外研版（一起）五上Review Module-Unit 1-ppt课件-(含教案+素材)-部级优课-(编号：66098).zip
教学评析 本课教学的最大特点是基于学情分析进行了有效设计，做到面 向全体学生，尊重个体差异，同时精心设计学习过程，促进学生的 思维的发展。具体表现以下三个方面： 1. 注重拓展学生思维 语言学习不仅是语言知识和语言技能的习得过程，也是发展思 维、陶冶情操、提高人文素养的过程。思维是智力活动的核心，发 展学生的思维能力是实现他们心智发展的关键。教师应增强学生思 维能力的意识，设计能有效培养学生思维能力得的教学活动。本节 课中，教师以故事的发展为主线，以目标语为载体，设计了多个不 同梯度的教学活动，以提升学生的思维能力。从故事阅读前的思维 激活环节导阅读中的语言呈现环节，再到阅读后的思维拓展环节， 都能看到学生的思维能力在不断发展。 2. 面向全体学生，尊重个体差异 新课程标准倡导以学生为中心得教学理念，这要求教师设计的 教学任务要符合学生的年龄特征和认知规律。五年级学生已具备一 定的英语语言基础，在导入环节以学生为中心进行交流时，教师为 学生搭建了必要的语言支架，放手让学生提问，促进学生积极思考， 踊跃表达，在激发学生学习文本动机的同时，又自然而然带领学生 走进故事文本。故事中和故事后的任务设计预留了足够的实践让学 生阅读文本、理解文本和拓展文本，从而提高学生操练的积极性， 使他们的语言和思维实现同步发展。 3. 注重利用教材资源 在故事教学中，教师要引导学生在教学过程中内化所学的语言 材料，真正学以致用，语言输出要以语言输入为基础，本课中的一 些文本资源，如：“Well done./Its easy,/Its difficult, but I can try.” 从阅读前的渗透到阅读中的理解，再到阅读后的运用，均反复得到 体现。新标准教材中的资源非常丰富，教材中除了文本信息外，还 包括插图信息，更要挖掘隐性的相关信息，这是提高故事教学思维 含量的前提。 在本节课的三个教学环节中，教师逐步渗透情感教育，不断鼓 励学生去尝试新的任务活动，旨在让学生不仅获得语言知识，更重 要的事获得遇到困难敢于尝试的勇气。 one pair of shoes two pairs of shoes shoe + maker shoemake r A shoe shop He had only one piece of leather for one pair of shoes. At night. elfelves Task 1 Please read the pictures and try to reorder the pictures. 请仔细看图，然后给图片排序请仔细看图，然后给图片排序。 （ ）（ ） （ ） （ ）（ ） Lets watch carefully , and check your answer.听故事，检查你的排序是否正确听故事，检查你的排序是否正确 （ ） （ ） （ ） （ ） （ ） （ 6 ） （ 5 ） （ 4 ） （ 3 ） （ 2 ） Task 2 Read and match（P2.P3.P4.P5.P6) hid (hide) , 2 elves (elf) two new pairs of shoes put.on, went saw, excited, happy, came, bought bought, put, went Task 2 Read and match 6.hid (hide) , 2 elves (elf) 5.two new pairs of shoes 2. put.on, went 3. saw, excited, happy, came,bought 4.bought, put, went that night at night the next day the next day TaskTask 3.3. ReadRead andand choosechoose 1.( )The shoemaker made the shoes. He was very_. A. rich B. happy C. poor 2.( )He didnt have much _. A. water B. money C. food 3.( )That night, the shoemaker put the _ on the table. A. scissors B. shoes C. leather TaskTask 3.3. ReadRead andand choosechoose 4.( )The next day, he saw a new pair of shoes on the table. He was very _ and very happy. A. excited B. worried C. unhappy 5.( )That night, the shoemaker _ behind the door. A. hide B. hid C. sit 6.He made some little _ for them. A. dress B. shirt C. clothes Task 4 Read and match was made had put put have am make Task 2 Read and match saw came bought hid buy hide see come Task 3 Read and fill in the blanks. The shoemaker _ the shoes. He _ very _.He _ have much money. He had only one piece of _ for one pair of shoes. made was poor didnt leather The shoemaker _the leather on the table. Then he_ to bed. put went He _ a new pair of shoes on the table. He was very_ and very _ saw excitedhappy Soon a man _into the shop. He _ the shoes. Now the shoemaker _some Money. wentbought had The shoemaker _some more leather. bought The next day, there _two new pairs of shoes on the table were The shoemaker _behind the door. He _ two little _ make the shoes. hid sawelves The shoemaker _ to say “Thank you.” He _ some little clothes for them. He also _ them a big dinner wanted made cooked The elves _to the shop again. This time there _ any leather. But they _ very _to find the new clothes and food. came wasn t were happy God help those who help themselves. God also help those who help others! Good mind makes good rewards Be kind, be helpful and be elves of our world! 