TheSnakeandtheDrake第一课时高英

2018-12-03 17:18阅读：

http://blog.sina.cn/dpool/blog/u/6419206743

科目：英语		年级：2年级
课题：The Snake and the Drake		第 1 课时
教学目标	1.技能目标：分解朗读含有长元音a家族的单词中的每个音。 2.概念目标：了解长元音a家族都包括哪些字母组合，每个组合都发什么音。 3.情感态度和价值观目标：使学生通过主人公Drake和Snake斗智斗勇的故事

，了解Drake是如何逃离Snake的，通过这篇文章学生能得到遇到危险时如何自救的启示。

教学重点: 了解长元音a家族中每个字母组合的发音，学会拼读核心单词。
教学方法：谈话法、情景法、讲授法。
教具、学具准备： PPT，单词卡片，蛇，乌鸦和鸭爸爸的道具，平板电脑和耳机（学生准备）
教学过程
教学程序及内容			学生活动设计
Step 1.Warming-up 1.教师热情地和学生打招呼问好，做简单的Free Talk。 2.教师播放含有a-e单词的歌谣供学生观看，并提出要求：第一遍观看，第二遍跟唱，第三遍自己唱。出示歌谣中的a-e单词，让学生思考其发音规律。 T: Do you like this chant? I’m very glad that you like it. Here are some words from this chant. Please look and think. What’s in common? T: Right. They all have a-e. How does a-e spell? Good job. A-e says Aa. 3.学生运用自己总结出的规律尝试拼读新单词，并不断替换字母或字母组合，结合已学单词替换字母运用发音规律掌握新单词。 T： Let’s try some new words with a-e.(呈现 lake, sake)让学生拼读。That’s good. I have two words. You’ve learned them before. Please say it loudly.( 呈现 say, way)让学生拼读。Let’s try a new word.(ray) Please look at all the words in group two. What’s in common? Wonderful. They all have ay. How does ay spell? Good job. Ay says Aa. I have another word for you. I think you can read it loudly. Ready, go. (呈现rain)。Let’s replace r with m. Can you read? (呈现main, wait) Please look at all the words in group three. What’s in common? Wonderful. They all have ai. How does ai spell? Good job. Ai says Aa. 4.教师在学生总结规律之后，让学生运用规律对更多符合发音规律的单词进行分类。 T: Boys and girls, all of you have done a really good job. I have more words for you to try. Please take out your worksheet and finish task 1. （验证答案，邀请学生上台贴相应的词卡，注意此时，贴一组让学生读一组单词，巩固发音规律） Step 2.Pre-reading P1.引导学生看封面获取信息.教师提问学生书的封面、扉页以及书名和绘者名 T：Let’s use the rules of long Aa in the story. Point to the title of the book. Let’s read the title loudly. Who’s the writer? Who’s the illustrator? What can you see? Oh, you can see the black bird. That’s Raven. (出示Raven词卡，让学生跟读，在语境中解决生词)。Can I put Raven in group? Why or why not? Yes, in Raven, a says Aa because e is not in the end. Let me put it in group . III. While-reading 1.图片环游（1-4页） T：Now, Let’s begin our story. P1.展示图片,引导学生描述图片，在情境中解决新词drake。 T:“What can you see in the picture?” (学生说出duck, drake, nest, by the lake后，引导学生说出整个完整句子) We call the father duck drake. P2.引出Snake，并让学生猜测蛇来了会发生什么，激发学生想象，预测即将发生的情况。 T: How was the weather? Look, who came? （动画展示蛇蜿蜒前进的的样子），引导学生尝试拼读整个句子。 So, what happened next? Can you take a guess? P3.让学生看图说话，验证之前的猜测。 T: Look, what did the duck do? How about the drake? How do you know that? (让学生观察细节，The drake was in the snake’s tail.) P4.让学生观察图片，并展开想象，猜猜他们会说什么？ T：Look at their mouth. Maybe they are talking. What would the drake say? Can you guess? (学生猜测之后，播放drake录音，验证猜测) How about the snake? 2.学生自主阅读，思考回答问题。 Now, we know that the snake wanted to eat the drake. Did the snake eat the drake finally? What happened then? If you want to know more about the story, please read from P5-14, and find out the answers to the following questions。（1） What did the drake say to help himself? （2） Who can make cake? What’s in his cake? （3） Who can get the cake? What did he say? （4） What did the snake do next? P15-16 学生共读，回答问题，找出故事结局。 T：Now, we know the drake got away at last. What would happen? I have some questions: Did the drake come back? Did the snake wait for the drake? What was he thinking of when he waited? Oh, yes. The snake waited for the drake for a very long time. And he is still waiting. That’s the end of the story. 在学习过程中跟读录音，模仿录音，体会人物感情的变化 IV. Post-reading T：Do you like the story? Now it’s time to read the story together. 1. 学生自主尝试拼读全部故事，自我检测语音规律能否运用，并圈出读的有问题的的地方。 2. 听读故事，有问题的地方进行停顿跟读。自主学习。 3. 朗读者分享故事。给学生场景，让学生根据场景来说出相应的语言。给予学生充分的时间完成，教师要进行全面、细致的指导。			加强学生日常口语交流，创设英语学习环境。在轻松愉快地氛围中让学生体会a-e发音的规律，为学生自行总结发音规律做铺垫。通过不断替换单词中的字母，学生练习拼读新单词，揭示出更多Long Aa家族的单词。学生运用发音规律，通过分组练习找出更多符合发音规律的单词，运用规律。培养学生的文本意识，找出书名，作者，以及故事的角色。此处激发学生看图能力，只要学生言之有理，教师应当给予及时反馈和鼓励。鼓励孩子说出完整的句子。学生发散思维，进行想象蛇来了以后鸭子一家的遭遇。学生发散思维，进行想象鸭爸爸被蛇抓住以后会发生什么，两者之间会有哪些对话。。培养学生自主持续默读的习惯，鼓励孩子养成独立阅读解决问题的阅读习惯。

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