牛津3BM4U3_Listen_and_enjoy教學設計

1、Oxford English 3B M4U3 Story timeListen and enjoy【教材解讀與學情分析】本課是故事閱讀課，內(nèi)容選自牛津上海版教材3BM4U3Story time 中 listenand enjoy 的內(nèi)容。牛津教材遵循“話題、功能、結構、任務”編寫體系，不斷復現(xiàn)并螺旋上升，從而實現(xiàn)學生能力的提升。本模塊所屬教材的拓展選教內(nèi)容，一般有三塊內(nèi)容：跨學科知識、文化知識和故事欣賞，該課時屬于故事欣賞，既是對學生學習興趣的激發(fā)，也拓展了語言的內(nèi)容，同時在語言內(nèi)容教學中實現(xiàn)了語言能力的提升。本課時內(nèi)容是學生耳熟能詳?shù)娜恍∝i蓋房子的故事，語言難度設置基本符合學生最近發(fā)展區(qū)的

2、原則，學生通過讀圖基本能理解故事的主要內(nèi)容，并能在教師適當?shù)膸椭烷喿x技能的滲透下郎讀故事、理解故事內(nèi)涵，最后進行演繹。三年級的學生，經(jīng)過三年的學習，已經(jīng)積累了一定的語言知識，掌握了一定的語言技能，能夠讀懂一些短小的篇章和故事，對于本課中的open the door/ you can tcome in/this is my house.等篇幅涉及較多的句型都能夠熟練運用，并在新課中進.行文本再構和遷移運用，從而形成一定的閱讀技能。【教學目標】（ 1） 知識目標：1 . 能夠在圖片、實物或情景的幫助下理解詞匯busy, own, bad, stop, boil及 be afraid of, go

3、 fishing, go away, make ones own houses等詞組。2 .能在故事情境中運用演繹 This is - /The . is coming. /.cant旬型。（ 2） 能力目標：1. 能夠在故事閱讀中提取關鍵信息；2. 能夠結合圖片獲取信息；3. 能夠用正確的語音語調(diào)模仿故事；4. 能夠?qū)适轮黝}進行相關的提問；（ 3）情感目標：了解到 Jim 勤勤懇懇，Tom 和 Tim 做事馬虎，得過且過，引導學生做事情要腳踏實地?！窘虒W重難點】（ 1）重點：在情境中理解own boil、afraid 等重點詞匯，能用look at./.can t come in/is c

4、oming等句型有感情地演繹故事。(2)難點：1 .學生結合故事主題進行提問，并發(fā)表自己的觀點；2 .學生用陳述句形式有梯度地進行故事的復述；【教學準備】ppt ,重點詞匯和句子磁條，學生任務單。【教學過程】MethodsSs activitiesPurposeSt Stepl: Warming up & revision1. - Activityl Let enjoy從欣賞圖片開始，Let Ss enjoy the pictures with musicSs enjoy the引導學生入情入T: What are they?pictures and境，適時引入話Ss: They are st

5、ories/ cartoons/ movies.say the title of題，讓學生在輕松T leads out Fairy tales”the stories歡快的氛圍中做r 入ex.after T好學習的心理準外金 J備。片亢 FairyTale2. Activity2 Let gUess (Pre-reading)通過看圖猜一猜T: Today, we are going to learn a new story.Ss try to guess的活動，讓學生去T shows the picture and let ss guess.the title of the猜測感知故事的S1

6、/S2/S3:pigsstory.主旨，激活內(nèi)在知T: Three little pigs識儲備。3. - Activity3 Let s ask1) T: You are familiar with the story.Ss try to ask學生試著去提問And what do you want to know from this story ?questions與故事相關的知S1: Who write the story?aboutthe識，調(diào)動思維認S2: Where does the story happen?story知，為閱讀做準S3/S4/:.備。WhQt else2) T

7、shows the cover of the story and introduce the writer.Step2 Presentation& practice1.Activity4 Watch and saySswatch通過圖片首頻的(while-reading)(without觀看，讓學生仔細T:They look the same. But they are in differentwords) and觀察故事的主人clothes. What are their names? Watch andfind out the公，學會初步讀answer (pic.1)names of th

8、e圖。Ss: The pig in blue is.pigsThe pig inis.is.2.Activity5 listen and imitateT: They live with Mommy pig. They grow and看圖預測Momr能grow. One day, Mum says: Hello, my boys.Ss read and說的話，挖掘情境Now you can make your ownchoose, then的語百內(nèi)涵，幫助houses. (pic.2)imitate學生更好地理解A. You are big. B. You are small.mommy p

9、ig.“own”，發(fā)展語T: now listen and imitate.言邏輯思維能力。T: here own meansActivity6 Listen and matchA.自己的 B.大家的3.T: what houses do they make? Listen and match.文本再構，融入(listen to pic2-pic6)Ss listen andstraw、wood 和Passage:.L ook, this is my new house. I canmatchbrick的滲透，通make a house with straw. Its strong. The

10、wolf過音頻及音樂的cant come in. I can make a straw house, a straw整體感知，聽一house,Look, this is my new house. I can聽，,拈加make a house with wood. It s strong. The wolf學生在語篇中獲cant come in. I can make a wood house, a wood取關鍵信息的能house,Look, this is my new house. I can力。make a house with brick. Im busy. But myhouse

11、is very strong. The wolf can t come in. Ican make a brick house, a brick house,（再構聽力文本）T:makes ahouse.Ss try to readthenew拼讀遷移教學，?words. And透讀的技能。act out thepigsLet ss try to read the words.Tips: strawberry -straw good wood brown+ stick-brickT ask each group to act out the three pig.Listen and match

