1、 PAGE PAGE 8書名： The Best Photo 最美的照片 話題：人與自然詞匯量： 226 教材單元： 牛津英語上海版五年級第一學(xué)期第四模塊The natural world人教版（一年級起點）六年級下 Unit 4 Free Time高頻詞匯：our, ready, still, take, their, them, there核心句型：Lee got her camera ready. She went up to the sparrows, but they flew away.設(shè)計者： 學(xué)校：文本分析The Best Photo (最美的照片)是麗聲三葉草分級讀物第七級中

2、的一個故事，講述了 Daisy 和Lee 拍攝鳥的照片的故事。本文為記敘文，圍繞著給鳥類動物拍照展開故事，屬于人與自然主題。（1）What主題意義和主要內(nèi)容繪本通過真實、細膩的敘事故事，傳達了“人與自然和諧共處”主題思想。故事從Lee的老師希望她能拍些鳥的照片放在教室里開始。Lee推著坐在輪椅上的妹妹Daisy在湖邊緩緩地走著，尋找鳥類。他們先看到一些麻雀，Lee 走上前去，剛準備好相機，麻雀就飛走了。然后，她們看到了一只烏鴉停在樹上，烏鴉看著他們。Lee 剛想拍照，烏鴉低下頭，飛進了灌木叢里。最后，Daisy 看到河邊有兩只天鵝，她們保持安靜、原地不動，Lee 讓坐在輪椅上的 Daisy 拍

3、下了一張最美的照片天鵝的一家。（2）Why 寫作意圖作者通過Lee和Daisy尋找鳥類動物，并且在拍照時Daisy和Lee的不同表現(xiàn)引起鳥類動物的不同反應(yīng)，讓讀者在了解鳥類的一些特征和習(xí)性的同時，幫助讀者了解人與動物要保持一定的距離，不要打擾它們，不然動物會出現(xiàn)防護行為。體會最美的照片就是最自然的照片，人與自然要和諧相處，更深層次地理解人與自然之間的關(guān)系。（3）How 文本結(jié)構(gòu)和語言修辭本文是記敘文，講述了Lee和Daisy尋找鳥類動物并給它們拍照的故事。從內(nèi)容結(jié)構(gòu)上來看，本書從尋找鳥類動物拍照 給麻雀拍照（不成功） 給烏鴉拍照（不成功） 給天鵝拍照（成功了）來展開故事。從語言功能角度看，該繪

4、本主要使用一般過去時講述故事，符合講故事的敘事特點。從詞匯角度看，本書出現(xiàn)了一些關(guān)于故事敘述的動詞過去式及短語，如：went along, flew away, went on down, stayed very still.并且故事中出現(xiàn)了形容詞good的比較級better和最高級best。學(xué)情分析根據(jù)不同版本教材的話題，本故事建議學(xué)習(xí)牛津英語（上海版）五年級第一學(xué)期和人教版六年級的學(xué)生使用。本節(jié)課授課對象是五年級學(xué)生。通過四年的英語學(xué)習(xí)，學(xué)生對動物、自然話題接觸比較多，能夠簡單地描述動物的外貌、喜好、習(xí)性等，但對于鳥類動物的一些防護行為了解不多。五年級學(xué)生觀察能力強，善于提取圖片信息，并能

5、夠根據(jù)觀察到的內(nèi)容進行描述，儲備了一些詞匯和句型結(jié)構(gòu)，具有一定的語言基礎(chǔ)，同時他們善于思考，具有一定的思維能力，可以對繪本內(nèi)容進行預(yù)測和推理，能夠在教師的引導(dǎo)下運用語言框架描述文本內(nèi)容。學(xué)生性格活潑好動，熱愛表演，有表現(xiàn)力，可以嘗試在小組中分工表演或復(fù)述活動。教學(xué)目標(biāo)在本節(jié)課學(xué)習(xí)結(jié)束時，學(xué)生能夠：在故事情境中學(xué)習(xí)核心句型：Lee got her camera ready. She went up to the sparrows, but they flew away.形容詞good的比較級better和最高級best；能區(qū)分同音詞there和their。根據(jù)story map，簡單復(fù)述故事。根

6、據(jù)對故事的理解，討論如何拍到最美的照片。初步了解一些常見鳥類的特征、習(xí)性及防護行為等。教學(xué)重難點教學(xué)重點：在故事情境中學(xué)習(xí)核心句型：Lee got her camera ready. She went up to the sparrows, but they flew away.形容詞good的比較級better和最高級best；能區(qū)分同音詞there和their。理解故事中找出拍照時，Daisy 和 Lee 的不同表現(xiàn)，對應(yīng)鳥類動物的不同反應(yīng)。教學(xué)難點：根據(jù)story map，簡單復(fù)述故事。根據(jù)對故事的理解，討論如何拍到最美的照片。教學(xué)用具課內(nèi)閱讀材料：麗聲三葉草分級讀物第七級 The Be

