教研反思（佛山市第十三小学--黄小超）.docx

Run, rabbit, run 拓展阅读

       Run, rabbit, run!绘本选自英国出版社Usborne Publishing出版的童书系列： My First Reading Library。Usborne Publishing是现今世界上最大的儿童书籍出版社之一，My First reading Library系列以Synthetic phonics（综合自然拼读法）为设计原则，巧妙地结合字母和发音，创造出充满想象力的押韵文字故事。

      Run, rabbit, run主要讲述一只兔子到公园参观时在不同的情景中遇到凶猛野兽，最后逃跑的故事。该绘本情节简洁，插图新颖，其中包括动物单词（属于对pep三年级下册unit three At the zoo词汇拓展）数字词汇（包括pep三年级上册unit six happy birthday词汇回顾，还可以通过post-reading编新故事阶段运用pep三年级下册unit six How many?词汇）教师通过对故事的创编还可以将pep三年级下册句型Row a boat. Let’s play. Under the trees.运用到故事中。

该绘本的文本内容为：

I spot six crocs in the park today. 

“Hey, play on the train with us,” They say.

The mouse who stand next to me says “Stay away.”  

I see six tigers, they say “Join us for the feast beneath the trees.” 

I can see no meat, do they mean me?

“Better not wait and see,” the squirrel says.

I see seven vultures high in the sky. “Can you fly? Let’s help you try,” they say

“That’s a lie!” the snail says. 

Then I meet two snakes they say “Jump in our boat, we will go for a row.” “Slow, so slow, just dip in your toe…”

Three sharks swim in the blue pool.

“The sun is hot, but you can keep cool,” the shark say.

“Shoo,” I say “I am not such a fool.”

1. 通过观察插图，听音频，老师讲解三方面掌握故事内容，并能够通过自然拼读将简单的句子读出来。

2. 根据故事内容，通过小组讨论完成表格，归纳Where? who is good? Who is bad?

3. 根据表格内容及老师提供的句型，归纳故事时间轴线，并尝试复述故事。

4. 小组设计新故事

5. 通过故事学习，学生提高自我保护意识，不要随便跟陌生人走。

预习croc, tiger, vulture, snake, shark, snail, squirrel动物词

Pre-reading 

Step1 Warm up

Review the animal words croc, tiger, vulture, snake, shark, snail and squirrel  (Use the Electronic white board---spotlight)

Step2 Lead in

① Use the spotlight to hide some parts of page 3 and highlight the map of the park and the rabbit in order to tell the Ss whom is the story about? (Rabbit) Where does the story happen? (In the park)

② Show the title of the story. Ask Ss to read the title, and think about why should the rabbit run? Can it walk?

设计意图：通过回顾动物的词语解决将要讲的故事的关键人物，然后通过提出问题让他们思考为什么兔子要跑？引发学生的好奇心，帮助学生预测故事内容，提高学习兴趣和信心；然后，可以通过讨论作答的依据，促使学生使用关联词because来解释原因。

While-reading

Step 3 Presentation 

① Listen to the story for the first time. Think about why should the rabbit run? Can it walk?

( Because the rabbit is in danger.)

Then T asks How many animals in the story? Who are good animals? Who are bad animals?

② Listen to the story for the second time then discuss in groups and finish the following sheet together.

Bad Good

6 crocs mouse

3 lions squirrel

7 vultures snail

2 snakes frog

3 sharks

③ Read for the third time then think about the following sheet and finish it with T together.

Place Bad animal Good animal

in the part 6 crocs mouse

under the tree 3 lions squirrel

in the sky 7 vultures snail

inthe lake 2 snakes frog

inthe pool 3 sharks

④  T goes deep into the story with Ss. Then Role play with Ss.

Step 4 Consolidation

T encourage Ss to retell the story. 

I see _______ _________ _______________.

    (number)   (bad)       ( place)

They want to eat me.

Luckily, ____________ save me.

          (good animal)

设计意图：通过循序渐进的方式逐步让学生掌握故事内容，在老师的问题和小组讨论完成表格中解决故事的难点。最后一步根据提示，试着复述故事。

Post-reading 

Step 5 Extension

In the story, the rabbit is in danger. Sometimes, we can in danger, too. In the park, we will meet some strangers. They give us some gifts, such as toys, chocolates. Should we follow them? No. We should stay away. We should try to protect ourselves.

Step 6 Create your own story book 

Create your own story in groups, each member gets one page. What the member should do is to choose some bad animals and good animal and stick on the page. Then add some dialogues. And at last fill in the sentence. 

I see ______ __________ ____________.

They want to eat me.

Luckily, ____________ save me.

设计意图：第五步是属于对绘本的升华，希望在展示过程中，学生能够运用Stay away. No, no, no. That’s a lie.来表达情绪，明白不能够跟陌生人离开。第六步是让学生自己创作绘本，由于考虑学生的年龄还小，所以难度降低，以小组为单位每人设计一页，并填空写下故事描述，目的能够发挥他们的想象力。