Sam the Big,Bad Cat教学设计

太仓市港城小学 陆紫嫣

教学内容：

大猫英语分级阅读三级1

教材分析

本书是“大猫英语分级阅读”三级1的一本故事类读书。故事讲述了主人公Sam身体不舒服，主人Tom想带他去看兽医，但是Sam并不想去，它为了逃避去看病，躲在家里的各个地方，不管Sam躲在哪里，Tom都有办法找到它。最后Sam躲到了淋浴房，Tom虽然找到了它，但是Tom浑身都被淋湿了，Tom觉得很累，就去睡觉了，而Sam却觉得舒服多了。本文生词较多，涉及到第三人称单数，对大部分孩子来说有一定难度，但语言结构重复出现，也降低了学生的学习难度。

学情分析

本书的教学对象是三四年级学生，该学段的学生正处于从低段到高段的过渡期。该学段的学生能够听懂老师发出的一些英语指令，可以进行简单的英语交流，但学生使用第三人称单数进行表达时，仍然有一定难度，需要教师的提醒和辅助。教学中激发并保持学生的学习兴趣十分重要。

教学目标及教学重难点

教学目标

在本节课学习结束时，学生能够：

能够借助图片、音频、文字和教师的讲解理解文本大意。

能在文本的语境中认识书中词汇：doesn’t,hides,finds,cupboard,shower,feel;重点句型：“Sam doesn’t feel well now.Sam hides in/under/the…Tom finds him.”

能够尝试着用所学英语与同伴、教师讨论故事情节，进行预测与合理想象。

能够在理解的基础上跟随录音朗读文本。

教学重难点

1能够在文本的语境中理解生词，掌握重点句型。

2能够在理解的基础上跟随录音朗读文本。

3能尝试着用所学的英语与同伴、老师讨论故事情节，进行预测与合理想象。

教学准备：

阅读材料：《Sam the Big,Bad Cat》

教学课件ppt及文本录音

磁卡、重点句型的磁条

教学过程：

Before class activities:

1.Enjoy a flash:

T:What do you see?Where is the spider?

Ss:on the sofa/under the table…

设计意图

通过快闪，让学生快速的说出一些方位介词的词组，调动学生参与课堂的积极性。

Before reading:

1. Enjoy a song:On,in,under,by

T:Where is the spider?

Ss:It’s in Tom’s new home.

2. Guess and say

T:Which room is the spider in?

S1:Maybe it’s in …

T:Look,it’s in Tom’s living room.Sam eats the spider.How does Sam feel?

S:Sam doesn’t feel well now.

T:Sam is Tom’s cat.What can Tom do?

Ss:Go to see the doctor.Take some medicine.Take an injection.

设计意图

通过唱儿歌帮助学生复习方位介词，活跃课堂气氛，让学生自然的进入英语学习氛围，引入课堂。

通过带领学生仔细观察图片，提取图片信息，进行猜想，激发学生思维的创造性。

While reading:

1. Listen and answer

T:What does Tom say?

Ss:Let me take you to the vet.

2. Think and choose

T:What does vet mean?

Tell Ss the differences between doctor and vet.

设计意图

学生通过仔细观察图片，深入思考教师的提问并回答问题，来预测故事，理解故事大意。让学生试着说一说医生和兽医的区别，在真实的语境中学习绘本的重点词汇和句型，强化理解。

3. Watch and answer

Does Sam want to go to the vet?

What does Sam do?

4. Ask and answer

Where does Sam hide?

Maybe he hides…

5. Skim through and order

T:Skim through the text and order the pictures.

6. Check the answers and read

Picture B:Sam’s bed is small,but Sam is big.He is a big cat.

Picture C:Sam kicks Tom.How does Tom feel?He feels angry.

Picture D:Everything is in a mess,but Sam is happy.He is too naughty.He is a bad cat.

T:So Tom has a big,bad cat called Sam.

Picture E:How does Tom feel?He doesn’t feel well now.

7. Think and say

T:Tom doesn’t feel well now.What does he want to do?

Ss:Go to bed.

T:But Sam is happy now.Sam’s and Tom’s moods are changing.Can you find the differences.

T:Is he a bad cat?

Ss:What a big bad cat!

8. Name the story

9. Retell the story in different roles

10. Show time

T:Let’s play a mime.Work in group of four.Choose a scene.Two Ss read.Two ss act.

After reading:

1. Imaginaton

T:Sam is feeling much better.He wants to play hide and seek with Tom.Where does Tom hide?

Tom hides_________.Sam finds him.

Tom hides_________.Sam finds him.

Tom hides_________.Sam finds him.

Tom hides_________.Sam finds hum.

T:No matter where Tom hides,Sam always finds him.

Ss:What a big clever cat!

2. Emotion education

T:What do you learn from the story?

Ss:Don’t eat too much.Do more exercise.Don’t be too naughty.

3. Listen and answer：What does Tom say?

4. Think and choose：What does vet mean?

Tell Ss the differences between doctor and vet.

5. Watch and answer

Does Sam want to go to the vet?

What does Sam do?

11. Ask and answer

Where does Sam hide?

Maybe he hides…

12. Skim through and order

T:Skim through the text and order the pictures.

13. Check the answers and read

Picture B:Sam’s bed is small,but Sam is big.He is a big cat.

Picture C:Sam kicks Tom.How does Tom feel?He feels angry.

Picture D:Everything is in a mess,but Sam is happy.He is too naughty.He is a bad cat.

设计意图

引导学生快速浏览全文，进行排序，帮助学生进一步理解全文。校对答案的过程中教授绘本中反复出现的主要句型，强化生本互动，培养学生自主阅读的能力。

T:So Tom has a big,bad cat called Sam.

Picture E:How does Tom feel?He doesn’t feel well now.

14. Think and say

T:Tom doesn’t feel well now.What does he want to do?

Ss:Go to bed.

T:But Sam is happy now.Sam’s and Tom’s moods are changing.Can you find the differences.

T:Is he a bad cat?

Ss:What a big bad cat!

15. Name the story

16. Retell the story in different roles

17. Show time

T:Let’s play a mime.Work in group of four.Choose a scene.Two Ss read.Two ss act.

设计意图

小结环节，教师通过有意识地带领学生深度挖掘文本，通过与学生讨论一系列开放性的问题，启发学生思维，帮助学生进行批判性思维，并进行情感教育。

Assignment:

1. Read the story fluently.

2. Try to act the story.

3. Read a picture book:Pet Cat,Big Cat

Blackboard design: