教学设计攀登五级Ix27mwaitingforyou.(张红莉)

1、北京市中小学“京教杯”青年教师教学设计大赛教学基本信息课名rm wait ing for you.是否属于地方课程或校本课程否学科英语I五年学段小学高年级年级 级年授课日期2016年6月教材书名：攀登英语阅读系列五级出版社：北京师范大学出版社出版日期：2012年08月教学设计参与人贝姓名单位联系方式设计者张红莉华北电力大学附属小学（原昌平实验小学施者张红莉华北电力大学附属小学（原昌平实验小学导者顾金侠昌平教师进修学他参与者尹丽华北电力大学附属小学（原昌平实验小学导思想与理论依据核心素养是学生

2、在接受相应学段的教育过程中，逐步形成的适应这个热终身发展和社会发展需 要的必备品格和关键能力。英语学科素养是指通过英语课程的实施，提升学生未来生活与工作中必 须具备的知识、能力、道德水准和形象气质。英语学科学科素养由四个核心要素构成，即：语言能力，文化品格，思维品质和学习能力。本节课设计以英语学科素养教学理念为指导，充分发挥绘本 的特点从文与图方面关注学生思维品质和阅读素养的培养。通过故事中图片、文字提供的线索，以学生阅读体验及感受为中心，充分利用学生已有的知识 结构对故事进行预测、推断、验证、评价、感知，过程中建构学生有效的阅读体验，并与实际生活 相联系，在老师与学生之间高质量的讨论基础上上

3、，增强学生的语言能力、促进思维发展，整体建 构学生的学习技能，并在阅读与思辨的过程中，提升文化品格。教学背景分析教学内容：本课授课内容为北师大出版社出版的攀登英语阅读系列第五级 I m waiting for you.。故事讲述了小羊Carl和云朵Amy友谊的故事。Carl和Amy成为了好朋友，他们在一起快乐的玩耍， 自在的交谈，突然有一天 Carl遭遇了火灾，而云朵 Amy牺牲了自己救了 Carl，而Carl却不知道是 谁救了自己，他一直在等待着Amy的出现，期待着与 Amy重逢。这是一个略有伤感的关于友谊的故事，本篇故事篇幅较长，词汇相对于五年级学生而言略有难度。因此，在教学过程中注重详略

4、的处 理。本篇故事从情节线索和情感线索出发进行处理，深度挖掘白云Amy的性格特点和小羊 Carl的心理感受，体会朋友所带给我们的内心感受，归纳出好朋友所具备的特质及优点，引导学生感受朋 友给我们生活带来的变化，学会与朋友交往，并学着去成为一名好的朋友。学生情况：本节课的授课对象是五年级的学生，多数学生具有良好的语言基础，思维活跃，善于思考，乐 于表达，对英文阅读有一定的兴趣，具有良好的小组合作和交流能力。但有部分学生，语言基础薄 弱，阅读能力弱，本篇故事对于他们而言在理解方面有一点难度；部分学生虽然乐于思考，但受到语言的限制，不能准确的表达个人的观点。基于此情况我采用以下方法解决这个难题：通过

5、问题引导、情节预测、情景体验、视听结合、 联系生活等方式帮助学困生理解绘本内容；通过问题链、任务驱动等形式预测故事情节、分析人物 性格、解决生活问题、体会故事情感，促进学思维的发展；通过小组合作、同伴互助的形式，增强 表达自信，提升学生的理解与表达能力；在图片、板书、文字的支持下理解故事；通过调动已有语 言、学习文本语言，促进学生语言能力的提升。并有针对性地采取了如下设计：通过实践体验与参与的形式，帮组学生理解、感知词句含义； 在学习重点片段“遭遇火灾”这一部分时，借助动态版图，帮助学生理解故事内容，体会人物情感； 在阅读重点部分时，通过readi ng circle问题链接的设计，先引导学生

