丽声三叶草分级读物第七级The Cross-country Race教学设计

1、书名：The Cross-country Race 越野赛跑 话题： 学校活动 词汇量：257 教材单元:牛津上海版五年级第一学期M3U1 Around the city 北京版（一年级起点）五年级上 Unit 6 Sport高频词汇：behind, cheer, every, everyone, ground, meet, past, start核心句型：Tim will win. Tim wanted to win. He was winning. Tim stopped to help me, and he was going to win!设计者： 学校: 文本分析The Cross-

2、country Race（越野赛跑）是丽声三叶草分级读物第七级中的一个故事，讲述了运动健将Tim为了帮助别人，不惜自己与第一名失之交臂的故事。本文为记叙文，围绕一次越野赛跑的活动展开，属于学校活动主题。（1）What 主题意义和主要内容绘本通过讲述运动健将Tim为了帮助别人，不惜自己与第一名失之交臂的故事，向读者传达了现代体育精神“友谊第一，比赛第二”。故事从老师带着学生绕着学校附近进行跑步训练，三位跑步健将Tim、Michael和Anna都是第一名的热门人选，尤其是Tim。越野赛跑正式开始啦！三位跑步健将果然一路领先，尤其是Tim，他胜利在望。突然， Michael摔倒在地，动弹不得，Tim

3、回头看到他痛苦的表情，立即决定帮助他。比赛继续进行，原本是第二名的Anna获得第一，当众人都在祝贺时，Tim搀扶着Michael踉踉跄跄地走到终点，他们都被Tim的行为感动，他虽然没有获得越野赛跑的第一，但他收获了真挚的友谊！（2）Why 写作意图作者通过介绍越野赛跑的运动路径，帮助读者了解越野跑和普通跑不一样的地方，然后通过讲述Tim的故事引导读者感受现代体育精神的真谛，体会到在人生道路上会有很多比赛，只有更加关注“人”，才能真正地“赢”！（3）How 文体结构和语言修辞本文是记叙文，讲述了Tim和同学们参加越野赛跑的故事。从内容结构上看，本书从“Tim应该会赢Tim即将要赢Tim并没有赢T

4、im依然赢了”这四个主要情节来展开故事。从语言功能角度看，本书主要使用一般过去时讲述故事，符合讲故事的叙述特点。从词汇角度看，本书出现了一些关于故事叙述的动词过去式及短语，如said, ran over, were, was, came, went, wanted, fell, did等。学情分析根据不同版本教材的话题，本故事建议学习牛津英语（上海版）五年级上册、北京版、新标准五年级上册的学生使用。本节课授课对象是五年级学生。通过将近五年的英语学习，学生对学校活动话题接触比较多，能够简单地描述学校里的场所、在各个场所做的活动等，但是对于本文中出现的有关越野赛跑的知识了解并不多，需要在阅读中逐步

5、了解，同时也需要教师对越野的概念信息进行课外拓展介绍。五年级学生观察能力强，善于提取图片信息，并能够根据观察到的内容进行描述，同时积极思考，具有一定的思维能力和语言基础，可以对绘本内容进行推测和提问，能够在教师的引导下运用语言框架描述文本内容。学生们活泼好动，热爱表演，有表现力，喜欢扮演，可以尝试在小组中进行分工表演或复述活动。教学目标在本节课学习结束时，学生能够：1.提取有关本次越野赛跑的信息（地点、路线、结果等），以Story Map的形式进行描述；2.联系自身，用戏剧的方式（良心小巷）讨论选择比赛第一，还是友谊第一；3.观看视频，感受现代体育精神“友谊第一，比赛第二”。教学重难点教学重点

6、：1.提取有关本次越野赛跑的信息（地点、路线、结果等），以Story Map的形式进行描述；2.联系自身，用戏剧的方式（良心小巷）讨论选择比赛第一，还是友谊第一；教学难点：联系自身，用戏剧的方式（良心小巷）讨论选择比赛第一，还是友谊第一。教学用具课内阅读材料：丽声三叶草分级读物第七级The Cross-country Race教学用具：PPT课件、绘本主要场景图、人物图教学过程（可分读前、读中和读后活动）教学内容教学活动设计意图Pre-readingBook cover故事导入：讨论封面，交流已知，预测情节。Step 1 讨论封面，交流已知，预测情节。观察封面图片，交流已知提问建议：What

