Unit 1 Is it a dog?名师教学视频（文字实录）

外研社新标准英语一年级起点一年级上册 Module 7 Unit 1 Is it a dog? 教学方案设计

作者姓名：兰诗琴 单位：成都市双流区九江小学 联系电话：13880712134

教材及年级名称

教材分析

外研社新标准英语一年级起点一年级上册

课文标题

Module 7 Unit 1 Is it a dog? 教学方案设计

Module 7 的教学内容是根据自己对物品的推断进行询问。在一年级上册教材中起着承前启后的作用。前一个模块Module 6的教学内容是询问物品名称和介绍自己的物品。当同学们完全不认识某物品时，用Module 6所学的“What’s this/ that?” 提问；当同学们能大概猜测物品是什么时，则用Module 7 的: “Is it a…?”来询问并确认。Module 7的铺垫对学习Module 8有极大的帮助。

Module 7 Unit 1 Is it a dog? 所学内容是外研社一年级起点一年级上册Module 7 Unit 1，配图故事的情境是在公园里，Daming和Sam看到树丛中有个奇怪的东西，因为他们只看到了这个东西的一部分，有一定的把握，但是不够确定，他们用”Is it a …?”说出各自的猜测，都被对方用”No, it isn’t.”来否定。在不断猜测之后，他们感到越来越害怕，以为是怪物，所以用”Yes, it is!”来肯定他们的猜测，并且用Help!呼救。最终弄明白它只是怪物形状的风筝，是Amy和Lingling的恶作剧。

词汇：new, kite, or, not(isn’t = is not), monkey, monster, help! 句型：Is it a …? Yes, it is. / No, it isn’t. 以及求救用语Help! 功能：用一般疑问句确认自己的猜测，并做出肯定或否定回答。

学情分析

在前一模块Module 6中，学生已经学习了如何针对自己不认识的物品进行询问，学生掌握了句型“What’s this/that?”，为本节课做了铺垫，因为本节课继续深入学习如何询问自己有一定把握但不够确定的事物，需要确认自己的猜测。一年级的孩子活泼好动，好奇心强，对英语的兴趣很浓厚，对表演和做游戏有极大的热情。在前面的学习中，有了一些词汇和句型的积累，比如打招呼，动物，颜色，学校，文具等。对本单元的学***的帮助。

教学目标

1.语言技能目标：

（1）听：全体学生能听懂：Is it a dog? Yes, it is. No, it isn’t. Help! （2）说：全体学生能说：Is it a dog? Yes, it is. No, it isn’t. Help! （3）读：

全体学生能初步整体感知：new, kite, not(isn’t = is not), help （4）写：全体学生能初步视觉感知：new, kite, not(isn’t = is not), help（5）运用：全体学生能运用：Is it a dog? Yes, it is. No, it isn’t. Help!

2.语言知识目标：

（1）功能：用一般疑问句确定自己的猜测，并做出肯定或者否定回答。

（2）功能：全体学生能初步运用：Is it a dog? Yes, it is. No, it isn’t. Help!

（3）词汇：全体学生能理解：new, kite, or, not(isn’t = is not), monkey, monster, help; 全体学生能初步运用：new, kite, not(isn’t = is not), help; 部分学生能初步运用：or, monkey, monster （4）语音：全体学生能掌握一般疑问句的升调。

3.情感态度：敢于并乐于提出问题。通过活动激发孩子们的学习英语的兴趣和培养主动并积极参与活动的兴趣。树立孩子们的自信心，培养学生之间的合作意识。

4.学习策略：

（1）兴趣：就自己的推断进行询问并针对对方的询问进行肯定或者否定的回答；对“help!”这类特殊语句具有兴趣。

（2）交际：就自己的推断与他人进行交流。

5.文化意识：了解英语中的求救用语“help!”

