On my way to school教案

9月16日，抓着我们论语课的孩子实践了一下我写的教案，请妩媚姐和爽姐点评了。主参与的四个孩子：琦琦、元元、草莓、方超，都非常地优秀，感觉整个过程都还契合，最后复述课文部分，孩子们的表述都冗长了些，个别还有语法不太过关。详情我找孩子家长再议。以下是教案：

 

Treasures G1 Unit 2 Theme 5 On my way to school教案

（P126---143）

Teaching Aims:

1、Rhyming words.

2、Retell the text by using “first, next, then, last”.

Step one： set a purpose for reading

T：Today we are going to read a funny story together.

Focus Question ：Ask a child to read aloud the “Read to Find Out”

question. Encourage children to set their own purpose for reading.

 

Step Two：Analyzing the text.

Turn to P127.

Discuss: What can you see in the picture ?

Main Selection Student pages 128–129

Ask a child to read P128-129

T：After reading and looking at the pictures on pages 128 and 129, I

think that this boy is going to have some interesting things happen

to him on his way to school. What happens to the boy first?

S：(He sees a pig in a wig as he walks to the school bus.)

T: What is the pig doing? What does the pig look like?

Main Selection Student pages 130–131

Ask a child to read P130-131

T：Let’s look at this sentence on page 130: “The bus zips away.”

What does zip mean?

S：(to move away quickly)

Remember that when you see an s at the end of an action word, it means that the action is happening now. “The bus zips away” means the bus is moving quickly away as the little boy is speaking.

 

T：This is the perfect story to visualize or picture in my mind! I have only read a few pages, and I can already see such funny scenes. I can see that silly pig in a wig asking the boy to play basketball. I can see them running for the bus, too. When I picture the next scene, I can see two apes and a duck sitting on a truck. When I visualize, it helps me remember details of the story and it makes it more interesting. It also helps me know if I understand what is going on.

I have some questions for you :

Where are the apes?

What type of truck is it? Who is with them?

What are they holding?

What do you think will happen next?

 

Main Selection Student pages 132–133

Ask a child to read P132-133

The last sentence on page 133 ends with an exclamation mark. When I read a sentence ending with an exclamation mark, I need to sound excited. Listen to the way I read the sentence: Apes make me late for school today! Now read the sentence after me with excitement.

5 MAINTAIN: RETELL EVENTS IN ORDER

Think about the important events in the story so far.

What animals does the boy see on his way to school?

(First he sees a pig, and then he sees two apes and a duck on a truck.)

Why do the animals make him late for school?

(The pig asks the boy to play, the apes need a ride on the bus, and these things make him late.)

 

Main Selection Student pages 134–135

Ask a child to read P134-135

Teacher Think Aloud:In my mind I can picture those apes and the duck on top of the trash truck. I bet the trash really smells bad! I can see the animals riding on the bus to school. What kinds of things do you see when you picture the frogs?

Encourage children to apply the strategy in a Think Aloud.

Student Think Aloud ：I can picture the frogs up in the tree,  and it is full of gumdrops! I see frogs with scissors cutting the gumdrops and other frogs mopping them up. I think it would be funny to see all these things while sitting on the school bus.

 

LITERARY ELEMENTS: ALLITERATION

Read plip, plop, on page 135, and point out the first two letters in each word. Explain that repeating the beginning consonant sound is called alliteration. Have children find alliteration in the story.

 

Main Selection Student pages 136–137

Ask a child to read P136-137, discuss the following questions:

Which animal got on the bus first? (the pig)

Which animals got on next? (two apes and a duck)

Who got on next? (frogs)

Let’s remember to add this information to our Retelling Chart.

What do you think will happen next? (Accept reasonable responses.)

9

 MONITOR AND CLARIFY: VISUALIZE

Remember that if you are confused by what is going on in the story, it can help to try and visualize what is happening. Reread page 136. What picture do you see in your mind when you read about the frogs getting on the bus with the boy and the other animals? Is the scene humorous or serious?

Remind children to apply this strategy to help them as they read.

 

Step Seven：Main Selection Student pages 138–139

Ask a child to read P138-139, discuss the following questions:

What does the boy see after the duck and the apes get off the bus?

(He sees the duck flying to get gas and the apes napping.)

 

Main Selection Student pages 140–141

Ask a child to read P140-141。Read ahead to page 140. What is the last thing that happens?

(He gets to school.)

 Let’s add these events to our Retelling Chart.

Tell me what you saw and heard in your mind as you read the story. What do you picture in your mind when you think about what will happen at the end of the story?

Student Think Aloud ：I pictured all the things that happened. I could see and hear all the animals on the bus. It was amusing to picture them. I think the boy will finally get to school. I can picture him running into his classroom because he is so late.

Step Three: Listening and retelling

Listen to the text again.

Ask children to retell the story in order. Record their ideas on Teaching Chart 42. （first, next, then, last）

Explain that using a graphic organizer can help them put their ideas together.

RETURN TO PREDICTIONS AND PURPOSES

Review children’s predictions and the Focus Questions.

 

Homework: write some interesting things happened on your way to school.