Little Zoe looking for Mum 

一、教学目标：

1.能听懂、会说、会读单词：penguin, leg,zebra,tail,tortoise, ear.

2.学生用所学语言在情景中相互交流，活用Are you…?并且会用Sorry,I’m not your…You have…,but I don’t.来回答。

3.学生在表演的基础上感悟语言，并用所学语言表达。

4.提升学生情感：爱自己的家人，更要爱他人。

二、目标制定依据：

1.绘本在儿童语言发展上所扮演的重要角色早已受到相关文献及研究的肯定。Huck, Helper, 及Hickman(1987)强调阅读绘本对语言发展的重要性，他们明确指出阅读绘本有助儿童的语言发展，那些大量接触绘本的儿童拥有良好的语文能力。儿童在学习外国语言时，绘本一样可以提高他们的学习动机、发展词汇及文法能力、以及提升听说读写四大能力。根据学生正处于四年级阶段，对一些英语的动物五官的单词，学生已经有一定的积累，因此选择该语篇比较近学生的知识和能力基础，也比较能感染学生。

2.学生分析：

    （一）学习基础

此绘本的选择很多单词都是新授单词，penguin，zebra，tortoise，lonely，matter等。如此多的新单词放在一起，学生要在一节课中完全掌握也是有一定的难度的。所以这节课前要求学生做好充足的预备工作，课堂上注重培养学生语言输出的欲望，注重学生与学生之间，学生与老师之间，老师与学生之间的信息交流，注意提升学生整体语言输出的能力。

（二）本班概况

四（2）班共47人，大部分孩子还是很聪明伶俐的。他们也是首次接触绘本，虽然原有的语言基础水平可能参差不齐，但是对于绘本，大家的起点都是一样的。孩子们有着强烈的学习欲望。

Step 1

Warm up

1.T: Today is Wednesday. Weekend is coming.Are you happy?

I’m happy too.Because I can see my mum again.

Look! This is my mum. Maybe she is not beautiful or lovely. But I love her and she loves me so much. Do you love your mum?

 Can you say something about your mum?

2.T: We all love our mum. The same as animals. They love their mum too.

Yes.

Yes!

I love my mum.

She is...

She loves me too.

通过简单交流，调动学生情绪，为学生进入情境进行铺垫。

通过聊天的方式，让学生联想自己的妈妈，引导学生用love这个单词，为本节课打下温暖的基调，从而贴近生活。

Step 2

Before reading 1. T: Look! I have a picture here. What animals can you see on the cover?

2.T:How do you think of the bear?

What about the rabbit?

Her name is Zoe.

3.What else can you see on the cover? 

Look at the picture.

I can see...

A bear/a rabbit

She is...

Fat/big/cute/lovely

Writer and the title

引导学生说出句子

I can see....

通过观察绘本，了解开始学习一本绘本的步骤，先看封面，对于内容有个大致的了解，并且知道绘本的作者和标题，从绘本封面中提取有效信息。然后对于绘本里会发生什么进行预测，激学生的兴趣和好奇心。

Step3.

1. While reading  

1. T: Today we’re going to learn a picture book called“Little Zoe Looking for Mum

2. T: After seeing the cover, do you have any questions about this book?

3. T:Wow! You have many questions! Don’t worry. Let’s try to find the answers of these questions.

4. Focus on three questions: Why is Zoe looking for her mum? What happened on her way to find her mum? Does Zoe find her mum finally？ 

5.Look at this picture. Where is Zoe? Is she in the zoo?

She gets away from the zoo. On her way. She sees two little cats are sleeping warmly in their mum’s arm. Look at Zoe. Does she have mum? Does she have any brothers or sisters?

How is Zoe?

Yes. She is lonely.新授

That’s the reason why Zoe wants to find her mum.

4.On her way, what animals does Zoe meet? And what happened? Let’s listen to the story.

What animals does she meet?

新授四个动物的单词

5.What happened between them? First Zoe meets a penguin. She asks anxiously: Mrs penguin. Are you my mum？Are you my mum?师范朗读

Can you be Zoe?

Then Mrs Penguin says: Sorry, I’m not your mum. You have four legs,but I don’t.

Look at Zoe’s legs. How many legs does Zoe have?

So she can run fast.跑得快的动作。What about Penguin? How many legs does she have?

So she walks slowly and wobbly. 师示范企鹅。 Who wants to be penguin?

