Unit 6 The world of my dreams-Lesson 3-教案、教学设计-县级公开课-外研剑桥版六年级下册-(配套课件编号：4006f).docx

1、1教学基本信息课题Unit 6 The world of my dreamsAn amazing snowman学校设计者学科英语学段高年级年级六年级相关领域小学英语、绘本阅读、幻想类绘本指导思想与理论依据小学英语新课标（2011 版）指出，英语课程具有工具性和人文性。英语课程既要发展学生的综合语言运用能力， 又要发展学生的思维， 从而全面提升学生的综合人文素养。北师大王蔷教授在对英语学科核心素养进行解读时指出，在教学活动中，让学生拥有自主性，能够学会自主学习。在过程中认识和发展自我价值，在交流过程中让学生学会交往与相处，共同解决问题。因此，本课借助英语绘本这一符合儿童心理特点的读物，通过阅读

2、 fiction story（幻想类绘本）激发学生的好奇心与求知欲，提高阅读兴趣，培养学生语言阅读能力，英语的思维能力，形成积极乐观的心态，和正面向上的世界观，循序渐进地提高学生核心素养。教学背景分析一、教学内容分析：本课使用一个幻想类绘本：An amazing snowman作为单元教学内容的扩充和提升。是由 Babara Jean Hicks 创作，Olga T. Mosqueda 绘画的。Babara Jean Hicks 是美国很有戏剧天赋的儿童文学作家，也曾任职于幼儿园，小学，中学和大学。擅长儿童教育，家长教育。她的图画书包括屡获殊荣的： 怪物的故事 ， 沃尔特猫咪的秘密生活 。绘本

3、以雪宝为主人公，主要讲述了雪宝是一个如何了不起的雪人。 绘本语言精练，极富童趣，条理清晰，文字排版完全融入到画面，锦上添花。全书采用了排比和举例子的方式讲述故事， 细致地刻画出雪宝是一个多么了不起的雪人。 故事中的句型比较固定，如反复出现的 Olaf is special because ,Olaf dreams about, 但是，需要帮助孩子看图理解其中蕴含的意思。如：He sees the best in everyone.使用故事里出现的词组“in his eyes, ins eyes, ”来引导孩子学会从不同的角度看问题。附绘本内容：23二、学生情况分析：小学生富有想象力，热爱神奇的

4、东西，这种富有奇幻想象特色的故事尤其受到小朋友们的欢迎。该书的主人公雪宝，孩子们对它较为熟悉，同时雪宝幽默，滑稽的形象，乐天积极的生活态度极富个人特点，对孩子们充满了吸引力。在本书中，雪宝作为主人公出现，极大地吸引孩子们强烈的阅读兴趣。六年级的学生在英语学习中已经积累了一些实意动词， 形容词， 动名词词汇以及简单的因果从句because和dream about （）/dream（that）,和谈论梦想以及能力的交际用语,为本课的学习打下了一定基础。故事中这些句子以排比句的形式出现，具体呈现出一种奇幻的画面感，帮助孩子理解图片，图片又形象化了句子。故事的排比式描写方法在中文的阅读中也较为常见，移

5、植到英语写作中来， 是思维方式的表达， 也是英语综合能力的体现， 所以具有一定的的难度。学生在平时学习中有一定的阅读量，但接触绘本较少，对于幻想类故事的阅读仅限于课堂教材内容。用英文进行合作学习能力也不足，需通过任务让学生进行真实表达，让学生的能力得到全方位提升。三、教学手段：合作学习和思维导图四、技术支撑：PPT、图片、卡片和互联网教学目标教学目标：1.能够在图片的帮助与教师的引导下读懂绘本内容；2.学生能够提取有关雪宝为什么特别的信息并在组内进行小组合作学习；3.利用思维导图，整理故事信息；4.能够复述绘本；教学重点：1. 通过阅读绘本找出雪宝为什么了不起；2. 小组合作学习，复述故事内容

6、；教学难点：1. 学习用思维导图的方式理解和总结故事内容。2.2. 理解英语中使用排比句细致地刻画人物。4教学流程示意教学流程示意活动一：活动一：揭示绘本主题，落实核心素养故事中故事中活动二：活动二：分步理解绘本，梳理故事结构脉络。故事前故事前活动一活动一：Free talk about everydaysnowmanand amazing/special snowman.活动一：活动一：设疑环游绘本，整体感知故事内容。活动三：活动三：听音跟读文本，感知故事有声语言。故事后故事后活动四活动四：看图、听音、说做，体验故事人物 Olaf情感。活动五活动五：合作学习（小组） ，探索人物内心世界。活动