教学重点与难点

1.教学重点：

(1)核心词汇：new, kite, or, not(isn’t = is not), monkey, monster, help

(2)句型:Is it a dog? Yes, it is. No, it isn’t. Help! 的理解、掌握和运用。

2.教学难点：

核心词汇的准确发音，一般疑问句句型is it a …?的连读和一般疑问句的升调训练，以及回答的灵活运用。

教学准备

教学方法

PPT 演示文稿，教学光碟，卡片，人物头饰，课堂评价所需要的猫风筝，新的真实的猫风筝，游戏道具卡片。

导入法，图文解码，情景教学法，动作教学法，活动教学法，游戏教学法，合作学习法。 教学过程和课堂实录

教学内容

Step 1: Warm-up 教师活动 1. Greetings. 学生活动

1. Ss greet to the 2. Ss do and chant. Hey, hey! That is a is a bag. Ooh, ooh! 教学设计意图

师生问候，开始课堂。

通过已学的chant边做边有节奏感地咏唱，活跃气氛，复习That 开头的What’s that? 2. Chant: T leads Ss do and teacher. Hey, hey! That is a desk. Aah, aah! That is a bag. Ooh, ooh! That is a cat. (1 minutes)

chant: desk. Aah, aah! That is句型，为主要故事

That is a cat.

Step2: Lead-in

1. T: Well done, boys and 做铺垫，通过cat自然引入下一环节。

1. Ss guess: It’s a

教师在黑板上先逐步呈现猫，鼓励学生大胆线呈现猫型风筝。为呈现本课的主线kite做铺垫。

察Lead –in 部分物Daming and Sam和课文主线kite。

感知故事，通过带着问题有目的地听，并回答问题,突破重难点cat 教师展示新买的真实猫风筝，给孩子视觉冲击，加深印象。通过老师的“Look, my new kite!”为图片1中Sam的语句做铺垫。

与，理解，模仿，猜测的过程中理解整个故事。

图文解码，让孩子们观事物cat kite和Sam高兴的表情，引入图片1,让学生通过听力，指测）(S1:It’s a cat.)

猜测,再通过补充风筝

Ss：风筝。

of Activity 1. Ss: Sam and Daming Ss：A kite. and answer: It’s a girls. Let’s play a guessing panda/bear…（教学预T draws a cat and adds kite

lines. Now what’s this? it on Bb. 2. T teaches the story of Activity 1. T: Look at picture 1. Q: Who can you see? What can you see? What kind of kite? (4 minutes)

game. Guess what animal? T teaches “kite”

and writes Ss do and say“kite”.

2. Ss learn the story 图文解码，让孩子们观Ss observe picture 1. Activity 1的主要人(1)

watch, listen and answer: (1) Ss watch, listen 播放动画让学生整体T shows the word card , points cat kite. to the cat kite on the Bb and

teaches “cat kite”(“猫型风筝”). cat kite. Ss do and say: It’s a kite. T shows a real new cat kite and Ss look and listen says: “Look, my new kite!” very carefully. T encourages Ss: If you do park.

(2)

T teaches the story of Activity 1 picture by picture. ① Picture 1: T: What can you see? T: Point to the cat kite. Look, Sam is flying a cat kite. Ss are very happy.

of Activity 1. ① Picture 1: Ss: A cat kite. kite.

good job, you can fly it in a

(2) Ss learn the story 逐图解图，让学生在参Ss point and say: cat 察Activity 1的主要Is Sam happy? Why? Listen and Ss: Yes.

answer: What does Sam say?

Ss listen and answer: 一指Sam的猫性风筝，“Look, my new kite!”

模仿语音语调，积极参

教师引导学生认真看图片1中Sam和T teach “new”, write it on Ss drill “new”. Do 与故事的学习。

Bb and leads Ss to do and say: and say: “Look, my “Look, my new kite!”

new kite!”

T: Look, Daming is far away

from Sam., so he can’t hear

What does Daming say? clearly. Listen and answer: Ss listen and answer: Daming的远距离和相Your cat or your kite? 互表情，带着问题听并T teaches “or”, writes it on Ss learn “or”. Ss do 回答，模仿语音语调。Bb and leads Ss to do and say: and imitate “Your cat 让学生参与，理解，模“Your cat or your kite?”

② Picture 2: or your kite?”

