Reading for Pleasure-Kong Rong and Pears-ppt课件-(含教案+视频+素材)-部级公开课-外研版四年级下册（一起）英语(编号：b00a2).zip

1Title:_Story time 班级：班级： 姓名：姓名： 座号：座号：23456Facts (事实性问题事实性问题)How did Kong Rong give pears? Retell it!(孔融是如何分梨的呢？孔融是如何分梨的呢？ 请你复述下吧请你复述下吧!)请你用上请你用上 First, then, and , at last .进行复述！进行复述！First(首先首先) he gave_to_,then he gave_to_，and he gave_to_. At last(最后最后) he _to himself.白帽子Benefits or Caution (辩证看待辩证看待)Do you support Kong Rong? Why or why not?(你支持孔融吗？理由呢？也可用中文回答噢。你支持孔融吗？理由呢？也可用中文回答噢。)Yes! (支持支持)黄&黑帽子No! (反对反对孔融做法孔融做法)Feelings (表达感受表达感受)What do you think of Kong Rong? (你认为孔融是怎样的人？也可用中文回答噢。你认为孔融是怎样的人？也可用中文回答噢。) Kong Rong is .(参考词汇：参考词汇：clever/kind/good/nice/.)红帽子Creativity (创新思考创新思考)Make a new story of Kong Rong and Pears.(请你创编请你创编“新孔融让梨新孔融让梨”故事故事)Once there was a Chinese boy. He was only four. One day, his father came home. He had a bag. There were lots of pears in the bag. Everyone wanted to eat the big pears. His father said to him, “Give a pear to each person.” First, he gave_to_, then he gave_to _. And he gave_to _. At last, he gave_to _. All his family were_(happy/angry/unhappy.)with him. They said, “Youre a _(good/bad/.) boy.”绿帽子To spread Chinese Classical Stories in English用世界的语言 传播中国经典故事Task Task: To be good readers. 任务:参与“寻找朗读者”选拔，做最好的朗读者 Topic: To spread Chinese classical stories in English 主题: 用世界的语言 传播中国经典故事Part OnePart TwoLearning 学习经典Inspiring 感悟经典Spreading 传播经典Part ThreeLearning the Chinese Classical story 品鉴经典Part OneDo you want to know him？ （你想了解他吗？试着问一问吧!)Try to askDidWerewasCouldHowWhenWhereWhoOnce there was a Chinese boy. He was only four.There were many people in his family.Look and answerQ1:Who was each person in the picture? (图中人物分别是谁？猜一猜！）Q2:How many people were there in his family? (他家有几口人？数一数！）Q3:Were there many people in his family? One day, his father came back home. He had a big bag. There were lots of pears in the bag.Look and answerQ1:Who came back home? What did he have? Q2:Whats in his bag? Guess! very big pears big pearssmall pearLook and sayLets describe it.描述下这盘梨吧 Q1:Do you want to eat the pears? Which one do you want to eat?你想吃这些梨吗？你想吃哪个？ I want to eat .Everyone wanted to eat the big pears.Guess, say and actQ1:Which pear did they want to eat?每个人都想吃哪个梨呢？How to share the pears? 怎么分梨呢？His father said to him, “ Give a pear to each person.”He gave the small/ very big/ big pears to _.Disscuss,guess and say Q1:How did the boy give the pears to each person? Discuss, say and act in group of 4. (4人小组，猜一猜，演一演分梨场景）He gave the very big pears to his grandma and grandpa.