C教案设计（一等奖）

The sun and the wind 案例设计

盘龙区新迎第二小学：李冬菊

Teaching Aims: 1. To understand the meaning of the key word and phrases: fight,stronger，take off and make sb do sth. 2. To understand the whole story and finish the exercises. 3. To make a new story. 4. To know “Friendliness is better than wildness.”

“ Everybody has his own strong and weak points”.

Difficulty: To broaden the students’ mind while studying.

Materials: Multi-media, exercise paper. StepⅠ.Warm up and lead in.

1. A chant.(After listening,lisen and do---Take off the jacket….) Free talk.

T: …How is the weather today?/ What’s the weather like today? T: What can you see in the sky?

Then show two pictures of the sun and the wind Learn the words:sun, wind

[设计意图] 阅读前通过Free talk快速引出太阳和风，进而借助图片的对比让学生感知

StepⅡ.Pre-reading/preparation

T: Do you remember the story about the lion and mouse? T: When the lion is caught, who helps him? How to help him? T: In this story the mouse saves the lion. The mouse is small. But he is stronger. 2. Lead in T: Today, we will learn “The Sun and The Wind”. Guess，Who is stronger, the wind or the sun?

[设计意图]

1. 通过让生朗读自编chant，既激起学生的兴趣又巩固了比较级。2. 复习英语故事，使学生初步感受stronger的含义，为新课的内容作好铺垫。

StepⅢ.

While- reading /procedure 1. Listen to the story and answer.

T: What’s the story talking about?

[设计意图] 配以图片听故事，初步整体感知。

2．Read silently, guess the meaning by the method. [设计意图] 默读，学会扫除阅读中生词障碍的方法即借助图片猜词义和结合上下文猜词义。

3. Read quickly, catch the main idea. Read quickly and judge true or false. a.( )The sun and the moon are talking. b.( )The sun makes the man put on his coat. c.( )The wind says,“I will try first.”

d.( )At last, the wind makes the man take off his coat.

[设计意图] 快速阅读,了解故事大意。同时为后面的回答题设下悬念，引出下面的精读文章主体段落。

4. Read the passage in 4.

Then ask and answer 1.What are the sun and the wind doing? 2.What are they fighting about? 3.Can the wind take off the man’s jacket?

4.Can the sun take off the man’s jacket?

5.Who is stronger? Why? StepⅣ

Post- reading activities

1.Read the story quickily and number the pictures

[设计意图] 阅读全文,将插图打乱，让学生重新排列，检测学生通过阅读对全文的理解。

2.Role play, do the actions. [设计意图]通过对话及其表演，更好的理解语言材料

3. Try to make a new story.

Let the man put on the clothes…

通过创编新故事这个环节，拓宽学生的思路，培养学生创新思维能力和语言表达能力，同时进一步深化了故事的内涵。

To understand“ Everybody has his own strong and weak points”.