Part A教学设计案例

课外阅读“The toothless tiger”教学设计

江阴市晨光实验小学

六年级教研组

一、教学内容与设计思路

本节课的教学内容选自《上海版牛津英语》

“The toothless tiger”，中文译为为《老虎拔牙》，故事除了告诉大家要爱护牙齿，还生动地揭示了运用智慧以弱胜强的道理。

本节课的教学对象是六年级的学生，通过三年多的学习积累，他们已经具备一定的口语表达能力和综合语言运用能力；大多数学生保持着对学生的学习兴趣，但单纯形式上的乐趣已不能满足他们的学习要求。教师要为学生设置不同层次且具有挑战性的问题和学习任务，以激发他们持久的学习兴趣。

英语学科核心素养已经成为小学英语教育日益关注的话题。教师要注重培养学生的语言能力、学习能力、思维品质以及文化意识。在本课中，我们围绕这几个目标设计教学活动。比如：故事人物的个性补白重在培养学生的语言能力；引导学生在阅读过程中提炼文本的关键信息，快速理解故事，以此培养学生的学习能力和和思维品质；在总结故事和拓展环节谈论故事的内涵，培养学生的文化意识。

二、教学目标：

1. 语言能力目标

（1）能整体理解并朗读故事

（2）能结合故事情节理解toothless, hide, themselves, secret, cave, best等词汇。

2. 学习能力目标

掌握一些阅读技能，如猜测单词的意思、观察图片、找出关键词、合理预测和想象等。

3.

思维品质目标

在阅读故事的过程中，分析和体验不同动物的个性以及故事给人的启示，从而培养和提升分析和概括能力。

4.

文化意识目标

由故事学习到故事续编，依据动物的个性特点和爱牙意识发散与创新，加深对故事内涵的理解与体验。

三、教学重难点：

1.

教学重点

（1）整体理解课文；

（2）感知和体验不同动物的个性特点。

2. 教学难点

（1）词汇toothless, hide, themselves, secret, cave, best的读音和在语境中的含义。

（2）根据情境合理预测和想象。

四、教学准备

阅读材料、教学课件（视频、音频等）板书卡片、动物头饰等

五、教学过程

Step1：Warm up-Let’s enjoy

T: First, let’s enjoy a song.（画面出现小动物四处逃窜，老虎的声音）

T: Oh，my god! What’s the matter? S：The tiger is coming. So the animals run away! [设计意图] 课堂伊始，通过动物狂欢的视频快速激活课堂气氛，缓减学生紧张的心情，随后，视频戛然而止，通过声音提示学生——老虎来了，为故事的导入做好铺垫。

Step2：Lead in-Let’s talk T: What do you know about the tiger? What does it have? What does it eat? What does he usually do? S:... T: So scary!

When you meet a tiger in the forest, what will you do?

T: All the other animals are afraid of him. [设计意图]

通过头脑风暴的形式激活学生对老虎的已有印象，为阅读故事做好铺垫。

Step3：Understanding and learning 1. Watch and finish the title T: Here’s a story about the large tiger. But look, one word is missing. I hid it . The tiger is.... Now let’s watch the cartoon and find out what happened to the tiger. Then use one word to complete the story.

T: What’s your idea?

S:

The ...tiger T: You have a lot of good words. Now let me show you the word in the story. A toothless tiger.

2. Read and sum up Toothless

Are you toothless? When were you toothless? When will you toothless? So it means don’t have any teeth! The tiger doesn’t have any teeth. Then what can he eat? S: He can only eat... T: Poor tiger!! How does the tiger become toothless?

T: Let’s read the story carefully and show me your impression of the tiger and animals? When you finish reading, you may sum up the sentences with your own words. (阅读课文，完成句子）

T: So what’s your impressions? What do you think of the tiger? What about the other animals? S: The tiger is... The animals are... [设计意图]

在对老虎已有印象的基础上，学生先观看视频，用一个词补全故事题目；再快速阅读故事，借助支架概括对老虎和其他动物的总体印象。这一环节重在培养学生概括总结的思维能力。

3.

Read and Learn (1)

Learn Picture1--Look and act T: How do you know that? Let’s start from P1.

Look, the tiger is the king of the forest, all the other animals are afraid of him. He is so large and strong. Mr tiger is coming now.

