《Puppy in a Box 》 绘本教学课

【教学内容】丽声北极星分级绘本三年级下（江苏版）Puppy in a Box            

三下第一单元绘本融合课

【教学目标】

知识目标：

1. 学生能读懂绘本，理解文本。

掌握核心词汇：man, baby, sister, mum, girl, brother, dad

核心句型：Who is she? He’s...

2. 学生能够运用相关的阅读策略去阅读文本。

能力目标：

1. 学生能借助Story map 通过有效的师生、生生合作完成任务。

2. 学生能在老师的引导与启发下大胆想象、猜测、提问、判断和质疑。

情感目标：

通过故事让学生深切感受“Everybody needs to be accompanied. Pets also need to be accompanied.”（每个人都需要家人、朋友的陪伴，动物亦然。），并理解Fido 最终得到陪伴这一暖心结局背后所体现出来的家庭成员之间的相互包容和理解。

【教学重难点】

1. 学生能通过小组合作的方式自主完成任务并进行汇报。

2.能在理解的基础上表达一定个人感受。

3. 学生能通过相关配图和文本语境有利于学生猜测词义。

【教学准备】PPT课件、单词卡片，故事导图卡片、阅读报告单。

【教学过程】

Step 1: Pre-reading

1. Enjoy a song about pets.

2.  Free talk: What pets are in the song?

Do you have a pet? What do you do with your pet?

Step 2: While-reading

1. Guess: This is my package.                

What’s in this box?—— A picture book

2. Show the close reading guide:

【设计意图】有关宠物的动感活泼英文歌将学生带入相关话题，通过交流会话有关宠物与家庭成员语言，激发学生已知与表达欲望；并通过猜测引起学生学习的兴趣，从而引入本节课的绘本阅读并对学生进行阅读的指导，明晰阅读任务。

3. Cover-reading

Look at the cover, what can you get?

Do you have any questions about the story?

(How does the boy feel?/ What does he do with the puppy?/Where is the puppy? Why?/Why do the boy and the puppy get together?)

S：From the cover, I see...

It makes me feel...

【设计意图】引导学生观察封面，帮助学生获取书名、作者、绘者等封面信息。通过教师的提问，引发学生预测故事，激发和调动学生的阅读兴趣。

4.‘Who are in the story?’ (主要人物Jack，Dad，Mum，Sister，小狗Fido)

【设计意图】整体并快速听读故事，保证故事阅读的完整性，并获取学生能够快速捕捉的有关人物角色的信息。

5. (1) Read P2-3 and get the background of the story.

①Think and guess: why does Jack get a puppy?

②How do they feel?--- The man is happy, dad is happy and Jack is happy now. Is Fido happy?

(2) Read P4-7 and feel

①What does Fido do day and night?

②Who else is unhappy?

6. Think and discuss

(1)Why does Fido keep barking?---How does he feel?

 (2)Are you happy when you hear the barks all the time? If you’re Jack, what will you do to stop this?

 (3)What will dad and mum do?

(4)Read P10-11 and talk about the ending of the story.

【设计意图】通过师生图片环游及学生自主阅读，运用全语境提问与讨论等阅读策略，帮助学生解决一定生词的同时，激发学生讨论、猜测和回答问题，促进学生思维运转，使学生积极探究，主动思考及激励参与语言实践和阅读的欲望。

Step3 Second Read

1.Read the whole story aloud by themselves and think.

(1)Does Fido bark now? How does he feel now?

(2)What does Fido need?

2.Discuss and share

(1)What do you think of Jack’s family?

(2)Pets also have their feelings, they also need to be accompanied.

3.Work in groups and talk---Critical thinking

After reading, find out one part of the story that you like to share.

【设计意图】学生通过读前大胆猜测——读时关注细节——读后验证与体验分享能够全方位感受故事发展与结局，并进行内化与语言的延伸交流，促进高阶思维运转及发散性思维，进而逐步形成属于自己的阅读报告。

Step 4  Third Read

1. Go through the book and do the High 5 Retell.

Use the erasure function to help Ss retell the story.

2. Work in groups.

Finish some parts of Reading Report.

Choose one to talk about the story or what you have got.

【设计意图】引导学生多轮阅读故事，完成相应阅读目标，最终能够借助手指思维导图及阅读报告对故事进行复述及评价，促进学生高阶思维的阅读与学习。

Step5 Homework

1.Finish your Reading Report and use it to share the story with your friends.

2.Read more picture books and make the story Reading Report.

板书设计：

                      My Reading Report

Title:_____________

Characters:________________    Setting:_______________

Plot:___________________

My opinion:________________

【设计意图】以Reading Report格式将本故事主要内容呈现并形成阅读指导，同时呈现了课堂中自然生成。板书反映教师教学思维与促进学生思维及语言的梳理指导，本板书也体现阅读后的长远学习。