Unit 1 The balloons are flying away!名师教学设计2

新标准英语三年级起点六年级下册

Module 4 Unit 1The balloons are flying away.

湖里实验小学

缪海燕

一、指导思想与理论依据

《英语课程标准》对于课程基本理念指出：现代外语教育注重语言学习的过程，强调语言学习的实践性，主张学生在语境中接触、体验和理解真实的语言，并在此基础上学习和运用语言。英语课程提倡采用既强调语言学习过程又有利于提高学生学习成效的语言教学途径和方法，尽可能多地为学生创造在真实语境中运用语言的机会。

因此在本节课的设计上，老师通过创设各种真实情景，给予一定的任务，让学生使用语言解决问题。

二、教学背景分析

教材分析：本课选自《新标准英语》六年级下册，第四模块第一单元的第一课时，属新授课。教材主要教学内容是说明场景、寻求帮助。第一单元的课文情境是Simon 的妈妈去超市买东西，为Daming准备生日聚会。她买了很多东西，就问Daming和Simon 谁能来帮忙拿。Simon 无法帮忙，因为他正在打电话。Daming跑来帮忙，结果不小心将橘子撒了一地，气球也飞走了。Simon让大家看气球上的文字，气球们在祝福Daming 生日快乐。大家开心地笑了。

三、学情分析：

六年级的学生已经学了三年的英语，

有了一定的英语基础，但学生对英语学习兴趣整体有所下降，两极分化比较严重。另外本班学生的英语基础知识掌握比较扎实，

但学生性格比较内向，不善于表达。所以在设计教学时应该面向全体学生，以学生的发展为宗旨，因材施教，分层教学，始终把激发学生的学习兴趣放在首位，引导学生端正学习态度，掌握良好的学习方法，培养学生良好的学习习惯。尽量采用新颖活泼有趣的教学形式进行教学，保持并提高学生学习英语的兴趣。

四、教学方法：

1.任务型教学法：“任务型教学”以完成任务、解决问题为出发点,重视学习的过程，注重对真实情境的模拟，要求教师创造性地设计活动和场景，引导学生积极地参与到整个教学过程中来,使学生在宽松、和谐的环境中通过思考、讨论、交流和合作等方式丰富知识和提高素质。本课设计任务say something about help and act.让学生把生活中自己所经历的及观察到的help运用所学语用表达，表演出来

2.情境法：情境教学法是教师通过创设典型的情境，使用抽象的语言形式变成生动、具体、可视的语言，从而促使学生主动参与教学过程的一种教学模式。其主要特点是激发学生学习兴趣趣，发挥自主性，体验情感，实践性贯穿全程，注重发展性。情境教学法符合语言发展和儿童心理发展规律，有助于教育目标，能激发学生学习英语的兴趣，提高学习效率。本课中让学生把生活中自己所经历的及观察到的help运用所学语用表达，表演出来

3.自然拼读法：自然拼音法（Phonics）是通过掌握字母和字母组合的发音规律，建立音和形的对应联系，让学生达到看字拼音，听音写字。

本课通过自然拼读引导学生学习新词balloon，并归纳总结oo及al的发音

五、教具

1.词卡

2.PPT、视频、音频

录屏软件：超级录屏录制课文内容

从优酷网站下载的视频、音频并用格式工厂进行格式转化

播放软件：flash播放器，暴风影音

六、评价方案

1.男女生PK，用获得balloon数量作为评价形式

2.口头评价

3.小组活动中，组长组员间的互相评价

七、教学目标 (一)知识目标：

1.掌握单词careful, balloon，carry

2.掌握目标句子：Who can help me? I can help you.

Sorry, I can’t. I am on the phone.

（二）能力目标

运用Who can help me? I can help you.

Sorry, I can’t. I am on the phone.这类语句寻求帮助和提供帮助。

（三）德育目标

学会关心他人，帮助他人。

六、教学过程

Ⅰ.Warm up 1.

Greeting 2.

Show the title

T：Today we are going to learn M4U1 The balloons are flying away. Ⅱ.Lead in

T: After learning the new text we are going to talk about help and act .Today we are going to have a PK game beteen boys and girls .Let’s see who can get more balloons. (设计意图：课前提出本课的小组评价方式激发学生的学习兴趣，创设良好的学习氛围) Ⅲ.Presentation 1.

Learn the new chant T: First let’s say a chant.Look at the screen .Can you read ? Ss:I like you .You like me .We like apples .We like tea. T: Chant with Lingling and Amy. T: Chant again and do the actions.

T:Chant with music .When you finish the chant ,choose a word from the screen and do the actions. T: What is he/she doing ? S1: He is …

（设计意图：跟着视频说chant，并设计活动边chant边从屏幕中选取一词进行表演，于老师问答，调动学生的多种感官参与学习，在活动中复习了现在进行时，为新知的学习埋下伏笔）

2.

Learn the text

（1）Talk about the picture T:Where are Simon and Daming？

Ss:They are at home . (2)Listen and choose

T:Where is Simon’s mum ?What is she doing?Please listen and choose T:Where is Simon’s mum ? Ss:She is at the supermarket. T:What is she doing ? Ss:She’s buying things for Daming’s birthday. (3)Learn the new words T:Look !Mum is back from the supermarket. She bought so many things .What’s in the box? Ss:Oranges ,a cake T:You are right. And mum also bought some balloons. Look at pictures and Learn to say “balloon”

T:oo pronounce /u:/.Can you read these words ? Ss:too ,zoo ,school ,soon ,moon ,cool T:oo also can pronounce /u/.Try to read these words . Ss:took ,look , cook ,book ,good ,foot (设计意图：看图听音引导学生学习学习，根据oo 的发音规/u:/，以旧引新，引导学生拼读新词balloon，并总结oo的另一发音/u/,引导其辨别归纳两种读音) T:So many things .Can mum carry everything ? Ss:No.

