Lesson 5: The Cold Day 优质课教案整理

The Cold Day

一、教学目标

1. 语言能力目标：学生能够读懂故事情节；惟妙惟肖地模仿录音；绘声绘色地独立朗读故事；能看图复述主要故事情节；掌握字母组合“ey”、“ay”和“a-e”的拼读规律；能简单地仿写故事。

2. 非语言能力目标：通过让学生观察一家人在海边玩耍的情景来培养学生的观察力和想象力；体会故事结尾的幽默；联系生活实际，让学生学会如何应对寒冷，培养学生的勇气。

二、课堂环节

1. 导入（Lead-in）：谈论天气，引入故事情景

教师引导学生谈论天气，以及在天冷的时候喜欢做什么，从而引入故事情境。

What’s the weather like? （分别展示热天和冷天两幅图）

What do you like to do on hot days/on cold days? （请学生自由回答）

Do you like to play in the sea on hot days? （展示夏季海滩游玩的图片）

Do you like to go to the seaside on cold days?

之后，展示故事第一幅图片，自然过渡到讲故事环节：

Look! The children were in the sea.（展示故事第1幅图）

Was it a cold day or a hot day? What would happen in the story? Let’s have a look.

2. 看图讲故事（Storytelling）：理解故事情节，观察一家人在海边玩耍的情景

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，让学生观察天气以及一家人在海边做了些什么。

（Picture 1）Look at Biff, Chip, Wilma and Wilf. Did they feel cold? No. How about Kipper? He was cold.（模仿Kipper的动作）

（Picture 2）The children played in the waves.（指向海浪，帮助学生理解waves的含义）

Look at this man. Who was he? （指向爸爸）

He was Dad. Dad looked like a wizard.

Dad made them laugh. He looked so funny.（指向爸爸头上的海草）

Biff, Chip, Wilma and Wilf all laughed.（指着每个人的表情）

How about Kipper? Did Kipper laugh? No. Kipper was cold.（模仿Kipper的动作）

（Picture 3）Everyone was cold. How about Kipper? He was very cold.（模仿Kipper的动作）

（Picture 4）Everyone wanted to get warmer.

Look! What were Dad, Wilma and Wilf doing? They were jogging.（模仿Dad的动作）

Chip and Biff wanted to jog too, so they put on their shoes.（指着Chip和Biff的动作）

But look at Kipper. What did he do?（指着Kipper）

He sat on the rug.

（Picture 5）Mum went to Kipper.

“Come on, Kipper,” she said. Would Kipper jog with the children? No. “I’m too cold,” he said. Look at him. His face was blue. His teeth were chattering.（模仿Kipper牙齿打颤的动作）

（Picture 6）Look at the children. What were they doing? They were playing cricket.（指着Wilf手中的板球，模仿Wilf的动作）

“Come on, Kipper,” said Dad. Would Kipper play with the children? No. “I’m too cold,” he said.（模仿Kipper全身发抖，牙齿打颤的动作）

（Picture 7）The children was digging a hole in the sand. “Come and help,” said everyone. Would Kipper go to help? No. He got colder and colder.（模仿Kipper越来越冷的动作）

“I’m too cold,” said Kipper. （Picture 8）Suddenly, Kipper began to run. Where did he go? He ran to the ice cream van.（指着卖冰淇淋的小货车）

“Ice cream!” said Kipper. （Picture 9）Look at Kipper. He was holding a big ice cream. He was so happy. Everyone looked at him. Wasn’t Kipper too cold? How could he have a big ice-cream? “I’m not that cold,” he said. 教师要注意启发学生思考，每次提问之后稍作停顿，不要急于说出答案，先观察学生的反应，如学生仍回答困难，再进一步给出提示引导学生作答。

3. 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，注意第五、六、七幅图中三句“I’m too cold.”的不同语气以及其体现出来的不同程度的情感。

（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1-2遍。要求学生逐句跟读，鼓励学生大胆开口，读出戏剧化效果，读出感情。

（3）放录音，请学生着重模仿第5、6、7、8、9幅图，引导学生注意“I’m too cold.”的语气变化，读出Kipper越来越冷的感觉。

4. 朗读故事（Reading Dramatically）：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）小组朗读比赛。将学生分成几个小组，进行小组间的朗读比赛。

（2）朗读接龙。请几名学生接龙朗读故事，每人读一幅图，教师根据学生读的情况给予表扬、鼓励和指导。

（3）分角色朗读。全体学生齐读第1-4幅图，然后请几名学生分角色朗读第5-9幅图。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。

5. 检查理解（Story Comprehension）：梳理故事情节，提炼故事主线

（1）图片排序

教师打印好第2、3、4、6、7、9幅图，打乱顺序贴在黑板上，请一两名学生上台根据故事发展进行排序。

（2）填写表格，提炼故事主线

将学生分成若干4人小组，每组发一张未完成的表格，小组内合作填写表格。教师通过提问引导学生填写，如：What did everyone do? How about Kipper? What did Kipper say?。填好后，请学生展示，教师给予指导。表格可参考：

Picture 2 Picture 3 Picture 4 Picture 6 Picture 7 Picture 9 Everyone played in the waves cold jogged played cricket dug in the sand looked at Kipper Kipper didn’t play very cold sat on the rug sat on the rug sat on the rug bought an ice cream What did Kipper say? I’m cold. I’m very cold. I’m too cold. I’m too cold. I’m too cold. I’m not that cold.

6.

复述（Retelling）：学会组织语言概括故事大意

基于上一环节的表格，请几名学生接龙复述故事，然后可请一两名学生独立复述整个故事。如学生有困难，教师可示范复述故事开头，如：

The children were in the sea. Everyone played in the waves. But Kipper didn’t play. “I’m cold,” said Kipper.

7. 讨论（Discussion）：联系生活实际，学会如何应对寒冷

（1）游戏

教师展示单词或短语卡片：play in the waves/jog/play cricket/dig in the sand，带学生认读。然后，请4名学生依次上台抽取一张，并进行表演，其他学生猜猜表演的是什么。

（2）讨论

教师提问，让学生分组讨论，问题可参考：

Question 1: Why did Kipper feel cold? Question 2: If you were very cold, what would you do to get warm?

教师可通过图片进行提示，如跑步、加衣服、打球等（见课件），鼓励学生发挥想象力，并大胆表达自己的看法。

8.

拼读练习（Practising Phonics）：培养拼读意识，掌握字母组合“ey”、“ay”和“a-e”的拼读规律

（1）教师展示单词卡：they/play/wave，请学生大声朗读，引导学生发现这几个字母组合相同的发音规律。

（2）请学生说出几个含有字母组合“ey”、“ay”和“a-e”的单词，如：they/grey/hey；play/stay/away/day/say/hooray；wave/cake/made/take/spade/game/name。

（3）请学生拼读含有以上发音规律的新单词，如：prey/obey/pay/clay/bake/brave。

9.

家庭作业（Homework）

（1）反复模仿录音，熟读故事。

（2）仿写故事，鼓励对绘画感兴趣的学生制作绘本。

（3）将含有字母组合“ey”、“ay”和“a-e”的单词制成卡片，读给爸爸妈妈听。