六年级蒋志娟快乐英语课程讲义

教学

目标

1. 在图片和音频的帮助下，感知和理解故事大意；

2. 通过故事阅读，预测故事情节，梳理人物的情感态度；

3. 在故事语境中理解并正确朗读词汇：Planet Five，slide，shine，time，spend，half the time；

4. 通过观察总结字母i-e在单词中的发音规律，并运用此规律拼读符合规律的单词和句子，在语境中完成听音写词的练习；

5. 在朗读、表演和谈论中，学习语言、运用语言。

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Step 1 Pre-reading 热身激趣，引入绘本 （5 mins）

Activity 1: Talk and watch.

谈论地球，让学生理解Planet——星球，并走近绘本主题。（也可以通过视频介绍）

T: Do you know what it is? It’s the earth. It’s the planet we live on. It’s our home. It’s beautiful. Let’s enjoy a video of it.

S: OK.

T: What do you think of the planet? Do you like it?

Activity 2: Free talk.

Questions:

(1) Do you know any other planets in the space?（Setting）

(2) What’s the weather like there?

(3) Are there any aliens on other planets?

(4) What do you think of other planets?

Activity 3: Talk about the cover page.

T: Today we are going to read a book about other planets. Look at the cover of the book

Questions:

(1) Do you have any questions about the book?

(2) What planet is it? (Place)

(3) How is Planet Five?

(4) Who are on the planet? (Characters)

Who is the blue alien? Who is the green one?

(5) How is that planet?（指着封底的Planet Nine问）

Now let’s read and find out the answers.

Step 2 While-reading 文本呈现，图片环游

Activity 4: 图片环游故事 P3-P6，认识Ike和Tike以及两个星球的特点。

Questions：

(1) Who is this blue alien? Where does he live?

(2) How is Planet Five?

(3) What does Ike do every day? How does he feel?

(4) What does he do to Tike? Who is Tike?

(5) Where does she live? How is Planet Nine?

(6) Will Tike come to Planet Five?

Activity 5: 学生自主阅读P7-P9，梳理表格、给建议。

Questions：

(1) Will Ike go to Planet Nine? Why or why not?

(2) Will Tike go to Planet Five? Why or why not?

Please read in groups and find out the reason.

阅读并回答问题后进一步追问：

(1) How do they feel?

(2) What can they do?

(3) If you were Ike, what would you do or say?

(4) If you were Tike, what would you do or say?

Activity 6: 学生自主阅读P10-P12，找出故事主人翁解决问题的方式。

Questions：

(1) What’s their idea? (Ending)

(2) What do they do?

(3) How does Ike feel now?

(4) How does Tike feel now?

教学

目标

1. 在图片和音频的帮助下，感知和理解故事大意；

2. 通过故事阅读，预测故事情节，梳理人物的情感态度；

3. 在故事语境中理解并正确朗读词汇：Planet Five，slide，shine，time，spend，half the time；

4. 通过观察总结字母i-e在单词中的发音规律，并运用此规律拼读符合规律的单词和句子，在语境中完成听音写词的练习；

5. 在朗读、表演和谈论中，学习语言、运用语言。

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Activity 7: 组织学生讨论。

Questions：

(1) Do you like the ending?

(2) What do you learn from the story?

Post-reading:

Activity8: 跟读录音，再次感受绘本语言。

教师播放故事录音，学生完整地跟读一遍故事。跟读过程中，教师关注学生的语音语调，适时地进行朗读指导。

Activity 9: 在板书表格及课件关键词句的帮助下，分小组自由分享故事内容，内化故事情节和语言。

Planet Five

课件截图：

Activity 10: 观察总结字母i-e的发音规律。

教师出示绘本中含有i-e的单词，引导学生自己拼读。并在教师的引导下，学生观察词汇并总结字母i-e的发音规律。通过阅读跟故事有关的chant，进一步巩固和加深学生对此字母组合发音规律的感知和熟练程度。

如图。

Activity 11: 语音训练活动：拼读新词、绕口令朗读，听音写词。

学生小组合作尝试拼读出相同规律的其他词汇。学生运用这个语言规则，尝试朗读数个含有i-e字母组合的句子。教师帮助学生巩固语音，并发展听音能写的能力。请学生根据录音写出句子所缺单词。

教学

目标

1.借助图片、音频、文字理解故事大意；

2.模仿并流利朗读故事，关注并总结o-e的发音规律；

3.在语境中理解词汇close，stone，code，bone，smoke及短语in code，make a spell；

4.通过观察图片和表演感受故事人物the girl和wizard心情的变化。

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Step 1 Pre-reading (5 mins)

Activity 1: Talk about story books about magic.

