多維閱讀第9級 A Bag in the Jungle教案教學(xué)設(shè)計

1、教學(xué)案例多維閱讀第9級 A bag in the jungle 教學(xué)設(shè)計基本信息授課教師學(xué) 校授課年級六年級課程類型繪本閱讀課課文標(biāo)題A bag in the jungle教材版本多維閱讀第9級授課時長40分鐘教學(xué)分析本課教學(xué)內(nèi)容分析本課是一節(jié)繪本閱讀課。A bag in the jungle是一本故事類讀物。1、 【W(wǎng)hat】主題意義和主要內(nèi)容本書使用一般過去時講述了相親相愛的狒狒一家在叢林里過著快樂的生活，一個突然而至的手提袋打破了這種平靜。手提袋是本文的主要矛盾(problem), 因它引起的家庭變化，激發(fā)學(xué)生思考并聯(lián)系自己的生活，傳達(dá)了“面對誘惑時，不能貪婪、自私”的主題。2、 【W(wǎng)h

2、y】寫作意圖作者編寫這個故事，希望學(xué)生在閱讀理解的過程中，感受狒狒一家從“happy family”到“a big fight”再到“happy again”的變化，引發(fā)學(xué)生思考自己生活中類似的故事，并嘗試反思，進(jìn)而思考對應(yīng)的解決策略，從而滲透“面對誘惑或問題時，學(xué)會分享，溝通交流”的主題。3、 【How】文體結(jié)構(gòu)和語言修辭 本書為記敘文，作者選擇叢林里一個手提袋作為故事的主要線索和矛盾，通過起因，經(jīng)過，結(jié)果三大部分?jǐn)⑹龉适?，并通過層層遞進(jìn)的方式一步步將矛盾激化，引發(fā)讀者思考。本文分為三個部分：起因：Bubba baboon在叢林里發(fā)現(xiàn)了一個手提袋，打破了狒狒一家的快樂和諧生活。經(jīng)過：分別描述

3、mama,papa以及brats搶奪手提袋的場景，一步步激化手提袋帶來的矛盾，直至整個家族的戰(zhàn)爭。結(jié)果：一只老鷹將手提袋叼走，狒狒一家又回歸了平靜和諧的生活。學(xué)情分析本課授課對象為六年級的學(xué)生，經(jīng)過五年多的英語學(xué)習(xí)，學(xué)生有一定的語言學(xué)習(xí)基礎(chǔ)，較多的語言知識儲備，并樂于交流并表達(dá)自己的看法。同時，在過去的近三個月里，學(xué)生在北京版教材六上第一、二、三單元學(xué)習(xí)了一般過去時，能夠讀懂并運用簡單的過去式表達(dá)，為本課學(xué)習(xí)奠定了基礎(chǔ)。但是經(jīng)過前期問卷調(diào)查，學(xué)生對于主要人物baboons以及描寫動作的幾個動詞snatch, screech, sneak up等并不是很理解，因此設(shè)計了相關(guān)活動幫助學(xué)生理解。另外

4、，現(xiàn)在的學(xué)生，尤其是五六年級的學(xué)生，自私的現(xiàn)象也比較普遍，他們在班級的生活就好像故事中狒狒一家，平常是和諧快樂的，但是當(dāng)出現(xiàn)某些誘惑或者利益沖突時，一切都不一樣了。有了這樣的背景，學(xué)生在閱讀理解的過程中更容易結(jié)合自己班級生活深入思考并反思。教學(xué)目標(biāo)1、學(xué)生借助圖片及教師的引導(dǎo)讀懂并理解故事的起因，經(jīng)過，結(jié)果。能夠通過paraphrase和TPR的方式感受并理解snatch, screech, sneak up等詞匯的含義。部分學(xué)生能夠自信表演重點片段。2、學(xué)生在閱讀故事的過程中，能夠從圖文中提取信息，運用預(yù)測情節(jié)、猜測詞義等閱讀策略；通過獨立思考或小組合作的形式分析故事前后關(guān)聯(lián)性，完成故事的基

