小学英语_大猫分级阅读三级1教学设计学情分析教材分析课后反思

教学设计
大猫分级阅读三级1 Around the World
Part 1 Learning objectives
ⅠLanguage abilities
ⅰBe able to understand, read and say the words went,Africa, India, around, world, China, boat, home, plane, snow, sun, train, world.
ⅱBe able to read the story, and try to retell it according to the story map. Try to use the sentence pattern: Where did you go? We went to... to tell pupils’ own travel story.
ⅡThinking qualities
ⅰBe able to guess reasonably and predict the development of story plots according to the clues of pictures and language.
ⅱBe able to judge by reasonable arguments.
ⅢLearning abilities
ⅰEnglish learning interests is inspired by learning the story.
ⅱBe able to cooperate in groups to talk about travel.
ⅣCulture characters
Be able to enjoy the travel around the world,widen pupils’ horizon and understand the difference of regions, countries and people.
ⅤKey points and difficult points.
ⅰKey points.
Be able to understand, read, use the sentence pattern Where did you go?
We went to... and the words of countries.
Talk and guess what the pictures express.
ⅱDifficult points
Some words are difficult to read correctly and fluently, such as through,world.
Guide the pupils to comment the travel reasonably.
Part 2 Learning procedures.
ⅠPre-reading.
ⅰSing the song.
T：Let’s sing the song: where did you go? What’s the song about?
S：Travel.
T：Yes.In this class, we are going to talk about travel.
ⅱFree talk.
T：Last summer vacation, we went to Jinan. We went to the zoo. I really want to know where did you go ?
Ss: We went to...
Learn the word: went.
设计意图：演唱歌曲，热身激趣，引入主题，复习并运用主要句型We went to...。

ⅡWhile-reading.
ⅰPresentation.
Picture 3 Look and guess.
T：Two pupils, one boy and one girl, they are brother and sister. They went around the world and back again. Let’s Listen. What do you
want to know about their travel ?
Ss：How did they go? Where did they go? What did they see? What did they feel? ...
Learn the words: around, world, back.
设计意图：导入故事，设置悬疑，鼓励学生自主提问。

Picture 2 Guess and Listen.
T：First, let’s think How did they go? You guess.
Ss: By boat, by ship, by train, by plane...
T：Let’s listen.
Learn the phrases: by boat, by ship, by train, by plane.
Picture 4 Look and guess.
T：The two pupils they lived in south America. South America is their home. This is the map of the world. They went north. Look at the picture, what can you see?
Ss: A sun, camels, desert...
T: The sun is big and red. So how is the weather there?
S: It’s hot.
T: Guess, what were they talking about?
S1: I will not come here, it’s so hot.
S2: I really want some food. I’m so hungry.
S3: Camels are helpful.
...
T: In the desert, water is very important. So please take enough water. Learn the words: sun, through.
Picture 5 Look and talk.
T: Look at the picture, is it hot here?
S: No. It’s cold. We see the snow.
T: Were they happy?
Ss: Yes.
T: Why?
S1: They could ski.
S2: They were playing with snow.
S3: They were making a snow man.
...
设计意图：猜测人物内心世界，激活语言输出。

Picture 7 Look and talk.
T: Look at the picture, what do you see on it?
Ss: Monkeys, zebras, crocodiles, hippos,cars, , buildings, trees... T: Where did they go? Please guess.
S: Maybe it’s a zoo.
T: Let’s listen and look. They went to Africa. Africa is the home of animals. Let’s watch a video about it.
Learn the words: Africa.
Picture 9 Look and talk.
T: Look at the picture, what do you see on it?
Ss: Some fruit, some shoes, some people...
T: Where did they go? Please guess.
S: We don’t know.
T: Let’s listen and look. They went to India. India is our neighbour. Do you want to know the real India. Let’s look some pictures. These are sari, beautiful Indian dresses. Women wears sari in the picture book. Some decorations and buildings about Hinduism. In India, people use their figures to have dinner. They have different kinds of taxis. ... Picture 11 Look and guess.
T: Look at the picture, what do you see on it?
Ss: Tall buildings, boats, kites...
T: Where did they go? Please guess.
Ss: Maybe its Hong Kong. May be it’s Singapore.
T: Let’s listen and look . They went to China. This is a coastal city.
Maybe it’s Qingdao or Dalian. You guess what did they see in China? Ss: Chinese kongfu, Beijing Opera, Pandas...
T: Guess. What do they think of China?
Ss: China is big. China is beautiful. Chinese food is delicious. ...
Picture 12 Look and guess.
T: Look at the picture, They went by plane. Guess, where did they go? Look at the map.
Ss: May Japan. May be Russia.
Picture 12 Look and talk.
T: Look at the picture, there are mum and dad , brother and sister. Where did they go?
Ss: Home.
T: Yes. Their sweet home. Let’s read after the CD.
Learn the words: sweet.
设计意图：看图说话，激活语言；视频图片，身临其境，拓展视野。

