Lesson 18 The Snowman 教学设计

冀教版小学六年级英语
Lesson
18
The
Snowman
教
学
设
计
教材分析:
本节课是一节小学六年级第七册第三单元故事课。本故事的篇幅很长，是在学生学习了Winter
Canada一章后的故事课，实际上是对本单元所学的
Winter
fun
中户外游戏、服饰以及描述冬天的词的综合呈现。故事较长，学生当堂能理解故事是初步目标，如果学生在老师的教师恰当的引领，下能够复述出故事;是班上中等程度以上学生的学习目标，同时还要让学生了解并逐步掌握一定的讲故事的方法，进行自己的再创造是我们追求的目标。
教学方法:
直观教学法，交际法和合作学习。
教学目标:
1、通过本故事的学习，使学生理解本课故事大意。
2、复习并运用本单元所学的与冬天趣事有关的运动句型和词汇，并能简单复述本故事。
3、激发学生的已有的生活体验，培养学生的爱心，构建自己的故事。
教学重点、难点:
1、掌握词汇:skates
2、找出故事的主线。
3、初步掌握讲故事的方法。
教学过程：
Step1：
Greetings!（出示ppt）
Look,class.These
are
seasons.Who
likes
spring?
Why?
Who
likes
summer?
Why?
Who
likes
autumn?
Why?
Who
likes
winter?
Why?
Because
I
like
the
snowman.
John
likes
the
snowman
,too.
In
the
story.he
make
a
snowman
It's
a
different
snowman.
What
happened?
Let's
listen.
Step2:Pre-reading
T:Okay.
Here
are
some
words
we
learnt
and
these
are
their
past
Tense.
could-can,
took
-
take,
said-say,
had
-
have,
made-make,
put
-
put
,
asked
–
ask,
played
-
play,
opened
-
open
was
–
is/are
T:
Let's
read
story
by
yourself.
If
you
have
the
new
words,
you
don't
understand
you
can
ask.
Step3:Read
the
story.
T:Who
has
words
you
don't
understand.Please
put
up
your
hands.
Step4:
Let's
read
the
story
in
your
group,
try
to
answer
my
questions
on
the
blackboard.You
can
talk
in
your
group.
Step5:
Answer
the
question.
1.What
can
the
snowman
do
in
the
story?
He
can
talk.
He
can
skate
on
the
ice.
2.When
could
the
snowman
talk？
He
took
off
his
hat
and
put
it
on
the
snowman.
The
snowman
opened
his
eyes.
3.When
could
the
snowman
skate?
John
put
his
skates
under
the
snowman,
the
snowman
could
skate
very
fast.
4.Why
was
the
snowman
in
the
fridge
at
the
end
of
the
story?
John
wanted
to
help
the
snowman
in
warm
weather.
Step6:
Last
read
story
again,try
to
retell
the
story.
You
can
use
the
mind
map.
Step7:
Retell
the
story
by
groups.
Step8:
Class
closing
1.
retell
the
story
to
your
parents
and
friends.
2.Try
to
write
the
story
in
your
own
sentences.
课后反思
1.在如此长的语篇中，老师让学生三次走进课本，同时，步步深入，每次目的和任务不同，激发了学生的阅读兴趣，并积极尝试去回答问题。整堂课让学生沿着故事的主线去思考并阅读，并且能够理解语言的深层含义，发现了整篇故事的中心内容，学生学有成效。
2.但是语篇阅读教学中更多的需要学生发出的声音和融入学生发自内心的情感。语言学习过程，简而言之，就是教师将故事结构呈现给学生，让其去构建每个孩子自己的故事，这才是有声、有形、有情的小学英语语篇阅读教学。
3.通过思维导图帮助学生复述故事，学生乐于尝试，愿意说，敢于用，更重要的是，有的可说。思维导图帮助学生很好地抓住了故事的发展脉络，这成为了学生故事复述故事的拐杖。
课堂掠影：
思维导图：