Unit 1 I’ll draw the pictures.ppt配用优秀教学设计

Module6 Unit1 I’ll draw the pictures.教案

Module6 Unit1 I’ll draw the pictures. 教学设计

厦门实验小学集美分校 陈雅丽

一、概述

本课选自《新标准英语》（一年级起点）四年级下册Module6 Unit1 I’ll draw the pictures.，主要谈论小组分工、说明计划，语言知识较为综合，以一般将来时的巩固为主。学生已在三年级下册学习了What will you do? I’ll... Will you ...? Yes, I will.等关于一般将来时说明计划的表达及I’m good at...说明擅长学科的表达，因此学生对本课新授内容已有一定语法基础，并能根据图片或上下文理解部分动词的意义，基于本学情，故将本课教材目标定位为学生1.能听说、认读并在情境理解和运用词汇：great/ report/ stick/ fantastic；2.能理解对话大意，并能正确朗读模仿和表演对话；3.能学习Lingling和其他小朋友制作手抄报的小组分工，了解分工合作的重要性及注意事项，在“Work together to finish one Chanllenge in 5 mins”限时挑战的任务驱动下，运用主要句型“What will you do? I’ll... I’m good at... Will you ...?讨论小组分工，编成对话并现场限时挑战完成小组作品；4.能培养团结合作意识。

教学目标

（一）知识与技能目标：

1. 能听说、认读并在情境中理解和运用词汇：great/ report/ stick/ fantastic；

2. 能理解和运用重点句型：What will you do? I’ll... I’m good at ...Will you...? Yes, I will.讨论小组分工；

3. 能理解对话大意，并能正确朗读模仿和表演对话；

4. 能小组合作完成限时挑战的活动。

（二）过程与方法目标

能在任务驱动下，于创设情境中，通过视听、TPR及游戏体验，采用小组合作法，培养听说读演的能力。

（三）情感态度与价值观目标：

1. 能乐于模仿，敢于开口，积极参与，主动请教；

2. 能积极与他人合作，共同完成学习任务。

教学重难点

教学重点：

1. 能听说、认读并在情境中理解和运用词汇：great/ report/ stick/ fantastic；

2. 能理解和运用重点句型：What will you do? I’ll... I’m good at ...Will you...? Yes, I will.讨论小组分工；

3. 能理解对话大意，并能正确朗读模仿和表演对话；

4. 能小组合作完成限时挑战的活动。

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Module6 Unit1 I’ll draw the pictures.教案

教学难点：小组分工语言的灵活性。

教学方法

运用游戏教学法，复习活动词组与句型，练习新语言点，使学生寓学于乐，在活泼、轻忪、愉快的气氛中自然而然地获得英语知识与技能。运用情景教学法，让孩子在限时挑战创意作品的情境下，进行活泼、生动的交际性练习。运用合作学习法：让学生通过参加pair work和group work活动，给学生练习语言并互相学习的条件和机会。

教学过程

Step 1: Warm up. 1.

Greeting. T: Class begins. Good morning, boys and girls. Sit down, please. Today we’ll have a PK between Team A and Team B. Let’s see who’s today’s superteam today?OK? 2.

Free talk. T: Children, I’m your new teacher this year. Do you want to know more about me? Let’s play a guessing game. If you guess it’s true, stand up and say you’re happy now. See? Ss: You’re happy now. T: Of course. I’m so happy with you. Ss: You like cats.

T: Sorry, I like dogs. Ss: You can run fast. T: Uhno, I’m not good at PE. I can’t run fast. Ss: You’re good at art. T: Yes, you’re right. Look at this mask. Is it beautiful? How about this lantern? Do you like it?

I am good at Art. I can draw well. Is he good at Art? Can he draw well? What about you? What are you good at? S1: I’m good at Music. I can sing songs well.

T: Love to hear your songs. S2: I’m good at PE. I can play basketball well. T: Maybe one day you’re a basketball star. S3: I’m good at Art. I can draw pictures well.

T: Wow, you’re good at different things. I have a great idea. My friend and I make this lanter in only 5 mins. Do you want to have a try? Chanllenges for you! Make a lantern or a mask. And I have more interesting Chanllenges for you. What are they? Let’s have a look. 3.

Watch a Chanllenge video. T: In the video, what other Chanllenges will we have? 第

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S1: Make a salad/card/newspaper/show. T: It can be a singing/dancing show. 4.

Task. T: Look, wow, so many Chanllenges. And I’ve prepared the materials for you. Let’s work together to Chanllenge one in 5 mins. Let’s see who’s the super team, OK?

