冀教版（三起）五下-Reading for Fun-ppt课件-(含教案)-市级优课-(编号：52af5).zip
The Dog and the Bone 冀教版五下补充阅读 1/知识与技能 2/学习策略 1.通过预测故事激发学生读故事的兴趣 2.通过阅读使学生感悟“知足常乐”等 自己思考的的寓意。 3/情感态度 教学目标 1.初步养成按意群阅读的习惯，能正确朗 读所学故事。 2.能正确使用寻读等阅读策略，养成良好 的阅读习惯。 1 .学生能够在视频的提示下初步感知故事。 2.学生能在图片的帮助下进一步读懂故事。 3.学生能在教师引导和板书提示下复述故事。 Watch a video 1. Whats the dogs name? Peter. 2. What did he want to do today? Share (分享) a story. What? Where? Why? Watch a videoWatch a video 标题文本预设 标题文本预设 标题文本预设 标题文本预设 1.One day, a dog was _ in the city park. A, taking a walk B, taking a run 2.He saw a _ in the grass. A, rock B, bone 3.He was very _. A, happy B, surprised A A B B A A Read picture 1 and choose. Read and match. Read and match. （连线） （连线） So the dog walked to the forest, carrying the heavy bone in his mouth. He carried the bone down a road. The bone was very heavy, but the dog didnt want any help. Why? Because he didnt want his friends to eat any of the bone. “I can carry the bone to the forest! It is far from the park. My friends cant find me there, he thought. heavy light 点击输入标题内容 carrycarried thinkthought “I can carry the bone to the forest! It is far from the park. My friends cant find me there, he thought. Tips: Imitate & read emotionally（ 模仿并有感情朗读） Read picture 5-6 carefully and underline the answers.(寻读， 划出答案） 标题文本预设 标题文本预设 1.What did the dog see? 2.What did the dog think? 3.What did the dog do? Then the dog saw a big lake. He looked in the water. In the water, he saw a dog. The dog had a very big bone. “That bone is bigger than mine.” thought the dog. “I want my bone and that bone, too.” He looked at the dog in the water, and the dog in the water looked at him. “Give me your bone!” he barked at the dog in the water. When he baked, his bone fell into the lake. Now the dog didnt have two bones. He didnt have any bones! Did he learn a lesson? Yes! Be happy with the bone you have. 7 7 7 7 8 8 8 8 Tips：Read loudly by yourself.(自己 大声朗读） One day, a dog took a walk and saw a bone in the grass of the park. Because he didnt want to share the bone. When he barked, his bone felling into the lake. He didnt have any bones. Then the dog saw a big lake. Group work: Read the whole story and order the sentences Tips: 读长句时要按意群，注意停顿。 Be happy with the bone you have. “Give me your bone!” The dog carried the bone down a road to the forest. He saw a dog with a very big bone in water. The bone is heavy, but the dog didnt want friends help. One day, a dog took a walk and saw a bone in the grass of the park. Because he didnt want to share the bone. When he barked, his bone felling into the lake. He didnt have any bones. Then the dog saw a big lake. Group work: Read the whole story and order the sentences Tips: 读长句时要按意群，注意停顿。 Be happy with the bone you have. “Give me your bone!” The dog carried the bone down a road to the forest. He saw a dog with a very big bone in water. The bone is heavy, but the dog didnt want friends help. 1.Retell the story . 