本站QQ客服在线 |
视频标签：At home
所属栏目：小学英语优质课视频
视频课题：上海牛津英语4A Module 3 Unit 9 At home
教学设计、课堂实录及教案：上海牛津英语4A Module 3 Unit 9 At home
上海牛津英语4A Module 3 Unit 9 At home
教 学 设 计
一、教材分析
1、教学内容分析
“At home” 是上海版《牛津小学英语》4A Module 3 Unit 9中的内容，是该单元的第一课时，本课以Alice 在奶奶家帮忙做午饭的场景展开，引出核心句型Where is it ? It’s on the table.并且在做饭的过程中使学生身临其境的体验、感悟方位介词（in\on\under\beside）的词义和用法。本课教学内容贴近生活，是学生能够理解并喜爱的话题。
2、教学对象分析
本节课的教学对象是小学四年级学生，他们喜好新奇，对于新鲜事物有着浓厚的兴趣和探究欲望。有了一定的英语听、说、读和口语表达的基础，学生对英语学习具有浓厚的兴趣，学习的积极性和主动性也很高，能进行自主学习和合作学习，踊跃参与课堂的每个教学活动。
3、教学设计理念与模式
教师尝试在多媒体课件教学环境下，以文本再构与整体设计为指导，以“任务型”教学和“互助合作”教学模式开展本课教学。通过多媒体课件和教学过程中“Let’s make a hamburger.”“Let me help you ,Grandma.”以及“Can you help me?”帮老师找围巾等这些真实语境的创设，为学生英语运用提供切实可行的情景及交际平台，以语篇、语境带动词句的学习，学生在小组内合作、讨论、交际，创造性运用语言，完成任务活动，通过“复现—递进—渗透—提升”的层层深入进一步提高学生运用语言进行交际的能力，实现课堂中language for use的功能。
4、教学媒体设计
实施英语学科与信息技术的整合，利用多媒体创设故事情境；利用多媒体课件展示教学内容；利用多媒体进行语言训练与交际，实现语言及相关知识的拓展，提高学习效益。
二、教案设计
Language Focus（教学目标）：
About Language
（认知目标）
1. 复现旧知在师生交流的过程中自然熟练的运用已学句型
2. 初步感知、体验方位介词in, on, under, beside的语音、语义及初步的用法。 3. 感知新句型 Where is it? It’s…. Where are they? They are……在真实语境中的
运用。
About Skills
（能力目标）
1.能够听懂并理解语篇并且能够自己运用方位介词来表达。 2.能够运用新句型来问方位。
3.能够在小组中倾听、体验、交流、互助。
About Emotions （情感目标）
1.在真实的情境中培养孩子主动帮助家人分担家务、爱劳动的习惯。
Key points（教学重点）:
1. Go over and learn the words about positions 2. The sentence patterns: Where is it? It’s….
Difficult Points（教学难点）:
1. The sentence patterns: Where is it? It’s… Where are they? They are….. 2. How to use the language in real and natural situation.
Teaching Methods（教学方法）:
1.Task-based Learning 2.Commnicative approach 3. Games and activities
Teaching Flow（教学流程设计）:
复习旧知，创设情境 …….................…
任务驱动，探索新知 …….................…
文本再构，渗透情感 …….................…
Listen and enjoy
Free talk Let’s make a hamburger Set a scene
Listen and answer (Task 1) Listen and match (Task 2)
Can you help me?
Read and complete (Task 3) Say and act（pair work）
Where is Ginger?（A guessing game）
Read a story
Task 1: T or F ( ★ )
Task 2: Fill in the blanks ( ★★ )
Task3: Role play(★★★) Say a rhyme.
Teaching Steps（教学过程）:
教学环节
教学活动
设计思路分析
课件展示
复习旧知
创设情境
1、 Listen and enjoy
Present an English song about food (Apple pie, banana pie. Pizza and cake, pizza and cake. Hamburger, hamburger, hamburger, hamburger. Soup——,soup——！)
Ss listen and sing with it and enjoy it.
2、 Free talk
T: We have so much delicious food from the shop. Here we are in the kitchen. Are you tired? Are you happy? Are you hungry? What would you like? Ss : Yes, I’m tired but I’m happy. And I’m hungry……..
3、Let’s make a hamburger
T: I’m hungry, too. I’d like to have a hamburger. How about making a hamburger? Ok, Let’s make a hamburger. I’d like a hamburger with eggs and tomato. So what do we need? Ss: We need some bread, some meat, some fried eggs and some tomatoes. T: But where are they? Can you find them? Ok. Give me some bread, please. Where is it? Oh, it’s on the plate. On the plate. Give me some meat, please. Where is it? Oh, it’s under the box, under the box. Where is the tomato? Oh, it’s in the bowl, in the bowl. Give me a fried egg, please, where is it? Yes, it’s beside the box.
4、 Set a scene for the following plot After making a hamburger, the teacher and students are very excited and the teacher is a little bit hot, so she takes off her scarf and hides it secretly.
