二0二三年度五年级上册Revision1vegetablesteachingplan

1、Teaching plan Vegetables 王婷婷 Teaching AimsLanguage Skills 语言认知:To understand the story and finish mind map. 理解故事内容并完成思维导图。To match the vegetable words and the pictures.能把文中出现的蔬菜单词和蔬菜图片进行匹配。To classify the vegetables 能根据文中给出的蔬菜类别给蔬菜进行分类。Thinking Skills思维技能：To classify the vegetables 分类思维（对蔬菜按照文中的标准进行

2、分类的思维）To associate other vegetables with the same characteristics 联想思维（按照蔬菜的相同特点进行联想）Social Cognition 社会认知:To know the main parts of plant 对植物主要部分的科学认知（认识每个部位的名称）How to eat healthily: 不挑食,尽量选择有机食品，注意多样化和均衡膳食以及营养搭配。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.(联系生活实际)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.结合自然拼读Invite several students to readcabbage(card)Lettuce(实物&card)Boys and girlsCelery(实物&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(实物&卡片)Ask the students by material object. Invite little teacher to teach.Cauliflower &broccoli(实物)Look at the PPT(Squash)Try to pronounce(自然拼读)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?(单词呈现结合卡片)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(实物&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教学反思 尊敬的各位专家，领导，老师大家好！首先，感谢此次学习交流的平台，感谢教研员李琦老师、董倩敏老师的悉心指导，感谢在座各位的聆听和指导，更感谢一路相伴的锦西人，是你们，让我在这次non-fiction教学中，有了不一样的体验和思考。一、文本解读我今天尝试的vegetables是Wings读物中的一篇科普类绘本,主要让学生学习了解不同种类的蔬菜以及Why they are good for US.引导学生在阅读文本时，能够在观察、思考、比较中，提取归纳文本信息，To classify the vegetables 分类思维（对蔬菜按照文中的标准进行分类的思维）To as

15、sociate other vegetables with the same characteristics 联想思维（按照蔬菜的相同特点进行联想）。教学方式立足于开放阅读，从教师导读到学生能自己读、再到小组共读探讨，最后讨论作出决定，每个活动设计都对学生的思维发展提出不同梯度的要求。帮助学生提炼掌握，建构并迁移其中的知识结构，做到学以致用。二、学情分析5年级的学生，具有良好的学习习惯，对英语学习保持着浓厚的兴趣，具有一定的观察、分析和辨析能力。从这个年龄段孩子的社会认知水平来说，孩子们对植物主要部分有一定的科学认知（认识每个部位的名称）但还不能完全准确地用英语表达，这需要教师在本节课中创设情

16、境引导孩子们建构相关能力。三、教学目标和重难点在设计课程时，我关注学生的认知水平和语言储备，利用表格式的思维导图，帮助学生清晰理解Main parts的概念。教学重点：在生活情境中感知、理解并学习蔬菜的不同部分。教学难点：结合生活经验，在恰当的情境中表述蔬菜属于植物的哪一个部分。四、科普绘本的基本要素关于植物的六个部分，内容是平行结构的，在学习的过程中，需要学生通过自主阅读来提取信息，同时提升语言素养和多元思维。五、课堂设计与思考指导性阅读，学生为主体。在整堂课中，学生实现开放式阅读，采取由易到难的师生共读、生生共读、小组共读，提取文本信息，培养孩子的自主学习能力，特别是分类思维和联想思维能力，同时能够让孩子在学习中相互合作，共同