Swimmy教案及教学设计新.docx
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Swimmy教案及教学设计新.docx
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Swimmy教案及教学设计新
Swimmy教案及教学设计
刘莉
1、教学内容
改编自美国李欧.李奥尼绘本故事《Swimmy》
二、教学目标以及重难点
1.学生能理解绘本内容并朗读。
2.学生通过阅读英语绘本,产生愉悦的体验,建立对绘本的热爱,从而爱上英语阅读。
3.引导学生感受绘本中表达的友谊、勇气、合作的精神,激发学生互爱、互助的情感。
三、教学思路
1.以表演的形式帮助理解文本内涵。
2.以故事内容为蓝本进行语段表达训练。
四、教学准备
课件,角色头饰,写有单词的小红鱼和小黑鱼,水草等。
五、教学过程:
一、导入
1.用《海底世界》视频导入thedeepsea
T:
Boysandgirls,areyoureadyforclass?
Ss:
Yes.
T:
AsI’myournewteacher,IbringyouaniceVCR.Doyoulikeit?
Ss:
Yes.
T:
Ilikeit,too.
【设计意图】课前播放《海底世界》视频,渲染一种气氛,营造一种氛围,让学生身临其境般地感受海底世界的美妙与奇特。
Now,listen.Anicevoiceforyou.Pleasecloseyoureyes,enjoyitwithyourheart.(听大海声音)
Where'sthevoicefrom?
S:
Thesea.
T:
Perfect.Andwhat’sthatVCRabout?
It’saboutthedeepsea.(教学deepsea)
T:
Ithinkthedeepseaisbeautiful.Howisthedeepseainyourmind?
Ss:
Ithinkitisverybeautiful.
Ithinkit’sblue.Yes,abluesea.
It’sverylarge.Perfect!
Therearealotoffish,bluefish,redfish…(生自由发挥)
T:
Youknowalotaboutthedeepsea.
【设计意图】通过大海唯美的声音创设情境,让学生的心直系大海,再通过头脑风暴式的对话让孩子说出他心中的大海是什么样子,在给予孩子自主表达机会的同时充分锻炼了他们的口语表达能力。
二.导入文本并学习文本
1.(以自我介绍形式导入Swimmy)
T:
Iknowafish.Helivesinthedeepsea,too.Thisishiscard.
Pleaseaskhimsomequestions,thenhewillshowushiscard.
S1:
What’syourname?
T:
按小黑鱼图标MynameisSwimmy.
S2:
What’syourfeature?
T:
按小黑鱼图标I’mblackandsmall.AndIcanswimfast.
S3:
What’syourhomeaddress?
T:
按小黑鱼图标Iliveinthedeepsea.
S4:
Whatdoyouliketodo?
我回答:
Ofcourse,Ilikeswimmingandhelpingothers.
S5:
Howoldareyou?
我回答:
I’mtwoyearsold.
S6:
Areyoulonely?
我回答:
No,Ilivewithmyfriends.Weareveryhappy.
Wow,youknowsomethingaboutSwimmy.Listen,heisintroducinghimself.
T:
(ppt出现swimmy和Swimmy录音)Nicetomeetyou.MynameisSwimmy.I'msmallandblack.Iliveinthedeepseawithaschoolofredfishhappily.Icanswimfast.
T:
Let’shavearole-playing.Payattentiontorole-playingtips.Firstpracticebyyourselves.(生自己在底下扮演Swimmy)
T:
Whowouldliketoshowus?
给学生带上小黑鱼的头饰(Role-playingtips:
1.模仿小黑鱼的语音语调2.表情动作要到位。
)
S1-2:
扮演小黑鱼自我介绍
【设计意图】借助于信息沟,学生自主提问了解Swimmy,再通过Swimmy的自我介绍展现文本中的主角,并让孩子戴上头饰来扮演,让学生体验角色,从而为理解故事内容做好准备
2.T:
YouactasSwimmyverywell.Let’senjoyapicturebookaboutSwimmy.(呈现绘本书)Thenorderthepictures.(呈现7幅图乱着顺序)
T:
Youshouldrecallthestorythenorder.
