Swimmy教案及教学设计新.doc

Swimmy教案及教学设计
刘莉
一、 教学内容
改编自美国李欧.李奥尼绘本故事《Swimmy》
二、教学目标以及重难点
1．学生能理解绘本内容并朗读。
2．学生通过阅读英语绘本，产生愉悦的体验，建立对绘本的热爱，从而爱上英语阅读。
3．引导学生感受绘本中表达的友谊、勇气、合作的精神，激发学生互爱、互助的情感。
三、教学思路
1． 以表演的形式帮助理解文本内涵。
2．以故事内容为蓝本进行语段表达训练。
四、教学准备
课件，角色头饰，写有单词的小红鱼和小黑鱼，水草等。
五、教学过程：
一、导入
1. 用《海底世界》视频导入the deep sea
T：Boys and girls ,are you ready for class?
Ss:Yes.
T:As I’m your new teacher,I bring you a nice VCR.Do you like it?
Ss: Yes.
T:I like it, too.
【设计意图】课前播放《海底世界》视频，渲染一种气氛，营造一种氛围，让学生身临其境般地感受海底世界的美妙与奇特。
Now ,listen. A nice voice for you.Please close your eyes, enjoy it with your heart. (听大海声音 )
Where's the voice from?
S:The sea.
T:Perfect.And what’s that VCR about?
It’s about the deep sea.(教学deep sea)
T:I think the deep sea is beautiful.How is the deep sea in your mind?
Ss: I think it is very beautiful.
I think it’s blue. Yes,a blue sea.
It’s very large.Perfect!
There are a lot of fish, blue fish, red fish … (生自由发挥)
T:You know a lot about the deep sea.
【设计意图】通过大海唯美的声音创设情境，让学生的心直系大海，再通过头脑风暴式的对话让孩子说出他心中的大海是什么样子，在给予孩子自主表达机会的同时充分锻炼了他们的口语表达能力。
二．导入文本并学习文本
1．（以自我介绍形式导入Swimmy）
T：I know a fish.He lives in the deep sea,too.This is his card.
Please ask him some questions,then he will show us his card.
S1:What’s your name?
T:按小黑鱼图标My name is Swimmy.
S2:What’s your feature?
T:按小黑鱼图标I’m black and small.And I can swim fast.
S3:What’s your home address?
T:按小黑鱼图标I live in the deep sea.
S4:What do you like to do?
我回答：Of course,I like swimming and helping others.
S5:How old are you?
我回答：I’m two years old.
S6:Are you lonely?
我回答:No,I live with my friends.We are very happy.
Wow ,you know something about Swimmy.Listen,he is introducing himself.
T：(ppt 出现swimmy和Swimmy录音) Nice to meet you. My name is Swimmy. I'm small and black. I live in the deep sea with a school of red fish happily. I can swim fast.
T:Let’s have a role-playing. Pay attention to role-playing tips. First practice by yourselves.(生自己在底下扮演Swimmy)
T:Who would like to show us?给学生带上小黑鱼的头饰(Role-playing tips:1.模仿小黑鱼的语音语调2.表情动作要到位。)
S1-2：扮演小黑鱼自我介绍
【设计意图】借助于信息沟，学生自主提问了解Swimmy,再通过Swimmy的自我介绍展现文本中的主角，并让孩子戴上头饰来扮演，让学生体验角色，从而为理解故事内容做好准备
2．T:You act as Swimmy very well.Let’s enjoy a picture book about Swimmy.（呈现绘本书）Then order the pictures.（呈现7幅图乱着顺序）
T:You should recall the story then order.
S1:Say the aswer.
T:Are you all right?
Ss:Yes.
T:If you are right, tick a fish for yourself.(为自己勾一条鱼)
【设计意图】让学生带着任务整体感知文本，使得整个故事在孩子头脑中形成一个雏形。再进行说话训练，输出语言的过程也起到帮助学生理解文本内容的作用。
3.截取动画里的开头到鱼儿被吃，通过动画学习一二段文本
（1）T:Swimmy lives with his family happily.But one day they are unhappy.Why?
Because there’s (引导生说)a big fish.
T:Look they’re coming.
Ss:(观看动画片)
T:From the cartoon we know.(师讲述) A school of small fish live in the sea happily. They often play games together. Some are red , one is black. The black one is Swimmy and he can swim fast.(贴板书happy和笑脸)
T: I can tell the story very well. Do you admire me?I believe you can do better than me.Come on
It’s your turn to show yourselves.Please try to say sth.
