Unit 3 Animal World Story time 教案

Unit 3 Animal World
Story Time
教材及年级
《英语》（一年级）
人教版六年级上册
单元
Unit 3 Animal World
Story Time
教学设计
教材分析
（文本内容）
Story Time作为本单位的收尾，继续探讨animal这个话题，并且聚焦在我们身边的动物，猫和狗。能够引起孩子们情感上的共鸣，同时又从两个故事中，让孩子们深入体会到人与动物之间的关系，让孩子们树立起爱护动物，给予爱，人与动物和谐共处的意识。
学情分析
进入六年级学习的学生，经过前期整个小学阶段的学习，已经积累了一定的日常英语词汇和日常对话，有一定的英语思维能力，能够根据文本来进行推测，简单表达自己的观点。动物这个话题是孩子们相当熟悉的内容，在1-5年级的学习中，学生也数次接触动物这个话题的相关讨论。但是本单元的story time虽然谈论的是学生熟悉的话题，但是题材较为新颖，是学生没有涉及过得导盲犬和动物救人的内容，学生会比较喜欢和好奇，同时也存在着文本内容长且生单词的问题，比如：blind people, lost sight, guide dog, Precious等，但好在这些单词会在文章中经常复现，可通过图文结合和感知的形式，帮助学生的理解及记忆。
对于学情分析，在文本设计时预计的难点有：
学生生活中并不常见导盲犬，对这种狗的特殊性不了解。
2. 学生对于新单词、长单词的熟悉度会影响对内容的理解。
3. 学生对于启发式和讨论式问题的反应程度，有没有足够的语言积累，学生会不会无从开口。
文本课型
故事类小故事
教学目标
语言能力目标：
听：学生能够在图片和动作的辅助下听懂单词、句型和常用提问。
说：学生能够根据图片大胆预测并说出自己的想法。并按照故事内容回答课后问题。
读：学生能够读出故事中的文字并理解意思。
思维品质目标：
能够理解导盲犬和平时宠物狗的区别，以及它们如何帮助盲人。
能够理解在出现危险时，动物和人之间的感情指引它们心系彼此。
通过阅读策略找出每篇故事关键的信息点，时间，人物，地点，发生了什么。
学完小故事后，对人和动物的关系有了更多的认识，尤其是和人类距离比较近的动物，人类爱护动物，与动物和谐相处，到最后产生爱，最终动物也会用他们的方式回报人类。
学习能力目标：
培养学生的自读能力。
培养学生归纳知识线索的能力，找出关键词的能力。为故事起名字。
培养学生的合作学习能力。
文化品格目标：
通过小故事的阅读培养孩子们好的阅读习惯和激发阅读兴趣。
通过小故事来向孩子们普及生活中的小知识。
培养爱护动物，人与动物和谐相处的意识。
教学重难点
教学重点：
借助图片和一些阅读策略读懂本单元的小故事，并能够通过自读的方式对一些问题在文段中提取出正确的答案。
读懂和理解故事情节，并能够体会出主人公的情感变化。
能够通过小故事的阅读，体会出动物对人类是有帮助的，了解动物是人类的朋友，我们要爱护动物，保护动物。
教学难点：
对启发式和讨论式问题思维训练： Why? How？What？Why is the guide dog a special dog? What does she want to do with dog? What can Bobo do for Sharon? How did Daniel’s cat save him?
借助图片，视频，问答，以及上下文的理解，解决生词的理解，大致清楚整个文段表达的意思。blind people, lost sight, guide dog, crying, licking, bit, special, go wherever...
能够回答出课后小问题，和给每篇小故事起一个标题。
教学辅助
教学PPT 音频 图片
教学步骤
教学活动
设计意图
Pre-reading
Free talk：
Greeting. T: Hello, boys and girls, I’m your new teacher today. Do you want to know me? You can ask me some questions.(预设问题：姓名？年龄？从哪来？喜欢干什么？)
介绍自己：I’m Miss Wu, I’m glad to meet you. What about you? You have a baby cat and baby dog. If you can do good job, you can feed them. And then your animals will be grown up. In the end, you will win bigger prize. So boys and girls, come on!
T: I like animals. And I like dogs best. Look, this is my favourite dog. What can dogs do with people?
T: Dogs also can help us. I’ll show you a special dog. Look!
T: This dog is a guide dog. And who need a guide dog? I need a guide dog?
T: Blind people need a guide dog. For blind people, can they see? They lost sight.
T: The world is dark for them. Please close your eyes. Let’s feel.
T: Guide dog can be eyes for blind people. They world become wonderful.
T: Today, there is a story about them, let’s read.
让学生和老师之间从不认识到认识,拉近彼此距离。
介绍评价方式，继续拉近师生间的距离，师生在情感上有所交流。
通过介绍教师喜爱动物引入到第一篇小故事的主题上，提前铺垫guide dog, blind people， 和lost sight的概念，通过图片和学生闭眼感知的方式帮助学生理解。
出示第一篇小故事的配图。
T：What can you see?
Free talk环节，让学生读图提取信息，大致对故事有一个了解。学生说道tree, cars的时候老师补充they are on the street.
通过读图的方式，提取人物信息，大致了解故事的的梗概。引导学生对故事内容大胆的预测。
引导学生读图，找信息。
知道主要人物，并通过读片和已有的语言知识对故事进行大胆的预测，打开学生的思维，激发想象力。
While-Reading
Story 1
1. Watch the video of this story.
T: What’s the girl’s name?
What’s the dog’s name?
预设答案Ss: Girl’s name is Sharon.
预设答案Ss: Dog’s name is Bobo.
