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視頻標簽：natural worl,Water
所屬欄目：小學英語優質課視頻
視頻課題：滬教版五年級上冊Module 4 The natural world unit 11 Water-遼寧省 - 沈陽
教學設計、課堂實錄及教案：滬教版五年級上冊Module 4 The natural world unit 11 Water-遼寧省 - 沈陽
設計理念：1.根據學生的求知的心理特征和實際情況，選擇交際式的英語教學策
略，通過直觀的演示，講解新知，為學生提供自主學習以及充分發現和自我發展的空間，為進一步學習課文打下基礎。
2.本節課把英語教學與情感教育有機地結合起來，促進學生互相學
習，倡導小組合作，體驗集體榮譽感。注重評價學生的綜合語言運用能力。
3.通過本節課教學，使學生了解水的特征以及對人類的作用，并漸漸
感知周圍水的現狀，為下面保護水的拓展做以簡單的預設。
教材分析：本節課是第四模塊The natural world 的第二單元Water的第一課時，
第四模塊的主題是自然界，而水又是人類賴以生存的基本條件，是最重要的因素。Water 這節課的主題，從水從哪里來入手，重點談論了水在我們的生活中無處不在，我們可以用水做許多事情，然后談到了水的重要性以及日常生活中水的用途到最后的保護環境，完整地再現了“話題—功能—結構—任務”的編寫模式，語境真實、趣味性強，讓學生在“用英語表達情感”的過程中感知、實踐和體驗英語學習的樂趣，并利用小組合作學習的方式，提高學生綜合運用語言知識的技能。
學情分析：五年級學生對于水有了初步的認識，能根據特征判斷出水，知道在哪
里能看到水，水可以做什么，并能用簡單的英語加以描述，因此，在教學過程中，一方面根據學生的興趣，適時地呈現新詞組，完成基本的教學任務，另一方面，根據學生的實際情況，靈活調整深度，以便于每個學生都能學有所獲。最后在拓展中引入保護水的話題，增添學習興趣的同時拓寬學生的知識面。
教學目標： 1． 知識目標：
1）掌握四會單詞：use, clothes, farmers,并熟練使用短語grow crops, put out fires. 2) 能用We use water to wash our hands. 來描述水的作用。 3）熟讀課文，并使學生能寫出關于水的小練筆。 2．能力目標：
1）學生能熟練掌握所學的單詞和短語。
2）學生能完成Listen and say的操練，并用英語描述水的用途。
3）學生能運用所學的知識，說一說水來自哪兒，水的用處及我們應該怎樣節約用水。 3．情感目標：
1）引導學生充分認識到水的重要性，為保護水資源多做努力。
2） 培養學生學習英語的興趣，并能用簡單的英語對水從哪里來及用途加以描
述，通過小組活動，體驗合作學習的樂趣，提高學生綜合運用語言的能力。 3）培養學生熱愛大自然，保護環境的高尚品格。
教學準備：
1.單詞卡片。 2.詞組卡片。 3.課文練習題紙。 4.自制教學課件。 教學重點：
1）掌握四會單詞及短語：use, clothes, farmers, grow crops, put out fires. 2) 能用We use water to wash our hands.來描述水的用途。 教學難點：
句型We use water to wash our hands.中to與動詞詞組搭配。 教學過程：
（一）熱身復習文化感知 1. Say hello to the students.
T: Class begins. Stand up, please. Hello, boys and girls. Ss: Hello, Miss Ji.
T: Sit down, please. Children, look here. Let’s guess, what is it? 2．Presentation (1) Play the PPT.
(2)T reads the riddle. Students guess.
Riddle: It has no taste and smell. It has no colour.（Maybe students guess : It’s
air. ）
We can drink it. In summer, we can swim in it. What is it? Ss: It’s water.
T: Today we are going to learn Unit 11 Water. (Handwriting on the blackboard) Students read the topic.
設計意圖:通過謎語引入水，既提高了學生們學習的興趣，又在同時讓學生了解了水的物理性質。謎語不是一次性呈現，在前面的幾句中，可能會有學生猜測為空氣或者其他有相同特征的物體，但是在后面的句子中學生會明確是水的，這樣會增加學生們參與的興趣，并讓學生對水有更清楚的認識。 （二）話題推進學習新知 1. Play the PPT.
T: Look carefully. Where does water come from? Ss: Water comes from the sea/ the river/ the rain...
