Part AB公开课教学设计模版

香港朗文英语3B Unit 4

Holidays

学校:湖南省龙山华鑫学校小学部

姓名：彭杨

邮箱：842006954 @qq.com

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回顾我们愉快的假期生活

香港朗文版3 A Unit4《Holidays》

一、设计思想

义务教育英语课程标准以学生“能用英语做事情”来描述设定各级目标要求。强调教学活动的内容和形式要贴近学生的生活实际，符合学生的认知水平和生活经验，有助于培养学生的综合语言运用能力。强调教师要加强学习策略的指导，培养学生的自主学习能力。因此，在教学活动中，教师可根据教材内容，结合学生的生活经验，把学生带入他们所熟悉的情境中，为学生提供自主探索的时间和空间，引导他们用所学语言提出问题，自主寻求答案，理解文本，教给孩子阅读技巧，有助于他们形成终身学习的能力。

二、教学设计

1.整体设计思路、指导依据说明

在本课的设计实施上，我首先从孩子们真实生活出发。我们的假期又快来到，通过回忆我们上一次的假期生活，发挥学生的主观能动性，通过任务型的语言教学途径，引导他们询问周围的朋友的假期生活。本课以holidays为主线，通过学习Mary’s holiday, 阅读Cherry’s holiday,了Beeno’s holiday,设计并讨论自己的holiday.孩子们在老师有圈有点的指导中输出自己丰富多彩的暑期生活。 2.教学背景分析

学情分析： 本课学习对象为小学五年级学生，他们已经有了一定的知识储备。文本涉及到的词汇基本都见过，本课的目的是运用过去式的表达方式，讨论几个月之前的暑假生活和安排。在和孩子们讨论过程中我发现他们的想法局限，大多生活比较单一，于是我给他们提供了海报的资源，海报内容设计到了他们感兴趣的话题，为他们有意义的讨论搭建了平台。

教材分析：

本课是香港朗文版小学英语三年级下册第三单元的内容，是一节新授课。在本单元中，不仅运用过去式，介绍了自己过去要做的事情，而且介绍了Mary， Cherry 的暑假计划。本节课是介绍Cherry的暑假生活。内容接近生活，学生乐于了解。 3.教学目标分析

语言知识技能目标：

●

通过本课学习学生能听、说、读、写并灵活运用重点词汇went to a camp。

I +过去●

学生能听懂、会说、会读下列句型：What did you do? I …. 并能用重点句型

2

式

描述自己和他人的暑假生活。

●

学生能理解并朗读课文，能在具体的情境中恰当运用

过去式

情感态度目标：

●

学生乐于模仿，敢于开口，积极参与，主动请教。

●

学生规划健康，愉快的暑期生活。

学习策略目标：帮助学生形成以下基本的学习策略：

●

在课堂交流中，注意倾听，积极思考，用于表达。

●

会通过听音，速读抓取主要信息。

●

用英语表达自己的真正想法。

4.教学重点、难点分析

教学重点是四会单词的理解和运用，课文的理解和朗读。难点是如何表达个性化的暑假生活。

5.教学设计：

香港朗文3B Unit4《 Holidays》

StepⅠ

Class opening and warming up （5分钟）

1.渲染气氛

T: At first, let’s play a hangman game. ___ ___ ___ ___ ___ ___ (Holidays). Do you like holiday? Which holiday do you like? I know most of you like summer holiday. Do you remember what did you do in your summer holiday?

T: Did you watch TV all days?

Ss: No.

T: Did you play computer games all day? Did you swim in the sea? Wow, that’s wonderful! Look, Summer holiday is coming!

(播放关于暑假生活的视频). (设计意图：渲染气氛，让学生回忆起暑假中他们都做了些什么？让孩子大胆想象。)

2.复习

T: Is it cool? Are you happy? What did you do in your holidays?

S1:I

T: What did you do in summer holiday?

S2: I

. T: What did you do? I… Let’s “play train game”. One minute.

S1: What did you do in your summer holiday? S2: I …

(设计意图:从内容上是运用旧句型what did you do?谈论今天的话题，畅想暑假生活。从形式上活跃了气氛。)

StepⅡ New concept (8分钟) 1.新授单词：

went to a summer camp

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T: Did you go to some place. I did. I went to a summer camp. Repeat it one by one, then spell it on the blackboard. Did you go to a camp? If you didn’t, you can go next time. It’s cool.