提取故事主要人物的姓名，教读名字。
2. Read paragraph 1 & 2.
T: What happened to Sharon when she was fifteen?
Please underline the answer in the story.在文章勾画。
预设答案Ss: She lost her sight.
She is a blind people. 带读关键短语。
T： What did Sharon want to do when she lost sight?
预设答案Ss: She wanted to go to many places and do many things.
提取主人公是个乐观的小女孩，仍然对世界充满希望，渗透情感。
T: Sharon is a very hopeful girl. She lost sight, but she wanted to do many things and go to many places. So who can help her?
3. Read and think.
T: Who can help her?
What kind of dogs is Bobo?
Please underline the answer in the story.在文章勾画。
T: The guide dog is a special dog. Why did Sharon want a guide dog?
Please talk in your group.
小组讨论，为什么导盲犬很特殊呢？引导学生从
Because it can help her ....来回答
T： Guide dog can help blind people do many things. So is it helpful? Is it useful?
向学生铺垫helpful和useful的概念。
T: What abut Bobo? What can Bobo do for Sharon?
Read in your group.
T: Please read paragraph 3 in your group.
What can Bobo do for Sharon?
Please underline the answer in the story.在文章勾画。
预设答案Ss: They walk together.
Bobo can help Sharon cross the street, stop, turn left and right. 有专门的图片有针对性的解决这几个动词的理解。
T: Wow, Bobo can help Sharon. So Bobo is very ....
Ss: Helpful.
T: Can Bobo speak Chinese or English? Bobo can’t. It can
help Sharon by its body. So Bobo is very clever. Do you think so?
T: Yes, now, what does Sharon want to do with Bobo?
I think she wants to go shopping with Bobo.
预设答案Ss: She wants to go to school. ...
此处老师可作为引导，举例子让学生一起来说一说
T: En, Sharon wants to go many places and do many places with Bobo. So she wants to go wherever with Bobo. 通过这种方式帮助学生理解go wherever 的含义。
T: Bobo can help Sharon. It is a helpful and clever dog. If you were Sharon. What do you want to say? Does Bobo also love Sharon? They love each other? This is love story about Sharon and Bobo.
Give a title for this story.
T: Can you give a title for this story?
鼓励学生根据故事，给出题目，肯定学生的各种答案。并且鼓励学生大胆想象和创新。
Watch the video about guide dog and blind people.
视频感知盲人和导盲犬的真实生活。
Let’s feel their real world.
整体视频感知，提取名字的信息点。
阅读文章第一和第二段，进一步提取事件。了解主人公的情感。
再次阅读一二文段，并且思考问题，推动故事发展。
小组阅读，讨论具体导盲犬帮助盲人做什么。
给故事起名字。
通过视频感受真实生活，体会helpful和clever.
While-Reading
Story 2
1. Leading in.
T: Guide dog is very clever. What else animals are clever, too?
Ss: ... are clever.
T: There is a clever cat, too. Look, it’s coming.
Look and say. 出示第二篇小故事的配图。
T: What happened?
Ss: Fire. 学生提取事件信息点。
T: What do you want to know about this story? Please ask some questions? You can use what, when, where, why, how.
鼓励学生运用特殊疑问词大胆提问，发散思维。老师可引导学生提问，并纠正学生的问题。
T: You have some questions about this story. Me too. I also have question. Can you help me? What did the cat want to do when it was on fire?
Watch the video of this story. 观看视频。
T: What did the cat want to do when it was on fire?
Ss: Save.
T: Yes, cat wanted to save the boy.
What’s the cat’s name?
What’s the dog’s name?
Ss: Precious, Daniel.
T: Precious wanted to save Daniel, when it was on fire.
How did Precious save Daniel？
Read the story and think.整体读故事并思考。
T: How did Precious save Daniel？
Please underline the answer in the story.
在文章勾画。
通过短视频的方式向学生解释什么是crying, licking 和bit，加深学生的理解。
Let’s match and order.
T: Boys and girls, let’s match and order. Put these words
under the correct pictures.
T: Which picture is No. 1, 2 and 3?
T: After that, did Daniel sit up? Did they run out?
Read again quickly.
T: Precious saved Daniel. How did Daniel feel?
预设答案Ss: Happy.
T: What does Daniel think of his cat?
预设答案Ss: Clever.
T: Yes, cat can’t speak Chinese and English. But it can
save Daniel. Wow, what a clever cat.
Give a title for story 2.
T: Wow, what a adventurous story. Can you give a title
for it? 请学生来起一个题目。
整篇文章理解完以后，针对读前学生自己的提问进行解答。
用clever作为导入，让学生们说说还要哪些聪明的动物。
观察图片，提取火灾的信息点，以及针对故事自我提问。
看视频，提取save的信息点。
整篇阅读文章，发现猫如何救男孩。
快速再读一遍，提取主人公对猫的感情。
给故事起名字
完成最初的教学设计目的。
Post--Reading
Free talk.
Which story do you like? Why?
检查学生对课文的理解程度
What else animals can help people?
结合生活谈谈还有哪些动物帮助人类。
Watch the video about some helpful animals.
Many animals are very helpful and useful. People can work and live with them. People can get on well with them.
观看视频，进行情感聚焦。
Classroom assessment
Stickers and gifts
鼓励孩子们积极地学习。
Homework
178752555880阅读和完成小提单。
192786055880168973561595复述故事。
234188034607520999453422651868170342265写一篇你知道的动物能够帮助人的故事，给出句子结构完成。
It is a/an ______.
It is/has ________________________.
It can help people ______________________.
I think it is very ________.
作业分层，关注各个层次的学生学习情况
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