《攀登英語繪本故事》“The Tiger and the Rooster”

文|湯惠芬

Step 1.Warming-up（略）

Step 2.Presentation

1.Talk about the tiger.

教師分步出示繪本故事第一頁的圖片，引導學生討論，由老虎過渡到公雞。

T: What can you see in the picture?

S1: I can see a tiger in the picture.

T: Look at the tiger.How does he feel?

S2: He’s happy.

S3: He’s hungry.

S4: He’s happy and hungry.

T: The tiger sees a rooster.If you were the tiger,what could you do?

S1: I can eat the rooster.

S2: I can catch the rooster.

S3: I can cook the rooster.

T: Great.It’s yummy.Let’s see the tiger.The tiger wants to eat the rooster.Tiger says: Wow! My yummy food!

Ss: The tiger wants to eat the rooster.Wow!My yummy food.

設計意圖：導入部分引出了本課的主要人物，讓學生心中有數(shù)。呈現(xiàn)老虎的圖片，在問題的提示下，引導學生觀察老虎的表情并思考老虎內(nèi)心的想法。隨后呈現(xiàn)公雞的圖片，引導學生假裝自己是老虎，看到公雞后，內(nèi)心有什么想法呢？最后揭示文本內(nèi)容。通過層層追問，促使學生積極思考，開展想象，猜測文本信息，猜測文本主要情節(jié)。

2.Look and guess“How the tiger can eat the rooster”.

在閱讀繪本故事第一頁時，學生知道了老虎想吃公雞。但是老虎怎么能吃到公雞呢？老虎開始想了第一個辦法：把自己扮演成公雞舞者。

T: Look at the tiger.What can he do?

S1: He can dance.

T: Great.The tiger dresses up as a rooster dancer.

Ss: Glasses,dresses.

T: Dresses up.（板書）

Ss: Dresses up.

S1/2/3/4: Dresses up.

（同樣的方法教學dancer,并板書。）

T: The tiger dresses up as a rooster dancer.

Ss: The tiger dresses up as a rooster dancer.

T shows the picture that the rooster knows it is a tiger.

T: Look at the rooster.Is he afraid?

Ss: No.

T: Yes.The rooster knows it is a tiger.

Ss: The rooster knows it is a tiger.

T: Rooster says: Bad Tiger! I know it’s you!Eat me? No way!

Ss: Bad Tiger! I know it’s you! Eat me? No way!

T: Can the tiger eat the rooster?

Ss: No.

T: How does he feel now?

S1: He’s sad.

S2: He’s hungry.

S3: He’s angry.

S4: He’s tired.

設計意圖：老虎把自己扮成一只公雞舞者，想和公雞套近乎。通過引導學生觀察老虎的表情和圖片中的場景，以提問的形式，引導學生層層深入繪本故事，揭示答案：The rooster knows it is a tiger.So the tiger can’t eat the rooster.從而激起學生的好奇心和求知欲。

3.Look and answer“Can the tiger eat the rooster this time”.

老虎扮成公雞舞者，被公雞識破了。它沒能吃到公雞，于是老虎想到了第二個辦法：把自己扮演成公雞歌手，與公雞套近乎。

T: Then the tiger has another idea.

T: Look at the picture.What can he do?

S1: He can sing.

T: The tiger dresses up as a rooster singer.

Ss: The tiger dresses up as a rooster singer.

T: The tiger says: Little rooster.Little rooster.Listen to me.I can sing! Twinkle,twinkle...

Ss: Little rooster.Little rooster.Listen to me.I can sing! Twinkle,twinkle...

T: Look at the rooster.Is he afraid?

Ss: No.

T: The rooster knows it is a tiger.

Ss: The rooster knows it is a tiger.

T: The rooster says: Bad tiger! Bad tiger! I know it’s you! Hhm!

Ss: Bad tiger! Bad tiger! I know it’s you!Hhm!

設計意圖：學生知道老虎沒吃到公雞，教師讓他們帶著問題“Can the tiger eat the rooster this time?”再次看故事，從圖片中學生不難看出老虎扮成了歌手，并大聲唱歌給公雞聽?？墒锹斆鞯墓u并沒有被誘惑，圖片中公雞的表情足以讓學生猜測到老虎又沒得逞。通過這樣一步步的追問和仔細觀察，激起學生的熱情和興趣，發(fā)散學生的思維能力。

4.Read and guess “Can the tiger eat the rooster this time”.

教師呈現(xiàn)老虎手里拿著花蹲在谷倉的角落引誘公雞。公雞這次看到花后，心里美滋滋的。于是連忙向花的方向跑去。

T: But this time the tiger has a good idea.Look,where is he?

Ss: He is in a corner.

T: What’s in his hand?

S1: There is a flower in his hand.

T: So the tiger holds a beautiful flower and waits in a corner.

Ss: The tiger holds a beautiful flower and waits at a corner.

T: Look at the rooster.How does he feel?

S1: He’s happy.He loves the flower.

