抓住故事主线精心设置提问（英语案例）.doc

抓住故事主线，精心设置提问 -Unit 9 A storyThe hero 教学设计 江汉区滑坡路小学 张胜兵设计说明：本课是故事的教学，我重点抓住对阅读教学目标的落实。首先，通过阅读材料理解和应用语言文字，发展学生听说读写的能力。其次，通过阅读发展阅读技能，发展思维。从读的方式上看，包括浏览、略读、精读、鉴赏等；从读的方法上看，包括结合经验、工具书、结合上下文、归纳总结等。如本课中对于pancake一词的教学，学生通过结合上下文来理解这个词。在阅读的过程中，学生还可以通过表演或板书向别人介绍阅读的内容，了解西方文化，丰富他们的生活。本课教学内容为Join In (改编版)第三册 Unit9 Adventures Part8 A storyThe hero，是故事的阅读教学。在设计时，教师始终围绕一条主线Who is the real hero？展开，探讨谁是英雄以及其成为英雄的原因。通过教师PPT中出示的相关图片、文字、声音和视频等材料，理解故事内容，并根据故事情节作出相关判断，选择合适的答案完成选词填空以及为句子排序。培养学生有感情的阅读故事，学生能结合故事理解hero，以及故事中人物成为hero的原因，了解我们生活中的hero。教学目标：A知识与技能：1. 学生能掌握四会单词last，hero。 2.学生能运用句子I am looking for . 来表达寻找和理解Can I.征求意见。3. 联系上下文理解pancake。B过程与方法：1. 理解故事。2.根据人物的特点有感情朗读故事，选择相关段落表演。C. 情感态度与价值观：培养学生有感情的阅读故事，学生能结合故事理解hero，以及故事中人物成为hero的原因，了解我们生活中的hero。教学重点：1. 学生能四会掌握单词last，hero。 2.学生能运用句子: I am looking for . Can I.? 来表达寻找和征求意见。3. 联系上下文理解pancake。教学难点：学生能结合故事理解hero，以及故事中人物成为hero的原因。教学准备：PPT, tape, cassette recorder, pictures of the characters(Joe, Sarah, bank robbers, Sheriff, the Indian).教学过程：Step1 Warming up1. Greeting. T: Good afternoon, everyone!2. earthquake地震 + 林浩 （出示汶川地震以及小英雄林浩的图片）T: Whats this? Ss: Its the earthquake.T: Whos he? Ss: Hes Lin Hao.T: Is Lin Hao afraid of the earthquake? Ss: No, he is not afraid. /Yes, he is afraid.T: Maybe hes afraid. But he tries to be brave, calm and clever. Hes a little hero.板书标题The hero。【设计意图】通过小英雄林浩复习be afraid of句型，并引出课题The hero。Step 2 Presentation1. 第一遍听录音，回答问题：T: Who is the hero in this story? First lets listen and answer the question: How many people are there in the story? Who are they? 2. Check the answers. 核对答案，并在黑板上板书人物人名(bank robbers, Joe, Sarah, Sheriff)，教读人名（范读，指名读，齐读）。Answer: There are people. They are Joe, Sarah, two bank robbers, Sheriff3. PPT出示图片bank robbers & Sheriff, 教读人名（范读，指名读，齐读）。 “Bank robbers”: Bank robbers rob the bank. “Sheriff”: Look, the black cat is the Sheriff, too. Sheriff is a policeman in England.4. Read the story by yourselves, read as quickly as possible, tick true or false.(1) Sheriff is afraid of the bank robbers. （ ）(2)Joe wants to catch the bank robbers and he catches them. （ ）(3)At first Sarah catches the bank robbers. ( )T: Finished? Ok, lets check the answers. Who can try?师在黑板上用线条表示人物间关系，线条出示be afraid of/look for/catchJL5. 小结：You did a very good job. Now you know the main characters and the plots(情节) of the story. Lets come back to our topic: Who is the hero? Is Sarah a hero? Is Joe a hero? Why? Because Sarah catches the bank robbers but Joe doesnt catch them.【设计意图】第一遍听故事，整体感知，回答问题，了解人物角色及bank robber和Sheriff意思，再一次快速浏览全文，完成判断，理清人物之间关系及故事的主要情节。引出主线：Who is the real hero？是不是谁抓到了劫匪谁就是英雄？ 6. Joe （Pictures 1-8）&（Pictures 15-18）(1) T: Is Joe a hero? Is Joe brave？Listen and read pictures 1-8. Read like Joe.eg. OK, Sheriff. Ill catch them. Im not afraid. (勇敢) 生找出后指导读，模仿，个别读，齐读。Im looking for bank robbers.T: Who is Joe looking for? Ss: Joe is looking for the robbers.T: Yes, he says “Im looking for bank robbers.”T: Lets watch a video. Whats the polar bear looking for? Ss: Hes looking for the seal.T: Excuse me, where is my book? What am I looking for? Ss: You are looking for the book. T: Look, what are they looking for? Ss: They are looking forHands up! (愤怒) 【设计意图】通过Joe的所说的和所做的，体会他的勇敢，并尝试着读出Joe的自告奋勇，勇敢和自信。通过视频理解look for的意思，并在相应情景中运用。