7、st PhotoPPT 課件、繪本主要場景圖、人物圖、任務(wù)單教學(xué)過程（可分讀前、讀中和讀后活動）教學(xué)內(nèi)容教學(xué)活動設(shè)計意圖Pre-readingBook cover故事封面故事導(dǎo)入：喚起舊知，討論封面，預(yù)測情節(jié)。Step 1 喚起舊知，導(dǎo)入故事，討論封面，預(yù)測情節(jié)1.出示一些學(xué)過的動物。提問建議：Do you like animals? What are they? Do you like swans?2.觀察封面，交流已知。提問建議：Today we will read a story about swans. This is the cover of the story. What do y

8、ou know from the book cover?可參考語言框架：I know the title is I know the writer is I know the illustrator is The characters are sisters. They are Daisy and Lee.3.預(yù)測情節(jié)。提問建議：What happens in the story? Why are they taking photos? Whats the best photo?4.學(xué)習(xí)詞匯：good, better, best激活已知經(jīng)驗和已有語言知識，提高閱讀興趣。學(xué)生通過預(yù)測，激發(fā)閱讀繪

9、本興趣。4.學(xué)習(xí)詞匯：good, better, best。提問建議：Look, there are two swans. Which one is better, A or B? Which one is the best, A, B or C? 5.出示故事結(jié)果，引發(fā)懸念。提問建議：This is the best photo. Why? Lets read the story. 通過比較幫助學(xué)生理解good,better, best。以倒敘的方式，展示學(xué)生書本最后一頁，激發(fā)學(xué)生的好奇心，帶著懸念來閱讀故事。While-readingBeginning:Daisy and Lee went

10、 along the path by the lake.(P2-3) Middle:1. Lee didnt take a good photo of sparrows.(P4-7)故事呈現(xiàn)：圖片環(huán)游，獲取信息，理解故事。Step 2 圖片環(huán)游第2-3頁的內(nèi)容，梳理故事情節(jié)1.出示第2-3頁的圖片，通過問題引導(dǎo)學(xué)生觀察故事主人公所在地點，猜測她們想要拍什么照片。提問建議：Look, where were Daisy and Lee? Why did they take a camera? What photos did they want to take? 可參考語言框架：They were

11、by the lake. They wanted to take photos of the trees/grass/birds 2.出示第2頁的文本，shadow reading，回答問題。提問建議：Did they walk along the path slowly or quickly? Why? Why did Lee take her camera?可參考語言框架：They were slowly, because Daisy was on the wheelchair and they wanted to find birds carefully that they could

12、take photos of. Because her teacher wanted her to take photos of birds to put in the classroom.3.預(yù)測她們拍到了什么鳥類。提問建議：What birds would they take photo of? 可參考語言框架：I think they would take photos of (sparrows) Because I can see some sparrows under the tree.Step 3 圖片環(huán)游第4-9頁的內(nèi)容，梳理故事情節(jié)1.自主閱讀第4-9頁，完成任務(wù)單（給Dais

13、y和Lee想要拍照的鳥類進行排序），快速了解故事大意。提問建議：What birds did Daisy and Lee want to take photos of? Please read the story book P4-9, then finish the sheet.2.師生共讀，理解梳理第4-5頁的主要情節(jié)。（1）出示第4-5頁的圖片，通過提問引導(dǎo)學(xué)生觀察圖片，描述sparrow特征。提問建議：Firstly, what birds did Lee want to take photos of? Lets enjoy the video about sparrows. Can y

14、ou introduce the sparrows?學(xué)生在圖片環(huán)游過程中仔細觀察，組織語言，進行表達。學(xué)生在閱讀中理解故事內(nèi)容。大膽預(yù)測，仔細觀察，她們會拍到什么鳥的照片。 給予學(xué)生充分的自主閱讀時間，尋找答案，了解故事大意。師生共讀，通過問答進一步理解故事，梳理情節(jié)。2.Lee didnt take a good photo of a crow.(P8-11)End:Lee and Daisy took the best photo of the swan family. (P12-16)可參考語言框架： Lee wanted to take photos of sparrows. Ther

15、e were some sparrows. Their beak is sharp. /Their feather is brown.（2）學(xué)生填空，區(qū)分there和their。There are some parrots.Their feather is colourful.There are two owls.Their beaks are sharp.（3）通過閱讀文本，找出Lee沒有拍到sparrow照片的原因。提問建議：Did Lee take a good photo of sparrows? Why? Please read carefully and underline the

