Recycle 2公开课参赛课教案

在故事阅读感知中 发展英语核心素养

---PEP B1

Recycle2 教学设计方案

南昌师范附属实验小学

洪瑜婷

一、教学背景

教学课时：1课时

二、教材分析

本课是PEP教材三年级上册Recycle2 第一课时，本部分教材提供的是一个阅读任务，通过一个幽默的故事，帮助学生综合复习4-6单元的核心句型。教师应该根据具体需要和学生情况，对复习内容进行整合。

三、学情分析

本节课的对象是三年级的孩子们。三年级的孩子们活泼好动，喜欢表现自己，热爱表演，特别愿意参加集体活动，希望得到肯定，体验到成功感。同时他们富有想象力，喜欢听故事、读故事、讲故事，但阅读技巧欠缺。

四、教学目标

语言能力

：100%的学生能理解故事主要内容，能正确使用句型Can I have...?进行询问；能使用句型Look at..进行表达；90%的学生能小组阅读并完成阅读报告；80 %的学生能独立阅读思考问题；80 %的学生能和同学进行角色扮演表演故事。

文化品格：100 % 的学生学会理性思考问题，学会自我保护，通过阅读故事知道了不要和陌生人说话，不要一个人呆在没有人的地方。

思维品质：100%的学生能通过看图预测、看文字推测参与价值判断的学习活动；70%的学生能形成一定的价值判断能力、批判阅读能力。

学习能力

：100%的学生能学会阅读故事，从更广的视野来学习；100%的学生提高主动学习意识和学习兴趣。

五、教学重点、难点

教学重点

1.复习巩固有关动物和食物的词汇。

2.复习巩固Can I have...?Look at..等句型进行表达。

3.完成阅读报告，训练学生逐步学会文本阅读。

教学难点

1.句子Wait a minute.Go away!的读音与理解。

2.理解语句背后的人物心理特点。

3.在特定情景中语言的运用。

六、教学方法

本课主要采用故事演绎法、情境教学法、任务教学法，倡导体验、实践、参

与、预测、合作与交流的学习方式，激活学生的已有语言，激发了学生学习英语的兴趣，培养学生的英语阅读能力，发展了学生的英语核心素养。

七、教学过程

Pre-reading 1.

Greeting T:Good morning,everyone! Ss:Good morning,Miss Hong! T:Nice to meet you. Ss:Nice to meet you,too. 2.

Look,say and do. T:At the beginning of the class,let’s look at a picture.Look,what is it? Ss:It’s a bear. T:What colour is it? Ss:It’s brown. T:Yes,it’s a brown bear.Now let’s look,say and do,ok? Ss:Ok. T:Brown bear,brown bear,what do you see? Ss: I see a red bird looking at me. T:Red bird,red bird,what do you see? Ss:I see a yellow duck looking at me. T:Yellow duck,yellow duck,what do you see? Ss:I see a purple cat looking at me. T: Purple cat, purple cat,what do you see? Ss:I see a white dog looking at me. T:Children,children,what do you see? S:I see a mother bird looking at the baby bird.

[设计意图]通过师生互动、TPR的方式，营造轻松和谐的学习氛围，通过看图说话，激活学生已有的知识，为故事教学做好铺垫。

While-reading 1. Predict by pictures T：Children,what else do you see? S:I see water. T:Great.A glass of water,any other ideas? S:I see tree. T:Yes,children,there are two birds in the tree,a mother bird and a baby bird.A glass of water is in the mother’s bird’s hand.Can you guess what is the mother bird saying to the baby bird? S:Have some water. S:Baby,have some water. T:Guess!What is the baby bird saying?

S:Thanks,Mum. S:No,thanks. T:If the baby bird says”No”,what will the baby bird say? S:Can I have some milk? S:Can I have some juice? T:Good prediction.Now let’s read the story together. T:Mum says:”

Wait a minute”.（利用自然拼读指导语音）Who can try to read? S1:Wait a minute. S2:Wait a minute. S3:Wait a minute. T:What does it mean? S:等一会儿。

T：That’s right.And then Mum goes home to get some bread for the baby bird.

[设计意图]通过让学生“Picture reading”读图培养学生初步预测的阅读能力。

2.Close reading T:Children,in this minute,what happened?Do you want to read the story? Ss:Yes. T:Before reading ,there are three questions for you. First:Who are in the story? Second:Where are they?Third:When did the story happen? (给学生自主阅读时间）

T:Children，tell me who are in the story? S:Mother bird,baby bird and cat. T:Wonderful!T:What is mother bird’s name? S:I don’t know. T:Oh,that’s not mentioned in the story.But we know she is Mum.Alright,what’s the baby’s name? S:Bobby. T:Good job.What is the cat’s name? S:Tom. T：You are a clever boy!So we know there are three characters in the story. T:Where are they?First,Mum and Bobby are ... S:In the tree. T:And then Bobby flys away his home.Now he is under the tree.At this time,Tom is coming.Tom is under the tree,too. T:When did the story happen? S:Morning. T:How do you know?Picture? S:Picture 3.Morning! T:You are so great！The cat says“Morning!”So we know the story happened in the morning.