6、自主阅读完成任务，再通过同伴互助的形式进行交流，降低语言难度，促进理解，增强表达自信等。教学方式：采用任务驱动式激发阅读动机，完成阅读任务；采用联想式引导学生进入故事情景；采用启发 式引导学生预测故事发展，促进思维参与；采用小组合作式增强合作交流能力，降低学习难度；采 用探究式联系生活实际，增强应用能力。教学手段：采用现代化教学手段：多媒体的应用。技术准备：PPT相关视频、音频、任务单、绘本书籍。教学目标（内容框架）1.通过问题引导、情节预测、自主阅读、精略结合、视听结合、联系生活等方式帮助学生理解绘本内容。2.通过按意群阅读及寻读等的方式构建文本结构 ，故事情节：became friends

7、 became closefriends became friends in n eed became friends in deed.3 .通过问题链、任务驱动等形式预测故事情节、分析人物性格、解决生活问题、体会故事情感，促 进学生创造性思维和批判性思维的发展。4.通过重点片段的品读增强朗读能力；借助图片、板书、文字的支持下复述部分故事片段；通过调动已有语言、学习文本语言，促进学生语言能力的提升 。5.通过自主阅读、任务驱动、小组合作、课外任务等拓展等方式促进学生学习能力的提升 。6通过观察图片、品读文字帮助学生能够感受到故事中Carl和Amy的深厚友情，感受朋友给我们带来的情感变化及 学习

8、好朋友所具备的 品质，学会珍惜身边的朋友。A friend in need is a friendin deed.问题框架（可选项）Warm upFree talk话题引入，读前激趣Pre-readi ng自主提问，预测故事话题交流，检查预习While-readi ngPost-readi ngst1 time read ing重现文本，了解大意Part1教师讲读，引入故事Part 2自主阅读，提取重点Part 3A师生共读，深入理解Part 4延展阅读，预测结尾2nd time reading3rd time readi ng整体回顾，体会故事故事沉淀，深化理解广Comprehe nsion

9、人物分析，梳理要素Exte nsion联系生活，拓展提升教学过程（文字描述）教学过程:教学流程示意（可选项）1.Warm up :Free talk:（1）T: Im going to share a picture with you . Can you see me?And who are they?教师出示自己和朋友的照片，请学生们猜一猜旁边的人是谁？引出朋友 They are my friends?询问学生你有朋友么？你认为朋友应该是什么样子的？(2)T : Do you have friends? Who is your friend?n(3)T: What could a good

10、frie nd be like?Ss: I think a good friend could be -(4)Today we are going to read a story, maybe we can learn more about friends.【设计意图：教师通过与朋友合影的照片引出本课话题Friends。并通过询问学生的朋友激发学生的生活实际，激发已有情感体验，表达观点：你认为一个好朋友会是什么样的？每位学生都有交朋 友的体验经历，有自己对朋友的认识，很快进入话题讨论，通过教师问题引导过度到本课故事，读前问题的设置 What a good friend could be lik

11、e ？ 激发学生的阅读动机。】Step 1: Read the cover:(1儿ook, what is this ?遮住绘本封面，只露出小羊像云朵一样的身体，引导学生猜测Ss: Maybe it a _.(2 )逐步的展示封面的图片：a.Show the book cover. It a sheep.b.T: The story is about the sheep Carl and the cloud. ( 出示板书。Cloud, sheep )c.T: What do you know from the cover?Ss: I know the title. The sheep is

12、standing on the hill.d.T: What do you want to know about the story?预测学生提问：Ss: Q1: What is the sheep doin g?Q2 : Who is the sheep waiting for?-e.Please remember the questi on, Letread the story to find out the an swers.【设计意图：封面具有丰富的信息，通过阅读封面，引导学生关注封面带给获取已有信息，“ Whatdo you know from the cover?你从圭寸面都知道了

13、什么？”“What do you want to know about thestory?你想知道些什么？ ”通过对封面的阅读，引导学生提出问题，预测故事，激发阅读欲望。】Id m waiting for you,t：曲PAd %常*山忱辛怀1底点饰4句cr陳M川Mil I nlstStep 2 : thel time reading:Parti : Became friends:( Page 2_5 )教师讲故事，体验故事Page 2: 观察图片： What did Carl do? (lay on theground)1.教师讲故事Page2 3.插入鸟鸣的音乐营造自然悠闲的氛围，Page

