4 My friends教案设计（一等奖）

教材名称

上海教育出版社牛津英语

课题

Module 1

Unit1

Color

知识

目标

1.

能听懂会说颜色单词red,violet,orange,black,white,yellow, pink,blue, brown, purple,rainbow, sky 2.

能听懂、会说日常交际用语 What color is it? It’s…

教学目标

能力

目标

情感

目标

1.

培养学生的观察力，分析能力。

2.

培养学生的创造能力、发展学生个性。

1.

激发学生的学习兴趣，提高学习的积极性。

2.激发学生的参与意识，综合运用语言知识的意识，团结合作的意识

四会单词：red,,black,white,yellow,blue,green 教学和功能句型 What color is it? It’s…

的教学。

What’s the matter表示对别人的关心。

教学重点

能熟练运用所学语言进行交际，读懂有关事物颜色的对

教学难点

话。

教具准备

教师：课堂教学课件、情景互动图片、

小组活动胜利奖章

学生：小组活动任务单

学情分析

本节课的教学对象是三年级学生，他们活泼好动，

对活泼新颖、形象直观的学习素材充满了兴趣，在掌握了一定的英语词汇能运用英语进行基本交流的基础上，学生已经有小组合作意识，但课堂中有意注意持续的时间比较短。因此，在设计课堂教学中，教师将知识学习融合到对有趣又连贯的情境中，学生置身情境中的同时学习知识，完成练习。由于三年级开始书写单词，教学时应让学生学会分辨字母大小写并正确书写字母。

设计理念

利用情景为学生营造出“浸入式”学习氛围，沉浸其中，乐学乐行的学习体验。

理论依据

情景教学主要基于美国加利福尼亚大学伯克利分校的让·莱夫（Jean Lave）教授和独立研究者爱丁纳·温格（Etienne Wenger）于1990年前后提出的情境学习（Situated learning）。

信息技术课程视频制作主要利用录屏软件Camstasia,动画互动部应用分析

分使用“优芽”电影制作软件，练习部分主要依托吉林省教育资源公共服务平台开发的互动课堂模块。

教学内容设计

教学内容

教学活动

Activity 1. Greetings

设计意图

T: Good morning, boys and girls! Nice to

see you, I am from Xiwu Primary School,

Jilin province, you can call me Nancy.I am 创设氛围调动

Step1 Warm-up

very pleased to come to Shenzhen to have class with you all. How are you? Ss: Very well, Nancy. T: Great!

Activity2.Sing a song T: Do you like singing? Ss: Yes.! T: Yeah, I know some of you really love singing. Before class, let us learn to sing a song ,OK? Ss: OK. T: （播放歌曲，学生跟唱The rainbow）

学生积极性，师生彼此问候，创设轻松课堂氛围；出示图片快问快答，集中学生的注意力并激发学生对本节课学习内容的兴趣。

Step2 Presen- tation

Part 1 Introduction T: I’m very glad to introduce you my little friend Polly, let’s meet her, shall we?(The teacher is trying to find the bird) Oh, where is my Polly? Have you seen her? Oh my, I probably have lost it. It might very upset and very scared. Where is it? Can you help me find my little Polly? Ss: Of course! T: Oh，you are so sweet! 引出主要人物，创设情境。

学生热烈讨论，小组内设置各自的路径，帮助Little Polly在美术馆内找到目标画作。

T: OK, you see this is a map of the tracker. If it beeps, it tracks down Polly. We can click the screen and see if we can see it. Oh, it beeps!(点开屏幕，只看到了Polly飘落的红色羽毛，同时屏幕上红色羽毛下方出现单词red) T:(说一段rhyme，让学生一起)Oh,red, red, red,it’s not my pet.r-e-d, red, I want it back! Let us call Polly back together, shall we? Ss: (边说边拍手)Red,red, red, it’s not my pet. Red,red, red, I want it back. T:（出现一个小练习）Can you catch the word red? Who wants have a try? S1: I wan to have a try. T: Good. （刚做完练习，追踪器又响了，再弹回到追踪器页面，老师点开追踪器）

T:Oh,Polly is back.! Ss: Really? T: (只看到了Polly的两个蓝色羽毛)Oh, it’s just features.(出现blue 单词).OK, who can tell Nancy what is blue?

