Lesson 3教案教学设计导入整理

科

目

课

题

教材分析

英语

Unit6-Part 4 A story

年 级

撰写者

四

王雨露

本单元是以假期展开的话题内容，要掌握关于现在进行时的表达，并能正确理解，运用现在进行时，教师应设置一定的情境，在情境中巩固语法知识点，熟练用法。

（一）知识与技能 1.能在图片的提示下听懂，读懂小故事，能进行简单的角色表演；

2.能在老师的帮助下观察，分析，预测故事，理解故事的内涵。 （二）过程与方法 行为目标

1. 通过图片环游的方式，引导学生在分析问题，解决问题中开展阅读；

2．学习语言知识，建构意义，运用阅读技巧和策略，提升批判性思维和预测想象能力。

（三）情感、态度与价值观 发展学生批判性思维，启发学生遇到困难（危险）时要多动脑筋，想办法。

重点：1.能正确理解单词及短语 kitchen,bedroom, living room,bathroom,washing the dishes, having a bath, watching TV,playing table tennis 教学核心

2.能正确地朗读故事；

3.能用自己的语言复述故事

难点：能思考和改编故事的不同结局。

教学过程中的五环节设计：

教师行为

一、

热身引入

Warming up 1.

Game 1 :say the animal words as quickly as you can. 2.

Game 2 :where ,who ,what Show shadows of the animals,Ss try to say Where is it? Who is it? What is it doing? In the bathroom ,an elephant ,is having a bath In the bedroom, a cat , is watching TV In the living room, a tiger and a cow, are playing table tennis In the kitchen, a dog, is washing the dishes

学生行为

二、文本概念

Step 1：Cover reading Show picture 1, ask questions: 1.

What animals can you see? (A hippo, a lion, a fox, a snake, a rabbit, a mouse and a hamster.) 2.

Whose house is it? (Maybe it’s the rabbit’s house.) 3.

What are the big animals going to do? (Maybe they are going to the rabbit’s house...) 三、图片环游

Step 2：predicting 1.

show picture 2 ,ask questions Who are they? What are they doing? Where are they going？

（A hippo,a lion, a fox and a snake.) (They are waiting/hiding in the grass.) (Maybe they are going to the rabbit’s house.) 2.

show picture 7,ask questions Who is he? Where is he? What is he doing? How is he feeling? (It’s a lion.He is in the bed/bedroom.He is watching TV.He is very happy.) 3.

show picture 13,ask

Are they in the house now? What are they doing? Why are they running ? How are they feeling? (No, they are out of the house. They are running.The big animals/ maybe something horrible is in the house.They are scared..) Step 3: Story reading 1.T reads the story T: Once upon a time, a rabbit, a hamster and a mouse live in a big,sweet house. One day, the hamster and the mouse are going on a holiday,meanwhile,four big animals are waiting outside.They rush

into the house, and the rabbit wants to stop them,but he failed, because he is so weak and small.now, whose house is it? Ss:It’s the four big animals house now. T:A week later, the mouse and the hamster come home. What is waiting for them? What do they see? S: Four big animals and a rabbit. T: Where are they? What are they doing? What is the hippo/lion/... doing? T: In the bathroom, a hippo is having a bath. In the bedroom, a lion is reading/sleeping/watching TV T: And where are the fox and the snake ? What are they doing? Where are they? Are they playing badminton/dancing...? What are they doing? S: They are in the living room, they are playing table tennis. T: The fox and the snake are playing table tennis. How happy they are! And what about the rabbit? Is he playing with them? Where is he? What is he doing? Ss: He is in the kitchen. T: what is he doing in the kitchen? Cooking dinner? Ss: No, he is washing the dishes. T: Do you think he is happy? S: No, he is unhappy. T: Why unhappy? S: Because he is washing the dishes, but the other four animals are playing. T: What can we do? Says the hamster If you are them, what can you do? Discuss in groups,then share your ideas. Ss: I think I can...

T:The mouse says, “I’ve got an idea.”

