五年级《英文剧场》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。

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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

教学

目标

1. 在图片帮助下预测、理解故事大意。

2. 分析故事角色行为，表达个人看法。

3. 复习巩固运用magic e的拼读知识，认读、拼写有关magic e的单词。

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Activity 1: Sharing knowledges about tiger

学生课前收集资料，用一句话分享自己对老虎的认识。

Question: What do you know about tigers?

Activity 2: Read the cover

呈现绘本封面，引导学生关注主体图片，标题The Tiger by the Lake，明确绘本Setting，Characters要素；了解作者、插画者，出版社信息。

Questions:

(1) What do we know from the cover?

(2) What’s the title? Can you read it?

（板书标题，教lake读法。）

(3) Who’s the character? What do you think of this tiger? Where does the story take place?

Activity 3: Predict

呈现封面、封底和扉页，让学生观察动物们的状态，展开联想，小组讨论预测老虎和小动物们会发生什么事情，将学生的主要预测记录下来。

Questions: Now please take a look at the cover, title page and the end page. So many animals, right? What might happen? Can you guess? Why do you think so?

Activity 4: 师生共读第3页，了解故事开头

读P3，明确故事的Problem（The tiger is very hungry），引导学生联系实际生活，谈谈自己饿了的时候会怎么做，体会老虎的状态，理解故事的大语境是老虎饿了要觅食。接着观察图片，留意老虎和其他小动物的表情、动作，设置悬念：老虎有吃掉小动物吗？

Questions:

(1) When you are hungry, what will you do?

(2) What do the animals do? How do they feel?

(3) Does the tiger eat any animals?

Activity 5: 学生自主快速阅读第4-12页

学生自主阅读，翻阅完整本书，了解故事主要结构，掌握大意，对比阅读前提出的预测与问题。 

图片环游共读故事，理解细节语言点，关注写作目的。

1.师生共读第4-5页

The stone is huge and heavey. The tiger can’t push it.

The hole is too small for the tiger to get in.

Questions:

(1) What does the tiger see? What is the snake like?

(2) Where is the snake now? Why can’t the tiger eat the snake?

教学

目标

1. 在图片帮助下预测、理解故事大意。

2. 分析故事角色行为，表达个人看法。

3. 复习巩固运用magic e的拼读知识，认读、拼写有关magic e的单词。

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师生共读第6-7页

because the tiger is too hungry to swim in the lake.)。

Questions:

(1) What does the tiger see? What is the crane like?

(2) Where is the crane now? Why can’t the tiger eat the crane?

师生共读第8-9页

I think she is calm and clever.

She makes the right choice to protect herself even when she’s very hungry.

Questions:

(1) What does the tiger see? Which one is a mule? What’s it like?

(2) If you were in the cage, how would you feel? What about the tiger?

(3) What do you think of the tiger?

师生共读第10-12页

Questions:

(1) What do you think of the boy?

(2) If you were the boy, what would you do?

Activity 6: Question Time

学生再次自行翻阅整本书，对比读前对故事的预测，教师引导学生就故事结局与邻桌讨论，说说不同看法或提出自己的疑问，尝试表达自己对故事的观点。

Questions:

(1) What do you think of the ending?

(2) What questions do you have about the story?

Activity 7: Listen and enjoy the story

教师播放音频，学生听录音并朗读。过程中，教师关注学生的语音语调，适时地进行朗读指导。

Activity 8: Story review

教师引导学生结合黑板板书和PPT文本，补充完整，回顾故事内容。

（1）观察上图横线上的词语有什么相似之处，发现规律，复习元音字母加上magic e前后的发音。

（2）见词能拼：拼读辨别元音字母在单词中加上magic e的发音变化，巩固magic e的发音规律。

（3）听音能写：结合故事延伸，创设小男孩和他朋友的文本，让学生听音写词，综合运用magic e的拼读知识。

教学

目标

1. 通过观察绘本的图文信息，厘清故事发生的真实与虚幻的场景，梳理故事脉络，理解故事大意；

2. 通过小组合作等活动，梳理森林幻境中的what，who，how信息，完成故事地图，感知词汇和句型意义，体验语用，感受故事的趣味性；

3. 通过绘本学习，感受到大自然的奇妙，联系自我，和Charlie类似的神游经历产生共鸣；

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Step 1 Pre-reading (5 mins)

Activity 1师生交流，进入主题

课堂开始，教师在课件上出示游戏：单词快闪。

T: Boys and girls, first let’s play a game, say the words quickly.