天道酬勤天道酬勤 天道酬善天道酬善 做一个善良的人，做一个乐于助人的人，愿你们都做一个善良的人，做一个乐于助人的人，愿你们都 能成为这个世界最美得精灵能成为这个世界最美得精灵 1.Tell the story 2.Choose one of the pictures and make the dialogue. That night. one elftwo elves Who cooked a big dinner? Who made some little clothes? Why? The shoemaker. Because the elves helped the shoemaker. What did the shoemaker do? He made the shoes. How was the shoemaker? He was very poor. He didnt have much money. What did he have? He had only one piece of leather for one pair of shoes. What did he do that night? What did he do that night? He put the leather on the table. Then he went to bed. How many times did he put the leather on the table? The next day. What did he do? The next day. That night. At night. Beginning (开头开头) Ending （结局）（结局） What did he have? There was a shoe shop. The shoemaker made the shoes. He was very poor. He didnt have much money. He had only one piece of leather for one pair of shoes. （ 1 ） （ 6 ） （ 5 ） （ 4 ） （ 3 ） （ 2 ） （ 7 ） Beginning(开头开头) Ending（结局）（结局） Middle(中间中间) story-burger story-burger Guess !How did they help him? (根据前后文猜一猜发生了什么呢？） （享受阅读第2步，带着想象预测故事） Pay attention to the words which can show you The sequence注意暗示先后顺序的标志性的词语。 A. D.C. B I.Teaching content: II. Teaching aims: 1. Ss can retell the story 2. Ss can guess the meaning of the new words from the pictures and context. 3. Ss can show us how they feel about this story. II.Important points in teaching: 1. Learn to use the words which can show the sequence. Such as that night, the next day, at night 2. Ss can read out these words: elves(elf 的复数形式)，shoemaker, poor, money, leather IV. Difficult points in teaching: 1. Ss can retell the story with the key words 2. Ss can show us how they feel about this story. V. Teaching aids: CAI, CD-ROM, cards, Point reading system VI. Teaching time: 40 minutes VII. Teaching procedures: Step1. Pre-reading 1. Free reading T: Hello! Boys and girls! Iv got something in my hand. Can you guess? Whats in my hand? Ss: A book. T: Great! I like reading an English book. Have you ever read any English storybooks? Ss: Yes. T: Could you please tell me something about your favourite book? S1: I like Three Little Pigs. The big wolf is very bad, and he wants to eat the three little pigs. The third little pig is very hard working and clever. He builds a brick house and saves his brother. . T: Im very happy to know that youve read lots of great stories. Today well read a new story. 设计意图 通过孩子们对已知故事的描绘，来梳理他们复述故事必 须要表达的几个要素：when, who, what, where, how, 从而为新故事 学习的提问做好铺垫。 2. T puts a picture on the blackboard and ask: Whats this? S1: a pair of shoes. T teaches the phrase. Then show two pairs of shoes, three pairs of shoes, four pairs of shoes. The first shoes for Group 1. The second shoes for Group2. The third shoes for Group 3. The forth shoes for Group 3.Now lets have a match. If you do the best you will get some_ ? Yes, money! Teaching the new word: money T: Do you like money? Have you got much money? (CAI ) Ss: No! T: Look! Did he have much money? Why? S1: He didnt have much money. Because his clothes are very dirty. T: Maybe! Today were going to learn the story about him. Do you have any questions about him? 设计目的宣布本节课的目标，阅读故事的第一幅图） ，把题目写 在黑板的右边，当孩子们通过视频，解决一个问题就擦掉一个问 题） S1: Whos he? S2: What did he do? S3: Did he have much money? S4: Where was he? S5: What did he have? S6: Why didnt he very happy? 设计意图 设计开放性的问题，让同学们去质疑，教师倾听学生 的问题并适当修正，同时将问题写在黑板上，运用板书记录学生 的读前困惑，让学生带着自己的问题阅读故事，明确自主阅读的 目的。 3. Watch video and get the answer. S1:He is shoemaker. Teaching the new words: shoemaker shoe+maker shoemaker S2: He made the shoes. S3: He didnt have much money. He was poor. Teaching the new words: poor S4: He was in the shoemaker. S5: He had only one piece of leather for one pair of shoes. S6: He was poor. Writing on the blackboard: Shoemaker (made, poor, money x , leather) 设计意图 寻读是有目的地查找个别信息的浏览性阅读，因此，教 师先让学生根据第一幅图 shoemaker 这个人物进行自助发问，之后 指导学生根据自己所提出的问题，在阅读文章时有针对性地查找问 题中的某一具体信息，使其学会自主提问，自主解答。 Step 2. While reading 形式：T-Ss Ss Ss 1. 阅读故事的最后一面 1）T: Look, what can you see in the picture? （CAI） Ss. I can see elf. Please pronounce it. e says /e/ ,l says /l/, f says/f/, T: one elf. two elves. T: What else can you see? Whats the matter？（CAI） T: Who made some little clothes? Who cooked a big dinner? How about the elves? S1: The shoemaker made some little clothes. S2: The shoemaker cooked a big dinner for them. S3: The elves were very happy. T: The shoemaker wanted to say_ Writing: Thank you! clothes, dinner, happy. T: The shoemaker wanted to say_. He made _ _ _for them. He also cooked_. The elves were very_ Why did the shoemaker make some little clothes? 设计意图 让同学们看最后一幅图，提出了关键性问题调动 了全体学生的思绪，极大地激发了学生学习阅读的兴趣，促使 学生在自主学习和思考中理解故事。 ） 2. Task 1 Please read the pictures and try to recorder the pictures ( ) ( ) ( ) ( ) ( ) 2. Lets watch carefully and then check your answer（CAI） 6 . 5. 4. 3. 2 设计意图 要想深入理解文本内容，仅仅把握文本的基本框架是 不够的，我们应巧设活动，引导学生关注文本细节。例如此处，教 师先让同学们看图排序，再看视频，检查自己给故事排序是否正确， 这样的练习设计能使学生正确理解文本的每一个细节，培养其想象 力。 3. Show some key words for each of the pictures. And ask Ss to read and match. (CAI) T: Ask Ss to listen and read the text from Picture 2 to Picture 6 with the Point reading pen , and choose the correct key words. Can you talk about the pictures with the key words. S1: The shoemaker put the leather on the table. S2: He saw a new pair of shoes on the table. He was very excited and very happy. A man came into the shop. He bought the shoes. Now the shoemaker had some money. T: He was very excited and happy. Can you do the action? Lets make the dialogue, OK? Please practice in pairs. Who can try? S1- shoemaker S2- a man S1: Ive got a new pair of shoes. Who helped me? Thank you! My god! hid (hide) , 2 elves (elf) two new pairs of shoes put.on, went saw, excited, happy, came, bought bought, put, went S2: Excuse me! I want to buy the new pair shoes. How much is it? S1: Its $200 S2: Thats too expensive. Its $100. S1: OK! Here you are! S 2: Thank you! 设计意图 同学们喜欢表演，在这个地方，为了让他们更能理解故 事，可以让学生进行再创造，对于两个人物有点矛盾冲突时，非常 适合表演，孩子们可以运用他们已有的词汇，来表演，即活跃了气 氛，又激发了孩子的创新能力。 