教学设计.doc

北京市中小学第一届“京教杯”青年教师教学基本功展示活动北师大版小学英语四年级下册Unit 10 Lets go!Lesson 2北京市西城区康乐里小学闫行、教学设计参与人员姓名单位联系方式设计者闫行康乐里小施者闫行康乐里小导者刘新杰北京教育学院宣武分毅菲北京教育学院宣武分他参与者邹晓静康乐里小斓康乐里小学基本信息课名Unit 10 Lets go! Lesson 2是否属于地方课程或校本课程否学科英语学段中年级年级四授课日期2016.3.31教材自编教材指导思想与理论依据 英语课程标准2011年版“实施建议”中指出：各种语言知识的呈现和学习都应从语言使用的角度出发，为提升学生“用英语做事情”的能力服务。教师要通过创设接近实际生活的各种语境，采用循序渐进的语言实践活动培养学生用英语做事情的能力。课标修订组成员英语学科教学专家鲁子问教授也曾提到提到对学生“问题解决”的要求：学生能依据特定情境和具体的条件，选择制定合理解决方案。用英语解决问题的能力，实际上就是学生用英语进行思维和交流的语言运用能力。在Unit 10 Lets go！这一单元的 “在休息时间和同伴一起出行”的语境中，学生在每一课时循序渐进地学习、运用谈论资金、时间、交通方式、着装等语言，从而最终能够依据各种影响出行的因素以及自身的实际情况进行思考，并和同伴探讨交流，最终选择合理的出行方案。教学背景分析学生情况： 我所授课的四年级1班学生学习积极性高、乐于表达。同时,孩子们也有了三年半的英语学习经历,有一定的语言积累。在知识层面上,学生在四年级上学期以及本学期第七单元已经学习过本单元words to learn中出现的词组，在第一课时中也已经了解本单元有关邀请的重点句型Lets /Shall we? 在理解层面上,学生正处在逐步由中年级过渡到高年级,由形象思维过渡到抽象思维的阶段,求知欲和好奇心强,并具备一定的问题解决能力。但是,用英语交流、探讨制定合理的出行方案,就学生以往的学习经验来看还是空白，所以在这一单元中,学生逐步提高用英语探讨、解决实际问题的能力。教材分析：第二课时教材中包含“words to learn”, “Listen to this”以及”lets sing”三个板块的学习内容。Words to learn中包含做事情的动词词组，listen to this 检测学生对这一课时简单句型的理解，lets sing歌词内容涉及乘坐交通工具的句型。这三个板块的内容都与外出话题相关，而且句型也很丰富，但多为学生已知，并且三个板块之间缺少衔接，呈现方式相对孤立，也没有为学生创立适合运用语言的语境。为了更为贴近学生 的学习现状以及满足学生的学习需要，我将本课时的学习内容进行了调整。保留“Words to learn”板块内容，舍去“Listen to this ”和“lets sing”两个板块内容，放在后续课时学习。增添“Talk Together”对话板块以及借鉴了“Ask and Find out” 板块的形式。利用“words to learn”板块，复习做事情的词组，通过“Talk Together”对话学习，复习及巩固第一课时所学的句型，借鉴 “Ask and find out”板块中影响出行的各种因素，学生根据自己的实际情况，初步交流、探讨、选择合理的出行方案。Words to learn Talk together Ask and find out 教学方式：本节课是一节“词句会话”课，采取师生交流，生生交流的教学方式，培养学生解决问题的语言运用能力。技术准备： PPT， worksheet，自制coupons（课堂评价）教学目标、教学重难点教学目标：1. 学生能够理解、运用做事情的动词短语,能用Shall we? Lets提出邀请。2. 通过观察分析、讨论交流等方式,学生能够理解和运用谈论时间、费用、交通方式的句型。3. 通过本节课的情景交流活动,学生初步具备运用所学语言探讨、解决选择出行方案的实际问题的能力。教学重点：学生能将短语与具体语境相结合，提出邀请与建议教学难点： 通过乐学活动的创设，学生能够运用所学语言初步探究和解决问题。教学流程Answer the Qs about the story. Review the storyKnow sth. about Robot Show. PresentationFind the way to the show2.Learn the dialogLearn how to suggest transportations1.Learn the phrases1. Solve classmates problems to the Robot Show2. Make a dialog about the Show with friends. Practice1. Discuss more places they want to go and find one they can go. Production2. Fill in the form and summary the reasons3. Think about other factors before doing things教学过程. Review the storyT: Lets review. Ss answer 2 questions: 1.Do you remember what Ann, Ken and Mocky want to do in the story?2.Why do they want to do these things? After Ss answers the Qs, T gives the coupons to the Ss and tell them the coupons are really important and they can get them by themselves on the table each time they answer the Qs.【教学意图】简短回顾第一课时故事大意,复习关于“做事情”的动词词组,并引出本课时的时间设定 “free afternoon”。明确这一节课的评价方式，使学生更为投入地完成这一课时的学习。 . Presentation1.Learn the phrasesT:Ann,KenandMockyhaveafreeafternoon. If you haveafreeafternoon，whatdoyouwanttodo?Ss:Iwantto【教学意图】通过一个开放性的问题，学生获得充分回忆复现已有知识的空间和时间，畅想free afternoon可以做的事情，唤醒学生的相关知识经验，激发学生的学习热情。为本节课讨论free afternoon可以去的地方奠定情感基础。T:Thereis a research about6topthingspeople wanttodoonfreetime. Lets see weather you like them or not.Sswatchthemovie.Ss tell what the top 6 things are and matchthe phrases with the pictures.