绘本The king and His wish 教学

朱 芬

【教学年级】

四年级

【教材链接】

译林新版《英语》

【教学背景】

1.学生尚未接触过绘本阅读，英语表达能力有限。

2.绘本中的部分词汇学生已经在平时的课本中学过，如wish,want,have/has,all,get,fall等。

3.课前布置学生预习绘本：查生字并记录，借助图片思考、理解寓意。

【教学过程】

Step1．Warming up and presentation

1.出示三年级下册教材中卡通板块的图片：

T:Hello, boys and girls.What can you see in the picture?

S:Ican seeBobby,Sam and their friends.(教师抓住图片主要信息提问）

T:Look at Sam.Today is his Birthday.What is he doing?

S:He’s making a wish. (旧知make a wish出现）

T:Do you remember Bobby’s wishes?

S:I want...(给予图片提示）

2.围绕“wish”，展开讨论：

T:Bobby hassome wishes.What about you?

Do you have any wishes?

S:I want.../I want to go to...

3.出示绘本封面，引出绘本标题：

T:Today we’ll learn a story about“A man’s wish”.

Look! Who’s this man?There’sacrown on hishead.（拿出国王头饰）

S:He’s a king.

4.T:The king has a wish.So we’lltalk abouta story—The king and his wish.

设计意图：鉴于学生平时的英语水准，教师找到准确、实际的切入点，即运用所学教材中的语言知识点，有效进行绘本主题的导读。这样一来，既可以给学生扫除语言障碍，也为学生构建了浓厚、有趣的英语语境，培养了学生自主探索的阅读习惯。

Step 2．Reading time

1.引导学生观察封面，大胆猜想：

T:What’s the king’s wish?Can you guess?（教师给予适当提示）

S1:He wants some stars/the moon.

S2:He wants to touch the stars/moon.

T:So the king wishes to go up.(讲解：go up 上去）

2.设置悬念，进入绘本阅读：

T:How doesthekinggo up?(引导学生议一议）

If you want to go up,how can you do it?

S:By plane/spaceship...

T:Does the king go up by plane?Now let’slisten tothe story.

3.揭晓答案，围绕“box”展开绘本表演教学：

S:The king goes up by boxes.

T:How do you know?Can you find out the key sentenses?（学生打开绘本找出关键句子）

S:Getmeabigbox./Get me a box./Get me lots of them./Get me the big red box.

T:Oh,the king gets so many boxes.Who wants to try?Try to act the king!

一名学生上台戴头饰扮演国王，其余学生扮演民众。

S1:Hello.I’m the king.I wish to go up.Getmeabig box.（提醒学生注意语气）

T:Look,here’s a big red box.（教师拿出一个大红盒子，教授：as you wish遵命，选取两名学生面向国王表演）

S2，S3:As you wish.

S1:Getmeabox./Getme lots of them./Get me a box./Get me the big red box.（国王每下一次命令，教师就拿出盒子选取学生进行对话表演，直至盒子全部拿完）

教师指着高高在上的国王，进行总结归纳：

T:Look!He has them all.He has all of the boxes.What will you say to the king?（引导学生自主提问）

S:Hello,Mr.king.I’m sorry.I have no boxes./I can’t find any boxes...

设计意图：区别于平时的英语教学，向学生开启绘本教学模式。通过问题的层层设置，激发学生强烈的探究欲望。语言表达上，教师尽量采用浅显易懂的方式。让学生在演一演、议一议的过程中逐步走进绘本故事，体验人物情感。

4.再次抛出疑问，切入绘本高潮板块的思考：

T:There’s no box,but the king still wants to go up.Did the king go up to thesky at last?

S:No.

T:How do you know?Which picturecan tellusthe answer?（出示绘本最后两幅图）

S:And he fellwith a...Bang!

T:Why?Why did the king fall to the ground?（教师引导学生思考：仅仅是因为盒子太多的缘故吗？）

S:He wantsthe big red box.

T:If he still gets the big red box,he willfall.Buthe still says...

学生尝试朗读，模仿国王的语气，体会加粗语句的含义。

5.教师利用板书，进行绘本寓意的提炼：

T:The king wished to go up.He gotlots ofboxes.At last,he felldown.Because he lostthe big red box.It’sthe foundation of all the boxes.So how do you think of the king?What about his wish?(让学生选择词语评价国王)

S:He’s greedy（贪婪的）and stupid（愚蠢的）.

His wish is fantastic（荒诞的）.

T:Sam has some wishes.We have many wishes. Do you know:How tomakea wish?How to acheive?

设计意图：绘本教学的难点在于读懂故事，并能挖掘其潜在的寓意。鉴于此篇绘本的情节循序渐进，教师可以在前半段学生的演绎之后改变策略，后半段的绘本教学可以围绕图片琢磨与揣测。在思考中对话，并联系生活实际进行思想教育，实现教学目标。

Step 3．Consolidation

1.Act the story.

2.Retell the story（借助板书，给予学生适当提示，让学生尝试复述故事）

Once upon a time,there was a...

He had a...

He wanted to...

He got a...

He got lots of...

He had all the...

But he still（仍然）wanted the...

At last,he fell with a...

附：板书设计