人教五上U6C教學(xué)設(shè)計袁雪

2021安徽省小學(xué)英語優(yōu)質(zhì)課評選教學(xué)設(shè)計Unit6InanatureparkPartCStorytime袁雪滁州市第二小學(xué)1Ⅰ.Teachingcontent2Ⅱ.AnalysisoftheteachingmaterialThislessonistakenfromPEPEnglishBook5Unit6InanatureparkPartCStorytime.Thethematiccontextishumanandnature.Thisunitmainlytalksaboutthingsandbeingsinnatureparkswiththesentencepatternof“Therebe”includingdeclarativesentences,questionsaswellastherelevantpositiveandnegativereplies.Thislessonisthe6thperiodoftheunit.ItisastoryaboutZoomandZip’sinterestingexperiencesrelatingtophotographyinanaturepark.Itistheconsolidationandextensionofthisunit.Byreadingthisstory,studentsmaygetabetterusingof“Therebe”sentencepatternwhichislearnedinbothUnit5andUnit6andpavethewayforthefurtherlearninginUnit4ofBook8.Theymayalsoknowmorenatureparksandstrengthenthedesireoffindingandenjoyingthebeautyofnature,protectingandlivinginharmonywithit.Ⅲ.AnalysisofstudentsStudentsinGrade5arestillenthusiasticandinquisitiveinEnglishlearning.BymeansofKWLbeforeclass,allthestudentsarefamiliarwiththethemeofnatureandhavelifeexperiencesofgoingtoanaturepark.Theyareeagertoknowmoreaboutnatureparks.AftertwoyearsofEnglishlearning,theyhavecertainstorageofEnglishlanguageandreadingstrategies.Astothislesson,theyhavelearnedwordsaboutplants,animalsandbuildings,phrasesofactivitiestheycandoinanaturepark,andvariousformsof“Therebe”sentencepattern.Inthislesson,theyarestrengtheningtopredict,question,analyzeandapplyinthecourseofreading.Buttheystilllackdeepthinking.Thus,Iarrangesomeactivitiestoimprove.Ⅳ.Teachingobjectives Bytheendoftheclass,studentswillbeableto

1.Understand,read,actoutandextendthestorywithvariousreadingstrategiesandtechniques.2.Furtherconsolidatethepatternsof“Therebe”.3.Findandenjoythebeautyofnature,protectandliveinharmonywithit,3strengtheningempathyanddevelopingthinkingtraits.Ⅴ.Keypointsanddifficultpoints1.Keypoints:Understand,readandactoutthestory.2.Difficultpoints:Extendthestorywithacompoundcreativeactivity.Ⅵ.Teachingmethodsandaids1.Teachingmethods:

Communicativelanguageteaching(CLT)

Taskbasedlanguageteaching(TBLT)

2.Learningmethods:

Autonomiclearning

Collaborativelearning

3.Aids:Multi-mediadevices,costumes,activityprops,stickers,etc.Ⅶ.TeachingProceduresProceduresContentsTeacher’sActivitiesStudents’ActivitiesPurposesStep1

Pre-readingⅠ. Anature parkinChuzhou1.Enjoyavideo

(1)PlayavideoofLangya MountainForestPark.(2)Haveafreetalkwithstudents:Q1:What’sthevideoabout？Q2:What’sinthepark?Q3:Whatcanyoudointhepark?1.Enjoythevideoandanswerthequestions.Approachthestory.從學(xué)生生活中的自然公園出發(fā)，激發(fā)學(xué)習興趣，激活語言儲備，進入主題的同時滲透新知并樹立地方文化自信。42.Questiontime

(1)Showthenatureparkinthestoryofthebook.Ask:Whatdoyouwanttoknowaboutthestory?(2)Presenttheformofsetting,charactersandplot.2.Ask:Who?Where?When?What?以生為本，從學(xué)生的想知出發(fā)，同時導(dǎo)出故事要素（背景，人物和情節(jié)

等），滲透故事閱讀策略。Step2

While-readingⅡ.Anatureparkinourbook1.Picturewalk

(1)Present thepicturesofthestory.(2)Presenttheformofsetting,charactersandplot.1.(1)View thepictures.(2)Answer thequestionsandfinishtheformtogether.Enterthestory.圖片環(huán)游，整體感知故事。強調(diào)viewing，培養(yǎng)學(xué)生觀察能力和從圖片中提取有效信息的能力。利用現(xiàn)有信息，自主初步搭建文本框架，缺失信息促生閱讀動機，為后續(xù)閱讀作鋪墊。2.Readandanswer(1)PresentPicture1anditstext.2.(1)Readandfindouttheanswersto“when”and“what”.5(2)Q:Howdoyouknowthat?Presenttheanchorchartabouttextevidence.(3)Q:Howdotheyfeel?(2)Findoutthetextevidence.(3)Answer:Theyarehappy.培養(yǎng)閱讀策略：利用錨圖，找出并呈現(xiàn)文本證據(jù)。關(guān)注故事人物情緒變化，厘清隱性情感線，加深文本理解，為后續(xù)表演作鋪墊。3.DiscussandsayAskstudentstointegrate

information fromthepicturesandthetextinPicture1.3.Discussandtrytotellwhattheyknowaboutthestorynow.運用4W1HModel概括整合目前對故事的已知信息，同時滲透復(fù)述策略幫助描述闡釋。4.Readandcircle

(1)Q:What’sinthenaturepark?(2)Playavideoofkoalas.Present relevant4.(1)ReadPicture2-5andcirclethekeywords.(2)Enjoythevideo.Trytoanswer.快速閱讀文本，了解故事梗概的同時，復(fù)習鞏固本單元重點詞匯、句型。圈出關(guān)鍵詞定位有用信息。通過視頻適時了

