7Helpingothers.docx

The bee and the ant -教学案例分析 故事是我们大家喜闻乐见的一种愉悦自己的方式。我们不仅想做一个听故事的人，也想走进故事，成为故事中的主人公，感受他们的喜怒哀乐，学生亦如此。故事教学是以故事为载体，利用学生对故事的热爱，来激发学生学习的兴趣；通过学习故事、阅读故事、演故事等方式，激活学生思维，培养学生的自主学习和会话交际等能力，提高学生综合运用能力。故事阅读课教学就是要培养学生阅读策略的同时，发展学生思维。本套教材以“学习者为中心”作为编写思路，采用“模块建筑式”编写体系，以“话题-功能-结构-任务”为主线，设计和安排大量形式多样、语境真实、趣味性强的语言实践活动，让学生在“用英语做事情”的过程中感知、实践和体验，采用参与、探究、合作等学习方式学习和综合运用英语的能力。接下来，我将结合故事特点、教学设计及教学现状，在学科核心素养的引领下，整合故事教学，构建高效课堂。一、多元整合定目标1、紧扣课标明确目标义务教育英语课程标准（2011年版）明确提出在小学阶段的“阅读”要求：能借助图片读懂简单的故事或小短文，能正确朗读所学故事或短文，确定本课的第一个目标为：提炼not happy, praise, never praise, work for 等关键词理解故事情节，读懂故事。 课标二级目标要求：乐于感知并积极尝试使用英语，积极参与各种课堂学习活动，在小组活动中能与其他同学积极配合和合作。能在教师的帮助和图片的提示下描述或讲述简单的小故事，能在教师的帮助下表演小故事或小短剧。我努力将这些要求落实在课堂教学中，学生采用感知、猜想、对比等方法体验故事中人物的情感，能在图片和教师的帮助下讲述或表演故事。引导学生理解故事中蕴含的道理，懂得不仅为自己和家人，也为他人努力工作才会幸福快乐。2、落实素养关注发展英语学科核心素养强调要培养并关注学生的发展，我引导阅读故事，找准“故事眼”not happy；still not happy，在表演故事中培养学生感知、领悟、沟通的语言能力；绘制思维导图分析故事情节，提炼故事关键词，通过对比，概括出蜜蜂和蚂蚁的共同和不同之处，培养学生分析、比较、概括的思维品质；通过观看视频整体感知课文，观察第二幅图，体验蚂蚁的内心独白，培养学生主动、选择、观察的学习能力；引导学生理解故事中蕴含的道理，懂得不仅为自己和家人，也为他人努力工作才会幸福快乐，培养学生为他人服务的文化品格。3、 统筹教材研读文本The bee and the ant是6B 第七单元 Helping others的第二课时， 本课围绕蜜蜂和蚂蚁这两个动物展开的剧情和对话，通过not happy, praise, never praise, work for 等关键词帮助学生理解故事情节和人物情感及故事中蕴含的道理，让学生对work for, help的对象和范围有更广阔的理解，与本单元的主题Help 密切联系。学生从三年级起就接触故事教学，我结合六年级学生已有故事基础引导学生阅读故事、复述故事、表演故事，层层深入，研读文本。本故事贴近生活，情节耐人寻味，注重情感的提升和品质的养成。如何立足于核心素养，提升故事教学深挖故事内涵是我们本节课重点。4、 以人为本表述学情1、蜜蜂和蚂蚁的故事图文并茂，趣味横生，难度中等，情节发展有冲突点，语言易懂又不失深意，正符合小学高段学生的身心特点，学生比较容易阅读理解。但故事教学除了要读懂故事，还应有故事情节和人物情感的体验，学生通过表演故事，学习语言、运用语言、感受语言背后的含义。六年级学生比较沉稳，需要教师采取有效的方法激发学生参与的兴趣。2、由于语言环境有限，学生接触英语的机会较少,所以独立读懂语句语篇的能力较差，且对于文字背后的知识、情感理解不到位。在教学过程中还要特别注意创设情景让同学在语境中去运用语言，让同学在完成任务的过程中达到用英语去思考、用英语去做事情的目的。5、精准定位制定目标1、语言知识与学习能力：在故事情境中，通过体验，理解praisefor.能够听说读写四会，并在故事阅读中强化输出语言。理解并会用I praisefor来赞扬他人。2、思维能力与文化意识：A、在图片与视频的帮助下，初步感知故事,在故事大语境中感知和理解语言词汇：praise，work hard，work.for.等，并充分积累、内化和应用，逐步形成运用语言知识表达意义的能力。在问题链如：What does the bee/ant do? Does the bee/ant work hard? Why do people never praise the ant?的引领下，在小组合作中，通过预测、判断、想象、推理等活动，促进学生思维，理解故事并进行角色扮演，把思维品质发展成学习能力。B、通过划分段落选择大意，采用速读、略读、精读、划关键词等有效的阅读方法，提高学生阅读理解能力。通过归纳总结复述故事大意，深化对故事的理解，让事件的发展和情感的变化再次升级。The bee: happystill happystill happy. The ant: unhappystill unhappy(Maybe, he will learn from the bee.)3、文化意识：体会“Helping others, helping myself”的境界，从中受到教育。走出故事，让“helping other”潜移默化在学生心中。二、梳理突破重难点 A、能在图片和教师的帮助下读懂故事并理解故事中蕴含的道理。B、学生能读懂故事的大意，但在深度理解课文背后的深层含义上有难度。三、走进文本深挖内涵1.Greetings:T: Good morning everyone. Nice to see you.Ss:Nice to see you. T: Im your new teacher Jodie.Say “Hello”to me,OK?Ss:Hello,Jodie.T: Im a teacher. So Teachers Day is my big day. Youre children,what day is your big day?Ss: Chindrens Day.T: Good! Look,what day is coming?Ss: May DayT:May Day is an international day. May Day is a big day for all workers.