Story time第一课时导学案

《五上Unit6 My e-friend》教学设计

教材分析

本课是《英语·三年级起点》(译林版)五上Unit6 My e-friend第一课时Story time 的对话教学。通过这一课时的学习，学生要学会运用特殊疑问句和一般疑问句来“询问他人信息”，以及运用相关语言知识对自己的网友进行综合全面的介绍。文本中的一般现在时的一般疑问句及其回答是学生表达的难点。学生在之前的学习中已经掌握了相关问句及其回答，本课时是对这一话题的拓展延伸和深入探讨。

教学目标：

1、语言知识目标

（1）能听得懂、准确认读并说出单词e-friend,email,live,send to, years old.

（2）能听懂、会说并熟练运用日常交际用语：Does he/she…? Yes,he/she does. No,he/she doesn’t. Wait a minute.

2、语言能力目标

（1）能用特殊疑问句和一般疑问句来“询问他人信息”。

（2）能从国籍、年龄、爱好、所学科目等方面对自己的网友进行综合全面的介绍。

（3）能正确使用本课核心句型，并能在生活场景中灵活运用。

3、情感态度目标

（1）懂得朋友间要互相理解、互相帮助、真诚相待；

（2）正确对待网络交友，树立正确的交友观。

教学过程

Step1: Enjoy a song 《Rock scissors paper》

Game：Rock scissors paper

T:Hello,children.I am your new English teacher.Can you play this game with

me? First, look at the rules of the game.

Game rules: If you win,you can ask me a question, if you lose, you should

answer my question. Don’t repeat.

【设计意图】因为是借班上课，学生对素未谋面的老师充满了兴趣。

教师将询问个人信息的相关问题融入在“石头剪刀布”的游戏中，通过和学

生玩游戏，既拉进了教师与学生的距离，又为本课后续的教学活动做好了铺垫。

Step2: Pre-reading

1. About the title

T: Today, our topic is my e-friend. What is e-friend? Here are two pictures,which one is about e-friend? Picture A or Picture B?

Ss: Picture B.

T: Good.But whose e-friend are we going to talk? Let’s listen.(播放课文录音

)

Ss: Wang Bing’s e-friend.

T: You have good listening. Do you have any questions abou t Wang Bing’s e-friend? S1: What’s Wang Bing’s e-friend’s name?

S2: How old is he?

S3: What does he like?

S4: Where does he live?

S5: …

T: Wow,you have many questions about Wang Bing’s e-friend.

【设计意图】标题是最先呈现在学生面前的阅读资源,也是一篇文章的概括。借助标题和图片,引导学生理解e-friend的含义,并通过听录音,整体感知课文,引导学生对王兵的e-friend提问,预测课文内容,既活跃了课堂气氛,又启发了学生的思维,激发了学生的阅读兴趣,这样刘涛的问题自然水到渠成。

Step3:While-reading

1.About Liu Tao’s questions

T: Liu Tao has some questions about Wang Bing’s e-friend. Can you

S1: Who’s your e-friend?

S2: How old is he?

S3: Can he speak Chinese?

S4: Does he have Chinese lessons at school?

S5: What subjects does he like?

S6: Does he like playing football?

T: You did good job. Now let’s read the story and find out the answers.[板书问题]

【设计意图】快速浏览是高年级学生应该掌握的一项阅读技能。通过快速阅读,找到刘涛的问题,再引导学生进行课文细读,初步了解Peter的相关信息,培养学生提取关键信息的能力。

2.About Peter

Q1:Who’s your e-friend?

S1:He’s Peter.[板书]

Q2:How old is he?

S1:He’s 11 years old. [板书]

Q3:Can he speak Chinese?

S1:Yes, he can. [板书]

T: He can speak Chinese, he can also speak English. Do you know why?

S2:Because he lives in the UK. [板书]

T: Clever boy. He lives in the UK. It is a beautiful country. Peter often sends some nice

photos to Wang Bing. Would you like to have a look?

Ss: Yes.

T: (播放英国的乡土风情照片)What do you think of the UK?

Ss: It’s very beautiful.

T: Do you like it? Do you want to be Peter’s e-friend?

Ss:Yes.

Q4: Does he have Chinese lessons at school?

S1: No, he doesn’t.

