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A House for Hedgehog张静 16550401103 16英语教育CTeaching contentsThis story is selected from a grade three picture book of Foreign Language Teaching And Research Press. It is about Hedgehog and his journey to finding a new house. Throughout the journey, he visited some new friend—Otter, Rabbit, Squirrel and Mole. This lesson will not only guide students to experience the intriguing plot but also stimulate their interest in reading books.Teaching objectives:(1)Knowledge objective:❖Students can learn some new words such as Otter, Squirrel and Mole.❖They can have a preliminary understanding of animal hedgehog.❖They can also learn to gain information from the cover like title, author and illustrator.(2)Ability objective:❖Learners can experience Jigsaw reading❖They can finish a map according to the contents of the story.(3)Emotional objective:❖Students can learn form the story that we should cherish and be grateful for what we currently have.❖Students can develop a great sense of cooperation in pair work and group work.❖Build up self-confidenceKey point and difficult point:Key point: Learn the new words such as Hedgehog ,Otter and Mole.Difficult point: Get involved in Role play.Teaching procedure(1)Greetings: (问候)T: Hello. I’m Cathy. Nice to meet you, boys and girlsSs: Nice to meet you too.T: Do you like animals? What’s your favorite animals?Ss: My favorite animal is …T: I like … too. Today we are going to meet some new friend.(2)Pre-reading: (视频创设情境，介绍背景知识)Watch a video:T: What do you know about Hedgehog? Let’s watch a video.Background information：T: What do you know about Hedgehog?T: Hedgehog has sharpen spines and short legs.He likes eating ants. But he needs to sleep in winter.(Justification: Help students get a preliminary understanding about Hedgehog so they are able to better understand the story.)(3)While-reading: (文本概念、头脑风暴、拼图阅读)Analyze the cover of the book:T: What can you see from the cover?Brainstorming:T: What’s wrong with the hedgehog?T: What house would he like?(Justification: Improve students’ critical thinking ability.)Jigsaw reading：T: Now let’s read the story and fill in the blanks. I have some tips for you:Four students in a group.Each member of the group choose one animal and find out answers.Share your answers in your group.Finish the map.(Justification: Cultivate students’ sense of collaboration)(4)Post-reading：(图片环游、角色扮演、情感态度与价值观)Role-play：Students will be asked to have a Role-play in groups. They will act as a Hedgehog, Otter, Rabbit, Squirrels, and Mole. After that, each group are required to vote for the most vivid show. (Justification: Practice the dialogue, build up self-confidence and develop a great sense of cooperation.)Realize the objective of emotional attitude and moral value:T: Whose house is the best one?Ss: Hedgehog’s house.T: So the story told us that nothing is perfect regardless of your house or any other things. Therefore, we should treasure our own house and be grateful for what we have.(Justification: Convey a value that everyone should be grateful for what we have.)。
《促思维，重体验，提高绘本教学有效性》------《A House for Hedgehog》说课良乡第二小学李丹问题的提出：语言学家克鲁姆说：“有效的英语课堂教学应该是创造更多的情景，让学生有机会使用自己学到的语言材料。
”这无疑是强调了学生在体验学习中自然习得语言的重要性。
那么我们该怎样在体验性的学习中使用语言，提高绘本教学的有效性呢？让我们一起走进课堂，走进教材，从他们之间的联系说起吧！今天我说课的内容是丽声妙想绘本故事第三级 A House for Hedgehog.下面我就将从指导思想与理论依据，单元内容分析，学情分析，教学目标及重难点，教学实施、教学特色和教学评价等几个方面来谈一谈我对本单元的理解和分析！一、指导思想和理论依据我们都知道，新课标指出：英语核心素养包括：学习能力，语言能力，文化品格和思维品质。
语言能力是核心素养的基础要素，阅读过程中高质量的语言输入能够全面刺激学生语言能力的发展。
学生对绘本的认知过程能够活跃大脑，提升思维品质，绘本阅读跳出以知识为主线的实际情况，关注语言学习的思维性，文化性，实现语言、文化、思维的有机融合。
基于以上的理论依据，在本节课中，我借助图片或板书让学生理解语篇大意，并尝试复述故事，培养学生的语言能力。
在过程中一些开放性问题的提出，以及一些活动的设计不仅培养了学生的思维能力而且渗透了文化意识。
二、教学背景分析下面我就以丽声妙想绘本 A House for Hedgehog为例，说一说我的思考。
教学内容：《英语国家课程标准》(2011年版)指出：语言学习需要大量的输入。
丰富多样的课程资源对英语学习尤其重要。
英语课程应根据教和学的需求，提供贴近学生、贴近生活、贴近时代的英语学习资源。
本课主要讲的是小刺猬举得自己的家太冷里，决定出去找个新家。
途中经过了水獭、小松鼠、小兔子和鼹鼠的家，但都不适合自己，最后，他还是觉得自己的家是最好的。
学生分析：学生学习心理方面：学生为四年级，并且学生处在学习英语的发展期，四年级这个年龄充满了好奇心和求知欲，对于故事的学习具有很浓的兴趣。
