C优秀教案

PEP 英语

五上 Unit 4 What Can You Do? C Story 教学设计

陕西省

西安市

莲湖区西电实验小学 李明明

一、课程总目标分析

2011年修订版《义务教育英语课程标准》课程性质表述为义务教育阶段

的英语课程具有工具性和人文性双重性质。义务教育阶段英语课程的总目标是：通过英语学习使学生形成初步的综合语言运用能力，促进心智发展，提高综合人文素养。以语言技能、语言知识、情感态度、学习策略和文化意识等五个方面共同构成的英语课程总目标，即体现了英语学习的工具性，也体现了其人文性；即有利于学生发展语言运用能力，又有利于学生发展思维能力，从而全面提高学生的综合人文素养。

二、教材分析

人教版PEP英语教材编写贯彻国家的教育方针，贯彻“教育要面向现代化、面向世界、面向未来”的战略思想；体现英语课程的工具性和人文性的双重属性、体现以学生为本的新基础教育的课程教材观，即以学生的主体性、创造性、实践性为本，在为学生学习英语打好基础的同时，提高其语言运用能力，加强对学生综合素质的培养，特别是培养学生良好的意志品格、正确的价值观、自主学习意识与能力以及良好的学习习惯，为学生终身发展奠定良好基础。通过学习本套教材，使学生形成初步的综合语言运用能力，促进其心智发展，提高其综合人文素质。

本套教材故事教学的主要目的是使学生在相对真实、完整的语境中接触、体验、理解语言。教学重点是理解。

三、学情分析

本节课授课对象是西安市莲湖区西电实验小学五年级1班、五年级2班学生，学生喜爱学习英语，能够理解语篇、并朗读对话；能够自主总结规律性的语音、

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语法知识；已具有初步的互动交流综合语言运用能力；以及良好的品格素养和创造力、批判思维力、合作力与交流力的21世纪英语学习能力。

四、教学内容以及教学重难点

人教版PEP英语五年级上册4单元C部分故事第一课时。

C: Story Snake: I’m hungry. Mmm…

Here comes some tasty food. Now, I can eat. Rat: Dear snake,wait a minute. I can do things for you. Snake: Oh! What can you do? Can you sing? Rat: Yes, I can. Snake: Can you dance? Rat: Yes, I can. Let me go. Then I can dance for you. Snake: Let me see. There is a lake near here. Can you swim? Rat: No, don’t throw me into the lake, please! Rat: Haha! Silly snake! Now, I can swim away.Bye! 本课故事教学的重点是使学生在相对真实、完整的语境中接触、体验、理解故事内容、会用自己的语言复述故事；难点是续编故事结尾。

五、本课时主要教学方法

（一）交际语言教学法Communicative Language Approach （二）任务型教学法Task-based Approach (三) 逆向设计教学途径 Backward Design 六、本课时教学目标与设计反思

Stage 1-Multi-Objectives 知识目标Knowledges: Students can be able to listen,speak,read and write the words/phrases about activities:dance, sing, throw, swim，catch，do many things…

技能目标Skills: Students can be skilled at asking and answering the questions about the things they can do: What can you/we/they/she/he do …? I/We/They/She/He can …

Students can be skilled at asking and answering the questions if they can do something: Can you/we/they/she/he …? Yes, … No, …

Students can be skilled at describing the activities that they can do: I/You/We/They/She/He can …

Students can be skilled at describing the activities that they can

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not do: I/You/We/They/She/He can’t …

Students can be skilled at pronouncing and defining of the new words: tasty, throw，catch 品德与文化目标Morals and Cultures: Students can be able to get off the danger by being clever. Students can be able to solve the problems by being brave. 21世纪技能目标21st Century Skills:

Critical Thinking: Students can understand the functions of the structures. Students can understand the main idea of the story. Students can understand the ways of getting off the danger/solving the problems. Students can understand the definitions of the new words: tasty, throw,catch Students can retell the story by using the key words/phrases. Creativity: Students can create new endings of the story logically and scientifically. Collaboration：

