Lesson 14教学内容

Joseph had a little over coat 教学设计

西安市曲江南湖小学

张珂

教学目标：

认知目标：

1）学生自主学习，学生自己对故事发展提出预设，并且在阅读过程中不断验证之前提出的预设，实现思维能力的提升；

2）培养学生掌握阅读技能和阅读策略的能力；

3）创设情景，让学生运用所学词汇和句型

能力目标：

1．学生能发挥想象力猜测绘本剧情的发展。

2．学生能用自己的话说说这个故事并说说这个故事的含义。

情感目标：

学生能够通过阅读该绘本学会珍惜，化腐朽为神奇。

教学过程：

教学重点：

1. 学生能认读绘本。

2．学生能用自己的话说说这个故事并说说这个故事的含义。

教学难点：

1. 学生能发挥想象力猜测绘本剧情的发展。

教学过程：

Step 1 Before-reading (3 minutes) 1. T: Let’s sing a very nice English song (课件出示) T: Ready? Go! Ss sing the song together . T: You did a very good job . Step 2 While-reading(24 minutes) 1. Show the cover of the book. (3 minutes) T: We know coat. How about overcoat? What is overcoat?

Look at the picture, it is an overcoat. Overcoat is a kind of …

S: a long coat. T: Today we’ll read this picture book: Joseph had a little overcoat. T: Teach Joseph T:This is the cover of the picture book. What can you get from the picture? S: …

T: What is the moral? After reading the picture book, you’ll get it.

2. old and worn T: Yes, it was old and worn. Teach: worn （or, worn,） (让学生用英文解释worn) T: Yes, it was too old to sew. 3. T: His overcoat is old and worn, if you are Joseph, what will you do? S: …

T：

What could Joseph do with the old overcoat? Let’s listen to the story.(课件出示：

What could Joseph do with …?)

2. Read page 1-4 (3 minutes)(学生通过听阅读绘本) 课件逐一出示1-4页的绘本并配有录音

T Did he …? What did he do? Can you read it aloud for us?

S: He made a jacket out of it. T: Look, I have an overcoat here. Can you make a jacket out of it?

T: Then what did Joseph do? Can you read it out? S: So he made a vest out of it. T: Who can make a vest out the jacket? 3. Read page 5-13 (9 minutes) (学生通过先猜测再自读，阅读绘本) T: We know Jeseph had a … …

(边说1-4幅图边板书: Joseph had a … It was / got old and worn. So he made … out of it.)

What happened then? What did he make out of the vest? Ss: Discuss in four. T: Which group can have a try? Ss: Joseph had a … It got … So he made a … out of it.

Joseph had a … It got … So he made a … out of it.

T: Did Joseph do like this? Let’s read from page 5-page 15 Ss: Read and discuss T: What did Joseph make out of the vest? S: …

T: teach: handkerchief, button (教师板书) 4. Talk about the new words. (6 minutes) T: We know Joseph can DIY a lot of new things with his old overcoat. What did he do with his DIY items. T: Read from page 1 to page 13 again and underline what he did with his DIY items.

课件出示：（图字）

5.the end of the picture book T: Joseph had a little button. What happened to Joseph? Look at the picture. One day he lost it. Now he had nothing. T: Teach: lost, nothing （跟老师读一读，学生能够通过上下文体会单词的含义，中文就不解释了）

T: He lost his button, he had nothing, how does he feel? Can you guess? S: …

T: Look at next picture. Is he sad? Is he angry? T: What did he do? Let’s read page 15. …

T: Joseph made a book about the story and the book shows …

引导学生读：You can always make something out of nothing. T: Can you tell me what is the moral of the book now? Let’s read it aloud. Ss: … (Read twice)

T: What does it mean? 请学生用中文说一说

T: Do you like this picture book? Is it interesting? Why? Step 3. Consolidation (12 minutes) 1.Show Time !(Finger show) T: Let’s read the picture book in group ,try to read the picture book together. 2. Let’s try to retell the story in a group of 2.

（10 minutes）

Tips: 1. Retell the story in four. 3. 完成后同桌合作将此故事复述给大家听，S1S2S3复述，S4将手中的overcoat随故事变化进行变化…

3. Get more ! T: How do you think about Joseph ? Step 4. Homework（1 minutes）

1. 完成读书推荐卡（书名

作者简介

喜欢的句子）

2. 复述故事Joseph had a little overcoat

反思五年级绘本课《Joseph had a little overcoat》

西安市曲江南湖小学英语组 张珂

一、反思教学目标的设置是否准确、合理、可操作性强。

本节活动，我注重从学生的实际出发，挖掘生活中素材，从激发学生的学习兴趣入手，尽可能地让课堂贴近生活。

在热身复习部分，我充分发挥英语歌曲在英语教学中的作用，因为唱一唱不仅给学生营造英语学习氛围，激活学生的英语思维，把学生的注意力引到英语课中来，而且为学习新知识埋下了伏笔，为上好一堂课做了良好的前奏。新知呈现中，我把握住新、旧知识的联系，化难为易，在感性的操练中理解、运用人称代词和句型。围绕本节课的语言知识的学习与语言技能的训练，我设计了多样的教学活动代替机械阅读操练，调动学生多种感官参与教学。并不时用

“Good !

Great ！”拿语言鼓励。分组讨论谈论绘本故事。

二．反思学生是否真正参与课堂、积极主动学习、有无合作意识、参与度如何。

在活动的设计上，我非常注意到渐进性，即由易到难的学习顺序。本节课我采用了学生做中学，通过自己制作绘本中出现的衣物类词汇，更加深刻的感知重点单词及句型。这个活动有效的激活了学生已有的知识，激发了学生学习的内在动力，不仅让学生带着浓厚的兴趣学下去，最主要的是培养了学生的发散思维能力。在活动方式上我还采用了小组合作，培养学生的自主性、合作意识以及分析处理问题的能力，并将评价带入课堂，让学生真正成为评价的主体。因为学生在平时的英语教学中已经学过的句子最终生成语篇：

Joseph had a little ______ . It got old and worn . So he made a _____ out of it . Joseph had a little button. One day he ___ it. Now he had nothing.So Joseph made a book about it.Which shows __________________. 因此我没有把教学内容只局限于此，而是拓展了教学的思路，创造情景，帮助学生尽可能地扩大语言的输出。

我较好地完成了教学任务，学生也掌握地很好，能流利运用所学句型介绍自己和询句他人的家庭成员及其职业。学生能够在使用中学

习、在学习中使用，学生能够更好地掌握语言、运用语言。

三．反思教学设计、学生学习活动指导中的得与失。

1、虽然学生对单词掌握相对熟练，但老师在教学新课中对单词的呈现时间相对较长，方式也相对单一。

2、由于我没有大胆的放手，导致学生描述时间这一环节上，学生对最后升华部分的句型的输出不是太理想，只是拼凑单词，不是很完整的说句子。可完全放手，让学生自由发挥，或者直接回归主题，让学生自己向同桌描述一下自己的时间，既可以提高难度，又可以增加学生的趣味性。

3仍有个别学生张不开嘴，不会说，不能用英语熟练地进行口语交际，需

要帮助和带动。我想在以后的课堂上多给他们一些时间，让他们多说多练。

四. 反思再次执教本课会如何设计、完善、改进。

1.

严格控制好课堂时间，高效利用好每一分钟。

2.

在最后的升华部分，给孩子们充分讨论和展示的机会，达到真正的升华，而不是老师给出文本让孩子们感知，最好能生成诗歌。

3.

课堂练习应该更有针对性，针对绘本内容，扎实有效的训练。