最新小学英语绘本阅读课 My gradma goes to school精品公开教学设计教案

My grandma goes to school教学设计
【教学内容】
朗文小学英语分级阅读5A Unit1 My grandma goes to school
【教学目标】
1.Enable the students to learn the new words:rhyme, rhyme time ,excellent,
Instruments,break time,silly,sad,be good at.
2.Enable the students to cooperate and communicate and feel the emotion from the family.
【教学重难点】
1.Enable the students to learn the new words:rhyme, rhyme time ,excellent,
Instruments,break time,silly,sad,be good at.
2.Enable the students to love reading and how to find the beauty of reading.
【教学过程】
Step 1 Preparation
1. Play a game: The Voice.
T: At the beginning of our class, we’ll play a game The V oice. Please turn back. And if you know the voice is ,you should turn back as soon as possible. Have you got it?
Ss: Yes.
T: The first voice is about a place. Please listen.(三种声音分别来自: the classroom, the forest, grandma)
【设计意图】教师让学生背朝后只听声音进行猜测。

猜完的转过去通过屏幕上的图片和文字验证自己的猜测。

通过让学生感受热闹书声琅琅的教室、动物欢叫的森林以及奶奶温柔慈祥的话语巧妙地将今天主题中的两个关键词引出。

2. Lead in
T: You did very good job. We are at school now.Where is your grandma?
S,: She’s at home.
T: Where’s your grandma?
S2: She’s at home, too
T: Your grandmas are at home. But today I will tell you a story about Jenney 's grandma. She wants to go to school with Jenney. Do you want to read this story?
【设计意图】简洁的师生交流,教师了解到学生的奶奶大多都在家里，而故事中的奶奶却要去上学，这让学生感到意外，同时增加学生浓厚的兴趣。

Step 2 Presentation and practice
1.Introduce the title and the cover of this story.
2.(1)Read the cover, show the title
T: Now, let’s look at the cover of this story. Who can tell me the name of this story? (My grandma goes to school)
(2 )A brief introduction of the book
T: And this story is from this book. Its name is Primary English Graded readers.
T: Lets read the contents of this book. There are four stories in this book. My grandma goes to school is the first story. Let’s meet Jenney and her grandma now.
【设计意图】指导学生进行英语课外阅读,就是要引领学生“读整本的书”,整本书阅读能够扩大阅读空间。

虽然我们的课堂上只能选取其中的一小部分,但从整本书介绍起,从封面读起无疑能激起学生的阅读期待,也了解书本体例,进而养成良好的英语阅读习惯。

3.Introduce Jenney and her grandma.
4.T:Well,let’s get to know them.(呈现屏幕上的第一小节)
T: We have known some information about jenny.What about her grandma? You can guess.
S1: Maybe her grandma is seventy.
S2: Perhaps she is a teacher
T: Why?
S3: I don’t think so. She wears a pair of glasses, because she is old. I think she is a farmer. so she wants to to school.
T: A good guessing! I agree with you. Grandma wants to learn some knowledge at school.
S3: She likes singing and dancing.
T: Now let' s check.(教师适时在多媒体上呈现空缺部分: 60, housewife, singing, dancing and learning new things)
【设计意图】由于故事是节选出来的,对人物的简单介绍就显得必不可少,学生渴望了解故事的主人公,就连人物介绍他们也显示出了极大的兴趣。

3.Look at some pictures and discuss in groups.
T: What happened on that day? What do you want to know from this story? Look at these pictures and discuss in groups.(呈现三幅故事插图)
S1: What is the grandma doing at school?
S2: Do the children like grandma?
S3: What lessons do they have that day?
S4: Where does grandma go?
S5: Does grandma go to the playground?(教师适时板书:What? Where?)
【设计意图】在这一环节,教师让学生通过小组讨论的形式掌管“提问权”,引导其通过图片主动质疑,培养学生发现问题的念识,让问题进一步激发学生的阅读兴趣。

此时,教师的角色是倾听和记录学生的问题,引领他们带着问题进入故事。

4. Enjoy reading.
(1)整体呈现,运用阅读策略快速了解大意。

Read the main story, get the general idea and tick the places grandma goes to.
T: What reading strategies do we need here?
S1: Skimming.
S2:: Scanning.
T: Right. We need both of them. Please read quickly and quietly, Two minutes for you.
【设计意图】初读整休呈现故事主要情节,学生自主选择并运用以前学过的阅读策略,同时,要求将故事的P1-8页内容在两分钟之内快速读完,也训练了学生的阅读速度。

