麗聲三葉草分級讀物第七級Pepper’s Adventure教學(xué)設(shè)計

1、書名： Peppers Adventure 小老鼠溜走了 話題：動物 詞匯量： 265 教材單元：牛津上海版五年級第二學(xué)期M4U3 Story time 北京版（一年級起點）六年級下 Unit 1 Look for 高頻詞匯：bring, hiding, maybe, put, tell, there, want, was核心句型：Nick was sorry, but that did not bring Pepper back.設(shè)計者： 學(xué)校： 文本分析Peppers Adventure（小老鼠溜走了）是麗聲三葉草分級讀物第七級中的一個故事，講述了小女孩薩拉的寵物小老鼠意外溜走又悄悄溜回的

2、故事。本文為記敘文，圍繞著小老鼠展開故事，屬于動物主題。（1）What 主題意義和主要內(nèi)容繪本通過真實、細(xì)膩的敘事故事，傳達(dá)著“了解寵物、珍愛寵物”主題思想；又通過精美的畫面和變化的情節(jié)不斷引發(fā)讀者猜測和想象。故事從爸爸帶回兩只寵物小老鼠開始，薩拉給棕色小老鼠起名胡椒，白色的起名鹽巴。第二天，爸爸為小老鼠們制作了又新又大的籠子，她和鄰居男孩尼克都喜歡圍著兩只寵物玩耍。盡管媽媽囑咐他們千萬不要把它們帶到外面，但是有一天，尼克還是把胡椒帶到了外面的草地上。意外發(fā)生了，胡椒溜進(jìn)了花床，怎么也找不到了，孩子們傷心極了。在媽媽的幫助下，薩拉把胡椒原來住的小籠子放進(jìn)了花床，在籠子里準(zhǔn)備了食物，一天的等待不

3、負(fù)有心人，終于在臨睡前看到胡椒回到了它的舊籠子，正吃著薩拉給它準(zhǔn)備的食物?。?）Why 寫作意圖作者通過描述寵物小老鼠的意外溜走和悄悄溜回，以及薩拉的急切尋找，引導(dǎo)讀者了解老鼠擁有敏銳的嗅覺、視覺和聽覺，幫助讀者懂得了解寵物習(xí)性的重要性，體會用心用愛才能養(yǎng)好寵物的道理，更深層地理解人與寵物之間的關(guān)系。（3）How 文體結(jié)構(gòu)和語言修辭本文是記敘文，講述了寵物老鼠溜走又悄悄溜回的故事。從內(nèi)容結(jié)構(gòu)上看，本書從獲得寵物丟失寵物尋找寵物找到寵物四個主要情節(jié)來展開故事。從語言功能角度看，本書主要使用一般過去時講述故事，符合講故事的敘述特點。從詞匯角度看，本書出現(xiàn)了一些關(guān)于故事敘述的動詞過去式及短語，如ca

4、me home, played with, ran away, looked for, went home, had to等。學(xué)情分析根據(jù)不同版本教材的話題，本故事建議學(xué)習(xí)牛津英語（上海版）五年級上冊和北京版六年級下冊的學(xué)生使用。本節(jié)課授課對象是五年級學(xué)生。通過將近五年的英語學(xué)習(xí)，學(xué)生對動物話題接觸比較多，能夠簡單地描述動物的外貌、喜好、習(xí)性等，但是對于本文中出現(xiàn)的有關(guān)小老鼠習(xí)性的知識了解并不多，需要在閱讀中逐步了解，也需要教師對小老鼠的基本信息進(jìn)行課外拓展介紹。五年級學(xué)生觀察能力強，善于提取圖片信息，并能夠根據(jù)觀察到的內(nèi)容進(jìn)行描述，同時積極思考，具有一定的思維能力和語言基礎(chǔ)，可以對繪本內(nèi)容進(jìn)

5、行推測和提問，能夠在教師的引導(dǎo)下運用語言框架描述文本內(nèi)容。學(xué)生們活潑好動，熱愛表演，有表現(xiàn)力，喜歡扮演，可以嘗試在小組中分工表演或復(fù)述活動。教學(xué)目標(biāo) 在本節(jié)課學(xué)習(xí)結(jié)束時，學(xué)生能夠：提取小老鼠從被丟失到被尋回的信息，以Cause-Effect因果關(guān)系圖的形式進(jìn)行梳理；2. 根據(jù)因果關(guān)系圖，講述小老鼠失而復(fù)得的故事，小組合作進(jìn)行故事續(xù)編；3. 根據(jù)對故事的理解，結(jié)合教師的補充材料，討論故事的題目為什么用adventure指代小老鼠的走失。教學(xué)重難點教學(xué)重點：提取小老鼠從被丟失到被找回的信息，以Cause-Effect因果關(guān)系圖的形式進(jìn)行梳理；2. 根據(jù)對故事的理解，結(jié)合教師的補充材料，討論故事的題

