2/2Lesson3A

cow

in

the

hole

公開(kāi)課教案【廣西梧州】授課教師：廣西梧州市新興小學(xué)劉彥君

解讀理念本課根據(jù)英語(yǔ)學(xué)科核心素養(yǎng)的基本理念設(shè)計(jì)，以有趣的繪本故事為載體，培養(yǎng)學(xué)生對(duì)圖文的觀察力和理解力，通過(guò)自主學(xué)習(xí)、合作學(xué)習(xí)、探究性學(xué)習(xí)，在閱讀中培養(yǎng)學(xué)生的發(fā)散性思維，提升學(xué)生的綜合語(yǔ)言運(yùn)用能力。解讀教材本課是一個(gè)有趣并充滿智慧的故事。該故事主要講述兩個(gè)農(nóng)民發(fā)現(xiàn)一頭奶牛掉進(jìn)坑里，便使勁推奶牛，意在把奶牛救出來(lái)，但失敗了。接著警察、消防員紛紛前來(lái)幫忙，同樣失敗了。最后兩個(gè)小孩輕松地用干草喂奶牛，就成功了。本故事啟發(fā)學(xué)生遇到問(wèn)題先動(dòng)腦再動(dòng)手。解讀學(xué)生授課對(duì)象為四年級(jí)學(xué)生，在校學(xué)習(xí)接力版英語(yǔ)教材，積累了一定的詞匯量，對(duì)故事具有強(qiáng)烈的閱讀興趣，但是有較少的閱讀量，是第一次接觸繪本課，需在提問(wèn)質(zhì)疑、提煉歸納、評(píng)價(jià)判斷等方面的思維能力得到訓(xùn)練和提升。解

讀

教

材教學(xué)目標(biāo)情感目標(biāo)了解奶牛習(xí)性，拓展認(rèn)識(shí)其它動(dòng)物的習(xí)性。培養(yǎng)學(xué)生觀察力、想象力、創(chuàng)造力等思維能力。領(lǐng)悟遇到問(wèn)題先動(dòng)腦再動(dòng)手的道理。能力目標(biāo)學(xué)生能在教師的引導(dǎo)下和圖片幫助下讀懂文本內(nèi)容，復(fù)述故事。學(xué)生能用正確的語(yǔ)音、語(yǔ)調(diào)朗讀故事。學(xué)生能夠提取奶牛習(xí)性的信息并在組內(nèi)進(jìn)行小組合作學(xué)習(xí)。知識(shí)目標(biāo)聽(tīng)、說(shuō)、認(rèn)讀單詞：police

officers,

firefighters,

hole,

push

,

hay.聽(tīng)懂、會(huì)說(shuō)句型：We

will

get

you

out.

They

pushed

and

pushed.語(yǔ)法：一般過(guò)去時(shí)。教學(xué)資源中央電視臺(tái)兒童英語(yǔ)教學(xué)節(jié)目：神奇兒童英語(yǔ)教學(xué)重點(diǎn)了解奶牛習(xí)性，引申其它動(dòng)物的習(xí)性。

2.通過(guò)看圖猜測(cè)故事內(nèi)容，理解故事大意。教學(xué)難點(diǎn)能在教師的引導(dǎo)下和圖片幫助下讀懂文本內(nèi)容，復(fù)述故事。通過(guò)看圖猜測(cè)故事內(nèi)容，理解故事大意。領(lǐng)悟遇到問(wèn)題先動(dòng)腦再動(dòng)手的道理。解

讀

方

法教學(xué)準(zhǔn)備奶牛服裝、人物頭飾、干草、單詞卡片。教學(xué)方法思維導(dǎo)圖、任務(wù)型教學(xué)法、全身反應(yīng)教學(xué)法、多媒體輔助教學(xué)法。學(xué)習(xí)方法個(gè)人活動(dòng)、小組合作。教學(xué)過(guò)程教學(xué)環(huán)節(jié)教師活動(dòng)設(shè)計(jì)意圖BeforereadingStep

1.

Sing

a

song

T:

Do

you

like

songs?

Let’s

enjoy

a

song,

Old

MacDonald

had

a

farm.

What

can

you

see

in

the

song?

Step

2.

Guess

T:

Today

I’m

going

to

tell

you

a

story.

It’s

about

a

cow.

One

day,

the

cow

was

missing.

Can

you

guess:

Where

was

the

cow?