Let’s be penguins together.

Wow! You are lovely penguins. Now I am Zoe. I ask fretfully: Are you my mum? Are you my mum?

Oh , Mrs Penguin is not Zoe’s mum. She keep looking for her mum.

6.Then Zoe meets Mrs Zebra. If you are Zoe, how can you ask?

If you are Mrs Zebra, how can you answer? What will you say?

Do you know tail?

Look! What is this?

How is it?

What about Mrs Zebra’s tail?

Let’s read together.

Boys are Zebra, girls are Zoe.

Change.

Mrs Zebra is not Zoe’s mum either. Who is Zoe’s mum?

Then she meets Mrs tortoise and Mrs Dog. What happened between them?

Two in pairs read story, choose one animal to act.

7.Are they Zoe’s mum?

How is Zoe now?

Yes. She is so sad that she starts to cry.

Then who comes?

If you are bear. What will you say?

8.What happened

between Zoe and the bear?

Read story by yourselves and underline what do they do?

They give each other hugs

They play together. Look at Zoe, how is she now?

So she says:

Zoe goes back her new home. Look! This is her new home.What do you think of her new home?

They have a bog and warm family. They are so happy.

What’s the rabbit’s name?

Why is Zoe finding her mum?

What happens on her way to find her mum?

Does Zoe find her mum finally?

Why the bear is comforting the rabbit?

What are they doing?

Why is Zoe so sad?

Why is Zoe crying?

No.

No.

孤单地、落寞地、

可怜地

Listen to the story

Mrs Penguin, Mrs Zebra, Mrs Tortoise and Mrs dog

生齐读are you my mum

She has four legs.

Two.

学生主动模仿企鹅。

Hello!

I am Mrs Penguin.

I have two legs.

Look at me!

Sorry. I’m not your mum. You have four legs but I don’t.

Hello! Good morning, Mrs Zebra.

I can’t find my mum. Where’s my mum?

Are you my mum?

Sorry, I am not.

No, I am not.

No.

You have....

It is Zoe’s tail.

It’s short.

It’s long.

Read the dialogue twice in roles.

Two in pairs read story and act.

No.

She is very sad.

The bear.

What’s wrong with you?

What’s the matter?

Why are you sad/crying?

Don’t be sad.

Can I help you?

I can help you.

Read story

Can I give you a hug?

Of course.

Can I play with you？

Yes. Let’s play.

I like you. Can you be my mum?

But I don’t have long ears or red eyes.

It doesn’t matter.

She is so happy

It’s very big/nice/clean/warm.

对于绘本，进行自己的预想猜测，提出问题。

观察图片，体会Zoe的情绪。

新授单词lonely

展示朗读，既可以让学生了解自己阅读的问题所在，也可以让学生采纳他人的优点，让别人的长处来弥补自己的短处

通过感知、内化到自己来编写对话，最终实现语言整体输出的目标，切实提高学生综合运用语言的能力。

通过自主阅读学习，学生再一次了解了文本的内容，然后让学生根据文本内容，对文章有了深一步的了解

Step 5

1. Post reading Listen to the whole story

2. What do you think of the story？

3. Be warm to our family.

Be kind to our friends.

Be friendly to our partners.

1. Be nice to everyone!

2. listen to the story

3. friendly/nice/

helpful/warm

Read together

跟着录音读，一方面是让学生对生单词可以进一步知道如何朗读。另一方面，培养学生的语音，语调和语感。

Step 5

1. Homework Read story again and try to act

2. Make a new dialogue between Zoe and other animals

3. Read other stories of this series.

板书设计

           Little Zoe Looking for Mum

I can’t find...   where’s my mum?  Are you my mum?

Sorry/No, I am not your mum.

Don’t be sad.

What’s the matter?

What’s wrong with you?

Can I help you?

Why are you so sad?

Why are you crying?

反思与重建：

1.学生朗读时需要注意很多细节问题，比如语音，语调和节奏感。这些朗读细节的改变，不是一朝一夕能够完成的。需要日积月累地锻炼和培养。同时，老师自己也要加强自身口语的练习。只有教师自身素养提高了，才能引导孩子更好。

2.教授新的单词的时候，方式太过于单一，不够多样化。

3.培养孩子上课时良好的习惯。不仅仅是发表意见或者举手回答问题，尤其是当有人起来回答问题或者展示的时候，其余人应该怎么做。