6、目為什么用adventure指代小老鼠的走失。教學(xué)難點：1. 根據(jù)因果關(guān)系圖，講述小老鼠失而復(fù)得的故事，小組合作進(jìn)行故事續(xù)編；教學(xué)用具課內(nèi)閱讀材料：麗聲三葉草分級讀物第七級 Peppers AdventurePPT課件、繪本主要場景圖、因果關(guān)系圖教學(xué)過程（可分讀前、讀中和讀后活動）教教學(xué)活動設(shè)計意圖Pre-reading故事導(dǎo)入： 話題預(yù)熱，討論封面，預(yù)測情節(jié)Step1 話題預(yù)熱，討論封面，預(yù)測情節(jié)提問建議： What animal makes the best pet? Why?可參考語言框架： I think a dog/. makes a best pet because .提問建議：W

7、hat do you know from the book cover?可參考語言框架： I know the title is Peppers Adventure. I know one character is a little mouse. I know it is written by . and illustrated by . I think the story takes place in the .提問建議：What do you want to know about the story?可參考語言框架： What happened in the story? Where di

8、d Pepper want to go? How was Peppers adventure? Who else was in the story? Why did Pepper run outside? 學(xué)生聯(lián)系已有生活經(jīng)驗發(fā)表觀點，為故事閱讀做好預(yù)熱準(zhǔn)備。學(xué)生解讀封面，通過猜測和預(yù)測，激活已有語言知識和已知經(jīng)驗，提高閱讀興趣。教師記錄學(xué)生的問題，并以此引導(dǎo)學(xué)生閱讀繪本。While-reading故事呈現(xiàn)：圖片環(huán)游，提取信息，處理信息Step 2通過圖片環(huán)游學(xué)習(xí)第25頁的內(nèi)容，回答問題并進(jìn)行情節(jié)梳理。1.讀第2頁圖片，觀察圖片人物和細(xì)節(jié)。提問建議：What do you see/think/

9、wonder? What were the girl and the man looking at?How did the girl feel?What was inside the cage?可參考語言框架：I saw a girl and a man looking at a yellow cage.I think the girl was very happy. I wonder what was inside the cage. 讀第3頁文字，找出故事人物之間的關(guān)系。提問建議：What do you know from page 3? Why did Sarah call the pe

10、t mice Pepper and Salt?可參考語言框架：I know they were Sarah and her father. I know the two pet mice Pepper and Salt were in the cage. Sarah called them Pepper and Salt because pepper is brown and salt is white.讀第4頁圖片，觀察人物變化和細(xì)節(jié)變化。提問建議：What do you see/think/wonder?可參考語言框架：I see Sarah and a boy playing with

11、the mice. I know they both liked the pets. I wonder what would happen next.讀第5頁文字，找出與第4頁圖片的信息差。提問建議：What do you know from page 5? Who is the boy?What happened to the pets cage?Why did Dad make a big new cage for the mice?可參考語言框架： I know the boy is Nicky from next door. I know Sarah and Nice both lik

12、ed playing with the mice. Dad made a new cage for Pepper and Salt. Because the old cage was too small. Effect（結(jié)果）Dad made a big new cage for Pepper and Salt. Cause（原因）The old cage was too small for two pet mice. 對比第2頁和第4頁圖片，把圖片信息與Cause-Effect因果關(guān)系圖進(jìn)行配對，并用一句話說出因果關(guān)系。提問建議：Which one is the effect?Which o

13、ne is the cause? How can we put the cause and the effect together?可參考語言框架： The effect is Dad made a big new cage for Pepper and Salt. The cause is The old cage was too small for two pet mice. Dad made a big new cage for Pepper and Salt because the old cage was too small for two pet mice.猜測: 為什么媽媽不讓他

14、們把寵物小老鼠帶出去？提問建議：Why did Mum tell them Dont take them outside!”?可參考語言框架： Because the mice would run away. Because the cat would eat them. Step 3 整體閱讀第611頁，提取信息，處理信息快速閱讀第611頁，回答gist questions（要點問題）提問建議：Did the children take the pet mice outside? What happened to Pepper?可參考語言框架：Yes, Nicky took Pepper o

15、utside. Pepper ran away and the children couldnt find them.精讀第611頁，找出細(xì)節(jié)，小組寫下1-2個細(xì)節(jié)問題，向其它小組提問。提問建議： Can you write some 1-2 detailed questions to ask the other groups?可參考語言框架：7: Did the children take the mice outside? How did Sarah feel, happy or worried? Why did Nicky put Pepper down on the grass? Wa

