外研版（一起）英语 三年级上册 Reading for piersure The Little Red Hen(1)-教案

这是一份外研版 (一年级起点)三年级上册本册综合教案，共7页。教案主要包含了设计意图等内容，欢迎下载使用。

Analysis f Teaching Cntent 教学内容分析:
The Little Red Hen是外研版（一年级起点）三年级上册Reading fr Pleasure的内容，是一个趣味性较强的英语故事，故事在主人公小红母鸡和她的朋友们之间展开，叙述了小红母鸡制作蛋糕的整个过程，以及她的朋友们是否愿意帮助小红母亲完成各项工作的态度。虽然篇幅并不长，但故事内容生动有趣，涉及的时态是正在进行时，重复性比较强，其中所涉及的主题“help”也与学生的日常生活息息相关。
Analysis f Students 学生情况分析:
本课的教学对象是我校三年级的学生，在前面两年半学习中，他们已经学习过课文中所涉及的大部分动物类名词、动词短语和句型结构，仅有少量新授单词。由于学生年龄还比较小，以直观形象思维为主，而且有意注意保持的时间也较短，所以这节课我们开展了丰富多彩的游戏、表演等课堂活动。同时，三年级的他们也已经具备了一定的接受和处理信息的能力，自主意识逐渐增强，能够体验人物情感，并开始形成自己看待周围事物的标准，能够独立思考一些问题。所以，本节课在让学生学习和运用新授语言知识的基础上，重在通过所设计的戏剧教学活动让学生体验故事中人物的情绪、动机，从中引发学生“情感、态度、价值观”的思考，并通过这些活动培养了学生的发散思维、批判性思维，创新性思维。
Teaching Aims:
Knwledge aims:1、学生能认读新单词：hen, jigsaw等。
2、学生能通过戏剧范式更好地理解课文内容并表演课文故事。
3、学生能运用“be ding...”来谈论正在进行的活动。
Ability aims:学生能通过戏剧范式理解和表演课文故事，并能用“be ding...”创编故事。
Feeling aims：通过对于故事角色体验和挖掘帮助学生更好地理Little Red Hen的情绪变化，并培养学生乐于助人、热爱劳动等品质。
Key Pints:
学生能理解并表演课文故事，能运用“be ding...”来谈论正在进行的活动。
Difficult Pints:
学生能利用关键词来复述课文内容。
学生能运用“be ding...”来创编新的故事结局。
Teaching Methd:
TPR,The Audi-visual Methd,The Audi-Lingual Methd,The Direct Methd
Teaching Aids:
CAI,卡片,卡通面具
Teaching Steps:
Step1. Warm-up
Greetings.
Drama Game:Walk and act （Fllw the temp and walk in a farm戏剧游戏：节奏步行）(Ss walk in a farm with music, when the music stps, the teacher says the animal wrds and the Ss d the actins.)
【设计意图】在热身游戏环节，老师带领学生开展“节奏步行”的戏剧游戏，让学生听单词做动作，不仅帮助学生复习了动物词汇，同时也让学生初步感知了不同动物角色的肢体语言呈现方式。
Game:Act and say (flying/swimming/jumping/sleeping/listening t music/ watching TV/reading/making a cake/eating a cake/being quiet/sitting dwn)
【设计意图】通过Act and say的游戏复习有关于V+ing的动词短语，为故事的学习做好铺垫。
Step2. Presentatin
Scene 1
T:Yu are s smart.Here cmes a smart animal:a hen. Her name is Little Red Hen.Tday I’ll shw yu a stry abut her. And She has 3 friends. They are a muse, a cat and a pig. What will happen? D yu want t knw the stry? Let’s listen Scene 1.
Fill in the blanks :Little Red Hen is wrking .D her friends help her? What are they ding?
The muse is sleeping .
The pig is eating
The cat is listening t music
Drama:Teacher-in-rle （教师入戏）
T:Nw,I’m the Little Red Hen.Yu can be the muse,the pig,r the cat,k? It’s spring. I’m wrking. And I’m a little tired. Can yu help me?
Ss act the animal friends.
【设计意图】通过教师入戏，让学生初步感知情景表演，激发学生表演的兴趣，并为后续的表演进行良好的示范。另外，也帮助学生进一步理解故事情节。
2.Scene2
T:Nw,Autumn is cming. It’s a seasn fr harvest. Are the animals busy? Let’s listen and repeat.
Then fill in the blanks:
Little Red Hen is wrking .Are her friends wrking ,t?What are they ding?
The muse is watching TV .
The pig is reading .
The cat is ding a jigsaw .(教师教读New Wrd:jigsaw)
3.Scene3
T:What happens next?Let’s listen Scene 3
T:Nw Little Red Hen is making a cake .
T:This time,des anyne help her? Ss:N.
Activity：Think and say（句型操练：小老鼠找借口）
T:What d yu think f Little Red Hen? What d yu think f the animal friends?
Ss:They are lazy/bad/...
T:Yes. They are very lazy, and they always make sme excuses. S if yu’re the lazy animals , maybe if yu’re the muse, what excuse will yu make this time? Please say and act.
Ss: Srry,I can’t. I’m （playing ftball/singsing/dancing/riding a bike/flying a kite/...）
【设计意图】通过学生对角色人物的评价建立自己的价值观，并通过第三幕中Think and say（小老鼠找借口）的活动让学生运用" I'm ..."来表达正在进行的动作从而操练重点句型，进一步突破本课的重、难点，同时也训练了学生的发散思维。通过此活动也让学生体验到了小老鼠找借口的情绪和动机。
Act Scene1、Scene2 and Scene3.
Three minutes t Practise.
Shw Time
Drama:Still-image and thught-tracking (戏剧范式：定镜和思绪追踪)
T ask Little Red Hen:They dn’t help yu,hw d yu feel ?
Can yu shw me yu are
T ask Little Red Hen: What d yu want t say t yur friends?
T ask ther students: If yu’re Little Red Hen,What d yu want t say t yur friends?
【设计意图】分幕表演培养了学生的合作能力，激发学生的学习兴趣，也让学生体验了不同角色的情绪。通过戏剧范式“定镜”和“思绪追踪”让学生对Little Red Hen的角色情绪进行挖掘，捕捉隐藏在文本背后的情感线索，让学生在简单的故事中形成深层次的情绪感受，并通过开放性的问题引导他们用英语语言表达出来，让学生形成自我的认知与感受。
5. Scene4
T:Nw,Little Red Hen is eating the cake . And her friends like the cake,t. But they didn’t wrk, can they eat the cake?
Drama:Cnscience alley (戏剧范式：良心巷)
T:If yu’re Little Red Hen, will yu share the cake? Yes r N?
Why d yu think “N”?
Why d yu think “Yes”?

