|
【教学材料】 教学话题： clothes 重点词汇： shirt, blouse, pants, dress, socks, shoes, 关键对话： A: Mom, where are my socks? B: They are on the chair. A: Oh, I see. Thanks. 【上课年级】 四年级 【第一次教学设计】 Step 1: Warming up 1.Greetings 2. Find the toys. T: What is it? S: It’s a toy dog. T: There are some toys in the classroom. Guess, where are the toys? Where is the toy cat? ( read the sentence) S: Is it in the teacher’s desk? T: Yes, it is. /No, it isn’t. T: Where is the boat? S: Is it in the desk? T: Yes, it is. /No, it isn’t. T: Where are the balls? ( read the sentence) S Are they under the chair? T: Yes, they are. / No, they aren’t. They are on the chair. (read rhe sentence) T: Where are the cars? S Are they under the chair? T: Look. They are on the T-shirt. (read the sentence) [思考] 复习所学的介词 in/ on/under, 同时从所学的Where is…? 到新授Where are…? ----They are …. 最后一次找东西，引入新课主题。（疑惑：最后没有采用T-shirt这个做法，有人认为这个部分比较牵强，想想也是，就删除了。） Step 2: Presentation 1.Fish, bird, T-shirt 2.T: My T-shirt is white. It is old/new/small/big … 1.My T-shirt is … T: No, it’s a shirt. 2.This is a T-shirt. That is a shirt. [思考] 从T-shirt到shirt, 并对衣服进行描述，回顾所学形容词。 3T-shirt -----shirt T: This shirt is … Who has a shirt too? S1: I have a shirt. T: Oh, you have a blouse. You are a girl. Blue---mouth---blouse T: Shirts are for boys. Blouses are for girls. T: I like the _____ ______. It is __________. T: Which shirt/blouse do you like? S: I like the _____ ______. It is __________. [思考] 从shirt到blouse, 男女衬衫进行区别。（疑惑：shirt有时也是女式衬衫，可是为什么书本没有blouse，凌老师出题时却加了blouse, 是不是要我们区分呢？最后进入了圈套。） 4. T: You like blouse and shirt. I like T-shirt with pants. Ant---ants---pants My pants are ________. They are _________. [思考]引入pants, 描述pants. 5. T: My pants are big. But my shoes are small. shoe ----shoes T: My shoes are black. My socks are yellow. dog---black----sock---socks I have _________ shoes and ________ socks. [思考]引入shoes和socks，运用I have句型两个单词一起操练。 Step 3 Consolidation 1. T: I have a new friend. She is Ana. She does not like blouses. She does not like pants. She likes dresses. Guess, which one is my friend? A? B? [思考]从看图选择引入dress，描述dress. 2. T: Ana likes dresses. She has a boy and a girl. Peter is 4 years old. Amy is 8 years old. She has terrible days. Let’s see. It’s 7:30. It’s time for school. But Amy says: Mom, where are my socks? Mom: They are on the chair. Amy: Oh, I see. Thanks. Amy: Mom, Mom, where are my shoes? Mom: Your shoes? Peter: Haha, they are on my feet. Amy: Oh no. Dad’s shirt. [思考]运用情境对话复习所学的三个词汇。（疑惑：全部单词学完了，复习巩固只有三个单词，感觉很奇怪。） 3. T: Let’s listen and repeat. T: This time Group 1, you are Peter. Group 2 are Mom, Group 3 are Any. T: Who can be Peter, Amy and Mom. [思考]听、读文本，没有选择表演，担心表演了，词汇课的性质变了。 Step 4: extension T: Peter is so funny. Look at Peter’s room. Wow, what a mess! Let’s talk about the room first. A: Where is/ are _________-? B: It is /They are ___________. A: Oh, I see. Thanks. B: You are welcome. [思考]Peter的房间很乱，看看Peter的衣服，操练句型。 