领先阅读X计划第四级The Race 教学设计

1、 自然拼读与分级阅读课教学设计模板教学基本信息标题领先阅读X计划第四级The Race设计者学生年级四年级教学背景分析教学内容分析本课是领先阅读X计划第四级的其中一本The Race，通过描述Cat骑着snail和Tiger骑着buggy赛跑的故事，理解并认读词汇：beat, fails, idea, joke, missed, never, only, race, ready, ride, rocket, secret, slow, steady, sure, waiting，重点句型：Slow and steady is the secret.为了帮助学生梳理整本书的结构，归纳逻辑线索，在

2、图片环游之后增加了理解反馈的环节，针对全书内容的关键环节进行提问，之后让学生分成若干小组进行讨论，让学生选出最喜欢的图片、人物、情节等。学情分析四年级学生对冒险和竞赛类的话题很感兴趣，故事本身对学生很有吸引力。四年级学生处在低年级向高年级的过渡期，思维能力也处在转折期，培养思维的独立性和发散性尤其关键，因此在教师的引导下能够对故事脉络进行梳理和总结。教学目标（含重点、难点）教学目标能够在阅读故事的过程中理解并认读词汇beat, fails, idea, joke, missed, never, only, race, ready, ride, rocket, secret, slow, ste

3、ady, sure, waiting，并关注到动词的过去时态。能够在教师的引导下根据时间顺序梳理故事脉络，并简单复述本课的故事内容，促进语言能力的形成与发展。能够在Cat和Tiger比赛的过程中，体会坚持对于取得胜利的意义。通过听、说、读、讨论等课堂活动，学习本课绘本的内容，了解绘本的学习方法，体会阅读的乐趣并养成热爱阅读的好习惯。教学重点通过多样的课堂活动，理解故事大意，理解并认读词汇beat, fails, idea, joke, missed, never, only, race, ready, ride, rocket, secret, slow, steady, sure, wait

4、ing，并关注到动词的过去时态，同时梳理故事脉络。教学难点理解并认读新词汇，梳理故事脉络，并根据脉络复述故事。 教学用具课内阅读材料The Race、活动用书4、CD 光盘 教学过程Step 1热身点击播放键，给学生播放视频（总长1分4秒，参看原文件），进行简单提问，如：1. What do you see in the video? 2. What does the snail like?3. Where has the snail been? -Supermarket, library, large park, cinema, airport, theater.（以上问题，根据视频自己添加

5、）原教师用书问题设计：1. 通过让学生轮流讲英语故事的方式，引导全班学生进入英语阅读课的氛围；2. 让两到三名预先准备好的学生到讲台前面来，分别给全班学生讲一个自己喜欢的英语故事；3. 教师酌情进行点评，鼓励学生大胆讲述，合理运用语气和表情，注意发音和用词。 设计意图：观看有趣的视频快速地吸引学生的注意力，激发学生的学习积极性，问题“描述蜗牛”开拓了学生的思维，帮助学生形成英语的思维方式。教师与学生之间的互动问答，拉近了师生之间的距离，同时让学生感受语境，培养学生的倾听习惯。Step 2 导入给孩子们展示三张蜗牛的图片，引导学生讨论蜗牛的特点，如：small, slow等，点出今天的故事主题与

6、蜗牛有关。提问：1. What is this?2. What do you know about the snail?3. Does the snail move quickly or slowly?（以上，自己添加）设计意图：通过观察图片的内容，再一次激发学生的学习积极性。猜测故事的情节，可以培养学生英语思维的能力，同时让学生带着对故事的好奇和喜爱进行下面的绘本学习。Step 3 阅读全书给孩子们看封面和扉页，提醒学生注意书名、作者名和绘者名。提问：1. Where is the title? Who can point to it for us?2. Whats the title? W

7、ho can read it for us?3. Who is the author? Who is the illustrator?4. What do you see on this cover page?5. Do you know any stories about races? （如果学生提到故事龟兔赛跑，就带着学生回忆一下，为本书的学习做好铺垫。）设计意图：让学生在教师的带领下了解英语绘本封面的信息，如标题、作者、故事人物等，帮助学生预测绘本故事内容，帮助学生了解阅读绘本的方法并养成良好的阅读习惯。Step 4 图片环游指着人物介绍页上的角色逐一介绍，让学生跟读人物和角色的称谓，同

8、时认识这些人物和角色：1. Who will be in this story? -Cat and Tiger.2. Who is she? -This is Cat.3. Who is he? -This is Tiger.4. What do you think will happen in this story?Page 2:展示本页PPT，点击左侧的声音按钮，播放声音，让学生跟读。提问：1. What can you see on this page? 2. What did Cat and Tiger do? -Cat and Tiger pushed the buttons.3.

9、What will happen next? Please guess.（以上，自己添加）Page 3:展示本页PPT，点击左侧的声音按钮，播放声音，让学生跟读。提问：1. Where was Tiger? -In the garden/park. 2. What did he have? -A micro-buggy.3. Was Tiger happy? -Yes, he was.Page 4: 展示本页PPT，点击左侧的声音按钮，播放声音，让学生跟读。提问：1. Where was Cat? -In the garden/park, too. 2. What did she have?

