Part C D名师课堂实录

课

题

My toys 课型

新授

共6节，本节是第3节

知识目标：to reinforce the vocabulary and key structures with a story

教学目标

能力目标：to develop pupils` reading skills

教学重点

教学难点

recognise the format and language features of a story give personal responses to the text 教

学

程

序

Pre-reading(introducing the setting) Say Today’s story is about Charlie and Tom.

[Click to show the questions] Ask Who is Charlie? Who is Tom? Do you know? (Yes. / No.) Mime thinking aloud and say

Hmm…

how can we tell who Charlie is and who Tom is ? – guessing

Say Oh, I have an idea! Charlie has a hat.

Let’s put the hat on Charlie’s head. [Click to put the hat on Charlie’s head] Now we know he is Charlie!

Say Look! Charlie and Tom have the same bags. [Click to circle the bags] Ask Do you know

what colour they are? (Yes. / No.) They are orange. –

observing

[Click to show the questions] Ask Which bag is Charlie’s? Which bag is Tom’s?

Do you know? (Yes. / No.) Invite a pupil to come to the screen to point at Charlie’s bag and Tom’s bag. [Click to show the answers] –

guessing

Draw pupils’ attention to the bags. Say These children have the same bags too! Ask

Can you see any names on the bags? (No.) Mime thinking aloud and ask Hmm…

so how do we know whose bags they are? Say

I have an idea. Let’s look in the bags.

[Click to show the things in the bags] Ask Are the things in the bags the same? (No.) What is in Jack’s bag? (Books and two pink pencils.) What is in Jane’s bag? (A red pencil case, a yellow ruler and two black pencils.) Say Jack’s bag and Jane’s bag look the same but there are different things in their bags. So it is easy for them to find their bags. –

observing / eliciting information

Say In this story, something happens to Charlie and Tom and it involves their bags. Let’s read the story and find out what happens!

First reading (shared reading)

教学调控

Say Charlie and Tom are waiting for their school buses to go home. Charlie asks Tom to come and play.

Ask Can Tom play with Charlie? (No.) What does Tom say? (Sorry, I can’t.) [Click to highlight ‘can’t’] Say

That’s right. ‘Can’t’ means ‘cannot’. – inferring / locating specific information

Say Tom’s bus is here! Tom and Charlie say ‘goodbye’.

Wave your hand when you say ‘goodbye’.

Say Charlie is at home now. He wants to do his homework. He looks for his pencil case in his bag.

Say Charlie finds a pencil case. Mime a surprised expression and

ask Is this his pencil case? (No.) [Click to highlight ‘isn’t’]

Say

That’s right. ‘Isn’t’ means ‘is not’. – locating specific information

Mime thinking aloud and say Hmm…

this isn’t Charlie’s pencil case. Whose pencil case is this? Can you guess? Point at the bag and ask Do you think this is Charlie’s bag? (Yes. / No.) – guessing

Say Charlie opens the pencil case to see what is in it.

Say

He says, ‘Oh, dear!’ [Click to highlight ‘Oh, dear!’]

Say We say ‘Oh, dear!’ when there is something wrong and we are surprised. Ask So why does Charlie say ‘Oh, dear!’ ? Is anything wrong?

(Yes.) Say Yes, Charlie can’t find his own pencil case. He has Tom’s pencil case. –inferring

Say Let’s see what is in Tom’s pencil case.

Say Tom has three erasers. Invite a pupil to come to the screen to point at the three erasers. [Click to show the answer] –

eliciting information

[Click to show the next sentence] Read the sentence aloud. [Click to highlight ‘They’]

Say‘They’refers to … (The three erasers.) [Click to show the answer] Tell pupils that we use the pronoun ‘They’ to talk about more than one eraser. –

identifying pronoun references

Say Tom has pencils too. Instruct pupils to complete the sentences about the pencils.

Tell pupils that there is a number under the blue post-it and a colour under the green one. [Click to reveal each answer] –

observing / eliciting information

[Click to highlight ‘They’] Say ‘They’ refers to … (The three pencils.) [Click to show the answer] Tell pupils that we use the pronoun ‘They’ to talk about more than one pencil.

–

identifying pronoun references

Instruct pupils to complete the sentence. Ask What else does Tom have? Say He has two blue … (Rulers.) [Click to reveal the answer] –

observing / eliciting information

Ask What is this? (A sharpener.) Does Tom have a sharpener?

(No.)

–

observing / eliciting information

Say We can say, ‘He has no sharpeners.’ [Click to reveal the answer] Say The next day, Charlie goes to school.

He sees his teacher. He tells her that it isn’t his bag! Say Let’s see what he says.

Invite a pupil to come to the screen to point at the pencils. [Click to circle the pencils] Ask How many pencils are there? (Five.) What colour are they? Are they pink? (No.) Are they green? (No.) Say

They are … (Orange.) –

observing / eliciting information / locating specific information

Instruct pupils to complete the sentences. [Click to circle the eraser] Say I have an … (Eraser.)

What colour is the eraser? (Pink.) [Click to reveal each answer] –

observing / eliciting information

Instruct pupils to complete the sentence. [Click to circle the sharpener] Say I have …

(A sharpener.) [Click to reveal the answer] Draw pupils’ attention to the use of the article ‘a’. –

observing / eliciting information

Say Look! Tom is here!

[Click to show the question] Ask How does Tom know what else is in Charlie’s pencil case? (Tom has Charlie’s bag.) Whose bag does Charlie have? (Tom’s.) –

inferring [Click to show the narration]

Say

That’s right. Tom has Charlie’s bag and Charlie has Tom’s bag.

Say

Let’s look at the first picture again.

Say Charlie’s bag and Tom’s bag are at this place at school. [Click to show the

second picture] Ask What happens next? Say Charlie takes Tom’s bag and Tom takes Charlie’s bag. [Click to show the arrows]

Second reading (reading aloud)