Unit 1 Sounds教学设计和教学实录

Oxford English 4B Module 3 Things around us Unit 1 Sounds 教案及教学说明

一. 模块教学目标

牛津英语4B Module3的教学主题是：Things around us。主要分为三个单元：Sounds, Time以及Days of the week。通过本模块的学习，学生不仅能在语言上有一定的认识，而且能对自己身边事物有一定的观察以及认识。因此，通过本单元的学习，学生能运用所学到的语言知识有逻辑地介绍生活中的声音，生活上的时间及日期；而且在感知身边事物的同时，丰富语言知识的输入，拓展视野，观察身边事物变化，了解身边事物变化的特征及原因，从而热爱生活，感悟生活。

二．单元教学目标

(一)

知识目标

1. 能够在语境中，学习、理解并运用本单元的核心词汇与词组：

e.g. quiet, loud, bell, television(TV), sound, noisy, ring, watch TV

2.

学生能在语境中，学习、理解并运用以下句型：

---Is/ Are…(doing)?

---Yes,…is/are./ No,…isn’t/aren’t.

--- There are…

---Listen,….

--- Be careful./ Be quiet. ---There is … …ing ….

---When I/he/she ….,I/he/she feel(s) happy. (二) 能力目标

1. 能在语境中学习运用本单元核心词汇以及句型。

2. 能结合新旧知识，运用本单元核心词汇句型介绍身边的声音, 并能对其进行一定的描述。

3. 能按照Make and play里的描述，按步奏制作自己喜爱的风铃。

4. 能掌握辨析/eə/的发音，熟读Learn the sound 里的儿歌。

（三）情感目标

在学习中，逐步拓展视野，学会观察身边事物变化，了解身边事物变化的特征及原因，热爱身边的人事物，从而感悟生活。

<单课教学目标>：

Period3：

The old tortoise and the little bird 知识与技能：

1. 能够正确朗读并熟练运用本课词汇：quiet, loud, bell, television(TV), sound, noisy, ring, watch TV 2.

能正确朗读并理解本课句型以及拓展句型：

---Is/ Are…(doing)?

1

---Yes,…is/are./ No,…isn’t/aren’t.

--- There are…

---Listen,….

--- Be careful./ Be quiet. ---There is … …ing ….

---When I/he/she ….,I/he/she feel(s) happy. 3.

能正确辨析

–air- , -ear- ，-are-三个发/eə/的字母组合发音。

语言运用：

能结合新旧知识，运用本单元核心词汇句型介绍身边的声音,并能对其进行一定的描述。

情感态度：

通过故事中，乌龟在遇见小鸟前，与小鸟一起游玩时，以及小鸟飞走后的不同情感态度，体会朋友对于每个人的重要性，从而渗透自己对于身边的人事物的热爱之情。

学习策略：

通过视听欣赏、阅读、小组活动等不同方式，运用语言，提升情感。

主文本：

P1: There’s a small pond in the forest. There is an old tortoise living by the pond. He likes the pond very much. It’s nice and quiet. He thinks it’s his pond.

There is a bird coming. She likes the pond too. When she has a bath in the pond, she feels happy. When she sings some songs by the pond, she also feels happy. She loves the pond. How nice it is! P2: Look, the tortoise is sleeping. But the bird is singing. The tortoise is awake and angry. He says, “What are you doing? Are you singing or crying?” “I’m not crying. I’m singing.” The little bird says. ‘Really? It’s like crying. ‘The tortoise says,’ It’s too loud. And you always have a bath here. It’s too noisy. I don’t like it.’ The bird feels sorry and flies away.

P3: The pond is quiet again. At first, when the tortoise drinks some water in the pond, he feels happy. And when he has a nap by the pond, he feels happy too.

But a week later, he is unhappy again. He feels lonely. He has no friends. He misses the little bird. He thinks the pond is too quiet.

辅助文本：

1:

tortoise I’m the tortoise. I live by the pond. It’s nice and quiet. It’s my pond.I like it.

2：

bird I’m the little bird. When I have a bath in the pond, I feel happy. When I sing some songs by the pond, I also feel happy. I love the pond. How nice it is! Lalalala…

3：

bird: lalalala …

2

tor：What are you doing? Are you singing or crying? bird: I’m singing.

tor: Really? It’s like crying.

bird: I’m not crying. I’m singing

tor: It’s too loud. And you always have a bath here. It’s too noisy. I don’t like it.

bird: I’m sorry.

语用文本：

There is … living by … He likes …

There is … coming. When

she …, she feels … When she …, she also feels …

When he …, he feels…

When he …, he also feels…

四．Teaching Processes(教学过程)：Period3 Topic: The old tortoise and the little bird Procedures Pre-task

preparation

Contents Warming-up. Methods 1.

Sing a song us. story. While-task procedure Part one:

1. Learn: There is …

…ing …

1. Look and number. 2. Answer the questions. Q1:Where does the tortoise live? 3. Learn:

There is …

…ing …

Practice. 4. Q2: How does he feel? Why? Listen and answer.

How does she feel?

Listen and answer. Purpose 通过歌曲以及浏览照氛。

问答引入创设轻松愉快的课堂学习氛围。

通过再次听第一部分的内容,帮助学生学习目标句型。并通过问题层层深入，让学生在领悟故事内容的同时领略故事中乌龟的情感变化。

2. Listen to some sounds around 片创造轻松愉悦的气3. Look and listen to the whole 整体感知文本内容,用5. Q3:Does the bird like the pond?

To elicit:When the little bird has a 引出新授目标句型，并bath, she feels happy. When the 结合实际操练巩固。

bird sings some songs, she also

feels happy.

2.Learn the

phrase: Learn the phrase. feel(s) happy.

When I/he/she ….,I/he/she When I/he/she ….,I/he/she feel(s)

happy. 3

Part Two：

Pair work.

Part three:

Post-task activity 1. Exercises: 2. Consolidation. 3. Group work.

6. Read Part1

1. Listen and answer. How does he feel? she feel? the tortoise and the bird. Read and act. 3. Read part2.

1. Listen to P3 Q1: When little bird flies away, how is the pond now? first? tortoise feel? 2. Read Part3 1. Fill in the blanks. 2. Try to retell the story. 3. Discuss and say.

容,再次引出故事主人继续深入学习。同时模对话，进一步激发学习积极性。

帮助学生自行理解语段内容，并输出相应的语句，自主提取语言信掘在小鸟走后乌龟再Qs: What is the tortoise doing? 通过视听第二部分内What is the bird doing? How does 公，同时以情感为主线2. Listen to the dialogue between 仿人物情感进行演绎Q2:

How does the tortoise feel at 息，帮助学生理解和挖Q3: A week later, how does the 一次的情感变化。

通过归纳整个故事，开展语言运用，从而体会乌龟在遇见小鸟前，一起游玩时，小鸟飞走后的不同情感，感悟朋友对于每个人的重要性。

Assignment 1. ★

Listen and read the story on P35. 2. ★★

Retell the story.

3. ★★★

Continue making up the story and retell it.

巩固本课所学，达到语用目的，提升情感。

4BM3U1 Sounds The old tortoise and the little bird

when the bird comes

after the bird flies away

a week later 板

tortoise

angry

happy

unhappy 书

pond

noisy

quiet

too quiet 设

计

There is/are ... ...ing ...

When

I/he/she ...,

I/he/she

feel(s)

happy.

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