​多维阅读Baxter教案 ——成都市双流区东升小学邓婷

多维阅读Baxter教案

——成都市双流区东升小学邓婷

 

 Baxter

 

 

 教材分析

 

 

 此次绘本内容选自由王蔷和Jill

 Eggleton主编，外研社出版的《多维阅读》第九级Baxter一文。《多维阅读》是外语教学与研究出版社引进的新西兰英语分级读物，一共22个级别。Baxter是一篇叙事性英文绘本故事，适用于小学五年级学生阅读。它主要讲述了Max和Mum要从农场搬去城市公寓居住，但是Baxter太大了，所以他们决定把Baxter留在农场和叔叔Barney待在一起。但是当他们搭卡车走后，Baxter不想被留下就跟在车后一直追，最后爪子受伤流血追到筋疲力尽倒在路边，Max 把它带回公寓。等它伤好，妈妈觉得房间太小还是要把它送回农场，Max到邻居Polly家寻求帮助，让Baxter陪伴Polly,在她的院子里玩的故事。

 

 

 学情分析

 

 

 本节课授课对象为小学五年级学生，学生从一年级开始学习英语，经过四年多的学习，学生已经积累了一定的日常英语词汇和句子，有较强的交流欲望，有一定的英语思维能力，能根据文本进行推测、表达自己的观点。但是，这篇绘本内容较长，长句子较多，学生在理解表达上可能会有一定难度，因此，在设计活动时要注意给予足够的词汇或句子支撑帮助表达。

 

 

 课时教学目标

 

 

 语言能力目标：

 听：学生学会识读并理解“apartment，fence, gate, bleeding”；

     学生通过图片对整个故事进行预测、思考和理解；

 说：学生可以根据所学和板书进行绘本故事的复述和评价表达；

 读：学生能认读绘本故事；

 写：学生能选择性地把自己的想法写在发的单子上；

 演：学生能根据绘本故事的内容进行表演；

 学习能力目标：

 1.  学生能预测、思考、提取、归纳总结主要信息；

 2.  学生能学会自主探究和小组合作学习；

 思维品质目标：

 1.  学生能通过阅读策略的渗透学会独立自主探究和合作互助；

 2.  学生能通过学习能学到遇到问题要寻求方法去解决问题；

 3.  学生能学会换位思考。

 文化品格目标：

 通过绘本的学习学生能明白宠物与人的和谐共处，能学到遇到问题要寻求方法去解决问题，引导学生克服困难，不要放弃。

 

 

 教学重点与难点

 

 

 重点：1.学生对故事情节的推测和理解；

       2.培养学生对事情有自己的观点看法；

       3.培养学生遇到问题寻找解决办法的能力；

 难点：1.关注学生思维表达时需要语言支架；

       2.学生准确地复述并表演绘本故事。

 

 

 教学辅助

 

 

 Ppt,图片，词条卡纸，表演道具

 

 

 教学方法

 

 

 1.情境创设法 2. 活动教学法 3. 合作学习法

 

 

 教学内容

 

 

 教学活动

 

 

 设计意图

 

 

 Step 1: Greetings!

 

 

 T: Hello，boys and girls! How are you? I’m very

 excited, because we are going to learn a story today. Do you like stories?

 

 

 简单的日常问候让学生快速进入到上课状态并关注到此次内容的文体形式是故事！

 

 

 Step 2: Pre-reading

 

 

 Lead-in：

 1.   T: The story is about an animal. Let’s listen. What’s it?

 Ss listen and answer：It’s a dog.

 Cover-reading:

 2.

 T: Yes.

 You are right. Look at this dog, how is it?

 Ss look and describe:

 It’s

 big/strong/happy...

 T: What’s it doing?

 Ss look and say: It’s jumping/playing

 with a boy.

 T: Where are they playing?

 Ss look and say: In

 the garden/yard…

 T: Whose yard do you know?

 Ss guess maybe it’s the boy’s yard.

 3.  T: Is it the boy’s yard? Let’s read the book

 and find out the answer. The title of the book is Baxter. The chief editors

 are…. It is published by….

 Ss look and know the

 cover of the book.

 

 

 阅读封面

 1.

 听音判断，开门见山引出主人翁，

 

 

 读图了解封面：

 2.

 通过步步呈现读图，描述故事主角Baxter的外形、心情、动作以及所处位置。

 

 

 

 

 

 

 

 

 

 3.

 通过设问 Whose

 yard?激发学生阅读兴趣也为故事结局埋下伏笔，开始进一步学习这本绘本。

 

 

 Step 3: While-reading

 

 

 1.

 T：look at this picture,

 where is it? What can you see? What’s a785bing? Who needs it? What happened?

 Ss look, listen and

 answer: It’s

 a farm. A car/truck is a785bing. Maybe Baxter / Max / Mum / Barney needs it …

 T: Listen and check.

 Ss listen, repeat and

 answer: …

 T: If I am going to live in a city, I will be

 very happy. How about you? How about Max? Is he happy? Why or why not? Let’s listen.

