绘本CrazyCat教案

绘本CrazyCat教案
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绘本CrazyCat教案
绘本教案
Crazy Cat
Zhao Zongling from Potou Primary School
教材分析
学情分析
学生语言基础薄弱，难以用英语表达自己的想法。

因此，在教学时，教师要更重视学生思维能力的培养，启发学生思考、观察和预测，尽可能用自己已知的语言进行简单的表达，同时给予学生必要的引导和示范，在阅读的过程中不断渗透语言，让学生不断吸收、内化和构建新的语言，更好的输出语言。

教学目标：
1、学生通过观察图片情景、人物表情、猫的活动来理解人物语言和故事大意。

2、通过问题引导学生观察图片细节，培养学生的观察能力和推理能力。

3、学生能够朗读故事，并运用语言复述故事。

4、通过阅读故事体会到阅读的快乐，激发学生对动物的兴趣，引导学生热爱动物。

教学过程：
Step 1 Warm-up
Enjoy an English song
On In Under By song.
【设计意图】
学生欣赏歌曲On In Under By song，巩固复习方位词汇，通过欢快的歌曲激活学生已有的知识，为绘本阅读做好铺垫，创设出英语课堂氛围。

Step 2 Pre-reading
Look and say(出示封面图片)
T: Look at the picture. What can you see in the picture? Where are they?
Where do you think they might be going? Why？
（图片呈现潜水镜和沙滩玩具）
Ss: I see … .（引导学生用and连接，并板书and）
They are in the car. I think they are going to ….
T: Maybe they want to the sand.（引出sand，在and的基础上板书sand，变换辅音字母s，进行发音练习）
【设计意图】
提出问题，初步了解绘本人物，引发学生思考，猜想。

在and的基础上，变换辅音首字母，进行发音练习
Step 3 While-reading(图片环游)
Let's look and think
1. Page 2
T: Look at the picture. Where is the cat? Is he in the car?
Ss: No.
T: It’s outside the car.
What do you think the cat is thinking?
What does the cat want to do?
Ss:（让学生揣摩猫的想法,并模仿猫） I want to go.…
朗读策略指导：
1. Put your finger on the speech bubble
and read it.
2. Make your voice like a cat.
Can the cat go into the car? 让学生猜想。

板书设计：将汽车图片贴在黑板上，同时把猫的图片贴到汽车外面。

2. Page 4-5
T: Look！Where is the cat?
Yes, the cat is in the car.（将猫的图片贴在汽车里面）
How do they feel?（指着孩子们和猫） Are they happy or sad?
Ss: Yes, they are happy.
T: Yes, they are so happy now. Look at dad. Is he happy? What will dad say?
Ss: No. The cat can not come.
T: Can the cat go with them?
板书设计：将猫的图片贴到汽车里面。

板书句子The cat can not come.
3. Page 6-7
T: Look at the picture！What is dad
doing with the cat? Where is the cat?
Ss: Dad put the cat on the grass. The cat is on the grass.
板书设计：将猫的图片从车里拿出来放到草地上。

T: How does dad/the cat feel?
Ss: Angry.
T: Why doesn’t dad want the cat to come?
Ss: You will meowwww!（模仿爸爸的语言）
板书设计：板书句子You will meowwww!
朗读策略指导
1. Put your finger on the speech bubbleand read it.
2. Make your voice like Dad.
Can the cat go with them now?
4. Page 8-9
T: Where is Dad? What is Dad doing?
Ss: He’s in the car. He makes a list.
T: Where is the cat now? Can you find it?
Ss: On the car.
板书设计：将猫的图片贴到汽车顶上。

T: Can the cat go with them now?
5. Page 10-11
T: They went down the road. What happened?
Ss: A police car is coming.
T: Why do you think the police car is coming?
Ss: The cat is on the car.
板书设计：将警车的图片贴到黑板上。

朗读策略指导：
1. Put your finger on “!”.
What are they there for?(叹号起什么作用)
2. How to read
"look"?
6. Page 12-13
T: What does the police officer say?
Ss: A cat is on the car. No cats on cars!
T: The cat is on the car. It’s dangerous. If you were the police officer, what question might you ask Dad?
Ss: How? When? Why? What? Where? Who?
（激发学生思维，让学生自主发现问题，提出问题）
T: What will they do with the cat? Can the cat go with them now?
板书设计：将警察的图片贴到黑板上，并板书句子No cats on
cars!
6. Page 14-15
T: Where is the cat?
Ss: In the car.
T: How do they feel?
Ss: They are happy.
T: What does
“crazy”
mean?（利用图片让学生理解crazy词意）
Let's
point and read
朗读策略指导：
1）How to read
"crazy"?
2）Read the sentence “You are a crazy cat.”
3）
What sound does crazy start with?
4）
What is the next sound?
5）
Make a circle with your finger around the letter cr in crazy 6）
What other words start with cr?
板书设计：将猫的图片放到车里，并且在黑板上板书句子You are a crazy cat.
【设计意图】
教师引导学生关注图片细节，通过问题设置关注猫不同的位置摆放，观察人物的表情，体会人物的心情，理解故事大意。

阅读过程中，对富有感情色彩的句子给出阅读策略指导学生朗读，体现以学生为主体的教学理念，充分发挥学生的想象力。

Step 4 Post-reading
1. Watch the whole story and number.（给图片标序号）
【设计意图】
此环节通过给图片排序，让学生进一步熟悉故事，理解故事。

2. Listen and repeat.
3. Read the story.
Group work: read the whole story (分角色表演)
4. Retell the story.
T: Let’s retell the story.
Page 2-3
Dad and the kids are going to ____________.(可以填去旅行、去海边等，让学生自主组织语言)
The kids are__________________.(位置)
But the cat is not. She wants to go with them.
Page 4-5
Now the cat is ____________.( 位置) She’s___________.(情绪)
Dad said:________________________________
Page 6-7
Dad puts the cat ______________.( 位置) The cat is_____________.(情绪)
…
教师先做示范，复述时可以将猫的图片根据故事情节不断变换位置。

【设计意图】
通过围绕爸爸和小猫的活动及情绪变化，搭建语言支架并采用挖空的方式激活学生的语言，加深对文本的印象，通过挖空的不确定性发散学生的思维，充分调动学生的思维能力及语言表达能力。

Step 5 Extension
Do you have a cat? If you have a cat, you can draw a picture of it doing something they think might be “crazy”.
【设计意图】
这个环节旨在让学生的课堂知识得以延伸，培养学生的发散思维的能力。

让学生能够主动参与，并积极思考。

Step 6 homework
1. Read the story
after class.
2. Introduce the crazy cat to your friends.。