11 Water教案和学案内容

Oxford English 5A

Module 4 The natural world Unit 1 Water (2nd ) The Yangtze River教案

上海市静安区第一中心小学

李

黎

Topic: Water Sub-topic: Period 1: Water in our daily life---- Make tea with water Period 2: Water in the nature---- the Yangtze River Period 3: The water cycle----the journey of Little Water Drop Period 4: Water is magic---- Make a rainbow with water

单元教学目标：

知识目标：

1、

语音目标：

知晓字母组合ch, g, j, sh, s在词汇中的发音规则，进一步树立音素概念，做到发音准确、到位。

2、词汇目标：

1）背记、听懂、读懂核心词汇：first, next, then, finally, tea, boil, pour, drink，做到音、形、义的统一，并在多种语境中正确使用顺序类副词First / Next /Then / Finally…进行表达。

2）正确朗读、了解非核心词汇：in the west of, the Three Gorges, run through, journey, raindrop, fall from, rise up, fall down, fly over，hold…above…

3、句法目标：

复习现在进行时和一般现在时，自如地使用现在进行时进行问答，用一般现在时进行叙述。

4、语篇目标：

听懂、读懂单元中关于Water的语篇，并进行简单描述。

能力目标：

1、在泡茶的语境中，能正确理解、初步运用顺序类副词First/Next/Then/Finally…和句型What’s next? Would you like some? It tastes great! 等来进行问答与描述。

2、在了解长江的过程中，能运用顺序类副词First/Next/Then/Finally…对长江的起源与流经之地进行介绍，并对长江的相关知识进行简单描述。

3、在阅读一滴小水滴的生命演变的故事后，能熟练运用顺序类副词First/Next/Then/Finally…进行复述。

4、在手工制作彩虹的过程中，能用顺序类副词自如讲述实验步骤。

5、在语篇学习的过程中，培养学生根据问题抓住关键信息，并利用关键信息进行语段表达的能力。

情感目标：

1、在文本内容的学习和理解中，了解水的知识，体验水的神奇，明白水的重要性。

2、通过对长江的学习，了解长江基本的地理位置和经济作用，感受沿河的自然与人文景观，激发学生对母亲河的热爱。

3、

借助水循环的故事和用水制造彩虹的实验，点燃学生对自然界的好奇心和对科学的兴趣。

单课教学目标

：

课时

第一课时

栏目

Look and say, Look and learn, Ask and answer 语言知识与技能

语言运用

情感态度

了解水的基本特性，感受水的无所不在，明白水对人类的重要性。

1.能听懂、读懂核心词能借助泡茶的流程图，口头和书面描述汇：first, next, then, 泡茶的过程。

finally, tea, boil, pour,

drink，做到音、形、义

的统一。

2.能听懂泡茶的步骤，并用句型What’s next? Would you like some? It tastes great!进行问答。

3. 能在泡茶的语境中初步使用顺序类副词First / Next /Then / Finally…进行表达。

4.复习现在进行时，自如进行问答。

第二课时

对长江Say and 1. 复习核心词汇顺序类能借助板书，的起源与流经之地、act 副词First/ Next/ 长江的基本作用，长Then/Finally…能运用江的两岸美景进行核心词汇对长江的起源描述和介绍。

与流经之地进行描述。

2. 能正确朗读非核心词通过对长江的学习，了解长江基本的地理位置和经济作用，感受沿河的自然风光与

汇：in the west of, Three Gorges, run through。

3.能听懂、读懂关于长江的文本，并对长江进行第三课时

简单介绍。

Read a 1.能正确朗读词组：fall story from, rise up, fall down, fly over。

2.能听懂和正确朗读小水滴旅行的故事。

3.能熟练运用顺序类副词First/ Next/ Then/ Finally…对水的循环进行复述。

人文景观，激发学生对母亲河的热爱。

借助小水滴旅行的通过小水珠旅流程图，能对水的循环过程进行简单描行的故事，让述。

学生知道水循环的过程，产生对大自然的好奇心，同时明白水对人类和动植物的重要性。

第Make a 1.在实验中正确朗读和在手工制作彩虹的通过用水制造四rainbow, 理解词组：过程中，能自如地讲彩虹的实验，课Learn hold…above…

述实验步骤。

体验水的神奇时

the 2. 能听懂、读懂实验步魅力，点燃学sounds 骤，并自如运用顺序类生对自然界的副词First/ Next/ Then/ 好奇心和对科Finally…介绍实验步骤。

学的兴趣。

3.正确朗读字母组合ch, g, j, sh, s的发音与例词，知晓字母组合在词汇中的发音规则。

本课教时：第二课时

文本内容：

The Yangtze River The Yangtze River is in China. It’s our mother river.

The Yangtze River is very long. First, it starts high in the mountains in the west of China. Next, it runs down the mountains and through the beautiful

Three Gorges. Then, it meets more water from many other lakes and rivers. Finally, it runs into the sea.

