Lesson 18 Lost in the City第二课时教学实录

1.Warming up First of all,let’s sing a song.Where’s the restaurant? Listen for the first time. The second time follow it. 2.Review Let’s review the chant. 3.Pre－reading T: Hello, boys and girls. Today let’s learn a story. In the story ,there is a little cat. Her name is Lily. It's a nice day. She is going out. Can you guess where is she going?Now let’s watch the video. (学生猜测各种地点)

(设计意图:课伊始在与学生轻松愉悦的交流中,自然引入本课故事,介绍故事主要人物信息。猜测小猫要去哪里环节,激发了学生的学习兴趣,发散思维,激活旧知,为接下来的故事学习做好了铺垫。) T:Now I have question how many animals does Lily meet on the way? (设计意图:让学生熟悉故事的人物角色。) S:Two. T:Let’s look at the picture where’s Lily going?(手指着右下角的单词city,认读city)

T:Now she is in the city. Wow,how big ! There are many new building and new streets. So Lily is lost. What will Lily do? (设计意图:此环节是同学们在小猫迷路的情况下,动脑筋想办法帮助小猫找一找解决问题的方法。培养了学生遇事不慌张,积极动脑筋想办法的能力,渗透迷路时解决问题的常识方法,提高其社会实践能力。此活动深入学生生活实际,学生乐于参与。) 4. T: What does Lily do? Who does she meet?

Ss: A dog. A nice dog T: How does the dog show the way? (设计意图:通过上一环节的猜测,学生带着好奇心和疑问观看视频,通过听和看获取故事中主要信息。活动的地图移动路线生动直观地展示了小猫的行进路线。) 5. 再出示地图指着图中的房子问:T:Is it here sister’s house?

(学生猜测并观察发现不是) It's the Mice house. Not the Nice house. (设计意图:此环节学生通过猜测观察,从而发现并不是小猫要找的Nice house。整个活动不仅激发了学生的学习兴趣,也培养了其仔细观察,认真做事的思想。) 6. T: Oh, no. What will Lily do? Who can help her?

T: Look, here comes a bird. 出示老鸟的图片,引导学生在这种着急的情况下,询问 Excuse me, where is the Nice house?

(设计意图:学生有感情的帮小猫询问,体会故事中主要人物焦虑的心情。) 7. T: Will the bird help Lily? Please listen( 听图5内容,寻找谁帮助小猫的答案)

T: Does the bird use a map? How does she show the way?

Ss: No. T: Yes , She use his body . 8. Let’s read and follow the video.

9. T: At this time, can Lily find the Nice house? Now let’s listen.

(设计意图:听录音揭晓答案,终于找到了姐姐家。学生在浓厚的探究兴趣中观看。) 10. T: Finally , she gets to the Nice house. How does she feel? (Is she happy?) Ss: Yes,she is happy. T: She sees her sister. She says: I missed you. Her sister says: I missed you, too. Now you are Kitty. I am Lily. (设计意图:教师通过语气以及拥抱动作让学生学习知识,体会主人公欢快的心情) 11.Read the whole story and do some exercise. (设计意图:此环节让学生朗读并回顾整体故事内容,做练习巩固。) 12. Role-play (1)老师与一名学生示范 (2)Practice in pairs. (3)Volunteers show it

13.Homework （1）retell the story to your parents. （2）search proverbs about cats. ( 设计意图: 通过整节课多种活动的设置,学生在参与中对故事了解,掌握,生成,学生在听、说、读等各方面得到了一定的提升。作业是对课上知识的巩固和延伸,朗读并给家人讲述故事,不仅复习的知识,还拓展了课外补充。)