小学英语清华大学版三年级上册 Fun reading the farmer and the radish 教案
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| 名称 | 小学英语清华大学版三年级上册 Fun reading the farmer and the radish 教案 |  | |
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| 资源类型 | 教案 | ||
| 版本资源 | 清华大学版 | ||
| 科目 | 英语 | ||
| 更新时间 | 2022-11-19 11:19:10 | ||
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三年级英语上册
（清华大学出版社）
Fun Reading - The Farmer and the Radish
课题：Fun Reading - The Farmer and the Radish
课型：故事课
教材分析：
故事The Farmer and the Radish选自清华版教材最后一个板块-Fun Reading。该板块旨在让学生充分享受英语阅读所带来的快乐，从而提高学生学习英语的兴趣与积极性。更重要的是为能力较强的学生提供语言展示的平台，以达到分层次教学的目的。充满童趣的“拔萝卜”故事体现了互相帮助，团结合作的主题。学生除了复习之前学过的一些词汇句型外，还可以通过图片和上下文理解新句子：They grow radishes in the fields. The wife pulls on the farmer.等
学情分析：
通过三年课内外的英语学习，同学们有一定知识的储备，能听懂老师的英语指令，能进行简单的英语交流。重要的是表演欲望很强，这就为学习英语创造了积极的语言环境。
设计思路：
本课教学设计尽可能地体现义务教育《英语课程标准》的教学理念，面向全体学生，突出学生主体，采用活动途径，恰当地运用电教手段创设情境，通过听故事、看故事、读故事、讲故事和演故事五个环节，激发和培养学生学习英语的兴趣，使学生树立自信心，让学生产生说英语的欲望。发散性问题的设置以及故事的表演环节，给学生搭建了语言展示的平台，促进学生思维品质和文化品格的形成与发展。
教学目标 ：
By the end of this period, students will be able to,
1. Knowledge objectives（知识目标）:
1). New words and phrases: radish, farmer, wife, grow, in the fields, ect.
（能够听，说，认读单词：radish, farmer, wife, grow, in the fields等）
2) . Get to know every character and understand the whole story.
（能够熟知故事人物并理解故事大意）
3) . Tell the difference between pull up and pull on.
（能够理解区分pull up 和 pull on的不同）
2. Ability objectives（能力目标）:
1). Answer all the question raised by teacher.
（能够回答老师提出的问题）
2) . Read the whole story fluently.（能够流利朗读文本故事）
3) . Act the story out with partner without materials.
（能够脱稿和同伴一起表演）
4). Use the words or sentences appeared in the story properly in daily life.（能够在生活中恰当运用故事中的语言）
3. Moral objectives（情感态度目标）:
One person is weak. Two people are weak.
When we all work together. We are strong.
(人多力量大，团结就是胜利)
教学重点：
Let students:
1) Understand and read the story. （能够理解并朗读故事）
2）Tell the difference between pull up and pull on.
（能够理解区分短语pull up 和 pull on的不同）
2) Act the story out with their partners.（能够和小伙伴一起表演故事）
教学难点：
1）Tell the difference between pull up and pull on.
（能够理解区分短语pull up 和 pull on的不同）
2）Act the story out without the material.（能够脱稿表演故事）
教学方法：
Task-based approach（任务型教学法）
Situational teaching approach（情境教学法）
Audio-lingual method（听说教学法）
Communicative approach（交际教学法）
教学准备：
教师：story materials, a straw hat, a babushka, a big radish, the courseware, 4 animal masks.
学生：story materials
教学过程：
Step 1: Greeting and warm-up.
1) Greet to the whole class.
2) Sing Vegetable Song and do the actions.
（师生问好、歌曲Vegetable Song热身）
【设计意图：歌曲Vegetable Song 缓解学生紧张情绪并课前热身，同时为接下来的提问环节做铺垫】
Step 2: Presentation.
1）Q：Which vegetable do you like
S1: I like...
S2: I like...
T leads Ss to ask her the question that can present the new word radish.
At the same time, tell the difference between radish and carrot.
（师生问答引出新单词radish，同时和carrot进行区分）
【设计意图：问题的设置和热身歌曲无缝对接，单词radish自然带出】
2）T: Look, there are so many radishes in the fields.
（教师提前把黑板下方布置成田地，并把大小不等的radish插进泥土里，明确奖励机制）
New words teaching: radishes, in the fields
T:（T points at the picture）Who is he / Who is she
New words teaching: farmer, wife
黑板布置如下：
T：Today we will learn a story named The Farmer and the Radish
【设计意图：黑板的用心布置为孩子们接下来的故事学习创设了情境，奖励机制暗藏其中】
3）Ss watch and answer the question:
Who will help the farmer and his wife → cow, dog, cat, rat
（欣赏故事并简单提问）
【设计意图：图片与音频的结合让学生了解故事内容，大量重复的语句给孩子们“磨耳朵”】
4）T shows Ss the picture and asks Ss guess and answer:
① Where do they live
② What do they do on the farm
③ Why do they want to pull up the radish
(要求同学们观察图片再结合文本回答问题)
【设计意图：问题的设置具有梯度性，发散思维的同时锻炼孩子们的语言表达能力】
5)（The farmer and his wife are pulling up the radish.）
T: Can they pull up the radish
→(No, they can’t.)The radish does not come up.
