The Day Without the Morning Call——选自《攀登英语阅读》

郑幸子 王爱华

教学过程

Part 1.Pre-reading

1.Picture reading

T:Today we’ll learn a story.Look!This is the cover of the story book.So,what do you know from the cover?

There are several pictures of the story.Read carefully,you can get a lot of information from them.

Q1:What do you see?

Q2:What do you want to know about the story?

设计意图：首先，通过读故事封面，让学生学会认标题，知道封面中的图片代表什么。接着，从故事中精选有明显故事线索特点的图片，引导学生观察图片中人物的面部神态、肢体语言、图片内容等细节，获取信息，结合自身实际生活经验猜测发生了什么，或者将要发生什么。通过只呈现图片这一设疑的方式，让学生对故事保持好奇心，在下一阶段的学习中验证自己的猜测。此环节的目的在于通过反复的读图、思考、表达等一系列活动，让学生掌握阅读故事时读图的技巧，培养学生的思维能力，并推动故事向前展开。

2.Let’s watch!

Q1:Who are in the story?

A1:a cow/a hen/a donkey/a rooster.

Q2:Who makes the morning call?

A2:The rooster.

Q3:Is there a morning call next day?Why?

A3:No,there isn’t.The rooster is sleeping.

Q4:Is everything OK on the farm?

A4:No,everything is in a mess.

设计意图：通过将故事文本和音频直观形象地整体呈现给学生，让学生初步感知故事。教师设置的四个问题较为浅显，符合学生在短时间内阅读的认知水平，让学生在思考和回答问题时把握故事大意，并对故事的发展脉络有大致的了解。此环节也为接下来的精读故事环节做足铺垫。

Part 2.While reading

1.Intensive reading

（1）Roles and jobs

Q1:Who are in the story?Circle it!

Q2:What do they do?Underline it!

Cow give milk

Hen lay eggs

Donkey make bean curd

T:How to give milk/lay eggs/make bean curd?Can you show me?

T:What does the rooster do?

Ss:The rooster just walks around.

T:So,you see.Everyone does his job.A ll of them are very busy.But the rooster is walking around.He is not busy.

设计意图：通过让学生细读第一部分故事，引导学生采用圈出故事人物，画出他们在做什么这种标记式阅读的方式，梳理故事角色characters和他们所承担的工作，并利用TPR让学生操练、表演动作词组give milk/lay eggs/make bean curd/walk around。在教师夸张的表演和精准的示范带动下，学生们的表演欲被充分激发，跃跃欲试。学生的体验尝试为下一环节的表演打好基础、埋下表演的种子。

（2）Role-play

T:So this is the first part of the story.Let’s act out this part.I need a rooster!Group 1,you are cows.Group 2,you are hens...Group 6,you are donkeys.

Hi!Rooster/cow/hen/donkey!

Q1:What are you doing?

Q2:How do you feel?

Q3:Look at the rooster,do you feel angry?

Q4:What do you want to say to the rooster?

...

学生自由发言。

T:Everyone of you did a great job!Read the next part.And find out what they say to the rooster.

设计意图：在角色扮演中，请一名学生扮演rooster，其他学生分组扮演the cow,the hen and the donkey，通过模仿表演让学生更直接、深入体会角色的工作程度和心理活动。到处闲逛的rooster和忙碌着的动物们产生强烈反差，此时学生也能感同身受体会所扮演角色的心情。教师实时采访学生扮演动物时的感受，让学生直接表达内心的想法，同时教师给予适当帮助，这是学生提升语言运用能力的途径之一。动物们因为忙碌而“not happy”，故事自然而然过渡到下一部分。

（3）The cause of the story

T:Look at their faces and arms!How do they feel now?

Ss:Angry.

T:Let’s read with a angry tone!

T:Look at the rooster!His fingers!How dose the rooster feel?

Ss:Sad.

T:Let’s read with sadness!

(next picture)

T:Do they think his job is important?

Ss:No.

T:Look at the animals again!And how do they feel now?

Ss:Even angrier.

