Revision 1-Lesson 2-教案、教学设计--外研剑桥版五年级下册(配套课件编号：d09fb).docx

1、绘本Arthurs Fantastic Party 教学设计 绘本说明：绘本Arthurs Fantastic Party属于大猫英语分级阅读系列第六级，故事讲述了：一天Arthur要举办一场非常了不起的派对！这个消息一出，小动物们都沸腾了！Flora告诉了三只小猪，三只小猪告诉了狼，狼又告诉了熊，它们都想要参加这样一个美妙的派对。可是，小动物们却一一被拒绝。Arthur认为这样的派对只有那些最棒的，具有特殊本领的动物才能参加。聚会那天，Arthur精心准备了派对却没有动物来参加。Arthur又去一一邀请动物们，最后他们度过了一段美妙的时光！绘本故事情节首尾呼应，过程曲折，跌宕起伏，精彩有趣，

2、生动表达了前半段Arthur的期待与兴奋、后半段Arthur的失落与转变思想后的满足。学情分析：五年级的学生经过三年多的英语学习，已经积累了一定的语音基础，他们具备一定的英语思维能力，他们喜欢阅读故事，好奇心强，敢于表达，善于表演，对英语学习表现出一定的兴趣。但是，这个绘本对本年段的孩子有一定难度，首先整个文本都是过去时态，孩子们在理解上会存在一定困难。针对这个难点，我们的思路是抓住故事发展的主线及动物们 情感主线，引导学生整体理解绘本大意。通过设置悬念，激发阅读兴趣；带着学生读绘本，引导他们走入故事情境，并联系生活实际理解绘本；读演结合，激活学生想象力，能用自己的语言补白动物们的内心独白，描

3、述绘本外的情感思想。教学目标：1.知识目标： 能够听、说、理解认读以下词汇并初步理解其过去式：arrive, fantastic, porridge, dress up, sound，mud，alone(2) 能够听懂、会说以下句型： Ill have a party for all the best, most fantastic animalThat doesnt sound fantastic to me.You cant come. That party didnt seem fantastic. 2.能力目标：（1）在情境中理解故事内容，感受故事的趣味性，愿意读演动物们的对话。（2）

4、借助图片和通过教师的讲解理解故事内容，并对情节进行预测和联想，有初步的批判性思维意识。（3）结合思维导图，能用自己的语言讲述绘本内容。3.情感态度：（1）增强学习绘本故事的兴趣。（2）鼓励学生宽以待人并善于欣赏他人优点。教学重点：让学生喜欢读这个绘本故事并在情境中理解故事内容。教学难点：能够用自己的语言描述故事，体味故事的寓意。教学准备：PPT,多媒体，词条，头饰，评价卡片等教学方法：图片环游、小组讨论、观察预测、故事表演教学过程：Step1: Warming-up 1. Enjoy a video about a party.2. Show pictures about fantastic

5、party.T: What is fantastic? (great/ wonderful/best/ excellent) Did you have a fantastic party before? Why？设计意图：调动已知，激活思维,通过直观的视觉冲击，感受fantastic 的含义，并引导学生对其内涵进行预测探讨，为下文的学习做铺垫。 Step2: Pre-reading 1. Look at the cover. What animal is it? Whats his name? Whats he going to do?设计意图：引导学生扫读封面，结合标题与图片，对故事内容进行

6、预测。Step3: While-reading 深挖情节，推理思维学习第一部分(Pic2-5) 1.Show Arthurs party invitation.Q1: Who did Arthur want to invite? 2.Listen and answer.Q2: Who wanted to come to the party? 追问：Who told them? Guess，how did Flora say to them?Repeat: Arthur will have a party for all the best, most fantastic animals.设计意图

7、：运用核心句子，搭建语言支架，为后面语言输出，复述故事做铺垫。Do you think they were fantastic? Why?学习第二部分(pic6-13)3. Listen and answer Q3：Did Arthur think they were fantastic? What did Arthur say to them? Mime the sentence：That doesnt sound fantastic to me. You cant come.4. Read and think. (p6-13)自主阅读绘本Q4: why did Arthur think t

8、hey were not fantastic? Say and mime: Pigs loved mud, but Arthur think _.(视频展示peppa plays mud)_ liked dressing up, but _ made good porridge,but _ 5.Role play (请选择一种动物，小组内生动的表演对话，并续编对话，补充动物内心独白。). 1) 师生示范，注意补白对话 Monologue： 补白对话2) Group work: act out the dialogue.师引导学生体会动物内心感受，补白对话内容过渡：This evening, A

9、rthur put out the food and drinks. Look, the party was ready. But did the animals come? Why?学习第三部分(p14-21)6.Listen and think. (p14-17)Q5: Did his party seem fantastic? Why?Learn to say: His party didnt seem so fantastic after all.What did Arthur do?7.Listen and think. (Pic18-21)Q7：Did the animals co

10、me to the party at last?How was the party? 板书8. Discuss in pairs. Q8: Why did they come back? Guess, What did Arthur say to them? T:Flora and Arthur went to tell the pigs, who told the wolf, who told the bears.9.情感渗透. 10. Read the thanks letter from the animals.After the party, Arthur receives a let

11、ter from the animals. Lets read together.设计意图：在这环节采用，问题引领，深化学生的思维。采用“图片环游”，运用“问题链”等方法，设置悬念，培养学生理解、分析、判断、推理等能力。Step4: Post-reading 1. Group work: tell the story. 5人一组，合作讲述故事。T: Can you retell the story with the key words on the board.(看板书复述) 师梳理思维导图，让学生整体感知故事脉络结构，然后小组内用自己的语言讲述故事。2. Show time.3. Think and talk：Who is fantastic in your class? Why? 结合生活实际思考身边的人fantastic or not。设计意图：语言有限，故事有限，思维无限，联系生活实际对故事情感升华是学生阅读后内化的过程，学生之间的观点分享可以再次加深对故事的思考。Step5: Homework 布置作业，课外延展Read more picture books of Joseph Theobald8、 板书设计 ：（思维导图）