Unit 3 Look at the shadow!教案评析

Oxford English 4BM1U3Look at the shadow!

初始备课者：黄鹂琳

修改者:毛其霞

执教日期：Mar.6 Mar.7 Mar.8

一、单元目标: 【语用任务】

通过本单元的学习，学生能够正确使用一般现在时描述某种自然现象，培养学生的观察和理解能力，让学生通过感官了解周围的世界并对事物进行描述。

·语言知识与技能

1. 在文本语境中学习hill, lawn, path, bench, shadow, rise, at noon, go down等核心词汇的音形义。

2．在完成影子游戏的制作过程中，并尝试研究自然现象的成因，掌握一般现在时的表达方式。

3．学习介词用来表达方位性语句。

4. 学习字母组合-ee,-ea,-eer,-ear的发音规则。

·文化与情感

1. 通过文本阅读、视听体验、活动交流等，培养学生通过感官描述周围世界的能力。

2. 通过文本学习，激发学生对自然现象的探索及研究的兴趣。

·学习策略

能在课堂学习中，通过倾听、模仿、阅读、思考及小组合作等方式，完成学习任务。

二、单课教学话题

第一课时：The sun’s shadow

第二课时：Alice’s shadow

第三课时：Henry the dog 三、分课时教学目标

教学

目标

第

一

课

时

第

二

课

时

语用任务

1.能在语境中，借助图片、框架结构，能听懂并读准rises, grow, lawn, path, bench等单词，了解意思。

2.

能运用一般现在描述某种自然现象：影子的变化。要求语音基本正确，内容达意。

1.能在制作影子游戏的情景中，熟练掌握词汇hill, lawn, path, bench的音、形、义并运用。

2、在制作过程中学习巩固动词paint, cut等用法。

3.用学过的核心词汇和句型来描述自然现象，要求表达比较流利，内容达意。

1.能在故事情境中掌握核心词语的音形义，并能灵活运用。

2.能初步感知故事内容，了解故事含义。学会讲故事“Henry the dog”。

3.运用一般现在时和介词，复述故语言知识与技能

1. 在情境中，能初步听懂、并跟读核心词汇lawn, path, bench等单词，了解其意思。

2. 能初步运用一般现在时进行表达陈述：goes, grows。

3. 能通过感官了解周围的世界并能对事物进行描述。

1.能掌握并正确拼写核心词汇和句型描述影子的变化。

2.通过制作游戏激发学生学习兴趣，在做一做，并且能够尝试说一说的过程中复习动词一般现在时的用法，激励学生去研究自然现象的成因。

3.

通过阅读Alice’s shadow小故事，提高学生阅读能力，提升综合运用能力。

第

三

课

时

1.能听懂并读准故事中的核心词汇，了解意思。

2.通过小故事，继续讨论影子，培养学生综合阅读理解能力，激发学生对周围事物进行不断探究和发现。

事，尝试语段输出。要求内容完整，表达流利，书写基本正确。

四、第一课时教学设计

1、重点: 如何通过倾听获取关键信息，正确朗读核心单词和短语。

2、难点: 如何借助板书、框架结构，简单介绍The sun’s shadow in a day。

3、教学过程：

Procedures Contents Methods Purposes 1.

Say the rhymes

preparation2.

Song :

‘The rainbow’.

I. Pre-task

1-1

Say the rhymes 2-1 Sing the song.

儿歌活跃课堂气氛，以彩虹为话题，贴近本课主题的自然现象，作好铺垫。

II. 1.

Guessing game:

1-1

Guess and learn

While-task

Shadow procedure:

2.

Teach the new 2-1 Look and answer

通过猜谜游戏，引出核心词汇。鼓励学生主动发现shadow的能力。

通过对图片一的提问，自然地引出新授单词，鼓励学生在语句中学习新的单词。

Where’s the hill？

How’s the shadow?

2-2

Ask and answer:

bench path

3. Learn the passage

words. hill

lawn

III. Post-task

activities:

继续重复上一个步骤的方法，引出另外两个新授单词，层层递进。

阅读巩固发音，整体理解感知不同时段影子的变化方式，巩固语段。

4-1 Look at the pictures and try to 鼓励学生通过图片进行describe the different shadows. 语篇的输出，完整地介

绍shadow在一天中的变化，达到有意义的语用。

IV. Assignments 1) Recite the text. 2) Try to describe different shadows in a day to your deskmate. M1U3 The sun’s shadow

When

The sun

How’s the shadow?

Where is the shdow?

