Teaching
plan
基本信息
课题
Muddle
Farm
课型
阅读课
课时
1课时
班级
执教
Teaching
analysis
Teaching
focus
Knowledge
Aims:
Language
focus:Key
words:
muddle,
quack,
woof,
cluck,
chicken,
neigh,
sheep,
farmerKey
structures:
:
All
the
dogs
(the
ducks,
the
horses,
the
chickens,
the
cows,the
sheep)
said
Quack
!
(
Woof
!
Cluck
!
Neigh
!
Baa
!
Moo!
)
Objectives:Students
can
imitate,
read
and
understand
the
story
‘Muddle
Farm’.
Students
can
learn
some
reading
skills
through
the
story,
such
as
questioning,
picture
reading,
predicting
and
imagination.
Difficulties
The
meaning
of
‘muddle’
Activities
1.
Pre-reading
activity:
Talk
about
the
farm
animals
and
their
sounds.2.
While-reading
activity:
Read
the
story
‘Muddle
Farm’.
Learn
the
farm
animals
and
their
sounds
.Understand
the
meaning
of
“Muddle”
by
reading.Post-reading
activity:
Match
the
right
sounds
with
animals.
Make
a
story
of
Order
Farm.
Teaching
procedures
Warm-up
Teaching’s
guidance
Students’
activities
Intention
Sing
the
song”
Animals
on
the
farm”.Ss
sing
the
song
together.Review
the
farm
animals:Let
Ss
talk
about
the
animals.
Sing
the
song
together.Talk
about
the
farm
animals
and
farm
animals’
sound.
To
arouse
Ss
interests
in
the
topic.
To
review
the
knowledge
Ss
learnt
in
the
previous
lesson.
While-reading
Book
cover:
Hide
the
title.Q:Can
you
say
something
about
the
book
cover?
Show
the
title,
author
and
illustrator.Review
the
phonics
sound
/ar/.Question
bankQ:
What
is
“muddle”?..........Beginning:One
day,
a
little
girl
played
outside.
She
saw
a
chicken
and
a
board.
Page
2:
I
went
to
Muddle
Farm.Q:
Where
did
she
go?She
walked
and
walked.P3:
All
the
dogs
said
Quack!Q:
What
can
you
see?
What
did
they
say?
When
do
we
use
exclamation
mark“!”?Question
bankWhy
did
the
dogs
say
like
ducks?The
little
girl
walked
on.
P4-5:
All
the
ducks
said
Woof!Play
dogs
soundQ:
What
animals
do
you
hear?
How
many
ducks
are
there?
Where
are
they?Review
and
find
the
rules.Q:
Do
you
find
something
interesting?The
following
page
6-13Q:
Can
you
make
a
sentence
to
describe
the
picture?Show
an
example
and
then
one
group
talks
one
picture.
Let
Ss
talk
in
pairs.P6-9:All
the
horses
said
Cluck!
All
the
chickens
said
Neigh!Check
groups.Play
the
audio
and
let
Ss
imitate
and
read.P10-13:
All
the
cows
said
Baa!
All
the
sheep
said
Moo!Check
groups.Play
the
audio
and
let
Ss
imitate
and
read.A
little
revisionThe
last
three
pages:(P14-16)I
went
to
tell
the
farmer.
He
said...Cock-a-doodle-doo!Q:
What
can
you
see
in
the
picture?Who
was
that
man?What
was
he
doing?What
would
he
say?
Review
the
whole
storyPlay
the
audioRecite
the
whole
story
with
actions.ExtentionQuestion
bank：What
is
“muddle”?Why
is
the
farm
muddled
up?What
can
we
do?Suddenly,
Time
machine
took
the
little
girl
back
to
Order
Farm.Match
the
right
sounds
with
animals.
Ss
look
at
the
book
cover
and
talk
about
it.
Ss
know
the
title,
author
and
illustrator.Ss
try
to
ask
questions.T---SxShow
picture
2.Ss
imitate
and
read.Show
picture
3.T---SxSs
read
and
imitate
the
intonation.Talk
about
when
to
use
exclamation
mark.Ss
ask
questions.Show
picture
4
and
5.T---SxSs
read
after
the
audio.Ss
read
and
imitate.Ss
read
picture
1-5.Talk
about
the
rules
of
how
the
animals
change
their
sounds.Ss
discuss
in
pairs.Ss
share.Group
1
read.Ss
follow.Group
2
read.Ss
follow.Read
together.
