学科

英语

授课班级

四（2）

授课时数

1

设计者

高漉霏

研究主题

绘本Little Zoe Looking for Mum

教学内容分析

本节绘本课的主题和动物有关，讲述了小兔子如何找妈妈的故事。

孩子们整体感知绘本故事的大意，体会故事中不同角色的心情。

教学目标

1. 能理解句型“Are you my Mum? ”“Can you...?”的含义。

2. 能理解不同角色的特征和感情，并和同伴表演出来。

3. 能创编新的故事结局，并发表自己的观点和看法。

教学重点和难点

1. 能理解句型“Are you my Mum? ”“Can you...?”的含义。

2. 能理解不同角色的特征和感情，并和同伴表演出来。

3. 能创编新的故事结局，并发表自己的观点和看法。

教学策略

一、营造良好的教学氛围，激发学生主动参与课堂活动。

二、展示新颖的直观教具激发学生学习热情。

三、精心设计活动让课堂活起来,让学生动起来。

教学过程

Step 一、Warming up

1. 歌曲Try everything

2. Game 1 : 1 minutes non-stop talking(把学生讲到的部分动物贴在黑板上)

3. Game 2: Guess

  I am an animal. Look, I have four legs. I have a short tail. I have small ears. I have big eyes.

(板书新授单词leg, tail, ears, eyes)

3. Game 3 : Look and match(连连看)

 T: Here are many babies. Can you help them find their mums?(板书新授penguin, tortoise)

(最后留下Bear和rabbit)

Step 二、Presentation

一、导入

T: Here is a rabbit and a bear. Is the bear her mum?

T: Oh, the rabbit has no mum. She is unhappy. She is lonely.

 Can you make friends with her? Any questions about her?(前面四个问题引导学生问，最后一个问题老师问)

 Q1: What’s your name?       Answer 1: I’m Zoe.

 Q2: How old are you?         Answer 2: I’m a little rabbit.

 Q3: Where are you?          Answer 3: I’m in the zoo.

T: I have a question too. Q5: What’s wrong with you?    

 Answer 5: I’m lonely. I want to find my mum.

二、绘本图1—图5的学习

1.

T: Look, one day, Zoe gets away from the zoo. What animals does Zoe meet on her way? Let’s look, listen and circle. Open your picture books to P4.

(重复学习penguin, tortoise, dog, 新授zebra)

T: Are they Zoe’s mum?

2.

T: Look at P6, Zoe meets a penguin. “Are you my mum?” “Sorry, I’m not your mum.” Oh, some sentences are missing. I’m sorry. But don’t worry. I have some sentences for you. Can you help me put them in correct pictures.

Check out the answers.

三、绘本图7—图12的学习

1.

T: They are not Zoe’s mum. Look, what’s wrong with Zoe?(看图，老师动作让ss体会Zoe的感受)

S: She is sad/unhappy/crying(哭了).

T: You are Zoe’s friends. Can you give her some comfort? You can say something or do something.

引导学生做：give her a hug, give her a kiss,

引导学生说：What’s wrong with you? Let’s go home. Here’s a …for you. I like you.

如果有学生给我吃的东西的话，我可以问：Do you have any carrots? I like carrots.

2.

Zoe is so sad that she starts to cry. Then, a bear come. And now look she is so happy.

Why? What does the bear do? Let’s watch and tick.

Check out the answers: give Zoe a hug, play with Zoe, be Zoe’s mum, cook carrot soup, give Zoe a new bed and a house…

3. 分解图片,读一读、演一演

It doesn’t matter. It means That’s OK.

I’m not good at means I can’t make the carrot soup well. But l can try.

T: I think Bear mummy do many things. She also give Zoe a kiss, buy new clothes and wash clothes. Yes?

T: So Zoe and her bear mum live happily.

4.

T: But there are many other lonely animals in the zoo. They also get away from the zoo. Zoe and her bear mum often help the lonely animals. Now they have a big and warm family. They give each other hugs, kisses, and love. They are so happy.

Do you like this big and warm family?

Step 三、Consolidation

1. Let’s read the story together with the cartoon.

2. Showing time: Which part do you like? Four students a group. Choose 3 or 4 pages and act it out in your group.

3. Do you like this story? Do you like Zoe or the bear mum? They’re all cute. Let’s make a card and introduce this interesting book to your friends.

Step 四、Homework

1. Read the story by yourself.(自读故事几遍。)

2. Try to tell your friends this story.(尝试把这个故事讲给你的朋友听。)

3. Read more English story books.(读更多有趣的英文绘本故事。)

结合研究主题进行评析

小学英语教学应提倡“学中用，用中学，学用结合，学以致用”。在教学过程中，学和用是一个整体。这节课中，为实现教学目标，我所设计的每一个教学游戏活动始终将学生置于一种自主、和谐、轻松的自然学习氛围中，从而使学生在不断地习得和使用语言中将语言知识内化，为学生自我求知、自我获取知识创造了有利条件，促进了学生思维的活跃和才能的发挥。以让每个学生都有机会在参与游戏中巩固这个句型，有利于为不同层次的学生提供有利的学习条件，同时学生的合作精神和协调能力也能得到培养和发展。