名师工作室 | 概念图示精品课例赏析

朱萍 吴中区香溪路实验小学

中共党员

中小学一级教师         

吴中区小学英语学科带头人

吴中区青年教师“教坛新秀”

苏州市教师素养大赛一等奖

吴中区小学英语评课选优一等奖

译林版四上Unit4 I can play basketball（Revision & Extended Reading)

攀登英语阅读系列第四级Harry’s trouble

Teaching objectives

语言能力

1.能在绘本图片和文本语境的帮助下，熟练运用本单元的核心单词和句型；能看懂故事主人公Harry对刺的态度变化，并了解背后的原因。

2.能根据story mountain大致讲述绘本故事内容。

文化意识

1.学习了解主人公Harry的经历，通过引导学生进行模仿和趣味朗读，深度感知其情感变化。

2.绘本学习的不仅仅是语言，更是它带来的人生哲理。引导学生能认识到每件事物都有两面性，鼓励他们勇敢的接纳不一样的自己。

思维品质

1.通过板书和思维导图，学会厘清故事发展的过程，并能进行故事的描述。

2.通过绘本的学习，能够感知故事主人公的情感变化，并学习其勇敢、友爱等重要品质。

学习能力

有效融合课内外知识进行阅读教学，激发学生阅读的兴趣，丰富阅读体验，培养阅读习惯。同时在学生感受绘本的趣味之余，有效提高他们的主动思考能力。鼓励学生养成阅读留痕的好习惯，认真完成Reading paper。让每个孩子在学习中有所获，并能在今后学以致用。

Teaching Focus:

教学重点：

1. 掌握绘本的核心词汇和句型，能够熟练并完整地表述；

2. 根据教学过程中展示的图示，感受人物的情绪变化，并学会复述故事精彩片段。

教学难点：

1. 根据板书的story mountain复述绘本故事；

2. 反思故事带来的核心内涵。

Teaching procedure

Stage 1 Pre-reading

1. Warm up

(1)Enjoy a song.

(2)Free talk

T: Hello, boys and girls, I am Cathy. What’s your name?

T: I can sing. What can you do?

2. Revision

T: Can you sing with me?

Stage 2
While-reading

1. Look and learn

T: Please look at the basketball. What happens?教授a hedgehog.

T: Look, what does the hedgehog have?教授He has many spines.

(Touch and say)

T: I have a hedgehog. Look at him. Oh, he has many spines.

T: Do you want to know more about the hedgehog?

    Today we’ll learn about the story by a story mountain.

2. Cover reading

T: Please look at the cover, what can you find?

Who is he? What does he have? What does he like?   

He is.../  He has.../  He likes...  

Title: Harry’s trouble

3. Scan and find (P 4~10)

T: How do spines trouble him? What can’t Harry do?教授 leapfrog

（完成练习纸填空部分）

4. Read in fun (P 4~10)

(1) T: Why can’t Harry play basketball with his friends?

Harry’s spines break the basketball. What a pity!

T: Listen, what does Harry say?

I’m so sorry ( listen and imitate)

(2)T: Why can’t Harry play leapfrog with his friends?教授dare not, unfair

We dare not jump over you, it’s unfair. ( read in roles)

T: Spines may hurt his friends.

(3)T: Why can’t Harry swim with his friends?

Harry’s spines break the swim ring.

I hate that!  ( read and imitate)

(4)T: Why can’t Harry dance with a girl?

Look at the girl’s dress. He is embarrassed.

Harry can’t play with his friends because of his spines.

T: Does Harry like his spines?

5. Read and learn (P11)

T: Harry wants to get rid of all his spines. Let’s try to get rid of the spines.教授get rid of

He wants to have soft fur.
His friends have soft.

The fox, “I have soft fur.”
The cat …

T: Whose soft fur does Harry want to have?

6. Listen and order (P12-17)

（完成练习纸听力部分）

T: Wow, look. Does Harry get rid of his spines? Is he sad? Why?

Please take out your exercise paper and. Let’s listen to the story and number the pictures.

7. Enjoy the story

One day, Harry’s friends were happily. But Harry was …

Oh, what happened? were they happy? 教授frightened

Why were they so frightened? Listen.

