Unit 3 Fire优质课教案推荐

2017学年第二学期一师一优课，一课一名师

普陀区长征中心小学

朱琼莹

教材名称

单元名称

Oxford English 5A Module 4 The natural world Unit 3 Fire 适用年级

所需课时

教材内容

五年级第一学期

4

1

2017学年第二学期一师一优课，一课一名师

普陀区长征中心小学

朱琼莹

【单元学习概述】

了解消防安全知识

P3 Rules for escaping P2 Rules for fire safety

理解火灾逃生方法

了解火的功能作用

P4 Benefits of fire 感知森林防火方法

P1 A cry for help

综合语用能力、文化素养的提升

Module 4 Unit 3 Fire 【单元学习目标】

知识目标

1．

复习音标。

2．

在语境中理解、运用本单元的核心词汇：

smoke, start, campfire, match, careful, safety。

3．

在语境中理解、运用本单元的核心句型：Don’t... We must/mustn’t... 4．

在语境中理解、运用句型：Can you...? 能力目标

1．

够正确朗读核心词汇和句型。

2．

能够利用核心词汇和句型表达消防安全的禁令。

3．

能够听懂故事，并有感情地朗读，获取关于火对于人类生活的作用的信息。

情感目标

1．

知道火是危险的，需要非常小心地对待，知晓不同场所的消防安全知识。

2．

了解火灾逃生措施，学会冷静面对危情。

3．

感悟火的多重作用，以及火对于人类生活的重大意义。

【单元内学科整合梳理】

教材内容的情趣点

本单元具有丰富的科学知识，极强学生兴趣点

学生喜欢了解科学知经历，对于本话题有具体的经历和体验。

与其它学科的整合

1.

与品设学科的消防安全联系。

2.

与自然学科中火的产生和作用联系。

的现实感，与日常生活息息相关。

识，有亲身的消防演练

2

2017学年第二学期一师一优课，一课一名师

普陀区长征中心小学

朱琼莹

【分课时目标】

Period 1 A cry for help 1.

能够利用音语标准确念出单词。

音

Period 2 Rules for fire safety 1.

能够利用音标在语境中准确念出单词。

能在语境中正确朗读、理解和运用词汇smoke, start, campfire, matches, safety, careful。

Period 3 Rules for escaping Period 4 Benefits of fire ----Yaz, the food and the fire 能够利用音标在语境中准确念出儿歌。

能在语境中听懂、朗读词汇Stone Age, cave, heat, raw meat, hate。

1.

能够利用音1.

标在语境中准确念出儿歌中的单词。

1.

能在语境中1.

进一步熟练运用词汇smoke, start, safety。

2.

能在语境中听懂、朗读lift, smoky, cover, crawl out。

能够在语境1.

中，理解并且运用核心句型Don’t... We must/mustn’t...进行书面表达。

能够听懂并1.

准确地朗读语篇。

能够在读懂2.

语篇的基础上，正确表达消防逃生指南。

通过语篇的学习，让学生认识火灾逃生知识，并能够冷静面对险情。

语言知识

1.

能在语篇中1.

初步听懂、朗读、正确书写单词：

单smoke, start, campfire, 词

match。

句子

1.

能够听懂、朗读、书写表达禁令的核心句子Don't ... 1.

能够进一步1.

在语境中，准确理解、朗读核心句型Don’t ... We must/mustn’t... 能够在语境中正确、熟练语用核心句型Don’t... We must/mustn’t...并进行书面表达。

能够听读并准确地朗读故事。

能够复述故事主要内容。

语

言

技

能

与

运

用

1.

能够听懂并1.

能够听懂并1.

有感情地朗准确地朗读读语篇。

2.

在读懂语篇safety>。

的基础上，获2.

能够听懂核2.

取关于森林心句型，并且防火的信息。

能根据语境进行选择和正确运用。

1.

通过语篇的学习，让学生感受到森林中火灾很容易发生，需要非常小心。

1.

通过语篇的1.

学习，让学生能够知晓不同场所消防知识，能够采取预防措施。

情

感

态

度

1.

通过故事的学习，让学生感受到火对人类的生活提供了巨大的帮助，学会理性面对火。

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2017学年第二学期一师一优课，一课一名师

普陀区长征中心小学

朱琼莹

【分课时语篇】

Period 1 A cry for help Some people are in the country park.

There is a big fire. Thick smoke is everywhere. The trees are crying for help. Helicopters are dropping water on the fire. The firefighters are fighting the fire bravely. They are using a lot of water. Soon, the fire dies down. Trees and grass burn in the fire, but no one is hurt. The fire starts because some people start a campfire. The firefighters then put a sign in the park. Don’t smoke!

