丽声北极星自然拼读绘本第四级 Six Bline Men and an Elephant 教学设计

Step 1 Pre-readingActivity 1G ame ‘Touch it’!师生问好后，教师拿出一个不透明的盒子，盒子内放好若干块拼图，并准备好一个眼罩。

T: Boys and girls, let’s play a game first. Here’s a box, do you want to know what’s in it? You can come and touch it, try to guess like this: It's soft/long/big... It’s like...I’ll give you a hint: they are the parts of an animal.S1戴好眼罩，上前摸出一块拼图，猜测回答：It’s... It’s like...学生猜测后，教师指着该拼图，教授新词，并把拼图贴在黑板上。

以同样的方法，教授新词trunk，ear，leg，side，tail，tusk等，学生边跟读，边体会trunk等新词的发音。

最后，教师指着黑板上的拼图，揭示答案：It’s an elephant! 接着，教师小结And now you know what a blind man feel. 并新授blind这一新词。

学生用拼读规则感知nd字母组合的发音。

【效果评价】学生能借助活泼的游戏形式，学习部分生词，能猜测理解部分生词的含义，能初步感知nd字母组合的发音。

【设计意图】用“摸一摸，猜一猜”游戏的方式让学生调动触觉感官，既引导学生体验盲人touch的感受，又激活学生原有认知中的形状、质地等形容词，及绘本阅读中的部分名词。

Activity 2 About the cover1.Read the coverT: Look at here, this is an elephant, and we just did like a blind man. What story comes to your mind now?Ss: 《盲人摸象》。

T: Good try, you know the story in Chinese, right? Today we are going to read a story about it in English, let’s look at the cover.展示绘本封面，教师提问：T: What do you know about the storybook?Ss: The title is six blind men and an elephant.They are in the forest....学生根据封面信息和已知的中文版故事内容，回顾故事要素。

2.Talk in pairs教师让学生打开绘本，自读故事，和同桌说一说故事要素框架。

学生讨论后，请同桌一组，以角色扮演的方式在班级内汇报。

教师在板书上写出故事地图的框架关键词。

如：T: Who are in the story? Who wants to share with us?(请一组学生汇报)S1: They are six blind men, an elephant.S2: And “the someone”.T: Where are they?(第二组学生汇报)S3: They are by the river bank.T: What do they say?(第三组学生汇报)S4: Did you hear that? It sounds like an animal.S5: I want to know what it looks like. Let’s feel it with hands.（教师板书故事地图的要素和脉络）【效果评价】学生能基于封面阅读，提取信息。

能通过回顾已知的中文故事大意及自主阅读绘本内容，初步感知故事框架，提取并概括出故事要素。

【设计意图】封面信息阅读，培养学生获取信息的能力，并激活学生对中文版本故事已知的信息，激发对英文版本故事的兴趣和发散思维能力。

整体感知故事背景，找出故事要素Who？Where？What？等，提高学生的分析概括能力。

Step 2 While-readingT: They want to know what the animal looks like. So they feel it with hands. What do they think the animal looks like? Please read the story from P7 to P12 in groups of four.Activity3 Read and match学生细读文本，四人小组合作，将盲人想象内容中的单词与大象实际的身体部位相匹配，在学习单中完成故事地图的第二步匹配。

教师在PPT中给出学习方法指导：Learning tips 1:1.Read in groups of four. 四人小组朗读P7-P12故事。

2.Match the body parts with their thoughts. 将每个盲人摸到的大象身体部位和他们的想象匹配。

3.Talk with your classmates. 和同伴讨论。

学生完成后，请学生上台表演汇报。

学生戴上眼罩，摸着大象模型，一边摸一边说。

教师可以给出第一个盲人的示范：T: Hello, I’m the first blind man. Let me feel it. The trunk is like a snake.S1: Hi, everyone. I’m the second blind man. Emm, I think the... is like......汇报完成后，一起用chant对大象身体各部分的单词进行复习。

Trunk, trunk, the trunk is like a .Ear, ear, the ear is like a .Leg, leg, the leg is like a .Side, side, the side is like a .Tail, tail, the tail is like a .Tusk, tusk, the tusk is like a _______.Activity4 Discuss and talk基于已完成的故事地图框架，教师继续提出问题：T: Now, it seems that all six blind men know what the elephant looks like. Let’s go to P12. Why does the sixth man say it is like spear?Ss: Because he touches the tusk, it is smooth and hard.T: What does “smooth” mean? Would you like to feel about the tusk and find out what’s the meaning of “smooth”? 请一个学生上前摸一摸玩具大象的象牙，感受smooth and hard 的触觉感受。

Ss: It means ...(可以用中文表述)T: So do you know what is smooth and hard, like spear? The elephant or its tusk?Ss: The tusk.T: Good! So we can say like this: the tusk is smooth and hard, like a spear.学生也可尝试说一说It's..., like a ... 用不同的语言形容象牙。

Ss: The tusk is..., like a ....T: Next, it’s your turn. Try to touch and feel the elephant, and talk in groups.学生仿照之前示范，四人一组，触摸感知玩具大象身体各个部位，同时用The...is .... It's like a ...进行充分交流。

教师在PPT中给出学习方法指导：Learning tips 2:1. Discuss in four, think more about each part. 四人一组讨论大象各身体部位的描述。

2. Each one says one sentence. 每人说一句，把故事地图补充完整。

T: If you were ‘the someone’, what would you say to the six blind men? Why?Ss: ...T: I like your answers, when we talk with others, we should put us in others’ shoes.教师引导学生总结故事的深层含义：我们在做判断时，要考虑全局，要换位思考。

【效果评价】学生能从盲人的角度思考，进一步完善对大象模样的判断方法；能从路人角度思考，体会换位思考的重要性。

并能从理解故事内容的浅层意义，发展到深入理解故事的内涵，以不同维度多元思考及评价。

【设计意图】基于之前故事阅读的整体推进，反思回顾整个文本故事，进一步提出深层问题，启发学生多角度思考。

使学生代入故事情境，从对文本内容的理解衍生到对生活中做人做事的方式的认识。

培养学生的发散思维和深度思维，提升其全面、客观解决问题的能力，实现从能力到素养的提升。

Step 3 Post- readingActivity 6 Reading time学生以八人小组合作，分角色朗读这个成语故事。

教师准备好玩具大象和6副墨镜，在PPT中给出学习方法指导：Learning tips 3:1. Eight students in a group, 1 narrator, 6 blind men, 1 “the someone”.2. Read and act in groups.3. You can say more about the elephant.学生准备好后，请1-2组学生进行汇报。

【效果评价】学生能够在教师的帮助下，将故事完整地，有感情地朗读。

在朗读过程中，能够根据自己对故事的理解，表演动作和表情，并灵活使用语言，凸显故事的趣味性。

【设计意图】在小组合作朗读故事的过程中，培育学生协作能力和创造能力。

Activity 7 Sound time1. 理解发现语音规则Chant the StoryT: Today, we learned this story. Can you chant it? Please try, you can chant with your partner.学生基于所学故事内容，选择适合的单词填入小诗。