“The Horse and the Dog”教学实录与评析

[作者简介\]吴冰燕（1990―），女，江苏无锡人，本科，南京市赤壁路小学教师，小学二级。

注：本栏目课例以及课堂观察系2013年12月广西师范大学报刊传媒集团《教育观察》编辑部与南京市小学教师培训中心在南京师范大学附属中学新城小学举办的首届“课堂教学观察”南京交流研讨会的课堂展示。

课型：

阅读课。

教材分析：

本篇阅读材料是一则寓言短文，故事围绕着一只骄傲的狗和一匹聪明的马展开，旨在让孩子体验到赞美和谦逊的魅力。这篇阅读材料有13个生词：horse, live, same, proudly, daytime, watch, sheep, grass, evening, guard, plough, turn, true。对于四年级的孩子而言，难度还是比较大。在设计中，我将趣味性和知识性结合，确保孩子既能体验到阅读的趣味性又能较好地朗读和理解课文。

教学目标：

1.通过学习，能正确理解并较为熟练地朗读故事。

2.学生在情境中理解并掌握词汇：horse, live, same, proudly, daytime, watch, sheep, grass, evening, guard, plough, turn, true。

3.学生能理解并学会在适当的情况下使用：How great I am! Yes, it’s true.

4.通过活动鼓励学生大胆说英语，在语境中培养学生开口说的能力。

5.通过学习,懂得欣赏他人的优点，学会赞美。

教学重难点：

1.能理解整篇文章并准确有感情地朗读每一句。

2.学生能理解并学会在适当的情况下使用：How great I am! Yes, it’s true.

3.通过学习,懂得欣赏他人的优点，学会赞美。

教学准备：

录音，视频，阅读材料。

教学过程：

Step 1 Warm up

Let’s play a game. It’s called true or false.

If it is right, you say “true, true, true”.

If it is wrong, you say ”false, false, false”.

（PPT呈现学生的信息，让学生判断）

e.g.

Miss Li is my English teacher.

You can sing English songs. You can make a salad.

T: Great, you can say “How great I am!”

You can draw pictures.

T: Great, let’s praise ourselves “How great I am!”

You can read English stories.

T: Good, here’s a story for you.

Let’s read together.

\[借班上课可将师生间不熟悉转换为宝贵的教学资源，通过 true or false 的游戏拉近师生间的距离，也从听和说两方面进行了热身。同时将How great I am！作为主线铺垫。\]

Step 2 Presentation

1.通过猜测导入故事主人公。

Look, this story happens in a farm.

What can you see in the farm?

Horse, sheep.

Many animals live in the farm, who are they?

Let’s listen.

e.g.

It is lovely. It can bark. It says woof woof. What is it?

A dog. A horse. Sheep.

Look the sheep, the horse and the dog live in the same farm.

One day, the dog and the horse have a talk.

Is it a happy talk?

Let’s listen.

\[这一环节的设计是通过猜测农场的动物导入故事的主角，自然流畅，在这一环节中解决3个新词 sheep,horse, plough\]

2.观看故事整体感知。

T: Look at the dog and horse, they’re talking.

What are they talking about?

S: They are talking about what they can do.

3.分角色梳理信息。

T: What can the horse and dog do?

Please read by yourselves and underline the answers.

Ss: The horse can plough.

T: What can the dog do? Do you get the answer?

S：Watch the sheep. （教读watch）

Guard the house.（教读guard）

T: The dog can do so many things.

So he is very proud.（教读proud）

So he says proudly. What does he say?

Let’s listen and imitate.

I can say proudly. Please follow me.

Can you say proudly? Have a try!

（学生展示）

T: The dog is so proud, so he turns his nose up.

Can you do that?

Great! Let’s do it together and say “You can only plough!”

4.开放性问题，学生思考。

Now I’m the proud dog. You are the horse.

Are you happy?

Ss: No.

If you are the horse, what will you say?

Ss: …

T: What will this horse say?

Let’s listen.

Read after the teacher.

But if I don’t plough, what do you guard?

5.朗读课文：模仿跟读，自己朗读，分角色朗读。

表演故事，给故事加结局。

\[在文本的处理中遵循了整体到细节这样的原则，先让学生整体感知故事，再询问细节，在处理细节中感知理解新词。在这一环节中，我加入了模仿骄傲的狗和聪明的马，学生参与性很高，让简单的课文朗读变得兴趣盎然。\]

Step 3 Production

T: Look at this horse and dog, which one do you like?

Why?

They are both very great, but can we be proud like the dog?

Everyone has his talent, we should praise others.

Praising is the most beautiful voice in the world.

Let’s learn to say how great you are!

\[在课堂结束时，我提出了一个开放性的问题――你喜欢哪个小动物，目的是让孩子运用本节课所学的知识进行回顾，此外对孩子进行情感渗透，人人都有闪光点，赞美是最美的语言，要学会欣赏他人，完成从How great I am!到 How great you are！的转变。\]第3卷 第12期

2014年4月教育观察

Survey of EducationVol.3 No.12

Apr.2014