B教学设计思路

教学设计

肇庆高新区中心小学

韩宇萌

教材内容：人教(PEP)2011课标版三年级起点（吴欣主编）小学英语Book 7 Unit 6 How do you feel ? Part B 一、整体设计思路及教材和学情分析

语篇教学是提高学生综合运用英语的主要途径，其核心是教师在课堂教学中创设语境，让学生在情景中感知、体验并运用语言。而本册教材中第六单元Part B Read and write又恰恰是一篇可以运用及改编的语篇文本，六年级的小学生作为教学对象，对英语语境感知和体验性并不强，运用英语的效果会降低。因此，依据所学内容的教学目标及重难点，教师需要创设符合小学生生活实际的英语语篇情境，将思维导图融合到小学英语语篇教学中，以可视化图像为基础的放射性思考模式辅助小学英语语篇教学，帮助小学生理解英语语篇，掌握英语语言知识，增强小学生英语学习能力。

二、

Teaching Aims: 1.

Language points: (1) Master the pronunciation of the passage “Robin and the Ant”. (2) Master the skill of reading, follow the teacher to finish the mind map . (3) Combine the words in Part A Let’s learn, master how to express the feeling.

2. Language skills: (1) Be able to master the reading skills by using the mind map. (2) Learning by using and creating. Through the act of the passage play and create the new ending from the passage, extant students’ reading and understanding skills. (3) Can write the words to express the character’s feelings.

3. Cultural learning: Through the passage learning, students can analysis the characters, - 1 -

scenes and the plot. Teacher can lead them to realize that friendship is the best gift!

4.

Emotional education: Friendship is the best gift is one of the emotional education, then students could realize the other inspiration by their acting or the passage understanding.

5.

Learning strategies: (1）Learning by passage education. Through the passage to know the language points. (2）Understand the passage by using the mind map. (3）Using the language points by acting. Try to create the new ideas to show students own thought.

三、

Teaching Progress: 1. Warming up: Listen to the song “Feelings”. Answer the question: How many feelings in this song? 【Design idea】Use the light music and cartoon to know the expression about the feelings , and how to show their feelings by their body language.

2.

Read the Picture book: （1）Play the picture book. （2）Underline the feelings words. Friendship is the Best Gift! It is a sunny morning. Robin is going to sit on the grass. A little ant is afraid. “Wait! Please don’t sit on me! One day I can help you.”

“Don’t worry, little ant. I won’t sit on you. Let’s make friends.”

“Great!”

The next day, Robin and little ant are playing in Robin’s home.

Suddenly, Robin’s arms doesn’t work. He is sad and angry.

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“Today, I need to take a birthday gift to Wu

Yifan. What should I do?”

“Don’t be worried, Robin! Let me help you ! I’m your friend!”

The little ant take the gift to Wu Yifan. “Happy birthday to you!”

“Wow, thank you! It is a nice gift, I like it. Let’s share it.”

Everyone is happy. （3）Read the picture book and answer the questions: A.

How many characters（人物）in this story? B. How many scences（场景）in this story? C. What are the scences? （4）Read again and answer the questions to make the mind map. A.

Who did Robin see on the grass? What's his feelings?

----A little ant is afraid. ( be afraid of ) B.The next day, what happened to Robin （罗宾发生了什么事）? What's his feelings? ----Robin’s arms doesn’t work（失灵）. He is sad and angry.

( She is sad. ) ( She feels angry. ) C.The next day, Robin's arms doesn't work（失灵）. What does the little ant say to comfort（安慰）Robin?

----“Don’t be worried, Robin! Let me help you ! I’m your friend! ( be worried about) (She feels worry.) D.

In the end, what are their feelings? ----Everyone is happy. (——How does she feel? ——She feels happy. ——Is she happy? ——Yes, she is.）

（5）Open your English book to P59. Find these feelings words, then fill in the blanks. ①

d a i a r f

------

afraid ②

r w r o e i d

------

worried ③

n g a y r

------

angry ④

d a s

------

sad ⑤

p a p y h

------

happy - 3 -

E.g. Mike is afraid of the fierce （凶猛的）dog. Oliver is worried about his homework. Sarah is angry at Oliver ate all the popcorn just now.因某事而生气

Sarah is sad for her ill cat. Sarah’s mom is happy because she get a new teddy toy. (6)

Write and say from the pictures in their books. ①

He is worried. ②

They are happy. ③

He is angry. ④

She is sad. ⑤

I am afraid. 【Design idea】

Use the picture book and the mind map to understand the meaning and the emotion in this passage. Be able to master the reading skills and strategies.

