2019-2020年牛津英语三年级下册RainbowSmiles课改教研公开课教案附点评反思.doc

2019-2020年牛津英语三年级下册RainbowSmiles课改教研公开课教案附点评反思【设计思路】三年级学生已经掌握了一定量的单词与句型，并能进行简单对话，而且对英语学习都抱有很大的热情。但在自主学习、体验学习、合作学习中仍旧存在不足，缺乏认真、仔细的态度，不善于与组员们交流、讨论。而本节课的教材内容比较适合设计成自主、体验、合作学习的模式，整节课营造故事氛围，让学生在一定的语境中学习，因此在教学中注意引导学生借助多媒体课件在情境中运用所学的知识。本课是根据上海教育出版社出版的上海市九年义务教育课本牛津英语教材三年级下学期p29的内容自编的校本教材。在第一课时的教授中，学生已经掌握了有关彩虹的颜色，并能够结合实际生活说说生活中物品的颜色。于是，在第二课时中，基于学生对Colours 这一课语言知识的掌握，我整合了学生的新旧知识，改编了一个颇含寓意的关于彩虹的美国传说，并取名为 Rainbow smiles 。整节课主要围绕1个关键单词boast展开，要求学生通过新授句型the bestof来体验故事中各个角色的心理变化，表达自己的看法。根据上述情况，本课尝试以教师指导下的“自主、体验、合作”探究性学习作为总体设计。即学生在教师的指导下，自主学习单词，自主体验故事的内容，合作表演的形式来感悟故事内涵。【三维目标】1. 知识与技能1.学生通过语音归类、体验含义，来学习新单词boast与hug的含义。2.通过听力训练，回答老师的问题，学习句型the bestof来体验故事各个人物的心理特征。2. 过程与方法学生通过基本单词的学习与理解，自主表达与自主理解，体验角色学词说句，体验拥抱，感受故事寓意的过程，让学生动口又动脑，更加有效地掌握故事内容；从中体悟自主学习、自主体验、合作表演的方法。3. 情感与态度学生通过形式多样、丰富多彩的活动，学习故事的内容，理解其内涵，激发学生自主合作学习、运用英语进行体验学习的兴趣，培养学生学会欣赏他人、热爱他人的情感。【首次实践】时间分配（分）教学环节教师导学学生学习课题研究3I.Pre-task preparation （准备阶段）一、唱歌放松，营造情境。1. A song: Raindrops1.Sing a song: Raindrops.学生通过演唱歌曲，得到放松，并进入了老师特意营造的氛围雨季。5II.While-task procedure（新授阶段）一、自主学词（一）自主表达1. Show the picture of the rainbow.1) Rain, go away. The sun is ing. What can you see in the sky2) What colour can you see in the rainbow?3) What colour do you like? Why?4) How do you feel about the rainbow?How do you feel about it?1.Look and learn. Try to answer the questions.学生通过观图，联系自己的生活实际，回答问题，培养学生用英语自主表达的能力。5(二)语音总结，自主学词2. Show the picture of Mama Rainbow.T: Guess why Mama Rainbow is sad?3.New words: boast.2.Try to answer the questions3. Learn the words: boast学生通过问题，回想日常生活中妈妈伤心的理由，体验彩虹妈妈的感受。并通过语音总结法，自主学习单词。10(三)体验角色，学词说句1、听力训练1.The part of colour brothers. Give the tape: How all the colour brothers boast about themselves.2. Questions:1) How many colour brothers are there?2) What colour are they?3)What do they like to do all day?1.Listen to how all the colour brothers boast about themselves.2.Answer some questions about the dialogue.学生通过录音内容，自主学习句型，理解故事的大概内容，并回答问题，通过听力训练培养学生良好的自主学习能力。2、儿歌练读Sentence pattern: the bestofIn your opinion, who is the best colour of the rainbow.Learn the sentence pattern by using it, imitate the characters and read a chant.学生通过自己日常生活经验与观点，回答问题，操练句型，模仿故事人物的语音语调，自主完成儿歌的学习。3、操练句型，体验角色，合作表演1.Ask Ss to talk about all the words that colours have boasted about.1.Talk about all the words that colours have boasted about.学生通过感受不同颜色的优点，完成“自我吹嘘”的角色体验，注重有感情朗读的自我提示。2.Show an exercise for matching.2.Do a match and sing a song about the rainbow.学生通过整个故事的阅读和理解，自主完成连线配对题目，培养学生自主阅读的能力。3. Ask Ss to Read the beginning of the story and the part of colour brothers in groups.3. Read the beginning of the story and the part of colour brothers in groups.小组合作，分角色朗读整则故事，自主体验各个角色的感受。4体验拥抱，感受故事寓意Show the end of the story. Try to help kids to understand the meaning of mama rainbows words.Listen to the end of the story. Read the last part, enjoy the story and get to know “ Appreciate and love others.通过学生之间相互拥抱，体验拥抱的感受，让学生理解故事结尾的含义。III:Post-activities（巩固阶段）体验巩固Ask Ss to appreciate your friend. 1. Learn to appreciate classmates by trying to say: Kitty is the best singer of the class.2. Listen to the songRainbow connectionand feel about “appreciate and love others” again. 通过学生之间互相夸奖优点，学会欣赏身边的小伙伴，体验“欣赏、热爱他人”的美好感受。1VI:Homework（家庭作业）自主拓展1.Share the story with your friends.2. Appreciate your friend.Listen, look and think it over.