2 T: Peter’s room is in a mess. We should clean the room. The ______ ________ is on the floor. The _____ ________ are under the desk. The _____ _______ ______ near the window. The ____ ______ _____in the desk. The ______________________________. __________________________________. ….. [思考]描述Peter的房间，复习所学的所有目标词汇和难点单复数 is/ are. 【第二次教学设计】 Step 1: Warming up 1.Greetings T：Hello, children. Ss: Hello, Miss Tang. T: Hello, girl/boy. What’s your name? How are you? Ss: 2. Play a game---Find the toys. T: What is it? S1: It’s a toy dog. T: There are some toys in the classroom. Guess, where are the toys? Where is my toy cat? (朗读句子) S: Is it in the teacher’s desk? T: Yes, it is. /No, it isn’t. It is __________. T: Where is my toy boat? S: Is it in the desk? T: Yes, it is. /No, it isn’t. It is __________. T: Where are my balls? (朗读句子) 板书 S Are they under the chair? T: Yes, they are. / No, they aren’t. They are on the chair. (朗读) 板书 T: Where are my toy cars? S Are they under the chair? T: Yes, they are. / No, they aren’t. They are on the chair. (朗读句子) [思考] 复习所学的介词 in/ on/under, 同时从所学的Where is…? 到新授Where are…? ----They are …. （改变：全部猜测玩具，新授新句型） Step 2: Presentation 1.创设情境 T：I have a friend, Ana. She has a boy and a girl. Peter likes toy cars too. So there are some toy cars in the room. Where are the toy cars? S1: They are in the desk. S2: They are under the chair. A T: They are under the dress. [教dress, drink—red—classroom] The dress is _______. It is __________. T: I have some pictures about dresses. The dress is _______. It is __________. [思考] 改变：情境中引入所学单词。引入单词，逐步操练单词。 （疑惑：Peter的房间为什么有dress？Peter比较调皮，乱穿妈妈的衣服。） B T: I like dresses very much. But Amy does not like dresses. Let’s see Amy. [闹钟响了，时间7:10] T: But Amy is still sleeping. [闹钟又响了，时间7：30] T: Mom comes 情境一 Mom says “Amy, it’s 7:30. It’s time to go to school.” Amy says: Oh no. 情境二 Amy找衬衫图 Amy says: Mom, where is my blouse? [教blouse, black---mouth—blouse] Mom says: It is on the blue chair. Amy says: Oh, I see. Thanks. I like pants with blouse. [教pants, ant—ants—pants] T: I like pants too. My pants are ______. They are _______. What about you? [思考] 新授blouse, pants，并操练。 情境三 Amy 找白色颜色的袜子 Amy says : Mom, where are my white socks? [教socks, dog—black—sock---socks] Mom says: They are on the big blue chair. Amy says: Oh I see. Thanks. Mom says: You are welcome. T: Amy likes white socks. I like yellow socks. What about you? [思考] 新授socks，并操练。 情境四 Amy 穿好衣服到客厅，妈妈要送她去学校，可是妈妈要穿的红色鞋子不见了。 Mom says: Any, where are my red shoes? [教shoes, short—shoe—shoes] T：Mom’s shoes has red shoes. They are nice. I have black shoes. They are small and cool. What about you? Amy says: Your red shoes? Peter comes and says: Haha, they are on my feet. Amy says: Oh no. And Dad’s shirt. [教shirt, fish—bird—shirt] Mom says: You are funny. It’s sooo big. [思考] 新授shoes, shirt，并操练。