Unit 7 At weekends-Sound time, Culture time & Cartoon time-教案、教学设计-部级公开课-新牛津译林版五年级上册(配套课件编号：a24a3).doc

1、Pigs cant fly 教学设计教学设计 - 1 - Pre-reading 1. Know the new teacher / Present topic T: Good morning! Glad to see you here. I am your new English teacher. You may want to know something about me. Now you can ask me some questions. （师生对话最终引出动物话题） T: I like rabbits. Its small and cute. It has two long ear

2、s and red eyes. It can jump. It likes eating carrots. What about you? What animals do you like? 选择 23 名学生回答（注意引导学生说出喜欢的原因，尽量用学过的句型组织语言，例如： I like. It has. It can. It likes.等 ） 2. A guessing game (Riddle) T: Today we have an animal friend here. What is it? Lets have a guessing game. Riddle（每呈现一句谜语，就让

3、学生猜测是什么） It has two big ears. It has small eyes. It is very fat. It likes eating and sleeping. (Answer: Pig) 3. About the cover (main character/ title/ author) T: Its a pig. Today well read a picture about this pig. Please look at the cover first. （PPT 出现绘本封皮，手中拿着绘本向学生展示什么是 cover） T: What can you se

4、e from the cover? S: A pig. T: Yes, the pig is the main character of the picture book. （PPT: 呈现 main character（主角）字样） T: What else can you see? S: Can pigs fly? T: This is the title/name of the story.（PPT 用红颜色圈凸显标题） （对于“作者”这个信息，学生不一定能注意到，可由教师发问） T: Do you know who writes the story? Can you find the

5、answer from the cover? （此时学生的关注点就落在了作者 Ben Cort 身上） （学生手指或说出时，凸显作者名字） T: Ben Cort is the author. He is also the illustrator. He writes this story and draw pictures for it. T: What else can you see? S: Wings. T: Yes. The wings are special. They are feather wings.（联系 other 教读） 注注：以上从封面中获取的信息顺序可能会有变动以上

6、从封面中获取的信息顺序可能会有变动，PPT 中用触发器设置好中用触发器设置好，学生说到哪个点学生说到哪个点 开哪个。开哪个。 Pigs cant fly 教学设计教学设计 - 2 - While reading 1. Skimming and scanning T: The title is Pigs cant fly, but this pig has two feather wings. What happened? Can he fly? Skimming and scanning （PPT 呈现以下内容，向学生传达阅读技巧） 阅读小技巧： Skimming：略读，即快速阅读抓住文章主要

7、大意。 （初步感知绘本内容） Scanning：扫读，即带着问题或目的有意识地去寻读。 （学生读后，教师再次提问） T: Can the pig fly? S: No. T: He cant fly. He just wants to fly. Whats the matter with him? Now lets read in details. 2. Look, listen and find Picture 1（PPT 呈现图 1：小猪坐在树下，很无聊） T: What information can we get from this picture? （PPT 中文提示：图片告诉了你哪

8、些信息？） S: The pig is under the tree. T: Look at his face. How does he feel now? （PPT 放大小猪脸部，引导学生观察小猪的面部表情，进而推测他现在的心情） S: He is not happy. T: Now lets listen. （PPT 播放录音呈现下列文字：Billy is under a tree. Bored, bored, bored! he says） T: What does Billy say? （学生先试读，接着教师朗读，加动作、神情示范 bored 一词，让学生猜测 bored 含义） T:

9、 Whats the meaning of bored? （学生可能会用中文解释，教师再英英解释） T: Yeah. Bored means someone has noting to do. How to read? （联系 before 一词教授 bored） T: Can you read this word like the pig?（引导生读出无聊的感觉） T: Billy is bored, what does he do next? （PPT 播放录音呈现下列文字：Im going to find something interesting.） T: What is the in

10、teresting thing? Now lets watch. 3. Watch and answer （完整播放一遍绘本动画） Q1: What is the interesting thing? A. Imitate other animals.（模仿其他动物） （教授 imitate 一词） B. Helping other animals. Q2: What animals does he meet in the story? （生答，师板书帖相应动物的图片。注意个别单词，如 zebra） 4. Detailed reading (A) T guided reading (1) Pi

