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课题Unitt4Pets&PaulatheVet课型StoryTheAnalysisoftheTeachingMaterialThislessoncombinesFunTimefromUnit4Pets(primaryschoolEnglishboo

k3,PEP)andPaulatheVet(SongbirdsPhonics,FLTRP).Itaimstohelpstudentsknowwhatpetsneedandreadwordswith"or","ore","oor","au","a

w","a",whichallpronounce/ɔ:/.Thetopic"pets"and"sickanimals"iseasytoattractstudents’interestandattention,buttheydon’tknowhowtocareforpets’li

fe.Sorealpicturesandfunnygamesareneededtohelpthemgetinvolvedinclass.StudentsinGrade3arelittlechildrenwholovetoi

mitateandplaywithpets.Sotheywillhaveastrongdesiretoknowhowtotakecareofpetswhentheyareill.AlthoughtheyhavestudiedEnglishforalm

osttwoyears,somanynewwordsinthestorywillalsobeabigobstacle.Sobodylanguage,realobjectsandcolorfulpicturesaremuchnee

dedtohelpstudentstoguessandunderstandthestory.Inordertomakestudentsmastersinclass,theteachershouldtrytocreatealivelyandharmoniousEn

glishlearningatmosphere,wherestudentsaremorewillingtogetinvolvedinstudy.TheAnalysisoftheStudentsTeachingObjectivesKnowledgeObjectivesToexpresswh

atpetsneedwithwords"need","water","food","exercise"and"love".Toreadandgetthemainideaofthestorywiththehelpofpicturesandkeywords.Toanswerthequestionswi

ththesentencesfromthestoryortheirownlanguage.Topronouncewordswith/ɔ:/correctly.CompetenceObjectivesTotakec

areofpetswithloveduringlife.Toreadoutwordswithlettergroups"or","ore","oor","au","aw","a"bylearningexamplewords"din

osaur","call","yawn","morning"and"bored".MoralObjectivesToenjoythestoryandloveEnglishreading.Tostimulatestudents’senseofcooperationan

dmaintainamorepositiveattitudetowardslifeandstudy.ThinkingQualityTohelpstudentspredictwhatwillhappenbythepictures..Toexpressthech

aracters’feelingsandgetkeyinformationbyreadingandlisteningtothestorywithquestions.CulturalPersonalityTolovepets,friendsandlife.Torealize

thatsuccessmeansrepeatingthesimplethinganddoitwithheart.TeachingImportantPointsToexpresswhatpetsneed

withwords"water","food","exercise"and"love".Toreadandgetthemainideaofthestorywiththehelpofpicturesandkeywords.Toreadoutwordswithlettergroup

s"or","ore","oor","au","aw","a".TeachingDifficultPointsToreadoutwordswithlettergroups"or","ore","oor","au","aw","a".Topredictandreadthestor

yonone’sown.Torealizethatsuccessmeansrepeatingthesimplethingandpersistinginwhatisrepeated.TeachingMethodsPhonics

TeachingMethod,Task-basedLanguageTeachingMethod,SituationalTeachingMethod，InteractiveTeachingApproach,TotalPhysicalResponseLearningMetho

dsGroupWork,IndividualWorkTeachingAidsCAI,adinosaurpuppet,acactus,cardsTeachingProceduresTeacher’sActivitiesStudents’ActivitiesD

esignPurposesStep1.Warm-up1.Greetings.2.FreetalkaboutwhatIneedinsomedifferentsituations.Ssgreetwiththet

eacher.Sstalkaboutwhattheteacherneedsindifferentsituations.通过简单热情的问候，拉近师生距离。根据线索猜测“我”在一些特定情况下需要的事物，并以思维导图的形式呈现，为文本"Goodtoknow"环节的学习做好铺垫。Teachi

ngProceduresStep2.Lead-in1.Showapictureofmypetandencouragestudentstotellwhatitneedswhenitmeetsthesamesituationswithme.2.Tencouragesstudent

stotalkaboutwhattodowhenapetisill.3.Texpresses"vet"andsingachantaboutPaula.4.Treadsthewordswithlettergroups"au","al","aw","or"andlea

dsthestudentstofindwhattheyhaveincommon.5.Tpresentsnewwordswiththoselettergroupsbymind-mapandhelpstudentstoread

them.Sstellwhatthepetneedswhenitmeetsthesamesituationswithme.Knowthedifferencesbetween"doctor"and"vet

".SingachantaboutPaulawithmusic.Sslistentotheexamplewordscarefullyandtrytofindthesamepointamongthem.Sstrytoreadn

ewwordsfromthestorybyphonics.通过思考我的宠物狗若遇到和我刚才同样的情况需要什么，建立起文本与真实生活的链接，鼓励学生调动旧知储备与生活经验进行表达，并借助学生已知的"doctor"引入即将学习的有关"vet"的故

事。在动感的鼓点伴奏下师生合作诵唱教师根据故事自编的有关主人公Paula的chant,打开学生与Paula的情感过滤器，并借助chant发现字母组合"or","ore","oor","au","aw",和"a"在单词中的发音特点，再以

思维导图的形式呈现故事中含有这些字母组合的新词，引导学生发现规律，实现见词能读。Teacher’sActivitiesStudents’ActivitiesDesignPurposesStep3.Presentation1.