S3: The shoemaker bought some more leather. He put it on the table. Then he went to bed. T: What does “more” mean? (CAI) A. a piece of leather B. many pieces of leather. 设计意图 认真思考，形成阅读策略，通过两句词组来辨别，解释 “more” 的意思，鼓励学生阅读时要多联系上下文。 S2: B S4. There were two new pairs of shoes on the table. S5. The shoemaker hid behind the door. He saw two little elves make the shoes. T: Look at the picture. The shoemaker hid behind the door. What does “hid” mean? Ss: 藏。 T: Most of the children like to play a game . That is “Hide and seek” . “hid” is the past verb. “hide” is the present verb. T: What time did the shoemaker put the leather on the table? S1: That night. T: What time did he see a new pair of shoes on the table? S2: The next day. T: What time did he see two new pairs of shoes on the table? S3: The next day. T: What time did the shoemaker hide behind the door? S4: That night. 4. Read after the Point reading pen. 设计意图 当同学们能根据关键词了连成句子时，老师再让他们在 描述故事时学会用到这些时间词，这样为他们以后再读故事时就会 注意到文章的五要素之一，时间。 Step 3 After-reading Task 2 Read and choose 1.( )The shoemaker made the shoes. He was very_. A. rich B. happy C. poor 2.( )He didnt have much _. A. water B. money C. food 3.( )That night, the shoemaker put the _ on the table. A. scissors B. shoes C. leather 4.( )The next day, he saw a new pair of shoes on the table. He was very _ and very happy. A. excited B. worried C. unhappy 5.( )That night, the shoemaker _ behind the door. A. hide B. hid C. sit 6.He made some little _ for them. A. dress B. shirt C. clothes T: Lets do the exercise with the Point reading pen. I will give you 10 seconds for each exercise. Lets check the answer. Who is the best? 设计意图 利用点读笔系统来让同学们做巩固练习，看同学们是否 掌握，并限定时间完成，电读笔系统可反映学生哪些已完成，完成 怎样？并对错得较多的题目进行分析。 Task 3 Read and match put was 设计意图 文本中的过去时让学生能够明白，其时是对以前学习的 词语的巩固，为后面的完成课文填空打下基础，因为课文较难，但 孩子们掌握这些动词的过去式，可以极大的增强孩子们复述课文的 能力 Task 4 Fill in the blanks 1. The shoemaker _ the shoes. He _ very_.He _ have much money. He had only one piece of _ for one pair of shoes 2.The shoemaker _the leather on the table. Then he_ to bed. 3. He _ a new pair of shoes on the table.He was very_ and very _ saw came bought hid buy hide see come made had put have am make 4. The shoemaker _ to say “Thank you.”He _ some little clothes for them. He also _ them a big dinner Task5. 1. Lead students to find out the topic of the story. 2. T: Boys and girls. I have a question for you. After reading the story. Could you please tell me what this story tells you? S1: God help those who help themselves. 自助者天助之 S2:God also help those who help others! 上帝也帮助那些帮助别人的人 S3: Good mind makes good rewards Be kind,be helpful and be elves of our world! 好的精神是善的，是有帮助的，是我们世界的精灵 设计意图 在文本阅读结束后，教师既要让学生巩固阅读中所学的 语言知识和阅读仅能，还要引导学生挖掘文本的深刻内涵，培养学 生的感悟能力和人文素养。首先，让学生自己挖掘文本内涵，发现 寓意，最后，用三句名言总结了分享我们生活中的意义，使学生感 受到阅读的魅力。 Step IV Homework 1. Tell the story 2. Choose one of the pictures and make the dialogue. Step V Blackboard design: The Elves and the Shoemakers P2 that night puton,went P1 P3 the next day saw, excited,happy P7 made, poor came, bought, had made, cooked money(x) P4 bought, puton. happy went leather P5 the next day two pairs of shoes P6 that night hid, saw