14、2 : T: “a n ice spri ng day.The wind was gen tle andthe sky was blue. ”Page3 : T: Little sheep Carl lay on the grass and looked atthe sky. ”2. 配乐想象，融入故事，体验Lay on ,T:Let lay on the gro und like Carl, the grass is so soft, the sunshine is so warm, close youreyes. Let imagineQ1: What you can see in the

15、 sky? (1 minute later, Open your eyes and tell us what you can see with your mind eyes.)S1: There is -S2:I can see -【设计意图：通过配乐想象，采用体验的形式将学生带入故事情景，通过体会故事中Carl的感受,增强故事的带入感；并结合生活实际的想象，引导学生结合已有认知进行语言输出。】Page3 5 教师讲故事Page3:There was a beautiful white cloud.Page4 :(The cloud was funny. Sometimes it was a

16、rabbit. Sometimes it was a.”【设计意图：引导学生观察图片，并结合日常生活中观察到的云彩变化，进行想象，调动学生思维 妾与、促进语言表达。】Page5: T:Now , it was a sheep !引导学牛读图，获取信息。(1) What do you think of the cloud now? If you are Carl, What would you say?“ Wow, you are so _. (bute, magical, changeable -)(2)Let liste n and an swer the questi onsQ1: Wha

17、t was he speak in g?Wow! You are so cute! You can play magic! ”lm Carl. Will you be my friend? ”Q2: What did Carl want to do?Ss: Carl wan ted to make friends with the cloud.(板书： Frie nds )Q3 : Would the cloud make friends with Carl?(学生预测)Let liste n. Of course .Im Amy. ” (听取录音，验证猜测。)Q4: Whats the cl

18、oud name? What do you thi nk of the cloud?Frie ndly(3 )Read this part in role.S1: Carl.S2: Amy.Q5: At the begi nning Carl was bori ng . Now he got a new friend,what did Carl feel?Ss: Carl was _. (excit ing)【设计意图：请学生听录音规范语音语调；请学生分角色表演本部分对话，体会如何向朋友发出做 朋友的邀请，及如何接受的渗透；体会他们成为朋友时的兴奋心情。】Part 2: became clos

19、e frie nds:(Page 6_9) 自主阅读3.1.Task : Read and an swer:(1) . Read Page6 Page9 on your own.(2) . An swer the questi on:What did they do after they beco ming frie nds?* Summarize the key words accord ing to the mea ning groups.2: What did they playWhat did they talk 反馈阅读问题时引导学生提取信息，并观察图片，感受主人公在一起时的快乐。（

20、1）Page6-7， What did they do together?Ss: Amy ran away, Carl ran after her and laugh. Amy kept sun light away. Carl picked a flower and gave it to Amy.（2）Page 8-9， What did they talk together?Ss:请学生将叙述性文字，转化为对话性的语言，加入情感和肢体动作表演 出来。Carl : Sheep Lily had a baby.Auntie Emily made a beautiful scarf withhi

21、s wool. ”Amy : Yesterday a bird got hurt, and I helped him . 一 飞 Wlwt did the# do ran after形成板书Became close friend.（重点体会处理close,帮助理解。过程中师生共同完成板书。）【设计意图：自主阅读本部分内容，引导学生按照意群阅读，并归纳主要主要信息。逐步培养学生 独立阅读，获取信息的能力。通过将叙述性文字转化为对话性言语，并融入情感和动作的表达，体ran awayPlayed togetherIkept sunligh-picked and gave b awaya flower

22、 to -卩helped a birdHad a long talkhad a baby上勺豪made a scarf 嬰会故事中人物的情感，感受朋友在一起时的快乐。同时促进语言能力的提升。】Part3 : Became friends in need（Page 10_13）1.出示 Page12, Several day later, Carl couldn find Amy Why couldn tCarl find Amy? Whathappened after becoming friends? Guess.（采用倒叙法，先出示故事的结果，有一天Carl找不到Amy 了。请学生预测发生

