最新Say-No-to-Bullying教学设计.docx

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1、精品资料Say-No-to-Bullying教学设计.教学设计课文标题：Say No to Bullying单元名称：绘本教材版本：译林跟上兔子系列绘本授课年级：五年级教学设计的具体内容一、 整体设计思路 “Say No to Bullying” is a picture book. It has a tight plot and the words are not difficult for students to understand. It is a meaningful book for it is aiming at bullying, a common phenomenon amo

2、ng kids.Teacher starts the lesson by asking students about their feelings and browsing a series of bullying-related photos . All the above is related to feelings, a leading thread in this lesson. The concept of “bullies, bullying” is naturally taught and students are asked if they confront with such

3、 a problem in their life.The first time of reading is fast reading with the aim to grasp the main plot. Then follows detail reading. Detail reading process is accompanied by such tasks as find the key words for information cards,report in groups ,locate relevant information in the text, read and exp

4、erience,retell,read and share, etc. As for summary,a curve of Jerrys feelings is completed and students are able to retell the story with the aid of it. With regard to feedback, students talk about how they feel and what they know from the story. When students are aiming at one particular page, they

5、 are able to express thoughts more clearly. Based on what they say, conclusions are made. It is expected that sudents will not only learn the reading strategies in this lesson, but they are also able to discuss about and finding solutions for the life-based problems. 二、教学目标After this lesson, student

6、s are able to.know the main idea of the story 理解故事大意understand the meaning of the new words and key phrases. Be able to use them via locating information in the book and working in groups 在阅读的信息定位和小组活动过程中，对生词句进行学习并运用experience and feel in the process of reading 在阅读中体验情感 retell the story 复述故事talk abo

7、ut what they know from the story, have a certain amount of language output and idea-sharing 谈论基于故事学到了什么，有一定的语言产出和观点分享三、 教学重难点Independent reading under proper reading guidance合理引导下的自主阅读Information-locating and analyzing abilities in detailed reading细节阅读中的信息定位技巧、分析能力Story retelling 复述故事Discussing abou

8、t and finding solutions for the life-based problems 立足于绘本，探讨生活中的问题四、教学过程Step 1 Getting ready1) Free talk 自由谈论 Students talk about how they feel when they are having an open class. 谈论情绪 Step 2 Pre-reading1) Photo browsing 照片浏览 A series of topic-related photos is played and students talk about how the

9、y feel now. New words such as “bullies, bullying, pull, trip up”are taught.观看主题照片并谈论情绪变化2) Free talk 自由谈论 Students talk about if they have seen bullying and what happens. 谈论霸凌在自己身边是否真实存在【设计意图：通过谈话和主题照片，以情感为线索，对孩子生活中存在的实际问题提问，从而自然导入课本，并在此过程中自然扫除文本中部分单词障碍】Step 3 While-reading 1）Read and get the genera

10、l idea 泛读了解故事概要(1)Read the whole book in silence and fast.快速默读全书(2) Discuss in pairs.两人一组讨论(3) Tell what the story is generally about. 用几句话说说故事大致内容 2) Read and get the detailed information 细读与小组合作(1) Work in groups. Find the key words for What do the bullies do and How does Jerry feel. 组内填写信息卡并朗读(2)

11、Two groups report respectively on what the bullies do and Jerrys feelings.小组汇报、校对信息 3) Read and locate information 阅读与定位信息(1)Students share ideas on Why do the classmates cut their hair according to their own understanding. 对同学剪发行为进行分析(2) Try to locate the relevant words in the text to answer this q

12、uestion.通过定位文中相关词句找出答案4) Read and experience 阅读与体验 Students read in a proper way so as to experience the strength of group.通过辅导朗读语气，体验文中的集体力量5） Read and think out of the book 阅读与延展思考Students talk about what they would do if they were people in the book. 谈论帮助Jerry的其他方式6）Read and summarize Jerrys feel

13、ings阅读与总结Draw a curve of Jerrys feelings so to summarize.总结故事的情绪线【设计意图:通过快速浏览了解故事梗概掌握泛读技能；通过定位关键文字、小组填写信息卡等方式进行进一步细读；通过正确的阅读语气体会书中的集体力量、加深阅读体验；通过情绪线梳理脉络；通过对基于文本的霸凌现象进行交流与剖析，学会面对生活中的问题】Step 4 Post-reading1) Read and retell 复述故事 According to the feelings curve, choose one phase and retell the story in

14、 Jerrys tone.选择片段并以第一人称复述2)Choose and share选页分享(1) Choose one page in the book. 选择感触最深的一页(2) Share the post-feeling and knowing. 分享所学所感【设计意图：在情绪线的基础上，以第一人称口吻对故事进行复述与连贯的总结；选页分享环节引导学生有切入点、有征对性地对所学、所感进行陈述】Step 5 Summing-up and Self-assessing1） Get conclusions on todays learning with the help of handbook. 回顾手册、总结所学2） Take an oath. 宣言【设计意图：根据学生的陈述生成手册副标题,以总结所学，并通过宣言提升主题】Assigning Homework Finish the anti-bullying handbook. Encourage students to create school-based handbooks.根据“自我保护”主题视频完成校园反霸凌手册。鼓励学生制作校园主题手册四、 板书设计