Project-ppt课件-(含教案+视频)-县级公开课-外研版六年级下册（一起）英语(编号：e0244).zip
SpaghettiSpaghetti意大利面意大利面He likes sports. HeHe wantwants s toto bebe justjust likelike dad.dad.（像（像.一样）一样）Just Like DadWhat is the story(故事故事) about?A.What they like.(喜欢喜欢)B.What they do.(做做) C.What they like and what they do.Read the story lowly by yourself and underline the answers.(自己自己小声读小声读短文用短文用横线划出横线划出答案答案)What do they like? My dad likes spaghetti. I really like spaghetti ,too.My dad likes sports.This weekend,he will teach me how to play football.I like sports, too. My dad loves my mom. I love my mom, too.What do they like?Key words“like,love”likeReadingReading tiptip： 阅读小贴士阅读小贴士PayPay attentionattention toto thethe keykey wordswords. .阅读时阅读时要注意要注意关键词关键词 Read the story in pairs and underline the sentences with the actions. (同桌间同桌间大声大声读读短文并短文并用波浪线划用波浪线划出出表示表示 爸爸和儿子的爸爸和儿子的动作动作短语短语)What do they do?doWhat My dad helps me reach things.I help him get things under the table.拿拿My dad drives a big car to work.I drive my small car in the driveway.drivewaydriveway（道路）（道路）My dad works hard in his office.I play with friends.My dad gives me big hugs.I give him little kisses.hugReadingReading tiptip：阅读小贴士阅读小贴士GuessGuess andand understandunderstand thethe newnew wordswords fromfrom thethe pictures.pictures. 结结合合图图片片来来猜猜测测和理解和理解生生词词fixtoolhold My dad fixes broken toys. I hold his tools.修理修理拿拿工具工具 My dad reads the newspaper. I draw pictures for him. When I grow up,I want to be just like Dad.What is the dad like？Hes clever/. cookscleansdoeswatches . . . . . . Just Like MumMy mum is a nice woman, I am a lovely girl.She likes apples, I like bananas. / .she helps me wash trousers, I watch TV. / .When I grow up, I want to be just like mum.Father and mother,I love you!Homework:1.Readthestory2.Writesomethingabout yourfamilylife.1课课 型型: : 阅读课阅读课教教 材材: : 绘本绘本课程名称课程名称: : Just like Dad授课教师授课教师: : 2附儿童绘本故事阅读：Just like dadMy dad is a big man!I am a little boy.My dad helps me reach things.I help him get things under the table.My dad drives a big car to work.I drive my small car in the drivewayMy dad works hard in his office.I play with friends.My dad gives me big hugs.I give him little kisses.My dad fixes broken toys.I hold his tools.My dad likes spaghetti.I really like spaghetti too.My dad reads the newspaper.I draw pictures for him.My dad likes sports. This weekend, he will teach me how to play footbalMy dad loves my mom.I love my mom too.When I grow up,I want to be just like Dad.3教学主线教学主线课前激趣课前激趣, ,以旧引新以旧引新:通过看明星宝宝图调动学生的学习热情,通过复习引出新知识。创设语境，初步感知创设语境，初步感知: :由名人父子导入课文内容，初步了解学习内容，感知目标语句。学习课文，升华文本学习课文，升华文本: :课文的学习，深入了解课文内容，设计语言活动，突破难点。拓展练习，实际运用拓展练习，实际运用: :通过猜一猜，说一说分层设计活动，引导学生用英语 。