12、try 十。readstrawberrystrawgoodwcxdbrcjwn+5tickbrick4. Ac Activity7 Let s thinkT: Why do they say the wolf cant come in”?Ss think and有效的提問激發(fā)Ss: maybe the wolf can eat them./ maybe theshare their學生關注故事本wolf will eat their food./.ideas身的邏輯，關注學生思維品質(zhì)Lets thinkSs practice reading and applying the情境式的語言操 練幫

13、助學生體驗 情境，活用語言。11kL _11bl_J_ .the wolf oont come in.* ? 1r：*jW: 互產(chǎn)+ 4|中產(chǎn)J”季前. Why?*抑的於W將, ”T: they are afraid of the wolf.Teach afraid (try to decode the word) Ss:The pigs are afraid of _the _wolf . T: can you say more?is/are /am afraid of.word)Ss predict and motivate with T.Ss watch and orderthepict

14、ures教師通過自身參 匕表演，將學生帶 入體驗角色，啟發(fā) 學生跳出課本去 思考。整體感知故事情 節(jié)，理解故事文 本，在觀看視頻的 過程中強化輸入， 為后續(xù)輸出做準 備。5. - Activity8 Act, guess and watch1)T: Now, Jim is busy. Tom and Tim are fishing. Then, what happen?T acts to be the wolf (T acts pic7) and leads ss tc response like the pigs.T: what can the pigs do?Ss: Dont eat me

15、!/ I have some fish for you./.T shows pic8 and leads ss to say: they run away2)T: Now watch and order the pictures. (pic8-pic13)T: the pigs run to the house. What can the wolf do?Ss: he can blow the house.T: Can the wolf blow down the house? Can he come in?Ss: the wolf can blow down: s house.Toms ho

16、usecan/cantTim s housecan/cantJim s housecan/cant6 .號 Activity9 Retell and actT leads ss to retell this part (pic7-pic13)of the story with bridge map and order the cards on board.Ss retell and act the middle part of the story思維導圖和板書 幫助學生梳理邏 輯，輔助語言輸 出。2) T teach boil the water(foil)Ss read and choose

17、.Ss watch and choose引導學生預測，給 學生更多的選擇， 打開思維空間。7 . - Activity10 Watch and choose1) T:The wolf cant blow down Jim s house.T: if you are the wolf, what will you do?Ss:.T: the wolf has a good idea. Wha ts his idea?T: And the pigs have a good idea too. Watch and3)boil- boil the-Let s boil the water.T:How

18、do they feel now?Ss: the pigs are. The wolf is.T: who can act the pigs /the wolf?T: are the pigs afraid of the wolf now?Ss:T: they are so happy and they sing the song.Ss: .Ss act and imitate.學生在體驗感知 故事主人公的過 程中入情入境，幫 助后期更生動地 演繹故事。Step3 Extension & consolidation1.4 Activityll Read alone (After-reading

19、)1) T shows the cards on the board.T: now lets enjoy the whole story and read alone.T: a story has a beginningthe processand an ending.2) T: choose one part and act out in your groupI ,+ e 仁二,Tipf： fViQCH GM4 port 中/ lict m fpwp. Q 人Ss say with teacher according to the board. .板書引導，再次梳 理整個故事，引導 學生關注

20、故事的 各部分內(nèi)容，加強 語篇意識。.七-4J- 皿比ttiis曙I can二 JJf&wb *守Open. Yw布.一誨附.受一 i1仙配 Lets. ofroid rf.Ss act the story in group2.4 Activity12 Let s thinkT: Do you like the ending ?Ss:.T:which pig do you like in the story? Why?Ss:I like. because.T: I like Jim the pig. Do you know why?Ss: He is.T: he is hardworking.

21、When you work, please work hard.When you study, please study hard.Ss share their ideas about the story.設置梯度，表達觀 點，讓學生學有所 獲，學有所思。3. r Activity13 More to thinkT: what will Tom and Tim do ?Maybe. Step4 Homework1 .Read the story vividly. 2 .Act out the whole story with your classmates 3 .(optional)Try t

22、o make a new story. 立 蟲分層作業(yè)，幫助學 生鞏固所學，夯實 目標語，同時在故 事演繹中充分發(fā) 揮生生互動的作 用，達到真實語用 目標。【板書設計】3B M4U3 Story time ownbusyboiljgofishingafraid【教學反思】本課時所屬單元為教材拓展模塊的故事欣賞內(nèi)容，其難度和詞匯量都非常符 合最近發(fā)展區(qū)的教學理論，符合a + B的閱讀教學模式。既是對學生學習興趣的 激發(fā)，也拓展了語言的內(nèi)容，同時在語言內(nèi)容教學中實現(xiàn)了語言能力的提升。 本 課時內(nèi)容是學生耳熟能詳?shù)娜恍∝i蓋房子的故事，在故事的情境中幫助學生理 解新詞，并能用相關句型進行故事演繹， 充分體驗故事內(nèi)涵和情感，發(fā)展學生思維和閱讀能力。教師在解讀教材、分析學情的基礎上，充分挖掘了文本情境和教學資源，在呈現(xiàn)、體驗、操練、鞏固的過程中采用了多樣的教學方式，設計了豐富的有梯度的學習活動，充分關注了學生思維的批判性和觀察預測能力，逐步構建學生語言學習的整體性。反思本課，教師做得比較到位的有以下幾點：第一，創(chuàng)設情境，導入話題，挖掘內(nèi)涵，豐富體驗。課前的故事繪本預覽和猜測活動激活了學生的知識儲備，幫助做好故事閱讀的心理準備。其次， 在進行詞匯own、 boil 、 afraid 等教學時，教師對原本進行適當?shù)奈谋驹賶?，同時通