牛津3BM4U3_Listen_and_enjoy教学设计

1、Oxford English 3B M4U3 Story timeListen and enjoy【教材解读与学情分析】本课是故事阅读课，内容选自牛津上海版教材3BM4U3Story time 中 listenand enjoy 的内容。牛津教材遵循“话题、功能、结构、任务”编写体系，不断复现并螺旋上升，从而实现学生能力的提升。本模块所属教材的拓展选教内容，一般有三块内容：跨学科知识、文化知识和故事欣赏，该课时属于故事欣赏，既是对学生学习兴趣的激发，也拓展了语言的内容，同时在语言内容教学中实现了语言能力的提升。本课时内容是学生耳熟能详的三只小猪盖房子的故事，语言难度设置基本符合学生最近发展区的

2、原则，学生通过读图基本能理解故事的主要内容，并能在教师适当的帮助和阅读技能的渗透下郎读故事、理解故事内涵，最后进行演绎。三年级的学生，经过三年的学习，已经积累了一定的语言知识，掌握了一定的语言技能，能够读懂一些短小的篇章和故事，对于本课中的open the door/ you can tcome in/this is my house.等篇幅涉及较多的句型都能够熟练运用，并在新课中进.行文本再构和迁移运用，从而形成一定的阅读技能。【教学目标】（ 1） 知识目标：1 . 能够在图片、实物或情景的帮助下理解词汇busy, own, bad, stop, boil及 be afraid of, go

3、 fishing, go away, make ones own houses等词组。2 .能在故事情境中运用演绎 This is - /The . is coming. /.cant旬型。（ 2） 能力目标：1. 能够在故事阅读中提取关键信息；2. 能够结合图片获取信息；3. 能够用正确的语音语调模仿故事；4. 能够对故事主题进行相关的提问；（ 3）情感目标：了解到 Jim 勤勤恳恳，Tom 和 Tim 做事马虎，得过且过，引导学生做事情要脚踏实地。【教学重难点】（ 1）重点：在情境中理解own boil、afraid 等重点词汇，能用look at./.can t come in/is c

4、oming等句型有感情地演绎故事。(2)难点：1 .学生结合故事主题进行提问，并发表自己的观点；2 .学生用陈述句形式有梯度地进行故事的复述；【教学准备】ppt ,重点词汇和句子磁条，学生任务单。【教学过程】MethodsSs activitiesPurposeSt Stepl: Warming up & revision1. - Activityl Let enjoy从欣赏图片开始，Let Ss enjoy the pictures with musicSs enjoy the引导学生入情入T: What are they?pictures and境，适时引入话Ss: They are st

5、ories/ cartoons/ movies.say the title of题，让学生在轻松T leads out Fairy tales”the stories欢快的氛围中做r 入ex.after T好学习的心理准外金 J备。片亢 FairyTale2. Activity2 Let gUess (Pre-reading)通过看图猜一猜T: Today, we are going to learn a new story.Ss try to guess的活动，让学生去T shows the picture and let ss guess.the title of the猜测感知故事的S1

6、/S2/S3:pigsstory.主旨，激活内在知T: Three little pigs识储备。3. - Activity3 Let s ask1) T: You are familiar with the story.Ss try to ask学生试着去提问And what do you want to know from this story ?questions与故事相关的知S1: Who write the story?aboutthe识，调动思维认S2: Where does the story happen?story知，为阅读做准S3/S4/:.备。WhQt else2) T

7、shows the cover of the story and introduce the writer.Step2 Presentation& practice1.Activity4 Watch and saySswatch通过图片首频的(while-reading)(without观看，让学生仔细T:They look the same. But they are in differentwords) and观察故事的主人clothes. What are their names? Watch andfind out the公，学会初步读answer (pic.1)names of th

8、e图。Ss: The pig in blue is.pigsThe pig inis.is.2.Activity5 listen and imitateT: They live with Mommy pig. They grow and看图预测Momr能grow. One day, Mum says: Hello, my boys.Ss read and说的话，挖掘情境Now you can make your ownchoose, then的语百内涵，帮助houses. (pic.2)imitate学生更好地理解A. You are big. B. You are small.mommy p

9、ig.“own”，发展语T: now listen and imitate.言逻辑思维能力。T: here own meansActivity6 Listen and matchA.自己的 B.大家的3.T: what houses do they make? Listen and match.文本再构，融入(listen to pic2-pic6)Ss listen andstraw、wood 和Passage:.L ook, this is my new house. I canmatchbrick的渗透，通make a house with straw. Its strong. The

10、wolf过音频及音乐的cant come in. I can make a straw house, a straw整体感知，听一house,Look, this is my new house. I can听，,拈加make a house with wood. It s strong. The wolf学生在语篇中获cant come in. I can make a wood house, a wood取关键信息的能house,Look, this is my new house. I can力。make a house with brick. Im busy. But myhouse

11、is very strong. The wolf can t come in. Ican make a brick house, a brick house,（再构听力文本）T:makes ahouse.Ss try to readthenew拼读迁移教学，?words. And透读的技能。act out thepigsLet ss try to read the words.Tips: strawberry -straw good wood brown+ stick-brickT ask each group to act out the three pig.Listen and match

