1、1 课题：课题： 语音绘本语音绘本 FAT CAT FAT CAT 指导思想和理论依据指导思想和理论依据 义务教育英语课程标准（2011 年版）提出: “教师应在教学中有效整合课程资源， 优化课堂教学，培养学生的自主学习能力，为学生可持续发展奠定基础。在小学阶段，学生 应能够掌握简单的拼读方法。”同时，在二级标准中要求：“学生能够借助图片读懂简单的 故事或小短文，养成阅读习惯，提高阅读兴趣。 ” 教学背景分析教学背景分析 教学内容及分析教学内容及分析: : 本节课为语音绘本教学。故事选自我的第一套自然拼读书Step 2 Book 1FAT CAT。 绘本讲述了一只小猫和另两只小猫跑步比赛，开始
2、它跑得很快，但还是跑了最后一名，另外 两只猫为它鼓掌打气的故事。故事可分为三个片段学习：介绍、熟悉小猫 了解比赛过程 体验朋友互助。在读故事过程中，引导学生体验友谊和努力做事情。 此外，本书的核心词 汇为关于字母 a 的 CVC 词汇。教师将故事中含有 at、an、ad 这三组相同押韵音的词汇分别编 成韵文，带领学生说唱，体会相同押韵音，并尝试寻找故事中相同押韵音的单词。在说唱韵 文的过程中，突出了拼读理念。 学情分析学情分析: : 本节课的授课对象为一年级学生。 学生正处于学习字母的发音和书写的时期。从开学以 来，学生每次课上都能够跟唱 phonic songs、带动作跟读 phonic k
3、ids 教材韵文、以及观看 2 相关拼读动画等。另外，通过会话教学，学生有能力表达自己喜欢的猫，并且能够简单地说 出喜欢的原因。在绘本教学过程中能够积极地参与课堂。 教学目标教学目标 1.观察图片，获取相关信息，激发学生的阅读兴趣。 2.初步感知、尝试阅读绘本，能够正确朗读故事或在同伴的帮助下朗读绘本。 3.体会在比赛中友谊的力量，为努力做事情的人鼓掌是一种优良的品格。 教学重、难点教学重、难点 教学重点：教学重点： 理解故事大意。 体会和寻找相同押韵音的词，自编 chant. 教学难点：教学难点： 初步感知、尝试阅读绘本，能够正确朗读故事或在同伴的帮助下正确朗读绘本。 体会和寻找相同押韵音的
4、词，自编 chant。 教学资源准备教学资源准备 教具准备：教具准备： 课件、 图片（三只猫、Try your best!）、板书（跑道)、色卡、单词( Fat Cat、 at 、cat、fat、an、tan、ran、ad、sad、glad )、纸包（前三幅图 学生 18 份 教师 1 份）、 故事大图（3 张）、韵文纸（作业 36 张）、绘本、彩色笔（红，蓝，黄）,磁扣， 粉笔（红、 蓝、黄），字母卡片 学具准备：学具准备： 绘本，铅笔（红，蓝，黄），名字卡 教学过程教学过程(文字描述或表格文字描述或表格) （包括时（包括时 间分配、设计意图等）间分配、设计意图等） 一、一、Pre-read
5、ing (5 分钟）分钟） 1. Free talk （看照片、自由谈论视频中自己喜欢的小猫及原因）（看照片、自由谈论视频中自己喜欢的小猫及原因） T: Today we are going to read a story. Its about cats. Do you like cats? Ok, some say yes and some say no. But I like cats very much and (点击）I take some pictures for you! Lets watch them, OK? （点击） 教师播放猫咪的图片，学生欣赏。 3 自动转入一张幻灯片：呈
6、现所有猫咪的图片。 T: OK! What do you think of them? 教师示范：指着一只可爱的小猫 Oh! I like this cat. Its lovely and small. Which one do you like? Who wants to show us? 几名学生说说自己喜欢的猫以及原因。 教师引导学生关注伤心的猫咪和胖的猫：渗透 sad 、fat 的意思 指着没有被说到的猫说：What do you think of these cats?指着伤心的猫说： Such as this cat. Look at its face. Is it happy?
