Module 1 Unit 1 Growing up第2课时教案

Unit 1 Growing up
Read a story
第2课时
一、教学目标
1. 能够听说认读单词：turtle, catch, fly, born。
2. 能够理解并运用句型：Little Justin was born in the river. / She’s green and she has no tail. /
Your mum has a big mouth. She can catch flies.
3. 通过阅读故事Little Justin 引导学生通过阅读活动抓住关键信息、了解故事大意。
二、教学重难点
教学重点：
1. 掌握词汇：turtle, catch, fly, born
2. 掌握句型：Little Justin was born in the river. / She’s green and she has no tail. / Your mum has
a big mouth. She can catch flies.
教学难点：引导学生通过阅读活动抓住关键信息、了解故事大意，并能续写故事。
三、教学准备
教学课件；角色扮演的头饰等。
四、教学过程
I. Warm-up
1. Look and say
呈现动画片《丛林之王》中泰山不同时期的照片，学生观察并谈论：
A: In Photo 1, Tarzan was ... old. He was...
B: In Photo 2, he was ... old. He was ... His hair ... His eyes ...
C: In Photo 3, he was ... old. He was ... His hair ...
设计意图：吸引学生的学习兴趣，复习巩固上节课的知识，为学习新课做铺垫。
2. Watch and think
T: Let’s watch a video. During watching, you should think a question: What can the caterpillar change into
S: …
设计意图：吸引学生的学习兴趣，为学习新课做铺垫。
3. Think and answer
T: What can the caterpillar change into
S: The caterpillar can change into a butterfly.
T: What can a tadpole change into
S: A tadpole can change into a frog.
教师提出问题让学生思考，承上启下，过渡到本课故事情境之中。
设计意图：通过蝴蝶和青蛙发育变化图片，激发学生的学习兴趣，自然导入新课。
II. Presentation
1. Think and learn
（1）T: The baby was born in a hospital. Where was Little Justin born
通过小宝宝出生的图片，引导学生思考 Little Justin出生在哪里？引导学生体会be born的含义和用法。
T: Who did Little Justin meet He met a fish and a turtle.
通过呈现课本图片询问 Little Justin遇到了谁，引导学生体会turtle的含义。
（3）T: What can grown-up Justin do He can catch flies.
教师呈现课本图片并询问成年的Justin能做什么，引导学生体会catch, flies的含义和用法。
设计意图：学习本课新词汇，为阅读理解扫清单词障碍。
2. Watch and think
T: Let’s watch another video and then think about what Justin is doing
S: …
设计意图：带着问题观看视频，锻炼学生抓取关键信息的能力。
3. Read and answer
课件出示问题，学生阅读故事，尝试回答问题。
(1) What does Justin look like in Photo 1
(2) Why does Justin look around
(3) What does Justin look like in Photo 2
(4) Why does Justin think the fish is his mum
(5) What does Justin look like in Photo 3
(6) What does the turtle tell Justin
设计意图：让学生仔细阅读故事并观察图片，弄清Justin不同时期的外表变化。培养学生细读文本，获取细节信息的能力，以及总结概括的能力。
4. Think and tick
T: What does his mother look like Tick the right answers.
S: …
设计意图：检测学生获取故事细节信息的能力。
5. Listen and repeat
教师播放Read a story部分录音，学生跟读录音。
设计意图：在理解故事内容的基础上跟读录音，纠正语音语调。
III. Practice
1. Role play
四人一组，分角色表演故事。
设计意图：通过学生进行表演活动，帮助学生掌握目标语言，并且通过表演活动增强学生的自信心。
2. Try to retell
课件出示句型以及故事插图，教师引导学生尝试用自己的语言复述故事。
设计意图：通过复述故事，锻炼口语表达能力。
3. Look and say
(1) 课件呈现Justin从出生到长大的变化图片，同时给出语言支架，学生参考语言支架描述图片，描述Justin不同时期的不同外貌特征。
Little Justin was born in a river. He was …
Soon, he had ...
Later, he had ... He was ...
Now he grows up. He is ... He has ...
(2) 课件呈现Jane从出生到年老的成长变化图片，同时给出语言支架，学生参考语言支架描述图片，描述Jane不同时期的不同外貌特征。
Little Jane was born in the hospital. She was ...
Jane was five years old. She was ... Her hair was ...
Jane was twenty years old. She has ... hair. She was ...
Now Jane is seventy years old. She is ... Her hair is ...
设计意图：继续练习用所学语言描述人物不同时期外表的变化，锻炼口语表达能力。
IV. Production
Continue the story
教师呈现Justin和青蛙妈妈在一起的图片，让学生发挥想象力，试着续写故事。课件给出语言支架，为学生降低续写难度。
A few days later, Justin meets a frog. She is ... She has ... She is catching ...
Justin: Are you ...
Frog: ...
Justin: ...
Frog: ...
设计意图：训练学生进行读后续写的能力，培养学生的想象力和写作能力。
Think and say
T: What do you learn from the story
学生说一说自己从故事中体会到了什么。
设计意图：让学生有所学亦有所思，充分体会文本的主题意义。
V. Homework
1. 向家人讲述本课的故事。
2. 完成Read a story的续编故事。
五、板书设计
Unit 1 Growing up
Read a story
turtle, catch, fly, born
Little Justin was born in the river.
She’s green and she has no tail.
Your mum has a big mouth. She can catch flies.