北京版三年级上册UNIT FIVE IT’S A NICE AUTUMN DAY-Lesson 16-ppt课件-(含教案)--(编号:300f2).zip
Unit 5 Its a nice autumn day Lesson 16 Its rainy.Whats the weather like? Its rainy. Great! I can put on my new raincoat. Read in pairs Whats the weather like today, Mum? Great! I can put on my new raincoat. Its rainy. Here you are. Winter is coming. Do they love winter? Do they love winter? Yes, they do. -I love winter. -So do I. /No, I dont. I love . Lets act! P36 In January of 2016 Study Tour Map of China Harbin Beijing ShangShang haihai ChengCheng dudu GuangzhouGuangzhou Map of China Can you give some suggestions( 建议)? In Harbin, its _ and _ on Monday. raincoatjacket coat T-shirtshirt sweaterdress shorts trousersgloves scarf down coat jeanshat In Harbin In Harbin, its _ and _ on Monday . You can put on your _. Its _ and _ on Tuesday . You can Lets talk! Tips(提示): 1. Work in group of 45. 2. Choose(选择) a city. 3. Give your suggestions(建议)in your group. Lets talk! Lets give suggestions in groups! 1. Read the dialog. 2. Think why the weather is different (不同的) in different cities. Homework 课 题 Unit 5 Its a nice autumn Day Lesson 16 学 科 英 语 指导思想与理论依据 英语学科核心素养指出培养目标为:促进人的全面发展。 英语课程标准指出:现 代外语教育注重语言学习的过程,强调语言学习的实践性,主张在语境中接触、体验和理解 真实语言,并在此基础上学习和运用语言。 本节课,我力争引导学生在真实语境中,注重语言学习的过程,不断积蓄学生语言加工 和实践的体验,激活语言运用能力,激发乐于助人的情感。 教学背景分析 1.1.学习内容的分析:学习内容的分析: 本单元的话题为天气, 第一课时有关秋天的天气和温度,第二课时是有关天气和穿 衣的内容,第三课时是有关外国一所城市的天气特点和四季的表达,第四课时为语音和复习 内容。 第二课时的教材内容共有三个板块:Listen and say对话的学习;Listen, look and learn服装词汇和句型的学习;Match and say根据所给信息描述一周的天气。 2.2.学生情况分析:学生情况分析: 三年级学生具备一定知识储备,在二年级时学过有关服装的词汇。在二年级时,学过服装 类的单词,能够表达的句型较为简单且缺乏系统性,综合运用语言的意识比较薄弱,对语言 素材进行加工并进行连续表达的能力偏弱,生活背景方面,学生具备其它城市游玩的体验。 他们对各方面的知识有着强烈的好奇心;并乐于对他人提供帮助。 3.3.我的思考:我的思考: 基于单元教学的整体设计,我将教学板块进行了调整:将第二课时中的天气词汇调整 到第一课时中;将第四课时的 Now I can say 有关城市天气的板块补充到第二课时。调整后, 将每课时的话题确定:第一课时孩子们讨论中国一个城市的天气和温度;第二课时,延展到 开始讨论中国不同城市的天气和穿衣;在延展到在第三课时讨论世界不同城市的天气特点和 季节。这样调整后,学生能够在连续和层层递进的课时设计中,经历由生疏到熟练,由熟练 到运用的学习过程和体验。 下面,我结合单元的第二课时的内容,谈一谈我是怎样进行教学设计的。本课教材共有 三个板块:Listen and say对话的学习;Listen, look and learn服装词汇和句型的学习; Match and say根据所给信息描述一周的天气;将第四课时 Now I can say 看图说不同城 市天气的练习补充到本课中。我将三个板块进行了整合,将不同城市的天气,一周的天气和 服装词汇进行融合,确定本课的设计思路为:在学习对话的基础上,学生能够在“澳大利亚 友好校来中国游学”的真实情境中,为友好校的师生们提供不同城市的天气和穿衣建议。 教学手段教学手段:多媒体演示,小组合作。 4.4.教学技术准备:教学技术准备: 教具准备:教具准备:教学课件、人物头饰 学具准备:学具准备:城市天气预报材料 教学目标 1.认读服装类单词 jacket, raincoat, sweater, gloves, down coat, scarf,能够运用句型 Its rainy. I can put on my new raincoat. 描述天气和穿衣。 2.通过关注天气和穿衣的联系,能够在情境下帮助他人获取信息、选择合适服装,提升 语言运用能力。 3. 体会不同城市间天气的特点,为他人提出合理的穿衣建议,在帮助他人的过程中感 受到助人的快乐。 