全国一等奖小学英语Smart-Winter-Animals教学设计.docx

《全国一等奖小学英语Smart-Winter-Animals教学设计.docx》由会员分享，可在线阅读，更多相关《全国一等奖小学英语Smart-Winter-Animals教学设计.docx（4页珍藏版）》请在淘文阁 - 分享文档赚钱的网站上搜索。

1、Smart Winter AnimalsI. Background informationThis lesson is the first class of the whole teaching process. The non-fiction picture book talks about smart ways of different animals spending the winter. The students of Grade 4 prefer pictures to texts, so picture books would make them more curious abo

2、ut the topic.II. Type of the lessonReadingIII. Teaching aims and learning objectivesBy the end of the lesson, the students can:1. understand the text as a whole and get to know how some animals spend the winter;2. recognize, read and understand the new words spend, active, fur, store, mushroom, chee

3、k”;3. describe different ways of some smart animals spending the winter & explore more about animals in winter with curiosity;4. develop higher-order thinking skills by learning how some animals spend the winter.IV. Focus of the lesson and the predicted area of difficultyFocus of the lessonThe stude

4、nts can:1. recognize, read and understand the new words “active, store”;2. understand different ways of some smart animals spending the winter.Predicted area of difficultyThe students can describe different ways of some smart animals spending the winter.V. Design conceptHigher-order thinking, known

5、as higher order thinking skills (HOTS), is a concept of education reform based on learning taxonomies.Students have opportunities to experience ways of some smart animals spending the winter. They also have time to learn by themselves, during which time they cooperate with friends to analyze and app

6、ly what they have learnt. They create thinking maps and talk about ways of some smart animals spending the winter in groups.Analyze Evaluate CreateApplyUnderstandRememberVI. Teaching proceduresStep 1 Pre-reading1. Warming-up(1) Free talk.(2) Sing a song.2. Lead-inQI: How do people spend the winter?

7、(new word: spend)Q2: How do animals spend the winter?【设计意图】利用树木草坪等秋冬场景的变换，突出秋天室外活动的欢乐，教师带领学 生齐唱改编版本的“两只老虎”(抽取文本中的动词重新填词)，既能够活跃课堂的氛 围，又提前渗透文中动物过冬方式的动词fly, grow, hide；同时秋冬场景的变换，突出 冬天的寒冷，引起学生思考：How do people/animals spend the winter?激活学生的已有认 知，为全文学习做好阅读准备，同时引出此篇非虚构类文本的标题Smart Winter Animals 0Step 2 Whi

8、le-reading1. SkimmingQ: What animals?2. ScanningQ: What ways?【设计意图】两环节阅读任务分层推进。教师首先引导学生浏览图片，略读文本，理解 大意，找出文中提及的动物；其次引导学生扫读文本，找出动物过冬的方式，培养学生 迅速定位信息的能力，初步了解文本结构。3. Close readingFART ONE (P2: wild geese & butterflies)(1) Listen and circle the key words.Q: How do they spend the winter?(2) Read and underl

9、ine the important information.Q: Where do they fly? How do they fly? .(3) Look and say.【设计意图】第一部分教师领学，学生跟学。本环节内容较为简单，教师进行体验式教 学，学生在教师的阅读指导下，依据清晰的阅读步骤开展阅读，并指导学生尝试运用阅 读策略有效获取信息(细读第一次，圈画关键词；细读第二次，划出重要信息)，提高 学生阅读的有效性，学生也在阅读中体验文眼smart的意义。必RT TWO (P3: red foxes & snowshoe rabbits)(4) Watch and answer.Q: W

10、hat does the word “active mean? (new word: active)(5) Read and circle the key words.Q: How do they spend the winter?(6) Underline the important information.Q: What do they grow? (new word: fur)(7) Look and say. (work in groups)【设计意图】第二部分教师导学，学生合作跟学，在学习中感知有效性阅读的方法。在 学生学习后，教师明确学习的步骤：1. Read (细读第一次，圈画关

11、键词；细读第二次, 划出重要信息)；2.Do (做思维导图并说一说)；3. Share (交流展示)。本环节出现目 标生词active,教师利用视频，生动地呈现了红狐狸在雪地里捕食老鼠以及雪鞋兔在雪 地里遇到捕猎者逃跑的情景，将抽象词汇active视觉化、情景化，利于学生理解。同时 通过教师涂画，学生进行体验式阅读学习，加深对两种动物过冬方式的理解，再次体验 文眼smart的意义，同时也增加学生阅读的趣味性。4. Self-readingPART THREE & FOUR (P4-5) (work in groups)Q: How do they spend the winter?(l)Rea

12、d.Tips 1. Read and circle key words. (1st time)2. Read and underline important information. (2nd time)(2) Do. (Choose one animal, finish the thinking map & say in groups)(3) Share.a. Show and say in groups.T: Squirrel groups, do you have any questions about black bears?T: Black-bear groups, do you h

13、ave any questions about squirrels?b. Learn new words (store, mushroom, cheek).【设计意图】三四部分，学生进行自主学习并交流展示。学生小组合作，抽取任务，运 用所学阅读策略自主阅读，获取文本信息并在组内交流，每组完成一张思维导图。选择 不同任务的组际之间，基于信息差进行问答式互动交流，既检测了学生阅读后的记忆力、 理解力，也提升了学生的语用的能力。开放性的学习任务，为孩子提供深层阅读、深度 思考、深入交流的机会，让孩子think “aloud”，提升孩子的思维品质。5. Enjoying6. SummaryStep 3

14、 Post-readingShowing(1) Talk about more smart winter animals.(2) Choose and act.【设计意图】在分类学习的基础上，学生自主选择文中或其他动物，小组合作，换第三 人称为第一人称，调用旧知，运用新学语言，设计表情、肢体动作，形象生动地展示动 物过冬的聪明之处。同时，教师激发学生的好奇心，引导其探秘动物，拓宽视野。Step 4 HomeworkCompulsory homework：1. Read the book again and introduce animals to your friends.2. Create your own thinking map of the book.Optional homework：3. Make a new page.【设计意图】根据学情不同，作业分为必做和选做，难度递增。学生根据课堂展示的思 维导图，设计整个文本的思维导图。学有余力的同学，可以小组合作，上网搜集信息, 设计新的Smart Winter Animals绘本插页，培养学生的创造力。VIL Blackboard design