设计意图：创设语境（五一表彰大会）为故事推进做铺垫，同时将真实的语境带入课堂，建立旧知与新知的内部结构联系，为学生英语语言能力的理解和建构承上启下。2.Presentation:1)A meeting for the best worker. T: On May Day, heres a meeting for the best worker.(music) Wow! A medal.(show the medal to students) What colour is the medal? Do you like it? Do you want it?Ss: Golden medal.T:Oh! Sorry.The medal is for the best worker. Think, who is the best worker in our life?Ss:Doctors,firemen,postmen.policemen.T:Yes! Theyre all best worker. They all get the medal.Now, Please enjoy a story and think, who is the best worker in the story? 2)Video about the whole story.(The bee is the best worker. Shes happy.) 设计意图：小蜜蜂得到奖章的开心渲染了故事情节，同时也拉开了故事的情感线。T: Who are they in the story? Ss:The bee and the ant. T: Yes, this is a story about the bee and the ant. Whos the best worker,the bee or the ant?Ss:The bee. T: So the medal is for the bee.How does she feel now? Ss:She is very happy. Sum: The bee gets the medal. She is happy.设计意图：学生带着问题观看故事动画，整体感知故事。通过问题Whats the story about?学生找出本课故事的人物the bee 和the ant. 然后在问题Whos the best worker?引领下学生找准“故事眼”not happy, 成功激发学生对故事的好奇心。小蚂蚁的不开心与小蜜蜂的开心，形成了鲜明的对比,让故事的冲突点逐渐呈现。3)The ant is not happy. Hes angry/sad. Ss: Guess and say. “ No! Why is the bee? Why not me? Why? Why? Why? .” T: Ok,everyone. Now, you are the bee.You are very angry.Who wants to act it out? S1 ,S2, S3 try to read and act. Sum: The ant is unhappy.设计意图：学生的模仿和表演让人物想象更生动，让故事走进学生心里。4)The medal is for the bee.T:Why is the medal for the bee? Please read part1 and answer. Ss:People liked the bee.They all praised her for her hard work.T:(The bee)work hard? How does the bee work hard? Read part 2 carefully.Ss:Read part 2 carefully. Sum: The bee goes out early. The bee comes home late. 设计意图：挖出字眼”go our early”come home”初步体会小蜜蜂的辛勤劳动。T:What does the be do? Lets look.(pictures)l Make honey:T:Whats this? Who makes it? Ss:The bee makes honey.T:Honey is nice.Its healthy for us.l Pollinate: T:Look!Whats the bee doing? Is she flying? Ss:No.T:NO,she is not flying. She pollinates for flowers. No pollination,no fruit.No pollination,no apples,no pears. Understand?Sum:So,the bee can pollinate.The bee can do so many things.What do you think of the bee?.Ss: The bee works hard.T:Do you like the bee?Animals praise the bee. Flowers praise the bee.Do you want to praise the bee?Sum: We all praise her for her hard work.设计意图：学生在问题引领下通过阅读、思考、想象，理解故事情节、人物内心独白等。