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Lesson4TreesItisTreePlantingDaytomorrow.Manypeoplewillgouptothehillsandplanttrees.Treescanmaketheairclean.Animalsandpeoplecangetfoodfro

mthem,too.Butpeoplearecuttingdowntoomanytrees.Thatwillbringaboutgreatchangesintheweather.Itwillbetoocoldor

toowetinsomeplaces.Itwillbetoohotortoodryinotherplaces.Wemustplantmoretrees.Theywillmakethepeoplehealthy,andmakeourcountry

morebeautiful.Part1.Teachingcontent教学内容本节课是科普版小学英语第七册第四课的“Read”部分，语篇内容通过植树节种树，深入了解有关植物的知识，使学生深刻了解植物在人类和动物生存环境中的重要性，增强学生保护树木，保护自然地意识。Part2.Teachinga

ims教学目标1.认知目标：a.能听懂，会说wet,more,healthy,country,air,TreePlantingDay,gouptothehills,planttrees,make……等重点词句,并能恰当的运用到口语交际中。b.能理解文本并能回答与文本内容相关的问题。能根据简笔

画板书及关键词进行复述。2.能力目标：a.学生能够围绕“植树节”这一话题展开讨论，并进行语言和文字描述，达到提高英语综合能力运用的目的。b.能够利用本课的主题句表达自己的思想，进一步提高学生听、说、读、创作的能力。c.培养学生的阅读习惯及阅读技巧。3．情感

目标：a.通过语篇的学习，使学生增强自然保护意识。b．同学们分享自己的想法，学会总结经验，吸取教训，不断进步。Part3.Keypointsanddifficultpointsoflesson教学重点及难点1.掌握并能运用本课的主题句表达自己的思想。2.学会基本的阅读技巧，并能对阅

读材料进行有目的地分析。Part4.TeachingmethodsandStudymethods教法，学法设计鉴于本篇是阅读教学，教师分阅读前，阅读中和阅读后三步展开自己的教学设计。阅读前以视频的形式自然导入主题；阅读中引导学生在读中发现

问题，思考问题，讨论问题，解决问题，培养学生一定的学习能力和阅读技巧，达到深挖文本内容，理解文本意义的目的；在学生理解并掌握阅读内容后，鼓励学生小组讨论如何“节约用纸保护森林”，进一步加强语言运用。Part5.Teachingsteps教学步

骤Step1.Leadin导入T：Goodmorning,boysandgirls.Ss:Goodmorning,MissYuan.T:Howareyoutoday?Areyoureadyfortheclass?OK.Let’sbegin!Inlesson3,wehavelearnedsome

thingaboutweather.Weknow“Theearthisgettingwarmerandwarmer.It’sindanger.”Whatcanwedofortheearth?Doyouhaveanyideas?S1:Planttrees.T

:Youplease!“Planttrees”Ihaveanideatoo./Iagreewithyou.Mostofyouthinkwemustplanttrees.Today,let’slearnapassageabout“Trees”(板书课题).Re

adafterme!“Trees”“Trees”设计意图：（教师利用第三课的旧知并配上生动形象的图片让学生了解故事的主角-树，并顺势引出课题，这一设计既突显了本篇阅读的主旨，又为导入语篇做好了铺垫。）

Step2.Presentatian&practice呈现与操练1.Phrases:“TreePlantingDay”“goupto……”“planttrees”T:InChina,thereisafestivalabouttrees.What’sit?S

