The Loch Ness Monster（课件+教学设计）-2024-2025学年丽声北极星分级绘本五年级上册

The Loch Ness Monster 尼斯湖水怪 丽声北极星分级绘本五年级上（校园版） 设计者：贾琼 吴 诚 (吴) - They like each other. They usually play together. They always help each other. They’re . 猜一猜，谜底是什么？ Play a game They are friends. But they are from different places. They usually write emails to each other. Sometimes they chat on QQ or Wechat. They’re . friends e-friends 1.通过猜谜游戏，激活学生思维，明晰本课主题。  First, let’s play riddle games. Who are they? 2. 通过与学生的交流互动，打造良好的英语学习氛围。 Do you have any e-friends/friends? What do you usually do with your e-friend/ friend? Do you have the same hobbies? China Scotland Feng Duncan 10:30 18:30 Is … ? Are … ? … Where … ? What … ? … 观察图片并同桌讨论，试着找到更多的信息。 Ask and find 呈现绘本人物，读图获取人物信息。 Today we have two new friends. They are Duncan and Feng. Look at the pictures carefully. What can you find from the pictures? 引导学生用教材核心句型问答，挖掘图中人物信息，渗透地理知识（时区）： 如：Are they e-friends? Where are they from?... different time zones 不同时区 Watch and choose 呈现绘本封面，预测绘本内容。 What can you see from the cover? Can you see the title? What is the book about? Look at the cover... the Loch Ness 尼斯湖 （位于英国苏格兰高原的大峡谷中） 呈现尼斯湖图片，帮助学生了解尼斯湖的面貌和地理位置。 There is a monster living in the beautiful Loch Ness. It’s amazing. monster Watch and choose 听录音，选择正确答案。 Listen and choose What is the book about ? C. a trip for （短途旅行） a photo of B. an email about 听P3-5，了解绘本主要内容，揭示绘本标题。 What is the book about ? Listen and try to find the right answer. The Loch Ness Monster Watch and choose the Palace Museum in Beijing 呈现故宫图片。 Who is going to the Palace Museum? The Loch Ness Monster It’s a/an trip(旅行) . cool exciting interesting … special 呈现绘本P3，让学生发表对于邓肯探索水怪之旅的看法。 What do you think about Duncan and Dad’s trip? 阅读绘本P3，找到正确答案。 Read and find Watch and choose Myth 神秘的传说 播放尼斯湖水怪的相关视频，让学生初步了解水怪，感受水怪的神秘。 Now I will show you a vedio about the Loch Ness Monster. Let’s watch! Do you believe that ? It’s a myth for us. a special trip People from all over the world want to see it. 呈现绘本P10，观察图片回答问题，联结教材词汇。 The Loch Ness Monster is so popular that people from all over the world want to see it. Where are they from? Where is she from? Watch and choose 1 3 2 a. the Loch Ness b. the exhibition hall a. the Loch Ness 校对答案，引导学生用First/ Next/ Finally, they go to …有序表达。 They go to different places for the monster. It’s great fun. Do you want to join them? Scan and order 快速阅读P6-13，找出邓肯父子寻找水怪先后去过哪些地方。 Watch and choose 1 3 2 First, Next, they go to … Finally, a. the Loch Ness b. the exhibition hall a. the Loch Ness 校对答案，引导学生用First/ Next/ Finally, they go to …有序表达。 They go to different places for the monster. It’s great fun. Do you want to join them? Scan and order 快速阅读P6-13，找出邓肯父子寻找水怪先后去过哪些地方。 