麗聲三葉草分級(jí)讀物第七級(jí)The Cross-country Race教學(xué)設(shè)計(jì)

1、書名：The Cross-country Race 越野賽跑 話題： 學(xué)?；顒?dòng) 詞匯量：257 教材單元:牛津上海版五年級(jí)第一學(xué)期M3U1 Around the city 北京版（一年級(jí)起點(diǎn)）五年級(jí)上 Unit 6 Sport高頻詞匯：behind, cheer, every, everyone, ground, meet, past, start核心句型：Tim will win. Tim wanted to win. He was winning. Tim stopped to help me, and he was going to win!設(shè)計(jì)者： 學(xué)校: 文本分析The Cross-

2、country Race（越野賽跑）是麗聲三葉草分級(jí)讀物第七級(jí)中的一個(gè)故事，講述了運(yùn)動(dòng)健將Tim為了幫助別人，不惜自己與第一名失之交臂的故事。本文為記敘文，圍繞一次越野賽跑的活動(dòng)展開，屬于學(xué)?；顒?dòng)主題。（1）What 主題意義和主要內(nèi)容繪本通過講述運(yùn)動(dòng)健將Tim為了幫助別人，不惜自己與第一名失之交臂的故事，向讀者傳達(dá)了現(xiàn)代體育精神“友誼第一，比賽第二”。故事從老師帶著學(xué)生繞著學(xué)校附近進(jìn)行跑步訓(xùn)練，三位跑步健將Tim、Michael和Anna都是第一名的熱門人選，尤其是Tim。越野賽跑正式開始啦！三位跑步健將果然一路領(lǐng)先，尤其是Tim，他勝利在望。突然， Michael摔倒在地，動(dòng)彈不得，Tim

3、回頭看到他痛苦的表情，立即決定幫助他。比賽繼續(xù)進(jìn)行，原本是第二名的Anna獲得第一，當(dāng)眾人都在祝賀時(shí)，Tim攙扶著Michael踉踉蹌蹌地走到終點(diǎn)，他們都被Tim的行為感動(dòng)，他雖然沒有獲得越野賽跑的第一，但他收獲了真摯的友誼?。?）Why 寫作意圖作者通過介紹越野賽跑的運(yùn)動(dòng)路徑，幫助讀者了解越野跑和普通跑不一樣的地方，然后通過講述Tim的故事引導(dǎo)讀者感受現(xiàn)代體育精神的真諦，體會(huì)到在人生道路上會(huì)有很多比賽，只有更加關(guān)注“人”，才能真正地“贏”?。?）How 文體結(jié)構(gòu)和語言修辭本文是記敘文，講述了Tim和同學(xué)們參加越野賽跑的故事。從內(nèi)容結(jié)構(gòu)上看，本書從“Tim應(yīng)該會(huì)贏Tim即將要贏Tim并沒有贏T

4、im依然贏了”這四個(gè)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(shí)講述故事，符合講故事的敘述特點(diǎn)。從詞匯角度看，本書出現(xiàn)了一些關(guān)于故事敘述的動(dòng)詞過去式及短語，如said, ran over, were, was, came, went, wanted, fell, did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(jí)上冊(cè)、北京版、新標(biāo)準(zhǔn)五年級(jí)上冊(cè)的學(xué)生使用。本節(jié)課授課對(duì)象是五年級(jí)學(xué)生。通過將近五年的英語學(xué)習(xí)，學(xué)生對(duì)學(xué)?；顒?dòng)話題接觸比較多，能夠簡(jiǎn)單地描述學(xué)校里的場(chǎng)所、在各個(gè)場(chǎng)所做的活動(dòng)等，但是對(duì)于本文中出現(xiàn)的有關(guān)越野賽跑的知識(shí)了解并不多，需要在閱讀中逐步

5、了解，同時(shí)也需要教師對(duì)越野的概念信息進(jìn)行課外拓展介紹。五年級(jí)學(xué)生觀察能力強(qiáng)，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(shí)積極思考，具有一定的思維能力和語言基礎(chǔ)，可以對(duì)繪本內(nèi)容進(jìn)行推測(cè)和提問，能夠在教師的引導(dǎo)下運(yùn)用語言框架描述文本內(nèi)容。學(xué)生們活潑好動(dòng)，熱愛表演，有表現(xiàn)力，喜歡扮演，可以嘗試在小組中進(jìn)行分工表演或復(fù)述活動(dòng)。教學(xué)目標(biāo)在本節(jié)課學(xué)習(xí)結(jié)束時(shí)，學(xué)生能夠：1.提取有關(guān)本次越野賽跑的信息（地點(diǎn)、路線、結(jié)果等），以Story Map的形式進(jìn)行描述；2.聯(lián)系自身，用戲劇的方式（良心小巷）討論選擇比賽第一，還是友誼第一；3.觀看視頻，感受現(xiàn)代體育精神“友誼第一，比賽第二”。教學(xué)重難點(diǎn)教學(xué)重點(diǎn)

6、：1.提取有關(guān)本次越野賽跑的信息（地點(diǎn)、路線、結(jié)果等），以Story Map的形式進(jìn)行描述；2.聯(lián)系自身，用戲劇的方式（良心小巷）討論選擇比賽第一，還是友誼第一；教學(xué)難點(diǎn)：聯(lián)系自身，用戲劇的方式（良心小巷）討論選擇比賽第一，還是友誼第一。教學(xué)用具課內(nèi)閱讀材料：麗聲三葉草分級(jí)讀物第七級(jí)The Cross-country Race教學(xué)用具：PPT課件、繪本主要場(chǎng)景圖、人物圖教學(xué)過程（可分讀前、讀中和讀后活動(dòng)）教學(xué)內(nèi)容教學(xué)活動(dòng)設(shè)計(jì)意圖Pre-readingBook cover故事導(dǎo)入：討論封面，交流已知，預(yù)測(cè)情節(jié)。Step 1 討論封面，交流已知，預(yù)測(cè)情節(jié)。觀察封面圖片，交流已知提問建議：What

