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1、执教教 师姓名学科英语班级开课课题NSE （一起）四（下）Reading for Pleasure Kong Rong and Pears开课课型新授(基于学科核心素养的教 学设计)开课时间2018.5.7公开课范围河南金水区种子教师培训班观摩课 (省级)教学目标1 .语言知识与语言技能目标(1)：学生能听懂、会说、会认读单词：gave,person, other,himself ”学生进一步巩固理解和运用过去式句型：There was/were.;. gave. to .(3)学生借助图片和教师讲解听懂故事，并能复述表演故事(4)学生能借助词典和教师提供的音频仿读，自读一篇选读类传统美德故事
2、2 .学习策略目标通过教师示范如何在百度上查询“新时代人们(尤其是西方人)对孔融让梨的另 一个角度看法一不支持”引导学生明白，可以借“互联网”辅助学习学生通过教师提炼的板书要点，学会梳理故事脉络，以抓主干的方式学习短文。(3)学生通过教师标注的朗读标记，学会如何从升调，降调，连读，重读等方面，提 升朗读质量。3 .基于核心素养培养的教学目标(1)通过设计Thinking Hats活动，以“事实性、情感类、辩证思维类、创新类”四 种类型的问题，切实打开学生的思维，增强学生的感性认知，提升学生思维的概括性， 辩证性和创新性，利于学生思维品质的培养。greativitv（创新思考）Benifits
3、or Caution（Mid：/if.V）:【设计意图】在大量的语言感知，操练，运用和巩固后，教师通过“Thinking hats从“描述事实，表达情感，创造力，辩证性”4个方面渗透了 “思维能力， 的训练，体现学科核心素养的培养。Step 6. SummaryT: From the story we know, First. He wanted the big pear_But he gave the very big pears to his grandparents_ He gave the big pears to his brothers _He gave the small pea
4、rs to himself.What do you think of Kong Rong?He has the virtue of courtliness.【设计意图】在仿读，复述，以及思维帽活动后，学生对该故事有了更深刻, 全面的认识。此时引导学生对本故事进行总结，利于学生从量的积累到质的 飞越，实现情感升华。Step 7. Readers Theatre- Read and act out the story you like.T: Actually, there are many other stories about Virtue. Such as . and I asked you
5、to choose 1 story you like to read and act. Which group can show us?Ss: 4 students 1 gourp, choose 1 story to read and act out.【设计意图】总结后，该是学生产出的时候。此时，学生带着对传统美德故 事（包括课文必读篇目和课前教师提供的3篇选读）的理解，四人一组，选 择一则经典，来讲一讲，演一演传统美德故事。此时学生的演，体现了之前 两个环节，“学经典”，“品经典”的所学所感。Step 8. Task - Read a story for someone who has g
6、ot virtueSet an exampleT: Do you like the story? The stories are so classical. And the stories move us by virtue in it. And there should be someone that also move you by his virtue. Today , you can come to the readers and read out loud the story for him/her. Ms Chen, first. Hello, I am Ms Chen. I wa
7、nt to read “The old man moved the mountainsw for my father. Because he is very persistent. 曾经， 家庭生意失败，陷入困难。已到中年的父亲，克服困难，中年转业，从零开始。家庭最 终平安度过难关。1. Students finish the task.T: What about you? Who wants to come?T:采访 SI, What your name? What do you want to read? For whom?51: answer. Read “The old man mov