Do you think it’s here? No, I don’t. 1 3 2 （P7) Do they see the monster ? 1. 呈现绘本P7图片，让学生仔细观察并回答问题。 Do they find the monster? How do you know it? 2. 模拟故事现场，借助图片资源操练核心句型，增加故事学习的趣味性。 Now suppose I was Dad and you were Duncan. Let’s act! Hey, Duncan. Do you think it’s here? 呈现湖里生物的图片Do you think it’s the monster? Watch and choose a photo a model 模型 1 3 2 (P8-10) Do they see the monster? 1. 呈现绘本P8-9图片，让学生观察图片并回答问题。 Do they find the monster? What do they see? 引导学生说They see a photo and a model.从而了解model 的含义。 2. 播放邓肯和爸爸对话音频，感知neck和hump的含义。 … Does it … ? Look at the photo/model… Is it… ? Can it… ? What … ? Where … ? It’s cool/tall/… It has … It lives in … … Read，fill and talk 两人一组，先阅读P8-9，补全水怪信息，再模仿邓肯父子对话。 a neck humps a neck humps a head a body can live in 呈现绘本P8-10图片，引导学生提炼水怪信息，并用教材核心句型交流。 What’s this?(a neck) What are these?(humps) Just now you asked a lot of questions about the monster. Now look at the pictures carefully. What information about the monster can you find? Take out your worksheet and fill in the blanks.（完成学生课堂练习第二题） Suppose you were Duncan and Dad, talk about the monster with the key sentences. Watch and choose 1 3 2 (P11-13) Do they see the monster ? 呈现绘本P11-13图片，让学生观察图片并回答问题。 Do they find the monster? How do you know? Yes, I do. Do you think it’s the monster? Watch and choose Which is Duncan’s photo ? Read and discuss 仔细阅读P13，同桌讨论，尝试找到答案。 No! Three! I can see two humps! a. b. three humps 呈现绘本P13图片，推理绘本留白，感受邓肯遇到“水怪”时的惊喜。 Why does Duncan think it’s the monster? I show you two pictures. Which do you think is Duncan’s photo? Why? How How does Duncan feel at the moment? Watch and choose 四人小组，阅读P14-19，判断下列 句子是否正确 Read and judge （ ）1. Feng saw (see过去式）a dragon in the Palace Museum. （ ）2. The Loch Ness was (is过去式）super for Duncan. （ ）3. Duncan was scared to see the monster in the loch. 阅读P14-19，判断句子正误。 Now Duncan and Feng are back home from their trips. They can’t wait to share with each other. What do they talk about? Read from P14-19 and then judge if the sentences are correct. Work in four. （完成学生课堂练习第三题） Watch and choose 四人小组，阅读P14-19，判断下列 句子是否正确 Read and judge （ ）1. Feng saw (see过去式）a dragon in the Palace Museum. （ ）2. The Loch Ness was (is过去式）super for Duncan. （ ）3. Duncan was scared to see the monster in the loch. 阅读P14-19，判断句子正误。 Now Duncan and Feng are back home from their trips. They can’t wait to share with each other. What do they talk about? Read from P14-19 and then judge if the sentences are correct. Work in four. （完成学生课堂练习第三题） F Hi Duncan, The Palace Museum was great. No monsters, but plenty of dragons. How was your day? Kind regards, Feng 呈现P14图片，同步播放音频。 