二0二三年度四年级下册Unit4Atthefarm《多维阅读》第六级RobberCat教学设计

1、Robber Cat一、教学目标：能够在图片以及上下文的支持下，理解robber, cupboard, sausage, snatch, through, bridge, sack, stay, life, saw, ran, ate, came, shouted,sat,went等这几个词的含义。通过图片环游、jigsaw reading 等形式，了解故事大意。能够在worksheet的辅助下，掌握故事细节。培养学生关爱动物的情感。通过Ask and Answer, Problem Solving提高解决问题的能力。二、教学重点：1 各小组在worksheet的辅助下，提取故事信息并进行展示

2、。2 通过教师问题引导和小组讨论，提高解决问题的能力。三、教学难点运用生词策略，理解故事中的生词。教学过程教师活动学生活动设计意图WarmingUpGreetings.s guess. What animal is it?Greetings.Think and guess.营造轻松的学习氛围，激活课堂，引出话题。Before ReadingWhat do you think of cats？What about this cat?Can you guess what did he robin the story? What can you see on the cover? Whats the

3、 title of the story?Read the title.Why is the cat called Robber Cat? Because it .板书生成 Robber CatThink and answer.预设：Its fat. Its cute/clever/.Look, think and answer.预设：He robbed some food/clothes.预设：I can see a cat /a big tree/big house/.A clever cat.A naughty cat.Think and discuss.通过问题引发学生思考，激活学生已有

4、的知识储备，为故事中猫的外貌做铺垫。引出故事通过封皮，展开想象，猜测故事大意。并根据题目，提出问题，依据问题生成故事脉络板书。While ReadingWhere is Robber Cat?Whats wrong with the cat?Why? Play the tape.板书生成 hungryWhat did he see? did he do?Play the tape . Teach “hid in a cupboard” What did he saw in the cupboard? Teach sausages with the picture.板书生成:snatchWhat

5、 did Robber Cat do when he felt hungry?Deal with p6-7 and “snatch”.5 Q:After Robber Cat ran away with the sausages, what happened to him? was Robber Cats second problem? did Robber Cat do?8. Where was Robber Cat？What did he want to do?:What was Robber Cats third problem?Read 15 quickly. Who is this

6、woman?What did she say?Play the tape.What happened to Robber cat?Whats the solution?Where were they ?What did Molly say/do?Please read 15 again.Whats the end of the story?What happened to Robber Cat?（板书生成该部分的重点词、词组）Robber Cat lived with Molly at the end of the story. Please work in four do you think

7、 of Robber Cats new life in Mollys home?B. Give Robber Cat a new name and tell us why.Look and answer.Its under the tree.Listen and think预设Its hungry.Listen and read .预设He saw a house.Look and guess.预设He came in to the house. Listen and read .Look,listen answer He saw sausages.He want to eat the sau

8、sages.Listen and read .预设He was hungry came back.Work in four1. Read PP 6-7.2. Finish the second line of the worksheetHe ate the sausages.He was in the window. He wanted to get in.Work in four1. Read PP 8-15.2. Choose the answerShe is Molly.You are the bobber.Listen and repeat .预设He was caught by Mo

9、lly.Molly wanted to see its home.She was kind.They were under the bridge.Read the story.Look, listen and repeat.Answer the Qs.He had a happy family. He had enough food.Read the key words on the blackboardA lucky cat.A clever cat.阅读策略指导：通过图片，初步了解故事的起因，聚焦图片和文本的信息点。通过预测，问答，共同细读找到problem1 和solution1。生词策

10、略：引导学生通过上下文和图片的意思猜测生词的意思。通过细节，提出问题：这只猫又饿了，它会做什么？引出它遇到的第二个problem 及其solution。为接下来的第三个problem 及其solution做铺垫。通过阅读和选择，检测学生对故事大意的掌握。通过jigsaw reading的方式细读猫再次回到屋里并被Molly抓到，在到Molly明白这是一只无家可归的弃猫，再到Molly心生怜悯，决定收养它的过程，体现了她的善良。学生worksheet上选择填空，降低了故事难度。通过询问Robber Cat的生活这一开放性问题，引发学生深入地思考高阶问题，自己组织语言进行阐述.After Read

11、ingReview the story.Listen and read.Order the pictures and retell the story. Whats the story about?If you were Molly, would you take Robber Cat back home? Why? But there are still many homeless cats and s a video aListen and read the whole story.Order the pictures and retell the story with the words on the blackboard.Discuss in four:This story is about a stray(流浪) cat.I would take him .语音输入，听读故事。通过给图片排序，提取关键信息，根据板书回顾故事重点环节，复述故事。培养学生综合运用语言的能力。引导学生思考，让学生明白，动物是人类的朋友，实现关爱动物，人与动物和谐共处的情感目标。Summary you like this book?Why or why not?The