12 The five peas优质课教案

第一节

课型：阅读课

第一课时

时间：40分钟

课时话题：How to read a story 教学内容：

文本开发说明:

本课时旨在引导学生在阅读中总结、掌握阅读故事的基本策略，以达到自主阅读的目的，并为第二、第三课时做准备。由于阅读策略对于学生来说是全新的内容，故在文本的选择上需要考虑以下因素：文本的难度，篇幅，趣味性和教育意义，于是设计者在结合考虑篇章阅读基本策略、生活中的阅读习惯和学生身心发展特点后，确定本课时故事阅读的四个基本策略，通过搜集、整理和筛选，开发了以下符合本课要求的故事文本作为教学材料使用：Lu Ban and the saw, Donna and the rabbit, The path of stones, How can I repay you, Fox and cock, Lion and mouse, Monkey fishes the moon。其中，Lu Ban and the saw, Donna and the rabbit, The path of stones三个故事来自本册教材，How can I repay you, Fox and cock, Lion and mouse, Monkey fishes the moon为中外经典短篇故事。以上故事基本没有阅读障碍，难度和篇幅适中，趣味性强，并有一定的教育意义。

教学目标：

1.通过本课时学习，学生能够掌握阅读故事的四个基本方法；

2.通过本课时学习，学生能够运用本课所学阅读策略进行阅读；

3.培养学生热爱阅读的态度和良好的阅读习惯。

教学重点:学生能够掌握阅读故事的四个基本方法(Read the cover,Get key information,Make prediction,Make comments),并补充自己认为行之有效的阅读方法。

教学难点：学生能够学会如何提取故事关键信息，整理并复述故事。

教学过程：

步骤

1.热身活动，激活1.播放热身歌曲视频

课堂。

Disco Warm up

1.观看视频，跟读并1.播放视频

完成指令动作stand up\sit down\hands up\hands down\cheer

目的

教师活动/教法

学生活动/学法

条件/手段

2.

破冰环节，师生2.

请学生问5个Wh words2.询问对应问题，获取2.师生互动问互动问答，增进感开头的问题来认识老师。

关于老师的基本信答

情，引起兴趣，为T: Are you ready for English 息。

后续环节埋下伏Class?

笔。

组织教学及复习

3.

以相似生活经Ss:Yes!

3.师生互动问答

T: But we don’t know each Ss: OK! other yet. You can ask me S1: What’s your name? five questions to get to know S2:Where do you live? me, but each question should S3:... start with the “wh-words”,

OK?

3.引导学生回顾刚才了解3.在老师引导下理解“读一个故事就像认识一读故事，并通过询问位新朋友”。

问题获得信息。了解T：Reading a story is just 本课话题，做好学习like getting to know a new 准备。

friend. What did you do just Ss: We asked Wh- now to get to know Miss questions. Zhuang?

T: This is also what we do Ss: We read with when we read a story. We questions. read with...? to talk about today-... a story

board and say “How to

T: This is what we are going Students Look at the 引出课题，板书How to read read a story.”

验激发学生思维，老师的过程---问问题。提出了为什么要带着问题引出课题。

1.

根据现实生活1.

展示3个充满想象空间1.

观察封面，了解故1.呈现封面图中的阅读习惯，引的故事书封面，引导学生观事基本信息，对插图片

导学生从封面开始察封面上的故事信息，并对内容提出疑问，一起读一个故事，关注其进行提问和预测。板书讨论预测故事的后续封面信息并利用其Read the cover, title, writer, 发展。了解第一个阅预测故事发展，养main character, illustrator 成良好阅读习惯。

新知识的呈现与归纳

where do we start? cover?

读故事的策略Read the cover.

S2: I can see the title of the story. S3:I can see the writer. S4:... was

2.呈现封面图片Little red riding hood

T: When we get a book, Ss: The cover! T: What can you see on the S1: I can see a bear. T: When you see the cover, S1:Why what question comes to your Paddington there? mind?

S2: How did he get there? S3...

hood went to see her grandma. S2: Her grandma was sick. 2.

利用学生熟悉2.1.

展示故事封面，询问学2.1.回忆故事内容。

的经典故事“Little 生还记得哪些内容？

引导学生总结出第remember about this story? 二个阅读策略“Get

key information”

read riding hood”T: What do you still S1: Little red riding

S3: The wolf wanted

to eat little red riding

hood. S4:...

2.2.

引导学生梳理记得的2.2.回答故事发生的

内容，板书Who, When, 时间地点人物等。

Where, What, Why, How T: Little red riding hood is “who” in the story, right?

