茯苓的作用-电厂工作总结

Unitt4 Pets & Paula the Vet
学校

版本 人教版SL新起点三年级上
册
课题
教师
The
Unitt4 Pets & Paula the Vet
课型
Ba Ping
年级
Story
Class1, Grade3
This lesson combines Fun Time from Unit4 Pets(primary school
Analysis of English book 3,PEP) and Paula the Vet(Songbirds Phonics, FLTRP ).It
the
Teaching
Material

aims to help students know what pets need and read words with
ɔ:.
The topic
and attention, but they don’t know how to care for pets’ life. So real
pictures and funny games are needed to help them get involved in class.
The Students in Grade 3 are little children who love to imitate and play with
Analysis of pets. So they will have a strong desire to know how to take care of pets
the Students when they are ill. Although they have studied English for almost two
years, so many new words in the story will also be a big obstacle. So
body language, real objects and colorful pictures are much needed to
help students to guess and understand the story. In order to make
students masters in class, the teacher should try to create a lively and
harmonious English learning atmosphere, where students are more
willing to get involved in study.
Teaching
Objectives
Knowledge Objectives
To express what pets need with words

To read and get the main idea of the story with the help of pictures and
key words.
To answer the questions with the sentences from the story or their own
language.
To pronounce words with ɔ: correctly.

Competence Objectives
To take care of pets with love during life.
To read out words with letter groups
by learning example words

Moral Objectives
To enjoy the story and love English reading.
To stimulate students’ sense of cooperation and maintain a more
positive attitude towards life and study.
Thinking Quality
To help students predict what will happen by the pictures. .
To express the characters’ feelings and get key information by reading
and listening to the story with questions.
Cultural Personality
To love pets, friends and life.
To realize that success means repeating the simple thing and do it with
heart.
Teaching
Important
Points
To express what pets need with words
To read and get the main idea of the story with the help of
pictures and key words.
To read out words with letter groups
Teaching
Difficult
Points
To read out words with letter groups
To predict and read the story on one’s own.
To realize that success means repeating the simple thing and persisting
in what is repeated.
Teaching
Methods
Phonics Teaching Method, Task-based Language Teaching Method,
Situational Teaching Method, Interactive Teaching Approach, Total
Physical Response
Learning Group Work, Individual Work

Methods
Teaching
Aids
Teaching
Procedures
Step1. 1. Greetings. Ss greet with the
通过简单热情的问
候，拉近师生距离。
Teacher’s Activities Students’ Activities Design Purposes
CAI, a dinosaur puppet, a cactus, cards
Warm-up 2. Free talk about teacher.
what I need in some Ss talk about what the
根据线索猜测“我”在
different situations. teacher needs in
一些特定情况下需
different situations.
要的事物，并以思维
导图的形式呈现，为
文本to know
环节的学习做好铺
垫。
Step2.
Lead-in
1. Show a picture of Ss tell what the pet
通过思考我的宠物
my pet and encourage needs when it meets
狗若遇到和我刚才
students to tell what it the same situations
同样的情况需要什
needs when it meets with me.
么，建立起文本与真
the same situations Know the differences
实生活的链接，鼓励
with me.
2. T
between and
学生调动旧知储备
与生活经验进行表
encourages
students to talk about Sing a chant about
达，并借助学生已知
what to do when a pet Paula with music.
is ill. Ss listen to
的引入即将
the
学习的有关的
3. T expresses example words
故事。在动感的鼓点
and sing a chant about carefully and try to
伴奏下师生合作诵
Paula. find the same point
唱教师根据故事自
编的有关主人公
4. T reads the words among them.
with letter groups Ss try to read new
Paula的chant，打开

words from the story
学生与Paula的情感
and leads the students by phonics.
to find what they have
in common.
5. T presents new
words with
those letter groups by
mind-map and help
students to read them.
过滤器，并借助chant
发 现字母组合
,
和在单
词中的发音特点，再
以思维导图的形式
呈现故事 中含有这
些字母组合的新词，
引导学生发现规律，
实现见词能读。
Step3. 1. T introduces the Ss observe the cover
通过观察封面，了解
Presentation book and the writer. and guess what will
故事中将出现的人
2. T leads students to happen.
observe the cover and
predict what
物并预测故事主要
内容。引导学生先借
will Ss read page one and
助图片猜测猫的病
guess what’s next pet.
况 和主人的心情及
Paula的解决办法，再
呈现文本以核实，逐
happen.
3. T leads students to
read page one and
think whether Paula is Ss observe pictures on
步提高学生见图猜
a good vet. page two & three and
意的预测能力和判
Guess: What’s next guess what’s wrong
断能力，并为学生自
pet? with the cat.
主学习后面的内容
打下基础。
4. T leads students to
observe pictures on
page two & three and Ss read the man's
guess what’s wrong
words with feelings.
with the cat. Ss read page 4&5 and
5. T invites some guess what's wrong

