课题

Unit3 Our animal friends

教师姓名

郑霞

本课主题意义

能简单描述动物的外貌特征，并与动物为友，感受交友对自己和他人的意义，学会理解他人，分享快乐。

学时

  第四课时      

年级

五年级

本课主题意义教学目标

1. 能够正确并熟练地运用本课词句简单介绍动物。It is...  It has ... We have... It can ... It likes... It is from... It comes from ...

2. 能够理解并总结介绍动物时从Colour, Features, Ability, Hobby, Country等方面来介绍。

3. 能够通过单元整体教学复习并巩固本单元的各板块内容，如：Story time, Fun time, Culture time 和Checkout time。 并了解中国和主要英语国家的特有动物的特征。

4. 能够整体理解并简单书写关于介绍动物朋友的作文。

5. 能够通过绘本的形式建构学生文化意识，提升绘本主题，感受交友对自己和他人的意义，学会理解他人，分享快乐。

Step1:

Preparation & Review

1. Enjoy a song: The Baby Animals song

Do you know what is the song about?

2. Free talk

That’s right. Do you have an animal friend?

How about your animal friend?

Q: What animal friend does ... have?

I think you all have an animal friend. Today let’s go to learn “Our animal friends”.

3. Look and say

Do you remember this animal friend?

Yes, it’s also Bobby and Sam’s animal friend in ...

Can you talk about the crab?

What does it like doing?

Yes, Maybe it likes eating.

4. Think and say

Actually we learn how to describe an animal friend in Story time.

When we talk about an animal friend, first we can say...

Yes, it’s the colour.

Then, we can say...

It is the rabbit’s features or appearance.

Last, we can say ...

This is the ability.

So when we talk about an animal friend, we can say its ...

We know the crab likes eating. It is the crab’s ...

5. Scan and find

The crab likes eating and making new friends. Today he wants to make a lot of new friends. Where does the crab go? Let’s watch a picture book together.

Where does the crab go?

First, it goes ...

Next, it goes to ...

Last, it goes to...

It’s about animals.

S1: Yes, I do. It is a ... It is ... It has ... It can ...

S2: I have an ... It is ... It has ... It can ...

S3: She has a ...

It’s a crab.

In Cartoon time.

It is ...

It has ...

It can ...

It likes Sam’s fingers.

It is white.

It has ...

It can ...

Colour, Features, Appearance and Ability.

Hobby

First, it goes to Happy Farm.

Next, it goes to World Zoo.

Last, it goes to Animal’s Home.

通过歌曲The baby animals song导入，营造课堂学习氛围，将学生带入英语学习的情景，唤醒学生已学内容的记忆，对歌曲进行提问，关注学生听的专注度的培养。

Free talk环节是检测学生对本单元已学板块融会贯通的运用能力。“基于主题意义探究的教学要“将学生自身的知识、经验、情感与学习内容结合起来”（程晓堂，2018)学生对动物朋友的介绍并不陌生，该活动激发了学生已有的知识储备，使学生乐于探讨本课主题意义，感知动物朋友的介绍，明确本节课的任务。

通过自主回忆Cartoon板块的小螃蟹，初步尝试从颜色、外貌、能力和喜好四个方面进行基于主题的简要口头输出。然后帮助学生提炼和巩固谈论动物朋友的提纲。

在单元整体的理念下，利用”小螃蟹“为主角进行绘本搭建，对单元的整体内容进行融合、梳理。

Step2:

Presentation & Practice

1. Happy Farm

(1) First, let’s go to Happy Farm to meet some new friends with the crab together.

What animal friend are there on Happy Farm?

There are lots of animals on Happy Farm.

(2) Work in four

This time, let’s choose one animal to know more details. Please talk in four.

A can say ...

B can say ...

So we can say the colour and features about an animal.

C can say ...

Yes, we can talk about the ability of the animal friends.

D can say ...

So we also can talk the animal’s ability.

Talk in four.

(3) Talk about the ducks and hens

I will give you some messages about the ducks and the hens, which group can try?

On Happy Farm, the crab makes a lot of new friends.

So making friends makes the crab ...

2. World Zoo

(1) Look and say

What animal friends are there in the World Zoo? Please guess.

Look, there are 2 pandas, 3 polar bears, 2 kangaroos and a bald eagle in the World Zoo.

(2) Read and report

Read:

Let’s know more things about these animal friends.

We have four different colours. Different colour means different paper. Let’s read your paper for 20 seconds.

Tick:

Which animal friend do you think it is? Please tick it.

Report:

What? My animal friend is ...

Why? Because it is ... It has ...

(3) Culture time

So I think you know the animal friends well in culture time. Let’s read together.

They are from different countries. So when we talk about an animal friend, we can say its country too.

(4) Ask and answer

Actually, we know how to ask and answer in Fun time. We can ask about the animal friend’s ...

Now, we can also talk about the animal friend’s...

Choose one animal friend to ask and answer in four.

(5) Summary

The crab makes a lot of new friends from different countries, so Making new friends makes the crab ...?

Open-minded

3. Animal’s Home

The crab has a good time in the World Zoo. Now it goes to Animal’s Home.

Think and guess.

What animal friend does it meet？ Please guess.

Does it meet a ...?

Let’s listen and find the answer.

Yes, it is. It’s a hamster.

There is ...

There are ...

We want to talk about the ...

It is .../ They are ... It has .../ They have...

It can ... They can ...

It likes ... They like...

A: We want to talk about the ...

B：It is ... / They are ... / It has ... / They have ...

C: It / They can ...

D: It likes / They like ...