(设计意图：通过free talk激活旧知，复习已学学科、活动词组及句型，引入限时挑战，激发兴趣，为新授做准备。) Step 2: Presentation 1.

Look, guess and watch.

T: Look, the three little sheep want to join our today’s Chanllenge. What are they good at? Can you guess? S1: Chinese/ Music...... T: Maybe, let’s see.

So this sheep is good at...... Ss: Music/Art/ PE. T: Look, they’re good at different things. So which Chanllenge will they choose? Can you guess? S1: Maybe make a salad....... T: Good guessing. Look, they Chanllenge the singing show! What a nice teamwork! 2.

Look, guess and watch. T: Some children want to join our Chanllenges. Look, who are they? Ss: Lingling/ Amy/ Daming and Sam. T: Yes, they want to Chanllenge too. But what will they make? Can you guess? S1: Make a card... T: Maybe. Now let’s see.

So what will they make? Ss: They’ll make a newspaper. T: How do you know that? Lingling says.... Ss: Let’s make an English newspaper. T: What’s the newspaper about? S1: It’s about their school. T: Does Amy like making an English newspaper? Ss: Yes.

T: How do you know that ? Who can come to show us? Is he right? Yes, can you read? S1: That’s a great idea!”

T: Follow him. Look, Amy is so happy. For Amy, Making an English newspaper is a great idea. For 第

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me, eating an ice cream is a great idea. How about you? For you, what’s a great idea? S1: Making a salad is a great idea. S2: Playing football is a great idea. T: Wonderful./ Fantastic./ I think so.

And our friend have a great idea too. They will make an English newspaper. But how will they make the newspaper? Do they work together or by oneself? Ss: Work together. 3.

Watch, match and discuss. T: Yes, they will work together. But what will they do? Now take out this worksheet and your pen, let’s listen and match. Finished? Discuss with your partner. 4.

Check and learn. （因势而教:学生说到哪个小朋友，就教哪个小朋友的分工。）

T: What will they do? S1: Daming’ll draw the pictures.

T: Why will Daming draw the pictures? S2: He’s good at Art. T: Now we are Daming. Let’s say and do together. I’ll draw the pictures. I’m good at Art.

So Daming will draw the pictures on the newspaper. But what will he draw? Can you guess?Maybe he’ll draw a tree. Maybe he’ll draw ... Let’s have a imagine Chanllenge. Now dicuss with your partner. Now let’s have a PK between Team A and Team B. No repeating. 40s for you．

T1: Maybe he’ll draw some tress and flowers...... T2: Maybe he’ll draw the teachers and students...... T: Good guessing. Daming’ll draw the pictures. I’ll draw the pictures too.（师画）

S1: Amy’ll write the reports. T: Yes. Report, say with me. Which one is a report? Who can come and show us? Ss: D. T: Yes, it’s an English report. What are others? Ss: They are newspaper/ birthday card/ test. T: What will Amy write? Chinese reports or English reports? Ss: English reports. T: Why? S1: She’s good at English. T: Now I’m Amy. I’ll write the reports. I’m good at English. Who wants be Amy too?

So Amy will write the reports. Will you write the reports? Let’s have a writing Chanllenge! Who will write the reports? They will wirte the reports. Let’s cheer for them: write the reports.

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Module6 Unit1 I’ll draw the pictures.教案

S1: Sam’ll cut the paper. T: Yes, cut,cut, cut, cut the paper. Sam says...... Ss: I’ll cut the paper. T: Who wants to be Sam?

Let’s have a cutting Chanllenge. Who will cut the paper?They will cut the paper. Let’s cheer for them: cut the paper.

S1: Linging’ll stick the pictures. T: Is he right? Who can read this word? Let’s follow him. Stick. /i/, can you help me? Will you stick this card on the blackboard? Thank you. Now let’s have a sticking Chanllenge. Who will stick the pictures? They will stick the pictures. Listen to me. Will you stick the pictues on the newspaper? （师示范句子，并引导学生完成手抄报的一部分）Now who will be the little teacher?

S1/2/3: Will you stick the pictures on the desk/door/blackboard/ your face? T: Fantastic. You have a great teamwork. But can we stick the pictures anywhere in life? Ss: No. T：Just now it’s for game. After class, we’ll clean the pictures. Right? T: Will Lingling stick the pictures? Ss: Yes. T: Lingling says...... Ss: I’ll stick the pictures on the newspaper.

