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Lesson 6 Baby Becky at Home
1. 教學目標
l 語言知識與技能
（1）能在老師幫助下聽懂并讀懂故事。
（2）能聲情并茂地朗讀故事并在老師幫助下復述表演故事。
l 情感態(tài)度
（1）通過卡通物品和動畫的引入激發(fā)學生的學習興趣。
（2）通過了解角色特點培養(yǎng)學生幫父母做家務的勞動意識。
l 學習策略
（1）通過創(chuàng)設情境并設疑來培養(yǎng)學生的尋讀技能。
（2）借助板書培養(yǎng)學生的復述技能。
（3）通過示范朗讀來培養(yǎng)學生有感情朗讀與表演的技能。
2. 教學重
2、點
能在老師幫助下聽懂并讀懂故事。
3. 教學難點
能聲情并茂地朗讀故事并在老師幫助下復述表演故事。
二、教學準備
多媒體、房間圖片、人物圖片
三、教學步驟
Step I Pre-reading
1. Leading-in.
(播放一段嬰兒的聲音)
[設計思路：用聽聲音猜人物的方式激發(fā)學生的學生興趣，促使學生進行開放式的討論，所討論的問題也為下文做鋪墊。]
[來源:學#科#網(wǎng)Z#]
3、
Step II While-reading
1. Leading-in
T: Look! Here is a baby. She is a girl. Her name is Becky. So you can call her Baby Becky. Listen!
(邊擺弄手偶邊播放Baby Becky的自我介紹。)
T：Just now, we said babies like to… Do you know what Baby Becky likes to do?
Ss: …
T: Let me tell you. She likes to “help” her mot
4、her.
Look! This is Baby Becky’s home. What can you see?
Ss: Kitchen, bedroom, living room, bathroom…
T: OK, let’s see how she “helps” her mother at home.
[設計思路：用手偶配音的形式讓故事角色活靈活現(xiàn)地在學生面前介紹自己，使人物更生動。拋出懸念激起學生的好奇心。]
2. Introduce
(1) (課件展示Baby Becky在廚房)
T：Where is Baby Becky？
Ss：In the kitchen.
T:
5、 If you are in the kitchen，what do you do to help your mother? (學生根據(jù)自己的情況預測故事情節(jié))
Ss: …
T: Let’s look what Baby Becky do in the kitchen. Please listen and tick.
Ss：In the kitchen, Baby Becky dries the dishes, makes a house with the dishes, opens the fridge and cooks eggs.
T：If you were her
6、mother，what would you say?
S：…
T: Please read and underline what her mother says. You have 10 seconds.
Can you say the words?
Ss: …
T: This is a kind mother. /You are a strict mother. …
What does Baby Becky say?
Ss: Mine.
[設計思路：此部分為故事發(fā)生的第一個場景——廚房，先讓學生談論自己實際生活并預測故事情節(jié)，然后進行聽音打勾的練習，讓學生清楚地總結出Bab
7、y Becky在廚房所做的事情。之后運用尋讀策略讓學生找出mother說的話，并通過回答問題的形式體會mother說這些話時的感情。]
[來源:學§科§網(wǎng)]
(2) (課件顯示Baby Becky在衛(wèi)生間)
T：Look! Baby Becky goes to the ________.
S：Bathroom.
T：Can you guess what Baby Becky does in the bathroom
8、?
Ss: …
T: Let’s watch the video and answer.
(播放視頻)
T: Please think about the question and talk with your partner.
Now can you tell me what Baby Becky does in the bathroom?
Ss：She puts the toy in the toilet and takes a shower.
T：So, what is the bathroom like?
Ss：There’s water everywhere.
9、
[設計思路：此部分為故事發(fā)生的第二個場景——衛(wèi)生間，先讓學生帶著問題觀看視頻，思考并討論后回答問題，掌握此段故事大意。]
(3) (課件顯示Baby Becky在客廳，然后切換到課文圖7，遮擋mother表情)
T：What can you know from this picture?
Ss: Baby Becky is wet. Maybe Mother is tired.
T：What time is it?
Ss：It’s six o’clock. Time to make dinner.
T：So, where do they go? What do they
10、say?
Ss：…
T: What’s the meaning of “mine” and “yours”?
Ss: …
[設計思路：此部分為故事發(fā)生的第三個場景——客廳和廚房，讓學生觀察圖片，描述圖片，根據(jù)之前故事的發(fā)展體會mother的心情，并預測故事結局。生詞mine和yours由學生自主學習了解含義。]
[來源:學+科
Step III Post-reading
1. Retell the story
T: Where do Baby Becky and her mother go in the story?
Ss: They go
11、 to the kitchen, the bathroom and the living room.
T: Can you put the pictures in the right places?
(兩名學生上臺擺放圖片，如下：)
T: Please talk about the pictures. Such as: Look! Baby Becky is drying the dishes in the kitchen. It’s very funny.
[設計思路：讓學生整理板書，對故
12、事情節(jié)進行梳理后按示例復述課文。]
2. Imitate and practice
逐句跟讀錄音并模仿人物的語氣并展示
[設計思路：模仿朗讀訓練能讓學生充分體會故事人物的情感，同時也為后面的表演做鋪墊。]
3. Role play
(1) Act out in groups of three.
(2) Show time.
[設計思路：表演環(huán)節(jié)各小組表演不同的故事情節(jié)，先組內(nèi)排練，再上臺展示，提升對語言知識的掌握程度和運用能力。]
4. Discuss the story
a. Does Baby Becky help her mother?
b. Do you
13、help your mother?
c. What have you learned from this story?
[設計思路：通過討論故事人物和自己的實際生活培養(yǎng)學生幫父母做家務的勞動意識。]
Step IV Class Closing
Homework:
1. Read the story with emotion. (必做)
2. Tell the story to your parents IN ENGLISH. (選做)
[設計思路：本課課后任務是分層作業(yè)，在培養(yǎng)學生朗讀能力的基礎上提升學生對語言的運用能力。]
[來源:Z_xx_k.Com]
板 書
Baby Becky at Home
Mine!
No! Don’t...
living room
bathroom
kitchen
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