Unit 1 Out and about课堂实录

Sea Animals Teaching aim: Get to know the names of the sea animals Get to know the habitat of the sea animals Developing thinking skills：

use their own way to retell the sea animals or describe a new one. Encourage kids to solve problems by their own or asking for help. Have the feeling of loving or trying to protection sea animals or our environment. Improve their reading , analyzing ,thinking , writing skills.

Teaching steps: P1.Brain storm: using the given information encourage kids to think and figure out what the animals are. P2Get to know their living

environment- the sea Read by themselves Underline the words and sentences they can not read or understand(encourage them to find the problems by their own. Improve their leaning skills ) Listen to the tape (solve the speaking problem) Reading comprehension

(solve the understanding problem, develop thinking and

reading skills)

P3 1. meet more sea animals

The dolphin, and the great auks Feel their feelings to read, a happy one and a sad one, cultivate their feelings to be happy or sad for the animals, meanwhile may have the responsibility to love or protect the animals 2.Draw thinking map help to remember these two passages about a dolphin and the great auks.(developing thinking skills)

Exchange their thinking sills to the teachers or parents or students.(develop social skill)

P4 Show two or three thinking maps of other sea animals , encourage kids to talk and write passages about sea animals .( consolidate, transfer and use the skills, meanwhile developing writing skills ) The very end of our class: there are many ways to know about the sea or sea animals, what ways do you know : 再次发散思维，提供学习方式，鼓励孩子学习，顺利联系作业

Home work: 1.

Watch the blue

planet

课后反思

1.第五单元基础内容：七个海洋动物名称，两个灭绝的动物片段，拓展文本也没有任何相关海洋生物的介绍，这远远满足不了孩子们的语言需要和兴趣

需要，所以该节课呈现的海洋环境，海洋生物介绍，都是优化整合的文本。既能满足语言输出，又能培养孩子描述更多其它海洋生物的能力。

2.注重语言能力和思维品质，语言运用的共同发展

英语的表达输出形式无论是口头表达还是写，呈现的是语言文字，但其背后是人的思维。单靠“念”和“背”，思维和语言能力的发展也只能局限记忆和模仿层面。因此在该课在要求孩子对Dolphin和great auks进行记忆时，尝试创造精神让学生分析文本，利用导图让孩子提取核心线索，从而达到复述或背诵文章段落。在此基础上继续鼓励孩子利用导图和本文所学语言和结构，结合已知把更多的海洋动物写下来。体现了技能的灵活运用和相互转化。

3.对接学生实际水平，提供合适的教学材料，针对不同层次，设计不同的教学任务，给所有学生提供学习和收获的机会。

教师创设不同的任务，浅深结合，让学生直接提取信息，分析与推断各种信息之间的内在关联和差异。建构新的概念，并形成自己的观点。照顾到不同层的学生，学生可以根据自己水平选择展示自己的机会，但是，由于个体差异，教师依旧不能周全照顾不同层面学生，学生收获各异。