8、ed the mountains“ for his father, a persistent man.52: Read “ Dia a hole to steal light,z for his classmates, who are very diligent.（学生1为坚持不懈的“工程如母亲”深情朗读愚公移山）（学生2为勤奋好学的“班长”（台下站着的那位同学）深情朗读凿壁偷光）Step 9, Homework1. Finish workbook exercise.【设计意图】“为你心中拥有某种美德的人，读出那段美德故事”，该环节， 师生都表达了真实的情感，当教师描述自己的“钢铁意志般”的父
9、亲时，以 及为他朗读愚公移山时，学生们都动容了。于是，学生被迅速感染带动， 纷纷回顾身边有美德的人，并带着感情，上台为他们朗读。2.以这个任务情境 的开放性，开拓学生思维，让学生不断调用已学英语表达，如滚雪球般，让 学生想更多，说更多。3.教师给予的语言支架，既不限制学生思维，又让任 务的完成更加顺利。这种情感渗透是真实而饱满的。当学生上台为心中的“ta” 朗读出一则则经典美德故事时，不仅仅是在用世界的语言传播中华经典，更 是对在场所有师生的一场“精神洗礼”，润物无声般地渗透了美德教育。. What kind of Virtue have you or your family got? Rea
10、d a story about the virtue to you family.2 .Make a poster about Kong Rong and Pears according to the 4 thinking hats.（作业1为必选。作业2,3可选择一项完成）【设计意图】让学生反观自身或者家庭拥有什么美德，将传统美德的传播从 课内延伸到课外，发挥课堂美德教育的辐射作用，同时也是今天课堂主线任 务的延伸。根据思维帽完成孔融让梨故事的小海报，则是让学生通过海报， 梳理回顾，总结升华本课所学。板书设计教备研课组组评价本课围绕“学经典一品经典一传播经典”的主线展开，在学经典的同时, 注
11、重对学生情感教育的引导。教师能结合学生耳熟能详的一些传统美德故事, 引导学生重温中华传统美德经典，并能试着用英语读出这些经典，传播这些 经典。尤其是任务环节，一些学生为班级里“勤奋学习”的同学，朗读“凿 壁偷光”的故事，有的同学为“坚持不懈”的父亲朗读“愚公移山”，这一篇 篇朗读成了美德的颂歌，引起班级同学的共鸣。教师润物无声般地渗透了德 育，实现本课情感升华，落实了核心素养中情感目标的培养。（2）通过“情景再现一课堂上老师带来的梨，你想吃哪个？ ”以及分梨场景的扮演， 让学生先“身受”而后“感同”孔融让梨的美德，让情感教育不再假大空，而是落到实 处。（3）通过课前分发传统美德故事拓展阅读小册
12、子供学生自学，既扩宽学生视野， 又让学生感受中华传统美德瑰宝，为跨文化交际意识的培养奠定基础（4）通过设置任务一“为你身边有某种美德的人，读一则美德故事”，既实现了潜 移默化的美德引领，又实现了 “用世界的语言传播中华传统美德”的跨文化交际意识培 养。教学重难点1.学生能够读懂Kong Rong and Pears故事以及教师提供的3则选读故事中的一则； 学生能通过思维帽活动，切实锻炼思维品质；学生能用英文，为身边拥有某种美德的人， 读一读美德故事，用世界的语言传播中华传统美德。课 题 指 导 思 想普通高中英语课程标准（2017年版）指出：英语课程倡导指向学科核心素养培 养的基于“六要素整合
13、”的英语学习活动观，强调英语教师需要积极主动地为学生设计 一系列具有关联性、综合性、实践性特点的英语学习活动，使学生基于语篇所提供的主 题情境，通过学习理解、应用实践、迁移创新等一系列融语言、思维、文化为一体的活 动，解读、评判和阐释语篇意义，有效表达个人观点、情感和态度；感知和理解文化异 同，发展多元思维能力；运用有效的策略和方法，提升学习英语和用英语进行学习的能 力，以最终促进学生英语学科核心素养的形成。在以学生为中心的学习活动观的引领下，本课的教学设计将围绕“用世界的语言 传播中华传统美德”的主题，沿着“学习经典一感悟经典一传播经典”的主线，依托文 本语篇，将本课需掌握的词汇和功能句等语
14、言知识与思维品质的发展、文化品格的感悟 以及学习能力的培养整合在一起，以探究为主旋律，凸显整合的学习路径，转变学习方 式，实现深度学习。力求突破传统教学方式，实现如下教学优化：1.延伸阅读，感悟经典，提升民族自豪感。除本课主语篇外，教师围绕“中华经典美德故事”这一主题，引导学生说出了更多 “中华传统美德故事”，并选取其中学生较为熟悉的3篇传统美德故事英文版（愚公移山、凿壁偷光、司马光砸缸作为选读。学生在阅读中唤醒了思维深处对“经典美 德故事”的记忆，在“为ta读美德故事”任务实施中，激活了内心对中华传统美德的真 实体验，文化自信得以提升，民族自豪感油然而生。根据文本的特点，补充了各种不同体裁的
15、阅读载体，并设计形式多样的阅读活动， 组织学生进行讨论，让学生从阅读文本中主人翁对自己饲养的宠物或自己的“二宝”弟 弟妹妹细致入微的观察中感悟爱的伟大、生命成长的奇迹，并形成自己的积极人生观。2 .从文本走向生活，促进情感体验的升华，将课堂推向高潮“语言教学应基于学科的内容，加深对文化内涵的挖掘、比较、批判、评价、鉴别， 从而汲取精华，在此基础上使语言教育和学习能够内化于心，外化于形，使知行统一起 来。”（王蔷，2018）在学习完所有美德故事后，教师引导学生从本文走向生活，寻找身 边“美德之人”并为他读相关“美德故事”。有的学生为班级里的“勤奋学霸”读了 “凿 壁偷光”的故事，有的为“艰辛创业
