英语外研新标准（一起）四年级下册-Reading for Pleasure教案

1、Little Mouse Deer and the Crocodile教案教材丽声妙想英文绘本第4级绘本名称Little Mouse Deer and the Crocodile文本分析这是一个故事性的文本。绘本内容是一个发生在小鼷鹿与鳄鱼之间斗智斗勇的故事，生动、有趣，比较受孩子们的欢迎，尤其是对于中段的孩子更有吸引力。文本中的两个主要角色是小鼷鹿和鳄鱼。讲述的是Little Mouse Deer 来到河边，想到河对面去吃水果和树叶，而河中的鳄鱼也饿了，想吃掉Little Mouse Deer。接下来，Little Mouse Deer 想出了一个办法，告诉鳄鱼国王让他来数河中鳄鱼的总数，并

2、让鳄鱼们排成一列。小鼷鹿借着数鳄鱼的机会，逐一从鳄鱼的背上跳过去。最后，小鼷鹿不仅成功地吃到了东西，也躲过了被鳄鱼吃掉的危险。故事以小鼷鹿的胜利告终。整个绘本，多采用过去时态进行描述。此外，两个主要角色的心理活动、斗智斗勇的过程为老师巧妙利用信息差，创设真实语言交际的情境与活动、培养学生的逻辑思维、创新思维和批判性思维提供了基础。学情分析 我们选用的是丽声妙想英文绘本四级，无论是从主题、内容、认知水平来看，都比较符合四年级孩子的阅读水平。 四年级孩子充满童趣、想象，对此类故事性绘本具有较高的兴趣和好奇心，便于老师通过设疑、小组活动、角色表演、带入性问题调动学生的积极性。绘本中的语法现象主要涉及

3、到动词的过去时，四年级的孩子对于过去时已有初步的接触，但是绘本中较多的动词短语会影响学生的理解和运用，因此教师需要通过思维导图帮助学生完成意义理解和建构。本课选用的授课班级，孩子的语言基础较好，思维活跃，教师可以通过任务和活动的设计培养孩子们的批判性思维和创新思维。教学目标知识目标：学生通过听教师讲述、听录音、观察图片、猜测等理解文本中的词汇：went to,could see, hungry, the other side of the river, wanted to, count, make a line, jumped on, the first, the next, the next

4、 and the next,the last 等。学生能够借助对动词过去时的已知，结合故事进一步学习一般过去时：went to wanted to made a line jumped on the first.能力目标：学生在老师的帮助下，能够完成对故事内容的初步理解。学生制作简单的思维导图，进一步完成对文本的意义建构。学生在思维导图的支架作用下，能够运用自己的语言，简单的描述故事中的主要情节。思维目标：学生通过预测故事发展走向、预测主要角色的心理活动等方式，预测能力得以培养。学生通过阅读并梳理故事脉络、建构思维导图等，逻辑思维得以培养。学生在阅读后，能够批判性的思考并对绘本中的角色表达自己

5、的观点。文化意识目标： 在我们的传统故事中，对于角色的评价较为单一，非黑即白。学生阅读绘本后，有机会发表自己对故事中角色的评价，表达自己真实的观点，并在此过程中，求同存异。教学重点与难点教学重点：1. 教师通过多元的学习策略，帮助学生理解绘本大意。2教师创设较为真实的语境，设计有效的活动，帮助学生进一步理解并初步运用过去时。教学难点：1.帮助学生初步运用动词过去时，对故事情节进行简要的复述。2.教师能够激发学生的角色意识，让学生乐于预测、推理和评价。教学辅助单词卡片、多媒体课件、头饰、图片等相关教具教学方法采用情景教学法、直观演示法、TPR全身反应法、任务型教学、小组合作。 教学过程教学内容教

6、学活动设计意图教师活动学生活动Step 1: pre-reading(1) T draws a picure.T:Look, guess: What animal is it?T: Something like it.Lets see later.T shows PPT.T:It looks like a mouse, as well as a deer. So we call it a mouse deer.S1: Is it a mouse?S2: Is it a deer?S3:S4:老师通过简笔画，让学生观察和猜测绘本主要角色之一鼷鹿。(2)Is the mouse deer big

7、or small?T shows PPT.T: Its the samllest deer in the world.S5: Its samll.S6:学生可能对鼷鹿不太了解，通过图片和大小对比，以及老师的口头描述，让学生了解鼷鹿。Step 2: While-reading(1)T:Today we are going to learn a story between the little mouse deer and another kind of animal.T:What animal is it?T: T:Any other idea?T:Introduce the title and