教学重、难点教学重、难点: 通过关注天气和穿衣的联系,能够在情境下帮助他人获取信息、选择合适服装,提升语 言运用能力。 问题框架 教学步骤核心问题 一、一、Warming- up: Whats the weather like? (show the pictures) 二、二、Presentation Listen and say: 1. Listen and look, whats the weather like today? 2. What do you know from the picture? 3. Where is Guoguo going? 4. What can she put on today? 5. Is Guoguo happy? 6. On the way to school, whats the weather like? 7. The leaves on the trees have fallen down, so winter is coming. Do they love winter? Read the dialog Which group can show you dialog? 三、三、PracticeCan you give some suggestions for our friends? The weather in Harbin In Harbin, whats the weather like on Monday? Can they put on T-shirts? 四、四、ProductionThe weather in different cities You can choose one city to give suggestions. Which city do you want to talk? Which group wants to give your suggestions? 五、五、SummaryThis class, we know the weather is different in different cities. Next class, we will go abroad, are they the same with our Chinese cities? 教学流程 Warming-up Presentation (一)学习对话,感知目标语 言 (二)角色扮演,多种方式朗读对话 (一)天气歌曲激趣 (二)复习天气单词 (一)创设主题情境,明确活动内容 教学过程(表格描述) 教学阶段教学阶段教师与学生活动教师与学生活动设计意图设计意图效果分析效果分析 Warming- up (1)Sing a song T: Lets sing a song together. T:This song is about the.? Ss: weather (二)(二)Review the words T: In lesson 15, we have learn some words about the weather. Lets review. T shows the pictures of weather. Ss read: sunny, rainy, cloudy, snowy, windy Stick the pictures and word cards on the blackboard. 通过唱歌 曲激发学 生兴趣, 复习天气 词汇,复 习已知。 学生能够通 过边唱边做 动作的形式 激活其兴趣; 并有效地复 习了天气词 汇。 Presentation (一)(一)Listen and say 1. Look and say Show the window of picture 1. T: Listen and look, whats the weather like today? Ss: Its rainy. (板书 Its rainy.) Show the picture 1. (No sentences) T: What do you know from the picture? S1: They are Guoguo and her Mum. S2:Its seven oclock. S4: Mum has a T: Its a raincoat. You did a good job. Where is Guoguo going? Lets watch the cartoon. 2. Watch and say After watching the dialog, T: Where is Guoguo going? S1: She is going to school. T: On the way to school , what can she put on? S2: She can put on new raincoat. Read “raincoat” two groups by two groups. T takes out a real raincoat. T: Who can be Guoguo? S1 puts on the raincoat and say: I can put on my new 呈现并理 解对话, 初步感知 目标语言, 清楚天气 与穿衣的 关系。 通过观察 图片、实 物以及教 师的提问 帮助学生 学生观察图 片,激活旧 知,能够说 出图片信息: Its rainy. Its seven oclock. I can see Guoguo and Mum. Mum has a raincoat. 