Happy Pig Day 绘本设计
2016-04-16毕玲
毕 玲
教学过程
一、读前活动
1.热身：激活学生旧知、兴趣和思维。
教师在自我介绍时用了一张教师节和学生的合影照片，提到教师节是Teachers’Day,启发学生思考在教师节应该对老师说什么？做什么？
教师语言设计：
T：Look at the picture,who is she?Yes,she is Candy.
T:What is she?
T:She is a teacher.
T：What did the students say to her?
S：Happy Teacher’s Day!
T：What did the students do for her?
S：The students give cards,flowers,apples...to her.
T：Do you think Candy is happy on that day?
设计意图：启发学生思考，让学生从熟知的教师节过渡到对“爱猪节”的兴趣和探究。
2.介绍猪节背景。
教师出示3月日历，询问学生3月有哪些特殊的日子，学生说到植树节，教师把时间聚焦到3月1号，让学生猜这是一个什么日子。
教师语言设计：
T:Class,what date is it today?
S:It’s March the fourth.
T:How about march 12th?
S:Tree Planting Day.
T:How about March the 1st?
S:...
T:It’s Happy Pig Day in America!
（背景介绍：1984年，美国加利福尼亚的格林维尔市成立了一个爱猪者俱乐部，宣传猪的可爱和聪明。正巧，第二年美国有一头猪救起了一个溺水的9岁小孩，因此猪的名声大振。现在美国已把3月1日定为“全国爱猪节”，每年举行庆祝活动和化妆舞会，在会上人们戴上各种各样的猪面具进行吻猪比赛。）
T：Do you want to know about the Pig Day?Let’s enjoy the story.
设计意图:绘本是阅读材料，读前把背景知识告诉学生，有利于激发学生学习的热情，同时能很好地理解文本。
二、读中活动
1.读绘本封面及第一张图，初步感知预测故事大意。
让学生了解故事里的人物，熟悉人物名字小猪Piggy,大象Gerald,绘本作者Mo Willems及预测故事内容。
教师语言设计：
T：What can you see from the picture?
S:Some pigs and an elephant.
T:What are they doing?Are they happy?
S:The pigs are playing games and they look happy,but the elephant looks sad.
T:Who wrote the story?
S:Mo Willems.
T:What can you see from the first picture?
S:Piggy and Gerald.
T:What are they doing?
S:Piggy is running and Gerald is sitting on the ground.
T:Do you think Piggy is happy and excited?If so,why or what happened?
S:Piggy has good news to tell Gerald.
T:What is the good news?
S:Maybe...
T:OK,let’s check your guessing.
设计意图：让学生先预测，使其思维活跃起来，随后检测预测是否与文本相符，学生积极性高、参与度广。
2.读图，理解“Happy Pig Day——the best day？”。
教师语言设计：
T:Piggy said:“Today is the best day of the year!”,“Do you know how does Gerald respond（反应）?”
S:He doesn’t know about Happy Pig Day.Gerald thinks the best day is free ice cream day.Gerald likes ice creams.
T:What is the best day for you?
S:Birthdays,Children’s Day,Spring Festival...
T:What can you do on that day?
S:Eat birthday cakes,sing birthday songs, dance together,play games...
T:Let’s go on reading and see what pigs can do on Happy Pig Day.
设计意图：通过与学生之间的生生互动，让学生从自己喜欢的节日能做些什么，联系到小猪最喜欢的节日里能干什么。问题牵引，让学生边阅读边思考预测。这些问题贴近生活，学生有话可说，真正实现以学生为主体的课堂真实语言学习状态。
3.读图填空。
It is the best time_____
It is the best time_____
It is the best time_____
It is the best time_____
It is the best time_____
教师语言设计：
T：Happy Pig Day is the best day to eat pig food!
The best day to play pig games!
The best day to have a pig party!
The best day to sing pig songs!
The best day to say OINK OINK!
T:Who can read as Piggy?
S:...
设计意图：带领学生读图，寻找细节信息，培养学生的阅读技巧。随后，让学生模仿小猪声音操练语言，把机械性操练变得趣味化，从而达到让学生内化语言的目的。
4.读图并回答问题：How does Gerald feel?Why?
教师语言设计:
T:Who are coming?
S:Maybe Piggy’s family,Piggy’s friends...
T： Who say “Oink oink...?Are they all pigs?
T：Look at the next picture.How does Gerald look and how does he feel?
S:Unhappy.
T:DoyouknowWhy?Why does Gerald say sorry?Try to guess.
S:Maybe he...
设计意图：让学生猜谁来了，乍一看都是小猪，培养学生思维的广阔性,让他们思考：他们都是小猪吗？大象情绪如何？为什么？
5.读图填表。
教师语言设计：
T：WhyisGeraldunhappy?
S1:He is not a pig.He is an elephant,he is gray,but a pig is pink.
S2:He doesn’t have a snout,hooves.He thinks he doesn’t belong to pigs.
T:Who can read as an elephant?
S:...
设计意图：通过学习这三张图，观察小象与小猪的不同，填表格，找到Gerald不快乐的原因，培养学生寻找细节的阅读技巧。教师让学生在情境中理解生词“trunk snout，hooves”，例如教师用图片把hooves圈上，让学生理解生词形与意的匹配。学生仿读，把语言机械操练趣味化。
6.为Gerald配音。
先让学生小组活动，操练语言，然后请学生对着大屏幕，分角色朗读或者表演。
教师语言设计
T:Class,who can act as an elephant?Who can act with feelings?
S:...
设计意图：为了让学生能够操练语言，教师设计一个为Gerald配音的活动，通过语言与情感的匹配，让学生进一步感知和掌握语言知识。
7.预测故事结尾，读图回答问题：Who is Happy Pig Day for?Is it only for pigs?
教师语言设计：
T:Who is Happy Pig Day for?Is it only for pigs?
S:Happy Pig Day is for everyone who loves pigs.
T:Do you like the story?What can we learn from the story?
S:Yes，we learn to share joys with others.
设计意图：以问题为主线，带领学生预测故事下文，引导学生发散思维，培养思维的广阔性、深刻性等，同时也将绘本的情感目标得到升华。
三、读后活动
1.填写阅读反馈。
设计意图：通过让学生再读故事，检测学生是否理解故事梗概。
2.做对话，呈现故事。
设计意图：学生通过对话，把绘本故事呈现出来，模仿输入语言，从而熟练使用语言，为下面相对真实的语用作铺垫。
3.小组合作，编一个新的故事书。
设计意图：通过完成一系列有层次的活动：一是检验学生对绘本故事是否理解，理解分为整体理解和细节理解；二是学生在理解掌握绘本的基础上，让学生深度思考，小猪的节日是这样的，那大象的节日应该是怎样的呢？小组活动，让学生经过前期的语言输入、语言内化，从而达到相对真实的语言输出。
Homework：
1.Tell the story to your parents after class.
2.Choose a picture book and read at home.
设计意图：语言学习需要课内和课外相结合，课内学习必须要延伸到课外。在课内激发学生学习及阅读兴趣，完成一个有关此主题的故事，剩下的让学生在课余主动完成，让课内学习达到事半功倍的效果，从而让学生的语言学习得到可持续发展。