ⅱPractice.
Listen, read and retell.
设计意图：听故事，整体感知文本；读故事，培养语言流畅度；复述故事，检测课堂学习效果。

ⅢPost-reading
ⅰTalk in groups.
T: How do you think the travel, travel around the world? Do you think it’s good or not? Let’s talk in groups.
Group1: I think it is good. Because we can learn a lot. I think it’s not good.Because it’s not safe .
Group 2:I think it is good. Because we can see different people.I think it’s not good. Because it needs lots of money.
T：Ok , Children.Travel is to see and think. Travel is to feel and for fun. But it’s not safe for children to travel alone. It is better with your mum and dad. And also, it needs lots of money. So it is not good for every family. No matter where we go, home is our place to be. That is east or west, home is best.
设计意图：评价故事，培养辩证思维。

ⅱName the story
设计意图：命名故事，培养概括能力。

ⅲIntroduce the writer and illustrator.
设计意图：介绍书名作者，培养文本概念。

ⅳPupils show a little e-book about their travel stories.
设计意图：系统输出，展示示范。

ⅴHomework.
Read the story after CD. Make a little e-book about your travel.
设计意图：巩固所学，拓展运用。

学情分析
本节课的授课对象是英语三年级起点五年级学生，年龄在10-11
岁。

他们的抽象逻辑思维全面发展，逐渐成为思维的主要形式；已经能够进行初步的辩证思维，但还未形成系统的辩证思维结构。

作为五年级学生，他们很喜欢通过一系列有内在关联的问题来探究，展示他们的语言水平和学习成果；通过评价故事来发表自己的意见。

我校五年级学生学习英语已有两年，有了一定的语言积累，但还不足以支撑深刻细致的思考和表达。

所以在教学设计时应该充分考虑他们的语言水平，学生尽量用英语表达，但也允许用汉语。

教师尽可能用简洁的，他们已经学过的语言来激发他们的语言输出。

绘本Around the World 以旅行为主题，超越现实富于想象，非常适合他们使用。

他们喜欢旅行，也喜欢探究。

在他们看来，几乎不可能的环球旅行到底是个什么样子，兄妹俩到底去过哪里，看到些什么，会有怎样的感受，他们真的非常期待。

效果评测
一、语言能力方面
由于学习本书时，学生通过学唱歌曲Where did you go?接触过一般过去时，所以在接下来的教学内容中，能够比较熟练地运用where,when,what, how等特殊疑问词进行提问。