16、，百折不挠”的父亲读了 “愚公移山二这些与同学 们紧密相关的真人真事，扣动了同学们的心弦，激起同学们真实的情感体验，连听课教 师都为之动容，将课堂推向高潮。3 .巧设Thinking Hats活动，实现阅读能力，思维能力以及情感态度多元发展。教师通过Facts”, “Feelings，“Creativity”, Benefits or Caution 四顶思维帽,引 导学生在小组合作探究中实现思维碰撞与情感互动。 Facts-How did Kong Rong give pears? Retell it!”要求学生重读本文故事，概括故事大意，指向“概括，归纳”逻辑思维能力能 力与阅读能力培养。
17、Feelings-What do you think of Kong Rong?”引导学生感悟孔融身上 的美德并由此自省。有的学生甚至表示“平时都是爷爷奶奶把鸡腿让给他，今晚他也要 当一回孔融”。可见情感教育在这里不是贴标签，而是促使学生将美德内化于心，外化于 行的积极体验。CreativityMake a new story of Kong Rong and Pears指向举一反三” 迁移，推理能力的培养。学生借助板书上的故事导图，创编了形形色色的美德故事，实 现了迁移创新。 Benefits or CautionDo you support Kong Rong? Why or why no
18、t?” 指 向“辩证看待事物”能力的培养。有的学生提出I don/t support Kong Rong.孔融最年幼 正在长身体，他也需要大梨的营养。他那么想吃大梨，为什么要“委曲求全。面对新时 代背景下，儿童的这种“自我意识”，教师并没有站在“道德至高点”，批评学生，而是 顺势引导学生“面对人生的选择，可以直面内心，向家人坦诚内心最真实的需求，并学 会共赢，而非顾此失彼J 教师的这种引导已经超脱课堂，指向了 “人生观，价值观的 引导”，落实了核心素养的培养。Step 1. Lead-in and present the taskT: Good morning ,boys and girls!
19、 Today, Tm coming here for a TV programme -Readers. “What is Readers? Have a look!播放朗读者宣传微课。Do you know it?Ss: Yes.T: Fine. Look! Readers program is looking fbr readers these days, lots of people join it. Lets join them, read classical stories, try to be good readers. Our topic is to spread the Chin
20、ese classical story in English（用世界的语言传播中国的经典故事！）The key word is Virtue.QI: How to be a good reader?（让学生思考，如何完成任务，真实）Ss: answer.T: Ok, let me help you! Well finish our task by 3 steps.1 .Learn a Chinese classical siory（学习经典）.Appreciate the Chinese classical story（评鉴经典）Spread the Classical classical s
21、tory（传播经典）【设计意图】通过具有强烈视听感染力的朗读者宣传视频，将学生带入“为身边的人朗读一则美德故事，用世界的语言传播中华传统美德”的任务情境中。同时，围绕这一任务，设置了 “学经典”一“品经典”一 “传播经典”的课堂教学主线。Step 2. Lead-inAsk questions about the boyT: First, lets leam a Chinese classical story. Its a bout this little boy. Any questions about this boy? The key word will help you!Ss:学生自由
22、提问。【设计意图】通过质疑环节，激活文本，让学生对将要学的故事产生兴趣，自主提问 又锻炼了学生的发散思维。同时，教师提供的关键词，又有效地给予学生支架，让学生 的自主发散有所依据，而非胡思乱想，乱发散。Step 3.Learn the story picture by pictureLeam picture 1-2T: Good questions and smart thinking. Let* s find the answer later. First, How old is he?PPT： Once there was a Chinese boy , he was only four.
