Unit 2 Mother’s Day优秀教学实录

Book 2B (Oxford Shanghai Edition) Module 4 Unit 2 Mother’s Day

单元整体设计说明和分课时目标

一、单元教学与评价目标

1.语用任务目标

学生能用几句话介绍母亲节能为妈妈做的事,表达自己对妈妈的爱。

2.知识技能目标

(1)能学习和运用本单元的核心词汇letter, balloon, carnation,能听懂、读懂a good idea, a cup of tea, hug, kiss等词汇,运用这些词汇口头介绍母亲节能为妈妈做的事。

(2)能学习和运用Here's a...for you. I love you, Mum. Happy Mother's Day!等句型,并能用这些句型口头和书面表达自己对妈妈的爱。

(3)能理解What can I do for Mum?等句型,并做出相应的回答。

(4)能熟练跟读与母亲节相关的儿歌,并尝试有感情地表演儿歌。

3.文化情感目标

通过回忆妈妈在日常生活中为我们所做的事,体验母亲对我们的爱。通过在母亲节送妈妈一支康乃馨、给妈妈写一封信、为妈妈制作贺卡等,表达对妈妈的感谢和爱。

二、分课时教学与评价目标

三、第二课时教学设计

Teaching Plan of Oxford English 2B

Module 4 Unit 2 Mother’s Day (Period 2)

Sub-topic:Good ideas for Mother’s day

I.Objectives:

1. Contents:

Words and expressions: write a letter, make tea, good idea, hug, kiss

Sentences: What can I do for Mum? I have a good idea.

2. Abilities:

(1) Be able to use the key words to identify gifts for mother.

(2) Be able to use sentences to inquire ideas for Mother’s Day.

(3) Be able to act out the dialogue.

(4) Be able to read the poem nicely.

3. Culture:

Help students to experience the children’s love for their Mum, and cultivate student s’ own love for Mum. II. Language Focus:

1.Understanding the key words in context.

2. Using formulaic expressions to talk about the children’s ideas for Mother’s Day.

3.Using modeled language structures to talk about ideas for Mother’s Day. III. Difficulty:

1.Be able to read the poem nicely.

2.Be able to talk about ideas for Mother’s Day fluently.

IV. Teaching aids: Multi-media

V. Teaching procedures:

2BM4U2 Period 2 Good ideas for Mother’s Day

What can I do for Mum? I can...

Peppa write a letter

make tea

George draw a picture

教学文本

P: What can I do for Mum?

S: You can write a letter.

It can show love to Mum.

P:Yes. I love mummy.

P: Daddy, Daddy. What can I do for Mum?

D: Ah. You can make tea.

P: Good idea! Mum likes tea.

(George is crying.)

P: I have a good idea. You can draw a picture.

G: Yes, yes!

Look!

P: It’s mummy! So nice!

教学设计说明

本课时教学过程中,创设了确切的语境,激发了学生对话题的情感。教学设计基于课标与教材内容,合理且符合学生学力。同时重视语境的创设,始终在真实的语境中开展核心词汇的学习。语境、目标和内容相互统一,也使得教学的开展更为顺畅。

创设了真实的语境让学生自然投入其中,且通过引导语与提问,以任务驱动的方式构建思维空间,让学生对接下来的内容始终充满期待,从而更有效的知晓大意。此外,通过丰富的图片等直观手段帮助学生对于核心词汇进行指认和辨识,图意结合。也将学生的积极性完全调动了起来,在情境中体验情感并内化为自身的情感。

教学反思

二年级的学生活泼好动,乐于表演。因此在本课时Peppa和George为母亲节准备礼物的语境中,学生都能积极模仿Peppa和George,生动地朗读句子和儿歌,表演对话以及唱歌。作为本单元的第二课时,在教学设计上,不仅关注了本课时的语用输出,也关注了上一课时的复现,并设置了相应的复习任务。学生能够在图片、板书等的帮助下,尝试扮演角色介绍,即完成语用输出任务。在语境的设置上,本课时在大语境下细分了三个小语境,推进学习活动。在模仿读演、尝试介绍的过程中,引导学生体会到乔治和佩琪对母亲的爱,并内化为自身的情感。学生情感体验较好,但个别单词例如hug, smile部分同学没有掌握好,还需下一课时强化和指导。