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教学设计学校:北京大学附属小学学科:英 语教材:外研社领先阅读X计划系列丛书课题:第5辑Flying High教师:霍文保教学设计个人信息 姓名单位联系方式设计者霍文保北大附小15010400526教学基本信息研究主题基于故事跳出故事,巧妙设问激发思考,鼓励学生创编故事学科英语学段中年级年级五年级相关领域教材书名:Flying High 出版社: 外语教学与研究出版社 整体设计思路 基于故事跳出故事,抓故事主线,以悬念推进情节,在师生共同建构故事中激发思维,在讲故事时激发思考,讲完故事后创编故事,课堂的每一个环节都为编故事做准备,促进学生情感、语言的发展是本课的主要思路。l 围绕故事主角Cat和Tiger比赛的问题,利用悬念与冲突,通过预测、探究和证实推进故事发展。l 通过默读、分角色读,全读,跳读,自主阅读等多种阅读方式,增强学生与文本的互动机会,在情境中理解语言、体会情感,并发展语言。l 通过全班分享,小组活动,激发学生的思考和培养学生的合作能力。l 通过创编完整故事,鼓励学生自由表达,培养学生的创造力并激发学生的兴趣。教学背景分析教学内容分析:故事Flying High选自外语教学与研究出版社出版的领先阅读X计划系列故事。 Flying High是一个原汁原味的英文读本。讲述的是:女孩Cat和男孩Tiger比赛的故事。Cat借助蜻蜓,Tiger借助飞行器,发生了一些有趣的事情。故事跌宕起伏、充满了悬念,能满足学生好奇、求知的欲望。同时,故事书配有生动的图片,在一定程度上降低了阅读困难,并吸引了学生的兴趣。学生情况分析:授课对象是五年级学生,他们具备了一定的英语学习基础和英语学习能力。对学生调研时发现:学生比较喜欢阅读图文并茂的绘本,对以动物类体裁的故事比较感兴趣。但是就整体而言,学生的英语阅读体验多为教材课本中出现的故事,对英文绘本类型的阅读体验比较有限。前期的试讲以及与学生课后访谈中教师发现:学生能够大致理解并读懂比赛的过程大意。但是对比赛的细节在理解上有偏差。其中还有一些比较生僻的词汇如dragonfly, micro-copter等词汇给理解带来了一定的难度。 技术准备:故事书(教师用、学生用)、多媒体课件,动物图片,练习纸 教学目标(含重、难点)教学目标:1. 能够读懂并猜测故事大意,如:主要人物、事件(比赛),比赛工具等2. 能够掌握并猜测故事情节发展过程,如故事的转折点等 3. 能够掌握并猜测故事细节,如人物心里活动,言语,行动等4. 能够对故事进行简单评价,培养学生的思辨能力。4. 能够编出完整故事,培养学生的创造力和合作能力。教学重点和难点:教学重点:能够对故事的细节,如比赛工具,人物的语言进行想象和预测教学难点:参照故事,创编完整故事。教学过程与教学资源设计一、读前活动(Pre-story Activities)1. “木头人”游戏(激活动词)T: First round I say a word, such as “jump, sleep, open your mouth, say hello, clean blackboard, eat, flying high”. You should do the action. When I turn around, you should stop and keep still. If not, you will lose your game and take your seat. Next round I show you a word, you read the word and do the action(swim, hop, cry,zoom, zigzag,fly)师生一起进行“木头人”游戏,教师发指令,全班做游戏。【设计意图】通过创编Frozen Game,既帮助学生复习激活动词,又引出课文新词,充分调动学生的情绪、活跃了课堂气氛,并为以后的创编故事做动词准备。2. 激活会飞事物T: Can you fly in the sky? S: No. T: We cannot fly. Please sit down. What can fly? S: A plane, a balloon, a helicopter, a bee, a sparrow, a swallow, an eagle(choose the picture and stick on the blackboard). 【设计意图】激活学生已知的会飞事物,为学生对故事的猜测做好准备,营造轻松的课堂氛围为接下来愉悦、轻松的阅读做好铺垫,并为以后的创编故事做飞行工具准备。2、 读中活动(While-story Activities)1. 理解故事梗概,激发比赛工具思考T: In this story. There are 2 children. The girl is Cat. The boy is Tiger. They were playing outside. They press their buttons. What happened? S: Small. T: Small Cat and Small Tiger, a very big world. Great! What did they do? S: I think they are having a race, because Cat says I won. T: Do you agree? How did Cat feel? S: Happy. Proud. Who can read “ I won”? Great, what did Tiger use for the race? S: Micro-copter. T:What could Cat use for the race? Work in pairs. T: What did Cat use for the race? S: Dragonfly. T:Where did they have the race? S: Above the water.