T: When does he study Chinese?

S2: He studies Chinese after school. [板书]

T: Peter thinks Chinese is great. So he wants to study Chinese well. But he doesn’t know how to do? Can you give him some good ideas?

S3: He can read Chinese books.

S4: He can listen to Chinese stories.

S5: He can go to the library and look for Chinese books.

S6: He can go to China.

S7: Wang Bing can teach him.

S8: He can watch Chinese cartoons.

S9: …

T:Your ideas are so great. If you want to study English well,you can also do these things. Q5: What subjects does he like?

S1: He likes Maths and PE. [板书]

Q6: Does he like playing football?

S1: Yes, he does. He likes swimming,too. [板书]

【设计意图】关于Peter的这6个问题，学生很容易就能从文本中提取到答案，但教师却并未戛然而止，而是对有些问题做了进一步的追问和设计。如：Q3 He speaks Chinese. He also speaks English,why? 从而引出He lives in the UK.通过播放英国风情图片，使学生对英国有一个初步的印象，从而引出一系列的追问。在Q4中，教师后续设计了拓展性问题，Peter wants to study Chinese well,but how? 学生结合自身的生活经历和体验提出了一些合理性的建议。这两个问题的设计体现了学思并行的阅读教学思路。

3.Work in groups

T: We have known Peter. Can you be Wang Bing to introduce your e-friend?

Ss work in groups.

T:Why does Wang Bing and Peter become e-friends?

S1:Because they both like playing football and swimming.

S2:Because they are both 11 years old.

S3:They can talk about their favourite subjects.

S4:They can learn each other.

S5:Wang Bing can teach Peter Chinese and Peter can teach Wang Bing English.

S6: …

T: What are they going to do after talking about Peter?

S: Go to the playground and play football.

T: Can Wang Bing play football at once?

S: No.

T: Yes. Wang Bing will send an email first. After that they will go to the playgrond and play football happily.

【设计意图】有意识地培养学生根据文本信息内容进行符合逻辑的推理和判断，王兵和Peter能成为网友是因为他们有着共同的特征，学生通过阅读、思考、分析、判断，加深对文本的理解，成为一个主动的阅读者。

4.Read the story

Step4:Post-reading

1.Think and say

T: We know Wang Bing and Peter are e-friends. They often chat on QQ. What do they often talk about?

S1:Maybe they talk about their school life.

S2:Maybe they talk about their hobbies.

S3:Maybe they talk about their family.

S4:Maybe they talk about their country.

S5:Maybe they talk about their friends.

S6:Maybe they talk about their favourite animal.

S7: …

T:They can talk a lot. What are they talking now? Look!(PPT呈现聊天界面)

Is it good or bad to make e-friends? What’s your opinion? Let’s debate.

正方观点：

S1:I think it is good,because we can learn more.

S2:I think it is good,because we can make many friends.

S3:I think it is good,because we can share our trouble and

happiness.

S4: I think it is good,because

反方观点：

S1:I think it is bad,because it’s bad for our eyes.

S2:I think it is bad,because there are some bad people.

S3: I think it is bad,because

S4:I think…

T: You are all right because every coin has two sides. So I have some suggestions for you.

【设计意图】这一活动的设计是对文本的超越，为学生的批判性思维和创造性思维搭建了舞台。教师将文本内容带入学生的生活，What do they often talk about on QQ? 这一开放问题点燃了学生的思维，而What are they talking now?又巧妙地将话题引向了“网络交友的利与弊”这一热点问题，学生根据已有认知、经历和体验，在内化文本内容与思想的基础上，形成自己的观点和看法，并从文本的学习和生活经验中找到相关依据支撑自己的观点，这些都是培养学生批判性思维必不可少的。同时也是帮助学生树立正确的交友观。

2. Know the teacher’s e-friend

T:I have an e-friend. Would you like to know?

S1:Who’s your e-friend?

T: She’s Alice.

S2:How old is she?

T: 26.

S3:What’s her job?

T:She’s a teacher.

S4:Where does she live?

T:She lives in New York,the US.

S5:Can she speak Chinese?

T:Yes,she can. She speaks English,too.

S6:What does she like?

T: She likes travelling and taking photos. Why do we become e-friends?

S1:Because you are both teachers.

