田湘军《little cottage in the wood》课堂教学实录（三次磨课汇总）

    第一稿

    Little cottage in the wood 教学设计

    一、教学内容

    A little cottage in the wood.

    A little man by the window stood.

    Saw a rabbit hopping by.

    Knocking at the door.

    "Help me, help me, help!" he said.

    "Before that hunter shoots me dead."

    "Come, little rabbit. Come with me."

    Happy we will be.

    二、教学目标

    1、让学生明白这首小诗的意思，并能流畅地朗读、表演出来；

    2、掌握下列单词和句型

    单词：四会 cottage, wood, man, window, rabbit, door, hunter,

    三、重难点

    四、辅助手段

    五、教学过程

    六、板书设计

     

    教学过程：

    一边简笔画，一边讲故事

    然后听短诗，将短诗句子排序

    关注尾音，创编自己的短诗

    唱短诗

     

    4月21日 第一稿

    教学过程

    1、师生间问候

    2、简笔画呈现树、树林，学习单词wood，朗读，给出例词，再次朗读

    3、然后提问：What can you see in the wood? 让学生们用学过的语言形式内容表达：I can see … in the wood.

    4、当学生操练了三五项内容之后，教师止住学生，将图画中间部分的擦掉，加画出cottage，呈现这一单词，并带领同学朗读。并融入下列句子操 练：What can you see in the wood? I can see a little cottage in the wood. 带领同学朗读这句话，为后面的Little Cottage in the wood 作铺垫。----检查一组同学朗读效果

    5、再次绘画，呈现little man, window, stood.板书，stood 不做重点学习，只要会听、能读、明意思就可以了。同样，借助板书和简笔画，呈现第二句。Little man by the window stood.

    6、组织全班朗读一二句内容。

    7、接着提问：What can the little man see when he stood by the window? 并做动作辅助。

    8、课件：I think he saw … 当有学生表达出来I think he saw a rabbit 之后，马上给与肯定，并追问：What did he see the rabbit doing? Did he see the rabbit dancing/singing/wallking/…..hopping by?

    9、简笔画，呈现句子：saw a rabbit hoppying by, knocking at the door.

    10、            组织听，让学生判断：兔子到底说了什么话。为了降低难度，可以给出相关四个选项。

    11、            当学生准确判断出来之后，简笔画、板书呈现hunter, shoot, dead.

    12、            提问：What will the little old man do? Will the old man help the rabbit?

    13、            简笔画、板书，呈现最后两句话Come, little rabbit, come with me. Happy we will be.

    14、            朗读。

     

    4月22日第二稿

     

    1、Class begins. Good morning, class. Good morning, teacher. Sit down, please.

    2、Hello, I’m your new English teacher. I’m very glad to be here. May I know your name, please? My name is … Nice to meet you. Nice to meet you, too. Good. Sit down, please.

    3、Hello. Are you …? No, I’m not. What’s your name, please? I’m … Nice to meet you. Nice to meet you, too. By the way, what’s your favourite colour? What colour do you like? Blue. Oh, I’m glad to hear that. I like blue, too.

    4、Well, boys and girls, do you want to know something about me? Do you want to know who I am, what my name is, what colour I like, bla……? Yes. All right. I’m going to give you just thirty seconds so that you can discuss with your classmates. After that, you can put up your hands and ask me questions. Okay? Let’s start.

    5、学生三十秒钟讨论想了解老师情况的问题。

    6、学生提问，教师回答。最多五个问题。把握机遇，机会一来，想方设法过渡到tree。

    如：一旦学生提到colour, 就通过画一棵树，说明颜色，并问这是什么；继续画树，问这些是什么。同时追问：Where can you see so many trees? Can you see so many trees in your school/classroom/garden/zoo/ ….最终引入到wood。

    7、简单带读wood，并检查一个小组的朗读情况。

    8、接着提问：What can you see in the wood? 多数学生会回答一些动物。鼓励他们说。并借机呈现rabbit。然后在学生七嘴八舌表达差不多之后，老师将wood中间的树木擦掉，画上cottage。 呈现这一单词。并进行简单的朗读，检查一个小组。

    9、最后完整呈现标题：Little Cottage in the wood

    10、            通过接下来的四幅简笔画，完成呈现这首短诗。其中关注要点词汇和句子的呈现、朗读。

    11、            发给学生一张纸，纸上有句子和图片。老师朗读，要求学生填入所缺的单词。这些单词都是先头新课呈现环节出现过的单词。 (责任编辑：admin)