2:TreePlantingDay.T:Yes.It’s“TreePlantingDay”.(课件呈现)“TreePlantingDay”Whatcanyoufind?Payattention.“T”“P”“D”

shouldbethebigletter.Readafterme!“TreePlantingDay”“TreePlantingDay”T:AndwhenisTreeplantingDay?S3:3月12日T:Itiso

nMarch12th.OnTreeplantingDay,wewill…(板书“planttrees”).Ss:Planttrees.T:Wherecanweplanttrees?S3:Intheschool.T:Goodide

a!Ithinkourschoolwillbebeautiful.Anyotherplaces?S4:Inthestreet.T：Youmeanwecanplanttreesonbothsidesofthestreets.G

ood!Wecanplanttreesintheschoolandonbothsidesofthestreets.Butwherewillthepeopleplanttreesinthispassage?Readitquick

lyandtellme.Who’dliketoanswer?Saytogether,please.Good.Manypeoplewillgouptothehillsandplanttrees.(画山脉板书“gouptothehills”).T:Look!Hillhi

llsClear?Manypeoplewillgouptothehillsandplanttrees.Today,thishillisforyou.Thisoneisforyou.Ifyoudidagoodjob,youcanplanttreesonyourhill.OK?学生回答问题，教

师借助学生所给的答案进行重点短语的讲解。2.教师利用板书设问,学生自读，解决问题：①
T:Whywillthepeopleplanttrees?Whatcantreesdo?Listentothetape,tryt

ofindtheanswers.Youcanunderline.OK?Haveyougottheanswers?S8/9:Treescanmaketheairclean.T:Good.Oh,thesameanswer.So,treescanmaketheairclean.(板书“mak

etheairclean”)“air”doyouknow?课件呈现：Look!Therearemanytreeshere.Theairisveryclean.Whataboutthisone?Isairclean?It’sverydirty.Sowemustplanttrees,becausetr

eescanmaketheairclean.②T:Anythingelse?S7:Theycanmakethepeoplehealthy.T:Issheright?Good!Treescanmakethepeoplehealthy.(板书“makethepeoplehealthy”

)Readafterme!healthyRunningcanmakethepeoplehealthy.S8:Swimmingcanmakethepeoplehealthy.S9:Walkingcanmake

thepeoplehealthy.S10:Skipping/Playingfootball/Playingbasketballcanmakethepeoplehealthy.T:Atthesametime,treescanmakethepeoplehealthy.③T:Andtree

scan…S10:Treescanmakeourcountrymorebeautiful.T:Wonderful!Treescanmakeourcountrymorebeautiful.(板书“makeourcountrymorebeautiful”)“country”China

isabigcountry.WeareallChinese.Soweshouldloveourcountry.“more”what’sthemeaning?Youaresosmart.manymoreTherearemanyapples.Therearemoreappl

es.Therearemanyflowers.Therearemoreflowers.Canyousaymore?S11:Therearemanydesks/chairs/trees.Therearemoredesks/chairs//trees.④L

ook,onlythesethreeparts?Whatelse?S9:Animalsandpeoplecangetfoodfromthem,too.T:Goodanswer!Wecangetfoodfromthem.

(板书“getfoodfromthem”)⑤T:Treescandomanythingsforus.Theyareveryimportant.Butwhatarepeopledoingnow?S8:Peoplearecuttingdowntoomanytrees.T:Yes,theyarecut

tingdowntoomanytrees.Look!Thesearetrees.Lookattheman.Heiscuttingdownthetrees.“cutdown”Clear?Ifwecutdowntoomanytrees,Ith

inkitwillbringaboutgreatchangesintheweather.Whatarethegreatchanges?Readanddiscussinyourgroups.Clear?OK.Shallwestophere?W

hichgroupwanttotry?Ss:Goodanswer.Itwillbetoocoldortoowetinsomeplaces.(板书cold/wet)wetmeansnotdryT:Whataboutotherp

laces?Ss:Right?Good!Itwillbetoohotortoodryinotherplaces.(板书hot/dry).Iftheweatherisverydry,itwillbringaboutdroughts.“Dr

oughts”doyouknow?Ifwedon’thaveanywater,canwelive?Canwestillgetfood?Thisisthechange.Onlythesetwochanges?S12:Ifwecutdowntoomanytrees,whenthestron

gwindcomes,ourcitywillnotbeclean.T:Oh,youthinkwhenthestrongwindcomes,look,(画strongwind)whenthestrongwindcomes,itwillbl

owupthesand,theearthandthepaper.Theairwillnotbeclean.Thisisalsothechange.Right?Andwhatelse?S13:Ifwecu

tdowntoomanytrees,whentheheavyraincomes,itwillbringaboutfloods.T:Youaresoknowledge.Ifwecutdowntoomanytrees,whentheheavyraincomes,(

