Unit 2 Toys名师教学设计1

Module

2

Unit

2

Period

1

Sub-topic:

Buy a toy

School:

Dongmen Primary School of Qingpu District Date:

March 27th, 2018 Teacher:

Yolanda(陈晔新）

Topic:

Oxford English (Shanghai Edition) 3B Module2 Unit 2 Toys Level:

Grade Three Type:

New teaching (Period 1)

I．Objectives：

1. Contents: 1) Words and phrases: doll, skateboard, dress up dolls, ride skateboards 2) Structures:

①What do you like?

②I like this …Because…

I like …

They are …I can …

3)

Dialogue 2. Abilities: 1)

Be able to use the key words to identify toys. 2)

Be able to use wh-questions to find out specific information in context. 3)

Be able to act out the dialogue. 3. Culture: Toys are my friends. Toys make me happy. Toys make me clever.

II. Language Focus:

1.

Be able to use the key words to identify toys. 2.

Be able to use wh-questions to find out specific information in context. 3.

Be able to talk about the toy you like

II. Difficulties:

1. Be able to use the key pattern or key words to talk about Ben’s toy and Kitty’s toy

2. Be able to talk about the toy you like IV. Teaching aids: Multi-media, pictures, etc.

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V. Teaching procedures: 学习目标

能熟练朗读字母儿歌，巩固字母组合发音

能思考复习玩具类单词

能在儿歌中快速进入学习状态

About sounds 1 学习内容

活动序号

导学方法

教师活动

Pre-task preparation

Let’s review sounds.

学生活动

通过字母儿歌复习字Say the rhymes. 母组合发音，引出故事主题

About toys 3 What are toys? Think and say 通过简单表达，复习已授玩具相关词汇

2 Let’s sing a song.

While-task procedure

Kitty and Ben are in the toy shop with their mum.

4 What does Ben like? What does Kitty like? Do they buy the toys?

能初步感知本对话主要内容

能理解并正确

设计与说明

A song Sing the song

通过演唱玩具相关儿歌，活跃学习氛围

通过问题，有任务的听对话，整体感知对话内容，进入本课时话题的学习

通过问题引导，学习新单词和词组

2 能初步感知对话内容及本课Top：Buy a toy 话题

Listen to the dialogue

Part I:

skateboard

What does Ben like? 5 In Ben’s eyes, how are they?

What can Ben do?

Listen and choose

Learn the word and phrase

朗读新单词及ride skateboards 词组

What does Ben say to mum? doll 能理解并正确

朗读新单词及

dress up dolls 词组

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能初步感知新句型，简单表What do you like? 演对话

能用所提供的句型进行表达

7 Answer questions

Read Ben’s words

Do you like skateboards? Retell Ben’s words with Can you be Ben? key sentences

Listen and choose What does Kitty like?

In her eyes, how are they? Learn the word and phrase

What can Kitty do? Answer questions What does she say to

mum? Read Kitty’s word

Do you like dolls? Retell Kitty’s words with Can you be Kitty? key words

Listen and try to read

What does their mum ask? Read in tone Can you guess?

Act out Part I

Ben likes skateboards. Kitty Think and say likes dolls. What do you

like? Ask in pairs

通过核心词汇的填空，核心句型的填空进行表达,逐步培养学生的语言表达能力

通过chant，培养学生良好的语音语调和节奏感，并在对话表演中进一步巩固句型和词汇

通过和同桌对话，说一说自己喜欢的玩具，巩固句型和词汇

3 Dialogue: ---What do you like? ----I like …

They are …

I can …

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能理解并正确朗读句型，并用该句型结构进行简单的复述

Part II

I like this …

Because …

9 能理解和正确朗读新词汇，并结合新句型Barbie doll 进行简单的复述

10 Listen and choose Which skateboard does Ben

buy? Learn: because I like this… Because…

Why?

Read in tone

Read Ben’s words

Do you like this skateboard?

Use key sentence to retell Do you want to be Ben?

Listen and choose Which doll does Kitty buy?

Read the phrase

Why? Listen and fill in blanks

Read Kitty’s words

Do you like this Barbie doll?

Use key sentence to retell Do you want to be Kitty?

Think and guess What does mum say to Ben?

Listen and read

What does mum say to Kitty?

Act out Part II

Ben buys a blue skateboard.

Kitty buys a purple Barbie

通过提问，一步步引导孩子们理解Ben和Kitty为什么购买各自的玩具。通过学习他们的表达，了解他们是如何运用句型表达购买的理由。

能简单表演对

话

11 通过猜一猜想一想妈妈的话，锻炼孩子们的思维能力，并在演一演中巩固句型和词汇

通过想一想说一说自4

能用所学句

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doll. What do you want to 型，表达所喜I like this …

buy? 爱的玩具和理Because…

…

由

Post-task activities

能在角色扮演

中在班级玩具店内进行购Do you want to buy a toy in Go shopping 13 our toy shop? 物，进一步运用新手词汇和

句型

能感受到玩具14 Why do you like toys?