S1:
Saytheaswer.
T:
Areyouallright?
Ss:
Yes.
T:
Ifyouareright,tickafishforyourself.(为自己勾一条鱼)
【设计意图】让学生带着任务整体感知文本,使得整个故事在孩子头脑中形成一个雏形。
再进行说话训练,输出语言的过程也起到帮助学生理解文本内容的作用。
3.截取动画里的开头到鱼儿被吃,通过动画学习一二段文本
(1)T:
Swimmyliveswithhisfamilyhappily.Butonedaytheyareunhappy.Why?
Becausethere’s(引导生说)abigfish.
T:
Lookthey’recoming.
Ss:
(观看动画片)
T:
Fromthecartoonweknow.(师讲述)Aschoolofsmallfishliveintheseahappily.Theyoftenplaygamestogether.Somearered,oneisblack.TheblackoneisSwimmyandhecanswimfast.(贴板书happy和笑脸)
T:
Icantellthestoryverywell.Doyouadmireme?
Ibelieveyoucandobetterthanme.Comeon
It’syourturntoshowyourselves.Pleasetrytosaysth.
(ppt呈现一段文字Aschoolof…liveinthe...Someare…,oneis...They…)Let’strytosay.(小贴士:
Weshouldcatchthekey
wordswhenwe'rereading.在阅读过程中,我们应该要抓住关键词。
)
(2)T:
Doyouknowthebigfishinthecartoon?
S:
tuna
T:
Yes,it’satuna.Wouldyouliketobehisfriends?
S:
No.
T:
Why?
S1:
Heeatsthesmallfish.
S2:
Heisbad.
T:
Thetunaisbad,bigandstrong,sowe’reafraidofhim.
Let’sdoandsay.afraidof(表情越夸张越好)
Let’ssayloudlyTuna,tuna,I’mafraidofyou.
BoyssayTuna,tuna,I’mafraidofyou.
Girlsit’syourturn.
T:
(ppt呈现配音乐)Thetunacomes.Whatwillhappen?
Pleasereadpart2byyourselveswiththesetwoquestions.
2个问题:
Whathappenstotheredfish?
Pleasecircle.
WhatabouttheSwimmy?
Pleaseunderline.
T:
Whathappenstotheredfish?
S1:
Thetunaeatsallofthesmallfish.
T:
Oh,whatapity!
Let’sact.
I’mtuna,you’retheredfish.
表演台词Redfish:
Wearetheredfish.
Tuna:
I'mthebigfish.I'lleatyou.
Redfish:
Help,help.
事先和学生说好放开表演
T:
Thetunaeatsalloftheredfish.HowabouttheSwimmy?
S:
Theswimmygetsaway.
T:
WhyonlySwimmygetsaway?
S:
Becausehecanswimfast.
T:
Let’sact.I’mtuna,you’reSwimmy.
表演台词Swimmy:
I'mSwimmy.
Tuna:
I'mtuna.I'lleatyou.
Swimmy:
Igetaway.游走了
4.T:
Swimmygetsaway,buthelostsallofhisfriends.Howishisfeeling?
(引导学生)Ishestillhappy?
S:
No,heissad.
T:
Heisverysad.(贴板书sad和哭脸)
T:
IfyouareSwimmy,whatwillyoudo?
Pleasethinkitover.
S1:
I’llmakenewfriends.
T:
That’sagoodidea.Whenweareintrouble,friendsareimportantforus.
S2:
I’llthinkofagoodidea.
T:
Astronggirl.
S3:
I’llcry.
T:
Cryingisn’tagoodidea.
T:
Swimmyisverysad.Let’shaveachanttoencourgeSwimmy.
Sad,sad.Don’tbesad.
Friens,friends.Youneednewfriends.
Goandmeetnewfriends.
T:
ThankyouforencouragingSwimmy.
