The Big Fire 教学设计

江阴市周庄实验小学 缪张芳

【教学内容】

黑布林分级阅读 a3 The Big Fire

【教学目标】

1. 指导学生能根据绘本图片、关键词猜测文本内容，会初步运用There be…句型说出自己在绘本中看到了什么，提升学生在阅读中理清故事脉络的能力。

2. 引导学生阅读、体验、扮演并体会动物们面对困难和解决困难后不同角色情绪的变化，提升学生的朗读故事和表演故事的能力。

3. 引导学生感受动物们合作的力量，并激发学生浓厚的课外阅读的兴趣。

【教学过程】

Step 1 Before-reading

1. Say a chant （Page 4）

In the jungle, by the tree, there's ...

【设计意图】：利用教材中的chant不仅活跃课堂气氛，使学生快速进入学习状态，同时chant中设计的一些动物类单词如monkey、tiger、bird、giraffe等动物名称是学生已经学过的知识，学生对动物很感兴趣， 乐于学习，为下面教学文中出现的flamingo、leopard、frog等动物类单词做铺垫。

T:You can say and do the action.

【设计意图】：第一遍是感知，第二遍是边学边配合动作做，并再一次感知There be 这个句型。学生虽没学习过There be… 句型， 但对is和are 的用法已有了初步认识。可见，学生已初步具备了学习该绘本的知识基础。

2. Look at the cover

（1）    What can you see in the picture？P6-7 How do the animals feel?

引导学生用I can see…There is/are…The…is/are…描述图片。

T: The jungle is…and the animals are … Can you read beautifully? Listen to me first.

T: But one day, what happens? Listen! 生接着读What’s that？ Wow，it’s big！

【设计意图】：基于学情，结合图片，让学生用beautiful, happy等单词表达自己的内心感受，并引导学生认识一些新动物单词flamingo、leopard、frog等。

（2）T：What is big？ Why?引导学生看图说出The sky is orange，从而揭题The Big Fire。

（3）T: There’s a  big fire in the jungle. If you were the animals, what will you do?

生： ask for help ，get water，use the fire extinguisher ，shout loudly “help”， run ，sand， call 119

生说到run，T总结：Maybe you can protect yourself. But is it a good idea to run？Tthere are a lot of animals in the jungle . And the jungle is their home. They should stop the fire.

【设计意图】：火灾这个话题是十分贴近学生生活实际的，学生在生活中会看见或遭遇过，因此，找到教材与生活的链接点，让学生有话可说、有感而发，不仅预热了学生的语言表达，也激活了学生已有的知识储备，帮助学生架起了新旧知识之间的桥梁。

Step 2 While-reading

1.      Who helps stop the fire in the story?  整体感知

Look and find 快速浏览图片

生反馈。You got it. Well done! You are good at reading pictures.

【设计意图】：绘本插图，重要的不是色彩的丰富，而是能充分表达故事内容的有效解码。我让孩子浏览整个绘本的图片，整体感知绘本，找出故事的主人公。（1）T: These animals help stop the fire. But who’s the first?

The blue bird.

（2）What do you think of the blue bird?If you were the blue bird, what will you say?

Oh no,  It’s a fire! Let’s get water!（读出语气）

（3）What does he do?

（4）Ss：Get water. T: But how?

Let’s have a look. The blue bird can get water in his beak.. His beak is full of water. Water to stop the fire.

【设计意图】：蓝鸟是第一个去救火的，我先带领孩子们对有关蓝鸟救火的信息进行感知、梳理、概括与整合后，接着进行实践活动，让学生读出焦急的语气，理解故事内容，感知体验蓝鸟的brave。

2.      Oh, the blue bird is so brave, how about the pink bird?

Let’s listen! He’s scared. 新授： I’m scared.

The pink bird is scared. Why? But The fire is burning their home. Can the blue bird stop the fire? Why？Listen!

Fire :big .bird: small    not enough water.

So the blue bird is very worried. He asks for help, he says:…  the pink bird says:…

【设计意图】：适时追问，培养思维。思维品质是英语学科核心素养的组成部分。从本课教学来说，培养学生的思维品质，就是要让学生学会思考，而不是从文中找现成的答案。这就要求教师适时追问，多问一些“if”类问题。如：文中当蓝鸟向粉鸟求助时，粉鸟却说：“No，I’m scared of the fire.”我及时追问：Why？让学生从不同的角度去思考，从而把他们的思维引向深入。

3.      The pink bird can’t help. What happens next?

【设计意图】：设置悬念，培养学生预测故事的能力。

4.      Look, who comes? Flamingo The blue bird asks for help again. Imagine: What will they say? Work in pairs.

【设计意图】：学生互相扮演角色，发挥想象，创造语言，有了前面的学习与铺垫，学生猜测、想象、创编火烈鸟与蓝鸟之间的对话。

5.      What a pity! Now the fire is very big. It’s in the grass and in the trees. It’s everywhere! What does the flamingo do? Ask for help. Look, he comes back with his companies.

What do you think of the flamingo？（friendly）

All the flamingos are here. The little bird are very happy. They say happily:

6.      But can the flamingos stop the fire? No. Because….So look at the birds ,they are very sad. They are alone again. They says: No, please ….

7.      The flamingos fly away, what do they do? Ask for help.

How do the little birds feel?

Who comes back with the flamingos? How do the little birds feel now?

Can the animals stop the fire now？Why？Who can stop the fire?

How do the animals feel in the end?

【设计意图】：图片环游的形式，加上一个个层层深入的问题，使学生关注到故事前后发展的逻辑性，为学生语言发展和知识的习得搭建支架。

8.      总结：How do they stop the fire？组内交流

9.      That’s the whole story. Let’s try to act.

10.  You can act very well. What do you learn from the story?

Try to work together when you are in a trouble.

Step 3 Post-reading

1.Think and say

Is the pink bird scared in the end?

What does the pink bird do in the end?

【设计意图】：设计开放性问题让学生有足够的空间去进行拓展性的思考，实现学生细腻的情感随图文流淌，内心的话语作真情流露。这样，一个情感态度价值观的升华，就不是一个简单的贴标签。

What animal do you like best? Why?

2.Give medals

Dear …

You are…

You can…

You…

…

I like you best!

Here is a medal for you.

【设计意图】：故事中，不同的动物面对困难有不同的情绪和表现，有的动物自始至终勇者无惧，有的动物从一开始的害怕到最后参与，有的动物机智聪明等，让学生选择自己最喜欢的动物并简述理由，是让学生在这样的深度交流中，对绘本的理解又深了一层，他们的人生观、价值观也在无形中得到滋养。

Step 4 Homework

1.Read the story

2.Share the story

3. Try to remember：

Try to be brave!尝试勇敢！

Take care of yourself！照顾好自己！

Ask for help！寻求帮助！

Try to be smart and helpful!

尝试机智、乐于助人！

Never give up！永不放弃！