1、書名：Playing a Trick on Jolly Roger 海盜惡作劇 話題：朋友 詞匯量：234 教材單元：牛津上海版五年級第一學期 M2U2 Friends 高頻詞匯：any, drink, left, pleased, still, under核心句型：. lay down under a tree and went to sleep / . got some water from the little river .設計者： 學校： 文本分析Playing a Trick on Jolly Roger （海盜惡作?。┦躯惵暼~草分級讀物第七級中的一個故事，講述了Jolly Ro

2、ger和Big Pirate, Little Pirate由于缺水到一座小島上尋找水源，Big Pirate和Little Pirate結伴尋找水，而Jolly Roger獨自偷懶睡覺，Big Pirate, Little Pirate因此捉弄了他。本文是記敘文，一方面反映出朋友間應當分工合作，另一方面反映出朋友間出現矛盾、出現情緒時應當巧妙化解。（1）What 主題意義和主要內容本文通過海盜Jolly Roger尋找水源卻偷懶被Big Pirate, Little Pirate捉弄的故事為讀者傳達出“朋友間應當相互合作、分擔勞動，不能想著不勞而獲；在朋友間遇到矛盾，出現情緒時應當妥善處理，不

3、傷和氣?！钡闹黝}意義。故事講述了Jolly Roger和Big Pirate, Little Pirate由于船上缺水所以到小島上尋找水源的故事。Jolly Roger到了島上后覺得太熱就開始睡覺，讓Big Pirate, Little Pirate去尋找水源。Big Pirate和Little Pirate找到了水源后，辛苦地將水提回海灘，希望Jolly Roger能高興，但回到海灘后卻發現Jolly Roger仍在睡覺，他們便想捉弄一下Jolly Roger。于是他們將船都一起藏在巖石后面。當Jolly Roger醒來后發現小船和兩位朋友不見了，便開始尋找；又想到能夠游泳回到船上，但不想弄

4、濕自己的衣服。就在這時，兩位朋友從巖石后跳了出來并告訴Jolly Roger他們是在惡作劇。（2）Why 寫作意圖作者通過描述Jolly Roger尋找水源時偷懶并因此被捉弄的經歷，引導讀者抓住故事要素即故事的起因發展高潮結局，并能夠在此基礎上借助圖片、戲劇表演游戲，理解人物心情，揣測人物特征，啟發讀者思考“朋友間遇到矛盾時，應當采取怎么樣的方法平息情緒，化解矛盾”，并傳遞給讀者“朋友間應當分工合作，不能不勞而獲”的價值觀。（3）How 文體結構和語言修辭 本文是記敘文，講述了Jolly Roger在找水源時偷懶而被Big Pirate和Little Pirate捉弄的故事。從內容結構上看，全

5、文共分為四個部分：第一部分是Big Pirate發現船上沒有水了，因此Jolly Roger提議去島上尋找水源；第二部分是到島上后Jolly Roger偷懶睡覺，讓兩位伙伴去尋找水源；第三部分是兩位伙伴回到海灘看到Jolly Roger一直在睡覺并因此捉弄他；第四部分是兩位伙伴告知Jolly Roger真相，Jolly Roger感到很尷尬。從語言功能角度看，本文使用一般過去時，符合講故事的敘述特點，文中使用直接引語，交代人物的內心活動。從詞匯、句型角度看，本文運用恰當的動詞和動詞短語（lie down, go to sleep, laugh, hide the boat, hide by t

6、he rock等），按照事情的發展順序展現了故事的主要情節。運用加黑加重文本中個別單詞（any, still）和感嘆號（We tricked you!等）凸顯人物的心情和感受，留給讀者空間來猜測人物心思和預測故事發展，激發閱讀興趣。全文配以鮮艷的手繪圖片，呈現了故事梗概，展示了人物的心情，為學生總結故事線索和情感線索，分析人物性格特征提供了有效的幫助。學情分析根據不同版本教材的話題，本故事建議學習牛津英語（上海版）五年級下冊的學生使用。本節課授課對象是五年級學生。通過將近四年多的英語學習，學生對朋友這一話題接觸得還是很多的，能夠簡單地描述朋友的外貌、喜好、特點等，但是對于通過故事展現朋友之間的