Students can finish the tasks together. Communication：

Students and the teacher can ask and answer meaningfully. Students can ask and answer basing on the authentic contexts. 《英语教育新论：多元目标英语课程》第一章基础英语教育课程，龚亚夫先生是这样界定多元目标的：

“社会文化目标”“思维认知目标”和“语言运用目标”。据此，我将多元目标进一步具体细化三个维度：知识目标/技能目标、品德与文化目标、21世纪技能目标。本课制定多元目标要培养学生互动交流综合语用力---达成知识与技能目标，也要培养学生人文核心素养---要关注落实与达成品德与文化目标；并且课堂要以学生为中心，激发学生的潜力，培养学生21世纪能力。

2011年修订版《义务教育英语课程标准》以学生“能用英语做事情”的描述方式设定各级目标要求。多元目标描述时应尽量避免使用“了解、掌握”等抽象含义动词。北师大王蔷教授指出：目标的设定应是从学生出发的、能力立意的、可操作、可检测的。外专委龚亚夫先生也认同凡是涉及“学生将要学习（will study）等字眼要避免使用，因为教学目标应该描述具体的结果（outcome）。遵照上述专家的观点，我将模板阶段一的多元目标表述用语更改确定为句型

Students can be able to … Students can be skilled at … Students/The teacher can …

本案例知识目标为学习结束后学生能够听、说、读、写有关活动的词汇及词组短语；技能目标为学习结束后学生能够询问并回答能做什么事情的问题、询问

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并回答能否做什么事情的问题、描述所能做的活动、描述所不能做的活动、拼读新词以及定义词义；品德与文化目标为学习结束后学生能够用机智摆脱危险以及能够勇敢地解决问题；21世纪能力目标为学习结束后学生能够理解句型结构功能、理解故事大意、理解怎样摆脱危险/解决问题、理解新词词义、使用关键词/词组短语自主用语言复述故事、逻辑性且科学性地创编故事结尾、合作互助完成学习任务、师生有意义地真实交流问答、真实语境下生生互问互答。知识目标、技能目标、品德与文化目标的达成也顺然促使21世纪能力目标的达成，即四者是相辅相成的关系。通过制定具体、详细的多元目标，指导教师进一步内化并明确语言教学要培养学生互动交流综合语用力---达成知识与技能目标，也要培养学生人文核心素养---要关注落实与达成品德与文化目标；并且课堂要以学生为中心，激发学生的潜力，培养学生21世纪能力。

教师教学用书所列出本单元的情感态度、文化意识目标为：能够积极参与文娱活动、丰富课余生活；能够了解琵琶、武术、乒乓球等有中国特色的文娱活动形式。但基于本课故事具体内容，可调整、制定本课品德与文化目标为学生能够用机智摆脱危险以及能够勇敢地解决问题，从而使品德与文化目标与教学内容相关联、相一致。

七、本课时教学任务/评价与设计反思

Stage 2-Task and Assessments Understanding and Enabling：

Students can understand Wh-questions “What can you/we/they/she/he do …? I/We/They/She/He can …”and be able to ask and answer the things that they can do. Students can understand the general question “Can you/we/they/she/he …? Yes, … No, …”and be able to ask and answer the questions about the things if they can do. Students can understand the statement “…can…”be able to describe the activities that they can do: I/You/We/They/She/He can …

Students can understand the negative “…can’t…” be able to describe the activities that they can not do: I/You/We/They/She/He can’t …

Authentic Task/Goal: Students can be able to use the key sentences “What can you/we/they/she/he do …? I/We/They/She/He can …Can you/we/they/she/he …? Yes, … No, …I/You/We/They/She/He can/can’t … What’s she/he like? She/He’s … and … What’re you/they like? We/They’re … and … What am I like? I’m … and …”and the key words/phrases about the activities and characteristics in order to create new endings of the story ,talk about the things they can do or can’t do, their characteristics, to learn that being clever can help get off the danger, and being brave can help solve the problems. Role: Students can listen,speak, read, write,comprehend,think critically ,create, cooperate and communicate. Audience:

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Students and teacher can ask,answer and assess interactively. Situation: Students can create endings of the story logically and scientifically. Performance: Students can express in the front. Assessments: Very good Ss can talk about what they can/can’t do very well. Ss can talk about what they are like very well. Ss can express that being clever/brave can help that rat very well. Good 

Ss can talk about what they can/can’t do very well. Ss can express that being clever/brave can help the rat very well.

逆向教学设计理论是由美国课程设计与教学研究专家Jay Mctighe和Grant Wiggins共同提出的。美国英语教学专家 Patrick King综述UBD教学理论的核心为：1st Results, 2nd Assessments, 3rd Lessons. 小学英语课堂教学可遵循UBD理论逆向设计，从结果出发，围绕多元目标与真实语境任务与多元评价，真实语境下设计教学，使教师内化教学目标，使学生明确学习目标并掌握学习重难点，并使学生形成初步的互动交流综合语言运用能力，提高学生综合人文素养，全面发展学生21世纪能力。

任务与真实语境相融合能提高学生理解力并发展学生综合语用力。在续编故事结尾前，教师创设真实语境，出示图片，询问学生：Look, can the snake swim? Is he silly? Is he also clever？ Can he eat the rat? What can the rat do? Is she scared? Is she brave? 通过与学生互动问答，激活学生视觉、想象等元认知能力，引导学生习得科学知识---蛇是会游泳的，促使学生与文本交流、多元角度深入思考故事后续结尾，促进学生自由语用、创编结尾。

任务教学环节是本课故事教学难点，本课真实语境任务是学生根据自己意愿分组任选其一故事标题

“Silly Snake and Clever Rat”或者

“Clever Snake and Brave Rat”，通过探究、合作等学习方式，续编故事结尾创设相对逻辑、科学、完整的故事语境。在故事写作前真实语境支架下，学生能够展开想象、创造性地应用新旧知语言续编故事结尾,使教师获得本课教学效果的证据以及学生学习效果的证据。 围绕本课多元目标以及真实语境任务，制定基本一致的评价标准。注意评价时不关注学生词汇的拼写与语法的错误，而关注评价台前学生的综合语用能力，批判性思维能力---机智脱险的能力、面临险境勇敢解决问题的能力。语言学习任务与真实语境相结合，教师围绕多元目标设计真实语境任务与多元评价标准，从而达成知识与技能目标，落实与达成品德与文化目标；并达成培养21世纪必备能力目标。

八、教学步骤与设计意图与反思

Stage 3-Teaching Procedure 1:Warm-up.

2-3 min Ss listen and sing a song together. st

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激发学生学习兴趣，引入主题。

2nd:Review/Mini Lesson.

4-5 min

Teacher and students ask and answer the questions about their free time activities and their characteristics. Teacher helps ss review the key words/phrases and the key sentences about unit 4 and unit 1. 联系学生生活，通过问答学生的课外活动，外貌或性格特征，帮助学生复习1单元、4单元重点词汇句型；激活学生已有知识经验，确定学生i+1潜在学***。

3rd :Working with Students. 8-15 min Teacher helps students understand the main idea of the story. Pre-reading/Predict: Ss try to answer the questions,to talk about what the snake/rat can do basing on the context, write down the key words/phrases on board. Ss fill in the blanks,tell the new story, predict the main ideas of the story. 教师语言描述故事发生的语境，出示图片，与视觉融合，引发学生联想、批判性思考与预测故事将要发生的事情。

整体呈现故事语境，通过学生完形填空，分角色口头创编故事的方式，帮助学生预测故事大意。

During –reading/Check: Ss listen,watch,read and circle the answers, read and act out the story. Ss pronounce and define the new words: tasty, throw,catch 播放对话动画短片，学生听、看、跟读故事；听、读圈重点词检查听前所预测的内容是否正确。学生能够初步理解全文大意，学生能够分音节/音素拼读新词，并通过上下文理解、释义词义：tasty/catch/throw Post reading/Discuss: Ss answer the questions, teacher checks their answers.Teacher encourages ss to retell the story, do the repetition tasks.Teacher helps ss develop the abilities of using the language,promote their mental developments ,improve their key competencies and 21st century skills.Ss can understand that being clever can help get off the danger. 通过师生问答的方式帮助学生巩固新知、拓展新知，并以此方式初步落实本课人文情感目标：面对危险，学会机智。

