The bee and the ant
---教学案例分析
故事是我们大家喜闻乐见的一种愉悦自己的方式。我们不仅想做一个听故事的人，也想走进故事，成为故事中的主人公，感受他们的喜怒哀乐，学生亦如此。故事教学是以故事为载体，利用学生对故事的热爱，来激发学生学习的兴趣；通过学习故事、阅读故事、演故事等方式，激活学生思维，培养学生的自主学习和会话交际等能力，提高学生综合运用能力。故事阅读课教学就是要培养学生阅读策略的同时，发展学生思维。
本套教材以“学习者为中心”作为编写思路，采用“模块建筑式”编写体系，以“话题---功能--结构--任务”为主线，设计和安排大量形式多样、语境真实、趣味性强的语言实践活动，让学生在“用英语做事情”的过程中感知、实践和体验，采用参与、探究、合作等学习方式学习和综合运用英语的能力。接下来，我将结合故事特点、教学设计及教学现状，在学科核心素养的引领下，整合故事教学，构建高效课堂。
一、多元整合定目标
1、紧扣课标明确目标
《义务教育英语课程标准（2011年版）》明确提出在小学阶段的“阅读”要求：能借助图片读懂简单的故事或小短文，能正确朗读所学故事或短文，确定本课的第一个目标为：提炼not happy, praise, never praise, work for 等关键词理解故事情节，读懂故事。 课标二级目标要求：乐于感知并积极尝试使用英语，积极参与各种课堂学习活动，在小组活动中能与其他同学积极配合和合作。能在教师的帮助和图片的提示下描述或讲述简单的小故事，能在教师的帮助下表演小故事或小短剧。我努力将这些要求落实在课堂教学中，学生采用感知、猜想、对比等方法体验故事中人物的情感，能在图片和教师的帮助下讲述或表演故事。引导学生理解故事中蕴含的道理，懂得不仅为自己和家人，也为他人努力工作才会幸福快乐。
2、落实素养关注发展
英语学科核心素养强调要培养并关注学生的发展，我引导阅读故事，找准“故事眼”not happy；still not happy，在表演故事中培养学生感知、领悟、沟通的语言能力；绘制思维导图分析故事情节，提炼故事关键词，通过对比，概括出蜜蜂和蚂蚁的共同和不同之处，培养学生分析、比较、概括的思维品质；通过观看视频整体感知课文，观察第二幅图，体验蚂蚁的内心独白，培养学生主动、选择、观察的学习能力；引导学生理解故事中蕴含的道理，懂得不仅为自己和家人，也为他人努力工作才会幸福快乐，培养学生为他人服务的文化品格。
统筹教材研读文本
The bee and the ant是6B 第七单元 Helping others的第二课时， 本课围绕蜜蜂和蚂蚁这两个动物展开的剧情和对话，通过not happy, praise, never praise, work for 等关键词帮助学生理解故事情节和人物情感及故事中蕴含的道理，让学生对work for, help的对象和范围有更广阔的理解，与本单元的主题Help 密切联系。学生从三年级起就接触故事教学，我结合六年级学生已有故事基础引导学生阅读故事、复述故事、表演故事，层层深入，研读文本。本故事贴近生活，情节耐人寻味，注重情感的提升和品质的养成。如何立足于核心素养，提升故事教学深挖故事内涵是我们本节课重点。
以人为本表述学情
1、蜜蜂和蚂蚁的故事图文并茂，趣味横生，难度中等，情节发展有冲突点，语言易懂又不失深意，正符合小学高段学生的身心特点，学生比较容易阅读理解。但故事教学除了要读懂故事，还应有故事情节和人物情感的体验，学生通过表演故事，学习语言、运用语言、感受语言背后的含义。六年级学生比较沉稳，需要教师采取有效的方法激发学生参与的兴趣。
2、由于语言环境有限，学生接触英语的机会较少,所以独立读懂语句语篇的能力较差，且对于文字背后的知识、情感理解不到位。在教学过程中还要特别注意创设情景让同学在语境中去运用语言，让同学在完成任务的过程中达到用英语去思考、用英语去做事情的目的。
5、精准定位制定目标
1、语言知识与学习能力：
在故事情境中，通过体验，理解praise…for….能够听说读写四会，并在故事阅读中强化输出语言。理解并会用I praise…for…来赞扬他人。
2、思维能力与文化意识：
A、在图片与视频的帮助下，初步感知故事,在故事大语境中感知和理解语言词汇：praise，work hard，work...for...等，并充分积累、内化和应用，逐步形成运用语言知识表达意义的能力。在问题链如：What does the bee/ant do? Does the bee/ant work hard? Why do people never praise the ant?的引领下，在小组合作中，通过预测、判断、想象、推理等活动，促进学生思维，理解故事并进行角色扮演，把思维品质发展成学习能力。
B、通过划分段落选择大意，采用速读、略读、精读、划关键词等有效的阅读方法，提高学生阅读理解能力。通过归纳总结复述故事大意，深化对故事的理解，让事件的发展和情感的变化再次升级。The bee: happy…still happy…still happy. The ant: unhappy…still unhappy…(Maybe, he will learn from the bee.)
