小学英语语篇教学框架.ppt

They live in_____river______.
They can _____swim________.
They eat______fish________. 3. 小组合作完成保护动物的海报。
T: All of you can be good volunteers and protect animals. Talk about the pictures first, and then write down sentence.
1.知识目标 （1）能听说、认读单词wild, ba“Pandas/Blue whales live
in …They eat … They can…”等句型。
2.能力目标 （1）能用所学词汇、句型描述熊猫、蓝鲸
、白暨豚等野生动物的生存状况；
Ss: Snakes, giraffe,…
教师用简笔画呈现一只熊猫，给学生必要的 提示。
Ss: Pandas.(教师板书pandas,全部齐读） T: What do you know about pandas? S1: They are cute. S2: They are black and white. T: What is a panda’s favorite food? (教师用简笔画呈现一些竹子，提示学生正
(学生阅读，找到数字1600和2000）
T: What do you think of their numbers?
S1: There are fewer and fewer blue whales in the world now.
T: These animals are in danger. (教师领读词组in danger，并呈现图片，问
There are lots of animals in the wild, but some of them are in danger of dying out. People are trying to save them. What can we do to help them?
二、教学目标
Later, we’ll put them on the poster.
Step 4: Homework 从互联网上获取更多的关于野生动物以及如
何保护野生动物的信息。
板书设计
Wild Animals
panda
blue whales
mountain
sea
climb and swim swim fast
5. What’s his/her favourite sport?
6. What subject is he/she good at?
7. Can he/she ...? 这些问题的提出恰到好处地为新的语
篇教学的展开奠定了基础。
二、阅读中活动 （During-reading activities）
小学英语语篇教学框架
小学英语语篇教学的框架
一、阅读前活动 （Before-reading activities ） 二、阅读中活动 （During-reading activities） 三、阅读后活动 （Post-reading activities）
一、阅读前活动 （Before-reading activities ）
5. 小组讨论：How can we help these animals?
T: Though these animals are in danger, many people are trying to save them.
What can we do to help them? plant many trees , cut tress, make friends with animals, kill the animals, make the air clean, play with fire in the forest （教师提供以上词汇，启发学生回答） 6. 学生听短文录音，并跟读。 7.教师指导学生复述短文。
and Gansu in China. Pandas can climb and swim. They love bamboo. They eat for 12 hours a day! Now, there are only about 1,600 panda in the world. Blue whales are the biggest animals. They live in the sea and eats small fish. Today, there are only about 2,000 blue whales in the world.
Find out about them in the passage. (教师指导，核对答案，并板书单词panda,
bleu whale.) 2. 教师指导学生仔细阅读短文的第一段，
回答问题：
Where do pandas live?
What can they do?
What do they eat?
（2）能用can/can’t句型表达如何保护动物 3.学习策略目标 （1）学会运用略读、细读、自主读、合作
读等阅读技巧；
（2）通过小组合作完成海报的方式，培养 写作及合作能力。
4.情感态度目标：了解野生动物的生存环境 ，明确人类与动物和谐相处的重要性。
三、教学重难点
1.重点：对熊猫、蓝鲸、白暨豚等野生动物 生存状况的描述；
确回答）
S3:Their favorite food is bamboo. (教师板书单词bamboo, 并领读）
Step 2: while-reading 1. 学生通读短文，并找出文中有关野生动
物的单词。
T: Please read the text. It’s about two kinds of wild animals. What are they?
语篇教学中生词的处理
生词 较多 的情况
先处理生词， 再进行语篇教学
语篇教学中生词的处理
生词 较少 的情况
直接进入语篇教学， 相关的生词可结合上下文
进行猜测
况
语篇教学中语法的处理
涉及 语篇 理解
的 语法
先处理
况
Wild Animals
一、教学内容：（六年级的阅读课文） Pandas live in the mountains of Sichun, shanxi
学生看到这些照片后的感受。）
Ss: I’m sad./I’m angry.
T: If you were the animals , what would you say to people?
Ss: I’m cold. I have no home./ I’m hungry. Give me some food./…
bamboo
fish
1600
2000
即学生在没有阅读语篇文本内 容、只看到语篇标题的情况下，
1、预测活动 能够通过想象，大致估计出这 个语篇是关于什么方面的内容 的。
头脑风暴
讨论
提问
预先教授一些影响语篇阅读理解的关键性词
如在教A Letter to a Pen friend时， 教师没有直接进入语篇本身的教学， 而是首先向学生提出一个问题，即 “Do you want to make friends with
Ss:They are big.
They can swim fast.
They eat small fish.
T: Do you want to know more about bleu whales? Let’s watch a video and find out how big and how heavy a blue whale is.
(师生核对答案） （教学过程中适时板书mountain, climbs,
swim, bamboo等关键词） 3. 教师指导学生细读短文的第二段。
T:You’ve learned some information about pandas. How about blue whales? Do you know anything new about them?
somebody? What do you want to
know about him or her, if you want to make friends with somebody?”。
学生的思维活动顿时被激活了，纷纷 举手发问：
1. What’s his/her name? 2. How old is he/she? 3. Where is he/she from? 4. What does he/she like?
Step 3:Post-reading 1.了解更多的濒危野生动物。（白暨豚，东
北虎等）
T: How many of them are left? (教师呈现一些濒危灭绝的野生动物图片及
生存状况。学生根据课件内容回答）
2. 教师呈现一张白暨豚的图片，引导学生 讨论白暨豚的生存状况。
Chinese river dolphins
(学生观看视频，后回答老师的提问。)
How long is a blue whale?
How heavy is it? 4. 教师指导学生仔细挖掘短文中的信息。
T: What else have you learned from passage ? Read the whole passage again and find out more information.
Ss: Lions, fish, tigers, monkeys,... 2. 继续与学生讨论有关野生动物的话题。