1.AskthestudentstoobservethecoverandraisesomequestionsabouttheLittleLeaf.
T:Lookatthecoverofthestorybook.Whatinformationcanyougetfromit?
S1:Thenameofthestoryis“LittleLeaf”.
T:Right.ThenameofthestoryisLittleLeaf.Read.
(教师此时顺势出示课题,并带领学生朗读标题。)
S2:LittleLeafisgreen.
...
T:Good.WhatdoyouwanttoknowaboutLittleLeaf?
S1:WhatcolouristheLittleLeafinautumn?
S2:DoesLittleLeafhaveanyfriends?
S3:WhoareLittleLeaf’sfriends?
S4:Howdoesitgrow?
...
【设计意图】在正式进入故事阅读之前先引导学生对封面进行学习和预测,同时利用学生对于故事情节的好奇心,让他们主动提问。教师此时将学生提出的关于小树叶的问题及时书写在黑板一侧,让学生们带着这些问题进入文本听读,实现真正的任务型阅读。
2.Listenandreadthewholestory.Checkhowmanyquestionstheycananswerandwhatmoreinformationtheycangetfromthefirstreading.
T:Lookatthequestions.Whichonecanyouanswer?
S1:LittleLeafmakessomegoodfriendsinspring.TheyareLittleAnt,LittleSquirrelandLittleBird.
S2:LittleLeafturnsyellowinautumn.
S3:LittleLeafcandance.
T:Welldone.Youanswersomeofthequestions.Andwhatotherthingsdoyouknowaboutthestory?
S4:Inwinter,LittleLeaffallsdowntotheground.
S5:Childrenlikeplayingunderthetreeinsummer.
T:Wow!Youreallydidagoodjob.Nowyouhaveknownalotaboutthestory.Couldyoutellmehowmanyseasonsthestorytellsus?
Ss:Spring,summer,autumnandwinter.
T:Yes.ThestoryisabouttheLittleLeafinfourseasons.
(教师此时将板书的四个季节张贴在黑板上,并带领学生进行朗读。)
【设计意图】在读的过程中,通过对文本整体的阅读,配合录音播放,学生对文本整体的内容和框架有了大致了解。将读前活动中学生提出的问题作为阅读的任务,使得学生阅读时能有的放矢;而紧接其后就文本信息的自由回答则很开放,降低了阅读的门槛,鼓励学生开口讲英语,调动他们深入学习文本故事的积极性。
3.Doajigsawreading.
(1)Assigntasks
Dividethewholestoryintofourpartsaccordingtofourseasons.Thenaskthestudentstoworkinfourgroupsandeachgroupreadsoneseasonfordetails.
T:Now,eachgroupchoosesyourseasontoread.TrytofindouttheactivitiesLittleLeafdoes.ThenI’llinviteeachgrouptoreportyourpart.Remembertolistsomequestionstoaskothergroupstochecktheirunderstanding.You’llhavefiveminutestodothetask.Herearesomenewwordsforyourreading.
(教师将全班分为四个组,每个小组负责一个季节的LittleLeaf的情况介绍。同时,每组就各自季节的LittleLeaf内容准备一些问题,让其他组同学作答。)
(2)Showtime
T:It’syourshowtimenow.Cometothefrontandgiveadisplay.Attention!Don’tForgettoaskotherthreegroupsyourquestions.
GroupSpring:
S1:LittleLeafcomesoutofthetreebranch.
S2:Itstretches.Itdances.
S3:LittleLeafhassomefriends.TheyareLittleBird,LittleAntandLittleSquirrel.
S4:Ittakesashower.
S5:Questionforyou.WhoareLittleLeaf’sfriends?Whichgroupknows?
S6:LittleLeaf’sfriendsareLittleBird,LittleAntandLittleSquirrel.
GroupSummer:
S1:LittleLeafgivesmoreshade.
S2:Therearesomechildrenplayingunderthetree.
S3:Peopleliketoenjoythecoolnessunderthetree.
S4:Questionforyou.Whatarechildrendoingunderthetreeinsummer?
S5:Theyareplayingunderthetree.
GroupAutumn:
S1:Thefirstfrostcomesinautumn.
S2:LittleLeafandotherleaveschangetheircolours.
S3:Someleavesareyellow,someareorangeandsomearered.
S4:Thetreeiscolourful.Theleavesarebeautiful.
S5:Questionforyou.Whatcolouraretheleavesinautumn?
S6:Theyareyellow,orangeandred.
GroupWinter:
S1:LittleSquirrelcomestoseeLittleLeaf.
S2:It’stimeforLittleLeaftoleave.
S3:LittleLeaffallsdowntotheground.
S4:LittleLeafwilldie.LittleSquirrelcries
S5:Questionforyou.IsLittleLeafhappywhenheleavesthetree?
S6:Yes.Becauseheliesonthegroundandsmiles.
T:Welldone!Now,let’slearnthestoryseasonbyseasonagain.Bytheway,checktheworkyou’vedone.
(在学生分组完成各自的任务后,教师带领学生再次学习巩固文本,处理文本中的一些新的语言点,挖掘文本的深层次含义。)
(3)Reviewthewholestory
T:Firstly,spring.Inspring,LittleLeafcomesout.Itstretches,itdancesandittakesashower.Itmakesthreefriends.Sowecansayitgrowsalot.