【设计意图】谈论小黑鱼的心情,使得学生感同身受,身临其境去体会小黑鱼失去朋友的痛苦。
运用朗朗上口的chant鼓舞小黑鱼,让学生在韵律中感受语言的魅力。
5.Swimmyswimsinthedeepsea.Doeshemeetthenewfriends?
(贴板书meetnewfriends)Whomwillhemeet?
Pleaselistentopart3,4,5,findoutwhom
Swimmywillmeet(use
)andtheircharacters(use~~~).
Ss:
(阅读文本3,4,5)
T:
Whomwillhemeetthefirst?
S1:
jellyfish
T:
(ppt呈现jellyfish)教学jellyfish
What’sjellyfish’scharacter?
S:
Shedancesbeautifully.
T:
NowI’majellyfish.Wouldyouliketosaysthtome?
S1:
Youdancebeautifully.
S2:
Youaresolovely,
S3:
Iloveyou.
T:
Nextwhomwillhemeet?
S2:
lobster
T:
Look,thelobsterwalkssofunny.
Whocanwalklikealobster.
S3:
(学龙虾走)
T:
Hewalkssofunny.
Let’ssayhewalkssofunny.
T:
Thenwhomwillhemeet?
S1:
Theredfishlikehim.
T:
Let’strytosaysth.
There’remanyfishinthedeepsea.Jellyfishdancesbeautifully.Lobsterwalkssofunny.Swimmycanswimfast.Ilovethem.
T:
IfyouareSwimmy,whatwillyousaytotheredfish?
S:
Let’splaytogether.
S:
Nicetomeetyou,smallfish.
S2:
Redfish,redfish,Iloveyou.Let’splaytogether.
6.T:
DothesmallfishplaywithSwimmy?
Pleasereadpart5again,thenlet’sjudge.
1.Thesmallfishdon’tplaywithSwimmy,because(因为)theydon’tlikehim.
T:
Whycan’theplaywithSwimmy?
S3:
We’llmeetthebigfish,they’lleatus.
S4:
They’reafraidofthebigfish.
2.Thesmallfishthinks“Hidingisagoodidea.”
T:
Ishidingagoodidea?
S6:
No.
T:
Swimmythinksandthinks.Canhefindagoodidea?
7.T:
Pleasereadpart6,7quietly,underlineSwimmy’sgoodidea.
Ss(阅读并画关键句)
T:
What’shisgoodidea?
Whocantellus?
S1:
Hesays,“Let’sswimtogether.We’lllooklikeabigfish.”Theyswimtogether,likeabigfish.Hesays,“I’llbetheeye.”
T:
That’sagoodidea.Theswimmyissoclever.Theyusewisdomtodrivethebigfishaway.
Whowouldliketocomehereandmakeabigfishwiththesesmallfish?
(两生到前面贴大鱼)
T:
(师指黑板上的图,一幅是凌乱的小鱼,一幅是学生刚拼的大鱼)Nowtherearetwopictures.Aretheythesame?
Ss:
No.
T:
(师拿金枪鱼)Thetunacomes.Thefishinwhichsidewillbeeaten?
Theleftsideortherightside.
S1:
.Theleftside.
T:
Good.Thefishinpicture1swimbythemselves,thetunacomesandeatsalloftheredfish.
Thefishinpicture2swimasabigfish,thesmallfishdrivethebigfishaway.(贴金枪鱼)
8.T:
Inourstory,thesmallfishgetsuccessatlast.Let’schoosewhydotheygetsuccess?
()
A.Swimmyiscleverandalwaysfindsthebestanswerfortheproblems.小黑鱼是个富有智慧的小鱼,总是能找到解决问题的最好的方法。
B.InSwimmy’sheart,hebelieves“Donotabondon,donotGiveup.”(小黑鱼坚信“不抛弃,不放弃。
”)
C.Unionisstrength.(团结就是力量。
)
Withthesethesmallfishdriveawaythetunaatlast.Theycanswimhappilyagain.