学生在看到 真的雨衣非 常兴奋,很 愿意穿上老 Practice Production Summary (一)自主选择城市 (二)小组讨论,提出建议 (二)查看素材,小组讨论一个城市 raincoat. (板书 I can put on my new raincoat.) S2: I can put on my new raincoat. T: Lets be Guoguo. Ss: I can put on my new raincoat. T: Role read in pairs, one is Guoguo, the other is Mum. T: Guoguo is very happy because she can put on her new raincoat on rainy days. 3. Show picture 2 T: On their way to school, whats the weather like? Ss: Its rainy and windy. T: The leaves on the trees has fallen down. So winter is coming. Do they love winter? Ss: Yes, they do. (二)(二)Read the dialog Listen and repeat. Read in roles in group of three. Show reading the dialog. 理解本课 的单词和 句型。 两人角色 扮演巩固 目标语言。 整体跟读 对话,模 仿对话人 物语音、 语调;采 用学生乐 于参与的 角色扮演, 巩固对话 内容。 师准备的雨 衣进行表达。 在角色表演 的过程中, 学生能够用 上雨衣和动 作进行表演, 气氛活跃, 已初步掌握 所学语言。 Practice (一)(一)Creating circumstance Show a picture of our friendly school. T: This our friendly school, its in Australia. In 2016, we visited their school and had interesting classes together. We had a good time together. Next week, they will come to China and visit our school. Can you give some suggestions about weather and clothes? S1:Its cloudy and cool in Beijing. You can put on your sweater. S2: You can put on your jacket. T: They will also go to other three cities. They are Harbin, Shanghai, Chengdu and Guangzhou. I have some pictures of the cities for you. Lets give them some suggestions about local weather and suitable clothes. Ok? (二)Talk about Harbin T: After Beijing, they will go to Harbin. First, lets check the weather report. Show the weather report in Harbin. T: In Harbin, whats the weather like on Wednesday? 呈现澳大 利亚友好 校来中国 游学的情 境,激发 学生乐于 帮助他人 的情感。 以哈尔滨 为例,根 据天气预 报练习连 续四天的 天气表达, 同时学习 在展示教师 和部分学生 在 2016 年 1 月去澳大 利亚游学的 照片时,学 生十分感兴 趣,为后续 澳洲师生来 我校访问和 游学的真实 情境提供了 良好的支撑。 学生在看城 市有关的图 片时激发了 他们的共鸣。 以同伴互学 的方式讨论 S1:In Harbin, its snowy, rainy and cold on Wednesday. T: Please talk about the weather in Harbin in pairs. S2: Its cloudy and cold on Thursday. S3: Its cloudy and cold on Friday. T: Can they put on T-shirts in Harbin? Ss: No. T: I have more clothes for you. Lets read together. Ss: jacket, T-shirt, shirt, sweater, coat, down coat, scarf, gloves, hat, trousers, jeans, shorts, thermal underwear. T: Now, you can work in group of 4. Talk about the weather and clothes. Show one group. S1: In Harbin, its snowy and cold on Wednesday. You can put on your down coat. S2: Its cloudy and cold on Thursday. You can put on your sweater. S3: Its cloudy and cold on Friday. You can put on your scarf. S4: Its sunny and cold on Saturday. You can put on your hat and gloves. 并拓展了 天气词汇, 为他人提 供合理的 穿衣建议。 