文|楊 聰 李雅靜

教學(xué)過(guò)程

Step 1.Leading-in（略）

Step 2.Pre-reading

T: There is a party in the forest today.All the animals want to go there.So does the little rat.Let’s guess.What can he do?

Ss guess: He can draw pictures/play chess/...

T: The rat is on the way.Look! How does he feel?

S: Happy.

T: Here comes a snake.What will happen between them?Can you guess?

S1: The snake will eat the rat.

圖1

S2: They want to go to the party together.

S3: The snake is lost.The rat will help him go home.

設(shè)計(jì)意圖：利用老鼠要去參加party 這一情境主線，借助教材插圖引導(dǎo)學(xué)生預(yù)測(cè)故事內(nèi)容，培養(yǎng)學(xué)生的觀察和預(yù)測(cè)能力。大膽猜測(cè)故事內(nèi)容，勾起學(xué)生的好奇心和想象力，讓學(xué)生帶著期待走進(jìn)文本。

Step 3.While-reading （Picture tour）

Picture 1～2

The snake is very hungry now.

Q1: What is tasty for the snake?

S: The rat.

Q2: How does the rat feel now?

S: He’s afraid.

Q3: What would you say if you were the rat?

S1: Dear snake,don’t eat me,please.

S2: Help！Help!

S3: Oh my！God bless me.

Q4: If you were the rat,what would you do? You can try to say: “Dear snake,wait a minute.I can...for you.”

S1: Wait.I can do anything for you.What do you want?

S2: Wait a minute.I can sing/ cook/ do the housework/find more food/...for you.

圖2

設(shè)計(jì)意圖：以學(xué)生為主體，采用圖片環(huán)游的方式進(jìn)行閱讀，教師設(shè)置懸念，引導(dǎo)學(xué)生觀察圖片，快速捕捉、理解文本信息，揣摩主人公的情緒變化，猜測(cè)故事走向。

Picture 3～4

Q5: What can the rat do?（出示故事圖片，標(biāo)記sing/ dance）

S: He can sing and dance.

Picture 5～6

T: Look！ There is a lake near here.

Q6: Does the snake throw the rat into the lake?

S: Yes,he does./ Maybe...

Ss read and act.（重點(diǎn)模仿rat 緊張、害怕和哀求的情緒）

Q7: What do you think of the snake?

S: He’s bad/evil.

Q8: Let’s guess.What will happen to the rat?

S1: The rat will die.

S2: I think he can swim.Maybe he tells a lie to the snake.

Q9: Look at Picture 6.How does the rat feel now? How about the snake?

設(shè)計(jì)意圖：教師根據(jù)故事發(fā)展設(shè)計(jì)問(wèn)題鏈，層層遞進(jìn)，推動(dòng)學(xué)生從低階思維走向高階思維，幫助學(xué)生搭建故事支架。故事情節(jié)發(fā)展這一明線與rat 從happy—afraid—calm—happy 等情緒變化的暗線交織，學(xué)生通過(guò)閱讀、表演、感知、體會(huì)情感變化，理解故事中的關(guān)鍵信息，梳理故事發(fā)展脈絡(luò),掌握故事大意。

Ss watch the video and enjoy the whole story.

Q10: What’s the rat like?And what’s the snake like?

S: The rat is clever/smart.The snake is silly and bad.

T: At the end of the story,the snake is angry.What will he say?

Ss discuss with his partner and answer.

S1: I will catch you again.

S2: Oh no! I’m so angry!

S3: You are a bad rat.Come back and I’ll eat you.

設(shè)計(jì)意圖：觀看視頻，學(xué)生進(jìn)行合理的歸納和推理，分析the rat 和the snake 的性格特點(diǎn)，討論故事的結(jié)尾中蛇會(huì)說(shuō)什么，培養(yǎng)學(xué)生的創(chuàng)造性思維及解決問(wèn)題的能力，提高閱讀效能。

Step 4.Post-reading

1.Listen and imitate

2.Retell the story

The little rat swims away.Then it goes to the party.It wants to share the story with its friends.It says...

T: Class,can you help the rat to retell the story?

Retell the story with the help of the blackboard design.

設(shè)計(jì)意圖：學(xué)生聽(tīng)音模仿，大聲朗讀，糾正自己的語(yǔ)音、語(yǔ)調(diào)。仍然以party 為情境主線，以第一人稱的視角來(lái)復(fù)述故事，利用板書(shū)的語(yǔ)義功能，幫助學(xué)生厘清思路，強(qiáng)化對(duì)文章的理解和記憶，降低了輸出的難度，著重培養(yǎng)學(xué)生的語(yǔ)言表達(dá)能力與邏輯思維能力。

3.Give the story a proper title

T: Can you give a title for the story?

S: A snake and a rat/A clever rat/A silly snake/ A happy rat and an angry snake/...

設(shè)計(jì)意圖：學(xué)生只有在深度理解語(yǔ)篇的基礎(chǔ)上才能給故事擬出標(biāo)題，這一任務(wù)具有趣味性、挑戰(zhàn)性和創(chuàng)新性。

Step 5.Summary

Q: What can you do when you’re in danger（處于危險(xiǎn)之中）?

S1: We can stay calm and ask for help.

S2: I can run to my parents fast.My parents will protect me.

S3: I can call the police...

圖4

設(shè)計(jì)意圖：提煉故事主題大意，升華主題，引導(dǎo)學(xué)生進(jìn)行深入思考，在現(xiàn)實(shí)生活中遇到危險(xiǎn)積極尋找自救方法，發(fā)揮英語(yǔ)學(xué)科的育人價(jià)值。

Step 6.Homework（略）