绘本My Mum教学设计
一、教学目标
Teaching aims and learning objectives:
By the end of the lesson, the students should be able to:
1. understand the whole story;
2. get to know some new words about jobs by reading the story;
3. learn some study strategies by observing the words about jobs, such as juggler, painter,
gardener and so on;
4. improve creative thinking and critical thinking ability by guessing, predicting and imaging
“How is Mum”;
5. understand the moral of the story.
二、教学重难点
Focus of the lesson:
1.Understanding the story.
2.Understanding the moral of the story.
Predicted area of difficulty:
Improving creative thinking and critical thinking ability by guessing, predicting and imaging “How is Mum”
三、教学过程
Teaching procedures:
Warming up
Sing an English song about “Mum”
Leading in
Talk about the cover about the picture book.
T: What is this song about Here is a story named “my mum”, it’s written by _______.
【设计意图】通过请学生观察封皮信息，获知题目、作者等文本概念。
Pre- reading
Predict how the writer’s mum is by observing the cover.
T: How is the writer’s mum Is she great Is she brilliantIs she fantastic Is she magic Tell me your guessing.
【设计意图】教师请学生通过观察图片猜测作者妈妈是一个怎样的人，并唤起学生对brilliant, great, fantastic, magic等词的认识，通过进一步追问学生母亲是一个怎样的人，从中激活学生的已有生活体验。
While-reading
Step 1: Ask students to read the whole story for the first time and get to know the mum’s jobs.
T: Maybe she is a brilliant teacher. Maybe she is a magic doctor. Let’s read the whole story and write down his mum’s job o n your learning sheet.
1st reading
【设计意图】请学生阅读全文，在整体感知文本大意的基础上找出表示职业的词汇并书写下来，教师请部分同学填写大词卡贴在板书之上。
Step 2: Ask the students to listen to the story from Page 1 to Page7 and then check the answers.
【设计意图】请学生配着着图片完整听文本，一方面订正答案，另一方面教学并总结表示职业的词汇的规律，加强学习策略的引导。
Step 3: Ask students to read the whole story for the second time and underline what the writer’s mum can do.
T: Mum is a good fairy. When I am sad she can make me happy. What else can she do Let’s read the second time. And underline what his mum can do.
【设计意图】请学生再次阅读全文，在理解文本大意的基础上在文本上划出妈妈能做的事情。
Step 4: Ask the students to listen to the whole story again and then check the answers.
【设计意图】请学生配着着图片再次完整听文本，一方面订正答案，另一方面总结动词短语。
然后继续追问学生请学生联想自己的妈妈能做什么渗透like her. Like a good cook. Like a gardener.
Step 5: Play a guessing game and ask students to guess what it is.
T：What is this animal It’s very soft. (板书) It’s a kitten.
【设计意图】通过猜谜游戏将动物类的词印出来，同时将修饰小动物的词呈现出来，继而介绍as…as…,渗透语法规则。
在此部分，单词不作为重点。
请学生在了解规律的基础上根据示例运用as…as 介绍自己的妈妈。
Step6：Ask students to imitate the sentences one by one.
T: My mum’s as beautiful as a butterfly. Whose mum is more beautiful
【设计意图】训练学生有感情的朗读这部分。
Post reading
Step1 Summarize the whole story by observing the blackboard. And then ask students to draw a picture of their own mums and complete the composition.
【设计意图】请学生根据提供的框架写半封闭的小作文。
Step6 Talk about the pictures about mums and assign the homework.
【设计意图】教师先介绍图片然后请同学看图说话，让学生体会伟大的母爱，唤醒学生对母亲的爱。
Blackboard Design。