文|鄧 琦

教學過程

Step 1.Pre-reading

1.Look and say

Show some pictures of Mike’s changes and Wu Binbin’s changes.

T: How did they change?

S1: Before, Mike liked pink.Now, he doesn’t like it.

S2: Before, Mike was quiet in class.Now, he is very active.

S3: Before, Wu Binbin didn’t like winter.Now,he likes winter.

...

Ss: Before, Wu Binbin didn’t run fast.Now, he can run fast.

設(shè)計意圖：基于單元整體，結(jié)合圖片和表格回顧本單元的核心語言，激活學生已有的知識背景，并為后續(xù)教學引出have a race 做好鋪墊。

2.Watch and find

Show a video“Su Bingtian and his 100m race”and create the situation “Wu Binbin had a special dream last night”.

設(shè)計意圖：閱讀前交代Wu Binbin 為什么會做夢的原因，學生在真實自然的語境中學會感知、理解have a race，并聚焦閱讀主題。

Step 2.While-reading

1.Look and predict

Show the pictures on Page 38.

T: What was the dream about? Please look at the picture and try to predict.

S1: Maybe it was about running.

S2: Maybe Wu had a race with animals and people.

T: How many races did Wu Binbin have?

Ss: Wu Binbin had two races.

設(shè)計意圖：借助教材插圖，學生預測文章的故事內(nèi)容，培養(yǎng)學生的觀察和預測能力，在學生正式進入深度閱讀前，盡可能地緩解學生的閱讀壓力，調(diào)動學生的閱讀熱情。

2.Think and ask

Students ask questions about the races.

T: What do you want to know about the races?

S1: Who was in the races?

S2: What happened in the races?

S3: Could Wu Binbin run fast?

S4: How did Wu Binbin feel?

...

設(shè)計意圖：通過提問的方式，激發(fā)學生的閱讀興趣和求知欲，學生對閱讀材料充滿好奇，帶著期待走進文本。

3.Read the first part of the story and finish 2 tasks.

Task 1.Read and choose the right picture.

Picture _____ is about the first race.

Task 2.Read and finish the table.

設(shè)計意圖：師生第一次共同走進文本，聚焦第一次比賽。在教師的閱讀指導下，學生運用基本的閱讀技巧，從who, what, how 三個維度快速獲取并梳理了第一次比賽的信息。

4.Read the third part of the story and fill in the blanks.

T：Now we know Wu Binbin’s first race.How about his second race? Let’s read and fill in the blanks first, then talk by yourselves, and finally share in your group.

設(shè)計意圖：根據(jù)第一部分閱讀的提示，學生獨立完成第二次比賽的閱讀，概括第二次比賽的核心信息，形成一定的結(jié)構(gòu)化知識。學生借助表格，先自主用所學語言描述第二次比賽的信息，然后小組成員間互相說一說，最后全班進行分享，交換信息。

5.Imagine and say

T: In the first race, Wu Binbin couldn’t run fast.But in the second race, he could run fast.What happened? Who helped Wu Binbin? And what did he/she do?

S1: I think Su Bingtian helped Wu Binbin.He taught Wu Binbin how to run very fast.

S2: I think Zoom helped Wu Binbin.He gave Wu Binbin some special meat.

S3: I think Superman helped Wu Binbin.

...

設(shè)計意圖：學生根據(jù)閱讀材料進行合理地想象和聯(lián)想，分析Wu Binbin 跑步速度變化的原因，培養(yǎng)學生的發(fā)散性、創(chuàng)造性思維以及解決問題的能力，進一步提高閱讀效能。

6.Read and find out the answer

T: Who helped Wu Binbin to run fast? And what did he/she do? Please read the second part of the story and find out the reason.

Step 3.Post-reading

1.Listen and follow.

Listen to the whole story and read.

2.Look and retell.

Retell the story with the help of the blackboard design.

設(shè)計意圖：學生聽音模仿大聲朗讀文章，培養(yǎng)良好的語音和語感；利用板書的語義功能，進一步幫助學生厘清思路，強化對文章的理解和記憶，實現(xiàn)有邏輯地進行復述。

3.Think and give a better title.

T: The title of the story is What a dream.What do you think of the title? Can you give the story a better title?

S1: What an interesting dream!

S2: What a special dream!

...

設(shè)計意圖：標題是文章的眼睛，學生只有在深度理解文本的基礎(chǔ)上才能給出合適的標題。給文章擬一個新標題檢測了學生對文章的理解程度。

4.Think and write

T：Wu Binbin had a special dream.Did you have a dream? Did you have an interesting or a special dream? Let’s write and share.

設(shè)計意圖：學生對文本內(nèi)容、結(jié)構(gòu)等有了較為深刻的認識后，就由閱讀轉(zhuǎn)入到寫作，以讀促寫，走出文本，一方面能鍛煉學生的文本閱讀和理解能力，另一方面也能提高學生的寫作能力。