The Girl in the Pagoda课件配套优秀公开课教案设计

The Girl in the Pagoda

教学设计

教材分析

本课是外研社2011课标版一年级起点五年级下册的内容。本课是故事阅读课，《塔中少女》是一则中国民间小故事，讲述了一个少女被妖怪掳到塔上，妖怪逼迫少女嫁给他，少女不肯，最终被哥哥和村民成功救出的故事。

学生情况

五年级的学生有将近五年英语学习的语言基础，对英语十分有兴趣，同时也具有较高的表达欲望和一定的语言表达能力。在本课的设计中，采用活动型、任务型教学，让学生体会故事语境，吸引学生注意力，提高学习兴趣。对任务进行了分层次设计，面向全体学生，让每一位学生有适合自己的任务做，在学习中能获得满足感、成就感、自信心，从而理清故事脉络。

课时教学目标

New words: pagoda,sat,strong,wind…

能力目标：understand the story and retell the story 情感目标：know what they can do when they are in danger 教学重点与难点

1、understand the story 2、Get the main idea of the each part and retell the story 教学方法

教学策略

教学过程（含时间设置）

Step 1: Warm-up and 教师活动

T: I’m your new English teacher. I S: Yes. want to know more about you.

Ss play the game together. S: I am a girl too. I love summer too. 教学活动

设计意图

学生活动

以游戏开始本课，可以调动学生积极性，消除1.目标-导学法，2.直接-体验法，3.交际-习得法

1.先行组织者策略，

2..语境-内化策略

3.任务-迁移策略

lead-in（3’-5’）

Do you want to know more about me? T:. Let’s play a game You and Me.

I like reading books too…. 紧张感。同时复习动词的过去式。

Step 2

Pre-reading (5’-8’) T: Today we read a story-The girl in the Pagoda. Have you ever seen a pagoda? T: From the name of the story, what do you want to know? T:I really want to know this question: Why is the girl in the pagoda? Now, guess in your groups.

T：Why is the girl in the pagoda?

Repeat the name.

S: Yes Ss say their questions.

Ss guess in groups.

Ss show their guesses.

由故事的题目，让学生提出自己想知道的问题，激发他们的求知欲。

小组内对问题进行猜想，发挥想象力，为之后的故事阅读做铺垫。

Step 3: While-reading (15’-20’)

Part1：

T：Let’s listen to Part1. Questions: 1. Where did the girl live? 2. What season did the story probably take place? 3. What carried the girl into the sky?

What’s the main idea of Part1?

Guess: Where was the girl when she opened her eyes?

Ss listen to Part1. Answer the questions.

Guess and say.

听录音通过回答任务问题，找出故事发生的时间、地点及人物。

概括段意。

设置悬念，引起兴趣

Part2：

T: Listen to part2 and try to find the answer. Ok. Where was the girl when she opened her eyes? What did the young man want the girl to do ? Will the girl marry him?

Ss listen to Part2.

Answer the questions.

带着问题听录音。

模仿故事人物语音语调，增强学生学习兴趣。

So the young man was very angry.

He said: Then you will stay in this pagoda. Can you imitate ?

Part3：

T：Take out your guide paper. Finish the task of part3 in your groups.. Was he a young man anymore? How did the girl feel ? What did the girl do to let the man see her?

Do True or false and correct them.

Check the answers.

Part4：

T:Read part 4 and do guide paper. Check the answers.

Ss imitate the sentence.

Ss read part3 and do the task.

Check the answers.

Ss read part4 and do the task Check the answers.

学生小组内阅读第三部分，自主讨论完成导读单任务。

全班核对答案。

全班核对答案。

Step 4: Post-reading (10’-15’)

1.T: Retell with me. Let’s retell the story in your groups. You can: Choose a picture to retell.

Ss retell the story in groups.

分层次布置任务，学生根据自身能力，选择自己的复述内容。

复述展示。

让学生续写结局，发挥想象力。

Choose your favorite part to retell.

Retell the whole story.

2. What will happen with the girl, the monster and the man?

Presentation.

Think about the ending. Step 5：Summary (5’) 1.T：What do you think of the girl？

2. What would you have done if you were the girl?

3.T: I have some advice for you. When you are in danger, you should: keep calm. ask for help make full use of the things around you never give up

Show their feelings.

Think about the advice. 对小女孩进行评价。

由故事思考自身，如果你是小女孩你会怎么做？

感情升华，体现情感态度价值观，给学生提出在困境中的建议，永远不要放弃希望。

Step 6: Homework(1’)

T: 1. Retell the story to your parents. 2.Think about the question: What else will you do when you are in danger?

布置作业。

板书设计：

The Girl in the Pagoda

Time:_________

Place: _________

People: ________

Event:

wind carried

caught married

monster help

helped safe

教学反思：

在导入环节通过游戏的方式缓解学生的紧张气氛，同时复习动词过去式。然后根据故事题目让学生对故事内容进行猜想，锻炼学生的思维能力。

在故事中的学习中以“目标-问题-导学”法为指导，运用多元评价，通过一个个相关联的问题让学生自己寻找答案，了解故事的内容，再复述故事，续写结局，总结环节体现了本故事的情感态度价值观。在本课中，分层次布置任务，面向全体学生，用多个环节锻炼学生的思维能力，培养学生的核心素养。

但本课扔有些不足：

1、导学单的运用还不够充分，应在学生完成后选取两三个进行展示，批改；

2、复述部分可以给学生更多的展示机会。

本课教学设计特色：本课是故事阅读课，设计符合新课程标准的基本理念和要求，迎合时代发展的需求，同时针对五年级学生的年龄特点精心设计丰富的教学活动。本课的第一个特色是故事四个部分用了不同活动处理，多次猜想表达，锻炼学生的思维能力和表达能力。第二个特色是分层次布置复述任务，使每个学生都有事可做，有展示的机会，面向全体学生，

根据自身的能力来选择想要复述的部分，让学生在听说读方面得到不同的锻炼与发展，让每一位学生有适合自己的任务做，在学习中能获得满足感、成就感、自信心。