Lesson 6: The Snowman 优质课教案设计

The Snowman

一、教学目标

1.

语言能力目标：学生能够读懂故事情节；惟妙惟肖地模仿录音；绘声绘色地独立朗读故事；能根据提示复述主要故事情节；掌握字母组合“ph”的拼读规律；能简单地仿写故事。

2.

非语言能力目标：通过让学生观察人物动作和预测故事情节培养学生的观察力和想象力；体会孩子们在雪地里玩耍的乐趣；鼓励学生大胆表达，培养学生的自信和勇气。

二、课堂环节

1. 导入（Lead-in）：观看视频，感受儿童雪中玩耍的乐趣

通过观看视频片段，让学生感受雪天玩耍的快乐氛围，激发学生兴趣，引入故事情境。（1）播放Peppa Pig系列动画Snow的片段，并与学生互动：

Was Peppa Pig happy in the snow? What did Peppa Pig and her little brother do in the snow? （展示图片，见课件）

（2）展示标题图片，自然过渡到讲故事环节：

It snowed. The children played in the snow. Look at Biff. What did she make? What would she do next? Would the children have a snowball fight? Would they make a snowman? Let’s read the story.

2.

看图讲故事（Storytelling）：理解故事情节，感受孩子们雪天玩耍的乐趣

教师利用课件逐幅播放故事图片，并用丰富的表情、生动的英文和适当的肢体语言给学生绘声绘色地讲故事，让学生观察故事中孩子们雪天玩耍的情景。

（Picture 1）Look at Picture 1. What was the weather like? It was snowing.

Chip and Biff ran outside.（指向Chip和Biff）

Were they happy? Yes. “Hooray,” they said. Look at Kipper. He was looking at Chip and Biff.

He wanted to play outside too. Mum helped him put on his scarf. （Picture 2）Biff, Chip and Kipper went outside.

Who did they see? They saw Wilf and Wilma. What was Wilf doing? （指向Wilf）

He was sweeping the snow.（模仿Wilf的动作，帮助学生理解sweep the snow的含义）

Look! He was a little unhappy. Why? （指向Wilf的表情）

“Too much snow,” he said. （指向院子里满地的雪）

（Picture 3）Then Biff had a good idea.

Look at her. What did she make? （指向Biff）

She made a giant snowball.（动作演示giant）

Everyone looked at Biff. “Good job!” they said.（动作演示Good job!）

（Picture 4）Everyone pushed the snowball. Look! The snowball was bigger and bigger.（指向变大的雪球）

Oh! What happened to Kipper? His hands were red. He lost his gloves. （指着Kipper红肿的手）

Look at Floppy. He barked and barked. Why did he bark and bark? （请学生自由回答）

（Picture 5）Look at the snowball. It was very big. Then Wilf had an idea. He pushed the snowball to the door. What did he want to do? （BQ: Did he want to play a trick?）

He wanted to play a trick.

（Picture 6）Look! What did the children make? They made a giant snowman.（指向孩子们堆的大雪人）

What was Wilf doing? He was knocking at the door. The other children ran away. Who was in the house? Look! Dad was reading in the house.（指向正在看报纸的爸爸）

What would happen?

（Picture 7）Wilf’s dad opened the door. He was surprised.（模仿爸爸的表情）

He saw the snowman. “What a giant snowman!” he said. （Picture 8）Wilma’s mum took out a camera.（指向妈妈手里的相机）

She took a photograph.

Everyone was happy. Suddenly, the snow fell off the roof. Oh no! （Picture 9）Look at the children. Did they look like snowmen? Yes. How many snowmen were there? One, two, three, four, five, six.（和学生一起数）

“Six snowmen!” said Wilma’s dad. 教师要注意启发学生思考，每次提问之后稍作停顿，不要急于说出答案，先观察学生的反应，如学生仍回答困难，再进一步给出提示引导学生作答。

3.

听录音模仿（Listening and Imitating）：听懂录音并模仿出标准的语音语调

听录音模仿时，录音是什么音什么调，就让学生模仿成什么音什么调，注意以下单词和词组的读法：sweeping the snow, giant, play a trick, took a photograph, fell off the roof。

（1）放录音，让学生完整地听一遍故事，整体输入，不需停顿。

（2）放录音，全班学生齐声模仿1-2遍。要求学生逐句跟读，鼓励学生大胆开口，读出

戏剧化效果，读出感情。请学生注意以下单词和词组的发音：sweeping the snow, giant, play a trick, took a photograph, fell off the roof。

4.

朗读故事（Reading Dramatically）：读懂故事并学会绘声绘色地独立朗读故事

通过多种形式的朗读，让学生能够绘声绘色地独立朗读故事，培养学生有感情朗读故事的习惯，练就扎实的语言基本功。

（1）小组朗读比赛。将学生分成不同的小组，进行小组间的朗读比赛。

（2）朗读游戏。将图片顺序打乱，并设置编号（见课件）。请每组选取一个编号，大声朗读与编号对应的图片。

（3）朗读展示。从每个小组中选1-2名学生，上台进行朗读接龙。教师根据学生读的情况给予表扬、鼓励和指导。

5. 检查理解（Story Comprehension）：梳理故事情节，提炼故事主线

教师针对故事情节提问，帮助学生梳理故事情节，提炼故事主线。问题可参考：

（展示第3幅图）What was Biff’s idea?

（展示第5-7幅图）What was Wilf’s idea? What did the children make? Who was tricked? （展示第8-9幅图）How many snowmen were there at last? How did the children become snowmen? 学生回答过程中，教师板书关键词，最终和学生一起画出本课的story map。如下图：

six Biff’s idea

Wilf’s idea

snowmen

Wilf’s dad made a giant play a made a giant The snow fell off

was tricked. snowball trick snowman the roof.

6. 复述（Retelling）：学会组织语言概括故事大意，培养口头表达能力

基于上一环节的story map，教师和学生一起复述故事，然后请几名学生进行接龙复述。教师可先示范复述故事开头，如：

It was snowing. Wilf was sweeping the snow. Biff had a good idea.

7. 讨论（Discussion）：联系生活实际，围绕雪天喜欢玩什么展开讨论

（1）词图配对



教师展示短语卡：sweep the snow/make a snowball/push the snowball/make a snowman/take a photograph，请学生大声认读。



教师将图片打乱顺序贴在黑板上（图片见课件），请几名学生上台将短语卡贴在相应的图片下方。

（2）分组讨论



教师围绕雪天玩耍进行提问，让学生分组讨论。问题可参考：

Do you like snow? What do you like to do when it snows? Would you like to play a trick? What trick would you like to play? 

讨论结束后，先请小组代表发言，然后鼓励其他学生大胆表达个人观点。

8. 拼读练习（Practising Phonics）：培养拼读意识，掌握字母组合“ph”的拼读规律

（1）教师展示photograph的词卡（词首和词尾的“ph”红色加粗），让学生大声朗读，并说出字母组合“ph”的发音规律。

（2）教师展示一组词卡：phone/phrase/elephant/graph（“ph”红色加粗）。请学生认读，并总结出“ph”位于词首、词中、词尾发音相同。

（3）游戏：



教师准备两套词卡：photo/phone/elephant/graph/snow/giant。



请两组学生上台，每组一套词卡。小组成员每人持一张词卡，教师朗读含有“ph”的单词，请持有该词卡的学生迅速将词卡贴在黑板上，比比哪组做得好。

9.

家庭作业（Homework）

（1）反复模仿录音，熟读故事。

（2）仿照故事，描述雪天你和朋友们玩耍的场景（可描述天气、玩了什么、玩得是否开心等）。