(2) a. T: Does Joe look like a hero? Joe is not afraid. Hes brave. He looks like a hero. But why is he not a hero? Please listen and read pictures 5-8. Why?Ss: Because the bank robber says: “Can I sing a last song, please?” 带读last，指名读， 通过翻书到最后一页last page理解last。T: “Can I sing a last song, please?” What does he think? A. He wants to run away. B. He wants to sing a song.b. T: Can you read like the bank robber? How to speak it?T: Does he look like the robber? Now Im Joe, Youre bank robber. How to speak it?c. Can I的学习，用于征求意见。拓展：eg. Can I use your pen? / Can I have some?【设计意图】But why is he not a hero? 引出银行劫匪的狡猾，他们用计谋抓住了Joe。重点理解Can I句型用来表达争求他人意见，并学会运用。 (3) T: Read in your groups and try to perform it. 学生表演1-8，表演一组，完了之后，师问Look, is Joe a hero? T: Does Joe look like a hero? Hes not afraid. Hes brave. But hes not clever.(4) 读图15-18， Joe是不是英雄？T: Is Joe a hero？ Now please read the last four pictures. S1: Sarah says “Thanks, my hero.”S2: Sheriff says “Well done, Joe. Youre a hero.”(5) 听音跟读15-18。T: Some of you think Joe is a hero, but the others dont think so. Is Joe a hero? But why does Sarah say “Thanks, my hero”？ Listen and read pictures15-18. Why? Ss: T: But I think Joe is honest and lovely.【设计意图】小组表演，读图15-18讨论为什么Sarah说“Thanks, my hero”？7. Sarah (Pictures 9-14） (1) T: Is Sarah a hero? Read and number. ( ) The banks robbers make some pancakes.( ) Sarah looks for Joe. ( ) Watch this.( ) Sarah helps the bank robbers with the pancakes.( ) She catches them.(2)看PPT帮助学生理解pancake，给出图片和三个选项:T: What is a pancake? Pancake: A. a pan and a cake B. food, frying (煎) on a pan on one side C. food, frying (煎) on a pan on two sidesT: What do you think? A, B or C? How do you know? From picture? Ss: C. From picture12. “Watch this.”T: Yes, the correct answer is C. Watch this. 边说边做翻锅的动作。【设计意图】通过阅读找出Sarah抓到劫匪的过程，联系上下文理解pancake。(3) 读句子: Can I help you with the pancakes? & Can I sing a last song?T: What do you think of Sarah? Is she clever? Why?Ss: Yes. She catches the bank robbers.T: If youre Sarah, how to talk to the bank robbers？（4）听录音9-14。【设计意图】通过比较Sarah和劫匪，体会他们的想法，聪明在哪里？相同吗？（5）比较Joe和SarahSame 相同Different 不同Sarahnot afraidbravecatchesJoedoesnt catchT: Both of them are heroes. Sarah is a clever hero. Joe is a brave and lovely hero. （6）Read the whole story.T: Whats the end of the story? What do they get?Ss: Sarah gets $100. Joe Sheriff Bank robbers【设计意图】Whats the end of the story?引发思考：故事结尾如何呢？Step3 Practice 1. T: What does hero mean? Do you know some heroes in your life? Watch the pictures about heroes around us. Do you know them?放歌曲Hero，边看图边讲解：Spacemen, Jing Jing, Lin Hao, fireman, Yuan Longping.2. What is a hero? 出示有关英雄的格言。Everyone is necessarily the hero of his own life story. - John Barth每个人都应该是自己生活故事的主角！ -约翰巴斯 (美国作家)Everyone is the hero of himself. 每个人都是他自己的英雄。-Michael【设计意图】What does hero mean?英雄的含义是什么呢？每个人对英雄的理解可能会有所不同，了解我们生活中的英雄。Step4 Homework Do a role-play. 角色扮演。 Blackboard design:板书设计The heroSheriff Joe look for Sarah is afraid of catch L catch J bank robbers 教学反思： 本课教学内容为Join In (改编版)第三册 Unit9 Adventures Part8 A storyThe hero，是故事的阅读教学。在设计时，我始终抓住主线Who is the real hero？进行展开，探讨谁是英雄以及其成为英雄的原因。通过阅读材料理解和应用语言文字，发展学生听说读写的能力。通过阅读发展阅读技能，发展思维。在读中运用浏览、略读、精读、鉴赏等多种方法，结合经验、工具书、结合上下文等方法，把握读与练的关系，围绕这条主线设置一些问题将课文串起来。1. 用多种方式，有利于更好的理解。通过教师PPT中出示的相关图片、文字