课件上出现如下单词：

shirt, shoes, she, shop, sheep, ship, shout, push, fish, brush, paintbrush

Activity 2观察封面，获取信息

教师出示封面，让学生观察，师生讨论封面信息。

过渡语建议：Look, this is the cover of the story.

提问建议：

T: What do you know from the cover?

S1: I know the title is…the boy is Charlie.

I can see…(a desk, a chair, a boy, a paintbrush)

（教读理解：Charlie，paintbrush）

教师在学生的回答中引出以上两个单词，将这两个单词板书，ch，sh用彩色粉笔写，突出本课重点字母组合发音。

T: What do you want to know from the cover?

Ss: What does he draw with his paintbrush? Does he draw well? Where is he? ...

Step 2 While-reading (20 mins)

Activity 3整体感知，验证问题

1. 图片环游验证信息

教师在课件上播放无文字绘本图片，学生欣赏。在图片环游后，教师提出问题。

T: Where is Charlie?

Ss: Charlie is in the classroom./Charlie is in the forest.

教师根据学生的回答进行追问：

How do you know?

Which pictures or sentences tell you that Charlie is in the classroom?

如果学生先回答在森林里，教师可以追问:

How do you know he is in the forest?

Which pictures can tell you?

Activity 4走进幻境，梳理情节

1. 森林场景，完成故事地图

过渡语建议：

Charlie draws a forest with his paintbrush, look, a forest appears!

Charlie walks in. Do you want to know what happens in the forest?

学生四人一组，按照以下步骤进行合作学习。

1）学生自己通读绘本P5-12。

课件配上轻音乐，出示阅读方式提示：默读。

T: After reading page 5 to 12, can you tell me who does Charlie meet in the forest?

Ss: First, he meets... Next, he meets...

2）四人一组，完成故事地图。

T: You know Charlie meets these animals, what happened ?

教学

目标

1. 通过观察绘本的图文信息，厘清故事发生的真实与虚幻的场景，梳理故事脉络，理解故事大意；

2. 通过小组合作等活动，梳理森林幻境中的what，who，how信息，完成故事地图，感知词汇和句型意义，体验语用，感受故事的趣味性；

3. 通过绘本学习，感受到大自然的奇妙，联系自我，和Charlie类似的神游经历产生共鸣。

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Activity 5走出幻境回归课堂

过渡语建议：Charlie draws a door, can you guess where does he want to go?

学生猜测：Maybe he wants to go to the classroom.

接着教师提两个问题，学生阅读P13-14，完成任务。

T: What question does the teacher ask Charlie?

建议学生翻开绘本，一起读出问题：What is the biggest reptile in the world?

T: Is Charlie’s answer right?

Step 3 Post-reading (15mins)

Activity 6朗读故事，理解意义

过渡语建议：

Charlie is so lucky to answer the question correctly.

This time, let’s try to read the whole story together.

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

学生四人一组讨论，然后请学生回答，核对答案后再根据音乐节奏进行chant，根据学生的熟练程度，可以多进行几遍。接下来教师在课件上出示问题：你能发现什么规律吗？

教师问学生经过观察、分析再回答，如：

T: You can chant so well! What do you find from these words?

S1: I can find “Charlie, teacher, peach, catching”, they all have “ch”.

S2: I can find “paintbrush, fish”, they both have “ch”.

S3: I can find “mother, together”, they both have “th”.

Activity 7填词巩固，迁移创新

1. 填词巩固，观察识别

过渡语建议：This time, can you try to tell the story? Here is a chant for you, first, please fill in the blanks, then try to chant.

学习路径：填空——讲述——Chant——发现规律。

教师出示课件，呈现Tell and chant课件。

2. 发散词汇

请学生说一说除了故事中的单词，还有哪些单词含有字母组合th，ch，sh，如果学生能够说出单词，如brother，chair，shirt等，教师便将其补充在板书最右边。如果学生说出th发清音的单词如：throw，something，教师不用回避，可以顺势分析字母组合th有两种发音，但是本课重点在于浊音。

Activity 8创设情境，运用拼读

教师设计两个情境，让学生在练习题中运用本课所学的自然拼读组合th，ch，sh。

练习一：Listen, unscramble and write.