16、 key sentences.可參考語言框架：She was too close to the birds. So the birds were frightened. They flew away.（老師根據(jù)學(xué)生的回答完成板書上的story map）（4）學(xué)生嘗試表演，如果你是這只麻雀，你會怎么說，怎么做？提問建議：If you were the bird, what would you say and do? 可參考語言框架：Dont close to me/come up to me.（5）通過story map回顧故事(sparrows)。3.聽一聽Daisy說的話，看第6-7頁的圖片

17、，觀察小鴨子和青蛙。提問建議：出示最后一句Lee and Daisy went on down the path. What happened then? Please listen to Daisy and Lee.（播放對話）What did they want to find? Could they find ducks? Why? Please watch the picture carefully. Why they didnt take photos of the frog?可參考語言框架：They wanted to find the ducks. No, they couldn

18、t. Because the ducks were hiding behind the grass. Because the frog is not a bird.4.師生共讀，理解梳理第8-9頁主要情節(jié)。（1）出示crow圖片，通過提問引導(dǎo)學(xué)生觀察圖片，描述其特征。提問建議：Then, what birds did Lee want to take photos of?（出示視頻）Can you introduce it?可參考語言框架： Lee wanted to take photos of the crow. There is a crow. Its feather is black.

19、/Its claws are sharp （2）出示主人公圖片（Lee離得烏鴉很遠）提問，引導(dǎo)學(xué)生觀察，角色扮演。提問建議： Lee wanted to take a photo of a crow. What would Lee say? If you were the crow, what would you say or do? Please act it out.可參考語言框架：Lee would say, Dont move, let me take a photo. If I were the crow, I would fly away.（3）出示文本，讀演故事。Actually

20、 Lee said Who can read it.（4）討論沒有拍到照片的原因提問建議： So Lee didnt take a good photo of a crow. Why?可參考語言框架： Because she was too loud. The crow was frightened, so it flew into the bushes.（5）通過story map回顧故事(crows)Step 4 師生共讀，梳理第10-11頁的故事情節(jié)。1.觀察第11頁圖片中人物表情。提問建議：How did they feel? Why?可參考語言框架：They were happy.

21、They were laughing.2.學(xué)生閱讀第10頁文本。提問建議： Did they give up? Please read P10 What did Lee say?可參考語言框架：No, they didnt. They try again.3.教師提問，學(xué)生猜測接著會發(fā)生什么事？ 提問建議：What would happen next?可參考語言框架：I think they would find other birds and took better photos./I think maybe they would change their ways when they ta

22、ke photos of birds Step 5 學(xué)習(xí)理解故事結(jié)尾第12-16頁。1.觀察第13頁的圖片，猜測天鵝可能出現(xiàn)的防護行為，給Lee和Daisy一些建議，如何能拍出最好的照片。提問建議： What did they see? Are they swans? (出示關(guān)于swan歌曲)Can you introduce them? What would the swan do? What would Daisy and Lee do?可參考語言框架： They saw two swans. There were some swans. Their feather was whiteMa

23、ybe the swan would attack people./I think they would fly away/swim awayI think Lee shouldnt move or talk too loud. So the swans wouldnt fly away./Maybe Daisy should take the photo because she was on the wheelchair. She wouldnt move at all 2.觀察第15頁的圖片，最后誰拍的照片。提問建議：Who took the photo at last? Why?3. 出

24、示第12頁，Lee和Daisy對話。提問建議：Did they take a good photo this time? Why?Whats the photo about?可參考語言框架：Yes, they did. Because they didnt disturb the swans. They were quiet and not too close to them. Its the photo of the swan family.4.師生共讀第16頁，梳理故事情節(jié)，回到讀前提出的問題，確定答案。提問建議：Why was this the best photo?可參考語言框架： I

25、 think this was the best swan because it was the most natural photo./It was the photo of the swan family./It was full of love 學(xué)生通過練習(xí)理解區(qū)分同音詞there與their的區(qū)別。用戲劇的方式，讓學(xué)生換位思考，如果你是這只鳥，對于Lee的拍照方式，你會怎么說？怎么做？通過演一演有助于學(xué)生進一步理解人物和故事。學(xué)生根據(jù)故事情境，對Lee和Daisy該如何拍照給出建議。Post-readingWhole story故事回顧：原音輸入，內(nèi)化語言Step 6 聽錄音跟讀故事。Step 7 師生合作，通過story map回顧故事，選擇一種鳥類進行表演。Daisy and her big sister Lee were walking along the path by the lake. They wanted to take photos of birds