这里还切换了找东西的人物，从Amy 找东西到妈妈找东西，Peter 的捣乱。 T: 区分男女衬衫，怎么过渡好？ T: Amy has a blouse. She is a girl. Peter has a shirt. He is a boy. T: Shirts are for boys. Blouses are for girls. T: I like the _____ ______. It is __________. T: Which shirt/blouse do you like? S: I like the _____ ______. It is __________. [思考] 区分blouse和shirt. C. Listen and repeat. D. Read in role. T: This time Group 1, you are Peter. Group 2 are Mom, Group 3 are Any. E. Ask three Ss to read. T: Who can be Peter, Amy and Mom? [思考]听、读文本，没有选择表演，担心表演了，词汇课的性质变了。 Step 3: Consolidation 1.Review the new words T: Let’s read the words together. （黑板上） 2.Read and match on the blackboard. T: Here are some clothes. Dress is here. Who can? [思考] 改变：新加入这个复习所有单词的环节。 3.Let’s say. Step 4: extension 1.Talk about Peter’s mess room T: Peter has Dad’s shirt and Mom’s shoes. He is so funny. Where is peter? Oh, he is in the room. Wow, what a mess! Let’s talk about the room first. A: Where is/ are _________-? B: It is /They are ___________. A: Oh, I see. Thanks. B: You are welcome. [思考] 和第一次一样，没有变动。 2. Say Peter’s room T: Peter’s room is in a mess. We should clean the room. The ______ ________ is on the floor. The _____ ________ are under the desk. The _____ _______ ______ near the window. The ____ ______ _____in the desk. [思考] 和第一次一样，没有变动。 3. Let’s help Peter clean the room. S1: Let me put the ____ on/in/under/near ________. [思考] 房间乱，整理衣服。 4. Say the clean room The ____ shoes _________________. The ___________________________. …. [思考] 说说整理好的衣服。（3，4两步是新加入的，当时有人也跟我提了感觉到最后的主题变了，想想也是，并建议我应该回到衣服搭配上，去参加什么活动。主要是不知道怎么衔接，所以没有采用。） 【第三次教学设计】 Step 1: Warming up [思考] 和第二次一样 Step 2: Presentation 2.创设情境 T: I have a friend, Ana. She has a boy and a girl. Peter likes toy cars too. So there are some toy cars in the room. Where are the toy cars? S1: They are in the desk. S2: They are under the chair. A T: They are under the shirt. [教shirt, 操练shirt] B T: I like dresses very much. But Amy does not like dresses. Let’s see Any. [闹钟响了，时间7：10] T: But Amy is still sleeping. [闹钟又响了，时间7：30] T: Mom comes 情境一 Mom says “Any, it’s 7:30. It’s time to go to school.” Amy says: Oh no. 情境二 Amy找衬衫图 Amy says: Mom, where is my blouse? [教blouse, black---mouth—blouse] Mom says: It is on the blue chair. Amy says: Oh, I see. Thanks. I like pants with blouse. [教pants, ant—ants—pants] T: I like pants too. My pants are ______. They are _______. What about you? [思考] 区分shirt 和blouse，并操练。新授pants. （改变：有人认为dress 在小男孩房间很怪，所以换了shirt， 和最后一步换了一下,也正好可以顺其自然的区分。） 情境三 Amy 找白色颜色的袜子 Amy says : Mom, where are my white socks? [教socks, dog—black—sock---socks] Mom says: They are on the big blue chair. Amy says: Oh I see. Thanks. Mom says: You are welcome. T: Amy likes white socks. I like yellow socks. What about you? [思考]和上一次一样，不变。 情境四 Amy 穿好衣服到客厅，妈妈要送她去学校，可是妈妈要穿的红色鞋子不见了。 