Unit 1 Water名师教学实录

Oxford English Book 5A Module 4 Unit 1 Water 单元教学说明

一、单元教材内容

1

2

二、单元教学目标

【语用任务】

学生能从泡茶、水循环、江河流向等方面完成一份关于水的研究报告，并能展示介绍。

知识与技能

1、能准确运用first, next, then, finally, tea, boil, pour, drink等核心词汇描述冲茶品茗的过程，语音标准并能正确书写。

2、能准确运用核心句型First, …; Next, …; Then, …; Finally, …有序描述小水滴的旅行及长江流程。

3、能理解、朗读、复述教材中的语篇。

4、能准确辨别音标/tʃ/，/dʒ/，/ʃ/，/ʒ/ 并能正确朗读音标以及含有该发音的单词，知晓辅音字母（组）ch，g，j，sh，s的发音规律。

文化与情感

能在文本学习和活动过程中，了解关于水的科普知识，感受祖国江河之美，体验水给人们生活带来的乐趣，以及感受水资源在生活中的重要性。

学习策略

1、

在课堂学习和交流中，注意倾听，积极表达。通过模仿、阅读、思考、讨论等方式，完成学习任务。

2、

形成报告，以小组合作的方式进行陈述。

三、分课时话题：

第一课时：Making tea 第二课时：The journey of Little Water Drop 第三课时：The Yangtze River 第四课时：Water in our life

3

四、分课时教学目标

语言运用

语言知识与技能

能扮演Kitty and her 1. 能初步感知/tʃ/，/dʒ/的发音，并能正确跟读含有/tʃ/，grandma，有序描述泡茶的/dʒ/的单词。

第一过程。（语音基本正确，内2. 能准确理解并模仿朗读核心词汇first, next, then, drink , tea, finally，pour, boil。

3. 能初步运用核心句型First…, Next…, Then…, Finally…有序描述泡茶品茗的过程。

4. 能理解、角色朗读并复述语篇。

能有序介绍小水滴旅行的1. 能初步感知/ʃ/，/ʒ/的发音，并能正确跟读含有/ʃ/，/ʒ//过程。(语音正确，表达较的单词。

第二流利，内容达意。) 2. 能正确拼读核心词汇first, next, then, finally, tea, boil, pour, drink。

3. 能准确运用核心句型有序描述小水滴旅行的过程。

4. 能理解、朗读、复述课文，并能在小组内合作演绎。

能有序描述长江的流向。1.

能准确朗读含有/tʃ/，/dʒ/，/ʃ/，/ʒ/的单词，并能辨认第三（语音正确，表达流利，音标/tʃ/，/dʒ/，/ʃ/，/ʒ/。

2.

能熟练运用核心词汇和句型有序描述长江的流向。

3.

能理解、朗读复述语篇。

能以小组陈述的方式，展1.

能辨别含有/tʃ/，/dʒ/，/ʃ/，/ʒ/的单词并能尝试根据发第四课时

示关于水的研究成果，并音规则读出含有这些音标的新词。

课时

容达意。）

课时

课时

内容完整。）

有序介绍。（语音正确，表2. 能灵活运用核心词汇和句型有序描述泡茶、水循环达流利，书写规范，内容和江河流向，并书面完成一份关于水的研究报告。

达意。)

4

五、教学设计

The 1st period

Date: Tuesday. Dec.5 教学重点：

能初步运用核心句型First…, Next…, Then…, Finally…有序描述泡茶品茗的过程。

教学难点：

能初步描述泡茶的过程。

Procedures Pre-task preparation Teacher’s Activities

1.

Ask students to sing a song.

2.

Look at the pictures and teach the sounds/tʃ/,/dʒ/

3.

Play the sound of water to elicit water. Q:What can we do with water?

1. What we need

1）Ask students to listen

Q: What do we need to make tea? To elicit: teapot, cups,tea, hot water…

2）

Show the tongue twister 2. The steps for making tea 1) Ask students to listen and match. 2) Show the passage and ask students to find the steps for making tea. To elicit:

boil the water put…in…

pour…into…

Student’s Activities

Sing a song.

1.Look and read.

