教科版（广州）六下Module 1 Stories-Unit 1 Slow and steady wins the race-Language focus-ppt课件-(含教案+素材)--(编号：4044d).zip

LittleLittle FoxFox GrowsGrows UpUp 六年级绘本阅读课六年级绘本阅读课 研学案研学案 Class：_ Name：_ 【研学目标】 1、我能借助图片及语言信息理解绘本内容并流利朗读。 2、我能掌握一定的阅读技巧并完成阅读任务。 3、我能跟组员合作选取一个季节复述或表演。 4、我能感受到“Little fox grows up in Mamas love”的情感，并迁移情 感，学会感恩母亲。 5、我能畅游四大时态，并正确运用几种时态写出我在妈妈的关爱下成长的故事。 【研学路线】 【研学过程】 TaskTask 1:1: Choose one little paper and finish your own part. Little Fox: What is _? Mama Fox: We will go out and feel _, my boy! 1. 我能自主阅读并提取相关信息。 2. 我能在“专家组”讨论答案，并根据思维导图复述该季节内容。 3. 我能根据思维导图向“基础组”组员介绍我读的季节内容，还能 通过其他组员的介绍了解他们所读的季节内容，并选取一个季 节跟组员合作复述或表演。 4、我能正确运用几种时态写出我在妈妈的关爱下成长的故事并人分享。 Little Fox slowly grew up in _. TaskTask 2:2: Please go to your season groups, and discuss the answer in your season groups. TaskTask 3:3: Go back to your seat and introduce your season to your group mates. Then choose one part you like and retell or act out it in your group. TaskTask 4:4: Write our story 写出你的成长故事（注意时态的正确使用) Hello, my name is_. I was born in_. My mother loves me very much. And I love her too. One day,_ _ _ _ _ _ _ _ Mama loves me very much. So I slowly grow up in her love. Task 5：Assessment.(我能评价自己的学习情况。) 学习目标任务结果（自己涂色） 1. 我能自主阅读完成阅读任务。 【Task 1】 2. 我能在“专家组”讨论答案，并根 据思维导图复述该季节内容。 【Task 2】 3. 我能根据思维导图向“基础组”组 员介绍我读的季节内容，还能通过其他 组员的介绍了解他们所读的季节内容， 并选取一个季节跟组员合作复述或表演。 【Task 3】 4. 我能正确运用几种时态写出我在妈 妈的关爱下成长的故事并人分享。 【Task 4】 5.总评 优秀：有 10-12 颗 良好：有 7-9 颗 及格：有 4-6 颗 要努力：有 0-3 颗 （说明：best：3 颗星； better： 2 颗星； good： 1 颗星。 ） Little Fox Grows Up 广州版小学英语六年级下册Module 1 Language focus Pre-reading Phonics time oo bloomThe flowers are blooming. a ant i-e hide The mice are hiding. ripen The fruits are ripening. Pre-reading Phonics time icicadaThe cicadas are singing. lose The trees are losing their leaves. o Lets chant The flowers are blooming. The mice are hiding. The fruits are ripening. The cicadas are singing. What are they doing? What are they doing? What are they doing? What are they doing? What are they doing? The trees are losing their leaves. A B What are they doing? Little fox Mama Fox We will go out to feel Spring, my boy Mama, whats Spring? title Little Fox Guess: How does Little Fox grow up? day= night While-reading Say and act out Narrator: One day in Spring, Little Fox was born. Mama Fox loved Little Fox. One day Little Fox asked Mama Fox, Little Fox: What is Spring? Mama Fox: We will go out to feel Spring, my boy! Little Fox: It feels warm, flowers are blooming, birds are singing, and. Mama Fox: The day is as long as the night. Little Fox: So this is Spring? Narrator: The Wind said. Wind: Yes! Narrator: Little Fox slowly grew up in Spring. Group work 1. Choose one little paper and finish your own part. 2. Please go to your season groups, and discuss your answer in your group. 3. Go back to your seat and introduce your season. Then you can choose one part you like and retell or act out in your group. Show Time Read and think How many tenses（时时 ） are there? What are they? Sum-up:Sum-up: 在故事描述中，在故事描述中，一般一般使用使用过去式过去式。 但故事中的人物对话时，但故事中的人物对话时，要根据情景需要，运用恰当的时态要根据情景需要，运用恰当的时态。 