C名师课堂实录

Unit 6 Meet my family Part A 教学设计

合肥市双岗小学陈茜

一.教学内容及设计思路

本课教学内容选自人教版小学英语四年级上册第6单元Meet my family PartA. 文本话题是Presents for Baby. 老师通过baby brother 这一切合点,经过绘本故事的学习,加深学生对家庭成员之间相互关爱的认识和理解。

本课的授课对象是小学四年级学生,他们从三年级开始学习本套教材,有一定的语言积累和初步的语言表达能力。老师通过多种形式的活动,激发学生的学习兴趣和积极性。在设计本课时,老师在教学中不仅要达到知识与能力,过程与方法目标,还要培养学生的情感态度和价值观。我设计先从自身家庭导入,然后到新课中Amy的家庭,最后导入文本中的“我”的家庭。学习的过程处处渗透爱的教育,教育学生要关心爱护自己的每一个家庭成员,培养学生体会他人对自己的爱及表达自己对他人爱的能力。

二.教学目标

1.知识目标:

听说认读家庭成员单词:family parents uncle aunt baby brother 2.能力目标:

(1)能用This is my ... He/She is ...介绍自己的家庭成员。

(2)学会回答How many people are there in your family?

3.情感目标:

体会家庭成员之间的关爱。

4.思维品质目标:

能让学生深入思考:自己该如何表达对家庭成员的爱。

三.教学重难点:

1.教学重点:

(1)掌握家庭成员单词

(2)感知家庭成员之间的爱

2.教学难点:

(1)理解中西方文化中对uncle aunt cousin等词意义的差异;

(2)对文本中presents 一词真正意义的理解。

四.教学准备:

绘本《Presents for Baby》、教学课件、板书卡片、教师家庭成员的照片

五.教学方法:

情景教学法,合作学习,

六.教学过程:

Step 1. Warm-up

在《I love my family》歌曲的背景音乐下,课件播放家庭成员照片。

教师出示课件——自己家庭成员照片,逐一介绍他们,导入新课。

T: Boys and girls, this is my family. I have a big family.

(Stick the card of the title on the top of the blackboard)

How many people are there in my family?

Ss: Nine.

T: Yes. Look, who is she/he? She/he is my mother/father. They are my parents. This is my .... This is my .... This is my .....

(设计意图:教师从介绍自己的家庭成员引入本课话题,激发学生的好奇心,同时为导入新课做铺垫。)

Step 2. Presentation

教师出示Amy的家庭成员照片,并请学生扮演并逐一介绍他们,同时学习家庭成员词汇。

T: This is Amy’s family. Who can act Amy and introduce them to us?

S1: Hi. Meet my family! They are my parents. This is my uncle. This is my aunt. This is my cousin.

( Learn and practise parents uncle aunt cousin and stick pictures on the blackboard) T: Look, this is a little baby. Do you know who he is? Oh,he is Amy’s baby brother. Do you have a baby brother or sister? Look at Amy, she is very happy. She loves her baby brother very much.

(设计意图:通过让学生扮演Amy, 使大家进入课本情景,学习新课内容。最后以学习新词baby brother引入下一环节的绘本学习。)

Step 3. Extension

教师通过讨论baby brother这一学生们都很喜爱的话题,引出对绘本《Presents for Baby》的学习。

T: (Show a picture book) Boys and girls, here’s a book about a baby brother. The book’s name is《Presents for Baby》.Do you know present?(show a gift) Do you want to read the story? OK, let’s go.

(Open the book at the first page )What can you see?

S1: I can see mother, father, grandma , grandpa and the boy.

S2: Mother is in the car.

T: Good job! Let's read the book and think: Where was the mother going? What’s the matter with the mother?

T: Good. The boy’s mother had a baby boy. This is the baby brother.

(Show the last page of the book)What can you see in the picture?

S3: I can see mother, father, grandma , grandpa , the boy, the baby brother and some flowers.

T: Can you say something about the photo?

S4: There are six people in the family.

S5: They are happy!

S6: The boy loves the baby brother.

T: Good answers!

(设计意图:教师通过故事的开头和结尾家庭成员数量的对比,设置了一个悬念: the baby brother从哪里来的?他是怎样一步步走进“我”的生活的?从而让学生们带着这些好奇和问题进一步读故事,从而寻找到答案。)

1.First reading:

Questions:

(1)When did Mum go to the hospital?

(2)What did Mum get from Dad and me?

(3)What did grandma and I take for the baby?

(4)Who made the baby boy cry?

教师通过一系列问题引领着学生,从图片到文字,让学生逐步理解文本内容。2.Second reading, Students read the story after the recording.

T: Which day do you like best? Why?

S1: I like Tuesday. Mum had a baby boy.

S2: I like Thursday. I went to the hospital with grandma. I took some chocolates for Mum.

S3: I like Sunday. I got a present. Thank you , baby!

...

T: Wonderful! Good answers!

(设计意图:教师通过开展最喜欢哪一天的讨论,加深学生对文本内容的理解。) Step4. Practice

T: (Hand out some papers) Boys and girls, let’s do a reading jigsaw. We have seven groups. Let’s read and learn our own part of the story.

T: (two minutes later)Group leader, can you retell your story?

S1: On Monday, Mum went to hospital. Grandma and Granddad came to stay. S2: On Tuesday, Mum had a baby boy. Dad took some flowers for Mum.

S3: On Thursday, I went to the hospital with Grandma. I took some chocolates for Mum.

...

(设计意图: 教师设计一个拼图阅读的活动,使学生们分组学习绘本,并通过最终的展示汇报大家的学习成果。这个活动降低了个人学习这个绘本内容的难度,这种合作学习的方法非常适合稍有难度的阅读绘本。)

教师根据学生的汇报,将故事插图按顺序帖在墙上。

T: Boys and girls, Mum gives too much love to us. She cooks, washes the clothes, makes the bed...She takes care of us every day. In the story, the boy’s mother takes a baby brother for the boy. She loves us very much. Do you love your mother? What can you do for your mother?

S1: I can sing.

S2: I can draw a picture.

S3: I can cook good food.

...

T: I’m very appreciate that you’ve done.(show the picture) Family is Father and

Mother, I love you. Family is full of love. Let’s say” I love you” to your mother and father!

(设计意图:教师通过绘本最后一幅图的定格,又回到了“家”这个主题。在大家分别给baby brother带来presents同时,“我”也因为baby brother的到来而得到了present。在充分体会新家庭成员的进入给每个家庭成员带来的喜悦后,进一步使学生们认识到家庭成员之间的相互关爱,并思考:我该怎么做来表达“爱”。)

Step5. Homework

1.Do a thing and say thank you to your mother.

2.Read the picture book《Presents for Baby》to your family.

绘本文本

Presents for Baby

On Monday, Mum went to hospital. Grandma and Grandad came to stay.

On Tuesday, Mum had a baby boy. Dad took some flowers for Mum.

On Wednesday, I went to see Mum and the baby. I took a present for him.

On Thursday, I went to the hospital with Grandma. I took some chocolates for Mum-Yum. On Friday, I went with Grandad. He made the baby cry-Waaa!

On Saturday, we all went to see Mum and the baby.Grandma took some shoes forhim. On Sunday, Mum and the baby came home.Wow! A present for me! Thank you, baby!