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教学评析 本课教学的最大特点是基于学情分析进行了有效设计，做到面 向全体学生，尊重个体差异，同时精心设计学习过程，促进学生的 思维的发展。具体表现以下三个方面： 1. 注重拓展学生思维 语言学习不仅是语言知识和语言技能的习得过程，也是发展思 维、陶冶情操、提高人文素养的过程。思维是智力活动的核心，发 展学生的思维能力是实现他们心智发展的关键。教师应增强学生思 维能力的意识，设计能有效培养学生思维能力得的教学活动。本节 课中，教师以故事的发展为主线，以目标语为载体，设计了多个不 同梯度的教学活动，以提升学生的思维能力。从故事阅读前的思维 激活环节导阅读中的语言呈现环节，再到阅读后的思维拓展环节， 都能看到学生的思维能力在不断发展。 2. 面向全体学生，尊重个体差异 新课程标准倡导以学生为中心得教学理念，这要求教师设计的 教学任务要符合学生的年龄特征和认知规律。五年级学生已具备一 定的英语语言基础，在导入环节以学生为中心进行交流时，教师为 学生搭建了必要的语言支架，放手让学生提问，促进学生积极思考， 踊跃表达，在激发学生学习文本动机的同时，又自然而然带领学生 走进故事文本。故事中和故事后的任务设计预留了足够的实践让学 生阅读文本、理解文本和拓展文本，从而提高学生操练的积极性， 使他们的语言和思维实现同步发展。 3. 注重利用教材资源 在故事教学中，教师要引导学生在教学过程中内化所学的语言 材料，真正学以致用，语言输出要以语言输入为基础，本课中的一 些文本资源，如：“Well done./Its easy,/Its difficult, but I can try.” 从阅读前的渗透到阅读中的理解，再到阅读后的运用，均反复得到 体现。新标准教材中的资源非常丰富，教材中除了文本信息外，还 包括插图信息，更要挖掘隐性的相关信息，这是提高故事教学思维 含量的前提。 在本节课的三个教学环节中，教师逐步渗透情感教育，不断鼓 励学生去尝试新的任务活动，旨在让学生不仅获得语言知识，更重 要的事获得遇到困难敢于尝试的勇气。 one pair of shoes two pairs of shoes shoe + maker shoemake r A shoe shop He had only one piece of leather for one pair of shoes. At night. elfelves Task 1 Please read the pictures and try to reorder the pictures. 请仔细看图，然后给图片排序请仔细看图，然后给图片排序。 （ ）（ ） （ ） （ ）（ ） Lets watch carefully , and check your answer.听故事，检查你的排序是否正确听故事，检查你的排序是否正确 （ ） （ ） （ ） （ ） （ ） （ 6 ） （ 5 ） （ 4 ） （ 3 ） （ 2 ） Task 2 Read and match（P2.P3.P4.P5.P6) hid (hide) , 2 elves (elf) two new pairs of shoes put.on, went saw, excited, happy, came, bought bought, put, went Task 2 Read and match 6.hid (hide) , 2 elves (elf) 5.two new pairs of shoes 2. put.on, went 3. saw, excited, happy, came,bought 4.bought, put, went that night at night the next day the next day TaskTask 3.3. ReadRead andand choosechoose 1.( )The shoemaker made the shoes. He was very_. A. rich B. happy C. poor 2.( )He didnt have much _. A. water B. money C. food 3.( )That night, the shoemaker put the _ on the table. A. scissors B. shoes C. leather TaskTask 3.3. ReadRead andand choosechoose 4.( )The next day, he saw a new pair of shoes on the table. He was very _ and very happy. A. excited B. worried C. unhappy 5.( )That night, the shoemaker _ behind the door. A. hide B. hid C. sit 6.He made some little _ for them. A. dress B. shirt C. clothes Task 4 Read and match was made had put put have am make Task 2 Read and match saw came bought hid buy hide see come Task 3 Read and fill in the blanks. The shoemaker _ the shoes. He _ very _.He _ have much money. He had only one piece of _ for one pair of shoes. made was poor didnt leather The shoemaker _the leather on the table. Then he_ to bed. put went He _ a new pair of shoes on the table. He was very_ and very _ saw excitedhappy Soon a man _into the shop. He _ the shoes. Now the shoemaker _some Money. wentbought had The shoemaker _some more leather. bought The next day, there _two new pairs of shoes on the table were The shoemaker _behind the door. He _ two little _ make the shoes. hid sawelves The shoemaker _ to say “Thank you.” He _ some little clothes for them. He also _ them a big dinner wanted made cooked The elves _to the shop again. This time there _ any leather. But they _ very _to find the new clothes and food. came wasn t were happy God help those who help themselves. God also help those who help others! Good mind makes good rewards Be kind, be helpful and be elves of our world! 