课件上出示6个小题目，要求是听录音，把打乱的字母编排好，组合成单词，写下来。学生每人拿出自己手里的练习纸，教师根据学生进度适当放慢间隔时间，最后在课件上出示正确答案，和学生一起朗读单词。

T: Now, Charlie is back in class, the teacher asks him to finish two exercises, can you help him? First, take out your worksheet1, please look at exercise one, the letters are not in order, listen and put them in correct order, then write the words down

教学

目标

1. 通过数次预测-阅读-验证，梳理故事的发展脉络，并能以三次尝试解决问题为线索，建构故事的plot pyramid，以此为框架进行复述或表演；

2. 通过主题性问题的导引和角色扮演等方式，深入阅读文本，体验人物情感，理解故事的主题意义，深入理解家的内涵；

3. 借助课堂所学的“But structure”和“问题解决”组织模式，在课后进行故事续写，完善plot pyramid；

4. 通过绘本，感知、理解、学习bl，cl，fl的发音规则，并尝试拼读其他符合规律单词，在语境中初步应用。

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Step 1 Pre-reading

Activity 1歌曲导入，激活思维

首先，教师播放“The City Mouse And The Country Mouse”歌曲片段。随后，教师让学生说出在歌曲视频中看到的与country和city相关的事物，如birds，trees，flowers，stars，cars，streets，shops等。随后引导学生表达他们对乡村和城市的已有知识，激活学生背景知识。

Questions:

1. What do you see in the country/city?

2. What else do you know about country/city?

Step 2 While-reading

Activity 2了解背景，预测故事

教师由歌曲引出主人公Flora，过渡建议：From the song, we can see that things in the country and city are quite different. Today we’ll read a story about a girl from the country to the city. 随后，教师引导学生观察封面，共读标题：Flora in the city。在此过程中师生共同尝试Flora的发音，引导学生关注字母组合fl的发音。

接着，师生共同阅读P3-4，教师询问学生此时Flora在哪里？根据图文你又能得出哪些信息？学生可能会根据图片得知Flora的家庭成员、环境布置等信息，通过文字得知搬家原因。教师引导学生模仿朗读Flora对外婆的告别，体验其伤心的心情。

Activity 3师生共读，验证猜测

师生共读P5-6，学生观察人物表情、动作、对话和旁白，寻找关键词，验证读前关于Flora到了城市以后是否开心的猜测是否正确。学生在图文阅读的过程中，找到她不开心的依据，深入理解cold，empty和miss的内涵，体会Flora的情绪。学生在表述原因的时候，感知cl，bl，fl在clean，blue，flowers中的发音。在问答过程中，教师完善板书的Setting部分。

T: Is she happy? Why?

S1: No. Because “Flora will miss the blue skies, trees and flowers”.

(教师通过追问，并结合图中Flora难过的表情帮助学生理解miss一词的含义：think of。)

S2: No. Because the city is cold and empty.

(教师通过追问，引导学生理解，此处的cold和empty并非完全是客观事实，也有主观情绪。)

T: So until now, does she like being in the city?

Ss: No.

Activity 4深入阅读，逐步归因

1. First try (P7-9)

面对Flora心情低落、思念乡村这一问题，教师询问学生Flora是如何解决的。在学生找出Flora的做法之后，教师请学生仿照Flora的做法装饰城市新家（贴图decoration chart)，并说一说新家的变化。接着，教师询问学生Flora这样装饰的原因，进一步体会Flora思念乡村的环境。在学生分享的过程中处理语音词汇flat，clean，blank，floor及句型结构put...on，hang...from等。

Questions:

1. Flora misses the country and is sad. What does she do?

2. Let’s decorate the flat with Flora. 

教学

目标

1通过数次预测-阅读-验证，梳理故事的发展脉络，并能以三次尝试解决问题为线索，建构故事的plot pyramid，以此为框架进行复述或表演；

2通过主题性问题的导引和角色扮演等方式，深入阅读文本，体验人物情感，理解故事的主题意义，深入理解家的内涵；

3借助课堂所学的“But structure”和“问题解决”组织模式，在课后进行故事续写，完善plot pyramid；

4通过绘本，感知、理解、学习bl，cl，fl的发音规则，并尝试拼读其他符合规律单词，在语境中初步应用。。

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Activity 5深度思考，理解主题

课件呈现第一页和最后一页的对比，教师询问学生：刚开始，Flora喜欢乡村生活吗？现在，Flora喜欢住在城市里吗？为什么？学生小组讨论，发表见解，体会并表达“家”的内涵：家意味着家人在一起。最后，播放学生一家人在一起的照片视频，在全家福和背景音乐的渲染下，点明主旨：It doesn’t matter where you are. It matters who you are with.

Questions:

1. Does Flora like being in the city now? We also know Flora is happy in the country. Why are they happy both in the country and in the city?