带给我们的好Culture 处和乐趣

能在课外进一Assignment: 步听、说、读、1. Copy and recite the new words. 写与本课相关2. Say and act out the dialogue 3. Preview the contents on P19 的语言材料

Think and say 己想买的玩具，巩固句型和词汇

通过创设接近真实的购物场景，激发起孩Go shopping and make a 子们购买喜爱玩具时dialogue with desk mate 的表达欲望，达到语用目标

Think and say 通过想一想喜爱玩具的理由，体会玩具在我们生活中的意义。

能进一步巩固今日所学知识和技能，并在课后继续完成用英语做事情的习惯

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Board design:

M2U2 Toys Period 1 Buy a toy

What do you like?

I like …

They are…

I can …

skateboards

cool

ride skateboards

dolls

lovely

dress up dolls

主体文本：

Mum: Look! So many toys! What do you like, Ben? Ben: I like skateboards. They are cool. I can ride skateboards. Mum: What do you like, Kitty? Kitty: I don’t like skateboards. I like dolls. They are lovely.

I can dress up dolls. Mum: Go and get a skateboard, Ben. Ben: Thank you, Mum. I like this skateboard. Because I like blue.

Look! I can ride it very well. It’s fun.

Mum: You can have a doll, Kitty. Kitty: Thank you, Mum. I like this Barbie doll. Because it has brown hair.

It’s long. So nice! It has a big dress. It’s purple. So beautiful!

I like this … Because…6

教学说明：

学情分析:------学习基础：在教授本单元之前，我的学生们已经掌握了有关玩具的词汇：kite, balloon, ball, doll；交通工具：bus, car, train, aeroplane，bicycle，boat；颜色词汇及动词词组play football, fly a kite, play basketball, ride a bicycle等；句型I like… They are … I can … It has … 等；还相继在老师的教学拓展下学习过yo-yo, Lego, hula hoop, transformers等玩具词汇。------班级情况：我所授课的班级为三（2）班。班内有女生18名，男生28名。在过去两年多英语学习的积累下，班级绝大多数同学有较好的英语学习习惯，培养了良好的听读习惯，上课认真听讲、积极发言。但是班级也有几位孩子基础相当薄弱，跟不上班级学习的脚步。通常需要进一步的辅导和讲解。

本单元的主题为Toys。基于单元主题和教材内容，我将课时划分如下：第一课时Buy a toy;第二课时Make a toy;第三课时Play toys with friends。本课为该单元的第一课时。

由于Toys主题贯穿于一二三年级的教材中，因此我认为很有必要在Pre-task环节中，通过玩具的相关儿歌及问题What else are toys?来唤起学生对于玩具相关词汇的记忆和表达。

在新授环节中，我将课文对话文本进行了文本再构，既保留了课本中的核心词句又进行了语言的丰富和适当的拓展。整个教学过程以问题引导，让孩子们带着问题有目的的学习对话。教学过程中考虑到玩具是孩子们十分喜欢的主题，便在新授过程中用一些问题和孩子们互动，调动孩子们的学习热情和积极性。同时，三年级是形成语言表达能力、语言逻辑能力的关键期，为了培养孩子这方面的能力，在教学设计中融入了利用核心句型复述、核心词汇进行复述等活动。因为班级同学间能力发展有差距，因此在语言操练环节也采取了能力分层，帮助不同能力阶段的孩子进行合适的能力操练。

在最后的活动环节，为了帮助孩子们达成语用，让每个孩子带来了一样玩具，组成了一个班级玩具店，让孩子们在购买喜爱的玩具的互动中，习得本节课的核心内容完成语用任务。希望孩子们能在这个活动中快乐的买，快乐的说，轻轻松松学习语言。

当然，整个教学过程也离不开教学评价的伴随。针对本节课的内容我主要采取教师口头评价结合学生互评进行，从right，loud，nice三个维度对孩子的表达进行评价，以小玩具作为奖励，唤起孩子们的表达欲望，激发孩子学习的热情。

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教学反思：

第六周的周三，我的课和大家见面了。课上孩子们聚精会神，在我的引导下积极参与学习活动，乐于思考、勤于发言。班中基础扎实的学生思维活跃、语言表达流利；基础较为薄弱的学生在能力分层训练中，也有很好的学习表现。孩子们的全情投入和认真态度感染了我。因此，课堂上我们交流自然、配合默契、氛围十分融洽。

同样，课堂实践也能让你发现自己的不足之处。在Post-task活动环节中，学生间购买玩具时的语言输出过于简单、购买玩具时的语用功能没能很好的展现，说明我在设计培养学生语用能力的教学活动中，考虑的还不够周到。我想要呈现出一堂好的英语课，但我还要在激发学生思维、提高学生学习能力、调动学生学习积极性上多下苦功。

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