1、Where Is Bear绘本教学设计 设计者：教学对象：四年级学生教学目标：能力目标：1.学生能够认读drawer,shelf,bathroom,table,sofa,swing,car这些单词。2.学生能够读懂并熟练运用Is bear in/on/under/behind/under ?来表达对 于地点的猜测。3.学生能发挥想象力猜测绘本剧情的发展。4.学生能够感知角色的情绪来模仿并表演绘本故事。情感目标： 1.学生能够通过阅读该绘本喜欢阅读、爱读绘本。 2.学生能够通过阅读绘本感知身边的爱。教学过程：教学重点：1. 学生能够读懂并熟练运用Is bear in/on/under/behin
2、d/under ?来表达对 于地点的猜测。2. 学生能够感知角色的情绪来模仿并表演绘本故事。教学难点：1. 学生能发挥想象力猜测绘本剧情的发展以及结局。 2.学生能够通过阅读绘本感知身边的爱。教学过程：Step 1 Pre-reading(5 minutes) 1.Greeting(1 minutes)T:Good morning,boys and girls.Ss:Good morning,Miss Yu.T:How are you today ? Ss:Im fine,thank you,and you ?T:Im OK too.2.30-second game (animals,my r
3、oom )(4 minutes)T: Now,lets have a brainstorm. Brainstorm round a word in a pairs in 30 seconds. Ready?T: The first key word is (课件出示animals, 教师手指屏幕)Ss: Animals.T: Ready? Go!Ss: Say the words in groups.T: OK, the next key word is my room.（设计流程及意图：师生问好后，利用头脑风暴通过核心词汇找相关词汇的方式，迅速复习在课本内已经学习过的动物类词汇以及室内物品设
4、施的词汇，为绘本主人公bear以及熊可能出现的地方等词汇埋下伏笔，课内单词的复习与延伸，既活跃了课堂氛围，也让学生对绘本产生强烈的兴趣。）Step 2 While-reading(25 minutes)1.Show the cover of the book.(3minutes)T: Today well read this picture book: Where Is Bear ?T:This is the cover of the picture book. What can you get from the picture?S:a bear,a bed,a boyT:Yes,Look a
5、t the picture, This boy is Theodore. His good friend is a.S: a bear.T: Really? After reading the picture book, youll get it.T: Yes, the bear is missing. Where is bear ? Where could bear be?Teach: could,be（could, be,） (让学生用英文解释could)T: Yes, it means can.T: Theodores bear is missing. if you are Theodo
6、re, what will you do?S: T： Where could bear be ? Lets listen to the story.(课件出示：3-12页)（设计流程及意图：PPT直接出示封面图片，提问学生看到了什么，其中主人公boy和bear是学生们在图上找到的有效信息点，介绍bear和boy是好朋友，而bear不见了，请学生们猜猜熊可能去了哪里，并根据图片猜测could的词义用英语描述。简单的人物介绍和交代熊不见了这个事实，使学生们对于故事的发展又多了一份好奇心，迫不及待通过阅读和听读绘本去找熊。）2. Read page 3-5页(3 minutes)(学生通过听阅读绘本
7、)课件逐一出示3-5页的绘本并配有录音T：Where is bear? Is bear in the drawer?(teach：drawer）（请一位学生上台指一指抽屉）T: Where is bear? Is bear on the shelf?(teach:shelf)S: No,.T: Who can read and point?（请一位学生上台边指边读，模仿语音语调）（设计流程及意图：学生们通过听前3句录音感知Is bear？句型，并能认读drawer,shelf2个词汇，在3次听读练习后采取每小组派一个同学在PPT中找到与着句话相对应的句子，完成对本课主要句型的感知。）3. Re
8、ad page 6-14(9 minutes)(学生通过先猜测再自读，阅读绘本)T: We know the bear isnt (边说3-5幅图边板书: in the drawer/on the shelf.)So where is bear ?Where could bear be?T: Is bear in the bathroom/downstairs/on the table/under the sofa/on the swing/in the car?Ss:No，Bear isnt. .Ss: Discuss in groups and guess.T: Which group c