② Picture 2: 仿，猜测，理解图片1,学习新词和句子。

教师引导学生认真看图片2中Sam和T: Look at Picture 2. Sam’s

kite falls down and now they Ss guess : …（教学预Daming的近距离和表are near. So Daming can see 测）(S1: Oh, it’s a 情，带着问题听并回it. Guess what does Sam say? Listen, check and repeat.

3. T presents classroom assessment. cat kite.) 答，模仿语音语调。让Ss listen and repeat: 学生参与，理解，模仿，Oh, it’s a cat kite. 猜测，理解图片2，学

3. Ss understand 习新词和句子。

后，自然引入整节课的评价方式并贴出: Two cat kites.鼓励孩子们努力学习，放飞本组的猫型风筝。增加团队意识和归属感。

classroom assessment. 学习Activity 1故事T: Look, I have two cat kites.

Look at this one. What color? Ss: It’s yellow.

This yellow cat kite is for

team 1. What color? This blue Ss: It’s blue.

cat kite is for team 2. If you

do good job, you can fly your

team’s cat kite higher.

4. T shows some kinds of kites 4. Ss look at the PPT 教师向学生介绍不同on PPT. (e.g.: It’s a tiger and learn more kinds 形状的风筝：例如：老kite/ dog kite. / bird kite. of kites.

虎风筝，狗风筝，鸟风筝等等。开阔学生视野，增强趣味性，让学

Step3 Presentation (20minutes)

1.

T presents Picture 1 of Activity 2. T: Who are they? park. Look, Sam is so surprised. T: Yes. Today they are in a

生学习兴趣高涨。

1 of Activity 2. 问和讲解，引导学生们1.

Ss observe Picture 在听读前，教师通过设Ss: Sam and Daming. 观察图片主角，让学生们理解课文发生的情境，激发孩子们学习故事的兴趣。

教师通过设问引导学生带着问题认真完整地观看第一遍教学光碟动画，无字幕。学生试着整体感知故事，理解对话大意。在回答问题的过程中加深对故事的整体理解，自然引出故事主线。

课文。让学生在参与，理解，模仿，猜测的过程中读懂整个故事。

图片1:观察图片，图文解码，思维培养。教师引导学生观察图片，注意奇怪物体与Sam的远距离，鼓励学生有2.

Watch, listen and answer： 2. Ss watch, listen Q: What do Daming and Sam see? and answer: A kite.

3.

T teaches the story picture by picture. (1)

Picture1: picture?

What’s that? Something there, we don’t know. Sam see it. What’s that? T leads Ss to listen and the tone of Sam.

(2)

Picture 2: T: Look at Daming, he’s scared. He thinks of an

picture by picture. (1) Picture1: 预设）(a tree / 树丛里有个奇怪的东西…)

3. Ss learn the story 逐图学习，分解，细化T: What can you see in this S: I can see…（教学T points to it and says: Look,

sees it but Daming doesn’t

S: …（教学预设）（S1: 依据得大胆猜测。运用that?）

句子”What’s

that?”起到承前启后

让学生观察图片2中Daming脑海里想象到

T: Guess what does Sam say? Look, Daming! What’s Module 6 已学的重点repeat. T asks Ss to imitate Ss listen, do and the tone of Sam. (2) Picture 2:

repeat. They imitate 的作用。

animal. Q: What animal? 2 and the picture of the strange thing. it a dog? Can you guess? a dog? T: What does Daming say? Listen and repeat.

Ss: A dog.

的动物：狗。

教师通过用目标语言即重点句子Is it a 示句子卡片，让学生初次听觉视觉感知图片T points to the dog in picture

T: Oh, we can see a dog. So is Ss: Yes/ No. T: Maybe, Let’s listen is it and answer: No, it isn’t.

