英语人教新起点六年级上册- The Tall Tree教案

英语人教新起点六年级上册- The Tall
Tree教案
本文是一篇说明文，主要介绍了生态系统中以一棵树为中心的生态构成和不同动物的生活性。

通过描述在大树不同位置的环境特征，结合学生对部分常见动物性的已有知识，来使学生了解围绕树的生态构成是如何形成的。

在教学设计方面，本课程采用绘本阅读课的形式，旨在激发学生的研究兴趣，拓展学生英语知识，提升学生阅读能力，发展学生的思维品质，培养学生语言综合运用能力。

教学依据为《义务教育英语课程标准》和《全日制义务教育普通高级中学英语课程标准（实验稿）》，强调英语课程具有工具性和人文性双重性质，阅读技能的提高对学生认知能力的发展、人文素养的培养和正确价值观的形成具有深远影响。

The Tall Tree》是一篇说明文，主要介绍了生态系统中以一棵树为中心的生态构成和不同动物的生活性。

通过描述在大树不同位置的环境特征，结合学生对部分常见动物性的已有知识，来使学生了解围绕树的生态构成是如何形成的。

在教学设计方面，本课程采用绘本阅读课的形式，旨在激发学生的研究兴趣，扩展学生英语知识，提升学生阅读能力，发展学生的思维品质，培养学生语言综合运用能力。

教学依据为《义务教育英语课程标准》和《全日制义务教育普通高级中学英语课程标准（实验稿）》，强调英语课程具有工具性和人文性双重性质，阅读技能的提高对学生认知能力的发展、人文素养的培养和正确价值观的形成具有深远影响。

Greeting
Classroom management
Introducing the book: n book
___ introduces the n book to the students and guides them to read the cover page to find out the key n。

The teacher asks ns such as "Who are the authors?"。

"What can you see?"。

and "Can you guess the title of this book from the picture?" to engage the students.
Identifying the parts of the tree
___ shows a video of "the parts of the tree" and encourages
the students to identify the different parts of the tree。

The teacher asks ns such as "What parts are there?"。

"What is it?"。

and "What part is it?" to help the students understand the different parts of the tree.
Game: ___
___ plays a game with the students called "Speak and Move"。

The game involves the students ___ the students and make the lesson more interactive.
Understanding the text
___ guides the students to read the text and ___ the students
to use reading ___ inference。

n。

analysis。

___.
Describing the different animals
___ the students to extract key n from the text and use a chart
to describe the different animals that live in different parts of the tree。

This helps the students to understand the ___.
n
___ the students to apply what they have learned to their daily ___.
___。

___ Total Physical Response (TPR) where the target language is produced and the students move according to the teacher's language。

The design of this activity aims to ___ knowledge of the reading material and to awaken their r knowledge of the book's theme。

Before reading。

students are prompted to read the cover page and identify key n。

They are also encouraged to watch a video
and ___ with the language used to describe different parts of a tree。

During the reading of pages 2-7.the ___ about the content and the picture。

The students are then prompted to find the answers according to the content and the picture。

The teacher asks ns such as "What can you see?" and "Where is it?" to encourage students to observe the picture and make ns to the text。

___。

For example。

they may note that the story takes place in a jungle。

that there is a tall tree。

and that birds live at the top of the tree.
扶读
7.T ___ sis
and encourages SS to think about the
___ different animals
living in the same ___.
SS:
T: Look at this picture。

What is the
nship een the tree and the
ants。

(Answer: ___
___
___.)
What about the sloth and the algae on
its fur。

(Answer: The algae provides
___
___.)
Can you think of other examples of
sis in nature?
8.T concludes the lesson by summarizing the main points and ___
___
natural world around them.
SS:
T: Today we learned about the different animals that live in and around a tree。

and how they depend on each other for ___
concept of sis and how different species ___.
___ keep observing and
exploring the world around you。

and
you might discover something new and
amazing!
7.The teacher will play the。

of the book from pages 10-15 and encourage students to read and find out which animals live in which part of the tree。

Then。

they can share their findings with the class using the jigsaw reading strategy.
8.___ students to form groups of four and assign roles for reading。

Half of the group will read the middle part of the book while the other half will read the bottom part。

After reading。

they will discuss and write a reading report together。

then present it to the class。

Students will use the language structure "… lives here" ___ language.
During this stage of reading。

students will have learned basic ___ groups。

thinking。

and discussing。

they will be able to grasp the basic n of their assigned parts。

They can also get nal n from other groups' ___。

through teacher ning and language output。

students can summarize the main content of the book and develop ___ different animals live in different parts of the tree.
Homework: Students ___.
Board Design: Food Chain
In this activity。

the teacher will encourage students to think about the food chain by ___ "who eats。

" Students can then draw or write their answers on the board to create a visual n of the food chain.
___ displayed a food chain on the board and encouraged the students to think about the ___.
1.Encourage independent ___.
2.Students are expected to retell the story based on their reading report.
3.___ research on the animals that live on trees and create a report.
___ the students to think about the food chain on the tree and ___.
___ of each organism in the food chain and the significance of preserving the ___.
___' ___.
The book'___ pictures and text。

___ into the learning process.。