Lesson 10: The Rope Swing第二课时教案

《典范英语》2b Lesson 10 The Rope Swing

成外附小高新美年校区

孙叶单

一．

教学内容分析：

这是一节非常有趣的故事绘本课。孩子们一起到小溪边游玩，发现了一个好玩的rope swing. 大家排着队激动的轮流上去荡秋千，可以绳子却要断了，孩子们都没有发现这个危险，只有Floppy这只狗狗发现了，它表现出焦虑的表情，紧张的大叫，可以孩子们依然没有发现这个危险，还嘲笑狗狗的紧张，最后，当孩子们走到桥上回家时绳子突然断掉，狗狗被轮胎砸到，同时桥也断了，树枝也因为上面站的鸟太多了而断掉。可是桥是怎么断的，却成了一个谜，孩子们可以用不同的判断和思考。

二．

教学目标：

1.

语言能力目标：带着学生能够读懂故事情节，模仿跟读录音，带有感情的独立朗读故事，能根据图片和线索复述故事，能够在小组讨论和开放性问题中用英语表达自己的观点。

2.

非语言能力目标：通过观察故事图片，预测情节发展培养学生的观察能力和思维能力，体会孩子们和Floppy不一样的心情。

三．

教学对象：

我们学校学生目前都是转学生，大部分在此之前从未接触过《典范英语》，介于绘本故事阅读教学在开放性问答讨论时需要孩子们有一定的英语知识积累，所以选择在六年级进行教学。

四．

教学用具

多媒体设备、点读笔、课件（课题组提供原稿加以修改）、故事图片和词组卡片、

人物图片

五．教学过程：

Steps

Teacher’s Activities Pre-reading Part

1.

Warm-up Greeting Show swing Think about 激发学生好奇

3 rope& the Q. They 心，引出故事主can 题。

Ss’ Activities Aims Min What can we play make a rope with a tyre and a swing.

swing.

2.

Lead-in Show picture1 Look at 带着学生从图3 片信息入手，抓取故事开始的Begin the story: picture one day. Five carefully.

children walked in Think about 几要素：

who line.

Who were they?

it, they maybe where …

were to a Where were they going going?

have picnic. While the story

3.

Show

Presentation picture2,they They looked 把学生引入故3

found the swing. at the swing.

事情节，用Look,What did the

children do?

What did wilf do?

How kipper?

He on swing. about He pointed to the swing, Children 线和Floppy 线来帮climed 助学生梳理故the 事发展的过程。

What did he want and said:

to say?

He felt a bit How did Floppy little feel? What was nervous. he Maybe…

thinking?

Picture 3: What

would Looked he

at 用问题串的形4 happen next?

What did picture 式来推进故事的发展。

carefully. the Wilf went on 同时引发思考the swing. 和向下继续阅children do ?

Chip pushed 读的好奇心。

them. were How did they feel? They How know?

do you excited. From face. their What did Floppy Opened his do? mouth Why he was very bigger. nervous? Discuss in 2. Because…

Picture 4-5

5 Why was Floppy Three very nervous? children Let’s look at the were playing 让学生半自助rope, Who were on on the swing? swing.

How children many

the 学习，给学生问题的提示和线索，然后以小组were Maybe they 学习的方式来in 寻找答案，同时推进故事的发展。

playing on swing?

were What happen? would danger.

Work in four. Find

out:

What did children Group work. do ? Find out the What did floppy answers. do?

Picture 6 Floppy

was

5 在老师启发式

worried, he found Ss thinked it 问题的感染下，

sth in danger, so over.

he barked and

barked. He

学生进入深度

思考，师生共同

融入有趣的故

事情节中。孩子

们和狗的情绪

反差成了故事

wanted to remand

the children. Did Children the children listen said: to Floppy?

What did What a silly 最有趣的情节。

dog!

the

老师要带领学

生阅读这个故

children do ? Let’s Kipper went 事所带来的享

listen.

on the 受。

How was floppy?

swing. What was he

thinking? Worried.

he

6 Let’s listen and Maybe mime. thought:…

What did floppy Listen say?

Picture 7.

Do you follow it. and

Act it out. Ss

barked and

think said:

floppy was a good

dog?

从带着学生阅

读，到半自助阅

读，再到给孩子

们一些句型结

构，让他们自己

We think floppy

was a good dog.

But the children No.

didn’t think so.

What did He is a good 以小组为单位

进行阅读，找出

故事的线索，以

及进行自助推

the dog.

children say?

Poor dog! Read the picture, What a silly 理。

fill in the blanks. Work in pairs.

dog.

What did children

do ? Work in two.

What did floppy Fill in the do? blanks. Then, show us.

Picture 8

All the children

were on the Maybe, 给孩子们机会

In 大胆讨论和猜3 swing. They were the end, all 测故事发生的more and more children excited. But dropped into 结局。

Floppy got more the water.

and more worried. Look at the rope. What happen?

Discuss in five

After the story

Picture 9

would The end of the 看图片思考故事的第一结3 story is out of our 真正的结果。

局出乎大家的imagination.

意料，更引发学

Picture10 What broken? A rope

A bridge A branch

Why?

was

Maybe …

生更多的思考，激发学生批判性思维。

对于结果的意3 外性，不同学生有不同的答案。给予学生充分的表达时间，让其动脑思维，形成自己独特的观点。

Listen read and Read aloud. 跟读录音，再次2 point . 模仿，体会故事情节。

Follow the

Look at the mind teacher, try 带领学生在思

map, try to retell it

to retell.

While story, 维导图的帮助3 the 下，努力复述故they 事，并把故事分work in 5. 为开始，发展，Act it out. 和结束。

Homework

1.Listen the to

story and read it skilfully and dramatically.

2.Tell the story to your Mum Dad.

3.Act out the story your classmates.

板书：

with and