Part CD教学设计思路

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Teacher 执教老师

Title 题目

Module/Topic

模块及话题

Analysis of the teaching Content 教学内容分析

Analysis of the Students 教学对象分析

Objectives：

教学目标

广州市华美英语实验学校

小学部

徐璧惠

Helpful children at the camp Chapter 3 Story

本节课内容是朗文英语3B Chapter 3 Part C的故事阅读部分。本单元开始学习动词过去式，Part A部分学习了6个词组的动词过去式的规则变化和两个主要句型。本课的教学内容为故事语篇,教材编写的意图是,在故事语篇中复现Part A 的词汇、语法、句型结构，让学生在新的情境中体验、巩固语言知识，培养阅读技能。

三（4）班的学生从一年级开始学习朗文英语，大部分学生有良好的英语学习兴趣和英语学习习惯，英语听说能力较强，思维活跃，针对有挑战性的问题善于开动脑筋，积极表达自己的想法，但每学年插班新生以及部分困难生英语基础薄弱。

At the end of the class, students will be able I. 语言知识目标 1. to understand and read aloud the following words: 3-skilled words: enough, burn, prepare, tasted, firewood first, next, then (sequential words) 2-skilled words: boiler, stove 2. to understand and fluently read aloud the following structures: First, I washed the vegetables. Next, I boiled some water. Then, I cooked the noodles and the vegetables.

日期

2016-4-15 Type of Lesson 课型

阅读课Part C

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II.语言技能目标

1.

to get the main idea of the story 2.

to develop the following listening skills: ①

to distinguish the pronunciation and comprend the meaning. ②

to listen to the key information of some texts or a video. 3.

to read aloud the main parts of the text with correct pronunciation and intonation. III. 学习策略

To develop collaborative skill and critical thinking skills. Ⅳ.情感态度目标

Students know to be helpful with our family members or at home.

教学重点：

1. Comprehension of the story 2. Reading aloud the main parts of the text with correct pronunciation and intonation. 3. Understanding and application of the sequential words: first, next, then. 教学难点：

Understanding and application of the sequential words: first, next, then. PPT, E-book, textbook, work sheet

Teaching Activity教师活动

1.Greeting and team names. 2.Day, date and weather. 3.Ask Ss: what do you want to do in such a good weather？

Ss: I want to….

Learning Activity学生活动

学生回答关于今天和昨天的星期和日期。

学生在PPT帮助下回答：

I want to go hiking. I want to go camping等。

1.Lead in：

学生在老师引导下仔细观察几Boys and girls. Do you want to go camping in such a good 张图关于camping的图片，得weather?(如在warm up 部分没有涉及，通过该问题导入),通过几出结论：

张图片让学生了解camping: sleep and cook and eat outside When we go camping, we sleep,

cook and eat outside. Purpose 设计意图

激活学生已知知识，为下面活动作铺垫。

Key points & Difficulties 教学重、难点

Teaching preparations 教学准备

Teaching Procedures 教学过程

1.

Warming-up

2. Lead in and Pre-reading

通过图片唤醒学生对camping的概念。

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2.

视频导入，呈现 Harry: 教师呈现Harry, 提出问题，播放视频； 看完之后，教师问：Was camp fun?（口头

What did they prepare?（笔头选择）

3. While-reading 1、导入Peter and Judy’s family. 呈现课文第1幅图并抛出问题：

They went camping, what did they prepare? 2.用听力方式呈现课文第1幅图内容，抛出问题：

What’s Judy’s idea? What’s Dad’s idea? 带出新词：firewood, enough, burn

播放听力并搭建支架引导学生回答问题：

Judy wants to make a fire with_______. Dad wants to _________

模仿朗读，操练What a lot of firewood! 情境迁移，学生造句。

3.

PPT呈现第2幅图

小结：Judy is so helpful. She helped Dad to collect enough firewood. PPT呈现第3幅图，问学生：Is Peter helpful? How did Peter help Mum cook lunch? 引导学生默读第3幅图，并数字填空：

1, he washed the vegetables; 2, he boiled some water. 3, he cooked the noodles and the vegetables ①

学生选择完数字填空以后，老师把数字转换成时间顺序词：

First, … Next,… Then, …

学生观看视频并思考、回答问题: Was camp fun? Yes, it was great fun. 学生在练习纸上打勾Harry一家去露营时准备的东西。

学生仔细观察故事第一幅图

同桌两人进行pair work 并用以下句子开头回答：

They prepared……

学生听课文第一段的录音并回答问题：

Judy wants to make a fire with banana leaves. Dad wants to go and find more firewood.

