Teaching aims and learning objectives  教学目标

1. 学生能够阅读理解卡通内容；

2. 学生能够在理解的基础上表演卡通。

 

Focus of the lesson and predicted area of difficulty  教学重点和难点

教学重点：1. 从整体上阅读卡通并理解；

2. 语音语调正确地朗读对话，表演卡通。

教学难点：学生能够阅读理解卡通内容。

 

Teaching procedures  教学过程

Step 1 Free talk &Warm-up

1. Free talk

T: Hello, boys and girls.

S: Hello, Miss Sun.

T: What day is it today?

S: It’s…

T: What lessons do you have this morning?

S: We have…

T: How about this afternoon? What lessons do you have?

S: We have…

T: What subjects do you like?

S:

【设计意图：Free talk环节通过对话的形式复习句型What day is it?和What lessons do you have/like?唤醒学生的已有知识。】

2. Sing a song

T: Do you like Music?

S: Yes!

T: Let’s sing the song Days of the week together.

S: OK.

【设计意图：Free talk环节讨论学生喜欢的学科后，接着问Do you like Music?自然过渡到歌曲的复习，渲染课堂轻松愉悦的学习氛围。】

3. T: What makes a week?

S: Seven days. They’re…

T: Do you know what day I like best?

S: …

T: I like Monday best, because I can see you again. What is your favourite day? Now please discuss with your partners. And you can say like this: I like…best, because…

(学生两人一组讨论，然后挑几组学生向大家展示)

【设计意图：学生们聊他们喜欢的星期时可以综合运用所学的句型I like…, I can…, Because…等，对学生运用语言的能力提出了更高的要求。在对话过程中，会有学生说到他们喜欢星期六和星期天，因为这两天没有课，由此可以导入Cartoon time的教学。】

 

Step 2 Cartoon time

1. T: Some of you like Saturday because there’s no lesson. Does Bobby have any lessons on Saturday? Look, Bobby is coming. And who is he?

S: It’s a chicken.

T: Yes, we can call him Mr Chicken. Does Bobby have any lessons on Saturday? Let’s watch the cartoon. (播放动画)

2. T: Does Bobby have any lessons on Saturday?

S: No!

【设计意图：学生观看动画后回答问题，了解故事大意。】

3. T: But Bobby and Mr Chicken get up early this morning. When do they get up

every day? (新授when和every day) 

T: Let’s watch the cartoon again and try to answer. (再次播放动画，引导学生用第一人称完成PPT上的句子I get up at… every day)

【设计意图：再次观看动画，寻找细节信息。在回答问题时，考虑到学生没有学过第三人称的表达方式，所以学生在回答问题时采用扮演Bobby和Mr Chicken的方式，用第一人称回答，降低教学难度。】

4. T: Look at the clock! It rings! It says…

  S: Get up! Get up!

  (引导学生用急促的语速朗读。)

  T: Look at Bobby. Is he happy?

  S: No.

  T: What’ s wrong with him?

  S1: He is tired.

  S2: He gets up early.

  S3: He wants to sleep.

  T: So when Mr. Chicken asks him: Good morning, Bobby. When do you get up every day? Bobby says…

  S: At six.

  (引导学生用疲惫的语调朗读。)

T: But does Bobby have lessons today?

  S: No. He has no lessons today.

  T: So he says…

  S: Ah! I don’t have any lessons on Saturday!

  (引导学生用吃惊的语气朗读。)

  T: Yes. Maybe he can get up later next Saturday.

【设计意图：在对话的过程中指导学生用正确的语音、语调朗读。】

5. Reading time

(1) 跟读动画，鼓励学生模仿语音语调

(2) 齐读

(3) 两人一组分角色读

(4) 两人一组表演

【设计意图：通过多种形式的朗读活动，鼓励学生模仿语音语调，理解文中人物的心理与情感变化，进一步理解掌握课文中的句子和词汇。】

 

Step 3 Consolidation

1. T: Bobby is not very happy at last. What will Bobby do on Saturday?

  S1: Maybe Bobby goes to bed again.

  S2: Maybe he plays with Mr. Chicken together.

  …

T: Good. Let’s add an ending to this story. 

2. One possible version:

T: Now I’m Mr. Chicken. Who wants to be Bobby?

S1: Me!

T: Everyone, you are the clock. Ready? Let’s start!

S: Get up! Get up!

T: Good morning, Bobby. When do you get up every day?

S1: At six.

T: I get up at six. What lessons do you have today?

S1: What day is it?

T: It’s Saturday.

S1: Ah! I don’t have any lessons on Saturday!

T: Really? Let’s go and play football, OK?

S1: Good idea!

T: Can Sam play with us?

S1: Let’s go and ask him.

T: OK, Let’s go!

3. T: Now, add an ending to the story with your partner. One is Mr. Chicken, one is Bobby. These sentences will help you!(PPT呈现)

4. Act the new story.

  T: Excellent, boys and girls. Wonderful jobs you did today.

【设计意图：续编卡通故事对学生的语用能力提出了更高的要求。在教师的示范之后，学生两人一组合作完成任务。期待学生通过创新、合作，综合运用所学语言，以自己的方式演绎出来，将课堂气氛推向高潮。】

 

Homework  家庭作业

1. Listen and read Cartoon time, try to recite it.

2. Act the story with your friend. If you can make a new ending, that will be great.

 

Teaching aids  教学准备(含板书设计)

教学准备：人物头饰、多媒体课件。

说课

下面，我们来简要回顾一下教学环节中的活动设计：

在阅读前，教师设计了三个连贯的活动，首先在Free talk环节通过对话的形式复习句型What day is it today？和What lessons do you have/like? 唤醒学生的已有知识。然后通过Do you like Music?问答，自然过渡到歌曲的复习，活跃了课堂的气氛。之后让学生猜一猜教师喜欢一周中哪一天，再让学生同桌讨论他们喜欢的星期，并说一说原因，提高学生的语用能力。以上设计的意图在于：1. 复习句型What day is it today？和What lessons do you have? 2. 激发学生的学习兴趣和积极性；3. 自然导入Cartoon time。阅读前的活动为Cartoon time的学习做好了铺垫。

在阅读中阶段，教师通过让学生看动画回答问题，帮助学生了解故事大意而后抓住细节信息。之后在和学生的对话过程中，引导学生进一步理解卡通故事，并指导学生用正确的语音、语调朗读。此活动的设计核心在于“阅读并理解故事”。在理解后，为了更有效地加强语言输入，教师又设计了朗读与表演的活动。

    阅读后阶段，教师设计的拓展活动是续编卡通故事。首先教师引导学生思考在Bobby得知今天是周六不用上课之后， Bobby会和Mr Chicken说些什么，他们准备做什么。然后教师进行示范性的表演。之后学生两人一组，合作完成表演。期待学生通过创新、合作，综合运用所学语言，以自己的方式演绎出来。这一活动对学生的英语语用能力提出了更高的要求。