Tintroducesthebookandthewriter.2.Tleadsstudentstoobservethecoverandpredictwhatwillhappen.3.Tleadsstudentstoreadpageoneandthinkwh

etherPaulaisagoodvet.Guess:What’snextpet?4.Tleadsstudentstoobservepicturesonpagetwo&threeandguesswhat’swrongwiththecat.5.Tinvitessomestudentstorea

dtheman'swordswithfeelings.6.Tleadsstudentstoreadpage4&5andguesswhat'swrongwiththecat'spaw.Question:HowdoesPau

lahelpit?7.Tpresentsamedicalnoteaboutthecatandhelpstudentstoguesstheman’sfeelingnow.Ssobservethecoverandguesswhatwillhap

pen.Ssreadpageoneandguesswhat’snextpet.Ssobservepicturesonpagetwo&threeandguesswhat’swrongwiththecat.Ssreadtheman'swordswithfeeling

s.Ssreadpage4&5andguesswhat'swrongwiththecat'spaw.ThenguesshowPaulahelpsthecat.Ssknowaboutmedicalnoteandguesstheman’sfeelin

gnow.通过观察封面，了解故事中将出现的人物并预测故事主要内容。引导学生先借助图片猜测猫的病况和主人的心情及Paula的解决办法，再呈现文本以核实，逐步提高学生见图猜意的预测能力和判断能力，并为学生自主学习后面的内容打下基础。Step4.Practice1

.Tshowspicturesofthefollowingthreeanimalsandhelpsstudentsguesstheirproblems.2.Tencouragesstudentstoreadthrought

hepicturebookfrompage6topage16andfindthesolutions.3.Tpresentssomereadingtipstohelpthestudents.4.Givetensecondstosharetheanswerwithpartner

andthencheck.5.Tplaystherecordandpresentsthepicturesfrompage17topage19.Questions:IsPaulatired?IsPaulabored

?DoesPaulaloveherjob?Discuss:WillPaulabecomenumberoneinherfield?6.Thelpsstudentsrealizethatsuccessistorepeatdo

ingthesimplethinganddoitwithyourheart.7.Readpage20topage24togetherwithfeelings.Ssobservethepicturesandguessthepets’problems.Ssreadthro

ughthepicturebookfrompage6topage16andfindthesolutionstohelpthepets.Ssknowaboutreadingtipsandusethemwhenreading.Sschecktheanswe

rswithpartners.Sslistenandobservepicturesfrompage17topage19.ThenanswerquestionsaboutPaulaanddiscusswhetherPaulawillbecomethebestve

t.Sstrytogetthecoreofthestory.Ssreadtherestwiththeteacherwithfeelings.学生带着了解第一个动物病况时所习得的方法，自主学习故事，在解疑过程中逐渐理解文本，锻炼从故事中提取信息的能力，并逐步渗透阅读方法，培养学生的阅读技巧和提高

自主学习的能力，让学生喜欢阅读，学会阅读。看图听故事的环节让学生在课堂上紧张的神经得到些许放松，听后问题的设置加深了学生对故事的理解并引导学生逐步感知故事背后隐含的含义，使语言学习与德育相结合，让学生对故事的情感体验得以升华。师生有感情的齐声朗读故事最后一节，在读的过程中注意对学生诸如连读

、重读等朗读技巧的指导，既锻炼了学生的口语，又加深了对文本的理解。Step5.ExtensionStep6.SummaryandAssessment1.Tinvitesstudentstosummarizewhatthey

’veenjoyedinthislesson.2.TencouragesSstocirclethestarstheyget.Sstrytosummarizewhatthey’vegotinthislesson.Ssc

irclethestarsaccordingtothetasksthatthey’vefinished.ToraiseSs’abilityofconcluding.Torealizehowtheyreallydevelopinthislesson.Step7.Homework1.Desig

naposteraboutpetcaring.2.SharePaulatheVetwithparentsandtrytomakeamedicalnoteforthedinosaur.3.EnjoyJuli

a'sanotherinterestingpicturebookTheGruffalo.Tleadsstudentstoobservethelastpictureanddiscusswithimagination.Ssobse

rvethelastpictureanddiscuss:IfyouarePaula,whatwillyoudo?给学生想象空间，发散学生思维，给学生提供真实运用所学语言表达自己观点的机会，引起学生阅读和思考的兴趣。根据学

生的学习能力和个性差异分层布置课后作业，避免“一刀切”，既满足了学有余力的学生深入探究的需求，又为基础薄弱的学生提供了进步的阶梯。BlackboardDesignReflection:本课将人教SL新起点三年级上册第四单元的FunTime部分与外研社丽声拼读故事绘本Paul

atheVet相结合，在文本导入环节我抓住小学生好奇心重的心理，以真实的图片呈现自己的生活所需自然的过渡到我的宠物所需，吸引并鼓励学生都能积极踊跃的参与到教学活动中来。《小学英语教学与教材编写纲要》指出，兴

趣是学好语言的关键，激发学生学习英语的兴趣是小学阶段英语教学的一项重要任务。因此，我将绘本故事《兽医葆拉》与该单元话题“宠物”相结合，不仅使英语课堂更具有趣味性，更有助增长学生智慧，丰富生活经验。在绘本教学环节，我通过整合绘本中的新词自编了一个关于主人公的chant,师生在动感的鼓

点伴奏下打开与故事主人公Paula的情感过滤器，并借助chant发现字母组合"or","ore","oor","au","aw",和"a"在单词中的发音特点，引导学生发现规律，实现见词能读，效果良好。故事教学中,通过审图画、听故事、读故事和演故事等活动,发展学生的预测和判断能力，

促进其多元智能的发展。然而，由于课堂时间有限且低年级学生词汇量不足使得活动设计偏向简单，从而导致学生对于故事的理解和内化仍有待加深。在日后课本与绘本相结合的教学中，我会设计更加丰富的故事理解活动，组织更多的小组活动形式，做到提问力求启发思维。

Unit4PetsfoodwaterloveexercisePaulatheVetPet:thecatProblems:averysorepawSolutions:takeoutathornPaula形式，做到提问力求启发思维。