(设计意图：

在自然谈话中教授了新词went to a camp, 也为以后的阅读扫除了障碍。) 2.解读文本：

活动1：整体感知： T: Did Mary go to a summer camp? Let’s listen to Mary’s summer holiday.

T: Did Mary go to a camp? S1: No, she didn’t. (设计意图：学生们带着问题What did Mary do ? 整体感知课文。)

活动2：细读文本：

T: What did Mary do in her holidays? Read it and underline the sentence.

Then talk with your partner.

S1: Mary went to a camp.

T: Did she play sports? S2: NO, she didn’t. She met her friends.

T: Where did she go? S3: She went to the cinema. S4: She ate dim sum and watched a film. T: Was she happy? T: Does she like the holiday?

S4: Yes. She had a great time in here. T: Now, can you tell me what did Cherry do in that holidays? S5: She went outside and played with her friends. T: Do you like Mary’s summer holiday? If Marry comes to our class, she wants to talk with you about your holidays. T: Look, who is coming? Mary will make new friends. Hello, Hi, Nice to meet you.

I want to know what did you do? S: I went to a camp. / I watched a film. / I met my friends. D: It sounds nice. / Good idea./Thank you, I like it./ I love it. / You are so cute.

(设计意图：用思维导图的方式总结Mary在暑假中做什么事情，很直观，同时思维导图也是指导孩子们阅读的好方法。另外，老师深入的挖掘教材，引导孩子自己谈论自己的假期生活，老师顺接着孩子们的回答又进行延伸性提问，从而进一步的延伸了教材。)

StepⅢ

Drill

(20分钟) 活动1：Cherry’s summer holiday：

D: Wow, All of you have a great holidays. Now, I want to introduce my friend Cherry for you. Do you want to know her holidays? let’s see.

T: What about Mary’s friend Cherry? Listen and read it quickly and find: Where did go? Did her have a great summer holidays? S1: She to the summer camp. S2: Yes, she had a great summer holidays.

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T: What did Cherry do in the summer camp? Look at the pictures and talk with your partner.(然后孩以小对子的形式，两两搭配，以相互提问回答的方式找到答案，从而锻炼孩子们的语言交流能力。) S1: What did Cherry do ? S2: Cherry went swimming. What did Cherry do? S1: She cooked a meal. T: Do you like Freddie’s summer holiday? Why?

(设计意图：首先通过听力活动孩子们获取关键信息：He did …this summer holiday,

之后通过细读课文，对文章进行反馈。)

活动2：Beeno’s summer holidays T: What about other friends? My friend Beeno will tell you. Let’s read and find answers. 展示Beeno假期生活的图片让孩子们展开讨论。

T: What did Beeno do in that summer holiday? S1: He went the park. T: Remember what they will do. 10 seconds. S1: First he went to the park. Next I watched a film. After that I rode a bike with my friends. T: Good memory. (设计意图：通过不同的朋友的介绍自己的假期，从而让孩子拓宽孩子的语言表达。)

StepⅢ

Show their own holidays.

(6分钟) T: I had a fun holiday, what about you? Do you want to introduce it for us? May be this can give you some ideas.

（教师播放关于暑期活动的音诗画）

Summer Holiday

Role play: A: Mary/Cherry/Beeno talk about their holidays.…

B: Do a report. Introduce your summer holiday. Prepare and show StepIV Class Closing

(1分钟)

T: Today we talked about our summer holiday, In the holiday, you

…

Key sentences: what did you do? I…

The winner group is Team1.

This summer holiday, I will ________ with ___________. The homework is : Write down your summer plan. We will eat_______________.

5 We will visit______________ .We will _________________. That will be __________!

6.教学评价设计：

以教师的语言、表情、肢体动作等对学生做出激励性的评价为主，在最后的输出环节组际

间评价表演的内容，动作，表情。

参考文献：《义务教育英语课程标准》

(2011年版) 香港朗文英语3B

板书：

Unit4 Holidays

What did you do in your holidays?

I …

Cherry 头像

Mary头像

met her friends went to a camp

ate dim sum

cooked a meal

went to the cinema had a picnic

Beeno头像

went to the park rode a bike watched a film

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