如何使用贝壳网教学资源

Step 1 :Lead -in

1.Greeting.

2,Watch and guess.  

 T: Let's play a guessing game.(利用希沃蒙层将图片遮盖，然后利用橡皮擦，一步步的展现图片，让学生猜测看到的内容)

What can you see?

Students: King/Queen/A palace.(教授新单词 king, queen,palace)

T: Is the king happy?

Students: No.

T:What's the story about?

Students:.....

T: Good guess.Let's watch and check.

设计意图：通过希沃的蒙层技术，一点点的展现图片，让学生去猜测图片的内容。这样的导入方式，不仅有趣而且富有挑战性，但又是基于学生能力基础之上的。同时，还做到了在导入环节铺垫故事情节和新词教授。

Step 2: Watch and read to get the background.

1.  Watch the cartoon show to know the background of the story.(卡通视频内容为文章的第一段)

2.After watching the cartoon show ,ask students to answer the questions below.

(1)Is the king happy?

Answer:No , he isn't.

(2) What's wrong with the king?

Answer: He slept badly and didn't feel like eating. His face was always pale as chalk.(运用实物教授新单词 pale ,chalk)

(3) Who can help the king?(Ask students to guess the answer)

 Answer: Maybe a doctor.

设计意图：通过观看视频，让学生快速了解本故事的背景------在一个美丽富饶的国家住着一位不开心的国王。相对直接读文章，视频更加生动形象，有利于学生更快的获取信息。同时，通过三个不同层次问题的设计，层层铺垫，为故事的下文做下铺垫.。第三个问题 ：Who can help the king?自然而然地把第一段的阅读过渡到一二段。

One day, a doctor was called in to examine  the king.

Step 3. Read and find the happy man .

Can the doctor help the king?

1.Let's read Para.2  and fill in the blank.

The doctor found ________wrong with the king. Neither _________nor _________ can help him.

Only ___________________can help the king. (教授短语neither..nor)

设计意图：通过阅读第二段，让学生获取本课关键信息------只有找到快乐者的衣衫才能拯救国王。为整节课的情景-----（找到快乐者，拯救国王）做下了铺垫。

2.(利用PPT展出国王招募令,引出本课情景—— 找到快乐者)

招募令：     You Are Wanted

The  king is  ill . Whoever can find the happy man can get a priceless gift. 

设计意图：引出整节课的情景----找到快乐者，拯救国王，你就能获得无价之宝。

3.Find  the happy man

(利用灯光转场特效，展出三个角色)

1.Here are 3 men who are really successful .Who is the happy man ?

The prime minister with  a lot of power.

The king's banker with a lot of wealth.

The palace singer with a lot of fame.(边说边带学生学习新单词 king queen prime minister banker power wealth)

T:  Who do you want to check first?(让学生自由选择角色. 应用超链接，切换到角色)。

设计意图：通过炫酷的效果，出场文章第三、四、五段的主要人物：Prime Minister, banker ,singer. 引导学生探索他们三个角色，谁是快乐者。

角色一：The Prime Minister----Ask all students to read paragrapgh 3 silently. Then Ask students:

1). Dose power make the prime minister happy?Why or why not?

学生回答后老师：So the prime minister is not the happy man. Who do you want to check next?

角色二：The king's banker.---- Now let's go to the banker's house  and ask him if he is happy.（通过图片，学生发现银行家的仆人正要出门，仆人告诉大家，银行家昨晚一人独立离家了，并留下了一封信）

 Ask boys to read the letter and answer:

Is the king happy?Why or why not?

角色三：The palace singer----让学生自己打电话给singer询问他是否快乐。

Now there is only the palace singer left.  You can call and ask the palace singer by yourself.（设计打电话的动画效果。）

 After the  phone is connected, let one student ask the palace singer.

Ss: ......

The singer said: It's ture that I'm famous and everyone loves my songs. But I'm not happy because I'm always worried about  being followed by others,I cannot be free!

