授课老师：范巧凌

所在学校：广东省佛山市南海实验小学

点评人：孙众

The story of rain是PEP Primary English Book 7 Unit 6的教学内容。第六单元是一个阅读单元，重点学习水循环的表达，涉及到的内容比较抽象，要求学生能用英语表达自然现象，是英语与自然学科的渗透整合。在此之前学生还没有学过用英语表达自然现象，但学生在自然学科中已了解过水循环的形成也通过语文课的学习了解了水循环的相关过程。因此，教师把这个教学内容分解在两个课时里进行教学。第一课时，主要是通过几个拟人的故事，让学生学会如何用英语来介绍水的循环过程,并通过拓展阅读What will happen if there is no water?对学生进行保护水资源的思想教育。在第二课时，主要是通过拓展阅读，让学生了解水的重要性， 以及现在一些水污染方面的问题。

 本课以北师大何克抗教授的《小学英语教育跨越式发展创新实验的理论基础-语觉论》为指导思想，抓住儿童语言能力发展的关键期，以语言运用为中心，使学生在语境中学习新知，又在运用语言的过程中巩固新知、迁移新知。本节课是一节非网络环境下的英语跨越式课例，结合现代信息技术（电教平台）和文本材料，提供丰富的学习资源，努力为学生创设理想的英语学习环境，以“听、说”为主，在课堂中开展看图会话、自主阅读、协作表演等多种活动，让学生在颇为真实的语言情境中进行语言交际，提高学生的听、说、读、写的技能，提高语言的综合运用能力。

知识目标：

1. Children are able to describe the water cycle in English.

2. Four skills: Where does the rain come from?It comes from the clouds.

3. Read some passage about water.

能力目标：

1. 学生能够简单描述水循环的过程。

2. 学生会唱歌曲“Little water drop”。

3. 能读懂文章What will happen if there is no water?

情感目标：

1. 培养学生热爱大自然的美好情感和节约用水的良好生活习惯，增强环境保护意识。

• 本单元是人教版第七册（六年级）上册的教学内容，主要学习用英语表达水循环的过程，在此之前，学生并没有学过用英语表达自然现象，但在自然课上已经了解过水循环的知识。

• 六年级学生已进行了三年多的英语跨越式学习,对英语跨越式的各种课型都比较熟悉。随着学生自学能力的加强和语言能力的加强，学生开始进行非网络环境下的英语跨越式学习，学习英语的兴趣依然很浓,学习的效果也比较显著。

本课根据上述目标和学生的情况，本节课采用了任务型教学法、活动教学法和情景教学法，引导学生在特定的情景中，以小组协作的方式完成任务型活动。学生通过体验、讨论、合作、探究等方式，运用观察、发现、归纳等方法，学习语言知识，感悟水循环的自然现象。本节课采用了图片、道具和教学课件等教学辅助材料，给学生提供了直观的学习工具，能充分调动学生的各种感官积极参与各项活动。

• 相关的网络型课件。

• 供学生阅读的文字材料。

• 制作相关的教具。

一、以歌激趣，问题导入

Pre-task: Warm-up and brainstorm

1. Let’s sing. “Little water drop”

2. Free talk: (PPT)

(1) Where does the frog come from?

(2) Where does the paper come from?

(3) Where does the French fries come from?

(4) Where does the bread come from?

3. Picture talking.

Keywords: Look, it’s a beautiful picture.

Where is it? How about the air? How about the water?…

4.Free talk. “Where does the water come from?”

二、水珠之旅，故事解疑

While-task: Help children understand the water cycle

1. CAI: Little water drop (附录1)

T：Boys and girls, you have your own understanding about this question. Maybe you are right, maybe you are not. Let’s watch a story: Little water drop. You will get the answers.

2. Pair work:

(1) Where does the little water drop live?

(2) How does it feel in the river?

(3) Then what does it do?

(4) Who does it meet in the low sky?

(5) Who does it meet in the high sky?

(6) What will happen to the little water drops?

三、水的循环，故事演绎

1．Show four pictures of water cycle.

 Students try to answer the questions:

(1) Where does the water come from?

(2) Where does the rain come from?

(3) Where does the clouds come from?

(4) Where does the vapour come from?

(5) How does the water become vapour?

2. Water another story: Water cycle（CAI动画故事）（附录2）

3. Students work in pairs. They try to make a story about little water drop 

四、拓展阅读，珍惜水源

Consolidation and extension

1． Opening questions

(1) Do we need water?

(2) What need water?

(3) What will happen if there is no water?

2. Read the passage “What will happen if there is no water?”. （附录3）

3. Discuss: What will happen if there is no water?

T：Today we’ve learned water cycle. We all know water is very important to us. If there’s no water one day, what will happen?

Homework:

1. Make a picture book about the water cycle.

让学生用图画书的形式描述水循环现象，并用英语写下来。

2. Search some information about the water cycle on TV, newspapers, magazines or internet. We will talk about the water on the earth next lesson.