What’s the mouse’s idea? 四、默读与朗读

1..Ss read the story by themselves(生自读故事）

Read the book by yourself,and find out. Someone is knocking at the door? But who is it? Ahh, it’s a big crocodile. They are scared, they run out of the window quickly. T: Is it a real crocodile? Now please read the story by yourself. Before reading,please think about these questions: T:Is it a real crocodile? Who scares the big animals away? 2.Ss read the story aloud together The first time without actions,the second time with actions 五、表演故事

Step 5： act out the new end Group work: think about other ways to drive the big animals away ①discuss in groups,make a new end for the story; ②act out your new end like picture10-14 六、总结评论

Which animal do you like best? Why? When we are in trouble ,we should calm down and think about the way out. Can you give a name to the story? 给这个故事想一个标题

Homework: Think: After the big animals running away,the hamster and the mouse go back home happily. They finally see their friend Rabbit, but at this time, someone is knocking again.Who is knocking this time?

绘本教学A story 教学反思

本节课遵循的是图片环游的教学方式，基本的流程是：热身引入-文本概念-图片环游-总结评论-默读与朗读-交流表达。教师需充分调动学生，参与师生分享阅读。下面将从这几个环节来介绍本节课的得与失：

热身引入环节。在这一环节中，教师通过歌曲,图片,视频等媒介引出文本主题，激活学生已有知识和阅读兴趣。本节课在此环节中带领学生复习已学的动物单词，同时对故事中将要出现的现在分词进行提前铺垫，为后面的故事阅读扫清障碍。存在的不足在：游戏环节的节奏还行可以加快，文本可以设计的更加有韵律，更加朗朗上口一些，让学生在开课前几分钟兴奋起来，进入上课状态。

文本概念环节。教师通过引导学生认真读取封面信息，培养文本概念，增强学生对绘本结构的理解。由于这个故事原本没有绘本封面，教师特意选取第一幅图作为绘本的封面画。原因在于：第一幅图中包含故事中的所有人物，图中的情节是故事的开端也是背景介绍。本节课中教师引导学生从这个问题思考和观察封面图：有哪些人物；人物之间的关系；大动物的意图等等。激发学生的兴趣，让学生带着兴趣继续往下听故事。

图片环游环节。教师引导学生从个人经验出发，根据有限的图片信息，进行观察，分析和预测，不断提出问题，让学生在解决问题中，开展阅读，体验阅读过程，建构意义，提升批判性思维和预测想象能力。本节课的图片环游选取的是第7副图和第13副图。通过提问：Who is he? Where is he doing? How is he feeling? Are they in the house? What are they doing? Why are they running? How are they feeling?做的不足的地方是：教师总是急于告诉学生答案，没有留充分的时间和空间给学生思考。课堂是要注意留白，并不是一味地教师牵着学生走。

总结评论环节。教师通过流程图等支架，协助学生总结大意，加深理解，并通过讨论学生最喜欢的角色，图片，情节等活动让学生对绘本形成自己的理解和判断。这节课中有七个动物，每个动物特点各不相同，通过提问Which animal do you like best? 让学生谈论自己对不同动物的看法和原因。有孩子喜欢mouse, 因为mouse has got an idea. 有人喜欢hamster, 因为它敦厚可爱，还有人喜欢rabbit，因为它和大动物相处时临危不乱，等待帮助和救援。从这个故事中的不同动物身上，学生都可以得到启发,教师不应该要求所有学生价值导向趋同，允

许学生有不同的想法。在本节课中教师设计两个活动：this is the mouse’s idea. What about yours? 让学生小组讨论，想出新的办法来吓跑大动物，引导学生利用影子的方式来想办法，发散学生思维。

交流与表达环节。教师创设不同情境，通过读后写，读后演等活动，鼓励学生创造性地表达自己对故事的感受，对故事人物的评价，给故事续写结尾，促进语言能力的协同发展。课程结束的时候教师埋下伏笔，when the big animals left, somebody is knocking again, who is knocking this time? 相当于续写故事，发散学生思维。

绘本教学是一个值得深入研究的教学类型。绘本教学也远远不止图片环游这一种教学方式。教师应当多阅读相关专业书籍，并在日常教学活动中把理论与实际相结合，一边摸索一边反思一边修改，针对不同绘本类型，设计出与之相匹配的教学方式。