2. What does “home” mean to you?

Step 3 Post-reading

Activity 6回顾总读，复述故事

教师播放故事录音，师生完整地跟读一遍故事，过程中教师关注学生的语音语调，适时地进行朗读指导。学生根据板书生成plot pyramid，讲述故事，教师鼓励学生在讲述的过程中提炼主题“家”的内涵，进行个性化表达。

Activity 7总结规律，操练语音

课件呈现Flora一家坐在桌边玩游戏的场景，引出四个语音相关的游戏。学生继续之前Flora一家的三人一组的分组，在故事情境中进行语音操练。

过渡建议：

Look, Flora, Mum and Grandma are sitting at the table. They are playing games for fun. What are the games? Let’s take a look!

游戏结束后，过渡建议：

Game time is over. They have a good time together. The END.

Game 1: Find the home朗读归纳发音

课件呈现故事中出现的所有目标语音单词，让学生先读一读，再把它们分别归到三个小房子里，并尝试说明这样归类的原因，即根据bl，cl，fl字母组合进行归类。教师引导学生先感悟共性辅音l的发音，再拼读字母组合，最后加上元音连起来朗读单词。

Game 2: Make a rhyme选词创编歌谣

三人一组，拿出一份挖空的练习纸，讨论选择合适的目标语音单词，进行歌谣的填写创编，并试着打节拍朗读。随后教师播放节奏音乐，请一组同学进行表演。

T: This is our last game. Flora and her family make their story into a rhyme. Let’s finish the rhyme and sing it out loud.

教学

目标

1.能借助图片理解文本大意，提取故事主要情节。

2.能通过师生共读、自主阅读、小组合作等学习活动，梳理故事信息，设计思维导图，从发现问题、分析问题和解决问题三个层面深入理解故事，内化语言，体验语用。

3.能理解、习得并尝试在真实情境中运用problem-solving策略来解决生活中的实际问题。

4.能观察总结字母组合gr，pr在单词中的发音规律，运用拼读规则尝试拼读新单词，并运用目标词创编歌谣。

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Step 1  Pre-reading 

Activity 1：Sing a chant

T: Let’s sing a chant! You can sing after the video. OK?

S: OK.

歌谣结束后…

T: Well done.

Activity 2：Free Talk

Questions:

1. Can you find the sound of “gr” in these words?

2. What other words with “gr” do you know?

教师过渡语建议：

T: Our grandpa and grandma love us very much. Because we are their granddaughters or grandsons. Today we’ll learn a picture book about a grandpa and his granddaughter.

Step 2 While-reading

Activity 3：阅读封面，获取信息

Questions:

1. Can you read the name of the book?

2. What can you see from the cover?

3. What do you want to know about the story?

Activity 4：发现问题，紧扣文眼

Question:

1. Is grandpa happy or grumpy? Why?  

2. What’s grandpa’s problem?

Activity 5：分析问题，深层理解

1.默读绘本4-7页，分析grandpa’s problem

1. What’s grandpa’s problem?

2. What does BIG PRINT mean?

2.学生角色体验，尝试解决爷爷拒绝戴眼镜的问题

Questions:

1. Why does grandpa refuse to wear glasses at first?

2. If you were Grace, what will you do to solve Grandpa’s problem?

Activity 6：解决问题，理解情感  

1.学生默读P8-14页，理解解决问题的过程

T: Actually, what does Grace do then?

S: Grace says “I can’t see the blackboard.” So Grandpa takes Grace to go to see the doctor. Grace has an eye test. Grandpa has an eye test, too. Grandpa wears glasses happily.

3.学生小组合作，完成思维导图

教学

目标

1.能借助图片理解文本大意，提取故事主要情节。

2.能通过师生共读、自主阅读、小组合作等学习活动，梳理故事信息，设计思维导图，从发现问题、分析问题和解决问题三个层面深入理解故事，内化语言，体验语用。

3.能理解、习得并尝试在真实情境中运用problem-solving策略来解决生活中的实际问题。

4.能观察总结字母组合gr，pr在单词中的发音规律，运用拼读规则尝试拼读新单词，并运用目标词创编歌谣。

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Step 3 Post-reading

Activity 7：语言迁移，提升能力

T: Grace loves Grandpa, so she helps Grandpa solve his problem. What do you think of Grandpa and Grace?