【教学意图】通过观看视频, 唤醒学生对做事情的动词词组的已知，这也是wordstolearn板块中的学习内容。接着通过词图匹配活动，巩固已知,为接下来的语言交流奠定基础。2.Learn the dialog(1)Know information about the RobotShowT:The most interesting thing people want to do is going to the museum. Because theres always interesting show there. ThereisaRobotShow. Do you want to take a look?SsenjoyashortmovieabouttheRobotShow【教学意图】教材中Talk Together对话板块，Ben和Tim在空闲时间讨论的想去的展览就是robot show，所以就从robot show这一展览入手，学生观看介绍robot show的视频，激发也想要到这里来的情绪，从而接下来的活动中更有兴趣地了解robot show的具体信息。T:Do you like the Robot Show? Shallwegothere?Ss:OK!/Thatsagoodidea./Letsgo!(T puts the sentences on the blackboard.)T:Look,theresaposteraboutthe Robot Show. What are on the poster? Please observe clearly and share your ideas with your partner.S1: I know the time. It opens at 9 a.m. and closes at 7 p.m.S2: I know the ticket. Its free for children.Its 20 yuan for adults.S3: Its in Beijing Science Museum.T ask one more Q to see if Ss truly understand the information on the poster.T: If all of us in the class go there together, and I have 100 yuan. Do we have enough money?Ss: Yes.T: If we want to go there now, do we have enough time?Ss: Yes.(T put these 2 Qs on the blackboard.)【教学意图】学生与同伴一起观察和交流robot show海报上的内容,尽可能找出poster中所有的事实，培养学生细心观察的习惯，自主获取信息的学习能力以及用英语表达的能力。教师的后续问题，进一步引发学生将对robot show营业信息的了解和实际条件联系起来进行思考，切实读懂poster中的内容，为接下来学生和同伴自主阅读更多地方的poster提供思路，也为自主表达交流找准的方向。在师生的交流的过程中,呈现谈论时间和费用的句型，也为后续的对话练习做铺垫。(2)Find the way to the robot showT: Children, do you remember where the Robot Show is？Ss: Its in Beijing Science Museum.T: Where is Beijing Science Museum?Sslookatthemap, find Beijing Science Museum., andfeelthedistance from our school.Ss: Beijing Science Museum is far away from our school.T:Yes, its very far. So, howcanwegothere?Ssdiscuss with partner and give the answer.S1: We can go there by bus.S2: We can go there by car【教学意图】学生观察地图，根据相对位置的对比了解Beijing Science Museum所处的远近。随后，回答教师提出的开放性问题Howcanwegothere?联系实际唤醒已知，初步给出交通建议, 为后续的探讨交流做铺垫。(3)Learn how to give the suggestion about transportationT: We want to go to the Robot Show, meanwhile, our friends Ben and Tim want to go there too. Can you guess how Ben and Tim go to the Robot ShowS1: Maybe they can go there by car.S2: Maybe they can go there by bus/ subwayAfter guessing, Ss listen to the dialog and find the answer.T: How do they go there?S1: They go there by bus.T: So, shall we go by bus?Ss: Yes, we do.(T put the Q on the black board.)Ss read after the computer and read with partner.【教学意图】学生根据对robot show的全面了解，对Ben和Tim去robot show的交通方式进行推测，培养推断能力。学生在对话中学习提出出行方式建议的句型Shall we go by bus? 