鼓励学生收集关于水循环的信息，为下节阅读课做好准备。

反思：本节课能充分利用教学软件辅助教学，营造了轻松和谐的教学氛围，设计了任务型活动，让学生以小组协作的方式学习英语知识，结合生动有趣的拟人故事解决教学难点，学生能用英语与他人交流和解决问题，学生学得轻松愉快，达到了本节课的预期效果；本节课的教学特色是“体验”两个字，学生能够积极参与每一个课堂活动，非常积极主动。

附录1：

Little water drop

It’s a sunny day. Little Water drop sleeps in a river. He wakes up. He feels very hot. It may be cooler up in the sky, he thinks. He goes up. He meets Mr. Wind.
Mr. Wind: Hello. Who are you?

Water Drop: I’m little water drop. I’m hot.

Mr. Wind: Where are you going?

Water Drop: I’m going to the sky. It’s hot in the river.

Mr. Wind: See you.

Water Drop: Bye.

Little Water Drop goes higher and higher. He meets many other little water drops. They go up together and become a cloud. Little Water Drop becomes very heavy.
Water Drop: Oh no! I am falling.

Other Water Drops: Me too.

Little Water Drop and some of his friends fall down into a lake. The sun comes out. Little Water Drop feels warm again. He sees Mr. Wind.

Water Drop: Hello, Mr. Wind. Nice to meet you again.

Mr. Wind: Hi, my dear little Water Drop.

Water Drop: Can you help me go up to the sky again?

Mr. Wind: Sure.

附录2：

The water cycle

Hello! My name is Drizzle. I am a tiny water drop. Whow! The sun is heating me up! I am getting smaller and smaller. Oh! I’m going up! Up! Up! Into a cloud! Whee! Look at them. They look just like me. It is really cool up here. I like this place. Hey! Look at me! I am getting bigger and bigger. Oh, no! I am too big and heavy! I am falling from the sky. Where am I now? Oh, I am in a river. My friends are falling on to the ground. They are seeping into the ground. How this river is moving fast! Oh, no. A waterfall. What is this place? Oh! I am being cleaned. It’s dark in here. Where am I going now? Oh! Splash! Wow! Here I am again!

附录3：

Kitty and Ben are using their computer. They find some interesting information about water.

At Home

If there is no rain, there will be no water to drink. We can only live for about three days without water.

If there is no rain, there will be no water to brush our teeth. We will have no water to take a shower. We will have no water to wash the dishes or our clothes.

In the countryside

Plants and animals need water to grow. If there is no rain, they will die. We will not have any rice, any vegetables or any meat. If there is no rain, we will have nothing to eat. We can only live for about one or two weeks without food.

If there is no rain, there will be no water in the streams or rivers. Fish will have nowhere to live. They will die. We will have nowhere to swim.

In the city

If there is no rain, the cooks in restaurants will have no water to cook food. If there is no rain, firemen will have no water to put our fires.

本课较好地体现了阅读课中以读为本，读中拓展，读后应用的特点。教师没有停留在让学生“阅读并理解科普类文章”这一言语技能上，而是通过阅读教学材料，引导学生进行综合表达自然现象，通过阅读拓展材料，培养学生的环保意识，为后续个人观点的表达做好铺垫。既体现了跨越式课题以“语言应用为中心”的理念，又实现了学生语言技能、言语知识和情感态度多方面目标。

国家英语课程在语言技能中，对于五级阅读能力的要求是：能根据上下文和构词法推断、理解生词的含义；能理解段落中各句子之间的逻辑关系；能找出文章中的主题，理解故事的情节，预测故事情节的发展和可能的结局；能根据不同的阅读目的运用简单的阅读策略获取信息等。从本节课的教学过程来看，范老师给学生们提供了多篇拓展阅读材料，且与本课的阅读主题密切相关，训练学生在阅读中理解生字词、理解句子的逻辑关系，并且从整体上把握课文，理解情节，最后内化为个人知识的一部分。因此较好地达成了阅读课的教学目的。

本案例的另一特色就是“问”。教师所提出的问题不仅运用了拟人化的比喻手法，符合小学生的心理特点，而且还用一系列的提问来推进教学。如引入环节中，运用本课即将用到的重点句型where does XXX comes from?进行提问，唤醒学生旧知，且强化重点句型的表达方式。让学生阅读水珠之旅的故事前，又从不同难度设置问题，让学生带着思考阅读，阅读以后思考表达。之后的表达环节中还是以一系列的问题来完成水的循环图，让学生抓住水变化的核心环节，把已有的知识经验用英语进行表达。最后的拓展阅读环节还是用问题来引发学生对于环保的重视。

不足之处是问题略多，而且几乎都是由教师提出。建议在后面的综合表达环节，让学生自主设计一些问题，通过对问题的梳理和回答，总结出水的循环。