（广东）粤人版六下-Unit 4 Feeling Excited-Lesson 4-ppt课件-(含教案+视频+素材)-部级优课-(编号：40095).zip

Read，think and Write 1. Who works in the Panda Base? 2. How many pandas were there in 1987? How about in 2011? 3. Are there many twin pandas in the Panda Base? Siberian Tiger Park Siberian Tigers are the biggest of the big cats. They have brown and red coats with black stripes. They are meat eaters and they eat a lot. They are endangered. It is said that there are only about 500 Siberian Tigers living in the world. Almost all of them are in Russia and only about 12 live in China. To save this valuable species, the Siberian Tiger Park was built in 1996 in Heilongjiang. It is the largest natural park for wild Siberian Tigers in the world. It is a place to breed and house Siberian Tigers. Many scientists work there. They take care of the baby tigers, take notes about how they grow and help the tigers when they are sick. Now there are about 800 Siberian tigers. The growth is amazing. Shennongjia Nature Reserve Golden Monkeys are so lovely. They have blue faces and cute noses. There are five species of Golden Monkeys in the world. Four of them are found in China, and three of them are endangered. They are as rare as pandas. Researchers in Hubei Shennongjia Nature Reserve have done very hard work to protect them.The researchers selected a group of the monkeys to track(跟踪) and research. They got to know them, look after them and even make friends with them. Over the years, the Golden Monkey population in the reserve has risen from 500 in the mid-80s to more than 1300 in 2018 .Wild animals How do people help rare animals? Rare animals BaseThe Panda Read and answer What is Panda Base? The Panda Base Read and write 1.Who works in the Panda Base? 2. How many pandas were there in 1987? How about in 2011? 3. Are there many twin pandas in the Panda Base? Check the answers Many scientists. 1.Who works in the Panda Base? Why? Why do the scientists save the pandas? Because pandas were dying out for many years. 108 pandas 6 pandas 2. How many pandas were there in 1987 ？ How about in 2011? 102 about 1600 pandas 3. Are there many twin pandas in the Panda Base? No. What do the scientists do for the pandas? What else can the scientists do in the Panda Base? Think and discuss feed pandas help pandas prepare for the wild do research help sick pandas Make a report! Siberian Tiger 东北虎东北虎 Golden Monkey 金丝猴金丝猴 Group work Step1. Choose one passage and read it in groups. Step2. Finish your mind map. Step3. Make a report. Make a report What else can we do for the rare animals广东人民出版社广东人民出版社英语英语 （三年级起点）六年级下册（三年级起点）六年级下册 Unit 4 Feeling Excited (More reading and writing) The Panda Base 教学设计教学设计 一、教学内容与学情分析一、教学内容与学情分析 本节课的教学内容选自广东人民出版社英语 （三年级起点）六年级下 Unit 4 Feeling Excited 中 More reading and writing 部分的内容。主题是了解成都 大熊猫基地的相关内容，并通过学习激发学生保护稀有动物的情感。 本节课的授课对象是小学六年级的学生。学生已经掌握了大量的有关动物 的词汇会用“Why？”和“Because.”问答原因。对基本的疑问词如：where, who, what, how many 的用法都已经掌握。在学科素养方面，学生在科学课中了 解了野生动物，尤其是稀有动物的相关知识。本节课的定位是让学生跟着老师 一起读完阅读材料后收集关键信息，并模仿收集的过程完成后续对 Shennongjia Nature Reserve 和 Siberian Tiger Park 的探究活动，通过“合作分享报告” 的方式了解更多目前我们国家对于野生稀有动物的保护工作有哪些。 2、教学目标教学目标 1. 语言能力目标 能较为熟练地听、说、读有关动物保护基地的报告，能够熟练运用一般 现在时态和一般过去时态进行表达。 2. 学习能力目标 能运用“合作分享报告”的过程，用 where, who, what, how many 关 键词的方式收集文本主要信息，并进行归纳汇总完成 Mind map，并进行汇报展 示。 3. 思维品质目标 能从多角度思考和表达保护野生动物的必要性及方式。 4. 文化意识目标 热爱动物、保护动物、保护我们的生存环境。 3、教学准备教学准备 1. 教师用品 用于板书的画片与短语、课件、黑板上画好思维导图的框架 2. 学生用品 学习单，补充材料，文具 4、教学过程教学过程 Step 1: Warm-up（Pre-reading） 通过谈论动物及野生动物，激发学生 的学习兴趣，引入本课主题。