Steps |
Activities+ Sample
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Key structure |
Notes |
Pre-task preparation:
Warming up &
Revision |
1. Say a chant.
2.Review and check. |
How do/ does… feel? |
通过chant和问答,再次复习单元核心,达到温故目的。 |
While- task
Procedures:
1.Lead in: 导出故事主角:crow
2. Picture 1
烈日当空,乌鸦饥渴。
Learn:
hot and dry
thirsty and tired
I want...
3. Picture 2
乌鸦找到了一只瓶子。
Learn:
bottle
It has...
4. Picture 3
乌鸦观察瓶子特点。
Learn:
too long and thin
5. Picture 4
乌鸦想到了一个好方法。
Learn:
pebble
6. Picture 5
乌鸦实施方法,最终喝到了水。
Learn:
put...into...
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1. Listen and guess.
2. Ask and answer.
3. Learn: crow
4. Listen and read.
5. Read in roles. |
crow |
通过猜一猜引出故事角色。
通过听读等方式,鼓励学生角色模仿。
观看视频,提取相关信息,完成短文;抓住核心,进行角色模拟,体会角色心情。在此过程中,注意评价的关注与运用。
通过思考与观察,延续故事学习;在理解中尝试描述不同的瓶子,培养学生观察力与理解力。 |
1. Watch the video.
2. Answer and complete.
3. Listen to the crow again.
4. Read in roles. |
hot and dry
thirsty and tired
I want...
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1. Think and say:
Where is the water?
2. Watch the video.
3. Learn: bottle
4. Talk about the bottles.
5. Listen to the crow again.
6. Read in roles. |
bottle
It has...
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1.Think and guess:
Can the crow drink the water?
2. Watch the video.
3. Read the sentence.
4. Listen to the crow again.
5. Read in roles. |
too long and thin
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通过看一看、想一想、说一说,进一步延续故事情节,学会观察、培养思维。
注意角色朗读中的评价关注。 |
1. Think and say: What can it do? Does it have an idea?
2. Watch the video.
3. Learn: pebble
4. Listen to the crow again.
5. Read in roles. |
pebble
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运用实物模拟乌鸦喝水场景,激发学生思维,提高学生实际解决问题的能力。
注意角色朗读中的评价关注。 |
1. Think and say: What can it do?
2. Watch the video.
3. Read in roles.
4. Think and share :How to drink the water? |
put...into...
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通过演示引导学生理解idea与故事内涵。
注意角色朗读中的评价关注。
提供学生发挥想象的空间 |
Post-task activities |
1. Enjoy the whole story again.
2. Think and choose.
3. Read the story freely.
4. Try to retell the story .
5. Discuss: Do you like the crow? |
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回顾故事,通过生动的flash,加深学生记忆。
结合板书,尝试复述故事。。 |
Assignment:
1.Listen to the story
2. Reading: Read the stories about the crow.
3. Speaking: Act as the crow and find a way to drink water.
4. Writing: Write something about the crow. |
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分层作业,巩固新知,体现语用,实现技能兼顾。 |
板
书
设
计
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教学反思
本节课为故事教学,在故事中,学生能较为熟练地运用感觉类形容词,能辨认、理解与运用crow, bottle, pebble, idea等词汇;能较为熟练地运用单元核心句型;通过故事阅读,在听看、朗读、表演与思考中,激发阅读兴趣、培养阅读能力;通过故事学习,能明白“只有学会动脑,才有收获”的重要性。
整节课上下来环节比较顺畅,学生接受度也比较高。在体验乌鸦情感态度变化时候,教师只引导学生说出了happy, sad等词,其实对本班孩子来说,他们可以通过阅读故事,产生更丰富的情感体验。 |
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