【设计意图】:Cat和Tiger虽然是两种动物的名称,但也是本故事中两个主人公的名字。提前介绍可以让学生明白只是两个主人公的姓名,降低阅读的难度。另外,这个故事都是描述主人公变小以后的活动,提前介绍可以突出这个情境。抽取几张具有代表意义的图来介绍,设疑,对故事的梗概做出预测,并让学生体会cat赢得比赛时的心情,猜测比赛工具并感受比赛的场景。2. 激发过程思考,理解故事过程T: Cat can sit on a dragonfly. What troubles could she meet? What troubles could Tiger meet? Four student one group and write down your answers on the worksheet. S1: The copter drops into the water. S2: They meet a strong win. S3: They were eaten by a bird T: Great imaginations. Whats your favorite? Lets vote and raise your hand? What troubles did they meet in our story? Lets enjoy. S: A bee and a bird.【设计意图】:这一部分主要描述比赛过程中发生的一些情况, 通过暗示蜻蜓和飞行器的性能,激发学生对比赛过程可能碰到麻烦的思考,另外通过vote同学们的思考,了解班内同学最喜欢的可能性,同时顺势引出故事中两个小孩碰到的两个麻烦蜜蜂和黑鸟,让学生明白故事的两个转折点,并为以后的创编故事做转折点思考准备。3激发细节思考,理解故事细节T: Look at cat. What a face! What is coming to her? S: A bee is coming. T: look at the bee. Whats on the butt? A sharp needle. It is flying to you. How do you feel? SA: scared and bothering. Is Cat scared or not? What could she say? What could the bee say? Can you make a dialogue with the bee? S1: Or no. S2: I like you T: good imagination. Lets listen. What did they say? S: Or, no. T: And she zigzagged away from the bee.T: And they were flying. What is coming? S: A big black bird. T: It is flying around them. What could they do? S1: Fight with him. S2:Fly away and go home. T: What did they do in the real book? Now lets enjoy the real story. On which page can you find the answer? S: On page 13.T: Tiger zoomed and Cat zigzagged. Who won? S:Cat. T: Because Cat says I won. What did Tiger say after he hear I won? S: Oh, Yeah, race you back.【设计意图】:这一部分主要描述比赛发生的一些情况,强调蜜蜂特点,让学生体会当时场景,并两人小组对话展开想象,而后黑鸟飞来,通过解决故事中危险到来以及如何化解,对细节做出理解和想象,为后续故事创编做细节方面的准备。3、 读后活动(While-story Activities)1. 评价故事 T: Do you like Cat and Tiger? 【设计意图】语言有限、故事有限、思维无限,对故事的简单评论是学生阅读后内化的过程,学生之间的观点分享也可以再次加深学生对故事的思考。2. 创编故事 T: If they race back, from here to there, what could they use, what troubles could they meet or what could they do or say? If you love writing, you can write the story, if you love acting, act your story or if you love drawing, drawing pictures for your story. Maybe you need some help from the blackboard, story book, teachers or using some easy words.【设计意图】 通过对故事的分层次深入理解,激发思考,借助板书提示,已有故事书和在场教师的帮助,通过四人小组合作,让学生选择自己喜欢展示的形式,可以写作,表演或者是画画,给学生足够的自由,能够发挥主动性,可能创造出很好的作品。板书设计:
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