以学生喜爱的韵动感很强、朗朗上口的歌曲来热身，在复习旧知（表示食物的单词）的同时起到热身的作用，也为接下来引出kitchen的情境做铺垫。
在闲谈的真实语境中，在学生原有语量的基础上，复现unit3中表达自己的感觉和unit8中询问别人想要什么和表达
自己想要什么。
创设一个做汉堡的情景，结合教学内容对文本进行再构，让学生身临其境观看做汉堡的同时感悟、体验新授方位介词的内涵。真正体现“生活即教育”的教学理念。
在紧张的做完汉堡之后老师和学生都很兴奋，老师在兴奋之余自然的拿下自己脖子上鲜艳的围巾，悄悄的藏了起来，为下面学生找老师的围巾这个情境的创设做好了铺垫。
任务驱动
探索新知 5、 Listen and answer (Task 1)
Alice is hungry, too. Grandma is making food for her. Listen and answer the flowing questions: 1) Where is Grandma?
2) What does Grandma need?
6、Listen and match (Task 2) Listen again and match:
Grandma & Alice on the table the eggs in the box the plate in the kitchen
7、Can you help me?
Where is my scarf?
Ss: Is it on the desk?
Is it in your bag?
Is it under your book? Is it beside the chair?
8、 Read and complete (Task 3)
Grandma and Alice are . Grandma is cooking. She needs The eggs are . The plate is . Alice can Grandma. They are happy. 9、Say and act（pair work）
Ss prepare to act out the dialogue with their patters. Say first in their and then act in front of the blackboard. 10、 Where is Ginger?
（A guessing game） It’s lunch time. But Ginger is not in the kitchen. Where is it?
Alice 也饿了，自然的导入到文本中来，让学生带着简单的任务去听，然后基于对文本基本的理解回答问题。
在听第二遍的时候，设置稍难的、更倾向于文本细节的任务，引领学生抓住细节，训练介词短语的用法
在真是有效的语境中让学生运用本节课所学知识帮助老师找围巾，引出对in\on\under\beside更深层的认识，并在找的过程中体验帮助别人的乐趣。
在认真听完两遍的基础上，和深入学习in\on\under\beside之后学生有了一定的感知和语量输入，这时让孩子们跟录音朗读对话，完成读写训练，用层层递进的方式进行语量的进一步有效输入。
经过听说读写训练，新词、新句在学生的脑海中不断的复现，此时老师可以鼓励学生大胆的
进行模仿训练，“说一说”，“演一演”，“找一找”实现语用目标的初步达成。
教学环节 教学活动 设计思路分析 课件展示
文本再构 渗透情感
11、Read a story It is afternoon. Grandma comes to the bedroom room after lunch. She wants to read a book. But she can’t find her glasses. She is sad. Alice: Let me help you, Grandma. Grandma: Good girl, Alice. I can’t find my glasses.. Alice: Are they on the table? Grandma: No, they aren’t. Are they in the box? Alice: No, they are not in the box. Are they under the book, Grandma? Grandma: No, they aren’t. Are they beside the bag? Alice: No. Oh! I find them. ha-ha; they are on your head. 1）Task 1: T or F ( ★ ) a. Grandma is in the kitchen now. b. The glasses are under the book.. c. The glasses are on Grandma’s head. 2) Task 2: Fill in the blanks ( ★★ ) It is . Grandma is in the . She wants to read a book. But she can’t find her . She is . Alice comes to help. They look for the glasses together. The glasses are not the table. The glasses are not in the . They are Grandma’s head. 3) Task3: Role play (★★★) How is Alice at home? She is a good girl. She is helpful.
教师在了解掌握学生现
有语量的基础上，通过
对书面文本的整合与再构形成新的话语文本，运用多媒体技术在课件当中创设一个新的情境help Grandma finding her glasses in the living
room，使之成为学生操练、体验与巩固的辅助文本。在这个辅助文本中也渗透了Alice 乐于助人的良好品质。
把新构建的辅助文本作为一个阅读文本来进一步的分层深入。通过由
易到难的任务设置，针对学生的差异性，由学生自己选择所要完成的任务，体现了“学生主体性原则”。 “文本的构写基于教材和学生的整体”，文本内容由课本延伸而来，人物还是这两个人物，主题还是本课的主题，体现了“教材中心”的原则。 这都是为了操练巩固新授的方位介词和新句型而服务的。通过话于文本的体验和感受句型结构，理解句型含义，达到操练巩固的目的。
12、Say a rhyme.
Helping
We can help make the bed. We can help pick up the toys. We can help feed the cat. We can help wash the dishes.
And we can help eat the ice cream too.
13、Homework
a. Listen and read Student’s Book page 42.
b. Talk about one room in your home.
c. Complete Workbook page 54.
在完成文本的输入之后自然的引出本节课所要渗透的情感，同时运用生动有趣的chant来呈现，更加能引起学生的兴趣。
作业在可操作的范围内覆盖听、说、读、写。
视频来源：优质课网 www.youzhik.com
