Hans in Luck

武进区潘家小学  陈丽

教学目标

知识目标：1.理解故事内容，并用恰当的语音语调朗读故事。

2. 模仿前面所学，能够根据课文内容，以小组的形式创编情景小剧。

3. 根据一定的拼读规律，自然拼读出fell，met,mill,luck,dock,peck等。

技能目标：1. 看图猜测意思，大致明白故事内容。

2.在老师和图片的引导，自己提问并找寻答案。

情感目标：1.懂得在不同情景下，我们会做出不同的决定。

2. 采取合作方式解决问题。

3. 明白不好的事情不代表不幸运：塞翁失马焉知非福，但中西文化也有差异。

4. 激发学生的家庭意识和深刻理解父母对他们的关心在乎。

教学重点

理解故事内容，并能在独立、小组合作等方式下学习此故事。

教学难点

1. 理解幸运的真正含义，明白塞翁失马焉知非福。

2. 在教师引导下一起说故事。

Step1： Warm up

1. Review and talk

T:Hello, boys and girls! Do you like fairy tales? What fairy tales do you like?

T: Well, I like fairy tales too. Look, she is …

T: She is in the forest, walking and walking. There is a house. (1) If you are Goldilocks ,will you go into the house?Why?

(2)If you are in the city now and see this house, will you go in?

T: Just now, some said Yes, some said No. Because different things, in different places, we may have different ideas.

T: Long ago, there was a boy. He met different things and had different ideas too. 

Step2: Presentation

1. Look and say

T:Look,this is the boy. Can you find his name?   S: Hans

T:手指题目引读Hans in luck,揭题。Today let’s read a storybook about him. Here’s the cover.What can you see on it?

2. We know sth. about the cover. Do you have any questions about this story?

学生提问Hans in luck. Why?    What happened in the story?

Where did Hans go?···

Let’s read the story to find the answers.

3.T: Where did Hans go?   学生猜测。

T: Why did he go with the bag?

Because he worked outside. And he didn’t go home for many years. So this time he went…

学习第2页，Long ago, Hans set out to visit his mum. 一起跟读，理解set out。

4.（出示第2-3页）

T: Long ago, Hans set out to visit his mum with a bag.

What was in the bag? Look at the picture.

T and S: (动作) It is hot. The bag is so heavy. I’m tired.

S: It is hot. The bag is heavy.  I’m tired.

T： 引读It was hot on the road. Hans had a big bag of silver.

5.Look and order

T: What happened? Let’s put these pictures in the right order.请一位同学上台排序。   (教mill rocks)

6.Read and say学习第4-5

   (教fell off) T: (贴板书fell off) .

齐读第4-7页。

7.Read and fill（第8-10页）

T：Hans fell off. Hans walked with the horse. (做热、累、渴状态) What would Hans say?

‚ “I like ____________,”

 “ You can have my _________ for your____________,”

“You can have ___________ if  I can have ____________,”said the farmer. 

 “________ luck!” said Hans. “I can__________ now.”

ƒBut the cow had _____________.

T: (贴板书)no milk. Sigh!

T：The cow isn’t so good. Hans walked on. So he wanted…

8.T：Read and discuss(自读书上11-14页）

Why did Hans want the chicken? And why did Hans want the mill rocks?

(1)Why did Hans want the chicken? 

(2) Why did he want the mill rocks?( 介绍石墨功能与buns)

③出示11-14页图,一起读一读，看看发生了什么

教授miller, will, got a peck, fell in a deep pond

T：读deep, pond, fell in a deep pond,指读 oops

5. 复述板书 

T：(贴板书) Finally, the rocks fell in a deep pond. 

9. Try to retell

10.Read and think 学习最后一页

(1) T: But the title is Hans in luck. Why?

Step3: Consolidation

1. Chinese idiom

T： From the story, do you think of a Chinese idiom? 

Hans had nothing, but he got home and see his mum early. It’s a kind of luck.

S: 塞翁失马焉知非福

如果学生不知道，我就介绍：有一个塞翁失马的故事，课后可以去看一下，塞翁失马焉知非福这个谚语就是出自这个故事。

2. Imagine

If you are Hans, will you exchange? From the silver to the horse?...

3. Reading time

Step4: Homework

1. Read the story and share it with your family.

2. T: Today we read this book. Here’s the full story. In the book, Hans had a pig. 

Think: From __________to the pig, Hans got the pig. 

And finish the dialogue.

After finishing, you can read the full story on the website and check your answers.

教学反思：

英语绘本是一项不可或缺的阅读资源。英语绘本是可以作为小学生早期阅读的来源，好的绘本内容可以让小学生终身受益。它具有画面优美、情节简单，句型反复、语言押绘本的过程中，不单单是在认知学习、语言发展上，在生活能力、人格韵、寓意丰富等优点，这些都是很吸引学生的特性。对于培养小学生早期英语阅读能力有很大的帮助，不仅可以提高孩子对英语学习的兴趣，还可以增加英语学习的词汇量。而且大多数的绘本可以与生活联系起来，因此也可以间接英语学习融入学生日常生活中去，改善我们学生缺少语言环境，从有限的教材中接触不到原汁原味的英语的境况，让学生能通过绘本感受到英语这门语言的魅力所在。在教学时，找到主线，运用启发式的语言，引导学生学会观察画面，积极动脑想想、猜猜、说说，给学生留下充分的想象空间。活动的导入，简单直接，通过封面让学生读一读，猜一猜，激发了学生阅读的兴趣。学生在活动中的进行角色表演，用动作、表情等展示自己幸运时的心情，相互按摩等环节，真正让学生自由地动起来了，学生情绪高涨，气氛异常活跃。这样动静交替，以多种方式进行绘本阅读活动，使活动一直在学生积极的、感兴趣的状态下进行，更好地完成了活动目标，达到了非常好的教学效果。经验迁移环节，学生在绘本故事的启发下，根据已有经验，争先恐后地表达自己。最后利用学生喜欢的大图书完整讲述故事，是对故事进行了梳理，让一个完整的故事再现学生面前。本节课学生的学习兴趣很浓厚，学习氛围也很热烈，比较可惜的是课上复述的时候没有呈现板书。