引出情景“寻找Polly”，在追踪Polly的过程中学习颜色单词。

小韵律的形式简单活泼，边打拍子边说，让学生手和口动起来，帮助记忆，同时通过小韵律让学生熟悉单词发音，并且小韵律的词紧扣情景。

出现一个新单词紧跟一个小练习，让学生边学边记忆。

教师呈现单词所附练习部分。帮助学生在标有美术馆的图片中找到隐藏的颜色单词，并以小组合作方式把单词填写到各自的任务单中。

S2: The sea is blue. S3: The sky is blue. S4: My shirt is blue. T: Yeah, well done! （The tracker is beeping again. The picture shows two pictures, one is black claws and the other is yellow beak.）

T:Oh, Polly’s claws and beak! Black black black, I can’t really track; black black black, can I get it back? Let me show you some pictures. (教师展示可以用black描述的图片，让学生来说。) S1：It’s a black car. S2: It’s a black dog. S3: It’s a black bird. S4:It’s a black machine. T: Yes, let me show you the picture, which is your favorite colors? Black or yellow? S5: I like yellow, it looks like the sun.

S6：I like yellow, too, because I like to eat mangoes.

Q: 如果此处进行单词操练，应该用什么样的形式呢？各种形式的单词拼读会不会不合适用。

T: Is that so? Interesting! Now let us see some pictures.（y_llow）Can you fill the blanks?

Ss: E! T: How about this time? Ye_ _ow? Ss: Double l! T: How smart you are! How about yell_ _? Who knows？

S7:It’s ow.

T: Right! Oops, it beeps again! Let us see if Polly is tracked down. (Four features of green and white are shown on the screen and a poem is shown on the screen) Green feature, white hair, can you guess where am I; Green feature, white hair, spell the words and I am back.Oh, we have to call Polly back. Let’s have a try, OK?

Ss: G-r-e-en, w-h-i-t-e,G-r-e-en, w-h-i-t-e (The bird just jump back on the screen) How is my little bird? S8: It’s beautiful. S9:It’s cute.

出示单词yellow，每出示一次，就缺失一些字母，起到让学生反复操练的作用。

此处用优芽视频做出Polly回来并和大家说话的效果，注意配音。

T: And it is also very clever. Let’s see what she is going to tell us. Polly: Hi, everybody! I am Polly, I just lost my way, your campus is so beautiful and also so big! I felt excited but also felt very lonely, because I am alone and I have no family and no house to go. I am afraid of dark at night.I dreamed of having a little house with colors of the rainbow. T:Little poor thing! How can we help the little Polly? Step3 Group work

Ss: We can build a little house for her. T:Good idea! Now let try to make a colorful house for little Polly in your groups and show your works in front, every member in each group has to say something. Am I making sense? Ss: YES. T: OK Part 2 Separate Presentation T: Attention, everyone! Would you like to share your design in the public?

学生利用手中的颜色和形状各异的彩色纸条在白纸上粘贴、搭建出送给Polly的家，然后每个小组展示并说出设计初衷。

和学生一起观看有关金刚鹦鹉的视频，让大家了解这种濒危的聪

Ss: OK, madam! T: Who wants to have a try? G1:We would, Nancy.

Group 1:

（一个学生介绍，其他学生展示，并出示单词）We have designed a very interesting and lovely house for Polly. The roof is red, it looks like the sun, and the walls are yellow, Polly will feel warm, and there is grass in front of her house, and it’s for her to play …

T: Wow, you guys are really very novel, great!

Group 2 : (学生介绍，其他组员出示展示图片卡) While we don’t want Polly to be lonely, we build a small house for her friend and a big house for Polly, and the small house is blue, and the big house is white and red, it looks flashy, and it is easy to be seen from the sky T: Wow, it is really considerate and really nice. I’d like to give you five stars.

明生物，让学生能够了解保护濒危动物的重要性。

Group 3:…

Part 3 Know about the Macaw T: Well, you have done great jobs! I’d like to let you know more about Polly, the macaw, let us watch the video.OK? Step4 Exercises and Exercises: Students are allowed to choose their favorite exercise, for example, blanks, make-up sentences, etc.

homework

Homework: Their paper of homework is assigned before class.