Lesson 13: The Big Egg教学设计和教学实录

成都市龙泉驿区小学英语教学案设计

教材及

典范英语2A 年级名称

课题名称

The big egg

模块名称

主备课人

The big egg

兰燕华

该绘本故事情节简单易懂，且有乐趣，与学生的生活息息相关，教材分析

孩子们比较感兴趣，生词较少，在图片的辅助下不难掌握，所以教学起来应该相对容易。

四年级的学生活泼好动，竞争意识强，喜欢表现自己。经过两年的英语学习，能用英语进行一些简单的问候和交流，对学习保持较浓学情分析

厚的兴趣，能明白老师简单的课堂用语，喜欢游戏竞赛。但是由于年龄小，注意力持续的时间较短，课堂以听说为主，认读能力一般，根据这些特点，我用多媒体课件创设语言情景，通过多种教学活动让学生积极参与。

语言知识目标：

1.

All students can feel and understand the key words , some students can read the new words words:fed the hens, went on looking. 课时

教学

目标

2.

All students can understand the story and get the main idea of the story.

语言技能目标：Students can use their own words to talk about the story..

情感与态度目标：

Students will be interested in reading picture books and learning English. 教学重点

及难点

Teaching key points: (1)

Students can feel and understand the key words: fed the hens, went on looking.

(2)

students can understand the story and get the main idea of the story.

Teaching difficult points: Students can use their own words to talk about the story..

教学辅助

教学方法

PPT, word cards, pictures.

TPR and

task-based method

成都市龙泉驿区小学英语教学案设计

教

学

过

程

步

骤

Greetings

Warming up

Guess what it is in the box. S1... S2...

Lead in

1.Enjoy the pictures of eggs and 1.

T:Today we will share a story about the egg. talk about the eggs. First, let’s enjoy some pictures of the eggs. S1: The egg is very small. Show different pictures S2: The egg is very small. of the eggs. Small eggs and big eggs. S3: The egg is from the duck.

... 2.

Just now, you talked about the eggs by 2.Yes. Let’s go. yourselves, do you want to enjoy the story now?

以文本内容为主题，先让学生只有谈论，为文本的解读做准备。

学生活动进程

Say hello to the teacher

教师导学

Say hello to the ss

设计意图

T: Let’s play a guessing 吸引学生注game. Can you guess 意力，调动学生积极what it is in the box. It’s 性，并未引round, like a circle. We 入做铺垫。

can eat it every morning.

成都市龙泉驿区小学英语教学案设计

Presentation

1.Look at the picture carefully and answer the questions. They are... They are at the farm. They are giving food to the chicken.

Do the actions of feeding the hens to get the meaning of it.

2.Look at the picture carefully and answer the questions. They are putting the eggs in the box. Learn : put...in... Look at the picture carefully and answer the questions. Dad is thinking.

3.Read the picture carefully and discuss in 4 to find out : what happened? What is dad’s good idea.

4.SS say what happened. S1...S2...

5.

Read the picture carefully and get the useful information from the pictures. Discuss with their partners if necessary. Picture3: what is dad doing? Who did he talk to? What is in his hand? Did the children see what happened?

Picture4：what happened next?

Picture5: Is the egg from the hen? Whose egg is it?

1. Show picture1 and ask the ss: who are they? Where are they? What are there in their hands? What are they doing? (one by one)

Lead

in the sentence: The children fed the hens

2.Show picture 2 and ask the ss: what are they doing now?

Help the ss understand: put...in...

T: Look at Dad, what is dad doing? Lead in: Dad had a good idea.

3.show picture 3-5, ask the ss to read the picture carefully and discuss in 4 to find out : what happened? What is dad’s good idea.

4.Guide the ss to make a conclusion : Dad play a trick on Kipper.

5.

Help the ss get the detailed information of picture 3 to picture 5. Help the ss understand how did dad play a trick on Kipper.（show pictures from 3 to 5 , and deal with the detailed information one by one ）

仔细观察图片，从图片找出有用信息，引出下文

观察图片中人物的动作细节，猜测故事的发展。

小组合作，探究式学习，探索故事情节的发展

仔细读图，从图片中挖掘隐藏信息，解决疑难问题，理清文本线索

以问题激发学生思维

成都市龙泉驿区小学英语教学案设计

6.

Look at the picture carefully and answer the questions. And guess what happened next.

S1:Kipper is not happy.

S2: He didn’t find whose egg is it?

S3: dad will help him.(from the picture)

7.

Look at the picture to find the answer by themselves.

8.

Discuss in groups :If you have many eggs,What will you do with the eggs?