S1: I am the king of the forest. (指导朗读语气和语调）

S2: Help! Help! The tiger is coming. T：So terrible！Run, run, run! My little friends, what will you do then? Rabbit:

Fox:

Monkey:

Zebra: (ride--hide) Who can show us how to hide? Hide under the desk. Hide behind the door.Can you see him? So hide means you stay somewhere but others can’t see you. (2)

Learn Picture2--Think and share

T: You all have good ideas. But in P2, where are the animals? S:... T: They hide themselves in the cave. Look, this is the cave. Where can we find a cave? That’s it. We can find it in the mountains. cake--cave T: Do the tiger know the cave? So it’s a secret cave. Shh! Be quiet! In this secret cave,

what are the animals doing? S: They are having a meeting. T: what does it mean? S: Meet and talk T: Right. They are talking about how to save themselves. Different animals have different ideas.

T: Little rabbit, what’s your opinion?

Ss: I am little rabbit. I am afraid of the tiger. His teeth are so sharp. He ate my sister last month. What should I do? T: Oh! God bless you! Honey. What about other animals?

Let’s share. Monkey:

Zebra:

Fox: I am not very strong. But I am clever. I have an idea. T: Really? What’s his idea? Guess! S: Maybe the fox will... T: Is that so? Let’s go into P3. [设计意图] 学生在情景中体验动物的语言和语气，再适时给故事补白，不断推出主角以外的其他镜头，建构起丰富而饱满的全景画面。此过程不仅能培养学生的想象能力，增强表达欲望，还能促进口语表达能力。

(3)

Learn Picture3--Read and find

T: The fox gives the tiger a large packet of sweets. From the sentence, I catch the two key words: give sweets Who gives sweets?

S: The fox gives the tiger sweets. How many sweets?

S: A large packet of sweets. T: Yes. We can get the main ideas from the key words. Does the tiger like the sweets? Please read the follow part and circle the key words. (学生自读图三，圈出关键词）

T: So what are your key words? T: You are all right. What about my key words?

Present

the best food

like...very much

eat...every day T: Look, what does “best”mean?

T: For me, the best food is pineapple. What’s your best food? T: Actually, is the sweet best food for you or for the tiger? S: No, it’s bad for the teeth.

T: The fox tells a lie but the tiger trusts him. Can you be the clever fox? 指导朗读句子：My King, I have a present for you---the best food in the world. T: This is P3. Can you tell us about P3 with the key words? 学生借助关键词复述图3 T: Mr tiger，how are the sweets? Ss: The sweets are very nice. There are different kinds of sweets in the packet, chocolate, lollipop, I love eating them. \ On the first day, I ate.... Sweets, they are... On the second day, I .... On the ... T: Oh! My King!

So many sweets!Are you OK? (4)

Learn Picture4-- Look and imagine Ss: No! Very soon, the tiger has a toothache. T: Look here comes the fox. What will they talk about? Read and imagine with your partner. （同桌补白）

T：How can the fox help him? Look at picture P4. Who come to help too? S: Many animals come to help too.

T: How do they help the tiger? Take him to the dentist’s? S: No, they pull out all the tiger’s teeth. T: I am sorry to hear that! Take care, My King! Then, what happens? Ss: The tiger becomes a toothless tiger. T: So are they afraid of him now? How do they feel? S: They feel happy.

T: What a happy life they will have!

[设计意图] 学生通过对比观察，联系情景、猜测选择等活动理解新词、模仿朗读。在此过程中教师有意识地借助图片、语言、肢体等帮助学生意会新词句，以提升学生的思维能力和理解能力。

Step4：Read and act 1.

Read the story with the teacher 2.

Read and act in four

[设计意图]

在解读完整篇故事后，教师先和学生合作朗读故事，加强重难点的语音训练，再组织学生小组合作表演和丰富故事，体验并综合运用语言。

Step5：Extension 1.

T: What do you know from the story?

2.

T: What will happen do on the next day? [设计意图]

基于文化意识的教学目标，将之前对文本的学习体验，自然提升到对现实生活中的感悟。基于对现实生活的理解，让学生展开合理的想象。

A.

Homework

1. Listen and read the story to your parents.

2. Try to continue the story. [设计意图] 拓展阅读不仅能够拓展知识，而且能促进学生的语言输出，从而使阅读更有实效。根据故事揭示的道理展开想象并续写故事，以文本的结构为例，模仿并建构新的篇章，帮助学生建立写作的信心，同时也加深了对故事内涵的解读。

板书设计：(详见照片）