《精灵鼠小弟》阅读课教案
教学目标:
1.对《精灵鼠小弟》作者怀特作初步的了解,推荐作品《夏洛的网》《吹小号的天鹅》。
2.激发学生对《精灵鼠小弟》的阅读兴趣,指导大家用浏览读书的方法读书的封面、内容提要和作者简介。用边读边圈画的方法欣赏精彩的部分。
3.指导学生精读《精灵鼠小弟》中一个故事,体会斯图尔特的机灵与勇敢,激发学生阅读兴趣,提高阅读能力。 教学准备:
1.一本《精灵鼠小弟》。
2.作业纸
教学过程:
一、谈话导入,引起兴趣:
1.小朋友们,老师给你们猜个谜语。一本书翻开,打一个字。
2.对了。我们班的小朋友都喜欢和书交朋友呢!老师最近也在读一本书,非常喜欢看。这本书就是——《精灵鼠小弟》。 这本书是谁写的呢?告诉你们,他叫E.B.怀特。 (出示图片)
3.作者及其背景介绍:
(投影出示文字资料)
请你轻声读读这段文字,看看通过这段文字,你觉得怀特是
个怎样的人。
二、走近主人公:
1.那怀特在《精灵鼠小弟》中写的鼠小弟会是什么样的呢?作者在书的一开始就是这样写的。
(出示:文字。)
交流: A现在谁能说说他是什么样的呢?(相机介绍两英寸约为五六厘米)
B嗯,说得真好,想把他的样子画出来吗?好,把抽屉里的作业纸拿出来,试试画一画吧!注意只有五六厘米高哟!
C看,斯图尔特是这样的吗?:(画好后展示)
D你觉得他有没有画出鼠小弟的特点?画出了什么特点? 评价:
2.让我们再来看看好莱坞影片中的这个鼠小弟斯图尔特吧: (播放片断)
3.你们喜欢片中这可爱的小家伙吗?能说一说这句话吗? (出示填空:我喜欢你,斯图尔特!你真____________!)
4.我们再走进这本书,走到斯图尔特身旁,来看看这个精灵鼠小弟!
三、指导看书的各组成部分:(实物投影)
1.瞧,我们拿到书首先会看到什么?(板书:封面)
通过看封面,能了解到什么?(相机介绍:中文题目、英文
题目、作者、译者、图、出版社)。
介绍书脊。
2.介绍扉页。(板书:扉页)
相机介绍字数与版次。
3.看,短短4年就印刷了——10次,这充分说明这本书非常——(受欢迎)。
这么受人欢迎的一本书,就更加说明书中的故事非常精彩,非常引人。那讲了哪些故事?让我们再往后翻,这是译者的话,有的书是编者的话或叫序言,我们可以课后去读读这里的内容。接下来就是翻到目录,自己读读书中有哪些故事。
A看,一个数字代表一个故事,书中一共15个故事,都是很有趣的。
B、现在老师请同学们看一个其中的故事片断。
(播放片断)
你能猜出它可能是书里的哪个故事吗?
四、欣赏书中片段:
帆船比赛
(相机评价)
五、总结推荐:
1.一个小小的故事就已经把我们深深地吸引住了,所以书的封面上端有一句话:
大家一起读。(看书齐读。)
2.同学们,这么畅销的一本书,感动了半个世纪的一本书,吸引了全世界读者的一本书,也一样吸引住了我们。我想呀,目录里还有那么多精彩的故事,请小朋友们课后去看看,下一回,老师还想听听怀特的精灵鼠小弟的其他故事呢!我们还可以争取空余的时间,再来读读怀特的另外两本书:出示《夏洛的网》《吹小号的天鹅》。
3.翻开书就是一个——(人)字,谁能用“人”和“书”这两个字说一句话吗?
让我们和他一起说一说——人人都要和书交朋友。
第二篇:精灵鼠小弟一部分
Father--Well, Stuart, here we are the family home.
Mother-- They say every little can find this house.
Father-- Even if they've never been here.
Mother-- It's just something inside them.
Stuart-- Something inside.
Father-- So would you like a tour?
Stuart-- I don't have any money.
Mother-- That's Uncle Crenshaw, Cousin Edgar, Grandpa Spencer. That's Aunt Beatrice...
...and that's George, your brother.
Stuart-- Look, he's already happy to see me.
Father-- That's just about everybody,
except for----
Mother-- Snowbell! Drop him right now!
Father-- You spit Stuart out this instant.
Mother-- Stuart, are you all right?
Stuart-- Wait! I'm fine.
Father-- You must never harm Stuart.
Understand?
Mother-- Never, or out you'll go, Mr. Snow.
Father-- Stuart is family now. We do not eat family members. George-- Mom, Dad, I'm home! Is he here? Is my brother here? Mother-- He certainly is.
George-- Where is he?
Mother-- He's here. Stuart, this is George.
George, this is Stuart, your new brother.
George-- No. Really?
Father-- Really, George. This is your new brother.
George-- You look somewhat like a mouse.
Stuart-- Yeah, well, I am somewhat like a mouse.
George-- I see. I have to go.
Stuart-- Is it just me, or did he seem a little disappointed? Mother-- Well, he's always a little tired after school.
Father-- Perks up around dinnertime.
Mother—en.
晚饭时间
Father-- Meat Loaf is delicious, dear.
Mother—Cajun.
Shall we get to know each other a little?
George? Don't you have anything you wanna ask Stuart? Stuart-- Sure, George. Go ahead. I'm an open book.
Ask me anything, the first thing that pops into your head. George-- Could you pass the gravy?
Mother—Your new bedroom.
Father-- We hope you like it.
Stuart-- Sure is roomy.
Good night, Mom. Good night, Dad.
Father-- Good night, son.
Mother— Good night, sweetie.
Stuart-- Nice kitty. Nice kitty. Pretty kitty
Snowbells-- Are you cozy?
Stuart-- Yes, thanks. I'm quite comfortable.
Snowbells-- All I've got to sleep on is a rag, you little rat!
Stuart-- You seem tense.
Snowbells-- Tense? I'm way past tense.
Stuart-- Well, maybe I can help. What do you like? Can I scratch your ears?
I could rub your tummy.
Snowbells-- How'd you like to rub it from the inside?
Stuart-- Sorry, I'm confused. I thought that's what you do with a pet. Snowbells-- A pet? I am not your pet! I'm a cat. You're a mouse.
You should live in a hole.