四年级下册Unit4Atthefarm《多维阅读》第六级RobberCat教学设计

RobberCat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、jigsawreading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AskandAnswer,ProblemSolving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。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WarmingUp1.Greetings.,sguess.Whatanimalisit?Greetings.Thinkandguess.营造轻松的学习氛围，激活课

堂，引出话题。Before1.Whatdoyouthinkofcats?Thinkandanswer.通过问题引发Reading预设：It,sfat.It,s学生思考，激活2.Whataboutthiscat?cute/clever/…学生已有的知识储备，为故事Look,thinkand中猫的外貌做answer.铺垫。引出故事预设：Herobbed3.Canyouguesswhatdidhesomefood/clothes.robinthestory?预设：通过封皮，展开4.Whatcanyouseeonthecover?1.Icanseeacat/abigtree/big想象，猜测故事大意。并根据题目，提出问题，5.What,sthetitleofthestory?house/...依据问题生成Aclevercat.故事脉络板书。3.Readthetitle.Anaughtycat.4.WhyisthecatcalledRobberThinkanddiscuss.Cat?Becauseit...板书生成RobberCatWhile1.WhereisRobberCat?Lookandanswer.阅读策略指导：ReadingIt,sunderthetree.通过图片，初步了解故事的起

What'swrongwiththecat?Why?Playthetape.板书生成hungryWhatdidhesee?didhedo?Playthetape.Teach“hidinacupboard”Whatdidhesawinthecupboard?Teachsausageswiththepicture.板书生成:snatchWhatdidRobberCatdowhenhefelthungry?Dealwithp6-7and“snatch”.5Q:AfterRobberCatranawaywiththesausages,whathappenedtohim?wasRobberCat'ssecondproblem?Listenandthink预设It,shungry.Listenandread.预设Hesawahouse.Lookandguess.预设Hecameintothehouse.Listenandread.Look,listenanswerHesawsausages.Hewanttoeatthesausages.Listenandread.预设Hewashungrycameback.Workinfour因，聚焦图片和文本的信息点。通过预测，问答，共同细读找至Uprobleml和solution1。生词策略：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

didRobberCatdo?8.WherewasRobberCat?Whatdidhewanttodo?:WhatwasRobberCat'sthirdproblem?Read15quickly.4.Whoisthiswoman?Whatdidshesay?Playthetape.WhathappenedtoRobbercat?What,sthesolution?Wherewerethey?WhatdidMollysay/do?Pleaseread15again.1.ReadPP6-7.垫。2.Finishthesecond1.ReadPP6-7.垫。2.Finishthesecond通过阅读和选lineofthe择，检测学生对worksheet故事大意的掌Heatethesausages.握。Hewasinthe通过jigsawwindow.Hewantedreading的方式togetin.细读猫再次回到屋里并被WorkinfourMolly抓到，在1.ReadPP8-15.到Molly明白这2.Choosethe是一只无家可answer归的弃猫，再到Molly心生怜SheisMolly.悯，决定收养它Youarethebobber.的过程，体现了Listenandrepeat.她的善良。学生worksheet上选预设Hewascaught择填空，降低了byMolly.故事难度。Mollywantedtosee通过询问itshome.RobberCat的生Shewaskind.活这一开放性WhathappenedtoRobberCat?（板书生成该部分的重点词、词组）5.RobberCatlivedwithMollyattheendofthestory.PleaseworkinfourdoyouthinkofRobberCat'snewlifeinMolly'shome?B.GiveRobberCatanewnameandtelluswhy.Theywereunderthebridge.Readthestory.Look,listenandrepeat.AnswertheQs.Hehadahappyfamily.Hehadenoughfood.ReadthekeywordsontheblackboardAluckycat.Aclevercat.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.AfterReading1.Reviewthestory.A.Listenandread.B.Orderthepicturesandretellthestory..Listenandreadthewholestory.Orderthepicturesandretellthestorywiththewordson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

What’sthestoryabout?IfyouwereMolly,wouldyoutakeRobberCatbackhome?Why?Buttherearestillmanyhomelesscatsand'savideoatheblackboard.Discussinfour:Thisstoryisabouta市叫流浪）catIwouldtakehim...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。Summaryyoulikethisbook