文|汤惠芬

Step 1.Warming-up（略）

Step 2.Presentation

1.Talk about the tiger.

教师分步出示绘本故事第一页的图片，引导学生讨论，由老虎过渡到公鸡。

T: What can you see in the picture?

S1: I can see a tiger in the picture.

T: Look at the tiger.How does he feel?

S2: He’s happy.

S3: He’s hungry.

S4: He’s happy and hungry.

T: The tiger sees a rooster.If you were the tiger,what could you do?

S1: I can eat the rooster.

S2: I can catch the rooster.

S3: I can cook the rooster.

T: Great.It’s yummy.Let’s see the tiger.The tiger wants to eat the rooster.Tiger says: Wow! My yummy food!

Ss: The tiger wants to eat the rooster.Wow!My yummy food.

设计意图：导入部分引出了本课的主要人物，让学生心中有数。呈现老虎的图片，在问题的提示下，引导学生观察老虎的表情并思考老虎内心的想法。随后呈现公鸡的图片，引导学生假装自己是老虎，看到公鸡后，内心有什么想法呢？最后揭示文本内容。通过层层追问，促使学生积极思考，开展想象，猜测文本信息，猜测文本主要情节。

2.Look and guess“How the tiger can eat the rooster”.

在阅读绘本故事第一页时，学生知道了老虎想吃公鸡。但是老虎怎么能吃到公鸡呢？老虎开始想了第一个办法：把自己扮演成公鸡舞者。

T: Look at the tiger.What can he do?

S1: He can dance.

T: Great.The tiger dresses up as a rooster dancer.

Ss: Glasses,dresses.

T: Dresses up.（板书）

Ss: Dresses up.

S1/2/3/4: Dresses up.

（同样的方法教学dancer,并板书。）

T: The tiger dresses up as a rooster dancer.

Ss: The tiger dresses up as a rooster dancer.

T shows the picture that the rooster knows it is a tiger.

T: Look at the rooster.Is he afraid?

Ss: No.

T: Yes.The rooster knows it is a tiger.

Ss: The rooster knows it is a tiger.

T: Rooster says: Bad Tiger! I know it’s you!Eat me? No way!

Ss: Bad Tiger! I know it’s you! Eat me? No way!

T: Can the tiger eat the rooster?

Ss: No.

T: How does he feel now?

S1: He’s sad.

S2: He’s hungry.

S3: He’s angry.

S4: He’s tired.

设计意图：老虎把自己扮成一只公鸡舞者，想和公鸡套近乎。通过引导学生观察老虎的表情和图片中的场景，以提问的形式，引导学生层层深入绘本故事，揭示答案：The rooster knows it is a tiger.So the tiger can’t eat the rooster.从而激起学生的好奇心和求知欲。

3.Look and answer“Can the tiger eat the rooster this time”.

老虎扮成公鸡舞者，被公鸡识破了。它没能吃到公鸡，于是老虎想到了第二个办法：把自己扮演成公鸡歌手，与公鸡套近乎。

T: Then the tiger has another idea.

T: Look at the picture.What can he do?

S1: He can sing.

T: The tiger dresses up as a rooster singer.

Ss: The tiger dresses up as a rooster singer.

T: The tiger says: Little rooster.Little rooster.Listen to me.I can sing! Twinkle,twinkle...

Ss: Little rooster.Little rooster.Listen to me.I can sing! Twinkle,twinkle...

T: Look at the rooster.Is he afraid?

Ss: No.

T: The rooster knows it is a tiger.

Ss: The rooster knows it is a tiger.

T: The rooster says: Bad tiger! Bad tiger! I know it’s you! Hhm!

Ss: Bad tiger! Bad tiger! I know it’s you!Hhm!

设计意图：学生知道老虎没吃到公鸡，教师让他们带着问题“Can the tiger eat the rooster this time?”再次看故事，从图片中学生不难看出老虎扮成了歌手，并大声唱歌给公鸡听。可是聪明的公鸡并没有被诱惑，图片中公鸡的表情足以让学生猜测到老虎又没得逞。通过这样一步步的追问和仔细观察，激起学生的热情和兴趣，发散学生的思维能力。

4.Read and guess “Can the tiger eat the rooster this time”.

教师呈现老虎手里拿着花蹲在谷仓的角落引诱公鸡。公鸡这次看到花后，心里美滋滋的。于是连忙向花的方向跑去。

T: But this time the tiger has a good idea.Look,where is he?

Ss: He is in a corner.

T: What’s in his hand?

S1: There is a flower in his hand.

T: So the tiger holds a beautiful flower and waits in a corner.

Ss: The tiger holds a beautiful flower and waits at a corner.

