Lesson 4全国优秀课堂实录

广东版《FRIENDS WITH ENGLISH 》六年级下册第四单元< Feeling Excited >资源包材料之----第四课时“教学设计书”

Unit 4 Feeling Excited (Sounds and words) 教学设计书

学校

设计教师

年级

册

单元名称

教材版本

课型

课时

横琴新区第一中学

毕群

六

七

Unit 4 Feeling Excited 广东人民出版社《开心学英语》

“FRIENDS WITH ENGLISH”

语音课

第四课时 （The Fourth Period）

设计思路：

在教材的处理上，我采用由一个巧妙而有趣的小故事引入教学，通过一个微课讲述故事，然后通过教师的PPT和肢体语言，让学生理解故事意思，并通过老师的启发，发现故事原来是由很多含有“ou” “ow”的单词串编而成的，在轻松有趣的故事学习中感知语音。在教学中我注重开发学生的思维，让学生不仅仅只是学习课本上的六个单词，而是让学生通过这六个单词回忆更多的以前学过的含有“ou” “ow”的单词。最后通过让学生造句或是编故事，发挥学生的创造性和主动性，让语音教学不仅仅停留在词汇教学的层面，而是深入到句子和篇章，既避免了语音教学的枯燥，又能加深对所学语音的印象，并提高学生学习的积极性。

教学内容：

本课时内容为该单元的sounds and words部分内容，重点是学习

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字母组合ou的发音[au]，并运用到单词中去。本部分主要有六个单词组成，分别是：mountain, mouth, house, cloudy, mouse和

playground，以ou组合为主要的形式，把复习五年级学过的ow 组合作为[au]发音的拓展。然后学生根据所学的[au]音进行下一部分的歌谣chant的练习。

The Cow and the Mouse( story) Last Sunday was a cloudy day. I went to visit my uncle. My uncle is a farmer. He lives in Zhuhai. His house is at the foot of

Naobei mountain in Hengqin.

That day when I was on his farm. I heard a loud sound.

It was a brown cow. She saw a small mouse running around her house. She was very angry to shake the ground. She wanted to drive away the mouse.

“Oh, my dear cow, close your mouth now!” my uncle shouted.

I’m a little clown

(chant) I’m a little clown, short and stout.

Here is my face, And here is my mouth. When the sun comes out, I go out. Climb up the mountain and look around. Sit in my plane, and fly up to the cloud.

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教学目标：

1. 知识与技能目标

（1）学生掌握元音字母组合“ou” “ow”在单词中发[au]音的情况和在单词中的拼读。

（2）让学生回忆并复习以前学过的含有字母组合“ou” “ow”发音的单词，并让学生根据读音规则自己拼读一些含[au]音的新单词。

（3）对比并了解“ou” “ow”在一些单词中发[əu]的情况，并能加以区分。

（4）学生能够复述老师的故事,并根据老师的引导,编写含有字母组合“ou” “ow”发[au]音的句子和短文。

2. 情感目标

（1）通过讲述小故事，激发学生学习兴趣，激起学生自己创作小故事的写作欲望。

（2）发挥学生自身的想象力，提高学生的思维技巧、写作能力及对知识的综合运用语言的能力。

教学重难点

1．重点：学习元音字组合“ou” “ow”在本课单词中发[au]音，并掌握其发音规律。

2. 难点：复述老师的故事,并根据老师的引导,编写含有字母组合“ou” “ow”发[au]音的句子和短文。

学生分析

我所教的两个六年级学生从三年级开始就对他们进行了phonics教学，他们对语音学习有一定的积累，养成了良好的学习习惯，对新知识点的学习不再感到畏惧。学生对英语的学习比较感兴趣，喜欢挑战难度，好胜心很强，又很好动，所以在教学中，游戏的比赛竞争更能激起他们学习的热情。而兴趣是最好的老师，教师在教学过程中把

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复杂的词汇，难理解的语法编成小故事，学生的兴趣自然大增。

六年级的学生有了一定的合作学习能力和意愿，合作交流学习充分的发挥了他们的主动性，更有效的提高了学习的效率。通过三年半的英语学习习惯的培养，他们具有一定的学习策略与能力。通过小组合作，学生能积极运用所学英语进行表达和交流；形成了把知识运用到生活实际中的意识。