5、本結(jié)構(gòu)圖。3、學(xué)生能夠?qū)⒐适逻w移到班級生活，聯(lián)系實際問題并思考解決辦法，引發(fā)反思。引導(dǎo)學(xué)生學(xué)會分享。教學(xué)重點1、在讀懂故事，理解故事的過程中，引發(fā)學(xué)生反思，并引導(dǎo)學(xué)生結(jié)合自己的生活發(fā)表自己的觀點。2、培養(yǎng)學(xué)生獲取故事基本信息（character, setting等），整體信息以及細(xì)節(jié)信息的閱讀能力。教學(xué)難點1、學(xué)生在閱讀過程中，逐步構(gòu)建并完成故事結(jié)構(gòu)圖。2、對文中snatch, screech, sneaking up等詞的理解。3、引發(fā)學(xué)生反思并表達(dá)自己的觀點。教學(xué)資源繪本、ppt演示文稿，故事錄音，板書和相關(guān)圖片，布袋子。教學(xué)過程StagesTeaching activities &

6、; Interaction patternsPurposeTeaching EvaluationTimingWarming-up1. Guessing game T: Please guess what animals Im talking about. I will show you some tips.Ss: Monkeys? Gorillas?T: They are baboons. T: What else do you know about them?2. Can you find baboons?T: Can you find baboons?1. get the Ss ready

7、 for the class and interested to learn.2. Double check if kids can recognize the baboons.Ss are able to have a clear understand of baboons and tell some facts.5minsPre-reading1. Present the cover pageT: We know the title and writer.T: What else can we know from the cover? (who, where, what.) （K）S: j

8、ungle, baboons, running.T: Why are they running and fighting?T: What do you want to know? (W)1. Lead Ss find out the basic information of the story, like character, settings.2. Get Ss interested in the story and motivate their thinking and prediction.Ss are able to tell the basic information from th

9、e cover and predict the story.5minsWhile-reading1. Read Page 2-3 togetherT: What do you see? What do you think of Baboon family? How do you know?S: They are happy.T: Do you have a happy family? How about your class? 2. Listen and checkT: Lets listen to see if they were happy.T: They were happy and l

10、ooked after.T: Look, what happened?S: A baboon found a bag.T: Whats his name?What will he do then?3. Think and say(Compare page 3 and 12)T: Look, what happened? What are they doing and why? What might happen next?4. Read the story for general ideaT: How do you feel now? Are they a happy family? Why?

11、T: Who got the bag and how did they get the bag? Read again5. Read again for detailsT ask Ss to present their part. (Bubba)And prepare some questions to help them think deeply. T: Who got the bag? How? What did he do? Why not throwing the bag?Ask another student to present second part. (Mama baboon,

12、 Papa baboon, Baboon brats)While presenting, T asks some question to help Ss understand the tricky words and expressions.6. End of the storyT: What might happen next? Read page 13-15 together and find out the ending of the story.7. Read after the audio8. Act the story1. Help Ss find out the beginnin

13、g of the story and encourage them to predict what happened next.2. Elicit the problem and prediction.3. Ss read and get general information to know the main parts of the story quickly and improve their extensive reading skills.4. Develop their intensive reading skills, which help them get the detail

14、 information.5. With the help of the questions, students will be clear of the detailed information.6. Lead Ss guess and experience the story, which promote the internalization of language.Ss are able to describe the baboon family at the beginning of the story and tell what might happened in the stor

15、y with the help of the pictures.Ss are able to tell the meaning of the tricky words with teachers explanation and students demonstration.Ss are able to read the story with emotions.25minsPost-reading1. Think and tellT: This is the end of the story, but actually its an incident. Can you think of some

16、 better solutions for them? If you were baboon, what would you do when you found the bag?2. The problem in your classT: The bag is their problem. How about yours? Do you have the same kind of problem in your class? Can you share your story?(T can help Ss recall kinds of problem in their life and discuss how to solve them.1. develop the Ss creative thinking.2.Focus on the connection to the story and help them solve the true problem in real life.Ss are able to express their own opinions.5mins備注：教學(xué)