故事教学中的词汇学习.doc

故事教学中的词汇学习-4B Unit 7 Whats the matter? 教学设计Period 1 Story time 江苏省无锡沁园实验小学 王丽庆Teaching objects（一）知识目标：1. 基于A部分内容，学生能听懂，会说，会读会用故事中涉及到的单词: thirsty，water, ill, tired。2. 基于A部分故事背景，学生理解: Whats the matter? Im Can I have? Here you are. Come and have I want to Good night.等语言功能。3. 学生能听懂、会说、会读会初步运用以上日常交际用语。（二）能力目标1. 学生能借助图片、录像和录音理解对话内容。2. 学生在理解对话的基础上, 熟练朗读对话并仿例对话。3. 学生理解: Whats the matter? Im 功能并能初步运用。（三） 情感目标：学生在故事的引导下体会浓浓的父母情，在角色扮演中学会关心帮助家人。Focus points & Difficult points重点：1. 词汇thirsty, water, ill, tired的理解与发音。 2. 关于询问他人，关心他人等交际用语的理解及运用。3. Story time理解与有感情地朗读。难点：1. 能用本文呈现的语言询问和表达感受或感觉，关心家人。 2. 在不同情景下准确使用本课语言。Teaching preparation教师准备：课件，自制板书 Teaching processStep 1 Warming-upSing a song If youre happy【设计意图】活跃课堂气氛，并由学生已知感觉类单词happy，引起学生对感觉类单词的关注。Step 2 Pre-readingEnjoy an interview of our school lifeT: Are you happy at school? Why are you happy at scool?【设计意图】初步感知本单元目标词汇: happy,hungry,ill,sad,thirsty,tired,并体会同学，朋友以及老师在学校生活中对我们的关心。Step 3 While-reading1. Watch the whole story and chooseQ: Is Liu Tao happy? Whats the matter with Liu Tao today? 刘涛今天怎么了？A.学生看图预测：Liu Tao, are you？B.看动画校对预测结果。A. He is hungry. B. He is thirsty (渴的) . C. He is tired（累的）. D. He is ill（生病的）.2. How do you know that?学生快速默读，寻找文中关键句：Im thirsty. Im tired. Teach new words: thirsty and tired.3. Talk about the story according to the pictures. T: Liu Tao is thirsty and tired. What happened? How do his parents help him? Lets go to Liu Taos home.(逐图讨论)Scene 1: Liu Tao and his father are in the sitting-room.T: Dad thinks Liu Tao is hungry. (练读Come and have a pie, Taotao.) Liu Tao is not hungry.(练读Im not hungry. Im thirsty.)Scene 2: Liu Tao and Mum are in the kitchenT: Liu Tao would like some water.(Teach water) What do Mum and Liu Tao say? (练读 Can I have some water?) If you were Liu Tao and Mum, what will you say?【设计意图】引导学生用 What would you like? Would you like some water? This glass of water is for you.等已有句型，根据情景模拟对话，找到学生学习新知的就近发展区。T: Liu Tao would like some water. So he says: Can I have some water? What else would he like to have?Ss: Can I have some juice/tea/coffee? 【设计意图】依托文本巩固操练句型 Can I have？Scene 3: Liu Tao and Mum are in the living room1) T: Liu Tao drinks some water. I think he will be better. But is he all right now?Ss: Read the whole rest story then answer: He is tired.2) Teach the word: tired, discuss why he is tired.3) Talk: What does Liu Tao want to do?【设计意图】 以本课话题Whats the matter?为主线，围绕刘涛怎么了，爸爸妈妈是怎么帮助他的，展开讨论;学生边学习边复习，在story教学中渗透更多的语言。Step 4 Post-reading1. Listen and imitate1) Read with the tape2) Read by Ss themselves3) Read together2. Practise. 1) Dub story time2) Read and act in groups3) Retell the story3. After-story activities1) Summary what have learned according to the story. 2) Try to make a dialogue.4. Give comments on the story: We should care more about our parents.Step 5 Homework1.Read the story and try to recite it.2.Preview the new words.3.Show your love to your parents on Mothers Day.板书设计： Unit 7 Whats the matter?Dad Come and have ，please. Mum Whats the matter?hungry illthirsty Liu Tao tired . Can I have some water? I want to go to bed.教学反思：人的大脑对某个信息的获取，不是通过一次刺激就能达到的。而是应该在一定的时间段里，反复不断地刺激，才能使这个信息牢牢地被大脑所吸收并记忆。 本节课教师主要在情景的渲染下，不断输入，帮助学生理解词汇，避免刻板的词汇操练。具体分成三步来提升学生在真实情景中的熟练运用单元词汇的能力，以此促进学生综合语言运用能力。第一步，初步接触、导入话题。这一步通过三个活动实现：1. 2.以happy 为主旋律，讨论School life ，唤醒学生已有的知识经验，如hot, cold, happy, thirsty, hungry 等。3.让学生用已学词汇预测刘涛的情况。 达到两个目的：1.快速收拢学生注意力，活跃思维，激发热情。2.导入话题，让学生大量感知目标语。第二步，依托文本，习得语言 。1.充分运用课本资源，以交际为目的，帮助学生习得语言而非学得语言。2.有意识地输入学生可理解的语言,以开动学生学习的内在语言习得机制，通过反复刺激，螺旋递进地帮助学生内化语言，最后顺利输出。3.快速导入话题后，让学生根据预测的信息，第一时间亲密接触文本。4.追问How do you know it？进行细读课文，逐图学习。教学图1时，充分渲染气氛，丰富场景信息，用听录音输入文本信息的方式引出新语言点Come and have a pie.在情景中指导朗读和替换练习，目的是在说说学学中习得语言。 图2，基于学生已有的知识经验，让学生进行母子对话的创编，再揭示文本信息。目的是让学生用What would you like? Would you like some water? This glass of water is for you.等已有句型，根据情景模拟对话，找到学生学习新知的就近发展区。图3包含Ticking time 中的两项目标：I can use “Whats the matter?” I can talk about feelings.因此我们丰富文本的场景，增加语言的输入量，加入刘涛tired 的原因，让学生在理解和获得情感体验的基础之上朗读，操练句型。最后一幅图故事性地