《Caterpillar’s Home》绘本教学课
【教学内容】丽声北极星分级绘本三年级下（江苏版）A Bear in School
三下第一单元绘本融合课
【教学目标】
知识目标
1. 学生通过看图、听读、小组合作读等活动会读故事并能读懂故事。
2. 学生能在完成Story map的过程中厘清故事发展的脉络。
能力目标
1. 学生能借助Story map 通过有效的师生、生生合作完成任务。
2. 学生能在老师的引导与启发下大胆想象、猜测、提问、判断和质疑。
情感目标
学生能在帮助小鸟与毛毛虫的过程中体会到助人为乐、与人为善的情感。
【教学重难点】
1.学生能在完成Story map的过程中厘清故事发展的脉络。
2.学生能借助Story map 通过有效的师生、生生合作（同桌合作与小组合作）复述故事，创编对话。
3.学生能在老师的引导与启发下大胆想象与猜测，自主探究学习，合理评价分析，提高英语思维能力。
【教学准备】PPT课件、单词卡片，故事导图卡片
【教学过程】
Step 1: lead-in
1.Ask the bird
T: Do you like the bird? Do you have any questions to ask the bird?
S: What’s your name?/Where are you? ...
2.Help the bird
T: What will you do if you find someone lost?
Ss: Help him/her.
T: The bird is in the classroom. He is lost. Help him find his home.
S1: Help! Help! Where am I?
Ss: You are ...
S1: Oh, it’s not my home.
S2: ...
3.Know the story map
T: I make a story map. Let’s get to know it.
Step 2: Pre-reading
1.Guess
T: The caterpillar is not happy. Guess why?
Ss: Maybe he is...
5.Try to imagine
T: Who comes to help? Can you imagine?
Ss: Caterpillar is lost. A ... comes to help. Because ...
2.Show the story map
T: Listen and check.
Ss: A frog comes to help.
T: In this story, we know the characters are... The problem is... What about the setting and the solution? Let’s go on reading.
3.Look for the setting
T: How many places do they look for? Listen and read by yourselves, circle the setting.
Ss: Stone, tree and river.
T: Are they Caterpillar’s home?
Ss: Yes./No.
【设计意图】用“Caterpillar is lost. A ... comes to help.Because...”句型猜测故事的发展走向，能提升学生对故事的好奇与兴趣，让他们在猜测的过程中锻炼提升英语思维能力。展示本故事的Story map，梳理已经掌握的故事脉络，初步了解故事的主人公以及故事中出现的问题。
Step 3:While-reading
1.Rock
Read and underline
T: Where do they look for?
Ss: On the rock. Under the rock.
Read with emotion
T: Read slowly and read with your emotion.
Work in pairs
T: Act out the passage.
【设计意图】借助Story map中的Setting部分细化故事脉络，分场景让学生在情景中体会感受故事情节的发展。在场景一中，师生共同完成学习任务，学生在老师的帮助下借助Story map进行精细化阅读，并通过同桌合作表演对话理解内化阅读内容。
2.Tree
(1)Work in groups
T：Read P6-7 Underline: Where do they look for? Finish Setting2. Act out the passage.
Ss:...
【设计意图】学生通过具体的策略引导，小组合作，精读绘本并表演故事。
3.River
(1)Work by yourselves:
T: Read P8-9 Underline: Where do they look for? Finish Setting3. Act out the passage.
Ss:...
(2)Find Caterpillar
T: Where is Caterpillar? What is he doing?
Ss: He is...
T shows a video about it.
(3)Imagine:
T: What will they say?
Ss: How beautiful!/...
【设计意图】经过前面两个场景的学习，学生已经掌握了自主独立学习与思考的方法与策略。学生在这个环节中通过自主学习完成Story map，并通过故事复述表演内化吸收。
Step 4 Post-Reading
1.Deep thinking
T: After reading, what do you think of Caterpillar and Frog? What do you think of the story?
Ss: I think Frog is...Caterpillar is.../I think the story is...
【设计意图】通过对绘本中主要任务的评价和整个绘本的评价完善Story map，学生在理解故事的基础上积极思考，合理评价，辩证思维，自由表达，极大地提高了其英语思维能力。
2.Design a cover
T: Design a cover according to the story map. What do we need?
Ss: Caterpillar, Frog...
T: What’s the title?
Ss: Lost./Caterpillar and Frog./...
【设计意图】通过对绘本封面的设计进一步活用Story map，学生对故事的掌握进一步深化。特别是给绘本取标题的环节，学生在理解整个绘本故事的基础上给绘本命名，学生的思维得到了很好地锻炼与提升。
3.Continue the story
T: What will they say if Butterfly meet the animals again? Try to add something new in the story.
Ss: Where is your home, Caterpillar?/You are so beautiful./...
T: How is Caterpillar now?
Ss: He is very happy.
【设计意图】通过对故事的续写，学生巩固并深化语言能力。他们的想象与创造能力在这个过程中得到了锻炼。同时通过对蝴蝶此时心情的推测，让学生体会到化茧成蝶的喜悦与家的重要和温暖。
Step5 Homework
1.Share the story map with your family and friends.（必做）
2.Write down your new story and share with your classmates.（选做）