T: Now our friends know what they will do. Do they finish their newspaper in 5 mins?

Look, which is their newspaper? How do you know that? Now discuss with you partner. S1: C. There are pictures and reports on the newspaper. T: What do they think of their newspaper? Do they like it? Lingling says Wow...... S2: Wow, our newspaper is fantastic. T: Yes, fantastic, say with me, look, if this is good, then this can be great, oh, that’s fantastic.

Look, this is our newspaper. Is it fantastic? But look at their newspaper. It’s fantastic. Why?

How can they make this fantastic newspaper in only 5 mins? Ss:Teamwork. T: Look at Daming and Amy. They put up their hands immediately. Are they active?

Ss: Yes. T: Is that good in teamwork? Ss: Yes. T: Let’s learn from Daming and Amy. Be active in teamwork. Do what we’re good at.

T: Look at Sam and Lingling. Is Sam good at cutting? Is Lingling good at sticking? 第

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Ss: No. T: Maybe they’re not good at, but they will do. What do you think of them? Are they helpful? Ss: Yes. T: Let’s learn from Sam and Lingling. Be helpful in teamwork. Do what we can help. T: Teamwork is very important in our life. Let’s have a look. Teamwork makes fantastic. Our English class is also a teamwork. We sing together, we learn together, we play together, the more we work together, our English class will be more fantastic. 5. Imitate and act. T: Teamwork makes fantastic. They finish their newspaper in 5 mins. Are they a super team? Now open your book, listen, point and imitate.

Now let’s have an acting Chanllenge. Let’s see which team is good at acting. You will come here to present your fantastic show. （设计意图：通过听前猜想，由What will they make? What will they do? 等一系列问题链引导学生带着问题看视频，并在文本学习中因势而教，体现学生是学习的主人；并通过What will Daming draw?等发散性问题，培养学生的思维；在文本学习中，采用TPR、imagine Chanllenge-writing Chanllenge-cutting Chanllenge-sticking Chanllenge-acting Chanllenge游戏及pair discuss/ group work等活动，让学生在学中玩，在玩中学，并适时小结、及时渗透小组合作的要领，为学生后续活动的开展做好铺垫。）

Step 3: Practice 1.

Group work:Read and stick. T: Lingling’s team is a good team. How about this team? Ss: The Happy Family team. T: Are they a good team?

Ss: Yes, they have many fantastic show.

T: They want to join our Chanllenges too. Look, what will they Chanllenge? Ss: Fruit salad. T:What will they do in teamwork? Pls come and click. If you’re right, you’ll get lucky stars. Now we know what they will do for the fruit salad. But what will Hejiong....do? Pls take out this envelope, work in pairs, read and stick the phrases on the right lines. 3mins for you.

If you finish, read the dialogue in your group.

Now let’s check together. (设计意图：通过同桌合作阅读，根据对话，联系上下文，将分工的活动词条粘贴在相应的横线上，从而补全对话，考察学生听、说、读的能力，以快乐家族的合作分工为学生最后的限时挑战提供小组合作热身及小组分工示范。) Step 4: Task: Work together to Chanllenge one in 5 mins.

T: Now it’s our Chanllenge time.What will you make? First, work in 4, choose one Chanllenge you 第

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like. Second, discuss what you’ll do and make it a dialogue. You can choose 1 star or 2 stars. Here are some words for you.

Have you finished your discussion? Will you share your teamwork plan?

Now you all have a plan. Let’s do it. Team leaders come here to take your materials. You only have 5 mins.

（设计意图：有目标、分层次地完成创意作品的小组分工讨论，让孩子学以致用，突出语用与思维，充分发挥学生学习的主动性，并在现场限时挑战，培养学生的实践与创新能力。）

Step 5: Summary: What have we learned today?

Emotion:Teamwork makes fantastic.

Assessment:

Who is today’s super team? Homework: 1. Listen and imitate the text for 10 mins;

2.

Share your “ Chanllenge teamwork ”with friends.

3. Prepare a newspaper or show in your team for the coming English Week. （设计意图：分层设计，结合英语周，将活动拓展到课外，帮助学生进一步巩固所学知识。）

T: Class’s over, bye.

Step 6: Design on blackboard.

