北京版四年级上册UNIT SEVEN I WHAT IS NATURE -Lesson 24-ppt课件-(含教案)--(编号：b0031).zip

What is nature? enjoy the fresh air take long walks go jogging climb the mountain ride bikes enjoy the fresh air enjoy the sunshine go to parkshave trips enjoy the fresh air take long walks go jogging climb the mountain ride bikes enjoy the fresh air enjoy the sunshine I often go to parks or take long walks. take long walksgo to parkshave picnics I often go to parks or take long walks. What do you do on weekends? often goes to parks or takes long walks on weekends. weekendsweekends take long walksgo to parks fly kites have picnics climb mountains ride bikes go fishing often on weekends. She is She take long walksgo to parks Im going to visit my uncle this winter vacation. visit his uncle the winter vacation Im going to visit my uncle this winter vacation. Where does he live? live in the forestlive by the lakelive on a farm He lives on a farm. He is a farmer. lives farmer fly kites feed animals ride a horse is going to lives He is this winter vacation. What are you going to do this winter vacation, Sara? Can you help me? Tom Mary Peter Lisa Tom Mary Peter Lisa in the forest by the lake in the mountains on the grassland TomMary PeterLisa Where does live? She/He lives Mary Mary is my good friend. She lives in the forest. There are many animals in the forest. She often plays with animals and plants trees. Lisa This is Lisa. She lives on the grassland. There are many cows and sheep. She often rides horses with her friend. Pete r Peter is my friend. He lives by the lake. The lake is very clean. He often goes fishing by the lake. He likes to go boating in the lake. Tom Tom is my friend, too. He lives in the mountains. He climbs the mountains every day. He likes to have picnics in the mountains. MaryLisa Peter Tom What are you going to do this winter vacation? Where does she/he live? What can you do? Im going to visit She/He lives We can together. love be good for health make us happy I want to live There are I I feel 1. Read the dialog. 2. Make a poster about close to nature. 教学基本信息 课题Unit 7 What is nature? Lesson 24 是否属于 地方课程或校本课程 否 学科英语学段： 中段年级四年级 相关 领域 无 教材书名：教育部审定义务教育教科书英语四年级 上册 出版社：北京出版社 出版日期：2013 年 教学设计参与人员 姓名单位联系方式 设计者 实施者 指导者 课件制作者 其他参与者 指导思想与理论依据 本节课以“亲近大自然”为主题展开。注重英语课程标准中人文理念的渗透，在 激发学生的情感态度的过程中，认知大自然，热爱大自然；在关注教材内容的同时， 通过阅读、合作、分享等多种活动途径，注重学生思维品质的发展，让学生在真实的 语言情境中运用语言交流，并产生情感共鸣。 教学背景分析 教材分析： 本单元的话题是“大自然” ，第一课时围绕着自然现象展开，第二课时以亲近大自 然为主题，第三课时以保护大自然展开讨论，环环相扣，层层深入。24 课作为本单元 的第二课时，不仅呈现了亲近大自然的方式，更有承上启下的作用。 在教学中，我将教材的内容分成三个部分：第一部分对话的内容-初步了解亲近 自然的方式，即让学生在理解对话的基础上，初步了解亲近自然的方式。第二部分为 Listen look and learn在任务中理解亲近自然的方式；第三个部分为体会亲近大自然的 意义表达梦想。由于教材的 Lets do 活动，比较简单，我将此活动替换成“梦想交流” 的活动，学生可以在更加真实的语言情境中表达交流。 学生情况： 本节课的授课对象是我校四年级的学生。学生对亲近大自然这个主题非常感兴趣， 也有一定的生活经验。但是基于我校学生的实际情况，对于英语语言积累仅限于有限 的英语课堂，课外的知识储备较少，因此，在课堂上教师要尽可能的为学生提供语言 素材，给予更多的交流和讨论的机会，循序渐进，由浅入深地将话题开展起来。 