英语教学设计wild-animals---王生林.doc

Teaching plan- Wild AnimalsBy Wang Shenglin一、教学内容Wild AnimalsPandas live in the mountains of Sichuan, Shaanxi and Gansu in China. They can climb and swim. They love bamboo. They eat for 12 hours a day! Now, there are only about 1,600 pandas in the wild. Blue whales are the biggest animals. They live in the sea and eat small fish. The number of them is about 2,000.There are lots of animals in the wild, but some of them are in danger. People are trying to save them. What can we do to help them?二、教学目标教学目标:了解关于动物生存的有益知识，获得启示，明确人与动物应当和谐相处。知识目标：学生能够听说认读单词wild, bamboo, whale, danger, save，句型Pandas/ Blue whales live in . They eat . They can .；通过学习，了解更多野生动物的生存环境，并能用can (cant) 句型表达我们如何保护动物。能力目标：能够运用所学词汇、句子描述熊猫、蓝鲸、白鳍豚等野生动物的生存知识；通过略读、细读、自主读、合作读等方式，培养学生的阅读技巧；通过小组合作完成海报的方式，培养学生合作及写作能力。情感目标：通过学习，学生应明确我们应该与动物和谐相处。三、教学重难点学生对熊猫、蓝鲸、白鳍豚等野生动物生存知识的描述。运用所学，并结合自己的感受谈论我们应该如何保护野生动物。四、教学准备多媒体课件、单词卡片、每个小组一张海报五、教学过程：Step 1: Pre-reading.1. Enjoy the movie “Animal World”.T: Today, we are going to talk about animals. Lets get into the animal world. Watch the movie and call out the names of the animals.Ss: Lions, fish, tigers, monkeys .教师通过“动物世界”视频给学生展示大量野生动物的图片，如:狮子、老虎、大象、斑马、袋鼠、长颈鹿、蛇、海豚等，帮助复习学生学过的动物单词，为进入新课学习做好铺垫。2. Talk about some well-known wild animals.T: Some of them live in the wild, they are wild animals. 板书Wild Animals 全班齐读What wild animals do you know?Ss: Snakes, giraffe.T: What about our national treasure? Ss: Pandas.T: What do you know about pandas?S1: They are cute.S2: They are black and white.S3: Their favorite food is bamboo.教师通过简笔画呈现熊猫，并在学生描述中相机板画竹子，当学生了解了 bamboo的词义，教师板书bamboo ，全班齐读，做到了词汇学习“音、义、形”正确顺序的。设计意图通过“动物世界”视频引入“动物”话题，在调动学生兴趣的同时，从学生已有知识经验出发，复习动物的单词，通过师生之间谈论他们熟知的野生动物的颜色、样子等，为本课进行动物特点的描述做铺垫。Step 2: While-reading.1. Read the whole passage and find out the animals in it.T: Ive got a passage from internet. Its about 2 wild animals. What are they? Fast reading and circle the names of the wild animals.Check the answer. 板书 Pandas Blue Whales找学生读whaleT: whale “a” sounds like /ei/ 学生在老师自然的语音渗透下拼读单词，了解词汇学习的策略。学生领读单词，老师相机板画蓝鲸。 设计意图通过老师的问题“Find out two wild animals”引导学生默读课文，整体感知文本，并在速读中学会抓主要信息。2. T：You have known something about pandas. What other information do you know? Read the 1st paragraph with the questions and underline the keywords.Where do pandas live?What can they do?What do they eat? Check the answer.S1: They live in the mountains of Sichuan, Shaanxi and Gansu in China.T：Yes, pandas habitat is in Sichuan, Shaanxi and Gansu in ChinaS2: They can climb and swim.T: Pandas can swim, thats incredible.S3: They eat bamboo. 领读bambooT: Pandas love bamboo. They start eating bamboo when they are about six months old. They eat for 12 hours a day!通过老师与学生间的对话，教师为学生输入文本中没有提供的关于熊猫的生活习性的信息。板书关键词mountains/ climb and swim/ bamboo设计意图在学生谈论已知的熊猫信息后，带着问题默读第一段，边读边划出关键词，获取更多信息，以达到加深对文本的理解的目的。教师适时对学生进行阅读方法的指导。3. Read the 2nd paragraph individually and talk about the blue whales with partners. Then watch a video to know more about them.T: Youve known some information about pandas, how about blue whales S1: They are big.S2: They live in the sea. 设计意图阅读前，学生简单的谈论对蓝鲸的了解，为后面自主阅读排除障碍，这也是对文本的预设。Get more information about blue whales.T: Read and get more information from the passage. Then talk about the blue whales to your partner.S1: They live in the sea.S2: They can swim fast.S3: They eat small fish.设计意图第二段文本的学习，以为学生自主阅读为主，培养学生自主获取信息、处理信息的能力。教师进一步培养学生的阅读策略。T: Do you want to know more about blue whales? Lets watch a video, and find out how big the blue whale is and how heavy.S1: 30 metersS2: 200.T: Yes, its the biggest animal in the world. Its about 30 meters long, over 200 tons. 