Lesson 38: Can You See Me?优质课教案整理

Good English Lesson 29

单元目标：

知识目标：1.认识并掌握以下单词：

come back, skipping, painting, everyone, busy, we 技能目标：能够准确听读认读单词句子。

I am ____ing. We are ____ing. 情感目标：1、让学生感受故事中Floppy在情绪上发生的变化及变化原因；

2、引导学生善待动物

3、训练学生独立思考的能力

4、培养学生敢读、敢表达的自信和勇气。

策略目标：1. 用自然拼读法学习单词。

2. 能够在小语段中练习所学的单词。

课时安排：本课为一课时

Go Away, Floppy

课时设计：

Step 1: Greetings.通过问候，让学生顺利进入英语学习氛围。在日常问候中，复习所学的打招呼句型。(通过课前问候，锻炼孩子认真倾听的能力，并能用适合的打招呼语句回应老师。) T: Are you ready for class?

Ss: Yes, ready.

T: Class begins.

Ss: Stand up, please. T: Good morning, boys and girls.

Ss: Good morning, Kathy. T: Sit down, please.

Ss: Thank you, Kathy. Step 2: Warming-up

Sing a song: Merry Christmas, Jingle Bell Step 3. Lead-in 让学生讨论导致Floppy伤心难过的各种可能，为进入故事情境铺垫。

（1）教师展示标题下的图片（见课件），提出问题，与学生互动：

Look at the picture. How did Floppy feel? （BQ: Was he happy? Was he sad?）

When was Floppy sad? （BQ: Was he sad when he was ill?）

（2）学生讨论了各种可能后，过渡到看图讲故事环节：Floppy was sad in the new story. What made him sad? Let’s learn the story Go Away, Floppy.

Step 4 Presentation 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，让学生充分体会Floppy“高兴—悲伤—高兴”的心情变化及变化原因。

（Picture 1）Look! Floppy came to Kipper. Was Floppy happy? Yes. Floppy had a ball. （指向球）

Floppy wanted to play. Did Kipper want to play?

No. “Go away, Floppy,”

said Kipper. “I’m drawing.”（模仿Kipper的动作）

（Picture 2）Floppy came to Biff, Chip, Wilf and Wilma.

Floppy was happy.

He had a ball.

He wanted to play.

What did the children say? “Go away, Floppy,”

they said. “We are skipping.”

（Picture 3）Floppy came to Mum and Dad.

He had a ball.

He wanted to play.

What did Mum and Dad say? “Go away, Floppy,”

they said. “We are painting.”

（Picture 4）Poor Floppy! Nobody wanted to play with him.

He was very sad. （模仿Floppy的表情）

He went away.

Everyone was sorry. “Come back, Floppy,”

they said. “Floppy, come back.”

（Picture 5）Chip got a bone for Floppy.（指向骨头）

Kipper got a toy for Floppy. （指向Kipper手中的玩具）

“We are sorry,”

everyone said. “We love you.”

Was Floppy sad?

No. Floppy was very happy.

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。

Step 5 Practice Watch the video, listen, point and read. (1)

Pair work: read in pairs dramatically. (2)

Story Comprehension:通过句子排序，检查学生对故事情节的理解，然后让学生选词组句，在完整理解故事的同时，掌握相关的表达方式。

句子排序

教师提前准备好以下句卡，打乱顺序，贴到黑板一侧，让学生排序。

Floppy wanted to play. “Go away,”

said Kipper. “Go away,”

said Biff and Chip.

“Go away,”

said Mum and Dad. Floppy went away. “Come back,”

said everyone.

选词组句

教师将以下词卡打乱顺序，贴到黑板上：I（1张），We（3张），are（3张），am（1张），drawing（1张），skipping（1张），painting（1张），sorry（1张），happy（1张），miserable（1张）。

教师在黑板上第2-4张句卡后，画上引号和下划线，如下：

Floppy wanted to play. “Go away,”

said Kipper. “_____ _____ _____.”

“Go away,”

said Biff and Chip. “_____ _____ _____.”

“Go away,”

said Mum and Dad. “_____ _____ _____.”

Floppy went away.

“Come back,”

said everyone. “_____ _____ _____.”

教师用问题What were they doing?导入任务，让学生上台选词填充前三个句子。然后，教师提问：How did everyone feel at the end? 让学生选词填充最后一个句子。

(3)

Role play the story. 表演故事

让学生分成6人小组，分别扮演Dad, Mum, Biff, Chip, Kipper, Floppy，表演故事，教师可用PPT展示表演台词（如下）。教师要提醒学生注意模仿故事人物的动作、表情和情感，使用恰当的语气语调。表演后，教师做出简要评价。

Kipper: Go away, Floppy. I am drawing. Biff and Chip: Go away, Floppy. We are skipping. Mum and Dad: Go away, Floppy. We are painting. Everyone: Come back, Floppy. Floppy, come back. Everyone: (Floppy comes back.) We are sorry.

拓展表演

引导学生在以上表演的基础上，适度改编故事并进行表演，如将“We are reading.”替换“We are skipping.”

Homework：1. Read Lesson 29 fluently.

2. Act the story with your friends.