Reading for FunPPT及课堂实录内容

Etta’s Room 古冶区林西第三小学

费晨霞

一、教材分析：

本课是冀教版小学英语四年级下册的绘本故事教学。故事教学作为阅读教学的一部分，不仅贴近学生的生活实际，而且蕴含深刻的意义，富有丰富的思想内涵和无限的想象、联想空间。有效地利用故事教学，既能为学生提供良好的语境，又能为学生个性化思维品质的形成提供丰富的知识营养，促进学生思维和情感的发展。本课以Etta打扫收拾自己的房间为主线，通过逐幅读图，让学生体验利用旧物把房间打扫得干净整洁又漂亮的过程，体会劳动的快乐。并在最后能了解旧物也大有用处，不要随便丢弃东西，增强学生保护环境的意识。

二、教学目标：

知识与技能目标：

1.学生能理解故事内容，并有感情地朗读故事。

2.学生能在故事的真实情境中抓住并模仿关键句：“Etta wants to throw …

away.”“You can…”

3.学生能够结合语境，辨别、运用相关单词及短语：paper, bottle, tin, peel; throw away, clean and tidy, put many things, clean the floor,并能进行真实的表达。

4.学生能借助故事图片和教师的板书设计复述故事。

学习策略目标：

1.通过读图，能感受绘本故事的丰富内涵。并在教师的引导下，发展学生预测、畋读、寻读等阅读技巧。

2.通过对文本的解构、再构，培养学生观察、分析、概括及表达能力，发展批

判性思维，激发想像力。

情感态度目标：

在讨论、理解故事的过程中体会到劳动的快乐，让学生懂得旧物也大有用处，不要随意丢弃，增强他们的环保意识。

三、教学重难点：

理解故事内容并能掌握其中的语言知识；了解和尝试运用阅读策略：预测、寻读、找关键句等；在故事文本的基础上对事物展开想象。

四、教学方法：

观察预测，自主阅读，小组合作，概括总结

五、教学设备：

PPT，教学光盘，板书示意图

六、教学过程：

Step 1: Lead in and Pre-reading T: Hello, boys and girls. Nice to meet you here. S: Nice to meet you, too. T: Look!(show the picture) What’s this? S: It’s a room. T: What colour is it? S: It’s pink. T: Whose room is this? Is it a boy’s or a girl’s room? S: Maybe it’s a girl’s room. T: Yes, it’s a girl’s room. The girl is Etta. Today we will read the story “Etta’s Room”. Do you have a room? What colour is your room? Is it big or small? What do you do

in your room? Guess “What will Etta do in her room?”

Ss answer these questions freely. [设计思路：通过师生的问候和问答，导入本课话题，将学生带入英语学习状态，使课堂形成了融洽的师生关系，发展学生预测阅读策略。] Step 2: While-reading

ⅠGuide the students to read the story from picture 2 to picture 7.

1. T: Etta likes to make her room clean and tidy. What does she do? Let’s read picture 2 to picture 7.

(Show the picture) What does Etta find? (paper) What does she want to do? (Play the sound, let Ss imitate) Ss: Etta wants to throw the paper away. T: Does Etta do it? (Play the sound---“Stop, please! You can draw a picture on me.”) Who’s saying?

Ss: The paper. T: What does the paper say? (Let Ss imitate) Will Etta do that? (show PPT, “Okay, I’ll do that.”) Look! What does Etta draw?

Ss: Some flowers. T: It’s so nice. If you have the paper, what will you do?

Ss answer freely---I will …

T: You can put your pictures in your room. It must be nice.

2. T: What’s this on the floor? (a bottle) What does Etta want to do? (Lead the class to say “Etta wants to throw the bottle away.”) Does she do that? Listen. (show PPT: “Hey. You can put some flowers in me.”) Does Etta throw the bottle away? (No.) The

bottle suggests “You can put some flowers in me.” (let Ss imitate)

Good idea! (show PPT) Now, look! How beautiful! Do you like flowers? You can put some flowers in the bottle and then put them in your classroom. Wow, it will be very beautiful! Have a try! 3.T: Do you have this one in your room? It’s a tin. What does Etta want to do? Do you know? Ss: Etta wants to throw the tin away.

T: Stop! Don’t do that. The tin will tell you ---(listen) “You can put your pens, rulers, pencils and crayons in me.” (let Ss imitate) Yes, it is very useful. Etta thinks “That’s right. ”(show PPT) Etta does it and look at her desk. How is it now? Ss: Her desk is tidy now. [设计思路：学生在教师的引导下体验Etta用旧物美化房间的过程，有目的的自主阅读和跟读，获取故事信息，学习文本内容。] Ⅱ.Have Ss read the story from picture 8 to picture 13 by themselves and do the exercise. T: Etta finds paper, a bottle and a tin in her room. But now she makes her room nice and tidy. What else does she do? Let’s read picture 8 to 13 and then try to answer these questions: What else does Etta find in her room? What advice does Etta get? What does she do with these things?

Let the class read first and then do the exercise on the paper.

Ask some volunteers to act out their paper. [设计思路：通过阅读挖掘文本，让学生自己查找信息并完成题目，体现了对学生阅读策略的培养，发展自主学习能力。通过小组活动，让学生互帮互助，培

养合作意识。] Ⅲ.How is Etta’s room now? (It’s clean and tidy.)

Have the students read the whole story. Then ask: How does Etta feel? (She is very happy.)

Why is she so happy? (She makes her room clean and tidy. She knows old things are so useful.…) [设计思路：通过讨论，让学生懂得阅读除了理解文本的表层意义外，还要挖掘故事所蕴含的寓意，有利于发展学生高层次的思维，特别是批判性思维的能力。] Step 3: Post-reading 1. Have Ss retell or act the story group by group. 2. T: What advice will you give to Etta?

Let Ss talk about their options---You can …

[设计思路：用自己的语言复述故事，使语言再现，内化了学生对故事的整体理解，提高学生的语言概括能力和表达能力。] 七、教学反思：

故事教学作为小学英语教学中的非重点新授内容，在以前的教学中一直不太受到重视，基本上是听听读读一翻译就过，有些教师甚至会跳过不讲。其实在我们课本中所提供的这些小故事，不仅贴近学生的生活实际，而且蕴含深刻

的意义，富有丰富的思想内涵和无限的想象、联想空间。故事教学作为阅读教学的一部分，教师如果能有效地利用，既能为学生提供良好的语境，又能为学生个性化思维品质的形成提供丰富的知识营养，促进学生思维和情感的发展。我们现在都在关注学生核心素养的培养，就不能只为教学而教学，既要培养学生的语言能力，还要教会学生发现问题、解决问题，培养学生用英语进行思维

的能力。要多关注学生的思维发展，并能让学生积极运用学习策略，提升学习能力，增强思维的逻辑性、批判性和创造性。