天道酬勤天道酬勤 天道酬善天道酬善 做一个善良的人，做一个乐于助人的人，愿你们都做一个善良的人，做一个乐于助人的人，愿你们都 能成为这个世界最美得精灵能成为这个世界最美得精灵 1.Tell the story 2.Choose one of the pictures and make the dialogue. That night. one elftwo elves Who cooked a big dinner? Who made some little clothes? Why? The shoemaker. Because the elves helped the shoemaker. What did the shoemaker do? He made the shoes. How was the shoemaker? He was very poor. He didnt have much money. What did he have? He had only one piece of leather for one pair of shoes. What did he do that night? What did he do that night? He put the leather on the table. Then he went to bed. How many times did he put the leather on the table? The next day. What did he do? The next day. That night. At night. Beginning (开头开头) Ending （结局）（结局） What did he have? There was a shoe shop. The shoemaker made the shoes. He was very poor. He didnt have much money. He had only one piece of leather for one pair of shoes. （ 1 ） （ 6 ） （ 5 ） （ 4 ） （ 3 ） （ 2 ） （ 7 ） Beginning(开头开头) Ending（结局）（结局） Middle(中间中间) story-burger story-burger Guess !How did they help him? (根据前后文猜一猜发生了什么呢？） （享受阅读第2步，带着想象预测故事） Pay attention to the words which can show you The sequence注意暗示先后顺序的标志性的词语。 A. D.C. B I.Teaching content: II. Teaching aims: 1. Ss can retell the story 2. Ss can guess the meaning of the new words from the pictures and context. 3. Ss can show us how they feel about this story. II.Important points in teaching: 1. Learn to use the words which can show the sequence. Such as that night, the next day, at night 2. Ss can read out these words: elves(elf 的复数形式)，shoemaker, poor, money, leather IV. Difficult points in teaching: 1. Ss can retell the story with the key words 2. Ss can show us how they feel about this story. V. Teaching aids: CAI, CD-ROM, cards, Point reading system VI. Teaching time: 40 minutes VII. Teaching procedures: Step1. Pre-reading 1. Free reading T: Hello! Boys and girls! Iv got something in my hand. Can you guess? Whats in my hand? Ss: A book. T: Great! I like reading an English book. Have you ever read any English storybooks? Ss: Yes. T: Could you please tell me something about your favourite book? S1: I like Three Little Pigs. The big wolf is very bad, and he wants to eat the three little pigs. The third little pig is very hard working and clever. He builds a brick house and saves his brother. . T: Im very happy to know that youve read lots of great stories. Today well read a new story. 设计意图 通过孩子们对已知故事的描绘，来梳理他们复述故事必 须要表达的几个要素：when, who, what, where, how, 从而为新故事 学习的提问做好铺垫。 2. T puts a picture on the blackboard and ask: Whats this? S1: a pair of shoes. T teaches the phrase. Then show two pairs of shoes, three pairs of shoes, four pairs of shoes. The first shoes for Group 1. The second shoes for Group2. The third shoes for Group 3. The forth shoes for Group 3.Now lets have a match. If you do the best you will get some_ ? Yes, money! Teaching the new word: money T: Do you like money? Have you got much money? (CAI ) Ss: No! T: Look! Did he have much money? Why? S1: He didnt have much money. Because his clothes are very dirty. T: Maybe! Today were going to learn the story about him. Do you have any questions about him? 