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Unit 3 How do seeds travel? Lesson 10 1. Its in “fun”, not in “run”. 2. Its in “fox”, not in “fix”. 3. Its in “hot”, not in “hat”. 4. Its in “head”, not in “hear”. foodfoodfoodfood They are our food.They are our food. For example,peanuts,tomatoes, potatoes,cabbages,and carrots. A A B B C C D D E E stems roots flowers leaves fruits F F seeds Which part ofWhich part ofWhich part ofWhich part of the plants do we eatthe plants do we eatthe plants do we eatthe plants do we eat? Peanuts are _______. Potatoes are _______. Tomatoes are ______. seeds stems fruits Which part ofWhich part ofWhich part ofWhich part of the plants do we eatthe plants do we eatthe plants do we eatthe plants do we eat? Peanuts are seeds. Potatoes are stems. Tomatoes are fruits. Lets read! Lets Practice A: Can you give me an example of the food? B: For example, peanuts A: Where do we get the food? B: We get most of the food from plants. A: Can you give me an example of sweet fruits? B: For example, apples A: Where do we get sweet fruits? B: We get sweet fruits from plants. A: Can you give me an example of fast food? B: For example, hamburgers A: Where do we get fast food? B: We get fast food from plants or animals. A: Can you give me an example of the sports? B: For example, football A: Do you like sports? B: I like it very much. Practice A: Can you give me an example of ________? B:For example,_______,_________,________, ________and ______. 1. An apple a day, keep the doctor away. 一天一个苹果,疾病远离我。 2. Want to be healthy, do please treat yourself a nice breakfast. 要想身体好,早餐要吃饱. 3. A close mouth catches no flies. 病从口入。 4. Eat more vegetables and fruits, less fast food. 多吃蔬菜和水果,少吃快餐。 Homework Give an example of the weather/color/drink/animal. Thank you for listening!1 教学设计内容要求教学设计内容要求 教学案例基本信息 开始时间结束时间 学科英语学段高年级五 案例名称Unit 3 lesson 10 How do seeds travel 教材 书名:北京版英语教材 出版社:北京出版社 出版日期: 2016 年 7 月 教学案例设计参与人员 分工(可修改)姓名单位联系方式 设计者 实施者 学科指导者 信息技术指导者 课件制作者 课程说明(信息技术与学科教学内容结合方面的指导思想与理论依据): 英语课程标准强调合理开发和积极利用课程资源是有效实施英语课程的重要保证。小 学生注意力集中的时间不长,对抽象内容理解和记忆不深刻。而现代信息技术抓住学生思 维和心理特点,系统的将文字,图片和声音形象直观的展示出来,为学生提供真实的形象 感。形象直观的演示知识,可以调动学生的视听等多种感官,让学生产生获取知识的欲望, 并积极思考,主动学习探索新知。 信息技术环境软硬件要求及搭建环境情况 多媒体计算机一台 多媒体教学软件(power point) 鼠标笔 教学背景分析 教学内容: 本课为北京市义务教育教科书小学英语五年级下第三单元 Unit 3 How do seeds travel lesson 10 第一课时,共分为两大部分: 1 Listen and say 部分呈现的在蔬菜园里,叔叔告诉 Ling ling 我们大多数食物都是来自于植 物的不同部分并举例说明的场景。 2 2 Listen, look and learn 部分复现了 listen and say 中的本课重点交际用语:Can you give me an example of the ? For example, 并呈现了 food, fast food, sweet fruits 的举例说明。 在 此基础上,引导学生说出他们知道的 sport 的相关名词并完成表格。 学生情况: 我现在任教班级外来务工人员子女大概占班级人数的 2/3,整体英语水平处于中等。在教学 过程中,我降低难度,把第 10 课分为 2 课时完成。我注重激发学生学习的兴趣,创生贴近 学生生活的语言情境。 教学目标 教学目标: 1 学生能够正确理解对话并能初步分角色朗读对话。 2 学生能够听懂、会说“Can you give me an example of the food?”及其答语“For example, peanuts, tomatoes, potatoes, cabbages, and carrots.” 能够运用 “Can you give me an example of the?”询问不同事物,并用“For example, ”做出简单举例回答,初步形成归 纳意识。 3 学生能够听懂、会说、认读 the food (peanuts, tomatoes, potatoes, cabbages, and carrots)等 相关的词汇,理解 most, example 的含义。 教学重点: 1 学生能够理解对话,听懂、会说、认读与 the food 相关的举例归纳词汇。 2 学生能够运用 “Can you give me an example of the?”询问不同事物,并用“For example, ”做出简单举例回答。 教学难点: 1 学生能够运用 “Can you give me an example of the?”及其答语“For example, ” 询问不同事物并做出简单举例回答。 2 学生能够正确理解 most, example 的含义。 教学过程 教学阶段教师活动学生活动设置意图技术应用时间安排 Lead in 1. Greetings. 2.Guess a riddle. The teacher shows students a riddle and asks them to guess about it. 3. Ask a question: What is food? When students finish answering, the teacher makes conclusion that they are our food. Try to answer the question : food. Students observe pictures carefully and answer the question.(预 设: 学生在欢 快的猜谜 氛围中开 始学习英 语,激发 了学生的 兴趣,为 接下来的 新知做铺 垫。 