S1: I will eat.

S2: I’ll draw pictures on it.

S3:I’ll make cakes.

S4:I’ll play with it. ...

9.

Think about : who will eat the big egg .

conclusion: share

10.Listen and repeat.Then give a title to the story.

6.

Show picture6 and ask the ss to read the picture and answer: Is kipper happy? Why? Who will help him?

7.

Show picture 7 and 8 to get : whose egg is it?

8.

If you have many eggs,What will you do with the eggs?

9.

show the last picture and ask the ss what they do with the eggs. And ask them to think about : Who will eat the big egg.

Lead in :share

10.

Guide the ss to listen and repeat. Then give a title to the story.

细读图片，从细节动作得出问题的解决办法，推测故事的发展

、

揭晓谜底

开放性问题联系实际，课内外结合进行拓展，发挥学生想象力，鼓励学生开口说，并为下文的结局做铺垫

情感教育，学会分享

跟读巩固,合作取标题

成都市龙泉驿区小学英语教学案设计

Consolidation

Retell the story.

Use the mind-map on the blackboard to guide the ss to retell the story.

根据思维导图理清文本信息，构建文本框架。

practice

Work in 4 to act out some plots of Ask the ss to act out some plots of the story. the story.

输出检验

Classroom Assessment

Blackboard design

Chlidren dad Kipper fed the hens had d good idea went on looking looked for eggs found a big egg put...in the box too big for :the hen Kipper dad 教学反思

优点：1.课堂目标设定一定要合理。我在抽到签之后马上制定课堂目标，由于本课内容是绘本，我将目标设定为理解文本大意，理清故事情节。我的课堂活动的开展都是围绕这一目标进行，因为目标设置较合理，所以基本完成了教学目标，教学效果较好，学生参与度高，并能将绘本部分情节用角色扮演的方式表演出来。

2.板书设计充分利用思维导图的形式，将人物和事件按照逻辑关系展示出来，帮助孩子们理清文本结构，构建知识框架，孩子们一看板书便能顺利地完成文本内容的重建。

成都市龙泉驿区小学英语教学案设计

3.读图细致，注重培养孩子们从图片中获取有效信息的能力。从图片着手猜测故事发展，设置问题激发孩子思维，在英语语言教学中培养孩子的核心素养，避免了碎片化教学。部分问题的设置较开放，能调动孩子的积极性。比如：If you have many eggs, what will you do? 孩子们充分发挥想象力在小组内进行探讨交流，用所学英语联系实际生活，再顺利过渡到文本本身的内容，显得很自然，孩子们也非常容易理解。

4.通过对文本的学习，让孩子们自行取标题。打破了平时课前先展示标题的习惯，先让孩子们直接接触文本内容，最后大家讨论给文本取标题，孩子们也非常感兴趣。

缺点：1.教学设计不够新颖，拓展不够。从教八年，我一直在不断学习，向前辈学习，向年轻老师学习。我认为只有不断学习，不断创新教法，才能跟上时代的脚步，让学生乐于学习，使我们的教学更有效率。英语学科年轻老师居多，他们有相对开放的思维，有前卫的观念，在教学过程中往往能采用更加新颖的教学方式吸引学生。在本次比赛现场，我对自己的教学设计是不太满意的，原因之一是由于时间紧和自己的紧张造成了思维的停滞，所以采用的都是相对传统的教法，没有对学生强烈的吸引力，让学生的学习热情受到了一定的影响。因为是一节课完成整个故事的内容还要进行表演，在教学设计中，我怕时间不够而基本没有结合教学内容进行拓展。赛课过后我才意识到，我们赛课面对的是一小的孩子，他们的积累和接受能力都是比较强的，完全能够在一节课上完成适当的拓展。

2.对文本中一些细节的处理不够深入。由于考虑到时间关系，在一些需要孩子们进行充分探讨的问题上没有给孩子们充足的时间进行讨论，没有放手让孩子们去说，这一点是需要改进的，如果大胆让孩子们去想去说，课堂上生成的东西将会更多，孩子们也会更加感兴趣。

3.由于准备时间有限，加之紧张的状态让我在课堂上还是对自己的教学环节把握不准，在衔接上不是特别自如，有些地方甚至显得生硬，这样可能会影响学生的思维，打乱学生的思路。所以在今后的教学中还要不断锻炼，不断学习，不断进步。

4.在课堂接近尾声的时候，可能是由于突然松了一口气，忘记了对小组的评价做出总结了，使得课堂不够完整。这些都是需要改进的地方。

成都市龙泉驿区小学英语教学案设计