观看英文原版的“蓝鲸”视频不但调动学生学习的兴趣，也拓展了学生语言学习的空间，对蓝鲸特征有了更深的了解。如蓝鲸大约有30米长，体重超过200吨，舌头犹如大象般大，心脏像汽车一样大，单尾巴就有小型飞机那么宽。这些信息都是对文本材料很好的补充。设计意图在教师问题的引导下，学生有目的的看有关蓝鲸的视频，培养学生听音，捕捉关键信息的能力。通过视频信息，使学生更直观的了解有关蓝鲸的信息，帮助他们使学更好的理解文本。4. Get more information from the passage.T: What else do you know from the passage. Read the whole passage again and find out the information in pairs.Find out the number of the animals.板书1600/ 2000T: What do you think of the numbers?S1: Its small.T: These animals are in danger.领读 in danger单纯的数字只是让学生认识到这些动物的数量很少，不足以给学生心灵上的震撼。通过展示人类捕杀动物、破坏环境的图片，让学生认识到问题的严重，他们从动物的角度谈感受会更加深刻。Show some pictures and ask the students how they feel. S1: Im sad.S2: Im angry.T: If you were the animals, what would you say to the people?S1: Im cold. I have no home.S2: Im hungry. Give me some food.设计意图通过合作阅读，学生找出目前两种动物生存的数量，了解到这些动物是濒危动物。通过观看配音的图片，并从动物的角度去谈自己的感受，进一步唤起他们保护动物的意识，也为后面谈论保护野生动物做铺垫。5. Discuss in groups: How can we help the animals?plant many trees cut the trees多种树 砍伐树木make friends with animals kill the animals和动物做朋友 捕杀动物make the air/ sea clean play with fire in the forest净化空气和海水 在森林里玩火T: Though animals are in danger. Many people are trying to save them, what can we do to help them?S1: We can plant many trees.S2: We cant cut the trees.设计意图利用文本中“What can we do to help them?”这句话，引导学生谈论如何保护野生动物。利用前面的多种活动，以及文本给学生提供的语言支持，为学生顺利进行语言拓展，做很好的铺垫。6. Listen to the passage and follow the tape. 7. Retell about pandas and blue whales.T: What have you learnt from the passage?Ss: Pandas/ Blue Whales live in the . They can . They eat .设计意图让学生在理解的基础上正确朗读短文。根据板书提示，对本课学习进行归纳、概括和总结，达到提高学生整理信息、分析信息、运用信息的能力目的。同时也为学生理解语篇、进一步运用所学语言做铺垫，以达到学用结合的目的。Step 3: Post-reading.1. Know more about other wild animals in danger.T: Every year, many animals become extinct. We cant see them forever. What wild animals in danger do you know?Ss: 白鳍豚， 东北虎， 大熊猫T: How many are they left?Say the numbers together.学生了解部分濒危动物的名称，但对于仅存的数量不清楚，通过课件呈现，学生得到更多信息，加深了对濒危动物的了解，也为后面唤起大家保护动物的意识做铺垫。2. Lets know some information about Chinese river dolphins.Ss: They live in the river. They can swim. They eat fish.T: We should know something about the animals, because we live in the same world, animals are our friends, we are family.Elicit the theme “We are family”.Enjoy the pictures of “Little girl and wild animals”.引导学生了解目前有很多人以不同方式在保护动物。通过给学生展示Tippi与野生动物的图片，揭示主题：我们应该和动物和谐相处。3. Make the posters of protecting wild animals.T: All of you can be good volunteers of protecting animals. Talk about the pictures first, then write down sentences, at last, put them on the poster.设计意图通过播放濒危动物生存图片，使学生了解更多人类与动物和谐相处的信息，揭示主题“We are family”。设计真实的任务型活动，让学生在完成任务中拓展运用阅读信息。通过设计海报，使学生的眼、口、耳、手多种感官参与学习，不仅培养他们合作意识，还达到训练他们思维，提高写的技能的目的。Step 4: Homework: Get more information about wild animals from the internet and talk about how to protect them with friends. Blackboard Designing:Wild AnimalsPandas Blue WhalesMountains seaClimb and swim swim fastBamboo fish1600 2000 六、教学反思： 本课的话题是Animals。教学目标是了解关于野生动物的生存知识，获得启示，明确人与动物应当和谐相处。根据以上目标，我搜集、整理了网上相关信息，选取了学生喜爱的国宝大熊猫和世界上最大的动物蓝鲸为文本材料，让学生了解他们的生存知识，从而激发他们保护动物的意识。对于本课教学我有三点教学思路与大家分享。一是阅读策略的培养。小学高年级的阅读教学是以提高学生的阅读能力为根本目的的。我在本课中运用了略读、详读及合作阅读等方法。通过整体略读了解大意，抓主要信息。通过问题引导并分段细读，学生能够抓住关键词了解Panda的情况；通过自主阅读、合作交流的策略获得蓝鲸的生存知识。板书以表格的方式提炼主要信息，帮助学生复述文本，同时也为运用语言做好铺垫。二是网上资源的有效利用。通过“动物世界”、“蓝鲸”的视频以及搜集的濒危动物的数量激发了学生的学习兴趣，深入地感知了文本，所提供的网站以及课后作业的布置使学生了解了更多的野生动物的信息，有效地延伸了课堂活动，培养了学生自主学习的能力。三是对学生情感的激发。学生通过角色转换以动物的视角去谈感受，唤起他们保护动物的意识，小组合作设计海报的过程中，学生的写作能力得到了提高，情感得到了升华，揭示了本课主题“We are family”。当然，如果在日常教学中，我会在课前让学生搜集更多信息，使学生在拓展环节中能够结合所学知识进行更多的交流。并在阅读文本后，再从网上找一篇容量相当的材料，进行拓展性阅读，培养学生语言运用的能力。