Unit6Whosedressisthis(陶建宏）

Unit6 Whose dress is this?教学设计 苏州工业园区第二实验小学 陶建宏 手机：15962261373地址：江苏省苏州市工业园区方洲路666号 邮编：215021【教学内容】江苏译林版小学英语四年级下册Unit6 Whose dress is this?第三课时。【教材分析】这节课是四下U6的第三课时。这个单元的主要内容是学习衣服类单词，夸奖别人的穿着，询问衣服的主人，重点句型是Whose引导的特殊疑问句。这节课的主要目的是通过复习本单元的重点词句，创设生动活泼、真实有趣的情景，让学生在情景中真实地交流，培养学生综合运用语言的能力。【学情分析】 学生在上这节课前，已经掌握了部分衣物类英语单词读音和意思，学会使用Whose is /are ? Its/Theyres来问答。同时，学生在外教课上又学习了用形容词来描述人和物品，他们能用现有的知识进行重组、构建，达到在特定的语境下自由交流的水平。【教学目标】一、知识目标1.能听懂、会说单词：hoodie, sneaker2.能听懂、会说句型：He/She is wearing.It isand .二、能力目标1.学生能在具体情境中熟练运用衣物类单词，如dress, coat, shirt, jacket, sweater, gloves, jeans, shorts, trousers，hoodie, sneaker等。2.学生能用thick, soft, warm, thin, light, cool, long, short, beautiful等形容词来描述衣物。3.学生能熟练用Whoseis this/are these?来提问,会用Is it/Are they.s来猜测，并根据猜测的结果用Yes, youre right.和Sorry, youre wrong.来回答。三、情感目标能学会赞美他人；能在真实的语境中体验使用英语的自信。【教学重点】学生能用本单元的主要词、句讨论衣物。【教学难点】 学生能根据实际情况得体地运用语言。【课前准备】1.学生会习走模特步。2.学生自由组合，六人一小组，准备课上时装秀的各式衣物。3.教师准备好课件、模特的号码牌、装有8名学生图片的小信封。【教学过程】 Step1： 歌曲激趣，引出话题1. 歌曲热身教师利用歌曲 Clothes song作为课前的热身活动，学生一边看动画，一边唱歌曲：She is wearing He is wearing2. 口语交际T: Hello, boys and girls. Look at my coat. Is it nice? S1：Yes, its nice.T: Thank you.教师用本单元的重点句型开场，与学生进行日常交流，不断替换Look at的内容，引导学生用恰当的词语对老师的衣着和外貌进行评价，老师作适当回应，师生之间自然沟通，构建融洽的师生关系，营造良好的学习氛围。3.描绘老师T:Look at me, please. Can you describe me to other teachers? S1-n: This is our English teacher, Catherine. She is tall. She is thin. She has small eyes. She has a big nose. Her mouth is .Shes wearing a.学生自由发言，用连贯的语言描述老师的外貌和衣着，用到外教课上学到的形容词以及英语课上学到的知识。学生把零散的知识重新组合，自由构建，通过描述老师的照片，回想起了本单元的重点词汇和日常交际用语，也复现了外教课的内容，达到中外教师教学内容的整合。Step2：描述衣物，复习旧知1.观“时装表演”，谈“衣着服饰”T: Hi, guys, youre wearing beautiful clothes today. Can you describe clothes ?Ss: Yes.T: Really? Lets have a try. (播放儿童走秀视频)T: Look at the girls .Ss: Its./How!/What a！T: Look at the boys.Ss: Its. ./How!/What a！T: Now watch the video and discuss with your partner. Here are some useful expressions for you.(贴板书：A: Look at.s. B:Its/Theyre.）Ss: Pair work教师播放一段“上海国际少儿模特大赛”视频，一边播放，一边与学生讨论模特们的穿着。老师和学生集体讨论过后，学生之间互相讨论。在观看视频的过程中，通过老师的引导，师生、生生之间的互动，学生不仅复习了衣物的名词、赞美他人的词语、描述衣物的英语表达，同时学生感受到了一种真实的生活情景，他们尽管是在上课，但是他们更是在针对一场时装表演进行真实的讨论和评价。2.听韵文找规律，编小诗谈衣物(1)T: Can you say more words to describe clothes? Lets listen to this chant.Model: Look at the coat. Look at the coat. Thick and soft. Thick and soft. Warm! Warm! Warm! Look at the shirt. Look at the shirt. Thin and light. Thin and light. Cool! Cool! Cool! (With the music)S: Follow the teacher 为了进一步复习衣物的名称和特点，唤醒学生记忆库中关于衣服的各类词汇，教师设计了这项“听韵律诗找规律”的活动。