“Thank you!” they said.Thank you! Then he gave the big pears to his mother and father.“Good boy!” they said.Good boy! He gave other big pears to his brothers. They ate the pears.Thanks! Q1：What did he do? He _to himself.Think and writegave the small pearThere was only one small pear. All his family were very happy with him. “You are a very good boy!” they said.Lets play: Listen, tap, say and match.There were many people in his family.Give the pear to each person.Everyone wanted to eat the big pears.There were lots of pears in the bag.All his family were very happy with him.给他换个也关于公布好几个客户给一UIuhuhiuhiuhhjnn 规范挂号费合格合格后 共和国聚会吧军国语法远高于TV孔融，中国古代东汉末年文学家，山东曲阜人，是孔子的第二十四世孙，他刚直耿介，一生傲岸，文采甚丰，是当时著名的“建安七子”之首。Kong Rong, the 24th descendant of Confucius, is a litterateur in the late period of the Eastern HanDynasty of ancient China. He is upright and outspoken througout his whole life, and most talented in litterature, ranking the first at that time of the Jianan Seven Litterateurs”.Lets read!Kong Rong and PearsThe EndInspiring the Chinese Classical story 感悟经典PartTwo过渡页Thinking HatsFacts(陈述事实)Feelings(表达感受)Creativity(创新思考)Benifits or Caution(辩证看待)Tips1. Get the question on the hat.2. Think and answer.Thinking HatsFactsHow did Kong Rong give pears? Retell it!.（孔融是如何分梨的呢？请你复述下吧！）Thinking HatsMake a new story of Kong Rong and Pears(请你创编“新孔融让梨”故事) Creativity(创新思考)Thinking HatsDo you support Kong Rong? Why or why not?(你支持孔融吗？理由呢？你也可以用汉语说噢！) Benifits or Caution(辩证看待)NoCaution反对YesBenifits 支持Thinking HatsWhat do you think of Kong Rong? (你认为孔融是怎样的人呢？ 你也可以用汉语陈述)Feelings(表达感受)FirstButThenAndhe gave the smallpear to himself.all his family were happy with him.he wanted to eat the big pears, too.he gave the big pears to his family.Courtliness(谦让谦让 )Spreading the Chinese Classical story 传播经典PartThreeTo be Readers争当朗读者Lets be readersdiligentmodestpersistentfilialbraveReaders朗读者朗读者Task: To be readers.Key words: virtue(美德)（关键词）Homework0201031. 完成配套练习(必做）。2.为具备相应美德的家人读一则美德故事（选做）。3. 根据4顶思维帽内容，为孔融让梨故事制作一张小报 （选做）。开课课题NSE（一起）四（下）Reading for Pleasure Kong Rong and Pears开课课型新授(基于学科核心素养的教学设计）开课时间2018.5.7公开课范围 河南金水区种子教师培训班观摩课（省级）教学目标1语言知识与语言技能目标：学生能听懂、会说、会认读单词：gave,person, other,himself ”学生进一步巩固理解和运用过去式句型： There was/were. ; . gave. to . (3)学生借助图片和教师讲解听懂故事，并能复述表演故事(4)学生能借助词典和教师提供的音频仿读，自读一篇选读类传统美德故事2学习策略目标通过教师示范如何在百度上查询“新时代人们（尤其是西方人）对孔融让梨的另一个角度看法不支持”引导学生明白，可以借“互联网”辅助学习学生通过教师提炼的板书要点，学会梳理故事脉络，以抓主干的方式学习短文。(3)学生通过教师标注的朗读标记，学会如何从升调，降调，连读，重读等方面，提升朗读质量。