LittleZoeLookingforMum繪本教學(xué)（教案）譯林版英語(yǔ)四年級(jí)上冊(cè)

教學(xué)主題繪本教學(xué)教學(xué)內(nèi)容LittleZoeLookingforMum年級(jí)四年級(jí)教師***教學(xué)內(nèi)容與學(xué)情分析這是一篇繪本閱讀材料。主人公是一只叫做Zoe的兔子，她從未見(jiàn)過(guò)自己的媽媽?zhuān)谑钦罩八臈l腿、短尾巴、長(zhǎng)耳朵、紅眼睛”的特征來(lái)找媽媽?zhuān)群笤?xún)問(wèn)了企鵝、斑馬、烏龜以及狗，是否是自己的媽媽?zhuān)玫降拇鸢付际欠穸ǖ?，在她傷心之時(shí)，一只熊出現(xiàn)了，雖然Zoe知道她不是自己的媽媽?zhuān)艿膿肀?、陪伴和?ài)讓Zoe感受到母親般的溫暖，她將熊當(dāng)作自己的媽媽?zhuān)⒑托軏寢屢黄饘⑦@份愛(ài)給與了更多孤獨(dú)的動(dòng)物。故事中主要句型為Areyou...?Canyou....?Youhave...以及動(dòng)詞的第三人稱(chēng)單數(shù)，授課對(duì)象是四年級(jí)學(xué)生，前三種句型他們都學(xué)過(guò)，雖然第三人稱(chēng)單數(shù)沒(méi)有正式學(xué)習(xí)過(guò)，但這對(duì)于句子的理解并不會(huì)造成困難。小時(shí)候聽(tīng)過(guò)的小蝌蚪找媽媽的故事，與此篇故事的部分情節(jié)有異曲同工之處，配上繪本精美的插圖，故事理解起來(lái)比較容易。教學(xué)目標(biāo)理解并正確讀出penguin,zebra,tortoise等生詞。讀懂故事，有感情地朗讀這個(gè)故事。用sbhas/can...轉(zhuǎn)換故事中的信息。明白、感悟“愛(ài)”的含義。教學(xué)重難點(diǎn)重點(diǎn)：目標(biāo)2、3、4。難點(diǎn)：目標(biāo)3、4。教學(xué)準(zhǔn)備PPT，單詞卡，句子卡教學(xué)步驟教師活動(dòng)學(xué)生活動(dòng)設(shè)計(jì)意圖Step1Prereading5Warmup.Enjoyasong.Freetalk.What’sthesongabout?Doyoulikeanimals?Let’sguess:Whatanimalisit?Itisbrown.Ithasblackeyes.Itlikesbananas.Whatisit?Itiswhite.Ithasfourlegs.Ithasashorttail.Ithaslongearsandredeyes.Whatisit?Whatdoesitlike?Lookandsay.Today,we’llreadapicturebookaboutrabbits.Lookatthecover.Whatcanyouknowfromit?Whydoesshewanttofindhermum?T:Sheislonelyandshewantslove.Warmup.Enjoyasong.Freetalk.It’saboutanimals.Yes,Ido.Let’sguess.Itisamonkey.Itisarabbit.Carrots.Lookandsay.Iknow...以學(xué)生熟悉的話(huà)題開(kāi)場(chǎng)，可以讓他們放松下來(lái)。接下來(lái)有關(guān)動(dòng)物的猜謎不僅活躍了課堂氣氛，而且相關(guān)的身體部位詞匯可以為繪本閱讀做鋪墊。學(xué)生對(duì)主人公心情和遭遇的猜測(cè)激發(fā)了他們的閱讀興趣，同時(shí)也是一種情感的鋪墊。通過(guò)觀(guān)察封面，學(xué)生能獲取一些有關(guān)故事的信息，不僅可以激發(fā)學(xué)生的閱讀興趣也有利于其閱讀策略的形成。Step2Whilereading(30)Fastreading.DoesZoefindhermum?Whatanimalsdoesshemeet?Detailedreading.ReadP67andanswer:WhyisthepenguinnotZoe’smum?Listenandsay:Howdotheysound?Trytoreadandact.Groupwork:Whyis...notZoe’smum?ReadP813.Underlinethereasons.Giveashortreportaboutwhyis...notZoe’smum.5）Let’sact.6）Trytoimagine:T:TheyareallnotZoe’smum.Sheissosadthatshestartstocry.Then,abeares.Whatwilltheysay?7）ReadP1620.T:Zoeknowsthebearisnothermum.Butshesays:“Ilikeyou.Canyoubemymum?”WhydoesZoewantthebeartobehermum?ThebearcangiveZoefortandpanion,trynewthings,ahome...Think:WillZoegoonlookingforhermum?Why?8）ReadP2123.T:Fromthatdayon...lonelyanimals.Now...abigandwarmfamily.Whyisthefamilybig?Whythefamilywarm?T：Somoreimportantly,thebearmumcangiveZoethechancetohelpandloveothers.Trytoeadthewholestorywiththetape.Readthebookquickly.No,itdoesn’t.Apenguin,zebra,tortoise,dogandbear.Readindetail.Readandanswer:Zoehasfourlegs.Butthepenguinhastwolegs.Listenandsay:Zoeispoor.Thepenguinfeelssorry.Readandact.Read,underlineandreport:The____isnotZoe’smum.BecauseZoehas________.Butthe____has________.Actoutthedialogues.Imaginewhattheywillsaytoeachother.Readandfind.Thebearcan_______(giveZoeahug/playwithZoe/trytocookcarrotsoup/giveZoenewbedandhouse...)Yes./No.Because...Readandsay.Becausethereisacat,apigandasquirrel.Theycandomanythingsforeachother.Theycan...Read.學(xué)生快速瀏覽，提取關(guān)鍵信息，初步感知整個(gè)故事。以企鵝為例，老師帶著學(xué)生用sbhas...的句型簡(jiǎn)單闡述原因，等于為下面學(xué)生自己總結(jié)闡述提供模板，降低了難度。讓學(xué)生總結(jié)與闡述，利于培養(yǎng)他們的英語(yǔ)闡述能力和信息轉(zhuǎn)化、概括能力。培養(yǎng)學(xué)生發(fā)散性思維和簡(jiǎn)單的英語(yǔ)闡述能力。再次讓學(xué)生學(xué)會(huì)提取關(guān)鍵信息和信息轉(zhuǎn)化。總結(jié)熊媽媽所給予Zoe的種種，為后面“愛(ài)”的詮釋做鋪墊。讓學(xué)生學(xué)會(huì)從圖片中提取信息。再次為“愛(ài)”的詮釋做鋪墊。通過(guò)有感情地朗讀幫助學(xué)生更好地體會(huì)主人公情感，理解故事。Step3Postreading（5）Thinkandsay.Oneday,Zoemeetsherrealmum.Willshestayorleave?Why?Whatislove?T:Loveisfortandpanion.Loveistryingsthnewforothers.Loveishome.Loveisteachingotherstolove.Assignhomework.Readthestorycarefullyagainandshareitwithyourfriends.Doonethingforyourfamilyorfriendsthatcanshowyourlove.Thinkandsay.Shewill...Because...Loveis...讓學(xué)生站在Zoe地角度做抉擇，能體現(xiàn)他們對(duì)故事情感的把握。情感地升華：讓學(xué)生理解愛(ài)的含義。BlackboarddesigntrysthnewpanionhomefortAreyou...?Sorry,...Youhave...butIdon’t.give...new...give...ahugtrytocook...b