小學(xué)英語 The Empty Room 教學(xué)設(shè)計(jì)

JinSumei,LingbeiCentralPrimarySchoolTitleTheEmptyRoomThemeManandSocietyTypeNarrationAnalysisofTeaching

MaterialWhatIt’sakindofEnglishpicturebookwhichtellsastorythatthegirlClarafoundsomedollsweremovedinanemptyroominhergrandmother’shouse.Inthewholestory,Claratriedtofindoutwhomovedthedollsinthisroom.Thestoryisfullofmysteryandsuspense.Onlywhenthereadersreadthelastpagecantheyfindwhomovedthedolls.Thewriterdescribesthehouseenvironmentandthepositionsofsomehouseholditems,aimingattalkingaboutwhatthingsweremovedintheemptyroom.Afterreadingthestory,studentscangraspsomekeywordslikeempty,mess,topandthekeysentence:therebe...toexpresstheposition.Why Itishopedthatbylearningaboutthestory,students’curiosity,observationalabilityandcreativethinkingcanbearoused.HowThestorydescribesClarafoundadoll’shouseintheemptyroom.But,sheoftenfoundsomedollsweremovedinthisroom.StudentsmayhavethesamefeelingasClara’sandtheywillhavegreatinteresttofindoutthefinaltruth.AnalysisofStudentsWhatSsknewThelessonisdesignedforstudentsofGradeSix.Theyhavelearnedthekeysentencepattern(therebe...)andsomehouseholditemslikeclock,photo,bottle...Thus,theycanunderstandthebasicmeaningofthestory.WhatSswonder Studentsmayhavedifficultieswiththepasttenseandsomequestionsafterthefurtherreading,especiallytheopen-answerquestions.WhatSswilllearnAlltheactivitiesarewell-designedbeforetheretellingpart.So,attheendofthestory,studentscanretellthestorynaturally.Also,groupworkcanhelpthemcooperatewitheachothertocompletereadingactivities. Studentswillunderstandthedetails,structureofthestorybetterandfindoutthefinaltruthwithcarefulobservation.Teaching

ObjectivesBytheendoftheclass,studentswillbeableto:

1.Languageability

(1)Usethekeywords:empty,onthetopfloor,mess...(2)Usethekeysentences:Therebe...(3)Usethepatternsentencestodescribethepositionofhouseholditems. 2.Culturalawareness

Understandthateveryonecanbethebestpoliceofficerinlifeaslongaswedothingscarefully.3.Thinkingcharacter

(1)Givedifferentandcreativeopinionsaboutthetruth. (2)Beactiveandcooperativeinteamwork,enjoythesenseofachievementincooperation.(3)Practicethelogicalthinking,carefulconsiderationandcreativethinking.4.Learningability

(1)Cultivatethehabitofcarefulreading. (2)Findthetruthbyusingdifferentreadingskills,suchasfastreading,intensivereadingandextensivereading.TeachingKeyandDifficultPointsKeypoints:

Thestudentscanusethekeywordsandsentencestodescribethepositionsofthehouseholditems.Difficultpoints:

1.Thestudentscanunderstandthebasicmeaningofthecontextwiththehelpofsomenewwords.2.Thestudentsshouldbeverycarefulsothattheycanfindthekeyinformationandthecluefromthekeywordcards,whichalsohelpthemselvestopredictthefinaltruth.Teaching

Approaches&Aids1.Whole-languageTeachingApproach

2.Activity-basedTeachingApproach

3.SituationalTeachingApproach

4.AmultimediacomputersystemLayoutActivitiesLevelsofactivitiesReadthelines1.Putforwardquestionstothecoverofthestory(5Ws1H):Whoarethey?Whereistheemptyroom?What’sintheroom? ...2.Readfastandgettoknowthebasicinformationofthestory.學(xué)習(xí)理解類

（獲取與梳理）ReadbetweenthelinesReadandfindtheproblem:Somedollsaremovedintheemptyroom.學(xué)習(xí)理解類

（分析與判斷）Readcarefullyandcollectinformationaboutwhomovedthedollsintheemptyroom.(1)Gettoknowthesequenceofthewholething.(2)FindoutwhatthingsweremovedandifClara’sgrandmaorhergrandpamovedthedolls.應(yīng)用實(shí)踐類