8、 authors.T: Lets see. T: Can you read the title?This is the seris name.The level 4.Monica Hughes is the editor. Mique Moriuchi is the illustrator. And this is the publisher.S7:Is it a fish?S8: Is it a duck?Ss: Its a crocodile.Ss: Little Mouse Deer and the Crocodile.学生通过观察绘本的封面中的情境，预测故事的另一个主要角色。在预测的过

9、程中，培养学生的观察能力和预测能力。通过老师的介绍，让学生了解绘本的题目、作者、绘者、出版社等相关信息。（2）3T：Lets start our story.One day, Little Mouse Deer went to the river. He was very hungry.He was standing on one side of the river. How about the other side of the river? What could he see?T:Did he want to go to the other side of the river?T:But

10、look, what was in the river?Are you scared?So, was Little Mouse Deer scared?S9: He could see some food.S10: He could seeS11: Yes. Becuase he was hungry. S12: Ihere was a crocodile.Yes.Ss: Yes.学生通过观察绘本2-3页，了解故事发生的背景、人物、环境等。理解词汇：the other side of the river，could see.（3）P4-5T: We know Little Mouse Deer

11、 was hungry. How about the crocodile? Was he hungry?T: How do you know that?T: What did Crocodile want to do?S13：He was hungry, too.S14:He opened his mouth.S15:He wanted to eat Little Mouse Deer. 学生通过观察、猜测，听录音，了解故事情节：鳄鱼也饿了，他想吃掉小。（4）P6-7T:Guess: What did he say to little mouse deer?T：Its so directly.

12、 T: Did he really want to help Little Mouse Deer?T: Lets listen.S16: He would say“I want to eat you.” S17: He would say I can help you.Ss listen and read: “Do you want to go to the other side of the river? I can help you.”学生通过预测鳄鱼会对鼷鹿小说什么，发散思维，了解故事的发展。（5）P8-9T:If you were Little Mouse Deer, would yo

13、u believe Crocodile? Why or why not?T: Thats reasonalable.T：Did he really want to help Little Mouse Deer? Lets see later.Lets listen.S19: No, I wont believe him. Because he wanted to eat me.S20:Yes, I would believe him. He wanted to help me.Ss read together: Little Mouse Deer did not want Crocodile

14、to help him. “Crocodile will not help me,”he said to himself “He will eat me.”学生通过预测小鼷鹿的心理活动，了解故事的发展。（6）T: Crocodile wont help him. But Little Mouse Deer wanted to go to the other side of the river.How did he go there?Please discuss with your partner.T：You are so creative. But could he fly?T： .S21:

15、Maybe he would fly.Ss: No.S22: .学生通过预测小鼷鹿过河的方法，发散思维，开动脑筋，预测能力和逻辑思维能力得以培养。P10-15Lets see how was Little Mouse Deers idea? Who was he?T:Please read P10-11。T：This is the first picture of the mind map: said.countP12-13Then, what did he say?ReadP12-13.T:Yes. He asked crocodiles to make a line.This is the

16、 second picture:said.make a line.P14-15:Then what do the crocodiles and Little Mouse Deer do?Read P14-15.T:How did they make a line. Who can help me?T：What did Little Mouse Deer do?T: He jumped on the first crocodile.(板书)T：This is the third picture: made a line. S23: He was a king.Ss read P10-11.S23

17、: He said the king ask him to count how many crocodiles in the river.Ss read P12-13.S24:He said make a line. Then I can count how many crocodiles there are.Ss read P14-15 by themselves.S25: Crocodiles made a line.S26 上台排鳄鱼板书。S27：Little Mouse Deer jumped on the first crocodile and said “one”.1.在老师引导下

18、，学生自读绘本10-15页，了解小鼷鹿过河的前三个步骤。培养学生的阅读能力。2.老师示范制作mind-map，为后面的小组活动做准备。3.学生通过上台自己贴板书“Crocodiles made a line.”更深刻的理解made a line.（8）P16-21:Please read 21. Then finish the mind-map.Help Ss learn P16-21.T:Which picture do you choose?Group work:Step1:Read P16-21 by themselves, then circle the key words.Step2

19、:Make the mind map with group members. Ss choose the right picture and learn P16-21.学生通过小组合作学习、阅读并梳理故事脉络、建构思维导图等，逻辑思维和自主学习的能力得以培养。（9）T：Whod like to be Little Mouse Deer?Group work: According to P10-21,one student plays Little Mouse Deer. Other 3 students retell the process. S28 plays as Little Mouse