2.Whats the meaning of this sentence? Be happy with the bone you have. That dog is me! I hope you can learn something from me . What do you think about the dog? Homework 1.Tell the story to your parents. 2.Please write your own feeling about this story. （At least 5 sentences） 3. Remember three famous sentences from the bones. （记三条积分板上的谚语） Thank Thank youyou！ 冀教版冀教版小学英语小学英语五年级下册故事课五年级下册故事课 The Dog and the Bone 教学设计教学设计 一、设计思路：一、设计思路： 1. 引导学生预测故事发展，发挥学生的想象，激活学生的已有知识， 提高学生语言运用的能力，激发学生的阅读兴趣和动机。引导学生运用略 读、寻读等阅读策略，学会通过图片猜测词意,培养学生良好的阅读习惯， 有益于提高学生的阅读能力。 2. 学生体会故事角色情感，理解故事的寓意，并根据自己的理解去指 导他们今后的生活。 二、教材分析：二、教材分析： 本课是冀教版小学英语教材三年级起始版，五年级下册 Reading for Fun 部分的一节故事课，是作为教科书的补充阅读材料出现的。这个故 事情节曲折、内容丰富、内涵寓意深刻，非常能够激发孩子们的阅读兴趣。 但故事的篇幅相比课内故事来说要长一些，因此，在阅读过程中，要设置 合适的、有梯度的阅读任务来帮助孩子们理解故事，同时，也要注意阅读 策略的渗透和良好阅读习惯的培养。 三、学情分析：三、学情分析： 本课的教学对象是五年级下学期的学生。这些学生从小学三年级开始 学习英语，已经掌握了一些英语基础知识，并且具备了一定的语言组织能 力，但是由于是五下的教材，所以在阅读策略的运用上、在故事寓意的理 解上都还需要老师的引导和帮助。为了最大限度地发挥学生的主观能动性， 我还设计了一系列让学生参与表达自己观点的活动。 四、教学目标：四、教学目标： 1.知识与技能： 学生能够在视频的提示下初步感知故事。 学生能在图片的帮助下进一步读懂故事。 学生能在教师引导和板书提示下复述故事。 2.学习策略： 初步养成按意群阅读的习惯，能正确朗读所学故事。 能正确使用寻读等阅读策略，养成良好的阅读习惯。 3.情感态度： 通过预测故事激发学生读故事的兴趣 通过阅读使学生感悟“知足常乐”等自己思考的的寓意。 五、教学重难点：五、教学重难点： 重点：1. 学生能够读懂故事。 2. 阅读策略的渗透、指导。 3. 学生在语境中体会、理解故事的寓意。 难点：1. 学生用英语自由表达自己的观点。 2. 阅读策略的正确运用。 六、教学准备：六、教学准备：PPT，人物头像、板书条、故事图片，人物头像、板书条、故事图片 八、教学过程：八、教学过程： SteppClass opening and leading-in: Good morning! Please watch the video fist. Then answer my question. （设计意图：通过一只狗的独白的视频，并配有文字解说，以狗的口吻给大家 讲故事，激发学生兴趣，使学生很快融入到情境中去。 ） Step Pre-reading Look! What can you see in the picture? (出示第一幅图) What else can you see? (设计意图：通过观察和谈论图片，激活和提供必要的背景知识，激发学生的阅读兴 趣和动机。） Show the students the last picture of the text. What do you want to know about the story?(出示另一幅图，图旁散落 who, how, where, what 等词，帮助学生进行提 问。) (设计意图：通过预测故事，进一步激发阅读兴趣。） Step While-reading Watch the video, try to find the answers (设计意图：老师配图讲述故事梗概，学生从中了解故事大意， ） Read and choose. 1. One day, a dog was _ in the city park. A, taking a walk B, taking a run 2. He saw a _ in the grass. A, rock B, bone 2. He was very _. A, happy B, surprised (设计意图:通过单项选择题的练习,加深学生对文本的理解.) Read and match (设计意图:让学生进行三幅图的图文匹配,使学生加深对文本的理解.并处理文 本中出现的生词,配图释义.) Read picture 5-6 carefully and underline the answers. 1. What did the dog see? 2. What did the dog think? 3. What did the dog do? (设计意图: 引导学生仔细阅读，关注细节信息，进一步理解故事。) Talk about yourself If you were the dog, what would you do? (设计意图:给学生提供一个机会，学生结合生活实际，灵活运用自己的英语知 识储备发表见解, 也了增加故事课的趣味性。) Group work: Read the whole story and order the sentences. (设计意图: 学生个体通读故事，再次完整感受故事。小组合作进行故事排序， 梳理故事脉络，加深故事理解。孩子们动手进行排序贴条，增加孩子兴趣。) Step Post-reading 1. Retell the story. （设计意图：老师带领学生们一起复述一遍故事，帮助学生更好的理解故事。) 2. Guess the meaning （设计意图:让学生体会最后一句情感，把握文章寓意。 ） 3. Homework 1. Retell the story to your friends. 2. Please write your own feeling about this story. 3. Remember three famous sentences from the bones.（记三条积分板上的谚语） (设计意图：学生通过谈论小狗追求更大骨头这一行为，让学生更深一步的进行 思考。可以赞同，也可以否定，不同的学生得到不同的收获，并把故事讲述给 自己的朋友。让学生基于兴趣写故事对自己的启发，激发学生写作兴趣，锻炼 写作能力。)