在图片环游过程中，学生通过观察、推测和想象，来回答前面提出的问题。

学生通过对绘本内容的思考，驱动了语言的输出，积极参与到课堂讨论中来。

最后学生通过复述故事，制作小小书达成了本课的目标。

可以说，针对绘本的教学设计很好地促进了学生语言能力的发展。

二、学习能力方面
绘本的学习，大大激发了学生的英语学习兴趣，使学生重新认识到英语作为全球通用语的人文性和工具性，感受到英语的美感和重要性。

三、文化品格方面
本课通过环游世界，然同学们充分感受到大千世界的多姿多彩，接触到不同的地区和国家，感受异域文化的差异。

通过文本中到中国的旅行，为伟大祖国的繁荣富强感到由衷自豪。

四、思维品质方面
教师以学生自主提问的四个问题为核心，对绘本的图片展开观察、推测与想象。

有效得培养了学生的逻辑思维。

教师让学生对这次环球旅行进行评价，培养了学生的思辨能力，辩证全面地看问题。

教材分析
绘本Around the world 选自外研社出版的《大猫分级阅读》三级1，本课的话题为旅行，主要讲述了兄妹二人周游世界的故事。

他们乘坐飞船、火车、轮船，穿越沙漠、雪山，到达非洲、印度、中国，最后回到了温馨的家。

该书内容超越了英语教材关于旅行的话题，视野更为宽阔，想象更为丰富，且又符合小学生喜爱探究的心理需要。

绘本图片为手绘插画，精美且富有创意，为驱动学生的语言输出和思考想象创造了条件。

绘本主要句型为Where did you go? We went to... 复现率高，符合语言学习的认知规律。

并且《大猫分级阅读》作为教育部重点课题“中国中小学生英语分级阅读体系标准研制” 的实验用书，
在培养学生思维品质和文化品格方面起到的作用，超越了普通的英语教材。

一、看图并选择正确的单词填空。

1. We went by __________ (plane/train).
2.We went through __________ (snow/sun).
3.We went by __________ (train/boat).
4.We went through __________ (sun/snow).
5.We went to __________ (China/India).
二、根据故事内容，给图片排序。

Home sweet home! We went to Africa.
( ) ( )
We went to China. We went to India.
( ) ( )
三、谈论自己的旅行故事。

In summer vacation, we went to ______. We went by_____. Where did we go? We went to_____. Then, where did we go? We went to_____. Then, where did we go? We went to_____. Then, where did we go? We went back home. Home, sweet home.
课后反思
1.成功之处
本堂课整体而言教学环节环环递进，前一环节为后一环节做好充分的
认知铺垫，还是比较顺畅的。

学生的能够充分地思考表达，课堂参与度比较高。

英语阅读教学通常分为读前、读中和读后三个环节。

本堂课读前环节是演唱歌曲和师生交流。

歌曲Where did you go? 切合本课的主题旅行，歌词的内容构成语篇，能够为学生课文的学习及自主提问做好语言准备。

师生交流以Where did you go? We went to... 为主要句型，
拉近师生距离，引发学习兴趣，学生在表达中获得自信，为本堂课的顺利进行做好了心理准备。

在读中环节，教师先引出问题What do you want to know about their travel? 让学生自发提问，然后老师总结出四个主要问句How did they go? Where did they go? What did they see? What did they feel ? 形成问题链。

通过绘本第2-3页的学习回答第一个问题旅行的交通方式。

在接下来到达的地方，都是依据Where did they go? What did they see? What did they feel ?三个问题展开观察、推测与想象。

通过一系列的思维活动的驱动，引发学生的语言输出。

应该说读中环节是最为精彩的一个部分。

学生的回答有时会出乎老师的想象，有时可能受语言的限制，只能用中文，有时可能只能用一个单词来表达意思，但是往往这一个单词老师也会惊讶运用的恰当。

比如说，在We went through sun. 那一页，老师问，How did they feel? Guess what are they talking about? 引发学生的猜测，学生会说I want some water. Where is the oasis? Where is the end? （用汉语）猜测得合情合理。

到了We went to China.那一页，看到图片上林立的高楼，老师问Where did they go? 学生会说Korea，Japan一些发达国家。

文中的兄妹是到了中国的沿海城市。

其实我国比较发达的沿海城市与韩国、日本的城市也不相上下了，并且这两国临海的城市还特别多，他们的猜测很有道理。

在读后环节，教师让学生对这次环球旅行进行评价，是非对错众说纷纭，最后老师全面总结。

这一环节是为了培养学生的思辨能力，辩证全面地看问题。

让同学们为这本绘本起名字环节，目的是培养学
生的语言概括能力。

名字起了很多，A Wonderful Travel，A Forgetable Travel等等。

电子小小书制作，让学生充分利用本课学习的主要句型来描述自己的旅行，并且培养了学生的文本概念。

2.不足之处
由于录课不是在本校，教师对多媒体设备使用不够熟练，导致读前环节歌曲没有播放跟唱。

在讲到We went to Africa. 那一页，学生在说完图片上看到的内容后，应该有一个关于非洲动物的视频，老师也没有播放。

因为绘本中的非洲动物出现的不全，学生提到的动物在图上没有出现。

缺少了歌曲和视频的运用，英语课堂的感染力就淡化了许多。

从图片Africa到India到后面的文本封面都可以使用放大镜，让学生一点一点观察仔细。

图片应该完全呈现在ppt上，让图片越大越好，这样小图能看得更清楚。

教师课堂语言应按照教学设计，反复练习、熟练，不要出现错误或语病。

整个课堂学生的课堂语言，应多用They saw... I see... I think...充分利用句型来表达内容。

学生在回答对不同地区的感受后，教师一定要注意时时总结。

在录像中，没有对Africa进行总结，可以用视频中的语言Africa is a big zoo. It’s the home of animals.
在评论环游世界时，教师应当采用小组讨论的方式，而不是单个同学
回答。