Ss: Yes.

T: What about her grandma Ss: That is why little

was sick? red riding hood visit

T: What about grandma’s her. house? T:...

the story happen. Ss:...

Ss: That’s where did

2.3.询问学生为什么记得这2.3.在老师引导下思些内容？这些信息是否重考，总结出这些内容要？板书“Get information”

key 是重要的信息。讨论归纳出第二个阅读故

T: Why do you still 事的策略Get key

remember the information? information. Because it’s ...? a

story. We get Ss: Important. key Ss:

3.1.观看电影片段

Ss: Paddington Bear. 己提问题，生生互动S1: there? S2: May be he needs money. S3: Why did the mum and son leave? S4: Because they were scared. S5:... 题阅读相应故事片Why did work

4.呈现文本

Get T: Yes. This is how we read

information. information.

key

3.播放视频Paddington Bear

3.利用学生感兴趣3.1.播放电影片段

段，在师生、生生story? 生提取关键信息的疑问的地方？

意识。

questions about the video?

的帕丁顿熊电影片3.2 提问：

Who’s in the 3.2.回答老师问题

互动问答中引起学3.3. 询问学生是否存在有3.3.根据视频片段自T: Do you have any 问答。

paddington 4.运用不同篇幅与4.呈现文本，引导学生快速4.学生根据给出的问侧重点的故事片提取目标关键信息。

段，逐层推进，引T: I have some interesting 段，快速提取关键信导学生学习提取关stories for you. Remember to 息。

键信息的方法。

read with questions and try Ss: OK! to find our the answers as

quickly as you can. Okay?

T: Question number one - Who’s in the story? PPT上给出的问题：

When did the story happen? What happened? Why did they do that? back home?

Ss: LuBan! S1: One day. S3: They got lost. S4: Because they want home. S5: They followed the

教师引导学生自己朗读S2: In the forest. Where did the story happen? to find their way How did they find their way stones. 1.以小组合作方式1.

呈现故事Monkey fishes 1.4人小组共同阅读，1.呈现故事完成一篇完整故事the moon.要求4人小组合通过问答在小组成员共同讨答案是否正确。

论合作下能否准确

提取关键信息。

新知识的巩固与活用

Wh- Monkey fishes work 的阅读，检查学生作完成关键信息表格。检查questions找到关键信the moon 息并完成work sheet下发对应表格。回答小组sheet 得出的答案。

2.用故事How can I 2.1.

呈现故事，结尾并未给2.1.生生讨论，各抒己2.呈现故事repay you开放结尾出，引导学生讨论富人会如见。

How can I repay 预测，引出第三个何回答穷人。

阅读故事的策略T: What is going to happen? Make prediction

S1:Thank you! But

I you If you were the rich man, don’t need anything. what would you say to the S2: Please give me a poor man?

bag of rice. S3:...

2.2引导学生总结这一环节2.2.在老师引导下总是在对故事进行预测。板书结出阅读故事的第三What is going to happen, 个Make prediction 策略Make prediction. T: What were we talking Ss: We were talking

about just now?

prediction.

about what is going to

happen. teacher.

读。

sheet,PPT呈现T: This is how we make a Ss read after the

3.学生运用前面环3.1.下发篇幅、难度、趣味3.1.学生自主完成阅3.下发work 节所学策略自主阅性相当的两篇故事。

交流、复述并评论的关键信息。

故事，得出第四个

Make comments

读，提取关键信息，3.2.要求学生找出各自故事3.2.找出关键信息，填阅读步骤和要写到work sheet对应求。

表格上。

阅读故事的策略3.3.要求同桌互相讨论各自3.3.同桌互相讨论各的故事并尝试向同桌复述。

自的故事，询问自己

3.4.检查关键信息答案。

感兴趣的问题，并试

着复述各自的故事。

S1: What is the title of

your story?

S2: Lion and the

mouse.

S1: When did the story

happen?

S2:... 3.4. 同桌以一问一答形式呈现提取到的关键信息。

S1: What is the title of your story? S2:... S1: When did the story happen? S2:...

3.5.在PPT出示参考句式3.5.互相讨论，表达自How do you like the story? I 己的看法。了解阅读like..., because it’s.../ I don’t 故事的第四个策略like... I think it’s...,请学生评---Make comments. 论这两个故事。引导学生了

解讨论How do you like the

story的过程即Make

comments.板书How do you

like the story, Make S1: How do you like

the story? like

the

comments. T: How do you like the S2:I story?For example, I like the story...because.... think the mouse is helpful. story because I think What about you? Talk with it’s... your friends. comments.