The Yangtze River is very useful. It gives us water. So we can drink and wash. It gives us food. So we can eat fish. It gives us a busy waterway. So we can take ships and boats. It gives us electricity. So we can have the television. The Yangtze River is very beautiful. There are many mountains along the river. Some are tall. Some are short. There are many lakes and rivers. Some are fast. Some are quiet. There are many plants. Some are green. Some are colourful. There are many cities. Some are old. Some are modern. We love the Yangtze River, our mother river.

教学过程：

PROCEDURES Pre-task preparation CONTENTS 1.Review: Water

2.Elicit the topic: The Yangtze River

METHODS 1-1 Review the steps of making tea. 2-1 Watch the flash and elicit the topic. 2-2 List the questions. PURPOSE 语言复习，思维转换

情境导入，主题引入

初步感知，语言铺垫

While-task procedure 1. The 1-1 Watch the video and Yangtze learn the passage River is very holistically. long.

1-2 Think about the following

questions: 

Where does the Yangtze River start? 

Where does it run through? 

How does it become a big river?



Where does it run into? 1-3 Look at the map of China and answer the first question. 1-4

Listen, read and find out the

answers of the other questions. 1-5 Look at the map and know the journey of the Yangtze River. 1-6 Know ‘Three Gorges’

with the pictures. 1-7 Chant. 1-8 Introduce the journey of the Yangtze River. 1-9 Send the first message on WeChat. 2. The 2-1 Read the newspaper. Yangtze 2-2 Fill in the blanks. River is very 2-3 Conclude. useful. 2-4 Send the second message on WeChat. 3. The Yangtze River is very beautiful.

3-1 Enjoy the pictures of the Yangtze River. 3-2 Say something about the pictures of the Yangtze River with the key words. 3-3 Read and conclude. 3-4 Send the third message on WeChat. 1.Try to 1-1 Elicit all the three introduce messages on WeChat. ‘The Yangtze 1-2Try to introduce ‘The River’. Yangtze River’ with the key 2. Summary. sentences or the hints on

WeChat in groups.

2.Enjoy the pictures and summarize. 整体内容呈现

整体内容理解

整体语言学习

阅读训练

语篇学习

理解归纳

语用培养

情景铺垫，体验文化

语用训练，转换技能

语言学习，加深理解

语用训练，

落实目标

文化感悟，情感升华

Post-task activities

Assignment *1. Read the text fluently. **2. Write the introduction of

‘The Yangtze River’ on WeChat. ***3. Browse the website to know more about ‘The Yangtze

River.’

http://books.google.com.hk/books/about/The_Yangtze_River.html?id=w1um3GVulf0C

****4. Browse the website to know something about ‘The Yellow River.’

http://www.travelchinaguide.com/river/yellow/

基本要求，巩固所学

拓展要求, 课堂延伸

板书设计：

语言运用：

评价伴随：

课堂教师口头激励语言评价：老师在整堂课活动推进过程中通过课堂观察、课堂提问等方式评价学生的学习习惯——倾听习惯，阅读习惯和语言表达习惯等。教师通过口头激励措施对学生进行评价如：Excellent; Good; Ok；Right 和Try again! 本课时教学过程评价伴随设计

教学过程

Pre-task:

评价维度

评价内容

学习兴趣

听读兴趣

学业成果

语言表达

观察点示例

朗读前一课时所学儿歌。

通过讲述泡茶步骤初步运用上一课时所学核心词句表达。

倾听习惯

While-task

学习习惯



听懂感知文本第一部分并回教师口头语言激励评价

答相应的问题



Where does the Yangtze River start? 

Where does it run through? 

How does it become a big river?



Where does it run into? 语言表达

复习核心词汇顺序类副词First/ Next/ Then/Finally…能运用核心词汇对长江的起源与流经之地进行描述。

学习习惯

阅读习惯

阅读小册子，找出关键信息并转教师口头语言激励评价

换做出应答。

正确朗读文本的第二部分The Yangtze River is very useful.注意语音语调。

学习兴趣

阅读兴趣

欣赏长江两岸的美景，浏览关键教师口头语言激励评价

词获得信息，通过图文阅读，培

养阅读兴趣。

评价主体

教师口头语言激励评价

朗读习惯

学习习惯

语言表达

图文阅读后,在理解基础上在语境中自由表达：

The Yangtze River is very beautiful. There are many … along the river. Some are ... Some are…

Post-task

学习兴趣

语言表达

运用本单元核心词句并借助板书教师评价

学业成果

语言运用

学生互评

支架结构来描述The Yangtze

River in My Eyes. After class 学习兴趣

课后复习

运用表达

作业分层，可以选择完成。

拓展阅读，写报告，激发语言兴趣，提升综合语用能力。

教师评价

作业分析