Teaching Aims:
1. To understand the meaning of the key word and phrases: quarrel, give off, and make sb do sth.
2. To understand the whole story.
3. To make a new story.
4. To know “Everybody has his own strong and weak points”.
Difficulty:
To broaden the students’ mind while studying.
Materials: Multi-media, exercise paper.
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Procedures |
Contents |
Methods |
Purpose |
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Pre-task preparation |
Review |
1. A chant. 2. Talk about the story. ( The lion and the mouse) T: Do you remember this story about the lion and mouse? S: Yes. T: When the lion is caught, who helps him? How to help him? S1: The mouse helps him. S2: The mouse bites the net. T: In this story the mouse saves the lion. The mouse is small. But he is stronger. |
1. 通过让生朗读自编chant，既激起学生的兴趣又巩固了比较级。 2. 复习英语故事，使学生初步感受stronger的含义，为新课的内容作好铺垫。 |
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While-task procedure |
1. Learn the new word: quarrel |
1. Listen and watch. T: Today we’ll learn a story about the sun and the wind. In this story who is stronger, the sun or the wind? Let’s learn, ok? S: Ok. T: Let’s listen and watch. 2. Learn the word: quarrel/quarrel with T: What are they doing in the sky? 3. Make some sentences with quarrel/quarrel with. 3. Read the paragraph 1 |
1．通过创设吵架声的情景，引出新单词：Quarrel. 2. 拓展词组，使学生灵活运用所学的词汇。 |
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2. Learn the new phrases. give heat give off/give out lots of light and heat |
1. Read a passage. T: Who is stronger, the wind or the sun? Ss: The wind. The sun. T: Who thinks the wind is stronger? Why? S1: I think the wind is stronger. Because he helps me fly the kite. S2: I think the wind is stronger. Because he blows hard. …… T: Who thinks the sun is stronger? Why? S3: I think the sun is stronger. Because he is very large. T: Ok, let’s read a passage about the sun. What can the sun do? 2. Talk about the sun. S4: The sun can shine. S5: The sun can give us heat. S6: The sun can give off lots of light and heat. 3. Learn the phrases and catch the meaning. T: Smell the noodles. What do the noodles give off? S1: They give off a good smell. T: We can also say they give out a good smell. T: What gives off/give out a good smell, too? S2: The chicken gives off/ gives out a good smell. T: The sun gives off lots of light and heat. What gives off light and heat, too? Ss: The match, the star, the light, the fire… |
1．通过拓展阅读材料学习新内容，增加学生的语言输入量。 2．创设生活情景，让学生感知give off 的意思，同时拓展give out. | |
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3. Learn the new phrases. take off make sb do sth |
1. Listen to the paragraph 2 of the story. Talk about what the sun and the wind will do. T: The sun gives off light and heat. The wind blows hard. Who is stronger? So they decide to have a match? Now let’s listen what will they do? S1: They will make the man take off his coat. 3. Learn the new phrase: take off T: Suppose it’s hot now. I will take off my coat. S2: It is turning sunny. I will take off my raincoat. S3: I will take a bath. I will take off my coat. …… T: Suppose it’s cold now. I will put on more clothes. S4: It’s cold. I will put on a hat. 3. Learn the new phrase: make sb. do sth. T: Let’s play a game by using this phrase: make sb do sth. T: (To S1) You give the instruction. For example: XXX, mop the floor. (To S2) You do the action. I will say the complete phrase. 4. Read the paragraph 2. |
1.在录音的基础上，让学生谈论太阳和风将要做的事情。 2．由take off 引出新词组：put on，达到新旧知识的整合。 3．通过游戏的形式学习词组，使内容变得生动有趣。 | |
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4. Try to get meaning of paragraph 3,4 |
1. Act.（Who can make the man take off his coat? ） T: Who can make the man take off his coat? Let’s try first, ok? Ss: Ok. T: I will be the man. If you are the wind, what will you do? If you are the sun, what will you do? 2. Fill in the blanks. 3. Read the paragraph 3, 4 |
通过表演和填空练习帮助学生理解意思，熟练掌握所学内容。 | |
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Post-task activities |
1. Show the whole story. |
1. Read the story. 2. Answer the questions according to the story. |
通过问题，让学生进一步理解故事。 |
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2. Try to make a new story. |
1. Prepare a new story. (Let the man put on the clothes.) T: The sun is stronger. But I think the wind is stronger, too. Because who can make the man put on his coat? Let’s make a new story about the sun and the wind. 2. Act. 3. T: So everybody has his own strong and weak points. In our class who is stronger? S1: Alice is stronger. Because she can dance and sing well. …… |
通过创编新故事这个环节，拓宽学生的思路，培养学生创新思维能力和语言表达能力，同时进一步深化了故事的内涵。 | |
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Assignment |
1. Listen and read this story. 2. Retell the story. | ||
附：
Material 1: A chant:
Big, big, big,
Bigger, bigger, bigger,
Elephant is bigger.
Small, small, small,
Smaller, smaller, smaller,
Mouse is smaller.
Fat, fat, fat,
Fatter, fatter, fatter,
Pig is fatter.
Thin, thin, thin,
Thinner, thinner, thinner,
Monkey is thinner.
Weak, weak, weak,
Weaker, weaker, weaker,
Lamb is weaker.
Strong, strong, strong,
Stronger, stronger, stronger,
Lion is stronger.
Material 2: A passage about the sun:
Hi, children. I’m Mr. Sun. I am a large star, but very far from you. In the morning I rise in the east and shine in the sky. I give you heat. I keep you warm, and let the plants grow up. I can give off lots of light and heat. On the earth everyone loves me very much. I feel very happy.
Material 3: Fill in the blanks:
“I will try first,” says the wind. “Who, who,” he ________________. The man doesn’t _______________.
“Now it’s my turn,” says the sun. “What will you do?” asks the wind. “I will____________and _______________,” the sun answers. He gives off ________________. The man _________________.
Material 3: Questions:
1. What are the sun and the wind doing in the sky?
2. What will the wind and the sun do to the man?
3. Does the wind blow hard or not?
4. What does the sun give off?
5. Who is stronger, the wind or the sun?
教学反思：
我所教学的是New Century English 5A Unit 10 Grand Theatre The sun and the wind 的内容。我教的对象是五年级的学生，这个班我已带了多年，他们有着活跃的思维和丰富的想象力，乐于说和做。因此本节课中我根据本班班级学生英语学习能力的实际，努力让学生在自主探究中学习本课知识，力图体现摆脱以“课本为中心”的做法，在落实教材基本要求的基础上，适当“拓展相关资源，促进英语学习”的新课改思想。
首先我从学生已学的狮子和老鼠的寓言故事引入，创设情景，让学生初步感知stronger的含义，为本课情感和语言上的拓展作好铺垫。其次，在基础知识方面我设计了一些拓展，比如说拓展了词组：put on ,give out, quarrel with，还拓展了一篇有关太阳的阅读文章。为学生提供更多的语言量来谈论太阳，自主获得知识。在能力方面，以表演的形式为主，让学生自编自演，让他们在交流中，相互倾听，相互启发，借鉴，拓展思维，通过发散性思维，广泛联想，共同完成学习任务，最终体会得出Everybody has his own strong and weak points.的道理。最后联系到自班实际谈谈谁是stronger, 从课本向课本外延伸，从在培养学生综合运用知识的能力的同时，促进学生主动发展，合理地开发与利用教材情感资源，激发学生的深层思考，使学生在一定的语境中，知识，能力，情感三位一体，和谐发展。