绘本“Home is best”与译林版《英语》三（下）Unit 4 Story time融合教学

2022-05-30叶文天

小学教学设计(英语) 2022年4期

关键词：意图小鸟绘本

文|叶文天

教学过程

1.Sing a song “Where is Mr Parrot?”

师生共同歌唱根据绘本内容改编的歌曲。

图1

2.Let’s find the places

T:In the song,Mr Parrot flies to many different places.What are the places? Let’s find out the places.

S1:It’s in the box/under the desk/behind the chair/on the schoolbag.

3.Say a chant

T:Mr Parrot flies to many places.Let’s say a chant and try to remember the places.

设计意图：教师根据《跟上兔子》系列绘本“Home is best!”中的主人公Mr Parrot 创编歌曲，融入本单元的重点方位介词on,in,under,behind 和物品类的单词desk,chair，使学生在朗朗上口的歌曲中学习重点句型“Where is...?”和相关单词，并在师生共同创编的chant 中巩固了所学内容，同时通过chant 中的“It flies away”为接下来的复习绘本内容做好铺垫。

4.Know about flow map

T:Mr Parrot is not here.It flies away.Where is Mr Parrot?Let’s ask together.

Ss:Where is Mr Parrot?

教师引导学生回顾课前阅读的绘本“Home is best！”的内容。

T:Look,Mr Parrot is in the tree,in front of the old house.Look at him.Mr Parrot is not happy.He does not like his little old house.So he leaves his old house to look for a new one.He flies to many different places.How many places does he fly to?

Ss:Seven.

T:What are the right orders?

Ss put the pictures in order.

T:Mr Parrot leaves his old house to look for a new one.He flies to many different places.At last，he flies back home.Look,this is the flow map for Mr Parrot.It’s very useful.It helps us understand the story better.So today we are going to use this flow map to learn a new story.The story is about a bird.

图2

设计意图：教师引导学生复习已学的绘本“Home is best”，并通过两个问题“How many places does Mr Parrot fly to?”和“What are the right orders?”帮助学生复习绘本的内容，带着学生一同完成Mr Parrot 的Flow map。教师按照步骤示范如何画Mr Parrot 的Flow map，即Draw circles,Stick places,Draw arrows。通过教师的示范，学生对如何制作Flow map及其作用有了初步感知，为接下来Story time 的文本学习提供了方法指导。

5.Make a flow map

T:Look,what is it?

Ss:A bird.

T:A bird flies to a classroom.Whose classroom?

Ss:Mike,Su Hai and Yang Ling’s classroom.

T:When they see the bird,how do they feel? Yes,they’re happy and excited.What will they say?

S1:I like the bird.

S2:What a nice bird!

S3:...

设计意图：教师引导学生想象他们在教室里看到小鸟后的感受，并且想一想他们会说什么。着重引导学生运用已学语言去描述，充分激活学生的语言知识，让其在真实的语境中进行表达和交流。

（1）Watch and draw

Step 1.Draw circles

2.1.2 结合所学科目，参观中药材种植基地我们以郊游形式组织学生参观了北京市植物园，学生以发现、探索自然界奥妙的心态，听取植物园讲解员和教师的讲解，观察各种草本植物的形态、颜色，了解万物生长的异同，感受万物生长的奇妙。在只需眼观的博物馆参观之旅后，学生再用触觉、嗅觉去感受中草药。这种能与大自然接触的游学方式，让学生身处自由的环境中，观察了解每一种植物，从中领略中医药文化的博大精深，潜移默化地对中医药事业产生热爱之情。

T:The bird flies here and there.How many places does the bird fly to? Let’s watch and draw circles.

Ss:Five.

T:So we draw five circles here.

（2）Read and stick

Step 2.Stick places

T:Where’s the bird at different times? Let’s stick the places.

T&Ss check and stick on the blackboard together.

T:In the fifth picture,why does Mike say it quietly?

（3）Retell and draw

Step 3.Draw arrows

T:Let’s draw the arrows and retell where the bird is.

图3

设计意图：通过复习绘本时学到的制作Flow map 的三步骤，对Story time 部分进行文本解读。Step 1.Draw circles 学生通过观看动画找出小鸟一共飞去了几个地方，从而画出相应数量的圆圈。Step 2.Stick places 学生通过阅读文本内容找出小鸟分别飞去了哪里，并以小组为单位在Flow map 的相应圆圈里贴出小鸟的位置。Step 3.Draw arrows 学生在对文本内容进行复述的过程中，根据小鸟飞行的先后顺序画出相应的箭头。通过以上三个步骤，学生完成了小鸟的Flow map，同时对文本的内容也有了清晰的认识。学生运用教师教授的制作Flow map 的方法，学习了一个新的文本，同时也学会了一种新的、有用的学习方法。

6.Happy reading

小组合作选择自己最喜欢的方式读书，可以齐读、跟着组长读或分角色朗读。

7.Let’s act

T:In the story,what else can they say? Can you add more sentences to make the story more vivid and try to act?

引导学生思考文本中的人物还会说什么，从而充分发挥想象力，提升学生的思维品质。

8.Discuss and share

T:The bird is in the tree at last.Then it flies to the library,zoo,park,cage and some other places.Among these places,which one does the bird like best? Two students are in a group and talk like this.

A:Where’s the bird?

B:It’s in...

A:These places look...

B:Look at...It likes...

小鸟最喜欢住在哪里，是树上、图书馆、动物园还是笼子里？小组内进行讨论和分享，学生各抒己见。

设计意图：课文中小鸟飞到了很多地方，如树上、图书馆、动物园、笼子等，这些地方中你觉得小鸟最喜欢哪里呢？为什么？让学生们进行思考，不局限于课本的内容，发散思维。

9.Review and think

T:Your ideas are reasonable.Do you remember the picture book “Home is best”?Which place does Mr Parrot like best?

Ss:The old house.

T:Why?

Ss:East or West,home is best.

T:Where is bird’s home?Let’s watch a short video and find it.