北师大版（三起）五上Unit 2 Animals-Lesson 6 Round up.-教案、教学设计-公开课-(配套课件编号：d0704).docx

1、Lesson planning Teaching contents The Foolish Fox (Grade 5) This story is adapted from the famous story The Foolish Fox which is an interesting story. The Fox in the story is quite different from the foxes we know before. Past tense of verbs which are learned in the former units are used in the stor

2、y. The focus is on the understanding of the character rather than the words themselves. Teaching aims and learning objectives 1. (Knowledge aims) By the end of this lesson, students will be able to know the past tense of several words: was/ were/ dug/ took/said. 2. (Skills aims) Students will be abl

3、e to (a) employ skimming and scanning method to read consciously and get the way of reading fables or fairy tales. (b) put forward reasonable questions and give reasonable judgments based on facts. 3. (Emotions aims) Get the idea that no pains, no gains. If we want something, we should try to get it

4、 ourselves. 4. (Core qualities aims) use reading strategies (scanning, skimming, Processing information, etc) in reading, developing their abilities and interests in various kinds of reading and broaden their horizon and deepen their literary accomplishment. Teaching focus 1. To understand the why t

5、he sheep choose a certain seeds to plant. 2. To get the idea that no pains, no gains. If we want something, we should try to get it ourselves. Predicted area of difficulty To employ skimming and scanning method to read consciously and get the way of reading fables or fairy tales. Teaching aids Muti-

6、media, Cards Teaching procedures 1 Step 1 Pre-story activities 1. Brainstorming: T guides students to brainstorm some information about farm. T: What can you see on the farm S: I can see 【设计意图【设计意图：头脑风暴头脑风暴，引出话题引出话题。通过通过头脑风暴头脑风暴，激发学生说出学习过的知识和已有经验激发学生说出学习过的知识和已有经验， 带学生逐步走进英语学习状态，带学生逐步走进英语学习状态，引导学生说出部

7、分学习过的农场食物引导学生说出部分学习过的农场食物。 】 2. Lead in: T presents carrots, turnips and corn. T: What color are carrots S: T: The top parts are and the bottom parts are T: Which part is the food? S: 【设计意图【设计意图： 呈现词汇呈现词汇 ， 扫清障碍扫清障碍。 引入故事中引入故事中影响学生理解的主要词汇影响学生理解的主要词汇 top/ bottom part of the food; turnip and corn.并且利用

8、自然拼读法用旧词带入新词教授发音，鼓励学生自己拼读并且利用自然拼读法用旧词带入新词教授发音，鼓励学生自己拼读。 】 2. Free talk: T presents Fox and his farm. T: What do you think of Fox? Why is there nothing on the farm? S: 【设计意图：【设计意图： 猜测故事猜测故事，激发兴趣激发兴趣。引导学生说出对狐狸的印象，讨论为什么狐狸的地是引导学生说出对狐狸的印象，讨论为什么狐狸的地是 空的，带着疑问和猜测进入故事，激发学生的阅读兴趣空的，带着疑问和猜测进入故事，激发学生的阅读兴趣。 】 Ste

9、p2 While-story activities 1. Listen and answer: T guides students to listen for certain information. 2 T: Why is there nothing on the land? 2. Try to read: T introduces some verbs of past tense. T: Here are some words used in the story. Lets read and chant together. 3. Read and answer: Students read

10、 Part1 for specific information. Q1: Why did Sheep farm the land for Fox? (Because they can keep part of the food.) Q2: What did Sheep plant the first year? Why? ( Corn. Because they can keep top part of the food.) Q3: What else can the sheep plant? Tomatoes or Peanuts? Why? ( Wheat. Because the top

11、 part of tomato is food) 【设计意图：【设计意图：问题引领问题引领，激发思考激发思考。学生通过对问题的解答，层层推荐对故事的理解学生通过对问题的解答，层层推荐对故事的理解】 4. Think and guess: T: If you are the Fox, What will you do next year? 3 5. Think and guess: Q1: What did the sheep plant next year? Why? （P10-14） Q2: What else can the sheep plant? Wheat or potatoes?

12、Why? ( Wheat. Because the bottom part of potato is food) 【设计意图：【设计意图：循序渐进，层层追问。循序渐进，层层追问。用层层追问的方式，抓住学生的注意力，梳理故事发用层层追问的方式，抓住学生的注意力，梳理故事发 生的前因后果生的前因后果。 】 6. Think and say: T: How do you think of the fox now? What about the sheep? S: The fox is foolish and lazy. The sheep is clever and hardworking T: W

13、hat can you say to Fox? S: Dont be lazy. If you want food, farm the land yourself. Be hardworking. 【设计意图【设计意图：对比总结对比总结，情感提升情感提升。通过对比故事中的两个主人公通过对比故事中的两个主人公，引导学生进行经验总引导学生进行经验总 结：要想有收获，需要自己付出努力结：要想有收获，需要自己付出努力。 】 Step 3 Post-story activities 1.Name the story: Students give the story a name. T: Can you

14、give a name to the story? 4 【设计意图：【设计意图：展开联想展开联想，总结概括总结概括。绘本原来的题目被隐去。学生通过对于故事的理解，绘本原来的题目被隐去。学生通过对于故事的理解， 给故事一个新标题给故事一个新标题。 】 2. Listen and imitate: Students read after the tape. T: Lets read the whole story together. 【设计意图：【设计意图：通篇朗读通篇朗读，加深理解加深理解。学生学生通篇跟录音朗读加深对故事的理解通篇跟录音朗读加深对故事的理解。 】 3. Fill in the

15、blanks: T guides students to retell the story by filling in the blanks. T:You know the story now. Can you choose the words to fill in the blank? 【设计意图：【设计意图：总结概括，提升表达。总结概括，提升表达。学生通过学生通过选词填空选词填空进行复述，发展他们逻辑思维和综进行复述，发展他们逻辑思维和综 合表达的能力合表达的能力。 】 Step4 Conclusion and assignments T guides the students to re

16、ad the cover together. Get the students know about the author and illustrator of the picture book and recommend more books to read. 1. Share the story with your friends. 2. Try to find more books to read. 【设计意图：【设计意图：乐学善学，学会学习乐学善学，学会学习。两项作业：。两项作业：分享分享和阅读。和阅读。鼓励学生把故事讲给周围的人鼓励学生把故事讲给周围的人 听听，推荐更多的故事给学生阅读，拓展，推荐更多的故事给学生阅读，拓展。 】 5 6 Board design