2.We can…

Purpose 演唱歌曲，调动学生学习兴趣，创设学习氛围。

看图片，听单词发音，初步感知相关音标，及其相关单词。

通过轻松交谈引入“茶”的话题

在听读文本的过程中学习掌握关于泡茶工具的名词。

通过tongue twister进一步巩固新词。

通过听对话，图文配对，让学生初步感知泡茶的步骤。

在阅读对话，分析对话的过程中学习新词。

While-task procedure

1) Listen and get the answer S: We need …

To learn the new words

2) Practice the tongue twister

1)

Listen and match

2)

Read and learn

Get to know boil the water from the picture. Compare ‘put/pour’

3. Introduce: First,…

Next,…

Then…

Finally,…

4. Role play. 5 3. Encourage students to say out the steps for making tea.

4. Ask students to role play 根据整理的信息尝试进行语段输出。

角色表演巩固对

the dialogue. Post-task activity 1. Talk about making coffee Show their class teacher’s photo and ask students to discuss ‘How to make coffee for their class teacher?’

2. Talk about DIY drinks

Assignment 1.

Read and memorize P47. 2.

Try to introduce the steps for making your favourite drink. 3.

Make a drink for yourself or family members. Blackboard design 5AM4U1 Water (P1) Making tea

What (need) 1. Talk about making coffee Miss Liu likes …

We need …

First,…

Next,…

Then,…

Finally,…

2. Introduce their DIY drinks. 话内容。

尝试运用新的语段结构描述制作咖啡的过程，进一步巩固新学语言内容。

自主表达，提升语用。

tea

hot water

cups

teapot

How (do)

First,

...boil …

Next,

... put...in...

Then,

...pour...into... Finally, ... pour...into...

The 2nd period

Date: Wednesday. Dec.6 教学重点：

能准确运用核心句型有序描述小水滴旅行的过程。

教学难点：

能理解、朗读、复述课文，并能在小组内合作演绎。

教学过程

Procedures Pre-task

Teacher’s Activities

1.

Introduce the steps for making …

student’s Activities

1.

Introduce the steps for making …

6 Purpose 在复习饮料类制作过程的同时，通过视频欣赏引

2. Look at the pictures and teach the sounds/ ʃ/,/ ʒ/

3. Sing a song.

4 . Elicit a name card.

2.

Look and read

3. Sing a song:

phonetic symbols.

出课题。

朗读含有字母

sh, s的单词，知道字母

sh, s在单词中的基本读音。

通过歌曲引出故事主人了解主人公名片上更多的信息；复习旧知，并为新授做铺垫。

4. Try to spell the words with 公；根据音标拼写单词，While-task

1. Play the audio of the 1st 1. Listen to the audio, and 带着问题聆听文本第一paragraph and ask two answer the questions. questions. Q: How does he feel? Q: What does he do?

paragraph.

He feels.... He ...

together.

段内容，了解主人公背景信息。

本。

第一层place信息，同时进一步巩固单元核心句

2. Let the class read the 1st 2. Read the 1st paragraph 通过朗读，进一步熟悉文3. Play the audio of the rest 3. Listen to the audio, and try 整体聆听文本内容，提取paragraphs and ask one to answer the question. question. Q: Where does he go?

goes to…

First/Next/Then/Finally, he 型。

4. Have students read the 4. Read the paragraph and 在细读文本以及回答问second paragraph with answer the questions one by 题的过程中学习分析文three questions. Q: How does he feel? Q: How does he go there? Q: What does he do there?

one. He feels... He ... He...

本结构。

5. Ask students to read the 5. Read the paragraph, 通过小组合作方式阅读third paragraph with the discuss and answer the 文本，分析文本，并回答same questions.

between the water drops.

questions.

to act it out.

7

问题。

云中降落的过程。

6. Show the dialogue 6. Enjoy the dialogue and try 演绎对话，感受小水滴丛

7. Ask some questions and 7. Guess and learn the 师生互动问答过程中建show the fourth paragraph sentence structure. of the story.

a new paragraph.

read the whole story. Post-task

story. to the blackboard.

about the passage.

构故事内容。

语用能力。

整体朗读故事，复习文本。

容。

将新知沿用至生活实际，教授学生科普知识。

8. Inspire the class to make 8. Think, discuss and talk 尝试自编故事内容，提升9. Suggest the students 9. Read the story. 1. Have students retell the 1. Retell the story according 利用板书，

复述故事内2. Encourage them to say 2. Discuss and try to express

about other water drops’ the journey. journey. the class. 1. Read the story. 2. Try to retell the story. 3. Try to make a new journey of Little Water Drop’s friends.

