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丰富对话形式发展思辨能力


  【教学背景】
  本节课为外语教学与研究出版社的Join In 的四年级下册Unit 3 Animals的故事教学。课文讲述的是一只可爱的小猪智斗狡猾的大灰狼的故事。本课为故事教学的第一课时,属绘本故事阅读教学。
  【教学重难点】
  教学重点:认读、理解词汇clever, guitar, scared, chance, basket, present, then等;理解What a lovely fat pig. Lets give the wolf a chance. Whats in the basket?Here we go. One more song, then you can eat us. Here we go.等句子;理解故事的来龙去脉,解读故事人物特点,感受小猪的善良与机智。
  教学难点:解读故事中角色的特点,辨析小猪的聪明与大灰狼的狡诈。有感情地朗读并表演绘本内容。
  【教学准备】
  PPT,VCD
  【教學过程】
  Step 1: Warming up: a word puzzle.
  Invite students to challenge the puzzle gam——guess words beginning with letter "c".
  学生给出以下单词:
  cat,car,cap,cake,cute,carry,close,colour,careful,clothes,cabbage,computer,classroom,crocodile...
  教师用激励性的语言进行小结:You are very clever!(黑板上板书:clever)
  【设计意图】
  通过开放式的单词游戏,教师一边营造课堂活跃开放的氛围,一边激发学生回顾旧知、积极思考,最后引出本课时的主题词clever。这一设计既轻松愉悦,又过渡自然,还能激发学生的学习兴趣。
  Step 2: Lead-in:dialogues.
  T:How do you feel when I say you are clever?
  S1: Happy.
  T: How do you define "clever"?
  PPT出示任务,如图1。
  S1: My mum is clever, because she can do a lot of housework.
  S2: Einstein is clever, because he solved difficult physical problems.
  S3: Our teacher Miss Sophie is clever, because she knows a lot about music.
  T: So, a clever person is someone who can do something special.
  PPT出示悟空、八戒的图片,如图2。
  T: Which one is clever in your eyes?
  S1: The monkey.
  S2: The monkey is clever.
  S3: The pig is clever, too.
  T: Mostly, people say smart as a monkey(精怪如猴), stupid as a pig(笨得像头猪). Is that true? Today we would meet a clever pig.
  【设计意图】
  该环节旨在提出问题,促使学生调动生活经验和已有知识,批判性地思考"什么是聪明",并举例说明理由。这既是一个阐述观点并论证的表达过程,也为接下来的阅读和后期讨论做了铺垫。随后借用学生熟悉的素材,即《西游记》里的人物孙悟空和猪八戒,向他们提问"谁是聪明的"。绝大多数学生运用的是常规思维,认为悟空聪明,也有少数学生表示,八戒也是聪明的。继而,教师陈述生活中人们的思维定式:大多数人们都会说"笨得像头猪",这是真的吗?借此发问,引入故事,让学生去了解一只聪明的小猪,从而激发他们的学习兴趣。
  Step 3:Reading: story time.
  The first reading: Read the story by yourselves, circle the words you can not read or understand.
  学生默读,读完后教师请学生提问不懂的词句,其他学生和教师给予解答;教师对重难点的词汇、句子进行提问,与学生探讨解答。而后教师用图片教授新单词或难点词汇,出示小猪图片,并进行提问。
  T: How would you describe this pig?
  S: Lovely, fat.
  T: What a lovely fat pig!
  PPT出示篮子、礼物、吉他等图片,如图3。
  T: What can the pig do?
  S: Play the guitar.(弹吉他)
  T: What does the wolf say to the sheep? Can you teach me? (你能教我吗?)
  T: And the pig says, lets give the wolf a chance(机会).
  The second reading: Watch the story cartoon(VCD) and answer the questions for understanding the plot.
  Q1:What animals can you hear from the story?
  Q2: The wolf can play the guitar on ________ .
  A. Monday B. Saturday
  Q3: The wolf wants to __________.
  A. eat them B. give them a present
  Q4: From which details you can see the pig is clever?
  S:小猪以"再弹一曲"为由,利用电吉他击败大灰狼。
  T趁机讲解句子One more song, then you can eat us.&Here; we go.
  The third reading: read in pairs and discuss.
  Discussion1:Other than the pig, who else is clever in your opinion?
  S: The wolf is clever, too.
  T引導学生从故事细节研读狼的"小聪明"。
  细节1:为了接近小猪,他故意去咨询学习吉他。
  细节2:经过短短几天,狼就将吉他弹得很不错了。
  细节3:以礼物为幌子,暗藏刀叉。
  T提问:那为何我们的故事不叫"The clever wolf"?同时PPT展示图4。
  Discussion2: How about the other animals characteristics? (其他动物的性格特点如何)
  Duck: scared害怕的;Sheep: careful谨慎的;Rabbit:timid胆怯的
  【设计意图】
  进入故事阅读部分,主要分为三个层次进行。第一遍阅读为独立默读,意在让学生攻克生词、难词难句等。第二遍为看视频听故事,由教师提出问题,帮助学生理解故事的来龙去脉,理清故事情节。第三遍为由同伴合作完成的深层阅读,旨在探讨故事中人物的特点,分析人物角色心理,并厘清聪明与狡猾的区别,明白做人做事要心存善念,并拥有机智勇敢的品质。
  Step 4: Performance.
  First, read after the tape and figure out the proper way to read emotionally, then act out the story in groups. Try to imitate their feelings and characters with gestures.
  PPT出示任务如图5。
  Step 5:Homework.
  Read the whole story with emotions fluently. Try to recite.(有感情且流畅地朗读故事,尽可能地背诵下来)
  Copy the story in good handwriting and translate.(字迹工整地抄写并翻译这个故事)
  【教学反思】
  对于学过不少绘本故事的学生来说,在图片的辅助下他们不难理解故事梗概,教师期望能够渗透批判性思考,促进学生对故事的深层阅读,让学生在学完课文后,不仅是了解了一个故事,更能学会联系生活经历,对角色进行分析思考,使新旧知识融会贯通。在课堂设计中,教师通过任务和问题引导以及对话教学——包括师生对话、生生对话、与生活经验的对话、与所学知识的对话、与经典故事的对话、与文本的对话等,以培养学生敢于表达观点并通过举例对观点加以证明的能力。
 
马玉龙大灰狼吉他小猪学生阅读阅读大全网站目录投稿:飞菱