教案 Little Red Riding Hood 张倩

《新标准一起三册英语》（外研社）

Reading for pleasure—Little Red Riding Hood （第二课时）

宜昌金东方小学张倩

一、教学内容

本节课是《新标准一起三册英语》（外研社）Reading for pleasure—Little Red Riding Hood （第二课时），教材内容见后文。

二、教学目标

1. 知识目标

（1）学生能阅读 故事

（2）能听懂、会说和会读以下单词：riding hood、wolf、help、eat 。

2．能力目标

能在理解故事的基础上，能续编或改写故事结局。

3.情感目标

增加英语学习的兴趣和参与性，学会帮助他人。

三、教学重点及难点

1.熟悉故事情节，能自主阅读。

2.尝试改编故事结局

四、教学准备

多媒体课件、板书设计

五、教学过程

Step1: Free talk and Warm-up

1.老师与学生互相问候，并在交流过程中激发学生的学习热情。

2.以唱歌形式复习颜色单词。

T: Let’s sing < >

Ss:Ok.

[设计意图]通过歌曲的形式让学生回忆与颜色有关的单词，为下一环节用“Who is wearing yellow /red today ?”进行对话交流做铺垫。

Step2:Lead-in

老师根据学生们的穿着，向学生随机提问，考察学生对颜色单词的掌握情况。T:Who is wearing yellow / pink/ red today ?

Ss:××

T：Yes，he/she is wearing yellow / pink/ red today.

Step3：Presentation

T: Today I will tell you a story about a girl . She is wearing red . Please look at the picture .

T: Who is she?

Ss:学生猜测。

T:Do you have any questions about this picture?

S1：Is she in the park？

How old is she？（学生给出了不同的问句）

引导学生对故事封面进行提问和理解

[设计意图]根据学生的穿着，引入所教授的故事文本小红帽的穿着上。老师利用PPT 给出建议，可用What… Where … Who …How… Does she/he …? Is she/he …?的句型提问，也可以根据故事的封面让学生去描述这张封面，也可以让学生去猜测将会发生一个什么样的故事, 并预测故事情节内容.

Step4：Learn the story.

1: 利用课件播放整个故事，整体听，了解故事大意.

T:Who helps the girl ?

S1：A man helps Little Red Riding Hood .

2: T: Read it by yourself ，then choose the right answer.

练习1.What’s her name?

A.Little Red Riding Hood.

B. Little Riding Red Hood

2.Who sees the Little Red Riding Hood?

A.Awolf

B.man

请学生核对答案.

3:Read in pairs, and fill in the blanks. 两人一起合作完成。

Little Red Riding Hood _______ to Grandma’s house. A _______ sees her. The wolf wants to _______ her for dinner. The wolf goes to Grandma’s house and wears Grandma’s _________. Then he is _____ her bed. The little girl comes to Grandma’s house, She finds the “Grandma’s”______ are big, the eys are big, the ______ is big, the mouth is very big!

[设计意图]通过由整体感知、具体故事的了解、到故事最后的汇总。让学生从了解文本大意到熟知故事内容情节，到文本的输出都是让学生从不懂到懂的过程。文本最后的完成不加深了学生对故事的了解，也考验学生语法的运用。

4.Summary：

T: How is the wolf ?

What do you think about the wolf?

S1: It’s bad.

T: Is it scary?

Ss: Yes!

T: Is it ugly?

Ss: Yes! It’s ugly.

T: But If you’re the wolf, you’re hungry. What will you do?

S1: I will eat meat.

S2: I want to eat children.

T: If you’re the little girl, the wolf is there, what will you do?

S: I want to go to grandma’s home.

T: Were you call the 110?

Let’s make a new end.

[设计意图]根据学生总结的狼的特征，引导学生，如果你是狼，你现在饿了你会怎么去做？如果你是小红帽，你碰见了一只很饿的狼，你会怎么去做？引导学生设身处地的为他人着想，去帮助他人, 培养学生互相帮助的习惯。

Step 5. Show time

T: You can make a new end like this:

PPT shows a passage, the teacher reads the dialogue with a student. (Give the guide) The wolf: Little girl, little girl, I am hungry, I want to eat you

Little girl: Oh, no, Don’t eat me ,please! I have a good idea!

The wolf: What’s the good idea?

Little girl: I know you are hungry ,I can help you .I have 10yuan,you can use these money to buy some cakes.

The wolf:Oh,that’s OK!

The girl:Here you are !

PPT shows the ways of group work:

One of you can make a new end of the story.