Homework：读写并行，目的在于以多种形式提高学生的语言综合运用能力。4课题课题Just Like Dad课型定位课型定位阅读课作者及工作单位作者及工作单位桂林市凤集小学 刘倩教材分析教材分析教学内容是绘本故事 Just Like Dad，故事以小男孩的口吻进行讲述，采用第三人称和第一人称对比叙述的方式，内容包括“爸爸”和“我”喜欢的事物、人以及“爸爸”和“我”做的不同的事情，最后小男孩表示：我长大后想要成为像爸爸那样的人。绘本 Just Llike Dad 全文的时态为一般现在时态，里面的词汇 helps，drives，works，gives，fixes，likes，loves 都呈现了动词的第三人称单数形式，以及句型 My dad does，I do等都具有比较明显的一般现在时的特征。本课的主要语言功能是能熟练运用一般现在时态，区分主语是第一人称和第三人称单数时动词的不同形式。并且能联系自身实际，用句式 My dad/mom does. I do说出家庭成员的更多特点来。通过模仿与创造，让学生既能巩固所学语法知识，又能进一步拓展阅读视野。学情分析学情分析本课授课对象为五年级学生，本课的语法点“动词的第三人称单数形式”对学生来说并不构成特别的学习难度。经过三、四年级的系统学习，五年级学生对图画和文字的反应能力增强，他们的分类、联想、类比、提炼能力开始形成，同时，他们的阅读策略又亟待形成。安排这样一个绘本故事，有助于其进一步提高英语思维能力和语言运用能力。 教学设计理念教学设计理念在新课标理念的指导下，本节课在设计时，充分的考虑到了语言的工具性和人文性，让学生学会描述他人的喜好和常做的事，在教学中以任务型教学为主线，以活动为导向，引导学生层层深入的学习课文并拓展实践，突破难点，目的在于培养学生能够用英语做事，整节课将语言的人文性和工具性融合在一起，进一步提高学生的综合语言能力，加强学生的语言素养。教学目标教学目标1. 能熟练运用一般现在时态表达，区分主语是第一人称和第三人称单数时动词的不同形式。2. 能理解整个故事的意思，在阅读中掌握“寻读”“跳读”“重读”等技能，理解父母和孩子之间的爱意表达 Help each other，love each other，do things together.3. 能理解、会读reach things，get things，spaghetti，broken，tools，fix，hug，kiss，drive，really, work hard; 能用句型 My dad does. I do进行模仿和运用表达。语言功能语言功能能熟练运用一般现在时态，区分主语是第一人称和第三人称单数时动词的不同形式。并且能联系自身实际，用句式 My dad/mom does. I do说出家庭成员的更多特点来。学习策略目标学习策略目标通过图文联想的方式认知新学的词汇 spaghetti,reach,hug,kiss,fix,tool.巩固已经学过的 sports.教学资源运用教学资源运用computer、over-head projector、loudspeaker、cards(多媒体辅助教学, 提高课堂效率, 直观呈现教学内容)。5教学重点和难点教学重点和难点1.教学重点：能理解、会读文中生词，掌握基本的单词学习和故事阅读策略，在老师帮助和自己的努力下扫除阅读障碍，理解整个故事的意思，能初步运用正确的语音语调朗读故事。2.教学难点：能够模仿课文进行父母和孩子之间的爱意表达，运用句型 My dad/mom does. I do表达自己和谐有爱的家庭生活。教学过程教学过程6Step 1：Pre-reading1. 师生交谈，活跃课堂氛围T:Hello, boys and girls. Today,I bring a little boy to you .Can you guess “Who is he?”Ss:He is your son.T:Yes,he is my Nuoyi.Is he cute?Yes,he is very cute and he likes eating.He likes eating cake, he likes eating ice cream.And his favourite food is spaghetti.T:Do you know spaghetti? （齐答) 引导到 a kind of noodlesT:用划分音节法教 spaghettiT: He likes eating but hes not fat. Because he likes PPT 出示照片。S: He likes running,riding a bike, swimming. T：running,riding a bike, swimming,we call them sports.（在运用中检测学生对该词的掌握）T:Ok,here is another man.Ss:Nuoyis dad.T:Yes,he is famous actor.Nuoyi loves his dad and he admire his dad,oneday he wants to be just like dad.(出示 just like 中文帮助学生理解)T:Today well learn a story together. What story will we learn? (示意看课题）Ss:Just like dad.T:So from the title, do you know who is in the story?S: A boy and his dad.T 板贴爸爸和儿子两人头像。Step 2 While-reading1.Watch and chooseT: Lets watch the video and choose: What is the story about? （出示 PPT）The story is about:A. What they like(喜欢)B. What they doC. Both A and BT: Maybe you can answer this question.S1: 选 C （引导和学生一起完整说 What they like and what they do）设计意图本课符合故事教学“整体局部整体”的教学理念，进入文本之前就给了学生一个整体感知7的机会，学生通过观看绘本视频，大致了解故事讲了什么内容，然后在老师提供的三个选项中做出选择，这样的活动能锻炼学生的概括和提炼能力，在老师提供的的支架的帮助下，将故事概括为 What do they like?and what do they do?