伴着欢快的节奏，学生不仅要听懂内容，而且要理解不同衣服的不同特质，所穿的不同时节，需要用到学生的生活经验。在这个活动中学生第一遍听、感知，第二遍听、跟读，这一活动照顾到全班所有学生的能力，使不同层次的学生在听听说说中有不同体验。(2)T: Can you make a new chant like this?T: Here are some useful pictures for you. Please work in groups and make your chant.Ss: Group work(3) Check outMore examples：(a)Look at the sweater. Look at the sweater. Thick and soft. Thick and soft. Warm! Warm! Warm!(b)Look at the gloves. Look at the gloves. Thick and soft. Thick and soft. Warm! Warm! Warm!(c)Look at the T-shirt. Look at the T-shirt. Thin and light. Thin and light. Cool! Cool! Cool ! (d)Look at the dress. Look at the dress. Long and nice. Long and nice. Pretty! Pretty! Pretty! 有了之前的听音跟读训练，学生理解了教师的意图之后，老师给出更多的衣物类图片和句子框架，要求学生小组讨论，自编韵律诗，从而训练了学生的发散性思维。在这个活动中，教师充分发挥了“生生互动”的优势，体现在：学生之间可以在情绪上相互感染，知识上相互补偿，言语能力上相互练习，行为上相互制约，学习意志上相互磨砺。Step3 ：时装走秀，交流展示 1. 体验明星T台风采, 赞美朋友穿着打扮T: Now we know more words to describe clothes. Look, I borrowed some clothes here( 帽子，手套，眼镜，衬衫). Lets have our fashion show. Who would like be the models? Which group comes to front first? (老师选择模特，一次六个，发放号码牌)Are you ready? Three, two , one! Action! （Music）Ss: Try this. /Try these, pleaseSs: Fashion show (第一组六个学生，两两走上台，摆好pose)T: This is my friend. His name is Harry. He is handsome and friendly. He is wearing a sweater. It is red but I think its a little bit small. （老师介绍一位学生模特,刚说完最后一句话，有一个男生站起来说：“Harry, please try this.”课前，教师提醒学生课上要主动帮助别人，这位同学竟然没有忘记。 老师马上说Thank you. 也示意Harry说Thank you.）T: Please talk about these models in pairs. Here are some sentences for you.(PPT: 外教Jamie教过的句子结构) This is my friend. His/Her name is He/She is and He/she is wearing aIt is and He/She is so.Ss: Describing the models 通过看时装秀、评服装、说chant这些活动的铺垫，学生已经有了时装表演的常识，能用英语“品头论足”，加上课前他们学习了模特步，这节课又穿上了自己喜欢的服饰，这时候所有的孩子已经跃跃欲试，要过一把模特的瘾。教师创设真实情景激发学生的参与意识，满足了让学生在真实的情景中使用英语的需求，还复习到Try this/these这些交际语。2. 重点句型猜测衣物，Jigsaw 游戏玩转WhoseT: OK. Our fashion show is wonderful. Thank you for your performance. Can you guess: Whose is/are ? (指着借来的东西说，老师贴板书：Whose?)Ss: Guess: Is its? Are theys? (被猜到的学生站起来回答：Yes, youre right. 或者Sorry, youre wrong.)PPT:A: Whose is this?/are?B: Is it/Are theys?A: Yes, youre right. (No/Sorry, youre wrong.)Ss: Play the game: Jigsaw talkingT:Check out the answers游戏规则：PPT出示班上8个孩子的头像和8件服饰图片，A学生用Whose is this?/are?来提问，B学生用Is it/Are theys?来猜测，A学生从教师课前发的蓝色信封中找出学生全身像的小图片，核实答案。教师讲清要求后，学生玩游戏，同桌借助“Information Gap”进行交流。