(共29张PPT)
Mind
map
where
what
how
strong
sharp
eat
small
animals
big
fast
I
live
in
the_____.
I'm
_____
and
______.
I
have
big
______
teeth.
I
can
run
very______
.
I
like
to________________.
I'm
very
happy.
I’m
the
king
of
the
forest.
forest
have
no
teeth
=
toothless
What's
the
difference?
?
A
toothless
tiger
Module
3
Unit
9
Seeing
the
doctor
In
the
forest,
there
are
many
animals.
They
live
a
happy
life.
Part
1
big
and
strong
have
sharp
teeth
…
like
to
eat
I’m
the
king
of
the
forest.
king
All
the
animals
are
afraid
of
the
tiger.
Look!
The
tiger
is
coming.
Let's
run.
Run
fast!
Help!
Help!
The
small
animals
have
a
meeting.
What
shall
we
do?
cave
Part
1
Narrator(旁白):
In
the
forest,
there
are
many
animals.
They
live
a
happy
life.
But
one
day,
everything
changes
because
a
tiger
is
coming.
All
the
animals
are
afraid
of
him.
Tiger:
I'm
the
king
of
the
forest.
I'm
big
and
strong.
I
have
sharp
teeth.Oh,
there
are
many
small
animals.
I
want
to
eat
you.
Rabbit:
Look!
The
tiger
is
coming.
Monkey:
Let's
run.
Run
fast.
Small
animals:
Help!
Help!
Narrator(旁白):
The
small
animals
have
a
meeting.
Small
animals:
What
shall
we
do?
Fox:
I
have
an
idea.
My
king,
I
have
a
present
for
you.
It's
the
best
food
in
the
world.
give
the
tiger
eat
the
candy
I
have
a
toothache.
My
teeth
hurt.
I’m
sad.
Who
can
help
me?
You
shouldn’t
eat
so
many
cakes.
You
shouldn’t
eat
so
much
candy.
You
shouldn’t
eat
before
bedtime.
Brush
your
teeth
in
the
morning
and
in
the
evening.
Doctor,
doctor,
I
have
a
toothache.
Can
you
pull
my
teeth
out?
Oh,
no,
no,
no,
I
can't.
I
can’t
do
it.
The
other
animals
are
afraid
of
the
tiger
and
they
don't
want
to
help
the
tiger.
The
fox
comes
to
help.
The
small
animals
come
to
help.
They
pull
all
the
tiger's
teeth
out.
He
becomes
a
toothless
tiger.
Narrator:
Very
soon,
the
tiger
has
a
toothache.
He
goes
to
see
the
doctor.
But
nobody
wants
to
help
him.
The
fox
comes
to
help.
Tiger:
I
have
a
toothache.
My
teeth
hurt.
Who
can
help
me?
Part
2
Fox:
My
king,
I
can
help
you.
I
can
pull
your
teeth
out.
Tiger:Thank
you,
my
friend.
Narrator:
The
fox
and
other
animals
come
to
help.
They
pull
all
the
tiger's
teeth
out.
He
becomes
a
toothless
tiger.
A
toothless
tiger
Read
and
answer
1.
Who
are
the
animals
afraid
of?
2.
What
does
the
fox
give
the
tiger?
3.
What
gives
the
tiger
a
toothache?
4.
How
do
the
animals
help
the
tiger?
They
are
afraid
of
the
tiger.
The
fox
gives
the
tiger
a
lot
of
candy.
The
candy
gives
the
tiger
a
toothache.
They
pull
all
the
tiger's
teeth
out.
Act
it.
Show
time
Popular
performance
Group
A
vote
the
group
you
like.
您喜欢的小组表演投上一票。）
Group
B
What
do
you
think
of
the
tiger
and
the
fox?
big
strong
…
small
clever
Strong
and
weak
are
relative.
We
can
change
it
with
our
wisdom.
强大和弱小是相对的，智慧可以改变它。
…
Love
our
teeth
Our
teeth
are
important
to
us.
So
we
should________________.
We
should__________________.
We
shouldn't_______________.
We
shouldn't_______________.
brush
our
teeth
twice
HomeworkLove
our
teeth
I’m
not
feeling___________
today.
I
have
______________________.
Our
teeth
are
important
to
us.
So
we
should_________________________________________.
We
should___________________________________________.
We
shouldn't_________________________________________.
We
shouldn't_________________________________________.
Love
our
teeth
I’m
not
feeling___________
today.
I
have
______________________.
Our
teeth
are
important
to
us.
So
we
should_________________________________________.
We
should___________________________________________.
We
shouldn't_________________________________________.