T explains “ the tap” ( show students the picture) : Turn on the tap. We can use water. Turn off the tap. There is no water. Students read the word “tap”. 2. Play the video.
T: Now let’s watch the video and read.
Students watch the video and read one sentence by one sentence. 3. Play the video.
(1) T: Water is everywhere around us. It can help us do a lot of things. Now watch the video. (Play the PPT.)
T: In the video, how do we use water? S1: We use water to wash our hands.
S2: We use water to wash vegetables and clothes. Teacher explains “ clothes”(Show students some pictures) T: The coat is clothes. The shirt is clothes. What else is clothes?
Ss: ... is clothes. (Students know what is clothes and read it.)
(2) a. T: How do we use water in other ways? Students talk about this.
T: Let’s have a match. I give you 2 minutes and you can write them down. Then let’s look which group has more answers?
Students discuss and write them down. Then they report. Ss: We use water to clean our teeth/ make drinks... b.T: Let’s watch the video again. (Play the video again)
Now look here. Please choose the phrases and complete the sentences. put out fires grow crops Firemen use water to . Farmers use water to . Students choose.
Teacher explains “put out fires ”and “grow crops”. (Play the PPT)
設計意圖:讓學生進一步了解“put out fires ”的含義，并且適當拓展知識讓學生知道消防員滅火不僅使用水，有時也使用泡沫，增加學生的興趣。
(1)T: Firemen use water to put out fires. They are brave. Firemen use water to put out fires. They are brave. Sometimes firemen use water to put out fires. Sometimes firemen use powder to put out fires.
設計意圖:通過看圖和詞組排序方式增加學生的興趣幫助讓學生進一步了解“grow crops ”的含義，并且拓展知識讓學生知道“water”一詞除了有名詞“水”的意思，還可做動詞意為“澆水”。
(2) Teacher shows students some pictures and words, helps them learn the phrase “ grow crops”.
(3) T：Firemen use water to put out fires. Farmers use water to grow crops. Do you know anything else?
Students try to talk about how to use water . (eg. Cook, zoo keeper... )
c. T: We use water at home, in factories … We use it everywhere. (Play the PPT)
Water is useful. Do you know the meaning of useful? What else is useful? S1: Air is useful.
S2: Fire is useful. S3: …
設計意圖:通過觀看視頻以及回答簡單問題使學生們初步了解對話內容，為接下來的深入學習做好鋪墊。由學生經常接觸的話題入手，引入新知，循序漸進，環環相扣，利用PPT輔助教學，為課文學習掃清障礙。 （三）語用實踐鞏固新知 1. Play the video
T: Now please read the text in your group students read the text together in group.
2. T: Now please read the conversation in groups of four. Then act it out.
Students practice reading the conversation. Then they act the conversation in groups.
3. T: Look at this exercise. Please fill in the blanks according to the conversation. Students fill in the blanks and check the answers.
(1) Water comes from , and .
(2) We use water to , , and . 設計意圖:歸納梳理全文，鞏固新知，通過跟讀，練度，分角色朗讀等多種形式，鞏固課文，加深學生對重點句型的理解和認識。同時，也增加了學生開口說的機會，提高了說的能力。通過學生的小習作，提升學生的語言歸納和綜合運用能力，通過相關的小閱讀，縱觀文章的全局，不斷地提升學生的閱讀能力 （四）綜合拓展激活語言
T: Water is useful. Water is important to us. But look at these pictures. (Play the PPT ) What is happening? Students look at the PPT. Ss: NO water.
T: Water is less and less. So we must save water. But some people still waste water. What should we do?
Ss: Tell them save water. We can make a poster. (Play the PPT) Poster
Water comes from . We use water to . Water is important to us . We must save water . Students try to talk about the poster.
設計意圖:通過水資源貧瘠的相關圖片，對學生進行環境保護意識的教育，并幫助學生綜合運用本課所學內容強化重點句型的使用。 （五）總結評價作業夯實
T: Homework: 1. Listen to and read page 74.
2. Make a poster about water.
Write about:
Where does water come from? How do we use water? What should we do ? Why do you like it?
設計意圖:通過課后作業將課堂所學知識有效延伸，并且鍛煉了學生的英語寫作能力，使學生聽、說、讀、寫全面發展。
板書設計：
設計意圖: 突出本節課的教學重點，描述水的用途，使學生一目了然，有助于學生的記憶和作文的創作，突出本課重點。
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