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

1、書名：The Flood 發(fā)生水災(zāi)啦！ 話題：人與自然 詞匯量： 228 教材單元：牛津上海版教材五年級(jí)第一學(xué)期M4U1 Fire 北京版（一年級(jí)起點(diǎn)）六年級(jí)下 Unit 4 Weather 高頻詞：everyone, everything, everywhere, save, their, waved設(shè)計(jì)者： 學(xué)校： 文本分析The Flood（發(fā)生水災(zāi)啦）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Sam一家遭遇了一場洪水的侵襲，最后在Andy的幫助下安全度過這場危機(jī)的故事。本文為記敘文，講述了Sam一家遭遇洪水侵襲的情境，屬于人與自然的主題。（1）What 主題意義和主要內(nèi)容繪本通過講

2、述Sam一家在洪水侵襲的過程中所經(jīng)歷的一些事情，向讀者展示了洪水給人們生活帶來的影響，從而對(duì)大自然有了更深入的了解。故事從洪水侵入花園，接著迅速地進(jìn)入到家中，由此，Sam一家將玩具搬遷，將玩具全部轉(zhuǎn)移到樓上。然后，他們沒有了干凈的水喝，也沒法出門了。正在他們沮喪的時(shí)候，Andy開著小船過來了，他幫助了Sam 一家遠(yuǎn)離了洪水，并安全撤離。繪本敘述了洪水給Sam一家?guī)淼睦_，同時(shí)將一幅幅洪水侵襲期間的自然環(huán)境的畫面描繪在讀者眼前。（2）Why 寫作意圖作者通過介紹水災(zāi)給人們生活帶來的困擾，引導(dǎo)讀者了解水災(zāi)所造成的一些自然現(xiàn)象，激發(fā)讀者深入思考人與自然和諧共存的問題。（3）How 文體結(jié)構(gòu)和語言修

3、辭本文是記敘文，用對(duì)話的形式講述了發(fā)生水災(zāi)時(shí)Sam一家的生活狀態(tài)。從內(nèi)容結(jié)構(gòu)上看，本書從洪水侵入花園侵入家中安全撤離水災(zāi)區(qū)幾個(gè)主要情節(jié)講述故事。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ran outside, climbed into the boat, went slowly way, looked back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)牛津教材五年級(jí)和北京版六年級(jí)的學(xué)生使用。本節(jié)課授課對(duì)象是五年級(jí)學(xué)生。通過將近四-五年的英語學(xué)習(xí)，學(xué)生對(duì)自然的話題接觸比較多，對(duì)各種自然現(xiàn)象已經(jīng)有

4、所了解，但是對(duì)于水災(zāi)給生活帶來的具體的影響并不是很清楚，也沒有具體的感性認(rèn)識(shí)，需要在閱讀中逐步了解，同時(shí)也需要教師對(duì)自然災(zāi)害對(duì)人類生活造成的深遠(yuǎn)影響做課外拓展介紹。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：提取有關(guān)水災(zāi)發(fā)生各個(gè)階段的不同的信息，以thinking map 流程圖的形式進(jìn)行梳理；根據(jù)流程圖講述水災(zāi)發(fā)生的各種情況，

5、小組合作表演流程圖的各個(gè)階段；根據(jù)對(duì)故事的理解，結(jié)合教師的補(bǔ)充材料，知曉水災(zāi)給人類帶來的后果，并能了解水災(zāi)發(fā)生時(shí)可采取的行動(dòng)，以保護(hù)自我。教學(xué)重難點(diǎn)教學(xué)重點(diǎn)：1. 提取有關(guān)水災(zāi)發(fā)生各個(gè)階段的不同的信息，以thinking map 流程圖的形式進(jìn)行梳理；2. 根據(jù)流程圖講述水災(zāi)發(fā)生的各種情況，小組合作表演流程圖的各個(gè)階段；教學(xué)難點(diǎn)：1. 根據(jù)流程圖講述水災(zāi)發(fā)生的各種情況，小組合作表演流程圖的各個(gè)階段。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 Flood教學(xué)用具：PPT課件、繪本主要場景圖、人物圖教學(xué)過程（可分讀前、讀中和讀后活動(dòng)）教教學(xué)活動(dòng)設(shè)計(jì)意圖Pre-reading故事導(dǎo)入：傾聽

