加载中…A house for Hedgehog教学设计
(2018-01-04 17:19:02)
【 课 题 】
丽声妙想英文绘本第三级 《A House for Hedgehog》
【 教 材 】
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《A house for Hedgehog》这个绘本故事生动有趣，小刺猬为了冬眠到处找家,
让学生在一个有趣而又充满惊喜的阅读过程中，既让学生学会思考分析、理解和表达，培养学生的英语阅读素养，又能让学生感同身受，体会适合自己的才是最好的。
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知识、能力目标：
1. 能在图片的帮助下整体理解故事大意。
2. 能在情境中感知、理解并初步运用下列单词、词组：
need、look for、much too、wet、live in、dark、slip、roll、以及动物的名称Hedgehog、Otter、Rabbit、Squirrel、Mole
3. 能在教师引导下学会运用恰当的阅读策略帮助理解课文,并能扮演复述故事。
情感目标：通过故事的学习，体会适合自己的才是最好的。
※ 教学重难点
重点：
1. 能整体理解故事。
2. 能初步运用下列语言支架进行表达：
Hedgehog’s house is cold. He went to ____. He said: I like ____. But____.
First,____. Next, ____.Then,_____.And then_____.At last,_____.
难点：
1. 能根据关键词复述故事。
2. 能够就故事表达自己的看法。
【教学过程】
Riddle——谜语导入，了解动物的习性；
语用表达——
角色扮演；
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Procedures |
Teacher’s activities |
Learner’s activities |
Objectives |
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Step I. Before-reading |
Activity1. Greeting Say hello to the children. |
Say hello to the teacher. |
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Activity2. Guessing a riddle It’s an animal. It’s brown. It likes eating fruits. It has got short tail. It has got sharp spines.一句一句猜谜的过程中，给予学生思考的时间，回顾动物。出示Hedgehog之后，简单介绍他的生活习性。 |
Ss guess and say Hedgehog.and then learn the word. Say Hello to Hedgehog. 出示Hedgehog的头饰与学生互动。 |
通过猜谜，了解动物们生活的习性，导入文本主人公。 |
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Activity 3.Discribe the cover.
1.
2. Where are they now? What are they doing? |
封面读图，标题、作者以及封面信息。 |
读图，获取初步信息。 |
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Step II. While-reading |
Picture2--3 His house is very cold.If you were the hedgehog, What would you do?At last,He’s got a new house with leaves. Is this his new house?On the way, What happened to him? |
Look think and say. |
设计意图：呈现小刺猬的家与封底的信息差，猜测小刺猬在找家的过程中了发生了怎样的故事。通过想象，预测绘本内容，激活学生思维，激发阅读兴趣。 |
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Picture4--5 The hedgehog walks through the river. Whose house is it?What do you think of the house?Could he live there?Why? Let’s listen. （从这个环节就开始make a story map）学习otter、wet The house is good for Otter. But it’s not good for Hedgehog. So What would he do？教师在主讲Otter’s house时，内容较繁琐，主线要清晰，围绕几个主问题。What? Could?Why? |
Listen and find倾听寻找答案。 Ss act. |
渗透识图阅读策略，并提出问题，引导学生仔细观察图片中动物的动作、表情，以帮助理解故事。 |
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Picutre6---7. Next, Hedgehog went to the Rabbit’s house. Is it a wet house? Can Hedgehog live here? Why? Let’s listen.学习There is no room for me. T and Ss act the dialogue. |
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从认知性问题到理解性问题，引导学生进一步理解故事，思考兔子家适合小刺猬吗？在提问的过程中与学生交流，培养了学生的分析能力与逻辑思维能力。 |
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Picture 8---11 Group work Where did Hedgehog go then? What did you see?Could the hedgehog live there? Why? How did he feel? Enjoy the video:Mole’s house. |
Read and show. Scan the informations.Then say the information or act to show their ideas.在学生展示Mole’s house之前，先进行视频的欣赏。初步感知。 |
带着问题，小组合作自主学习，培养合作意识，同时学会运用Scanning阅读策略寻找关键词 ，进一步理解故事的内容。通过小组合作，直接表达或通过表演表达自己的想法。 |
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Retell the story. Use the key words and pictures to tell the story. Different animals have different houses.But they’re not good for Hedgehog.What would he do then? |
First, Next, Then, And then. Guess.回扣板书回顾Hedgehog寻找新家的路途中发生的事，同时渲染主人公的心情如何？sad, disappointed |
回扣板书，归纳总结所学知识点。 |
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Picture12---16 Hedgehog went back to his own house. On the way, What happened to him? At last, How was he feeling? What did he say? Ss say and listen.体会满足的心情satisfy |
Guess and say. Then listen and say. |
引导学生关注细节，让学生模仿故事中的人物朗读，体会人物的情感，最适合自己的才是最好的。 |
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Activity1.Listen and repeat. |
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模仿语音语调，培养学生的英语语感。 |
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Activity2. Act the story: Group work; Ss act the story in group then show themselves.可带领学生集体扮演一遍，模拟文本情景。 |
Ss show their story. |
搭建语言支架，让学生在故事的情境中自然而然进行表达。 |
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Activity3. Where do other animls live? Who lives in the water? Who lives in the tree? Who lives in the hole? |
Say other animals’s house. |
借助文本，拓展其他小动物的家，丰富学生的认知。 |
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Activity4. Enjoy a video. 出示生活中人们居住的房屋. Find a suitable house. Make it better. |
Enjoy the video: The house in our life. |
借助生活中的房屋，进行情感的渗透适合自己的才是最好的。 |
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Step V.Homework |
Activity 1.Read the story. T says letters and lets the Ss listen and make them in groups using the stationaries. |
.Listen |
针对学生不同的学情提供不同的学习任务，进行分层教学；借助作者相关的绘本，推荐书目，开展自主阅读，培养阅读习惯，拓展思维。制作绘本，进行续编，发散学生思维能力。 |
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Activity2. |
自主阅读作者相关的绘本。 |
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Activity3. Make a story book.
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