7、合作交流等并不多，需要在閱讀中逐步了解，同時需要教師在教學過程中對于故事內容進行仔細剖析以便學生能夠進一步了解故事中的人物心情及性格特征。五年級學生觀察能力強，善于通過圖片環游，提取圖片信息，并能夠根據觀察到的內容進行描述，同時積極思考，具有一定的思維能力和語言基礎，可以對繪本內容進行推測，能夠在教師的引導下運用語言框架描述文本內容。學生們活潑好動，熱愛表演，有表現力，喜歡扮演，可以嘗試在小組中進行角色扮演，通過畫面定格、思路追蹤的戲劇表演游戲，體會角色心情及性格特征，在教師的引導下深層理解故事內涵。教學目標 在本節課學習結束時，學生能夠：1.通過圖片環游，預測故事發展，理解文章大意，培養獲取

8、信息和處理信息的能力；2.通過故事閱讀，畫面定格、角色扮演等戲劇表演游戲，進一步理解故事，合理分析體會人物心情及性格特征；3.根據Story map的提示，結合詞匯復述故事；4.思考朋友間遇到矛盾應該怎樣平息情緒，巧妙化解矛盾。教學重難點教學重點：1.通過圖片環游幫助學生理解文章大意，培養獲取信息和處理信息的能力；2.通過畫面定格等戲劇表演游戲，進一步分析故事，加深故事理解，體會人物心情及性格特征。教學難點：1.通過圖片環游，預測故事情節，理解故事大意。2.通過角色扮演，思路追蹤的戲劇表演游戲，分析人物特點。結合自身實際，思考朋友間遇到矛盾應該怎樣平息情緒，巧妙化解矛盾。教學用具課內閱讀材料：

9、麗聲三葉草分級讀物第七級Playing a Trick on Jolly Roger 教學用具：PPT課件、繪本主要人物及場景圖教學過程（可分讀前、讀中和讀后活動）教教學內容教學活動設計意圖Pre-readingBook cover故事封面故事導入：討論封面，預測情節Step 1 出示相關繪本Jolly Roger and the Fish，回憶主人公Jolly Roger。提問建議：Do you remember this man on the ship?Whats his name?What does he do?Whats the difference from a pirate and

10、 a sailor?(Enjoy a video)可參考語言框架：Hes Jolly Roger.Hes a pirate.He wears a red coat and a black pirate hat.They need to find food for themselves.Their talk is difficult to understand.They always rob/take other peoples things.Step 2 提取封面信息，預測故事發展。提問建議：What do you know from the cover?（隱藏文字）How many char

11、acters are there in the story?Whats the setting?Guess, what happens in the story?可參考語言框架：There are three characters.I think the story takes place at the beach.I think Big Pirate and Little Pirate are laughing at Jolly Roger and Jolly is shocked.Maybe Big Pirate and Little Pirate play a trick on Joll

12、y Roger.提問建議：What happens in the story?How can you know that?（出示文字）What else can you find on the cover?可參考語言框架：They play a trick on Jolly Roger, because the title is Playing a Trick on Jolly Roger. (Learn: play a trick)I know the writers and the illustrators names.Step 3 聯系學生實際，激發閱讀興趣。提問建議：If you ar

13、e tricked, how will you feel?Look! Jolly Roger is tricked but his face is red. How does he feel? 可參考語言框架：I will feel angry .Maybe he is shocked/surprised/unhappy (embarrassed).學生通過相關聯書目激活已知經驗，明確故事人物及特征，自然談話引入新故事的學習。通過引導學生對圖片的觀察，了解故事發生的地點、人物，對故事中人物所做的事情進行猜測。通過引導學生熟悉題目、作者及插圖作者，培養學生文本概念意識。通過觀察圖片，捕捉人物被捉

14、弄后的心情，聯系生活實際，讓學生想想自己被捉弄時的心情，對比故事和現實的差異，激發故事閱讀的興趣。While-readingBeginning:They had no water left to drink.(P2-3)Middle：Jolly Roger lay down under a tree and went to sleep but Big Pirate and Little Pirate went to get some water from the little river.（P4-9）Climax：Jolly Roger was still asleep. Big Pirate

15、 and Little Pirate hid the boat and themselves behind the rock.（P10-15）End：Big Pirate and Little Pirate jumped out and Jolly Roger felt embarrassed and learned a lesson.（P16）故事呈現：圖片環游，提取信息Step 4圖片環游學習第2-9頁的內容，回答問題并對故事關鍵性情節進行梳理。觀察第2-3頁，預測Big Pirate和Jolly Roger在說什么，將要做什么。提問建議：What was the problem?What