How many dragons did Feng see in the Palace Museum?引导学生尝试读出plenty of这个词组。 plenty of dragons = a lot of/many Watch and choose 四人小组，阅读P14-19，判断下列 句子是否正确，用T或F表示。 Read and judge （ ）1. Feng saw (see过去式）a dragon in the Palace Museum. （ ）2. The Loch Ness was (is过去式）super for Duncan. （ ）3. Duncan was scared to see the monster in the loch. F plenty of dragons T 1. 根据邮件信息，修改错误表述。 So Feng saw not a dragon but plenty of dragons in the Palace Museum. 2. 继续校对答案，梳理邮件信息。 What about the second sentence? Is it right? How do you know?  Loch Ness was super! great/wonderful/fantastic F Not at all ! a.不用谢 b.没关系 c.一点儿都不 =I was not scared at all ! not Were you scared? Watch and choose Why was Duncan not scared at all ? Read and think 仔细阅读P19，尝试找出问题的答案 cub 呈现绘本P19，关注图文细节和两人的情绪变化，将教学推向高潮。 Why was Duncan not scared at all ?引导学生尝试说出It was a mother otter and her cubs.呈现水獭的图片，帮助学生理解otter和cub的含义。 How do they feel at the moment? mother otter Why does Duncan think it was a monster at first, but he doesn’t think so at last? We should observe things carefully enough! 我们观察事物要全面、仔细哦！ 呈现邓肯两次拍摄的照片，引发学生思考、剖析，提炼观察事物的策略。 Why does Duncan think it was a monster at first, but he doesn’t think so at last? What can we learn from it? tips Watch and choose 听录音，选择正确答案。 Listen and choose What is the book mainly about ? （主要地） C. a trip for （短途旅行） a photo of B. an email about 听P3-5，了解绘本主要内容，揭示绘本标题。 What is the book about ? Listen and try to find the right answer. the special trip 听P3-5，了解绘本主要内容，揭示绘本标题。 What is the book about ? Listen and try to find the right answer. take photos send emails We should understand the text thoroughly! 我们理解文本也要全面哦！ tips Watch and choose Hi Duncan, The Palace Museum was great. No monsters, but plenty of dragons. How was your day? Kind regards, Feng Hi Duncan, That’s fantastic! Were you scared? Kind regards, Feng Hi Feng, Loch Ness was super! Here is my photo of the ‘monster’. Best wishes, Duncan Hi Feng, Not at all! It was just a mother otter and her cubs! Best wishes, Duncan 四人小组，讨论邮件的格式。 Discuss and find 呈现邓肯和冯的四封邮件，提炼邮件的格式，对教材内容进行补充。 What makes an email ? greeting （开头）问候 wish （结尾）祝福 Hi Feng, Loch Ness was super! Here is my photo of the ‘monster’. Best wishes, Duncan Hi Duncan, That’s fantastic! Were you scared? Kind regards, Feng receiver （开头）收件人 sender （结尾）寄件人 揭示格式二：（开头）收件人VS.（结尾）寄件人。 Addresse should be placed at the beginning and sender should be placed at the end. Watch and choose Hi Feng, Loch Ness was super! Here is my photo of the ‘monster’. Best wishes, Duncan Hi Duncan, That’s fantastic! Were you scared? Kind regards, Feng 呈现其中两封邮件，厘清收件人和寄件人在邮件中的位置。 