四年級下冊Unit4Atthefarm《多維閱讀》第六級RobberCat教學設計

RobberCat一、教學目標：.能夠在圖片以及上下文的支持下，理解robber,cupboard,sausage,snatch,through,bridge,sack,stay,life,saw,ran,ate,came,shouted,sat,went等這幾個詞的含義。.通過圖片環(huán)游、jigsawreading等形式，了解故事大意。.能夠在worksheet的輔助下，掌握故事細節(jié)。.培養(yǎng)學生關愛動物的情感。.通過AskandAnswer,ProblemSolving提高解決問題的能力。二、教學重點：1各小組在worksheet的輔助下，提取故事信息并進行展示。通過教師問題引導和小組討論，提高解決問題的能力。三、教學難點運用生詞策略，理解故事中的生詞。教學過程教師活動學生活動設計意圖WarmingUp1.Greetings.,sguess.Whatanimalisit?Greetings.Thinkandguess.營造輕松的學習氛圍，激活課

堂，引出話題。Before1.Whatdoyouthinkofcats?Thinkandanswer.通過問題引發(fā)Reading預設：It,sfat.It,s學生思考，激活2.Whataboutthiscat?cute/clever/…學生已有的知識儲備，為故事Look,thinkand中貓的外貌做answer.鋪墊。引出故事預設：Herobbed3.Canyouguesswhatdidhesomefood/clothes.robinthestory?預設：通過封皮，展開4.Whatcanyouseeonthecover?1.Icanseeacat/abigtree/big想象，猜測故事大意。并根據(jù)題目，提出問題，5.What,sthetitleofthestory?house/...依據(jù)問題生成Aclevercat.故事脈絡板書。3.Readthetitle.Anaughtycat.4.WhyisthecatcalledRobberThinkanddiscuss.Cat?Becauseit...板書生成RobberCatWhile1.WhereisRobberCat?Lookandanswer.閱讀策略指導：ReadingIt,sunderthetree.通過圖片，初步了解故事的起

What'swrongwiththecat?Why?Playthetape.板書生成hungryWhatdidhesee?didhedo?Playthetape.Teach“hidinacupboard”Whatdidhesawinthecupboard?Teachsausageswiththepicture.板書生成:snatchWhatdidRobberCatdowhenhefelthungry?Dealwithp6-7and“snatch”.5Q:AfterRobberCatranawaywiththesausages,whathappenedtohim?wasRobberCat'ssecondproblem?Listenandthink預設It,shungry.Listenandread.預設Hesawahouse.Lookandguess.預設Hecameintothehouse.Listenandread.Look,listenanswerHesawsausages.Hewanttoeatthesausages.Listenandread.預設Hewashungrycameback.Workinfour因，聚焦圖片和文本的信息點。通過預測，問答，共同細讀找至Uprobleml和solution1。生詞策略：引導學生通過上下文和圖片的意思猜測生詞的意思。通過細節(jié)，提出問題：這只貓又餓了，它會做什么？引出它遇到的第二個problem及其solution。為接下來的第三個problem及其solution做鋪

didRobberCatdo?8.WherewasRobberCat?Whatdidhewanttodo?:WhatwasRobberCat'sthirdproblem?Read15quickly.4.Whoisthiswoman?Whatdidshesay?Playthetape.WhathappenedtoRobbercat?What,sthesolution?Wherewerethey?WhatdidMollysay/do?Pleaseread15again.1.ReadPP6-7.墊。2.Finishthesecond1.ReadPP6-7.墊。2.Finishthesecond通過閱讀和選lineofthe擇，檢測學生對worksheet故事大意的掌Heatethesausages.握。Hewasinthe通過jigsawwindow.Hewantedreading的方式togetin.細讀貓再次回到屋里并被WorkinfourMolly抓到，在1.ReadPP8-15.到Molly明白這2.Choosethe是一只無家可answer歸的棄貓，再到Molly心生憐SheisMolly.憫，決定收養(yǎng)它Youarethebobber.的過程，體現(xiàn)了Listenandrepeat.她的善良。學生worksheet上選預設Hewascaught擇填空，降低了byMolly.故事難度。Mollywantedtosee通過詢問itshome.RobberCat的生Shewaskind.活這一開放性WhathappenedtoRobberCat?（板書生成該部分的重點詞、詞組）5.RobberCatlivedwithMollyattheendofthestory.PleaseworkinfourdoyouthinkofRobberCat'snewlifeinMolly'shome?B.GiveRobberCatanewnameandtelluswhy.Theywereunderthebridge.Readthestory.Look,listenandrepeat.AnswertheQs.Hehadahappyfamily.Hehadenoughfood.ReadthekeywordsontheblackboardAluckycat.Aclevercat.問題，引發(fā)學生深入地思考高階問題，自己組織語言進行闡述.AfterReading1.Reviewthestory.A.Listenandread.B.Orderthepicturesandretellthestory..Listenandreadthewholestory.Orderthepicturesandretellthestorywiththewordson語音輸入，聽讀故事。通過給圖片排序，提取關鍵信息，根據(jù)板書回顧故事重點環(huán)節(jié)，復述故

What’sthestoryabout?IfyouwereMolly,wouldyoutakeRobberCatbackhome?Why?Buttherearestillmanyhomelesscatsand'savideoatheblackboard.Discussinfour:Thisstoryisabouta市叫流浪）catIwouldtakehim...事。培養(yǎng)學生綜合運用語言的能力。引導學生思考，讓學生明白，動物是人類的朋友，實現(xiàn)關愛動物，人與動物和諧共處的情感目標。Summaryyoulikethisbook