老师分享书籍《温妮女巫》，引入魔幻类书籍的话题，让学生谈论他们读过的魔法类书籍，如《匹诺曹》《白雪公主》《灰姑娘》《爱丽丝梦游仙境》《哈利波特》等。

T: Do you know any books about magic?

S: Snow white, Cinderella, Alice in the wonderland and Harry Potter…

T: Let’s watch a video.

Step 2 While-reading (20 mins)

Activity 2: View the cover 观察封面，预测故事。

学生观察封面封底，根据教师的引导预测故事，提出问题。 

T: Today, we are going to read a story book. It’s also about magic. Look! This is the cover of the picture book.

Questions：

(1) What do you know from the cover?

(2) What’s in the tree house?

(3) What else do you want to know about the story?

Activity 3: 师生共读P3-P6。

了解故事的开头，并在语境中渗透语音词closes和stone，初步感知o-e字母组合在单词中的发音。

1. Get to know something about the wizard.

T: Who is that? The wizard. He is the wizard. She is the witch. They can both do magic.

2. Get to know what the girl wants to do.

T: What does the girl want to do?

S: She wants to get into the house.

Activity 4: 学生自主阅读P7-P12。

学生独立阅读故事的中间部分，了解女孩进入树屋后用魔法所做的事情。在语境中学习新词组in code 和make a spell，渗透语音词bone和smoke，进一步感知o-e字母组合在单词中的发音。

1. Describe the things in the tree house.

T: What can you see in the tree house?

S: We can see some bottles, a pot and a big book.

学生在教师引导下仔细观察P7房间里的物品，从而推断出these are the magical things，验证What’s in the tree house的猜想。

2. Read and think: What does the girl do？

T: What does the girl do in the tree house?

S: First, she opens the book. Then, she reads the book in code. Next, she puts bones, bugs and bats in the pot. After that, she makes a spell.

3. Think and discuss: What does the girl make?

T: What does the girl make?

S: Perhaps she makes some soup.

4. Imagine and describe the girl’s feeling.

T: What will happen next? Let’s see. There is a lot of smoke. Then, BANG!!! How does she feel?

S1: She feels very scared.

S2: She feels frightened.

5. Imagine and describe the wizard’s feeling.

T: The door opens. Who comes? It is the wizard. How does he feel?

S1: He is angry because the girl gets in without asking him.

S2: He is scared because of the big sound.

S3: He is worried about the tree house because he sees the smoke and hears the big sound.

T: What does he say?

S: What are you doing?

6. Listen and act.

T: Listen. WHAT ARE YOU DOING? All are big letters. So we can feel he is angry, frightened and worried through his words.

T: Can you try to act out the wizard?

7.全班齐读P12。

了解故事的结局，明确the girl 和wizard的人物关系。

T: Oh. The girl makes a birthday cake for the wizard. So, they are father and daughter.

教学

目标

1.借助图片、音频、文字理解故事大意；

2.模仿并流利朗读故事，关注并总结o-e的发音规律；

3.在语境中理解词汇close，stone，code，bone，smoke及短语in code，make a spell；

4.通过观察图片和表演感受故事人物the girl和wizard心情的变化。

教

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要

点

Post-reading (18 mins)

Activity 5: Listen and follow.

播放录音，师生完整地跟读一遍故事。

T: Let’s read the story out loud together.

Activity 6: Retell the story.

教师带领学生结合板书复述故事。

Activity 7: Wizard的人物分析。

通过分析wizard的行为，从而得出结论：巫师也爱小女孩。跳出文本，联系生活，让学生谈论日常生活中向他们表达爱的方式，升华主题home sweet home。

T: The girl makes a birthday cake for her father by magic. She loves her father. What about the wizard? Does he love his daughter? They love each other and make a sweet home. What do you do for your family?

Activity 8: Find out the o-e sound in words.

关注板书的语音词，让学生主动发现并总结o-e发音规律，并对比与区分字母o的短元音发音。

T: Look at the words, what’s the same letter and same sound can you found?

S: Letter o-e.

T: Yes. O-e makes the o sound long. What other words do you know with o-e?

S: Coke, hole.

T: Letter o has another short sound /o/. What other words do you know?

S: Hot, cod, mop.

Activity 9: Can you read?