Mom says: Amy, where are my red shoes? [教shoes, short—shoe—shoes] T：Mom’s shoes has red shoes. They are nice. I have black shoes. They are small and cool. What about you? Amy says: Your red shoes? Peter comes and says: Haha, they are on my feet. Amy says: Oh no. And Dad’s shirt. [教shirt, fish—bird—shirt] Mom says: You are funny. It’s sooo big. [思考] 改变：dress C. Listen and repeat. D. Read in role. T: This time Group 1, you are Peter. Group 2 are Mom, Group 3 are Any. E. Ask three Ss to read. T: Who can be Peter, Amy and Mom. [思考] 不变 Step 3: Consolidation 5.Review the new words T: Let’s read the words together. （黑板上） 6.Read and match on the blackboard. T: Here are some clothes. Dress is here. Who can? [思考] 不变 7.Let’s say. Step 4: extension 2.Talk about Peter’s mess room T: Peter has Dad’s shirt and Mom’s shoes. He is so funny. Where is peter? Oh, he is in the room. Wow, what a mess! Let’s talk about the room first. A: Where is/ are _________-? B: It is /They are ___________. A: Oh, I see. Thanks. B: You are welcome. S1: Let me put the ____ on/in/under/near ________. 8.Say the clean room The ____ shoes _________________. The ___________________________. …. [思考] 删了说说乱的衣服和整理衣服两个环节，时间来不及。 【上完课后，重新修改的教学设计] Step 1: Warming up 1. Greetings 2. Play a game---Find the toys. T: What is it? S1: It’s a toy dog. T: There are some toys in the classroom. Guess, where are the toys? Where is my toy cat? (朗读句子) S: It’s ____________. T: Oh, I see. It is __________. T: Where is my toy boat? S: It’s ____________. T: Oh, I see. It is __________. T: Where are my balls? (朗读句子) 板书 T: Y Oh, I see. Two balls are on the chair. They are on the chair. (朗读) 板书 T: Where are my toy cars? T: Oh, I see. They are on the chair. (朗读句子) [思考] 从单数到复数, 从two balls 到they, 更加形象直观。并引入新句型 I see. （凌哥说：在Warm-up阶段，单刀直入，强化语法内容。由于教学内容中涉及到单复数，所以进行了比较教学。建议：关于单数的内容也适当板书，可以让学生观察比较书面文字上体现的语法差异。） Step 2: Presentation 1 创设情境 T：I have a friend, Ana. She has a boy and a girl. Peter likes toy cars too. So there are some toy cars in the room. Where are the toy cars? （凌哥改：Look, this woman is Ana. She is a mother. She has a boy and a girl. The boy is Peter. He is 5 years old. He likes toy cars. Look at this room. Where are the cars?） S1: They are in the desk. S2: They are under the chair. A T: They are under the shirt. [教shirt, 朗读，跟读，不再操练，下面相同] B T: On Monday morning, Peter and Amy are going to school. Peter is 5 years old. So he is in the kingarten. Amy is 8 years old. She is a student. T: Mom comes. （凌哥改：Look, Peter's sister is Amy. She is 8 years old. The alarm clock goes off.) 情境一 Mom says “Amy, it’s 7:30. It’s time to go to school.” Amy says: Oh no. （凌哥改：OK, Mom.） 情境二 Amy找衬衫图 Amy says: Mom, where is my blouse? [教blouse, black---mouth—blouse] （凌哥改：ou -- ouse -- blouse） Mom says: It is on the blue chair. Amy says: Oh, I see. Thanks. I like pants with blouse. [教pants, ant—ants—pants] （凌哥改：Oh, I see. Thanks. Here are the yellow pants. I can wear the yellow pants with the blouse.） [思考] 改变：不再操练词汇，在语句中朗读操练，听录音，跟读。 