6.What we learn frm the stry.
T:It’s hard t say yes r n, but please remember:n pains,n gains./Be halpful!/A friend in need is a friend indeed.
【设计意图】通过戏剧范式“良心巷”的活动，让学生站在正反两方进行一个微型辩论，陈述各自的观点，从而让学生在矛盾中通过自己的分析、判断、综合来得出结论，提升了学生的批判性思维品质，也帮助学生形成自己的价值观，达成本课中“情感、态度、价值观”的教学目标。
Step3. Extensin
Make new endings
T:Yu think“yes”,yu think“n”,s let’s make different endings.Yu grup make stry 1,Little Red Hen will nt share the cake.
Stry1：
Muse,Pig,Cat:What are yu ding, Little Red Hen?
Little Red Hen:I’m eating my cake.
Muse,Pig,Cat:We like yur cake!
Little Red Hen:Yu can’t have it.Yu are lazy animals!
T:Yu grup make stry 2,Little Red Hen will share the cake. In stry 2, maybe the muse, the pig, the cat will feel srry, and they will d smething fr Little Red Hen.Yu can use the phrases t fill in the blanks.
Stry2：
Muse,Pig,Cat:What are yu ding,Little Red Hen?
Little Red Hen:I’m eating my cake.
Muse,Pig,Cat:We like yur cake!
Little Red Hen:OK! Let’s enjy the cake tgether.
Muse,Pig,Cat:Thank yu.We are very srry.（内疚的) We are ging t help yu.
Muse:Nw I’m___________ fr yu.
Pig:Nw I’m___________ fr yu.
Cat:Nw I’m___________ fr yu.
Little Red Hen:Yr’re helpful! We are gd friends.
Wrd bank:
tidying the rm; clening the flr; washing the plates; cleaning yur desk; watering the plants; making the cake with yu;...

2 minutes t practise.
Ss act the endings.
【设计意图】引导学生打破传统思维，创编不同故事结尾，进一步培养了学生的创新性思维，同时也进一步拓展了学生的语言运用能力。通过表演也提升了学生的合作和创新能力。
Step4. Hmewrk
Act the stry.*
Retell the stry.**
It’s spring. Little Red Hen is wrking. She needs help,but her friends dn't help her. The muse is sleeping, the pig is eating ,the cat is listening t music. Autumn is cming. Little Red Hen is very busy,but nbdy helps her. Because the muse is watching TV ,the pig is reading ,the cat is ding a jigsaw . Then The Little Red Hen is making a cake . They still dn’t help her. Nw,Little Red Hen is eating the cake. Her friends like her cake. Will Little Red Hen share the cake?
Change the stry. 改变故事***
T:This time,maybe Little Red Hen is making sme juice,r She is tidying her rm,but her friends dn’t help her. Or maybe this time her friends help can change the stry.
【设计意图】课后作业既是对知识的巩固，也是对课堂知识的延伸。根据学生的不同水平进行分层作业设计，让每一位学生都能获得完成作业的成就感。
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