六年级的学生在前几年的学习过程中，已经逐渐积累了一些语音知识，对一些简单的语音现象能做出归纳总结，单词积累也达到一定程度，对已经学过的词汇，在教师的提醒下，或在当时的语境下能将已有的知识进行运用。本节课设计让学生造句或者编写小故事环节，不仅是对学生进行分层教学，更是对学生能力的培养。

教学策略

教具准备：CAI , PPT，课堂练习。

教学方法：

1．故事教学法：孩子天生喜欢听故事，将本课出现的单词全部编入一个有趣的小故事中，再通过微课帮助学生理解故事内容，通过听，看，读，初步感知本课时的重点[au] 的发音，同时提高学生学习兴趣。

2．小组合作教学方法：小组合作学习更能突出学生的主体地位，培养主动参与的意识，激发学生的求知欲。合作小组以学生自愿组合为前提，再针对各小组之间存在学习程度差异较大的情况加以调整,使各小组的优生、中等生、差生合理搭配，这种分组有利于学生相互

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帮助、相互支持、相互鼓励，从而促成他们融洽的人际关系的建立，进而培养合作能力和团队精神。在单词运用和语篇的输出中通过小组合作的形式，能够调动他们的参与意识，达到预期效果。

3．分层教学法：

在课堂练习中设计了A、B 两种难易程度不同的练习题，学生根据自己的实际情况选择不同的难易题做。作业布置也分层次，学生根据自己的情况编写含有字母组合“ou”

“ow”发[au]音的句子或短文。针对各层学生设计不同的教学目标与练习，使得处于不同层的学生都能“摘到桃子”，获得成功的喜悦，这极大地改善了教师与学生的关系，从而提高师生合作、交流的效率。

教学流程

教学过程

5 自由交谈

谈论天气，日期。

引入故事，学习“ou,ow”发音

通过微课展示故事，提高学生学习积极性

本课重点内容巧妙渗透于故事中

朗读，引导启发学生发现规律，自主总结发音

读一读

玩一玩，读一读

圈一圈，说一说

游戏中习得chant 中单词，做到见词能读

启发学生说出更多的含有“ou,ow”发音的词汇

歌谣

跟课件朗读课文中的chant，巩固所学

写故事

从词句到篇章，从口头表达到书面写作，提高能力

总结评价

总结所学，评价激励，提高兴趣

教学过程

Step 1: Greetings

T: Good morning, boys and girls!

Teacher tells the students the assessment of this class: The students will be divided into seven groups.

T：If your group

can get 15 points, you can take photos with me in Naobei mountain. I will put them in our class QQ photo album. Welcome

to

our

横琴学校六一班42220359class

Q7

【设计意图】在开始上课前，边向学生展示班级QQ相册里面的相片，边简单介绍本节课老师将采取的评价形式，激发学生兴趣。在本课把学生分为七大组进行评价，每个小组获得了15分就有机会跟老师一起去学校后面的脑背山照相，并把相片放进班级QQ相册里，这样能激发学生的兴趣，充分调动了学生的积极性。

Step 2: Free talk Teacher asks some questions to help the students review the past tense: what day it is today?

what day was it yesterday? What’s the date today?

What was the date yesterday? What’s the weather like today ?

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What was the weather like yesterday? What did you do last night?

What did you do last Sunday?

Guess ! What did Miss Bi do last Sunday?

【设计意图】

通过谈论日期、天气、周末所做的事情，复习已经学过的知识，为后面的学习做铺垫。通过猜一猜老师周末干什么活动，自然的引出故事。通过设问的形式，能够勾起学生学习的欲望。

Step 3: A story The teacher show a micro video to tell the story.

The Cow and the Mouse( story) Last Sunday was a cloudy day. I went to visit my uncle. My uncle is a farmer. He lives in Zhuhai. His house is at the foot of

Naobei mountain in Hengqin.

That day when I was on his farm. I heard a loud sound.

It was a brown cow. She saw a small mouse running around her house. She was very angry to shake the ground. She wanted to drive away the mouse.

“Oh, my dear cow, close your mouth now!” my uncle shouted.

【设计意图】教师由谈论上周的天气引出小故事。这个故事中包含了本课全部的含有

“ou”

“ow”的单词，和学生已经学过的一些含“ou”

“ow”的词汇。老师通过微课和肢体语言，生动地讲述故事，既帮助学生理解故事内容也提高了学生的兴趣。

Step 4. Read and circle

1)Teacher tells the students that there are some intersting words in this story, ask the students to find out these words.

