1、Lesson 18Three Kites in the Sky 一、教材分析一、教材分析 本节课的教学内容为冀教版小学英语六年级下册第三单元的第十 八课“Three Kites in the Sky”是一节故事课，是对本单元教学内容的 运用和拓展， 本课故事主要介绍了三个不同的风筝并通过故事赞美了 外表平凡却勇敢的救了落水小男孩的风筝 Krista，告诉学生不要以貌 取人以及美好的品德更受大家的喜爱和尊重。 二、学情分析二、学情分析 本节课教学对象为已掌握 injection 等词的本校国际部六年级学 生，他们已经有了一定的语言基础，具备了一定的口语表达能力和阅 读能力，能借助图片读懂简单的对
2、话，表达情感并进行语言交流。此 外，在授课过程中逐级设计任务难度，给孩子们铺好台阶，帮助他们 一步步实现学习目标。对孩子们的寻读、细读，根据语境猜测词义等 阅读策略的渗透和指导对孩子们的学习也是很关键很有效的帮助。 三、教学目标三、教学目标 1. 语言知识与技能： 学生能够在老师的帮助下听懂、会说、认读以下词汇和词组： higher、faster、is afraid of 学生能够读懂故事。 能有感情地分角色朗读故事。 2. 情感态度： 学生能体会以貌取人不可取，乐于助人才最美。 3. 学习策略： 学生能够在阅读中运用寻读、细读等阅读策略。 学生能够在图片和老师的帮助下猜测词意。 四、教学重、
3、难点四、教学重、难点 重点：1. 学生能够读懂故事 2. 阅读策略的渗透、指导。 3学生能够在老师的帮助下听懂、会说、认读以下词汇和 词组：higher、faster、is afraid of 难点：1. 学生能有感情地分角色朗读故事 2. 阅读策略的正确运用。 五、五、 教学准备：教学准备：课件、板书卡片、微课、白板 六、板书设计六、板书设计 七、教学过程七、教学过程 Step pPre-reading Review and lead in T: Good afternoon, boys and girls. Hows the weather today? Ss: Its sunny. It
4、s hot. T: Its sunny and hot. The summer holiday is coming. What will Ms. Yan do? Lets play a guessing game. T: The last guess. How many kites are there in the sky? Ss: Three. T: Today, well read a story together. The name is Three Kites in the Sky. (设计意图：通过计时进行的猜测游戏，既复习了本单元的语 法-一般将来时态，又自然导入了新课。学生们由于
5、游戏， 学习兴趣也被充分激发。) Step While-reading T: Here are the kites in our story. What are their names? Please read from P1P8, pay attention to read quietly and quickly. T: Which kites do you like? ( to use the focusing function) And why? Ss: I like Because. （设计意图： 通过回答问题的过程，给孩子们寻读阅读策略的 指导。通过三只风筝喜欢哪只的表达，给学生提供
6、表达的机 会，并为几只风筝的外貌信息寻找做铺垫。 ） T: They are so different. Which kite does everyone remember? Read P1-P8 again. S1:Everyone remembers Krista. （设计意图：通过问题的设置，引起学生们对故事的兴趣为 什么一只其貌不扬的风筝会被大家记住？） T: Yes, Krista. Because she is very beautiful? What do these kites look like? Now please read from P1-4 and match. T:
7、 Who wants to try? But pay attention to read the answers emotionally. S1: She is beautiful T: Yes, she is beautiful. ( Stick the key words on the blackboard) What does she say? (Guide the Ss to feel Kylie is happy and proud now.) S2: She is strong T: Yes , she is strong. ( Stick the key words on the
8、 blackboard) S3: She is only a kite T: Well done. She is only a kite. ( Stick the key words on the blackboard) But why does everyone remember Krista? Lets read from P5-7 and check. （设计意图：通过寻找风筝的外貌信息，引导学生们注意细节阅 读。并且强调风筝们的外貌特征，Krista 就是只普通的不能 再普通的风筝，却被人们记住，为下面故事的学习做进一步 铺垫。 ） T: Ok. No.1 who wants to t
9、ry? You, please! S1:Kylie thinks she is beautiful. Karla thinks she is fast. Right. T: Lets listern. S2: The boy is in the lake. . S3: Kylie and Karla flies higher （设计意图：通过听音并模仿朗读，帮助孩子们体会前两只风筝 的骄傲感、优越感，为后面形成对比做铺垫。 ） T:Krista sees the boy and call for help. (Stick the key words on the blackboard) wha
10、t about Karla and Kylie? What are they doing now? Read P 5-7 again and choose the best answer. T: high-higher ( TPR ) and No. 3?Pay attention to “is afraid of” , what does it mean? Look, what is he afraid of? He is afraid of “ peng”(show the bomb). Yes, He is afraid of the bomb. ( teach the liaison)
11、 Ss: He is afraid of the bomb. T: What about the little boy? S1: He is afraid of injection. （设计意图：教给学生们阅读策略-通过图片猜测词意。 ） T: Good job! Krista is afraid of water, but she still helps the boy. What do other people say to Krista? Read P8 and answer it. S1: You are a great kite. S2: You are so nice. (Stic
12、k the key words on the blackboard) T: Krista is afraid of water. But she still helps the boy. Everyone remembers Krista. But no one remembers Karla and Kylie. (Stick the key words on the blackboard) Now, Krista is very happy! （设计意图： 这里强调 nice. 强调 Krista is happy now. 再次铺 垫乐于助人最美。 ） T: lets think bac
13、k the whole story and fill in the blanks. S1: S2: （设计意图：完整回顾故事，通过老师整合的对话进一步理解 故事，并为表演形成完整剧本。 ） Step Post-reading T: You really did a good job. Now watch the video and pay attention to the feeling of the three kites and their intonation. T: Its time to act it out! （设计意图：通过观看视频再次体会风筝们的情感变化，模仿语音 语调。 通过
14、表演进一步加深对故事的理解， 对主要人物的把握。 ） Well done boys and girls! Now, lets talk! Which kite do you like now? S1: S2: T: Yes. We can learn a lesson from this story that never judge others by their appearance. Helping others is the most beautiful. （设计意图：经过整节课的层层铺垫，孩子们到此都开始喜欢 Krista 了。 顺其自然引出不能以貌取人， 乐于助人才是最美。 ） T:
15、 Homework time! How do Kylie and Karla feel? What do they learn? Make a dialogue among the three kites . The beginning can be like this: Do you have any questions? Ok, so much for today. See you! Ss: See you . （设计意图：通过整节课的学习，孩子们已经对故事及其反应出的 情感态度有了很好的理解。此时开展一个讨论：前两只风筝感觉如 何？他们有没有从中学到什么？今后他们会如何表现？给学生一 个机会去表达。落在笔头上，把他们的思想写出来。老师给了一个 开头做方向性引导。 ） 反思： 1. 本课为故事教学，在教学过程中我意图引导学生逐步感知文 本，旨在为学生体会故事内涵奠定情感基础，并希望学生达 到有感情的朗读，但是，有效性上还需要进一步完善各个教 学环节。 2. 本课教学对象为已掌握 injection 等词汇的国际部六年级学 生，所以没有详细处理，而是利用它情境创设帮孩子更好的 运用 is afraid of 3. 本课评价形式还有待丰富，完善生生评价。 4. 平时教学过程中还应尝试使用些高技术手段辅助教学，如白 板、微课等，不断努力尝试新技术手段来更好的辅助英语教 学。
