Unit 6 An interesting country-Checkout time & Ticking time-ppt课件-(含教案)-市级公开课-新牛津译林版六年级下册英语(编号：601d4).zip

Kangaroo Joe What do you know about Australia? 鹈鹕（pelican） 奶牛（cow） 驼羊（ llama ） 树袋熊（ koala ） 袋鼠（ kangaroo ） Predict 预测快速浏览文章, 验证自己的预测.Fast reading 观察图片,发挥想象,进行预测A group of friends from Italy wanted to do something different for their vacation. They decided to drive through Australia in a jeep. Sometimes the long hours on the road became boring.Paragraph 1 The 1st paragraph often gives a general introductionWhy did they take this photo? Discuss in pairsScan Read paragraph2,3 and answer this question in two or three sentences. It was Ginos turn to drive. Tony, Joey, and Mario were sleeping. Gino was thinking of the cool drink and shower in the next town when suddenly something jumped in front of the jeep. Gino tried to stop, but he hit it. When the four friends got out, they saw a kangaroo on the road. The animal was dead. What could they do? It wasnt their fault. It was an accident.Paragraph 2 If you were Gino, how could you explain to your friends?How did the accident happened?The friends were sad, but they wanted to have a photo of the accident to show. Mario got his camera, and the others decided to dress up the kangaroo. They put a cap, sunglasses, and a jacket on him. They took several photos with the kangaroo.Paragraph 3 Happy? Unhappy?Suddenly, to their surprise the kangaroo moved its head, moved its body, and jumped away into the bush. It had gone with Ginos cap, Joeys sunglasses, and Tonys Jacket with his passport and one thousand dollars.Paragraph 4 ending Discuss in groupsWhy we call this kangaroo Joe?If you hit a kangaroo, what will you do?Can you try to guess which boy is poor Tony?Kangaroo JoeHomework Try to retell the story. Try to finish the Reading Responses.If you were Gino, how could you explain to your friends? I dont know. I was thinking of the cool drink and shower in the next town when suddenly something jumped in front of the jeep. I tried to stop, but I failed. I hit it. Its dead. Its not my fault. It was an accident.If you hit a kangaroo, what will you do?巧设阅读拓展课活动，提升学生思维品质六年级 Kangaroo Joe 教学设计课外阅读对小学生的英语学习具有积极的意义,一方面有趣的阅读材料可以激发学生学习英语的乐趣，扩大学生阅读面；同时在课外阅读中,适当难度的阅读材料不仅可以巩固学生的语言知识,还可以学习掌握阅读方法和策略。本文将结合小学英语阅读教学案例，阐述致力于提升学生思维品质的阅读教学活动设计。 教学内容教学内容 Kangaroo Joe 这篇阅读材料改编自英语杂志的一个故事，由一张图片和四段文字组成。介绍了四个大男孩在寒假驱车穿越澳大利亚，在途中不小心撞“死”一只袋鼠，随后袋鼠“死而复生”的故事。因为是发生在澳大利亚，故事有趣且难度适中，所以我选择此篇故事作为六年级 Unit6 An interesting country 的课外扩充阅读材料。