二0二三年度五年級上冊Revision1vegetablesteachingplan

1、Teaching plan Vegetables 王婷婷 Teaching AimsLanguage Skills 語言認知:To understand the story and finish mind map. 理解故事內(nèi)容并完成思維導圖。To match the vegetable words and the pictures.能把文中出現(xiàn)的蔬菜單詞和蔬菜圖片進行匹配。To classify the vegetables 能根據(jù)文中給出的蔬菜類別給蔬菜進行分類。Thinking Skills思維技能：To classify the vegetables 分類思維（對蔬菜按照文中的標準進行

2、分類的思維）To associate other vegetables with the same characteristics 聯(lián)想思維（按照蔬菜的相同特點進行聯(lián)想）Social Cognition 社會認知:To know the main parts of plant 對植物主要部分的科學認知（認識每個部位的名稱）How to eat healthily: 不挑食,盡量選擇有機食品，注意多樣化和均衡膳食以及營養(yǎng)搭配。Teaching Aids：PPTCardsTeaching Procedures:Procedures and objectivesMethods and activit

3、iesTips and teacher talkBefore reading (to help students prepare to get into the study；)Mental Preparation：（to be familiar with teachers, classmates and the environment）Language Preparation： Situational Teaching: (Teach and encourage the students to say the key words and sentences)During reading(to

4、help students build a holistic understanding of the story;to help students to have a deeper understanding of the each part；to help students to understand the meaning of the new wordsto develop higher order thinking skillsTo develop their ability to cooperateTo develop their ability to guess the new

5、words according to the contextAfter reading(To creatively use of the target language and think about what and why)Homework:I. Warm-up The students say and I pin on the blackboard.(聯(lián)系生活實際)II. Presentation:Read the book coverLead the Students observe and answer .I show the cards and pin on the blackbo

6、ard. Show the students the plant , lead them to tell : Cauliflower is the flower of the plant.Students read through the book quickly.Students tell and stick the parts to the blackboard.Teacher Sticks the main parts to the blackboard.（6teams）DiscussionShow time: One student talk and the other stick.(

7、6 teams)Each team comes 2 students to introduce their part and classify the vegetables.結合自然拼讀Invite several students to readcabbage(card)Lettuce(實物&card)Boys and girlsCelery(實物&card):Reduce blood pressure，Celery is good for grandparents.Choose 2 teams to show them the seeds of the plant.Peas and cor

8、n(實物&卡片)Ask the students by material object. Invite little teacher to teach.Cauliflower &broccoli(實物)Look at the PPT(Squash)Try to pronounce(自然拼讀)Turnip(card)Listen and repeat DiscussionLook at the mind map and try to retell.I. Free talk: Hello, boys and girls! You look energetic today! You must enj

9、oyed a big breakfast! What did you eat this morning?S:T: What do you usually eat for lunch?S:T: What vegetables do you eat for dinner? S: We should eat lots of vegetables everyday. They are really good for us. Today, well learn a picture book together. T: Lets look at the cover! This is the cover of

10、 the do you see?(單詞呈現(xiàn)結合卡片)2T: What else can you see?(title, writer, photographer): What does the cauliflower look like? (flower)S:T: Cauliflower looks like a flower, its the flower of the plant.: How many parts of plants can we eat? What are they? Lets open the book and read together. T: Boys and gi

11、rls, how many parts of the plant can we eat?S: T: Can you tell me what are the parts?T: So, this is the flower of the plant(Review the 6 parts of the plant)5.T: Ok, you are the leaf team (Each group is a part of the plant)T： I will give you several minutes to read and talk about your part in group .

12、 After discussion, 2 of each group will come to the front. One talk and the other classify the vegetables. Ill give you an exampleWe can say “Some vegetables are the part of the plant. Cabbage is made up of leaves.6. T: Which part of the plant are you going to share with us? 7. New words: cabbage(ca

13、rd)Lettuce(實物&card)T: Lets listen and repeat!T: Lets talk about the book with your team.T: Now, lets look at the mind map, can you retell?: What vegetables do you like to eat? Why?T: We should eat all kinds of vegetables to keep strong.Read the story.Give your parents some advice about healthy diet.

14、Vegetables教學反思 尊敬的各位專家，領導，老師大家好！首先，感謝此次學習交流的平臺，感謝教研員李琦老師、董倩敏老師的悉心指導，感謝在座各位的聆聽和指導，更感謝一路相伴的錦西人，是你們，讓我在這次non-fiction教學中，有了不一樣的體驗和思考。一、文本解讀我今天嘗試的vegetables是Wings讀物中的一篇科普類繪本,主要讓學生學習了解不同種類的蔬菜以及Why they are good for US.引導學生在閱讀文本時，能夠在觀察、思考、比較中，提取歸納文本信息，To classify the vegetables 分類思維（對蔬菜按照文中的標準進行分類的思維）To as

15、sociate other vegetables with the same characteristics 聯(lián)想思維（按照蔬菜的相同特點進行聯(lián)想）。教學方式立足于開放閱讀，從教師導讀到學生能自己讀、再到小組共讀探討，最后討論作出決定，每個活動設計都對學生的思維發(fā)展提出不同梯度的要求。幫助學生提煉掌握，建構并遷移其中的知識結構，做到學以致用。二、學情分析5年級的學生，具有良好的學習習慣，對英語學習保持著濃厚的興趣，具有一定的觀察、分析和辨析能力。從這個年齡段孩子的社會認知水平來說，孩子們對植物主要部分有一定的科學認知（認識每個部位的名稱）但還不能完全準確地用英語表達，這需要教師在本節(jié)課中創(chuàng)設情

16、境引導孩子們建構相關能力。三、教學目標和重難點在設計課程時，我關注學生的認知水平和語言儲備，利用表格式的思維導圖，幫助學生清晰理解Main parts的概念。教學重點：在生活情境中感知、理解并學習蔬菜的不同部分。教學難點：結合生活經(jīng)驗，在恰當?shù)那榫持斜硎鍪卟藢儆谥参锏哪囊粋€部分。四、科普繪本的基本要素關于植物的六個部分，內(nèi)容是平行結構的，在學習的過程中，需要學生通過自主閱讀來提取信息，同時提升語言素養(yǎng)和多元思維。五、課堂設計與思考指導性閱讀，學生為主體。在整堂課中，學生實現(xiàn)開放式閱讀，采取由易到難的師生共讀、生生共讀、小組共讀，提取文本信息，培養(yǎng)孩子的自主學習能力，特別是分類思維和聯(lián)想思維能力，同時能夠讓孩子在學習中相互合作，共同