20、 Deer, other students retell the process.学生通过一人扮演小鼷鹿，三人复述绘本10-21页，进一步理解小鼷鹿的过河方法，加深对绘本内容和过去式的学习。(10)P22-23T: We know Little Mouse Deer was on other side of the river. Now what did Crocodile say?Do you know how many crocodiles?How did Little Mouse Deer think of Crocodile? Lets listen.T： Why did Crocod

21、ile think Little Mouse Deer was foolish?Yes. Did the king really ask Little Mouse Deer to count how many crocodiles?He played a trick on the crocodiles.S29:How many of us are there?Ss:Ten.S30: Foolish.S31: .S32: Because he helped Little Mouse Deer.S33: He was still hungry.Ss:No.学生在阅读后，能够批判性的思考并对绘本中的

22、角色表达自己的观点。Step 3: post-readingDo you like this story?Accroding to your understanding, can you give a new title to this book?T:.Ss: Yes.S34: Clever Little Mouse Deer.S35: Foolish Crocodile.S36: Little Mouse Deer and the Crocodile.S37:.学生通过自己为绘本取更多的名字，思维能力得以提升。教师对每一个题目的肯定，鼓励学生思考，激发学生的学习兴趣，板书设计教学反思：这是一

23、个故事性的文本。绘本内容是一个发生在小鼷鹿与鳄鱼之间斗智斗勇的故事，生动、有趣，比较受孩子们的欢迎，尤其是对于中段的孩子更有吸引力。文本中的两个主要角色是小鼷鹿和鳄鱼。讲述的是Little Mouse Deer 来到河边，想到河对面去吃水果和树叶，而河中的鳄鱼也饿了，想吃掉Little Mouse Deer。接下来，Little Mouse Deer 想出了一个办法，告诉鳄鱼国王让他来数河中鳄鱼的总数，并让鳄鱼们排成一列。小鼷鹿借着数鳄鱼的机会，逐一从鳄鱼的背上跳过去。最后，小鼷鹿不仅成功地吃到了东西，也躲过了被鳄鱼吃掉的危险。故事以小鼷鹿的胜利告终。整个绘本，多采用过去时态进行描述。此外，两

24、个主要角色的心理活动、斗智斗勇的过程为老师巧妙利用信息差，创设真实语言交际的情境与活动、培养学生的逻辑思维、创新思维和批判性思维提供了基础。充分引导，突显主体 学习的主体是学生，所以在教学时我们要尽量做到把学习的主动性还给学生，让学生主动的思考，主动地去学习。本堂课我充分发挥引导作用，引导学生去观察图片，解图，读图，猜图,也设计了不同的小组活动，从而帮助更深刻的理解和学习本课的内容。例如，课堂最开始，老师先让学生通过观察，猜一猜故事主人翁。由于学生平日生活中很少见到小鼷鹿，所以可能会猜成rabbit, mouse, deer等动物。又如，在解读封面时，猜另一个故事主角，图片上有河，所以学生可能

25、会猜到fish,sharp,crocodile等动物。整节课都是以学生为主体，让学生主动的思考和学习。老师引导学生，充分调动学生的积极性。学生发挥主体作用，主动的学习。巧设任务 培养思维思维品质是最重要的英语学科素养之一。英语教师在教学中要注意培养学生的思维品质。包含对其思维的逻辑性、思维的广阔性、思维的深刻性、思维的独立性、思维的灵活性、思维的敏捷性、思维的批判性、思维的确定性、思维的创造性和思维的预见性的培养。在本课中，多次设置不同的任务，采用多元的学习策略，通过听、说、做、表演、小组活动等方式，加强学生的学习。用任务促思考，用任务引领方向，用任务助学习。例如，在得知小鼷鹿想过河和鳄鱼想吃小鼷鹿之后，我让学生分组讨论，小鼷鹿将会怎么过河呢？让学生在思考和讨论中发散思维。有的学生说小鼷鹿飞过去，有的学生说找一艘小船。每组自己不同的见解。在分享大家的点子后，我们再进行绘本的学习，看看小鼷鹿是怎样过河的。在整堂课中，多次展开这样的思考和讨论，让学生在没有束缚，没有固定的答案的任务中，解放思维。体验自由、开放性的学习。有助于学生的思维品质的发展，也教会学生学习的方法和提升学习能力。小组合作 多元