Unit 2 Teachers Story Time 表格式教案

课文标题： Story Time
单元名称： Unit 2 Teachers
教材版本： 人教版PEP新起点英语（一年级起始）
授课年级： 五年级（下）
教学设计的具体内容一、整体设计思路 (其中需包含对教学内容以及学情的分析)本单元的教学内容为描述教师外貌特征，性格，爱好以及所教科目。学生已经具备在语境中流利使用功能句，和阅读相关内容的小短文的能力。本课是本单元的第6课时，是一节故事课，是对teachers这一话题的拓展和延伸，计划一课时完成。本课的设计是以“To be good readers成为一个好的阅读者”为线索，引领学生学习阅读策略，培养学生高阶思维品质，为学生将来独立阅读打下基础。为了促使学生核心素养的发展，本课重点关注学生在语言能力、思维品质、人文素养三个方面的培养，在设计时着重体现以下思路：促进语用能力的提升。本课的设计非常注重语言支架的提供。在适当的情境中，在师生互动和合作学习的过程中，在学生需要表达时，及时提供语言支架，为学生流畅表达提供支持，促进学生语用能力的提升。例如，提供“思考的开始句”予以引导学生表达自己的思考过程，提供核心功能句描述思维导图，提供表达观点的语篇结构,以便学生有理有据的发表观点。撬动思维品质的培养。在阅读前、阅读中、阅读后学习阅读策略的同时，也从低到高逐步培养学生的思维品质。有追问思考依据的How do you know it 有深度思考的Why问句。有培养逻辑思考的PEE（Point- Evidence -Explanation），有可视化思考的Think aloud，也有培养批判性思维的开放性问题。3. 落实人文素养的发展。本课落实人文素养的发展主要体现在，通过辩论式讨论了解到不同的老师有不同的个性，但他们都努力工作，并且热爱学生。我们应当尊敬老师，理解老师，懂得感恩。通过命题式表演，培养学生同理心和解决生活中实际问题的能力。通过制定班规，让同学们发自内心的意识到并承担起作为一个学生的责任和义务。二、教学目标知识目标：围绕着teacher这个话题，能够使用功能句表达出自己的观点。技能目标：能够使用阅读策略读懂文章，并进行批判性思考。情感目标：能够懂得尊重师长，懂得感恩，并且认识到作为一个学生责任。三、教学重难点 教学重点：运用提问策略提取故事核心信息。教学难点：运用语言支架表述思考与观点。四、教学过程 Step 1 Before reading （3-4mins），1. Leading-inT: Hi, guys!It's time to talk. Today’s topic is your favorite teacher. Who wants to be the first one S1:S2: T: Boys and girls ,I'm glad to hear that you love your teachers very much. It is important in school life. Now let's start our new lesson. Today we are going to read a story. And we will also learn how to be good readers. Let’s look at what good readers do first. 【设计意图】复习核心功能句，提出新课的教学任务，让同学们有心理准备,目标和期待，为课堂开展做铺垫。Look and guess.T:Good readers look and guess before they read.Q1: Can you guess what the story will be about Why （呈现图片）T: Well, Did you guess right Let's start reading.【设计意图】完成阅读策略一，Prediction。在阅读故事前，带领孩子们通过观察图片或封面，猜测出故事主题，并且提供推断依据，培养孩子逻辑思辨能力。Step 2 During reading 1. Get the main idea. 整体把握文章（5mins）(1)T: Good readers will read the story quickly for the first time. (迅速浏览课文)T: Time up. Good readers ask and answer some questions. Because questions can help us understand the story. Q1: Can you ask the questions with who (请同学们使用疑问词提出问题并找出答案)Q2: Can you ask questions with where, what, and when (教师板书所提出的问题,并且在另外一面黑板出示答案) Q3: Boys and girls,Can you get the main idea of the story Let's watch a video and then tell us. （看视频，并根据黑板上提示的关键信息总结出故事的主要意思）【设计意图】学习关于提问的阅读策略。老师通过引导学生使用用疑问词提问并且找出答案，进一步培养学生提取关键信息,总结出故事主要意思。2.Dig a little deeper. 更深度的阅读 (8 mins)Think aloud （把你的思考说出来） T：Now we know the main idea of the story. Is it enough for good readers No. Good reader 's will reread the story and dig a little deeper. When we read,there are many thoughts, many ideas and many questions in our mind.Please say out loud what you are thinking about when reading. I will model this process for you. (教师讲解Think aloud) Who want to be my partner Please read the story for me. 教师示范:Reader: This is Miss Kitty. She is a very nice teacher.She has straight black hair.She is young and funny.Thinker: Wow, I’m thinking Miss Kitty is young and funny. Maybe the students like her very much.Reader: But her students are very naughty.They shout and throw paper. They never listen.Thinker:It remains me sometimes in my class, the students are noisy and active. I wonder why the students are so naughty in class 教师一边演示，一边贴出思考的开始句： I'm thinking... 我正在想...... It remains me... 让我想到...... I'm wondering... 我想知道......小对子合作。一位同学读，一位同学听，并说出自己的想法。在这个过程中，同学们可能提出更有深度的问题，板书这些问题并通过讨论来解决这些问题。【设计意图】以think aloud这个阅读策略为载体，引导学生深度阅读、深度思考、深挖文本。当学生在阅读时，通过口头表达出自己的思考过程，连接到自己的经历，提出困惑，讨论并解决问题。一方面，学生学会了思考，也就学会了学习。另一方面，教师了解到学生的思考，以便提供帮助和反思教学。总结提问策略T：Look at the blackboard. We asked so many questions. And we talked to answered them.Q1:Do you know how to ask questions Q2:Why good readers ask questions 【设计意图】本课主要培养的阅读策略就是提问策略，在这个环节，将对提问策略做一个总结，如何提问,以及为什么要提问，能辨别出深度问题和浅度问题。Put them together.整体把握文章(6 mins) T：Boys and girls. We got the main ideas. And we dig a little deeper. Now, it's time to put them together. What can help us S:【设计意图】通过思维导图从不同的角度，整体上分析文章.4. After reading (7 mins) （1）读后讨论思辨性问题 T: Let’s see. Miss kitty is young,funny and kind.But the students in her class are naughty. And Miss Tiger is not friendly or kind. But the students are quite in her class. So the question is------- do you think the kind teacher is better or the the strict teacher is better Let’s have a talk.（总结思维导图，顺势引出思辨性讨论） 给学生提供发表观点的语言支架。I think the ... teacher is better.The first reason... For example...The second reason... Just as...At last,... We can see that...So the ...teacher is better than the...teacher 【设计意图】讨论没有固定答案的思辨性问题有助于培养孩子批判性思维。Act time （8 mins）T:Whenever a strict teacher or a kind teacher, they are good teachers. Because they are hardworking and the love the students very much. If you were a teacher with so naughty students , what should you do Let's read and act. Read the story emotional.（有感情的朗读，体会人物性格） If you were a teacher with naught students. What should you do （命题表演）【设计意图】在充分理解故事的基础上，引导学生通过重读,语调，语速等变化，表现，人物性格和思想感情。命题性表演，联系生活，在解决问题的的同时，培养批判性思维和表演能力。Make class rulesT：Boys and girls we talked about teachers. We act as teachers. But in school life,You are also very important. What are the students’ responsibilities. Let’s make class rules.(学生讨论作为一个学生的责任和义务，然后制定班规）板书设计：