小学外研版 (一年级起点)Unit 1教学设计

Reading for Pleasure

The Elves and the Shoemaker

                                          You Ge

               Da Tong Primary School, Furong District, Changsha

1. Teaching content:

II. Teaching aims:

1. Ss can retell the story
2. Ss can guess the meaning of the new words from the pictures

and context.

3. Ss can show us how they feel about this story.

2. Important points in teaching:
   1. Learn to use the words which can show the sequence. Such as that night, the next day, at night
   2. Ss can read out these words: elves(elf的复数形式)，shoemaker, poor, money, leather

IV. Difficult points in teaching:

   1. Ss can retell the story with the key words

   2. Ss can show us how they feel about this story.

V. Teaching aids:

CAI, CD-ROM, cards, Point reading system

VI. Teaching time:

40 minutes

VII. Teaching procedures:

Step1. Pre-reading

1. Free reading

T: Hello! Boys and girls! I’v got something in my hand. Can you guess? What’s in my hand?

Ss: A book.

T: Great! I like reading an English book. Have you ever read any English storybooks?

Ss: Yes.

T: Could you please tell me something about your favourite book?

S1: I like Three Little Pigs. The big wolf is very bad, and he wants to eat the three little pigs. The third little pig is very hard working and clever. He builds a brick house and saves his brother.

….

T: I’m very happy to know that you’ve read lots of great stories. Today we’ll read a new story.

[设计意图] 通过孩子们对已知故事的描绘，来梳理他们复述故事必须要表达的几个要素：when, who, what, where, how, 从而为新故事学习的提问做好铺垫。

2. T puts a picture on the blackboard and ask: What’s this?

S1: a pair of shoes.

T teaches the phrase. Then show two pairs of shoes, three pairs of shoes, four pairs of shoes. The first shoes for Group 1. The second shoes for Group2. The third shoes for Group 3. The forth shoes for Group 3.Now let’s have a match. If you do the best you will get some__ ? Yes, money! Teaching the new word: money

T: Do you like money? Have you got much money? (CAI )

Ss: No!

T: Look! Did he have much money? Why?

S1: He didn’t have much money. Because his clothes are very dirty.

T: Maybe! Today we’re going to learn the story about him. Do you have any questions about him?

[设计目的]宣布本节课的目标，阅读故事的第一幅图），把题目写在黑板的右边，当孩子们通过视频，解决一个问题就擦掉一个问题）

S1: Who’s he?

S2: What did he do?

S3: Did he have much money?

S4: Where was he?

S5: What did he have?

S6: Why didn’t he very happy?

[设计意图] 设计开放性的问题，让同学们去质疑，教师倾听学生的问题并适当修正，同时将问题写在黑板上，运用板书记录学生的读前困惑，让学生带着自己的问题阅读故事，明确自主阅读的目的。

3. Watch video and get the answer.

S1:He is shoemaker. Teaching the new words: shoemaker

  shoe+maker  shoemaker

 S2: He made the shoes.

 S3: He didn’t have much money. He was poor. Teaching the new words: poor

 S4: He was in the shoemaker.

 S5: He had only one piece of leather for one pair of shoes.

 S6: He was poor.

Writing on the blackboard: Shoemaker (made, poor, money x , leather)

[设计意图] 寻读是有目的地查找个别信息的浏览性阅读，因此，教师先让学生根据第一幅图shoemaker这个人物进行自助发问，之后指导学生根据自己所提出的问题，在阅读文章时有针对性地查找问题中的某一具体信息，使其学会自主提问，自主解答。

Step 2. While reading

  形式：T-Ss  Ss –Ss

1. 阅读故事的最后一面

1）            T: Look, what can you see in the picture? （CAI）

Ss. I can see elf. Please pronounce it. e says /e/ ,l says /l/, f says/f/,

T: one elf. two elves.

T: What else can you see? What’s the matter？（CAI）

T: Who made some little clothes? Who cooked a big dinner? How about the elves?

S1: The shoemaker made some little clothes.

S2: The shoemaker cooked a big dinner for them.

S3: The elves were very happy.

T: The shoemaker wanted to say_____

Writing: Thank you! clothes, dinner, happy.

T: The shoemaker wanted to say_____. He made ____ ____ ____for them. He also cooked______. The elves were very_____

Why did the shoemaker make some little clothes?

[设计意图] 让同学们看最后一幅图，提出了关键性问题调动了全体学生的思绪，极大地激发了学生学习阅读的兴趣，促使学生在自主学习和思考中理解故事。）

2. Task 1  Please read the pictures and try to recorder the pictures

 (     )                      (      )

     (     )             (     )              (     )

2. Let’s watch carefully and then check your answer（CAI）

6 . 5. 4. 3. 2

 [设计意图] 要想深入理解文本内容，仅仅把握文本的基本框架是不够的，我们应巧设活动，引导学生关注文本细节。例如此处，教师先让同学们看图排序，再看视频，检查自己给故事排序是否正确，这样的练习设计能使学生正确理解文本的每一个细节，培养其想象力。

3. Show some key words for each of the pictures. And ask Ss to read and match.  (CAI)

T: Ask Ss to listen and read the text from Picture 2 to Picture 6 with the Point reading pen , and choose the correct key words. Can you talk about the pictures with the key words.