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The Dog and the Bone 冀教版五下补充阅读 1/知识与技能 2/学习策略 1.通过预测故事激发学生读故事的兴趣 2.通过阅读使学生感悟“知足常乐”等 自己思考的的寓意。 3/情感态度 教学目标 1.初步养成按意群阅读的习惯，能正确朗 读所学故事。 2.能正确使用寻读等阅读策略，养成良好 的阅读习惯。 1 .学生能够在视频的提示下初步感知故事。 2.学生能在图片的帮助下进一步读懂故事。 3.学生能在教师引导和板书提示下复述故事。 Watch a video 1. Whats the dogs name? Peter. 2. What did he want to do today? Share (分享) a story. What? Where? Why? Watch a videoWatch a video 标题文本预设 标题文本预设 标题文本预设 标题文本预设 1.One day, a dog was _ in the city park. A, taking a walk B, taking a run 2.He saw a _ in the grass. A, rock B, bone 3.He was very _. A, happy B, surprised A A B B A A Read picture 1 and choose. Read and match. Read and match. （连线） （连线） So the dog walked to the forest, carrying the heavy bone in his mouth. He carried the bone down a road. The bone was very heavy, but the dog didnt want any help. Why? Because he didnt want his friends to eat any of the bone. “I can carry the bone to the forest! It is far from the park. My friends cant find me there, he thought. heavy light 点击输入标题内容 carrycarried thinkthought “I can carry the bone to the forest! It is far from the park. My friends cant find me there, he thought. Tips: Imitate & read emotionally（ 模仿并有感情朗读） Read picture 5-6 carefully and underline the answers.(寻读， 划出答案） 标题文本预设 标题文本预设 1.What did the dog see? 2.What did the dog think? 3.What did the dog do? Then the dog saw a big lake. He looked in the water. In the water, he saw a dog. The dog had a very big bone. “That bone is bigger than mine.” thought the dog. “I want my bone and that bone, too.” He looked at the dog in the water, and the dog in the water looked at him. “Give me your bone!” he barked at the dog in the water. When he baked, his bone fell into the lake. Now the dog didnt have two bones. He didnt have any bones! Did he learn a lesson? Yes! Be happy with the bone you have. 7 7 7 7 8 8 8 8 Tips：Read loudly by yourself.(自己 大声朗读） One day, a dog took a walk and saw a bone in the grass of the park. Because he didnt want to share the bone. When he barked, his bone felling into the lake. He didnt have any bones. Then the dog saw a big lake. Group work: Read the whole story and order the sentences Tips: 读长句时要按意群，注意停顿。 Be happy with the bone you have. “Give me your bone!” The dog carried the bone down a road to the forest. He saw a dog with a very big bone in water. The bone is heavy, but the dog didnt want friends help. One day, a dog took a walk and saw a bone in the grass of the park. Because he didnt want to share the bone. When he barked, his bone felling into the lake. He didnt have any bones. Then the dog saw a big lake. Group work: Read the whole story and order the sentences Tips: 读长句时要按意群，注意停顿。 Be happy with the bone you have. “Give me your bone!” The dog carried the bone down a road to the forest. He saw a dog with a very big bone in water. The bone is heavy, but the dog didnt want friends help. 1.Retell the story . 