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視頻標簽：Pigs
所屬欄目：小學英語優質課視頻
視頻課題：譯林版小學英語五年級上冊Pigs can’t fly徐州
教學設計、課堂實錄及教案：譯林版小學英語五年級上冊Pigs can’t fly徐州市碧水灣小學
Pigs can’t fly教學設計
Bishuiwan Primary School Shen Si
- 1 -
Pre-reading
1. Know the new teacher / Present topic
T: Good morning! Glad to see you here. I am your new English teacher. You may want to know something about me. Now you can ask me some questions. （師生對話最終引出動物話題）
T: I like rabbits. It’s small and cute. It has two long ears and red eyes. It can jump. It likes eating carrots. What about you? What animals do you like?
選擇2~3名學生回答（注意引導學生說出喜歡的原因，盡量用學過的句型組織語言，例如：I like... It has... It can... It likes...等 ）
2. A guessing game (Riddle)
T: Today we have an animal friend here. What is it? Let’s have a guessing game. Riddle（每呈現一句謎語，就讓學生猜測是什么） It has two big ears. It has small eyes. It is very fat.
It likes eating and sleeping. (Answer: Pig)
3. About the cover (main character/ title/ author)
T: It’s a pig. Today we’ll read a picture about this pig. Please look at the cover first. （PPT出現繪本封皮，手中拿著繪本向學生展示什么是cover） T: What can you see from the cover? S: A pig.
T: Yes, the pig is the main character of the picture book.
（PPT: 呈現main character（主角）字樣） T: What else can you see? S: ‘Can pigs fly?’
T: This is the title/name of the story.（PPT用紅顏色圈凸顯標題） （對于“作者”這個信息，學生不一定能注意到，可由教師發問）
T: Do you know who writes the story? Can you find the answer from the cover? （此時學生的關注點就落在了作者Ben Cort身上） （學生手指或說出時，凸顯作者名字）
T: Ben Cort is the author. He is also the illustrator. He writes this story and draw pictures for it. T: What else can you see? S: Wings.
T: Yes. The wings are special. They are feather wings.（聯系other教讀）
注：以上從封面中獲取的信息順序可能會有變動，PPT中用觸發器設置好，學生說到哪個點開哪個。
Pigs can’t fly教學設計
Bishuiwan Primary School Shen Si
- 2 -
While reading
1. Skimming and scanning
T: The title is 'Pigs can't fly', but this pig has two feather wings. What happened? Can he fly? → Skimming and scanning
（PPT呈現以下內容，向學生傳達閱讀技巧） 閱讀小技巧：
Skimming：略讀，即快速閱讀抓住文章主要大意。（初步感知繪本內容） Scanning：掃讀，即帶著問題或目的有意識地去尋讀。 （學生讀后，教師再次提問） T: Can the pig fly? S: No.
T: He can't fly. He just wants to fly. What’s the matter with him? Now let’s read in details.
2. Look, listen and find
Picture 1（PPT呈現圖1：小豬坐在樹下，很無聊） T: What information can we get from this picture? （PPT中文提示：圖片告訴了你哪些信息？） S: The pig is under the tree.
T: Look at his face. How does he feel now?
（PPT放大小豬臉部，引導學生觀察小豬的面部表情，進而推測他現在的心情） S: He is not happy. T: Now let’s listen.
（PPT播放錄音呈現下列文字：Billy is under a tree. ‘Bored, bored, bored!’ he says） T: What does Billy say?
（學生先試讀，接著教師朗讀，加動作、神情示范bored一詞，讓學生猜測bored含義） T: What’s the meaning of ‘bored’?
（學生可能會用中文解釋，教師再英英解釋）
T: Yeah. ‘Bored’ means someone has noting to do. How to read? （聯系before一詞教授bored）
T: Can you read this word like the pig?（引導生讀出無聊的感覺） T: Billy is bored, what does he do next?
（PPT播放錄音呈現下列文字：I’m going to find something interesting.） T: What is the interesting thing? Now let’s watch.
3. Watch and answer
（完整播放一遍繪本動畫） Q1: What is the interesting thing?
A. Imitate other animals.（模仿其他動物）（教授imitate一詞） B. Helping other animals.
Q2: What animals does he meet in the story?
