【文档说明】接力版英语四年级上册《Lesson 3 Where is the cat？》教学设计5.doc，共(4)页，486.500 KB，由小喜鸽上传

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1Acowinthehole绘本阅读教学设计解读理念本课根据英语学科核心素养的基本理念设计，以有趣的绘本故事为载体，培养学生对图文的观察力和理解力，通过自主学习、合作学习、探究性学习，在阅读中培养学生

的发散性思维，提升学生的综合语言运用能力。解读教材本课是一个有趣并充满智慧的故事。该故事主要讲述两个农民发现一头奶牛掉进坑里，便使劲推奶牛，意在把奶牛救出来，但失败了。接着警察、消防员纷纷前来帮忙，同样失败了。最后两

个小孩轻松地用干草喂奶牛，就成功了。本故事启发学生遇到问题先动脑再动手。解读学生授课对象为四年级学生，在校学习接力版英语教材，积累了一定的词汇量，对故事具有强烈的阅读兴趣，但是有较少的阅读量，是第一次接触绘本课，需在提问质疑、提炼归纳、评价判断等方面的思维能力得到训练和提升。解读教

材教学目标情感目标1.了解奶牛习性，拓展认识其它动物的习性。2.培养学生观察力、想象力、创造力等思维能力。3.领悟遇到问题先动脑再动手的道理。能力目标1.学生能在教师的引导下和图片帮助下读懂文本内容，复述故事。2.学生能用正确的语音、语调朗读故

事。2.学生能够提取奶牛习性的信息并在组内进行小组合作学习；知识目标1.听、说、认读单词：policeofficers,firefighters,hole,push,hay.2.听懂、会说句型：Wewillgetyouout.Theypushed

andpushed.3.语法：一般过去时教学资源中央电视台儿童英语教学节目：神奇儿童英语教学重点1.了解奶牛习性，引申其它动物的习性。2.通过看图猜测故事内容，理解故事大意。教学难点1.能在教师的引导下和图片帮助下读懂文本内容，复述故事。2.通过看图猜测故事内容，理解故事大意。3.领悟遇到问题先动

脑再动手的道理。解读方法教学准备奶牛服装、人物头饰、干草、单词卡片教学方法思维导图、任务型教学法、全身反应教学法、多媒体辅助教学法学习方法个人活动、小组合作教学环节教师活动设计意图2教学过程BeforereadingStep1.SingasongT:Doyoulikeso

ngs?Let’senjoyasong,OldMacDonaldhadafarm.Whatcanyouseeinthesong?Step2.GuessT:TodayI’mgoingtotellyouastor

y.It’saboutacow.Oneday,thecowwasmissing.Canyouguess:Wherewasthecow?1.Tobuildarelaxinglearningatmosphere.2.

Catchstudents’attentionandstimulatetheirinterests.WhilereadingStep3.LookandsayCoverT:Let’sreadthestorybooktogeth

er.Pleaselookatthecover,what’sthetitle?T:Let’sgointothestoryandtrytoanswermyquestions.①Whathappenedtothecow?②Whoc

ametohelpthecow?③Whogotthecowoutofthehole?1.Togetinformationfromthetitle.2.Cultivatestudentsagoodreadinghabit.3.Ber

eadyforreadingwithquestionstasks.Scene1T:Someonewaslookingforthecow.Doyouknowwhowaslookingforthecow?What

arethey?T:Whatdidtheywanttodo?Pleasepayattentiontothesweat,theywereveryhot.Theytriedtopushveryhard,right?T:Didtheco

wgetout?Why？1.Gointothestorypicturesbypictures.Guidestudentstolookatthepictureandguess“who”“what”totraintheird

ivergentthinking.2.Toarisestudentsawaretheimportanceofdetaildescriptioninpictures.3.Explainnewwordsbyphonics,materialobjects

andactionstomakestudentsunderstandbetter.Scene2T:Guess,whowerecomingthen？Look,twostrongmen.Whatarethey

?Whatdidtheywanttodo?Whatdidtheysay?T:Guess,whatdidthepoliceofficersdo?Pleaselookattheirfacialexpression,t

heyclosedtheireyes.Doyounoticethat?T:Didthecowgetout?Scene3T:Guess,whowerecoming?Whatdidthefirefighterssay?Canyouguess?T:Ithinkyoucanb

emoreconfident,becausefirefightersaretallandstrong.T:Guess,whatdidtheydo?Didtheyalsopushandpush?Look,t

heypushedveryhard,theyevenusetheirarms,seeit?T:Didthecowgetout?Step4.DiscussT:Weknowthefarmers,policeofficer

s,andfirefighterscannotgetthecowout.Why?Whatdidtheydo?Doyouhaveanygoodideas?PleasediscussingroupsTodevelopstudents’divergen

tthinkingandcooperativeability.3AfterReadingScene4T:Let’sseewhathappenednext.Oh,whowerecoming?Whatdidtheysay？T:Whatdidtheydo?Doyoukn

owwhy?T:Atlast,didthecowgetout?1.Tounderstandtheendofthestory.2.Gettoknowthecowhabits.Scene5T:Weretheyh

appy?Howdoyouknow?Whatdidtheysay?Step5.WatchthevideoT:Ithinkit’saninterestingstory,doyoulikeit?Toarri

veatabetterunderstandingofthestory.Step6.AnswerthethreequestionsT:Now,canyouanswermyquestions?Step7.ListenandfollowT:Listenandfollo

w.,pleasepayattentiontothepronunciationandintonation1.Totrainstudents’pronunciationandintonation.2.Toreviewthegeneralideaofstory.3.Togiveaplatf

ormtoperformthemainscenes.Step8.RetellthestoryT:Iwillgiveyousomepapers,pleaselookatthepaperandfollowmyinstr

uction.Now,let’sretellthestory.Step9.Let’sactT:Let’sactoutthestory.Whowantstobethedirector,thecow?G1,fa

rmers.G2,policeofficers,G3,firefighters,G4,children,G5narrators.Step10.LookandthinkT:Lookatthepicture,whatisit?Whathappened?Howtog

etitout?T:Look,thedonkeygetsintheway,howtomoveitaway?T:Therearemanytiresneedtomove,howtomovethetires?Learningforpractice.Step11.Weknow…T:Fromt

hisstory,whatdoyouknow?Toconcludeatruthfromthestory.作业Tellthestorytoyourparents.Tocheckstudents’understandingofthestoryandlearntosh

aringwithothers.4板书设计教学效果预测Studentsmaybeveryinterestedinthislessonbecauseofthecolorfulpicturesandinterestingstorytel

ling.Sostudentswillbeengagedinthelessoncarefullyandfollowtheteacher’sinstructionstepbystep.TheymaydevelopdivergentthinkinginthisEnglishreadingclas

s.