9、an have a try?Ss: . . .（设计流程及意图：学生通过自行浏览绘本，来疏通where is bear？在浏览完后学生能够根据绘本图片回答No, bear isnt。并在PPT上完成选择图片的练习。找了室内室外一圈，还是没有找到熊在哪儿，这时候鼓励学生大胆的猜测到底熊在哪儿。在小组内讨论Is bear in/on/under ？为最后一步能够直接输出绘本打下基础。）4. Talk about the new words.(6 minutes)T: We know Theodore cant find his bear in the room. At last, mummy be
10、ar find a bear . T: Read from page 1 to page 18 again and underline where he goes to find his bear?课件出示：（图字）in the draweron the shelfIn the bathroomon the tableunder the sofaon the swingin a carTips: 1.根据图猜测意思 2。 根据拼写猜测读音（设计流程及意图：学生再次浏览绘本，找出男孩去找熊的地方做上记号。在PPT上出示图片以及表示地点的短语in the drawer，on the shelf，i
11、n the bathroom，on the table，under the sofa，on the swing，in a car。听音频，学生尝试拼出读音，并有韵律的读短语，进一步为完成的输出绘本做伏笔。）4. the end of the picture book4.(15-18页)(4 minutes)T: Oh,there is a bear!S: T:The bear is Ss:on the floor/under the carpet.T: teach: floor,carpet. (教师板书)（跟老师读一读，学生能够通过上图片体会单词的含义，中文就不解释）引导学生读：The be
12、ar is on the floor/under the carpet.T: Can you tell me where is bear? Lets read it aloud.Ss: (Read twice)T: What is this story about?请学生用中文说一说T: Do you like this picture book? Is it interesting? Why?（设计流程及意图：学生们带着满腔好奇心来看最后4张图片，终于找到了原来熊在地板上的地毯下，并能够通过老师的引导The bear is，说出on the floor/under the carpet.在全
13、篇疏通和朗读后能够用中文说一说故事的发展。）Step 3. After-reading(9 minutes)1.Read the picture book aloud.(5 minutes)T: Lets read the picture book after the tape, OK? And feel the beauty of the book.Ss: Read with T.T: Lets try to read the picture book together, then work in the groups one by one.（设计流程及意图：学生跟着图片和音频朗读全文，模仿
14、语音语调，感知人物的心态和语调变化，更好的理解绘本。）3.Listen and say the chant（4 minutes）Where is bear?Where is bear？Is bear in the drawer?Is bear on the shelf?Its not there .Its not there .Where is bear?Where is bear？Is bear in the bathroom?Is bear on the table?Its not there .Its not there .Where is bear?Where is bear？Is b
15、ear under the sofa?Is bear on the swing?Its not there .Its not there .Where is bear?Where is bear？Is bear on the floor?Is bear under the carpet?Oh, there is a bear.Oh, there is a bear.（设计流程及意图：在最后，学生能够读懂并熟练运用Is bear in/on/under/behind/under ?句型，并根据绘本的发展来编写完成chant，并在小组内one by one接龙唱词，学生能够在学习之后使用句型，适当的拓展和延伸锻炼了学生整体语用能力 。）Step 4. Homework（1 minutes）1. 完成Wordbox 训练。2. 学唱chant.选做作业：完成picture book推荐卡。（书名，作者，主要内容等）（设计意图：wordbox训练，学生再次复习本节课词汇，能够认读单词。学唱chant，学生能够在学习之后使用句型，适当的拓展和延伸锻炼了学生整体语用能力，在chant的唱读中学生回顾了绘本故事，感知了人物情感变化。选做作业，学生们在学生绘本后喜欢读绘本故事，也想去读绘本故事，读书推荐卡能帮助他们更好的积累绘本，提高绘本阅读的兴趣。）