（生答，師板書帖相應動物的圖片。注意個別單詞，如zebra）
4. Detailed reading (A) T guided reading (1) Pictures 2-3
（PPT呈現圖2和以下文字：He meets Giraffe ___________.）
Pigs can’t fly教學設計
Bishuiwan Primary School Shen Si
- 3 -
T: Billy meets Giraffe first. Where do they meet? S: Near a big tree.
T: You’re right. Look at Billy. What does he think now? Can you do the action like Billy?
（師示范，生跟做“嘬手指、仰頭望著并思考”的動作，通過動作，切身體會Billy目前的心理狀態：羨慕長頸鹿、感到驚嘆等） （師安排一生站在凳子上，向其同桌提問）
T: Now you are Billy, what do you think now?
● PPT中在Billy頭上用云形標注顯示Billy可能要說的話作為提示
S: Giraffe is tall. / It has a long neck. ...
T: Billy admires Giraffe. So he thinks it is cool to be ______________.（PPT呈現這句話） （admire一詞用動作、神情向學生解釋，板書在黑板一處，后續會再次提到該詞） T: But how to be a giraffe? What does he need? What does he find?
（PPT呈現圖3和文字：He finds_____________.） S: a pair of stilts.（生不一定會讀）
T: ‘stilt’ is a new word, but I think you can read it. Look!
（師板書從still引出stilt，再到stilts，最后到a pair of stilts，注意用不同顏色的筆標注變換的字母） T: Now Billy has a pair of stilts. He goes on walking.（PPT直接呈現這句話） （圖2、圖3放在一張PPT中，句子挖空，讓學生復述） T: Can you describe the two pictures now?
Ss read.
(2) Pictures 4-5
T: Billy goes on walking. Then he meets _________.（PPT呈現圖4）（生齊答Zebra） T: Where do they meet? S: In the forest.
T: What do they talk? Look! I have two stilts. Who wants to be Billy? Come and talk with me. I am the zebra now.（師拿出道具，請一位同學上臺扮演踩高蹺的Billy，師扮演zebra） T: Hello! I am Zebra. Who are you? S: Hi, I am a giraffe.
T: Why do you say you are a giraffe? (What do you have?) S: I have two long legs.
T: Can you walk like a giraffe?（學生搖搖晃晃地走兩步）
T: Look! You can’t walk well with stilts. You are not a giraffe. You are just a pig!
注：現場對話生成性較強，不一定按照設定的劇本走，要根據現場情況適時調整。 ● You are not a giraffe. You are just a pig!
這兩句話也要用云形標注樣式放在PPT斑馬的頭上，著重凸顯。 （表演過后，教師接著問扮演小豬的同學）
T: Billy, are you happy now? Is it still cool to be a giraffe? S: No.（師追問why，生答：It is too tired. ...） T: Do you still want to be a giraffe? S: No, it is too tired.
He meets ____________ ____________.
And he thinks it’s cool to be _____________.
He finds a pair of ____________.
And he goes on walking.
Wow! It is ______. It has____. It can___. It’s cool ________. You are not ______. You are just a pig!
Pigs can’t fly教學設計
Bishuiwan Primary School Shen Si
- 4 -
T: Now Billy changes his mind.（PPT出示該字樣）
T: So it is not cool to be _____________.（生接話：a giraffe） T: What does Billy do next?
（PPT呈現圖5和文字：So he finds__________.）
S: Some paint.（讀音問題，結合rain，引導生用同樣的方法學單詞發音）
T: He finds some paint. He paints himself in black and white. Then he goes on _________. （圖4、圖5放在一張PPT中，句子挖空，讓學生復述） T: Now let’s describe the two pictures.
（注意paint讀音，結合rain）
Ss read.
(B) Ss self-reading
(3) Pictures 6-7, 8-9, 10-11
T: Now Billy is a zebra. He goes on walking. Then he meets another three animals. （PPT整體呈現這六幅圖）
T: He changes his mind again and again. Next, work in groups. Read pictures 6-11. Try to find: Q1: Where do they meet? Q2: What do they talk? Q3: What does Billy do?
T: When you read, you may meet some difficult words. Here are some tips for you.
