Lesson 3: I Can Trick a Tiger教学内容

Teaching plan 《Good English》2b

Lesson 3

I Can Trick a Tiger

川师大附属实验学校

余

明

一、教学目标

1. 语言能力目标：学生能够读懂故事情节；惟妙惟肖地模仿录音；绘声绘色地独立朗读故事；能够用英语围绕“Floppy’s trick”展开讨论；能表演故事；掌握字母“j”的拼读规律；能简单地仿写故事。

2. 非语言能力目标：通过观察故事图片培养学生的观察能力与预测能力；让学生在表演中体会Floppy的机智以及故事的幽默有趣。

二、教学重点

1. 学习重点词汇

jungle, tiger, crocodile, snake, bee, trick, slid,let…go

2. 学习重点句型

I can trick a …

以及

There’s a …

3. 学习归纳和总结故事的线索，并在线索的帮助下复述故事大意

三、教学难点

1.

学生区分细节如“a”和“the”, “jump”和“slid”

2. 课文的第一句话（宾语从句）比较长，学生容易说不清楚和忽略“that”

3. 通过故事掌握语言结构并重新构建新的故事情节，比如如果Floppy 遇到的是另一种动物如monkey或者hippo，故事将会怎样发展

四、教学用具

多媒体设备、歌曲视频、课件（ppt）、动物图片、字母卡（见拼读环节）。

五、教学步骤

1. 导入（Lead-in）：谈论与jungle相关的话题

通过跟唱英文儿歌，激发学生学习兴趣，引入故事情景，为看图讲故事做好铺垫。

（1）播放英文儿歌The Jungle Song for the Children（见课件），带学生一起边唱边做动作。

（2）教师针对儿歌设问，引入故事情景：

Walking through the jungle, what animals can you see?（带领学生一起回顾儿歌内容）

I can see a tiger/a monkey/an elephant …

If you saw those animals in the jungle, would you feel scared? What would you do? Would you run away? Today, Floppy went to a jungle. What animals did he see? What did he do to the animals? Let’s learn the story I Can Trick a Tiger.

引导学生回忆和归纳野生丛林动物种类

2. 看图讲故事（Storytelling）：理解故事情节，体会Floppy的机智

教师利用课件逐幅播放故事图片，并用丰富的表情、生动的英文和适当的肢体语言给学生绘声绘色地讲故事，引导学生观察Floppy被抓住时的机智表现，体会故事结局的幽默。

（Picture 1）Floppy fell asleep and he had a dream.（指着Floppy，并用动作演示fell asleep）

What was he dreaming about? He was dreaming that he was in the jungle. What animals can you see? What would happen? （Picture 2）A tiger jumped out.（动作演示jump out）

He came to Floppy. “Got you!” he said. Look at Floppy. Was he scared? Yes. （Picture 3）Floppy had an idea. “I can trick a tiger,” he said. What trick did he play? （Picture 4）Floppy pointed to the tiger’s nose.（指着Floppy）

“Look out!” he said. “There’s a bee on your nose.”

（Picture 5）The tiger touched his nose. “Oh no!” he said. Was there really a bee on his nose? No.

Look at Floppy. He ran away. （Picture 6）Then what animal jumped out? A crocodile. She wanted to eat Floppy. “Got you!” she said. （Picture 7）The crocodile bit Floppy’s tail.（指着鳄鱼口中Floppy的尾巴）

Floppy had an idea. “I can trick a crocodile,” he said. （Picture 8）Floppy looked at the crocodile. “Look out!” he said. “There’s a bee on your nose.”

（Picture 9）The crocodile was surprised. “Oh no!” she said. Was there really a bee on her nose? No.

Then Floppy ran away.（指着Floppy）

（Picture 10）He ran and ran. Suddenly a snake slid out. “Got you!” she said.

Now Floppy was not scared. He had an idea. “I can trick a snake,” he said. （Picture 11）What trick did Floppy play? “Look out!” said Floppy. “There’s a bee on your nose.”

“Oh no!” said the snake, and she let Floppy go. Was there really a bee on her nose? No. （Picture 12）Then what animal jumped out? A rabbit. Floppy wanted to get the rabbit. “Got you!” he said. （Picture 13）The rabbit looked at Floppy’s nose. “Look out!” she said. “There’s a bee on your nose.”

Was there really a bee on Floppy’s nose? Yes. （Picture 14）Buzzzzzzzzz!

Floppy tried to get rid of the bee. “Oh no!” he said.

在学习的过程中，创造机会让孩子简单地进行模仿性表演，提高孩子们的学习兴趣，发挥他们的学习主动性。同时，在黑板上理出故事的发展线索，为后面的步骤做好铺垫。

3. 听录音模仿（Listening and Imitating）：听懂录音并模仿出标准的语音语调

听录音模仿时，录音是什么音什么调，就让学生模仿成什么音什么调，注意“Got you!”、“I can trick a …”、“Look out!”的语音语调。

（1）放录音，让学生完整地听一遍故事，整体输入，不需停顿。

（2）放录音，全班学生齐声模仿2-3遍。要求学生在理解故事内容的基础上，逐句跟录音指读。鼓励学生大胆开口，读出戏剧化效果，读出感情。

（3）放录音，请几名学生分别模仿图2-4，图6-8，图10-11，图12-13，让学生注意“Got you!”、“I can trick a …”、“Look out!”的语音语调。必要时，教师要给予示范和指导。

4.

朗读故事（Reading Dramatically）：读懂故事并学会绘声绘色地独立朗读故事

通过多种形式的朗读，让学生能够绘声绘色地独立朗读故事，培养学生有感情朗读故事的习惯，练就语言基本功。

（1）全班集体朗读。运用TPR（全身反应法），引导全班同学一边做动作一边齐声朗读，将整个故事呈现出来，尤其是trick的过程。

（2）朗读比赛。教师将学生分成男生、女生两组，进行朗读比赛，看哪一组读得最好。

（3）分角色朗读。请几名学生分别扮演Floppy, tiger, crocodile, snake, rabbit朗读故事，其它学生齐读旁白。

朗读过程中，教师要注意听学生的语音语调，对朗读困难或有问题的学生给予指导和示

范。

5. 检查理解（Story Comprehension）：梳理故事脉络，加深对故事的理解

（1）回顾故事情节



教师打印tiger, crocodile, snake, rabbit的图片，打乱顺序粘贴在黑板上，并设问：

What animals did Floppy trick? 请学生上台挑选出正确的动物图片，并按照故事顺序粘贴在黑板的上方。



教师指向每幅动物图片，并进一步设问：

How did Floppy trick the tiger?（指向老虎的图片）

How did Floppy trick the crocodile?（指向鳄鱼的图片）

How did Floppy trick the snake?（指向蛇的图片）



教师提问，引导学生思考，如果Floppy遇到了其它的动物，它会怎样？给学生思考和创作的机会，让他们运用故事中出现的重点句型重塑故事或者改写故事

… jumped out …

“Got you !”

…said . “I can trick a …” said Floppy . “Look out,” said Floppy , “There’s a … on your …”

六、家庭作业

1. 朗读故事（Reading Dramatically）：读懂故事并学会绘声绘色地独立朗读故事

2. 改写故事

（Rewrite the story ）：

发挥想象构造自己的新故事