23、了什么事，为什么Carl找不到Amy 了。）2.Watch this part and answer the question: What happened?采用视听的方式学习本部分的内容。请学生获取信息。Question1 : Can you tell this part with the pictures?（理解故事内容。）Questi on2:If your friend caught fire, what would you do?（联系生活。）Questi on3:What did Carl feel whe n he got a stuck? What do Carl feel w

24、he n he was saved?（分析人物情感。）Questio n4:Who saved Carl?（分析故事情节。）What do you thi nk of the cloud?（分析人物性格。）2.Readi ng circle.通过问题链完成本部分内容。The tfm* flew 岬 and it was rww cutumn. QVi a dry -oftnnoq*!, dl thhaving g nap.U .Ttii Rt*+ 希 i hi* Ctfl rafi ID tttHte HjldHrt MWT to- tell his itery t his friend, b

25、tft h 町 m MR# Wrds ftyinj clear 沁 sliy. Amy. AmyT,F Whtre m 艸严Corl ouldh*t -find 胃an甲.Carl着急的心理。）Carl is very _. (upset, sad, un happy,disappo in ted, worried)Tips：1. Read page10_11 on your own.2. Each student chooses a task and finishes it.To finish the task in 2 mints.1.Read this part and show the

26、 an swers.【设计意图：通过阅读链的形式完成高潮部分的阅读。培养学生自主阅读的能力，并通过问题的分 享与探讨，增强合作能力。促进学生思维和语言表达能力的发展。通过讲解、演绎、示范、体验体 会Carl遭遇火灾时的危险紧急，及Amy在救Carl时的智慧与无私，感受故事情节的紧急，人物情感的变化。体会患难中的友情。】Part4:Became frie nds in deedPage 12 13 Looki ng for frie nds.Questi on1:T: Did Carl know the people who saved him?Ss: No.T:So he wan ted to

27、 tell the story to his friend Amy.T:He ran to the filed. He couldn wait to tell his story to hisfriend. But he only saw some birds flying in the clear blue sky. (融入情感的的共读Page 12_13 )Questi on 2: Can you help Carl to look for Amy? Try to read:Amy, Amy-Where are you? ”学生融入情感的朗读，感受T:Carl couldn tfind A

28、my.Ou日创io rd;How did Carl feed whien he was sav&d?Page 14_15Wait ing for friends1.But the sheep family had to move because of the fire. Carl was afraid of that Amy could n find her. What would he do?2.Lets read, What did Carl do? ” Carl made a straw sheep and put a note on it. ” Read the note togeth

29、er.Amy,We are moving to Gree n Farm.I m waiting for you there.3.T: Who is Carl waiti ng for?（重新回顾学生在读前提出的问题。）Ss : Carl is waiting for Amy.T:Because he did n know who saved him. Let look at Carl face.（引导学生观察图片，Carl的表情，体会 Carl的心情。）Ss: He looked very hopeful. （sad, upset, worried, hopeful.）T:What did h

30、e hope?Ss: He hoped that Amy would see the no te they would see each other aga in. -【设计意图：通过分析得出Amy救了 Carl，通过体会Carl寻找Amy时的焦急与期盼，体会 人物情感变化，朋友的感情越来越深，并呼应课前提出问题Who is Carl waiting?得出结论Carl iswaiti ng for Amy. 】Part 5: To predict an ending.T:He missed Amy very much. But he did nknow where Amy is. Maybe

31、he would n eversee each other.Whats your opinion?Would they meet aga in?Ss: I think they would meet aga in because _I think they would n meet aga in because _.T:If you were Amy, what would you want to say to Carl?T: Whether they would meet each other aga in or not, we all can feel their deeply frien