Look at the first email. Who is it from/to? What about the second one? Watch and choose Imagine and talk retell 想象一下，关于故宫的龙，Duncan会问哪些问题，Feng又会怎么回答？ 想象、创编邓肯和冯关于“故宫的龙”的邮件对话，再次运用教材核心句型，提升语言综合运用能力，培养创新思维。 Today we know a lot about Duncan’s special trip and the Loch Ness Monster. What about Feng’s trip? Where does he go and what does he see? Do you still remember? How will they talk about Feng’s trip? Now suppose you were Feng and Duncan. Please image and talk in pairs. … Do … ? Can …? Are …? Hi Feng, Best wishes/kind regards, Duncan What…? Where …? How …? … 别忘了dragons是复数哦！ Watch and choose 深度剖析，提炼朋友的真谛，提升学生思维的深刻性，推动情感进入高潮。 How do Feng and Duncan feel when they share with each other? Do you think they are good friends? Why? Friends are like . They . share a lot with me e-friends friends ... Watch and choose 1. Share the picture book to your e-friends or friends. 和你的网友或朋友分享这个绘本。 2. Imagine and write the emails about the dragons in the Palace Museum. 邓肯和冯会如何谈论“故宫的龙”呢？发挥你的 想象，编写出他们之间的邮件吧！ Homework The Loch Ness Monster Thank you! Goodbye! Watch and choose the UK Scotland England Northern Ireland Wales 呈现the UK地图，帮助学生理解Scotland和the UK的关系。 Do you know Scotland? Look, it’s one part of the UK. 尼斯湖水怪The Loch Ness Monster FLTRP 丽声北极星分级绘本五年级上（江苏版） other 5276.747 尼斯湖水怪The Loch Ness Monster FLTRP 丽声北极星分级绘本五年级上（江苏版） other 39967.254 Lavf58.29.100 ¾Õ´ÎÀɵÄÏÄÌì ¾ÃʯÈà £Å£Î£Ã£Ï£Ò£Å, track 1 2002 Blues 153685.55 eng - 尼斯湖水怪The Loch Ness Monster FLTRP 丽声北极星分级绘本五年级上（江苏版） other 9665.31 尼斯湖水怪The Loch Ness Monster FLTRP 丽声北极星分级绘本五年级上（江苏版） other 8777.159 尼斯湖水怪The Loch Ness Monster FLTRP 丽声北极星分级绘本五年级上（江苏版） other 11964.052 尼斯湖水怪The Loch Ness Monster FLTRP 丽声北极星分级绘本五年级上（江苏版） other 2873.472 尼斯湖水怪The Loch Ness Monster FLTRP 丽声北极星分级绘本五年级上（江苏版） other 1567.3463 尼斯湖水怪The Loch Ness Monster FLTRP 丽声北极星分级绘本五年级上（江苏版） other 2664.4915 小美人鱼电影主题曲 Under The Sea 张中立 世界电影音乐漫游(排笛演奏曲) 201912.3 $$ 书名：The Loch Ness Monster尼斯湖水怪 话题：朋友Friends 词汇量：313 教材单元：译林牛津英语教材（三起）五上Unit6 核心词汇：live, UK, China, send, email, to, wait a minute, Australia, Canada, fishing 核心句型：Do you … ? Yes, I do./ No, I don’t. 设计者：贾琼 学校：常州市钟楼区怀德苑小学 文本分析 “The Loch Ness Monster尼斯湖水怪”这个故事来自于《丽声北极星分级绘本》第三级上册，对接译林小学英语五年级上册第六单元My e-friend。主要介绍了小男孩邓肯探索尼斯湖水怪，并与网友冯交流分享的趣事，突出人与社会（朋友）的主题。 （1）[What] 主题意义和主要内容 本文从两个异国网友——冯和邓肯各自的家庭出行计划切入，重点叙述了邓肯和爸爸的“尼斯湖水怪探索之旅”。故事的高潮是邓肯最后真的遇上了“水怪”并拍摄下了照片，通过邮件交流和冯一起揭开了“水怪”的神秘面纱。故事告诉我们：朋友之间的乐趣在于彼此的分享。同时也告诉我们进一步的观察和探究有助于我们发现事物真正的面貌。 （3）[How] 文体结构和语言修辞 本文为故事类的记叙文，全文按照故事发展顺序分为三个部分：第一部分，网友冯和邓肯交流各自的出游计划，邓肯告诉冯自己要去看尼斯湖水怪，冯请求他分享照片。第二部分，邓肯跟爸爸在尼斯湖展览馆看到了水怪的模样，归途中又在尼斯湖上发现了“水怪”，拍下照片。第三部分，回到家中，邓肯和冯分享了照片，揭开了“水怪”的真面目——原来是…… 从词汇角度看，本文核心词汇包含名词email以及表示国家的China/ UK/ Canada/ Australia，动词live/ send/ fish及短语wait a minute，介词to。