12 The giant’s garden课时教案

The giant’s garden

太仓市实验小学

李莹燕

【课题（学科和年级）】六年级英语绘本The giant’s garden

【教材简解】

这是一则课外绘本故事，取材于上教版新版英语教材。故事的情节围绕巨人的花园展开。当巨人用高高围墙阻止孩子们在花园中玩乐的时候，春天也被他挡在了门外，花园里自始至终是寒冷的冬天。突然一个早上巨人听到了美妙的鸟叫声，看到了满眼的鲜花，他感受到了春天。原来是孩子们的到来为他带来了春天，也让他明白了分享很重要。他敞开花园，欢迎孩子们的到来，春姑娘也为他点赞，再也不迟到了。

【目标预设】

1.The students are able to understand the story. 2.They can talk about some pictures and imagine what happened next. 3.To cultivate their interests of reading English stories. 4.To develop their abilities of speaking and writing. 【教学重点】

1.The students are able to understand the story. 2. To cultivate their interests of reading English stories. 【教学难点】

1.

Try to understand the story and communicate with others. 2.

The pronunciation of “giant,castle”. 【设计理念】

本课的设计理念是英语教学文本内涵整合。借助教材内容，进一步挖掘主题，同时围绕主题进行多维度的适当整合与拓展，使新的教学文本在主题、内容、情感方面比原先更深刻。整合后的文本侧重于语言的训练、情感的升华以及学科的渗透。具体的教学方式有头脑风暴、看图说话、编排对话以及中心提炼。通过绘本阅读课提高学生英语学习兴趣。课堂上要求学生看懂绘本，正确朗读，通过夸张的语调感受人物的心情，半开放的图片谈论发展学生的逻辑思维能力。

【设计思路】

通过师生对话开始教学，听力的形式复习以前学过的童话故事，接着通过看图描述呈现本课的主题。呈现整个绘本的方式是先图片后文字，先学生后教材，鼓励学生先描述，他们可以天马行空式地讲述一切符合图片的可能性。故事讲述的同时边用板书进行演示。整个故事呈现之后跟读、根据自己的喜好读，完成一些习题来巩固反馈。最后是对整个故事的提升，分析人物形象、人物的心情、中1

心思想。家庭作业是对文本的延续，朗读与写作，力求通过绘本阅读课提高学生综合运用语言的能力。

【教学过程】

Step 1 Lead in 1.

Free talk T:What’s your name?/What’s your hobby?/What do you like doing?Do you like reading?/Do you like stories? T:I like stories,too. T:Look! There are many books. What are they about?Ss:These books are about _______. T:Yes. They are about fairy tales. Please listen and guess the names of the story.【设计意图】通过师生互动来活跃气氛，不仅能引人今天的童话故事主题，也能缓解借班上课的紧张气氛。

2.

Talk about fairy tales.(Listen and guess) (1)

This bed is too hard. This bed is too soft. The bed is just right. Ss:Godilocks and three bears. (2)

Clever people can see them. Foolish people can’t see them. Ss: The king’s new clothes. (3)

Hey,your shoe!

Ss:Cinderella. (4)

The lion turned into a prince.

Ss: Beauty and the Beast. T: Well done. You know a lot about fairy tales. 【设计意图】复习以前学过的童话故事，以听力的形式出现，不仅能考验学生对课文熟悉程度，也能使学生更专注。

3.Lead in. T:Today we will enjoy a new story. It’ s about the giant. (Teach ‘giant’) T:Can you guess the meaning of “giant”.(show some pictures to compare with it) PPT:Giant : a very _____and ______ man

S:a very tall and strong man 【设计意图】这是一个英文解释英文的小考验，学生对“巨人”的概念比较抽象，因此利用图片大树、平常人来进行对比，使得学生明白高出常人许多的人而且又比较壮称为巨人。

4.Where does the giant live? Choose and say. A.Castle

B.Grass cottage

C.Tall building 【设计意图】这是一个有趣味性的想想环节，哪个地方适合巨人居住？学生可以2

根据人物造型猜测不能住在现代的高楼，也不可能住矮的草房。就可以引出“城堡”这个新词。

Ss:Choose A.(Teach ‘castle’) T:Who can live in the castle? S: The prince/king…. PPT: (Read together) The giant lives in a castle.There is a big garden,too. Step 2 Lead in and presentation 1.

引出课题

“The giant’s garden”

2.

Guess: Who likes playing in the garden?/ What can they do in the garden? 【设计意图】以头脑风暴的形式，根据某一个话题，展开大胆的所有合理的想象，既能够活跃气氛，又能使句型操练到位，更能体现“生本”的教学理念。

3.

Summary: In the big ________ lives a ________. The house has a beautiful ________. ________ like to play in his garden. They have a lot of ________. 4.

The giant finds the children. He is very ________.

The children are_________.(让学生填入合适的词语) 5.

T:The giant doesn’t want to let the children in.What happens?(图片展示build a wall)

So he builds __________around the garden and puts up a sign. Now the children can’t play in his garden.

The children are_________. 6.

Talk about the sign “No entry” . What does it say? It means you can’t go into the castle. 7.

T:Who can help the children? Don’t worry. Here comes three fairies. T: The lady in green is Miss Spring. T:Who is the lady in purple? S:She is Miss Summer. T:Who is the lady in orange? S:She is Miss Autumn. 8.

T:OK .Miss Spring comes first. What does she bring? Can you guess?

S:She brings_________. 9.

（Read together）Soon Miss Spring comes. She brings beautiful flowers and birds. 10.

T:How does the giant feel? S：Cold and sad. T:Why? 11.

