閩教版小學英語三年級下冊Book 2 Unit 3 Food Part B教學設(shè)計

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1、 閩教版小學英語三年級下冊Book 2 Unit 3 Food Part B教學設(shè)計 設(shè)計主題：Make the story, tell the story and act the story 一、整體設(shè)計思路、指導依據(jù)說明 本課的教學設(shè)計將以談論自己對某種食物的喜好為主線，以狐貍和葡萄的故事為依托，再現(xiàn)和學習有關(guān)食物名稱及表示能做某種事的單詞及句型，并在此過程中注重激發(fā)學生的學習興趣和參與熱情，發(fā)展思維能力，提升個性修養(yǎng)，培養(yǎng)良好品質(zhì)?！巴ㄟ^創(chuàng)設(shè)接近實際生活的各種語境，以及各種強調(diào)過程與結(jié)果并重的教學途徑和方法，培養(yǎng)學生用英語做事情的能力?！被诒菊n在教材中的位置和學生的情況，教師首

2、先通過讓學生演唱歌謠以及向新老師介紹自己的方式復習和食物以及表示動作的有關(guān)詞匯和句型，并通過教師的自我介紹引出本課要學習的生詞grapes, sweet等，再巧妙地引出本課的任務“表演、講述故事并編故事”。隨著教學的進展，又設(shè)計了形式多樣的活動，通過聽、說、認、演等方式來提高學生的綜合語言運用能力。 二、教學背景分析 1．教學內(nèi)容分析：本課教學內(nèi)容為閩教版義務教育小學《英語》三年級下冊Unit 3 Food (Part B).以小朋友耳熟能詳?shù)暮偱c葡萄的故事為依托，教學單詞grape, jump, sweet以及句子： I like…/I don’t like…Ｉcan… 2．學生情況

3、分析：本課的授課對象是三年級的學生，他們剛剛接觸一個學期的英語，對英語才形成初步的感性認識。在前一個單元中已經(jīng)學習了表示食物名稱以及動作名稱的單詞，對用I like…談論自己喜歡的食物和用I can…談論自己能做的事的話題并不陌生，他們也對該話題充滿興趣。本課設(shè)置的任務是Make and tell and act your own story，該任務具有挑戰(zhàn)性，他們肯定非常樂意參與活動，運用所學的語言完成任務。 三、教學目標分析 1．語言知識與語言技能目標 ⑴ 能聽懂、會說、會認讀單詞：grape, sweet, jump ⑵ 能聽懂、會說、能認讀句子： I like grapes.

4、They are sweet. I don’t like grapes. They are not sweet. I can jump. ⑶ 能借助圖片和文字理解故事大意，正確朗讀和表演故事。 ⑷ 能比較準確地運用所學語言談論自己喜歡或不喜歡的食物。 2．學習策略目標 ⑴ 能在老師創(chuàng)設(shè)的語境和情境中結(jié)合單詞的音、形、義來學習詞匯。 ⑵ 能在圖片和文字的幫助下讀懂簡單的英文小故事并能在圖片的幫助下引發(fā)聯(lián)想，自主創(chuàng)編并講述英語小故事。 ⑶ 能自主發(fā)現(xiàn)，歸納字母i在開音節(jié)單詞中的發(fā)音規(guī)律。 3．情感態(tài)度目標 ⑴ 培養(yǎng)學生的合作能力，使學生能夠積極運用所學語言表達和交流。 ⑵ 培養(yǎng)學

5、生欣賞他人優(yōu)點，包容豁達的良好品質(zhì)。 四、教學重點、難點分析 1．教學重點：熟練運用表示食物名稱和動作名稱的詞匯以及I like.. ./I don’t like…. I can…句型。培養(yǎng)學生的朗讀故事以及表演、復述故事的能力。 2．教學難點：生詞grape, sweet, jump 以及句子： I don’t like…的學習，故事的講述和表演、創(chuàng)編。 五、教學過程 Steps Activities & Purpose Pre-task activities Step 1 Chicken Dance Step 2 Let’s chant and learn the

6、 new word: jump T: You can dance very well. Can you chant? Let’s chant together! Sing, sing, I can sing. Dance, dance, I can dance. Draw, draw, I can draw. Can you swim? Yes, I can. Can you skate？Yes, I can. Can you ride a bike? Yes, I can. Ss: Sing and act the chant. T: Wa. You can dance,

7、 you can chant. You can sing. You can dance. You can swim. You can skate. You can ride a bike. But can you jump? S1: Yes, I can. T: Practice the word “jump”. 【設(shè)計意圖】通過說說、唱唱活動調(diào)動學生的情緒，營造輕松、愉快的課堂氣氛，并通過chant 這一語境，自然引出生詞jump的學習，寓單詞的學習于情境和情趣中，并為話題的引入，新課的學習做了鋪墊。 Step 3 Revision of the words about food.