23、) Again! Can you read?1. Leam picture 3QI: Look! Who came back home ? Q2.What did he have?Ss: Answer.Q3: What s in his bag? Can you guess?T: One day, his father came home. He had a big bag. There were lots of pears in his bag.主 要 教 学 过 程 主 要 教 学 过 程51: Read.Learn picture 4-5（情景再现）T: T shows a big ba
24、g in which there are lots of pears.模拟分梨场景。Look,vvhat is it?Ss: Answer.T: Yes, a big bag. There are lots of pears in the bag. Big or small?Ss: anwerT: Leis check. Teacher pul the pears on the desk one by one.Look! Some big pears.,some very very big pears, and 1 small pear.（边摆梨，边带领学生说）Do you want to e
25、at the pears? Which one do you want to eat?S1 /s2/s3 ： answerT: Everyone wants to eat the big pear. What about them? PPT: Eveiy one wanted to eat the big pears. 追问 How to share these pears?PPT: His father said to him: Give a pear to each person!教授Give.to.Leam picture 6-7, guess and act out How to sh
26、are the pears?”Ss： Guess,say and actT: Ask 1 or 2 groups to say and act.Group I: Say and act: Mum, dad. Here you are （he pears. Thank you!T: Wow ,good guess! Do they act well? Big hands for them. Lets check. Learn pictures 6-8He gave the very big pears to his grandma and grandpa. He gave the big pea
27、rs to his mother and father. Then he gave other big pears to his brothers. They ate the pears.T:教授other带读，big pears, other big pears.同上,演。(学生扮演He gave the very big pears to his grandma and grandpa/*)(师生扮演He gave the big pears to his brothers.w)Learn picture 8-9Then whafs left ?(点击出现盆里只有一个小梨子)SI ： Th
28、ere was only one small pear.S. Yes, there was only one small pear. What did he do?S5: He gave (he small pear to himself.T: check. PPT. himself. Ask students to act: Mm,a small pear, its for me. Sweet pear!Ss: Say and act.T: Then, each person had a pear. How were they?Ss: Happy.T: Yes, All the family
29、 were very happy with him. And What would they say?S1: You are a very good boy!T: Right! You are a very good boy! They said.6.More about Kong Rong and give a title to the story.This is (he whole story. Now do you know who is this boy ?Ss: Kong Rong!T: Yes !Look! Here is the brief introduction of him
30、. He is a litterateur and he is one of *Jianan Seven litterateurs”. PPT:(孔融简介)T: Now can you give the story a title?S1: Kong Rong and pears. /Kong Rong gave the pears.T: Yes, well done! What about this one? Kong Rong shared (he pears .【设计意图】通过连环追问，实现学生对文本学习抽丝剥茧般逐层递进；通过 提供一袋梨，让情景再现，让学生切实感受到孔融所经历的“人人都
31、想吃大 梨，小梨如何分”的两难情境，从而更加深刻感受孔融身上的美德一谦让。 在为故事设计标题环节，学生能给出A clever/good/nice boy, How to share the pears, Kong Rong and pears等创新性总结性标题，实现了学生对所学故事的归 纳总结和升华。Step 4. PracticeI .Talk about picturesT: Now, you know the story. Do you understand it? Let me check. I point the picture, you describe it.说说我指的图片。T指
32、着图1Ss: Once, there was a .2 .Read the storyT: Well done. And ,this is one of Chinese classical storics.so, please follow me to read and appreciate （he story. Pay attention to the reading mark.重读 stressed;升调 rising tone;降调 falling tone; 连读 joint mark.Retell the story.T: Now let s try to retell his st
33、ory.（借助板书）【设计意图】1.趣味游戏的机械操练让学生通过大量体验和实践，最大限度 地、有效地巩固新学词句。同时，游戏中的加分评比，大大调动学生参与热 情，让新知的巩固更加高效。Read Ihe story环节通过朗读标志的学习和实践， 让学生掌握了一定的朗读技巧。Retell the story环节则让学生能根据板书提炼 的要点，在脑中重新建构故事，体现对所学故事的检测。Step 5. Thinking hatsT： Excellent! After reading, do you know more about the story? Lets come to part 2一 Insp
34、iration. I have 4 thinking hats for you.Tips for you. Each group choose 1 hat. Discuss and answer.A. The white hat is about facts. QI How did Kong Rong share the pears? Retell! The blackboard can help you.B.The red hat is about feelings.Q2 What do you think of Kong Rong?C. the green hat is about cre
35、ativity. Q3Can you make a new story of Kong Rong and pears? ”The yellow and black hat is about benefits or caution. Q4 Do you support Kong Rong?T: Now, take out your 4 hats. The questions are on the hat.Ss: Answer.T: Who choose the yellow hat? This is what I found on Baidu. Western people dont support Kong Rong. Any way, we/re in China.