Lesson 6 Can I Help You?教学目标

桥西区小学英语学科教学设计

中山路

学校

四

年级

冀教版

版本

设计人：

齐辉

日期：

课题

名称

教学分析

学习者

分析

Can I help you? 课型

新授

四年级的学生学习英语已近三年了，他们已具备了一定的英语学习能力，积累了一定的语言知识，动物故事是他们喜欢的话题，因此本课内容对于他们来说并不难理解，因此教师就需要将孩子们丰富的想象力和创造力运用与英语课堂上，调动学生已有的生活经验，激发孩子们的创新思维，激活孩子们的语言积累，提供并拓展语言的平台，让孩子们在学习的过程中，体验到创造的喜悦、成功的乐趣。

本课内容是Unit3的最后一项内容，本单元的主题是Animals on the Farm，故事中出现的动物名称均是学生在本单元中接触到的新词汇，故事中重复使用的What happened?

I’m stuck. The …pulled the … 等用语学生可以借助老师的表情、动作，课件的演示进行猜测、理解。英语课程标准一级目标要求学生能看图识字，能在指认物体的前提下认读所学词语，能在图片的帮助下读懂英语小故事，因此我将本节课的教学重点设为：读懂故事，理解并能表演故事。

本课内容选自冀教版小学英语第三册故事课Why the rabbit has long ears? 故事讲述了一只兔子陷进了淤泥里，其他动物来帮忙，

终于把兔子拉出来的事情，教育学生在生活中要互相帮助。

学习内容分析

教学目标

知识技能

学习策略

文化意识情感态度

1.学生可以听说并运用下列句型

What happened? I’m stuck. Can I help you? Yes, please. 2.学生可以听懂，读懂这个故事；

3.能够在老师引导下讲述、表演故事；

4.能够运用所学句型表演新故事。

通过小组竞赛集中学生的注意力，通过口头表扬激励学生能主动学习和练习；通过小组合作使学生积极与他人共同完成学习任务。

关注学生情感，保持学生学习英语兴趣，为学生营造宽松、民主、和谐的课堂氛围。

预习作业

教学重难点

教学准备

板书设计

听故事的录音，借助图片了解故事大意。

教学重点：听说单词和句型，做到发音标准，听说自如。

教学难点：理解并表演故事；小组内编新的故事。

多媒体课件，教学图片，学生表演用的头饰。

Why the Rabbit Has Long nose?

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What happened? Can I help you? I’m stuck. Yes, please.

教学过程

教学板块及所需时间

Step 1

教师活动

学生活动清单

设计意图

一、

Greeting T: Good morning, boys and girls..

Do you remember me? I’m Miss Qin.

Hello, boys and girls!

T: How are you, today?

T: I’m fine, thank you. Sit down, please.

T: Do you like animals? T: Now let’s sing a song about animals.

Are you ready? (Very good! Louder please!)

T: What animals did you hear in the song? T: What’s your favourite animals? T: Do you know Miss Qin’s favourite animal? You can guess! It is white and small. It has four legs and a short tail. It has two red eyes and two long ears. Guess. What is it? T: Yes. T: Now look at the pictures. Can you find the difference?

S: Yes.

S: Hello, Miss Qin. S: Fine, thanks. And you?

S: Yes.

S: Yes.

S: Cow, cat, dag. S: ……

S: Rabbit.

S: Yes, this rabbit has short ears, that rabbit has long ears.

与学生问好，拉近师生关系。

引导学生说动物，从而进出老师最喜欢的动物，rabbit

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Step 2

T: Follow me. Short ears, long ears. 二、Story T: Do you know why the rabbit has long ears. (语气要有神秘感，手指题目，师生齐读。) Let’s learn the story.

T: First. Listen to the tape. Here I have a question for you. What happened to the rabbit?

Read it together!

T: Now listen carefully.

T: Who can answer this question?

And the another question, Who helped the rabbit? Who knows?

T: Now let’s tell the story together. T: (老师手拿兔子的图片边往黑板上贴边问)who is it? Yes, it’s a rabbit. One day, the rabbit walked in a forest. He walked and walked. Suddenly he fell in the mud. he yelled “Help! Help!” He was vey worried. But nobody helped him. At this time, a farmer came（手拿农民的图片，边说边往黑板上贴）

and said “What happened?”.（把这句话贴在黑板上）

Follow me! “What happened?” Now who wants to be the farmer? (You ,please. I think you are a young farmer, but this is an old farmer. Who can try again? Very good!)