Step 7: Reflection. 本课选自《新标准英语》（一年级起点）四年级下册Module6 Unit1 I’ll draw the pictures.，主要谈论小组分工、说明计划。本课以核心素养为引领，以《英语课程标准》为蓝本，以任务型教学为途径，贯穿以生为本的教学理念，通过有机串联形式多样的教学活动，帮助学生学习Lingling和其他小朋友制作手抄报时的小组分工，了解分工合作的要领及意义，在“Work together to finish one Chanllenge in 5 mins”限时挑战的任务驱动下，运用主要句型“What will you do? I’ll... I’m good at... Will you ...?讨论小组分工，限时挑战完成小组作品；并养成团结协作的好习惯，既关注了语言学习的工具性，也凸显了语言学习的人文性，培养学生的综合语言运用能力，并以优效提问引领课堂，提高学生的思维能力，从而提升学生的核心素养，第

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Module6 Unit1 I’ll draw the pictures.教案

实现立德树人的德育目标。

本课有以下三个亮点：

一、以趣味情境，发展学生语言能力

教学情境能发展学生的思维、想象、审美和情感体验，激发和吸引学生主动学习，帮助学生迅速而正确地理解和体会教学内容，促进他们的心理机能全面和谐发展，提高教学效率。在教学中，教师不可能将真实生活搬入课堂，但能模拟情境，创设接近生活的真实语言环境，让学生在趋于真实的情境中习得语言知识，提升学生综合语言运用能力。

本课教学主线清晰，教师以“挑战”情境贯穿课堂始终，以自己与友人5分钟挑战灯笼制作的Teacher’s Chanllenge，引出本课任务（邀请学生组队参加限时挑战）；进而学习Sheep’s Chanllenge和Lingling Team’s Chanllenge，再以Happy Family Team’s Chanllenge进行巩固，最后落实到学生动手实践的Student’s Chanllenge；其中在Lingling Team’s Chanllenge教学中，教师延续本课的“挑战”大情境，创设了Imagine Chanllenge/Writing Chanllenge/Cutting Chanllenge/ Sticking Chanllenge/Acting Chanllenge的小游戏环节，挑战环节层层递进，在学习Lingling等小朋友的手抄报的同时，师生也共同生成一幅手抄报，在童趣的“挑战”情境中，学生听、说、读、演的能力在情境中得到体验，在游戏中得到锻炼，从而帮助学生突破了本课的重难点，也充分调动了学生的学习积极性，让课堂扎实有效又趣味横生。

二、以生本活动，提高学生学习能力

《课标》明确指出，在英语课程实施中，帮助学生有效地使用学习策略，不仅有利于他们把握学习的方向、采用科学的途径、提高学习效率，而且还有助于他们形成自主学习的能力，为终身学习奠定基础。

自主学习强调学生的学习是一种主动的学习，学生的发展是一种主动的发展，学生在教学过程中始终处于主体地位。教师应充分发挥学生的主体作用，充分调动学生的学习兴趣，变“要学生学”为“学生要学”，培养学生自主探究学习英语的能力，提高英语学习的效率。

在学习Lingling Team’s Chanllenge时，教师通过Listen and match的活动，让学生带着问题，看视频完成连线，给予学生自主学习、思考、判断的时间和空间；并在后续的核对环节中因势而教，根据学生的发言，随机教学Lingling等小朋友的分工，教学生所想，辅学生所学；本课的任务设想是提供给学生多样的任务选择，在Make a mask/lantern/newpaper/salad/card/show中选择一项进行小组合作，学生们出于“小吃货”的本心，多数选择了Make a salad，但这就是孩子最真的选择，顺应学生自主发展的需求，以学定教，通过以生为本的活动，激活学生的学习欲望，有效培养学生的自主学习能力。

小组合作学习是以学生为中心，小组成员为达到目标积极、主动探究问题，通过小组成员间的互动与交流，学习和实践语言，增强对文本的理解，提高阅读和语言运用能力，通过互助互勉，激发学习的主动性，增强合作学习的能力。

教师在教学过程中以生为本，多次采用Pair work和Group work，开展小组合作学习。在Happy Family Team’s Chanllenge中通过同桌共读，将分工词条贴在相应的横线上，补全对话；在Student’s Chanllenge中通过四人小组合作，一起商量制作什么、如何分工及最后动手制作，第

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将课堂还给学生，让学生在合作中学会思考、学会交流、学会互助、学会学习，恰巧也将本课“合作”的德育要点渗透在课堂实践中，一举两得。

三、以优效提问，促进学生思维品质

有效提问不仅可以激发和保持学生的学习兴趣，激活学生的思维，引导学生关注学习内容，而且能够培养学生分析问题和解决问题的能力，以及逻辑思维能力、想象力和创新能力。

1.