7、do you know from the book cover?可參考語言框架： I know the title is The Cross-country Race. I know students are the characters. I know the writer is Jenny Giles. I know the illustrator is Scott Fraser. I think the story took place in the school.2.預(yù)測(cè)情節(jié)提問建議：What do you want to know about the story?可參考語言框架： W

8、hat happened in the story? Who were in the story? Where were they? Why did the third boy look tired ? How did they feel after the race? 學(xué)生通過猜測(cè)和預(yù)測(cè)，激活已知經(jīng)驗(yàn)和已有語言知識(shí)，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-readingBeginning: The cross-country race is coming.故事呈現(xiàn)：圖片環(huán)游，提取信息Step 2 通過圖片環(huán)游學(xué)習(xí)第216頁的內(nèi)容，回答問題并進(jìn)行情節(jié)梳理。1.看

9、書中第2-3頁，觀察同學(xué)們的活動(dòng)地點(diǎn)、內(nèi)容和他們的表情并頭腦風(fēng)暴他們將要去做什么。提問建議：What do you see/think/wonder?How did they feel?Where were they?What were they going to do?可參考語言框架：I see a young teacher and some students.I think they were having a PE lesson.I wonder whats the next exercises.They were happy and energetic.They were in th

10、e school or in the forest, because I can see many trees and such a big lawn.They were going to run 學(xué)生閱讀第4、5頁。提問建議：What was the cross-country race? Was it just a running game? Did it take a short time or a long time?What should we do before the race?What was the route?How was the route? Was the scene

11、ry nice?可參考語言框架：The cross-country race was a long-time running competition across the country, not only around the school. There would be a winner after the race.We should do some warm up exercises before the race.The route was concluded over the grass, up the hill, behind the trees and so on.在第4-5頁

12、的圖片上畫出跑步的路線。學(xué)生在圖片環(huán)游過程中仔細(xì)觀察，組織語言進(jìn)行表達(dá)。學(xué)生結(jié)合圖片閱讀文字，了解越野賽跑的活動(dòng)范圍，并知曉運(yùn)動(dòng)前的熱身非常重要。Middle:Tim will win.(P6-7)Tim was winning.(P10-11)Its maybe hard for the students. The scenery along the route was very nice, because they could have the fresh air and see many things.提問建議：Can you draw the route?可參考語言框架：Yes. Th

13、e children ran over the grass, up the hill, behind the trees, by the fence, past the school, across the playground, and all the way back to the start.4. 邊看邊聽第2-5頁的內(nèi)容，并總結(jié)越野賽跑的要點(diǎn)。5-1. 師生共讀，梳理第6-7頁主要情節(jié)。提問建議：From their talking, who would win? Why? 可參考語言框架：Tim. From the words“They are all good runners, b

14、ut Tim was the best.” Tim. They all agreed that Tim is the best runner. Tim. Look at the picture on Page 7. Tim was very tall and strong. He would win the race absolutely.5-2. 師生共讀，梳理第8-11頁主要情節(jié)。提問建議：Who came to see the children run?Why capitalize the word GO? Did they run very fast? How did Tim feel

15、?可參考語言框架：Everyone came to see the children. Their teachers, parents and friends came.GO means it is very important. It says the children can start at that time. Yes, they all ran very fast. Tim ran the fastest. He wanted to win and he was winning.學(xué)生閱讀著相關(guān)短語，在板書上用箭頭表示跑步的路線，并將其與圖中點(diǎn)位相聯(lián)系，能更加了解越野的概念。師生通過問

16、答，梳理故事情節(jié)，了解故事大意,共建Story Map，完成重點(diǎn)知識(shí)學(xué)習(xí)。Tim didnt win.(P12-13)End:Tim also won.(P14-16)5-3. 師生共讀，梳理第12-13頁主要情節(jié)。提問建議：What happened to Michael?Can you guess why he fell over instead of fell down?Can you guess why he fell?Who helped Michael?How did Michael feel when be helped?Did Tim win?可參考語言框架：Michael f

17、ell over. They were running very fast, so he fell over instead of fell down.Maybe he didnt do much warm up exercises.Maybe Michael eagered to win. He was careless.Tim looked back and helped Michael.He felt warm and grateful maybe.At last, Tim didnt win. Anna did.6. 師生共讀，梳理第14-16頁故事結(jié)尾。提問建議：How did th

18、e two boys walk back? What happened to Michael? Is he OK? What did Michael say to the teacher? Were Michael and Tim good friends? How did Tim feel?可參考語言框架：They walked back slowly. Michaels leg was hurt. He couldnt walk by himself. He was not OK. He said that Tim stopped to help him while he was goin

19、g to win. Yes, they are very good friends. Others gave Tim a big cheer, so Tim is happy too and looked a little shy.Post-readingWhole story故事回顧：原音輸入，內(nèi)化語言，解決問題Step 3 聽錄音并跟讀。Step 4 讓學(xué)生自己回答讀前提出的問題。提問建議：Can you answer all the questions on the blackboard?Have you got any other questions?Step 5 根據(jù)Story Map講述越野賽跑的過程。提問建議：Where were they? What did they do before running?Whats the route of cross-country race?Who was the best runner as they thought?Who w