通过小女孩发现magic book的场景，教师鼓励学生尝试拼读更多o-e组合和o的短元音的词语和句子，鼓励学生大胆尝试拼读出单词，见词能读。

Activity 10: listen and write. 听音写词。

教学

目标

1.能够理解故事大意，朗读绘本文本。 

2.能够在故事语境中理解词汇joke, Jobe, hose, nose, rope, home, note, code，感知字母组合o-e的发音，并且能够拼读含有 o-e的单词。

3.学生能通过故事对play jokes一事进行批判性思考，以及感受Jobe父母包含教育智慧的爱。

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Step 1 Pre-reading

Activity 1 Show pictures and ask questions about April Fool’s Day and jokes

Questions:

What about you? Do you like playing jokes? Why?

What kind of jokes did you play?

1. Activity 2读封面，了解关键信息

呈现绘本封面，引导学生关注书名、绘者、编者等基本信息，观察图片猜测故事的人物和发生地点、尝试拼读出题目The Joke，初步体会字母组合o-e在单词中的发音。

接着，引导学生观察封面图画内容，猜测小男孩是否喜欢jokes，会发生什么。

Questions:

What’s the name of the book? Can you read it?

Who’s the writer of this book? Who draws this book?

What can you see on the cover? Does this little boy like playing jokes? What will happen?

2. Activity 3图片环游3-6页

P3    Does Jobe like playing jokes?

Yes, he does.

     How can he play jokes? Can you guess? （引导学生观察床上的物品）

P4    Who does Jobe play jokes on?

How does mum feel? （引导学生关注妈妈表情）

Why is mum scared? Is this a real snake? （实物展示hose，带读并板书）

P5   Jobe also plays jokes on ____? – Dad

What does Jobe use this time? （实物展示fake nose, 带读并板书） 

 Look at dad’s face. How does he feel? Does he like this joke?

P6

This time, who does Jobe play jokes on? – The cat.

What does Jobe use on the cat? – A spider and a rope.

 （图片展示rope, 带读并板书）

Look at the cat. How does she feel? Does she like this joke?

3. Activity 4读者剧场P3-6.  

全班同学当Narrator，Jobe由一名同学扮演（运用道具play jokes），

mum，dad，the cat各由一位同学扮演。

（表情要丰富，重点表达对乔布的jokes的感觉）

Questions：

What do you think of these jokes?

What do you think of Jobe?

教学

目标

1.能够理解故事大意，朗读绘本文本。 

2.能够在故事语境中理解词汇joke, Jobe, hose, nose, rope, home, note, code，感知字母组合o-e的发音，并且能够拼读含有 o-e的单词。

3.学生能通过故事对play jokes一事进行批判性思考，以及感受Jobe父母包含教育智慧的爱。

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1. Activity 5 学生自主阅读P7-11

Look, Jobe is happy today. Do you know why? Yes, today is Jobe’s birthday. Guess. What does Jobe want for his birthday? Can Jobe get what he wants? Let’s read and find out.

2.  Activity 6讲解8-9页，提出新问题 

过渡语建议：

So, does Jobe get what he wants? It seems not.

P8

Look! He goes into the kitchen. No one is home.

How does Jobe feel?— Sad.

How do you feel if you find no one is home on your birthday?

    （此问题有助于学生进一步理解Jobe的感受）

    But, he finds a note. Look, this is the note.（呈现纸条图片，并板书note）

What does the note say? I don’t know. It’s in code.

（展示摩斯密码图片，板书并解释code）

3. Activity 7小组合作，破译代码

先提问破译代码的方法，四人小组讨论后请同学分享，再以第一个代码为例展示破译方法（10，15，2，5，对照P10 code book内容，破译第一个词Jobe）。最后同桌合作，破译剩下的代码，写在老师发的worksheet里。

Questions：

How to work out this code? Do you have any ideas?

（四人小组讨论，引导学生关注P10的code book）

What does the note say？

4. 公布谜底，提问引发学生对play jokes的思考   

请同学分享破译结果，公布谜底：

It says, “Jobe, look in the garden!” 

Questions：

Why do mum and dad do this?

（让学生思考Jobe爸爸妈妈这样做的意图，并进行情感引导）

How does Jobe feel in the garden?

（对比Jobe在厨房和play jokes on others的feelings）

If you were Jobe, do you like this birthday joke?

What do you learn from the story?

5．Activity 8听录音，跟读整个绘本

Activity 9 复述故事，提取关键语音词

学习完故事，鼓励学生结合板书复述故事,老师补充还没板书的语音关键词(joke, Jobe, hose, nose, rope, home, note, code)，所有语音关键词标红字母组合o-e。

Activity 10学习字母组合o-e在单词中的发音

1. Find the Same Sound

2. Blending