T:She can’t carry everything .She needs help .What did she say ? S1: Who can help me ？（T板书）

T/Ss: Who can help me ？

（4）Listen and answer T: Who can help mum,Daming or Simon? S1:Daming . T:What did Daming say ?( 出示Daming头像张贴在黑板) S1: I can help you . （T板书）

T/Ss: I can help you . T: What can he do for Ms Smart? S1:He can carry the box. ( 出示Simon头像张贴在黑板) T: What did Simon say ? S1: Sorry , I can’t . （T板书）

T/Ss: Sorry , I can’t . T: Why ? S1:Because he is on the phone. (设计意图：观看视频回答问题，帮助学生理解对话内容，引导学生认读重点句型) T: And then what’s happening?Look! S1: The oranges are falling . (T板书) (Show the word card “fall”) T/Ss :al/ ɔ: /, fall

T:Can you give me some words with al / ɔ: /? S1: all/…(T板书) T:Look!What is falling ? S1:The leaves are falling . T: Yes .The leaves are falling in the fall . Fall has another meaning “autumn”.Read the sentence together.

Ss: The leaves are falling in the fall . （设计意图：通过fall一词的学习，归纳al的发音，请学生举例含有相同发音的单词，让学生能积极思考，发散思维，并拓展了fall的另一词意“秋天”）

T：So “the” has two pronounciations .It can read /ðə/.It can also read /

ði/.When does it read /

ði/? S1:元音音素签名要读/

ði / T：Wonderful.These words we should read /

ði / Ss: the apple / egg / email / elephant /earth / orange / old man / ice cream / umbrella/…

T: These words we also can use “an”.

(设计意图：归纳总结the的两种读音，有助于学生对所学知识的及时归纳与复习)

T:How about the balloons ?Are the balloons falling ,too? S1: No ,The balloons are flying away. Ss: The balloons are flying away. (5)Learn to read the text T: You know the text well .Let’s go on to learn to read the text .Please open your books listen ,point and follow . T:Now read in groups . T: Let’s read together.

T:Daming wrote a letter to Lingling in China and told her what happened today.Let’s read and fill in the blanks. Dear Lingling

Yesterday Simon and I were at

.But Simon’s mum was at the

. She bought lots of things. Beacause I am going to have a

. She couldn’t carry

.She said “

”Simon was on the

.He said “

” I said“

”. But look at this picture.

The

are

.

The

are

.

They say “

”.

Love

Daming T:Check the answers in groups . T: Now let’s read the letter together. （设计意图：用信件填空的形式引导学生复述课文，新颖的形式能进一步激发孩子的学习兴趣）

Ⅳ.Practice T:Daming is a good boy .He can help others .Will you help others in trouble? Ss:Yes . T:Watch the video what’s the matter with boy ?Can you help him ? T: What’s the matter with him?What did he say ? S1: My spaceship is broken. Who can help me ? T: Can you help him? S1:Yes , I can. S2:Sorry , I can’t. （设计意图：课外视频歌曲，让学生放松的同时，通过听歌曲巩固操练本节课的重点句型）

T: What’s happening to the boy?What did he say ?Look Ss: My books are falling .Who can help me ? Sorry , I can’t . I can help you . T：Talk about these pictures in groups （设计意图：让学生看图运用所学知识进行重点句型的操练，同时引导学生对人称宾格词汇的正确使用）

T: You did good jobs. Pay attention to these words “me ,him,her,them”they are objective cases.Do you know other objective cases? Ss: you , it , us

T: Good .How about their nominative cases ? Ss: I ,you ,he ,she ,it , we, they T: Let’s read the words together. Ss: I ,me , you , you ,he ,him ,she ,her ,it ,it , we, us ,they, them T: They are different.Here’s a chant for you to remember these words.

Ss:

I 是主格 me 是宾，请你一定记在心；

主格用在动词前，动词介词后用宾。

he 是主格 him 是宾，

she 是主格 her 是宾，

it 是主格，也是宾， we 是主格 us 是宾，

you 是主格，也是宾，

they 是主格 them 是宾。

you 是主格，也是宾，

(设计意图：帮助学生梳理人称代词的主格及宾格形式，并用chant的形式帮助学生识记，有助于学生的学习) T:You are great .You can help others in trouble .Help others is help yourself .Here is a video for you .Let’s enjoy . （设计意图：一段助人为乐的公益广告视频，对学生进行德育情感教育，培养学生主动帮助他人的良好品质）

T: Helping others will benefit yourself as well .In our life sometimes we help others sometimes others help us .Can you say something about help and act. T: First talk in grops and then try to act out .These sentences will help you. A:I can’t

do / cook / draw / play / ….

(My

is falling / flying away/broken.. . )

Who can help me ? B: Sorry , I can’t . I …

C: I can help you . I …

D:

…

（设计意图：学生在小组中把生活中自己所遇到或是所见到的互帮互助的情境表演出来，进一步情感上得到了教育，同时也操练了重点句型）

Ⅴ.Sum up

T: You are super .You are good actors and actresses .What did we learn today ? Ss:

（设计意图：及时总结，有助于学生对所学的知识能更清晰，以便学生课后更好复习）

Ⅵ.Homework 1.

Listen follow and read the text fluently. 2.

Copy the new words . 3.

Preview Module 4 Unit 2

4. What can you do for your parents at home？Please write down.

（设计意图：分层布置作业，让不同学习层度的孩子都能有所发展）