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视频标签：绘本阅读课
所属栏目：小学英语优质课视频
视频课题：2017十一届小学英语教学基本功大赛及教学研讨会视频（附课件）绘本阅读课-江西
教学设计、课堂实录及教案：2017十一届小学英语教学基本功大赛及教学研讨会视频（附课件）绘本阅读课-江西_1
教学设计
| 课题 | The Hungry King | ||||
| 课时 | 第一课时 | 课型 | 绘本故事课 | ||
| 教材分析 | |||||
| 教学背景分析 |
绘本简介： The Hungry king是一本充满了趣味性和表演性的绘本故事。绘本讲述了一只小兔子通过了自己的智慧打败了一只贪吃的大狮子。主要内容是一只贪吃的狮子依仗着自己的强壮而称霸森林，并要求小动物们都要为他做他喜欢的吃的。小动物们屈服在狮子的权威之下，虽不喜欢但也不敢去反驳狮子王。于是，聪明的兔子用智慧让狮子相信还有一只强壮的狮子称王，让狮子自己面对井中的自己，并投入到井里去了。 |
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| 教学目标 |
本节课学习结束后，学生能够： 1.逐步领悟并习得本课的语言知识，会用相关的词汇和句子的含义：Hungry, beef, pork, sandwiches, breakfast, lunch, dinner, take… to, mad. 2．欣赏故事，了解如何表述三餐时间。 3. 了解部分食物的单词。 4. 激发学生对英语绘本阅读的兴趣，并能对故事片段进行表演。 |
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| 教学重难点 |
1. 教学重点：了解故事的意思，并且学会复述故事第一部分。 2. 教学难点：能根据老师所给单词写出故事的结尾。 |
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| 教学准备 | 多媒体课件，单词卡片、头饰等。 | ||||
| 教学过程 | |||||
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Step 1. 导入 (Warm up and lead in): Greeting: T: Hello, boys and girls. I’m happy to see you here. I like to eat candy, so my name is Candy, all of you can call me Candy. I like reading books, I love story books very much, Do you like? Today, Let me tell a story for you. |
[设计意图] 由老师的喜好吸引学生注意，引发其好奇心，通过国王简笔画的整体展现，出示故事主人公，开门见山，直奔主题，为文本的整体呈现做好铺垫。 |
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Step2. 新课呈现（Presentation） 1. Introduce Characters. T: This is a little rabbit. She lives in a forest. And she has some friends. Teacher plays sounds of a pig, a rabbit, a monkey and a bear, then ask: what is it? Students guess to lead in the characters. Teacher divides them into four groups accordingly. Then Teacher plays the sound of lion to lead in the main character: the lion king. 2. (1) Teacher plays the role of lion to present the story. Lion: I’m the king. I’m hungry. I want some beef. I want some pork. Animals: We can make sandwiches for you. Lion: I like breakfast at 7 o’clock. Don’t be late. I like lunch at 12 o’clock. Don’t be late. I like dinner at 6 o’clock. Don’t be late. (2) T: Now you are the king, let’s do with Candy. Teacher reads the story. Students try to follow and do actions. Then Students do and say with teacher. At last, Students play the Lion King and teacher plays animals. 3. T: Now let’s look at the picture. What are the animals talking about? Students answer freely. T: They are talking about who takes the beef and pork to the lion king. Teacher emphasis on the word: takes to. T: Who takes the beef and pork to the lion king? Me? No, not me. You?(Teacher points to each team.) Students: Not me. Then teacher plays sound of the story: Pig: Oink, oink! Not me. Bear: Roar! Not me. Monkey: You, Rabbit! Rabbit: Me? Okay, I have a good idea! Then Students stand up? and practice together. 4. PPT shows a clock. T: Listen, what time is it now? Ss: It’s twelve ten. T: It’s too late. The king is mad. Teacher plays the sound of the lion: I’m hungry, where is my lunch? T: The king is mad, what can we do? What is the idea? Students answer freely. Then ppt shows the idea of rabbit: “Don’t be mad. There is a big lion. He ate your lunch. He said you are not the king. He is the king.” T: Now you are little rabbit, please show me your idea. Students repeat the text to answer. 5. PPT shows a lion looking at the well. T: I’m the king! Where is he? Can you tell me where is the other king? Where? I can’t see. There! Yes, there is another king. Now the lion king sees another lion. What happens next? Please use your imagination to write your ending. Candy wrote an ending: The lion king is scared. He runs away. The rabbit is the king in the forest. This is my ending. How about you? Please write by yourself. Students write the ending. 6. PPT shows the story. Students watch the complete story. |
[设计意图] 先见森林再介绍兔子，用声音把故事动物引导出来，使学生对文本有个整体的认识。使学生快速进 入故事角色。 [设计意图] 老师用动作引出文本，第二遍让孩子跟着做动作，老师边说边做。第三遍让孩子跟着老师一起说一起做。在第一部分带着想象走进课本环节，我充分创设语境让学生说，培养他们的口语表达能力和培养学生的发散思维，让他们带着想象走进绘本。 [设计意图] 让学生带着问题走进文本，通过听着问题让学生自然感受新知，通过老师的表演，让学生更好地理解对话。在教学中渗“drama”戏剧教学法，使孩子们能自信的说英语。 [设计意图] 续写环节作为扩展环节，通过老师的例子，激发孩子们的创造能力，让孩子们通过自己的想象力，完成绘本的续写。 |
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(三)、巩固与拓展（Consolidation and extension） 1. T: Now let’s read the story again and pay attention to the pronunciation and intonation. Students read the story again and choose their favorite part to role play. 2. T: Let’s read and number the story. There are six pictures. Can you tell me which one is picture one? …… Students number the pictures. 3. T: This is an interesting story, Can you give the story a name. Students answer. Then T presents the emotional sentence: Solve the problems with wisdom. T: We should use our wisdom in our daily lives. [设计意图] “课内学方法，课外求发展”。本堂课学生学习了阅读的方法，通过猜猜、听听、问问、读读、演演等方法，体验了故事阅读的快乐。通过一个送礼物的小环节，巧妙地揭示故事主旨。引导学生课外通过多种渠道进行经典英文绘本阅读，对于学生来说英语的学习就不仅仅是课堂上几十分钟的事了，课外的英文阅读将对学生英语水平的提高起到不可估量的作用。 |
[设计意图] 英语故事的学习，首先能够正确朗读，其次，能够有感情的朗读，最后能够生动表现。通过跟录音朗读，学生正确模仿语音语调进行朗读。了解人物特点，使得学生的表演更为生动有趣。 学生最喜欢的阅读方式是读读演演。最后设计的表演活动，既能反馈学生本堂课的学习情况，又能把课堂气氛推向高潮。 |
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(四)、家庭作业（Homework） 1. Read the whole story again. 2. Act out the story with your partner after class. |
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| (五)、板书设计(Board design)： | |||||
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(六)、教学反思： |
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