【平房小英】《The best sandcastle》——新一鞠家库 2018第九届外传委国家级赛课一等奖教学设计

《The Best Sandcastle》教学设计

一、 教学背景

教学年级：五年级

课    型：绘本阅读课

教材分析：

本课教学内容是丽声妙想英文绘本《The Best Sandcastle》，是一本故事类读物，主要讲述了一家人去沙滩旅游，一对兄妹俩比赛堆沙堡，妹妹想要堆最大的沙堡，哥哥则用旗子、贝壳、石头和海藻来装饰自己的沙堡。最后一阵海浪袭来，冲坏了哥哥的沙堡。沙滩上就只剩下妹妹的大沙堡了。故事图文并茂，文本结构清晰，内容贴合学生兴趣点。从语言学习角度来看，故事主要以一般过去时态（五年级知识）进行内容的呈现，其中有一些生词，但句型结构重复性强，总体学习难度不大。另外，故事有一定寓意，有利于激发学生的想象力，有利于学生发展思维，辩证、深刻地看待问题。教师以故事人物情感变化为主线，抓住题眼“best”以问题链、体验式教学、表格等方法引导学生透过故事简单的语言，进一步理解其深层含义。通过联系生活实际循序渐进地启发学生敢于说出自己的想法，发展学生思维的准确性、批判性和创新性。

学情分析：

本课授课对象是五年级学生，学生已经掌握了一些简单的词汇（如物品名称、表达情绪和态度的形容词等）和英文表达，并且具有一定的阅读兴趣（对故事类读物表现尤为明显）和表达愿望，阅读能力正在逐步提升，这些都与本册绘本内容相契合，能够很好的促进学生的语言学习和思维发展。

二、 教学目标：

1.能够利用插图，以及已有的知识和经验来猜测、理解单词beach,  sandcastle,  sand,  flag,  shell,  stone,  seaweed,  more,  bigger的意义。

2.能够利用上下文，以及已有的知识和经验来预测、理解核心句型I put... on my sandcastle . It got... Mine is the best!的意义并进行表达运用。

3.能够体会故事中人物的情感变化，并借助阅读材料中的关键信息，简单的语句描述故事的主要内容，表达自己的观点和看法。

三、 教学重、难点：

重点：

核心词汇：beach,  sandcastle,  sand,  flag,  shell,  stone,  seaweed,  more,  bigger

核心句型：I put... on my sandcastle .It got... Mine is the best!

难点：

结合阅读过程中所学的知识，结合思维导图进行创造性地表达。

四、教学过程

【Step 1 Pre-reading task】

【核心素养落实点】结合学生已有生活经验进行语言、知识、情感的激活。

T:Hello everyone! I’m your new English teacher in this class. I’m Jacky.

Though this is the last class. But I’m so excited and confident because you are super great! I believe you will be the best students and I will be the best teacher. What does“best”mean?

S:No.1!

T:Do you want to be the best?

S: ...

T:Let’s say“We will be the best!”

S:We will be the best!

T:Bravo!

T: Today, we will read a picture book about sandcastles. Are you ready?

Ss: ...

【设计意图】热身环节教师联系学生生活实际，通过引导性问题启发学生感知和理解best的意义，预设题眼，引入“The best sandcastle”的主题语境。

【Step 2 While-reading task】

【核心素养落实点】以体问题链、体验教学、表格等方法引导学生对绘本内容进行愉悦有效的阅读，体会故事人物情感变化，理解故事深层含义。启发并培养学生在阅读过程中提取、整合关键信息的能力，进行阅读策略的培养。

Step 1.Read the cover page

T: Look at the cover.(PPT呈现完整封面内容，在板书上书写绘本标题)

  Here is the writer and the illustrator.

（引导学生在读前关注绘本封面内容、作者等信息进行阅读习惯的启蒙）

T: This is a sandcastle.

Who made it?

What can you see on it?(聚焦封面中的沙堡，在读图过程中进行生词的讲授)

What does it look like?

Is it the best sandcastle?

S: ...

T: Well, Let’s go on to the story.

【设计意图】教师指导学生借助封面图画，进行主动地观察、思考激活学生的阅读动机。

Step 2. Read page 2-page 3

T:Who are they? (PPT呈现绘本Page2-Page3)

  Where did they go?

How do they feel?

S: ...

S:They are happy.

T:Can you read the sentence happily?

S: ...

T:Amazing! They are so happy. Look at the boy and girl. What did they carry?

S: ...

T:Shovels. We can use a shovel to...

S: ...

T:buckets. We can use a bucket to...

S: ...

T: What will they do?

S: They will make sandcastles.

Step 3. Read page 4-page 5

T:Let’s see. (PPT呈现绘本Page4-Page5)

T: We made sandcastles. Read it together.

S: We made sandcastles.

T:How many sandcastles?

S: Two!

T:Yes! One is the girl’s and the other one is the boy’s.（板书呈现两个沙堡）The girl said...

S: Mine is the best!

T: The boy said...

S: No, mine is the best!

T: Why did they both say“Mine is the best!”?

S: They are confident!

T: Can you read the sentences confidently like this? (播放录音，引导学生进行模仿，体会文中人物的情感)

S: ...

T:Bravo! They all think their own sandcastle is the best. Who do you think will make the best sandcastle? Raise your red cards for the girl or the blue cards for the boy!（学生以不同颜色的卡片呈现自己的观点）

S: ...

T:OK！Some of you think the girl will make the best sandcastle. Some of you think the boy will make the best sandcastle. (移动板书上的best标志) You have different opinions. Let’s go on to the story and see.

【设计意图】绘本2-5页内容语言结构简单，教师以引导性阅读的方式帮助学生借助插图猜测话语的意义；以问题链的方法引发学生关注人物的情感，并对故事的发展进行预测；以不同颜色卡片表决的形式鼓励学生表达自己的观点，激发学生的参与热情。

Step 4. Read page 6 to page 13

T: Open your picture books. Read page 6 to page 13 silently and answer. How did the make the sandcastles? Try to fill in the blanks.

S: ...（PPT呈现表格，鼓励学生进行自主阅读并逐步提取关键信息）

T: Firstly, she put... It got...

S: She put more sand. It got bigger

T: Who can come to the front. Put more sand on the girl’s sandcastle and read the sentence? （学生用卡片在板书上呈现女孩沙堡的变化，边说，边做）

S: ...

T: She put more sand on her sandcastle.（同时板书中书写生词more sand）What about the boy?

T: Firstly, he put...

S：He put a flag and some shells.

T: It got...(以表格信息启发学生进行思考，对男孩的沙堡进行评价，挖掘文本背后的意义，培养学生的逻辑性和创造性思维)

S：It got more beautiful.

T: Good job! Who can come to the front. Put a flag and some shells on the boy’s sandcastle and read the sentence? （学生用卡片在板书上呈现男孩沙堡的变化，边说，边做）

S: ...

T:He put a flag and some shells on his sandcastle.（同时板书中书写生词flag shells）

T: Secondly, the girl put... It got...

S: She put more and more sand. It got bigger and bigger.

T: Who can come to the front. Put more and more sand on the girl’s sandcastle and read the sentence? （学生用卡片在板书上再次呈现女孩沙堡的变化，边说，边做）

S: ...

T: She put more and more sand on her sandcastle.（同时板书中书写生词more and more sand）What about the boy?

T: Secondly, the boy put... It got...

S：He put some stones and some seaweed. It got more and more beautiful.

T: Who can come to the front. Put some stones and some seaweed on the boy’s sandcastle and read the sentence? （学生用卡片在板书上呈现男孩沙堡的变化，边说，边做）

S: ...

T:He put some stones and some seaweed on his sandcastle.（同时板书中书写生词stones seaweed）

【设计意图】通过自主阅读的方式培养学生提取、整合关键信息的能力。借助于表格，核心句型和词汇多次复现，加深学生对文本内容的理解和记忆。挖掘文本深层意义的过程是逐步培养学生思维的逻辑性和创新性的过程。

Step 5. Read page 14 to page 16

T:The girl’s sandcastle got... The boy’s sandcastle got...Look! The two sandcastle are finished! （PPT呈现绘本第14、15页）

  What do they look like?

S: ...

T: Which sandcastle do you like? Raise your red cards for the girl’s or the blue cards for the boy’s!（学生以不同颜色的卡片呈现自己的观点）

S: ...

T: Wow! Most of you think the boy’s sandcastle is the best.（移动板书中best奖章卡片至男孩的沙堡之上，呈现此时学生心目中 “最棒”的标准）

T: And the boy said...

S: Mine is the best!

T: Their family are all looking at the boy’s sandcastle. How does he feel now?

S：Excited! Happy!

T: Can you read this sentence excitedly? （播放录音，鼓励学生先体会文中男孩情感然后进行模仿）

S: ...

T: Great! The boy said... But the girl said nothing. How does she feel now?

S: ...

T: What will happen? Listen!（播放海浪的声音效果，启发学生对故事进行预测）

S: ...

T: Ah! The boy’s sandcastle is washed away! And look at the girl, How does she feel now? Is she still sad?

S: She is happy now!

T: She is happy. She threw her shovel! She Jumped! She said...

Ss: Mine is the best now!

T: Who can read this sentence happily like this? （播放录音，鼓励学生体会文中女孩的情感变化然后进行模仿）

S: ...

T: The girl is happy now. What about the boy?

S: ...

T: He said ...

Ss: Oh, no!

T: Who can read this sentence sadly like this? （播放录音，鼓励学生体会文中男孩的情感变化然后进行模仿）

S: ...

T: What a pity! The boy’s sandcastle is washed away. Which sandcastle do you like now? Raise your red cards for the girl’s or the blue cards for the boy’s!（学生以不同颜色的卡片再次呈现自己的观点）

S: ...

T: Wow! Most of you think the girl’s sandcastle is the best.（（移动板书中best奖章卡片至女孩的沙堡之上，呈现此时大多数学生心目中 “最棒”的标准）

T: Hey！The boy’s sandcastle is gone. Why do you still think it is the best?

S: ...(以少数同学心目中“最棒”的标准设计问题，启发学生思维的批判性)

T: What do you want to say to the boy?

What do you want to say to the boy?

S: ...(以故事中人物情感的变化做铺垫，鼓励学生进行生成性表达，同时进行情感意识的渗透)

【设计意图】通过问题链的设计，检测学生对语篇理解的程度；培养学生解决问题的能力；文眼“best”以学生对文本评价的形式贯穿精读环节的始终，利用学生已有经验和绘本内容创造信息差，激发学生的思辨意识，培养学生思维的批判性和创造性。

【Step 3 Post-reading task】

【核心素养落实点】检测学生对语篇理解的程度。然后由故事文本回归到学生生活，培养学生的综合语言运用能力。

Task 1. Read aloud

T: It’s an amazing story! Open your picture books now. Let’s follow the tape and read it together. Please imitate!

S: ...

Task 2. How to make the best sandcastle?

T: The boy and the girl can make sandcastles. What about you?

S:...

T: How to make the best sandcastle? (呈现思维导图)

T: Would you like to have a try? Let’s make the best sandcastle together! (学生利用所学内容在进行创造性地表达)

S:I shape... I put...on my sandcastle.

T: I’m so proud of you! Let’s try our best. Do our best. I believe we will be the best!

【设计意图】教师有层次地设计读后活动，加深理解。并通过思维导图帮助学生进行更有效的进行语言知识的整理、拓展，最后进行创作活动和情感升华,回扣题眼“best”。

【Homework】

T:I like your sandcastles! They are all the best! Do you like this story?

S: ...

T:You can tell this story to your parents after this class. Then make your best sandcastle when you go to the beach next time!

【设计意图】作业的设计具有可操作性和延续性。

五、板书设计