Ss listen Picture 2. dog?的提问猜测，并出T leads Ss to listen again. Ss listen, check and 2和Is it a …?句型。

repeat: Is it a dog? 学生猜测后，带着问题Ss learn the new 听图片2，降低学生听力回答的难度。

中引出重难点句子，贴对话即重点句子，学生感受一般疑问句的升调和连读。

教师通过反复运用目标语言即重点句子Is it a monkey? 提问并出示句子卡片让学生Is it a monkey? 和理学生猜测后，带着问题听图片3，降低学生听T teaches the new sentence: sentence: “Is it a “Is it a dog?”

and writes it dog?” and the new on Bb. and repeat. and write it on Bb. (3) Picture 3: T: What does Sam say? Listen it a …?

T teaches: “No, it isn’t.” “No, it isn’t.”

(3) Picture 3: sentence pattern: Is 在故事图片2的教学Ss listen and repeat: 人物头像，板书人物的T: Let’s look at Picture 3,

Sam also wants to guess. What

animal can you see? T teaches the new word “monkey”. T points to the monkey in the strange thing. sure. Can you guess? a monkey? 3 again, teaches the new sentence: “Is it a monkey?”, drill“ No, it Ss:猴子。

drill “monkey”.

isn’t.

No, it isn’t. Picture 3. Ss do the movement and

picture 3 and the picture of

T: Is it a monkey? I’m not Ss: Yes./ No, it T: Maybe. Let’s listen is it

T leads Ss to listen Picture Ss listen and answer: 再次从听觉视觉感知Ss listen and reapet 解图片3。教师提问，isn’t.” and write them on

Bb. T: Oh. No, it isn’t. So what’s that? Let’s look at Picture 4. (4) Picture 4:

(4) Picture 4: 力回答的难度,让孩子们对No, it isn’t.更加熟悉。

教师又再次运用No, it isn’t. So what’s that? 激发学生继续探寻奇怪物体的好奇心和求知欲。

通过看电影怪兽大学里怪兽吓人的片段，以及观看PPT上不同类归纳总结这一类型的都叫“monster”.让学生充分理解“monster”，并激起知欲。

训练，学生对“Is it a…?”句型有了一定的感知，在图片4中教师让全体学生问教师：Is it a monster? 可以训练全体学生运用并加强师生互动。

教师再次运用目标语言Is it a monster?设问，让学生带着问题T does the movement and say:

Look at Daming and Sam. They

are very scared and want to

cry. They think of a thing.

What’s this? Watch a video. Be careful! Then T shows some pictures understand the new word: “monster”.

Sam say? monster?”

T: Maybe, Let’s look at Picture 5.

(5) Picture 5: T: Look at them. They are Ss: 怪物。

Ss watch a video in film Monster about monsters, makes Ss to University. “monster” and understand “monster”.

Is it a monster? it a monster?

(5) Picture 5: Ss learn the new word: 型的怪物图片，给学生T: Listen Picture 4, What does Ss listen and repeat: 同学们的好奇心和求T: Can you ask me “Is it a Ss ask me together: Is 通过图片2,3的听力Ss listen and answer: 目标语言输出的能力，crying loudly. Let’s listen Yes, it is. T shows the sentence of Pic 5 drill the new on PPT, teaches the new writes it on Bb. T: Maybe. If you are them, what can you say?

sentence: “Yes, it sentence: “Yes, it is!” and is!”

and answer is it a monster? Ss do the movement and

S: （教学预设）（S1: Oh 听图片5，让学生自己my god!）（S2: Let’s 听出“Yes, it is!”

run!）（S3: I want my 让学生主动参与到故mum!）(S4: 救命呀！) 事中，把自己当成主角

Daming和Sam,理解他们的处境和心情，想象猜测如果你是他们除还有可能说什么？培养学生思维，提高自主学习的热情。

孩子们了解英语中的求救用语“Help!!”以及如何运用，扩展知识面，增加英语文化常T praises their imagination.

and repeat.

to understand the cultural

work: do the pair work: act out Picture 4-5.

T shows the rising monster Look, What’s that? Is it a monster? “Help!!”.

understand the consciousness of “Help!!”