7、二活动二： 欣赏故事、 绘本之美， 激发阅读兴趣 （感受更多的奇幻世界，在歌声中畅想与回味） 。活 动 二活 动 二 ：Read the cover. Find moreinformation about Olaf.5教学过程Step 1Pre-reading1. Free talkT: look，whats this? (an everyday snowman )Ss: .T: Yes. Its a snow man.Do you like making snowman in winter?Ss:.T: OK. Can your snoman walk / talk / sing/ danc

8、e? Ss:.T: No, your snowman cant walk or talk. It cant sing or dance.So, we say it is an everydaysnowman ( show the words everyday snowman）T: Well. Look, here Ive got another snowman. (Olaf) Who is he?Ss:.T: Yes, he is Olaf. How do you know？Ss: .T: Can he walk / talk / sing/ dance? Ss:.T: Now, lets w

9、atch a short video about him.Can he walk / talk / sing/ dance? Ss:T: Is he different from our everyday snowman? Ss:.T: Right. He is different. He is special. He is amazing.（show the wordsamazing snowman/ special snowman）设计意图： 通过师生自由交谈， 引出故事的主人公， 然后观看短视频勾起学生的回忆，同时理解 everyday 一词的含义2. Read the coverT:

10、Do you know what else he can do? Ss:.T: Do you want to know more about him?Ss:.T: Well, Ive got a picture book about him. Look, this is the cover of the book.Is it beautiful? Now, look at the cover carefully. Then talk about it.T: What can you see on the cover? Ss:.T: Does the amazing snowman love w

11、armth？ Does he love flowers / beauty?Ss: .T: Is he amazing / special?T: Now, read the title, please.(whole class) and just think what is the book about.（About the amazing snowman.About how amazing the snowman is. ）设计意图：观察封面，发现和 Olaf 有关的细节，推测人物性格，以及预测故事内容。 Step 2While-reading1. Have kids watch the vi

12、deo of this book (Only pictures of this book).T: What can you see?Ss：Free talk.(Asnowman, sun, flowers, summer)6T: Is Olaf your everyday snowman? Why?S: He can walk/talk/sing.Read this part.设计意图：培养学生良好阅读习惯，带着问题浏览绘本，从图片感受绘本大意。 2. Read the pictures about what makes Olaf special.T： Why is Olaf special?

13、 Lets see.Who can you see? (Marshmallow)How is Marshmallow?(He is big/strong/angry, a monster)How are you feeling? (Scared)How about Olaf? Is he scared? (No.)What does Olaf think about Marshmallow?(In his eyes, Marshmallow is a playful fellow.)Does Olaf like Marshmallow? (Yes)We dont like Marshmallo

14、w, because we see the bad of him.But Olaf doesnt, because he sees ?Read the part about Marshmallow.T: Olaf sees the best of everyone, so what about others, lets see.Olaf is special because ? (He sees the best of Sven/ He sees )Lets listen to the best of Sven.Dose Sven really want to kiss his nose? (

15、No.)Why not?(Because Svens favourite food iscarrots, and Olafs nose is a carrot. Sven wants to eat his nose)What else makes Olaf special?(Read Picture 9-10)T: What is Olaf looking at? S: Flowers.T: Does he like this flower? (Yes.) What does he think about this flower? (Beautiful.)Why is Olaf special

16、?S:He sees the beautiful flowersT: Do you think this flower is beautiful?(No)T: What else make him special(Read Picture 13-14)S: Olaf is special because he dreams.T: What does he dream about?S: He dreams about the snow/ summer/ starfish/flying in the skyT:Are you clear about Olafs dream? Lets see.(R

17、ead Picture 15-22)(Watch the video about this part, then act it out in groups)7Show Picture 23-27 together, have kids listen and watch, then try to find what the newbeginning is in the book or in the film. Help kids to feel the beauty of this part, and find outOlaf is a snowman with a heart, know th

18、at Olaf not only loves others, but also is loved byothers.Then have a music reading.设计意图：分步理解故事，仔细品味故事细节，梳理故事脉络。 3. Lets read the story from beginning to the end, and imitate the pronunciation andintonation.设计意图：体会排比句，整体上再次感知雪宝的特点。4. Read the story by themselves again, and think over Olaf is special

19、 so what he has got设计意图：增强对于文章的理解,体会故事背后让孩子们明白的道理5. Work in groups, and discuss.T: Will you want to be a child like Olaf?Why?T: What will you do then?Step 3 Post-reading1. What can we learn from this book? Or what does the book tell us.设计意图：回顾总结故事内涵，让孩子移情体会到乐观，积极向上的生活态度。2. Do you like this picture b

20、ook? Why?设计意图：感知绘本的绘画之美，文本之美。T：Well, you love this book so much, do you know the writer of this book? (BabaraJean Hicks). She wrote many such interesting books, you can search and read thestories on the internet after class. For example:A SISTER MORE LIKE ME。设计意图：激起孩子的阅读兴趣，给出合理的建议,指引孩子运用网络工具搜寻阅读材料。8