Lesson 25: What a Bad Dog!第一课时导学案

《典范英语》（1b-L25）教学设计

What a Bad Dog！

一、学习目标

1.

语言能力目标：

学生能够理解故事情节；听懂故事录音；惟妙惟肖地模仿录音；绘声绘色地独立朗读故事；能够简单地复述故事。

2. 非语言能力目标：通过让学生观察Floppy的淘气行为培养学生的观察力；体会Floppy的淘气性格；培养学生敢读、敢表达的自信和勇气。

二、教学用具

多媒体设备、CD机、课件、句卡（见环节5）、图片（Floppy的人物图、故事图片）。

三、课堂教学基本步骤

1.

热身（Warm-up）：

（1）Greeting （2）Free talk: Which animal do you like? Why? 2. 导入（Lead-in）：回顾老故事，通过比较引出新故事

（1）回顾故事Good Dog 教师展示Floppy的人物图片，与学生进行互动：

Look! Who is it? It’s Floppy. Do you like Floppy? Do you remember any story we learned about Floppy? Do you remember the story Good Dog?（利用PPT展示1a中Good Dog故事图片）

请学生一起大声朗读Good Dog的故事。

（2）引入新故事

教师继续提问：

Is Floppy a good dog or a bad dog?（请学生自由作答）

Today we are going to learn another story about Floppy What a Bad Dog!（板书标题）

What did Floppy do? Let’s find the answer in the story.

3.

看图讲故事（Storytelling）：理解故事情节，观察Floppy做了些什么

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，让学生仔细观察Floppy在故事中做了些什么。

（Picture 1）Look at picture 1. What did Floppy do? He went on the concrete.（指着Floppy的脚印）

Was Dad happy about this? No. Dad was cross. “Go away, Floppy!” he said. （Picture 2）The family went to a park. Look at Floppy. He went in the mud. He was wet and muddy. Kipper was muddy, too. Was Kipper happy about this? No. Kipper was angry. “Go away, Floppy!” he said. （Picture 3）Then what did Floppy do? Oh no! Floppy pulled the washing down. Mum was shouting, “Go away, Floppy!”

She was unhappy. （Picture 4）What’s this?（指着Lego）

It’s the Lego. What did Floppy do with the Lego? He pushed the Lego over. Look at Chip. Was Chip happy about this? No. What would he say?（请学生自由回答）

（Picture 5）It’s time for bed. But Dad couldn’t find his slipper.（指着爸爸一只脚上的拖鞋）

Where was his slipper? Oh no! Floppy took it.（指着Floppy嘴里的拖鞋）

Dad was cross. Mum was cross, too. “What a bad dog!” said Mum. （Picture 6）Mum and Dad were sleeping.（指着爸爸妈妈，并用动作演示sleep）

But look at Floppy. He barked and barked.（指着Floppy）

Dad couldn’t sleep. （Picture 7）Look at Dad. How did he feel? He was cross. He put on the clothes.（模仿Dad的表情和动作）

“What a bad dog!” he said. （Picture 8）Then what did Dad and Mum see? Oh no! The tray was on fire.（指向着火的托盘）

Look at Dad and Mum. They were frightened.（指着爸爸妈妈，模仿他们的表情）

（Picture 9）Everyone woke up and put the fire out. Look at everyone. Were they happy about Floppy? Yes. Floppy was happy, too.

Would they say Floppy was a bad dog? No. “What a good dog!” they said. 4. 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，要注意“What a bad dog!”和“What a good dog!”所表达的不同情感。

（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，全班学生齐声模仿跟读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，读出味道，读出感情。

（3）放录音，分别请2名学生模仿“What a bad dog!”和“What a good dog!”，看谁模仿得像。

5. 朗读故事（Reading aloud）：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）全班集体朗读。教师组织全班同学齐声朗读1-2遍。

（2）分组比赛朗读。将学生分成几个小组，比赛读故事，看哪一组读得好。

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;小组展示后其他学生用英语给出评价。

6. 检查理解（Story Comprehension）：梳理故事情节，增强对故事内容的理解

教师将故事分成两部分：图1-5；图6-9。然后针对每个部分设置活动，帮助学生深入理解故事：

（1）第一部分：What a bad dog! 教师打印图1-5，粘贴在黑板一侧，然后提问：

Look at these five pictures. Was Floppy a good dog?

What did he do? 教师将以下句卡打乱顺序贴在黑板上，请几名学生将正确的句卡贴在相应图片下方。完成后，请全班学生大声朗读。句子如下：

Floppy went on the concrete. Floppy went in the mud. Floppy pulled the washing down. Floppy pushed the Lego over. What a bad dog! （2）第二部分：What a good dog! 教师打印图6-9，粘贴在黑板一侧，然后提问：

Was Floppy a good dog in these pictures?

What did he do? 教师将句卡打乱顺序贴在黑板上，请几名学生将正确的句卡贴在相应图片下方。完成后，请全班学生大声朗读。句子如下：

Floppy barked and barked.

Dad was cross. The tray was on fire. What a good dog! （3）讨论

教师提问，启发学生思考，并表达自己的观点，问题如下：

Is Floppy a good dog or a bad dog? Why?

Do you want a dog like Floppy?

7. Role-play：

（1）Act the story （2）Make a new story about: What a good dog! What a bad dog!

8. 家庭作业（Homework）

（1）反复听故事，熟读故事。

（2）发挥想象力画一画Floppy可爱和淘气的样子，并进行简单描述，如：What a good dog! What a bad dog!