丽声三叶草分级读物第五级Chug the Tractor教学设计

1、书名：Chug the Tractor 拖拉机突突 话题：情感 Feelings 词数：203 教材单元: 北京版四上U1 Why are you so happy? 新标准（三起）五上M9 Feelings 新起点六上 U4 Feelings新标准（一起）六下M10 Talking about feelings高频词：its, new, next, old, slowly, who核心句型：I cant get up the big hill today. I am too old. No one likes me, now. Im going to the dump.The childre

2、n like me. Im not too old, after all.设计者： 学校： 文本分析Chug the Tractor是丽声三叶草分级读物第五级B中的一个故事，本文为记叙文，通过讲述拖拉机Chug“退休”前后的境遇，展现了拖拉机Chug的情感变化，也传达了主人对他价值的肯定以及爱惜之情。（1）What 主题意义和主要内容这个故事使用拟人的写作手法生动地介绍了拖拉机Chug “退休” 前后的经历并细致地刻画了Chug复杂的情感变化。故事的主题意义是结识新朋友，不忘老朋友。作者通过这个故事告诉我们要爱惜自己长久使用的物品，并妥善处置他们，以便发挥其更大的价值。拖拉机Chug“年轻”时

3、每天都在农场上忙得不亦乐乎，他也因此很有成就感。然而，他渐渐上了年纪，再也干不动农活了。他很担心自己会被送到垃圾场。然而，主人非常疼爱他，并没有把他送去垃圾场，而是送到了城里的公园。Chug又可以在那里发挥自己的价值了，他可以供孩子们尽情地玩耍，他高兴极了。（2）Why 写作意图作者以拖拉机Chug的角度，使用拟人的手法，刻画了拖拉机Chug细腻的感情变化。这使小读者们感动于拖拉机Chug立体、生动的人物形象，并对绘本内容产生浓厚的阅读兴趣。此外，故事通过介绍主人对拖拉机Chug“退休”后的处置方式，向我们传达了主人对于自己的“老物件”的深厚情感。希望借助故事内容，唤起我们对自己身边使用过的“

4、老物件”的爱惜之情，期待他们能够妥善处置“退休的老物件”，以便发挥其更大价值。（3） How 文体结构和语言修辞本文生动形象地讲述了拖拉机Chug“退休”前后的生活。全文共分为三个部分。第一部分呈现了故事的背景、人物和起因。即：拖拉机Chug在农场上干了一辈子的活儿，现在年纪大了，再也干不了农活了。他非常沮丧。第二部分是故事的经过。讲述的是新拖拉机嘲讽Chug年纪大了，该被扔进垃圾场。Chug因此伤心极了，觉得自己再也不能发挥价值了。第三部分是故事的结果，讲述的是Chug被送到了城里的小公园，孩子们都争着和它一起玩耍。Chug随即也重新认识到了自己的价值，不再忧伤了。本文使用一般过去时，按照时

5、间的发展顺序，介绍了拖拉机Chug的工作经历。文中使用拟人的语言展现了Chug 丰富的情感。例如：(1) I cant get up the big hill today. Im too old. (2) Oh, help! I am too old. No one likes me, now. I am going to the dump. (3) This is not a dump! This is a beautiful park. (4) The children like me. I am not too old, after all. 文中对拖拉机Chug和新拖拉机的细腻刻画，展

6、现了故事人物丰富的内心世界。此外，全文还配以鲜艳的手绘图片，整体画风生动、有趣，激发了读者无限的想象力和阅读兴趣。教学目标在本节课学习之后，学生能够：1. 在恰当的情境中使用Its, new, next, old, slowly, who, tractor shed, dump等单词以及 is too / cant等句型描述自己心爱的“老物件”。2. 通过阅读封面信息、图片环游和梳理story map，了解故事大意，找出故事的起因、经过和结果, 理解主人公Chug的情感变化。3. 通过跟读、复述和表演等方式深度理解故事内容。4. 通过对拖拉机Chug的情感分析，引导学生体会Chug的情感变化。

7、5. 客观看待自身的价值，并进行正确的情感表达。教学重难点教学重点：1. 在恰当的情境中使用It's, new, next, old, slowly, who, tractor shed, dump等单词以及. is too. / .can't.等句型描述自己心爱的“老物件”。2. 通过阅读封面信息、图片环游和梳理story map，了解故事大意，找出故事的起因、经过和结果，理解主人公"Chug"的情感变化。3. 通过跟读、复述和表演等方式深度理解故事内容。教学难点：1. 通过对拖拉机Chug的情感分析，引导学生体会Chug的情感变化。2. 客观看待自身的价

8、值，并进行正确的情感表达。教学用具课内阅读材料：丽声三叶草分级读物第五级B Chug the TractorPPT课件Chug, 黄拖拉机和孩子的头饰教学过程教教学活动设计意图Pre-reading故事导入：讨论学生经历以及封面信息，预测情节。Step 1 讨论学生使用已久的心爱之物，激活学生已知。T presents one of her favorite old things and introduces her story with the old thing. (an old painting book)T: This is my favorite old painting book.