T: What do they say? Listen Ss listen and repeat: 了“Yes, it is!”，T shows the PPT and makes Ss Ss look at the PPT and PPT扩展文化意识：让consciousness of “Help!!”

cultural (5) T leads Ss to do the pair (5) Ss do the pair wok: 识。

One acts Sam: Is it a 教师在讲故事中加强acts Daming. They hug, 活动。通过让孩子们表cry and say: Yes, it 演重点精彩图P4-5，is! Help!!

加深对故事高潮的理解。学生积极主动参与老师让孩子们观察上升的风筝线，通过两个扩展问题，再次复习巩固故事的主线：It’s Is it a monster?并训练根据实际回答：” No, it isn’t.”

逐步呈现最后一幅图片6的三个重要部分：男主角，风筝，做恶作剧的女主角。设置悬谜底的感觉。通过图文解码，让学生观察图T demonstrates and makes Ss to monster? The other one 生生互动，做两人结对Ss laugh and answer: 理解模仿故事。

Ss: No, it isn’t.

kite in Pic 5 on PPT and say: It’s a kite. T: But Daming and Sam don’t

that clear? Let’s look at Picture 6. (6) Picture 6: they happy now? Why? T shows the rising monster Look, what’s that? So they are happy. Is that clear? are crying.

(6) Picture 6: and answer: Yes.

Ss: It’s a kite.”

Yes. S: （教学预设）（S1: see it. So they are crying. Is Ss understand why they a kite. 和复习听力T: Look at Sam and Daming. Are Ss observe Picture 6

kite in Pic 6 on PPT and says:

T: Now they see it’s a kite. Ss understand and say: 念，给孩子们有一种揭T: Guess what does Sam say? look! It’s a kite.）

片，为揭谜底做准备。

Listen, check and repeat.

Ss listen, check and

repeat: look! It’s a 通过学生的理解和猜kite. 测，揭示故事的主线。T shows the girls behind the Ss: Lingling and Amy. 为最后的女孩们的出bush on PPT and asks: Who are S: （教学预设）（S1: 你现做铺垫。

they? you say?

Amy and Lingling say?

们真是胆小鬼!）（S2:

T: If you are them. What can 你们被我们整了！）（S3: 逐步呈现最后出现的是我们在这里呀！）(S4: 女孩，设置悬念，给孩哈哈哈！这是我们的恶

repeat : ”Hello, Boys!”

子们一种揭谜底的感觉。让孩子们主动参与故事中，并把自己当成故事最后出现的Amy和Lingling，看看她们得意的表情，如果你是她们，你会说什么？让孩子们发挥想象力，培养学生思维，提高自主学习的热情。

教师总结故事，让学生加深对故事的理解。

Step 4: Practice (20 minutes)

1.

Drill and review: Ask and 1.

Drill and review: 通过有逻辑性的一段answer. Ask and answer. 完整小对话，操练重难点句型：“Is it a …?”

和根据实际情况回答: “Yes, it is.”或者“No, it isn’t.”

复习故事情节，理清故事脉络。这个操练形式分为师生互问和生生互问，可以加强师生之间和生生之间的交流和培养感情。

T shows the monster kite in Ss listen the key the story, makes Ss to listen sentences about the the key sentences about the story. story. PPT shows: A: Is it a dog? B: No, it isn’t. isn’t. isn’t.

is..

Ss look at PPT and listen very carefully.

T praises their imagination. 作剧！) T: Listen and answer what do Ss listen and T: From the story, we know Amy Ss understand the and Lingling play a prank with story more clearly. Daming and Sam. They are flying a monster kite. A: Is it a monkey? B: No, it

A: Is it a monster? B: No, it

A: Is it a kite? B: Yes, it

(1)

The interaction between T (1) The interaction

and Ss. T asks as A. Then exchange. T answers. wrok. between T and Ss. Ss answer as B.

学生翻开书，手指着跟这录音有感情地逐句跟读全文。通过图文结合跟读复习巩固整个故事。

教师让学生关书，进行Then exchange. Ss ask.

wrok. (2)

T leads Ss to do the pair (2) Ss do the pair T tells Ss the rule: One asks One asks as A and the

as A and the other answers as other answers as B. B. Then exchange. and repeat the whole story.

the pictures.

story one by one. There are some important

4.