（根据图片让学生回答问题的同时自然带出新句型。）
6) T: Here comes a cow and he will help them.
According to the picture, T leads Ss to describe it.
T: The cow pulls on the wife.
S1: The wife pulls on the farmer.
S2: The farmer pulls on the radish.
T explains the phrase pull on and wants to pull up a big radish for one student, pretending can’t pull it up.
(要求同学们根据例句描述拔萝卜的场景，并解释短语pull on)
【设计意图：假装“奖励的萝卜”拔不出需要大家的帮助，同学们可以把刚刚在文中学到的句型灵活运用】
7) T: Can they pull up the radish
→(No, they can’t.)The radish still does not come up.
（根据图片回答问题）
Teach the new word: still
8) T: Dog and cat will help.
Ss read P69~P70 by themselves and then
describe the picture without materials.
(学生自读课文并回答问题，巩固sb.pull on sb.句型)
【设计意图：反复的诵读和描述以达到知识内化的目的】
9）T: But they failed again.
→（Lead Ss to say）The radish still does not come up.
T: Don’t be sad. Maybe they need more help. Look, here comes a little rat and he wants to help.
Describe the picture and presents the new sentences pattern.
（描述给定的图片并新授句型）
10）T：What are they doing
→ They are eating the radish（for dinner）.
（现在进行时句子的提问给个别同学语言展示的机会。）
【设计意图：在描述图片的同时加深对文本的熟悉程度，为接下来的朗读甚至是表演做铺垫】
Step 3: Practice and expansion
1) Ss read after the MP3 and answer the question:
How many times (多少次) do they pull up the radish →5 times.
（跟读课文，回答问题）
2）Choose your favourite character and role-play to read.
(选择自己喜欢的人物，角色扮演朗读课文)
【设计意图：不同形式的朗读再次加深对文本的熟悉程度，为接下来的表演做铺垫】
3）Work in group of seven to practice. (小组内练习表演)
4）Group show time. (小组展示)
【设计意图：为能力较强的学生提供语言展示的平台，以达到分层次教学的目的。】
5）Moral education:
T: School just like a big family. As usual we should learn from each other and help each other. Look, these are some of your daily life photos.
Please remember, wherever you are: One person is weak. Two people are weak. When we all work together. We are strong.
（情感教育：人多力量大，团结就是胜利。）
【设计意图：搜集，整理并呈现孩子们日常生活中互相帮助的温暖照片，引起同学们共鸣。】
板书设计：
The radish comes out.
The radish comes out.
T
times!
（清华大学出版社）
Fun Reading - The Farmer and the Radish
课题：Fun Reading - The Farmer and the Radish
课型：故事课
教材分析：
故事The Farmer and the Radish选自清华版教材最后一个板块-Fun Reading。该板块旨在让学生充分享受英语阅读所带来的快乐，从而提高学生学习英语的兴趣与积极性。更重要的是为能力较强的学生提供语言展示的平台，以达到分层次教学的目的。充满童趣的“拔萝卜”故事体现了互相帮助，团结合作的主题。学生除了复习之前学过的一些词汇句型外，还可以通过图片和上下文理解新句子：They grow radishes in the fields. The wife pulls on the farmer.等
学情分析：
通过三年课内外的英语学习，同学们有一定知识的储备，能听懂老师的英语指令，能进行简单的英语交流。重要的是表演欲望很强，这就为学习英语创造了积极的语言环境。
设计思路：
本课教学设计尽可能地体现义务教育《英语课程标准》的教学理念，面向全体学生，突出学生主体，采用活动途径，恰当地运用电教手段创设情境，通过听故事、看故事、读故事、讲故事和演故事五个环节，激发和培养学生学习英语的兴趣，使学生树立自信心，让学生产生说英语的欲望。发散性问题的设置以及故事的表演环节，给学生搭建了语言展示的平台，促进学生思维品质和文化品格的形成与发展。
教学目标 ：
By the end of this period, students will be able to,
1. Knowledge objectives（知识目标）:
1). New words and phrases: radish, farmer, wife, grow, in the fields, ect.
（能够听，说，认读单词：radish, farmer, wife, grow, in the fields等）
2) . Get to know every character and understand the whole story.
（能够熟知故事人物并理解故事大意）
3) . Tell the difference between pull up and pull on.
（能够理解区分pull up 和 pull on的不同）
2. Ability objectives（能力目标）:
1). Answer all the question raised by teacher.
（能够回答老师提出的问题）
2) . Read the whole story fluently.（能够流利朗读文本故事）
3) . Act the story out with partner without materials.
（能够脱稿和同伴一起表演）
4). Use the words or sentences appeared in the story properly in daily life.（能够在生活中恰当运用故事中的语言）
3. Moral objectives（情感态度目标）:
One person is weak. Two people are weak.
When we all work together. We are strong.
