牛津小学英语4AUnit3语篇教学

牛津小学英语4A Unit3A Purse Part A教学过程Step 1. GreetingT: Hello, boys and girls.S: Hello, Miss Zhu.T: Sit down, please.S: Thank you.T: Not at all. (教授礼貌用语：Not at all.)设计意图：语篇教学的导入主要在于激活学生已有的知识经验，带领他们在原有认知基础上进入语篇教学。通过课前的师生互动交流活动，由旧知Thank you.引导其应答语Not at all.将语篇中涉及的新授交际用语提前渗透。Step 2. Presentation and drill ( Listening and reading ) Before listeningActivity1. Teach the words and phrasesT: Look, we are in the classroom. (课件里出示classroom，由glass引导朗读，教授in the classroom。) But Helen is not in our classroom. Where is she? Lets guess.（课件里出示地点图片park, zoo, toy shop, cinema）引导学生运用句型：Shes in the, I think.来猜测，紧接着呈现其同义句：Perhaps shes in the(教授单词perhaps,由hat引导分解朗读。)课件里揭晓答案：Helen is in a toy shop. (Helen手上抱着一只toy bear)T: Look，Helen has a toy bear. There is a toy bear in our classroom. Where is it? (教师事先放在学生不注意的地方,此时让学生寻找。)S: Its on the bookcase.T: Oh, its over there. (教师配合手势语教授over there)T: OK. Lets say a chant: Bear, bear, its a bear. There, there, over there. The bear is over there.设计意图：语篇教学要注重为学生创设良好的语言环境，借助bear的情景创设，引导新授词组over there的教学。由于there和bear的读音相近，通过chant的形式，让学生在韵律中朗读，充分感受语言的优美。Activity2. Teach the sentenses. T:Whats that over there?S: Its a toy bear.T: Is that your bear? (师随口问一生)S: No, it isnt. （引导学生说）Perhaps its s.(课件里出示句意)问2、3个学生后，师手拿bear问其主人。T: Is this your bear?S: Let me see. Yes, it is.（课件里出示Let me see.齐读）T: Look, theres a toy dog in our classroom, too. Lets make dialogues. (课件里出示对话模板)A: Whats that over there?B: Its a A: Is that your?B: No, it isnt. Perhaps its s./ Yes, it is.设计意图：语篇教学讲究新旧知识的“无痕”导入。紧扣本课语篇教学的主题，将学生逐步带入“寻物主人”的情境。在寻找的过程中，由学生熟知的句型逐步引导至新授句型，为下面的语篇阅读教学扫清障碍。While listening and readingActivity1. Watch and chooseT: Lets read a story and choose the answer. 课件里出示Q: Whats the story about? ( ) a. b. Watch the cartoon then try to choose. (在揭晓答案A purse时，教授并呈现本课课题。)Activity2. Read again and answer the question. 课件里出示Q: Whose purse is it? Is it Nancys? Where is Yang Ling?Read by themselves then try to answer above.设计意图：语篇教学的切入口，关键在于问题的设置和导入。为了使语篇教学更富有挑战性，教师可以让学生带着问题去阅读，在阅读的过程中培养学生理解语篇的能力，有利于提高学生的阅读思维水平。While readingActivity1.课件里出示语篇内容，并标上升降调，让学生跟读。 Tips: 注意模仿语音语调，大声地朗读。 (1) Read after the screen. (2) Read after the teacher. (3) Read by yourselves.Activity2.你现在能尝试复述语篇主要内容吗？ Tips: 当我们尝试复述语篇内容时，可以借助关键词等线索回忆主要内容。 设计意图：语篇教学的过程中，要注意培养学生听、说、读、写基本技能的提升，学生在模仿正确语音语调的同时，也能够掌握好语言。在此过程中，教师要关注到每个学生的语言面貌，注意不断纠正错误的发音。Step 3. Practice and consolidationActivity1. 让学生以四人小组的形式进行角色扮演Activity2. 创设情境：假设你在校园里发现一本遗失的storybook，你如何与同学一起找到它的主人。 参考句型： Whats that over there? Is this your storybook? No, it isnt. Perhaps its s. Wheres ? Hes/Shes in the Let me see. Thank you. Not at all.设计意图：语篇教学的拓展练习中，通过为学生创设课外情境，让学生学会运用本课的知识点，将所学语言组织成完整的语篇。给予学生适当的语言提示，让学生充分发挥想象空间，在表演和交流的活动中，活化语言知识点。Step 4. Wrap up1.出示小贴士tips，与学生一起总结本节课学习内容，进行情感教育：提醒学生以后必须照看好各自的物品。2.总结本节课的活动情况。Step 5. Homework(略)