(2)再读细节,层层递进训练自学能力
Scene One: In the classroom( Learn from teacher. 教师引领学）
Task 1. Read, answer and underline.
T: Look! Grandma is in the classroom. For this part, I want you to learn from the teacher. What can you see in the picture?(谈论图片的过程中学习单词: rhyme, rhyme time)
S1: There’s a rhyme on the wall.
S2: Grandma is saying a rhyme.
Read scene one(P1-2), then answer two questions. Q1. Can grandma see the words? Q2. What is grandma good at?(呈现第二个问题时,顺势根据图片解释词组 be good at,同时,给出围绕问题画关键信息的学习方法小提示)
Task 2. Summarize the main idea of this part1: Grandma is so interesting. Let’s use a sentence to summarize the main idea of this part. Pay attention Who? What? Where? Who can have a try.
S1: Grandma is saying a rhyme in the classroom
T: Great
S2: Grandma is reading in the classroom
T: You’ re right, too. Here they both can summarize this part. (板书: Grandma is reading in the classroom）
Task 3. Listen to the tape and read the first part together
【设计意图】笫一个场景的学习采用教师引领的方式进行,主要是为后面的学习作铺垫,教师及时教给学生一些学习的策略,教给学生找出归纳的三要素:who? what? where?设计时采用任务型教学方法,让学生在完成任务的过程中习得语言、提升能力。

Scene Two:In the music room( Learn in groups.小组合作学)
Task 1. Listen and choose
Miss Liu is______.Grandma is_______.Grandma loves________.
A playing the violin B. playing the piano C dancing D. singing
Task 2. Read in groups and learn the new words.
Task 3. Summarize the main idea of this part.
Task4. Read in roles.(请两到三个小组上台分角色朗读展示,并汇报选择题的答案及excellent, instrument的音、义和概括的大意,其余学生认真倾听、纠错、评价,最后学生投票选出winner)【设计意图】第二个场景的学习采用小组合作的方式进行,这一形式可以增加学生开口的机会,有利于提高学生的语言表达能力,在合作中掌握闼读技巧。

此时,教师的学习策略支持尤为重要,正如《新课标》中所言:“教师要有意识地帮助学生形成适合自己的学习策略,并不断调整自己的学习策略。

”碰到新单词时,让学生根据情况自主选择学习策略处理新单词正是力求做到这一点。

Scene Three: In the playground (Learn by yourself.独立自主学)
T: Class is over. Look, where’s grandma?
Sr: She’s in the playground.
T: Yes. How funny! This part, please learn it by yourselves. This time, I have some tasks for you.
Task 1. Read and circle
T: How is grandma? What does she look like?Please read and circle the adjectives.
Task 2. Try to learn the new words in your own way.
Task 3. Summarize the main idea of this part. (Get feedback, then read this part together.
【设计意图】经过前两阶段的阅读,学生已经学会了如何阅读场景中的对话和说明,在此,通过圈出形容词的方式让学生从另一个侧面读懂奶奶,学生沉浸在有趣的故事情景中,阅读能力得到进一步提升。

(3)猜测结局,自然体验人物内心情感。

T: Time flies. School is over. It's time to go home.
How is grandma? How is Jenney? Please predict and choose.
Read the ending of this story. Discuss why grandma is sad, Let the students know our school life is colourful.We should cherish time, cherish our school life.(教师适时板书)
【设计意图】先让学生带着悲念预测故事结局,再让学生体会奶奶的感受,讨论奶奶此时为什么变得“sad”,最后,在放学铃声中,奶奶不得不离开学校。

学生望着奶奶恋恋不舍的背影,心中百感交集,本课的情感教育也随之水到渠成。

(4)朗读模仿,揣摩品味绘声绘色表现人物。

Read the story after the tape in an emotional way.
【设计意图】尽管读中每个活动场景的最后有朗读的步骤,但学完后,让学生连贯地跟着录音投入地去朗读也是很有必要的。

这是建立在学生对故事理解的基础上的朗读,它不仅可以让学生学到故事语言中幽默的语音、语调,还可以不断加深对故事的理解,也能通过朗读更深刻地揣摩品味主人公的各种情感。

Step 3 Production
1. Readers theatre.
T: Choose one scene and act it out in groups
☆:Speak clearly and fluently
☆☆: Speak clearly and fluently with your emotion
☆☆☆: Speak clearly and fluently with your emotion and actions
【设计意图】角色表演可以加深对故事的体验,所学的语言也可以在表演中变得实用和富有个性,由于学生之间、小组之间存在差异,这里的星级评价可以给学生的表演提供指导,也充分激发了学生挑战的热情。

2.Make up a new story
T: You performed very well. Suppose grandma goes to other places at school. Where does she want to go?
S1: The table tennis room.
S2: The library.
S3: The science lab.
【设计意图】最后一个自己创編的场景可以激起学生无限的想象,无形中也运用了本谍所学的语言,学生的创作还可以作为活页夾进所学的故事中对原绘本故事进行补充,成为具有个人色彩的一则訢鲜的故事。

课后学生还可以通过交换阅读等形式,了解更多奶奶在学校生活中的种种有趣的场景。

Step 4 Homework
1.完成《 My Grandma goes to school》的绘本制作
2.阅读该书的第二个故事《 Safari park》。

【设计意图】将有趣的阅读延伸到课外,让课上所形成的阅读策略作为指引,有效提升学生阅读能力,并让这种能力“得法于课内,得益于课外”,以此真正实现在更广阔的课外阅读实践中习得语言,逐步养成良好的阅读习惯。