故事如下:Kangaroo JoeA group of friends from Italy wanted to do something different for their vacation. They decided to drive through Australia in a jeep. Sometimes the long hours on the road became boring.It was Ginos turn to drive. Tony, Joey, and Mario were sleeping. Gino was thinking of the cool drink and shower in the next town when suddenly something jumped in front of the jeep. Gino tried to stop, but he hit it. When the four friends got out, they saw a kangaroo on the road. The animal was dead. What could they do? It wasnt their fault. It was an accident.The friends were sad, but they wanted to have a photo of the accident to show. Mario got his camera, and the others decided to dress up the kangaroo. They put a cap, sunglasses, and a jacket on him. They took several photos with the kangaroo.Suddenly, to their surprise the kangaroo moved its head, moved its body, and jumped away into the bush. It had gone with Ginos cap, Joeys sunglasses, and Tonys Jacket with his passport and one thousand dollars. 设计理念设计理念 处在六年级下学期的学生，英语能力已经接近英语课程标准二级水平。这个年龄段的学生经过六年的小学英语学习，有一定语言知识基础，乐于接受新鲜的英语故事，并能克服畏难情绪进行阅读。此年龄段的学生，思维发展开始从具体形象思维向抽象逻辑思维过渡，但是他们的抽象逻辑思维在很大程度上仍然是直接与感性经验相联系。所以，为了更好的提升阅读中的思维品质，特别注意以下三点：一一保护学生阅读热情，注重高年段阅读活动的自主性保护学生阅读热情，注重高年段阅读活动的自主性2011 版新课标明确提出：“保持积极的学习态度是英语学习成功的关键。 ”平时的教学中，无处不体现了学习兴趣对小学生学习英语的重要性。六年级学生已经有一定的阅读选择性，同时他们会更加自主的选择自己感兴趣的内容进行阅读。作为一节课外拓展阅读课，为了更好的保护学生的阅读热情，让他们读到真正感兴趣的内容，在阅读材料的选择上，更要关注在文本的趣味性。Kangaroo Joe 这篇文本是一则故事。一行人开车，突然撞着袋鼠，以及之后与之合影留念的过程描述非常精彩，最后峰回路转的结尾更是在意料之外，趣味性极强。就故事本身而言，非常适合六年级学生。同时细读 Kangaroo Joe 文本会发现，其中有不少生词将成为学生的阅读障碍。如若看不懂文本，就很难在阅读过程中通过理解得到乐趣。所以在教学活动的设计上要循序渐进、层层带入，将学生引入故事中；同时渗透阅读策略，通过观察、分析、综合概括、判断、推理、联想等思维方式的运用，使学生在遇到阅读障碍时，有获得需要的信息的能力。跨越障碍，体验阅读带来的乐趣，逐步提升阅读自信，养成自主阅读习惯。二二关注问题设计，突显语言交流的灵活性关注问题设计，突显语言交流的灵活性课堂提问是教师了解学生所学的重要手段之一。是教师开启学生心智、促进学生思维、增强学生的主动参与意识的基本控制手段。学习是带着问题而来，带着问题而去的活动。问题是课堂教学的心脏，问题是思维活动的起点。英语学习的重要目的之一就是进行语言交流。语言的交流是思维的表达，是个性化的语言输出。灵活性是语言交流的一大特点。不同的阅读者在阅读同一篇故事时，会有不一样的思维表达。而课外阅读中恰当的问题设计，可以更好的体现这一点。首先，问题设计能帮助学生理解文本，了解故事发展。同时提问的时机灵活，随着阅读的深入，提问使学生内心自然产生疑问，渴望寻找解答。其次问题设计具有启发性，根据课堂上学生的理解，以及教师课前的预设，灵活的对学生进行引导。在学生遇到阅读障碍的时候，利用问题帮助学生进行推理，并猜测所遇难点。不仅如此，问题的设计要帮助学生将故事情景化，利用问题将学生带入故事的情节中，设身处地分析问题，使用语言进行表达，突显语言交流的灵活性。三三渗透文化差异，为提高学生文化素养的提供可行性渗透文化差异，为提高学生文化素养的提供可行性尽管小学阶段学生对文化的理解较浅，但学习英语不仅是学习语言，除了语言材料和技能的学习外，还要学习文化。学习语言不能脱离文化，只有在学习语言的同时，掌握必要的相关文化，才是真正意义上的语言学习，学到的才是真正意义上的英语。新课程标准中提到了综合语言运用能力包括文化意识的培养。其中包括：文化知识，文化理解，跨文化交际，意识和能力。本课例中，故事发生在澳大利亚，一个动物比人多地国家。袋鼠在中国并不常见，所以在学生眼中的价值，与在故事里的价值并不一样。所以学生对于故事里开车“撞死”袋鼠后将它打扮拍照的做法非常不理解。通过学习，学生尝试理解这样的文化差异，拓宽视野，为提高学生文化素养提供可行性。 教学过程描述教学过程描述 Step 1 Pre-reading1. know Australia2. know kangaroosStep 2 While-reading1. Prediction and Whole reading2. Paragraph 1 3. Paragraph 2&3a.(学习第二,三段)Why did they take this photo?b. (精读第二段) How did the accident happen?Why was Gino out of mind? If you were Gino, how would you explain to your friend? c. (精读第三段) Who can explain why the photo took like this? What did the boys do then?4. Paragraph 4Whats in the end? Is it a happy ending? Step3 Post reading1. Summary 2. Act the story3. 