32、 dship. Let wish them.【设计意图：通过对故事结尾的预测，增强学生的想象力，创造力，促进创造性思维的的发展，调 动已有语言，促进语言能力的提升。】、或演绎，进行故事沉淀，促进学生Step3: the 2 nd time reading:T : Let look back this story together. Liste n and read the whole story.【设计意图：听录音，整体回顾故事。再次感受他们深厚的友谊。】Step4: the 3 rd time, retelling:1. Try to sort out the elements of the

33、 story by retelling.复述课文内容并在过程中梳理故事的要素.Look, this is the whole story. The title is lm waiting for you. ”There are two characters : Carl and Amy. At the begin ning, the sheep Carl got to know with the cloud Amy. Amy is very active, Carl felt exciting. In the middle , they played together and had a lo

34、ng talk, so they became close frie nd. But Carl caught fire, Amy saved Carl, they became friends in need. At the end, Carl couldn find Amy, he was waiting for Amy. Their frie ndship became deeply, they became frie nds in deed.2.Story Elements:T: These are the elements of a story.Ss: Title, character

35、s, beg inning, middle, ending.【设计意图：通过复述故事再次回顾故事并整体梳理故事情节，增强学生叙事能力的提升。过程中引出故事的要素： Title , characters, begin, middle, end.为学生第二课时讲述自己的故事提供结构范本及支持。】3.Select a part to read, perform or repeat in groups.(1) Which part do you like best?(2) Read, act out or retell your favorite parts.(3) Show it.【设计意图：请学生

36、选择自己最喜欢的部分进行朗读、复述从故事中学习语言，丰富语言。】1. Learn to be a good friend.T: A good friend could make us exciting, happy ,worried,upset, but also _hopeful So . What a good frie nd should be like?Ss: A good friend should_ .结合课堂生成的板书，Amy的品质特点归纳出好朋友的特质。Im waiting for you,： W|i 述人：航 HI 冲押科 V * J V - J iM V HiV 也 ”1

37、丿诚T: A friend in deed is a frie nd in n eed.患难见真情。So we should cherish（ 珍惜）our friends.【设计意图：通过读故事中，课堂所生成的Carl的感受，引导学生们总结朋友所带给我们的丰富情感。通过课堂中分析人物性格所生成的关于Amy的特点，归纳出好朋友的特质，回答课前所提出的问题： What a good frie nd could be like?引发学生情感和行为的变化。学会如何做一个好朋友,并懂得珍惜朋友。】2.Did this story remi nd you of ano ther storya movie

38、someth ing in your real life?Try to in troduce your story by the follow ing steps next class.【设计意图：读后的任务的布置，为第二课时进行读后活动扩展提供准备，引导学生结合故事的要素介绍自己生活中关于朋友的故事，进一步促进语言能力提升。】板书设计:学习效果评价设计评价方式1.课前自主探究部分小组内根据完成效果进行同伴、师生间的的五级评价，学生先进行相互的评 价，教师最后进行评价。2.课上通过以小组为单位进行组间比学评价，课后会有学生进行评价记录，为每月阶段性评价和 学期终结性评价提供依据。3 课后通过拓

39、展应用探究任务的完成情况，进行检测性评价。评价量规评价标准(A B C D评价 项目评价内容自评他评听力：1.能够听懂同级别水平的语言材料；2.能够在图片的帮助下听懂简单的话语，并根据要求做出合理判断；3.能够听懂简单的配图小故事，并根据要求做出合理判断；4.能听懂有关话题的语段，并根据听到的内容进行判断或记录简单信 息。口语：1.根据字母的拼读规律，有意识的拼读单词；2.能流畅的朗读学过的或难度相当的语言材料；3.能利用所给的图片、文字等提示进行 简单的描述；4.能就提供的话题进行简单的描述及交流。阅读：1.能够认读所学词、句；2.能读懂与所学话题相关的话语，并根据要求做出合理判断；3.能理解所学话题范围的故事或短文，把文章大意。语言能力写作：1.能够模仿范例写句子；2.能根据文字及图片的提示，写出简单的句子，表达信息；3.能正确使用大小写