Read together: The giant looks at his garden and feels sad. Because Miss Spring does not bring any to the giant’s garden. T:What could he say? Guess.

12.

Miss Spring, Miss Summer and Miss Autumn do not visit the giant. It is always winter in the giant’s garden. T:What can Miss Spring say? Guess. Please read. 【设计意图】通过看图说话来呈现整个故事的情节，变讲边猜，摒弃了枯燥的3

文字呈现。部分插图中还会有对话，鼓励学生以正确的语气朗读。这是一种情感的体验，对故事的理解有积极作用。

13.

Make a dialogue.

Miss Spring: I don’t like the giant. He is not kind to the children.

Miss Summer:…

Miss Autumn:…

【设计意图】课本的故事情节是局限的，我们可以进行拓展与创编，生生互动，能够擦出精彩的火花。

14.

（The birds singing.）One morning, the giant hears some lovely sounds. He sees some beautiful flowers too. The giant is very happy. Please read it happily. Q:Who brings spring to the garden? 15.

The giant finds some children in his garden. They are coming through ______.They bring Miss Spring to his garden! T:They are coming through a hole. 16.

T:How is the giant now?

S:He is excited. T: Yes,so he.. (图片展示knock down the wall) The giant knocks down the wall around his garden. Miss Spring never comes late again. T:What could he say now? Read it. 17.

What will Miss Spring say now? Step 3 Consolidation 1.

Do the puzzle to retell the story Number and say.(排序后根据关键词复述) 【设计意图】趣味的练习有助于文本的理解与反馈。练习必须是容易操作，话题性强的。排序会是一个考验逻辑思维能力的题型，根据关键词复述难度也不大，但是开放度明显。

2.

Read and imitate. Choose one picture to act. 3.

T or F (1)The giant lives in a castle with a beautiful garden.______ (2) The giant puts up a sign on the wall because he wants children to go in._______ ( 3 ) Miss Spring doesn’t come to the giant’s garden. It’s always summer in the garden._______ (4) The children brings spring to the garden at last.________ (5) Finally, the children can play in the garden any time._______ (Check) 4

4. What do you think of the giant and fairies. The giant: thankful,selfish The children:clever The fairies:justicial,kind 5. The changes of emotion The giant: angry-sad-happy The children: happy-afraid-happy The fairies: angry-happy 6.Happy endings are always in fairy tales. Because people look forward to happy life. 7.What can we learn from this story?

The rose's in her hand, the flavor in mine. 【设计意图】分析人物形象、概括人物情绪、概括语篇大意是对整个文本的情感提升。这不单是一个有趣的童话故事，更重要的是学生能从中悟到什么，是一个价值观与道德品质的自我形成契机。

Step 4 Homework 1.Read the story again. 2.Write a short passage. When the giant is old.

_____________

_________________________________

__________________________________. 【设计意图】课堂的时间是有限的，然而绘本故事对学生的吸引力是无限的。为了提高学生的写作能力，因此布置一个开放性的写小语段会是不错的选择。

真正实现提高学生阅读兴趣、提高语句表达能力的目标。

Blackboard design: (用图片表示)

The giant’s garden

Castle

The giant

Tall wall

fairies

Children

设计感悟：

绘本图片在语篇教学中的运用

——以The giant’s garden为例

绘本与语篇最大的区别就在于，绘本是“看图说话”，语篇是纯文字呈现。5

因此我们就可以试着利用绘本的每一张图片，在每个教学环节中发挥其重要的功效。

一、以“图”为境，引入话题

在本课The giant’s garden的教学中，我采用的方式是出示人物猜剧情It’s about the giant. Where does he live? He lives in the castle.There is a beautiful garden, too.从而导入课题The giant’s garden. 二、以“图”为景，表达情感

本课由9张图片组成，先图片后文字，引导学生观察人物的内心，用正确略带夸张的语调朗读语言。同时天马行空式地猜一猜接下来会发生什么？语言学习需要思维含量，我们可以给学生搭建更多思考的平台。如，根据句子The children like playing in the giant’s garden.可以让学生想象The can________in the giant’s garden.想象他们具体做的事情，只要符合情境，都能对练习口语产生积极的帮助。

三、以“图”为径，运用语言

根据布鲁姆的教育目标分类学，阅读理解的目标表现为不同的层次：最基础的是语音解码，然后是信息识别与转述、信息应用、观点态度信息识别与转述、信息应用、观点态度信息识别与转述、分析、综合、评价等。小学阶段，我们的目标主要是语音解码、信息识别与转述、信息应用。所以我们应该用多种方式将阅读材料中的未知信息呈现给学生。复述以及表演就有这样的开放度。给出一些关键词，但是又不影响学生自由操练。

本课有待改进的地方是：

1.改变一张张连环画式的直接呈现方式，可以将文本分为三幕，可以根据巨人的情感变化分为“生气-悲伤-愉快”三大块，每一块都可以呈现不同的学习要求。

2.让孩子们想象的空间可以更大，比如想一想为什么巨人要生气，他会对孩子们做些什么？如果你是巨人，你会做些什么？

3.故事的主题是“巨人的花园”，那么我们可以创设两个不同的花园，一个是冬天寒冷的花园，另一个是满园花开春天的花园，让学生分别说一说。

4.学生表演也不局限于对话，可以抓住关键词“sad”加入创造型的想象，比如“夏天可以带来什么？”“秋天可以带来什么？”运用句型She brings…She doesn’t bring…

5.作业的设计也可以以情感目标为主线，排序省略，TF也省略，作业任务可以是把春、夏、秋姑娘做成一个绘本，或者创设一个别人的花园，给学生选择权，最后可以有一个成果展示。

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