3 Look and Say优质课教案内容

北京师范大学长春附属学校教学设计

授课班级

授课教师

张诗函

授课时间

40min.

单元

主题

Module1 Unit3 Look and see 知识和能力目标：

课题

Henry’s new friend 教

学

目

标

1.

Students get a better understanding of this story after reading (通过阅读，学生能够理解故事内容)；

2.

Encourage students use their own words to answer questions about this story (运用简单的语言回答与故事相关的问题)；

3.

Under the hints of key words and pictures, students can retell the story

(运用所学语言，在关键词和图片的提示下，复述故事)。

过程和方法目标： 1.

Analyse the story line through group works (通过小组合作学习分析故事主线)；

2.

Record the key words or main points of the material through story map

(通过故事导图记录文章的要点或具体信息)。

情感态度和价值观：

Dogs are human’s friends.(狗是人类的朋友) Establish a harmonious and friendly relationship with animals. (与宠物间建立和谐友好的关系)。

重

点

难

点

教学方法

Stimulate students' reading interest, enhance their confidence in reading, and help students get a better understanding of the text. (激发学生阅读兴趣，增强阅读自信心，帮助学生对文本信息的理解。)

Connecting with the daily life, encourage students to use own language to enrich the story. (联系生活，用自己的语言丰富故事内容。) Task-based approach; situational approach; group cooperative approach. (任务型教学;情景导入;小组合作)

教学大纲

Pre-task preparations: 1.

Sing a song 2.

Greeting 3.

Free talk 4.

Lead in

While-task procedures: 1.

Enjoy the story 2.

Read and match 3.

Ask and answer 4.

Analysis of the story 5. Read & Follow

6.

Retell the story 7.

Show time

After- task activities: 1.

Enjoy a video 2.

Think and say 3.

Conclusion

教师活动

学生活动

设计意图

Pre-task preparations:

1.

Sing a song.

Teacher broadcast the music. 2 minutes

2.

Greeting. 1 minute

3.

Freetalk Q: What do you (always) do in the morning? 2 minutes

4.

Lead in.

T: But he is crazy this morning. Sometimes scared, sometimes happy and sometimes sad. (Show different emotions of Henry) 1 minute

T: Before the lesson, let’s sing a song.

Students sing “Glad you came” together.

T: Are you ready? Ss: Yes, I am ready. T: Class begins. Ss: Stand up. T: Good morning, boys and girls. Ss: Good morning, Miss Zhang. T: Sit down, please.

Students can answer in their own ways and connect with their daily life. e.g.

T:What do you do in the morning? S1: I eat breakfast in the morning. T: Good. What about you? S2: I play basketball in the morning. T: Very healthy habit. What do you do in the morning?. S3:... T: I have a dog. His name is Henry. (Show the picture)In the morning, I always take a walk with him.

(Next PPT) T: But...

从学生所熟悉的环境入手，利用学生已有的认知水平进行头脑风暴，并引入新短语。

创设故事情景，为故事发生背景铺路。

While-task procedures：

1.

Watch the video.

T: Let’s watch the video together and see what happens to Henry. Before watching, you have to think about one question. 2minutes

2.

Read &Match



Invite an able student to match the first picture and read the paragraph.

Q: Who is Henry’s new friend? Watch video with the question. ↓

Answer the question. S: The shadow is his friend.

T: There are 6 pictures in this story. Let’s read the paragraph and match with the right pictures. Q: Who can find the answer for 由情景和问题引发学生阅读兴趣；观看视频，整体感知；

通过问题检测大部分学生是否理解故事大意。



Ask the students whether they have any new words or phrases.



Invite another student to the front to match.

④

It would be better if they can explain why he/she chooses the answer.

⑤ Follow the steps above. 2minutes

3.

Ask and answer Q1: What does Henry say to himself? B.

What’s that? Is it a big black dog?

(curious+afraid) C.

Oh, you’re my shadow.

(relax) A.

Let’s play together.

(happy) 3minutes

Q2: Why Henry is afraid at first? 1minutes

Q3: How does Henry know the black shape is his shadow? picture1? S1: (Read the answer)...

