Fun with language名师教学设计1

Unit 1

Fun with language 第三课时

广州市荔湾区汇龙小学

傅安儿

一、教学内容分析

本课是Unit1的第三课时读写课，教授内容是Fun with language Ex.4 和一篇拓展阅读材料，重点是文本阅读的训练。本课将让学生通过阅读的方式进一步了解中外农场，拓宽视野并加深对本模块主题的认识，培养孩子良好的文化品格。同时在阅读中习得语言，形成相关的阅读策略。

二、教学对象分析

在前面的课时学习中，学生对country life中的农活、农场及其动植物都有了一定的了解。能较熟练的描述农场动物及农民干农活的景象。

三、教学目标



语言技能目标

1、能通过阅读，理解文章大意。

2、能在读中习得语言，并用于写话。



学习策略目标

1、通过小组合作，培养与他人合作的策略。

2、通过读文和读图，学会在读中提取信息，培养初步的阅读和写作能力。



情感态度目标

1、体验英语学习的乐趣，乐于表达，乐于分享。

2、增强学生的自信心，培养勇于与他人交流、合作、仔细倾听的学习习惯。



文化意识目标

引导学生注意中外文化差异。

四、教学重、难点

1 / 6

正确理解短文的内容，完成相应的阅读任务。

五、教学理念与策略

1、利用跨域式课堂“大输入、大输出”的特点，加大语言输入量，采用不同的阅读教学模式，指导阅读策略，培养学生的阅读能力。

2、采用读写结合策略，让学生充分进行语言输入后，对语言进行内化，让学生自由地进行交际和表达，最终输出目标语言。

六、教学过程

（一）

Warming Up Play a game. 游戏规则：根据图片说短语，鼓励学生同一张图片进行多种表达，如a chicken, a lovely chicken, a white fat chicken, a white fat chicken in the garden…, 表达最丰富者为赢。

【设计意图：让学生尽快进入学习状态，滚动呈现所学词组，学生复习和巩固旧知。】

（二）

Pre-reading 1.

快速闪过一张llama的图片，并呈现这两个句子：It’s not a goat.

It’s not a dog, either. 学习生词llama.

2.

Let’s read. T:

What would you like to know about llama? Let’s read Australian Farms. There are many farms in Australia. On most Australian farms, farmers keep cows and sheep for their milk, meat and wool. 引导学生拼读生词并在图中找出词义。让学生根据上下文猜测keep的意思，如猜不出可直接告之。

Now some farmers there have other animals too. They raise llamas from South America for their wool. People use llama’s wool to make warm clothes.

Llama’s wool is better than sheep’s wool.

让学生根据上下文猜测raise的意思，如猜不出可直接告之。

【设计意图：让学生阅读、做任务，同时渗透阅读微技能指导。】

3.

Read & write.

(1)

In Australia, people keep _____ for their meat and milk. (2)

People usually raise ______ for their wool.

2 / 6

(3)

Llamas’ wool is good for making ______.

(4)

People in Australia keep______, some big birds, for their meat. (5)

Some parts of the deer’s _____can be medicine.

让学生打开课本填空，并在文中划出相关信息。校对答案时建议把学生的答案投影出来并让学生自己评讲。

【设计意图：让学生在理解文本的基础上关注语言形式。】

（三）

While-reading 1. Let’s practice.

能够理解课本的阅读材料即为基本达标。

（1）

看图，填空。

On this farm there are____. Farmers keep them for their ______. On this farm ___________. Farmers keep ____for their _____ and _____.

On this farm ___________. Farmers keep ____for their _____ . People use _________ to make ________.

On this farm ___________. Farmers keep ____for their _____ . People use _________ to make ________. （2）Can you add more?

Farmers keep ____ for _________ .