设计目的宣布本节课的目标，阅读故事的第一幅图） ，把题目写 在黑板的右边，当孩子们通过视频，解决一个问题就擦掉一个问 题） S1: Whos he? S2: What did he do? S3: Did he have much money? S4: Where was he? S5: What did he have? S6: Why didnt he very happy? 设计意图 设计开放性的问题，让同学们去质疑，教师倾听学生 的问题并适当修正，同时将问题写在黑板上，运用板书记录学生 的读前困惑，让学生带着自己的问题阅读故事，明确自主阅读的 目的。 3. Watch video and get the answer. S1:He is shoemaker. Teaching the new words: shoemaker shoe+maker shoemaker S2: He made the shoes. S3: He didnt have much money. He was poor. Teaching the new words: poor S4: He was in the shoemaker. S5: He had only one piece of leather for one pair of shoes. S6: He was poor. Writing on the blackboard: Shoemaker (made, poor, money x , leather) 设计意图 寻读是有目的地查找个别信息的浏览性阅读，因此，教 师先让学生根据第一幅图 shoemaker 这个人物进行自助发问，之后 指导学生根据自己所提出的问题，在阅读文章时有针对性地查找问 题中的某一具体信息，使其学会自主提问，自主解答。 Step 2. While reading 形式：T-Ss Ss Ss 1. 阅读故事的最后一面 1）T: Look, what can you see in the picture? （CAI） Ss. I can see elf. Please pronounce it. e says /e/ ,l says /l/, f says/f/, T: one elf. two elves. T: What else can you see? Whats the matter？（CAI） T: Who made some little clothes? Who cooked a big dinner? How about the elves? S1: The shoemaker made some little clothes. S2: The shoemaker cooked a big dinner for them. S3: The elves were very happy. T: The shoemaker wanted to say_ Writing: Thank you! clothes, dinner, happy. T: The shoemaker wanted to say_. He made _ _ _for them. He also cooked_. The elves were very_ Why did the shoemaker make some little clothes? 设计意图 让同学们看最后一幅图，提出了关键性问题调动 了全体学生的思绪，极大地激发了学生学习阅读的兴趣，促使 学生在自主学习和思考中理解故事。 ） 2. Task 1 Please read the pictures and try to recorder the pictures ( ) ( ) ( ) ( ) ( ) 2. Lets watch carefully and then check your answer（CAI） 6 . 5. 4. 3. 2 设计意图 要想深入理解文本内容，仅仅把握文本的基本框架是 不够的，我们应巧设活动，引导学生关注文本细节。例如此处，教 师先让同学们看图排序，再看视频，检查自己给故事排序是否正确， 这样的练习设计能使学生正确理解文本的每一个细节，培养其想象 力。 3. Show some key words for each of the pictures. And ask Ss to read and match. (CAI) T: Ask Ss to listen and read the text from Picture 2 to Picture 6 with the Point reading pen , and choose the correct key words. Can you talk about the pictures with the key words. S1: The shoemaker put the leather on the table. S2: He saw a new pair of shoes on the table. He was very excited and very happy. A man came into the shop. He bought the shoes. Now the shoemaker had some money. T: He was very excited and happy. Can you do the action? Lets make the dialogue, OK? Please practice in pairs. Who can try? S1- shoemaker S2- a man S1: Ive got a new pair of shoes. Who helped me? Thank you! My god! hid (hide) , 2 elves (elf) two new pairs of shoes put.on, went saw, excited, happy, came, bought bought, put, went S2: Excuse me! I want to buy the new pair shoes. How much is it? S1: Its $200 S2: Thats too expensive. Its $100. S1: OK! Here you are! S 2: Thank you! 设计意图 同学们喜欢表演，在这个地方，为了让他们更能理解故 事，可以让学生进行再创造，对于两个人物有点矛盾冲突时，非常 适合表演，孩子们可以运用他们已有的词汇，来表演，即活跃了气 氛，又激发了孩子的创新能力。 