C板书设计及设计说明

合肥高新区2018年小学英语课堂大赛

PEP English

Book 2

C Story time

Unit 4 Where is my car?

合肥市桂花园学校西区

唐波

一、教学目标

(一)

单元教学目标[语用任务]

结合经典绘本Where is Spot？能在的寻找Spot的语境下，模仿对话中的人物，给出适切的指令并应答，并能完成自制绘本Where is mom?的任务。能用本单元的核心词和句型，开展2-3句对活，对正确说出自己或他人的文具物品的方位。要求语言内容基本达意，口头表达较流利，句法基本正确。

●语言知识与技能

1.语音和词汇

(1) 能正确认读字母O和U，感知其发音规律。

(2) 能在Where is Spot？的整体语境中，较为熟练地运用本单元核心词汇“chair,desk,on,in，under”等，表达物品方位。要求音、形、义基本正确。

2.

句法

能在Where is Spot？的语境中，尝试运用本单元核心句型

Where is...? It’s ...说出物品的摆放位置，给出正确的摆放建议。语言内容基本达意，口头表达较为流利，句法基本正确。

●语言情感

在Where is Spot？的语境中，了解简单的整理常识。通过

直观的感受，体验整洁的环境所带来的愉悦感，初步培养整理自己文具的意识。

二、教学过程

Procedures

I.

Pre-task preparations Contents

Methods

Purpose

通过跟歌曲“On in by under”的一起边唱边跳的方式放学生迅速进入学习状态，激发学生对方位词的学习兴趣。

1.Song “On in 1-1Sing and dance by under”

1-2 chant

1-3free talk

II.While-task 1.Where is procedures Spot?

1-1 look and say Spot in Zip’s room T:Where is Spot? S:It’s on the chair. S:It’s in the desk. S:It’s by the ... S:It’s under the... 1-2 pair work S1:Where is Spot? S2:It’s

2-1 look and say 通过创设Spot in Zip’s room 的语境，让学生在真实的语言环境中学习核心词汇-方位词和desk, chair

Naughty Spot把东西弄的到处都是，zip回来后发现了，Spot在zip 的指引下又把物品摆放到原来的位置。Good boy Spot! 2. Spot puts What can you see? things everywhere pencil, pencil case, and tidy the eraser, book, ruler,

room 在这个过程中，通过直

school bag 2-2 try to say Put the ... in the ... 2-3 try to do 观的感受，体验整洁的环境所带来的愉悦感，初步培养整理自己文具的意识。

Ss put the things on the blackboard to the

right place.

3.let’s

learn and 通过之前将核心词汇和let’s do in 3-1 open the book and 句型融入到语境中的学ss’book read the key words in 习后，再回归课本知识，let’s learn. 进一步加强学习。此时

学生已经能够基本掌握3-2 try to do the 核心词汇，并能自主运

actions in let’s do. 用该语言，提升语言应用能力。

Show me your hand.

Put your hand on the

desk/in the desk/on

the blackboard...

3-3 little teacher try to say. 由于之前的铺垫，学生

对小狗Spot已经非常Put your hand on the

熟悉了，自然过渡到经desk/in the desk/on 典英文绘本的阅读。此the blackboard...

绘本紧扣本课主题，大量出现核心词汇，大大

4.picture 提高了核心词汇的复现book “Where 率，同时也激活旧知。

4-1 try to guess is Spot?”

Spot is hiding when

it’s time for dinner. 通过在相对完整的真实Show some pictures in 的情景中接触、体验、the book and have ss 理解和学习语言，学生能够更好地理解语言的guess. 意义和用法，也能更好地掌握语言的形式，激

4-2 read the picutre 发学生的情感参与和思book and find the 维参与，提高学生的思answer. 维品质。

4-3 listen and match

Ss take out the worksheet and try to match while listening. 4-4 try to fill in the missing words after do it on their worksheet 4-5 try to retell the story by showing the pictures with no words.

III.Post-task 1. make a activities picture book“where is mom?”

1-1 show a problem 通过创编绘本“Where is mom?”发展学生的It’s time for lunch. 想象力、创造力,逻辑思维能力和对英语语言的But there is no 运用能力，发展学生英food.Spot is hungry. 语学科核心素养。

Where is mom? 1-2 group work Ss try to make a picture book with their classmates. 1-3 show time Group leader show the their works.

3.review the key words and sentences on the blackboard if time is enough.

3-1 repeat the key words and sentences on the blackboard. 3-2 remind ss to put their stationary in IV.After class 1. Read some other picture books about Spot by Eric hill.

2.Read the dialogues on worksheet

V.Board Design Unit 4 Where is my car? A Let’s talk Where is... on

It’s ... by

in under Put the ... in/on/by/under...

Chair

desk