教科版（广州）六下Module 2 Animals-Unit 4 We can save the animals-Did you know& Self-assessment-ppt课件-(含教案+视频+音频+素材)--(编号：40ab4).zip

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From the book, I know that_ _. 1 第 1 课时The World Through the Eyes of Animals绘本阅读课教学设 计 课型：绘本阅读课课型：绘本阅读课 使用对象：六年级使用对象：六年级 教学内容：教学内容：The World Through the Eyes of Animals 一、一、教学内容分析教学内容分析: 攀登英语阅读系列是“国家攀登计划”项目，是教育部人文社重大科研项目的成果。 The World Through the Eyes of Animals选自北京师范大学出版社攀登英语阅读系列第五级。该书以故事为 主线，科普了五种动物的眼中的世界是怎么样的。学生通过阅读书中不同动物对同一张画的反应，旨在 让他们明白当别人看到的东西和你的不一样时，不要嘲笑别人，懂得站在别人视角去考虑问题，学会换 位思考。同时，我们也要相信自己的眼睛，别人笑我们不一样时，不代表我们看到的就是错，要相信和 尊重客观事实，多角度看问题，多元思考问题。 二、教学对象分析二、教学对象分析 本课的教学对象是六年级学生。此前，学生在学习六年级下册 Module2 时，已掌握了一些动物的英 文名称，也了解了相关动物的特征、生活习性、居住地等信息，这为学生学习本书奠下基础。同时，六 年级学生逻辑思维比较强，在平常的绘本学习中喜欢借助图片和关键词自主建构文本。他们敢于质疑， 喜欢探究新事物，逐步养成用批判性的思维去分析问题的良好习惯。 三、教学目标三、教学目标 （一）语言能力目标（一）语言能力目标 1. 知识与技能目标 能归纳动物眼中的世界以及原因。 2. 语用目标 能读懂文本内容, 并能对比人与动物眼中的世界。 （二）学习能力目标（二）学习能力目标 1. 能读懂配图故事，说出其大意。 2. 能善于观察身边的动物，并能英文描述动物眼中的世界。 （三）思维品质目标（三）思维品质目标 1.结合图片环游和拼图教学的教学方式，设计提取信息和归纳信息的任务，引导学生自主或小组提取 2 重要信息来解决问题,为自主阅读作准备。 2.通过小组合作学习，让学生养成倾听的好习惯。 3.通过人与动物眼睛的对比，发展学生的逻辑思维能力。 （四）文化品格目标（四）文化品格目标 认识动物眼中的世界，除了可以帮助我们想象其他动物的感官世界，更重要的是让我们跳脱人类中 心的思想，以不同的角度去欣赏这美丽的大自然。同时以此来渗透这样的一个思想：多角度看问题，多 元思考问题。 四、教学重、难点四、教学重、难点 （一）教学重点：（一）教学重点： 能读懂并理解文本大意并归纳五种动物的眼睛。 （二）教学难点（二）教学难点 通过人类看到的世界与动物看到的世界作对比，能了解其中的道理。 五、教学理念及策略五、教学理念及策略 1. 结合图片环游和拼图教学的教学方式，设计提取信息和归纳信息的任务，引导学生自主或小组提 取重要信息来解决问题。 2.关注文本背后的价值观和取向，渗透德育教育：See the unseen, think the unthought. 3. 从 Whats the animal like? What picture did they see? What actually did the animals see in its eyes? How did they feel? Why can it see different with the same pictures? 的方面去解构文本，帮助学生释难，理解文本 内容。 六、六、教学媒体教学媒体 单词图片，任务卡，教学课件，音频和视频 七、教学过程七、教学过程 . Pre-reading 1.Watch a video: the eyes of animals 【设计意图：观看视频，激发学生的学习兴趣，进入话题情景，为引出文本内容做铺垫。 】 2. Ps read the new words. 【设计意图：通过音标拼读单词，让学生对本课新单词的音、形有初步的理解和认识。 】 3. Psguess about the facts of animals. 【设计意图：通过提问学生，引入将要学习的文本内容，激起学生的兴趣。 】 3 . While-reading 1.Ps get the information from the front cover and the back cover. 【设计意图：通过阅读封面，让学生初步了解绘本的主题和内容；通过阅读封底，引发学生思考“那些动 物能看到红花绿草？”这个问题，从而可以带着问题读绘本，产生阅读期待。 】 2.Ps read P2-P3 together. Where did animals go during the weekend? What animal came to the art museum? Who is the guide? 【设计意图：第一步全班共同阅读 P2-P3 页，让学生了解事情发生的时间、地点、动物、事情。 】 3.Jigsaw reading Step 1: T divides the class into five groups. Group 1 read P4-P5 about dragonfly; Group 2 read P6-P7 about the bee; Group 3 read 8-P11 about the bull; Group 4 read P12-P13 about the horse; Group 5 read P14-P19 about the mole.Ps read their parts and finishTask 1 【设计意图：学生在 Expert Group 中分别学习自己的内容。本书的内容主要介绍了五种不同动物眼睛分 别看到的东西。因此，在研学案中设计了提取信息的任务,让学生分小组独立完成。不仅培养了学生自主 阅读和提取信息的能力，还培养了学生合作学习，共同探究，解决困难或问题的能力。 】 Step 2:T regroups the class. 1)Ps share their parts with others,finish Task 2 and retell the book. 2)Ps read after the recording in a low voice. 【设计意图：创设互动学习任务，鼓励学生合作完成更加复杂的任务。通过小组活动和全班交流，促进 语言的内化。最后，跟读全文正音。 】 III. Post-reading 1.Ps make a poster with their group members and share it out.Task 4 2.Ps talk about their favourite part. 3.Ps talk about the pictures from human vision to animal vision. Model: Ps: I can see the.through my eyes. P1: I am the horse. I can see the . Ps: Why? P1: Because . 4 4.Ps talk about the pictures in different angels. Model: I can see through my eyes. 【设计意图：观看图片，从人类和动物的眼睛进行对比，发展学生的逻辑思维能力，教育他们要多方面 看问题。 】 . Assessment 评分学习目标 自我评价小组评价 我能运用“Jigsaw Reading”的阅读策略， 与小组成员合作学习，完成表格。 我能理解并复述文本内容。 我能说出绘本的学习中，领会道理。 总评I get _flowers. My team gets _flowers. 八、教学流程图八、教学流程图 5 九、板书设计九、板书设计 十、作业布置十、作业布置 (1) 给父母科普关于动物眼睛的世界是怎样的。 (2) 读一本法国绘本书动物眼中的世界 附绘本内容： 6 7 8