Unit6InanatureparkCStorytime(教案)-英語五年級上冊

Unit6InanatureparkPartCStorytimeⅠ.TeachingcontentⅡ.AnalysisoftheteachingmaterialThislessonistakenfromPEPEnglishBook5Unit6InanatureparkPartCStorytime.Thethematiccontextishumanandnature.Thisunitmainlytalksaboutthingsandbeingsinnatureparkswiththesentencepatternof“Therebe”includingdeclarativesentences,questionsaswellastherelevantpositiveandnegativereplies.Thislessonisthe6thperiodoftheunit.ItisastoryaboutZoomandinterestingexperiencesrelatingtophotographyinanaturepark.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.TeachingobjectivesBytheendoftheclass,studentswillbeabletoUnderstand,read,actoutandextendthestorywithvariousreadingstrategiesandtechniques.Furtherconsolidatethepatternsof“Therebe”.Findandenjoythebeautyofnature,protectandliveinharmonywithit,strengtheningempathyanddevelopingthinkingtraits.Ⅴ.KeypointsanddifficultpointsKeypoints:Understand,readandactouttheDifficultpoints:Extendthestorywithapoundcreativeactivity.Ⅵ.Teachingmethodsandaidsmethods:municativelanguageteaching(CLT)Taskbasedlanguageteaching(TBLT)Learningmethods:AutonomiclearningCollaborativeAids:Multimediadevices,costumes,activityprops,stickers,etc.Ⅶ.TeachingProceduresProceduresContentsTeacher’sActivitiesStudents’ActivitiesPurposesStep1PrereadingⅠ. Anature inChuzhou1.EnjoyavideoPlayavideoLangyaForestPark.Haveafreewithstudents:Q1:videoabout？Q2:What’sinthepark?Q3:Whatcanyoudointhepark?1.Enjoythevideoandanswerthequestions.Approachthe從學生生活中的題的同時滲透新知并樹立地方文化自信。2.QuestiontimeShowthenatureparkinthestorythebook.Ask:doyouwantknowaboutstory?Presenttheformofsetting,andplot.2.Ask:Who?Where?When?What?以生為本，從學生的想知出發(fā)，同時導出故事要素（背景，人物和情節(jié)等），滲透故事閱讀策略。Step2WhilereadingⅡ.Anatureparkinourbook1.Picturewalk(1)Present picturesofthe1.(1)View pictures.Enterthestory.觀察能力和從圖片中提取有效信息的能力。(2)Presenttheformofsetting,charactersandplot.(2)Answer questionsandtheformtogether.主初步搭建文本續(xù)閱讀作鋪墊。2.Readandanswer(1)PresentPicture1anditstext.2.(1)Readandfindouttheanswersto“when”and“what”.(2)Q:Howdoyouknowthat?Presenttheanchorchartabouttextevidence.(2)Findoutthetextevidence.現(xiàn)文本證據(jù)。(3)Q:Howdotheyfeel?(3)Answer:Theyarehappy.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.DiscussandsayAsk students integrateinformation thepicturesandtextinPicture1.3.Discussandtrytellwhattheyaboutthestory4W1HModel概括整合目前對故事的已知信息，同時滲透復述策略幫助描述闡釋。4.Readandcircle(1)Q:What’sinthenaturepark?4.(1) Read Picture25andcirclethekeywords.解故事梗概的同元重點詞匯、句型。圈出關(guān)鍵詞定位有用信息。(2)Playavideoofkoalas.Present relevant(2)Enjoythevideo.Trytoanswer.通過視頻適時了解更多有關(guān)koala的知識，拓寬文本questions.視野與學習渠道。5.Let’sguessPlayavideoclipofPicture3andask:Q1:HowdoZoomandZipfeel?Q2:What’sinthehouse?Q3:HowdoesZoomfeel?5.Enjoyandanswer:Theyarecurious.Guess:Are/Isthere thehouse?Zoomisexcited.運用單元核心句培養(yǎng)思維能力的同時強化語用。6.Readandtickorcross(1)Q: Is Zipexcited,too?Why?6.(1)Read45andtickorFindtheevidence.Digintothe利用錨圖呈現(xiàn)文本證據(jù)。(2)ThinkandshareQ:Whydotheytakepicturesofthekoalafirst?(2)Thinkandsharetheirideas.S有經(jīng)驗和體驗發(fā)散思維。通過追問訓練思維的邏輯性和深刻性。7.ReadandanswerQ1:Cantheygetthepictures?Why?Q2:Howdotheyfeel？Q3:Whatmaytheysay?7.ReadPicture6andanswer:No.Becausethecardisbroken.Theyaresad.觀察故事人物表情。通過合理預(yù)測，預(yù)設(shè)人物臺養(yǎng)表現(xiàn)力的同時增加讀者和文本的互動。8.WatchandreadPlaythevideoofthestoryandgivereadinginstructions.8.Enjoy the andread.增強感官體驗和Step3Postreading1.Let’sactDividestudentsintogroupsof4andencouragethemtoact.Presenttheanchorchartofevaluation.1.Choosecharacters, act the story andevaluate.Outputthestory.通過表演輸出故互評。Ⅲ.Anatureparkinourclassroom2.Createandshare(1)Q:ZoomZiparesad.Canfortthem?2.(1)Thinkandsharetheideas.Extendthe共情能力和解決(2)youridealpark.(2)Createtheiridealparkandsay:Ithinkthereis/are...inthepark.Theyare...問題的能力。BuildaparkpicturesSharepictures.層遞性的復合型創(chuàng)造性活(3)andpictures.(3)Takepicturesandgivereasons:Iwanttotakepicturesherebecause...Guesswith“Are/Isthere...?”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.NatureparksinChina3.EnjoyavideoQ:Doyouknowmorenatureparks?3.Listsomenatureparksandenjoythevideotoknowmore.Jumpoutofthestory.，構(gòu)建文本和真實世界的聯(lián)系，拓展視野，因勢利導，樹立祖國意識。4.Homework4.(1)Apulsoryone:Retellthestorywiththeform.學以致用，運用故事元素表，有策略地完整復述故事。(2)Anoptionalone:Gotoanatureparkandchooseyourfavouritewaytorecordit,suchastakingpictures,drawingpictures,writingpassagesandsoon.鼓勵學生走進自的又一延伸。Ⅸ.BlackboarddesignThetitleisonthetopandthemainplotisinthecenter.Infa