执教

陆英

学科

英语

班级

5（5）

时间

10.21

教学内容

《Mrs Pig Has Babies》

教学目标

Knowledge objects:

1.To make the students understand some words: pregnant, covered, fur…

2.To make the students understand the whole story.

3.To let students know somethings about genes: why there are spotted pigs?

Ability objects:

1.To improve students’ understanding and speaking abilities.

2.To develop students’ communicative abilities.

Moral objects:

1.Be able to enjoy the great fun of the story.

2. To enable the students to know somethings about genes.

教学重、难点

1. To make the Students grasp and understand the main idea of story.

2. To enable the students to know somethings about gene: it can control people’s looks and fur colours.

课前准备

绘本书，课件，人物头像及相关板贴

教学过程

学生活动

设计意图

Before reading

1. Let’s enjoy.

T: What’s the song about?

2. Game: look and match.

T: Help these people find their father or mother.

3. Think and say.

T: Do you look more like your father or mother? Which part of you looks like your father or mother?

4. Look and say.

T: Some look more like their father, others look more like their mother, not everyone looks exactly like his or her parents. Look at the animals here, do the babies look like their parents?

5. Read the cover.

T: What about this? Today we’ll read a picture book about it.

(1) Look at the cover of the book, what do you know about the story?

S1: Mrs Pig is pregnant.

S2: Mrs Pig has babies.

S3: Mr and Mrs Pig are talking.

(2) We can know something from the cover.

What do you want to know about the story? Do you have any questions?

S1: How many babies do they have?

S2: What colour are the babies?

S3: Do the babies look like their father or mother?

While reading

1.Read and tell.

T: Good! You want to know something about the story. Let’s learn this story together. First go over the story quickly and tell the general idea of the story by using 2-3 sentences.

2. Read in details.

(1) Think and say.

T: Mrs Pig is pregnant, she and Mr Pig are very happy. They always talk about who the babies will look like. Guess: What are they talking about?

T: Listen!

(2) Think and act.

T: One day, Mrs Pig feels labour pains. Mr Pig drives her to the hospital. Do you know labour pains? What will they say?

T: Can you act?

(3) Listen, read and choose.

T: Two hours later, the doctor congratulates Mr Pig on becoming a father. What are they saying? Mr pig goes in to see his wife. Listen! Which are their babies?

S: A B D

(4) Think and say.

T: You see, in a pram, a row of baby pigs are sleeping. There are three black pigs, four white pigs and five spotted pigs. Do you have any questions?

T: So does Mr Pig. He’s confused. He said: Are those my babies? The white pigs look like their mother. The black ones look like me. But why are there spotted pigs?

(5) Read and find.

T: Can you try to explain the reason to Mr Pig, now read from page 16-21 and try to tell us the reason.

S: Because of the gene.

(6) Match, read and say.

T: Yes, this is the simple genetic map. It can show us clearly. There is a magical thing in our cells. It is the gene. Genes control our looks, including fur colours. Who can match?

T: Please read it again and try to say.

Some of the babies are white because the white fur gene works.

Some of the babies are black because the black fur gene works.

Some of the babies are spotted because both white and black fur genes work.

(7) Look and say.

T: Do you understand now? So does Mr Pig. How does he feel now? Let’s read: How lovely my babies are! How magical the genes are!

After reading

1.Think and answer.

T: Can you answer the questions?

2.Think and say.

T: What have you learned from the story? Is a storybook or a science book? Can you give it a new name?

3.Watch and say.

T: Which do you like: GMO or Non-GMO? Why?

4.Homework.

(1)Try to share this picture book with your parents.

(2)Read or surf the Internet to know more about gene.

(3)Make a picture book:  

The magical gene   ---My parents and I

1. 热身环节中，在教师的引导下，一名学生上台参与“连连看”的图片连线。

2. 学生根据实际情况谈论自己与父母外貌上的相似之处。

3. 导读环节，根据绘本封面，学生对故事进行各种猜测并对故事内容进行提问。

4. 通过欣赏完整的故事，学生尝试概括故事内容梗概。

5. 通过图片环游，学生逐页理解故事内容，并对人物的对话进行想象、猜测和模仿。

6. 通过选择、提问和小组合作，学生自主找到问题的答案。

7. 通过连线和再读文本，学生进一步理解文本内容。

8. 读后环节中，学生通过讨论分析对文本有了自己的理解。

9.拓展环节中，学生通过欣赏视频，对“基因”有了进一步理解。

1.热身环节中，通过游戏和师生间的问答，激发学生的学习兴趣，同时对绘本主题进行自然铺垫。

2.解读封面的环节，有效铺垫了绘本内容，同时引发学生的积极思考，继续为接下来的环节做铺垫。

3. 让学生尝试概括故事梗概，是对学生理解和概括能力的挑战，部分学生能有效提升综合语用能力。

4. 图片环游环节，通过各种环节的设计，保持了学生学习的趣味性，激发了学生学习的主动性和积极性，尤其是表演环节，有效提升了学生的思维品质。

5.读后环节中，让学生自主谈论并进行辩论，不仅加深了学生对文本的理解，同时也有效拓宽了学生知识面，提高了学生学习绘本的兴趣。