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TeachingPlan课题StorytimeThegiant’sgardenPeriod1TeachingMaterialAnalysisThestoryisafairytale,whichisfamilia

rtomostofthestudents.Thislessonisthefirstperiodofthewholestory.Itisnotdifficultforstudentstogetthema

inideaofthestory,buttogetthemoralofthestory.Inthislesson,studentsaresupposedtoexperiencethecharacters’feelingsandlear

ntheimportanceofsharing.Students’AnalysisThestudentsareintheseniorgradeofprimaryschool.TheyhavelearnedEnglishforso

meyears.Andtheycangettheliteralmeaningofthestorybasedonvocabulariesandgrammarfunctions.However,itisexpectedthatchildrenatthisagewill

notonlyobtaintheEnglishlanguage,butalsocultivatethelogicalthinkingabilityandcriticalthinkingability.Also,it’simportanttoimprovetheirstoryreadings

trategies,suchasaskingquestions,watchingpictures,predictingtheplots,etc.Becausethey’renotonlylearningfortoday,butalsolearningforthefuture.Teachingke

yanddifficultpointsFocusofthelesson:1.understandingthestory.2.actingoutthestoryandexperiencethecharacters’feelings.Predictedareaofdifficulty:und

erstandingthemoralofthestoryTeachingobjectives1.Linguisticcompetence:1)Studentswillbeabletounderstandthestoryandthef

ollowingwordswiththehelpofthepicturesandbodylanguages:giant，castle，goesout，comesback,shoutetc.2)Stud

entwillbeabletolearnsomereadingstrategies,suchasguessingthemeaningofnewwords,experiencingthecharacters’feelingsbyobservingthepictures,etc.2.Thinking

quality:Studentswillbeabletoimprovecriticalthinkingabilityandlogicalthinkingabilitybyguessing,predicting,readingandmatchetc.3.Culturaldisposition:S

tudentswillbeabletotrytounderstandthemoralofthestory.4.Learningabilities:Studentswillbeabletoreadsimilarstoriesbyusingthere

adingstrategies.TeachingmethodPWP,TBLT,CommunicativeapproachTeachingaidMultiple-media,propsTeachingprocedureTeachingActivities

StudentsActivitiesDesignPurposeStep1Lead-in1.Greeting2.WatchandanswerWhoisthetallman?Whatishelike?3.SomereadingtipsforStudents.1.Greeting2.Ssw

atchthefilmclipandanswertheteacher’squestion.1.设计意图：拉近师生距离，同时让学生明白本节课要做的事并感知用自然拼读猜读生词。2.设计意图：让学生观看有趣的电影片

段<<格列夫游记>>，引出生词giant和课题。3.设计意图：引导学生养成良好的故事阅读习惯。提醒学生用语音、肢体语言、面部表情去体验故事中人物的情感。为故事教学做好铺垫。Step2Pre-readingQ1:Whatdoyouknowfromth

ecover?Q2:Whatdoyouwanttoknowaboutthestory?Ss：Icansee...Studentsexpresswhattheywanttoknowaboutthestory.Forex

ample,when,where,who,whathappensandsoon...设计意图：引导学生从图片获取信息，同时引出生词castle并引导学生猜测故事发生的时间。设计意图：此处问学生当你读故事的时候，你想知道关于故事的哪些东西？这里试

图去引导孩子知道故事发生的几大要素。同时养成读前提问的好习惯。Step3Whilereading1.Readandfindwhoareinthestory2.Readsilentlyandchoosetheplotsforthestory.3.Dividethesto

ryintotwoscenesaccordingtotheplots.1.Readquicklyandfindthemaincharacters2.Readandchoose3.Gettoknowthetwoscenes.设计意图：此处让学

生快读并找出故事要素之一———主要人物设计意图：通过选择故事情节降低阅读难度，学生能清晰地掌握故事大意同时根据故事大意将故事划分为两大场景，为学生最后的输出编写课本剧进行表演体验做好准备。Whilereading(picture1)Whileread

ing(picture2)1.Watchandsay2.Enrichthelinesandact1.Watchandanswer:Howdothechildrenfeelnow?Guesswhatorwhodotheysee?2H

owdoesthegiant1.Watchandsay2.Trytobegoodnarratorsandactasthegiantandthechildren.1.SS:Theyarescared.Theyseethegiant.

设计意图：训练学生读图能力和表达能力，同时能根据图片猜测词意。设计意图：初步引导学生根据想象补充台词说故事的能力，还原故事的趣味性，发展学生的想象力,为课本剧表演做好准备。在角色扮演中体验人物情感设计意图：通过观察体验

故事的一条主线——人物情感的变化。Whilereading(picture3)Whilereadingfeel?3.Imagineandenrichthelines.4.Q:Doesthegiantw

antthechildrentoplayinhisgarden?Why?Watchandthink:Q1:What’sthedifferencebetweenthetwogardens?Q2:Whobuildsthetallwall

?Q3:Whatdoesthegiantdothen?Q4:Whatdoesthesignsay?Q5:Whathappensthen?Q6:Howdothechildrenfeelnow?Whatcanth

eysay?Q7:Whathappensnext?2.Heisveryangry.3.Actandexperiencetheemotions.4.Answerthequestion.Watchandans

werthequestions1.Guessanddescribethe设计意图:开放性问题的设置有助于激发学生的发散性思维，帮助学生更好的理解故事的寓意。设计意图:通过不同层次问题的设置发展学生的思维。设计意图:预测故事的发展，发展学生(pic

ture4，5，6)Step4Postreading1.Watchandsay.Watchpicture4,5and6,trytosaysomethingortrytodesignquestionsforthe3pictures.2.Readandmatch3.Learn

ingtipsfornewwords.4.Enrichthelinesandact.5.Q:WhydidMissSpring,MissSummerandMissAutumnnotcomeintothegar

den?1.Readandimitatethewholestory.2.Chooseonesceneandtrytoactthestoryout.3.Thinkandshare:Whatdoyoupicturesoraskquestionsintwo.2.Takeoutthepaperwith

differentcolorsfromtheenvelopes,readingroupsandputthepaperbesidetherightpicture.3.Readandlearntodealwithnewwordsingrou

ps.4.Enrichthelinesandact.逻辑推理能力，养成阅读提问的习惯。设计意图:老师从之前的帮扶阅读到这里放开让学生在组内阅读，充分发挥学生的主动性。既发展学生小组合作能力又让他们体验分享阅读的乐

趣。同时教授学生故事阅读中处理生词的策略，突破英语阅读中生词这一难题：1.根据图片猜词意；2：根据自然拼读猜读音；3：向同伴老师求助；4：查字典设计意图:发展学生想象力和表达力。设计意图:还原故事的完整性，同时听课文可以

让孩子注意其中的发音和连读。设计意图:让学生编写课本剧并进行角色扮演，充分发挥学生的想象力，还原故事的趣味性。设计意图:思考故事的寓意。Step5Homeworklearnfromthestory?4.Makeanendingforthe

story.1.Readthestoryagainandshareitwithothers.2.Makeanendingforthestoryandsendittotheteacher.3.Trytoreadmorefairytales.设计意图:发挥学生的创造力和书写能力，达

到学以致用。如果课堂时间不允许留作课后作业。设计意图:丰富孩子的阅读，享受阅读乐趣