Thefrogandthewildgoose教案及反思.doc

The frog and the wild goose
一、 Pre-reading
1、TPR First，let’s do some exercise. Jump, run, sit, stand, walk,
(You’re so clever, now let’s do some exercise quickly.)
fly, catch, stick stick Catch the stick (You’re so clever.)
2、A game fall down You didn’t catch the stick, it fell down
Frog Catch the box, catch the book, catch the frog, clever
3、Free talk Is it lovely? ( frog) Can you say something about it?
（It’s green. It has two big eyes. It can jump. It jumps far and high.）
Sky It lives in the water. Can it fly in the sky?
Wings No, it can’t. It has no wings.
The frog has two neighbors, they can live in the water, also can fly in the sky，they have wings, they’re two wild geese.
Wild goose
（lake leave unhappy angry clever end middle）
4、Today, let’s learn a story about “The frog and the Wild goose”
Q：What do you want to know about the story?
（What are they talking about? Where are they? Why do they want to move?
Are they good friends? How do they move? Where’s their new house? When do they move their house?)
二、 While-reading
二、 疏通脉络，制作绘本
Let’s watch and make. Make a storybook!
So many questions! Now, Let’s watch cartoons and number the paper, then make a storybook by yourself. Maybe you can find the answer in your storybooks.
（Good job! You’re so clever! Check your answer, please.
二、逐图阅读，了解故事
1、Let’s read and choose
Well done, You’re so clever! Now, let’s read the story together. “The frog and the wild goose” The Chinese name is 青蛙搬家
Why did they want to move away? Let’s read together.(跟着录音齐读)
less and less water
There was less and less water in the lake. They needed to live in the water.
2、Let’s listen and find
They needed to live in the water. There was less and less water in the lake. The wild geese have winds, they can fly fast and far, but the frog can only jump and it can’t fly. So the frog said
Q：How can they leave together? Can you help the frog?
（If you’re the frog, what will you do? ）
What did the frog do, let’s read page3 by yourself. (P3)
Let’s find a long stick, you catch one end and you catch the other end, and I catch the stick in the middle. In that way, I can fly with you. end middle
3、Let’s read and circle.（part4, 5）
In this way, soon the two wild geese and the frog were flying in the sky.(ppt)
But unfortunately, as soon as he opened his mouth, he fell down from the sky. (ppt)
What happened? Why did he open his mouth? Now, let’s read page4and5 then circle the words.
a. 找村民的话The frog became angry at the words, so he cried out loudly, “it’s me who got the idea”. what are these words? Who can read them for us? How to read these words, let’s read after the tape.
b. 找青蛙的心理活动 when the villagers says the wild geese are the clever one, how did the frog think about? Can you find the sentence?
三、诵读对话，揣摩语气
How can we read these words? unhappy, even more happy, angry
Post- reading
一、深入情境，表演对话Let’s act!
1、 Let’s act 学生分小组齐扮演村民，一生扮演青蛙，老师旁白示范
2、 Act in roles. （4人一组角色扮演）
二、Let’s play! （戴头饰表演）
三、再读结尾，续写故事Let’s guess!
T: as soon as he opened his mouth, he fell down from the sky. What will happen?
Did he die? Would he fall down the ground or in the water?
S: Maybe he ...
四、启发：Be a molest man! 做个谦虚的人！
五、推荐课外阅读

教学反思：
一、成功之处
1.语篇教学，先见森林，再见树木。
俗话说：先见森林，后见树木。如果说整体感知课文把学生带进一片神奇的“森林”之中，连贯生动的语言向学生展现了丰富多彩的英语语言世界。那一个个简练优美的语句，那一个个芳香怡人的单词，定会让学生尽情享受、流连忘返。
本课时，我引导学生先整体感知语篇、抓住大意，继而再学习重点词句。先见森林，让学生整体感知语篇的大意。再见树木，在整体感知课文后，我引导学生学习、品味重点词句。语篇是学生学习过程中语言输入的主要来源和精华部分，把课文中的语言现象学好学透, 才有做其他练习的基础。这样，最终达到了对语篇结构，内涵和外延整体理解的效果。
2.问题推进，自主探究，合作学习。
课前，我指导学生进行了自主预习。主要预习了动作和动物类单词以及一些动作类的短语。根据预习情况，在课中我有的放矢地开展了制作绘本，带着问题听故事等活动，并引导学生进行小组合作。在竞争与合作中，让学生体会、感知、理解、运用新知识。
本节课，学生所掌握的新的语言点都不是我直接教授的，而是在我的引导下自主学习的。在这样的自主学习中，学生自始至终兴致盎然，和同伴、老师分享着学习英语的快乐。
二、不足之处
1.课文中的生祠处理得稍微细致了一些。作为新授课，每学一个新的语言现象, 讲解完之后, 应该先做一些机械或灵活的操练。但也应点到为止，不宜过细。
设计课的时候，我的心中是有数的，我认为不宜对具体单词，短语花费太多时间。但上课具体实施、操作时，我还是耗时颇多。在“每课树木”上，我总是不放心。总想着“less and less”要讲，“unhappy和angry”要区分清楚。这样过细的学习，导致后期的输出环节，处理得稍显仓促。
2.自主学习等待时间不够。本课时，教学量比较大。本课时我引导孩子自主学习、合作探究。但一节课上下来，回看实录时，我发现自己在某些活动中，给孩子的自主发现的时间稍许少了一些，还是没能大胆“放手”。
三、再教设计
1.在第二个环节的“引导学生细读故事，通过核心词句的学习, 理解故事内容”中，对具体词组不宜作过多拓展。
2.学生进行自主学习、合作探究活动时，给孩子思考的时间稍长一些。舍得给孩子时间，孩子们才能得到真正的锻炼和智慧的升华。
总之，通过本次研讨活动，我获益不少。我将在今后的教学实践中，多学、多思、多尝试、多探索，不断地探究小学英语教学的无穷魅力！