Unit 5 Things at home（教学设计）-2024-2025学年新思维小学英语3A

执教老师 上课班级 Title 题目 香港朗文Chapter 5 Part C Things at home Date 日期 Type of lesson 课型 绘本故事阅读课 教学内容分析 本节课内容选自香港朗文教材3B Chapter 5 Part C的故事。本篇故事的主线是Mary从舅舅那里得到非常漂亮的石头并打算与好朋友Stella分享。尽管在故事中Stella是个盲人看不见石头，但是Mary依然乐于和她分享并且成就了一段美好的友谊。经过了Part A 和E的学习，孩子们掌握了一些形容物品的形容词，如soft, smooth, hard, rough以及描述物品的句式表达，如：The...is/are soft/smooth/hard/rough.为本节课的故事理解做好了良好的语言知识铺垫。本篇故事紧扣单元主题Things at home, 不仅再现了单元目标词汇，而且通过两位小女孩之间的交往，升华了单元主题，强调了平等、信赖、尊重、关爱残障人士的重要内涵和意义。通过故事内容的挖掘，能培养和发展学生的分析和归纳等批判思维能力、综合运用语言的能力。 教学对象分析 由于孩子们平日生活中可能没有这样的好朋友，本篇故事的学习和阅读将带给他们一些思考，从故事的主人公身上学习到如何与别人相处，如何与他人分享，学习到各种各样的人是如何生活的，从而学习去理解和尊重他人、学会感恩，树立正确的世界观、人生观和价值观。本节课引导孩子们运用略读、扫读、细读等阅读策略，加上推断、复述故事等活动，在小组探究、小组合作中完成任务的形式，培养学生的阅读能力、推断能力、归纳和表达能力，提高听说读用的综合运用语言的能力。 Objectives 教学目标 1. Language knowledge语言知识: Students will －develop fluency in using vocabularies : pretty, them, these, cushion, soft, feel, smooth, hard, rough; －learn new vocabularies of pretty, show, stones, braille; －develop fluency in using target sentence structures in Chapter 5: The...is/are pretty/nice/soft/smooth/hard/rough. 2. Language skill语言技能: －Students are able to understand and read out the story. －Students are able to answer the questions and also retell or even act out the story with the help of teacher. －develop understanding and accurate use of narrative tense. 3.Learning ability学习能力: (1) Students are able to guess the meaning of the key words by watching video clips or by the hint of story pictures. (2) Students are able to get wanted information in story-telling and self-reading. (3)Students are able to develop their reading skills by using skimming and scanning skills. 4. Thinking quality 思维品质： Students can develop their logical thinking, prediction and inference abilities. 5. Cultural awareness 文化意识: To be a friendly person and respect the disabled people. Difficulties Analysis 教学重难点 分析 教学重点： Students are able to make inferences through observing pictures and reading the texts; At the end, they realize the importance of respecting people with disabilities. 教学难点： Through listening and reading, students will be able to find out key elements of a story such as Who, What, When, Where, Why and realize how should we treat people with disabilities. Teaching Aids/Media 主要教学媒体 PowerPoint, audio recording, story pictures Teaching Procedures 教学过程 Teaching activity & Steps of the activities 教师的活动 Learning strategies 学生学习活动 Purpose 设计意图 Pre-reading 1. Sight words time. Show the flashcards and guide students to read along. 2. Watch a video and do the free talk. Ask students: Do you have a friend like Ankit? What do you do with your friend? 3. Show picture of Mary and Stella. 1. 学生跟着老师念故事里的高频词； 2. 观看视频，进入情境，感知故事主题，回答平日与好朋友的活动。 3. 预测Mary和Stella在故事里的关系。 课前热身，结合故事主线联系学生自身实际进行讨论，预测故事内容，激发阅读兴趣。 While-reading 4. Teacher sets a question to lead to the story reading: Who are in the story? When does Stella visit Mary? Where are they? (Action point: stick characters’ pictures, ‘on Saturday ’ and ‘at home’ on the blackboard) 5. (1) Show picture 1. Illustrate by saying: Mary shows mom the stones. She says ‘Look at these pretty stones, Mummy.’ Point out the new word ‘pretty’ and stone. Show students painted stone and ask: Is this a stone? Is it pretty? Compare to unpainted one and ask: Is this pretty? What are these? 