a fox.

T: Today we are going to learn a story about fox. What do you think about fox? Ss: It’s sly. It’s clever. ... T: Ok, let’s learn more about this fox. Look at the cover, read the title together. The Foolish Fox What do you want to know? Ss: Why the fox is foolish?

... Step 1:

T: Ok, this fox had a farm but he did not like farming. So who did he ask for help?

Ss: Sheep! T: Yes! Here is one sheep, two sheep, three sheep... Now guess, what will happen? If you were fox, what would you say to sheep? Ss: ... T: Let’s listen. Read after the tape.

Ss: Farm my land for me, and you can keep some of the food.（我带上头套，准备一袋子食物，演示一遍）

T: Who can be a fox? One minute for you to practice. 1 2 go. Who wants to show us?（学生Stage 2 一人自主练习，然后展示）

During Step 2: Then what did the sheep say? Read P5 quickly Reading and answer the question. 课件呈现问题：

Fox allowed（允许）the sheep to keep the _____

part of the food.

A.

top

B. bottom

生回答。How do you know? Where did you find? 师教授top 和bottom两个生词。

T: Let’s follow the tape. Now girls you are the sheep, boys you are the fox. Read together.

Step 3: prediction T: Now if I was the sheep, I would plant peanut. Because the bottom part is the food. If you were the sheep, what would you plant? Ss: I would plant ... 展示下半部分为果实的植

中的fox是什么样子。让学生根据标题对文章进行提问，引发学生的阅读兴趣。

图片环游，引出主人公sheep，进行角色扮演。

自主阅读，通过图片及教师提示方式解决生词top和bottom。

让学生猜测绵羊可能会种植的植物，此处2

物。

Step 4: T: Then the sheep began to farm the land. They put corn seeds in the soil. 给出实物，直观地将种子放入土壤盒子里。并出示图片，教学新单词，seeds, soil。

When the corn was high. (师边讲故事边用动作展示，帮生理解故事)，the sheep cut it down.(师画一个镰刀模型，演示cut down并让学生做动作。)

Step 5:

师提出问题并呈现在课件上：Which part did they take to Fox? The top part or the bottom part? Read P8 answer the question. 生读完回答问题。

T: How do you know the answer? Show me the key word, please.(趁机让学生找出生单词root)

Step 6: T: Look at the fox, was he happy? Ss: No. T: Fox was cross. What did the fox say? Listen.

Ss: This is not the food!

Step 7: let’s retell 师生一起通过mind map回顾内容，让生猜测最后一句，It had been a trick!

Why did the fox say it had been a trick? Because the fox ask the sheep to keep the _____ part, so the sheep plant the ______. In the end the sheep keeps the corn, the fox keeps the roots.

Step 8: group work 1. Read the story by yourselves and complete the mind map.自主阅读，完成思维地图。

2. Now discuss with your partner. 与同桌相互讨论。

Step 9: read together Who can come here and show us your mind map? Let’s read the story together and check the answer.

也让学生了解一些基本的植物常识。

通过直接将种子放进土壤里的实际操作让学生理解seeds和soil的意义。

自主阅读并让学生运用top及bottom，师利用图片帮生理解root词义。

通过听力引导学生解读fox的情绪。

Mind map 带学生复述内容，训练思维的逻辑性。

3

This time fox would ask the sheep to keep the 通过自主阅读和小组___________ part of the food. 生看句子马上给出答案bottom. 合作让孩子们完成思T:Yes, clever, children! Fox said: “Next year, you must keep the bottom part of the food.”

维地图。

T: What did the sheep plant this time? Ss: Turnip. 师图片教学。

When the turnips were big, the sheep dug them up. (图片和铲子模型演示)

They took the turnip _________ to Fox. （生填）

Would the fox be happy? What did he say? Ss: No, the fox would be cross. This is not food! 师生共同模仿该段。（动作，语气）

T: So in the end, the fox farms his land himself. T: The next year, maybe the fox wouldn’t be so 启发学生进行不同的foolish. He may ask the questions first. Follow me. What would you plant? 请一位同学来回故事改编，通过演一答。老师展示后，学生小组合作。

Stage 3 Work in four and let’s act.

演来表达自我。

T: Who wants to show us? After T: Now who can tell me why the fox is foolish? 引导学生回到最初的Because the fox doesn’t know much about the

Reading

plants.

问题Why the fox is T: This is your homework. Work out a plan with your friends to help the fox and the sheep to foolish? 进行讨论。

cooperate.

和朋友一起为狐狸、绵羊想出一个办法合作。

the top part

板

书

设

计

bottom

4

worksheet

本课首先让孩子们对故事内容进行提问，带着问题阅读故事，通过朗读表演自主阅读等方式由老师引导完成了前半部分的故事学习，并带领孩子通过思维导图完成了第一年的故事复述。到第二年，由于故事的重复性，本人选择了让孩子小组合作学习共同完成第二部分的思维导图，并让学生上台展示。在合作自学后，老师再次带着孩子们梳理了剩余故事环节，让学案

例

评

说

生对故事有了更深的理解。之后，通过给孩子搭建好的语言支架，让孩子们对故事进行改编后的表演，在表演过程中体会对故事不同的解读。最后，回到最初孩子们对故事的提问上，为什么狐狸很愚蠢，孩子们给出了许多精彩的回答。家庭作业部分，让孩子为狐狸和绵羊想出一个办法合作，这给了孩子足够的发挥空间。

本课亮点在小组合作完成思维导图，并在老师搭建的语言支架基础上进行故事的改编表演，孩子们在课堂中充分锻炼了5

自己的逻辑性思维和批判性思维，学会从不同视角看待问题。

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