11、ctures 2-3 （PPT 呈现图 2 和以下文字：He meets Giraffe _.） Pigs cant fly 教学设计教学设计 - 3 - T: Billy meets Giraffe first. Where do they meet? S: Near a big tree. T: Youre right. Look at Billy. What does he think now? Can you do the action like Billy? （师示范，生跟做“嘬手指、仰头望着并思考”的动作，通过动作，切身体会 Billy 目前的 心理状态：羡慕长颈鹿、感到惊叹等）

12、（师安排一生站在凳子上，向其同桌提问） T: Now you are Billy, what do you think now? PPT 中在 Billy 头上用云形标注显示 Billy 可能要说的话作为提示 S: Giraffe is tall. / It has a long neck. . T: Billy admires Giraffe. So he thinks it is cool to be _.（PPT 呈现这句话） （admire 一词用动作、神情向学生解释，板书在黑板一处，后续会再次提到该词） T: But how to be a giraffe? What does he

13、 need? What does he find? （PPT 呈现图 3 和文字：He finds_.） S: a pair of stilts.（生不一定会读） T: stilt is a new word, but I think you can read it. Look! （师板书从 still 引出 stilt，再到 stilts，最后到 a pair of stilts，注意用不同颜色的笔标注变换的字母） T: Now Billy has a pair of stilts. He goes on walking.（PPT 直接呈现这句话） （图 2、图 3 放在一张 PPT 中，句

14、子挖空，让学生复述） T: Can you describe the two pictures now? Ss read. (2) Pictures 4-5 T: Billy goes on walking. Then he meets _.（PPT 呈现图 4） （生齐答 Zebra） T: Where do they meet? S: In the forest. T: What do they talk? Look! I have two stilts. Who wants to be Billy? Come and talk with me. I am the zebra now.（师

15、拿出道具，请一位同学上台扮演踩高跷的 Billy，师扮演 zebra） T: Hello! I am Zebra. Who are you? S: Hi, I am a giraffe. T: Why do you say you are a giraffe? (What do you have?) S: I have two long legs. T: Can you walk like a giraffe?（学生摇摇晃晃地走两步） T: Look! You cant walk well with stilts. You are not a giraffe. You are just a p

16、ig! 注：现场对话生成性较强，不一定按照设定的剧本走，要根据现场情况适时调整。 You are not a giraffe. You are just a pig! 这两句话也要用云形标注样式放在 PPT 斑马的头上，着重凸显。 （表演过后，教师接着问扮演小猪的同学） T: Billy, are you happy now? Is it still cool to be a giraffe? S: No.（师追问 why，生答：It is too tired. .） T: Do you still want to be a giraffe? S: No, it is too tired. H

17、e meets _. And he thinks its cool to be _. He finds a pair of _. And he goes on walking. Wow! It is _. It has_. It can_. Its cool _. You are not _. You are just a pig! Pigs cant fly 教学设计教学设计 - 4 - T: Now Billy changes his mind.（PPT 出示该字样） T: So it is not cool to be _.（生接话：a giraffe） T: What does Bil

18、ly do next? （PPT 呈现图 5 和文字：So he finds_.） S: Some paint.（读音问题，结合 rain，引导生用同样的方法学单词发音） T: He finds some paint. He paints himself in black and white. Then he goes on _. （图 4、图 5 放在一张 PPT 中，句子挖空，让学生复述） T: Now lets describe the two pictures. （注意 paint 读音，结合 rain） Ss read. (B) Ss self-reading (3) Picture

19、s 6-7, 8-9, 10-11 T: Now Billy is a zebra. He goes on walking. Then he meets another three animals. （PPT 整体呈现这六幅图） T: He changes his mind again and again. Next, work in groups. Read pictures 6-11. Try to find: Q1: Where do they meet? Q2: What do they talk? Q3: What does Billy do? T: When you read, y

20、ou may meet some difficult words. Here are some tips for you. Guess the meaning with the help of pictures. 看图猜词 Guess the pronunciations according to phonics. 根据拼读规则猜测读音 Ask partners and teacher for help. 向同伴或老师求助 （学生小组合作学习六幅图片，教师进入小组，必要时给予指导） 讨论结束，选小组汇报。教师给出文本框架，帮助小组汇报。如图 6-7： 此处生汇报时注意三个词：pond, hos