T: Then the rabbit said, “I’m stuck.”（把句子贴在黑板上）

Now who can imitate the rabbit? (Good! Who wants to try again? Great. Let’s read it together.)

T: The farmer was very kind, he asked, “Can S: Short ears, long ears.

S: Why the rabbit has long ears

S: What happened to the rabbit?

S: The rabbit was stuck. S: The farmer, the cow, the horse, the pig, the duck and the mouse.

S: Rabbit.

S: What happened?

S: What happened? S: What happened?

S: I’m stuck. (学生模仿) S: I’m stuck. (学生模仿) S: I’m stuck. (学生模仿)

提出问题，设置悬念。

让学生带着问题去听录音。

师生一起讲故事，故事中出现的句子都是学生曾经见过的句子，所以学生很容易理解并且掌握，在这里重点就是为了让孩子熟知故事内容，以便于学生更好的表演故事。

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I help you?”（把句子贴黑板上）

(Read it together. Great! Who wants to read it? Good! Others? Wonderful!)

T: And the rabbit answered, “Yes, please!”（把句子贴黑板上）

Now who wants to read it?

Good! Another rabbit. The farmer pulled the rabbit. He pull pull. （边说边做动作）

“Ouch!” the rabbit said. Then the rabbit wasn’t out. They need other’s help. At this time, a cow was coming.（手拿牛的图片，边讲故事边把图贴到黑板上）

What did he say?（手指黑板上的句子，引导学生自己说出来）“What happened?”

(Yes, and can you imitate the cow?（引导学生模仿牛的声音）

Who wants to read it again? Now you are a cow.) moo, moo, What happened?

The rabbit said, “I’m stuck.” (Who wants to read it? Good! The girls, read it!) Then what did the cow say? Who knows? Good! Who wants to try again?

And the rabbit said what? What? (Yes, the rabbit said, ‘yes, please.’ The boys, read it together. Good!) Then the farmer and the cow pulled the rabbit, they pull, pull. “Ouch”. But the rabbit was still in the mud. He was disappointed. （老师形象的表演出兔子的表情）

At this time, who was coming? Look,who are they? Yes. The horse and the pig. The horse asked?(手指黑板上的句子) Read it together. Who wants to be the horse? Read it again. Great, you are the real horse.

And the rabbit answered____. Who can tell me?

Can you imitate the rabbit. He was very worried. Then the pig asked, “Can I

S: Can I help you?

S: Can I help you? S: Can I help you?

S: What happened? S: What happened?

Girls: I’m stuck.

S: “Can I help you?”

S: “Can I help you?”

S: Yes, please. Boys: Yes, please.

S: Horse, pig.

S: What happened?

S: What happened?

S: I’m stuck.

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help you?” Now who wants to read it? Good! Who wants to try again? Very good! Then the rabbit said, “Yes, please.” Let’s read it together! The farmer, the cow, the horse and the pig pull, pull, pull.（老师边说边做动作）

“Ouch! My ears.”

But the rabbit wasn’t out. He was very, very sad and disappointed. At this time, two little animals came. （手拿图片，边说边把图片贴到黑板上）

Look, who are they? Yes, duck and mouse. The duck said what? Who knows? What? Good! Who wants to read it again.

Wonderful! You are a good duck. Then the rabbit said, “I’m stuck.”

Who wants to imitate the rabbit? You, please. Then the duck and the mouse said together. (手指句子) who can read it ?(Can I help you?) The rabbit said, “Yes, please.” Then the farmer, the cow, the horse, the pig, the duck and the mouse pull, pull. Ok, let’s pull together. “Ouch! My ears” This time ,the rabbit is out. And he said, I’m out, thank you. But all the animals were laughing. The rabbit didn’t know why. All the animals said…… Let’s read it together. “Look, the rabbit’s ears are big and long.”

Ok, do you like this story? Do you know why the rabbit has long ears?

Now take out your paper and read it louderly.

Then you can practice in your groups. One is the rabbit, one is the farmer, one is the cow, the horse, the pig, the duck,the pig. (小组内分角色朗读)

OK，

stop!

I will choose someone to read

S: Can I help you?

S: Yes, please.

S: What happened? S: What happened?

S: I’m stuck. S: Can I help you? S: Yes, please.

S: Pull! Pull!

S: Look, the rabbit’s ears are big and long.

S: Yes.

S: The rabbit’s ears are big and long.