7、Maybe its a little bit sad. (设计意图：通过自由谈话，引入本课动物主题，聚焦对猫的喜爱） 2. 介绍评价方式介绍评价方式 T: Ok, boys and girls. I take another three cats for you. I think youll like them. 教师拿出三只小猫（an orange fat cat、a brown thin cat、a tan thin cat）的图片问颜色，依次交流颜色。 (举起橘色猫）T: What color is this cat? Yes，this is an orange cat. (举起棕色猫）
8、T: What color is this cat? Yes, this is a brown cat. (举起棕黄色猫）T: But what color is this cat? 学生思考，表达自己的意见。 教师渗透颜色 tan： Its a kind of brown.它是棕色的一种。 Its tan.带读 tan. So this is a .tan cat. 4 T: Look, they are going to have a running race in our class. But they need your help. First ,each group choose a
9、 cat. And if you do well. Your cat can run fast. OK? T: But how to choose the cat. Lets play a guessing game! Which cat it is? If you can get the answer first, please put up your hands. Maybe you will be the cat, OK? T: Please listen carefully. Are you ready? 教师描述第一只猫，学生猜测：This is a cute cat. I like
10、 it because it can run and its very fat! 教师选择举手最快的学生回答。 T: You please! Which cat? Why? (the fat cat/the orange cat) 对着这组学生说：Ok, you were the fat cat. 同时将橘色猫贴在跑道上。 教师描述第二只猫，学生猜测：OK, its your turn. Here is the second cat. Which is it? I like this cat too because of its color. We call it tan. Its a tan
11、 cat. 教师选择举手最快的学生回答。 T: You please! Which cat? Why?(the tan cat) 教师拿出色卡：Look ! This is tan. And this is brown. （通过色卡比较 brown 和 tan，再次理解 tan ） 指着这组学生说：Ok !You were the tan cat! 指着最后一组学生说 T: And you are the brown cat, OK? 将另外两只小猫贴在跑道上。 再次提醒三组学生： Remember your group is the orange fat cat. You are the 5
12、 tan cat. And you are the brown cat. 教师边做动作边 T: Do you want your cat to run fast or slowly?（fast) OK! If you can look at me, listen to me, put up your hands and say clearly, maybe your cat can make a move. Then Try your best! OK? （贴：Try your best!） 二、二、While-reading（15 分钟）分钟） （点）幻灯片呈现故事封面 ： T: Look!
13、 Here is the book well read today! And this is the cat. Its a .fat cat. Oh, you can find the name of the book.指着书中的题目说 Lets read it. Fat Cat. 拿起板书题目 OK! Its Fat Cat. （贴） 1. 故事故事片段一（第片段一（第 1-3 页）页） 依次呈现故事 1-3 页（无文字） 学生快速浏览，教师简单介绍： 呈现第 1 页： T: Look at the fat cat. Hes very glad. 呈现第 2 页： 6 T: Oh, he i
14、s sitting here. Its very funny. 呈现第 3 页： T: Oh, look! He is standing now. （点）呈现故事第 1-3 页图片 教师接着问: What do you think of this cat? 引导学生从表情、 颜色和体态 来描述这只猫。引导学生用（This is a _cat./The cat is _.）说完整话。 (happy) Oh, you mean the cat is happy? 找一名学生用完整句子说一下 Please say it in sentence. (tan) Can you describe in c
15、olor? Do you remember the color? (fat) What else? Do you think its a fat cat? (yes)So you can say ( This is a fat cat./The cat is fat.) 教师拿起一个纸包说明：Ok, you can find these pictures in your bag. Do you want to say something about this cat? Ok! Take out your pictures and choose anyone you like, then you
16、 can talk about the cat with your partner. OK? 两人活动：学生打开小包，拿出故事前三页的图片，自由选择图片，讨论 这只猫。 学生展示。 (四个学生一起叫到上面， 依次展示， 说完引导大家 clap hands. ） T: They want to show us. Lets enjoy! 教师提示展示的学生: Please show the pictures and face your classmates. T: Wow, what do you think of them? OK, lets clap hands for them. And y
17、our 7 cat can make a move. （预计猫走一步） 小结故事片段一，教师指着 PPT 说：This is a fat cat. He is tan. 举起图片 1： And he is very.glad! （贴） T: Ok, this is the cat we think! And this time, lets read these three pages in the book! OK? （点）播放故事前三页（带文字）,学生齐读。 读完第 3 页后停住 T: Do you want to know more about the tan fat cat? Such
