Lesson 24: Stuck in the Mud名师教学设计2

Stuck in the Mud

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；能复述主要故事情节；能生动地表演故事；复习字母

“u”的拼读规律；能发挥想象改写故事结局。

2.

非语言能力目标：通过让学生观察故事人物解救绵羊的经历培养学生的观察力；通过讨论培养学生的想象力；培养学生大胆表达自己想法的自信和勇气。

二、课堂环节

1. 导入（Lead-in）：复习故事，引入新的故事情境

（1）通过展示故事图片（典（1a）第18课）（见课件），通过问题引导学生回顾故事情节：

What was wrong with the car? What did the family do to get the car out? Did they make it? How did the car get out? （2）教师总结，并自然引入新故事

The car was stuck in mud. The family pulled and pushed, but they didn’t get the car out. Finally, a tractor pulled the car out. What else might be stuck in the mud? How shall we do to get it out? Let’s learn the story Stuck in the Mud.

2.

看图讲故事（Storytelling）：理解故事情节，观察解救绵羊的经历

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，让学生观察爸爸和孩子们如何解救绵羊。

（Picture 1）The children went for a walk.

How was the path? The path was muddy. It was a muddy walk. （Picture 2）“What a muddy path!” said Biff. Suddenly, they heard a voice. “Baa! Baa!”

“What was that?” asked Chip. （Picture 3）“Baa! Baa!” there came the voice again. “What is that?” asked Wilma. （指着草坪上的绵羊）

“It’s a sheep,” said Dad. “Put Floppy on a lead.”

（配合动作帮助学生理解）

Why did Dad ask the children to put Floppy on a lead? （让学生大胆猜测）

（Picture 4）They walked to the sheep.

What did they see? （指着泥潭中的绵羊）

“Oh no!” said Chip. “A sheep is stuck in the mud.”

The sheep couldn’t get out. （配合挣扎的动作）

The mud was too deep. What would Dad and the children do? （让学生猜测）

（Picture 5）Dad went into the mud.（指向爸爸）

“Help me get it out,” he said. Look at Dad. He sank into the mud. （Picture 6）Dad got the sheep. Wilma and Chip went to help. Oh no! They all sank into the mud. （Picture 7）What did they do to get the sheep out? Dad pushed. Wilma and Chip pulled.（教师演示push和pull）

Finally, they got the sheep out. “Baa! Baa!” went the sheep. What about Dad and the children? （Picture 8）Look. Wilma and Chip were muddy. Dad had lost a boot. Wilma went to get Dad’s boot. Could Wilma get the boot? （Picture 9）Wilma got Dad’s boot. “Help!” said Wilma. “Now I’m stuck!”

Oh no! 教师要注意启发学生思考，每次提问之后稍作停顿，不要急于说出答案，先观察学生的反应，如学生仍回答困难，再进一步给出提示引导学生作答。

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，注意以下句子的语气及表达的不同情感：“What a muddy path! ”“Oh no! A sheep is stuck in the mud.”“Help! Now I’m stuck!”

（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1-2遍。要求学生逐句跟读，鼓励学生大胆开口，读出戏剧化效果，读出感情。教师要引导学生用不满的语气读“What a muddy path!”，用惊讶的语气读“Oh no! A sheep is stuck in the mud.”，用求助的语气读“Help! Now I’m stuck!”。

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，练就扎实的语言基本功。

（1）分组比赛朗读。将学生分成几个小组，进行小组间的朗读比赛。

（2）朗读展示。从每个小组中选1-2名学生，上台进行朗读接龙，教师根据学生读的情况给予表扬、鼓励和指导。

朗读过程中，教师要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）：梳理故事情节，提炼故事主线

（1）图片排序

教师将提前准备好的故事图片（图1、2、4、5、7、8、9）打乱顺序贴在黑板上，请学生根据故事将图片重新排序。

（2）看图回答问题

教师逐幅图提问，请学生回答。教师亦可鼓励学生提出问题。问题可参考：

（图1）How was their walk? （图2）What did they hear? What was it? （图4）What happened to the sheep? （图5）What did Dad and the children do? （图7）How did they help the sheep? （图8）What happened to Dad and the children? What did Wilma do? （图9）What happened to Wilma? 学生回答过程中，教师将关键词写作相应图片的下方。如：

（图1）muddy walk （图2）Baa! Baa!; sheep （图4）stuck in the mud; couldn’t get out （图5）went to help （图7）push; pull; got the sheep out （图8）muddy; lost a boot; went to get （图9）stuck （3）复述故事

根据故事图片和关键词，请几名学生接龙复述故事，最后还可请一两名学生独立复述整个故事。教师可先示范复述故事开头，如：

One day, the children went for a walk. It was a muddy walk.

6. 表演（Role-play）：模拟真实情景，体会故事人物的心情变化

（1）准备表演

让学生快速结成5人小组，分别扮演Dad，Biff，Chip，Wilma和the narrator。教师引导学生丰富人物台词。部分台词可参考（括弧内是旁白）：



图4：

Chip: Oh no! A sheep is stuck in the mud. Biff: The sheep couldn’t get out. The mud was too deep. Wilma: We should help him or he will be in danger. 

图6：

Wilma (to the sheep): Don’t worry. We will help you. Chip: Come on! Let’s get him out! Dad: I’ll push, and you two will pull. Come on! 

图8：

Biff: Look at you. You were muddy. Dad: Oh no! My boot is stuck in the mud. Wilma: I’ll get it!

（2）分组表演

请2-3组学生上台表演。表演前，教师提醒学生要先介绍自己的角色，如“Hello! I’m ...”。同时，为了表演效果更佳，教师可提前准备一些头饰、图片、实物等道具。

7. 讨论（Discussion）：展开联想，讨论故事情节 （1）教师展示第4幅图，让学生围绕陷在淤泥里的羊展开讨论：

Why was the sheep stuck in the mud? How did it get into the mud? Can you make a story for the sheep? （2）教师展示第9幅图，让学生围绕故事结局进行讨论：

Wilma was stuck in the mud. What would Dad and the children do? How would they help Wilma get out? 讨论后，教师请小组代表发言，如学生回答有困难，教师需给予引导和帮助。

8. 拼读练习（Practising Phonics）：培养拼读意识，复习字母“u”的拼读规律

（1）发现拼读规律



教师板书标题，请学生朗读。然后在“stuck”与“mud”中的字母“u”下划线，并提问：What does letter “u” sound in “stuck” and “mud”? 

请学生找出故事中其他含字母“u”的单词muddy/push/pull，并引导其发现字母“u”的两种不同发音。

（2）拍手游戏

教师朗读含有字母“u”的单词，如：duck/put/but/full/dull/upset/bush/bull/等，让学生听到含有与“u”在“mud”中的发音相同的单词时拍手，听到含有与“u”在“pull”

中的发音相同的单词时拍桌子。

9.

家庭作业（Homework）

（1）反复模仿录音，熟读故事。

（2）根据讨论环节续写故事结局，不少于5句话。