小组讨论更有利于交流，取人之长看到自我思考的局限，使讨论更加充分，观点更为全面。

在做小小书之前，教师应根据本课主题
和主要句型设计一个语篇练习，做成练习纸发给学生，让学生有自由填写表达的时间，并到前面来展示，这样能做到全员参与。

最后再出示一位同学的电子小小书，作为家庭作业的范例。

如果不发练习纸, 直接进行电子小小书的展示，就感觉难度很大，而且参与的人太少。

课标分析
本堂课的学生为英语三年级起点五年级学生，在授课时是五年级上学期开学1个月。

按照英语课标的要求一级目标已经达成，应朝着二级目标努力。

一、语言知识目标
“要根据单词的音、义、形来学习单词。

在具体语境中理解语法项目
的意义和用法。

”本课的教学内容为绘本，丰富的图片和生动的背景音为单词world, train, boat, plane, sun, snow, Africa, India, China, home 和语法点一般过去时句型Where did you go? We went to...的感知和运用提供了充分的语境，能够使学生多感官参与到课堂学学习中来。

二、语言技能目标
“能在图片的帮助下听懂、读懂并讲述简单的故事，能在图片的帮助下表演小故事或小短剧，演唱简单的英语歌曲和歌谣。

能根据图片、词语或例句的提示，写出简短的描述。

”绘本的使用为教学提供了丰富的图片，整堂课学生都是在图片的引导下来理解故事。

在本课的热身环节，教师通过让学生学唱歌曲Where did you go? 来熟悉一
般过去时。

歌曲中的Where did you go? What did you see? Who did you meet? 为学生在接下来的自主提问环节做好了语言上铺垫。

接下来利用老师暑假去济南的照片和学生交流互动，让学生充分运用We went to...句型，学生在英语表达中找到自信，为本课的学习做好了心理准备。

板书的世界地图和路线图为复述故事为学生起到了提示作用。

学生以“我的旅行”为主题制作电子小小书，也达到图文并茂的效果，起到了很好的示范作用。

三、情感态度目标
“能体会到英语学习的乐趣。

”绘本的设计和编写相对于教材来说，故事性更强，让同学们更加充分地体会到了英语学习的乐趣。

曾有同学说，通过本堂课，他觉得英语和以前不一样了，更爱学英语了。

“敢于开口，表达中不怕出错误。

乐于感知并积极尝试使用英语。

积极参加各种课堂活动。

”本课教学使用的主要阅读方法是图片环游，精美富有想象力的图片为语言的使用提供了机会。

教师充分利用What can you see on the picture? Imagin... 等句型激发学生的语言表达。

可能有些想法不会用英语说，用汉语也可以。

有时学生可能用一个英语单词就能表达得很恰当。

“在小组活动中能与其他同学配合合作。

遇到困难时能大胆求助。

”一本绘本往往有一个中心思想，学生要对此进行评论，从而发展其思维品质。

在本课中，学生对环游世界展开讨论，充分表达其利弊。

教师在总结时应该教会学生全面辩证地看问题。

“乐于接触外国文化，增强祖国意识。

”本课通过环游世界，然同
学们充分感受到大千世界的多姿多彩，接触到不同的地区和国家，感受异域文化的差异。

通过文本中到中国的旅行，为伟大祖国的繁荣富强感到由衷自豪。

四、学习策略目标
“在课堂交流中，注意倾听积极思考。

尝试阅读英语故事及其他课外读物。

积极运用所学英语进行表达和交流。

”绘本的想象力，为老师通过文本中心思想设置问题链提供了机会。

同学们可以充分思考，表达和交流。

本课的学习，为同学们的英语阅读起到了示范作用。

五、文化意识目标
“能初步注意到中外文化异同”绘本中兄妹二人到达不同的地方，特别是在印度，浓郁的宗教色彩，能够明显感觉到中印文化的差异。

总之，教师通过教学设计能够充分实现课标的要求。