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視頻標簽：繪本閱讀課
所屬欄目：小學英語優質課視頻
視頻課題：2017十一屆小學英語教學基本功大賽及教學研討會視頻（附課件）繪本閱讀課-江西
教學設計、課堂實錄及教案：2017十一屆小學英語教學基本功大賽及教學研討會視頻（附課件）繪本閱讀課-江西_1
教學設計
| 課題 | The Hungry King | ||||
| 課時 | 第一課時 | 課型 | 繪本故事課 | ||
| 教材分析 | |||||
| 教學背景分析 |
繪本簡介： The Hungry king是一本充滿了趣味性和表演性的繪本故事。繪本講述了一只小兔子通過了自己的智慧打敗了一只貪吃的大獅子。主要內容是一只貪吃的獅子依仗著自己的強壯而稱霸森林，并要求小動物們都要為他做他喜歡的吃的。小動物們屈服在獅子的權威之下，雖不喜歡但也不敢去反駁獅子王。于是，聰明的兔子用智慧讓獅子相信還有一只強壯的獅子稱王，讓獅子自己面對井中的自己，并投入到井里去了。 |
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| 教學目標 |
本節課學習結束后，學生能夠： 1.逐步領悟并習得本課的語言知識，會用相關的詞匯和句子的含義：Hungry, beef, pork, sandwiches, breakfast, lunch, dinner, take… to, mad. 2．欣賞故事，了解如何表述三餐時間。 3. 了解部分食物的單詞。 4. 激發學生對英語繪本閱讀的興趣，并能對故事片段進行表演。 |
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| 教學重難點 |
1. 教學重點：了解故事的意思，并且學會復述故事第一部分。 2. 教學難點：能根據老師所給單詞寫出故事的結尾。 |
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| 教學準備 | 多媒體課件，單詞卡片、頭飾等。 | ||||
| 教學過程 | |||||
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Step 1. 導入 (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. |
[設計意圖] 由老師的喜好吸引學生注意，引發其好奇心，通過國王簡筆畫的整體展現，出示故事主人公，開門見山，直奔主題，為文本的整體呈現做好鋪墊。 |
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Step2. 新課呈現（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. |
[設計意圖] 先見森林再介紹兔子，用聲音把故事動物引導出來，使學生對文本有個整體的認識。使學生快速進 入故事角色。 [設計意圖] 老師用動作引出文本，第二遍讓孩子跟著做動作，老師邊說邊做。第三遍讓孩子跟著老師一起說一起做。在第一部分帶著想象走進課本環節，我充分創設語境讓學生說，培養他們的口語表達能力和培養學生的發散思維，讓他們帶著想象走進繪本。 [設計意圖] 讓學生帶著問題走進文本，通過聽著問題讓學生自然感受新知，通過老師的表演，讓學生更好地理解對話。在教學中滲“drama”戲劇教學法，使孩子們能自信的說英語。 [設計意圖] 續寫環節作為擴展環節，通過老師的例子，激發孩子們的創造能力，讓孩子們通過自己的想象力，完成繪本的續寫。 |
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(三)、鞏固與拓展（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. [設計意圖] “課內學方法，課外求發展”。本堂課學生學習了閱讀的方法，通過猜猜、聽聽、問問、讀讀、演演等方法，體驗了故事閱讀的快樂。通過一個送禮物的小環節，巧妙地揭示故事主旨。引導學生課外通過多種渠道進行經典英文繪本閱讀，對于學生來說英語的學習就不僅僅是課堂上幾十分鐘的事了，課外的英文閱讀將對學生英語水平的提高起到不可估量的作用。 |
[設計意圖] 英語故事的學習，首先能夠正確朗讀，其次，能夠有感情的朗讀，最后能夠生動表現。通過跟錄音朗讀，學生正確模仿語音語調進行朗讀。了解人物特點，使得學生的表演更為生動有趣。 學生最喜歡的閱讀方式是讀讀演演。最后設計的表演活動，既能反饋學生本堂課的學習情況，又能把課堂氣氛推向高潮。 |
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(四)、家庭作業（Homework） 1. Read the whole story again. 2. Act out the story with your partner after class. |
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| (五)、板書設計(Board design)： | |||||
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(六)、教學反思： |
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