We
shouldn't_________________________________________.《
Unit
9
A
toothless
tiger
》课时教学设计
教学目标设计
学
习
内
容
分
析
这一单元的主题是See
the
doctor，主要话题是就医用语以及提出建议。本节课的故事部分A
toothless
tiger内容生动活泼有趣，是学生们喜欢的话题。教材通过故事的形式，帮助学生体会故事寓意，并学会在生活中运用语言进行真实的交际，有利于学生综合语言运用能力的发展。为了在课程教学层面落实“立德树人”这一教育战略目标，教育部组织专家研制了“中国学生发展核心素养体系”以及将核心素养体系落实到各个学科课程教学的学科核心素养。在本课的学习中，教师努力做到在语用知识传授与整合式学习中发展语言能力、通过课堂提问设计促进思维品质发展。
学
情
现
状
分
析
本课的教学对象是小学五年级的学生，无论是听说能力、还是单词与句型的积累，他们大部分都有较好的基础。学生们对一般现在时已耳熟能详，本节课是在基于学生原有基础上进一步增强描述图片，讲故事和构建新语言的综合语言运用能力。同时，他们已经具有了一定的自学能力和语言组织能力。在第一和第二课时里面，学生已经掌握了一些重点词汇，如：toothache,
afraid等等，这为学生理解故事排除很多障碍。但是个别学生的知识不够扎实，特别是口语表达方面，存在想得明白，说不出来的现象。因此教师在教学中安排了小组体验活动、故事情境创设等，给学生创造更多的机会进行口语表达，以提高运用英语交际的能力。?
重
点
难
点
预
设
1.能够借助图片读懂Story?Time的故事，完成故事后的问题
2.能够用自己的语言熟练地讲述故事
学
习
目
标
设
定
1.本堂课通过直观生动的多媒体课件向学生呈现辅助文本，提高学生学习兴趣。?
2.小组合作表演课本剧，培养学生的合作意识和综合语言运用能力。
教学策略设计
媒
体
资
源
多媒体课件、图片、头饰等
方
式
方
法
1.
师生互动问答2.小组合作学习法3.任务型教学法
教
学
结
构
流
程
学习评价设计
【主要内容】
1.调查身边同学的生活习惯，是否健康？
2.调查身边同学的饮食习惯，是否喜欢吃甜食等？
【评价反馈】
1.学生能调查别人的生活习惯，并能给出几句话给同学提出“健康忠告”。
【主要内容】
1.
议一议
学生讨论故事《没牙的老虎》中狐狸这个角色，用学过的词汇加以描述。引导学生从狐狸等动物的角度领悟故事的寓意：When
you
meet
with
difficult,
use
your
mind
and
don’t
escape.
2.
写一写
Love
our
teeth
I’m
not
feeling___________
today.
I
have
______________________.
Our
teeth
are
important
to
us.
So
we
should_________________________________________.
We
should___________________________________________.
We
shouldn't_________________________________________.
We
shouldn't_________________________________________.
演一演
角色扮演故事内容
【评价反馈】
学生从老虎的角度体会健康的重要性，注意锻炼身体，养成良好的生活习惯，并用文字记录下来。
【主要内容】
根据《活动手册》中Task第一部分Do
a
survey的句型提示，调查同学的生活习惯，然后根据问答所得信息填写调查表。完成Think
and
write，给一个同学写一份“健康报告”。
【评价反馈】
通过调查研究身边同学的生活习惯，给出健康建议，检测学生学习故事后能否进行一定量的语用输出。
教学过程设计
【
Step?1?Warm-up?&?Revision
】
1.
Greetings?
2.
Free?talk?&?guessing?game?
T:?What?day?is?it???On?the?first?of?the?June??
S:?Children’s?Day.?
T:
We’re?going?to?give?a?competition?about?English?Shows?from?the?books?to?
celebrate?the?Day.?I?hope?you?can?show?yourself?at?the?festival.?This?lesson?we’ll
get?ready?for?that.?But?what?is?it?about??
I
do,
you?guess.
What?is?it??That’s?right.?We?are?going?to?learn?a?story?about?a?tiger.?
Enjoy?a?video?and?fill?in?the?blanks?(Tiger)?
4.
Show?two?pictures?
T:?What’s?the?difference??
S:?It?has?no?teeth.?
T:?He?becomes?a?toothless?tiger.?What?happened?
【设计意图】
教师与学生亲切交谈，缓解师生之间的陌生感和紧张感，拉近师生距离。?用free
talk的形式导入创设的儿童节艺术节展演情境，请同学们做好参演课本剧比赛的准备。再用guessing
game的形式导入老虎以及本课的功能句为本课内容做铺垫。欣赏视频，让学生了解老虎的生活习性为新授做铺垫。学生观察区别，揭示课题A?toothless?tiger
【
Step?2?New?teaching?&?Practice??Teaching?the?story?】
?Talk?about?Picture?1?&?2?
T:?In?the?forest,?there?are?many?animals.?They?live?a?happy?life.?But?one?day,?everything?changes?because?a?tiger?is?coming.?Let’s?listen.?What?does?the?tiger?say??S:?I’m?the?king?of?the?forest.?I’m?big?and?strong.?I?have?sharp?teeth.?I?like?to?eat?small?animals.?
?Act?and?learn?
T:?Oh,?there?are?many?small?animals,?I?want?to?eat?you.?
