分级绘本标题：《大猫英语分级阅读》一级

设计者：hehe

学生年级：小学二年级

教材分析

本课所运用绘本为外语教学与研究出版社出版的《大猫英语分级阅读》第一级中的一本。绘本分为图、文两部分，故事主要讲述了小猫和小狗在房间里捉迷藏的过程，小狗想象小猫可能藏的地点都不是小猫实际藏的地方，体现小猫聪明可爱、小狗遇到困难不退缩不放弃的特点。通过让学生看图片给学生充足的想象空间，考虑到学生有较强的好奇心，设计本课的时候，力求使故事生动形象。

学情分析

很多学生有很强的欲望想表达自己的想法，但是处于对英语语言的匮乏，很难用英语表达出来，作为教师尽可能的启发学生积极思考、用心观察，鼓励学生用自己所掌握的语言知识进行简单的交流。

教学目标

1、通过观察图片来了解故事大意和主要情节。

2、引导学生仔细观察图片，预测故事情节，培养学生的观察能力和判断能力。

3、通过不同的朗读策略培养学生的阅读流畅度，增强阅读自信心。体会阅读的乐趣。

教学过程

1、热身

T: Let’s have a chant. (show some pictures)

Where is the cat? The cat is in the box. in the box.

Where is the dog? The dog is on the chair. on the chair.

Where is the rabbit? The rabbit is beside the cat. beside the cat.

Where is the boy? The boy is behind the door. behind the door.

Where is the girl? The girl is under the tree. under the tree.

Where are you? I’m in front of you. in front of you.

(设计意图：复习有关的in on beside behind under in front of等表示位置关系的介词，为故事环节做铺垫。)

2、导入

T: Do you like to play games?

T: What games do you like to play?

T:（出示图片）I like to play “Chicken vs Eagle”. I also like to play “Throw a handkerchief”. But my favourite game is “Hide and Seek”.

T: Look! Our friends Mr. dog and Mr. cat. What are they doing? What games are they playing?

(设计意图：通过谈论游戏引入本课课题，通过设置疑问让学生认真观察封面，不难看出小狗正捂着眼睛，学生很容易就能猜出是捉迷藏游戏，很自然的使话题与学生建立联系。)

3、文本概念

T: You are very clever! What’s the name of the story? Who can read it?

T: Let’s read the title together.

T: Who is the writer of the story?

S: Shoo Rayner.

(设计意图：引导学生关注书本概念信息，通过放大文本概念信息，将学生的注意力转移到文字上。使学生形成主动关注文本概念信息的意识和阅读习惯。)

4、图片环游

T: （出示图片）This is a big house. How many rooms are there in this house?

T: They are the bedroom、the kitchen、the living room、the dining room. The cat will hide in these rooms. Who can guess where the cat will hide?

(设计意图：提出开放性的问题，积极引发学生思考，猜测故事发展情节。)

T: Some pupils think the cat will hide in the dining room. Let’s go and find it. OK?

T: (出示图片)Where is the cat in the dining room?

S1: Is he under the table?

T: Let’s close your eyes and listen to the tape.

T: Is he under the table?

Ss: No, he is not under the table.

T: Now let’s go to the living room.OK?

T: (出示图片)Where is the cat in the living room?

S1: Is he behind the chair?

T: Is it right? Let’s listen to the dog.

T: Look! Is he behind the chair?

Ss: No, he is not behind the chair.

T: It’s difficult to find the cat. Where is the cat? The kitchen or the bedroom?

T: The cat likes to eat fish and meat very much. Where can the cat be?

Ss: In the kitchen.

T: Let’s go to the kitchen and have a look.

T: (出示图片)Where is the cat in the kitchen?

T: I think the cat is in the cupboard. Because we often put some food in the cupboard. Do you agree with me? (学生根据图片和我的表达不难猜出cupboard的意思)

T: Let’s listen to the dog.

T: Is he in the cupboard?

Ss: No, he is not in the cupboard.

T: Where is the cat this time?

S1: It’s in the bedroom.

T: Do you agree with him? I think so. Let’s go to the bedroom quickly.

T: (出示图片)Where is the cat in the bedroom?

S1: Is he under the bed?

T: Close your eyes. Let’s listen to the dog.

T: Is he under the bed?

Ss: No, he is not under the bed.

T: How does the dog feel?

T: (出示图片)Can you help the dog find the cat?

S1:The cat is on the light.

T: Do you think the dog can find the cat? Why?

(设计意图：引导学生关注图片细节，整个过程都是让学生自己去观察，通过不断提出问题，使学生在分析问题和解决问题的过程中，提升自己的预测想象能力。)

4、总结评论

T: Do you like this game? Do you like the dog or the cat? Why?

S1:I like the cat. Because the cat is very clever.

S2:I like the cat. Because the cat is very cute.

T: Me, too. But I also like the dog. Because he never gives up.

(设计意图：通过讨论故事中的角色，使学生对故事情节加深理解并有自己的判断。)

5、阅读策略

Read the story silently

Listen and follow

Read aloud by yourselves

T: Can you read the story?

(设计意图：帮助学生模仿和内化语音，体会故事角色的情感变化。通过默读和朗读给学生提供一个完整、充足、丰富的阅读体检，加强学生的阅读精确度和流利度，提升他们的阅读兴趣和阅读自信心。)

6、交流表达

T: This time let’s make a new story. Mr. dog hides. Mr. cat looks for Mr. dog. OK?

T: Where is the dog? Can you guess?

S1: Is he in the classroom? 

T: No, it’s not in the classroom.

S1: Is he in the library?   

T: No, it’s not in the library.

……

T: Can you make a new story?

(设计意图：引导学生应用所学语言创编自己的故事，充分调动学生的积极性，实现把学到的语言内化成自己灵活运用的知识。)

7、Homework

Retell the story to your friends.

8、板书设计