小学英语语篇教学案例.doc

小学英语语篇教学案例（句型教学）Colourful Clothes一、 案例背景：教学时间：2010年4月22日教学内容：上海版牛津教材3B Module3 Unit1 Colours 教学片段：I have.She/He has .教学（While-task）教材内容：上海版牛津教材的第三单元的主题为“Colours”, 基于教材提供的这一主题， 结合本课“Look and Learn”和“Read and guess”这两个模块，本节课重构了以“Colourful Clothes”为教学话题而展开的主人公Judy与网友Tony进行网上（E-MAIL、QQ）聊天，试图让Tony从所给的几张照片中找出自己而进行的教学内容。二、案例片段：片段目标：A:基本目标: 1. 学会用形容词作定语描述服饰的特征e.g. I have a pink and white skirt./She has a little blouse.2. 学会用“to have”句型描述他人的着装B:发展目标:1. 在情境的启发下，复习已学季节服饰名称，学习夏季服饰名称。2.通过“人物识别”活动，学会通过衣着特征进行人物识别的本领，学会描述他人穿着的方法。C:情感目标: 培养学生养成细心观察的好习惯。片段1 Kitty: I have a purple and yellow skirt. How beautiful! 屏幕呈现画面与文字 Alice: You have a purple and yellow shirt! How beautiful! T:I have a net friend. He writes an e-mail to me. Now lets have a look. 展示Tony的邮件， T:If I go to Hainan, what do I need? Who can give me some suggestions. 屏幕出现画面和文字：S1: Judy, Hainan is hot, maybe you need a hat.T: Thank you foryour suggestion.S2:Judy, maybe you need a pair of sunglesses, an umbrella and a dress.出示skirt的图片，T: Thank you for your help. But is it a dress?与dress加以区别T：It is my skirt. I have a red and yellow skirt! How nice!引出新句型I have and .skirt. How.!T:I have a red and yellow skirt. How about you ? 学生跟读。S1:I have a purple and yellow shirt. How beautiful!T: Oh, you have a purple and yellow skirt. How beautiful!Now please talk about with your deskmate. Which skirt do youhave ,and how is it? 同桌间运用操练新授句型。片段2：This is the photo of my family. My father has a large shirt. Its blue and white. How cool! My mother has a medium blouse. Itsblue and yellow.How nice! My grandmather/grandfather hasIts .How .! 屏幕上呈现我家的全家福引导学生说左边这段话。T：You have nice clothes. And my family has nice clothes ,too. Look atMy father. What has he got? 老师提问，引出短文。S1:He has a shirt.T:How is the shirt?S2:Its large.S3:Its cool.T:Clever.Who can tell me what colour is it?S4:Its blue and white.T：So my father has a large shirt. Its blue and white. How cool! 学生跟读新授语段。T：Now please look at the photo. And think about the other members, what have they got? What colour is it? How is it? 学生运用新授语段进行操练。 片段三：Judy：Hi, Tony. 屏幕呈现QQ聊天记录Tony: Hi, Judy! This is Tony.Im so eager (渴望)to meet you.How about you?Judy: Me,too.Tony: Let me show you three photos(照片).I have a black and white T-shirt. It is cool!I have a pair of medium trousers. Its blue and white.I have a pair of blue sandals. Its large.How handsome（帅气）! Can you find me? 出示三张照片T：Who is Tony? A ,B or C? 培养学生仔细观察的好习惯。T：Why? 三、案例分析英语语篇学习中学生观察能力的培养教材语言分析： Colourful clothes是牛津英语三年级第二学期Module 3 Unit 1中Look and learn 和Read and guess两部分相整合的一个教学内容。对于clothes，学生在一、二年级时已有接触，学习时兴趣不高。那么如何把这一内容上的生动，让学生感兴趣呢？教师利用教材提供的主题和语言，利用学生喜欢进行网上聊天的特点，设计了主人公（Judy）与网友聊天，试图让Tony从所给的几张照片中找出自己而进行的教学内容。不仅能让学生用to have句型进行人物的识别，更重要得是培养了学生要养成细心观察的好习惯。教学目标设定：依据课标内容，依据教材内容，依据学生的认知水平和生活经验，本案例教师设定的基本目标是学会用形容词作定语描述服饰的特征；学会按衣着特征识别人物; 学会用“to have”句型描述他人的着装。发展目标是在情境的启发下，复习已学季节服饰名称，学习夏季服饰名称；通过“人物识别”活动，学会通过衣着特征进行人物识别的本领，学会描述他人穿着的方法。通过案例片段的分析，教师不仅通过多种方式操练 I have.he/She has 句型，而且通过这2种句型的双向语言感知、学习和操练，教师隐性且无痕地培养了学生细心观察的好习惯。教学情景选择：教师在设计本节课教学情景时并非单一地让学生对着某一图片用to have句型进行描述，而是巧妙的、智慧的引入Tony写给Judy的一封信（邀请Judy五一期间去海南玩），为学习夏天的服饰做了情景铺垫，并通过QQ聊天，Tony描述自己的服装让Judy来辨认自己。通过这样的情景设置，使原本枯燥的学习的内容变得引人入胜。总之乏味的老内容，也可以同与时俱进的聊天方式相结合而引起学生的共鸣。教学内容再构：根据上述教材分析、教材情景设计以及教学目标的设定，教师在句型教学新授环节部分再构了如下语段：1, Kitty: I have a purple and yellow skirt. How beautiful! Alice: You have a purple and yellow shirt! How beautiful! 2, This is the photo of my family. My father has a large shirt. Its blue and white. How cool! My mother has a medium blouse. Its blue and yellow. How nice! My grandmather/grandfather has blouse/shirt. Its . How !3, Judy：Hi, Tony. Tony: Hi, Judy! This is Tony. Im so eager (渴望)to meet you. How about you?Judy: Me, too.Tony: Let me show you three photos.I have a black and white T-shirt. It is cool!I have a pair of medium trousers. Its blue and white.I have a pair of blue sandals. Its large.How handsome! Can you find me?教学活动设计：活动一：引出新授句型I have a and (colour) skirt. You have a and (colour) skirt.在收到Tony的e-mail邀请(五一期间去海南玩)后，请学生们帮助建议应该穿什么衣服去海南比较合适，无形中复习了夏天的服饰。并由此引出了新授单词 skirt和新授句型I have a and skirt. You have a and skirt.并尝试用这两种句型输出表达。在无形中学会了用形容词作定语来描述服饰的特征。活动二：引出新授语段He/She has (large/medium/small) shirt/blouse. Its (colour). How! 在观看全家福的时候，学生们一边观察，一边由老师引导回答问题，并引出了用第三人称单数来表达有什么样服饰的新句型，并能用大小和颜色作定语来描述衬衫的特征。此活动不仅赋予了句型情景，操练了学生的表达能力，更是培养了学生仔细观察的能力。活动三：综合操练to have 句型，及情感目标的达标在学生学会了第一、二人称以及第三人称单数用to have 句型进行描述着装的特征后，老师通过Judy与Tony 进行网上QQ聊天，并由Tony描述自己的服装特征后，让Judy从所给的三张照片中准确的寻找自己。不仅使学生的学习兴趣得到了极大的提高，而且在寻找的同时，培养了学生仔细观察的能力。这种能力由老师引导的被动观察在不知不觉中已转变为学生的主动