教学设计绘本阅读小学英语

AlfSavestheDay绘本阅读课教学设计Step1：导入T：Therearesomesportsclubsinourschool.Whatsportsdoyoulike?S1:Ilikebasketball.T:Areyougoodatit?S2:Ilikefootball.T:Whatclubwouldyouliketojoin?I’dliketojointhefootballclub.T:Well.ThereisaboycalledAlf.Heisatthesameageasyou.Helovesfootballtoo.Doyouwanttoknowsomethingabouthim?S1:Whatclubwouldheliketojoin?S2:Ishegoodatfootball?T:Goodquesitions.Todaylet’slearnastoryaboutAlfandhisfootballAlfSavestheDay.【设计意图】教师导入绘本阅读时通过与学生自由交谈爱好的运动以及是否擅长运动等导入本课话题，调动学生兴趣。又通过出示人物后让学生了解Alf,自主提问题的方式让学生的思维活跃起来，促成阅读好奇心和阅读动机。这对于绘本阅读来说是重要的开端。Step2读封面。T:class，pleaselookatthecoverofthebook.It’sbeautiful.Let’sreadthetitle.Whoisthewriter?Whatcanyousee?Yes,aboyinblueandwhite;apairofshoesisonhisshoulder;andafootballinhishands.Whatelsecanyoutellme?Well,he’sveryhappy.Sowhyishesohappy?Helikefootball?Maybe.Hecanplayfootball?maybe.【设计意图】绘本的特点就是课本以大量图片为主体，辅以文字，以便于孩子们可以很好的观察图片来了解故事的大意。而每本绘本的封面，是引导孩子阅读兴趣及思维活动的关键。在此，老师领着同学们探讨封面并了解作者信息。页充分了激发了孩子的思维活动，调动了他们的积极性。Step3：片段阅读1T:Openyourbook，lookatpage1，readitquickly，answerthequestion——DoesAlflikefootball？S:Yes，hedoes.T:Whatdoeshelikeaboutfootball?S:Helovesevethingaboutfootball.T:lookatthetwowords”football””everything”,What’sthefeature?Theyarecomposedbyfoot+ballevery+thing.T:WeknowAlflovedfootballverymuch.NowpleasereadfromPage2toPage7.Latertellmehowhelikesfootball.Ss:readloudlybythemselves.S1:Heloveddrawingfootballpictures.S2:Helovedwritingfootballstories.S3:Helovedwatchingfootballontelevision.S4:Helovedgoingtofootballmatches.T:Thenwhatdoyoulove?Football,basketball…S5:Iloveplayingbasketball.T:Thendoyoulovedrawingbasketballpicturesandwritingbasketballstories?S5:No,Idon’t.T:Thendoyoulovewatchingbasketballontelevisionandgoingtobasketballmatches?S5:Yes,Ido.T:Soyousee,Alfiscrazyaboutfootball.Butcanhejointheclub?BeforeweknowwhatishappeningtoAlf,let’slearnsometechniquesaboutfootball.【设计意图】片段阅读有利于学生在把握故事脉络与结构的过程中学习语言知识。提出问题，让学生带着问题去阅读，然后通过回答问题，理解了主人公Alf对足球的热爱，同时学生也练习了“lovedoingsomething”的句型。老师还可以及时地把问题拉近学生自身，让孩子们谈论他们喜欢什么球类，然后再巧妙地联结到第二个片段。Step4：片段阅读21．词汇准备T:Inthefootballmatch,whattechniquesdoyouknow?学生用中文说：运球、传球、射球、顶球，教师顺势用英文说“dribbling,passing,shooting,heading”并把这些纸质图片贴在黑板上，然后教学生学习朗读，接下来老师先自己做示范，告诉同学们“I’mgoodatshooting.Whataboutyou?”让学生用“begoodat”说自己或者其他同学擅长做什么。S1:I’mgoodatpassingtheball.S2:ShenBinisgoodatdribbling.S3:LiMengisgoodatshooting.S4:I’mgoodatheading.S5:I’mnotgoodatshooting.【设计意图】学生在讨论自己熟悉的运动中学习英文的表达，教师顺势让学生自己说是否擅长于这些技术。因为女生可能不太擅长踢足球，考虑到这一点，老师提前做好了ppt，让学生有依可说。生词的引入显得自然、流畅，学生一边表达自我，一边学习短语。这样避免了阅读前生词介绍的不自然，也避免了打断阅读理解的思维逻辑，并能够在语境中学习和使用生词。