【设计意图】设计任务活动培养学生的阅读策略,通过对比、选择活动拓展学生思维,训练、提升学生阅读能力,培育学生健康情感。
Step3.Extension
(1)T(小组讨论表演)Ichangedthisstoryintoaplay.Pleaseopenyourenelopes.Takeoutyourscript.Let’sactingroups.OK?
Thedirectorofeachgroupcandecide.(表演小贴士:
每一组的导演对角色进行合理分配,在表演的时候,注意角色的表情,语言和动作。
)
各小组准备
T:
Whichgroupwouldliketocometothefront?
2组表演
给予评价
(2)T:
(出现故事图片,老师说故事题目)There'resomestoriesaboutunion.
Let'sreviewtheminEnglish.(胶片形式滚动)
T:
Underthepowerofunion,theygetsuccess.
ThelovelygirlMarylikestolistentostories.Canyoutellthemtoher?
T:
First,letmegiveyouanexample.
Thefisharesmall.Atunaeatsthem.
Thefishswimtogether.Theydrivethetunaaway.
拔萝卜:
Pullupradish:
Theradishisbig.Theywanttoeattheradish.Theyhelpeachother.Theypulltheradishout.
三个和尚Threemonks:
Threemonksarethirsty.Theyhelpeachother.Theydrinkwater.
五个手指兄弟:
Fivefingerbrothers:
Fivefingersaresmall.Theyhelpeachother.Theydothingstogether.
蚂蚁搬家:
Theantsaresmall.Theycarrythingstogether.Theygetsuccess.
Theyallgetsuccessbecauseofunion.
【设计意图】让学生小组合作表演剧本,强化语言输出,进一步内化学生对故事的理解。
推荐类似故事,拓展阅读,提高学生的阅读能力。
通过任务式活动,深化学生对故事意义的理解,强化对学生语言表达能力的训练。
Step4Homework
1.Retellthestorytoyourparents.
2.EnjoyseveralpicturebookswrittenbyLeoLionni.
3.ReadfourstoriesaboutUnion.
【设计意图】家庭作业是课堂学习任务的延伸,布置作业拓展阅读任务,不仅能巩固知识,还能够引导学生开阔视野。
教学反思:
从教学的设计和组织反思,视频导入,充分调动起学生兴趣。
良好的开头对一堂课的成功与否,起着关键的作用。
教师用视频导入新课,学生的学习兴趣和热情被激活。
同时教学理念上,体现了以学生为主体,教师为主导的新课程理念,整节课学生活动的时间占多数。
在这样的一个学习过程中,学习者处于相对自然的态势,不断的在习得和使用语言,学和用每分每秒都和谐的交织在一起。
从教学效果来看,这节课体现了培养学生主动学习和发展的意识与能力这一目标,注意到面上的投入和产出。
当然每一节真实的课都会是有缺憾的课。
下面是我感觉本堂课需要改进之处:
1.本节阅读课的教学目标是否只停留在阅读一遍掌握大意并进行表演的程度?
是否应该有一个教学内容规划的长程设计,按照整体-部分-再整体这一结构开展,而不是只有层次设计,逐段进行,从而割裂整篇文章的内在联系。
2.学生的互动表演参与面广,课堂气氛活跃,锻炼了学生的口头表达能力和团结合作的能力,同时也向我们充分展示了学生的令人咂舌的表达能力。
这种形式是我们课堂教学中不可或缺的一个重要环节。
但结合昨天听吴亚萍教授关于互动生成方面的报告,对于本节课我也有如下疑问:
1)可能受场地限制,小组分配和小组分工是不是不太明确2)小组活动的时机是否恰当?
是否可以等到整篇文章读完之后进行表演,这样既检验了学生对整篇内容的理解,同时也避免了把阅读课上成了表演课。
3.教学过程应该有新的生成,对于生词的学习,是否点到为止,是否需要简单的练习加以巩固,从而确保所有的学生都能掌握?
对于整个故事情节,是否应该以讨论、复述、写作等形式重建?
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