本部分是故事教学的重点，通过做Repetition task, 学生能够根据重点词汇分角色创造性的应用语言复述课文，以确定学生能够深刻理解全文重难点、细节内容,以此方式帮助学生发展综合语用力、促进心智发展，提高综合人文素养。

4th:Group/Pair Task.10-15 min

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Students will be able to use the key sentences “What can you/we/they/she/he do …? I/We/They/She/He can …Can you/we/they/she/he …? Yes, … No, …I/You/We/They/She/He can/can’t … What’s she/he like? She/He’s … and … What’re you/they like? We/They’re … and … What am I like? I’m … and …”and the key words/phrases about the activities and characteristics in order to create new endings of the story ,talk about the things they can do or can’t do, their characteristics, to learn that being clever can help get off the danger, and being brave can help solve the problems. Teacher helps ss develop the abilities of using the language,promote their mental developments,improve their key competencies and 21st century skills. 任务教学环节是本课故事教学难点，通过续编故事结尾创设相对逻辑、科学、完整的故事语境。

学生通过探究、合作等学习方式续编故事结尾，发展综合语用力、促进心智发展，提高综合人文素养,并使教师获得本课教学效果的证据以及学生学习效果的证据。

师生互动问答交流，以使评价主体多元化，评价形式和内容多样化，

评价台前学生的综合语用能力，批判性思维能力---机智脱险的能力、面临险境勇敢解决问题的能力。

5th:Closing.

1-2 min Teacher gives ss homework. Ss sing the song together again. 布置相关作业，学生复习巩固本课新知，促学生进一步提高语用能力。

语言学习与真实语境相融合能提高学生理解力并发展学生综合语用力。故事读前，教师创设真实语境、语言描述故事发生的语境,并出示图片，与视觉融合，引发学生联想：The rat often goes to a park on weekends.Look,she’s so big and strong. She likes singing “La la la …”. One day, there is a snake in the park. Please listen: “I’m hungry. Mmm… Here comes some tasty food. Now I can …”教师提问，引发学生批判性思考回答、预测故事将要发生的事情、从而预知故事大意： What can the snake do? Can he catch and eat the rat? What can the rat do？…

学生填分类表，板书其所预测的活动类单词、词组短语。

PPT呈现故事整体语境，学生根据板书所完成的蛇和田鼠所能做的活动/事

情分类词汇表，完成填空，应用新、旧知语言，分角色口头创编故事，进一步理解并预知故事大意。

故事读中，教师播放对话动画短片，学生听、看、跟读故事；听读、圈重点词以检查听前所预测的内容是否正确；学生分角色朗读故事；学生分音节/音素拼读新词，通过上下文语境理解词义并中英文释义、组词：tasty/catch/throw 故事读后，通过师生问答讨论的方式，帮助学生巩固新知、拓展新知，上下文故事语境使学生易于理解应学会机智摆脱危险，以此方式初步落实与达成本课人文目标。本部分是故事教学的重点，学生能够回答教师提问：What can the snake do? What’s the snake like? What can the rat do? What’s the rat like? 学生根据板书所完成的有关蛇与田鼠活动以及描述各自特征的重点词汇，

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分角色创造性的自主应用新、旧知语言复述课文，以此方式进一步发展学生综合语用力、提高学生综合人文素养、培养学生21世纪能力。

小学英语课堂教学可遵循UBD逆向设计理念设计，以三阶段模板为工具，将多元目标、真实语境任务与多元评价、真实语境教学设计有机统一。课堂教学设计没有完成时，只有进行时，教师应不断调整、改进并优化教学设计，努力帮助学生真实语境中成功理解互动与交流，融合全人发展以及21世纪能力，为学生的终身发展奠定基础。

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