8、 T: Great! Here are some presents for you. Look! They are all nice food. They are nice.(rice, ice cream, like, kite, bike, five, nine) PPT shows the food they have learned: Rice, hamburger, noodles, ice cream, apples, bananas, oranges, cake, fish Ss: Read the words about the food. T: Do you lik

9、e these food? Tell me the one you like. S1: I like… 【設(shè)計意圖】通過復習已學過的食物名稱，融語音教學于語境之中，讓學生說說自己喜歡的食物，復習了句子I like… They are nice.為繼續(xù)學習做了鋪墊。 While-task activities Step 1 Lead-in and task giving: T: Now I know some of you now. You can sing, you can dance, you can jump. You like noodles, you like oranges

10、, you like… Do you want to know me? I’m your new teacher here. OK. Let me tell you. My name is Kelly. I like grapes. Learn the word “grapes” Look! They are grapes. Let me taste one. Em… They are sweet. Learn the word “sweet” Ask several students to have a taste of the grapes. And ask them to say

11、 “They are sweet.” So, My name is Kelly. I like grapes. They are sweet. I don’t like oranges. They are not sweet. I can jump. I can sing. I can dance. I can tell the story in English. I can act the story, too. Can you tell the story and act the story in English? Today, we are going to learn Unit 3

12、 Part B. We are going to read a story and make our own story. Let’s see who can act and tell the story well. Look! There is a little assessment board on each group of four and there are several stickers of the food on your desk. If you do well. You can have one and stick on the board. Let’s see whic

13、h group can get more food. 【設(shè)計意圖】現(xiàn)代語言研究的出發(fā)點是研究“使用中的語言”，著重研究語言在語境中的功能。從介紹教師自身喜愛的食物出發(fā)，自然巧妙地引出生詞grape的學習，通過讓學生試吃葡萄，讓學生感知、學習生詞sweet.由教師能做的事自然引出本課的任務“學習英語小故事、創(chuàng)編英語小故事、表演英語小故事”。這些方式可以引導學生形成在句中或篇中理解地的確切意義和使用的方法，培養(yǎng)學生在語境中理解、記憶并運用所學單詞的習慣；并能讓學生在任務的驅(qū)動下進行學習，在真實的語境中結(jié)合音、形、義學習單詞。評價方式的采用也獨具匠心，讓學生以四人小組為單位，將老師事先準備的食物圖

14、形的貼紙貼在評價板上，將評價貫穿整個學習過程。 Step 2 Learn the story Students look at the pictures of the story and tell the story in Chinese. Watch the video and tell us what does the fox say in each picture: Picture 1: Ah, grapes! They are nice! Picture 2: I like grapes. They are sweet. Picture 3: I can jump! Pi

15、cture 4: I don’t like grapes. They are not sweet. 【設(shè)計意圖】“狐貍與葡萄”的故事小學生都耳熟能詳，讓學生先用漢語說說故事的梗概有利于激發(fā)學生已有的知識儲備，通過整體輸入的方式讓學生感知故事的內(nèi)容將為最后的輸出奠定基礎(chǔ)，在每個句子學習的過程中，通過多種方式豐富學生的語言輸出，最大限度地讓他們結(jié)合自己的喜好說出更多的句子。 Practice the story: ⑴ Silly Fox or Clever Fox. The teacher pretends to tell the wrong story, and ask students

16、 to check it out. T: Ah, oranges. They are nice. Ss: No! Ah, grapes. They are nice. ⑵ Look ,dub, listen ,tap and say（Bankrupt and Donation） T: Acts out each part of the story. Ss: Dub Four students listen and tap the word cards on the board and the one who is the first one to tap get the chanc

17、e to read it out. ⑶ The teacher shows the sentence cards to the fellow students, the fellow students act it out, and the four students dub them. ⑷ Sit & Stand: T: Great! You did a very good job. Now let’s play another game: Sit &Stand. It’s a popular game in our school. Let’s watch it and then yo

18、u will know how to play it: Ss watch the video. Ss in groups play the game. ⑸ Bingo game. T: Grapes. Ss who likes grapes stands up and call :Ｉlike grapes./ The one who doesn’t like grapes stands up and call : I don’t like grapes. Then the teacher tells the student if she likes or doesn’t like t

19、he grapes. If they are right. Then they are Bingo. Otherwise they fail. ⑹ Read and repeat the story. ⑺ Can you tell the story now? Make a title. ⑻ Moral Education: Students in groups look at the pictures and tell and act the story. Each one tells and acts one of the pictures. 【設(shè)計意圖】學生要想成為熟練的語言運

20、用者，就必須能夠熟練地使用語言單位，語言單位并不是人們曾經(jīng)普遍認為的單詞，而是句子。如何將詞匯有效地融匯于句型中加以學習和運用，是掌握一門語言的關(guān)鍵（亞歷山大、何其莘，2007）在以上一系列活動中，教師經(jīng)過體驗和實踐，最大限度地、有效地鞏固了新學的詞匯和句子。與此同時，激發(fā)了學生的興趣和參與熱情。在故事講述的過程中引導學生要學會欣賞他人的優(yōu)點，不要有狐貍的“酸葡萄心理”。體現(xiàn)了語言學習的人文價值。 Post-task activities Discuss in groups, try to make your own story and act it out. 【設(shè)計意圖】義務教育《英語

21、課程標準》（2011年版）強調(diào)既注重學習過程，又注重學習成果的教學途徑和方法，讓學生參與感悟?qū)嵺`體驗，在語境中學習和運用語言，培養(yǎng)學生用英語做事情能力。通過讓學生創(chuàng)編故事，將本課所學的語言運用到自己創(chuàng)編的故事 中，教師有意創(chuàng)設(shè)的信息差又為激發(fā)學生的表達欲望和想象能力，小組合作的方式讓每個學生都有表達的空間。真正達到了學以致用的目的。 Summary 1. What have we learnt today? Who’s the winner today? Blackboard design Unit 3 Food Part B The Fox and the grapes

22、 Grapes. I like grapes. I don’t like grapes. They are nice. They are nice. I can… They are not sweet. Assignment 1. Tell and act the story of The Fox and The Grapes in English to your parents. 2. Create a new story using the words and sentences of today. With pictures and English sentences. (Choose one of the two) 【設(shè)計意圖】任務作業(yè)，延伸課外。分層布置，尊重個體差異。