黑龙江省p6十2开奖结果: The wind教案.doc
Good afternoon, children. Do you bring your windmills today? Good , hold it high and show each other. Which is the best one? It’s really difficult to decide. I love your windmills. They are all lovely. Now can you tell me: What do you need to make a windmill? How do you make your windmill? First,…How do you make your windmill move? As you know, the windmills move quickly in the wind Now wind is coming! Hold your windmills high and say : wind, wind, please come! Can you feel the wind? I feel it. It’s a nice poem about wind. In the poem, how does the wind blow? Yes, sometimes it blows strongly. Sometimes it blows gently. How do you spell gent? Ly? Good. Nt, gently, **,please. Sometimes the wind blows gently, sometimes the wind blows strongly. Read it yourself. Who can try? Sometimes the wind blows strongly. It’s a strong wind. Sometimes it blows gently. The wind is … How do you make gently into an adj.? Right? It should be gentle. (read) Now read and finish the sentence. Who’s ready? Let’s say it again. How do you know the wind blows gently? Read the poem. Which sentence tells us the wind blows gently? Good. So we can say like this: Can you try (read individually). Who can try? We call this kind of wind …Do you like the breeze? I love the breeze too. When the wind blows gently, what happens in the natural world? Choose one and say. Picture 1/2/3? The wind blows gently, the natural world is so beautiful. What happens when the wind blows strongly? Read the poem again and say like this: The wind blows strongly, … Who’s ready? Good. We call this kind of wind…The first kind of wind is …The poem tells us both of them. Now let’s read it softly and nicely with the music. So nice. When the wind blows, the natural world seems to be happy. What about children? When can they do? Discuss in pairs. **,please. Wow, we can have so much fun when the wind blows. It really makes us happy, right? Yes, it brings us joy. Joy, it brings us joy. My friend Sussie and I like dancing very much. We often go to the dancing club at weekends. We dance happily there. It brings us joy. What brings you and your friend joy? Tell your partner first. Who’s ready? And in the natural world, the wind brings us joy. So let’s say about it. Look at task one. You can choose A Read about the wind. If you are confident enough, you can try take B. Describe the wind. OK? (feedback) The wind really brings us joy. But are people always happy with the wind? Let’s watch and think. But first let’s focus on some questions. (read) Ready. The answers are all no. Then How or What? The wind doesn’t blow gently. How does the wind blow? 2. 3. Any more? I have another two. Now Look at Task 2. Read and underline the answers to those questions. Got it? (CHECK) .Now, can you use the information we’ve got to say about this kind of wind? The structure here may help you. Try by ourselves. Any volunteers? How do we call this kind of wind? In China, people use to call it … But in American, people give it another name … When typhoon or hurricane comes, how do people feel? So the wind not only brings us joy, but also brings us disasters. Do people like the wind or dislike it? You know people are clever. They always know how to make the best use of the wind. Look! On hot summer days, we like to have a rest near the lake. Because the wind there makes us cool. We hang clothes outside. Without the sun, the wind can also dry them quickly. We design windmills. With the help of strong wind, they can move quickly and make energy. We go surfing and sailing on windy days. It’s easy to go ahead with the power of wind. Wind helps plant carry pollen to one another and also helps farmers spread seeds and get harvest. In the harvest season, they also use the wind to make the seeds clean. Wind is helpful in our life. It helps us do a lot of things. The wind is our gift from the nature. It’s true that it brings us disasters, but it also brings us joy and convenience. If we make the best use of it, it always can be a good friend in our life. School: Shiyan Primary School Teacher: Zhao Jinghua Topic: Wind (Oxford English 5A, M4 U2 Period 2 ) Type: New teaching I. Teaching aims: 1. Be able to command the new words and sentences; 2. Be able to use formulaic sentences to describe wind; 3. Be able to understand different windy conditions and describe them. II. Teaching contents: 1. Words and expressions: gently, gentle, joy, disaster, breeze, strong breeze, hurricane, typhoon 2. Sentence structures: ① The wind blows gently. ② It brings us joy. 3. Paragraph: The wind blows. It brings us joy. Sometimes it blows gently. The flowers dance softly in the wind. The windmill moves slowly. Sometimes it blows strongly. The children fly their kites happily. The windmill moves quickly. III. Language focus: Be able to use adverbs to describe manner. IV. Difficult point: Have the students feel and express the effect of wind on people’s activities V. Culture: Get to know different kinds of wind and their effect on people. VI. Teaching aids: multi-media and handouts VII. Teaching procedure: 学习目标 导学方法 设计说明 能迅速进入英语学习状态 I. Pre-task preparation 1. Greetings. 