1、Teaching Plan 课题课题 StoryStory timetime TheThe giantgiants sgardengarden PeriodPeriod 1 1 姓名姓名年级年级五下五下学校学校和平小学东校和平小学东校教材教材牛津上海版牛津上海版 Teaching Material Analysis The story is a fairy tale,which is familiar to most of the students. This lesson is the first period of the whole story. It is not difficult
2、for students to get the main idea of the story ,but to get the moral of the story.In this lesson,students are supposed to experience the characters feelings and learn the importance of sharing. Students Analysis The students are in the senior grade of primary school.They have learned English for som
3、e years.And they can get the literal meaning of the story based on vocabularies and grammar functions.However,it is expected that children at this age will not only obtain the English language ,but also cultivate the logical thinking ability and critical thinking ability. Also,its important to impro
4、ve their story reading strategies, such as asking questions ,watching pictures,predicting the plots,etc. Because theyre not only learning for today,but also learning for the future. Teaching key and difficult points Focus of the lesson: 1. understanding the story. 2. acting out the story and experie
5、nce the characters feelings. Predicted area of difficulty: understanding the moral of the story Teaching objectives 1. Linguistic competence: 1) Students will be able to understand the story and the following words with the help of the pictures and body languages: giant，castle，goes out， comes back,s
6、hout etc. 2) Student will be able to learn some reading strategies, such as guessing the meaning of new words, experiencing the characters feelings by observing the pictures, etc. 2. Thinking quality: Students will be able to improve critical thinking ability and logical thinking ability by guessing
7、, predicting ,reading and match etc . 3. Cultural disposition: Students will be able to try to understand the moral of the story. 4. Learning abilities: Students will be able to read similar stories by using the reading strategies . Teaching method PWP,TBLT,Communicative approach Teaching aid Multip
8、le-media, props Teaching procedure Teaching Activities Students Activities Design Purpose Step1 Lead-in 1.Greeting 2.Watch and answer Who is the tall man? What is he like? 3.Some reading tips for Students. 1.Greeting 2.Ss watch the film clip and answer the teachers question. 1.设计意图：拉近师生距离，同时让 学生明白本节
9、课要做的事并感知用自 然拼读猜读生词。 2.设计意图：让学生观看有趣的电影 片段，引出生词 giant 和课题。 3.设计意图：引导学生养成良好的故 事阅读习惯。提醒学生用语音、肢体 语言、面部表情去体验故事中人物的 情感。为故事教学做好铺垫。 Step 2 Pre-reading Q1:What do you know from the cover? Q2:What do you want to know about the story? Ss：I can see. Students express what they want to know about the story. For ex
10、ample, when, where, who, what happens and so on. 设计意图：引导学生从图片获取信 息，同时引出生词 castle 并引导学生 猜测故事发生的时间。 设计意图：此处问学生当你读故事的 时候，你想知道关于故事的哪些东 西？这里试图去引导孩子知道故事发 生的几大要素。同时养成读前提问的 好习惯。 Step 3 While reading 1. Read and find who are in the story 2.Read silently and choose the plots for the story. 3.Divide the story
11、into two scenes according to the plots. 1.Read quickly and find the main characters 2.Read and choose 3.Get to know the two scenes. 设计意图：此处让学生快读并找出故 事要素之一主要人物 设计意图：通过选择故事情节降低阅 读难度，学生能清晰地掌握故事大意 同时根据故事大意将故事划分为两大 场景，为学生最后的输出编写课本剧 进行表演体验做好准备。 While reading (picture 1 ) While reading (picture 2) While re
12、ading (picture 3) 1.Watch and say 2.Enrich the lines and act 1.Watch and answer: How do the children feel now?Guess what or who do they see? 2How does the giant feel? 3.Imagine and enrich the lines. 4. Q:Does the giant want the children to play in his garden? Why? Watch and think: Q1:Whats the diffe
13、rence between the two gardens? Q2:Who builds the tall wall? Q3:What does the giant do then? 1.Watch and say 2.Try to be good narrators and act as the giant and the children. 1.SS:They are scared.They see the giant. 2.He is very angry. 3.Act and experience the emotions. 4. Answer the question. Watch
14、and answer the questions 设计意图：训练学生读图能力和表达 能力，同时能根据图片猜测词意。 设计意图：初步引导学生根据想象补 充台词说故事的能力，还原故事的趣 味性，发展学生的想象力,为课本剧表 演做好准备。在角色扮演中体验人物 情感 设计意图：通过观察体验故事的一条 主线人物情感的变化。 设计意图:开放性问题的设置有助于激 发学生的发散性思维，帮助学生更好 的理解故事的寓意。 设计意图:通过不同层次问题的设置发 展学生的思维。 While reading (picture 4， 5，6) Q4:What does the sign say? Q5:What happe
15、ns then? Q6:How do the children feel now?What can they say? Q7:What happens next? 1. Watch and say. Watch picture4, 5and6,try to say something or try to design questions for the 3 pictures. 2.Read and match 3.Learning tips for new words. 4.Enrich the lines and act. 1.Guess and describe the pictures
16、or ask questions in two. 2. Take out the paper with different colors from the envelopes ,read in groups and put the paper beside the right picture. 3.Read and learn to deal with new words in groups. 4.Enrich the lines and act. 设计意图:预测故事的发展，发展学生 逻辑推理能力，养成阅读提问的习 惯。 设计意图:老师从之前的帮扶阅读到这 里放开让学生在组内阅读，充分发挥 学
17、生的主动性。既发展学生小组合作 能力又让他们体验分享阅读的乐趣。 同时教授学生故事阅读中处理生词的 策略，突破英语阅读中生词这一难 题：1.根据图片猜词意；2：根据自然 拼读猜读音；3：向同伴老师求助； 4：查字典 设计意图:发展学生想象力和表达力。 Step4 Post reading Step5 Homework 5.Q:Why did Miss Spring,Miss Summer and Miss Autumn not come into the garden? 1. Read and imitate the whole story. 2. Choose one scene and t
18、ry to act the story out. 3. Think and share:What do you learn from the story? 4.Make an ending for the story. 1. Read the story again and share it with others. 2. Make an ending for the story and send it to the teacher. 3.Try to read more fairy tales. 设计意图:还原故事的完整性，同时 听课文可以让孩子注意其中的发音和 连读。 设计意图:让学生编写课本剧并进行 角色扮演，充分发挥学生的想象力， 还原故事的趣味性。 设计意图:思考故事的寓意。 设计意图:发挥学生的创造力和书写能 力，达到学以致用。如果课堂时间不 允许留作课后作业。 设计意图:丰富孩子的阅读，享受阅读 乐趣 .