(学生开始练习)

分角色朗读故事，就是为了后面更好5

Step 3

the story. (学生分角色朗读课文) Wonderful, you did a good job! 三、Practice T: Let’s have a role play. One is the farmer, one is the cow, one is the rabbit, the horse, the pig and so on. Are you clear? （小组内分角色表演这个故事，并且带上头饰）Now practice in your groups, and then I will choose one group to come here and act the story. Now two minutes for you.

Great! You are the real actors and actress!

OK, this time, take out your paper, read this story quietly and then do the exercise on your paper!

Now let’s check your answers. Who was stuck? The rabbit was stuck.

Next, The farmer pulled the rabbit. Then who pulled the farmer? The cow pulled the farmer. Yes, you’re right. And next who pulled the cow? The horse pulled the cow. Great! And who pulled the horse? The pig pulled the horse. Very good! And the next two animals? Who pulled the pig? The duck pulled the pig. Yes, and the ____ pulled the duck? The mouse pulled the duck. Yes, you did a good job.

T: Now we know why the rabbit has long ears. And do you know why the elephant has a long nose? Can you make a new story?

Now practice in your groups.

(学生展示分角色朗读课文)

（学生小组内排练故事）

（学生带上头饰到讲台前表演故事）

S: rabbit.

S: cow

S: horse

S: pig

S: duck

S: mouse

（学生练习表演的表演故事，在这里就把角色分好。

通过表演故事更好的操练句型，学生也比较喜欢这种方式的活动，并且积极主动地参与其中。

这个练习帮助学生回顾故事，以及故事中出现的人物顺序。

改编新的故事不仅考察了学新的故事，why 生对本节the elephant 课所学故has a long 事的掌握程度，更nose?）

给了学生

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Step4

家庭作业

课后反思

Then I will choose two groups to show your new story. Three minute for you!

OK, time’s up! Which group?

T: Very good! You are the real actors. 你们都是最棒的小演员。

(学生展示表演故事)

四、Homework

T: Homework,Draw the new story “Why

the elephant has long nose?” on the paper.

(把今天你们自己编的新故事，画在你们的绘画

纸上) Clear？

T: Class is over! Goodbye! Boys and girls. S: Goodbye, Miss Qin!

更大的空间去展示自己的英语水平以及表演能力。

模仿语文老师教授的绘本课程，把故事画在绘画纸或本上。

Draw the new story “Why the elephant has a long nose?” on the paper.

本课讲的是第三册第三单元23课后的故事。这节课我主要运用图片和课件帮助学生了解故事大意，并且让学生能够在老师引导下讲述、表演故事，另外使学生能够运用所学句型表演新故事。

本课开始我运用了

“Old MacDonald Had a Farm”

这首歌活跃了课堂气氛同时也复习了一些动物的单词，又用了一个问题，

“Do you know Miss Qin’s favourite animal?”

来引出故事的主人公

“Rabbit”。

这节课我先利用图片简单的讲述故事，让学生明白这个故事的脉络，同时操练了这节课的基本句型What happened? I’m stuck. Can I help you? Yes, please.。而这节课的重心在于引导学生表演这个故事以及改编一个新的故事

“Why the elephant has a long nose?”

并且表演出来。

这节课我认为比较好的环节有：

1．

本课开头设计了一首简单有趣的歌曲，活跃了课堂气氛，又复习了本单元的动物单词；

2．

老师运用故事图片边表演边讲述故事情节，使学生更好的理解故事；

3．

最后让学生根据刚学的故事改编新的故事并且表演出来，学生们很喜欢做这样的活动，调动了学生学习英语的兴趣，也考察了学生是否掌握了本课的四个基本句型。

这些是我觉得比较满意的地方，但是也有许多不足之处：

1．

对于整个故事，没有一个整体感知的过程；

2．

对于学生掌握不好的地方，即使是旧知识也要再次巩固；

3．

因为听课的学生不是自己每天相处的学生，所有有些指令学生听不懂的可以用汉语做简单的解释。

4．

每次活动操练的时间要充分，给学生足够的时间去练习，老师要学会等待，学生是课堂的主体，要时刻以学生为主，不要背教案；

5．

本课的每个环节之间的衔接不够紧密，老师的语言要丰富，使每个

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环节有一个自然地过渡；

6．

老师评价的语言过于单调，评价语言没有层次性，可以尝试多种鼓励方式；

7．

老师留的作业可以用汉语再解释一下，让每一个还是都能明白，可以给一个例子；

8．

最让我觉得做的不够的地方，是对于整节课的把握，并没有那么的游刃有余，应该做到不管发生任何的状况或者意外都能做到心中有数。

我觉得在今后要做到一下几点：

1.

