小學(xué)語(yǔ)文微課教案

MakingOurWorldMoreBeautiful。

教案課件是老師工作中的一部分，大家應(yīng)該開(kāi)始寫(xiě)教案課件了。將教案課件的工作計(jì)劃制定好，才能使接下來(lái)的工作更加有序！那么到底適合教案課件的范文有哪些？急您所急，小編為朋友們了收集和編輯了“MakingOurWorldMoreBeautiful”，歡迎大家閱讀，希望對(duì)大家有所幫助。

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Unit3MakingOurWorldMoreBeautiful

Lesson10(JEFCB3)

By:WeiMingzhenfromXinyiExperimentalSchoolofGuangdong

PartOneAnalysisofteachingmaterial

1.Thepositionandfunctionofteachingmaterial

Thetopicofthisunitismainlyaboutprotectingtheenvironment.Lesson10ofthisunitisareadingcomprehension,whichisveryusefultotrainthestudents’abilityofreadingandstrengthenthestudents’consciousnessofprotectingtheenvironmentandmakethemunderstandhowtoprotecttheenvironmentintheirdaily-lives.

2.Importantpointsanddifficultpoints

(1)Importantpoints:

a.Strengthenthestudents’consciousnessofprotectingtheenvironment.

b.Trainthestudents’readingandlearningskills.

(2)Difficultpoints:

a.Howtohavethestudentslearnthislesssonwillinglyandunderstandthepassagebetter.

b.GoonlearningandconsolidatingtheuseofthePastPerfectTense.

PartTwoTeachingaimsanddemands

1.Knowledgeaims:

(1)Getthestudentstocomprehendthepassagecorrectly.

(2)Helpthestudentstounderstandsomenewwordsandphrasesofthelesson,suchasharm,rubbish,collect,whenever,wherever,produce,public,spit,protect,recyclandmakeacontributiontodoing.

(3)MakethestudentsconsolidateandgrasptheuseofthePresentPerfectTense.

2.Abilityaims:

Thestudentsshouldbetrainedtobeeffectivereadersandtobeactiveinsharingtheirviewsonprotectingtheenvironment,sothattheywillbeabletocommunicatewitheachotherinEnglish.

3.Emotionaims:

Duringthislesson,thestudents’interesttolearncanbesdimulatetobeeagertolearn.Atthesametime,thefeelingsandtheconsciousnessofprotectingtheenvironmentcanbedevelopedintheirhearts.ThentheconfidenceinlearningEnglishcanalsobeformedsothattheycanusewhattheyhavelearntintheircommunicativeactivies.

PartThreeMethods

A:TeachingMethods:

1.(1)Task-basedlanguageteachingmethod

(2)Activity-teachingmethod

(3)Discussionmethod

(4)Visual-scene-teachingmethod

2.InteractionPatterns:teacher-class-individuals,groupsandpairs

B:StudyingWays:

1.Directthestudentshowtomasterthegeneralideaandstrutureofapassagebyreadingit.

2.Directthestudentshowtoguessthemeaningsofthenewwordsthroughthecontent.

C:TeachingAids:

1.Computer-AssistedInstrution

2.Epidiascope

PartFourTeachingProcedures

StepOneRevision

AskthestudentstoactoutthedialogueinSBPage11.

Aim:HelpthestudentsreviewtheknowledgeofLesson9.

StepTwoLead-in

(1)Interaction

T:Lookatthesepicturesonthescreen.AnoutbreakofSARShappenedthroughoutChinathisspring.Over5,000peoplewereinfectedwiththediseaseandmorethan300peoplewerekilledonlyontheChinesemainland.SARSaffectedeveryindividual’slife.DidSARSbringyouanytrouble?

Ss:Luckilywedidn’thaveanytrouble.Butweknowthatitisreallyaterribledisease.Wehateit.

T:Howdidpeoplecatchthiskindofdisease?

S:ItissaidthatSARScomesfromsomeanimals.Peopleatetheanimalsandcaughtit.

Aims:(1)Useavividpicturetoattractthestudents’interesttolearn.

(2)Usethispicturetoleadtothenewlesson.

(3)Stimulatethestudentstoexproretheirthinking.

(2)Pairwork

TheteacherasksHowtostoppeoplefromgettingthediseaseofSARS?Eachpairissupposedtowritetheiranswersonapieceofpaper,whichtheteacherhandedout.

(3)Classactivity

Thestudentsexchangeviewsandideasbetweenpairsandaskoneofthepairstopresenttheiranswerstotheclass.

MeasurestakentoprotectourselvesfromSARSareasfollows:

A:Don’tspitinpublic.

B:Don’tthrowanylitterontotheground.

C:Keepourlivingenvironmentclean.

D:Coveryourmouthandnosewhensneezingorcoughing.

E.Treatanimalsinafriendlyway.

……..

Drawaconclusion:Toprotecttheenvironmentistoprotectourselves.

Aims:(1)Trainthestudents’communicationinEnglishandmakethemmoreactiveinclass.

(2)Atthesametime,helpthestudentslearnthenewwordsandphrases,whichwillbehelpfultounderstandthetexteasily.

StepThreeSurvey

（1）Theteacherassignsatasktothestudents.

T:Hereare13questionsforyoutoaskandanswerusingthePresentPerfectTense.(Handingoutthequestiontoeverystudent).