Don’t start campfires!

Don’t play with matches. Don’t play near fires. Period 2 Rules for fire safety Jill’s father Mr Xu, a firefighter, is at Rainbow Primary School today. He’s talking about fire safety. Fires can start in forests, in schools and at home. People must be careful. Don’t smoke. Don’t start campfires. Don’t play near fires. Don’t play with matches. We mustn’t play with matches. People mustn’t smoke. Children mustn’t play near fires. Fire is dangerous.

Period 3 Rules for escaping When we see a fire, we quickly go outside. We mustn’t use the lift. It is dangerous inside. If it is smoky, we cover our mouths and noses. We crawl out very fast. We mustn’t stop for toys or clothes. When we are outside, we listen to the firefighters. They can help us.

Period 4 Benefits of fire ----Yaz, the food and the fire Yaz lives in the Stone Age. His family live in a cave. There’s a fire in it. It gives them heat and light. They always eat raw meat. He doesn’t like it because it does not taste good at all. He throws it away into the fire. It smells very nice. It tastes great. Now they cook all their meat on the fire. Fire can be so helpful!

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2017学年第二学期一师一优课，一课一名师

普陀区长征中心小学

朱琼莹

【任务与评价】

Period 1 A cry for help Let Ss read nicely. Period 2 Rules for fire safety Let Ss read nicely. Period 3 Rules for escaping Let Ss read nicely. Period 4 Benefits of fire ----Yaz, the food and the fire Let Ss read nicely. Have Ss make a little book about the story and the benefits of fire. Accuracy:

Fluency:

You can draw too:

Fluency:

Fluency:

Whose sign do How do you feel How do you feel you like? Why? about the fire? about fire now? 理由可以说中文。

Are you afraid?

Imagination:

Have Ss make a sign for the forest. Have Ss make a Have Ss take a notice about the fire drill

fire safety. according to the rules and design a poster

about it. Accuracy:

Accuracy:

Accuracy:

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2017学年第二学期一师一优课，一课一名师

普陀区长征中心小学

朱琼莹

Unit Period 1 5A Module 4 Unit 3 Fire A cry for help

The students in this class show great interest in learning English. They are especially good at saying and acting. So I have designed some activities to encourage students to do the role-play. The students have acquired plenty of knowledge about fire safety. Therefore, I have brought some activities to estimate their judgment. The students have acquired the basic words and expressions of prohibitions. Through the story reading and the tasks accomplished, they can put these knowledge and abilities into practice.

教学目标

Teaching Targets

教学内容

Teaching Contents 语言知识

Language Knowledge 1.

To learn the words：1.

smoke, start, campfire, match 2.

To learn the sentence：Don’t...

语言技能

Language Skills 情感文化

Emotion and cultures Class Profile

Period 1 A cry for help

To use modeled To be careful about fires sentences to in the forests.

express prohibitions. 2.

To understand fire safety in the forests.

Purpose To clear students’

mind and help them be prepared of this unit.

To raise students’

interest of the new story. 教学过程

Teaching procedures Procedure Pre-task Content 1.

About the tasks

Show four tasks of this unit.

2.

Who’s crying for help? Get the motivation of the first task.

1.

Can people do that in the forest? Teach:

smoke, start, campfire, match Don’t...

2.

Who comes to help? Show helicopters and firefighters Methods 1.

Let Ss get to know the theme and the projects of this unit.

1.

Let Ss watch the whole story. 2.

Let Ss get the information about who’s crying for help. 1.

Let Ss listen to the cry of the trees and judge. 2.

Let Ss imitate the trees to express prohibitions in the forest.

1.

Let Ss watch the video about who comes to help. 2.

Let Ss match the helicopters and the firefighters with their responsibilities to put out the 6 While-task To encourage students to observe and absorb

information of prohibitions about fire safety in the forest.

To encourage students to improving their abilities of getting the key information step by step, from acting to describing.

2017学年第二学期一师一优课，一课一名师

普陀区长征中心小学

朱琼莹

3.

There is a big 1.

Let Ss read this part of the To improve students reading story and match the sentences skills and estimate their fire. with the pictures. Show the understanding of this part. results of the 2.

Let S think what we can do to fire. help the trees. Post-task 1.

A cry for help

2.

Draw a sign 1.

Read the story fluently Encourage the students to

summarize the fire safety 1.

Express the prohibitions of rules in the forest. the fire safety in the forest. 1.

Read the story nicely. 2.

Draw the sign. Help the students to remember the fire safety rules in the forest and they can have more information about fire safety rules in other places.

fire. Assignment

Evaluation

Accuracy:

Fluency:

Materials (please paste any materials you use below)

A cry for help Some people are in the country park.