（分析與推理）Modelthepolicemeetingtogothroughthewholethingandretellthestory. 應(yīng)用實(shí)踐類（內(nèi)化與運(yùn)用)Readbeyondthelines1.Givepredictionsaccordingtothedetailsandthecluefromthekeywordcards.2.Choosethebestpolicegroupandthepoliceofficerbythemselves.遷移創(chuàng)新類

（創(chuàng)造與評(píng)價(jià)）TeachingproceduresActivitiesTeachingpurposesLead-inIntroductionandwarming-up:

1.Giveabriefintroductionofmyselfandmyroom.2.Showapictureofmyroomandtellstudentssomethingsaremissinginmyroom.3.Playagame:Letstudentshelpmetofindthemissingthings.Leadinthenewwordsintheprocessofthegame.Letthemplayrolesofthepoliceofficerstohelpmefindthemissingthings.4.Encouragestudentstobethepoliceofficersintoday’sclassandshowthestudentshowthepoliceofficersolveacasewithfoursteps.(Step1Gettoknowthebackground.Step2Findtheproblem.1.Getfamiliarwiththenewwords,whichlaysfoundationforthenextstep.2.Createasituationofthepoliceofficer.Let

studentsbethepolice

officerstofindoutwhathappenedinthestory.Step3Collectinformation.

Step4Predictthetruth.)Step1

Gettoknowthe

background1.Letstudentslookatapicture(thecoverofthestory:TheEmptyRoom)andtellthemsomethinghappenedhere.Leadthemtoputforwardquestionsaboutthispicture.2.Choosethreeeasyquestionsaboutbackgroundandletstudentsreadfrompage2topage5quicklyandfindouttheanswers.( Q1:Whoarethey?Q2:Whereistheemptyroom?Q3:What’sintheroom?... )1.Leadstudentstoimitatethepolicetosolvethecase.2.Solvedifferent

activitiesstepbysteptocultivatetheirreadingskills.3.Doafastreadingtogettoknowthe

background.Step2Findtheproblem1.Afterlearningthebackground,studentsgointothesecondstep:Findtheproblem.2.Letthemthinkaboutwhathappenedintheemptyroomandreadfrompage6topage8.Scanthestoryfrompage6topage8andfindthekeyproblem:Some

dollsaremoved.Step3

Collect

information1.Solvedifferenttaskstocollectinformationaboutthestory.Activity1:Listentothestoryfrompage9topage14andfindthesequenceoftheevents.Activity2:Leadstudentstoputforwardmorequestionsaboutthecase.Dividestudentsinto3groupsandeachgroupcontains2teams(5studentsinateam)tofindoutmorecluesandfillinthechart.(T:ifwecangointotheemptyroomnow,whatwillyousaytoClara?Group1Team1,2:Findoutwhatthingsaremovedinthestory.Group2Team3,4:Findoutifgrandmamovedthethings.Group3Team5,6:Findoutifgrandpamovedthethings.)

2.Doanintensivereadingfrompage9topage14andchecktheanswers.3.Readfrompage5topage18andfindoutwhathappenedthenextdayandplaytheroleofClaratounderstandherfeelings.1.Doanintensivereadingtocollectinformation.2.Doanextensive

readingtofindthekeysentenceofthecontext.(Thenextday,thereisamesseverywhere.)Step4

Predictthe1.Predictthetruthofthestoryafterreading.Activity3:Let’shaveapolicemeetingtogetherandgothroughthe1.Accordingtotheactivity(thepolicetruthwholestory.2.Retelltheimportantdetailsofthestorywiththehelpofdifferentkeywordcards.(Dividestudentsintoseveralteamsandgivethemsomekeywordcards.Fivestudentsmakeateamandtrytoretell.Ineachteam,oneisareporter,anothertwostudentsshouldpiecethekeywordcardstogether.Theotherstudentsinthisteamcangiveadvice.)

3.Readthewholestoryquietlyandthinkcarefullyaboutwho

movedthedolls.4.Studentspredictthetruthwith3choices.Later,theteacherpiecesthekeywordcardstogetherontheblackboardwhichfinallychangesintoapictureofamouse.Onlywhenthestudentsarecarefulenoughcantheyfindthetruth.meeting)todiscussthecasewe’velearned

today.2.Givemorecluesonthekeywordcardstohelpstudentsfindthetruthmoreeasilyandteachthemtobea

carefulpersonnotonlyinthestudybutalsointherealli