In the morning

rises behind the hill

long

on the lawn

At noon

high in the sky

grows short

on the bench

In the evening

goes down

grows long

on the path

V. Blackboard design

附文本：

Look at the sun. In the morning, it rises behind the hill. The tree’s shadow is long. It’s on the lawn. At noon, the sun is high in the sky. The tree’s shadow grows short. It is

on the bench. The sun goes down in the evening. The tree’s shadow grows long again. It is on the path. How is the tree’s shadowIn the morningAt noonIn the eveningTask : Where is the shadowon the lawnis longgrowsshorton the benchgrowslong againon the path

四、第二课时教学设计

1、重点: 如何通过文本学习，正确拼写核心单词和短语。

2、难点: 如何借助板书、框架结构，简单介绍制作影子游戏的过程。

3、教学过程：

Procedures Contents Methods Purposes 1.

Say the rhymes

preparation

:

2.

Listen and enjoy ‘The shadow’s song’

3.

Talk about the ‘Shadow’

I. Pre-task

1-1

Say the rhymes

2-1

Sing the song.

3-1 Ask and answer How’s the shadow in the morning?

How’s the shadow at noon?

How’s the shadow in the evening?

II. 1. Make and say: 1-1 Look and make. While-task

Paint a tree 1-2

Talk and share. procedure: Cut them out 1-3 Look and answer.

Stick a pencil

2. Say and act: 2-1

Listen and enjoy.

3-1 Read and answer 3.Review the use of

behind

propostions: in front of 学生唱与本课主题相关的儿歌，轻松欢快地进入学习氛围

复习巩固上一节课的主要知识点。

通过制作游戏，亲自体验自然现象的形成过程，激发学生学习乐趣，鼓励他们进行语言表达。

通过提问的方式，鼓励学生自己从阅读中寻找正确的答案。

复习课文中出现的介词，并且鼓励学生通过

III. Post-task

activities:

near

4-1Read and talk

肢体语言来记忆介词的正确表达。

在理解课文的基础上演一演，并且丰富故事情节，讨论一下自己的影子的特征，要求进一步提高。

在表演的过程中，教师要提出评价的标准，并评出最佳表演奖。

4. “Show Time”

IV. Assignments 1. Read and recite the story. 2. Try to talk about your own shadow.

M1U3 Alice’s shadow In the morning

go with me

stay behind me

walk in front of me

At noon

grow short and small

grow big and strong V. Blackboard design

附文本：Student’s book P14 Task:

This is my shadow. She’s also my friend. I go to school at seven o’clock in the morning. My shadow often goes with me. Sometimes my shadow stays behind me. Sometimes my shadow walks in front of me. At noon, my shadow grows short and small on the floor. At night, my shadow grows big and strong on the wall. When the light goes off, I cannot see my shadow any more. How interesting! I like my shadow.

四、第三课时教学设计

1、重点: 如何通过文本学习，熟练掌握介绍自己的影子。

2、难点: 如何借助板书、框架结构，简单介绍自己影子的能力，并正确书写。

3、教学过程：

Procedures Contents Methods Purposes I. Pre-task

1.Say the rhymes

preparation:

2.Warm-up

3.Learn the sound:

1. Video II. While-task

Henry the dog procedure:

2.Questions about

the story

III. Post-task

activities: 1. Order picture

1-1

Say the rhymes

2-1Let’s chant.

1-1 Listen and enjoy

2-1Ask and answer

What’s the dog’s name?

What’s the black shape on the ground?

How does Henry feel when he sees the black shadow behind him? It’s his shadow on the ground.

Henry feels afraid. the 1-1 Listen and order

活跃课堂气氛。激发学习积极性,调动学习积极性。

学习字母组合发音，并且鼓励学生发现更多的单词。

通过绕口令的游戏巩固字母组合发音。

通过对故事的整体认知，了解故事梗概。

将故事中的关键词通过问题让学生自己去发现，自己去猜词的涵义，增加有效性。

鼓励学生通过倾听，将打乱顺序的图片进行排序，增加对课文的理解。

2-1Work in groups.

1)Recite the story IV. Assignments 2) Act the story out. V. Blackboard design

M1U3 Henry the dog 演一演故事，增加学习趣味性。

Henry

walks down-hears - looks back- sees- runs away- follow -stops- looks at- stops too- likes

附文本：

It is a beautiful sunny day. Henry the dog walks down the road. Henry hears a sound. He looks back and sees a black shape behind him. What’s that? Is it a big black dog? Henry is afraid. Please don’t bite me. Henry runs away, but the black shape follows him. This black dog runs very fast. Henry stops. He looks at the black shape. It stops too. He is not afraid now. Wait! You are like me. You are my shadow! Henry likes his new friend. He likes playing with it. Let’s play together. Task:

It is a beautiful sunny day. Henry the dog ______ down the road. Henry walks_______ a sound. He _______ back and hearslookssees_______ a black shape behind him. Henry is ________. He ______ away , afraidrunsbut the black shape _______ him. followsHenry ______. He _______at the black stopslooksafraidshape. It ______ too. He is not _______ stopslikenow. It is _____him. It’s Henry’s shadow. Henry ______his new friend. likesplayingHe likes _________ with it.