People use ________ to make ________. 【设计意图：根据语言建构主义理论，师生在谈论中生成相关的文本段落，让学生在理解中运用语言。】

（四）

Post-reading

1. Let’s talk. T: There are also many farms in China. These are the things we know very well. They are … 引导学生说短语，如rice field, a farmer with a hat, a hardworking buffalo, house with trees and flowers. 【设计意图：引导学生说短语,为下一环节的听力做准备。听力材料见附件1】

2.

Listen and tick or cross.

(

) (1) Lingling is visiting the farm with her friends.

(

) (2) Some farmers are picking vegetables on the farm.

(

) (3) The buffalo under the tree is eating grass.

(

) (4) Lingling’s mother wants to draw a picture of the cow.

(

) (5) There are some white boats on the river.

3 / 6

(

) (6) Lingling sees some fish in the river.

(

) (7) A man with a hat is feeding the ducks.

(

) (8) An old lady is feeding the chickens in front of the red house. 【设计意图：通过判断题，检查学生对文本内容的理解，有意识地让学生捕获文本的关键信息。】

3.Let’s read.出示一箱oranges, T: Children, do you know Sunkist? What is it?

Where are they from? Do you want to know? Let’s read An American Farmer.并回答几个问题，阅读材料见附件2。

【设计意图：让学生阅读、做任务，同时渗透阅读微技能指导。】

4. Let’s check the answers. 校对答案时建议把学生的答案投影出来并让学生自己评讲。教师最后把再把答案完整的呈现出来。

【设计意图：让学生在理解文本的基础上关注语言形式,并让学生小结：抓住文中的关键词可以帮助我们提高阅读效率。】

七、作业布置

1、完成活动手册U1的练习。

2、在《北京师范大学跨域式课题组资源》中自选两篇阅读材料进行拓展阅读。

4 / 6

听力及阅读文本：

附件1：听短文。

根据短文内容判断听到的句子是否正确。

It’s Saturday in April. Lingling and her parents are having a trip on the farm. Many farmers are working in the fields. Some are planting vegetables, some are growing rice. There is a brown buffalo under a big tree. It is eating grass. The grass looks very green and very fresh. “The buffalo looks beautiful. Let me take a photo of it.” Lingling’s mother says. There is a river on the farm. Some white ducks are on the river. A man with a hat is watching the ducks. “Look, I can see some fish in the river.” Lingling says. Near the river is a lovely red house with trees and flowers. An old lady is feeding her chickens in front of the house. What a nice picture!

(

) (1) Lingling is visiting the farm with her friends.

(

) (2) Some farmers are picking vegetables on the farm.

(

) (3) The buffalo under the tree is eating grass.

(

) (4) Lingling’s mother wants to draw a picture of the cow.

(

) (5) There are some white boats on the river.

(

) (6) Lingling sees some fish in the river.

(

) (7) A man with a hat is feeding the ducks.

(

) (8) An old lady is feeding the chickens in front of the red house.

5 / 6

附件2：

读短文，根据短文内容回答问题。

Mr. Gore is an American farmer. He has a

large farm in the south of California. On the

farm he grows oranges. There are also a few

other fruits trees on his farm, but most of them are orange trees. California is full of sunshine, and the sunshine helps the oranges grow big, juicy and sweet. Mr. Gore has a wife and two sons. They are all farmers. Mr. Gore takes care of the orange trees, his sons sell their oranges to all over the world. Mr. Gore does housework and grows flowers in their big garden. There are always so many things to do on the farm. The Gore family is always busy. Do they have machines

to help them? Yes, they do. But in autumn, when it is time to pick up the oranges, they have to hire people to help them.

Word List:

sunshine 阳光

take care of 照顾，照料

sell 出售

all over the world 全世界

machine 机械

hire 雇用

(1) What fruits does Mr. Gore grow on his farm?

(2) What do you think the weather is like in California? (3) What do you think the word “juicy” means in Chinese?

(4) Who cooks in Mr. Gore’s family?

(5) Who is responsible(负责) for selling the oranges?

(6) What does the Gore family hire people to do?

6 / 6