T：This is how we make Ss: Make comments. story Lion and the mouse. I S3:... I don’t like the

1.

和学生一起以1.

和学生一起以逻辑顺序1.在老师引导下以逻1.师生对照板逻辑顺序梳理本课梳理本课所学，归纳阅读故辑顺序梳理本课所书互动问答

所学，归纳阅读故事的四个基本策略和做法。学，归纳阅读故事的事的四个基本策略引导学生补充自己的阅读四个基本策略和做和做法。

小结

方法。

you learn today? T: Where do we start? cover? read the cover? T: T: ...

What’s the information? 法。补充自己的阅读Ss: We learned how to read a story. Ss: The writer, title... key information. key Ss: Who... Ss look at the board and answer teacher’s questions.

2.PPT呈现图片

T: Boys and girls! What did 方法。

T: What do we see on the Ss: We read the cover. T: What do we do after we Ss:Get 2.用关于Peas的图2.

展示peas图片，提示第2.引起对第二课时学片提示第二课时信二课时将要学习的有关习的兴趣。

息，引起学生兴趣，peas的有趣故事。

为第二课时做准T: What are these? 备。

T: In next class, We are going to read a very interesting story about peas. Please get ready. 作业布置

Ss: Peas.

巩固本课时所学，T: Please read a story you like with the methods we PPT呈现作业也为第三课时故事talked about today. 分享做好准备。

板书设计：

教学后记：

通过本课时学习，学生基本能够了解阅读故事的基本方法、学会如何提取关键信息并尝试进行复述。从学生的课堂反应看来，基本达到了预设的目标和要求，突破了重难点。如果能更多从学生角度设计，适当调整各环节时间分配，小组合作学习能更加有深度、更加开放，学生的能力会得到更大的提升。

第1课时附件1：

Worksheet Fox and cock One morning a fox sees a cock. He thinks,“ This is my breakfast.”He comesup to the cock and says, "I know you can sing very well. Can you sing for me?'' The cock is glad. He closes his eyes and begins to sing. The fox catches him in his mouth and carries him away. People onthefarm see the fox. They shout,“ Look, look! The fox is carrying the cock away.”The cock says to the fox,“Mr. Fox,people say you are carrying their cock away .Tell them it is your cock. Not theirs.”

The fox opens his mouth and says," The cock is mine, not yours.' 'Just then the cock runs away from the fox’s mouth and flies into the tree. 1.

Get key information of the story

Who

When

Where

What

Why

How

2.

Retell the story to your friend A: What’s your story?

B: It’s... A: What is it about?(Who is in the story? When did the story happen? Where...) B: It’s about a...

3.

How do you like the story? I think it’s... I like it. Because... I don’t like it. Because...

第1课时附件2：

Worksheet Lion and the mouse A lion was sleeping in a forest. A mouse was playing on it. The lion couldn't sleep well and it was very angry. So it caught the mouse and wanted to kill it.

Then the mouse begged the lion to let it go. He promised that he would help the lion when he needed. The lion laughed at him and let him go.

One day the lion was caught in a net by a hunter. The mouse heard the lion and went to help . It started cutting the net with its teeth. The lion escaped(逃脱) and thanked the mouse.

1.Get key information of the story

Who

When

Where

What

Why

How

2.Retell the story to your friend A: What’s your story?

B: It’s...

A: What is it about?(Who is in the story? When did the story happen? Where...) B: It’s about a...

3.How do you like the story? I think it’s...

I like it. Because... I don’t like it. Because...

第1课时附件3：

Monkey fishes the moon One day,a little monkey is playing by the well. He looks in the well and shouts : “Oh!My god!The moon has fallen into the well!”

An older monkey runs over, takes a look,and says, “Goodness me!The moon is really in the water!”

An elderly monkey comes over. He is very surprised as well and cries out: “The moon is in the well!”

A group of monkeys run over to the well. They look at the moon in the well and shout: “The moon did fall into the well!Come on!Let’s get it out!”

Then,the oldest monkey hangs on the tree up side down,with his feet on the branch. And he pulls the next monkey's feet with his hands. All the other monkeys follow him. And they join each other one by one down to the moon in the well. Just before they reach the moon,the oldest monkey raises his head and see the moon in the sky, He yells excitedly “Don’t be so foolish!The moon is still in the sky!”

Get key information Who

When

Where

What

Why

How