让学生在今后的学习生活中也能够学会欣赏他人。评价部分 本节课的着眼点就是通过教师引导，学生进行自主体验、合作学习的方式来完成故事Rainbow Smiles的学习，培养学生自主阅读、合作表演的能力。本节课层层递进，通过语音总结法，让学生自主学习单词；通过录音内容，自主学习句型，完成儿歌阅读，理解故事内容；通过感受不同颜色的优点，完成“自我吹嘘”的角色体验，注重有感情朗读的自我提示。整节课内容丰富，形式多样，从三年级学生的年龄特征出发，以活泼有趣的方法引导孩子体验故事内容，激发他们热爱他人，欣赏身边的小伙伴的美好感受。自我反思我在设计本课时，希望学生通过已经学过的内容，体验各个颜色兄弟的感受，用英语表达自己的想法，完成“自我吹嘘”的角色体验，并在最后的“夸夸身边的小伙伴”活动中，引导学生懂得如何欣赏他人的长处。 上完课后，我有两点思考：一是让学生用英语表达自己的想法，完成颜色兄弟自我吹嘘的角色体验。由于教材事先已经发给学生，对于故事内容，学生们已有些了解，所以在回答此类问题时，大部分学生均用故事中的原句回答，而没有充分发挥自己的想象，自主组织语言进行表达，这一过程就缺少了发表自我意见的内容。二是“夸夸身边的小伙伴”活动，有的同学可能并不是非常理解其中的含义，以为只要完成句型就可以了，于是就很随意的说了身边同学的优点，由于有的并不切合实际，得到了其他同学的反对。 拟改部分针对第一点，我在课前的师生问答中，让学生表述喜欢某个颜色的理由，然后在后面的体验角色中，学生们就有话可说，能够自主表达了。针对第二点，我打算设计one by one的形式，让学生实事求是地找找身边伙伴的优点，得到表扬的同学再以欣赏他人的心态去夸夸别人。【再次实践】改进部分： 于是在第二天的展示中，我做了改进实践，主要有以下两点：一是说话内容的铺垫。在课前的师生问答中，我先提出了What colour do you like? Why? 这个开放性问题，让学生表述喜欢某个颜色的理由，然后在后面的体验角色中，学生们就有话可说，能够自主表达了。二是夸奖别人优点的设计。one by one的形式，让学生实事求是地找找身边伙伴的优点，得到表扬的同学再以欣赏他人的心态去夸夸别人。评价部分： 英语教学作为非母语教学，在中国有着它一定的局限性。环境的局限、交流的局限、运用的局限让英语教学总是有着这样或者那样的阻力。因此，体验式教学就显得尤为重要了。通过师生“互依、互动、互促。”来促进学习主体的主动积极的发展。在教学中，执教者 借助多媒体辅助设置情境，让学生通过自己习得语言知识的运用，学生自主探索，进入角色来体会，使之成为学习的主人。七色兄弟想离开彩虹妈妈，独自成为一种颜色，他们开始各自炫耀起自己。这其中，就碰到了大量的新单词与新句型，执教者就让孩子们在体验“boast吹嘘”一词后，充当不同的颜色，利用已经习得的语言基础，发表自己不同的意见，这一求异教学活动的设计，不仅使学生的思维能力得到了提升与发展，也锻炼了他们英语的口头表达能力，同时也使得他们的语言知识，在创新教学实践活动中得到了体验。本节课的后半部分雷雨交加，七色兄弟很害怕，紧紧地抱在了一起，这里遇到了新单词hug（拥抱），执教者先与两个同学拥抱，然后让大家互相拥抱在一起，并谈谈感受。这种真实的体验，让学生们很有兴致，并谈出了自己拥抱后的真实想法。之后，呈现了“学会欣赏他人，爱护他人”的主题，又顺势让大家学着互相欣赏，夸夸别人的优点。这次实践，也是有意识地引导孩子们在日常生活中也能够去欣赏周围的小伙伴。自我反思：当然，班级的学生水平是不同的，即便是修改后的方法，有的学生还是无法在故事中进行自主学习，表达自己的看法。如何让不同层次的学生都能够在课堂中进行自主学习，还需要进一步研究。【意义揭示】回顾两次课堂教学的实践过程，我觉得有两个方面值得注意：1、创设情境，引发体验在英语教学中尤为重要。基础教育阶段英语课程的基本理念之一就是“采用活动途径，倡导体验参与”。即让学生在教师的指导下，通过体验、参与民主完成学习目标，感受成功。通过师生“互依、互动、互促。”来促进学习主体的主动积极的发展。知识来源于生活，应回归生活，为生活服务。而体验并不是仅限于课堂，它应延伸到课外，延伸到学生们的日常学习与生活中去。英语课程的最终目标是用英语去做事。用实际生活中的感受，来理解故事本身的内容，表达自己的真实看法。2、根据教材内容自主编写教学设计非常重要。本节课就是根据教材已有的内容，教师自己编写了一则小故事。故事是学生容易接受的形式，并可以通过自主体验、自我感悟、发表自己的见解，并通过合作表演来理解故事内容，从而解剖故事内涵，形式多样的教学过程容易吸引学生的注意力，提高学生学习的兴趣。附送：2019-2020年牛津英语上海版六年级上册Module1Unit1FamilyandRelatives4课时英文教案一. 知识与技能：掌握单词：daughter, dead, else, granddaughter, grandson, nephew, niece, photo, relative, able, botanical, call, environment, friendly, hardworking理解词组：find out, family tree, get it right应用句型：Be+形容词，friends of the earth, promise (sb.) to do sth.二. 过程与方法:感受：人与人之间的关系，了解在一个家族里每个人的称呼是怎么用英语表达的，在写出自己的家谱的同时要求学生能用英语说说每个人之间的关系。三情感态度,价值观:感悟：因为有了家庭，我们每个人才能快乐地生活，与家人和睦相处，共建和谐社会。Period OneFamily treeLanguage focus:Using demonstratives to refer to people or objectsMaterials:1. Students Book 6B page 272. Workbook 6B page 173. Photocopiable page 37Pre-task preparation:1 Introduction of relatives and revision of family vocabulary items2 Two new vocabulary items on Page 27 nephew nieceWhile-task procedure:Look and learn on page 27 of SB1. Look at Alices family tree on page 27 and try to say something about it.2 Look at some pictures.a) Look at two pictures. Listen and do True or False statements. Suggested statements for teachers: Alices grandmother and grandfather are looking at three photos. (T) Alices parents are looking at their childrens photos. (T) Alices grandmother and grandfather have got five grandchildren. (F)b) Listen and repeat the sentences in the pictures.c) Look at the third picture. Answer questions. Suggested questions for teachers: Who are they? (Alices