2．提问引领T:Now,pleasereadfromPage8toPage13.Andfindtheanswer——Whatwasn’tAlfgoodat?S1:Alfwasn’tgoodatdribbling.S2:Alfwasn’tgoodatpassing.S3:Alfwasn’tgoodatshooting.S4:Alfwasn’tgoodatheading.T:Yes!Alfwasjustnogoodatfootball.Howdidhefeel?Ss:Hefeltverysad.T:Iamnogoodatshooting,butgoodatheading,whataboutyou?Nowtellmewhatyouaregoodatandwhatyouarenotgoodat?S5:Iamnotgoodatdribbling,butIamgoodatpassing.S6:...【设计意图】问题是做好的老师，教师通过提问，让学生用快速了解了故事的走向，还用问答的方式让学生用英语表述了一遍，既练习了生词，又理解了文本。教师还可以适当地衔接到学生自身的实际情况，让学生重复表达这些话语。达到学以致用的效果。3．推断交流T:WhatwillAlfdoifhewantstojointheclub?Doyouthinkhewillgiveup?S:Hewon’t,becausehelikesfootballsomuch.S:Hewillgiveup,becauseafterallhewon’tbeacceptedbytheclub.S:Hecanjointheclub,becausehecandootherthingsfortheclub.T:Forexample…S:Forexample,hecanbringthingstotheclubforthemembers.【设计意图】片段阅读的要领是用问题把每一个片段接续起来。教师通过问问题，与同学交流，让学生对故事情节充满了想象力和好奇心，然后再带着强烈的动机往下阅读。老师适时的提问，让孩子的小脑袋快速的转动，适时的进行情感教育。Step5：片段阅读3T:OK,letmetellyou.SomethinghappenedanditchangedAlf’ssituation.He’snotsadanymore.Doyouwanttoknowwhy?Ss:Yes!T:ReadandtellmewhathappenedtoAlf.T:Nowreadtogether!Ss:（学生群读）Alfwenttowatchthefootballmatch.Suddenly,Alfshouted,“lookout!”Alfjumpedupintheair…andmakeaverygoodsave!Allthechildrencheered.Thefootballplayercheered.Thefootballcoachcheered.Thedinnerladycheered.“Goodsave!Goodsave!Goodsave!”“Whatagoodsave,Alf!”everyonesaid.T:SoWhattechniquesmightAlfbegoodat?S:Itisshooting.S:Itisdribbling.S:Itispassing.S:Itissaving.T:yes，Itissaving!Youareright!【设计意图】片段阅读的另一要领就是教师对学生情感的引领，让学生边读、边思、边说,这样非常有助于学生深刻地理解故事，并从中习得语言。Step6.片段阅读4T:Now,continueandfinishreadingPage20toPage24,whatdoesthecoachdothen?Youcanreadaloudbyyourself.S:Thecoachgaveaverydifficlitshot，andothershots.T:HowdoesAlfdo？Yes，Hesavedalltheball.Nowheisagoodgoalkeeper.Finallyhewasgoodatplayingfootball.IfeelhappyforAlf.Whataboutyou?Doyoufeelhappy?Ss:Yes.【设计意图】片段阅读的实施方法就是多种阅读方法，例如默读、听读、演读、群读、对读和自读等，这些变换方式的阅读有助于学生在阅读中交流，在交流中理解，得到真正阅读的乐趣，同时还练习了语言。Step6：绘本阅读主旨讨论T：class,wehavereadallthebook.Sowhatdoyougetfromthereading?S1:Iknownevergiveup.S2:Tokeeplovingfootball.T:Yes.S3:Keepworkinghard.S4:Keepdreaming.T:Yes!Theonewhocangetthechanceistheonewhocankeeptrying.Doyouandyourfriendshavesimilarstories?S5:Ilikefootballtoo,andIamgoodatshooting.T:Oh,really?Canyousayafewwordsabouthowyouloveit?S5:Ilikefootball.Ilovewatchingfootballmatchesontelevision.Ialsolikegoingtofootballmatches.Icanplayfootballverywell.I‘mnotgoodatdribbling,passing,heading,butIamgoodatshooting.IfeelhappywhenIplayfootballwithmyfriends.T:Greatclass!Iwouldlikeyou