2. Questions about windmill 创设英语学习氛围，融洽师生情感，复习旧知，为新授学习活动做好准备。 初步感知诗歌。 能根据音标正确拼读新单词。 能正确朗读新句子。 能进一步理解形容词和副词的变化，并在句子中正确运用。 能在诗歌中找到表现微风的句子，并归纳朗读 能运用新句型看图表达。 能模仿微风借助诗歌归纳表达大风的情况。 能优美的朗诵诗歌并会其意境。 能运用所学句型看图表达。 能正确朗读新句子。 能初步运用新句型表达。 能熟练朗读或自主表达 能结合图片初步理解语篇内容并做出正确判断。 能结合语境提问。 能进一步理解语篇并找到问句答案。 能正确朗读并理解新单词。 能尝试运用所获信息及新语言介绍第三种风，并了解其名字。 II. While-task procedure 1. Learn the sentence: The wind blows gently. 1) Elicit from the poem 2) Learn the word ‘gently’ 3) Read the sentence. 4) Learn the change of the words ‘gently—gentle’ 5) Talk about ‘breeze’ 6) Look and say 7) Talk about ‘strong breeze’ 8) Read the poem 2. Learn the sentence: It brings us joy. 1) Look and say 2) Read the new sentence 3) Think and say 4) Read or talk about wind 3. Learn the third kind of wind 1) Watch and answer the questions 2) Present questions about the wind. 3) Read and underline 4) Learn the word ‘disaster’ 5) Talk about this kind of wind. 6) Get to know the names of the wind. 以教材文本为依托导入新词新句，并烘托课堂学习氛围，让学生初步感受到风对我们生活的影响。 鼓励学生在自主尝试的失败中掌握新知。 提供学生自主模仿表达的机会，在练习中同时推进思维发展和语言表达。 运用音乐烘托，让学生感受诗歌的韵律节奏 利用图片帮助学生活跃思维，感受到风给我们带来的快乐，为新句子的引入做准备。 设计分层要求，使学生在轻松的学习环境中完成语用输出。 让学生从视听两方面感受到破坏性的风带来的威力及其给人类带来的灾难。 设计开放性的主题表达，体现学生不同的语言能力。 了解人类利用风的各种活动，体会人的聪明才智。 能在表达中体会风带给我们的便捷。 III. Post-task activities 1. Get to know and understand the positive effect of wind on people’s activities. 2. Look and say 通过视听活动带领学生进一步感受到风带给人类的好处，激发学生热爱风、利用好风能的情感。 能在课后开展阅读活动，并将新语言知识落实到写的环节。 IV. Assignment 1. Read the poem. 2. Copy the new words and sentences. 3. Write about one kind of wind. 家庭作业是课堂教学的有序延伸和拓展。 设计说明： 本课时的教学内容是一首关于风的诗歌，主要学习副词在句子中的表达。词汇方面在本单元第一教时中已经完成副词的学习及其词形变化的规律，因此不是本课中所要教学的重点。如何引导学生通过学习诗歌文本实现语用文本的输出，学会灵活运用副词表达是本节课的关键。 一、依托文本再构、推进语言表达。诗歌是很难直接用于实际生活的表达的。因此我在原有教材的内容上设计了本节课的基本语用段落： The wind blows. It brings us joy. Sometimes it blows gently. The flowers dance softly in the wind. The windmill moves slowly. Sometimes it blows strongly. The children fly their kites happily. The windmill moves quickly. 另外对于能力稍强的学生则进一步提高语用要求： The wind blows. It brings us joy. Sometimes it blows _____. The flowers ____________. The windmill ___________. We can … Sometimes it blows _____. The children ___________. The windmill ___________. We can … 在学生完成基本语用表达的基础上，根据学习内容我适当拓展学习内容，利用辅助文本引入“破坏性的风”这一内容。 Every year in summer, typhoon or hurricane brings a lot of disasters to people. They usually come from the ocean. So people near the beach suffer more than others. Typhoon or hurricane is often accompanied by thunderstorms. When they come, the wind blows fiercely. It seems to be angry and crazy. And there is a lot of rain. The trees shake their bodies strongly. Some even fall down to the ground. The wind also blows away houses, cars and many other things. People run quickly. They want to move to a safe place. And they always help each other. We should fight with the typhoon or hurricane together. 采用视听的刺激拉近学生与自然的距离，并依托文本引导学生学会归纳表达。设计开放性的说话对学生提出拓展性语用表达的要求： The wind blows … …brings… …blows away… …shake… …run… I think … like/dislike …should… 通过文本的层层推进实现学生语言表达的推进。 二、关注思维训练，提高思维品质。在高年级课堂教学中学生思维的训练和语言习得是并进的。关注思维的推进与语言学习是相辅相成的。在课堂中首先要关注提问的质量。例如在课堂开始的三个关于风车的问句既是对第一教时的复习，又是学生英语思维的导入。尤其是开放性的问句How do you make your windmill move?从学生刚兴趣的话题入手，激发思维的创新，从而活跃了整个课堂的思维水平。 其次在课堂中创设情境，激发思维兴趣也很重要。本堂课中，我运用了文本、图片、声音等为学生营造一个变化多端的风的世界。生活中风是一种看不见摸不着的自然现象，五年级的学生对风的了解和实际感受是比较单一的，因此是本课学习的一大障碍。因此设计中无论是风带来的joy、disaster还是convenience，我都准备了大量材料拉近学生与这一自然现象的距离，从让学生觉得有话可说，激发学生思维和表达的主动性。 另外，在课堂中运用归纳总结提升学生思维的层面。对学习内容的归纳总结能很好的提升学生思维的层面。例如在完成基本语用输出第一段后鼓励学生尝试第二段的提炼表达，学生学会主动思考和模仿；又比如学生在学习辅助文本后用关键词提示鼓励学生学会主动描述，都是较高的思维要求。尽管学生的表达水平不同，但在尝试的过程中都得到了思维的训练和提升。 第三段辅助说明文本 People are clever. We always know how to make the best use of the wind. On hot summer days, we like to have a rest near the lake. Because the wind there makes us cool. We hang clothes outside. Without the sun, the wind can also dry them quickly. We design windmills. With the help of strong wind, they can move quickly and make energy. We go surfing and sailing on windy days. It’s easy to go ahead with the power of wind. With the help of wind, farmers can easily spread seeds and get harvest. Wind is helpful in our life. It helps us do a lot of things. So I think it really brings us convenience. The wind brings us convenience. It makes us _____ It makes clothes ______. It makes windmills _______. It makes sailing boat _______. It makes seeds _________.