师生教学对 话如下： T: Today we are going to talk about animals,especially, the wild animals. What wild animals do you know? Ss: Tigers. Giraffes. T: Look here. (出示 PPT 第一张）Tigers, lions, elephants, polar bears, whales, pandas and so on, they are all wild animals. And they also have another name, that is rare animals. That means there are not many these animals living in the world. If they die out, what will happen? Ss: There will be fewer and fewer animals in the world. Humans will go extinct at last. T: So we should do something for these rare animals. How do people help rare animals? Building a base is a way to help them. Such as the Panda Base.(出示第二 张 PPT） 【设计意图】 通过问答、观看图片、思考等方式激发学生学习本课的兴趣，激活学生的 旧知，同时引出本课的主题 Panda Base。 Step 2: Presentation （While- reading） 1. 整体阅读，了解文本大意。 T: What is Panda Base? Ss： Panda Base is the place where people save pandas. 引导学生答问，同时将准备好的教具 Panda Base 和 save pandas 贴在黑板上。 T: Where is the Panda Base? Ss: Its in Sichuan. 在黑板上贴好关键词“where”和 “Sichuan” 2. 观看四川熊猫基地的视频，让学生初步感知熊猫基地的整体概貌并为后 面的学习做好铺垫。 3. 自主阅读、增进理解。再次通读 全文，回答三个问题。进一步了解 文本的具体信息。 T: The Panda Base is amazing, isnt it? Ss: Yes. T: Do you want to know more about the Panda Base? Ss: Yes. T: Please read the passage again with the three questions. Write down your answer on your worksheet. 分析文本，探究文本隐含或深层信 息。 逐题核对答案，并进行相关信息的追问及探究。板书相关的关键词及信息。 （1）第一题解答后追问了“Why do the scientists save the pandas?” Ss: Because they were dying out. 老师趁机引入 endangered 的词汇，并为后面的延展做铺垫。 （2）在第二题的解答过程中以柱状 图的形式让孩子们直观地感受熊猫基地里 大熊猫数量的变化，从而说明熊猫基地的 做法对于帮助大熊繁衍及保护其生态环境 起了重要的作用。因为文本的信息只停留 在 2011 年，就目前而言已经是很旧的信 息了，所以对于目前大熊猫数量的判断也 是对学生能力提升的有效措施。学生猜测 之后给出结果 about1600，同时给出 vulnerable 的词汇，让孩子了解大熊猫从 濒危级的动物已经降级为易危级的动物， 说明我们的努力是有效的，但是相对于这 个物种原有的数量来说还是少的，所以大熊猫还是“稀有动物” 。也为后面思考： 还有哪些措施可以帮助这些稀有动物？做了伏笔。 （3）解答第三个问题的主要目的是为 了引出思考“What do the scientists do for the pandas？”以及“What else can the scientists do in the Panda Base？”引发学生 的思考，同时补充了四个动词短语。 【设计意图】 该文本对于小学高段的学生来说相对 简单，学习这个文本所用的时间并不 多，但在这个过程中老师却非常注重 学生学习能力的培养，如归纳总结关键信息、完成板书的 Mind Map，思考 信息收集性的问题以及难度更高的思维延展性的问题，利用并整合文本信 息，结合实际发散性思维。 Step 3: Practice （Post-reading） 根据板书上的 Mind Map，老师先带着学生进行文本主要信息的复述，之后 请学生在小组中尝试，然后选代表上台进行展示。 【设计意图】 让学生读懂思维导图，并结合其中的主要信息进行文本复述。该任务的主 要目的是让学生运用语言进行汇报展示，在语境中运用所学语言，训练其 归纳总结的能力，强化对文本主要信息的认识，同时为后面的拓展任务做 铺垫和准备。 Step 4: Extension 1. 阅读拓展材料，了解更多救助野 生稀有动物的机构。 T: We know that the Panda Base is the place where people save pandas. Do you know some other places to protect the rare animals? Ss: . T: Here are two passages about the places where people protect the other two rare animals, one is Golden Monkey and the other is Siberian Tiger. I want you read the passages and finish the tasks. Ss:. 【设计意图】 学生通过小组合作探究，完成相关学 习任务。将学到的分析、归纳、总结 的能力运用到实际中。同时，在完成 任务的同时了解更多关于救助野生稀 有动物的知识。最后的 Make a report，更是对学生语言学习能力的 综合提升，达到学生用语言学习知识 的目的。 2. 思维拓展及课后作业。 T: We know that the Base, the Park and the Reserve are all the ways to protect the rare animals. Are these ways good? What else can we do for the rare animals? Ss: . T: If you want to know more about the wild animals or protecting of the rare animals, you can surf the Internet or read some books to get the information after class. And then you can share with your friends or your teachers. 【设计意图】 本课学习了 Panda Base 之后，学生又自主探究了 Siberian Tiger Park 和 Shennongjia Nature Reserve。这些都是目前我国乃至世界上人类保护野生动 物的有效措施。那么这样的做法好吗？除此之外，还有其他保护野生动物 的措施吗？ 提出这样开放性且有实际意义的问题，可以延展学生的思维， 并且将本课学习的内容的外延拓宽，让学生真正做到学以致用。 3. 总结 T: As we all know, the earth is the home for our human beings. And it is also the home for pandas, tigers, monkeys and all the other animals. So please do something to make the world a better place. 本课在人与自然的主题语境中，谈论野生动物保护的话题。通过学习 理解、应用实践、迁移创新等一系列综合性、关联性和实践性等特点的英 语学习活动，使学生基于已有的知识，依托本课提供的三个语篇，在分析 问题和解决问题的过程中，促进自身语言知识学习、语言技能发展、文化 内涵理解、多元思维发展、价值取向判断和学习策略运用。