uncle and aunt) What do they say? (These are our nephews/our nieces.)d) Listen and read the sentences.3. A group petition. Look at a set of pictures and tell who is this/arethese as quickly as possible. Try to use manydifferent sentences to mean the same meaning.4. Look at Mikes family tree. Look and write This is my aunt. She is my fathers sister. This is my cousin. He is my fathers nephew. This is me. I am my grandmothers grandson.These are my sisters. They are my aunts nieces. These are my cousins. They are my uncle and aunts son and daughter/children.a) Look at Mikes family tree. Say something about it.b) Say something about Mikes family tree. There are _ people in Mikes family. This is Mikes _. These are his _. His _ is a/an _ (job).Post-task activity:1. Give Photocopiable page 37 to Ss. Ask them to draw and label their own family trees.2. Do group work to talk about their Consolidation:1. Workbook page 172. Students draw and write about their classmates family tree on Photocopiable page 39Period TwoBirthday CardsLanguage focus:1. Using formulaic expressions to express good wishes2. Using nouns to indicate family rolesMaterials:1. Students Book 6B pages 28 and 292. Workbook 6B page 183. Grammar Practice Book 6B page 194. Some pieces of paperPre-task preparation:1. Revision of the family tree2. A brainstorming-What will you do if it is someones birthday.Ss think of the things they will do on someones birthdayWhile-task procedure:1. Look and read on page 28 of SB a) Play the recording. Ss listen to the tape and answer questions. Suggested questions for teachers: Whose birthday it is?(Alices) What shall we say if it is someones birthday? (Happy Birthday) Who gave birthday cards to Alice? (Alices mum, dad, brother, sister, grandfathers, grandmother, cousins, aunt and uncle) Whose daughter is Alice? (her mum and dads) Whose cousin is Alice? (her cousins) Whose niece is Alice? (her aunt and uncles)b) Listen and repeat.2. Look and say on page 28 of SB a) Make a guess: Who gave Eddie birthday cards?Students are required to ask some yes-no questions to make the guess. If they are right, show the card on the screen. b) Fill in Eddies birthday cards with proper words and check answers with students brother, cousin, grandson, nephew c) Read Eddies birthday cards together3. Think and tick on page 29 of SB a) Look at Alices family tree. Ask Ss what Alice is in her family then plete the table.b) plete the table about Eddie is in his family. Check the table in sentences. Suggested sentence pattern: Eddie is other peoplesPost-task activity:More oral practice on page 41 of SB1. a) Ask Ss to read the dialogue in group of three.b) Invite some groups to act the dialogue.Consolidation:1. Workbook page 182. Grammar Practice Book 6B page 19 Period ThreeTalking about relativesLanguage focus:3. Asking How questions to find out age4. Asking How questions to find out quantity5. Using adjectives to make parisonsMaterials:1. Students Book 6B pages 302. Photographs of relatives3. Grammar Practice Book 6B pages 17and 18Pre-task preparation:1. Revision of family roles 1) Look at the table. Listen and tick.Sam and his classmate are talking about their families. I am Sam. Im ten years old. Im a son of my family. I have got a sister. Shes bigger than 2. The parative degrees of the above adjectives a) Ask the Ss to look at two pictures and some words. Learn the parative degrees of the adjectives and try to use the adjectives to make sentences.b) Ask the Ss to look at other four pictures. Students try to use small, big, old and young to make three sentences.While-task procedure:1. Look and read on page 30 of SB a) Play the recording. Ss listen to the tape and answer questions. Suggested questions for teachers: What did Alice do in her summer holiday?