6. （1） Show picture 2, say : Look at the picture, Mary says ‘I can show them to Stella on Saturday.’ （2） Point out new word ‘show’. Guide pupils to combine the sound ‘ow’ and ‘sh’ to practice the pronunciation. Click to show ‘low’ and ‘grow’. Teach low and grow in the same way. 7. （1） Guide pupils to talk about the picture. Ask students: What does Stella say? Let’s listen and find out. （2） Have students answer the last question and ask : Can she see? Guide students to make inferences by looking at the picture. ( 学生通过文本阅读，再次验证推断：Stella只能用手感受而无法亲身看到石头的事实。 )8. ( 学生根据图片4的文本，回答细节问题。 )Guide students to look at picture 4, ask: What does Stella use to feel the stones? What do the stones feel like? Does Stella like the stones? ( 1.学生通过听力，回答并通过阅读图片5的文本，寻找Mary感到惊讶的原因。 2.观看视频，了解盲人的阅读方式。 3.通过自然拼读方式学习新词braille。 4.触摸盲文书，真实感受盲文书本。 )9. (1) ( 学生通过思考盲人能否阅读这一问题，突破固定思维，再通过视频、触摸盲文书直观了解盲人的阅读方式、方法，走近盲人的世界。 )Have students look at picture 5 and ask: Mary makes some suggestions, what does she say? Let’s listen and find out. (2) Ask: What does Stella say? Let’s listen and find out. (3) Play the audio recording. (4) Ask: Why is Mary surprised?Are you surprised? Let’s read the text in picture 5 and find out. Ask the second question:Can blind people read? How? (5) Play a video to show how blind people read. (6) Teach the word braille by showing a braille alphabets picture, guide students to read sail, rail to reinforce the sound ‘ai’. (7) Illustrate by saying: Stella takes out a book. It is in braille. The paper is smooth but the writing is rough. (8) Show pupils the braille books. Check understanding by asking: What does Stella say? ( 培养高阶思维，学会分析故事人物思想品质。 回答故事有关第四和第五个W（what、why）的问题。 ) ( 学生通过讨论，回答开放性问题，寻找Mary想要与Stella分享石头的原因，突出故事的中心思想：乐于分享，关爱朋友。 )How does Mary answer? (9) What do Mary and Stella do together? Why does Mary want to show Stella? (Action point: Take out the braille books from the schoolbag and show students, have them touch and feel the book，stick ‘share stones, read books’and ‘love to share’ on the blackboard） 学生通过两分钟阅读，整体感知文章内容，寻找关键人物和事件，回答问题。 学生在老师引导下，通过观察画了图画的石头和没有画画的石头，学习新词汇pretty。 1. 学生观察图片2，根据Mary的表达，猜测Mary母亲的回答并通过听力寻找答案。 2.学生跟读，观察图片，推测‘show’一词的含义。 ( 1.学生看图说话，预测故事发展。 2.学生观察图片3，并推断Stella是盲人。 ) 引导学生整体感知故事的内容（人物和事件），对进一步挖掘故事的结构特征、线索、感情基调等做好铺垫。回答两个W（Who、Where、 When）的问题。 运用观察实物和对比学习新词汇，有助于识记、加深印象。 通过自然拼读方式教授新词，让学生在真实语境中推测‘show’一词的含义。 ( 让学生根据图片发散思维，自由发挥，预测故事发展。培养读图能力。 ) Post-reading 10. Task 1: Read the story again and put the sentences in order! 学生听音频、跟读故事。将句子与图片匹配。 通过听音频读故事，回顾整个故事。为接下来的学习任务做好充分铺垫。通过将句子与图片配对，培养语篇能力和查找信息的能力。 11.Task 2: Act out picture 5 and 6 学生以小组为单位，演绎故事片段。 学生通过对角色的分析及模仿，理解人物本身的性格特点，鼓励学生建立自己的社交及沟通技巧，从而促进学生想象力、观察力、思维能力和解决问题能力的提升 12.Task 3: Discuss and answer. How do we treat people with disabilities? 以小组为单位讨论问题，结合自主思考，归纳故事信息并回答问题。 点出故事主题：乐于分享，尊重、关爱残障人士 Homework 1. Read the story and act it out with your group members. 2. Find three quotes about friendship(友谊) and share them with your best friends. Blackboard Design ( Chapter 5 Things at home ) ( Mary likes the stones very much. ) ( Mary wants to share with Stella . ) ( Stella visits Mary . ) ( Stella feels the stones . ) ( Stella wants to read a story. ) ( Mary thinks Stella is clever. ) Teaching content 1 学科网（北京）股份有限公司 $$