P12P25 1. Whats the end of the story? Lets listen. How did Little Fox grow up? He grew up in his Mamas love. Lets read with love Post-reading Mama Fox loved Little Fox very much. And he grew up in his Mamas love. Do you love your mother? Does your mother love you? Do you think you also grow up in your mothers love? Lets write Hello, my name is I was born in My mother loves me very much. And I love her too. One day,_ _ _ _ _ _ _ Mama loves me very much. So I slowly grow up in her love. 注意时态的正确使用。注意时态的正确使用。 Write your story Sing together Lets talk Mothers Day is coming. What should we do for our mother? Homework 1.Try to act out the whole story in your group. 2.Do something for your mum. Thank you! 1 Little Fox Grows Up 教学设计 一、一、教学内容分析：教学内容分析： 本节课是教科版六年级下册一节基于绘本故事 Little Fox Grows Up 教学开展 的四种时态复习课。这是一个温馨感人的故事，叙述了狐狸妈妈如何陪伴小狐狸长 大。这只小狐狸和很多同学一样很爱问问题。可是有智慧的妈妈并没有直接回答问 题，而是让小狐狸用心感受和观察，小狐狸最后通过直接的努力寻找到答案，最后 还体会到了妈妈的爱。 同时故事内容还涵盖了四种时态：一般现在时，一般过去时，现在进行时，一 般将来时。同学们在学习故事感受妈妈的爱的同时也漫游在这四种时态中。 二、二、学生情况分析：学生情况分析： 本节课的教学对象是小学六年级学生。我校六年级的学生在英语学习方面有了 一定量词汇、句型的积累，具备基本的听、说、读、写的语言基础，有良好的学习 习惯。但我们的母语中没有时态的变化，所以受母语思维的影响，当四种时态同时 出现在同一文本中，他们还是会不知所措，容易混淆。 我班同学大多喜欢表演故事，有一定的表演欲。在此之前，我班同学从三年级 开始到现在每天的课前一演，同学们都能自行在小组内排练故事，甚至根据自己的 理解对故事进行改编。 三、三、教学目标：教学目标： （一）语言能力目标 1.知识与技能目标 （1）能通过读图、上下文意思猜测词义，理解文本内容。 （2）能使用恰当的语气朗读文本。 （3）能通过他人的描述获取文本信息。 2.语用目标 通过学习和理解故事，能正确使用四种时态复述或表演故事。 （二）学习能力目标 学生能借助绘本图片帮助理解语言，通过故事的阅读，掌握一定的阅读技巧， 2 完成阅读任务，能借助思维导图复述或表演绘本各部分内容，能准确运用各种时态 写出自己的故事等。 （三）思维品质目标 通过在故事的情节中畅游四种时态：一般现在时、一般过去式、一般将来时和 现在进行时，发展多元思维能力。 （四）文化意识目标 通过文中小狐狸在妈妈的陪伴下温馨成长的故事，让学生们感受到“Little fox grows up in Mamas love”的情感。同时，引导同学们要像文中的小狐狸一 样，乐于观察和感受，自己寻找答案。最后引导同学们感受到自己妈妈对自己的爱， 并且学会关爱妈妈，借母亲节来临之际，呼吁同学们为妈妈做点什么，表达自己对 妈妈的爱，学会感恩。 四、教学重点、难点四、教学重点、难点 （一）教学重点 1.理解绘本故事的内容。 2.通过读、演和小组合作，在思维导图的引导下运用自己的语言来感知小狐狸通过 自己的努力识别春夏秋冬的不同。 3.通过小组合作的阅读活动理解文本。 （二）教学难点 1.带着感情朗读绘本。 2.小组合作阅读并从他人的复述中获取信息。 3、感知一般现在时、现在进行时、一般过去时、一般将来时在语境中的运用，提 升语言综合运用能力，培养多元思维方式。 五、教学资源：五、教学资源： 教学课件、研学案、绘本、小狐狸和狐狸妈妈的头饰等。 六、教学策略六、教学策略 3 教师在“研学后教”理念引领下，运用广州市番禺区 IIO 课堂教学模式的核 心理念和程序逻辑，在活动中操练，在操练中提升，把时间还给学生，让任务成 为中心，使过程走向成功。教师在绘本第一部分 Spring 的学习中，通过阅读指导、 复述、表演给同学们做了阅读示范，接下来的三部分 Summer, Autumn, Winter,教 师尝试用 jigsaw reading 拼读阅读的方式，让同学们在小组内学习、交流任务， 交流过程内化语言，然后通过复述、表演输出语言，发展多元思维能力，让学科 素养落实到课堂教学中。最后，引导学生感受妈妈的爱，并写出自己的成长故事， 实现高效课堂。 七、七、教学过程教学过程 .Pre-reading.Pre-reading ( (PreparationPreparation ) ) 1. Phonics time: oobloomFlowers are blooming.等 2.Lets chant：分组 A B What are they doing? The flowers are blooming. What are they doing? The mice are hiding. What are they doing? The fruits are ripening. What are they doing? The cicadas are singing. What are they doing? The trees are losing their leaves. 【设计意图: 通过 Phonics time 和 chant 两个环节把本课的新词和句子进行了操 练，解决了新词及它 ing 形式音、形、意，为本课的顺利开展做准备。 】 3.Read and talk about the book cover Read the book cover ,introduce the Author, and Guess: How does the Little Fox grow up? 【设计意图:培养学生读图习惯，介绍作者，预测故事内容，培养学生的阅读兴趣， 为阅读做准备。 】 .While.While ReadingReading (Input(Input andand Internalization)Internalization) 4 1.Guided Reading 1)Read the beginning part(P7-11 ) of the story. And get the information of Spring. 2)Retell this part according to the blackboard: What is Spring? 3)Act out this part. 2. Independent Reading (p12-25):Group work 操作步骤：P12-25 is divided into 3 parts: Summer, Autumn, Winter. Everybody reads different part in the group. Ps: 1)Choose one little paper and finish their own part. 2）go to their season groups, and discuss the answer in their season groups. 3) Go back to their seat and introduce their season. Then choose one part they like and retell or act out it in their groups. 