从语言功能角度看，本文以一般现在时为主，并通过核心句型Do you …? Yes, I do./ No, I don’t.交流尼斯湖水怪。除此之外，少量穿插了其它时态：进行时What are you doing? （用于交流互动），将来时I’m going …（用于谈论出行计划），过去时How was …? Were you …? It was…（用于交流感受）。 （2）[Why] 写作意图 作者基于儿童视角，以神秘话题“尼斯湖水怪”切入，引导学生在阅读“水怪探索之旅”的过程中观察、思考、探究、讨论，从而发现事物真正的面貌。表面上看，作者在写一次出行，一段经历，一个故事， 但品读细节不难发现，作者依托绘本，来反映两个异国网友日常交流互动的点滴，用“以小见大”的方式告诉学生“朋友”的乐趣——彼此分享、共同探索，帮助学生形成对待人与社会的正确态度。 学情分析 本节课的授课对象是五年级学生。这个年龄段的学生有了一定的阅读基础和丰富的出游经历，在探索事物方面也逐步呈现出理性思考的倾向，所以在文本内容的理解上较为顺畅，能借助图片获取信息，理解文本，预测故事发展等等。不过，虽然绘本中的核心词汇live, UK, China, send, email, to, wait a minute, Australia, Canada, fishing以及核心句型Do you …? Yes, I do./ No, I don’t.学生均已在教材中学过，但文本中大量出现的陌生词汇如Loch Ness Monster, go on a special trip, the Palace Museum, kind regards, exhibition, reply, fantastic…以及出现的多种时态句式I’m going … How was…? Were you …? What are you doing?等会成为学生流利阅读的障碍。同时，受认知能力和思维水平的限制，学生对问题解决策略的提炼以及文本内涵的深层理解方面有一定的困难。 教学目标 在本节课学习结束时，学生能够： 1. 紧扣教材重难点，灵活运用一般疑问句、特殊疑问句来询问、了解人物/动物信息； 2. 依托故事情节，梳理文本脉络，同步提炼问题解决策略； 3. 基于不同的角度，提炼故事的深层内涵和主题意义； 4．依托邮件撰写，呈现同一思维路径下的多元表达。 教学重难点 教学重点： 1. 依托故事情节，梳理文本脉络，同步提炼问题解决策略； 2. 基于不同的角度，提炼故事的深层内涵和主题意义。 教学难点： 1. 依托故事情节，梳理文本脉络，同步提炼问题解决策略； 2. 依托邮件撰写，呈现同一思维路径下的多元表达。 教学用具 课内阅读材料：《丽声北极星分级绘本第三级上》The Loch Ness Monster PPT课件、学生用书、课堂练习单、磁条、图片 教学过程 教 教学活动 设计意图 Pre-reading 故事导入： Step1 猜谜游戏，导入话题。 提问建议： Would you like to play a riddle game? Step2 互动交流，活跃气氛。 提问建议： Do you have any e-friends/ friends ? What do you usually do with your e-friend/ friend? Do you have the same hobbies? 通过猜谜游戏，激活学生有关教材主题的背景知识，明晰本课主题。 通过与学生的交流互动，激活学生的相关生活背景知识，并营造良好的英语学习氛围。 While-reading 故事呈现：图片环游，提取信息 Step3 呈现绘本人物，读图获取人物信息。 提问建议： Today we have two new friends--- Feng and Duncan. Look at the picture carefully. What else can you find? 可参考语言框架： 一般疑问句： Is/Are / …? 特殊疑问句： What/ Where/ …? Step4 图片环游学习第3—5页，了解故事背景，揭示绘本题目。 1. 呈现绘本封面，初步感知绘本。 提问建议： What can you see from the cover? What’s the title of the picture book? 2. 听P3-5，了解故事起因。 提问建议： What is the book about ? Duncan is going to see the Loch Ness Monster. What about Feng? Where is he going? 3. 观看水怪视频，了解水怪背景知识。 提问建议： Duncan and Dan are going on a trip for the Loch Ness Monster. What do you think of their trip? What do they think? 教授：special Why is it a special trip? Let’s watch a video. The Loch Ness Monster is a myth, but it’s so popular that people all over the world want to see it. Do you believe there’s a monster living in the Loch Ness? Step5 图片环游学习第6—13页，了解邓肯和爸爸探索尼斯湖水怪的完整经历。 1. 快速阅读P6—13，按照时间顺序对邓肯和爸爸经过的场所进行排序。 提问建议： Duncan and Dad go for the monster. Where do they go ? 2. 阅读P7，模拟邓肯和爸爸在尼斯湖驾船找水怪的情景，呈现一些湖里的生物图片，用绘本核心句型问答。 提问建议： First, they are on the loch. Do they see the monster? Do you think it’s here? Do you think it’s the monster? 