Guess the meaning with the help of pictures. 看圖猜詞
Guess the pronunciations according to phonics. 根據拼讀規則猜測讀音 Ask partners and teacher for help. 向同伴或老師求助
（學生小組合作學習六幅圖片，教師進入小組，必要時給予指導）
討論結束，選小組匯報。教師給出文本框架，幫助小組匯報。如圖6-7：
此處生匯報時注意三個詞：pond, hose, leaves
Pond聯系on，注意詞義辨析（區別river, lake等）
Hose讓學生給出相近拼寫的單詞，可以提示，手指鼻子（nose）
T: Why does Billy find a long hose and two big leaves? What does he want to do? S: He wants to be an elephant. / He thinks it is cool to be an elephant.
T: Billy admires（板書有該詞）the elephants’ long nose and big ears. What do they talk? （PPT把圖6中人物頭上方用云形標注加省略號提示學生，給故事人物創編對話）
注：對話要注重強調You’re not a zebra. You are just a pig.（PPT中要體現在大象的對話框里）
T: Now Billy thinks he is an elephant. And he goes on walking. Who does he meet next? Which group wants to report?
He meets _________ __________.
And he thinks it’s cool to be__________. He finds _______________.
And he goes on ___________.
He meets _________ __________.
And he thinks ___________________.
He finds __________________.
And he __________________.
。。。 。。。
。。。 。。。
Pigs can’t fly教學設計
Bishuiwan Primary School Shen Si
- 5 -
接下來以同樣的方式，小組匯報剩下四幅圖（2組）的內容（具體細節內容略）。 流程：教師搭建框架——小組完成填空——詞音詞義解析——小組創編對話 He meets Kangaroo. ...（spring詞義） He meets Parrot. ...（shell詞義、讀音） 匯報過程中要加深學生兩個印象：
The pig changes his mind again and again.
（change一詞可在板書中體現，在動物與動物之間寫出來，突出小豬不斷變的過程） You are not ______. You are just a pig.
（這句話要在每次人物對話時用PPT著重凸顯出來） 這兩組匯報結束后，教師針對圖11，再次發問： T: Now Billy is a special parrot. Can he fly now? S: No.
T: Why? How do you know?
S: He climbs up the tree. He can’t fly.（對于細心觀察的同學要及時表揚）（climb up意思）
T: He can’t fly. But he still decorates himself with feathers and shell. As for his changes, what do you want to say to Billy?（發散學生思維）
T: Do you know what the monkeys says to Billy? Now let’s read together.
(4) Pictures 12-13
（呈現圖12和所有文字，生齊讀）
T: Do you agree with Monkey? How to understand ‘Why not be yourself?’ What do you want to say to Billy?（生說一說）
T: Billy is a pig. He is not a giraffe or an elephant. He is himself. （此處可用學生舉例，什么是be oneself）
T: If you are Billy, and if you listen to the monkey’s suggestion, what will you do?（學生先試說） （呈現圖13和文字：Billy ___________ and he ____________）（生一起說出答案） T: How does Billy feel now? S: Very happy.
T: Why is he so happy now?（學生可用中文說一說） T: He comes back to a pig again. / He is a pig again.
T: As for Billy, he is a pig. He lives in the mud. He likes playing with the mud. He needn’t imitate others. To be a pig is the happiest thing to him. To be himself is the best. （PPT出現 -the end- 字樣）
T: This is the end of the story. Do you think it’s an interesting or a funny story?
5. Try to tell the story
T: It is not difficult for you to understand the story, why?（生簡單說說原因）Because there are many similar sentence patterns, like ‘He meets... He thinks... He finds...’ etc. Now can you tell the story by yourself.
Pigs can’t fly教學設計
Bishuiwan Primary School Shen Si
- 6 -
Post reading
1. Let’s think
Q: Do you like Billy? Why or why not?
對于這個故事，孩子們可能會有不同的理解。有人認為小豬盲目模仿別人，沒有主見，失去自我。也有人會認為小豬勇于嘗試新鮮事物，有探索精神。無論哪種認識都沒有錯，都是大家思考后的結果。這將是一個開放性的問題。 2. Picture book recommendation（繪本推薦）
Ben Cort: He is an illustrator（插畫家）from England. He drew many pictures for picture books, such as ‘Hello, Moon!’, ‘Octopus’s garden’. They are vivid and interesting. You can read more books after class. 3. Homework
(1) Share the story with others.
(2) Enjoy Chinese version《小豬變形記》to find some differences
視頻來源：優質課網 www.m.fsyixinda.com