Ifyougetlessthan2-3yeses,itmeansthatyou’reanenvironmentprotector;

Ifyouget4-5yeses,itmeansthatyou’vealreadymadeacontributiontoprotectingtheenvironment;

Ifyouget6-7yeses,itmeansthatyou’vedonesomethingusefultotakecareoftheenvironment;

Ifyouget7-8yeses,itmeansthatyou’vealreadyhelpedprotecttheenvironment;

Ifyougetmorethan9yeses,itmeansthatyouaresupposedtoimproveyourbehaviors.

Questionsare:

Q1:Haveyoueverthrownanylitterontheground?()

Q2:Haveyoueverspatinpublicplaces?()

Q3:Haveyoueverdrawnonthewalls?()

Q4:Haveyouevercutdowntrees?()

Q5:Haveyoueverpickedflowersintheyard?()

Q6:Haveyouevercollectedthewastepaperorbottlesforrecycling?()

Q7:HaveyoueverwrittenarticlesontheenvironmenttoTVstationsandnewspapers?()

Q8:Haveyoueverstoppedotherpeoplefromhurtingorharmingtheenvironment?()

Q9:Haveyouevermadenoisesinpublic?()

Q10:Haveyoueverplantedtreesinandaroundyourneighborhood?()

Q11:Haveyoueverplayedbasketballintheclassroomwhileothersareworking?()

Q12:Haveyoueverrelievedyourselfinthestreet?()

Q13:Haveyoueverkilledanimals?Areyoufriendlytotheanimals?()

（2）Teamwork

Collecttheanswersandseehowmanyenvironmentprotectorsthereareintheclass.

(3)Classactivity

AskoneofthestudentstotelltheclasshowheorsheprotectsandimprovestheenvironmentusingHeorShehas/hasnever…

Aims:(1)Usingthetask-basedlanguageteachingmethodtocontinuedrawingthestudents’interestandgoingoverthePresentPerfectTense.

(2)Atthemeanwhile,thestudents’consciousnessofprotectingtheenvironmenthasbeendeveloped.

StepFourReadingComprehension

(1)Theteacherassignsatasktothestudents.

T:NextopenyourbooksonPage12.Readthepassageandanswerthequestions:

No1:Whatdidhisfriend’sfatherdoassoonasheheardthemusic?

No2:Whydidtherubbishtruckproducemusic?

Tellwhatweshoulddoandwhatweshouldn’tdotoimprovetheenvironment.Completetheenclosedform.

Whatweshoulddo?Whatweshouldn’tdo?

(2)Individualactivity

Thestudentsfinishoffthereadingtasktopromoteunderstandingofthetext.

(3)Classactivity

Thestudentsexchangeviewswitheachother.

Aims:(1)Trainthestudents’readingspeed.

(2)Getthestudentstoknowhowtoreadmoreeffectively.

StepFiveThinkandanswer

(1)Providelisteningmaterialsbymultimedia.

(So,doyouthinkthatmakingourworldacleanerandbetterplaceishard?Well,totellyouthetruth,itisveryeasy!Youcanhelpmakeourworldcleanerandmorebeautifulbypickingupatleast20piecesoflitterfromthegroundeveryday.

Ifeveryonedoesthis,wecankeepourworldcleanandkeeprubbishoffourcitystreets.Now,youjustneedtofindthecouragetotellpeople“Donotthrowrubbishjustanywhere!Putlitterinthedustbin.’’---fromVOAenvironmentreport)

(2)Listenandanswerthequestions.

Q1:Isithardtomakeourworldacleanerandbetterplace?

Q2:Andwhatdowedotohelpmakeourworldcleanerandmorebeautiful?

Aim:Toimprovethestudents’listeningandspeakingabilityinsharingtheviewstoeachother.

StepSixListenandRead-aloud

(1)Theteacherassignsatasktothestudents

Getthestudentstoreadthepassageafterthetape.

(2)GroupWork

Askthestudentstoreadthetextingroupsandcorrectthemistakes.

Aims:①Givethestudentsachancetopractiselisteningandspeaking.

②Helpthempayattentiontointonationandpronunciation.

StepSevenMeaningfulPractice

(1)Theteacherassignsatasktothestudents

T:Supposeyouareateacher.YoutakeyourstudentstogoonapicnicintheparkBeforestartingout,you’llhavetoformulaterulesforthestudents.Whatdoyouaskthemtodoandwarnthemnottodotokeeptheparkclean?

(2)PairWork

Makeoutrulesandhaveadiscussion.

(3)ClassActivity

Thestudentsexchangeviewswitheachotherinclass.

Aims:(1)Setupafamilorsituationtoseeifthestudentsmasterthenewpatterns.

(2)Trainthestudents’writingabilityandtheconsciousnessofprotectingtheenvironmenthasbeendeveloped.

StepEightAssignment

Finishofftheworkbook.

StepNineTeachingappraisal：Inthisclass,Isticktothetheoryofthetask-basedteaching,concentratedonthetopic"ProtectingtheEnvironment",designingachainoftasksthatarecloselyassociatedwiththelifeofthestudents,carryingoutacloselinkofactivitieslikelistening,speaking,readingandwritingtofulfillthesetasks.Thesetasksaresointeresting,practical,clearly-targeted,andupdatethatthestudentscanenjoythepleasureofsuccesswhilelearningEnglishbymeansofcooperating,investigating,thinkinganddiscussing.Thus,theirdesireofmasteringthelanguageisinitiated,theirabilityofcooperationispromotedandtheirpotentialityoflearningisdeveloped.Thistask-basedteachingdesignfullyembodiesthestudent-centeredpedagogicthoughtwithapurposeof“Learntouse;learnwhileusing;usewhilelearning’’.

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