9、 Its 25 years old. When I was at your age, I liked painting very much. But there was no after school drawing classes at that time, so my father bought this book for me. I learned drawing from this book. Its part of my childhood. Thats why I still keep it.提问建议：². What is your favorite old thing?

10、 (Toy, clothes, book)². Do you still keep it? Why? 通过帮助学生回忆使用已久的心爱之物，激活学生已知。While-reading故事呈现：师生共读、学生自读，提取信息。Step 2提取封面及P3图片信息，了解故事发生背景。提问建议：Q1. What do you know from the cover? Setting: On a farm Characters: Farmer, Chug Title: Chug the Tractor Q2. What is everyone doing?预设：The farmer is drivi

11、ng a tractor happily. The dog is standing in the carriage. The sheep are running to Chug joyfully.Q3. How did Chug feel?预设： Chug is happy.引导学生关注Chug的表情（P.3）和语言（P.2）。第三页主人和拖拉机及小狗的表情都是愉快的。Chug上下山时“突突”得很顺畅（Chug! Chug! Chug!）提问建议：² What is Chug to the farmer? A friend? A machine? Or 预设：They are fri

12、ends, because they work together every day.² What did Chug do every day? Lets listen and find out.T: Oh. He helped on the farm. Step 3 师生图片环游P4-5。了解故事发生起因。1.T: One day, Chug was not happy anymore.提问建议：² Why was Chug sad?可参考语言框架：Maybe he wasMaybe he couldnt2.T plays the audio: I cant get up

13、 the big hill today. I am too old. Ss answer the following question.提问建议：² What cant Chug do? How do you know?预设：He cant get up the hill. I cant see it from the picture. /I know it from the words.3.T and Ss read P4-5 with feelings. (着重让学生体会Chug苍老的语调和状态)提问建议：²How did Chug feel?预设：He was sad

14、.4.T: Chug finally went back to the tractor shed.讲解生词：tractor shed提问建议：² What would the farmer do about Chug?预设：He would fix Chug/ sell Chug.可参考语言框架：He might Step 4 师生图片环游P6-11, 了解故事发生经过。T: The next day, a big yellow tractor came.提问建议：² What do you think of these two tractors? (appearance

15、and feelings) (P6-7)预设：The yellow tractor is big/new and Chug is small/old. The yellow tractor is unfriendly and Chug is hurt.² What happened to Chug? (P8-9)预设：He was on the back of a truck. He was tied with a rope.T and Ss act out this part.(着重表现人物表情，体会人物心情)² Where did Chug go? Was he rea

16、lly going to the dump? (P10-11)可参考语言框架：I think Chug went to . becauseStep 5 学生自主阅读P12-16，了解故事发生的结果。Ss read P12-16 and finish the worksheet in a group.提问建议：² Where did Chug go?² How did Chug and children feel? How do you know?² What did Chug say?² What did the children do and say?

17、WorksheetPlease read P12-16 and answer the following questions.1. Where did Chug go?He went to a _.2. How did Chug and Children feel? How do you know?CharactersFeelingsLanguageActionChug1.2.Children1.1.2.3.Step 6. 提问环节T: After reading this story, do you have any questions about it?预设：Where did Chug

18、go in the end? (事实性问题) Why did the writer write this story? （思维性问题）文本要素。引导学生观察图片，了解故事发生的背景，激发学生阅读兴趣。 通过猜测故事情节发展，渗透阅读策略培养。通过分角色朗读为学生营造故事气氛，帮助学生体会人物语言和情绪。 通过推测故事情节发展，进一步激发学生学习需求。 通过观察图片，寻找细节信息，培养学生敏锐的观察能力。 通过分角色表演，帮助学生揣摩人物心情，激发学生的表现力。 通过小组合作，培养学生的合作能力和问题解决能力。通过提问环节，培养学生的思辨能力。故事回顾：原音输入，内化语言。Step 7 听录音并

19、跟读故事。培养学生听读习惯，以听促读，为语言表达做铺垫。Post-reading故事表演和改编：激发想象，深度思考，灵活创作。Step 8 表演Ss act the story out.T: Please work in groups of 4 and act out the story. In this part, your group members and you are going to decide who is playing Chug, the yellow tractor, the children and the narrator. Once you finish the role picking part, please act out the story. While acting out the story, please fo