2017-2018学年人教版（新起点）英语三上《Revision 2》（Story》（Time）教学设计.docVIP

----小学资源网（ HYPERLINK ） 投稿电话：010 QQ:2355394508---- Revision1 Story Time教学设计 【内容来源】人民教育出版社（一起点）三年级上册Revision1 【课 时】Story Time 一、教学目标 能够借助图片读懂本课的故事，并尝试表演或改编故事。 二、教学建议 1. 热身与复习 (1) 引导学生说唱Pets单元所学的儿歌，复习有关宠物名称的英文表达法。 (2) 教师将宠物单词对应的图片贴在黑板上，与学生讨论宠物及其外形特征。如：Do you want to have a pet? What pet do you want? Do you want a snake? What does a snake look like? 2. 学生自主阅读故事，理解大意 (1) 教师呈现故事第一幅插图，启发学生观察和思考：Who are they? What are they talking about? 在学生简单讨论后呈现第一幅图画的文字信息，引导学生阅读：My birthday is coming. I want a pet as a present. 教师继续与学生交流以了解学生对第一幅图文字信息的理解。如：Whose birthday is coming? What does he want for his birthday? What pet does he want? Why? How do you know that? Tip:呈现第一幅图片并组织学生讨论，也就是引导学生进行读前预测。通过读前预测，一方面可以激活学生已有的背景知识，另一方面还可以激发学生的好奇心，从而激发阅读兴趣，以利于学生积极地探索文本的内容。教师在组织学生讨论画面内容，进行读前预测时，不宜过早呈现文字内容，以免学生的思维被文字所限。(2) 教师设置悬念，让学生自主阅读故事全文：Does Bill get a pet? Let’s read the story to find out. Tip:教师要给学生足够的自主阅读时间。因为每个学生的阅读速度和理解能力是不一样的，要正视这种阅读差异的存在，而不要过于强调阅读步调的整齐划一。(3) 学生完成第一遍自主阅读后，教师通过与学生讨论读前呈现的问题，了解学生对故事大意的理解。如：Does Bill get a pet? Does he like the pet? Who likes the pet? How do you know? (4) 教师呈现故事情节中的细节问题。如：What pets does Bill want? What does the pet look like? (5) 请学生第二次自主阅读，边读边找到上述问题的答案。 3. 图片环游，深度理解故事 教师与学生共同读故事，围绕问题与学生展开讨论，促进学生对故事文本的???入理解。 图 1：Whose birthday is coming? What does he want for his birthday? 图 2：What pet does Bill want? What does a snake look like? How does Bill’s mother think of a snake? 图 3：What pet does Bill want this time? Is it a good idea? Can we have a tiger at home? Why? How does Bill’s mother think of a tiger? 图 4：What pet does Bill want to have now? Do you have a mouse? What does a mouse look like? Does Bill’s mother like to have a mouse? Why? How do you know? 图 5：Is Bill happy now? Does Bill want to have a monkey as a pet? Is it a good idea? What does his mother say? 图 6：How does Bill feel now? How do you know that? Bill has another idea now. What does he want? What do you think of having a turtle as a pet? Does his mother like to have a tu