学生听录音并模仿跟读。

学生观察图片并回答老师问题, 并通过默读课文来获取Peter 是按什么步骤来做饭的信息：

First he washed the vegetables; Next he boiled some water; Then he cooked the noodles and the vegetables.

通过选择打勾，渗透露营所要准备的物品: a tent, a sleeping bag, some food 为后面活动作铺垫。

观察图片，引出新词: Some paper plates

通过听力的方式，培养学生通过听获取信息的能力。

模仿朗读，纯正语音语调。

阅读课文，找出信息。

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②

简单地操练句子以后，通过老师的示范，学生的pair work以后，

选几个学生扮演Peter。

③

情景呈现新词tasted, 并通过实物来操练新词。

4. 呈现课本4、5幅图，并通过听课文来选择回答以下两个问题：

--What happen? 1.Suddenly A strong wind blows away the paper plates. 2.Suddenly a bear comes out. 3. Suddenly it begins to rain. --What’s Judy’s idea? 1. Judy collects some banana leaves. The family use the leaves for plates. 2. Judy picks up the paper plates and washes them. 3. The family stop eating and go home.

听光碟模仿朗读：

--Suddenly a strong wind blows away the paper plates. --Judy collects some banana leaves. The family use the leaves for plates. 5.通过结局，引发学生思维：

T：Judy is clever. What are your ideas? Do you have some other ideas? 老师搭框架：

If the strong wind blows away the paper plates, I will … 6. 尝试读课文重点部分第3、4、5幅图的课文。

学生扮演Peter,先练习，再展通过扮演课文人物，加强示。

对课文核心句型的训练。

学生听光碟并在书中找出问题的答案：

--Suddenly A strong wind blows away the paper plates. --Judy collects some banana leaves. The family use the leaves for plates.

学生听并模仿朗读句子。

培养学生听力技能，呈现课文句型，模仿朗读，培养语音语调语感，纯正语音。

模仿朗读，通过回答问题进一步加深对课文的理解。

通过老师搭好的框架，学生思发散学生思维，培养学生考并回答问题：

思维品质。

If the strong wind blows away

the paper plates, I will…

学生在老师的帮助下尝试读课回归课文，朗读课文，加文4、5、6幅图。

深对课文的理解。

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4.Post- reading 5.Homework 6. Lay-out 7. 读后活动，总结3、4、5幅图，并把人名和所做的事情连线。

学生通过刚才的朗读，把通过做练习的方式，检测First, Peter helped Mum prepare lunch. Peter, Mum, Judy和他们所做学生对课文的理解程度。

Next, lunch was ready. Mum took out some paper plates. But 的事情连线。

a strong wind blew them away. Then, Judy collected some banana leaves for plates. The noodles tasted yummy on a banana leaf.

1、Ask Ss to make a picture book。

学生小组合作，根据老师以下检测学生对课文的理解。

把整个故事提炼成5幅图片和5个句子，给每个小组一套卡片的指令把故事碎片连接成一个

和一套句子，让小组合作把相应的图片贴在句子上面，然后按故事。

故事顺序把图片装订成一本故事书。

First,

please match the

pictures and the sentences;

Next,

stick the sentences

under the pictures; 2.以小组为单位，全班读做好的picture books, 然后请一组同学Then,

bind them as a book and 出来展示。

read your book. 教师总结并布置作业：

设置有趣味性、可检测性T: Peter is helpful. And also Sally and Tim are helpful too. 学生听老师讲解作业要求，并的作业，强化学生对连接Last week, Sally helped her Mum to make fruit salad. Tim 在作业纸上熟悉作业内容。

词的拓展与运用。

helped his Dad to wash the dishes. Please help Sally and Tim to finish the procedure.

Ch3 C Helpful children at the camp

评价方式

What do we prepare? How can we cook? First I washed the vegetables.

Next I boiled some water.

Camping

…

Then I cooked the noodles and the vegetables.

firewood tasted burn preparenoug