16、 did Jolly Roger want to do?Guess, what were they talking about?可參考語言框架：Maybe there was no water/no fish .Maybe Jolly Roger wanted to go to the island to find some food/water .Maybe Jolly Roger said . Big Pirate said .聽錄音驗證自己的猜測，了解他們遇到的困難。觀察第4-5頁，思考Jolly Roger和Big Pirate與Little Pirate都做了些什么，猜測Jolly

17、Roger 躺下的原因。提問建議：What did Jolly Roger do when he got to the beach?What did Big Pirate and Little Pirate do?Guess, why did Jolly Roger lie down under the tree?可參考語言框架：Jolly Roger lay down under a tree and went to sleep.Big Pirate and Little Pirate went and looked for the water.Maybe Jolly Roger was l

18、azy.Maybe Jolly Roger was hot because he wore too many clothes.聽錄音驗證自己的猜測，了解Jolly Roger偷懶的原因。觀察第6-9頁，思考Big Pirate和Little Pirate剛打到水和提著滿滿兩桶水回到海灘看到Jolly Roger還在睡覺時的心情，預測接下來會發生什么。提問建議：When they found the water, how did they feel? Why?What was Jolly Roger doing when Big Pirate and Little Pirate came bac

19、k with two buckets of water?How did Big Pirate and Little Pirate feel?Guess, what would Big Pirate and Little Pirate do?可參考語言框架：They felt very happy because they had water to drink.They felt happy because Jolly Roger would be pleased with them.( Learn: be pleased with)He was still asleep.They felt u

20、nhappy/angry .Maybe they would play a trick on Jolly Roger.Step 5 自主閱讀第10-15頁，驗證自己的猜測是否正確。并通過兩兩合作，梳理故事情節。提問建議：What did Big Pirate and Little Pirate do?What did Jolly Roger do after he woke up?Did he swim out to the ship? Why or why not?可參考語言框架：They played a tricked on Jolly Roger.They hid the boat a

21、nd themselves by a big rock.He looked around and shouted.No, he didnt because he didnt want to get his red boots and his pirate hat wet.師生共讀最后一頁，通過畫面定格的戲劇游戲，體會故事結尾。提問建議：Whats the end of the story? Can you act out?（One group of students）What did Big Pirate and Little Pirate do?How did they feel?Do th

22、ey act well? How can you help them to act better?可參考語言框架：They jumped out and felt very happy.Jolly Roger was surprised/embarrassed .Maybe he/she (Big Pirate/Little Pirate) can laugh.Maybe he/she (Jolly Roger) can cover his/her face.學生在圖片環游的過程中深入思考并回答問題、預測對話、故事情節，在真實的語境中學習本書的重點詞匯和句型結構，強化理解。通過圖片，觀察人物動

23、作和穿著，進一步理解人物性格特征，為后面分析重點人物做鋪墊。預測和檢驗故事主要情節，激發學生閱讀興趣，從而達到充分理解故事大意的目的。在文本閱讀中，進一步解析挖掘故事大意，幫助學生更好理解文本內容，為之后分析人物性格特征做準備。通過定格畫面，梳理故事結尾；旁觀學生通過對定格畫面的評價，深層體會人物的心情。Whole story故事回顧：原音輸入，內化語言Step 6 聽錄音并進行跟讀。Step 7 教師幫助學生梳理整個故事發展脈絡。提問建議：What is the beginning of the story (from which page to which page)?What happe

24、ned in the middle part?What happened in the climax part?What is the end?可參考語言框架：They didnt have any water left to drink.Jolly Roger lay down under a tree and went to sleep but Big Pirate and Little Pirate got some water from the little river.Jolly Roger was still asleep. Big Pirate and Little Pirate

25、 played a trick on Jolly Roger.Big Pirate and Little Pirate jumped out and Jolly Roger felt embarrassed and learned a lesson.Step 8學生小組內分角色表演故事，關注語氣，體會人物心情。提問建議：The middle part：How did you feel when you see Jolly Roger was still asleep?What did you want to do?Did you want to attack him? Why?可參考語言框架：I felt unhappy.I wanted to let him know he cant be so lazy.No, I dont want to attack him because hes my friend.培養學生聽讀習慣，以聽促讀，為語言表達作鋪墊。通過文本信息、圖片信息的整理，捕捉故事關鍵情節，對故事的發展過程進行歸納，培養學生總結概括的能力。學生通過表演故事強化對人物的理解，增強與文本的互動，體會人物情感。通過思路追蹤的戲劇游戲，在角色扮演時向角色提問，引出扮演者角色的觀點和立場。為深層次分析人物特點，思考朋友間處理矛盾的方