Wow, a bad wolf came. Everybody was frightened, but not Harry.

Harry was brave. 教授brave

Let’s help Harry. Let’s fight the wolf bravely with Harry!

The wolf was badly hurt and ran away.

8. Let’s chant

9. Think (P18-21)

T: Is Harry sad now? Does he want to get rid of his spines now?

Sometimes spines trouble him, but sometimes spines help him.

10.  Stick and say

Harry fought the wolf bravely, his friends were very proud of him.

T: Harry, Harry, you are so brave! An apple for you!

Can you have a try?

11.  Look and say

Look at Harry. He has much fruit on his spines. Can he play with his friends now? Yes.

S: Now, he can …

12.  Read the story 

Stage3 Post-reading

1. Let’s talk

What is the wolf thinking?  

2. Try to retell

Try to retell the story by the story mountain

3. Emotional education

Each coin has two sides. Everyone is different and unique.

So please accept yourself and love yourself.

4. Homework

    (1) Share the story with your friends.

    (2) Read more stories after class.

本课是四上Unit4 I can play basketball第四课时，融合绘本攀登英语阅读系列中第四级的故事：Harry’s trouble。旨在通过绘本教学，激发学生阅读的兴趣，丰富阅读体验，培养阅读习惯。在学生感受绘本的趣味之余，有效提高他们的主动思考能力。

Pre-reading

课堂一开始，用活泼的师生歌曲对唱形式复习Story time主要内容和重点句型，随后利用篮球漏气这一件事引发学生好奇并导入绘本阅读。通过Coverreading指导学生观察图片，有效挖掘绘本人物的信息。

While-reading

在设计过程中，我首先抓住了Harry’s spines这一条主线，引领学生去思考Harry对于刺的认识变化。在绘本第一部分，让学生快速阅读绘本并观察发现Harry can’t play basketball /play leapfrog /swim / dance with his friends从而得出结论He doesn’t like his spines。这四个活动中只有play leapfrog有较难、较长的语言We dare not jump over you. It’s unfair。那么在发现这一特点之后，我选择了leapfrog作为文本处理的重点，创设了不同动物在跳山羊的时候说这句话的情景，并让学生模仿不同动物的语气来读一读“I dare not jump over you. It’s unfair”增加了朗读的趣味性。以此为例，学生在剩下三幅图的表扬过程中，就能够调动语言储备，在戏剧化的表演中体会到Harry因为刺而产生的无奈、尴尬、痛苦等情感。从而自然而然地理解His spines are so annoying.的含义。这时候引出Harry想要拔掉刺、得到松鼠的毛这样的愿望，让学生通过动作、语气来模仿，深化了学生的情感体验。

第二部分the bad wolf came将故事推到了高潮部分。首先我让学生通过听绘本并排序来了解大致内容，学生发现Harry利用它的刺赶跑了大坏狼。这一部分生词较多、较难，为加强学生的理解，我创设了有趣的游戏的环节，让学生大喊fought bravely来帮助Harry一起打败大灰狼，随后用一首chant让学生进行巩固。Harry也因为用刺帮助了他的朋友们而对自己的刺产生了转变，从最初doesn’t like 变成了He like his spines。最后通过学生来给Harry贴上各种各式水果来夸赞他，有趣的展示proud的含义。

Post-reading

最后，利用Story Mountain这一板书帮孩子们回顾故事，让学生思考本节绘本带给他们的深层涵义，告诉孩子们每件事物都有两面性，鼓励他们勇敢的接纳不一样的自己。

教学过程中我结合阅读练习纸，将课堂中的各项阅读任务融入其中，让学生阅读留痕。让学生在阅读教学中提升学科素养，促进积极的情感态度、良好的个性品格形成。本节课中，通过与学生的有效互动，深切感受到他们强烈的语言表达能力，也感受到图示教学的魅力，让学生逐步从被牵引到半自主阅读模式的转变。本节课的图示教学有助于帮助学生理解文章思路, 整体性地把握、呈现和复述文章, 发展学生的语言运用能力, 提高学生的英语阅读教学水平。