3、文化意识：
体会“Helping others, helping myself”的境界，从中受到教育。走出故事，让“helping other”潜移默化在学生心中。
二、梳理突破重难点
A、能在图片和教师的帮助下读懂故事并理解故事中蕴含的道理。
B、学生能读懂故事的大意，但在深度理解课文背后的深层含义上有难度。
三、走进文本深挖内涵
1.Greetings:
T: Good morning everyone. Nice to see you.
Ss:Nice to see you.
T: I’m your new teacher Jodie.Say “Hello”to me,OK?
Ss:Hello,Jodie.
T: I’m a teacher. So Teachers’ Day is my big day. You’re children,what day is your big day?
Ss: Children’s Day.
T: Good! Look,what day is coming?
Ss: May Day
T:May Day is an international day. May Day is a big day for all workers.
设计意图：创设语境（五一表彰大会）为故事推进做铺垫，同时将真实的语境带入课堂，建立旧知与新知的内部结构联系，为学生英语语言能力的理解和建构承上启下。
2.Presentation:
1)A meeting for the best worker.
T: On May Day, here’s a meeting for the best worker.(music)
Wow! A medal.(show the medal to students)
What colour is the medal? Do you like it? Do you want it?
Ss: Golden medal.
T:Oh! Sorry.The medal is for the best worker. Think, who is the best worker in our life?
Ss:Doctors,firemen,postmen.policemen...
T:Yes! They’re all best worker. They all get the medal.
Now, Please enjoy a story and think, who is the best worker in the story?
2)Video about the whole story.(The bee is the best worker. She’s happy.)
设计意图：小蜜蜂得到奖章的开心渲染了故事情节，同时也拉开了故事的情感线。
T: Who are they in the story?
Ss:The bee and the ant.
T: Yes, this is a story about the bee and the ant.
Who’s the best worker,the bee or the ant?
Ss:The bee.
T: So the medal is for the bee.How does she feel now?
Ss:She is very happy.
Sum: The bee gets the medal. She is happy.
设计意图：学生带着问题观看故事动画，整体感知故事。通过问题What’s the story about?学生找出本课故事的人物the bee 和the ant. 然后在问题Who’s the best worker??引领下学生找准“故事眼”not happy, 成功激发学生对故事的好奇心。小蚂蚁的不开心与小蜜蜂的开心，形成了鲜明的对比,让故事的冲突点逐渐呈现。
3)The ant is not happy. He’s angry/sad...
Ss: Guess and say. “ No! Why is the bee? Why not me? Why? Why? Why? ...”
T: Ok,everyone. Now, you are the bee.You are very angry.Who wants to act it out?
S1 ,S2, S3 try to read and act.
Sum: The ant is unhappy.
设计意图：学生的模仿和表演让人物想象更生动，让故事走进学生心里。
4)The medal is for the bee.
T:Why is the medal for the bee? Please read part1 and answer.
Ss:People liked the bee.They all praised her for her hard work.
T:(The bee)work hard? How does the bee work hard? Read part 2 carefully.
Ss:Read part 2 carefully.
Sum: The bee goes out early. The bee comes home late.
设计意图：挖出字眼”go our early””come home”初步体会小蜜蜂的辛勤劳动。T:What does the be do? Let’s look.(pictures)
Make honey:
T:What’s this? Who makes it?
Ss:The bee makes honey.
T:Honey is nice.It’s healthy for us.
Pollinate:
T:Look!What’s the bee doing? Is she flying?
Ss:No.
T:NO,she is not flying. She pollinates for flowers. No pollination,no fruit.No pollination,no apples,no pears... Understand? Sum:So,the bee can pollinate. The bee can do so many things.What do you think of the bee??. Ss: The bee works hard.
T:Do you like the bee?
Animals praise the bee. Flowers praise the bee.Do you want to praise the bee?
Sum: We all praise her for her hard work.