3.

Act the story with your partners. 【Design idea】

Learning by using, learning by acting, learning by creating. Use the sentences in passage to reinforcement of learning, it is the show to check the effect by the action from students and teacher. Some students not only can learn from the passage, but also can create the new ending or adapted works by their own understanding through the passage education.

4.

Reflection: Give a title for the story . 【Design idea】Find the centre and the emotion education points of the passage.

5. Homework:

(1) Draw an ending of the story . (2) Use these new feelings words to create a new story. 【Design idea】Training students’ thought and creative ability.

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6.Blackboard Design:

四、

教学反思

新课标要求英语教学需要“以生为本”，教师在英语教学的过程中，要兼顾学生的学习年龄、认识水平及兴趣特征。因此，对于高年级的小学生，教师可以根据教材和学情，创设符合小学生认知范围内的长度、难度、深度适中的英语语篇。在教师提供的语篇素材下，构建思维导图，帮助小学生理解语篇。再变换思维导图，辅助小学生进行语篇再构，激发小学生英语学习力的挑战性，使课堂的教学充满灵动性和趣味性，有利于小学生发散思维和创新精神的培养。

本课教材内容是PEP小学英语（三年级起点）Book7 Unit6 How do you feel? Part B，其中Read and write部分是以Robin and the Ant展开故事情节，将情境1第一天Robin在草地上没有坐到小蚂蚁并成为它的朋友，情境2第二天Robin在雨天摔入泥潭得到小蚂蚁的帮助作为主线，让小学生感知We should always be nice to each other.但是教材中的语篇对话较少，基于原本语篇运用思维导图、表演语篇情境、掌握新词汇、进行语篇再构对于六年级小学生难度较大。因此，本人改- 5 -

编了语篇文本，将情境2设计成Robin邀请小蚂蚁去家里做客，突然在玩耍过程中手臂失灵了，无法给Wu Yifan送生日礼物，而小蚂蚁作为Robin的朋友，帮助他拿生日礼物并一起送到Wu Yifan家里，每个人都很开心并分享了礼物，意图让小学生感悟“Friendship is the best gift!”。

课堂设计即先依照语篇设计第一份思维导图，分别以Time, scenes, characters作为分析语篇的主干；再通过设计问题及快速阅读语篇内容，引导小学生找到每个主干的分支；最后，以人物在不同的情境下展现出不同的情绪，引出教材的重点词汇，即afraid, sad, angry, worried, happy以及be afraid of, be angry with, be worried about的用法，为小学生进行语篇再构提供思维导图范例。再让小学生把第一份思维导图的分支进行变换，发散思维，对情境1的后续故事进行创新再构。小学生对于已给出的第一份思维导图，参照主干，变换Time, scenes, characters具体内容的枝干，设计出Robin与小蚂蚁和Wu Yifan在公园玩耍，不小心滑入湖中，得到他们帮助的语篇再构。在语篇再构的过程中，小学生能够运用变换的思维导图设计新的故事情节，把新学的情绪词融入到旁白和交际对话中去，实现对语言知识理解与英语口语交际的运用，加强了小学生思维品质的提升，强化了小学生创新意识，对他们感知、理解、运用语篇并进行英语口语交际表演的输出起到关键性作用。

本节课是一堂以语篇教学为主线，结合绘本教学、Phonics语音教学及思维导图教学贯穿融合的阅读表演课。文章既来源于课文，又不拘泥于课文。教材中所涉及的语篇通过选段和改编，更加贴近学生的现实生活，易于创设情境，通过提问的层层深入引导，有助于学生把握文章主线，掌握阅读技巧和阅读策略。再通过思维导图的引导，帮助学生发挥创造力，能够把所理解的文本内化吸收，再输出和再创造，编创自己的新剧情并在表演中练习了英语口语表达。

但是该课中，以读、说、演为主，对于书写的要求仅限于本单元重点词汇和重点句型，还应该依托语篇联系与拓展，使学生书写的技能获得更大程度的提升。

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