文档内容
Section A (2a-2e)
一、教学目标
1.能够理解对话内容,回答相关问题,并进行角色扮演。
2.理解并灵活运用最高级的表达方式描述竹子的特征。
3.培养学生整理归纳信息的能力,借助思维导图梳理知识体系。
4.深入了解竹子在中国文化中的象征意义及相关文化背景知识,能够向外国友人介绍中国特
色竹子文化,增进文化间的交流与理解。
二、核心语言知识
1.核心词汇:
单词:
bamboo;popular;goodness;tool;actually;shoot;appear
短语:
folding fan;a symbol of;feel free (to do sth)
2.核心句式:
(1)Bamboo is one of the most popular subjects in Chinese paintings.
(2)It's a symbol of goodness in Chinese culture.
(3)Also,it's one of the most useful plants in the world.
(4)I'd love to share all the interesting things about bamboo with you.
(5)Please feel free to ask me any questions you have.
3.教学重难点:
(1)掌握与竹子相关的词汇和表达,理解对话内容,获取关于竹子的信息。
(2)运用所学知识进行关于竹子话题的口语交流,体会竹子在中国文化中的内涵。
三、教学过程
学习活动 效果评价
◆Step 1 Lead-in
T:Read the poem,and what kind of plant does it talk about?
Upright stands the bamboo amid green mountains steep, 观察学生能否实
Its toothlike root in broken rock is planted deep. 现学科的跨越,从
It's strong and firm though struck and beaten without rest,
这首诗中体会到
Careless of the wind from north or south,east or west.
竹子的精神。
咬定青山不放松,立根原在破岩中。
千磨万击还坚劲,任尔东西南北风。
设计意图:通过这首诗,激活学生的已有知识,激发学习兴趣,实现学科的跨越。同时为新课
内容的引入创造自然过渡。
◆Step 2 Pre-listening
T:The poem is about bamboo.Bamboo is a common plant,but it is very
useful in our lives.Look at the things made of bamboo and add more
examples. 观察学生能否说
出更多的竹子的
用途。做出一些
合理的预测,从而
为听力任务做好
Then play a video about the growth of bamboo. 准备。
T:Does bamboo grow fast or slowly?
Where is bamboo mainly grown?
Do people eat bamboo besides pandas?
设计意图:引导学生在听力开始前积极思考,以此激发他们的好奇心,让他们在听力过程中更加专注。
在听第一遍时,大
多数学生能够抓
◆Step 3 While-listening 住主要话题,例如
Work on 2a 带有竹子画作的
1.Play the audio of the conversation for the first time without
折扇介绍以及一
stopping.Then ask students some simple questions like “What is the main
些关于竹子的信
topic of the conversation?”or “Who are talking in the conversation?”Let
息,并对对话有初
several students share their answers,and the teacher gives a brief
步的理解。在听
summary to confirm the main idea.
2.Play the audio for the second time,and ask students to fill in the blanks 第二遍时学生能
while listening.The teacher can pause the audio appropriately to give 够准确填写大部
students enough time to write. 分空白,他们倾听
细节的能力得到
提升。
设计意图:第一遍能培养学生对听力材料的整体理解能力,让他们对内容有一个基本的感
知。第二遍重点是培养学生捕捉特定信息的能力。同伴互查的过程能够促进学生之间的
交流与自我修正。
◆Step 4 Post-listening
1.Work on 2b Read the conversation and answer the questions.
2.Work on 2c
教师观察学生回
Read the conversation and complete the mind map with the information
答问题的准确性
from 2a.
3.Group work 和思维导图的完
Divide students into groups of four.Give them some discussion topics 整性,评估学生对
related to the listening material,such as“Why is bamboo a popular subject 对话内容的理解
in Chinese paintings?” “What other uses of bamboo do you know besides 程度以及信息梳
those mentioned in the conversation?”.
理能力,了解学生
4.Work on 2d
的思维逻辑和表
Listen to the conversation again.Then role-play it.
达能力。
5.Guide students to look at the requirements in 2e,imagine themselves as a
tour guide and a foreign tourist,and create a dialogue about
bamboo,including the home to it,the uses of it and so on.
设计意图:通过回答问题和完成思维导图,帮助学生深入理解对话内容,梳理竹子的相关信
息,培养信息归纳和逻辑思维能力。帮助学生系统掌握竹子的特点、用途和文化意义。通
过跟读、角色扮演和创编对话,帮助学生巩固对话内容,提升语音语调和口语表达能力,同
时激发学生的创造力和合作精神。帮助学生在真实情境中运用所学知识,进一步理解竹子
的文化意义和生态价值,增强语言实践能力。
板书设计
Unit 4 Amazing Plants and Animals
第2课时 Section A (2a-2e)
课堂评价
作业布置
必做:
1.Recite vocabulary related to bamboo and key sentences from dialogues.
2.Write an English essay describing your impressions and feelings about bamboo.选做:
Find more English materials about bamboo and create a handwritten poster introducing its
characteristics,uses,and cultural significance.
教学反思
在教学过程中,图片导入成功吸引了学生的注意力,激发了他们的兴趣。听力环节中,
部分学生在捕捉细节信息时仍有困难,可能是因为词汇量不足或听力技巧不熟练,后续需要
加强专项训练。角色扮演和对话创编环节,学生参与度较高,但部分学生语言表达不够流畅
自然,还需在日常教学中增加口语练习机会。