T: Rooster says: Wow！ A flower！ How beautiful！

Ss: Wow! A flower! How beautiful！

S1/2: Wow! A flower! How beautiful！

T: The rooster says: I want the flower.

Ss: I want the flower.

T: So the rooster loves the flower and runs to the flower.

Ss: The rooster loves the flower and runs to the flower.

T: The tiger says: Haha,my yummy food.

Ss: Haha,my yummy food.

T: How does the tiger feel?

S1: He’s happy.

T: So the rooster is in danger.（教授danger,dangerous,danger）

Ss: Oh! The rooster is in danger.（教師強調(diào)朗讀語氣）

設計意圖：根據(jù)繪本故事的情節(jié)，學生已經(jīng)知道老虎的前兩個方法都失敗了。對于老虎是否能吃到公雞，學生十分期待。教師引導學生預測故事的發(fā)展：老虎是否能吃到公雞呢？老虎會不會再想其他方法？以此激發(fā)學生的情感，激活學生的思維。這一次教師首先出示上面三幅圖，學生猜測老虎應該成功了，公雞步入了危險。以圖推測，提升學生們的想象能力和對故事發(fā)展的推測能力。

5.Look and guess.

教師出示老虎逃跑的圖片，引導學生思考老虎是否真的吃到公雞了。隨后教師又出示農(nóng)夫的圖片，引導學生補白，豐富故事內(nèi)容，為后續(xù)故事表演做好語言和情感上的準備。

T: Can the tiger eat the rooster now? Can you guess?

Ss: Yes.

T: Let’s see.Oh-oh,what’s the matter?

S1: The tiger runs away.

T: Yes.Why?

S2: The farmer is coming.

T: Maybe.

T: Who comes?

Ss: The farmer comes.

T: What’s in his hand? There is a hammer in his hand.（教授hammer）

T：How does the farmer feel?

S1: He’s angry.

T: What will he say? Can you guess?

S2: Stop! Stop!

T: How does the tiger feel?

Ss: He’s afraid.

T: If you were the tiger,what would you say?

S1: Help! Help!

T: Great.Let’s see.

T/Ss: Stop! Stop! Go away!

T/Ss: Oh!Here comes a farmer with a hammer.

設計意圖：教師逐步呈現(xiàn)整個故事，在故事的結尾處引導學生發(fā)揮合理的想象，結合所學的語言知識，對農(nóng)夫和老虎的對話進行補白，提高學生的綜合語言運用能力。

6.Act it out.

教師要求學生表演下面的片段。

T: Can you act? One is a farmer,one is a rooster,one is a tiger,one is a narrator.

設計意圖：這個環(huán)節(jié)是故事的高潮部分，十分有趣。通過表演故事，感受故事帶來的快樂。表演故事時，學生有一種身臨其境的感覺，調(diào)動了學生的積極性和參與性。利用小組合作的形式進行表演，提高了學生的合作能力。

7.Say the end of the story.

教師出示故事最后一頁，公雞手捧鮮花，面朝田野的場景，引導學生補白。

T: The tiger is going away.Look at the rooster.How does he feel?

Ss: He’s happy.

T: If you were the rooster,what would you say?

S1: Haha,I have a beautiful flower.

S2: Haha,the tiger is going away.

T: Let’s see.

T/Ss: Who’s afraid of the Big Bad Tiger,Big Bad Tiger,Big Bad Tiger? Who’s afraid of the Big Bad Tiger? Tra lalalala...

T: This is the whole story.

設計意圖：《義務教育英語課程標準（2022年版）》指出，教師要靈活地運用各種資源。本課采用了繪本故事作為整節(jié)課的教學內(nèi)容，讓學生感知繪本故事所帶來的快樂，培養(yǎng)學生閱讀繪本的意識。整個故事情節(jié)清晰，結局是“The rooster has a flower.”通過逐步分析故事情節(jié)，學生能感知故事；通過有感情地朗讀，學生體會故事的蘊含。最后教師呈現(xiàn)公雞所唱的歌曲，歌曲有效結合了滬教版《牛津英語》中的“Three Little Pigs”中的結尾，做到了教材資源的合理整合及其利用。

Step 3.Practice

1.Listen to the whole story.

2.Listen and repeat.

3.Can you find the words with-er in the story.

4.Act out the whole story.

設計意圖：在理解故事后，通過聽文本,讓學生再一次整體感知故事；通過跟讀，培養(yǎng)學生的模仿能力；通過尋找文本中含有-er 的單詞，對-er 發(fā)音規(guī)則進行總結；通過表演，讓學生有效地輸出語言，內(nèi)化語言。

Step 4.Homework

1.Read the whole story for three times.

2.Act it out.

3.Rewrite the story.

設計意圖：讀故事和表演故事是本課的教學目標，是對課堂所學的進一步鞏固。續(xù)寫故事，可以發(fā)揮學生的想象力和創(chuàng)造力，培養(yǎng)其創(chuàng)造性思維。