了哈尔滨的 城市天气。 整合二年级 学过的服装 类词汇,教 师拓展了一 些学生在表 达时需要用 的服装,如 down coat, scarf 等。学 生乐于使用 这些单词。 Production(一)Choose a city from other four cities. T: Next, they will go to Beijing, Shanghai, Chengdu, and Guangzhou. You can choose a city to give suggestions in groups. T: If you choose Beijing, you can get the weather report of Beijing. And you can talk in group of 3-4. (二)Talk about cities in groups. Guangzhou: S1: In Guangzhou, its sunny and hot on Tuesday. You can put on your skirt. S2: Its sunny and hot on Wednesday. You can have your T-shirt and shorts. S3: Its sunny and hot on Thursday. You can put on your cap. S4: Its sunny and hot on Friday. You can put on your dress. According to students suggestions, they choose the clothes they mentioned. And stick on the blackboard. 自选城市, 根据素材 进行小组 合作,提 出建议。 在展示过 程中,学 生将自己 描述的天 气和穿衣 建议,呈 现在板书 上。 (以广 州为例) 学生在小组 活动中激发 了他们充分 运用本节课 所学语言进 行表达的欲 望,在听取 他人意见的 同时提出自 己的个性化 建议。 将自己所提 的建议围绕 天气呈现在 黑板上,体 现了学生对 信息、材料 再加工的过 程,体现了 有效的学习 过程。 SummaryT: All of you did a great job, your suggestions are reasonable and considerable. When they come to our school, I will tell them your suggestions. You are so helpful. 总结拓展 活动,肯 定学生为 他人提供 的帮助。 学生意犹未 尽,愿意提 出自己的建 议。 HomeworkT:This class, we know the weather is different in the four cities. Do you know why? You can check it on the internet or books. Next class, we will go abroad and know weather in different cities and different countries. 课后请查 找造成天 气不同的 原因,延 伸了本课 的内容。 学习效果评价设计 评价方式:评价方式: 采取学生后测与教师自评相结合的方式。 1 1、生生互评、生生互评 在课中,在对话表演环节、练习环节和最后的产出环节,生生互评都贯穿其中,评价标准 在日常教学中已经渗透:(1)发言内容的合理性 (2)发音是否清晰、准确 (3)声音是 否洪亮 (4)表达是否连贯,如有建议,可以在发言同学说完后提出。 2 2、教师自评部分:、教师自评部分: (1)本节课,教师能够充分考虑学生特点和需求,设计多样化、递进性的活动,帮助学生 巩固语言,最终达到综合运用语言的目的。 (2)本节课,教师充分利用多媒体教学,帮助学生创设真实语境,在真实的语境中,学生 明晰活动目的,感受帮助他人的乐趣。 板书设计 本教学设计与以往或其他教学设计相比的特点(300-500 字数) 1.聚焦学生需求,有效学习赋予课堂生命力。聚焦学生需求,有效学习赋予课堂生命力。 在本课中,我在三处体现了聚焦学生,第一,在教材的调整上,我充分考虑了本班学生 的知识储备和需求,补充合理的语言情境和素材,为学生的语言发展提供基础。第二, 在 活动的设计上,充分聚焦了学生的年龄特点,如歌曲导入、通过实物模拟、分角色表演和配 音活动、小组先练习一个城市再讨论其它城市,呈现了由生疏到熟练、由熟练到运用的有效 的学习过程。第三,在过程的设计中,我还充分考虑学生的兴趣和情感,如微信、城市的图 片、友好校师生的视频等,在充分聚焦学生知识和情感的基础上,通过有效的学习过程,赋 予英语课堂以生命力。 2.2.聚焦学习方式,提供空间赋予学生学习力。聚焦学习方式,提供空间赋予学生学习力。 在产出环节,我为学生的自主选择提供了时间和空间。横向来看,提供了五个不同城市, 孩子们可以自主选择城市;纵向来看,在确定一个城市后,学生可以从连续 3-4 天的天气中 选择一天,进行天气的描述并提出合理建议,学生在选择时,有 19 种可供选择的机会,可 见,我为学生学习力的提升提供了广阔的空间。 教学反思 我的这节课在领悟英语课程标准基本理念的同时,根据学生的需求及我对教材的理 解,采用单元整体备课的方式,把学习内容进行了调整与扩充,为学生创设真实的语言情境, 拓展学习空间,最终达到学生综合语用能力的提升。 通过本节课的实施,还有值得进一步思考的问题:由于课上时间比较紧张,有些小组没 有时间将自己个性化建议展示出来,在后续的学习中,我将继续关注学生需求,为学生提供更 多展示与表达的机会。
