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人教版小学英语四年级下册英语绘本《I like books》句型结构学习

楂林小学楼娟一、学情分析

四年级的学生大概处在十岁左右,这个阶段的儿童注意不稳定、不持久,难于长时间地注意同一件事物,容易为一些新奇刺激的事物所吸引。所以他们对课件里的动画和能动发声的教具感兴趣。另一方面,他们感知事物的特点比较笼统,不精确,往往只注意到一些孤立的现象,看不出事物之间的联系和特点,对时间和空间的概念也比较模糊。比方做作业时,由于孩子的感知觉发展不够充分,经常看错题、有学生会bd不分,单词抄着抄着就错了,而且在教师指出时,他们仍然意识不到错误在哪里,这些现象在孩子身上或多或少都会有。

在记忆方面,这个年龄段的孩子的有意识识记占据主导地位,即使是抽象材料也能花功夫努力记住,并能自觉检查记忆的效果。他们记忆发展的另一特点是从机械识记向意义识记发展。随着知识的增长,理解能力的提高,中年级学生意义识记逐渐占据主导地位。所以他们不仅仅能记忆押韵的,朗朗上口的英语儿歌,也能够通过图片很背诵课文。

这个阶段儿童思维发展开始从具体形象思维向抽象逻辑思维过渡,但是他们的抽象逻辑思维在很大程度上仍然是直接与感性经验相联系,仍有很大的不自觉性和具体形象性。所以语法的讲解在这个阶段会比较困难,抽象的概念很难被他们接受,与其去讲宾格主格和句型的结构,还不如通过词句的反复训练和感知来习得语法知识。

从情感的表现方式来看,四年级的孩子仍然显得情绪比较外露、易激动、不够稳定持久;喜怒哀乐很容易通过面部表情表现出来;从情感反映的内容来看,他们出现了与学习兴趣、学习成绩相联系的理智感;控制情感能力逐步增强。在小组比赛时,他们一方面会显得异常兴奋,另一方面比较调皮的孩子会为了小组的利益对自己的不良行为保持克制。在教学实践中,我们发现:与小组利益冲突的人将面临同伴攻击性言行。

本届学生是以三年级为起点的学生,应该说起点比较低,学生在学习三年级时候的要求为听说一些简单的句子,同时记忆一些简单的单词。而四年级上教材里的句型不是通过机械性的单句操练进行教学的,而是把它溶化在有情景的对话中,力求使学生在操练句型时就学到显示生活中有交际价值的语言。同时它采用循环式编排方法,较好地体现了“由浅入深、由易到难、循序渐进、逐步扩展、点面结合、不断复现”的原则。在安排词语和语法项目时采用了“早渗透”,是指某些词语和某个语法项目在进行正式教学之前,先在前面课文中少量出现,使学生对之有所接触和了解,以便正式学习时比较容易领会和掌握。针对这样的安排,我们要求学生更注重积累,把已学过的词语或语法与新授内容不断结合起来,以旧带新,温故知新,逐步扩展。

二、教材分析

《I like books》是安东尼布朗的作品。和安东尼其他作品风格类似,画面简单有趣,语言朗朗上口。主题也是和学校现行的人教版英语教材类似,都是以like为主题。因此我在设计本课时的教学目标时并以I like books进行拓展延伸,进行疑问词汇的学习以及句子结构的学习。这样的教学目标对于四年级下册的学生会有些难度,所以在设计具体的教学活动时,也是尽量控制范围,避免过多拓展,给学生造成学习上的压力。

三、教学目标

1.学生能够初步了解书籍的简单分类,并能听说读书本分类的单词:funny books, scary books, comic books, coloring books, fat books, thin books, counting books, alphabet books, song books, strange books, books about space, books about monsters, books about dinosaurs, books

about space, books about pirates.

2.学生能够初步了解who、what、where、when这四个疑问词的意义,并能用简单的短语进行回答。如:What? Like to read funny books. Where? In the library. When? In the morning. 3.学生能够初步了解英语句型结构,并能在本课时的主题下进行相应的情景表达,如I like to read funny books in the library in the morning .

4.希望学生在本课时的学习基础上能够爱上英语绘本的阅读,感受英语阅读的乐趣和魅力。

四、教学重难点

1.听说读书本分类的单词:funny books, scary books, comic books, coloring books, fat books, thin books, counting books, alphabet books, song books, strange books, books about space, books about monsters, books about dinosaurs, books about space, books about pirates.

2.了解who、what、where、when这四个疑问词的意义,并能用简单的短语进行回答。

What? Like to read funny books. Where? In the library. When? In the morning.

3.了解英语句型结构,并能在本课时的主题下进行相应的情景表达,如I like to read funny books in the library in the morning .