情境三 Amy 找白色颜色的袜子 Amy says : Mom, where are my white socks? [教socks, dog—black—sock---socks] （凌哥改：dog -- dock -- sock -- socks） Mom says: They are on the big blue chair. Amy says: Oh I see. Thanks. Mom says: You are welcome. [思考] 改变：不再操练词汇，在语句中朗读操练，听录音，跟读，表演。 情境四 Amy 穿好衣服到客厅，妈妈要送她去学校，可是妈妈要穿的红色鞋子不见了。 Mom says: Amy, ____ ____ my red shoes? [shoe-shoes] Amy says: Your red shoes? Peter comes and says: Haha, ___ ____ on my feet. Amy says: Oh no. And Mom’s dress [教dress. red, drink] （凌哥改：e -- ess -- dress drink dress） Mom says: You are funny. It’s sooo big. [思考] 改变：输出Where are…? They are… 听录音，跟读，表演。 Step 3: Consolidation C. Listen and repeat. D. Ask three Ss to read. T: Who can be Peter, Amy and Mom. （凌哥说：要逐步脱离文字表演，期间重点挖空目标词汇。） Step 4: Extension Talk about Peter. T: Mom’s takes Amy to school. Dad will take Peter to the kindgarten. Peter needs to wear these clothes. （妈妈给配好的衣服图） 情境一： P：Dad, _____ _____ my white shirt? D: ____ ____ on the chair. P: Oh, ________. Thanks. D: You’re welcome. 情境二： P：Dad, ______ _____ my blue pants? D: _________________________. P: Oh, ________. ______. D: You’re welcome. 情境三： P：Dad, __________________socks? D: _________________________. P: _________. ______. D: ______________. 情境四 P： _____________________? D: _______________________. P: ______________________. D: ______________. 1．补入空白 2．四个小组每组选择一个情境进行表演。 [思考] 留白式输出，巩固所学。 【拿到教学内容后的思考】 1. 看了材料，觉得这个情境要创设在家里，在家里找衣服，给出的关键句型是Where are my socks? They are on the chair. 2. 研究一下凌老师的词汇课My Friend的课件中对词汇课的设计理念，我们也一起看了这个课件，还盗用了最后的Homework的那一张课件，我们觉得凌老师布置回家作业的布局都很特别，所以课件中也模仿了凌老师布置作业的布局。 3. 词汇课，然后把疑难问题课再看了一遍，尝试模仿词汇课。 4. 要跳出教材，不要被教材牵涉。教材上是找衣服，然后去旅游。恰好，我也认为找衣服去旅游，找衣服去野营，找衣服去时装秀，找衣服去晚会，这些情景我都觉得特别老套，正好所给的教学内容也没有给图片，完全可以自己发挥，所以想创设更新的情境。 5. 教案设计时，想到了陈贤德老师的2014年的那节优质课，操练了is/are，于是模仿了陈老师的最后一步，正好我们对词汇的解读也是单复数，到最后会运用单复数。（上完后，发现教室里找东西这个环节不适合我，我还是适合传统型的PPT展示。） 6. 教案初步定稿后，我一直对词汇呈现跟读后，要不要操练有困惑。问了好几个人，大家都认为对目标词汇要操练一下，这几个目标词汇也比较难。一人认为不用在情境中操练，只要跟读后回到情境不断朗读，表演。（我们的思维定势在了词汇课不用表演。表演了就是对话课了。所以没有采取。） 7. 教案定稿，第一次试教结束后，我还是对这个词汇要不要操练有疑问，主要是操练后，也没有很多时间做其他的活动。反正到最后，我都纠结要不要拓展，还是直接进去情境。 【上好课后的思考】 1. shirt 和 blouse的区分 （凌哥说：shirt是上位词或统称词，与blouse相对应时则指男式衬衫，blouse是下义词。但是也有词典认为shirt和blouse就是男式和女式的区别： 《Collins词典》：A blouse is a kind of shirt worn by a girl or woman. 《牛津高阶学习者词典（第7版）》：a piece of clothing like a shirt, worn by women 教学内容中提供blouse这个词，是出于文化方面的考虑。shirt和blouse的关系，和actor/actress是一样的。另外类似的还有man/woman。） 2. 课前的歌曲忘记放了，还特地请电脑归老师周末在家里帮我转换了。歌曲复习了Where is…? 引入Where are …? 3. 以后课件里的声音要分两步走，第一个课件出现喇叭，点击就可以，第二个隐藏喇叭。（其实隐藏喇叭我一直不会做的，这次第一次请人教了,然后新学，不想要一句一句点击过去，也不想这个喇叭放在那边影响审美观，可是最后还是没有让我新学的技术实践一下。 【我学到了】 1. 设计：学到了词汇课该怎么设计，在对话情境中呈现，不用逐步操练，其实不用想的很复杂 2. 输出：可以大胆的给学生空格和空间，让他们自己去输出。 3. 表演：词汇课也是需要表演的。 4. 解读：要逐步去研究教材的语言知识。 5. 文化：衣服文化上还要更加关注。 6. 更新：要尝试设计多种多样的课，同时也要多学习新的理念。 （桐乡市实验小学教育集团春晖小学汤惠芬供稿） |
|
|