解更多有關(guān)koala的知識，拓寬文本6questions.視野與學(xué)習渠道。5.Let’sguess

PlayavideoclipofPicture3andask:

Q1:HowdoZoomandZipfeel?Q2:What’sinthehouse?Q3:HowdoesZoomfeel?5.Enjoyandanswer:Theyarecurious.Guess:

Are/Isthere_____inthehouse?Zoomisexcited.運用單元核心句

型進行預(yù)測，以想象豐富文本內(nèi)涵，培養(yǎng)思維能力的

同時強化語用。6.Readandtickorcross(1)Q:IsZipexcited,too?Why?(2)ThinkandshareQ:Whydotheytakepicturesofthekoalafirst?6.(1)Read Picture4-5andtickorcross.Findthetextevidence.(2)Thinkandsharetheirideas.Digintothestory.深挖文本細節(jié)，加工、分析、判斷，利用錨圖呈現(xiàn)文本證據(jù)。T-S，聯(lián)系文本和生本，提出開放性問題，讓學(xué)生結(jié)合已有經(jīng)驗和體驗發(fā)

散思維。通過追問訓(xùn)練思維的邏輯

性和深刻性。77.ReadandanswerQ1:Cantheygetthepictures?Why?Q2:Howdotheyfeel？Q3:Whatmaytheysay?7.ReadPicture6andanswer:No.Becausethecardisbroken.Theyaresad.觀察故事人物表情，與人物產(chǎn)生共情。通過合理預(yù)測，預(yù)設(shè)人物臺詞，發(fā)散思維與培養(yǎng)表現(xiàn)力的同時增加讀者和文本的互動。8.Watchandread

Playthevideoofthestoryandgive

readinginstructions.8.Enjoythevideoandread.多模態(tài)呈現(xiàn)故事，增強感官體驗和

情感體驗，促進內(nèi)化。Step3

Post-reading1.Let’sact

Dividestudentsintogroupsof4andencouragethemtoact.Presenttheanchorchartofevaluation.1.Choosecharacters,actoutthestoryandevaluate.Outputthestory.通過表演輸出故事，強化聽說玩演綜合能力，依據(jù)錨圖評價標準，生生互評。8Ⅲ.Anatureparkinourclassroom2.Createandshare(1)Q:ZoomandZiparesad.Canyoucomfortthem?(2)Let’s createyouridealpark.(3)Takeandsharepictures.2.(1)Thinkandsharetheideas.(2)Createtheiridealparkandsay:Ithinkthereis/hepark.Theyare...(3)Takepicturesandgivereasons:Iwanttotakepicturesherebecause...Guesswith“Are/Isthere...?”Extendthestory.融入故事，拓展故事。通過“安慰”故事主人公，強化共情能力和解決問題的能力。Buildapark-Takepictures-Share

pictures.層遞性的復(fù)合型創(chuàng)造性活動以想象和創(chuàng)造體現(xiàn)遷移與創(chuàng)新，培養(yǎng)思維能力和創(chuàng)造能力的同時，通過表達欲和信息差進一步強化語用。Ⅳ. Natureparks inChina3.EnjoyavideoQ:Doyouknowmorenatureparks?3.Listsomenatureparksandenjoythevideotoknowmore.Jumpoutofthestory.T-W，構(gòu)建文本和真實世界的聯(lián)系，拓展視野，因勢利導(dǎo)，樹立祖國意識。94.Homework4.(1)A compulsoryone:Retellthestorywiththeform.(2)Anoptionalone:Gotoanatureparkandchooseyour

favouritewayto

recordit,suchas

takingpictures,

drawingpictures,

writingpassagesandsoon.學(xué)以致用，運用故事元素表，有策略地完整復(fù)述故事。課內(nèi)延伸到課外，鼓勵學(xué)生走進自

然，并選擇喜歡的方式記錄美景。記錄方式的選擇亦

是對故事文本線

takepictures的又一延伸。Ⅸ.Blackboarddesign10Thetitleisonthetopandthemainplotisinthecenter.Infact,itisalsoaflowmapofthestorywiththebeginningontheleft,thedevelopmentinthemiddleandtheendingontheright.Studentscangetthemainideaofthestorywiththelayoutclearly.Atthebottomitisthe“forest”,thatisthefinalstateofevaluationwhichalsopermeatesthevalueofprotectingnature.Ⅹ.TeachingReflection

自然是人類賴以生存的環(huán)境，是人類的朋友，執(zhí)教老師希望學(xué)生能利用課余時間多走進自然，發(fā)現(xiàn)并享受自然的美，保護并與之和諧共生。因而選擇本課，想要向更多的學(xué)生傳遞熱愛自然、熱愛生活的理念。本課是一節(jié)故事閱讀課。通過閱讀趣味故事，鞏固并拓展五年級上冊五、六兩個單元對Therebe句型及其疑問句式的學(xué)習，增加學(xué)生的語言輸入，培養(yǎng)學(xué)生的閱讀策略并引導(dǎo)學(xué)生運用策略進行更多的閱讀，在閱讀過程中關(guān)注并提升學(xué)生的思維品質(zhì)。本課從學(xué)生身邊的自然公園出發(fā)，走“近”故事。接著進入書本里的自然公園，走“進”故事，深挖故事。繼而融入并延伸故事，搭建教室里的自然公園。最后跳“出”故事，了解更多國家的自然公園。整節(jié)課