S3: The shoemaker bought some more leather. He put it on the table. Then he went to bed. T: What does “more” mean? (CAI) A. a piece of leather B. many pieces of leather. 设计意图 认真思考，形成阅读策略，通过两句词组来辨别，解释 “more” 的意思，鼓励学生阅读时要多联系上下文。 S2: B S4. There were two new pairs of shoes on the table. S5. The shoemaker hid behind the door. He saw two little elves make the shoes. T: Look at the picture. The shoemaker hid behind the door. What does “hid” mean? Ss: 藏。 T: Most of the children like to play a game . That is “Hide and seek” . “hid” is the past verb. “hide” is the present verb. T: What time did the shoemaker put the leather on the table? S1: That night. T: What time did he see a new pair of shoes on the table? S2: The next day. T: What time did he see two new pairs of shoes on the table? S3: The next day. T: What time did the shoemaker hide behind the door? S4: That night. 4. Read after the Point reading pen. 设计意图 当同学们能根据关键词了连成句子时，老师再让他们在 描述故事时学会用到这些时间词，这样为他们以后再读故事时就会 注意到文章的五要素之一，时间。 Step 3 After-reading Task 2 Read and choose 1.( )The shoemaker made the shoes. He was very_. A. rich B. happy C. poor 2.( )He didnt have much _. A. water B. money C. food 3.( )That night, the shoemaker put the _ on the table. A. scissors B. shoes C. leather 4.( )The next day, he saw a new pair of shoes on the table. He was very _ and very happy. A. excited B. worried C. unhappy 5.( )That night, the shoemaker _ behind the door. A. hide B. hid C. sit 6.He made some little _ for them. A. dress B. shirt C. clothes T: Lets do the exercise with the Point reading pen. I will give you 10 seconds for each exercise. Lets check the answer. Who is the best? 设计意图 利用点读笔系统来让同学们做巩固练习，看同学们是否 掌握，并限定时间完成，电读笔系统可反映学生哪些已完成，完成 怎样？并对错得较多的题目进行分析。 Task 3 Read and match put was 设计意图 文本中的过去时让学生能够明白，其时是对以前学习的 词语的巩固，为后面的完成课文填空打下基础，因为课文较难，但 孩子们掌握这些动词的过去式，可以极大的增强孩子们复述课文的 能力 Task 4 Fill in the blanks 1. The shoemaker _ the shoes. He _ very_.He _ have much money. He had only one piece of _ for one pair of shoes 2.The shoemaker _the leather on the table. Then he_ to bed. 3. He _ a new pair of shoes on the table.He was very_ and very _ saw came bought hid buy hide see come made had put have am make 4. The shoemaker _ to say “Thank you.”He _ some little clothes for them. He also _ them a big dinner Task5. 1. Lead students to find out the topic of the story. 2. T: Boys and girls. I have a question for you. After reading the story. Could you please tell me what this story tells you? S1: God help those who help themselves. 自助者天助之 S2:God also help those who help others! 上帝也帮助那些帮助别人的人 S3: Good mind makes good rewards Be kind,be helpful and be elves of our world! 好的精神是善的，是有帮助的，是我们世界的精灵 设计意图 在文本阅读结束后，教师既要让学生巩固阅读中所学的 语言知识和阅读仅能，还要引导学生挖掘文本的深刻内涵，培养学 生的感悟能力和人文素养。首先，让学生自己挖掘文本内涵，发现 寓意，最后，用三句名言总结了分享我们生活中的意义，使学生感 受到阅读的魅力。 Step IV Homework 1. Tell the story 2. Choose one of the pictures and make the dialogue. Step V Blackboard design: The Elves and the Shoemakers P2 that night puton,went P1 P3 the next day saw, excited,happy P7 made, poor came, bought, had made, cooked money(x) P4 bought, puton. happy went leather P5 the next day two pairs of shoes P6 that night hid, saw
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