多听课，学习其他老师是如何处理课堂发生的状况，努力提高自己在英语语言方面的水平，全面锻炼自己多方面的应变能力，做到授课时不慌不乱，沉着稳重；

2.

好的地方要坚持，每节课都渗透其中；

3.

有些环节的设计要更准确，更精致一些，不要留有任何的瑕疵；

4.

学习《新课程标准》；

5.

多阅读一些与小学英语教学相关的书籍和刊物，认真研读《校园英语100句》；开始阅读中小学英语杂志；

6.

课堂用语要简练，不罗嗦，说完课堂用语后停顿，以示强调；

7.

每学期设定自己的目标，按着自己的目标一步一步执行；

8.

眼中要有学生，课堂的中心是学生；

9.

课堂上要更热情一些，活泼一些；

10.

以后要开始研究复习课怎么讲，慢慢地学习，准备不同课型，准备比较成熟的时候让其他老师听，指出缺点和不足，然后反复和练习。

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点评1：

秦老师的这节故事课，教师引导得法，给人耳目一新的感觉。以下几点是我对这节课的的看法。

1.

预读：老师带着学生走入故事，并把故事中各个角色代表性的语言也就是故事的重点内容一一表达出来，同时让学生试着用不同的声音来表现这些角色，详讲故事时，老师引导学生，让学生自己来操练，故事的重点，操练的很充分，这是老师处理的高明之处。

2.

学生在配合上也是被老师引领者渐入佳境，刚唱歌时的羞涩，老师不停的说“Louder, please.”，到后来故事讲解时，学生参与率越来越高，声音越来越大，情绪也越来越饱满。有几个小孩读故事时还摇头晃脑的，说明他们已经进入了角色，同时这也体现老师课堂上对学生学习的关注。

3.

小组的操练中，学生热情也相当高，这样的学习效果自然是显而易见的。另外，小头饰的准备也给课堂增色不少，赢得了孩子们的笑声。

4.

老师在教学内容处理上手法新颖，基于教材，但有不拘泥于课本。以10个重点画面来展示，可操作性强，又很容易抓住重点难点内容，学生也易学。本课最后对故事进行了引申扩展，Why the elephant has long nose ?让孩子们展开想象，把学到的东西运用进来。

5.

秦星老师基本功扎实，流利的口语，得体的课堂用语，自然的教态，都给我留下了很好的印象，相信在座的各位老师也会有同感。

支农路小学

张丽芬

点评2：

听了秦星老师执教的Why the Rabbit Has Long Ears?一课，形式看似简单，内容却丰富，给我一些课堂低年级故事教学的启示。

一、采用适当的教学模式，做到因材施教。秦星老师以往承担低段教学所运用的教学模式和教学方法受到老师们一致地认可和欣赏。她热情大方的教态，活泼有趣的游戏以及美观新颖的教具都成为她英语课堂牢牢抓住学生注意力和培养学习兴趣的法宝。课前的歌曲Old Macdonald一下拉近了学生们的距离。由随后设计了许多在真实语言下的游戏。很自然地引导学生连贯流利地用英语表达他们的思想。

二、简单的形式，丰富的内容。秦星老师的这堂课给我以清晰实在的印象。这堂课教学步骤并不多：歌曲之后老师引导学生谈论动物，Let’s guess what my favourite animal is? 接着What is it? What happened to the rabbit? 通过几幅有代表性的图片，开始窜讲故事；学生们在老师的帮助下开始了朗读故事，部分学生能够在图片和老师的帮助下听懂故事；为后面表演环节奠定了基础。最后是拓展

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环节Why the Elephant Has Long Nose? 秦星老师创造了大量的口语表达的机会。在她的课堂上，更多地听到的是学生的声音，而不是老师的声音；更多地听到的是运用英语表达思想的声音，而不是机械齐读的声音。在同学们的口语表达中，也感受到了她的学生有着丰富的词汇量。这与秦星老师具有新的教学理念以及她平时扎实的教学是分不开的。

需探讨的地方：

1、整堂课缺少一个大的语言情景，各个知识点之间出现一定的块面。如果能够一条线索贯穿起来就更加好了。

2、对学生的小组活动需加强指导，培养学生相应的阅读策略。虽然整堂课中小组活动比较多，但是否应该多从文本中多获得一些信息。

中山路小学

王强

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