1、Emperor penguins 一、一、整体设计思路整体设计思路 (其中需包含对教学内容的分析其中需包含对教学内容的分析) 本文选自感知世界英语系列教材，基于 amazing 一词从三个方面进行阐述，着重 描述了帝企鹅在哺育孩子时的艰辛，呼应整个单元 Family and friends 的主题。 英语学科核心素养已成为小学英语教育日益关注的话题。 要注重培养学生的语言能力、 学习能力、思维品质以及文化意识。在本课中，我们紧紧围绕这几个目标进行活动设计。 诸如：选择一个角色个性化复述重在培养学生的语言能力；借助于构建 thinking map 的方 式，在阅读过程中提炼文本的关键信息，快速地
2、理解课文，是基于培养学生学习能力以及 思维品质的活动；基于思维导图的运用与拓展，谈论父母，体现了培养学生文化意识的目 标。 二、教学目标二、教学目标 Teaching aims and learning objectives: By the end of the lesson, the students should be able to: 1. understand the text as a whole and get to know something about emperor penguins; 2. get to know the meaning of “emperor pengu
3、in, Antarctic, amazing and kilometer” and pronounce them clearly; 3. learn some reading strategies, such as guessing the meaning of new words, taking notes to justify something etc.; 4. improve critical thinking skills by justifying why emperor penguins are amazing; 5. talk about their parents accor
4、ding to the mind map, and deepen their love for parents. 三、教学重难点三、教学重难点 Focus of the lesson: 1. understanding the text as a whole. 2. understanding and experiencing why emperor penguins are amazing. Predicted area of difficulty: 1. pronunciation of “emperor penguin,Antarctic, amazing and kilometer”;
5、 2.talking about their parents according to the mind map 四、教学过程四、教学过程 Teaching procedures: Before-class activity Teacher and students sing and dance Hockey pockey 【设计意图】课前的唱歌跳舞环节能够活跃气氛，缓解学生紧张的心情，同时歌曲中出现动画 人物也为课堂埋下了伏笔。 Step Lead-in 1. Teacher shows a picture of penguins. Students learn “penguin” 2. T
6、eacher asks a question: What do you know about penguins? 3. Teacher shows a picture of emperor penguins. Students learn “emperor penguin” 4. Teacher asks a question: What do you think of emperor penguins? 【设计意图】由企鹅的歌曲导入新课，借助头脑风暴的形式激活学生对企鹅已有的印象。 接着出示帝企鹅图片，让学生初步感知帝企鹅，为阅读文章做好铺垫。 Step Understanding and
7、learning 1.Teacher presents the text and asks students to read quickly, and use one word to complete the blank in the first sentence. 2.Students read the text carefully and find out: Why are they amazing? When reading, they underline the key words. 3.Students discuss and write down key words: Why ar
8、e they good parents? Students discuss in groups, find out the key information and take notes on the paper cards. 4. Teacher checks the notes on the blackboard and students experience why they are good parents. Teacher acts as mother penguin, and asks some questions. Students try to feel how amazing
9、that mother penguin is. Students learn the new word: kilometer. Teacher asks one student to act father penguin keeping the egg. Students experience the process of keeping egg and feel how amazing father penguin is. After that students guess the meaning of the word: chick. 【设计意图】围绕 amazing，在逐步了解帝企鹅生活
10、习性的阅读过程中，一步一步构建出 以 amazing 为中心词的清晰的思维导图。在此过程中还有意识的借助 take notes 的方式，提炼 文章的梗概，提升学生的思维认知和分析的能力。在引领学生体验帝企鹅父母哺育孩子过程中 的艰辛时，提供学生自主提问的机会，帮助学生更好了解帝企鹅孵蛋过程的同时，促进学生综 合语用的能力，培养学生的 critical thinking。 Step Consolidation 1. Teacher introduces how to make a thinking map. 2. Students make a thinking map Students dis
11、cuss in groups and make the thinking map with the cards they wrote. 3. Students choose one character to retell the text. When retelling, they should add more feelings. 【设计意图】让学生讨论，将杂乱的关键信息构建成清晰的思维导图，不仅能够加深学生 对文章的理解。同时借助思维导图，转化人称，加上个性化丰富的语言复述课文，巩固加深对 帝企鹅生活习性的理解，促进学生的综合语用表达能力。 Step Extension Teacher a
12、sks students a question: What can you learn from the story? Students try to say something about their parents. Teacher asks students to write a passage about their parents and introduces that thinking map can help students with their writing. 【设计意图】基于社会文化教学目标，将之前对文本的学习体验，自然延展到现实生活， 联系到学生自己的父母。基于对父母的
13、情感体验，布置家庭作业，借助思维导图的方式写作文， 深化对父母的爱。 Step Homework 1. Read the story loudly, enjoy the story. 2. Enjoy a movie about emperor penguins and try to dub it. down load the movie from my usb 3. Write a passage about your parents according to your thinking map. 【设计意图】拓展阅读不仅能够极大地拓展知识，而且促进学生的语言输出，从而使阅读 更有实效性。根据思维导图写一篇完整文章，将课堂上产出的简单句子建构成连贯的语篇，从 句子到语篇，由易到难，循序渐进，帮助学生建立写作的信心，同时也进一步加深对父母的情 感体验。