T: Look at the rooster.How does he feel?

S1: He’s happy.He loves the flower.

T: Rooster says: Wow！ A flower！ How beautiful！

Ss: Wow! A flower! How beautiful！

S1/2: Wow! A flower! How beautiful！

T: The rooster says: I want the flower.

Ss: I want the flower.

T: So the rooster loves the flower and runs to the flower.

Ss: The rooster loves the flower and runs to the flower.

T: The tiger says: Haha,my yummy food.

Ss: Haha,my yummy food.

T: How does the tiger feel?

S1: He’s happy.

T: So the rooster is in danger.（教授danger,dangerous,danger）

Ss: Oh! The rooster is in danger.（教师强调朗读语气）

设计意图：根据绘本故事的情节，学生已经知道老虎的前两个方法都失败了。对于老虎是否能吃到公鸡，学生十分期待。教师引导学生预测故事的发展：老虎是否能吃到公鸡呢？老虎会不会再想其他方法？以此激发学生的情感，激活学生的思维。这一次教师首先出示上面三幅图，学生猜测老虎应该成功了，公鸡步入了危险。以图推测，提升学生们的想象能力和对故事发展的推测能力。

5.Look and guess.

教师出示老虎逃跑的图片，引导学生思考老虎是否真的吃到公鸡了。随后教师又出示农夫的图片，引导学生补白，丰富故事内容，为后续故事表演做好语言和情感上的准备。

T: Can the tiger eat the rooster now? Can you guess?

Ss: Yes.

T: Let’s see.Oh-oh,what’s the matter?

S1: The tiger runs away.

T: Yes.Why?

S2: The farmer is coming.

T: Maybe.

T: Who comes?

Ss: The farmer comes.

T: What’s in his hand? There is a hammer in his hand.（教授hammer）

T：How does the farmer feel?

S1: He’s angry.

T: What will he say? Can you guess?

S2: Stop! Stop!

T: How does the tiger feel?

Ss: He’s afraid.

T: If you were the tiger,what would you say?

S1: Help! Help!

T: Great.Let’s see.

T/Ss: Stop! Stop! Go away!

T/Ss: Oh!Here comes a farmer with a hammer.

设计意图：教师逐步呈现整个故事，在故事的结尾处引导学生发挥合理的想象，结合所学的语言知识，对农夫和老虎的对话进行补白，提高学生的综合语言运用能力。

6.Act it out.

教师要求学生表演下面的片段。

T: Can you act? One is a farmer,one is a rooster,one is a tiger,one is a narrator.

设计意图：这个环节是故事的高潮部分，十分有趣。通过表演故事，感受故事带来的快乐。表演故事时，学生有一种身临其境的感觉，调动了学生的积极性和参与性。利用小组合作的形式进行表演，提高了学生的合作能力。

7.Say the end of the story.

教师出示故事最后一页，公鸡手捧鲜花，面朝田野的场景，引导学生补白。

T: The tiger is going away.Look at the rooster.How does he feel?

Ss: He’s happy.

T: If you were the rooster,what would you say?

S1: Haha,I have a beautiful flower.

S2: Haha,the tiger is going away.

T: Let’s see.

T/Ss: Who’s afraid of the Big Bad Tiger,Big Bad Tiger,Big Bad Tiger? Who’s afraid of the Big Bad Tiger? Tra lalalala...

T: This is the whole story.

设计意图：《义务教育英语课程标准（2022年版）》指出，教师要灵活地运用各种资源。本课采用了绘本故事作为整节课的教学内容，让学生感知绘本故事所带来的快乐，培养学生阅读绘本的意识。整个故事情节清晰，结局是“The rooster has a flower.”通过逐步分析故事情节，学生能感知故事；通过有感情地朗读，学生体会故事的蕴含。最后教师呈现公鸡所唱的歌曲，歌曲有效结合了沪教版《牛津英语》中的“Three Little Pigs”中的结尾，做到了教材资源的合理整合及其利用。

Step 3.Practice

1.Listen to the whole story.

2.Listen and repeat.

3.Can you find the words with-er in the story.

4.Act out the whole story.

设计意图：在理解故事后，通过听文本,让学生再一次整体感知故事；通过跟读，培养学生的模仿能力；通过寻找文本中含有-er 的单词，对-er 发音规则进行总结；通过表演，让学生有效地输出语言，内化语言。

Step 4.Homework

1.Read the whole story for three times.

2.Act it out.

3.Rewrite the story.

设计意图：读故事和表演故事是本课的教学目标，是对课堂所学的进一步巩固。续写故事，可以发挥学生的想象力和创造力，培养其创造性思维。