2.Whats the meaning of this sentence? Be happy with the bone you have. That dog is me! I hope you can learn something from me . What do you think about the dog? Homework 1.Tell the story to your parents. 2.Please write your own feeling about this story. （At least 5 sentences） 3. Remember three famous sentences from the bones. （记三条积分板上的谚语） Thank Thank youyou！ 冀教版冀教版小学英语小学英语五年级下册故事课五年级下册故事课 The Dog and the Bone 教学设计教学设计 一、设计思路：一、设计思路： 1. 引导学生预测故事发展，发挥学生的想象，激活学生的已有知识， 提高学生语言运用的能力，激发学生的阅读兴趣和动机。引导学生运用略 读、寻读等阅读策略，学会通过图片猜测词意,培养学生良好的阅读习惯， 有益于提高学生的阅读能力。 2. 学生体会故事角色情感，理解故事的寓意，并根据自己的理解去指 导他们今后的生活。 二、教材分析：二、教材分析： 本课是冀教版小学英语教材三年级起始版，五年级下册 Reading for Fun 部分的一节故事课，是作为教科书的补充阅读材料出现的。这个故 事情节曲折、内容丰富、内涵寓意深刻，非常能够激发孩子们的阅读兴趣。 但故事的篇幅相比课内故事来说要长一些，因此，在阅读过程中，要设置 合适的、有梯度的阅读任务来帮助孩子们理解故事，同时，也要注意阅读 策略的渗透和良好阅读习惯的培养。 三、学情分析：三、学情分析： 本课的教学对象是五年级下学期的学生。这些学生从小学三年级开始 学习英语，已经掌握了一些英语基础知识，并且具备了一定的语言组织能 力，但是由于是五下的教材，所以在阅读策略的运用上、在故事寓意的理 解上都还需要老师的引导和帮助。为了最大限度地发挥学生的主观能动性， 我还设计了一系列让学生参与表达自己观点的活动。 四、教学目标：四、教学目标： 1.知识与技能： 学生能够在视频的提示下初步感知故事。 学生能在图片的帮助下进一步读懂故事。 学生能在教师引导和板书提示下复述故事。 2.学习策略： 初步养成按意群阅读的习惯，能正确朗读所学故事。 能正确使用寻读等阅读策略，养成良好的阅读习惯。 3.情感态度： 通过预测故事激发学生读故事的兴趣 通过阅读使学生感悟“知足常乐”等自己思考的的寓意。 五、教学重难点：五、教学重难点： 重点：1. 学生能够读懂故事。 2. 阅读策略的渗透、指导。 3. 学生在语境中体会、理解故事的寓意。 难点：1. 学生用英语自由表达自己的观点。 2. 阅读策略的正确运用。 六、教学准备：六、教学准备：PPT，人物头像、板书条、故事图片，人物头像、板书条、故事图片 八、教学过程：八、教学过程： SteppClass opening and leading-in: Good morning! Please watch the video fist. Then answer my question. （设计意图：通过一只狗的独白的视频，并配有文字解说，以狗的口吻给大家 讲故事，激发学生兴趣，使学生很快融入到情境中去。 ） Step Pre-reading Look! What can you see in the picture? (出示第一幅图) What else can you see? (设计意图：通过观察和谈论图片，激活和提供必要的背景知识，激发学生的阅读兴 趣和动机。） Show the students the last picture of the text. What do you want to know about the story?(出示另一幅图，图旁散落 who, how, where, what 等词，帮助学生进行提 问。) (设计意图：通过预测故事，进一步激发阅读兴趣。） Step While-reading Watch the video, try to find the answers (设计意图：老师配图讲述故事梗概，学生从中了解故事大意， ） Read and choose. 1. One day, a dog was _ in the city park. A, taking a walk B, taking a run 2. He saw a _ in the grass. A, rock B, bone 2. He was very _. A, happy B, surprised (设计意图:通过单项选择题的练习,加深学生对文本的理解.) Read and match (设计意图:让学生进行三幅图的图文匹配,使学生加深对文本的理解.并处理文 本中出现的生词,配图释义.) Read picture 5-6 carefully and underline the answers. 1. What did the dog see? 2. What did the dog think? 3. What did the dog do? (设计意图: 引导学生仔细阅读，关注细节信息，进一步理解故事。) Talk about yourself If you were the dog, what would you do? (设计意图:给学生提供一个机会，学生结合生活实际，灵活运用自己的英语知 识储备发表见解, 也了增加故事课的趣味性。) Group work: Read the whole story and order the sentences. (设计意图: 学生个体通读故事，再次完整感受故事。小组合作进行故事排序， 梳理故事脉络，加深故事理解。孩子们动手进行排序贴条，增加孩子兴趣。) Step Post-reading 1. Retell the story. （设计意图：老师带领学生们一起复述一遍故事，帮助学生更好的理解故事。) 2. Guess the meaning （设计意图:让学生体会最后一句情感，把握文章寓意。 ） 3. Homework 1. Retell the story to your friends. 2. Please write your own feeling about this story. 3. Remember three famous sentences from the bones.（记三条积分板上的谚语） (设计意图：学生通过谈论小狗追求更大骨头这一行为，让学生更深一步的进行 思考。可以赞同，也可以否定，不同的学生得到不同的收获，并把故事讲述给 自己的朋友。让学生基于兴趣写故事对自己的启发，激发学生写作兴趣，锻炼 写作能力。)
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