可参考语言框架： Do you …? Yes, I do./ No, I don’t. 3. 阅读P8-10，提炼水怪信息，用教材核心句型交流。 提问建议： Next, they are at the exihibition hall. Do they find the monster? What do they see? Suppose you were Duncan and Dad, can you talk about the Loch Ness Monster with the key sentences? 可参考语言框架： 一般疑问句： Is it …/ Does it…/ Can it…/ … 特殊疑问句： What/ Where/ How/ …? 4. 阅读P11-13，推理绘本留白信息，感受邓肯遇到“水怪”时的惊喜。 提问建议： Finally, they are back on the loch. Do they see the monster? Which is Duncan’s photo, can you guess? How does Duncan feel at the moment? Step6 图片环游学习第14—19页，聚焦邮件内容，关注邮件格式，基于伙伴之间分享交流这一部分内容，以复述的形式进行综合输出。 1. 四人小组，阅读P14-19并判断，提炼观察事物的策略。 提问建议： Now Duncan and Feng are back home. They cannot wait to send emails to talk about their trips. What do they say? How many dragons did Feng see in the Palace Museum? Was the Loch Ness super for Duncan? Was Dun scared to see the monster in the lock? Why was Duncan not scared at all ? Why does Duncan think it was a monster at first, but he doesn’t think so at last? 2. 回顾绘本大意，提炼阅读策略。 After reading the whole book, can you get the correct main idea now? 3.提炼邮件的格式（问候/祝福，收件人/寄件人）。 Today we’ve read plenty of emails from Duncan and Feng. What makes an email ? Who is the email from/to? 引导学生观察图片，挖掘人物信息，提升读图能力。引导学生运用教材核心句型进行对话，激活学生旧知，为教材与绘本的有效联结铺垫。同时结合生活实际，利用地图帮助学生认识苏格兰这个国家，理解相关地理知识，渗透跨文化意识。 顺应学生的阅读规律，让学生观察绘本封面，初步感知绘本内容，学习短语the Loch Ness Monster。 通过听的活动，引导学生准确提取信息。通过追问，学习短语the Palace Museum，了解故事起因，明确人物活动，帮助学生迅速进入故事情境。 通过播放水怪视频，帮助学生初步了解水怪，感受水怪的神秘和受欢迎程度，理解并学习special一词，从而对“水怪探索”之旅充满期待。 通过扫读，培养学生快速、准确梳理信息的能力，建构故事逻辑。 模拟故事现场，引导学生借助故事图片操练核心句型，增加故事学习的趣味性。 引导学生通过观察图片提炼水怪信息（特征、能力……），在过程中自然习得model, neck, hump等词汇。在培养学生“看”的能力的同时，基于故事情境围绕水怪展开问答，进一步巩固教材核心句型，不断提升学生综合运用语言的能力。 对绘本留白的思考有助于提升学生思维的深刻性。对人物情绪的分析则可以帮助渲染气氛，感受水怪探索之旅的乐趣所在，为故事的持续推进以及后续主题意义的提炼铺垫。 通过阅读、判断来帮助学生准确获取邮件基本信息，理解并学习一些重点词汇、短语如plenty of ，super，otter，cub，理解Not at all在不同语境下的不同含义。同时提炼观察事物的策略以及阅读理解的策略。 学生通过对绘本主要内容的二次提炼，强化对文本的整体理解，自然生成阅读策略，提高总结概括能力。 关注邮件的格式，既在教材本单元内容基础上起到“补充”的作用，也为之后正式学习这一内容进行铺垫。 Post-reading 故事迁移：推理判断，深度思考 Step7想象、创编邓肯询问冯关于故宫的龙的对话。 Today Duncan shares a lot about the Loch Ness Monster with Feng. Now he wants to know something about Chinese dragons. What questions will he ask Feng? 可参考语言框架： 一般疑问句： Is it …/ Does it…/ Can it…/ … 特殊疑问句： What/ Where/ How/ …? Step8深度剖析，提炼朋友的真谛。 提问建议： Feng and Duncan are e-friends. Do you think they are good friends too? I also have a lot of e-friends. For me, friends are like emails, they can share a lot with me. What do you think? 引导学生再次运用教材核心句型进行对话创编，进一步激发其用英语做事的兴趣，培养创新思维，提升语言综合运用能力。 以故事人物点题，以自身感受为例，挖掘主题意义，丰满“朋友”的内涵，提升了学生思维的深刻性，推动情感进入高潮。 作业 1. 和你的网友或朋友分享这个绘本。 2. 继续编写邓肯和冯关于“故宫的龙”的交流邮件。 板书设计： 学案： 学科网（北京）股份有限公司 $$