6、聲音，討論封面，交流已知，預(yù)測情節(jié)。Step 1 觀看視頻，討論封面，交流已知，預(yù)測情節(jié)。1. 提問建議：What may happen if it keeps raining heavily for a long time?可參考語言框架：We cant go to school.The car is in the water.It may cause flood.We can see water here and there.The water may go into our house.2. 觀察封面圖片，交流已知。提問建議：Look at the cover, what do you

7、know from the cover?可參考語言框架： I know the title is “The flood”. I know the characters are the members of a family. I know the writer is Jenny Giles. I know the illustrator is Sarah Davis. I think the story may happen in the house.學(xué)習(xí)建議：Learn the word: flood, illustrator3. 提問建議：What do you want to know

8、about the story?可參考語言框架： How is the flood?What happened to the family during the flood? What did the family do during the flood? Who saved the family? How did they feel about flood?學(xué)生通過猜測和預(yù)測，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,知曉其中的單詞意義。學(xué)生自主提問，引導(dǎo)學(xué)生帶著問題來閱讀故事，尋找答案。While-reading故事呈現(xiàn)：圖片環(huán)游，提取信息St

9、ep 2 圖片環(huán)游，回答問題并進(jìn)行情節(jié)梳理。1. 看書中第3、5頁的圖片，觀察洪水侵襲的初始階段。提問建議：What happened when the flood is coming?可參考語言框架：The garden is in the water.The car is in the water.The river is in flood.1-1. 想象一下，洪水侵襲時(shí)，還有什么被洪水淹沒了？提問建議：What else is in flood ？可參考語言框架：The trees are in flood.The roads are in flood.2. 聽第2、4頁的文字內(nèi)容，進(jìn)一

10、步了解洪水侵襲時(shí)所發(fā)生的狀況，以此檢驗(yàn)學(xué)生的預(yù)測。提問建議：What is in the flood?可參考語言框架：(同上圖片觀察)追問：Why was the water coming up fast?可參考語言框架：The river is in flood.It had been raining for a week.3.觀察書中第7頁圖片，回答Sam一家看到洪水已經(jīng)上漲后，做了些什么？提問建議： What did Sams family do then?可參考語言框架： They get everything out of the downstairs playroom.The sa

11、ved their toys.3-1. 觀察圖片，獲取信息。提問建議：What toys did they save from downstairs playroom?可參考語言框架：They saved toys like toy dog, toy boat.The got the puzzle, toy bike, toy bricks.想象一下，他們還從playroom里面搬了哪些玩具提問建議：What else toys did they save?可參考語言框架：They saved the teddy bear and Barbie doll.They saved the yoyo

12、, the toy car and toy bus.3-2.朗讀第6頁上的對(duì)話，感受洪水侵襲時(shí)的緊張氣氛。2-2-5故事表演，深入理解洪水來臨之際的人們的緊張心情學(xué)生四人一組，對(duì)4頁的內(nèi)容進(jìn)行改變表演，根據(jù)當(dāng)時(shí)的情境補(bǔ)充對(duì)話內(nèi)容?？蓞⒖颊Z言框架：Sam, help me carry the box.Rachel, come on! Lets move the toy bricks.Oh, where is my toy rabbit? I cant find it.Hi, honey! Be quick, please. The water is coming soon.2-3. 自主閱讀書中

13、第811頁，獲取有關(guān)洪水侵入房子后發(fā)生的情況。2-3-1提問建議：What would happen next？（1）師生共讀，梳理811頁主要情節(jié)。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)。教師通過引導(dǎo)學(xué)生了解洪水侵犯初期的情形，從而引出Sam一家所采取的行動(dòng)。預(yù)測、想象故事發(fā)展，激活學(xué)生思維。學(xué)生自主閱讀，尋找答案。師生共建thinking map，梳理故事情節(jié)，了解故事大意,完成重點(diǎn)知識(shí)學(xué)習(xí)。3-3. 故事表演，深入理解洪水來臨之際的人們的緊張心情。學(xué)生四人一組，對(duì)第7頁的內(nèi)容進(jìn)行改變表演，根據(jù)當(dāng)時(shí)的情境補(bǔ)充對(duì)話內(nèi)容?？蓞⒖颊Z言框架：Sam, help me carry the b

14、ox.Rachel, come on! Lets move the toy bricks.Oh, where is my toy rabbit? I cant find it.Hi, honey! Be quick, please. The water is coming soon.4. 自主閱讀書中第811頁，獲取有關(guān)洪水侵入房子后發(fā)生的情況。提問建議：What would happen next？4-1.師生共讀，梳理第811頁主要情節(jié)。提問建議： What happened to Sams family?可參考語言框架： The flood came into the house.The