Then let the students answer:Is the singer happy? Why or why not?

设计意图：通过三种各不相同又有趣的方式导入到三，四，五段的阅读。（第三段关于丞相：直接默读文章；第四段关于银行家：去他家问他，但是发现不在家，银行家留下一封信，信的内容就是文章第四段；第五段关于歌唱家: 打视频电话给歌唱家，听歌唱家如何回复，同时在课件上出现第五段的文本）。同时此处的阅读采用了默读，分角色读和边听边读的多种方式。

4.Summary

T:Sorry.None of them are happy. Boys and girls,can power make people happy?

Ss: No.

T:Power / Wealth / Fame can't  make people happy.（带着学生一起总结，同时进行板书）

Step 4. Experience happiness.

下达圣旨（The king is getting worse . Go and find a happy man in three day's time.）

T: What should we do next?(出现一个锦囊： To find a happy man ,you have to know what can make people happy)

设计意图：通过了Step 1&2&3的阅读，学生已经基本读完全文，但是并没有顺利找到快乐者，因为我们的文章只出了故事的Part 1。在三天内找到快乐者，是文章的最后一段。为了符合文章的情景，我把最后一段改成了另一封国王的圣旨。这时候文章已经读完，大家却找不到快乐者，因此设下疑问----如何才能找到快乐者呢？ 又给了学生一个锦囊------金钱/权利/名望都不能使人快乐。如果要找到快乐者，我们得先弄明白What can make people happy。

T： Let's experience happiness

1.Sing and dance (画画的baby)

(1) Watch the veido.

(2)Let Students practice it with their classmates.

(3) Stand up ,then sing and dance together.

(4)Ask some students to show before the class.

Ask students "Are you happy now?" 

2. Praise others.

Prepare a letter box and put some letters in the box.Then take out the box and ask some students to read the letters.

(1)Read the letters from the teacher.

T: Look,I have a letter box. I wrote some letters for you .Who do you want to read?

Ss:.....(学生读到的信，是老师赞美他的话)

T: Are you happy?

(2)Ask students to praise their deskmates. Then ask students: Are you happy?

3.Watch a vedio about how  people from different fields  fight   the CIVID-19 in Wuhan. 

 Then ask students "Are they happy?

4.Make a summary.

What can make people happy.

Music./ Praise/ Devotion.

设计意图：通过三个活动，带学生在课堂体验What can make us happy ? 这三个活动各不相同，层层递进，有助于学生理解到让我们快乐的东西很多，有普通的音乐，赞美，更有深层次的奉献。这一步的设计非常关键，对整个课堂起到了承上启下的作用。为Step 5的寻找快乐者和感悟快乐的真谛，打下了基础------1.学生对谁是快乐者，有了比较具体的想法。2.为小组活动的寻找快乐者积累的语言素材。

Step 5 Group Work 

1.T:Now I sure you know how to find a happy man to help the king.

 It's time to work in groups.Please  finish the story and find the happy man to help the king.

2.Show time.

设计意图：初三学生已经具备续写本故事的语言基础，通过本课的层层铺垫，学生也具备相关的预料来续写故事。充分发挥学生的主观能动性，让学生续写本故事，锻炼学生的听，说，读，写综合运用语言的能力。同时，给学生自主空间，通过交流讨论，明白快乐的真谛。

Step 6 Summary.

1.T: You all  made fantastic stories. And differet people have different deffinitions about hapiness.

 As a student ,happiness is about working hard and getting good grades.

 As a spiderman ,happiness is about helping the weakness and save the earth.

 As a teacher, my happiness is about seeing all of you are happy.

 Congratulations! You  found the happy man to help the king. Let's open the gifts!

2.打开宝箱，弹出一卷字条。 

Read it together.------ Just like our class  today, life is a journey to explore and experience happiness on your way!.

设计意图：总结学生的表演，情感升华。

Step 7 Homework

Share your story with your family and friends!