 Ss think, guess, listen and say.

 T: Why couldn’t Baxter go with them? Can you guess? Let’s

 see what mum said.

 Ss think, read and

 answer: …

 T: So here a785bes a problem: Baxter is too big to

 live in an apartment in the city. And they found a solution: Let Baxter stay

 behind with Barney. Does Baxter want to be left behind with Barney on the

 farm? Guess and say. (I think yes/no, because…)

 Ss take out the first

 sheet, try to think and answer by themselves.

 T: Look! Did he want to be left behind? What did he do?

 (play the cartoon)

    Ss look and

 check, then think and watch.

 T: Now listen and fill in the blanks.

    Ss listen,

 repeat and fill in the blanks.

 T：So what did he do? (板书,场景布置) And look here. Who wants to be

 Baxter？let’s act it out.

 Ss rethink and say.

 Ss read and act it out.

 2.

 T：Ooh, poor Baxter. Is this the end of

 him? Discuss in pair and share your ideas.

 Ss discuss and say:

 A.

 We think this is

 the end of Baxter. Because _____.

 B.

 We think this

 isn’t the end of Baxter. _____found

 him and helped him.

 T：Who found him? What did they do?

 Ss look at the pictures and answer the questions.

    T：So we know there is a problem at

 this moment. What’s it? And

 there is a solution to solve the problem:

    Ss listen and

 repeat.

 “Baxter fell down and his paws were cut and bleeding.”

  “They took Baxter to the apartment.”

    T: What happened then? Did Baxter stay with Max at last? What’s the problem?

  Let’s listen and say.

    Ss watch,

 listen and answer. “Baxter will

 have to go back to Barney.”

 T: The apartment is far too

 small for Baxter, he can’t play in it. If you were Max, what would you do? Discuss in 4.

 Ss discuss and answer: I f I were Max, I would…

 T：You have so many solutions. How about Max? What did Max do?

 Read page 12-13 and find his solution.

 Ss read by themselves and answer: He asked Polly for help.

    T: Why did Max ask Polly for help?

    Ss think and

 answer.

 3.

 T: And Polly says “He has the best of all the worlds”. Why?

 Ss read together and answer.

 T: That is the end of the

 story. So now we know Max and Baxter are playing in _____ yard.

 

 

 图文解码

 P1-2：通过简短动画吸引注意力了解新词truck并拼读学习发音，再设问What happened？听出答案，引出学生联系实际搬家会愉快，问题链发散思维思考Why are they not happy? Why couldn’t

 Baxter go with Max? Does Baxter want to be left behind with Barney?（拿出语言支架单子帮助学生发散思维整理表达）

 

 

 

 

 

 

 

 

 

 

 

 

 

 

 

 

 

 

 P3-6：通过看配乐动画了解Baxter的坚持，并追问What did Baxter do?并听力填空，最后创设实景表演，体会Baxter的心情。

 观察倒下的Baxter追问并让学生两人讨论，培养逻辑思维，发表观点：Do you think it is the end of him? Why or why not？（语言支架单子帮助思考表达）

 

 

 

 

 

 

 

 

 

 

 

 

 P7-8:看图表达，总结problem 和solution。

 

 

 

 

 

 

 

 

 

 

 

 P9-10：老师引导思考故事情节的开展并根据所听所看理解新出现的问题Baxter必须回到农场，并小组合作尝试讨论出解决方案，从而培养学生的创造性思维和逻辑思维能力，并培养学生发现问题，想办法解决问题的能力。

 

 

 

 

 

 

 

 P12-13：通过自读寻找答案，培养学生独立思考，提取信息的能力。

 

 

 P4-15：通过齐读答问why，检测学生对故事结局的理解，观察图片进行开课Whose yard?的回答，首尾呼应。

 

 

 

 

 

 

 

 

 

 

 

 Step4: After-reading

 

 

 1.  Listen and repeat.

 2.  Name the book: Can you

 give another name to the book after reading it?

 Ss: “City Dog Baxter”, “Max and Baxter”…

 3.  What do you learn from

 the story/Max/Baxter/Polly…?

 Ss:“…”

 

 

 1.听、跟读课文，模仿语音语调（若时间不够直接回顾板书）

 2.学生学后能自己命题归纳总结大意，达到检测学生理解故事情节的能力；

 3.学生分享通过学习这个故事或认识故事中的角色从中学到的知识并学以致用。

 

 

 家庭作业:分享故事给朋友或家人。

 

 

 

 

 

   

   

   

   

   

   

   

   

   

   

   

   

 

 

 

 

 

 

 板书设计：

 

 

 

 反思：

 1.  导入部分太直接了，可以多free

 talk一下，多围绕pet拓展一点；

 2.  活动方式侧重说和演，可以渗透一点点写的，会更好；

 3.  第一部分的problem和solution板书由于紧张，忘记贴了，放在最后总结，虽然能有一定效果但是整个环节显得逻辑性没那么强了！