S:?Let’s?have?a?meeting.?What?shall?we?do?
The?fox?has?a?good?idea.?
T:?My?king,?I?have?a?present?for?you.?It’s?the?best?food?in?the?world.?
Read?the?first?part?of?the?story.????
?Talk?about?Picture?3?
T:?I?have?an?idea.?I?can?pull?the?tiger’s?teeth?out.?
S:?I’m?the?king?of?the?forest.?
T:?My?king,?I?have?a?present?for?you.?It’s?the?best?food?in?the?world.?The?fox?gives?the?tiger?a?lot?of?candy.?The?tiger?eats?too?much?candy.?Soon?he?has?a?toothache.?The?tiger?goes?to?see?the?doctor.??
Say?the?chant.?Doctor,?doctor,?I?have?a?toothache.?You?shouldn’t?eat?too?much?candy.?Doctor,?doctor,?I?have?a?toothache,?You?shouldn’t?eat?so?many?cakes.?Doctor,?doctor,?I?have?a?toothache,?You?shouldn’t?eat?before?bedtime.?Doctor,?doctor,?I?have?a?toothache,?Brush?your?teeth?morning?and?evening.?
The?fox?comes?to?help.?
T:Mr?Tiger,?I?can?help?you.?I?can?pull?your?teeth?out.?
Read?the?second?part?of?the?story.?
9.Watch?the?whole?story?and?follow?it.?
10.Read?and?answer.?Write?down?the?answers?on?page?61.
【设计意图】
1.创设情境，直接把学生带入故事情节中，首先让所有的同学扮演老虎,师生互动融入到故事中，老师变成老虎，同学们变成小动物。帮助学生理解故事情节，体会小动物们被大老虎欺负的感受.
2.小组讨论，想办法制服老虎
阅读课本剧的第一部分，做到文本再构，增加学生的语篇阅读量请同学扮演老虎，老师扮演狐狸，操练本课的功能句。整体操练后再请个别同学给老虎送糖果。让学生充分融入到故事情节中。
阅读课本剧的第二部分，做到文本再构，增加学生的语篇阅读量??
用chant的形式帮助学生了解正确的刷牙习惯以及保护牙齿的重要性。再把老虎请到前面，给老虎拔牙。培养学生表演能力，语言运用能力。????
跟读课文对话的时候，让学生注意角色的特色，模仿语音，语调，有感情的跟读.?
自己阅读，完成课后的问题。培养学生良好的阅读习惯。
【
Step?3?Extension?Act?the?story
】
【设计意图】
编排课本剧，开发学生想象思维，锻炼口语交际能力。
【
Step?4?Summary??&?Homework?】
1.
Sum?the?story
①Strong?and?weak?are?relative.??We?can?change?it?by?our?wisdom.?
②Love?our?teeth.?
Homework?for?today.?
Finish
the
task
on
Work
book.
Fill?in?the?blanks.?
【设计意图】
学生从老虎的角度体会健康的重要性，注意锻炼身体，养成良好的生活习惯，并用文字记录下来。
本节课充分挖掘课堂资源，采用丰富多彩的教学方法，设计不同层面的教学活动，能够通过学习英语故事达到情感教育的目的。让学生通过阅读《没牙的老虎》利用多媒体课件和师生编排对话把本课的主要句型与课文一一掌握。充分调动学生的各种感官，让学生体验参与教学活动之中。
教学评价与反思
【优点与特色】
本节课充分挖掘课堂资源，采用丰富多彩的教学方法，设计不同层面的教学活动，能够通过学习英语故事达到情感教育的目的。让学生通过阅读《没牙的老虎》利用多媒体课件和师生编排对话把本课的主要句型与课文一一掌握。充分调动学生的各种感官，让学生体验参与教学活动之中。教师采用多种形式的活动、游戏帮助学生练习口语表达，直至学生能进行熟练的对话表演。立足整体把握教材的知识体系，做到语言知识的融会贯通，不断丰富学生的语言积累。培养学生学习英语的自觉性，养成良好的学习习惯。在本节课中我努力把语言知识融入到情景教学当中，避免进行枯燥乏味的机械操练，有心而无痕的反复重现本课主要句子结构，将抽象内容具体化，创设活泼有效的编排对话等活动，自然真实的语言情景，让学生在活动中体会语言的交际功能，能让学生学以致用，既有趣、又学到了知识，提高了教学重点的记忆率，让学生在潜移默化中习得语言。?
【问题与建议】
经过不断反思和实践，我认为在情感升华的环节可以作如下改进：以教师自身的生活习惯经历作为桥梁，激起学生情感共鸣，更能让学生正视良好生活习惯的培养。
【优点与特色】
教师十分注重情境创设，教师口语流畅纯正，导入语清晰简洁。师生互动，生生互动，教有所成，学有所得。
本课教学目标明确，教学重点突出。教学策略符合学生实际和教材特点。
【问题与建议】
教师在邀请学生扮演前，可先做示范，教师自身的参与，可以更好地调动学生参与的积极性。