(She visited her relatives in Beijing) How many grandfathers has Alice got? (Two) How old are Alices cousins? (Kenneth is 14 and May is 12.) Do Alices cousins look bigger or smaller than her? (look bigger) How many aunts and uncles has Alice got? (two aunts and one uncle) How about Kitty? (two aunts and two uncles)b) Play the recording again. Ss read the text sentence by sentence. For each sentence invite three or four students to repeat.c) Do soft-reading d) Do pair work to role play the text.2. Look at Kittys and Alices family photos. a) Divide the class into three groups. Ask each group to do pair work to pare the two photos by using given words. In the pair, one student will be Kitty and the other one will be Alice. Group 1: Kittys brother, Kitty, tall Group 2: Kittys grandmother, Alices grandmother, young Group 3: Kittys dog, Alices dog, big Kitty(S1): This is my brother/grandmother/dog. Alice(S2): How many brothers/grandmothers/dogs have you got? Kitty (S1): Ive only got one brother/grandmother/dog. Alice(S2): Your brother looks taller than you. Your grandmother/dog looks younger/bigger than mine. How old is he/she/it? Kitty(S1): He/She/It is .(age) b) Ask several pairs to show the dialogue.Post-task activity:More reading: A letter from Bettys cousin in Australia1. Ask the Ss to read the following article silently. 14 September Dear Betty, How are you? Did you have a nice summer holiday? I did not because it is winter in Australia now! I have lived in Australia for five months now and I have many friends at school. Most of them are taller than me. Some of them also e from China. We usually speak Chinese, but we always speak English when we see our teachers! At weekends, Dad, Mum and I usually go shopping in the morning and have a picnic in a park in the afternoon. Dad sometimes asks my cousin John to Join us in the park. In the evening, we sometimes go to a Chinese restaurant with my grandfather and grandmother for dinner. We never go to the cinema because the tickets are very dear. I like Australia. The people are very friendly and helpful. e and visit us and other relatives here at Christmas!With love from your cousin, Jenny Consolidation:Grammar Practice Book 6B pages 17 and 18 Period FourThings I doLanguage focus:Using adverbs to express frequencyUsing the simple present tense to describe habitual actionsUsing pronouns to identify peopleMaterials:1. Students Book 6B page 312. Workbook 6B page 193. Grammar Practice Book 6B page 20Pre-task preparation:1. Quick response:Ask learners to give quick responses to questions 2. A group petition Give some items to the class. Each item refers to some phrases. Divide the class into four groups. Each group must choose one of the items and then use the phrases to make a sentence. Different item has different points. Example : Alice, play baseball, Kitty, al