两个问题，为接下去的进一步阅读故事理清了脉络。2. Skip and underlineT: Boys and girls, first we will talk about what they like.I have a reading strategy for you: Read the text quietly and underline the sentences with the key words: like, love. 在学生反馈的过程中, 板书 My dad likes spaghetti， sports， mom ，I really like spaghetti， mom too. 。T：Pay attention to this sentence.引导学生齐读句子My dad likes sports. This weekend, he will teach me how to play football. 带读will/he will teach me, play football/how to play football. We know dad likes sports from this sentence. How do you know“I”like sports too? 出示图片: Look at the picture,maybe the picture can tell you.引导学生观察插图：What do they do? （watch TVa football gamethe boy is happythere are some balls on the floor.) 齐读这两句话，得出结论 I like sports too.设计意图教师和学生一起解决第一个问题 What do they like?然后引导学生到文本中去寻找答案，What does dad like ? What does the little boy like? 在阅读之前，教师提供了一个跳读的策略，请学生寻找“like”，“love”这样的关键词，以便快速捕捉所需信息。在阅读过程中，教师还充分关注了学生 Viewing 的能力。所谓 Viewing 就是读图能力，代表了学生能够将画面转换成语言文字的能力。比如文中虽然没有直接说小男孩也喜欢运动，但是电视机播放的是足球比赛的画面，小男孩和爸爸正在兴奋地观看，地板上放满了各种各样的球，由此我们可以推测出小男孩也喜欢体育运动。这正是画面传递给我们的信息。完成板书后，引导学生一起说They like spaghetti, sports and mom.3. Scanning and underlineT:Following,lets talk about “What do they do?”Read the text in 4-group and underline the actions.And heres another tip.(示意四人小组讨论找出爸爸和孩子各自的动作)Ss：Find the actions helps me reach things help him get thingsdrives a big car drive my small carworks hard play with friendsgives me big hugs give him little kissesfixes broken toys hold his toolsreads the newspaper draw picturesT：学生边说边贴词条。Now，lets watch it one by one.第一幅图用教师动作使学生明白“reach”意思。第二幅图用上构词法讲解“driveway”。第四幅图用肢体语言理解“hug”“kiss”。第五幅图图文并茂教授“fix”“hold”“tool”Ss(在师带领下齐读)六组句子。8设计意图阅读的过程中除了要捕获信息，理解文字之外，还要培养学生的自主阅读能力。生在这一过程中会遇到不认识的单词和不熟悉的表达，小组合作正是给了他们一个互相学习的机会，有的可以根据图片猜测意思，有的可以通过组内成员互学的方式得以解决。最后通过四人小组合作精读短文解决教师提出的问题，教师通过学生的反馈迅速把重点词组一目了然贴在黑板上，学生又可以根据教师的板书来了解课文大意。最后教师提出父子间的爱表达方式可以是 help each other。让学生学会感恩自己的父母为自己所做的一切。4.Listen and repeatStep 3. Post-reading 1.情意提升T: The little boy says: When I grow up,I want to be just like Dad. Why does he say that? What does he want to do when he grow up?(引导到爸爸做的事情上，理解父爱) 学生自由答。T:Love each other, help each other, do things together. Thats called a family, 解读 family 之意（family means father and mother, I love you）。设计意图 情意目标不应该成为空洞的口号，或者固定的标签，而是应该在学生理解语言文字的基础上，还是从回到文本去，从文中人物说的话，做的事情上去感受父爱和母爱。教师把文末的最后一句话提出来进行咀嚼：为什么小男孩长大后想成为爸爸那样的人呢？他想成为爸爸那样的人，说明他长大后想做什么事情？这些问题学生都可以利用文本的语言和自己的生活体验去交流、去评论，只有这样，学生才能真正体会到英语阅读的乐趣，体会到故事传达给我们的意义。