T:See.Their arms are like this!They stamp their foot and point at the rooster.They are very angry!Let’s read this part with a even angrier tone.OK?

T：Yeah!You do a good job again.They think the rooster’s job is not important,but they think their jobs are very important.What happens?

Ss:Look!The rooster is very busy.The animals make the rooster to do much work.

T:What is the work?

Ss:...massage me./get me some food.

T:Can you act it out?

Ss:Yes...

设计意图：教师引导学生观察图片中人物的表情、肢体动作，让学生明白这些动物在情绪上有变化，并引导学生模仿角色，通过夸张的语气和肢体动作，帮助学生深入体会人物的内心。教师帮助学生梳理故事发展的环节，完成板书内容。

（4）I am the busy rooster

T:You are the rooster.Put this on.

OK!I’ll devide you into 6 groups.This group say“Get me some tea!”OK?

T:“Give me some fruit!”

T:Ready?Go!...OK!Stop!

T:Hi,rooster!

How do you feel now?

What do you want to do now?

Ss：(Free talk.)

T:I have a question.What do you want to do now?

Ss:Sleep./Have rest.

T:Look!The rooster is sleepy.You do a good job!Give me five!

Q1:W ill he get up the next morning?

Q2:W ill he make the morning call?

设计意图：通过I am the busy rooster这一角色体验活动，让学生在扮演rooster时能够体会busy and tired的感受，并通过教师的帮助输出语言。教师通过设问rooster明天会不会起床打鸣，将故事过渡到下一片段。

（5）What happens in the next day

T:Look at the picture!Where are the anmals?

Ss:They are sleeping.

T:Is there a morning call?

Ss:No.

T:Look at the sun.It’s not happy!

T:Look at this picture.The plate is empty,The glass is empty,too.There is no breakfast.How does the farmer feel now?

Ss:Angry.

T:Look at his mouth.It is so big.And his eyes are wide...The farmer is very very angry.

Try to shout out like the farmer.“WAKE UP!You lazy BONES!”

T：And then the animals get up in a hurry.Is everything OK on the farm?

Ss:No,it is in a mess.

T:You see.They are scared.They fly here and run there,everything is in a mess.

Ah!Bang!

T:So without the morning call.What a mess!

设计意图：在教师的引导下，学生通过细读图片、文字等信息知道without the morning call的农场no breakfast/in a mess，从侧面体现出the morning call的重要性。以乱糟糟的工作场景和抱头受到惊吓的公鸡作为结尾图，这一开放式的结局正好适合教师作为情感教育的切入点，也可以让学生课后自编故事结尾。

（6）Retell the story

设计意图：教师通过PPT依次呈现图片和词条，并根据提示讲述故事。学生根据教师示范，尝试通过板书将故事完整地复述出来，借助板书梳理故事，巩固学生对故事发展脉络的掌握。

（7）Group work

教学设计：通过小组合作，学生们将自己喜欢的片断表演出来，不仅巩固了新知，而且在表演时也可以自创内容，发展语言综合运用能力。学生的合作表演也是进行情感教育的一个基石，小组中每个人的角色都是重要的，只要学会合作，才能共赢。

（8）Think and say

T:If you are the animals，what do you want to say to the rooster?

Ss:Sorry,your job is very important.

Without your morning call,everything is in a mess.

...

T:Now I have a last question to ask you.What do you learn or know from the story?

Ss:(Free talk)

T:Every job is very important.We should work together as a team.

In your group work,everyone of you are important.And your,work together makes the show perfect!Remember the teamwork,OK?

设计意图：故事的结局，教师设问，启发学生思考：如果你们是动物，你会对rooster说什么？教师再次引导学生思考，从故事中学到和知道了什么，展开情感教育，让学生明白每个人的工作都同等重要，我们应该学会合作共赢。

Part 3.Post reading

1.Homework

T:That’s what we learn today.So it’s time to give you homework.

（1）Make a new ending of the story and tell the story to your friends.

（2）Read more picture books after class.

T：So it’s time to say goodbye！

设计意图：通过完成布置家庭作业，巩固当天所学知识，引导学生拓展知识面，做到学有所用。