There is a big fire. Thick smoke is everywhere. The trees are crying for help. Helicopters are dropping water on the fire. The firefighters are fighting the fire bravely. They are using a lot of water. Soon, the fire dies down. Trees and grass burn in the fire, but no one is hurt. The fire starts because people start a campfire. The firefighters then put a sign in the park. Don’t smoke!

Don’t start campfires!

Don’t play with matches.

Don’t play near fires. Board-writing Design

7

2017学年第二学期一师一优课，一课一名师

普陀区长征中心小学

朱琼莹

5A Module 4 Unit 3 Fire

Period 1 A cry for help The trees are crying for help. People

Attention Trees and grass burn in the There are many trees in the forest. The fire. fires can start easily. Please: smoke play with matches start the campfire play near the fire

Helicopters are dropping Don’t______. water on the fire. Don’t ______. The firefighters are fighting Don’t______. the fire bravely. Don’t______. 5A M4U3 Fire 第一课时A cry for help 教学设计说明

今天我所执教的内容是牛津英语5A M4U3 Fire的第一课时A cry for help。本堂课的教学

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2017学年第二学期一师一优课，一课一名师

普陀区长征中心小学

朱琼莹

设计主要

基于以下几点：

1. 本堂课是基于学生的基本学情来设计的

通过与这些孩子接触，我发现学生喜欢读故事，他们喜欢模仿故事人物进行阅读和朗读，通过故事演绎能够理解小语段和小语篇，并且在故事语境中开展合理想象。本单元的教学主题为“Fire”，这一主题在四年级的学习中已有所涉及，学生能够表达火很危险，并且在每一年的学习中，都有关于规则和禁令的表达，因此学生对于Don't...句型有一定的表达基础，能够结合语境表达禁止行为。

2. 本堂课是基于单元整体教学思想来设计教学内容和过程的。

单元整体教学要求我们用单元整体目标统领分课时的教学要求，而单课目标的达成又是单元整体教学目标实现的重要前提。因此，我将本单元划分为四个课时，通过四个单课目标的落实，最终达成单元整体的教学目标。

本单元的主题为Fire, 需要学生能正确正确朗读、书写表示禁令的句型，学生要能够结合不同场所，表达消防安全的理念，认识火灾的危害以及火灾逃生的方法，并且通过故事阅读，感悟火与人类息息相关，火给人类的生活具有重大的作用和意义。在此目标统整下的分课时话题及教学目标我又做了如下设计：

第一课时的话题为：A cry for help, 主要了解森林防火知识，认识火很危险。第二课时的话题为：Rules for fire safety 则聚焦不同场所的防火知识，消防安全需要牢记心中，谨慎面对火。第三课时的话题为：Rules for escaping将通过了解火灾逃生技能，做到冷静面对火情，学会自救。第四课时的话题为：Benefit of fire学生将了解火对人类的意义，学会理性面对火。通过这样四个课时的教学来完成本单元的整体教学设计，使学生对“火”有一个比较全面的认识与理解。

3. 本堂课是基于语义理解、语用功能的实现来进行设计的。

本堂课创设了有一场人们的不当行为引起的森林大火，大树在其中大声求救这样一个故事语境，学生围绕谁在呼救？谁来帮忙？我们能不能帮忙？怎么帮忙？这样的线索，在语篇阅读中，收集信息，模仿演绎，回答问题，动手实践。不断推进的教学过程，也让学生有越来越多维的思考和训练，学生在语境中通过演绎大树的口吻，自然而然地就学会了森林消防的知识以及表达的方式，而最终落实到我们一起来为这些大树做一块防火告知牌，则避免了说教式的练习方法，而是依然在语境中达到朗读、选择、思考、书写的综合语用。整堂课的教学环节始终沉浸在这一语境中，全语境式的教学过程，激发了学生的学习兴趣，学生愿意调动各种积极性来进行观察、模仿并获取信息，学生能够充分理解语义，并结合自己的生活常识，进行有品质的语用输出。

4. 本堂课是基于育人价值、情感推进的过程来设计的。

在设计教学时，我最关注的是课堂是否能够体现其育人的价值，教学内容是否能够引起学生内心的共鸣。因此，我借助了切合文本内容的音乐、视频等给予学生可视可听的文本材料。帮助学生感知、体验火灾的紧急以及灭火的难度，而学生也在观看、思考、回答、模仿、演绎的过程中自然而然的认识到火的危险，与思品课程中的消防安全知识进行了整合，并且达到生命安全的教育。我以情感体验推进课堂教学，在语言内容带动语言知识的学习过程中，完成情感目标的渗透。

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