（ppt呈现一段文字A school of … live in the ...Some are…,one is ...They …）Let’s try to say .(小贴士：We should catch the key
words when we're reading.在阅读过程中，我们应该要抓住关键词。）
（2）T:Do you know the big fish in the cartoon?
S:tuna
T:Yes,it’s a tuna.Would you like to be his friends?
S:No.
T:Why?
S1:He eats the small fish.
S2:He is bad.
T:The tuna is bad, big and strong, so we’re afraid of him.
Let’s do and say.afraid of(表情越夸张越好)
Let’s say loudly Tuna ,tuna ,I’m afraid of you.
Boys say Tuna ,tuna ,I’m afraid of you.
Girls it’s your turn.
T: (ppt呈现配音乐)The tuna comes. What will happen?
Please read part 2 by yourselves with these two questions.
2个问题：What happens to the red fish? Please circle.
What about the Swimmy? Please underline.
T：What happens to the red fish?
S1：The tuna eats all of the small fish.
T：Oh，what a pity!
Let’s act.
I’m tuna,you’re the red fish.
表演台词Red fish:We are the red fish.
Tuna:I'm the big fish.I'll eat you.
Redfish:Help,help.
事先和学生说好放开表演
T:The tuna eats all of the red fish.How about the Swimmy?
S:The swimmy gets away.
T:Why only Swimmy gets away?
S:Because he can swim fast.
T:Let’s actI’m tuna,you’re Swimmy.
表演台词Swimmy:I'm Swimmy.
Tuna:I'm tuna.I'll eat you.
Swimmy：I get away.游走了
4.T:Swimmy gets away,but he losts all of his friends.How is his feeling?(引导学生)Is he still happy?
S:No,he is sad.
T:He is very sad.(贴板书sad和哭脸)
T:If you are Swimmy, what will you do? Please think it over.
S1:I’ll make new friends.
T:That’s a good idea.When we are in trouble,friends are important for us.
S2: I’ll think of a good idea.
T:A strong girl.
S3:I’ll cry.
T:Crying isn’t a good idea.
T:Swimmy is very sad.Let’s have a chant to encourge Swimmy.
Sad,sad.Don’t be sad.
Friens ,friends.You need new friends.
Go and meet new friends.
T:Thank you for encouraging Swimmy.
【设计意图】谈论小黑鱼的心情,使得学生感同身受，身临其境去体会小黑鱼失去朋友的痛苦。运用朗朗上口的chant鼓舞小黑鱼，让学生在韵律中感受语言的魅力。
5.Swimmy swims in the deep sea. Does he meet the new friends? (贴板书meet new friends)Whom will he meet?
Please listen to part 3,4,5 , find out whom
Swimmy will meet( use ) and their characters( use ～ ～ ～).
Ss:(阅读文本3，4，5)
T:Whom will he meet the first?
S1:jellyfish
T:(ppt呈现jellyfish)教学jellyfish
What’s jellyfish ’s character?
S:She dances beautifully.
T:Now I’m a jellyfish.Would you like to say sth to me?
S1:You dance beautifully.
S2:You are so lovely,
S3:I love you.
T:Next whom will he meet?
S2:lobster
T:Look,the lobster walks so funny.
Who can walk like a lobster.
S3:(学龙虾走)
T:He walks so funny.
Let’s say he walks so funny.
T:Then whom will he meet?
S1:The red fish like him.
T:Let’s try to say sth .
There’re many fish in the deep sea. Jellyfish da nces beautifully. Lobster walks so funny. Swimmy can swim fast.I love them.
T:If you are Swimmy, what will you say to the red fish?
S:Let’s play together.
S:Nice to meet you,small fish.
S2:Red fish, red fish, I love you. Let’s play together.
6.T:Do the small fish play with Swimmy? Please read part 5 again, then let’s judge.
1.The small fish don’t play with Swimmy, because(因为) they don’t like him.
T:Why can’t he play with Swimmy?
S3:We’ll meet the big fish,they’ll eat us.
S4:They ’re afraid of the big fish.
2.The small fish thinks “Hiding is a good idea.”
T:Is hiding a good idea?
S6:No.
T:Swimmy thinks and thinks .Can he find a good idea?
7.T:Please read part 6,7 quietly ,underline Swimmy’s good idea.
Ss(阅读并画关键句)
T：What’s his good idea? Who can tell us?
S1: He says,“Let’s swim together. We’ll look like a big fish.”They swim together ,like a big fish. He says ,“I’ll be the eye.”
T:That’s a good idea.The swimmy is so clever.They use wisdom to drive the big fish away.