3基于核心素养培养的教学目标 通过设计 Thinking Hats 活动，以“事实性、情感类、辩证思维类、创新类”四种类型的问题，切实打开学生的思维，增强学生的感性认知，提升学生思维的概括性，辩证性和创新性，利于学生思维品质的培养。(2) 通过“情景再现课堂上老师带来的梨，你想吃哪个？”以及分梨场景的扮演，让学生先“身受”而后“感同”孔融让梨的美德，让情感教育不再假大空，而是落到实处。（3）通过课前分发传统美德故事拓展阅读小册子供学生自学，既扩宽学生视野，又让学生感受中华传统美德瑰宝，为跨文化交际意识的培养奠定基础（4）通过设置任务“为你身边有某种美德的人，读一则美德故事” ，既实现了潜移默化的美德引领，又实现了“用世界的语言传播中华传统美德”的跨文化交际意识培养。教学重难点1.学生能够读懂 Kong Rong and Pears 故事以及 教师提供的 3 则选读故事中的一则；学生能通过思维帽活动，切实锻炼思维品质；学生能用英文，为身边拥有某种美德的人，读一读美德故事，用世界的语言传播中华传统美德。课题普通高中英语课程标准 （2017 年版）指出：英语课程倡导指向学科核心素养培指导思想养的基于“六要素整合”的英语学习活动观，强调英语教师需要积极主动地为学生设计一系列具有关联性、综合性、实践性特点的英语学习活动，使学生基于语篇所提供的主题情境，通过学习理解、应用实践、迁移创新等一系列融语言、思维、文化为一体的活动，解读、评判和阐释语篇意义，有效表达个人观点、情感和态度；感知和理解文化异同，发展多元思维能力；运用有效的策略和方法，提升学习英语和用英语进行学习的能力，以最终促进学生英语学科核心素养的形成。 在以学生为中心的学习活动观的引领下，本课的教学设计将围绕“用世界的语言传播中华传统美德”的主题，沿着“学习经典感悟经典传播经典”的主线，依托文本语篇，将本课需掌握的词汇和功能句等语言知识与思维品质的发展、文化品格的感悟以及学习能力的培养整合在一起，以探究为主旋律，凸显整合的学习路径，转变学习方式，实现深度学习。力求突破传统教学方式，实现如下教学优化：1.延伸阅读，感悟经典，提升民族自豪感。除本课主语篇外，教师围绕“中华经典美德故事”这一主题，引导学生说出了更多“中华传统美德故事” ，并选取其中学生较为熟悉的 3 篇传统美德故事英文版（愚公移山 、 凿壁偷光 、 司马光砸缸作为选读。学生在阅读中唤醒了思维深处对“经典美德故事”的记忆，在“为 ta 读美德故事”任务实施中，激活了内心对中华传统美德的真实体验，文化自信得以提升，民族自豪感油然而生。 根据文本的特点，补充了各种不同体裁的阅读载体，并设计形式多样的阅读活动，组织学生进行讨论，让学生从阅读文本中主人翁对自己饲养的宠物或自己的“二宝”弟弟妹妹细致入微的观察中感悟爱的伟大、生命成长的奇迹，并形成自己的积极人生观。2.从文本走向生活，促进情感体验的升华，将课堂推向高潮“语言教学应基于学科的内容，加深对文化内涵的挖掘、比较、批判、评价、鉴别，从而汲取精华，在此基础上使语言教育和学习能够内化于心，外化于形，使知行统一起来。 ” （王蔷，2018）在学习完所有美德故事后，教师引导学生从本文走向生活，寻找身边“美德之人”并为他读相关“美德故事” 。有的学生为班级里的“勤奋学霸”读了 “凿壁偷光”的故事，有的为“艰辛创业，百折不挠”的父亲读了“愚公移山” 。这些与同学们紧密相关的真人真事，扣动了同学们的心弦，激起同学们真实的情感体验，连听课教师都为之动容，将课堂推向高潮。3.巧设 Thinking Hats 活动，实现阅读能力，思维能力以及情感态度多元发展。教师通过“Facts” ， “Feelings”, “Creativity”， “Benefits or Caution”四顶思维帽，引导学生在小组合作探究中实现思维碰撞与情感互动。 “Facts-How did Kong Rong give pears? Retell it!”要求学生重读本文故事，概括故事大意，指向“概括，归纳”逻辑思维能力能力与阅读能力培养。 “Feelings-What do you think of Kong Rong?”引导学生感悟孔融身上的美德并由此自省。有的学生甚至表示“平时都是爷爷奶奶把鸡腿让给他，今晚他也要当一回孔融” 。可见情感教育在这里不是贴标签，而是促使学生将美德内化于心，外化于行的积极体验。 “CreativityMake a new story of Kong Rong and Pears”指向“举一反三”迁移，推理能力的培养。学生借助板书上的故事导图，创编了形形色色的美德故事，实现了迁移创新。 “Benefits or CautionDo you support Kong Rong? Why or why not?”指向“辩证看待事物”能力的培养。有的学生提出 “I dont support Kong Rong. 孔融最年幼正在长身体，他也需要大梨的营养。他那么想吃大梨，为什么要 “委曲求全”。面对新时代背景下，儿童的这种“自我意识” ，教师并没有站在“道德至高点”,批评学生，而是顺势引导学生“面对人生的选择，可以直面内心，向家人坦诚内心最真实的需求，并学会共赢，而非顾此失彼。 ” 教师的这种引导已经超脱课堂，指向了“人生观，价值观的引导” ，落实了核心素养的培养。Step 1. Lead-in and present the taskT: Good morning ,boys and girls！Today, Im coming here for a TV programme Readers. “What is Readers? Have a look!播放朗读者宣传微课。