教学方式： 1、通过观看视频，渗透如何亲近大自然； 2、通过观察主题图片和动画，学习对话初步了解亲近大自然。 3、布置任务，让学生观看补充视频，理解亲近大自然的方式，帮助学生积累语言； 4、小组阅读，讨论，集思广益，帮助 Sara 出主意，完成任务。 5、教师示范，学生交流如何亲近大自然，表达梦想。 技术准教学准备：多媒体课件、自制视频以及和教学有关的其他视听材料。 教学重、难点 教学重点： 能够听懂，理解对话内容； 理解亲近大自然的多种方式，并展开交流和讨论。 。 教学难点： 理解词汇和短语 weekends, the winter vacation 的含义，以及正确认读； 理解亲近大自然的多种方式，并展开交流和讨论。 教学过程(文字描述) 一、Warm up 1. Free talk T: Dear children, do you remember the topic of this unit? 教学目标(内容框架) 教学目标： 1. 能理解对话内容； 2. 能在对话中理解词汇和短语：take long walks, weekends, the winter vacation, on a farm, on the grassland, in the mountains, in the forest, by the lake; 3. 能在对话中理解并运用句型 Where does live? He/She lives进行表达和交流； 4. 创设真实的语言情境，让学生理解亲近大自然的多种方式，产生对大自然的热爱。 Ss: Nature. T: What is nature? S: 学生简单表达什么是 Nature. T: Maybe we are not sure what nature is. Lets surf the internet. Look, it says here, everything is nature. 设计意图：通过和学生简单交流什么自然，并给予学生有关自然的含义，唤起学生对 本单元前一课时的回忆，也为下一课时的学习做铺垫。 2. 观看视频，渗透亲近大自然的方式。 T: What can we do in the nature? Lets watch the video. Ss:学生观看视频 T: What can we do in the nature? Ss:说出视频中的内容 T: We can do many activities in the nature. We are close to nature. Ss: 学生理解短语 close to nature. T: What do you do to be close to nature? 教师示范 Ss: 学生简单表达如何亲近大自然。 设计意图：视频中为学生呈现了很多短语，这不仅是让学生初步了解亲近大自然的方 式，更可以借助这些内容来简单说一说如何亲近大自然。 二、Presentation （一）学习对话一 T: Is Sara close to nature? Lets watch the video. Ss: 学生观看动画 T: What does Sara do to be close to nature? Lets listen to the dialog again and choose the right answers. S: 学生听录音选择正确的图。 T: What does Sara say? Lets listen. Ss：学生模仿跟读并认读 take long walks T: What does Mike ask to Sara? Ss: What do you do on weekends? T: There are seven days of the week. Are they weekends? Ss: 学生通过观看 PPT 理解 weekends, 并认读 T: Sara often goes to parks or takes long walks on weekends. What about you? What do you do on weekends? Ss：学生两人一组相互问答。 T: You and Sara do many activities on weekends. Sounds interesting. You are close to nature. Ss: 学生跟读对话，小组练习对话，表演对话，复述对话。 设计意图：结合对话，与学生进行简单交流不仅可以帮助学生理解短语与单词的含义， 更可以让小组之间进行简单的对话交流。 （二）学习对话二 T: Sara is close to nature. She loves nature. What about Mike? Is Mike close to nature? Does he love nature? Lets look at the picture. What do you know from this picture? Ss: Mike likes drawing pictures. T: What are they about? Ss: They are about nature. T: So Mike is close to nature. He loves nature. What is Mike going to do? Lets watch the video. Ss: 学生看动画二 T: What is Mike going to do? S: He is going to visit his uncle. T: When is he going there? S: This winter vacation. T: What does Mike say? S: 模仿跟读句子并理解 the winter vacation. T: Mike is going to visit his uncle this winter vacation. What do you want to know about his uncle? Can you ask some questions? Ss: 学生依据自己的想法提出有关 Mikes uncle 的一些问题。 设计意图：将 close to nature 主题，进一步延伸至对话二中，并在处理知识难点的同时， 发散学生的思维。 T: You have many questions. What does Sara ask? Lets listen. Ss: 跟读模仿功能句型 Where does he live? T: Maybe he lives in the forest. Maybe he lives by the lake. Maybe he lives on a farm. Where does he live? Ss: He lives on a farm. 