设计意图：学生在问题引领下通过阅读、思考、想象，理解故事情节、人物内心独白等。学生在回答时不仅要依据故事，还要依据常识，激活相关知识背景，层层深入，在潜意识中培养了学生的思维品质。由奖牌的归属问题逐渐推进故事情节，层层揭示了小蜜蜂的辛勤劳动。 5)Let’s read picture 1 together.
6)(feeling)The bee gets the medal. She is happy. The bee works hard. She is tired, but she’s still happy.
7) How does the ant feel?
Ss:Unhappy/Not happy/sad...
T: Why is the ant still not happy?
Please read part 2 carefully again.
Ss:I also work hard all day, but people never praise me.
T: Work hard? Yes or no? Look! What are they doing?
Ss:Carry food.
设计意图：精读第二部分，体会蚂蚁Still not happy.
8)Watch the video about the ant’s work.
…
Sum: The bee works hard. The ant also works hard. So, they both work hard.
9)Why do people never praise the ant?
T: Please read part 3 in pairs.
Ss:(show)The ant works for himself and his queen . But the bee works for flowers and people.
设计意图：通过阅读语段，读图，视频等方式，学生理解了两者都努力工作。将人们仍然愿意赞扬蜜蜂，而不赞扬蚂蚁的冲突点提到高处。学生通过读图，预测，自己感悟等方式，理解help others带来的快乐。
Role play(part 3)
设计意图：故事教学要以发展学生综合语言运用能力为宗旨，全面提高学生听说读写的英语技能。学生体验到蚂蚁not happy的情感，在问题Why did people never praise the ant?的引领下阅读第三部分，感受蜜蜂怎样帮助花和人们，学生提炼出Because he worked for himself and his queen only. The bee also helps flowers and people. 然后学生角色扮演蜜蜂和蚂蚁，表演第三部分。表演的过程既是对故事情节的体验，也是对故事理解的过程，提高了学生感受语言、学习语言、运用语言的综合能力。
表演的过程既是对故事情节的体验，也是对故事理解的过程，提高了学生感受语言、学习语言、运用语言的综合能力。
3.Consolidation:
Retell the story.
Ss:This is a story about the bee and the ant.The bee makes honey for people.The bee pollinates for flowers. The bee works hard.She also helps animals and others. So, the bee is helpful.
T: The ant also works hard.But his work is for himself and his queen. So,the ant is selfish.
T: The bee gets the medal. She is happy. The bee works hard. She is still happy.The bee helps others. She is still happy.
T: What about the ant? He doesn’t get the medal.He is not happy. He works hard,but he is still not happy. At last, how does he feel? Guess.
T: May be. He will try to learn from the bee.
设计意图：故事是人类智慧的结晶与传承，故事的美，不仅体现于语言，更体现于故事中所蕴含的意义。最后学生看着板书复述故事，总结故事中蕴含的道理并尝试课后对故事对话进行续写，拓展学生的思维。
4.Extention:
In Germany, people plant flowers also for others. When you are in the street, you can enjoy your flowers .And you can also enjoy other people’s flowers.So “Helping others,helping myself.”
5.Homework: Retell the story to your parents.
三、聚焦生成谈反思
1、在语境中，走进故事。
本课内容图文并茂，易于理解。情节发展有冲突，故事背后深层内涵学生学起来有困难，因此我们充分挖掘教材创设情境，注重故事的完整性。
通过聊天导入，图片视频激趣以及内心独白，带动故事情节的发展，同时以故事冲突点为抓手，将真实语境带入课堂，带动学生体验感知，积极参与。本故事教学，是在“on may day，who’s the best worker. ”的大语境中展开，围绕这个语境，设计了环环相扣的三个小语境：
语境一：蜜蜂得到了奖牌。
语境二：蚂蚁不服气。
语境三：蚂蚁得到启示。
在蚂蚁不服气——服气的情绪变化，再到得到启示的活动中，通过设置悬念，点亮思维，预测故事情节发展，使学生走进故事，得到启示。
2、在故事中，发展思维。
提问是发展学生思维品质的最直接抓手，高效设问，以问导学，以问促思，贯穿整个故事。我们提炼出三大问题：（PPT）
问题一： who are they in the story ？
问题二： what does the bee do？ what does the ant do？
问题三： why do people praise the bee？
在三个大问题的引领下设计问题链，找出故事冲突点一、冲突点二，双重冲突推动故事情节。
在教师“简单的提问——猜测——读图（读文）——验证”的过程中，引导学生逐步深入体会人物的内心情感，通过问题设计，渗透学生读图猜测等方面的阅读策略。并通过适度等待，留给学生思考的时间，开启学生思维灵活性，培养学生比较分析能力，最终促发深度思维，解疑自省，得到启示。
3、在思维中提升感悟。
整个故事的情感线,以小蚂蚁的情绪变化为主线.在此对比下,最终感悟到帮助他人所带来的快乐与幸福.