(人多力量大，团结就是胜利)
教学重点：
Let students:
1) Understand and read the story. （能够理解并朗读故事）
2）Tell the difference between pull up and pull on.
（能够理解区分短语pull up 和 pull on的不同）
2) Act the story out with their partners.（能够和小伙伴一起表演故事）
教学难点：
1）Tell the difference between pull up and pull on.
（能够理解区分短语pull up 和 pull on的不同）
2）Act the story out without the material.（能够脱稿表演故事）
教学方法：
Task-based approach（任务型教学法）
Situational teaching approach（情境教学法）
Audio-lingual method（听说教学法）
Communicative approach（交际教学法）
教学准备：
教师：story materials, a straw hat, a babushka, a big radish, the courseware, 4 animal masks.
学生：story materials
教学过程：
Step 1: Greeting and warm-up.
1) Greet to the whole class.
2) Sing Vegetable Song and do the actions.
（师生问好、歌曲Vegetable Song热身）
【设计意图：歌曲Vegetable Song 缓解学生紧张情绪并课前热身，同时为接下来的提问环节做铺垫】
Step 2: Presentation.
1）Q：Which vegetable do you like
S1: I like...
S2: I like...
T leads Ss to ask her the question that can present the new word radish.
At the same time, tell the difference between radish and carrot.
（师生问答引出新单词radish，同时和carrot进行区分）
【设计意图：问题的设置和热身歌曲无缝对接，单词radish自然带出】
2）T: Look, there are so many radishes in the fields.
（教师提前把黑板下方布置成田地，并把大小不等的radish插进泥土里，明确奖励机制）
New words teaching: radishes, in the fields
T:（T points at the picture）Who is he / Who is she
New words teaching: farmer, wife
黑板布置如下：
T：Today we will learn a story named The Farmer and the Radish
【设计意图：黑板的用心布置为孩子们接下来的故事学习创设了情境，奖励机制暗藏其中】
3）Ss watch and answer the question:
Who will help the farmer and his wife → cow, dog, cat, rat
（欣赏故事并简单提问）
【设计意图：图片与音频的结合让学生了解故事内容，大量重复的语句给孩子们“磨耳朵”】
4）T shows Ss the picture and asks Ss guess and answer:
① Where do they live
② What do they do on the farm
③ Why do they want to pull up the radish
(要求同学们观察图片再结合文本回答问题)
【设计意图：问题的设置具有梯度性，发散思维的同时锻炼孩子们的语言表达能力】
5)（The farmer and his wife are pulling up the radish.）
T: Can they pull up the radish
→(No, they can’t.)The radish does not come up.
（根据图片让学生回答问题的同时自然带出新句型。）
6) T: Here comes a cow and he will help them.
According to the picture, T leads Ss to describe it.
T: The cow pulls on the wife.
S1: The wife pulls on the farmer.
S2: The farmer pulls on the radish.
T explains the phrase pull on and wants to pull up a big radish for one student, pretending can’t pull it up.
(要求同学们根据例句描述拔萝卜的场景，并解释短语pull on)
【设计意图：假装“奖励的萝卜”拔不出需要大家的帮助，同学们可以把刚刚在文中学到的句型灵活运用】
7) T: Can they pull up the radish
→(No, they can’t.)The radish still does not come up.
（根据图片回答问题）
Teach the new word: still
8) T: Dog and cat will help.
Ss read P69~P70 by themselves and then
describe the picture without materials.
(学生自读课文并回答问题，巩固sb.pull on sb.句型)
【设计意图：反复的诵读和描述以达到知识内化的目的】
9）T: But they failed again.
→（Lead Ss to say）The radish still does not come up.
T: Don’t be sad. Maybe they need more help. Look, here comes a little rat and he wants to help.
Describe the picture and presents the new sentences pattern.
（描述给定的图片并新授句型）
10）T：What are they doing
→ They are eating the radish（for dinner）.
（现在进行时句子的提问给个别同学语言展示的机会。）
【设计意图：在描述图片的同时加深对文本的熟悉程度，为接下来的朗读甚至是表演做铺垫】
Step 3: Practice and expansion
1) Ss read after the MP3 and answer the question:
How many times (多少次) do they pull up the radish →5 times.
（跟读课文，回答问题）
2）Choose your favourite character and role-play to read.
(选择自己喜欢的人物，角色扮演朗读课文)
【设计意图：不同形式的朗读再次加深对文本的熟悉程度，为接下来的表演做铺垫】
3）Work in group of seven to practice. (小组内练习表演)
4）Group show time. (小组展示)
【设计意图：为能力较强的学生提供语言展示的平台，以达到分层次教学的目的。】
5）Moral education:
T: School just like a big family. As usual we should learn from each other and help each other. Look, these are some of your daily life photos.
Please remember, wherever you are: One person is weak. Two people are weak. When we all work together. We are strong.
（情感教育：人多力量大，团结就是胜利。）
【设计意图：搜集，整理并呈现孩子们日常生活中互相帮助的温暖照片，引起同学们共鸣。】
板书设计：
The radish comes out.
The radish comes out.
T
times!