2. 文本补白T: We know what the boy and his dad do, but wheres mom? We didnt see mom in the story. Please guess, what does the boys mom do? Use the notes on the blackboard and also your imagination to talk !S1: His mom cooks spaghetti.S2: His mom watches TV with them.S3: His mom loves them.设计意图“文本补白”是指充分利用文本留白，创设情境，给予学生想象的时间与空间，走进文本，超越文本的教学活动。教师利用文本的留白“妈妈”没有出现在故事中，引导孩子们想象，如果妈妈出现在故事中，她会做什么呢？孩子们进行发掘和填补这些“空白”的过程就是对文本进行了再一次的创造。这样的教学活动不但激发了学生的创新意识，培养了学生的创新精神，更重要的是拓宽了学生创新思维的发展空间。当我们引导学生在课文中的隐含处、矛盾处、结尾处捕捉到“适度留白”后，就应当鼓励他们大胆地多角度去想象，及时地挖掘、填补这些艺术的空白。3. 写自己的故事T：Do you like the story? Lets make a new one. 出示一个教师例子 Just Like MumMy mum is a nice woman,I am a lovely girl.My mum likes apples,I like bananas.My mum cooks noodles,I watch TV.My mum cleans the room,I wash my trousers.I love my mum,oneday I want to be just like mum.9 设计意图 我们在学习完一篇故事的时候，要让学生来总结一下对这个故事学习的感受。行之有效的方法有：复述、改写或续写原文的内容。通过这些活动，我们不仅可以评定学生对这个故事的掌握程度，还拓展了学生的思维，增强了学生的语用能力，让学生真正做到活学活用。Step 4 Homework1.Read the story: Just Like Dad.2.Write something about your family life.板书设计板书设计 Just Like Dad My dad likes . I really like too. helps me reach things help him get things drives a big car drive my small car works hard play with friends gives me big hugs give him little kisses fixes broken toys hold his tools reads the newspaper draw pictures
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SpaghettiSpaghetti意大利面意大利面He likes sports. HeHe wantwants s toto bebe justjust likelike dad.dad.（像（像.一样）一样）Just Like DadWhat is the story(故事故事) about?A.What they like.(喜欢喜欢)B.What they do.(做做) C.What they like and what they do.Read the story lowly by yourself and underline the answers.(自己自己小声读小声读短文用短文用横线划出横线划出答案答案)What do they like? My dad likes spaghetti. I really like spaghetti ,too.My dad likes sports.This weekend,he will teach me how to play football.I like sports, too. My dad loves my mom. I love my mom, too.What do they like?Key words“like,love”likeReadingReading tiptip： 阅读小贴士阅读小贴士PayPay attentionattention toto thethe keykey wordswords. .阅读时阅读时要注意要注意关键词关键词 Read the story in pairs and underline the sentences with the actions. (同桌间同桌间大声大声读读短文并短文并用波浪线划用波浪线划出出表示表示 爸爸和儿子的爸爸和儿子的动作动作短语短语)What do they do?doWhat My dad helps me reach things.I help him get things under the table.拿拿My dad drives a big car to work.I drive my small car in the driveway.drivewaydriveway（道路）（道路）My dad works hard in his office.I play with friends.My dad gives me big hugs.I give him little kisses.hugReadingReading tiptip：阅读小贴士阅读小贴士GuessGuess andand understandunderstand thethe newnew wordswords fromfrom thethe pictures.pictures. 结结合合图图片片来来猜猜测测和理解和理解生生词词fixtoolhold My dad fixes broken toys. I hold his tools.