    Questions:

1. What do you learn from the story?

2. Can you solve the problem for your family or friends? Discuss it in a group of four.

Activity 8：录音跟读，朗读指导

Activity 9：总结规律，创编儿歌

1.总结绘本中单词的发音规律

T: Miss Yang changed the story Grumpy Grandpa into a chant. Now let’s listen to it. Have you noticed the words with red letters? Please read them loudly.

Questions:

1. What are the beginning letters?

2. Can you hear the same sound? What is it?

2.补充学习类似词汇

Questions：

1. Can you write more words begin with “gr” or “pr”?

2. Can you make a new chant with the new words?

Step 4 Homework

1. Listen to the tape and read the whole story.

2. Retell the story Grumpy Grandpa to your family.

教学

目标

1.借助图片理解文本大意，梳理故事情节；

2.基于图片和故事语境，猜测cross，bossy等重点词汇的意思，并通过表演、想象等方式预测故事情节发展，体会人物情绪，内化语言；

3.通过深入阅读，对King Crocodile和Frog的行为进行评价，学会根据内容提炼依据，并基于依据总结观点；

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Step 1 Pre-reading

Activity 1阅读封面，激活背景

T: What can you know from the picture?

Activity 2导入话题，预测内容

T: Look! The animals are all looking at the crocodile, because he is king of the rainforest. Today let’ s learn the story “King Crocodile” together.

Questions:

1. As a king, what should Crocodile be like?

2. Do you think Crocodile is a good king? Why or why not?

S: A king loves his people very much./A king should be clever./A king has great leadership skills./…

Step 2 While-reading

Activity 3 默读感悟，表演体验

S: Frog is Crocodile’ s servant.

T: Actually, what is King Crocodile like?

S: Bossy./Rude./...

2. 找出King Crocodile“bossy”的证明

T: How bossy is he?

S: He asks Frog to bring him breakfast and brush his teeth.

T: Yes. He always gives many orders.

3. 模仿演绎King Crocodile

T: If you were bossy King Crocodile, what else would you ask Frog to do? You may imagine and act.

Activity 4自由阅读，逐步归因

Questions:

1. One day, what does King Crocodile ask Frog to do?

2. Does Frog find the crown at last? Is it easy for him to do this?

3. How many times does he try?

1．师生共读P5-14，具体了解青蛙寻找王冠的第一次尝试

课件呈现故事P6-8，教师和学生共读，一起了解青蛙第一次是如何寻找王冠的，引导学生对关键信息进行提取，板书时也要强调动词第三人称单数的体现。教师要引导学生观察图片中Crocodile的情绪，在语境中理解cross一词的含义。播放录音后，引导学生模仿Crocodile，读出其语气。

教学

目标

1.借助图片理解文本大意，梳理故事情节；

2.基于图片和故事语境，猜测cross，bossy等重点词汇的意思，并通过表演、想象等方式预测故事情节发展，体会人物情绪，内化语言；

3.通过深入阅读，对King Crocodile和Frog的行为进行评价，学会根据内容提炼依据，并基于依据总结观点；

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Questions:

1. What does Frog do for the first time?

2. So how is Crocodile now? Is he happy? What does he say?

3. 同桌共读P9-14，完成青蛙寻找王冠的表格

T: So what else does Frog do? How does King Crocodile feel? Please finish this table.

Activity 5评价总结，深层理解

1．概括Frog性格特征

T: What do you think of Frog? Why?

S: He’ s clever, because...

教师板书学生总结概括的青蛙品质：clever, diligent, positive...

2．关注结局，品读双关

学生再读故事结局，教师指导学生结合图片来体会青蛙说的话的含义。

教师把几张重要图片呈现给学生，引导学生关注

图片中动物们目光的变化，以及青蛙每次解决难

题时总有动物在旁边看着，从而启发他们思考

“But it will fit me.”这句话是什么意思，让他们

理解这里的it是双关，既指王冠的获得，又指王

位的更替。

Questions:

1. What does Frog do finally?

2. What does “it” mean here?

Step 3 Post-reading

Activity 6回顾总读，讲述故事

Activity 7联系生活，迁移创新

T: King is No.1 in the forest, and Monitor is No.1 in our class. Do you think he/she is a good monitor? What else can he/she do to become better?

T: Monitor is also a leader. As a leader, what should he/ she be like?

Activity 8发现规律，学习语音

1．通过填词完成故事歌谣的创编，感知、总结字母组合br，cr，fr的拼读规则

T: Do you like this story? Do you want to tell it to your friends? To make it easier, we can say a chant.

Homework：

1. 听音频并跟读故事；

2. 把King Crocodile的故事讲给朋友听；

复习朗读带有br，cr，fr的单词。