Kermy and Pepper教学设计

一、文本分析 Text analysis：

What: 

主题语境：人与自我；语篇类型：故事。故事的内容：Pepper是Max家的一只小狗。每天Max去上学以后，Pepper总是觉得很孤单。一天家里来了新成员鹦鹉Kermy。很快鹦鹉Kermy和小狗Pepper成为了好朋友，但是他们和家里的另一个成员斑猫Tabby关系不是很好。斑猫伺机要对付Kermy. Kermy通过模仿Pepper和Max说话，吓退了Tabby。

这个故事表层上叙述了Max一家成员之间的爱、友谊和敌意，深层上在暗示小鹦鹉Kermy的成长变化过程：从不会说话到会说话，从需要家人保护到独立吓退欺凌者。

How: 

这个故事分6个chapter叙述。Chapter1故事的起因：Max上学后，Pepper感到寂寞。Chapter2-5故事的发展：Max的妈妈买了一只鹦鹉Kermy陪伴Pepper。Kermy 和Pepper玩在一起，产生了友谊。不合群的Tabby与他们为敌，对Kermy不怀好意。Chapter6故事的结局：Tabby找到机会对付Kermy, Kermy通过模仿Pepper和Max说话，吓退了Tabby.

Why:

作者通过这个有趣的故事，激发小读者的阅读兴趣，同时也给小读者一些生活启示。

二、教学目标Teaching objectives：

1. Students are able to understand how the story develops by predicting and reading.

2. Students are expected to dig the lessons after reading the story.

三、教学重点 Teaching emphasis

1. Instruct the students to understand how the story develops.

2. Instruct the students to dig the lessons of the story.

四、教学难点 Teaching difficulties

Instruct the students to dig the lessons of the story.

五、教学过程 Teaching procedures

Pre-reading

Step 1. Free-talk   （设计意图：引出话题，激发兴趣，激活背景知识）

Q1. Do you keep pets?

Q2. What pet?

Q3. What size is it? Big or small?

Q4. What sex is it? Male or female?

Q5. How does it talk? Can you imitate it?

Q6. How is his temper?Gentle or grumpy?

Step 2. My pets （设计意图：处理生词）

Introduce my dog and cat

Step 3. Check Ss’ previewing （设计意图：检查预习情况，梳理文章脉络）

Q1. How many characters are there?

Q2. Who are they?

Q3. How many chapters are there?

Q4. What is the subtitle of Chapter 1/2..?

Q5. Who became friends?

Q6. Who couldn’t talk?

Q7. Who were left alone at home?

While-reading

Step 4. Read Chapter 1 carefully and answer questions （设计意图：通过问题链，理清文章细节）

Q1. Who took a bus to school?

Q2. What did Pepper do after Max left the house?

Q3. Why did she act like this?

Q4. Who left for work?

Q5. How did Pepper feel?

...

 

Step 5. Read Chapter 2 carefully and answer questions（设计意图：通过问题链，理清文章细节）

Q1. What was Mum carrying?

Q2. What are these holes for?

Q3. What was inside the box?

...

 

Step 6. Read Chapter 3 carefully ，answer questions and put the sentences into a correct order（设计意图：通过问题链，理清文章细节）

Q1. What did Max teach Pepper to say?

Q2. Did Pepper say hello?

Q3. What did Kermy do at home every day?

Q4. Of all the toys, which is one of his favourite?

Q5. What was the ball like? ...

Put these sentences into a correct order

a. Tabby's face changed from sleepy to angry.

b. The ball came right next to Pepper's paw.

c. One morning, Kermy was playing with his ball.

d. Kermy and Pepper were not watching where they were going.

e. Pepper sniffed the ball and pushed the ball back.

f. Pepper pushed the ball hard and it touched into Tabby's nose.

1.      2.      3.       4.      5.       6.      

Step 7. Read Chapter 4 carefully and answer questions （设计意图：通过问题链，理清文章细节）

Q5. What did pepper do?

Q6. Did Tabby like staying on the porch all day long?

Q7. How did Tabby feel?

Q8. What did she do then?

Q9. What did she wait for?

 

 

Step 8. (Pair work ) Discuss what was the danger for Kermy? （设计意图：通过讨论，预测情节的发展，发展学生的思维品质，提升语言能力）

Tip: food chain

Step 9. Read Chapter 5 and summarize the main idea of this chapter. （设计意图：通过概括，提升学生语言能力）

                           ,  but                                  .

Step 10. Read Chapter 6 and answer questions （设计意图：通过问题链，理清文章细节，把握人物特征品质）

Q1. When did the danger came?

Q2. What did Kermy do first when facing danger?

Q3. What did Kermy do then?  

Q4. What do you think of Kermy?

Post-reading

Step 11. Discussion（设计意图：用小组讨论的形式，从不同的角度思考，发展学生的思维品质）

If you are bullied,what should you do? And what shouldn’t you do?

Step 12. Conclusion（设计意图：总结文章，升华主题意义）

A happy family= laughter+humor+surprise+friendship-rivalry

Step 13. Homework （设计意图：通过改写故事的结局，提升语言能力，发展学生的想象力，培养学生迁移创新的能力。）

Can you rewrite the ending chapter of the story ? Maybe your version will be more interesting.

六、板书设计 Blackboard designing

Pepper     unhappy, lonely                         happy

Kermy     couldn’t fly or talk,afraid               could talk, brave, smart