认读 on a farm. T: Mikes uncle lives on a farm. He is going to visit his uncle. If you are Mike, what do you do on the farm? Ss: 学生依据自己的理解表达在农场可以做的事情。 T: We can do many things on the farm. Ss: 跟读对话，小组读对话，表演对话，复述对话。 设计意图：通过与学生的交流，激发学生的好奇心，发散学生的思维，让他们提出对 Mikes uncle 的问题，说出很多有关在农场做的事情。 （三）Listen, look, and learn 布置任务 T: Mikes uncle lives on a farm? How about Mike? Where does Mike live? Where does Sara live? S: They live in the city. 认读 in the city. T: Mike is going to visit his uncle this winter vacation. What about Sara? Lets ask Sara. Ss: What are you going to do this winter vacation? 设计意图：创设真实的情境，让学生在人机对话中，想去知道 Sara 寒假要去干什么， 为后面的活动做准备。 执行任务（一） T: Lisa is going to visit her friend. But she is not sure. Can you help her? Her friends live in different places. What do you want to know? Ss: Where do they live? 通过观看视频回答问题。 T: Where does Mary/Lisa/Peter/Tom live? Ss：学生回答问题并理解认读短语：in the forest, on the grassland, by the lake, in the mountains T: They live in different places. Can you use them to ask and answer? Ss: 学生用 Where does live? He/She lives 进行询问和回答。 设计意图：学生通过观看视频，对所学的短语有了初步认识， 并在小组问答中进一步巩固功能句型及短语，为后面的完成任务做准备。 三、Consolidation 执行任务（二） T: What do they do in different places? Ss: 学生四人一组，阅读短文回答问题。 T: 教师依据学生的回答进行板书。 执行任务（三） T: They do different things in different places. If you are Sara, where do you want to go? Can you make a dialog with your partner? Ss: 学生两人一组创编对话。 人机对话：Hey, Sara. We have many ideas for you. Have you heard? 设计意图：通过小组阅读，创编对话来完成给 Sara 提建议的任务，由浅入深，循序渐 进的执行和完成任务。 四、Extension 1. 体会亲近自然的意义 T: Sara will receive our advice and I think they are good ways to be close to nature. Why are we close to nature? Ss: 学生自主表达。 T: But in our daily life, we dont have enough time to be close to nature. We have to learn many classes after school. We have to do many things that we dont like to do. We are tired. We are sad. I want to really get close to nature. I have a dream. I want to live by the lake. There are many flowers and trees. I can go fishing by the lake. I can enjoy the sunshine and fresh air. What about you? Do you want to really get close to nature? Do you have the dream? Ss: 学生两人一组自主表达。 设计意图：师生之间的简单交流，让学生理解亲近大自然的意义，并将学生带入到现 实生活中，我们有太多的无奈去亲近大自然，因此激发学生对亲近大自然的渴望与梦 想让学生畅所欲言。 五、Homework Today we have learned many ways to be close to nature and talked about our dreams. Can you use them to make a poster? 板书设计 Unit 7 What is nature? (Lesson 24) 学习效果评价设计 小学英语课程的评价应以形成性评价为主，注重过程评价，因此在教学活动中采 用了过程评价的方式，教师通过真实的语言和亲和的表情来激励学生。 本教学设计与以往或其他教学设计相比的特点 Close to nature 贯穿始终，通过观看视频了解什么 close to nature, 在对话中初步了 解 close to nature 的做法，在人机对话和视频观看中理解如何 close to nature, 最终实现 学生的自主表达，让课前后呼应，相得益彰。 对话的学习，不仅培养了学生用英语思维的能力，并引导形成了一定的学习策略。 扩展活动层层深入，不仅培养了学生语言表达和书面表达的能力，更能激发学生的 情感。 北京版小学英语六年级下册 Unit 5 We are going to high school Lesson 17