追问三个问题1. Why do we call this Kangaroo Joe?2. If you hit a kangaroo, what will you do?3. Which one is Poor Tony?Step4 Homework1. Try to retell the story2. Finish Reading responses 教学反思教学反思 一一观察与推理的思维训练观察与推理的思维训练观察是一种有目的、有计划、比较持久的知觉活动。在阅读过程中，观察不是漫不经心地随便看看，而是一种有意识的活动。它包含对被观察图片或文字的理解、记忆与思考。推理是由一个或几个已知的判断（前提）推出新判断（结论）的过程，有直接推理、间接推理等。在阅读文本前，有一个预测的活动。T: Look at this picture. Who can say sth about it?S1: There are some boys, a jeep and a kangaroo.S2: Some boys take photos with a big kangaroo.S3: The kangaroo is cool.T: We are going to read a story about this picture.Lets try to predict the story. Who? When? Where? What happened? S1: Some boys were in Australia, they visited a zoo and took photos with a kangaroo in summer.S2: In Australia, there was a famous kangaroo. In summer time, some visitors liked taking photos with it.关于图片的预测，提出两个问题。第一个问题：说说图片。学生通过观察图片，对图片进行描述。而单纯的图片描述，对于六年级学生来说过于机械，也没能达到预测故事的目的。随后教师提出第二个问题：预测时间，地点，人物和故事。学生开始通过观察图片得到的信息进行推理：从穿戴的衣服得知故事发生的时间为夏天；从图片中的镜头推断出他们在拍照片；从澳大利亚的标志性动物袋鼠推断出，故事的发生地在澳大利亚。从两个问题的反馈内容得知，如果问题设计得当，学生在阅读的过程中，通过对图片的观察，根据自身的知识储备进行推理，从而锻炼学生的思维能力。二二判断与联想的思维训练判断与联想的思维训练 判断是对思维对象是否存在、是否具有某种属性以及事物之间是否具有某种关系的肯定或否定。在阅读的过程中，学生通过阅读对阅读材料所提供的信息进行评判。联想是由于某人或某种事物而想起其他相关的人或事物；在阅读教学中，联想也可用于故事角色的带入。在精读文章第二段时，设计了一个角色带入的活动：T: Gino drove the car and hit the kangaroo. If you were Gino, how would you explain to your friend? S1: Its not my fault. It was an accident.S2: It was too boring. It was too hot.S3: The kangaroo hit the jeep by itself.S4: I was thinking of the cool drink and shower in the next town. I dont know. What can we do?这段有较多生词，为了缓解学生的畏难情绪，避免枯燥朗读，设计了这样一个角色带入的活动。学生在完成这个活动的时候表现出极大的热情。首先，学生对“肇事者”Gino 的遭遇感到新奇。在提出角色扮演的任务时，学生需要判断，第二段哪些语句可以使用，作为“向同伴解释”的理由。随后，在进行“理由”阐述的时候，教师使用肢体语言和语调语速的改变对学生进行带入引导，使他们对 Gino 这个角色进行联想。在“撞死袋鼠”之后该使用什么样的情绪和什么样的语言来“向睡着了的同伴们解释” 。在角色体验中达到训练语言，真实使用语言的目的。三三分析与思辩的思维训练分析与思辩的思维训练分析就是将研究对象的整体分为各个部分，并分别加以考察的认识活动。分析的意义在于通过认识事物或现象的区别与联系，细致地寻找能够解决问题的主线，并以此解决问题。在英语阅读教学中,运用分析能力可以更有效地全面理解文章,提高学习者的阅读能力,培养其语言实际运用能力。思辩就是思考与辩论。根据阅读活动进行思考，形成自己的观点。同时能思考与之不同观点，进行思维再加工，之后阐述思考之后的观点。在分段学习完整篇文章之后，学生发现结局与预想不同，此时设计了一个小辩论的活动:T: Whats in the end?S: The kangaroo didnt die. He ran away.T: Is it a happy ending? S1: Yes, it is. Because nobody died in this story. S2: Its not a happy ending. Because Tony lost one thousand dollars. S3: Its not a happy ending. Tonys passport was in the jacket. He couldnt take the plane to go back.S4: Tony could have a new passport. He could earn on thousand dollars again. But if the kangaroo died, nothing could change it. S5: Yes. Life is more important than money.六年级学生是拥有各自生活经验，各自价值取向，各自思维方式的独立个体，他们有能力进行是非问题的分析。所以在阅读拓展课中，需要设计这样的活动，训练学生分析与思辩的能力。提出问题，引导学生进行分析，在思考之后进行辩论。学生们对这个故事的结局有着自己的理解。在学生有自主表达意愿的时候，他们会尽可能的组织相关语言进行表述。虽然时有出错，但是学生的思维能力得到了锻炼，使用语言的目的性也更为强烈。