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课题Unitt4Pets&PaulatheVet课型StoryTheAnalysisoftheTeachingMaterialThislessoncombinesFunTimefromUnit4Pets(primarysch

oolEnglishbook3,PEP)andPaulatheVet(SongbirdsPhonics,FLTRP).Itaimstohelpstudentsknowwhatpetsneedandreadwor

dswith"or","ore","oor","au","aw","a",whichallpronounce/ɔ:/.Thetopic"pets"and"sickanimals"iseasytoattractstudents’interestandattention,butthey

don’tknowhowtocareforpets’life.Sorealpicturesandfunnygamesareneededtohelpthemgetinvolvedinclass.StudentsinGrade3arelittlechildrenwh

olovetoimitateandplaywithpets.Sotheywillhaveastrongdesiretoknowhowtotakecareofpetswhentheyareill.Althoughtheyhavestudie

dEnglishforalmosttwoyears,somanynewwordsinthestorywillalsobeabigobstacle.Sobodylanguage,realobjectsandc

olorfulpicturesaremuchneededtohelpstudentstoguessandunderstandthestory.Inordertomakestudentsmastersinclass,theteachershouldtrytocreatealivelyandha

rmoniousEnglishlearningatmosphere,wherestudentsaremorewillingtogetinvolvedinstudy.TheAnalysisoftheStudentsTeachingObje

ctivesKnowledgeObjectivesToexpresswhatpetsneedwithwords"need","water","food","exercise"and"love".Toreadandgetthemainideaofthestorywiththeh

elpofpicturesandkeywords.Toanswerthequestionswiththesentencesfromthestoryortheirownlanguage.Topronoun

cewordswith/ɔ:/correctly.CompetenceObjectivesTotakecareofpetswithloveduringlife.Toreadoutwordswithlettergroups"or","

ore","oor","au","aw","a"bylearningexamplewords"dinosaur","call","yawn","morning"and"bored".MoralObjectivesToenjoythest

oryandloveEnglishreading.Tostimulatestudents’senseofcooperationandmaintainamorepositiveattitudetowardslifeand

study.ThinkingQualityTohelpstudentspredictwhatwillhappenbythepictures..Toexpressthecharacters’feeling

sandgetkeyinformationbyreadingandlisteningtothestorywithquestions.CulturalPersonalityTolovepets,friendsandlife.Torealizethatsuccessme

ansrepeatingthesimplethinganddoitwithheart.TeachingImportantPointsToexpresswhatpetsneedwithwords"water","food",

"exercise"and"love".Toreadandgetthemainideaofthestorywiththehelpofpicturesandkeywords.Toreadoutwordswithlettergroups"or","ore","oor

","au","aw","a".TeachingDifficultPointsToreadoutwordswithlettergroups"or","ore","oor","au","aw","a".Topredict

andreadthestoryonone’sown.Torealizethatsuccessmeansrepeatingthesimplethingandpersistinginwhatisrepea

ted.TeachingMethodsPhonicsTeachingMethod,Task-basedLanguageTeachingMethod,SituationalTeachingMethod，InteractiveTe

achingApproach,TotalPhysicalResponseLearningMethodsGroupWork,IndividualWorkTeachingAidsCAI,adinosaurpuppet,acactus,cardsTeachingProceduresTeacher

’sActivitiesStudents’ActivitiesDesignPurposesStep1.Warm-up1.Greetings.2.FreetalkaboutwhatIneedinsomedifferentsituations.Ssgreetwithth

eteacher.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。TeachingProceduresStep2.Lead-in1.Showapictureofmypetandencouragestudentstotellwhatitneedswhenitmeet

sthesamesituationswithme.2.Tencouragesstudentstotalkaboutwhattodowhenapetisill.3.Texpresses"vet"andsingachantaboutPaula.4.Treadsth

ewordswithlettergroups"au","al","aw","or"andleadsthestudentstofindwhattheyhaveincommon.5.Tpresentsnewwordswiththoselettergroupsbymind-mapandh

elpstudentstoreadthem.Sstellwhatthepetneedswhenitmeetsthesamesituationswithme.Knowthedifferencesbetween"doctor"and"vet".SingachantaboutPaul

awithmusic.Sslistentotheexamplewordscarefullyandtrytofindthesamepointamongthem.Sstrytoreadnewwordsfromthestorybyphonics.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ch

ant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.Tleadsstudentstoobserveth

ecoverandpredictwhatwillhappen.3.TleadsstudentstoreadpageoneandthinkwhetherPaulaisagoodvet.Guess:What’snextpet?4.Tleadsstudentstoobservep

icturesonpagetwo&threeandguesswhat’swrongwiththecat.5.Tinvitessomestudentstoreadtheman'swordswithfeelings.6.Tleadsstudentstoread

page4&5andguesswhat'swrongwiththecat'spaw.Question:HowdoesPaulahelpit?7.Tpresentsamedicalnoteaboutthecatandhelpstudentstoguesstheman

’sfeelingnow.Ssobservethecoverandguesswhatwillhappen.Ssreadpageoneandguesswhat’snextpet.Ssobservepicturesonpagetwo&threeandguesswhat’swrongwit

hthecat.Ssreadtheman'swordswithfeelings.Ssreadpage4&5andguesswhat'swrongwiththecat'spaw.ThenguesshowPaulahelp

sthecat.Ssknowaboutmedicalnoteandguesstheman’sfeelingnow.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.Tshowspicturesofthefollowingthreeanimalsandhelpsstudentsguessth

eirproblems.2.Tencouragesstudentstoreadthroughthepicturebookfrompage6topage16andfindthesolutions.3.Tpresentssomereadingtipstohelpth

estudents.4.Givetensecondstosharetheanswerwithpartnerandthencheck.5.Tplaystherecordandpresentsthepicturesfromp

age17topage19.Questions:IsPaulatired?IsPaulabored?DoesPaulaloveherjob?Discuss:WillPaulabecomenumberoneinherfield?6.Thelpsstudentsr

ealizethatsuccessistorepeatdoingthesimplethinganddoitwithyourheart.7.Readpage20topage24togetherwithfeelings.Ssobservethepicturesandg

uessthepets’problems.Ssreadthroughthepicturebookfrompage6topage16andfindthesolutionstohelpthepets.Ssknowaboutreadingtipsanduse

themwhenreading.Sschecktheanswerswithpartners.Sslistenandobservepicturesfrompage17topage19.ThenanswerquestionsaboutPaulaanddiscusswhetherPaulawil

lbecomethebestvet.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.Exte

nsionStep6.SummaryandAssessment1.Tinvitesstudentstosummarizewhatthey’veenjoyedinthislesson.2.TencouragesSstocirclethestars

theyget.Sstrytosummarizewhatthey’vegotinthislesson.Sscirclethestarsaccordingtothetasksthatthey’vefinished.ToraiseSs’abilityofconcluding.Torealizehow

theyreallydevelopinthislesson.Step7.Homework1.Designaposteraboutpetcaring.2.SharePaulatheVetwithparentsandtrytomakeamedicalnoteforthedinosaur.3.

EnjoyJulia'sanotherinterestingpicturebookTheGruffalo.Tleadsstudentstoobservethelastpictureanddiscusswithimagination.Ssobservethelastpictureanddiscu

ss: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PaulatheVet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。Unit4PetsfoodwaterloveexercisePaul

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