Teacher:WangJingClass:304Date:6/14/20221.TeachingContent:Unit5FoodPart8Astory-BadluckforPat.2.TeachingObjectives:(1)Thestudentscanunderstand,recognizethesentencesinthestory.(2)Thestudentscanusethesesentencestocommunicatewithothersintheirdailylife.(3)Thestudentscanunderstandandobeytherulesonpublicplace:Nofoodonmetroetc.3.TeachingFocus:CanIhaveanicecream?Hereyouare.Ahamburger,please.Noicecreamonthebus.4.TeachingPreparation:Thevideoofthispart,thecardofpopcorn,acardofanemptybag,acardofhamburger,acardoficecream5.TeachingProcess:1)Step1:warm-up(1)Short-greeting(2)Saythechant:What’sforbreakfast?2)Step2:presentation(1)Listentothestoryforthefirsttimeandletthestudentsperceptthisstoryasawhole.(2)Listentothestoryforthesecondtimewiththesequestions:Whichfoodhasbeenappearedinthestory?DidPateatthesefoodsatlast?Why?WheredidPatgetthefood?(3)Accordingtothefoodsthathavebeenappearedinthestory,thisstorycanbedividedintothreeparts:Popcorn,hamburger,icecream.(Putthestickersontheblackboard)(4)Askthestudentswhichcharactershasbeenappearedineachpart.LetthestudentsfinishthetablethemselvesPartFoodcharacters1popcornPatandhistwofriends2hamburgerPat,seller,afriend3icecreamPat,seller,busdriver,dog(5)Askthestudentstoshowwhathappenedinthestorywiththeassistanceofthecardsthatpreparedbytheteacher.(6)Completethedevelopingofthestoryaccordingtothetableandthecardsthatpreparedbytheteachers3)Step3:practise(1)Dividethestudentsintoseveralgroupsandeachgrouparecomposedofsevenstudents(2)Practiceactingthestoryingroup.(3)Theneachgroupprompttheirproblemsofsayingthesentences(ifany).(4)Letthreegroupsshowtheirstory.4)Step4:Extension(1)Evaluatetheformertitleofthestory-BadluckforPat.(2)Thenleadthestudentstrytofindanothertitleforthestory.(3)Letthestudentschooseafoodanddevelopastorybasedonit.(Thestudentscanimitatetheformerstoryatfirst,thensomeofthestudentscanbuildarathernewstoryaccordingtotheirthinkingandunderstanding)(4)Actoutthenewstoryandshareyourstorywithothers.5)Step5:homeworkActoutthestoryoryournewstorytoyourparents.Finishtheself-assessingtableofthispart.6.教學(xué)反思：在本課的教學(xué)中我主要側(cè)重了學(xué)生批判性思維的培養(yǎng)，雖然在低段的英語教學(xué)中滲透過多的思維引導(dǎo)是相對來說困難的，但是這種思維的引導(dǎo)是很有必要的，如果從小養(yǎng)成了用批判性思維思考的習(xí)慣，那么對于孩子們的語言學(xué)習(xí)本身也是一種促進(jìn)，因為思維在很大程度上也影響了語言的構(gòu)建。思維的引導(dǎo)需要通過課堂上的一步步設(shè)計來完成，所以首先，在課程的開始，我就將這個故事整體的展現(xiàn)在孩子們面前，這給了孩子們整體感知這個故事的機(jī)會，而再次接觸這個故事時孩子們就是帶著問題來對故事進(jìn)行分析，至此開始解構(gòu)整個故事，通過用食物將故事分為三個部分和完成表格這些活動，孩子們順利的將故事解構(gòu)為三個部分，通過對每個部分的再現(xiàn)和根據(jù)表格即故事發(fā)展將故事重組孩子們對故事又一次有了重新的認(rèn)識，這些都為后面的拓展性活動的展開奠定了很好的基礎(chǔ)，而我又更細(xì)致的將這種拓展性活動分為了兩個部分的拓展，第一個部分是對故事整體理解的拓展，即試著給這篇文章找找新的標(biāo)題，第二個部分為細(xì)節(jié)上的增添，