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《The Little Dragon》教学设计.docx

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    • 《The Little Dragon》教学设计【教学目标】1. 语言能力目标:学生能够听懂故事;惟妙惟肖地模仿录音;绘声绘色地独立朗读故事;能够理解故事;能够用“I am ...”句型介绍自己;能够表演故事;掌握字母组合“igh”的拼读规律2. 非语言能力目标:了解中西方文化中龙的寓意以及西方文化中的骑士;体验戏剧表演的乐趣;通过表演培养学生的创造力和自信心教学重难点】教学重点: 听懂、会说并能够认读本课的重点单词: king knight dragon princess frightened cross fight the dragon 教学难点: 在真实语境中使用所学句型进行交际,能够复述并表演本课故事课时安排】一个课时【教学过程】1. 导入(Lead-in):了解西方文化中的龙和骑士通过观看视频让学生了解西方文化中的龙和骑士,为看图讲故事做好铺垫利用PPT播放视频Tom and Jerry – Fire Breathing Tom Cat,然后与学生互动:Who was the knight in the video? (BQ: Was Tom Cat a knight?)Was Tom Cat frightened?Did the knight kill the dragon?在以上过程中,适时展示武士、国王和龙的图片,帮助学生理解“knight, king, dragon”。

      之后,自然过渡到讲故事环节:One day, the children put on a play. In the play, the king asked the knight to fight the dragon. Did the knight kill the dragon? Let’s learn the story The little Dragon.2. 看图讲故事(Storytelling):理解故事情节,观察孩子们表演时的动作和表情利用课件逐幅播放故事图片,并用丰富的表情、生动的英文和适当的肢体语言给学生绘声绘色地讲故事,让学生观察不同角色的特点,感受表演的乐趣Picture 1)Look at picture 1. The children put on a play. What was the name of the play? (BQ: Was it The Little Dragon?)It was The Little Dragon. What was Dad? Dad was a tree. “Scene 1”, said Wilf. (指向图中的Scene 1)(Picture 2)What was Chip in the play?Chip was the king. “I am the king,” said Chip, “Fight the dragon.”What was Wilma in the play?Wilma was the knight.(Picture 3)“I am the knight,” said Wilma, “I will fight the dragon.Where was the dragon?(Picture 4)Scene 2. Here was the dragon. “I am the dragon,” said Kipper,“But I am a little dragon.”(Picture 5)Scene 3. There was also a princess. Who was the princess? It was Biff.“I am the princess,” said Biff, “I like dragons.”(Picture 6)The princess played with the dragon.They played under the tree.(Picture 7)Scene 4. Wilma came to the stage, and she shouted at the little dragon. “I am the knight,” said Wilma. “I am frightened,” said the dragon.Would the knight kill the dragon? (请学生猜测)(Picture 8)“I am cross,” said the princess. (配合表情)She pushed the knight in the pond. (动作演示pushed)It was the end. (Picture 9)Did people like the play?Yes. “What a good play,” said everyone. 3. 听录音模仿(Listening and Imitating):听懂录音并模仿出标准的语音语调4. 朗读故事(Reading Dramatically):读懂故事并学会绘声绘色地独立朗读故事通过多种形式的朗读,让学生能够绘声绘色地独立朗读故事,培养学生有感情朗读故事的习惯,练就语言基本功。

      在朗读过程中注意引导学生读出每个角色不同的情感1)全班集体朗读教师组织全班同学齐声朗读一遍2)分角色朗读请几名学生分别扮演the king,the knight,the dragon,the princess进行分角色朗读,其他学生齐读旁白和最后一幅图此环节可进行2-3遍,教师要引导学生读出不同角色的特点5. 检查理解(Story Comprehension):梳理故事情节,加深学生对剧中不同角色的认识(1)角色配对l 将人物图(Dad, Chip, Wilma, Biff, Kipper)贴在黑板上l 请5名学生依次上台在人物图的上方写出相应的角色,如:a tree/the king/the knight/the princess/the dragon 并鼓励学生表演所对应的角色2)句子重组l 将学生分为5组,每组学生负责制作一组词卡教师可事先将空白卡片分给各小组,并指导其分别制作以下一组词卡:Dad—I, a tree, amChip—am, I, the king; fight, the dragonWilma—am, I, the knight; will, I, fight, the dragonKipper—I, the dragon, am; I, a little dragon, am, But; am, I, frightenedBiff—am, I, the princess; like, I, dragons; cross, am, Il 在每个人物图右侧画上bubble,并将学生制作的词卡打乱顺序,放在相应角色的bubble中(角色有几句台词,就画几个bubble)。

      l 依次提问:What did Dad/Chip/Wilma/Kipper/Biff say?,请不同的学生给每个bubble中的词卡重新排序,组成符合故事内容的句子l 全班学生一起判断句子是否正确,齐声读一读正确的句子,并提醒学生句末加标点6. 表演(Role-play):创设情境,让学生体验表演戏剧的乐趣(1)表演准备l 事先指导学生准备好所需道具,如卡片(I am a tree./ Scene 1/ Scene 2/ Scene 3/ Scene 4)、头饰(the king, the knight, the dragon)、剑、花环、球等l 表演示范:请6名学生分别扮演the tree, the king, the knight, the dragon, the princess, 和Wilf,教师读旁白,一起完成表演2)分组表演l 将全班学生分为若干7人小组,小组合作练习表演l 请2-3组上台展示根据学生表演情况给予鼓励和指导板书设计】。

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