3. Show the water cycle to 3. Learn the water cycle. Assignment

板

书

设

计

M4U1 Water The journey of Little Water Drop see some trees

←

── in a cloud

fly over rivers and mountains

fall down to ∣ ↑rise up to the ground ↓ ∣the sky

inside the tree

live in the sea The 3rd period

Date: Thursday. Dec.7 教学重点：

能熟练运用核心词汇和句型有序描述长江的流向。

教学难点：

能理解、朗读复述语篇。

教学过程

Procedures Pre-task

Teacher’s Activities

Student’s Activities

8 Purpose

preparation While-task procedure

1. Introduce the history of Yangtze River.

2. Learn the steps of Yangtze River. 1) Match the pics.

2) Learn the steps.

3) Then, meet more water from many other lakes and rivers.

4) Finally, run into the sea

5) There is a river in our city. Its name is Huangpu River.

Post-task

1. Enjoy the short movie and 在欣赏短片的过程中初know the history of Yangtze 步感知长江流域的历史River.

1) Discuss with the deskmate steps. First --- start high in the mountains in the west of China. Next --- run down the mountains and through the Three Gorges. Then --- meet more water from many other lakes and rivers. Finally --- run into the sea.

Listening to the story. And try to answer. 2) Read together.

3) Read the passage and try to say some other names of the lakes or the rivers.

4) Fill in the blanks and know the four steps of moving.

5) Make your new ending of the Yangtze River. 6) Give your report of the Yangtze River. Four in groups 9 和地理知识，了解中国的大好河山，激发学生的学知欲。

通过解析图文配对，初步and try to match the pics to the 了解长江流域的过程。

通过对文本的记忆理解，把长江流域的过程讨论梳理。

通过听故事，学习讲述长江流域过程。

为故事编制合理的结尾。

同桌交流叙述长江流域过程。

It’s part of the Yangtze River.

Give a report of other lakes 根据练习上所给提示，用

activity and rivers.

Give a report of other lakes and rivers according to the worksheet. First, …

Next, …

Then, …

Finally, …

所学句型进行其他河流的介绍，并作出汇报。

Assignment 1.

Read and recite P49. 2.

Try to introduce the steps of other lakes or rivers. Blackboard design M4 U1 Water

The journey of Little Water Drop The Yangzte River is very, very long. First, … start …

Next, ... run down … and through …

Then, … meet …

Finally, … run into …

The 4th period

Date: Friday. Dec.8 教学重点：

能辨别含有/tʃ/，/dʒ/，/ʃ/，/ʒ/的单词并能尝试根据发音规则读出含有这些音标的新词。

教学难点：

能灵活运用核心词汇和句型有序描述泡茶、水循环和江河流向，并书面完成一份关于水的研究报告。

Procedures Pre-task preparation While-task procedure

Teacher’s Activities

Sing a song. Daily talk. 1.Make a rainbow

Student’s Activities

Sts sing together Answer the questions 1.Sts watch the flash twice.

2.Read the text twice.

3.Say “How to make a rainbow”

10 Purpose 日常对话，复习旧知。训练学生的听力能力。

练习学生朗读的能力。

2.Learn the sound!

3. Listen and circle 1.Show the ppt for “Learn the

sound”

on P51. Ask sts to repeat

after T until they can pronounce

the sound correctly. T: /t/

/dʒ/ //

/ʒ/ Ss:………………. words with the sound.

answers. 对于学生来讲，这两个元音的发音较简单，教师让学生说说其它单词。

2.Encourage them to think of more

3.Sts listen and circle and check the

Post-task activity Learn the sound . Assignment Workbook

Blackboard design 练习册。

Recite the sounds. 语音默学。

5AM4U1 Water Water in our life

/t/

/dʒ/ //

/ʒ/

教学随笔：

本单元主题是“Water”。共分为四个课时。

第一课时，我主要上的是Making tea，学习书本5AM4U1 Look and say, Look and learn和Ask and answer的内容。课的一开始从歌曲I’m a little teapot引入，激发学生的学习兴趣。然后用中国的地图教学音标。接着让学生听水的音乐，问学生What can you hear?引出本单元主题Water，并提问：What can you do with water?。再出现Kitty’s grandma的图片，问Who is she? What can she do with water?然后看课文的flash。主要是通过四个阶段First, Next, Then, Finally进行学习。通过学习能够让学生初步说出泡茶的四个阶段，从而引申到自己身上。整体学习效果还是不错的。

11