15、 muddy brown water came in.The water ran everywhere.Sams family couldnt get out.Sams family hadnt clean water to drink.4-2. 想象一下，還會(huì)發(fā)生什么樣的事情。提問建議： What else happened to Sams family?可參考語言框架：Something downstairs were floating.Sams family only ate bread with milk.They couldnt sleep well.4-3. 推理問題的原因。提問建

16、議：Why wasnt the water from the tap clean?可參考語言框架：The river is in the flood.The muddy brown water is in.4-4. 故事表演，體驗(yàn)洪水侵入房子后, Sam 一家沮喪的心情。學(xué)生四人一組，對(duì)第8-11頁的內(nèi)容進(jìn)行改變表演，根據(jù)當(dāng)時(shí)的情境補(bǔ)充對(duì)話內(nèi)容?？蓞⒖颊Z言框架：Dad, do we have some milk?Rachel, you cant drink the water. Its dirty.Mom, can I go downstairs? 4-5. 想象一下，在這種情況下，他們還能做

17、什么？提問建議：What else could they do?可參考語言框架：They could call police.They could text sb. for help on Wechat.2-4. 共讀第12-13頁圖文內(nèi)容，獲取信息，梳理情節(jié)。2-4-1提問建議： Why did Spot bark? What did Sams family do? Who was coming to their house?可參考語言框架： Spot saw the boat. They waved to the boat. Andy was coming to their house.2

18、-5. 共讀第1415頁圖文內(nèi)容，獲取信息，梳理情節(jié)。2-5-1提問建議： What did Andy ask them to do? How did Rachel feel when they leave the house? How come?可參考語言框架：Andy asked them to get everything and come to his place.Rachel felt worried and pity. Because she looked back at the house. She worried about the house. And maybe she w

19、orried about her toys.追問建議：Why did they go slowly past the tree-tops in Andys boat?通過追問，了解洪水期間樹枝產(chǎn)生的常識(shí)性的問題?？蓞⒖颊Z言框架：If the boat goes quickly, it will be caught by the tree-tops. As a result, the boat will be capsized.2-6 觀察第16頁圖片，想象一下，故事中的人物會(huì)在救生船上說什么？2-6-1提問建議：What would they say on the boat?可參考語言框架：T

20、he river will go down quickly.When will we come back？Our house will be in the flood.這里可以運(yùn)用角色代入，讓同學(xué)們以小組為單位，用表演的方式來演繹主人公在船上的對(duì)話。2-6-2 朗讀第16頁上的對(duì)話，體驗(yàn)主人公對(duì)洪水褪去的期盼之情。學(xué)生自主閱讀，尋找答案。師生共建thinking map，梳理故事情節(jié)，了解故事大意,完成重點(diǎn)知識(shí)學(xué)習(xí)。 They could call sb. to help them. They could call police. They could text sb. for help on

21、 Wechat.5.共讀第12-13頁圖文內(nèi)容，獲取信息，梳理情節(jié)。提問建議： Why did Spot bark? What did Sams family do? Who was coming to their house?可參考語言框架： Spot saw the boat. They waved to the boat.Andy was coming to their house.6. 共讀第1415頁圖文內(nèi)容，獲取信息，梳理情節(jié)。提問建議： What did Andy ask them to do? How did Rachel feel when they leave the ho

22、use? 可參考語言框架： Andy asked them to get everything and come to his place.Rachel felt worried and pity. Because she looked back at the house. She worried about the house. And maybe she worried about her toys.追問： Why did they go slowly past the tree-tops in Andys boat?通過追問，了解洪水期間樹枝產(chǎn)生的常識(shí)性的問題?？蓞⒖颊Z言框架： If t

23、he boat goes quickly, it will be caught by the tree-tops, and capsized.7. 觀察第16頁圖片，想象一下，故事中的人物會(huì)在救生船上說什么。這里可以運(yùn)用角色代入，讓同學(xué)們以小組為單位，用表演的方式來演繹主人公在船上的對(duì)話。提問建議： What would they say on the boat?可參考語言框架： When will we come back？Our house will be in the flood.8. 朗讀第16頁上的對(duì)話，體驗(yàn)主人公對(duì)洪水褪去的期盼之情。Post-reading故事回顧：原音輸入，內(nèi)化語言Step 3 聽錄音并進(jìn)行指讀。Step 4 根據(jù)thinking map講述Sam 一家遭遇洪水的情形以及最后被解決的過程。提問建議：What happened when the flood is coming into the