Who would like to come here and make a big fish with these small fish?(两生到前面贴大鱼)
T:(师指黑板上的图，一幅是凌乱的小鱼，一幅是学生刚拼的大鱼)Now there are two pictures. Are they the same?
Ss:No.
T:（师拿金枪鱼）The tuna comes. The fish in which side will be eaten?The left side or the right side.
S1:.The left side.
T:Good.The fish in picture 1 swim by themselves, the tuna comes and eats all of the red fish.
The fish in picture 2 swim as a big fish, the small fish drive the big fish away. (贴金枪鱼)
8.T：In our story, the small fish get success at last. Let’s choose why do they get success?( )
A.Swimmy is clever and always finds the best answer for the problems.小黑鱼是个富有智慧的小鱼，总是能找到解决问题的最好的方法。
B.In Swimmy’s heart,he believes “Do not abondon,do not Give up.”(小黑鱼坚信“不抛弃，不放弃。”)
C.Union is strength.(团结就是力量。)
With these the small fish drive away the tuna at last. They can swim happily again.
【设计意图】设计任务活动培养学生的阅读策略,通过对比、选择活动拓展学生思维，训练、提升学生阅读能力，培育学生健康情感。
Step3.Extension
(1)T(小组讨论表演)I changed this story into a play.Please open your enelopes.Take out your script. Let’s act in groups .OK?
The director of each group can decide .(表演小贴士：每一组的导演对角色进行合理分配，在表演的时候，注意角色的表情，语言和动作。)
各小组准备
T:Which group would like to come to the front?
2组表演
给予评价
(2)T ：(出现故事图片，老师说故事题目)There're some stories about union.
Let's review them in English.(胶片形式滚动)
T：Under the power of union,they get success.
The lovely girl Marylikes to listen to stories.Can you tell them to her?
T:First,let me give you an example.
The fish are small.A tuna eats them.
The fish swim together.They drive the tuna away.
拔萝卜：Pull up radish: The radish is big.They want to eat the radish.They help each other.They pull the radish out.
三个和尚Three monks:Three monks are thirsty.They help each other.They drink water.
五个手指兄弟：Five finger brothers:Five fingers are small.They help each other.They do things together.
蚂蚁搬家：The ants are small.They carry things together.They get success.
They all get success because of union.
【设计意图】让学生小组合作表演剧本，强化语言输出，进一步内化学生对故事的理解。推荐类似故事,拓展阅读，提高学生的阅读能力。通过任务式活动，深化学生对故事意义的理解，强化对学生语言表达能力的训练。
Step 4Homework
1.Retell the story to your parents.
2. Enjoy several picture books written by Leo Lionni.
3.Read four stories about Union.
【设计意图】家庭作业是课堂学习任务的延伸，布置作业拓展阅读任务，不仅能巩固知识，还能够引导学生开阔视野。
教学反思：
从教学的设计和组织反思， 视频导入，充分调动起学生兴趣。良好的开头对一堂课的成功与否，起着关键的作用。教师用视频导入新课，学生的学习兴趣和热情被激活。同时教学理念上，体现了以学生为主体，教师为主导的新课程理念，整节课学生活动的时间占多数。在这样的一个学习过程中，学习者处于相对自然的态势，不断的在习得和使用语言，学和用每分每秒都和谐的交织在一起。
从教学效果来看，这节课体现了培养学生主动学习和发展的意识与能力这一目标，注意到面上的投入和产出。
当然每一节真实的课都会是有缺憾的课。下面是我感觉本堂课需要改进之处：
1.本节阅读课的教学目标是否只停留在阅读一遍掌握大意并进行表演的程度？是否应该有一个教学内容规划的长程设计，按照整体-部分-再整体这一结构开展，而不是只有层次设计，逐段进行，从而割裂整篇文章的内在联系。
2.学生的互动表演参与面广，课堂气氛活跃，锻炼了学生的口头表达能力和团结合作的能力，同时也向我们充分展示了学生的令人咂舌的表达能力。这种形式是我们课堂教学中不可或缺的一个重要环节。但结合昨天听吴亚萍教授关于互动生成方面的报告，对于本节课我也有如下疑问：1）可能受场地限制，小组分配和小组分工是不是不太明确2）小组活动的时机是否恰当？是否可以等到整篇文章读完之后进行表演，这样既检验了学生对整篇内容的理解，同时也避免了把阅读课上成了表演课。
3. 教学过程应该有新的生成，对于生词的学习，是否点到为止，是否需要 简单的练习加以巩固，从而确保所有的学生都能掌握？对于整个故事情节，是否应该以讨论、复述、写作等形式重建？