T:Doandsaywithme.LittleLeafcomes,stretches,dances,takesashowerandmakesfriendswithLittleBird,LittleAntandLittleSquirrel.Now,yourepeat.
Ss:Inspring,LittleLeafcomesout...
T:Next,summer.Insummer,LittleLeafgivesshadesandcoolness.
Ss:Insummer,LittleLeafgivesshadesandcoolness.
T:Then,autumn.Inautumn,LittleLeafchangesitscolourandbecomescolourful.
Ss:Inautumn,LittleLeafchangesitscolourandbecomescolourful.
T:Atlast,winter.Inwinter,LittleLeafleavesandsmiles.
Ss:Inwinter,LittleLeafleavesandsmiles.
(教师借助课件呈现故事情节,将LittleLeaf的重点活动呈现在黑板上,并结合自编活动的动作,带领学生分步进行复述。)
【设计意图】Jigsaw-reading是体验式教学的重要模式。学生通过小组集体思考、讨论、交流和合作,有效地提高了综合运用语言的能力。同时,合作学习的方式也让学生之间可以互帮互助,更激发了组内部分学困生的学习动力。而和其他小组之间的互动问答活动,则缩小了任务组和观众组之间的信息差。更重要的是,这种问答活动建构了一种有意义的交流。最后,在学生对语篇材料分解学习的基础上,教师将文章复原完整,进一步加深学生对故事的理解,提高阅读能力。
Step3.Post-reading
1.Makeachantaccordingtothestory.
T:Hereisachantaboutthestory.Pleasehelpmechoosetherightwordsandphrasestofinishit.
Ss:Thewindblows,therainfalls...
T:Excellent!Nowlet’schantwiththemusic.
Ss:Inspring,inspring...
(如果时间允许,教师可以带领学生进行各种形式的chant演绎,如按照jigsaw中所分的小组进行各自板块的chant吟诵,或者男女生朗读竞赛。)
2.Discussion:WhatwouldyousaytoLittleSquirrel?
T:Attheendofthestory,LittleSquirrelisverysadbecauseheknowsLittleLeafwilldie.ButLittleLeafsmiles.Ican’tunderstand.WhydoesLittleLeafsmile?AndifyouwereLittleLeaf,whatwouldyousaytoLittleSquirrel?Discussinpairsnow.
S1:Don’tbesad,LittleSquirrel.Iwillcomebacknextspring.
S2:LittleSquirrel,Iwillseeyounextyear.
S3:Don’tcry,LittleSquirrel.Idie,butInourishthetree.
...
T:Good.Allofyouhavegoodideas.LittleLeaf’sspiritremindsmeofaChinesepoem.What’sthat?
Ss:落红不是无情物,化作春泥更护花。
T:Perfect.IthinkLittleLeafandalltheotherleavesareverygreat.Theydieinwinterbutthatisakindoflifecycleforthem.
3.Conclusion.
T:Now,whatdoyouthinkofLittleLeaf?
S1:Ithinkheisverykindandgreat.
S2:Ithinkhislifeisshortbuthedevoteshimselftoothers.
...
(学生在表述自己观点时会受到词汇量的限制,为了鼓励学生大胆发言,此时教师可先让学生适当使用部分中文词汇表述,然后教师再用英文陈述。)
T:IlikeyouropinionsonLittleLeaf.Hegivesloveandenergy.Meanwhile,hereceivesadmirationandfriendship.L-EA-F,that’sLeaf.Ihopeallofyouguyscanenjoyyourlife,justlikeLittleLeaf.
【设计意图】在读后环节,教师先设计了一个基于文本的chant练习,通过体裁的转化,将复杂的文本转化为语言精练易上口的儿歌。而所填的信息都是关于LittleLeaf在不同季节的关键活动。通过音乐的配合,不仅大大增加了学生的语言学习兴趣,还降低了学生朗诵和记忆的困难。而在chant之后的discussion和conclusion活动,则是在LittleLeaf四季变化尝试的基础上,挖掘它精神层面的价值,同时揭示很多生命循环的规律。教师巧妙地将中国的古诗和这个英文故事结合起来,将两种文化进行了很好的融合,体现了对于学生跨文化意识的培养。
Step4.Homework
1.Sharethestorywithyourfamilymembers.
2.Drawamindmapof“leaves”.
【设计意图】作为绘本学习的教学目标之一就是让学生读完故事之后能理解并简单讲述出来,所以布置这种复述性质的家庭作业是故事阅读学习的一种延伸。而关于leaves思维导图的设计则是在课堂教学基础上的一个拓展。在绘本学习的开始,教师便利用思维导图让学生开展brainstorm。学生在未学习之前只能简单对树叶的形状、颜色等进行描述。而经过教学,学生则可以发散树叶的更多方面的信息,如它们的自然规律、它们的精神,甚至和树叶有关的一些中国文化的信息。这种mindmap作业的布置不仅有助于学生思维能力的提高,还让学生将语言知识迁移到现实生活的各个方面,培养了学生综合运用语言的能力。
文/周春燕
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