students to read the with the cat's paw.
man's words with Then guess how Paula
feelings. helps the cat. Ss know
6. T leads students to about medical note
read page 4&5 and
and guess the man’s
guess what's wrong feeling now.
with the cat's paw.
Question: How does
Paula help it?
7. T presents a
medical note about
the cat and help
students to guess the
man’s feeling now.
Step4.
Practice
1. T shows pictures of Ss observe the
学生带着了解第一
the following three pictures and guess the
个动物病况时所习
animals and helps
pets’ problems.
得的方法，自主学习
students guess their Ss read through the
故事，在解疑过程中
problems.
2. T
picture book from
逐渐理解文本，锻炼
encourages page 6 to page 16 and
从故事中提取信息
to read find the solutions to
的能力，并逐步渗透
阅读方法，培养学生
about
的阅读技巧和提高
students
through the picture help the pets.
book from page 6 to Ss know
page 16 and find the reading tips and use
自主学习的能力，让
solutions. them when reading.
学生喜欢阅读，学会
3. T presents some Ss check the answers
阅读。看图听故事的
reading tips to help with partners.
the students.
环节让学生在课堂
Ss listen and observe
上紧张的神经得到
4. Give ten seconds to pictures from page 17
些许放松，听后问题

share the answer with to page 19. Then
的设置加深了学生
partner
check.
and then answer
about
questions
对故事的理解并引
Paula and
导学生逐步感知故
5. T plays the record discuss whether Paula
事背后隐含的含义，
and presents the will become the best
使语言学习与德育
相结合，让学生对故
pictures from page 17 vet.
to page 19. Ss try to get the core
事的情感体验得以
升华。师生有感情的
齐声朗读故事最后
一节，在读的过程中
注意对学生诸如连
读、重读等朗读技巧
的指导，既锻炼了学
生的口语，又加深了
对文本的理解。
Questions: Is Paula of the story.
tired? Is Paula bored?
Does Paula love her
job?
Discuss: Will Paula
become number one
in her field?
6. T helps students
realize that success is
to repeat doing the
simple thing and do it
with your heart.
7. Read page 20 to
page 24 together with
feelings.
Step5.
Extension
T leads students to Ss observe the last
给学生想象空间，发
observe the last picture and discuss: If
散学生思维，给学生
picture and discuss you are Paula, what
提供真实运用所学
with imagination. will you do?
语言表达自己观点
的机会，引起学生阅
读和思考的兴趣。
Step 6. 1. T invites students Ss try to summarize To raise Ss’ ability of

Summary
and
to summarize what
what they’ve got in
concluding.
they’ve enjoyed in
this lesson. To realize how they
Assessment this lesson. Ss circle the stars really develop in this
2. T encourages Ss to according to the tasks lesson.
circle the stars they
that they’ve finished.
get.
Step7. 1. Design a poster about pet caring.
根据学生的学习能

Homework 2. Share Paula the Vet with parents and try to
力和个性差异分层
make a medical note for the dinosaur.
布置课后作业，避免
3. Enjoy Julia's another interesting picture
“一刀切”，既满足
book The Gruffalo.
了学有余力的学生
深入探究的需求，又
为基础薄弱的学生
提供了进步的阶梯。
Reflection
本课将人教SL新起点三年级上册第四单元的Fun Time部分与外研
社丽声拼读故事绘本Paula the Vet相结合，在文本导入环节我抓住< br>小学生好奇心重的心理，以真实的图片呈现自己的生活所需自然的
过渡到我的宠物所需，吸引并鼓 励学生都能积极踊跃的参与到教学
活动中来。《小学英语教学与教材编写纲要》指出，兴趣是学好语言的关键，激发学生学习英语的兴趣是小学阶段英语教学的一项重
要任务。因此，我将绘本故事《兽 医葆拉》与该单元话题“宠物”
相结合，不仅使英语课堂更具有趣味性，更有助增长学生智慧，丰
富生活经验。在绘本教学环节，我通过整合绘本中的新词自编了一
个关于主人公的chant, 师生 在动感的鼓点伴奏下打开与故事主人
公Paula的情感过滤器，并借助chant发现字母组合
和在单词中的发音特点，引导学生发现规律，实现见
词能读，效果良好。故事教学中,通过审图画、听 故事、读故事和演
故事等活动,发展学生的预测和判断能力，促进其多元智能的发展。
然而，由 于课堂时间有限且低年级学生词汇量不足使得活动设计偏

向简单，从而导致学生对于故事 的理解和内化仍有待加深。在日后
课本与绘本相结合的教学中，我会设计更加丰富的故事理解活动，组织更多的小组活动形式，做到提问力求启发思维。