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Unit 5 Its a nice autumn day Lesson 16 Its rainy.Whats the weather like? Its rainy. Great! I can put on my new raincoat. Read in pairs Whats the weather like today, Mum? Great! I can put on my new raincoat. Its rainy. Here you are. Winter is coming. Do they love winter? Do they love winter? Yes, they do. -I love winter. -So do I. /No, I dont. I love . Lets act! P36 In January of 2016 Study Tour Map of China Harbin Beijing ShangShang haihai ChengCheng dudu GuangzhouGuangzhou Map of China Can you give some suggestions( 建议)? In Harbin, its _ and _ on Monday. raincoatjacket coat T-shirtshirt sweaterdress shorts trousersgloves scarf down coat jeanshat In Harbin In Harbin, its _ and _ on Monday . You can put on your _. Its _ and _ on Tuesday . You can Lets talk! Tips(提示): 1. Work in group of 45. 2. Choose(选择) a city. 3. Give your suggestions(建议)in your group. Lets talk! Lets give suggestions in groups! 1. Read the dialog. 2. Think why the weather is different (不同的) in different cities. Homework 课 题 Unit 5 Its a nice autumn Day Lesson 16 学 科 英 语 指导思想与理论依据 英语学科核心素养指出培养目标为:促进人的全面发展。 英语课程标准指出:现 代外语教育注重语言学习的过程,强调语言学习的实践性,主张在语境中接触、体验和理解 真实语言,并在此基础上学习和运用语言。 本节课,我力争引导学生在真实语境中,注重语言学习的过程,不断积蓄学生语言加工 和实践的体验,激活语言运用能力,激发乐于助人的情感。 教学背景分析 1.1.学习内容的分析:学习内容的分析: 本单元的话题为天气, 第一课时有关秋天的天气和温度,第二课时是有关天气和穿 衣的内容,第三课时是有关外国一所城市的天气特点和四季的表达,第四课时为语音和复习 内容。 第二课时的教材内容共有三个板块:Listen and say对话的学习;Listen, look and learn服装词汇和句型的学习;Match and say根据所给信息描述一周的天气。 2.2.学生情况分析:学生情况分析: 三年级学生具备一定知识储备,在二年级时学过有关服装的词汇。在二年级时,学过服装 类的单词,能够表达的句型较为简单且缺乏系统性,综合运用语言的意识比较薄弱,对语言 素材进行加工并进行连续表达的能力偏弱,生活背景方面,学生具备其它城市游玩的体验。 他们对各方面的知识有着强烈的好奇心;并乐于对他人提供帮助。 3.3.我的思考:我的思考: 基于单元教学的整体设计,我将教学板块进行了调整:将第二课时中的天气词汇调整 到第一课时中;将第四课时的 Now I can say 有关城市天气的板块补充到第二课时。调整后, 将每课时的话题确定:第一课时孩子们讨论中国一个城市的天气和温度;第二课时,延展到 开始讨论中国不同城市的天气和穿衣;在延展到在第三课时讨论世界不同城市的天气特点和 季节。这样调整后,学生能够在连续和层层递进的课时设计中,经历由生疏到熟练,由熟练 到运用的学习过程和体验。 下面,我结合单元的第二课时的内容,谈一谈我是怎样进行教学设计的。本课教材共有 三个板块:Listen and say对话的学习;Listen, look and learn服装词汇和句型的学习; Match and say根据所给信息描述一周的天气;将第四课时 Now I can say 看图说不同城 市天气的练习补充到本课中。我将三个板块进行了整合,将不同城市的天气,一周的天气和 服装词汇进行融合,确定本课的设计思路为:在学习对话的基础上,学生能够在“澳大利亚 友好校来中国游学”的真实情境中,为友好校的师生们提供不同城市的天气和穿衣建议。 教学手段教学手段:多媒体演示,小组合作。 4.4.教学技术准备:教学技术准备: 教具准备:教具准备:教学课件、人物头饰 学具准备:学具准备:城市天气预报材料 教学目标 1.认读服装类单词 jacket, raincoat, sweater, gloves, down coat, scarf,能够运用句型 Its rainy. I can put on my new raincoat. 描述天气和穿衣。 2.通过关注天气和穿衣的联系,能够在情境下帮助他人获取信息、选择合适服装,提升 语言运用能力。 3. 体会不同城市间天气的特点,为他人提出合理的穿衣建议,在帮助他人的过程中感 受到助人的快乐。 教学重、难点教学重、难点: 通过关注天气和穿衣的联系,能够在情境下帮助他人获取信息、选择合适服装,提升语 言运用能力。 