S2:Because you have the same hobbies.

【设计意图】语言的使用离不开情境。只有将语言知识与情境有机结合起来，语言才能被正确、流利、恰当使用。在语言操练环节，教师创设了“询问老师的网友”这一情景，实现从课文情景到现实情景的转换，为学生语言运用搭建了良好的平台。

3.Choose an e-friend

T:Would you like to make e-friends with foreign children? Look!

Here are four children from different countries.They want to make

e-friends in China. Please read their information and choose one to be your

e-friend.

S1:Hello,I’m Dean.I want to be Mike’s e-friend. He’s 11. He lives in Canada. He likes Maths. He speaks Chinese and English.He likes playing basketball. We can be e-friends because we have the same hobby.

S2:Hello.I’m Betty. I want to be Lily’s e-friend. She’s 12. She lives in the US. She likes Art. She speaks English. She likes reading books. We can be e-friends because we can talk about books on QQ.

【设计意图】学习语言的目的是运用语言。教师设计了这样一个开放的任务情景,可以同时符合不同体验、不同层次的学生有选择地进行交际活动;其目的在于提高学生对情景的敏感度和驾驭能力,提高他们综合运用语言的能力。

3.Enjoy a picture book

T:Finally let’s enjoy a nice picture book about friends. Please love your friends forever. S:Friends are the same age. Friends are different ages…

【设计意图】通过欣赏绘本书《Friends all around》,使学生明白友谊是不分年龄、不分职业、不分国籍的。只要彼此兴趣相近,真诚相待,就可以成为真正的朋友。以此激起学生情感的共鸣,从而教育学生要珍爱友谊。

教学反思

英语要为思而教,本课的设计关注了学生批判性思维的培养,在充分解读文本的基础上,努力挖掘思辨的激发点,如本课的标题my e-friend,标题内容与文章内容密切相关,教师通过对文本标题进行预测与探究,使学生很快把握了文本的主题,更好地认识和理解文本的内容,同时也发散了学生的思维,有利于批判性阅读教学的开展。在这样的阅读课中学生参与的积极性较高,对标题的理解和辨析能力也大大提高。

批判性思维需要语言和内容的支撑,学生的输出也依赖语言和内容,所以教师所设计的教学活动必须能够让学生使用所学的内容和有关语言,这样学生的思维才能够得以生长和发展。本节课教师带着学生反复研读文本,在学生对文本内容理解的基础上,教师提出了这样的问题:Why does Wang Bing and Peter become e-friends? 此时需要学生运用已学的知识来对文本内容进行重建,从而去探索该文本的深层意义。

Chadwick提出了思辨思维的五个基本要素,其中之一为:学科内容不是简单的记忆,而是逻辑的相互联系,理解部分内容需要相关内容的支撑。(转引自王琦,2013:90)由此可见,批判性思维不是独立发生的,而是需要和相关内容产生相互联系。因此,教师在设计教学时应该建立各个环节之间的联系,例如,在本课中教师引导学生先谈论了王兵的网友,从Peter的相关个人信息到两人之间的交往互动,接着在语言运用环节,教师又引导学生谈论了老师的网友,最后谈论学生自己的网友,这些活动既有形式上的联系,更有内容上的联系,这些联系就构成了批判性思维的支撑点。

学生的思维需要激发和生长,教师在授课过程中,要关注学生思维的动态发展,不断启发学生的思维。有的时候需要顺应思维的发展过程,相应地调整教学环节,改变教学节奏,让学生思维的发展如流水般顺畅。比如在本节课中,教师设计了让学生来发表观点——网络交友的利与弊,虽然课前让学生做了一些调查,但课堂上学生还是显得过于拘谨,不敢发言,因此教师及时调整了教学计划,将此环节改为“辩论赛”,先让学生组内讨论,再正反两方进行PK。这样的微调让学生兴趣倍增,一下子就点燃了思维的火焰,在思维的碰撞中学生懂得了正确的交友观。

英语阅读的终点并非仅仅是获取语言知识,更重要的是使学生体会从欣赏语言之美中产生的愉悦感和因进行有效输出的生成而产生的成就感。而培养学生的批判性思维能力,是英语阅读教学的核心所在。希望“思辨”能给当下英语阅读教学带来新的活力和生长点。