7、do you know from the book cover?可参考语言框架： I know the title is The Cross-country Race. I know students are the characters. I know the writer is Jenny Giles. I know the illustrator is Scott Fraser. I think the story took place in the school.2.预测情节提问建议：What do you want to know about the story?可参考语言框架： W

8、hat happened in the story? Who were in the story? Where were they? Why did the third boy look tired ? How did they feel after the race? 学生通过猜测和预测，激活已知经验和已有语言知识，提高阅读兴趣。 教师记录学生的问题，并以此引导学生阅读绘本。While-readingBeginning: The cross-country race is coming.故事呈现：图片环游，提取信息Step 2 通过图片环游学习第216页的内容，回答问题并进行情节梳理。1.看

9、书中第2-3页，观察同学们的活动地点、内容和他们的表情并头脑风暴他们将要去做什么。提问建议：What do you see/think/wonder?How did they feel?Where were they?What were they going to do?可参考语言框架：I see a young teacher and some students.I think they were having a PE lesson.I wonder whats the next exercises.They were happy and energetic.They were in th

10、e school or in the forest, because I can see many trees and such a big lawn.They were going to run 学生阅读第4、5页。提问建议：What was the cross-country race? Was it just a running game? Did it take a short time or a long time?What should we do before the race?What was the route?How was the route? Was the scene

11、ry nice?可参考语言框架：The cross-country race was a long-time running competition across the country, not only around the school. There would be a winner after the race.We should do some warm up exercises before the race.The route was concluded over the grass, up the hill, behind the trees and so on.在第4-5页

12、的图片上画出跑步的路线。学生在图片环游过程中仔细观察，组织语言进行表达。学生结合图片阅读文字，了解越野赛跑的活动范围，并知晓运动前的热身非常重要。Middle:Tim will win.(P6-7)Tim was winning.(P10-11)Its maybe hard for the students. The scenery along the route was very nice, because they could have the fresh air and see many things.提问建议：Can you draw the route?可参考语言框架：Yes. Th

13、e children ran over the grass, up the hill, behind the trees, by the fence, past the school, across the playground, and all the way back to the start.4. 边看边听第2-5页的内容，并总结越野赛跑的要点。5-1. 师生共读，梳理第6-7页主要情节。提问建议：From their talking, who would win? Why? 可参考语言框架：Tim. From the words“They are all good runners, b

14、ut Tim was the best.” Tim. They all agreed that Tim is the best runner. Tim. Look at the picture on Page 7. Tim was very tall and strong. He would win the race absolutely.5-2. 师生共读，梳理第8-11页主要情节。提问建议：Who came to see the children run?Why capitalize the word GO? Did they run very fast? How did Tim feel

15、?可参考语言框架：Everyone came to see the children. Their teachers, parents and friends came.GO means it is very important. It says the children can start at that time. Yes, they all ran very fast. Tim ran the fastest. He wanted to win and he was winning.学生阅读着相关短语，在板书上用箭头表示跑步的路线，并将其与图中点位相联系，能更加了解越野的概念。师生通过问

16、答，梳理故事情节，了解故事大意,共建Story Map，完成重点知识学习。Tim didnt win.(P12-13)End:Tim also won.(P14-16)5-3. 师生共读，梳理第12-13页主要情节。提问建议：What happened to Michael?Can you guess why he fell over instead of fell down?Can you guess why he fell?Who helped Michael?How did Michael feel when be helped?Did Tim win?可参考语言框架：Michael f

17、ell over. They were running very fast, so he fell over instead of fell down.Maybe he didnt do much warm up exercises.Maybe Michael eagered to win. He was careless.Tim looked back and helped Michael.He felt warm and grateful maybe.At last, Tim didnt win. Anna did.6. 师生共读，梳理第14-16页故事结尾。提问建议：How did th

18、e two boys walk back? What happened to Michael? Is he OK? What did Michael say to the teacher? Were Michael and Tim good friends? How did Tim feel?可参考语言框架：They walked back slowly. Michaels leg was hurt. He couldnt walk by himself. He was not OK. He said that Tim stopped to help him while he was goin

19、g to win. Yes, they are very good friends. Others gave Tim a big cheer, so Tim is happy too and looked a little shy.Post-readingWhole story故事回顾：原音输入，内化语言，解决问题Step 3 听录音并跟读。Step 4 让学生自己回答读前提出的问题。提问建议：Can you answer all the questions on the blackboard?Have you got any other questions?Step 5 根据Story Map讲述越野赛跑的过程。提问建议：Where were they? What did they do before running?Whats the route of cross-country race?Who was the best runner as they thought?Who w