T: Why do you choose C? S1: Because in the picture, the shadow is long in the morning. T: Great. What’s meaning of “take a walk”? Can you show me? S2: “Take a walk” means... (Invite more students to find the answers and put the plots in order) ...



T: Henry only speak three times to himself. What does Henry say to himself?

S1:（Find the sentence and read）

“What is it? Is it a big black dog?”

T: Good. How does Henry feel this time? S2: He is curious and relax. T: Very good. Who can read in curious? S3: What’s that? Is it a big black dog?

T: Super. Lets read it together. Ss: What’s that? Is it a big black dog?



T: Next one. S4: I choose C.

“Oh, you’re my shadow.”

T: Who one else can try? ... T: Let’s read it together.

Ss: Oh, you’re my shadow. 

(Follow the steps above.)

T: Are you afraid of your shadow? Ss: No. Q: Why Henry is afraid at first? S1: Because he thinks the shadow is a big black dog. S2: Because the shadow is long in the morning. ... S3: Because Henry runs, the black shape runs too. Henry stops. The black shape

图文配对，理解故事里发生的主要事件和发生的顺序。

揣测主角心理变化去读。注意narrator和对话部分在有声阅读时的区别。

联系生活实际以及本单元的知识,学生用简单的额语言回答问题。

在理解文本信息的基础上，回顾故事，通过思考并回

1minute stops.

 Divide the passage 4.

Analysis of the story.

 Divide the passage. T: OK. Time is up. Who can tell me T: Let’s divide the story into your answer. three parts. They are beginning, S1: Picture1 is part1. Picture2,3and 4are middle and the end. Open your part2. Picture5and 6 are part3. English book and read fastly. S2: Picture1and 2are the beginning.

Q: Which picture belongs to Picture 3and 4 are part2. Picture 5and 6 the “Beginning/ Middle/ End”? are part3. 2minutes ...

T: We have different ideas in part1.  Discussion

Let’s read again. Picture1 only introduce Give students 3 minutes to the time. Picture2 is the beginning of the find out the key words of each story. So I agree with Student2. part and finish the story map. Part1(picture1-2)

Presentation. Part2(paragraph3-4) Invite the students to present Part3(paragraph5-6) their conclusion.

5 minutes  Discussion [Tips]：

T: Look at the story map. You have 3 1. Fill in the story map.

minutes to finish it. Ready? Go.

2. Discuss in 3minutes.

(The

group leader has to organize the 3.Students can write down the discussion.) key words or draw marks to

represent the details.  Give presentation 4.Raise hand when they need

help.

T: Let’s watch the video one more time 5. Read & Follow 4minutes and repeat.

↓

T: Who can read for us?(Find 6 students

to read )

T:Look at the blackboard. Let’s try to 6.

Retell the story 3minutes read with the key words.

...(Give a demo)

S1: (Show his/her own story map and

try to retell.)

S2:...

T: I think you can act this story well. 7.

Show time 8minutes

Maybe you can find a new friend for him and enrich the story.

...

答。

在教师引导下对故事进行分段，让故事结构清晰明了;

学生以小组为单位合作学习，增强阅读自信心；

鼓励学生用简单的语言概述事件，培养学生分析问题及语言表达能力。

听音跟读，充足的输入，更有利于学生进行目标语言的输出。

在关键词和图片的提示下，学生通过对课文内容的复述，进一步对课文内容和语言点的巩固，并使语言点的运用落实在篇章之中，使运用更具意义。

在完成教材文本信息之后，充分挖掘学生自身的资源，使课堂教学充满活力。

After- task activities:

1.

Think and say

2.

Conclusion

Teacher broadcast a video about the way 通过观看视频，话to get along with a dog. 题继续延展，进一Q: After watching, what can you do with 步与实际相结合。

a dog? ... T:Dog is people’s friend. If you have a pet, please spend more time with him. Because the best friend for him is you.

Homework作业

Tell the story to your parents.

Blackboard板书