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LessonPlan鲁教湘教2011课标版三年级起点4AUnit3IcanrunfastTeachingAims[Knowledge]1.Sscangraspthewordsofanimalsandactions.2.Sscangraspthesentence:Ican...

.with...in/on/at/through/over/...[Skills]1.Sscanpractisethesetence‘Ican....with...in/on/at/through/over/...’byreadinga

story.2.Sscantellthestoryandtrytowriteanewonewiththesentencepattern.[Affectiveaims]1.Trytofindfriendsandfunaro

undus.TeachingFocus1.Ssareabletotellthestorywiththenewwordsandsentencepattern.2.SsareabletotellanewstoryaboutLittleMonst

er.TeachingAidsPPTTeachingProceduresStep1Warm-up1.Enjoyasong2.FreetalkT:Whatcanyoudo?3.Doareport:Ssdothesurveyonthebookbeforeclass.Askast

udenttomakeareport.Taskquestionsaccordingtothereport.T:Whocanyouswimwith?T:Wheredoyouswim?Ss:Icanswimwithmy...inthes

wimmingpool.【设计意图】主题导入，铺垫语料。从欢乐的歌曲引入，并且通过调查表和report渗透句型Ican....with...in/on/at/through/over/...，为接下来的阅读和写作铺垫语料。Step2Coverrea

ding1.FrontcoverreadingT:Whenyoudosportsorplaygameswithyourfriends,areyouhappy？T:LookatmyfriendLittleMonster.Ishehappy?Ss:No,heisunhappy.T:Why?May

bewecanfindtheanswerfromthetitle.Ss:Noonecanplay.2.BackcoverreadingT:Lookatthebackcover,ishehappynow?Ss:Yes,heish

appy.T:Why?Whathappened?【设计意图】前后对比，设置悬念。从故事主人公LittleMonster出发，根据他的情绪对比，设置悬念，激发学生探索的兴趣，并且为下面主人公的情绪发展埋下伏笔。Step3Picturereading

1.Why?(Ssreadthepictureswithoutthewordsandfindouttheanswerwhyisthelittlemonsterhappynow.)T:Heisunhappy.Doyourememberwhy?Ss:Noonecanplaywithhim.

T:Heishappyallthetimeinthestory.Why?Ss:Someonecanplaywithhim.2.Who?(Whocanplaywithhim?)T:Whoarethey?Ss:Theyarethemouse,frog,grasshopper,spider,

kittyandadog.3.Trytosay(LetSstosaywhatwilltheyplaywiththeanimals.)Q:Ifyouarethelittlemonster,whatwillyouplaywiththem?Whatcanthea

nimalsdo?Ss:...【设计意图】图片环游，预测故事。学生观察图片，感受情绪变化，并从图片内容仔细寻找原因。抛出问题：如果你是主人公，可以和小动物们玩什么？操练句型Ican...with...。锻炼学生的图片观察能力和情节思考能力，拓宽学生思维想像的空间的同时，也为之后学生自己

写故事提供素材。Step4Detailedreading1.How?(ReadthebookandfindouthowdoesLittleMonsterplaywiththem.)TeacherTeachestheph

rases:runthroughthehouse,leapoveralog,hopinthegrass,crawlintheleaves,climbupatree,restintheshade.Step5Let’sreadSsreadthestoryto

gether.Step6Let’sretellSstellthestoryaccordingtotheblackboarddesign.【设计意图】搭建支架，巩固输出。学生根据黑板上的板书重新叙述故事，为学生下面自己叙述和书写提供操练。Step7Tryt

othink1.Noonecanplay?T:LittleMonstersaid‘Noonecanplay.’atfirst.Isthattrue?Canyouhelphimtofindoutthefriends?2.Let’sfindmorefriendsStudentscir

clestheotheranimaswhocanplaywith.T:Actually,weneedtofindfriendsandfindfunbyourselves.Friendsareeverywhere.【设计意

图】小小发现，情感养育。学生根据黑板上的板书重新叙述故事，为学生下面自己叙述和书写提供操练。情绪引导，情感升华。学生反过头来重新观看书本，发现一开始主人公身边就有很多小动物的陪伴，引导学生思考，我们的快乐和朋友都需要眼睛去发现，用行动去寻找。只要你有一颗善于发现的眼睛和心，Everyon

ecanplay。Step9Let’swriteanewbook1.GroupwritingTputsthepicturesofthebookontheblackboard.Ssdisscussingroupsandwriteapageeachg

roup.2.NamethenewbookTshowsthebookwrittenbyallthestudents.Sstrytonameit.Ss:Everyonecanplay.Noonecanplay?.....

.3.Writeyourownbook.Homework1.Finishthepicutrebook.2.Trytotalkabouttheotheranimalswhocanplay.