Unit 2 Windppt配用优秀教学设计

The wind School: Weishi Primary School Teacher: Liujuan Topic: The 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

能迅速进入英语学习状态

1. Greetings.

学习内容

活动序号

导学方法

教师活动

学生活动

1-1Show the windmill to each 创设英语学习氛围，融洽师生情感，复习旧知，Do you bring your windmills other 为新授学习活动做好准today?

备。

Hold it high and show each

other.

轻快的儿歌为课堂2. Questions about 营造轻松的氛围。

windmill 2 设计说明

Pre-task preparation

1

What do you need to make a 2-1 Answer the questions. windmill?

How do you make your

学习目标

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

学习内容

活动序号

导学方法

教师活动

windmill move? 学生活动

3-1It’s a nice poem about wind. In the poem, how does the wind blow? 3-2Which sentence tells us the wind blows gently? 3-3How do you make gently into 设计说明

While-task procedure

3

1. Learn the sentence: The wind blows gently. an adj.? 3-4We call this kind of wind …Do you like the breeze? 3-5What happens when the wind blows strongly?

3-6We call this kind of wind…

3-7The poem tells us both of them. Now let’s read it softly and nicely with the music.

以教材文本为依托导入新词新句，并烘托课堂3-1 Learn the word ‘gently’

学习氛围，让学生初步3-2Read the sentence. 感受到风对我们生活的影响。

3-3Learn the change of the 鼓励学生在自主尝试的words ‘gently—gentle’

失败中掌握新知。

3-4Talk about ‘breeze’

3-5 Look and say

3-6Talk about ‘strong breeze’

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3-7 Read the poem 达。

运用音乐烘托，让学生感受诗歌的韵律节奏

学习目标

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

学习内容

导学方法

活动序号

教师活动

4 When the wind blows, the natural world seems to be happy. What about children? When can they do? Discuss in pairs. Joy, it brings us joy. And in the natural world, the wind brings us joy. So let’s say about it.

5

The wind really brings us joy. But are people always happy with the wind? Let’s watch and think. The wind doesn’t blow gently. How does the wind blow? Read and underline the answers to those questions. 学生活动

设计说明

2. Learn the sentence: It brings us joy.

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。

3. Learn the third kind of wind

利用图片帮助学生活跃4-1 Look and say 思维，感受到风给我们

带来的快乐，为新句子4-2 Read the new sentence 的引入做准备。

4-3Think and say

设计分层要求，使学生4-4 Read or talk about wind 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5-1 Watch and answer the 威力及其给人类带来的questions 灾难。

5-2 Read and underline

5-3 Learn the word ‘disaster’

设计开放性的主题表

达，体现学生不同的语5-4 Talk about this kind of 言能力。

wind. How do we call this kind of 5-5 Get to know the names of wind? In China, people use to the wind.

学习目标

学习内容

活动序号

导学方法

教师活动

call it …

But in American, people give it another name …

学生活动

设计说明

Post-task activities

You know people are clever. 6-1 Listen and enjoy 6

7 They always know how to make

7-1Talk about the wind: the best use of the wind. Look! The wind brings

convenience.

It makes us _____ Wind is helpful in our life. It It makes clothes ______. helps us do a lot of things. So I It makes windmills _______. think it really brings us It makes sailing boat _______. It makes seeds _________. convenience.

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us 爱风、利用好风能的情感。

1. Get to know and understand the 了解人类利用风的各positive effect of 种活动，体会人的聪wind on people’s 明才智。

activities. 能在表达中体会风带

给我们的便捷。

2. Look and say

能在课后开展阅读活动，并将新语言知识落实到写的环节。

Homework: 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。

Blackboard design：

Module 4 Unit2

P2 The wind

gently

gentle

breeze

It brings us joy. strongly,

strong

strong breeze

make best of it

typhoon

hurricane

It brings us disaster.

[本课时主体文本] 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.

[辅助文本：] 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.

[输出文本] The wind brings us convenience. It makes us _____ It makes clothes ______. It makes windmills _______. It makes sailing boat _______. It makes seeds _________.

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***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。