12、try 十。readstrawberrystrawgoodwcxdbrcjwn+5tickbrick4. Ac Activity7 Let s thinkT: Why do they say the wolf cant come in”?Ss think and有效的提问激发Ss: maybe the wolf can eat them./ maybe theshare their学生关注故事本wolf will eat their food./.ideas身的逻辑，关注学生思维品质Lets thinkSs practice reading and applying the情境式的语言操 练帮

13、助学生体验 情境，活用语言。11kL _11bl_J_ .the wolf oont come in.* ? 1r：*jW: 互产+ 4|中产J”季前. Why?*抑的於W将, ”T: they are afraid of the wolf.Teach afraid (try to decode the word) Ss:The pigs are afraid of _the _wolf . T: can you say more?is/are /am afraid of.word)Ss predict and motivate with T.Ss watch and orderthepict

14、ures教师通过自身参 匕表演，将学生带 入体验角色，启发 学生跳出课本去 思考。整体感知故事情 节，理解故事文 本，在观看视频的 过程中强化输入， 为后续输出做准 备。5. - Activity8 Act, guess and watch1)T: Now, Jim is busy. Tom and Tim are fishing. Then, what happen?T acts to be the wolf (T acts pic7) and leads ss tc response like the pigs.T: what can the pigs do?Ss: Dont eat me

15、!/ I have some fish for you./.T shows pic8 and leads ss to say: they run away2)T: Now watch and order the pictures. (pic8-pic13)T: the pigs run to the house. What can the wolf do?Ss: he can blow the house.T: Can the wolf blow down the house? Can he come in?Ss: the wolf can blow down: s house.Toms ho

16、usecan/cantTim s housecan/cantJim s housecan/cant6 .号 Activity9 Retell and actT leads ss to retell this part (pic7-pic13)of the story with bridge map and order the cards on board.Ss retell and act the middle part of the story思维导图和板书 帮助学生梳理逻 辑，辅助语言输 出。2) T teach boil the water(foil)Ss read and choose

17、.Ss watch and choose引导学生预测，给 学生更多的选择， 打开思维空间。7 . - Activity10 Watch and choose1) T:The wolf cant blow down Jim s house.T: if you are the wolf, what will you do?Ss:.T: the wolf has a good idea. Wha ts his idea?T: And the pigs have a good idea too. Watch and3)boil- boil the-Let s boil the water.T:How

18、do they feel now?Ss: the pigs are. The wolf is.T: who can act the pigs /the wolf?T: are the pigs afraid of the wolf now?Ss:T: they are so happy and they sing the song.Ss: .Ss act and imitate.学生在体验感知 故事主人公的过 程中入情入境，帮 助后期更生动地 演绎故事。Step3 Extension & consolidation1.4 Activityll Read alone (After-reading

19、)1) T shows the cards on the board.T: now lets enjoy the whole story and read alone.T: a story has a beginningthe processand an ending.2) T: choose one part and act out in your groupI ,+ e 仁二,Tipf： fViQCH GM4 port 中/ lict m fpwp. Q 人Ss say with teacher according to the board. .板书引导，再次梳 理整个故事，引导 学生关注

20、故事的 各部分内容，加强 语篇意识。.七-4J- 皿比ttiis曙I can二 JJf&wb *守Open. Yw布.一诲附.受一 i1仙配 Lets. ofroid rf.Ss act the story in group2.4 Activity12 Let s thinkT: Do you like the ending ?Ss:.T:which pig do you like in the story? Why?Ss:I like. because.T: I like Jim the pig. Do you know why?Ss: He is.T: he is hardworking.

21、When you work, please work hard.When you study, please study hard.Ss share their ideas about the story.设置梯度，表达观 点，让学生学有所 获，学有所思。3. r Activity13 More to thinkT: what will Tom and Tim do ?Maybe. Step4 Homework1 .Read the story vividly. 2 .Act out the whole story with your classmates 3 .(optional)Try t

22、o make a new story. 立 虫分层作业，帮助学 生巩固所学，夯实 目标语，同时在故 事演绎中充分发 挥生生互动的作 用，达到真实语用 目标。【板书设计】3B M4U3 Story time ownbusyboiljgofishingafraid【教学反思】本课时所属单元为教材拓展模块的故事欣赏内容，其难度和词汇量都非常符 合最近发展区的教学理论，符合a + B的阅读教学模式。既是对学生学习兴趣的 激发，也拓展了语言的内容，同时在语言内容教学中实现了语言能力的提升。 本 课时内容是学生耳熟能详的三只小猪盖房子的故事，在故事的情境中帮助学生理 解新词，并能用相关句型进行故事演绎， 充分体验故事内涵和情感，发展学生思维和阅读能力。教师在解读教材、分析学情的基础上，充分挖掘了文本情境和教学资源，在呈现、体验、操练、巩固的过程中采用了多样的教学方式，设计了丰富的有梯度的学习活动，充分关注了学生思维的批判性和观察预测能力，逐步构建学生语言学习的整体性。反思本课，教师做得比较到位的有以下几点：第一，创设情境，导入话题，挖掘内涵，丰富体验。课前的故事绘本预览和猜测活动激活了学生的知识储备，帮助做好故事阅读的心理准备。其次， 在进行词汇own、 boil 、 afraid 等教学时，教师对原本进行适当的文本再够，同时通