教研活动的目的
为贯彻落实《基础教育课程教学改革深化行动方案》(教材厅函[2023]3号)和山东省教科院年度重点工作计划，积极探索有组织、有品位的教研范式，有效提升教师教育教学能力，将新课程方案和学科课程标准落地实施，山东省教科院组织了“全省小学英语落实新课标系列教学成果展示研讨活动”。
今天来自七个不同地市英语教学团队带来的课例各有所长，接下来我们一起来回忆，来自青岛实验小学的杜皓辰老师执教的外研版(一年级起点)Be True Friends。
课例：Be True Friends
Step1.Pre-Reading
1️⃣Enjoy a song and try to follow it.
What’s the song about?
2️⃣Do a free-talk about parties we know.
What party do you know?
Do you like parties?
Step2.While-Reading
1️⃣Cover-Reading,在此部分，杜老师设置了以下问题链：
(1)What is the title? ➡️The party.
(2)Who are they?➡️Emily and her mother.
(3)Where are they?➡️Bus station.
(4)What does Emily wear?➡️Beautiful clothes.
2️⃣Read and guess:What happens?在此部分，杜老师通过以下方法引导学生思考What happens?
(1)出示关于theme park的视频和图片，并拓展相关的theme park，进而询问学生Are they happy in the theme park?通过视频可以很直观地看出，theme park中的人们非常开心。
(2)出示绘本故事，询问学生：Are they happy?What happens to them?学生通过读绘本故事了解到Emily and her mother walk to the bus station.There is some water in the road.And a driver drives fast.So Emily gets very wet.Her clothes get wet.So Emily is not happy.
(3)What does mum say to Emily?
3️⃣Read the dialogue and act it out.
4️⃣Read and say:What do they do at the party?
(1)出示关于party的视频，The party is fun.But Emily is sad.Emily says:“I am so wet.”
(2)出示关于water ride的视频，Emily和her friends打算go on the ride.So they say“Let’s go on the ride.”
(3)出示绘本故事，We can see they all get wet,So how do they feel?,通过读绘本，我们很直观地看出They are very happy.
5️⃣Think and talk about Emily’s friends.
(1)What do you think of her friends?
(2)If we are her friends, what else can we do to make her happy?
Step3.Post-Reading
1️⃣Rewrite the story and finish the mini book.
(1)给学生语言框架：“Let's…Emily…She is happy now.
(2)组内讨论并完成故事续写。
(3)Finish our mini book.
2️⃣Give a new title to the story.
3️⃣Review the plots about friendship in the textbooks.
4️⃣Talk about what true friends do.
5️⃣Homework
A:
1.Read the picture book The party after class.
2.Finish your mini book and share with your friends.
B:
Read the picture book series.
📝Blackboard Design
我的收获与感悟
1️⃣Cover reading部分可以设置以下问题链：
(1)What’s in the road?➡️Water,car…
(2)What will happen?
(3)人行道和道路可以创建一个情境，可以作为故事的背景。
(4)通过询问Where are they?，我们可以知道They are on the road.并设置以下问题：
What can you see in the road?What’s that?What’s the weather like?Can you guess?
2️⃣故事中的冲突
(1)Happy➡️sad
(2)Do you think it is good?
(3)How about the driver?此部分可以设置两个司机并进行对比，一个司机开车很快，另一个司机缓慢驶过并开窗对Emily道歉。
(4)Emily,妈妈和司机可以针对所处情景做出以下反应：妈妈可以在车快速驶过的时候，把Emily拉走；Emily可以在车驶过的时候快速躲开；司机则可以缓慢行驶。
3️⃣Emily拒绝妈妈的外套可以改为“The weather is good.I like it.”,并让学生表演。
4️⃣Main idea：Emily一开始sad，通过大家一起玩水，大家的衣服都湿了，到最后她们玩的非常开心，体现了朋友们的同理心。
5️⃣教学过程中可以运用思维可视图来体现同理心、成长型思维和积极心理学的相关内容。
学海无涯，行者无疆，唯有积跬步，方能致远。