学生在回答时不仅要依据故事，还要依据常识，激活相关知识背景，层层深入，在潜意识中培养了学生的思维品质。由奖牌的归属问题逐渐推进故事情节，层层揭示了小蜜蜂的辛勤劳动。5)Lets read picture 1 together.6)(feeling)The bee gets the medal. She is happy. The bee works hard. She is tired, but shes still happy.7) How does the ant feel? Ss:Unhappy/Not happy/sad. T: Why is the ant still not happy?Please read part 2 carefully again. Ss:I also work hard all day, but people never praise me. T: Work hard? Yes or no? Look! What are they doing? Ss:Carry food.设计意图：精读第二部分，体会蚂蚁Still not happy.8)Watch the video about the ants work. Sum: The bee works hard. The ant also works hard. So, they both work hard. 9)Why do people never praise the ant? T: Please read part 3 in pairs. Ss:(show)The ant works for himself and his queen . But the bee works for flowers and people.设计意图：通过阅读语段，读图，视频等方式，学生理解了两者都努力工作。将人们仍然愿意赞扬蜜蜂，而不赞扬蚂蚁的冲突点提到高处。学生通过读图，预测，自己感悟等方式，理解help others带来的快乐。10) Role play(part 3)设计意图：故事教学要以发展学生综合语言运用能力为宗旨，全面提高学生听说读写的英语技能。学生体验到蚂蚁not happy的情感，在问题Why did people never praise the ant?的引领下阅读第三部分，感受蜜蜂怎样帮助花和人们，学生提炼出Because he worked for himself and his queen only. The bee also helps flowers and people. 然后学生角色扮演蜜蜂和蚂蚁，表演第三部分。表演的过程既是对故事情节的体验，也是对故事理解的过程，提高了学生感受语言、学习语言、运用语言的综合能力。表演的过程既是对故事情节的体验，也是对故事理解的过程，提高了学生感受语言、学习语言、运用语言的综合能力。3.Consolidation:Retell the story. Ss:This is a story about the bee and the ant.The bee makes honey for people.The bee pollinates for flowers. The bee works hard.She also helps animals and others. So, the bee is helpful. T: The ant also works hard.But his work is for himself and his queen. So,the ant is selfish. T: The bee gets the medal. She is happy. The bee works hard. She is still happy.The bee helps others. She is still happy. T: What about the ant? He doesnt get the medal.He is not happy. He works hard,but he is still not happy. At last, how does he feel? Guess. T: May be. He will try to learn from the bee.设计意图：故事是人类智慧的结晶与传承，故事的美，不仅体现于语言，更体现于故事中所蕴含的意义。最后学生看着板书复述故事，总结故事中蕴含的道理并尝试课后对故事对话进行续写，拓展学生的思维。4.Extention:In Germany, people plant flowers also for others. When you are in the street, you can enjoy your flowers .And you can also enjoy other peoples flowers.So “Helping others,helping myself.”5.Homework: Retell the story to your parents.三、聚焦生成谈反思1、在语境中，走进故事。本课内容图文并茂，易于理解。情节发展有冲突，故事背后深层内涵学生学起来有困难，因此我们充分挖掘教材创设情境，注重故事的完整性。通过聊天导入，图片视频激趣以及内心独白，带动故事情节的发展，同时以故事冲突点为抓手，将真实语境带入课堂，带动学生体验感知，积极参与。本故事教学，是在“on may day，whos the best worker. ”的大语境中展开，围绕这个语境，设计了环环相扣的三个小语境：语境一：蜜蜂得到了奖牌。语境二：蚂蚁不服气。语境三：蚂蚁得到启示。在蚂蚁不服气服气的情绪变化，再到得到启示的活动中，通过设置悬念，点亮思维，预测故事情节发展，使学生走进故事，得到启示。2、在故事中，发展思维。提问是发展学生思维品质的最直接抓手，高效设问，以问导学，以问促思，贯穿整个故事。我们提炼出三大问题：（PPT）问题一：