18、as what can he do? Can you guess? （点）Maybe the cat can jump!（教师在幻灯片中给出 Maybe.语言支撑） 学生猜测肥猫能做的事情。 （预计小猫走一步） 2. 故事片段二（第故事片段二（第 4-7 页）页） （点）呈现故事第 4 页： T: Look! The tan fat cat .ran.(点： ran) He is having a running race with another two cats. Is he happy? (Yes)Yes, he is happy. He is glad. And I think he
19、likes running although he is fat. Right? Maybe he thinks: haha,I want to be No.1! （点）呈现故事第 5 页： 8 T: But is he glad now? (No) How about another two cats? Are they glad?(yes)(关注 表情）Did they try their best? (关注汗水）Yes, they try their best and they ran fast! （点 fast） Did the tan fat cat try his best?(Ye
20、s) (点)And he ran. （点）呈现故事第 6 页： T: But look here. Did he run? (No)No, he walked. Can you guess ?（点）出现 颁奖台 Is he No.1? No.2? or No.3? （点）呈现故事第页： T: Lets have a look! Is he glad? (No) Lets say. （点）He is sad. Maybe he is crying. （点）呈现故事回到第 6 页： T: So is he No.1? No.2? Or No.3?（No.3）Yes. He is No.3. He
21、is last. (点 last) （隐藏解释 last 的幻灯片） 举起图 2 说：And he is very sad. 贴 情感指导：If you were the tan fat cat, what do you say? Maybe you can come here and act. 9 一名学生到前面想象并表演肥猫此时说的话，教师指导语气。 T: But what happened next? Is he glad again? Do you want to know? (Yes) Maybe the answer is in the story! Do you want to
22、read it? (Yes) T: Ok,please pass the books.（点）You can read the story silently and find the answer! Is he glad again? 呈现安静读书幻灯片 学生传完书后翻看故事，从书寻找答案。 3. 故事片段三（第故事片段三（第 8-10 页）页） T: OK, are you finish? Is the tan fat cat glad again? (Yes) T: Who can show us? Maybe you can take your book here S1 可能翻到第 9 页
23、或者第 10 页（预计猫走一步） 引导示范学生说: He is glad. 教师追问：Oh, he is glad again. But why? 学生可能会找到第 8 页 T: Look！What do the two cats do?（Clap.）Yes, cats clap. Lets read it.（点） 学生尝试读出 CATS CLAP! T: Oh, just like this! （点）呈现 Cats clap! They are the same. But they are 10 capital letters. （点）Lets read! CATS CLAP! 教师引导学生
24、关注语气：首先，不太高兴地说You mean cats clap!然后 又高兴地说：or CATS CLAP! T: Yes, They are glad and they clap their hands. But why do they clap? Because they are No.1 and No.2? 教师观察有不同意见的学生并提问 Whats your opinion? （学生不理解教师中文补充中文：他们是为自己鼓掌吗？） （学生表示他们 在为肥猫鼓掌） T:Good point. I like it! （点）T: you mean they clap for the tan
25、fat cat because they are friends, right? 呈现第 9 页： Yes, they are friends. Look! They comfort the tan fat cat! Just like this! 他们给 肥猫鼓劲儿呢！They are his friends. Yes, the tan fat cat has（点） friends. He has （点） pals.(呈现 friends=pals) Pals means friends. （点）呈现故事第 10 页： T: And at last the tan fat cat is.gl
26、ad again! 4. 小结故事小结故事 教师拿起书说 T: Boys and girls. Do you like this tan fat cat? Yes, I like it, too. 11 指着板书中的第一幅图说 At first, the tan fat cat is. glad. And he ran. He ran fast but he is last. 指板书中第二幅图说 So he is .sad. But cats clap for him because they are pals. 贴图 3：And at last they are all.glad! (设计意
27、图：故事分为三个片段讲解，并且以不同的方式学习。第一片段学 生描述图片中的猫，第二片段通过观察图片和教师提问理解学习，第三片段通 过自主阅读寻找答案的方式学习） 三、三、Post- reading（10 分钟）分钟） 1.个人朗读故事个人朗读故事 T: I like the story. Do you like it? OK! Lets read again! And this time you can read loudly! （点） 呈现大声读书的幻灯片 2. 集体听读故事集体听读故事 T: Hi, kids. Do you need to listen and follow the st