Play a guessing game: T tells Ss the rules and lets four Ss do an example. Four Ss remember the four cards together. No.1 fans. No.2 picks one card. No.3 guesses: Is it a …? No.2 it is. No.4 praises. Then rotate roles in next 3 rounds. Then exchange. books, Listen, point and repeat the whole story.

2.

Leads Ss to Listen, point 2.

Ss open their 3.

Match the sentences with 3.

Ss close their books and match the 图文配对，可以检测学sentences with the 故事，操练，跟读后是pictures. chooses the right 否学懂了故事，是否建立了图片和文字之间的联系。

PPT shows 6 pictures of the S1-10: Everyone sentence, says it and 通过实际上台触摸句touches the sentence, 再次巩固整个故事和it will fly to the picture.

重点句子。再次巩固图片和文字之间的联系。

game in groups of 猜测游戏，让孩子们在four. groups of four.

趣味游戏中运用重难点句型：“Is it a …?”

和根据实际情况回答: “Yes, it is.”或者“No, it isn’t.”

后三轮游戏角色轮流交换，让每个孩子在每一轮的任务都有所变化。

sentences above very picture. comes to the PPT. Then 子，激发学习的兴趣，4.

Ss play a guessing 通过4人小组玩纸牌Every table has four cards. Ss play the game in answers: No, it isn’t./ Yes,

designed according to the story of Activity 2. T leads Ss to tell the story together.

the story in groups of four.

Classroom Team 1 flies a yellow cat kite. Assessment

Team 2 flies a blue cat kite.

学生在教师的带领下5.

T opens the big story book 5.

Ss look at the pictures one by one 通过看本节课主要故and tell the story 事制作而成的无文字together. 故事书，通过图片回忆文字，从无文字的书变成有文字的书。达到知识内化并充分输出的效果。

in groups of four. 强团队协作精神，营造故事情境，能让孩子把故事内化成自己的语言并在真实情境中输出。

跟课文主线”kite”紧密相连，让孩子们在的乐趣，让风筝越飞越6.

T tells Ss how to act out 6.

Act out the story 4人小组表演故事，增They can fly the kites higher and higher according to 活动中感受课堂竞争their performances in every activity. The team whose cat kite flies higher is the winner. 高，找到团队归属感。

家庭作业：1. Listen and read the story. ★★

2. Act out the story in groups of four. ★★★★

3. Pair work：Play guessing games with your friends. ★★★★

板书设计：

教学反思

我通过对Module7 Unit1的备课，磨课，上课等有一些反思和感悟。一年级的英语教学应该简洁明了。教师应该简化课堂，体现简单，高效，思维。Activity1 导入故事是让孩子们感知并有一种耳熟的感觉，不要求上口。所以导入故事的教学应该直截了当。通过看，听，指，观察理解图片和故事。本模块中Activity1 导入故事教学，教师都可以让学生直接听出来，并且指一指，比较符合一年级孩子活泼好动的特点。

Activity2是课文主要故事，教师应该在约20分钟的时间让孩子们参与，理解，模仿，猜测。教师要引导学生理解图片和文字之间的联系，同时教师也在不断地自然地运用目标语言，训练学生听力，同时也让课文图片之间的讲解衔接自然流畅。教师在逐图解图时，针对课文图片的提问，教师应该注意细化，问题不能太大，这样让孩子们带着问题去听，而且这些问题是教师运用目标语言精心设计的，让孩子们集中注意力去听，积极主动地去理解，效果就事半功倍。针对精彩图片可以做一些的小表演，调动孩子们积极性。

针对一年级的故事教学，教师首先应带领孩子们观察第一幅图呈现的主要人物和事物，所以”Who

are they? ”What can you see?”是教师应该经常运用的引导学生观察图片的常用语，让学生养成主动积极地观察图片的好习惯。对于”Who are they?”，孩子们非常乐于回答，因为孩子们对新标准教材的四个活泼可爱的主角