五、教学步骤

Step 1 Warming up and leading in

1.Sing the song : Humpty Dumpty

[设计意图:选取这首歌的目的是与后面绘本中有一页是Humpty Dumty 和the little chimp坐在墙上看书。放在课前播放这歌曲,既能帮助学生进行课前准备,也让学生对即将进行的学习活动进行心理预设,更希望借此能激发学生对即将开始的学习活动的兴趣。]

2.Greetings

Class begins. Good morning, boys and girls. How are you today? What’s the weather like today? [设计意图:简单的英语问候是每节英语课的课前必备,也希望学生也能熟悉英语国家的习俗。]

3.To do list

This is our to-do-list today. Number 1 is to learn the story. Number 2 is to make the book. Number 3 is the show time.

Are you ready? Let’s go! GO ! GO! GO!

[设计意图:to do list 的设计是为了让学生对即将到来的英语学习活动有个大致的了解,而不至于因为未知而对课堂有不安,而影响教学效果。]

Step 2 Presentation and practice

1.Free talk

Look at those pictures. Do you like them? Me too.

出示I like books.

2.Story time

逐页讲解绘本,并与学生进行互动。

(1)封面:What can you see in the picture? Yes, there are lots of books. It’s a little chimp. The author of this book is Anthony Browne. Let’s look at his picture. This is Anthony Browne. He writes lots of books, such as My Dad, My Mom... and so on.

(2)What books does the little chimp like? Let’s watch the video and find out.

(3)What can you see? What color are they?

(4)Look at the little chimp. He has a shiny red nose. Look at the banana. Be careful!

(5)There is a ghost behind. He reads a scary book.

(6)Now, the little chimp is the little red riding hood. Where does she go?She is on the way to her grandma’s home. But in the forest, she meets a big bad wolf. What’s in her basket?A green book.

(7)Who is he? He is Humpty Dumpty. Now he’s not alone. Yes, he’s reading with the little chimp.

(8)Haha! Do you know who he is?Yeah, he is the batman. Batman is a super hero.

(9)The little chimp is riding a dinosaur. It’s a funny dinosaur. Look at his spines. They’re made of books.

(10)The big monster is holding the little chimp. They’re reading a book about monsters. (11)Counting books and alphabet books.

(12)Books about space. Now the little chimp is the spaceman. And books about pirates. He is the pirate.

(13)Song books and strange books. Look at the shadow of this book. It’s a fish tail.

(14)Yes, I really do like books. The end.

This is the story and now let’s sing along the music.

[设计意图:逐页的讲解既可以让学生更近距离的欣赏经典绘本,也能有更多的语言输入。为接下来的语言学习活动做好铺垫。]

3.Question words

(1)You’re so great. And we can move on and learn something about question words. Look! These are question words: Who, what, when and where.

I , you, he, she means who. This class we will use I.

What means you do what. For example like to read funny books.

Where means you are in a some place. For example I am in the library.

When means the time you do things. Such as in the morning, in the afternoon and in the evening. Then we can make a sentence: I like to read funny books in the library in the morning.

(2)Teacher will show more pictures to practise making sentences.

But before showing examples, students will have chances to say their sentences.

[设计意图:这个部分的设计自己开始时候是有些忐忑的,因为毕竟是要给四年级的学生讲语法,总怕自己讲得太复杂,影响教学效果。所以用了最简单的句子来给学生进行讲解,并示范,也不断鼓励学生进行试误。]

Step 3 Consolidation and extension

1.Do and say

Teacher will show how to make the pyramid book, and give students 5 minutes to make their books. They can use the word bank.

2.Show time

Choose 2 groups to act out.

[设计意图:最后一个环节是需要学生进行仿写句子,然后再以小组汇报的方式展示。]

六、板书设计

七、课后反思

本课时的教学,是对自己的一个大挑战。绘本教学自己并不陌生,在这批学生三年级的时候就已经是一个月一本绘本的节奏进行英语绘本教学的。但是这次绘本教学我融入了有英语句子的结构教学,而且教学活动的设计没有以前那么活泼,需要学生静下心来学习,感受就是这样同样的课不同于母语句子结构的英语句子结构。尤其是在试教之后,原定的教学目标难以达成,让自己陷入深深的焦虑之中。也开始脚踏实地的修改自己的教学设计,尤其是在展示question words的时候更是从平面的输入改成三角的输入,让学生更能体会句子结构。同时也利于学生在后面的金字塔小书制作,因为同样都是三角形的设计。

在正式上课时,四年级学生的表现让自己很是意外,更多的是惊喜。没想到生词的输入和输出对他们来说很容易,这个不由让自己庆幸平时给他们大量的拓展和输入。那样的拓展和输入我也不是抱着让学生必须会听说读写的目标去的,而是在讲课的时候出现了相应的语境,自己就会给他们相应的输入。在语境的刺激下,学生能够更好地接受和输入。

因此,在以后的英语教学中,我会坚持给学生进行相应的英语绘本教学,因为这带给学生的不仅仅是英语单词和句型,更是一种文化的熏陶。