修理修理拿拿工具工具 My dad reads the newspaper. I draw pictures for him. When I grow up,I want to be just like Dad.What is the dad like？Hes clever/. cookscleansdoeswatches . . . . . . Just Like MumMy mum is a nice woman, I am a lovely girl.She likes apples, I like bananas. / .she helps me wash trousers, I watch TV. / .When I grow up, I want to be just like mum.Father and mother,I love you!Homework:1.Readthestory2.Writesomethingabout yourfamilylife.1课课 型型: : 阅读课阅读课教教 材材: : 绘本绘本课程名称课程名称: : Just like Dad授课教师授课教师: : 2附儿童绘本故事阅读：Just like dadMy dad is a big man!I am a little boy.My dad helps me reach things.I help him get things under the table.My dad drives a big car to work.I drive my small car in the drivewayMy dad works hard in his office.I play with friends.My dad gives me big hugs.I give him little kisses.My dad fixes broken toys.I hold his tools.My dad likes spaghetti.I really like spaghetti too.My dad reads the newspaper.I draw pictures for him.My dad likes sports. This weekend, he will teach me how to play footbalMy dad loves my mom.I love my mom too.When I grow up,I want to be just like Dad.3教学主线教学主线课前激趣课前激趣, ,以旧引新以旧引新:通过看明星宝宝图调动学生的学习热情,通过复习引出新知识。创设语境，初步感知创设语境，初步感知: :由名人父子导入课文内容，初步了解学习内容，感知目标语句。学习课文，升华文本学习课文，升华文本: :课文的学习，深入了解课文内容，设计语言活动，突破难点。拓展练习，实际运用拓展练习，实际运用: :通过猜一猜，说一说分层设计活动，引导学生用英语 。Homework：读写并行，目的在于以多种形式提高学生的语言综合运用能力。4课题课题Just Like Dad课型定位课型定位阅读课作者及工作单位作者及工作单位桂林市凤集小学 刘倩教材分析教材分析教学内容是绘本故事 Just Like Dad，故事以小男孩的口吻进行讲述，采用第三人称和第一人称对比叙述的方式，内容包括“爸爸”和“我”喜欢的事物、人以及“爸爸”和“我”做的不同的事情，最后小男孩表示：我长大后想要成为像爸爸那样的人。绘本 Just Llike Dad 全文的时态为一般现在时态，里面的词汇 helps，drives，works，gives，fixes，likes，loves 都呈现了动词的第三人称单数形式，以及句型 My dad does，I do等都具有比较明显的一般现在时的特征。本课的主要语言功能是能熟练运用一般现在时态，区分主语是第一人称和第三人称单数时动词的不同形式。并且能联系自身实际，用句式 My dad/mom does. I do说出家庭成员的更多特点来。通过模仿与创造，让学生既能巩固所学语法知识，又能进一步拓展阅读视野。学情分析学情分析本课授课对象为五年级学生，本课的语法点“动词的第三人称单数形式”对学生来说并不构成特别的学习难度。经过三、四年级的系统学习，五年级学生对图画和文字的反应能力增强，他们的分类、联想、类比、提炼能力开始形成，同时，他们的阅读策略又亟待形成。安排这样一个绘本故事，有助于其进一步提高英语思维能力和语言运用能力。 教学设计理念教学设计理念在新课标理念的指导下，本节课在设计时，充分的考虑到了语言的工具性和人文性，让学生学会描述他人的喜好和常做的事，在教学中以任务型教学为主线，以活动为导向，引导学生层层深入的学习课文并拓展实践，突破难点，目的在于培养学生能够用英语做事，整节课将语言的人文性和工具性融合在一起，进一步提高学生的综合语言能力，加强学生的语言素养。教学目标教学目标1. 能熟练运用一般现在时态表达，区分主语是第一人称和第三人称单数时动词的不同形式。2. 能理解整个故事的意思，在阅读中掌握“寻读”“跳读”“重读”等技能，理解父母和孩子之间的爱意表达 Help each other，love each other，do things together.3. 能理解、会读reach things，get things，spaghetti，broken，tools，fix，hug，kiss，drive，really, work hard; 能用句型 My dad does. I do进行模仿和运用表达。语言功能语言功能能熟练运用一般现在时态，区分主语是第一人称和第三人称单数时动词的不同形式。并且能联系自身实际，用句式 My dad/mom does. I do说出家庭成员的更多特点来。学习策略目标学习策略目标通过图文联想的方式认知新学的词汇 spaghetti,reach,hug,kiss,fix,tool.巩固已经学过的 sports.教学资源运用教学资源运用computer、over-head projector、loudspeaker、cards(多媒体辅助教学, 提高课堂效率, 直观呈现教学内容)。