以问激趣，培养学生的推理思维能力

教师在实施教学时有意识地设置一些悬念，从“悬”中引发学生的期待心理，增强他们的学习动机。因此，教师基于学生的认知水平通过提问设置悬念，能迅速吸引学生的注意力，激发学生的兴趣。学生在对文本的初步感知中推测与文本有关的信息，从而充分调动原有的知识储备，达到训练思维的目的。

在本课的导入环节，教师通过What are they good at? Can you guess?让学生预测三只小羊

各自擅长的学科，进而观看视频得出答案，原来三只小羊各有所长，so which Chanllenge will they choose? Can you guess? 让学生进一步想象三只小羊会选择哪项挑战，从而激发了学生的学习兴趣，调动了学生原有的知识储备，也培养了学生的推理思维能力，并以呈现三只小羊参加singing show的图片让学生的猜想有落脚点，让本课的任务更真实。

2.

以问促思，培养学生的逻辑思维能力

文本学习是学生获取语言信息和运用语言的重要来源。教师应从整体入手，根据文本内容提出相关问题，让学生带着明确的目的去学习去思考，从而抓住文本的逻辑主线，获取信息分析信息，理清文本思路，帮助学生由浅入深、循序渐进地解读文本，探究语篇意义。

（1）以展示性提问，培养学生的分析思维能力

展示性问题侧重语言形式，关注学生对目标语言结构的理解和掌握。教师可在教学中，抓取文本主线，通过多层设问，旨在帮助学生梳理脉络，理解大意，从而培养学生的逻辑思维能力。

课中，教师首先以What will they make?将文本整体输入，帮助学生快速抓取Lingling等小朋友选择的挑战是手抄报；以Will they work together or by oneself?快速获取小组合作的制作方式，再以What will they do respectively?引导学生带着问题看视频连线，并在后续的文本学习中顺着学生的发言，随机教学Daming/Amy/Sam/Lingling的分工，从而做到因势而教，帮助学生读取、概况和整理信息，师生在文本学习中共同完善思维导图板书，从而理清了文本脉络，也培养了学生的分析思维能力。

（2）以参考性提问，培养学生的创造思维能力

参考性问题，指提问者所提的问题没有预先创设的固定答案，旨在发散学生思维，要求学生结合生活经验，激活相关背景知识，将已学知识与新学知识重新整合后输出自己的见解，从而培养学生思维的创造性。

教师通过What will Daming draw? Can you guess?设问深度挖掘文本留白，让学生充分想象与思考，积极表达自己的观点，从而促进学生的创造思维能力，也使学生对Daming的画作更有期待，对Daming积极参与分工合作更有体会，为后续的Teamwork makes fantastic.小第

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Module6 Unit1 I’ll draw the pictures.教案

结做好铺垫。

3.

以问引评，培养学生的批判思维能力

在教学中，教师以评判性问题向学生提出更高阶的思维要求，需要学生综合分析文本，深度思考并评价，从而促进学生的语言表达，帮助学生形成辩证的价值判断，体现思维与语言的相辅相成。

教师通过Why can they make this fantastic newpaper?引出Teamwork makes fantastic.进而分析四个小朋友在小组合作中的表现

What do you think of Daming and Amy?Are they active? Is that good in teamwork? 和Is Sam good at cutting? Is Lingling good at sticking? Maybe they’re not good at, but they will do. What do you think of Sam and Lingling? Are they helpful?鼓励学生带着自己对文本的理解，对Lingling和小伙伴的小组分工进行评价，从而帮助学生理解分工合作的要领及意义，培养了学生合作意识。

四、以情感渗透，塑造学生文化品格

文化品格，指对中外文化的理解和对优秀文化的认同，是学生在全球化背景下表现出的

知识素质、人文修养和行为取向。而学习的目的绝不只是为了获取知识, 而是为了智慧在胸、真理在手。因此，教师要善于挖掘语言素材中有关文化品格方面的内容，在教学中因势利导，加强学生的文化品格培养。

教师在教学Will you stick the pictures on the ...?长句时，采用Sticking Challenge的游戏环

节突破难点，在学生游戏后，教师抓住教育契机，顺势问学生Can we stick the pictures anywhere?

自然而然地提醒了学生不可到处乱张贴；在学习了Lingling Team’s Challenge后，教师带领学生分析总结Lingling和小伙伴的合作，帮助学生领会合作的要领和意义，并以微视频展示了生活中“合作创造非凡”的例子，引发学生的情感共鸣，并提到我们的英语课堂也是一项师生合作，让学生更感同身受体会合作的美好。

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