Step4 ：分层练习， 巩固提高1.T:Boys and girls, today we have a fashion show. We play the Jigsaw game. We talk a lot about our friends and their clothes. Its time to write. Please choose one level and complete the passage.2.Ss: Choose one level and write.Level-1:Look at _s _. Its too_. Whose _ is this? I think its _ _.Level-2:Look at _s _. Theyre too_. _ _ are _? I think _ _ _.Level-3:It is _ afternoon. We have a (an)_ English lesson. We have a fashion show(时装表演) in this English lesson. Look! My friend_ is wearing_ _. It is_ and _. He (She) is so _!Look at _s _. Its too_. Whose _ is this? I think its _ _.Look at _s _. They are too_. _ _ are_? I think theyre_. 3.T:Check out the answersHomework: 1.Dont forget to praise (赞美)in your daily life. 2. Say “Thank you.” when people praise (赞美) your clothes . Blackboard design:Unit6 Whose dress is this? (P3)1.A: Look at.s. B:Its/Theyre.2.A: Whose is this?/are?B: Is it/Are theys?A: Yes, youre right. (No/Sorry, youre wrong.)教学反思 这节课是园区“中外教师联合教研活动”中的一次公开教学，目的是通过中外教师一起观课、研讨，促进园区小学英语课和外教课对教学内容的整合、中外教学方法的互补以及教学资源的共享。这节课是四下U6的第三课时（复习与拓展），之所以选这个内容是因为学生在外教课上学过Describing这个话题，他们会用形容词来描述人和事物，而U6的主要内容是对衣物进行描述和询问，正好与外教课的内容匹配。内容虽然接近，但外教课侧重单词学习和句型操练，而英语课侧重的是训练学生在具体情境中综合运用语言能力的培养。这节课最大的特点是内容上体现“真实有趣”，形式上体现“简约、互动”。“真”是这节课的亮点：真话、真事、真课堂。一、以“情”为核心，抒真情、讲真话教师设计了两个特别的环节。首先，教师让学生评价自己的外貌和今天的穿着。有的学生说老师的眼睛小，老师回应“Yes, but theyre bright.”,有的学生说老师的外套很好看，老师回应“Thank you.”其次，教师组织学生在课上进行时装表演，学生争先恐后，上台的学生摆好造型，台下的学生“品头论足”。有的学生说“This is my friend. Her name is Nina. She is thin and tall. She is wearing a white coat. I think its nice but it is too thick.”听到这样的评价，Nina同学一点也不生气，她马上回应道：“This coat is thick. But its my favorite coat. ”另一个她的好朋友马上站起来，拿出自己的薄外套对她说：“Heres a thin coat. Its my favorite. You can try this.”语言自然，语气关切，举止大方，一看就让人觉得她俩是好朋友。二、以“景”为基础，应真景、做真事这节课的出发点是通过真实的情景，让学生感受课堂即生活，生活亦是课堂的道理。在课上，教师创设情境和真实的“交流场”，处处让学生有话可说。教师设计“观时装表演，谈衣着服饰”这个环节即是让学生从少儿模特大赛视频中感受到那些模特的有模有样和明星气场，为后面自己走T台作一个铺垫。其次，学生最后玩的Jigsaw游戏也是老师精心准备，用同班同学做例子，呈现的都是这些学生平时的穿着，这些都是真人真事。学生在游戏过程中练到了语言，又考查了他们的观察力。三、以“生”为根本，培养核心素养，打造真实课堂学生是教学的对象，一切教学都应从学生实际出发。叶圣陶先生的“儿童种子观”认为儿童能自己发育、自己成长，最主要的是为他们提供充分的合适条件。笔者认为叶老所提出的“充分的合适条件”中的一个基本条件即“真实的课堂”。不管常规课，还是公开课，课堂应该是学生每天生活的一部分，是教师和学生交流真情实感的场所。为了让学生充分感受、充分交流，教师将这节课的第一稿教学设计进行调整，第一稿的流程如下：1.歌曲激趣，引出话题；2.描述衣物，复习旧知；3.续编Cartoon time。而正是上课时把续编故事内容的七张PPT全部删除，在第2个环节中补充了“Fashion show”和“Describing friends”，第3个环节用Jigsaw talking，增加第4个环节“分层练习、巩固提高”。调整后的课堂不再是教师“搀扶”着学生亦步亦趋地走，而是教师“退”到了后面，把学生推到了前面，提供足够的空间和时间，让学生自由施展语言才华，体验生活，感受说英语、用英语的快乐和自信。学生能感受到学习英语不仅仅是为了考试，英语课不是为了回答老师的问题，公开课也不是为了作秀，能听懂别人的话，说出自己真实的想法，得体地赞美别人的着装，有礼貌地适时为别人提供帮助，这种“我的课堂我做主”的爽快，也让听课老师觉得一节课怎么这么快就过去了！ 7