Amy, Lingling, Daming, Sam很熟悉。对于”What can you see?”这个问题，在

Unit1教师要引导孩子们注意观察树丛后面的奇怪物体；在Unit2 教师要引导孩子们注意观察沙发角落的猫。在Unit1的Activity2故事中教师要用已学的重点语言”What’s that?”贯穿线索，自然衔接，留出悬念。并且让孩子们主动转换成故事的主角。教师用:” Look, What’s that? Something there, we don’t know. Sam sees it but Daming doesn’t see it. What’s that? Guess what does Sam say?”教师用孩子们已学重点语言引导第一幅图，孩子们就会大胆地进行有依据地猜测。教师要注意不断使用目标语言来引导孩子们的听力训练，如第二幅图

“We can see a dog. So is it a dog? Can you guess?”，这样孩子们可以回答最简单的:”Yes./No.”，就减少了接下来听力的难度，这样对No, it isn’t.的学习有帮助。接下来教师继续用”What’s that?”贯穿线索，留出悬念。在第三幅图教师讲解了新动物”monkey”后，应继续使用目标语言自然引入：So what’s that? Is it a monkey? I’m not sure. Can you guess? 这时有部分学生可以用第二幅图学的”No, it isn’t.”来猜测了。这时教师用: Maybe. Let’s listen is it a monkey? 让孩子们在带着问题听了第三幅图后能运用”No, it isn’t.”来回答。图片2,3的重点是带着问题听，观察图片和运用”No, it isn’t.”和”Yes”来猜测，并且对目标语句：Is it a dog/monkey? 有初步感知。到了第4幅图，教师在处理”monster”时应该快速简洁明了，给学生3幅不同类型的”monster”的图片，带领孩子们总结归纳，让孩子们明白这一类型的物体都叫”monster”。接着教师就可以让孩子们对于之前初步感知的句子is it a …?

进行运用，所以这时教师用:Can you ask me is it a monster? 引导孩子们转换成提问者，教师转换成回答者，让孩子们操练了目标句子：is it a monster? 接着教师只给模棱两可的答案：Maybe, Let’s listen. 引入图片5，学生通过听力自己听出”Yes, it is.” 这时教师要充分发挥学生主角的作用：If you are them , what can you say?这时学生会有很多精彩的思维亮点。然后教师再引导学生听“Help!!”并讲解文化常识。教师针对精彩图片4,5，让孩子们做一些的小表演，调动孩子们积极性。最后一幅图6是一个揭谜底的过程，教师可以设置悬念，一部分一部分地从左到右慢慢呈现图片6。在最后一句话听出来之前，教师要充分发挥学生主角的作用：If you are Ling and Amy, what can you say? 这时孩子们会对故事的结局有很多出彩的大胆猜测。

我感悟到故事教学的“练”应该包含：听图片的对话，观察图片，参与，理解，模仿，猜测等等，只是每一个环节练的程度不一样，教师要循序渐进。第一遍讲解故事，能让孩子们对故事感知和理解，这相当于英语的泛读。老师在不断地运用重难点目标语言进行图片过渡和听力的引导，孩子们也是通过听力，听出了重难点目标语言，而不是老师机械灌输讲解给学生的。同时要保持故事的完整性，不要轻易打断故事去做一些机械的操练，这些针对重点句型的操练可以放在课文故事讲解完后单独一个版块进行。U1主要故事讲解完后，教师可以针对课

文的主线monster kite和课文的内容，进行一个操练，类似于Activity 3，4 的完整有逻辑性的小对话。A: Is it a dog? B: No, it isn’t. A: Is it a monkey? B: No, it isn’t. A: Is it a monster? B: No, it isn’t.

A: Is it a kite? B: Yes, it is.活动的设置应该形式多样，避免重复。以师生互动，生生互动，小组互动等方式进行。活动的设置应该体现：简单，高效，思维。

我认为，作为低段的英语教师，在备课时要备故事图片包含的情感，思维和背景，从一年级开始就应该培养学生的思维能力，应该从平时的一点一滴中思考如何培养学生的思维。不要错过学生一点一滴的小思维，因为这些小思维不断积累就可以慢慢构建语言点。