【设计意图:根本绘本的内容特点，在指导阅读了 Spring 之后，再把故事中心分为 Summer, Autumn, Winter 三部分，尝试 Jigsaw reading 拼图阅读方式，让基础组 的学生每个人独立完成自己的部分，然后在专家组充分讨论，最后再回到基础组向 组员分享。这样每个同学虽然只阅读了一个部分的内容，但通过这样一系列的生生 互动交流同时获得了三个部分的信息，使 1 变成了 3.让学生体验了合作阅读的乐 趣。 】 4）Share it in class. Retell or act out it. 【设计意图:复述和表演汇报，既尊重学生的个性特点，同时也通过不同的形式检 查了小组合作阅读的效果。 】 3. Read and think: How many tenses are there in the story? What are they? Sum-up: 在故事描述中，一般使用过去式。但故事中的人物对话时，要根据情景需 要，运用恰当的时态。 【设计意图: 通过阅读绘本检查学生流利朗读情况，同时要求学生边朗读边关注动 词时态，进行对比并总结。 】 4. Listen the end of the story and answer: How did Little Fox grow up? 【设计意图: 通过听故事结尾，让学生了解到小狐狸是在妈妈的爱下长大的，同时 跟阅读封面时大家的猜测进行呼应。 】 5 . PostPost ReadingReading (Output)(Output) 1. write our story T: Mama Fox loved Little Fox very much. And he grew up in his Mamas love. Do you think you also grow up in your mothers love? Can you remember something about it? Please write it down. 2. Share the story you write 【设计意图: 通过小狐狸在妈妈的爱下成长，延伸到学生自己，引导学生回忆自己 是如何在妈妈的关爱下成长的，并通过写故事来检查学生对于四种时态的混合使用。 】 3.Sing together: Love is All Around 【设计意图: 这首歌是绘本中的歌曲，旋律优美，让学生在优美的旋律中再次感受 妈妈对我们的爱。 】 4.Assessment MothersMothers DayDay isis ing. What should we do for our mother? 【设计意图: 借助母亲节来临之际，让学生在体会妈妈对我们的爱的同时，也要学 会去关爱妈妈，为妈妈做一些力所能及的事情，懂得感恩。 】 八、八、板书设计板书设计 : What is Spring? : We will go out to feel feel warm Spring see flowers are blooming hear birds are singing day& night The day is as long as the night 6 Little Fox slowly grew up in 九、九、HomeworkHomework 1Try to act out the whole story in your group. 2Do something for your mum. 附教学内容： Little Fox Grows Up One day in Spring, Little Fox was born. Mama Fox loved Little Fox. One day Little Fox asked Mama Fox, “What is Spring?” “We will go out to feel Spring, my boy!” said Mama Fox. Little Fox said, “It feels warm, flowers are blooming, birds are singing, and.” “The day is as long as the night,” said Mama Fox. “So this is Spring?” asked Little Fox. “Yes!” said the Wind. Little Fox slowly grew up in Spring. One day, Little Fox asked Mama Fox, “What is Summer?” “We will go out to feel Summer, my boy!” said Mama Fox. Little Fox said, “It feels hot, fruits are ripening, cicadas are singing, and.” “The day is longer than the night,” said Mama Fox. “So this is Summer?” asked Little Fox. “Yes!” said the Sun. Little Fox slowly grew up in Summer. One day, Little Fox asked Mama Fox, “What is Autumn?” “We will go out to feel Autumn, my boy!” said Mama Fox. Little Fox said, “It feels cool, leaves are falling, ants are working hard, and.” “The day is as long as the night again,” said Mama Fox. “So this is Autumn?” asked Little Fox. “Yes!” said the Cloud. Little Fox slowly grew up in Autumn. One day, Little Fox asked Mama Fox, “What is Winter?” “We will go out to feel Winter, my boy!” said Mama Fox. Little Fox said, “It feels cold, trees are losing their leaves, bears are hiding, and.” “The night is longer than the day” said Mama Fox. “So this is Winter?” asked Little Fox. “Yes!” said the Snow. Little Fox slowly grew up in Winter. One day, Little Fox asked Mama Fox, “Why am I growing up?” Mama 7 Fox said, “Its because.” “Wait, let me feel.” said Little Fox. “What do you feel?” asked Mama Fox. Little Fox said happily, “I feel that. Mama loves me very much.!” So Little Fox slowly grew up in his Mamas love.