Name: hens

Colour: brown

Appearance: small eyes & a short tail

Ability: lay eggs

Hobby: eating rice

Name: ducks

Colour: yellow

Appearance: big legs and two wings

Ability: swim

Hobby: swimming

Happy.

There are ...

There is ...

Read:

(1) They are from China.

They are black and white.

They are very fat and cute.

They have a big mouth and big eyes. They can climb.

They like eating bamboos.

(2) They are from the US.

They are brown and white.

They are big. They have a yellow mouth and sharp (敏锐的) eyes. They can fly well. They like eating meat.

(3) They are from Australia.

They are brown. They are very fat and cute. They have a long tail and strong (强壮的) legs. They also have a big bag in front of their body. They can jump fast and high. They like jumping.

(4) They are from Canada.

They are white. They are very fat and cute. They have a big body and small eyes.

They can swim. They like eating fish.

My friend is bald eagle. Because it can fly. It is from the US.

...

You can see pandas in China.

You can see bald eagles in the US.

You can see polar bears in Canada.

You can see kangaroos in Australia.

Features，Ability.

Country, Hobby, Colour ...

A: Where is it from /are they from?

B: It’s / They are ...

  Does it have / Do they have...?

C: Yes, ... / No, ...

  What can it / they do?

D: It / They can ...

Does it like / Do they like ...?

A: Yes, ... / No, ...

Making new friends makes the crab happy, good, wonderful...

Does it meet a rabbit?

Does it meet a dog?

...

This is my animal friend. It’s from China. It is white and small. It has big eyes and a small mouth. It has a short tail. It can roll and roll. It likes walking and drinking. It’s very cute. It’s so happy to be your friend.

Does it meet a mouse?

A hamster.

在Happy Farm环节，利用Unit1和Unit2 的重点句型There be进行语言输出，让语言知识形成闭环。

在World Zoo环节通过阅读、填表、勾选和汇报的方式引导学生在阅读文本的过程中按照框架的逻辑顺序提取关键信息，整合关键信息并勾选出相应的动物朋友，最后运用核心句型进行结构化地输出。

有了前面的阅读，学生对文化板块四种动物了解地更多，在问答环节他们更清晰地了解了文本内容之间地内在联系，以此培养学生分析、综合、概括、推理等能力，也为进一步探究文本主题意义做好铺垫。

在每一个环节结束时，教师都用Making friends makes the crab ...的句型来提升本课的主题文化含义。关注学生文化意识的建构，通过分享提升绘本主题，感受交友对自己和他人的意义，在感受友谊带给自己快乐的同时，学会理解他人，分享快乐。

实现对文本主题意义的探究离不开对文本的深入解读。教师在解读文本时，“不能只停留在对教材表面的结论或说明的表述上，而要进一步深入进去，挖掘和解释这些表面结论和说明产生与形成的思维过程，并在教学中引导学生的思维深入到知识的发现或再发现的过程中去”（余文森，2017）。本环节是学生探究文本主题意义和理解语篇深层内涵的重要环节。我们没有仅仅停留在与主题相关的显性语言知识的处理，即对动物朋友的介绍，而是通过提炼让学生感受到友谊带给自己和家人的快乐，进而更为全面和深刻地理解文本主题意义。

通过Happy Farm, World Zoo和Animal’s Home三个学习活动的设计，促进学生思维品质的螺旋上升，并形成该板块学习的思维图示。

Step3:

Production

1. Read and think

Let’s read the passage together.

“It is from China.” It’s the animal friend’s ...

“It is white and ... It has ...”

It’s the animal’s ...

“It can ...” It’s the animal’s ...

“It likes ...” It’s the animal’s ...

And they are all the passage’s body part.

When we write a passage, we also write “This is my animal friend.” It is the passage’s ...

When we write the beginning, we also can say ...

And we should write an Ending too. For an ending, what else can we write?

(2) Try to write

When we write, pay attention to the beginning and the ending.

Now write your animal friends.

(3) Share your animal friend.

(4) Now, the crab has many new friends. How does it feel?

Making friends makes the crab ...

Making friends makes the crab excited.

(5) So, it’s so ... to make new friends.

Country

Colour and features.

Ability

Hobby

Beginning

Look at my animal friend.

I have an animal friend.

...

I like ... Do you like it?

This is my animal friend. I like it very much.

...

Happy , ...

It’s so happy to make new friends.

It’s so good to making new friends.

...

文章都会通过特定的文本形式来呈现其主题和内容。从文体角度解读文本就是在明确文本主题的内容结构化知识的基础上，研究语篇的问题结构和特征，有助于读者更好地理解语篇的主题意义以及作者是如何通过特定的问题形式呈现其主题意义的（张秋会、王蔷，2016）。写作环节在前面步步引导的过程中帮助学生形成语篇的概念，能够帮助学生更好的梳理自己的文本结构。

基于主题意义探究的阅读教学能促进学生的语言知识学习、语言技能发展、思维品质形成，学习能力提升以及价值观形成（郭颖等，2019）。在实施阅读教学时，我以动物朋友的主题意义探究为引领，以多模态语篇为载体，将语言的学习与技能的发展融入主题、语境、语篇和语用之中，将育人目标融入学习内容与学习过程之中，使语言、文化和思维相融合，帮助学生在层层递进的实践活动中深入探究主题意义，多维度建构起与该主题相关的结构化知识，进而促进学生英语学科核心素养的有效发展。

Blackboard design

Homework

 Review Unit 3.

2. Draw and write your animal friends.

First draw, next, finish the message, finally, write the passage.

3. Share your picture book with your friends.