Do you know it? Ss: Yes.T: Fine. Look! Readers program is looking for readers these days, lots of people join it. Lets join them, read classical stories. try to be good readers. Our topic is to spread the Chinese classical story in English(用世界的语言传播中国的经典故事！) The key word is Virtue. Q1: How to be a good reader? (让学生思考，如何完成任务，真实）Ss: answer.T: Ok, let me help you! Well finish our task by 3 steps. 1.Learn a Chinese classical story(学习经典)2.Appreciate the Chinese classical story(评鉴经典)Spread the Classical classical story(传播经典)【设计意图】通过具有强烈视听感染力的朗读者宣传视频，将学生带入“为身边的人朗读一则美德故事，用世界的语言传播中华传统美德”的任务情境中。同时，围绕这一任务，设置了“学经典” “品经典” “传播经典”的课堂教学主线。Step 2. Lead-in1. Ask questions about the boyT: First, lets learn a Chinese classical story. Its a bout this little boy. Any questions about this boy? The key word will help you!Ss:学生自由提问。【设计意图】通过质疑环节，激活文本，让学生对将要学的故事产生兴趣，自主提问又锻炼了学生的发散思维。同时，教师提供的关键词，又有效地给予学生支架，让学生的自主发散有所依据，而非胡思乱想，乱发散。Step 3.Learn the story picture by picture 1. Learn picture 1-2T: Good questions and smart thinking. Lets find the answer later. First, How old is he? PPT：Once there was a Chinese boy , he was only four.) Again! Can you read? 2. Learn picture 3Q1: Look! Who came back home ? Q2.What did he have?Ss: Answer.Q3: Whats in his bag? Can you guess? T: One day, his father came home. He had a big bag. There were lots of pears in his bag.主要教学过程主要教学过程S1: Read 3.Learn picture 4-5(情景再现)T: T shows a big bag in which there are lots of pears.模拟分梨场景。Look,what is it?Ss: Answer.T: Yes, a big bag. There are lots of pears in the bag. Big or small? Ss: anwerT: Lets check. Teacher put the pears on the desk one by one.Look！ Some big pears.,some very very big pears, and 1 small pear. (边摆梨，边带领学生说） Do you want to eat the pears? Which one do you want to eat? S1/s2/s3：answerT: Everyone wants to eat the big pear. What about them? PPT: Every one wanted to eat the big pears. 追问 How to share these pears? PPT: His father said to him: Give a pear to each person! 教授 Give.to.4.Learn picture 6-7, guess and act out “How to share the pears?”Ss：Guess,say and actT: Ask 1 or 2 groups to say and act.Group 1: Say and act : Mum, dad. Here you are the pears. -Thank you! T: Wow ,good guess! Do they act well? Big hands for them. Lets check. Learn pictures 6-8 He gave the very big pears to his grandma and grandpa. He gave the big pears to his mother and father. Then he gave other big pears to his brothers. They ate the pears. T:教授other 带读，big pears, other big pears. 同上，演。 （学生扮演（学生扮演“He gave the very big pears to his grandma and grandpa.” ）（师生扮演（师生扮演“He gave the big pears to his brothers.” ）5. Learn picture 8-9Then whats left ? （点击出现盆里只有一个小梨子）S1： There was only one small pear.T: Yes, there was only one small pear. What did he do?S5: He gave the small pear to himself. T: check. PPT. himself . Ask students to act : Mm,a small pear, its for me. Sweet pear! Ss: Say and act. T: Then, each person had a pear. How were they? Ss: Happy.T: Yes, All the family were very happy with him. And What would they say? S1: You are a very good boy! T: Right! You are a very good boy! They said. 6.More about Kong Rong and give a title to the story.This is the whole story. Now do you know who is this boy ？ Ss: Kong Rong！T: Yes !Look! Here is the brief introduction of him. He is a litterateur and he is one of “Jianan Seven litterateurs”. PPT: （孔融简介）T: Now can you give the story a title?S1: Kong Rong and pears. /Kong Rong gave the pears.T: Yes, well done! What about this one? Kong Rong shared the pears .【设计意图】通过连环追问，实现学生对文本学习抽丝剥茧般逐层递进; 通过提供一袋梨，让情景再现，让学生切实感受到孔融所经历的“人人都想吃大梨，小梨如何分”的两难情境，从而更加深刻感受孔融身上的美德谦让。在为故事设计标题环节，学生能给出 A clever/good/nice boy, How to share the pears, Kong Rong and pears 等创新性总结性标题，实现了学生对所学故事的归纳总结和升华。Step 4. Practice 1.Talk about picturesT: Now, you know the story. Do you understand it? Let me check. I point the picture, you describe it. 说说我指的图片。T 指着图 1Ss: Once, there was a .2.Read the storyT: Well done. And ,this is one of Chinese classical stories.so, please follow me to read and appreciate the story. Pay attention to the reading mark.重读 stressed; 升调 rising tone; 降调falling tone; 连读 joint mark3.Retell the story. T: Now lets try to retell his story.(借助板书）【设计意图】1. 趣味游戏的机械操练让学生通过大量体验和实践，最大限度地、有效地巩固新学词句。同时，游戏中的加分评比，大大调动学生参与热情，让新知的巩固更加高效。Read the story 环节通过朗读标志的学习和实践，让学生掌握了一定的朗读技巧。 Retell the story 环节则让学生能根据板书提炼的要点，在脑中重新建构故事，体现对所学故事的检测。Step 5. Thinking hatsT：Excellent! After reading, do you know more about the story? Lets come to part 2Inspiration. I have 4 thinking hats for you. Tips for you. Each group choose 1 hat. Discuss and answer. A. The white hat is about facts. Q1 “How did Kong Rong share the pears? Retell! “The blackboard can help you. B.The red hat is about feelings.Q2 “What do you think of Kong Rong? C. the green hat is about creativity. Q3“Can you make a new story of Kong Rong and pears?”D. The yellow and black hat is about benefits or caution. Q4“ Do you support Kong Rong?”T: Now, take out your 4 hats. The questions are on the hat. Ss: Answer.T: Who choose the yellow hat? This is what I found on Baidu. Western people dont support Kong Rong. Any way, were in China.【设计意图】在大量的语言感知，操练，运用和巩固后，教师通过“Thinking hats 从“描述事实，表达情感，创造力，辩证性”4 个方面渗透了“思维能力，的训练，体现学科核心素养的培养。