Group
3
read.Ss
follow.Group
4
read.Ss
follow.Ss
read
together.Talk
about
the
picture.Ss
read.Predict
what
the
farmer
would
say
and
do.Hand
out
the
books
to
Ss.Point
and
read
the
story.Read
in
pairs.Ss
show.Ss
recite
the
story
with
actions.Ss
express
their
ideas.Ss
match
the
right
sounds
with
animals.Ss
discuss
in
groups.Ss
show.
To
collect
information
through
observing
the
pictures.
Let
Ss
think
while
reading.Build
up
an
atmosphere
to
read.
Stop
at
a
point
where
it
makes
sense
for
Ss
toprepare
the
following
content.Ss
talk
about
picture
6-13
by
themselves.Predicting
can
help
Ss
get
more
interests
from
reading.
Post-reading
On
Muddle
Farm,
all
the
animals
become
crazy.
Can
you
imagine
what
they
can
do?
If
you
were
the
little
girl,
what
farm
would
you
prefer,
Muddle
Farm
or
Order
Farm
?
Why?
Ss
make
a
story
of
Order
Farm.Ss
discuss
in
groups.Ss
share.
To
improve
their
creative
thinking.
Homework
assignments
Read
and
recite
the
story
‘Muddle
Farm’.
Blackboard
design
What
is
“muddle”?
Title
Muddle
FarmWhy
is
the
farm
muddled
up?
Characters
What
can
you
do?
I
went
to
____________.
Order
Farm
All
the
__________s
said
___________!dogs
Woof
I
went
to
tell
the
farmer.ducks
Quack
He
said......Cock-a-doodle-doo!horses
Neigh
hens
Cluck
cows
Moosheep
Baa
Teaching
Reflection
在整节课中，孩子们都是在故事的语境中一步一步地去了解去探索，从已知到未知到所学，学生的积极性被充分地调动，学生的探索欲被充分地展开，学生对故事非常感兴趣。两个班英语程度不一。在程度弱的班级里，在铺垫的环节将难点plural
form与said渗透进去，让学生在绘本的学习中排除了难点。歌曲的部分一直是很纠结的环节，究竟是在warm-up部分引入歌曲将动物的声音扩展开来，还是插入在while-reading之后，让孩子们先对动物声音进行了解，对最后一个order
farm的环境进行铺垫，让孩子们在最后故事的创编中能很好地借鉴与运用。在实际教学中，应该变化方法让孩子读。可采取男女生读、小组读，同桌读。通过不同的方式来进行语感的推进。这篇绘本对一年级的孩子来说有些难，可以在上第一副图后加强模仿跟读，然后可以适当延伸，让孩子操练句型said，
或者可以在开头导入部分让孩子训练said这个句型，帮助孩子顺利过度。通过整个故事的贯穿，孩子们了解了What
is
“muddle”?Why
is
the
farm
muddled
up?这是整个故事的精髓部分，通过对故事的了解去意会muddle是整个教学目标的重点与难点，学生最后能用自己的语言去总结，这节课的所有设计环节都是围绕着这个环节去开展。(共18张PPT)
What
farm
animals
do
you
see?
mum
mud
One
day...
I
went
to
Muddle
Farm.
All
the
said
!
Quack
dogs
All
the
said
!
Woof
ducks
All
the
____
said
_______!
Talk
in
pairs!
Cluck!
Neigh!
Baaa!
Mooo!
Cluck
horses
All
the
said
!
Neigh
chickens
All
the
said
!
All
the
cows
said
!
Baaa
All
the
sheep
said
!
Mooo
I
went
to
Muddle
Farm.
Quack!
Woof!
Neigh!
All
the
____
said
_______!
Baaa!
Mooo!
Cluck!
Read
in
pair!
I
went
to
tell
the
.
farmer
He
said
_______.
Cock-a
doodle-doo!
Muddle
Farm
Tasha
Pym
Anni
Axworthy
Normal
Farm
爱奇艺万能播放器
The
animals
on
the
farm
Learn
animal
sounds标清
已暂停
Learning
口
口K(>)D全
86%
回的B6回面
12:51
2016/5
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Animals
on
the
farna
Bvi÷ow
Brainstorm
优酷
优西告
优西告
noddle
Farn
Tasha
Pym
Anni
Axworthy
培生幼儿英语第二辑颁备级
Muddle
Farm
[英]塔莎·皮姆/著「英]安妮·阿克斯沃西/绘
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wupt
PPh认
心长江蚂收妹|长江少年儿童出版社
lpph
I
went
to
muddle
farm
Quack
99
all
the
dogs
said
Quack
Woof!
All
the
ducks
said
woof!