[设计意图]通过让学生带着三个“Wh”问题独立阅读，培养学生通过语言、图片获取文本信息的能力。

3.Close listening T:Children,you really did a good job. I also have two questions for you,question 1.What questions did Tom ask?2.How old is Bobby?Now let’s listen and try to catch the answers,ok?Are you ready? S:Yes. T:What questions did Tom ask? S:What’s your name?How old are you? T:How old is Bobby? Ss: 2. T:Do you think Bobby is a big boy? S:No. T:Why does Tom say”You are a big boy!”? S:Tom wants to eat Bobby. T:So Tom praises Bobby.Sometimes compliment is a trap.We should be careful.So Tom says ... S:You are a big boy!

[设计意图]通过让学生带着两个问题听故事中的一个片段，培养学生通过听音获取文本信息的能力。

4.Read and rank T:What’s going next?Can you try to read and rank the pictures.Which is picture 1 ?Picture 2 ?Picture 3 ? S:.. T:Why?You can say Chinese. S:... T：Look,now Tom says... S：Look at your head.I like it. T:Bobby says”Thank you.”

S：Look at your face. I LIKE it. T：Look at your body. I LIKE IT.(老师移动黑板上的猫,让学生体会猫离Bobby越来越近了) S：Look at your body. I LIKE IT. T:Good job. T:These words are big letters.Because Tom is closer to Bobby.(指导学生体会为什么这个LIKE要大写,IT要大写，指导学生体会猫当时的心理，带着情感去读句子）

T:Who can act like Bobby?(让学生带猫的头饰，扮演角色，体会猫的心理，感知语言背后的情绪）

T:Now we are Bobby.

[设计意图]通过让学生观察图片及语言内容的变化对图片进行分析、对比，最后排序，培养学生的学习能力和思维品质。

5.Predict the ending of the story T:In the end,who is coming? S:Mother bird. T:What is the mother bird saying? S:Hey cat,go away! T:Bobby is in danger.Mum is in fear.Now we are Mum.Bobby is in danger.Let’s say:”Hey cat,go away!”

S：Hey cat,go away! T:What happens in the end?Which one is right? A.The cat eats Bobby. B.Bobby eats the cat. C.Mum saves Bobby. S:C. T:At the end of the story,what will Mum say to Bobby? A.

Tom is a good boy.Do you think so? Ss:No. T:B.Baby,don’t talk to a strange. Ss:Yes. T:C.Baby,don’t be alone outside. Ss:Yes. T:Now I am Mum,you are Bobby.Baby,don’t talk to a strange.Don’t be alone outside. S:Thanks,Mum.

[设计意图]通过让学生参与价值判断的学习活动形成一定的价值判断能力、批判阅读能力，发展学生的学习能力和思维品质。

Post-reading

1.

Read the story after the cartoon. T:Now let’s watch the cartoon and enjoy this story together,ok? Ss:OK. T:Let’s read after the cartoon,pay attention to the pronunciation and intonation.ok? Ss:Ok. 2.Introduce the background of story T:Look,A story has three parts,character,setting and plotline.Character has two parts,main character and others.In this story,the main character is? Ss:Bobby. T:Excellent.Setting has two parts,too.When and where. Ss:In the tree,under the tree.In the morning.

T:Plotline has three parts,beginning,middle and ending.At the end of the story,Mum saves Bobby.

[设计意图]通过对故事这种文本载体的介绍，让学生对故事载体有进一步的认识，提高学生的阅读能力，为之后的创编故事做好铺垫。

3.Role play. T:Now let’s have a role play,ok?One student is Bobby,one is Mum,and the other one is Tom.If you can show this story,you are good.I f you can make a new story,change the characters,settings and plotline,you are great.Ok? Ss:Ok.

[设计意图]通过让学生角色扮演，使得学生在故事演绎中提高主动学习意识和学习兴趣，培养学生的合作能力；通过让学生创编故事，培养学生的学习能力和思维品质。

4.Summarize T:Children,by the way,who is your favourite character?Do you like the mother bird? S:Yes. T:She is brave. T:Do you like Bobby? S:Yes. T:Why? S:Bobby is cute. T:I like your idea.You are cute,too.Do you like Tom? S:No. T:Why? S:The cat is bad. T：But not all the cats are bad.Look,this cat is so cute.He is wearing a white shoes.After class,you can read this picture-book.You see,story is so fun.Reading makes us happy and clever. T:After class,you can make a picture-book,too.But first you should give the story a title,do you have any ideas? S:Bobby. S:Birds and cat. T:Ok,up to you.But please remember write your name here,ok? Ss:Ok. [设计意图]通过对故事人物的分析，推荐学生阅读另一本有关猫的绘本，防止学生形成对此篇故事对猫的刻板印象，同时，鼓励学生多阅读，并为今天学的故事取名，为布置绘本作业做好铺垫，发展孩子的阅读素养。

Homework 1.

Make a picture-book.

2.

Read the story for your parents and friends. [设计意图]在作业设计中教孩子把课本上的故事做成孩子们喜欢的绘本，让孩子体验尝试做一个绘本设计师，并分享给父母和朋友，体现了英语学习工具性与人文性的统一的特点。