Step 6. SummaryT: From the story we know, First. He wanted the big pear_But he gave the very big pears to his grandparents_ He gave the big pears to his brothers _He gave the small pears to himself.What do you think of Kong Rong? He has the virtue of courtliness. 【设计意图】在仿读，复述，以及思维帽活动后，学生对该故事有了更深刻，全面的认识。此时引导学生对本故事进行总结，利于学生从量的积累到质的飞越，实现情感升华。Step 7. Readers Theatre- Read and act out the story you like. T: Actually, there are many other stories about Virtue. Such as . and I asked you to choose 1 story you like to read and act. Which group can show us? Ss: 4 students 1 gourp, choose 1 story to read and act out.【设计意图】总结后，该是学生产出的时候。此时，学生带着对传统美德故事（包括课文必读篇目和课前教师提供的 3 篇选读）的理解，四人一组，选择一则经典，来讲一讲，演一演传统美德故事。此时学生的演，体现了之前两个环节， “学经典” ， “品经典”的所学所感。Step 8. Task - Read a story for someone who has got virtue1. Set an exampleT: Do you like the story? The stories are so classical. And the stories move us by virtue in it. And there should be someone that also move you by his virtue. Today , you can come to the readers and read out loud the story for him/her. Ms Chen, first. Hello, I am Ms Chen. I want to read “The old man moved the mountains” for my father. Because he is very persistent. 曾经，家庭生意失败，陷入困难。已到中年的父亲，克服困难，中年转业，从零开始。家庭最终平安度过难关。 2. Students finish the task.T: What about you? Who wants to come? T: 采访 S1， Whats your name? What do you want to read? For whom? S1: answer. Read “The old man moved the mountains” for his father, a persistent man.S2: Read “ Dia a hole to steal light” for his classmates, who are very diligent. （学生（学生 1 为坚持不懈的为坚持不懈的“工程师母亲工程师母亲”深情朗读深情朗读愚公移山愚公移山 ）（学生（学生 2 为勤奋好学的为勤奋好学的“班长班长” （台下站着的那位同学）深情朗读（台下站着的那位同学）深情朗读凿壁偷光凿壁偷光 ）【设计意图】 “为你心中拥有某种美德的人，读出那段美德故事” ，该环节，师生都表达了真实的情感，当教师描述自己的“钢铁意志般”的父亲时，以及为他朗读愚公移山时，学生们都动容了。于是，学生被迅速感染带动，纷纷回顾身边有美德的人，并带着感情，上台为他们朗读。2.以这个任务情境的开放性，开拓学生思维，让学生不断调用已学英语表达，如滚雪球般，让学生想更多，说更多。3. 教师给予的语言支架，既不限制学生思维，又让任务的完成更加顺利。这种情感渗透是真实而饱满的。当学生上台为心中的“ta”朗读出一则则经典美德故事时，不仅仅是在用世界的语言传播中华经典，更是对在场所有师生的一场“精神洗礼” ，润物无声般地渗透了美德教育。Step 9. Homework 1. Finish workbook exercise.2. What kind of Virtue have you or your family got? Read a story about the virtue to you family. 3.Make a poster about Kong Rong and Pears according to the 4 thinking hats. （作业 1 为必选。作业 2,3 可选择一项完成） 【设计意图】让学生反观自身或者家庭拥有什么美德，将传统美德的传播从课内延伸到课外，发挥课堂美德教育的辐射作用，同时也是今天课堂主线任务的延伸。根据思维帽完成孔融让梨故事的小海报，则是让学生通过海报，梳理回顾，总结升华本课所学。 板书设计教 备研 课组 组评价意见本课围绕“学经典品经典传播经典”的主线展开，在学经典的同时，注重对学生情感教育的引导。教师能结合学生耳熟能详的一些传统美德故事，引导学生重温中华传统美德经典，并能试着用英语读出这些经典，传播这些经典。尤其是任务环节，一些学生为班级里“勤奋学习”的同学，朗读“凿壁偷光”的故事，有的同学为“坚持不懈”的父亲朗读“愚公移山” ，这一篇篇朗读成了美德的颂歌，引起班级同学的共鸣。教师润物无声般地渗透了德育，实