5教学重点和难点教学重点和难点1.教学重点：能理解、会读文中生词，掌握基本的单词学习和故事阅读策略，在老师帮助和自己的努力下扫除阅读障碍，理解整个故事的意思，能初步运用正确的语音语调朗读故事。2.教学难点：能够模仿课文进行父母和孩子之间的爱意表达，运用句型 My dad/mom does. I do表达自己和谐有爱的家庭生活。教学过程教学过程6Step 1：Pre-reading1. 师生交谈，活跃课堂氛围T:Hello, boys and girls. Today,I bring a little boy to you .Can you guess “Who is he?”Ss:He is your son.T:Yes,he is my Nuoyi.Is he cute?Yes,he is very cute and he likes eating.He likes eating cake, he likes eating ice cream.And his favourite food is spaghetti.T:Do you know spaghetti? （齐答) 引导到 a kind of noodlesT:用划分音节法教 spaghettiT: He likes eating but hes not fat. Because he likes PPT 出示照片。S: He likes running,riding a bike, swimming. T：running,riding a bike, swimming,we call them sports.（在运用中检测学生对该词的掌握）T:Ok,here is another man.Ss:Nuoyis dad.T:Yes,he is famous actor.Nuoyi loves his dad and he admire his dad,oneday he wants to be just like dad.(出示 just like 中文帮助学生理解)T:Today well learn a story together. What story will we learn? (示意看课题）Ss:Just like dad.T:So from the title, do you know who is in the story?S: A boy and his dad.T 板贴爸爸和儿子两人头像。Step 2 While-reading1.Watch and chooseT: Lets watch the video and choose: What is the story about? （出示 PPT）The story is about:A. What they like(喜欢)B. What they doC. Both A and BT: Maybe you can answer this question.S1: 选 C （引导和学生一起完整说 What they like and what they do）设计意图本课符合故事教学“整体局部整体”的教学理念，进入文本之前就给了学生一个整体感知7的机会，学生通过观看绘本视频，大致了解故事讲了什么内容，然后在老师提供的三个选项中做出选择，这样的活动能锻炼学生的概括和提炼能力，在老师提供的的支架的帮助下，将故事概括为 What do they like?and what do they do?两个问题，为接下去的进一步阅读故事理清了脉络。2. Skip and underlineT: Boys and girls, first we will talk about what they like.I have a reading strategy for you: Read the text quietly and underline the sentences with the key words: like, love. 在学生反馈的过程中, 板书 My dad likes spaghetti， sports， mom ，I really like spaghetti， mom too. 。T：Pay attention to this sentence.引导学生齐读句子My dad likes sports. This weekend, he will teach me how to play football. 带读will/he will teach me, play football/how to play football. We know dad likes sports from this sentence. How do you know“I”like sports too? 出示图片: Look at the picture,maybe the picture can tell you.引导学生观察插图：What do they do? （watch TVa football gamethe boy is happythere are some balls on the floor.) 齐读这两句话，得出结论 I like sports too.设计意图教师和学生一起解决第一个问题 What do they like?然后引导学生到文本中去寻找答案，What does dad like ? What does the little boy like? 在阅读之前，教师提供了一个跳读的策略，请学生寻找“like”，“love”这样的关键词，以便快速捕捉所需信息。在阅读过程中，教师还充分关注了学生 Viewing 的能力。所谓 Viewing 就是读图能力，代表了学生能够将画面转换成语言文字的能力。比如文中虽然没有直接说小男孩也喜欢运动，但是电视机播放的是足球比赛的画面，小男孩和爸爸正在兴奋地观看，地板上放满了各种各样的球，由此我们可以推测出小男孩也喜欢体育运动。这正是画面传递给我们的信息。