21、e, leaves Pond 联系 on，注意词义辨析（区别 river, lake 等） Hose 让学生给出相近拼写的单词，可以提示，手指鼻子（nose） T: Why does Billy find a long hose and two big leaves? What does he want to do? S: He wants to be an elephant. / He thinks it is cool to be an elephant. T: Billy admires（板书有该词）the elephants long nose and big ears. What d

22、o they talk? （PPT 把图 6 中人物头上方用云形标注加省略号提示学生，给故事人物创编对话） 注：对话要注重强调 Youre not a zebra. You are just a pig.（PPT 中要体现在大象的对话框里） T: Now Billy thinks he is an elephant. And he goes on walking. Who does he meet next? Which group wants to report? He meets _. And he thinks its cool to be_. He finds _. And he go

23、es on _. He meets _. And he thinks _. He finds _. And he _. 。 。 。 。 。 。 。 。 。 。 。 。 Pigs cant fly 教学设计教学设计 - 5 - 接下来以同样的方式，小组汇报剩下四幅图（2 组）的内容（具体细节内容略） 。 流程：教师搭建框架流程：教师搭建框架小组完成填空小组完成填空词音词义解析词音词义解析小组创编对话小组创编对话 He meets Kangaroo. .（spring 词义） He meets Parrot. .（shell 词义、读音） 汇报过程中要加深学生两个印象：汇报过程中要加深学生两个印象

24、： The pig changes his mind again and again. （change 一词可在板书中体现，在动物与动物之间写出来，突出小猪不断变的过程） You are not _. You are just a pig. （这句话要在每次人物对话时用 PPT 着重凸显出来） 这两组汇报结束后，教师针对图 11，再次发问： T: Now Billy is a special parrot. Can he fly now? S: No. T: Why? How do you know? S: He climbs up the tree. He cant fly.（对于细心观察的

25、同学要及时表扬） （climb up 意思） T: He cant fly. But he still decorates himself with feathers and shell. As for his changes, what do you want to say to Billy?（发散学生思维） T: Do you know what the monkeys says to Billy? Now lets read together. (4) Pictures 12-13 （呈现图 12 和所有文字，生齐读） T: Do you agree with Monkey? How t

26、o understand Why not be yourself? What do you want to say to Billy?（生说一说） T: Billy is a pig. He is not a giraffe or an elephant. He is himself. （此处可用学生举例，什么是 be oneself） T: If you are Billy, and if you listen to the monkeys suggestion, what will you do?（学生先试说） （呈现图 13 和文字：Billy _ and he _） （生一起说出答案）

27、 T: How does Billy feel now? S: Very happy. T: Why is he so happy now?（学生可用中文说一说） T: He comes back to a pig again. / He is a pig again. T: As for Billy, he is a pig. He lives in the mud. He likes playing with the mud. He neednt imitate others. To be a pig is the happiest thing to him. To be himself

28、is the best. （PPT 出现 -the end- 字样） T: This is the end of the story. Do you think its an interesting or a funny story? 5. Try to tell the story T: It is not difficult for you to understand the story, why?（生简单说说原因）Because there are many similar sentence patterns, like He meets. He thinks. He finds. et

29、c. Now can you tell the story by yourself. Pigs cant fly 教学设计教学设计 - 6 - Post reading 1. Lets think Q: Do you like Billy? Why or why not? 对于这个故事，孩子们可能会有不同的理解。有人认为小猪盲目模仿别人，没有主见，失去 自我。也有人会认为小猪勇于尝试新鲜事物，有探索精神。无论哪种认识都没有错，都是大 家思考后的结果。这将是一个开放性的问题。 2. Picture book recommendation（绘本推荐） Ben Cort: He is an illustrator（插画家）from England. He drew many pictures for picture books, such as Hello, Moon!, Octopuss garden. They are vivid and interesting. You can read more books after class. 3. Homework (1) Share the story with others. (2) Enjoy Chinese version小猪变形记to find some differences.