丽声经典故事屋第七级Rumpelstiltskin 侏儒怪 教学设计.docx

《丽声经典故事屋》（第七级） Rumpelstiltskin 教学设计 一、教学目标 技能目标：学生能够在读前通过题目和封面图画的信息，对故事进行思考和提问；学生快速阅读，能够厘清人物之间的关系以及人物的简单特点；能够将比较大的问题在老师指导下分解成小问题并探索答案；能够在阅读后对人物进行深层次的分析和评价，通过采访的形式将自己代入故事进行深层次思考；通过故事地图，能够总结和概括故事内容。 语言目标：学生能够通过故事找到描述时间和地点的词汇；学生能够结合上下文猜测词义；能够结合故事理解更多关于人物性格和心理描写的词汇和表达；能够跟着录音朗读故事并体会人物的感情。 情感态度和价值目标：通过了解故事文化背景，对神话传说类故事有更多的了解和认知；能够体会一个故事可以有多种意义的解读，并进行辩证思考；能够对多本故事中的人物进行对比分析。 二、教学重点 能够通过小组合作探究人物心理，互访故事人物。 能够完成故事地图，概括故事内容。 学生能够结合上下文猜测词义。 三、教学难点 能够在阅读后对人物进行深层次的分析。 能够对多本故事中的人物进行对比分析。 四、教学用具 故事书 课件 五、教学过程 Period 1 Step 1 Cover talk Ask ss to look at the cover, read the title and ask any questions about the story.（e.g. Who‘s it? What’s it doing? Where’s it?) 设计意图： 鼓励学生利用拼读知识读出题目，鼓励学生对故事提问。 Step 2 Story background Overview Rumpelstiltskin is a fairy tale popularly associated with Germany (where he is known as Rumpelstilzchen). The tale was one collected by The Brothers Grimm in the 1812 edition of Childrens and Household Tales. Variants The same story pattern appears in numerous other cultures: Tom Tit Tot in England (from English Fairy Tales, 1890, by Joseph Jacobs); The Lazy Beauty and her Aunts in Ireland (from The Fireside Stories of Ireland, 1870, by Patrick Kennedy); Whuppity Stoorie in Scotland (from Robert Chamberss Popular Rhymes of Scotland, 1826); Gilitrutt in Iceland; He who Talks Too Much in Arabic. 设计意图： 了解故事的文化背景，以及各个地方的不同版本。 Step 3 While-reading Ask ss to go through the first part of the book (Page 2~11) and find out: Who are the characters? What is their relationship? How did the author describe these characters? When and where did the story happen? Ask ss to find the words for settings. 设计意图： 学生快速浏览故事，找到故事中人物、时间和地点的相关信息。 Ask ss to read Part 1 again and search for the reason why the goblin agreed to help Lily. How many times did goblin offer to help? What did Lily give the goblin for his help each time? 重读文本，探究为什么小妖怪同意帮助Lily，引导学生可以把一个大问题分解成小问题进行思考。 Step 4 Character interview Ask ss to work in groups of