Lesson 28: Kipper’s LacesPPT及课堂实录内容

龙泉驿区第十四届教师技能大赛

典范英语2A

Lesson28

Kipper’s Laces

教学设计及反思

课题

版本

Lesson28 Kipper’s Laces 典范英语2A 设计者

年级

刘大安

执教者

刘大安

四年级

册数

上册

本课时为典范英语2A Lesson28。典范英语来自美国本土，语言鲜活纯正，原汁原味，由浅入深，坚持学习一个个故事，孩子独立阅读英语的能力就会基本形成。典范英语的故事生动有趣，人物活灵活现，可爱至极，完成是一片孩子的生活乐园和精神世界。本课时通过“系鞋带”这个小故事，引导孩子们关注生活中的趣事，养成从小自立的优秀品质，教材分析

乐于帮助他人的好品质。以情景为依托，在该情景中带入适当的语言表达。旨在创设一个较为真实的情景，并将学生带入到该情景中，调动学生的感知，激发学生能用相关句型和词汇进行适当表达的能力。通过本课时的学习，学生能够听懂、会说：He couldn’t tie his laces. Dad helped him. Kipper was upset.等句型；laces, help, at school, told, made, block等单词。

1.四年级学生经过一年多的英语学习，对一般现在时、现在进行时、一学情分析

般将来时有了一定的理解与运用。

2.孩子们有较好的英语学习习惯，对英语故事学习有着浓厚的兴趣。

3.学生模仿能力很强，具有初步用英语思维的能力。

语言知识目标（体现学科性）

1.能在文本语境中准确理解与认读单词：laces, help, at school, told, made, block等单词或短语。

课时

教学

目标

语言技能目标（体现学科性与创新性）

1.能够听懂、理解在图文中出现的主要功能句子的含义。

2.能够准确运用He couldn’t tie his laces. Dad helped him. Kipper was 2.能在文本语境中理解有关安全提示或规则的句型：He couldn’t tie his laces. Dad helped him. Kipper was upset.

upset.能够初步在情景中进行口头交流。

3.能够根据语境，选择所学功能句或是生成新的功能句进行恰当的口头表达。

情感态度目标（体现教育性）

能够在生活中养成独立意识，相互帮助的意识。

教学重点

及难点

能够准确运用He couldn’t tie his laces. Dad helped him. Kipper was upset.等句型，并能够初步在情景中进行绘本故事表演。

教学辅助

教学方法

课件，卡片，鞋带等教学道具。

情境教学法，活动教学法，图文解码法，互助合作法

板书设计

教

学

过

程

教学活动

教学步骤

教师活动

学生活动

媒体资源选择

与设计意图

Step1 Warm-Up and Lead-in

1. T greets the Ss. then sing a song together. Good morning! How are you?

2.And then, T shows Ss the pictures about their daily activities（ask Ss to decide these activities）

3.T says: There are so many activities before we go to school. Do you know any more activities?

1.Ss greet the T. then sing a song together. Good morning! How are you?

2.Ss look at the pictures . ( decide these activities )

3.Ss think about the question. Then have a free talk in the class.

1.师生互致问候，融洽师生关系，营造愉悦的英语学习氛围。

2.教师出示一些学生日常生活图片，让他们用会的短语进行描述。引出起床、刷牙、洗脸、穿衣等动词短语。

3.教师总结起床后我们要做的事情，让学生思考还有哪些是我们要做的，从而引出要自己穿鞋，系鞋带。顺利引入到新课的学习。

1.通过音频观察带字幕的主题图片，让学生能初步感知故事的整体内容，对故事的脉络有初步的了解。

2.通过带字幕听录音的方式，让学生仔细去听故事开头人物的对话，尝试理解对话内容，并能进行口头表达。

3.图、文结合，加深对对话情景内容的理解，并通过学习生词透彻理解句子含义。带领学生挖掘故事中隐藏的内容，让他们在讨论和交流中锻炼语言运用能力，养成良好的行为意识。

Step 2

Picture Book Learning

1.T leads the Ss to watch and listen the PPT. and ask them some questions: Can Kipper tie his laces? Who helped him?

2.T leads the Ss to look at the picture 1.2. then ask them some questions:

Where were they? What did Kipper want to buy? What problem did Kipper

have?