问题框架 教学步骤核心问题 一、一、Warming- up: Whats the weather like? (show the pictures) 二、二、Presentation Listen and say: 1. Listen and look, whats the weather like today? 2. What do you know from the picture? 3. Where is Guoguo going? 4. What can she put on today? 5. Is Guoguo happy? 6. On the way to school, whats the weather like? 7. The leaves on the trees have fallen down, so winter is coming. Do they love winter? Read the dialog Which group can show you dialog? 三、三、PracticeCan you give some suggestions for our friends? The weather in Harbin In Harbin, whats the weather like on Monday? Can they put on T-shirts? 四、四、ProductionThe weather in different cities You can choose one city to give suggestions. Which city do you want to talk? Which group wants to give your suggestions? 五、五、SummaryThis class, we know the weather is different in different cities. Next class, we will go abroad, are they the same with our Chinese cities? 教学流程 Warming-up Presentation (一)学习对话,感知目标语 言 (二)角色扮演,多种方式朗读对话 (一)天气歌曲激趣 (二)复习天气单词 (一)创设主题情境,明确活动内容 教学过程(表格描述) 教学阶段教学阶段教师与学生活动教师与学生活动设计意图设计意图效果分析效果分析 Warming- up (1)Sing a song T: Lets sing a song together. T:This song is about the.? Ss: weather (二)(二)Review the words T: In lesson 15, we have learn some words about the weather. Lets review. T shows the pictures of weather. Ss read: sunny, rainy, cloudy, snowy, windy Stick the pictures and word cards on the blackboard. 通过唱歌 曲激发学 生兴趣, 复习天气 词汇,复 习已知。 学生能够通 过边唱边做 动作的形式 激活其兴趣; 并有效地复 习了天气词 汇。 Presentation (一)(一)Listen and say 1. Look and say Show the window of picture 1. T: Listen and look, whats the weather like today? Ss: Its rainy. (板书 Its rainy.) Show the picture 1. (No sentences) T: What do you know from the picture? S1: They are Guoguo and her Mum. S2:Its seven oclock. S4: Mum has a T: Its a raincoat. You did a good job. Where is Guoguo going? Lets watch the cartoon. 2. Watch and say After watching the dialog, T: Where is Guoguo going? S1: She is going to school. T: On the way to school , what can she put on? S2: She can put on new raincoat. Read “raincoat” two groups by two groups. T takes out a real raincoat. T: Who can be Guoguo? S1 puts on the raincoat and say: I can put on my new 呈现并理 解对话, 初步感知 目标语言, 清楚天气 与穿衣的 关系。 通过观察 图片、实 物以及教 师的提问 帮助学生 学生观察图 片,激活旧 知,能够说 出图片信息: Its rainy. Its seven oclock. I can see Guoguo and Mum. Mum has a raincoat. 学生在看到 真的雨衣非 常兴奋,很 愿意穿上老 Practice Production Summary (一)自主选择城市 (二)小组讨论,提出建议 (二)查看素材,小组讨论一个城市 raincoat. (板书 I can put on my new raincoat.) S2: I can put on my new raincoat. T: Lets be Guoguo. Ss: I can put on my new raincoat. T: Role read in pairs, one is Guoguo, the other is Mum. T: Guoguo is very happy because she can put on her new raincoat on rainy days. 3. Show picture 2 T: On their way to school, whats the weather like? Ss: Its rainy and windy. T: The leaves on the trees has fallen down. So winter is coming. Do they love winter? Ss: Yes, they do. (二)(二)Read the dialog Listen and repeat. Read in roles in group of three. Show reading the dialog. 理解本课 的单词和 句型。 两人角色 扮演巩固 目标语言。 整体跟读 对话,模 仿对话人 物语音、 语调;采 用学生乐 于参与的 角色扮演, 巩固对话 内容。 师准备的雨 衣进行表达。 在角色表演 的过程中, 学生能够用 上雨衣和动 作进行表演, 气氛活跃, 已初步掌握 所学语言。 Practice (一)(一)Creating circumstance Show a picture of our friendly school. T: This our friendly school, its in Australia. In 2016, we visited their school and had interesting classes together. We had a good time together. Next week, they will come to China and visit our school. Can you give some suggestions about weather and clothes? S1:Its cloudy and cool in Beijing. You can put on your sweater. S2: You can put on your jacket. T: They will also go to other three cities. They are Harbin, Shanghai, Chengdu and Guangzhou. I have some pictures of the cities for you. Lets give them some suggestions about local weather and suitable clothes. Ok? (二)Talk about Harbin T: After Beijing, they will go to Harbin. First, lets check the weather report. Show the weather report in Harbin. T: In Harbin, whats the weather like on Wednesday? 呈现澳大 利亚友好 校来中国 游学的情 境,激发 学生乐于 帮助他人 的情感。 以哈尔滨 为例,根 据天气预 报练习连 续四天的 天气表达, 同时学习 在展示教师 和部分学生 在 2016 年 1 月去澳大 利亚游学的 照片时,学 生十分感兴 趣,为后续 澳洲师生来 我校访问和 游学的真实 情境提供了 良好的支撑。 学生在看城 市有关的图 片时激发了 他们的共鸣。 以同伴互学 的方式讨论 S1:In Harbin, its snowy, rainy and cold on Wednesday. T: Please talk about the weather in Harbin in pairs. S2: Its cloudy and cold on Thursday. S3: Its cloudy and cold on Friday. T: Can they put on T-shirts in Harbin? Ss: No. T: I have more clothes for you. Lets read together. Ss: jacket, T-shirt, shirt, sweater, coat, down coat, scarf, gloves, hat, trousers, jeans, shorts, thermal underwear. T: Now, you can work in group of 4. Talk about the weather and clothes. Show one group. S1: In Harbin, its snowy and cold on Wednesday. You can put on your down coat. S2: Its cloudy and cold on Thursday. You can put on your sweater. S3: Its cloudy and cold on Friday. You can put on your scarf. S4: Its sunny and cold on Saturday. You can put on your hat and gloves. 并拓展了 天气词汇, 为他人提 供合理的 穿衣建议。 了哈尔滨的 城市天气。 整合二年级 学过的服装 类词汇,教 师拓展了一 些学生在表 达时需要用 的服装,如 down coat, scarf 等。学 生乐于使用 这些单词。 Production(一)Choose a city from other four cities. T: Next, they will go to Beijing, Shanghai, Chengdu, and Guangzhou. You can choose a city to give suggestions in groups. T: If you choose Beijing, you can get the weather report of Beijing. And you can talk in group of 3-4. (二)Talk about cities in groups. Guangzhou: S1: In Guangzhou, its sunny and hot on Tuesday. You can put on your skirt. S2: Its sunny and hot on Wednesday. You can have your T-shirt and shorts. S3: Its sunny and hot on Thursday. You can put on your cap. S4: Its sunny and hot on Friday. You can put on your dress. According to students suggestions, they choose the clothes they mentioned. And stick on the blackboard. 自选城市, 根据素材 进行小组 合作,提 出建议。 在展示过 程中,学 生将自己 描述的天 气和穿衣 建议,呈 现在板书 上。 (以广 州为例) 学生在小组 活动中激发 了他们充分 运用本节课 所学语言进 行表达的欲 望,在听取 他人意见的 同时提出自 己的个性化 建议。 将自己所提 的建议围绕 天气呈现在 黑板上,体 现了学生对 信息、材料 再加工的过 程,体现了 有效的学习 过程。 SummaryT: All of you did a great job, your suggestions are reasonable and considerable. When they come to our school, I will tell them your suggestions. You are so helpful. 总结拓展 活动,肯 定学生为 他人提供 的帮助。 学生意犹未 尽,愿意提 出自己的建 议。 HomeworkT:This class, we know the weather is different in the four cities. Do you know why? You can check it on the internet or books. Next class, we will go abroad and know weather in different cities and different countries. 课后请查 找造成天 气不同的 原因,延 伸了本课 的内容。 学习效果评价设计 评价方式:评价方式: 采取学生后测与教师自评相结合的方式。 1 1、生生互评、生生互评 在课中,在对话表演环节、练习环节和最后的产出环节,生生互评都贯穿其中,评价标准 在日常教学中已经渗透:(1)发言内容的合理性 (2)发音是否清晰、准确 (3)声音是 否洪亮 (4)表达是否连贯,如有建议,可以在发言同学说完后提出。 2 2、教师自评部分:、教师自评部分: (1)本节课,教师能够充分考虑学生特点和需求,设计多样化、递进性的活动,帮助学生 巩固语言,最终达到综合运用语言的目的。 (2)本节课,教师充分利用多媒体教学,帮助学生创设真实语境,在真实的语境中,学生 明晰活动目的,感受帮助他人的乐趣。 板书设计 本教学设计与以往或其他教学设计相比的特点(300-500 字数) 1.聚焦学生需求,有效学习赋予课堂生命力。聚焦学生需求,有效学习赋予课堂生命力。 在本课中,我在三处体现了聚焦学生,第一,在教材的调整上,我充分考虑了本班学生 的知识储备和需求,补充合理的语言情境和素材,为学生的语言发展提供基础。第二, 在 活动的设计上,充分聚焦了学生的年龄特点,如歌曲导入、通过实物模拟、分角色表演和配 音活动、小组先练习一个城市再讨论其它城市,呈现了由生疏到熟练、由熟练到运用的有效 的学习过程。第三,在过程的设计中,我还充分考虑学生的兴趣和情感,如微信、城市的图 片、友好校师生的视频等,在充分聚焦学生知识和情感的基础上,通过有效的学习过程,赋 予英语课堂以生命力。 2.2.聚焦学习方式,提供空间赋予学生学习力。聚焦学习方式,提供空间赋予学生学习力。 在产出环节,我为学生的自主选择提供了时间和空间。横向来看,提供了五个不同城市, 孩子们可以自主选择城市;纵向来看,在确定一个城市后,学生可以从连续 3-4 天的天气中 选择一天,进行天气的描述并提出合理建议,学生在选择时,有 19 种可供选择的机会,可 见,我为学生学习力的提升提供了广阔的空间。 教学反思 我的这节课在领悟英语课程标准基本理念的同时,根据学生的需求及我对教材的理 解,采用单元整体备课的方式,把学习内容进行了调整与扩充,为学生创设真实的语言情境, 拓展学习空间,最终达到学生综合语用能力的提升。 通过本节课的实施,还有值得进一步思考的问题:由于课上时间比较紧张,有些小组没 有时间将自己个性化建议展示出来,在后续的学习中,我将继续关注学生需求,为学生提供更 多展示与表达的机会。
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