To

build

a

relaxing

learning

atmosphere.

2.

Catch

students’

attention

and

stimulate

their

interests.

WhilereadingStep

3.

Look

and

say

Cover

T:

Let’s

read

the

story

book

together.

Please

look

at

the

cover,

what’s

the

title?

T:

Let’s

go

into

the

story

and

try

to

answer

my

questions.①What

happened

to

the

cow?

②Who

came

to

help

the

cow?

③Who

got

the

cow

out

of

the

hole?To

get

information

from

the

title.

Cultivate

students

a

good

reading

habit.

3.

Be

ready

for

reading

with

questions

tasks.

Scene

1

T:

Someone

was

looking

for

the

cow.

Do

you

know

who

was

looking

for

the

cow?

What

are

they?

T:

What

did

they

want

to

do?

Please

pay

attention

to

the

sweat,

they

were

very

hot.

They

tried

to

push

very

hard,

right?

T:

Did

the

cow

get

out?

Why？Go

into

the

story

pictures

by

pictures.

Guide

students

to

look

at

the

picture

and

guess

“who”

“what”

to

train

their

divergent

thinking.

To

arise

students

aware

the

importance

of

detail

description

in

pictures.

Explain

new

words

by

phonics,

material

objects

and

actions

to

make

students

understand

better.

Scene

2

T:

Guess,

who

were

coming

then?Look,

two

strong

men.

What

are

they?

What

did

they

want

to

do?

What

did

they

say?

T:

Guess,

what

did

the

police

officers

do?

Please

look

at

their

facial

expression,

they

closed

their

eyes.

Do

you

notice

that?

T:

Did

the

cow

get

out?

Scene

3

T:

Guess,

who

were

coming?

What

did

the

firefighters

say?

Can

you

guess?

T:

I

think

you

can

be

more

confident,

because

firefighters

are

tall

and

strong.

T:

Guess,

what

did

they

do?

Did

they

also

push

and

push?

Look,

they

pushed

very

hard,

they

even

use

their

arms,

see

it?

T:

Did

the

cow

get

out?

Step

4.

Discuss

T:

We

know

the

farmers,

police

officers,

and

firefighters

can

not

get

the

cow

out.

Why?

What

did

they

do?

Do

you

have

any

good

ideas?

Please

discuss

in

groupsTo

develop

students’

divergent

thinking

and

cooperative

ability.Scene

4

T:

Let’s

see

what

happened

next.

Oh,

who

were

coming?

What

did

they

say？

T:

What

did

they

do?

Do

you

know

why?

T:

At

last,

did

the

cow

get

out?

To

understand

the

end

of

the

story.

Get

to

know

the

cow

habits.

Scene

5

T:

Were

they

happy?

How

do

you

know?

What

did

they

say?

After

Reading

Step

5.

Watch

the

video

T:

I

think

it’s

an

interesting

story,

do

you

like

it?

To

arrive

at

a

better

understanding

of

the

story.

Step

6.

Answer

the

three

questions

T:

Now,

can

you

answer

my

questions?

Step

7.

Listen

and

follow

T:

Listen

and

follow,please

pay

attention

to

the

pronunciation

and

intonation

To

train

students’

pronunciation

and

intonation.

To

review

the

general

idea

of

story.

To

give

a

platform

to

perform

the

main

scenes.

Step

8.

Retell

the

story

T:

I

will

give

you

some

papers,

please

look

at

the

paper

and

follow

my

instruction.

Now,

let’s

retell

the

story.

Step

9.

Let’s

act

T:

Let’s

act

out

the

story.

Who

wants

to

be

the

director,

the

cow?

G1,

farmers.

G2,

police

officers,

G3,

firefighters,

G4,

children,

G5

narrators.

Step

10.

Look

and

think

T:

Look

at

the

picture,

what

is

it?

What

happened?

How

to

get

it

out?

T:

Look,

the

donkey

gets

in

the

way,

how

to

move

it

away?

T:

There

are

many

tires

need

to

move,

how

to

move

the

tires?

Learning

for

practice.

Step

11.

We

know…

T:

From

this

story,

what

do

you

know?To

conclude

a

truth

from

the

story.作業(yè)

Tell

the

story

to

your

parents.To

check

students’

understanding

of

the

story

and

learn

to

sharing

with

others.板書(shū)設(shè)計(jì)教學(xué)效果預(yù)測(cè)Students

maybe

very

interested

in

thi