S1: The shoemaker put the leather on the table.

S2: He saw a new pair of shoes on the table. He was very excited and very happy. A man came into the shop. He bought the shoes. Now the shoemaker had some money.

T: He was very excited and happy. Can you do the action? Let’s make the dialogue, OK? Please practice in pairs. Who can try?

S1- shoemaker    S2- a man

S1: I’ve got a new pair of shoes. Who helped me? Thank you! My god!

S2: Excuse me! I want to buy the new pair shoes. How much is it?

S1: It’s $200

S2: That’s too expensive.  It’s $100.

S1: OK! Here you are!

S 2: Thank you!

[设计意图] 同学们喜欢表演，在这个地方，为了让他们更能理解故事，可以让学生进行再创造，对于两个人物有点矛盾冲突时，非常适合表演，孩子们可以运用他们已有的词汇，来表演，即活跃了气氛，又激发了孩子的创新能力。

S3: The shoemaker bought some more leather. He put it on the table. Then he went to bed.

 T: What does “more” mean? (CAI)

A.  a piece of leather    B.  many pieces of leather.

[设计意图] 认真思考，形成阅读策略，通过两句词组来辨别，解释“more” 的意思，鼓励学生阅读时要多联系上下文。

 S2: B

S4. There were two new pairs of shoes on the table.

S5. The shoemaker hid behind the door. He saw two little elves make the shoes.

T: Look at the picture. The shoemaker hid behind the door. What does “hid” mean?

Ss: 藏。

T: Most of the children like to play a game . That is “Hide and seek” .

  “hid” is the past verb. “hide” is the present verb.

T: What time did the shoemaker put the leather on the table?

S1: That night.

T: What time did he see a new pair of shoes on the table?

S2: The next day.

T: What time did he see two new pairs of shoes on the table?

S3: The next day.

T: What time did the shoemaker hide behind the door?

S4: That night.

4. Read after the Point reading pen.

[设计意图] 当同学们能根据关键词了连成句子时，老师再让他们在描述故事时学会用到这些时间词，这样为他们以后再读故事时就会注意到文章的五要素之一，时间。

Step 3 After-reading

Task 2  Read and choose

1.(     )The shoemaker made the shoes.

           He was very_______.

           A. rich              B. happy           C.  poor

2.(     )He didn’t have much ________.                 

           A. water          B. money           C.   food

3.(     )That night, the shoemaker put the  ______

           on the table.

          A. scissors        B. shoes           C. leather  4.(      )The next day, he saw a new pair of shoes on the  table.  He was very ______ and very happy.

         A. excited           B. worried         C.  unhappy      5.(      )That night, the shoemaker _____ behind the door.     

        A.     hide            B. hid             C. sit

 6.He made some little ______ for them.                   

      A.   dress          B. shirt            C. clothes

T: Let’s do the exercise with the Point reading pen.  I will give you 10 seconds for each exercise. Let’s check the answer. Who is the best?

[设计意图] 利用点读笔系统来让同学们做巩固练习，看同学们是否掌握，并限定时间完成，电读笔系统可反映学生哪些已完成，完成怎样？并对错得较多的题目进行分析。

 Task 3 Read and match

[设计意图] 文本中的过去时让学生能够明白，其时是对以前学习的词语的巩固，为后面的完成课文填空打下基础，因为课文较难，但孩子们掌握这些动词的过去式，可以极大的增强孩子们复述课文的能力

Task 4 Fill in the blanks

1. The shoemaker _____ the shoes. He ____ very_____.He _____ have much money. He had only one piece of ________  for one pair of shoes

2.The shoemaker ______the leather on the table. Then he_____ to bed.

3. He ____ a new pair of shoes on the table.He was very________ and very _______

4. The shoemaker _____ to say “Thank you.”He _____ some little clothes for them. He also _____ them a big dinner

Task5.

1. Lead students to find out the topic of the story.
2. T: Boys and girls. I have a question for you. After reading the story. Could you please tell me what this story tells you?

S1: God help those who help themselves. 自助者天助之

S2:God also help those who help others! 上帝也帮助那些帮助别人的人

S3: Good mind makes good rewards Be kind,be helpful and be elves of our world! 好的精神是善的，是有帮助的，是我们世界的精灵

[设计意图] 在文本阅读结束后，教师既要让学生巩固阅读中所学的语言知识和阅读仅能，还要引导学生挖掘文本的深刻内涵，培养学生的感悟能力和人文素养。首先，让学生自己挖掘文本内涵，发现寓意，最后，用三句名言总结了分享我们生活中的意义，使学生感受到阅读的魅力。

Step IV  Homework

1. Tell the story <The Elves and the Shoemaker>

  2. Choose one of the pictures and make the dialogue.

Step V  Blackboard design: