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Unit4 A Lets learn教案一、教学设计整体思路本节课以“School clubs”为授课主线，教师利用这一主线，把“Warm-up”、“Presentation”、“Practice”、“Extension”、“Emotional education”这几个授课环节有机地融合成一个整体。本课中各项活动的开展，都力求提供给学生以真实的情境，从而更能贴近学生生活，有真实的语言意义。这当中有师生、生生间的互动，有利于语言的真实交际运用。教学活动的开展采用了“任务驱动”式“合作学习”的方式，整个学习以学生能在实际生活中灵活运用为动力，学生在学中用、用中学，通过感知、交流、合作等方式，完成学习任务。课堂上，采取教师自编歌曲、趣味图片、微视频等多种教学手段，给学生营造轻松、愉快的课堂气氛，为学生创设真实生动的语言场景，使课堂变得有声有色，学生学得有滋有味。通过师生对话、趣味游戏、team work、个性化写作等各种活动，鼓励学生大胆参与、深入思考、积极发言，从而提高学生综合运用语言的能力。二、教学目标1. 语言知识和语言技能目标：(1) 能够听、说、读、写单词和词组：dancing, singing, reading stories, playing football, doing kung fu。(2) 能够根据教师设置的情景，使用上述单词和词组，结合本课的核心句型 like(s) 谈论兴趣爱好。(3) 能仿照范例编写出school clubs的广告。(4) 能运用本课所学的爱好的单词、词组及核心句型来谈论个人信息。2. 学习策略目标：通过头脑风暴、小组合作等方式激活思维，培养小组合作的意识。3. 情感态度目标：通过本课“Good or bad hobbies?”微视频的观看，可以帮助学生结合自己的实际情况，分析自己爱好的性质，从而做到摈弃不良的兴趣，培养良好的兴趣及爱好。三、教学内容分析本节课选自人民教育出版社出版的义务教育教科书英语(PEP)2013版，六年级上册第四单元A部分的Lets learn. 本课时的教学重点为：1. 能够听、说、读、写单词和词组：dancing, singing, reading stories, playing football, doing kung fu. 2. 能够根据教师设置的情景，使用上述单词和词组，结合本课的核心句型 like(s) 谈论兴趣爱好。而本课的教学难点为：学生能掌握dance dancing的动名词变化规则及story stories复数形式的变化规则。四、学情分析六年级的学生已经有了一定的英语学习的语言知识基础，也掌握了一定的英语学习策略。学生在本单元A部分Lets talk已经学会运用句型：What are your hobbies? I like 来询问别人的兴趣爱好。因此在教学过程中，可以以旧代新，激发兴趣，引出新知。同时，他们也喜欢更有挑战性和思维性的活动，因此在活动设计的方面，笔者设计了一些新颖有趣、实效性强的活动及游戏，如“齐唱教师自编的趣味歌曲”、“拼图游戏”、“观看兴趣爱好的短片”等。此外，笔者在授课中除了体现整体输入的词汇课教学理念，还注重与学生的生活经验紧密结合，体现语言的语用功能。五、教学重难点1. 教学重点(1) 能够听、说、读、写单词和词组：dancing, singing, reading stories, playing football, doing kung fu.(2) 能够根据教师设置的情景，使用上述单词和词组，结合本课的核心句型 like(s) 谈论兴趣爱好。2. 教学难点：(1) 学生能掌握dance dancing的动名词变化规则。(2) 学生能掌握story stories复数形式的变化规则。六、教学辅具多媒体课件、自制趣味歌曲及视频、学生课堂练习。七、教学流程图八、教学过程Step1: Warm-up.1. Sing a song “What are your hobbies?”师生问候后，教师说道：Ive made a funny song for you. Lets listen and sing it together. 接着师生齐唱“What are your hobbies?”。【设计意图】教师根据教学需要，自己编制了这首节奏明快的歌曲，通过齐唱趣味歌曲，学生的上课积极性很快就被调动起来，同时，教师也借助歌曲呈现本节课的重点句型：What are your hobbies? / I like2. Free talk.学生唱完歌后，教师接着歌曲的话题问道：Now, can you tell me your hobbies? What are your hobbies? 学生纷纷回答：I like .【设计意图】通过free talk，一方面可以快速拉近师生之间的距离，另一方面也为本课时将要学习的单词和句型做好铺垫。Step2: Presentation.1. Listen and match.教师利用PPT呈现情景：Zhang Peng和朋友们正在讨论自己的爱好及将要加入的school clubs。T: There are many school clubs in the school. Zhang Peng is talking with his friends about the hobbies and the school clubs they are going to join. 学生听对话，把人物与对应的爱好连线(见图一)。听力内容为：Zhang Peng: Wow, there are many clubs in our school. What clubs are you going to join, Amy?Amy: I like singing and dancing. I will join the singing club and the dancing club. What about you, Zhang Peng?Zhang Peng: I like reading stories and playing football. I will join the reading club and the football club. What about you, Xiao Yu?Xiao Yu: I like doing kung fu. I also like playing football. So I will join the kung fu club and the football club.【设计意图】教师设计的这个听力活动，巧妙地利用情景把五个新授单词/词组：singing, dancing, reading stories, playing football, doing kung fu整体地呈现出来，体现了“整进整出”的原则。同时，把话题hobbies与school clubs结合起来，更贴近学生的学校生活，容易产生共鸣。2. Look and learn & Look and say.(1) singingT: Just now, weve known something about Zhang Peng and his friends hobbies and the school clubs they are going to join. Its time for us to learn the words about hobbies. 教师利用PPT呈现动词sing的原型，学生齐读出“sing”，接着，PPT中动态出现sing + ing singing，学生根据单词的拼读规则，齐读出singing。教师边板书学生边拼读singing。接着，教师结合图片，引导学生描述：I like singing. (2) reading stories教师利用PPT先呈现单词story，让学生思考，story如何变成复数形式，学生观察后回答：Change “y” into “ies”。接着教师呈现词组read stories，学生齐读后，教师再动态呈现read + ing reading，学生根据发音规则读出reading stories。【设计意图】story的复数形式stories，是本课时学生学习的难点之一，教师借助PPT的动态呈现形式，能帮助学生更好地解决此难点。Look and say.PPT中出现singing及reading stories的图片，T: Can you make up the sentence with these two pictures? You can begin with “I like ” ，学生思考后回答：I like singing and reading stories. (3) playing football教师用上述类似的方法呈现playing football: play football + ing playing footballLook and say.PPT中出现singing, reading stories及playing football的图片，T: Can you make up sentences with these three pictures? Please begin with “He likes ” ，学生思考后回答：He likes singing, reading stories and playing football.(4) doing kung fu教师用上述类似的方法呈现doing kung fu：do kung fu + ing doing kung fu.Look and say.PPT中接龙式地出现singing, reading stories, playing football及doing kung fu的图片，T: Can you make up sentences with these four pictures? Please begin with “She likes ” ，学生思考后回答：She likes singing, reading stories, playing football and doing kung fu. (5) dancingPPT中出现dance的原形，教师问道：If we want to add “ing”, what should we do? Yes, we should delete the letter “e” and then add “ing”(教师利用PPT动态呈现dance去e加ing) T: Besides “dance”, there are more words that we should delete “e” and then add “ing”. Lets come and have a look. 接着PPT动态地呈现更多的以不发音“e”结尾的动词加ing的变化过程.【设计意图】dance dancing的变化规则，是本课时学生学习的重、难点之一，教师借助PPT的动态呈现形式，能帮助学生更好地解决此重、难点。Look and say.PPT中接龙式地出现singing, reading stories, playing football, doing kung fu及dancing的图片，T：Can you make up the sentence with these five pictures? Please begin with “We like ” ，学生思考后回答：We like singing, reading stories, playing football, doing kung fu and dancing. 【设计意图】Look and say环节，一方面可以接龙式地呈现前面学习的新授词汇，巧妙地巩固所学词汇，另一方面，也可以拓展I / He/ She/ We like不同人称的句型形式。Step3: Practice.1. Ask and answer: What are your hobbies? What can you do well?(1) T: Just now we knew Zhang Peng and his friends hobbies. What are your hobbies? What can you do well? As for me, I like doing puzzles and dancing. But I can just do puzzles well. What about you? 