1.在”free talk”环节，首先提到了帮助他人。在五一表彰大会的大语境中，说说我们身边最好的劳动者。初步感知他 /她们帮助他人的快乐。
2.在故事发展到第二个冲突点，即：“为什么蚂蚁仍然不小心”时，逐步点明帮助他人。学生在次感受小蜜蜂辛勤劳动帮助他人的快乐。
3.当学生对“帮助他人”有了深刻感受时，走出故事，回到现实，又一次点响了“帮助他人”。最后上升到“人人为我我为人人”。
最后让学生感受到自己也是一个乐于助人的人。感受到“帮助他人”的快乐。
我们整节课的设计围绕三条线齐头并进。（语境、思维、情感）的相互交融，使学生最终能在结课时出口成章。在关注语言能力和情感体验的同时，实现了思想的升华，达到了三维目标的统一。
本课我有很多收获，但是也有一些不足，课堂上教师的评价不够及时到位。在今后的教学中我要采用多元化评价方式，及时给予学生肯定、鼓励和帮助，让学生因评价更有信心，让教学因评价而更完美。其次，我一贯认为高年级学生不太愿意表演，不太愿意表现。其实，只要我们给他们合适的舞台，愿意鼓励，愿意赞扬他们，再加上合理的引导，孩子们的也是愿意表现的。所以，如何深挖故事内涵，如何抓住孩子们的心，将是今后我在故事教学中要努力的方向。
课件29张PPT。The bee and the antTF boys are singers. They can sing well. They built some libraries for children.They gave them a lot of clothes too. “Happy family” is a happy team.
They bought football clothes and shoes for children.He carried books on a pole
from far places.Let's talk:…Many people liked the bee.
They all praised her for her hard work.Read and answer:The ant was not happy about this. He thought, “The bee works hard. She goes out early in the morning and comes home late in the evening. I also work hard all day, but people never praise me. Why?”What do they do?Read again and fill:the beethe antRead Part2
and fill in the blanks
What do they do?The ant was not happy about this. He thought, “The bee works hard. She goes out early in the morning and comes home late in the evening. I also work hard all day, but people never praise me. Why?”What do they do?Read again and fill:the beethe antwork hard
goes out early in the morning and comes home late in the eveningWhat do they do?Read Part2
and fill in the blanks
:The ant was not happy about this. He thought, “The bee works hard. She goes out early in the morning and comes home late in the evening. I also work hard all day, but people never praise me. Why?”Read again and fill:also work hard all daythe beethe antwork hard
goes out early in the morning and comes home late in the evening_____ in the morning
_____ in the eveningWhat do they do?Read Part2
and fill in the blanks
:work hard
goes out early in the morning and comes home late in the eveningwork hard all daythe beethe ant_____ in the morning
_____ in the eveningRead Part2
and fill in the blanksWhat do they do?Let's watch:What do they do?work hard
goes out early in the morning and comes home late in the eveningwork hard all daythe beethe antmake honeypollinatecarry foodtake care of the queenThey both
__________. work hard.What do they do?Fill in the blanks
:One day, the ant met the bee.
Ant: Hello, Miss Bee. Can I ask you a question?
Bee: Of course, Mr Ant. Please go ahead.
Ant: You and I both work very hard. People like you, but they don’t like me. Why is that?
Bee: You work for yourself and your queen only, but my work also helps flowers and people.Why did people never praise the ant?Read in pairs and underline:One day, the ant met the bee.
Ant: Hello, Miss Bee. Can I ask you a question?
Bee: Of course, Mr Ant. Please go ahead.
Ant: You and I both work very hard. People like you, but they don’t like me. Why is that?
Bee: You work for yourself and your queen only, but my work also helps flowers and people.Role play:
What did you learn from the story?Talk and share:I think ...We should...I know ......Students always like helping people at school.Students always like helping people in the street. They are kind.Teachers always like helping people at school.Teachers always like helping people in the west.Doctors always like helping people in the hospital. Doctors always like helping people in the villiage. They are helpful.Different jobs ， different helps. Different helps for more people.What can we do?More people work hard like the bees.
They also help others.
______ help ____________________.
______ help ____________________.
I should study hard like the bee.
And I can _________.
In the future, I can do a lot . and our family,but also help others.We should not only help ourselves