并通过跟读对话,小组同学朗读对话,熟练句型的表达。. Practice 1. Solve classmates problemsT: Every one of us want to go to the Robot Show. But 2 groups of us have some problems. Can you help them to solve the problems?Ss choose one of the problems first, then the other one.Problem 1: Problem 2:(Pretend Ss choose Problem 1.)T: There is an app - Google Map. Do you know what does it use?Ss: We can check how to get the Robot Show by using it.Ss observe the information on Google Map.Ss: Its from our school. Its to Beijing Science Museum. If we go by car, it will take 35 minutes. If we go by taxi, it will take 35 minutes and cost 40 yuan. Then, Ss read the Q.After that, Ss discuss with the partner and solve the problems.S: They can go there by bus. T: Why they cant go by taxi or subway?S: They dont have enough money.After that, solve Problem 2 by the same way. 【教学意图】在这一环节引入了查询交通软件Google Map，学生都或多或少见过爸爸妈妈用，将语言学习和学生的生活拉得更近。 第一个问题针对费用和交通方式两个因素，第二个问题针对交通方式、时间和费用三个因素。相比前面的学习环节，这两个问题更具灵活性和开放性。因为影响出行的因素不是独立存在的，它们在实际生活中一定都是互相关联、互相影响的。从四年级学生的认知来看，他们还不能够把所有因素都考虑地很全面、清晰，所以老师应当给予适当的提示。把这两个问题抛给学生用所学习的语言讨论、研究，既帮学生建立全面考虑问题的观念，又体现了语言应用的灵活性和开放性。2. Make a dialog about the Robot Show with friendsT: Now, its your turn to talk about if you can go to the robot show with your friends.There are some tips for you.Ss look at the poster and the app, discuss with friends.Then, show the dialog.【教学意图】学生回答问题后获得的coupons，每一张代表10元，学生获得的coupons数量各不相同，模拟了现实拥有资金的情况。时间以教室前的钟表为准。每个人都想和自己的好朋友外出游玩，所以在讨论前学生可以选择自己的一位朋友，并和朋友坐在一起，充分尊重学生的个人意愿。学生和同伴根据自身具备的条件以及robot show的相关信息进行对话，需要经过分析从而达到正确判断能否成行，将所学习的生硬的语言灵活地应用了起来。. Production1.Discuss more places they want to go and find one they can goSs watch a short movie about the “Top 6 things” (There are more interesting things in the movie.)T: Do you like the things in the movie? Look, every two of you has a guidebook. All the things people like to do are in the book. Please take the guidebook out of the desk and take a quick look.Ss read the “Guide Book” with friends. (Guide Book 内容在学生用素材)T: Which thing do you like best? S1: I like T: Do you want to go there with your friend? Please make sure weather you can go or not. There are some tips for you.Ss read the guide book, discuss about the place they want to go and find a place they can go. Then, show the dialog.【教学意图】相比talk together后的扩展对话，这一次对话探讨的出行地点由robot show一个扩充到了五个，这五个地点又分别有各自的营业时间、门票费用和交通方式，相比之前，学生要处理的信息更为灵活多样，也更为贴近生活。学生依旧需要根据自身具备的条件、出行地点的因素来进行正确的判断，直到选出可以去的地方。在不断地探讨交流当中，学生还需要和同伴进行理性的表达，从而对能去的地方达成共识。这对学生语言运用的要求相比上一环节更高了。After Ss tell the dialog, T gives Ss VIP cards.T: You are so lucky! There is a gift for you. Which one do you like?Ss choose one. Of themT: Can you go to the ? Why?Ss tell the reasons.T: There are the VIP cards for you. You can go there anytime.【教学意图】送给回答问题的同学一个小礼物的活动,激发学生的兴趣,同时让学生关注自己不能去的地方的原因,为后续的表达做铺垫。2. Fill in the form and summary the reasonsT: Look! There is a form. Please fill in the form. And tell the reasons.Ss fill in the form and tell the reasons. We can go to Because. We cant go to Because【教学意图】利用填写表格信息以及总结可以去和不可以去的地点的原因，培养学生的概括和分类的能力。梳理这一课时所涉及的语言点。3.Think about other factors before doing thingsT: What are very important before doing things?Ss: Money, Time and Transportations.T: Is there any other factors we should think about?Ss free talk.T: Next class, well talk about more factors.【教学意图】总结这一课时所涉及的内容，学生思考在做一件事情之前，除了“费用”,“时间”以及“交通方式”几个因素外,仍需考虑的因素，作为对下一课时的延伸畅想。使同一单元不能