学生与同桌讨论后，教师请一些学生回答：I like I can well.【设计意图】I like 与I can 是学生容易混淆的两个句型，教师在此环节特别渗透I can well，一方面可以帮助学生区分、应用这两个句型，为拓展环节中的写作活动做好铺垫，另一方面也帮助学生明白“爱好的不一定是擅长的”。2. Puzzle game: What are their hobbies?T: There are many students in our school who like doing puzzles just like me. And there is a puzzle club in our school. Lets come and do some puzzles.教师利用PPT呈现拼图，学生根据图片及句子提示，回答问题.【设计意图】通过此新颖、有趣的puzzle game，一方面可以激发学生学习的兴趣，另一方面可以培养学生观察、思维的能力。3. Finish the ads for the school clubs.(1) Talk about the hobbies and the school clubs.T: Just now weve taken part in the puzzle club in our school, and there are more clubs in our school, such as the dancing club, the painting club, the cooking club, etc. T: What are your hobbies? What clubs are you going to join? 教师利用PPT呈现、补充一些爱好及学校俱乐部的词汇，让学生四人小组就自己的爱好及想要加入的school clubs进行讨论。【设计意图】此讨论环节的设计，一方面可以帮助学生通过相互交流信息，巩固本节课的教学重点，另一方面，教师为学生提供了更多与话题相关的词汇，有利于学生更顺利地进行话题讨论及拓展词汇量，为下一步的广告写作环节奠定良好的基础。(2) Write the ads for the school clubs.T: Youve talked about your hobbies and the school clubs you are going to join. Here comes a task for you! Please design some advertisements (ads) for the clubs you are going to join. Then more students are attracted to come. 教师呈现任务：为将要加入的学校俱乐部设计广告，以吸引更多的学生加入(由于课堂时间有限，学生已利用教师提供的模版，提前设计好了school clubs的图片)。教师先利用PPT展示一些设计得较好的图片(见图21、22) 。教师用PPT呈现自己的范例，让学生一起朗读。 ，接着学生按照教师提供写作框架，为自己想加入的兴趣俱乐部写广告词。学生写作完毕后，教师邀请一些学生代表上台展示自己的作品。Step4: Extension & Emotional education.1. Self-introduction writing.T: We finished some ads for the clubs we are going to join. Thats great! If you join the clubs, the club leaders and the members will want to know more about you. Can you write about yourself, so that they can know you better? 教师呈现写作任务：为了让学校俱乐部的组长和组员更了解自己，我们来写一写自我简介(包括姓名、年龄、班级、兴趣、擅长的方面等) 。教师先呈现简介的范例(见图25) ，接着让一些同学口头介绍自己，最后再进行写作。【设计意图】此项“自我简介”的写作活动，紧扣着学生的学习及生活需求而设计，可以帮助学生综合运用本节课所学的兴趣爱好词汇及核心句型：I like I can well. I want to join 2. Watch a video: Good or bad hobbies?学生观看教师自制的情感教育视频“Good or bad hobbies?”学生边观看边思考自己的兴趣爱好是好的还是不好的。教师在学生观看视频后进行个别的提问：What are your hobbies? Are your hobbies good or bad?【设计意图】通过观看教师自制的情感教育视频，自然渗透good or bad hobbies的概念，同时，本视频中还加入了一些与兴趣爱好相关的词组，有利于学生拓展学生的词汇量。Step5: Homework.1. Introduce your ads and get stars from the team members.2. What are good hobbies and what are bad ones? Write down four good hobbies and three bad ones.3. Preview the lesson on P40.【设计意图】学生课堂完成的作品，要向小组长介绍自己的作品并获得“评价星星”(见图26) ，而获得最多“评价星星”的作品将会被展示。作业二的设计有利于学生结合自己的实际生活进一步巩固、拓展课堂知识。Blackboard designing(板书设计) (上课前原图) 附件：一、学生课堂写作练习二、学生课后作业评价表三、学生作品(3份)
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