16、s Nicky doing the right thing or not? Why?9: What happened next? How did Nicky feel?What was Pepper going to do now?11:Why couldnt they find Pepper?What was Sarah worried about?小組合作填寫Cause-Effect因果關(guān)系圖，并進(jìn)行表述。Cause（原因） Effect（結(jié)果） 提問建議： Can you find the causes and effects?可參考語言框架： Pepper ran away into

17、the flower bed because Nicky took Pepper outside and put him on the grass.The children did not find Pepper because there are lots of hiding places in a garden. Sarah was so sad and worried because a cat might eat Pepper.開展戲劇活動， 思考、演繹并深刻理解角色的行為。（1）Still Image （靜止畫面） 學(xué)生四人一組，分別扮演 Sarah, Nicky, Pepper和S

18、alt, 當(dāng)小老鼠溜走的那一刻，每一個角色是什么狀態(tài)？學(xué)生用肢體語言創(chuàng)造出一個靜止的畫面，并接受采訪。提問建議：Pepper ran away. What were Sarah, Nicky, Pepper and Salt doing and saying at that moment?Who are you?What are you doing?可參考語言框架： I am Nicky. I am crying because Pepper ran away. （2）Conscience Alley （良心小巷） Pepper怎么也找不到。這時，Sarah和Nicky會繼續(xù)尋找還是停止尋找呢

19、？由學(xué)生扮演進(jìn)退兩難的Sarah和Nicky；其他學(xué)生站在兩側(cè)，面對面，形成一條“小巷”，兩邊代表著兩種對立的觀點，對Sarah和Nicky進(jìn)行勸說。提問建議： What can Sarah and Nicky do, keep looking for Pepper or stop looking for Pepper? 可參考語言框架： Keep looking for Pepper. You must find it back for Sarah, Nicky. You cant stop. Stop looking for Pepper. Pepper will never come b

20、ack. He likes playing outside. 讀媽媽提供的老鼠科普圖，小組討論根據(jù)這些信息如何來找回Pepper。提問建議： How to find Pepper back? Can you help?可參考語言框架： A mouse has a good sense smell. Sarah can put some food on the grass. Pepper smells it. He will come out. Step 4 通過圖片環(huán)游第1216頁，了解故事結(jié)尾，提取、處理并應(yīng)用信息。讀第12-15頁，找出Sarah和媽媽是如何尋找Pepper的，與前面的科普

21、知識聯(lián)系起來。提問建議： What did Sarah and Mum do ?What did Sarah put in the little cage?What would Mum say to Sarah?Did Pepper come back? How did Sarah feel?可參考語言框架：They put Peppers little cage out in the garden.She put some food in the cage.She would say .No, he didnt come back. She felt sad.讀第16頁故事結(jié)尾，回答問題。提

22、問建議： Did Pepper come back at last?Where did Sarah find Pepper? What was Pepper doing there?How did Sarah feel?Who else would be happy to see Pepper back?可參考語言框架：Yes, he did. She found him in his little cage. He was eating the food. She felt very happy. Nicky, Mom, Dad and Salt would be happy too. 小組

23、合作，討論第1216頁的Cause-Effect因果關(guān)系圖。Effect（結(jié)果）Cause（原因） . a strong sense of . . a good sense of . 提問建議： Why did Pepper come back? Can you find the cause and the effect?可參考語言框架： Pepper came back because he had a strong sense of smell. He smelt the food and his little cage. So he came out. Pepper came back

24、because he had a good sense of hearing. He heard no one and felt safe. So he came out.學(xué)生在圖片環(huán)游過程中仔細(xì)觀察，自我提問，提取圖片信息。學(xué)生在閱讀中根據(jù)故事大意進(jìn)行推理。學(xué)生觀察圖片，對比小老鼠籠子的前后變化。學(xué)生理解cause 和effect的因果關(guān)系圖，為后續(xù)故事中的梳理做好準(zhǔn)備。學(xué)生猜測故事發(fā)展的多種可能，激活思維。教師給予學(xué)生充足的自主閱讀時間，尋找答案。小組共讀，合作提出細(xì)節(jié)性問題，小組間互問互答，梳理故事情節(jié)，思考和表達(dá)對故事人物和內(nèi)容的理解。學(xué)生初步運用因果圖表，提取文本信息進(jìn)行有邏輯的表達(dá)。 學(xué)生在戲劇活動中體驗角色情感并積極思考；在合作交流中，運用自己的生活經(jīng)驗提出意見和建議。通過科普知識學(xué)習(xí)，幫助學(xué)生了解老鼠的感官特點和習(xí)性，為后續(xù)解決問題做好鋪墊。學(xué)生在閱讀故事結(jié)尾的過程中，與前面所了解的老鼠科