画heavyrain)itwillbringaboutfloods.Ourbuilding,thestreetandthebridgewillbebroken.Inthatcase,wecan’thaveanyhom

e.Boysandgirls,pleaselookatthesegreatchanges,Iwanttoaskyou,canwecutdowntoomanytrees?No.Whatshouldwedo?Ss:Don’tcutdown.T:Goodanswer.Do

n’tcutdown.Wemustplantmoretrees.(板书Don’t/wemust/more).设计意图:（鉴于本课是语篇教学，教师在这一环节中，利用旧知自然导入新知，学生易更快地进入状态。并用自由对话让学生了解植树节时间。

学生对文本进行了三次阅读，针对每一次阅读提出了不同的要求。第一次，让学生通过快速阅读，对文本进行整体感知，找出在植树节当天人们将要做的事情。学生在描述时，教师随机以简笔画的形式板书呈现，加深了学生对重难点短语的理解。第二次，让学生

带着问题Whatcantreesdoforus?齐读文本,引导学生在阅读中发现问题，提出问题，解决问题。教师通过图片展示，及有效信息的提供，进一步帮助学生理解文本中重点词汇和句子，扫清阅读障碍，并协助学生补充

思维导图。第三遍，了解完trees的用途，让学生带着问题“Whatarepeopledoingnow?”“Whatarethegreatchanges?”听音频读第三段文本。学生从中获取有效信息，组织语言，解答问题，进而填充思维导图。最后总结Wemustpla

ntmoretrees，becausetreescanmakeourcountrymorebeautiful.板书内容全部呈现。本环节教师循序渐进，引导学生积极主动地参与到学习过程中，从整体感知，再到逐段阅读，理解和掌握，层层深

入设计活动，从泛读逐步到精读，逐步培养学生良好的阅读习惯，并不露痕迹地对学生的阅读技巧进行了有效的指导。）Step3.Consolidation巩固1.Followthetapetoreadsentenc

ebysentence.Wow!Goodpronunciation!2.Retellthestoryparagraphbyparagraph.T:Now,let’strytosaythepassagelikethis.Who’dlike

tosayitjustlikeme.(S1&S2)教师引导学生利用黑板上的简笔画，与学生一起对故事进行复述。设计意图:（教师快速的以简笔画和中心词的方式呈现文本内容，形象，生动，直观，有效的帮助学生回忆文本内容，并进行复述，巩固学习内容的同时，使学生在语言的表达上又有了发展。

）Step4.Extension拓展T:Inourdailylife,treescandomorethingsforus.Look!Paper,chopsticks,desks,chairsandpapercups.Allofthemaremakeoftrees.Butinour

life,haveyouseenthese?Someonedrawonthedesksandonthechair.Someonethrowsthepaperhereandthere.Isitgood?Doyouwanttosaysomething?Worki

nfour,shareyourideasandwritesomethingonyourpaper.Ss:Don’twastethepaper./Savethepaper./Don’tdrawonthedesksandchairs.T:Ilikeyo

uranswer.Inthatcase,theywillnotbebroken,sothatwedon’tneedtocutdownmoretrees.Right?T:Dearchildren!Weliveinoneworld,let’suseourhandstoprotectthetr

eesandplantmoretrees!OK?设计意图：（教师通过真实的数据唤醒学生保护树木，节约用纸的意识，让学生四人小组讨论制定口号。督促提醒自己平时生活中的言行。）Step5:Assignhomework布置作业T：Af

terclass,shareyourideasabouttreesandsharethispassagewithyourfriendsoryourparents,OK?设计意图：（让学生与家人，朋友分享自己的心得，达到再次巩固、运用的目的。）Let’slook,Gro

up1Group2Allofyoudidagoodjob!OK.Classisover.Goodbye!