28、ory? (yes) Ok! Lets listen and follow it.（点） 呈现听和跟读的幻灯片 12 After that, maybe you can read the story for us. 播放故事音频，并跟读。 (注意语气指导） 3. 两人共读故事两人共读故事 （点）呈现两人读书 T: This time, you can try to read the story with your partner, OK? 4. 朗读故事展示朗读故事展示 T: OK, its show time.（点） If you can read it by yourself, your
29、cats can move two steps. If you need help, you can move one step. And the helper can also move one step. 找两个学生来读故事。（注意指导语气）（预计猫走两步） 四、四、Lets chant（9 分钟）分钟） 1. 读韵文读韵文 T: Ok, you can read the story well! I think we all like the tan fat cat. （点）And,now its time for us to have rhyming fun! （点）呈现三个 chant
30、: Here are three chant about this cat. Do you want to try? (Yes) 13 韵文一（点） T: This is the first chant. You need to chant in this way. Please listen and look. 教师示范带动作说歌谣 Ok！You can practice in pairs. 两人练习 Lets say together.（点） 鼓点响起 Really! Go! （点） 师生一起表演 chant one. T: You did a very good job! 韵文二（点）
31、T: Ok. Heres the second one. Twenty seconds. You can practice. 学生练习 T: Ok, lets chant together ! （点） T:Ready？Go!（点） 师生一起表演 chant two T: Wow, well down! 韵文三（点） 14 T: Here is the last chant. But you need to complete first. Maybe you can use the words in the story to describe the fat cat. Do you need t
32、o read the story again? 教师找一名学生尝试补充 Chant 3: You think which word it is? (glad) Yes. 询问学生是否同意：Do you think so? 请那名学生尝试补充说 Chant 3: Ok, you try first！ 评价这位学生：Great! Clap hands for him/her. （预计猫走一步） 学生共同说唱 Chant 3: OK! Its your turn. Lets say together! （点） Ready? Go! （点） T: Wow! You did it! （预计猫走一步） 2
33、. 圈单词圈单词 T: Look at the paper. There is the whole story on it. A cat. A tan cat. A tan fat cat. Look！The whole story. Can you find glad on it? 教师拿笔和书示范 You can use your red pen to circle it! 学生圈书中的 glad S1 到讲台前教师的磁卡中找到 glad，贴在黑板上。（预计猫走一步） T: Please find glad in my words and put it on the blackbord.
34、教师确认 T: 你们圈的词和他贴的词一样吗？You can check with your partner. T: Now, please use your red pen to circle the word sad. 学生圈书中的 sad S2 到讲台前选出 sad 词卡，贴在黑板上。 教师确认 T: Is he/she right? Are you right? 15 T: OK. Look! In these two words we can see.ad.贴: ad T: Here are some words with at and an in the story. 贴: at 和
35、 an 教师依次拿出蓝色粉笔和黄色粉笔示范：Can you use your blue pen to circle the word with at, just like this. And use your yellow pen to circle the word with an. OK? And then one of you can show us, OK? 学生在故事中圈出以 atan 为押韵音的词汇。 T：You can check with your partner. 找一名学生贴在黑板上：贴 cat、fat、tan、ran 教师确认 T: Is he right! Are yo
36、u right? Ok! Well down! (预计猫走一步） （设计意图：通过韵文的方式总结故事中关于字母 a 的单词，聚焦以 at、an、 ad 为押韵音的词汇，通过圈画故事中的单词的形式，将故事与韵文建立了联 系。） 五、五、Homework（1 分钟）分钟） T: Great! You can read the story and circle the words on it . So after class you can read the story again. And maybe you can read here.（点击图片）And share in your group.
37、 T: And then please read the chant just like this! （点击图片并放大）You can read the chant to your mother and father. If you chant well, please color them all. And write down your name! 指着一名学生 Just like _ can chant! 16 评价总结评价总结：OK, boys and girls. Look! I think you all did a very good job! And I think you all try your best! So, clap hands for ourselves! Ok, class is over. Goodbye！ 板书设板书设计：计： 学习效果评价设计学习效果评价设计 1. 小组比赛 2. 学生互相鼓励 3. 教师语言鼓励 4. 教师肢体语言鼓励 本教学设计与以往或其他教学设计相比的特点本教学设计与以往或其他教学设计相比的特点 1. 以歌谣的拼读方法，拼读以 at, an , ad 相同押韵音的 CVC 结构单词， 感知发音规律。 2. 通过自读、互读、跟读的多种形式，正确朗读故事。 3. 通过比赛，提高学生的学习兴趣。