运用一些 图片和 PPT 3 3 vegetables, fruits, corns and eggs.) Listen and say 1.Present the dialogue. The teacher asks students to look at the picture and answer: (1) What do you see? (2) Where are they? Are they at school? Are they at home? 2.Learn part one. (1)Watch the flash(无字幕) The teacher shows students multimedia courseware and ask : What are they talking about? (2)Talk about details Teacher shows students multimedia courseware once again and ask: Where do we get our food? (3)讲解 most A. Teacher Shows students a blackboard and ask the question: Where are they from? B. Teacher makes comparison between the two sorts of food and get to know: We get most of our food from plants. (4)讲解对话重点句型 Can you give me an example of the food? For example, 及重点词 example. Look at the picture and answer questions. (预设: vegetables, plants, food and so on.) We get most of our food from plants. 通过提出 问题,引 出本课对 话学习内 容,激发 了学生进 一步学习 新知的欲 望。 再听对话, 理解细节。 播放视频 动画 再次播放 视频动画 资料 22 4 A. After making conclusion :We get most of our food from plants, the teacher asks students the question: Can you give me an example of the food? Example 拆分音节讲 ex- am-ple. For example, peanuts. B. Teacher asks students to listen and repeat how does linglings uncle say. 3.Learn part two. From the dialogue, we know that we get most of our food from plants, could you tell me: Whats the English for the different parts of a plant? (1) Ask and answer: The teacher shows some plants pictures and ask: Which part of the plants do we eat? Do we eat potatoes leaves? (2) Listen and check answer Ask students to listen to the multimedia course and then check answers. 4.Read the dialogue (1)Listen to the multimedia course ware and read after it. (2)Read in roles: work in pairs (3) pair show Answer questions: (1)They are from plants. (2)They are from animals. With teachers help, students come to know that we get most of our food from plants. 1.Learn the key sentences and words: example. 利用小黑 板帮助学 生理解单 词 most. 学习本课 重点句型 和容易读 错单词 example. 在师生互 相交流过 程中,自 然而然地 习得新知 PPT 课件 和自制卡 片。 5 2.Listen and repeat the sentences. They are seeds, roots, stems, leaves, flowers, and fruits. Students observe pictures carefully , think and answer. Listen and repeat the Key sentences and words. 帮助学生 复习第二 单元植物 由哪几部 分组成, 为进一步 学习第二 张图片做 了很好的 铺垫。 进一步探 索新知: 我们吃的 属于植物 的哪一部 分? PPT 课件。 播放视频 课件 6 sentences. Listen and read after it. Read the dialogue in pairs . 学生通过 听对话, 抓住关键 信息得出 答案。 教师播放 故事动画, 学生观看 动画并尝 试跟读。 A教师与 学生分别 扮演对话 中的人物 进行朗读。 B学生进 行小组活 动:2 人一 组分别扮 演对话中 的人物进 行表演。 请几组学 生全班进 行展示, 学生参与 评价。 Practice Work in pairs (1)Look at the pictures and tell: What are they? (2)Ask and answer: Can you give me an example of ?For example, 复习以前 学过的旧 知。 13 7 A. try to finish the form. B. Work in pairs, ask and answer with key sentences according to the finished forms. e.g. Can you give me an example of the food/sweets fruits/fast food? (3)practice: work in pairs : Can you give me an example of the sports? Finish the form. Ask and answer the key sentences. Make practice in pairs. 学生操练 重点句型。 巩固练习 重点句型。 PPT 课件 Make summary and homework (1) Make conclusion about this lesson. (2)Make homework: Give an example of the weather/color/drink/animal. Make summary what they learned. (1)学生 尝试总结 反馈所学 内容。 (2)进一 步练习重 点句型。 PPT 课件。 2 学习效果评价 评价方式 1 学生学习效果:通过本课的学习,学生掌握了运用 “ Can you give me an example of the food?”及其答语“for example, ”询问不同事物并做出简单举例回答。 学生积极主动,表 现出了浓厚的学习兴趣。 2 教师教学效果:通过猜谜活动,激发了学生学习兴趣。所讲内容设计合理,符合学生认 8 知能力水平,容量对于所教授班级适当。 3 评价方面: a 口头评价:good, very good, great, super, perfect, wonderful, excellent, you did a good job b 生生评价:学生问,互相给予对方回答。 C 教师总评:对本节课情况进行总结评价。 本教学设计与以往未使用信息技术教学设计相比的特点(300-500 字数) 本节课充分使用了多媒体视频和 PPT,加强了课堂教学的趣味性,激发了学生学习的兴趣, 调动了学生的学习主动性。信息技术的运用,使课堂教学模式更加灵活,改变了传统中粉 笔加黑板的单一形式,为学生营造出生动,形象,具体,直观的视听环境,将抽象,难懂, 陌生的知识直观化,形象化,学生与教师受益良多。不仅如此,信息技术运用到教学中, 还可以增加教学内容容量,提高教学效率。 教学反思 信息技术具有调节课堂气氛的作用,可以使枯燥的内容变得有趣化。让学生在轻松的环境 中习得新知,提高了教学效率。本节课我设计的教学活动依托多媒体视频和自制课 件,并且我设计的教学活动不是很多,争取为每个学生提供语言实践机会。不管是句型练 习或是语言运用环节都确保了学生充分参与的时间和空间,使每个学生在原有的基础上都 有所发展。学生对声像并茂的视频资料非常感兴趣,参与活动积极性高。当然,本课中也 存在着一些遗憾不足之处,如最后环节可以适当延伸创设生活场景进行句型操练,巩固提 升所学内容。
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