完成板书后，引导学生一起说They like spaghetti, sports and mom.3. Scanning and underlineT:Following,lets talk about “What do they do?”Read the text in 4-group and underline the actions.And heres another tip.(示意四人小组讨论找出爸爸和孩子各自的动作)Ss：Find the actions helps me reach things help him get thingsdrives a big car drive my small carworks hard play with friendsgives me big hugs give him little kissesfixes broken toys hold his toolsreads the newspaper draw picturesT：学生边说边贴词条。Now，lets watch it one by one.第一幅图用教师动作使学生明白“reach”意思。第二幅图用上构词法讲解“driveway”。第四幅图用肢体语言理解“hug”“kiss”。第五幅图图文并茂教授“fix”“hold”“tool”Ss(在师带领下齐读)六组句子。8设计意图阅读的过程中除了要捕获信息，理解文字之外，还要培养学生的自主阅读能力。生在这一过程中会遇到不认识的单词和不熟悉的表达，小组合作正是给了他们一个互相学习的机会，有的可以根据图片猜测意思，有的可以通过组内成员互学的方式得以解决。最后通过四人小组合作精读短文解决教师提出的问题，教师通过学生的反馈迅速把重点词组一目了然贴在黑板上，学生又可以根据教师的板书来了解课文大意。最后教师提出父子间的爱表达方式可以是 help each other。让学生学会感恩自己的父母为自己所做的一切。4.Listen and repeatStep 3. Post-reading 1.情意提升T: The little boy says: When I grow up,I want to be just like Dad. Why does he say that? What does he want to do when he grow up?(引导到爸爸做的事情上，理解父爱) 学生自由答。T:Love each other, help each other, do things together. Thats called a family, 解读 family 之意（family means father and mother, I love you）。设计意图 情意目标不应该成为空洞的口号，或者固定的标签，而是应该在学生理解语言文字的基础上，还是从回到文本去，从文中人物说的话，做的事情上去感受父爱和母爱。教师把文末的最后一句话提出来进行咀嚼：为什么小男孩长大后想成为爸爸那样的人呢？他想成为爸爸那样的人，说明他长大后想做什么事情？这些问题学生都可以利用文本的语言和自己的生活体验去交流、去评论，只有这样，学生才能真正体会到英语阅读的乐趣，体会到故事传达给我们的意义。2. 文本补白T: We know what the boy and his dad do, but wheres mom? We didnt see mom in the story. Please guess, what does the boys mom do? Use the notes on the blackboard and also your imagination to talk !S1: His mom cooks spaghetti.S2: His mom watches TV with them.S3: His mom loves them.设计意图“文本补白”是指充分利用文本留白，创设情境，给予学生想象的时间与空间，走进文本，超越文本的教学活动。教师利用文本的留白“妈妈”没有出现在故事中，引导孩子们想象，如果妈妈出现在故事中，她会做什么呢？孩子们进行发掘和填补这些“空白”的过程就是对文本进行了再一次的创造。这样的教学活动不但激发了学生的创新意识，培养了学生的创新精神，更重要的是拓宽了学生创新思维的发展空间。当我们引导学生在课文中的隐含处、矛盾处、结尾处捕捉到“适度留白”后，就应当鼓励他们大胆地多角度去想象，及时地挖掘、填补这些艺术的空白。3. 写自己的故事T：Do you like the story? Lets make a new one. 出示一个教师例子 Just Like MumMy mum is a nice woman,I am a lovely girl.My mum likes apples,I like bananas.My mum cooks noodles,I watch TV.My mum cleans the room,I wash my trousers.I love my mum,oneday I want to be just like mum.9 设计意图 我们在学习完一篇故事的时候，要让学生来总结一下对这个故事学习的感受。行之有效的方法有：复述、改写或续写原文的内容。通过这些活动，我们不仅可以评定学生对这个故事的掌握程度，还拓展了学生的思维，增强了学生的语用能力，让学生真正做到活学活用。Step 4 Homework1.Read the story: Just Like Dad.2.Write something about your family life.板书设计板书设计 Just Like Dad My dad likes . I really like too. helps me reach things help him get things drives a big car drive my small car works hard play with friends gives me big hugs give him little kisses fixes broken toys hold his tools reads the newspaper draw pictures
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