10、-A snail.3. Look, what was in her right hand? -A rope.4. What was Cats idea? Please guess! -To ride on a snail.Page 5: 展示本页PPT，点击鼠标，给学生看Tiger的图片，提问：What did Tiger feel? Was he happy?继续点击鼠标，给学生看Cat的图片，提问：What did Cat feel? Was she happy?（以上，自己添加）给学生展示完整的图片，点击左侧的声音按钮，播放声音，让学生跟读。提问：1. What were Cat and

11、 Tiger doing? -Talking about the race.2. What was Cat going to do? -To ride on a snail.3. What did Tiger think about Cats idea? -It was just a joke.Page 6: 展示本页PPT，点击鼠标，给学生看Cat的大图，提问：1. What happened to Cat? （以上，自己添加，目的：提示学生注意Cat周围的尘土烟雾，更好理解smoke的含义。）继续点击鼠标，出现文字，而后点击左侧的声音按钮，播放声音，让学生跟读。提问：1. Who said

12、 this? -Tiger.（以上，自己添加，原因：图片和文字的关系不够直接紧密。)2. Why did Tiger say “You will only see my smoke?” -Because the micro-buggy was so fast.7: 展示本页PPT，点击鼠标，给学生看Tiger的大图和文字，而后点击左侧的声音按钮，播放声音，让学生跟读。提问：1. Where was the end of the race? -Under the tree.继续点击鼠标，给学生看完整的图片。提问：1. Who do you think is going to win? Why?9

13、: 展示本页PPT，给学生看Tiger的图片和文字，点击右侧的声音按钮，让学生跟读。继续点击鼠标，给学生看Cat的图片和文字，点击左侧的声音按钮，让学生跟读。提问：1. Who was faster? -Tiger.2. Who was slower? -Cat.3. “Tiger shot off like a rocket. ”这句话是用来形容速度快的，请问：形容速度快用英语还可以怎么表达？4. Cat knew that the buggy ran faster than the snail. Why did she join in the race?Page 10: 展示本页PPT，点

14、击左侧上方的声音按钮，播放对话泡。继续点击鼠标，给学生展示完整的图片，点击左侧下方的声音按钮，播放声音，让学生跟读。提问：1. What did Tiger see? -A dragonfly.Page 11:展示本页PPT，让学生看Tiger的图片，点击左侧上方的声音按钮，播放对话泡。提问：1. What did he do? -He went off the buggy and saw the dragonfly.2. Where was Cat? （自己添加，目的：引出完整图片和下文内容。）给学生展示完整的图片，点击左侧下方的声音按钮，播放声音，让学生跟读。提问：1. What did

15、Cat do? -Cat went on, all slow and steady.2. Did Cat know that Tiger was half-hearted? -Yes, she did.3. Did Tiger know Cat was going by? -No, he didnt.Page 12: 展示本页PPT，给学生看Tiger的大图和文字，点击左侧的声音按钮，播放声音，让学生跟读。提问：1. Please look at Tiger. Did he sit there crying? -No, he sat there with a happy grin.2. 什么样

16、的笑可以称为grin？你还学过哪些表示“笑”的词？3. What did Tiger day-dream? -He day-dreamed he was winning.13:展示本页PPT，给学生看完整的图片，点击左侧的声音按钮，播放声音，让学生跟读。提问：1. Then what did he do? -Then he went off in the buggy, sure as ever he would win.15: 展示本页PPT，点击鼠标，给学生看Tiger的大图并播放声音（不用点击声音按钮，自动播放）。继续点击鼠标，给学生看Cat的大图并播放声音（不用点击声音按钮，自动播放）。

17、继续点击鼠标，给学生看完整的图片。提问：1. Why did Tiger shout out “Oh, no!” at this moment? -Because he found that Cat was waiting under the tree with her snail. She won the race.Page 15:展示本页PPT，让学生看Tiger的图片，点击左侧上方的声音按钮，播放声音，让学生跟读。点击鼠标，让学生看Cat的图片，点击左侧下方的声音按钮，播放声音，让学生跟读。提问：1. What do you learn from the story?2. What ot

18、her story like this one do you know?设计意图:通过图片环游逐图学习绘本的内容，让学生通过教师的提问和图片的内容感受新词新句的含义，让学生在恰当的语境中运用所学的新知识进行表达，提高学生的综合语言的运用能力。通过对Cat和Tiger情绪的观察和猜测预测故事的情节，培养学生的观察能力、语言表达能力，同时培养了学生积极动脑的习惯。学生通过听录音熟悉绘本中句子的表达，为后面的梳理做铺垫。同时通过原音输入，培养学生倾听的习惯和良好的语音语调。Step 5理解反馈 展示本页PPT当中的网络结构图，针对全书内容的关键环节进行提问：1. What did Tiger and

19、 Cat have at the beginning of the story? -Tiger had a micro-buggy and Cat had a snail.2. What happened in the middle of the story? -Tiger saw a dragonfly and day-dreamed he was winning, while Cat went on the race, all slow and steady.3. What happened at the end of the story? -Tiger lost the race, and Cat won.教师引导学生顺着逻辑线索归纳全书内容，回答出图片下方空缺的内容（micro-buggy, snail, dragonfly and day-dreamed, went on, lost, won）将学生分成若干小组进行讨论：1. Which picture/character/part/do you like best? (Which is your favourite picture/character/part/?) 2. Why did Tiger think he w