3.T leads the Ss to look at the picture3.4. then ask them some questions: What happened to Kipper at school? Was it right to laugh at Kipper? What would you do if you were one of the big boys? Would you laugh at 1.Ss watch the audio carefully. Thinking more.

Look at the picture and try to answer the questions by themselves.

2.Ss look at the picture ,listen carefully and try to answer the question with simple words.

3.Ss listen to the audio with subtitle and repeat it loudly. Then answer some questions about these pictures.

They can discuss in group of four. Then invite some Ss to answer it in the class.

Kipper? Would you help Kipper to tie his laces? Would you teach Kipper to tie his laces?

4.Lead the Ss to look at eh picture 5 to 10. Then ask them some questions: Is Kipper happy? How did dad help him? What did Kipper do?

5.T leads the Ss to look at the picture 11.12. then ask them some questions: What did Kipper do at school later? Can Kipper tie his laces by himself finally?

1.T leads Ss to look at the story. Then ask them some questions about the story: What would happen next? Could Kipper move? Would Kipper do up his laces again? Would the big boys laugh at him? Would Miss Green help him?

2.Role-Play T lead Ss to do it according the story. And also give them more useful sentences patterns. Don’t worry. I can help you.

4.Ss to practice the sentence between T and Ss. Then answer some questions according to the pictures.

5.Ss look at the other picture. And try to answer the questions with the help of the picture.

1.Ss do this activity in group of four. they can give more answers according the story. Then we will share in the calss.

2.Ss do exercise with different roles. Then they can show it in the class. the teacher will give them some comments in time.

4.师生练习，生生练习，强化对对话内容的理解和运用。让学生运用有的“鞋带”为道具进行练习，在小组中交流系鞋带的方法，并尝试用自己的语言进行简单的说明。达到对文本知识的综合运用。

5.引导学生在回答问题的过程中来详细的理解文本的含义，提高学生用英语思维和表达的能力。并对后续的故事进行猜测，为后面活动做好铺垫。

1.教师引导学生清楚小组活动讨论的内容，并给予他们必要的帮助。然后在班级中对各问题进行讨论，并给出自己的理由。此活动是充分建立在学生对故事的掌握上，他们能较好的运用其中的单词和句子，并能延伸出合乎故事情节的续篇。锻炼了学生的口头表达能力和运用知识的能力。

2.四人小组根据图片意思来选择各自扮演的角色，并在全班中选择部分进行表演。

Step 3 Practice

and Role-Play

The big boys laughed at me. Can you teach me to tie laces? ……

Step4 Homework and

Emotional Education

1.Homework: 1. Listen to the story and read it skillfully and dramatically. 2. Add an ending to the story according to the discussion.

Emotional Education: Do your own things and do your best!

反思：

区级赛课已经结束，纵观本次赛课自己的表现和所观摩教师的展示课，本人有如下反思和总结：

1.本次赛课所使用的教材是典范英语，虽然自己没有接触过典范英语，但通过多Era绘本的教学，应该说是有了一定的绘本教学的经验。所以在赛前准备的过程中，有的放矢的进行了一些筛选，将尽可能有限的时间和精力去做更有用的事情。

2.前期的准备中，本人主要把精力放在对24课的理解和大致的教学环节的构思中，本来考虑要准备各种教学有关的东西，如教具等。但时间太分散，也只好做有限的思考。

3.抽到课题后，自己主要是着手对绘本的教学设计，各活动的展开的具体实施过程的设计。在板书，道具，评价上相对用的时间和精力有限。

4.从现场的展示来看，基本把自己设计的环节和主要流程进行开展，学生能比较积极活跃的参与教学活动，课堂所呈现的效果还行。但学生运用知识的能力没能更好的引领，没能更好的拓展。学生展示的时间和机会有限，表演的不够充分等问题。

5.信息技术运用仍不够灵活多变，开课前的视频播放就耽搁了少许时间，还需强化。

6.赛课，既考察自身素养，也考察团队协作作战力。我们的组还需要较长时间的磨合，才能更好的开展类似的赛课等活动。

7.继续强化自身学习，多向本次赛课表现优秀的老师学习，多向书本学习，只有不断的提升自我才能更好地面对日益变化的教育现状。