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( T shows the PPT, and give the model, find out three or four words which have the letter “ou”

“ow”, for example: cloudy, cow, mouse, loud…) 2)The students listen the story again and circle out all of the words which have the letter “ou”

“ow”.

3) Check the answer, have the to read and understand the “ou,ow” words. 4) Test: read and match 【设计意图】教师通过点击文章中几个含有“ou”

“ow”的词汇，让学生明白原来这篇文章中有很多这样的一些有趣词汇。然后通过自己阅读找到并圈出这些词汇。老师通过一个连线题的小练习检测学生对这些词汇及短文的理解。

Step 5: “ou

ow” sound [au]

(show the words cards: the “ou”words and the “ow” words ) ou

ow cloudy

sound

cow south

mouse

brown house

around

now mountain

ground loud

mouth Have the students to read the words together and help the students to find out “ou, ow” sound [au]

【设计意图】用幻灯片分别将含有

ou 和

ow 的单词呈现，

并让学生通过反复朗读，去发现ou 和

ow 发[au]音。老师只是作适当引导，让学生自己总结出ou 和

ow 的发音规律。

Step6: Listen and complete the story 1)The students take out the exercise paper, Listen and choose the letters to complete the words.

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2) Check the answers. (T shows the PPT, and give the answers, for example: cloudy, cow, mouse, loud…)

【设计意图】教师通过观看视频，然后完成单词的填写，让学生逐步从听到写的单词输出，通过短文的图片提示，让学生进一步的理解文章。

Step7: Practice and extension

1)Memory game. 2) Have Ss watch I’m a little clown’s chant .

3)Take out your English book and turn to P53, Ss circle the words with sound of [au]. 4）Have Ss listen to the chant first, then read after it.

【设计意图】通过游戏的形式展示chant中的单词，让学生做到见词能读。利用原课件学习书本歌谣，圈出歌谣中[au]发音单词，及时地归纳语音知识，也巩固了学生对新词的掌握。

Step 7: More words

1) Have the students to think and say more words that have “ou,ow”, teacher write them on the blackboard. e.g.

how, flower, out , outside, down…. Then teacher give some new words that also have “ou,ow”, Encourage the Ss to read out the new words according to the rules of [au]

round, shout, playground, ouch, count, trouserse

clown, crown

设计意图：

让学生回忆以前所学的含有“ou, ow”读音的单词，进行

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复习并归纳，在学生对“ou, ow”

的读音发[au]音有一定的认识后，让学生根据发音规律拼读一些新的词汇，检查学生是否掌握了“ou, ow”发[au]音的规律。

在这个学习过程中，学生可能会说到一些含有“ou, ow”的单词，但是发[əu]音，老师要适时地指出“ou, ow”还可以发[əu]音，并给一些例子，让学生进行对比。如：snow, slow, window 等。

2) Read the words with the sound [au] in groups. cloudymouthroundhouseshoutplaygroundoutsidemouseloudsoundcowbrownhowflowerdownnowgroundoutsouthmountainaroundcountouch

【设计意图】让学生认读更多[au]的单词。学生通过小组合作，体现出学生的主体地位，培养主动参与的意识，激发学生的求知欲，提高学习效率。

Step 9: Make sentences or story: Teacher tells the students that there are many words, they have the letter “ou, ow”, If they can make one sentence with these words, they can get one point. If they can make two sentences with these words, they can get two points. If they can make a story with these words, they can get more points.

Encourage the students to write sentences or story with “ou,ow”

words. For example:

It’s a cloudy day. I play in the park. I see many beautiful flowers in the park.

The students write down the sentences or the stories on the exercise

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paper.

【设计意图】本环节从词句上升到篇章，先通过口头表达，让一些学生说说自己造的句子，或小故事，

练习口头表达的同时，也给全班同学以提示和示范，让全班学生知道怎样用这些词汇造句或编自己的小故事。这个环节是本节课的升华。通过编写、听读故事的活动，既可以培养孩子的互助学习的习惯，又可以充分的发挥他们的想象力，同时也提高了学生的阅读能力。与评价机制相结合，鼓励学生说，写更多，更好的句子和故事。

Step 10: Summary and assessment: Summary: “ou”“ow” we read [au].

Assessment:

T: Let’s see. How many points do you have in each group?

……

T: Ok, This Friday afternoon, let’s go to Naobei mountain and take some photos with Group 1…

【设计意图】教师在课堂上设定的评价机制要得以落实，不然评价就流于形式，没有任何作用，我在这里使用的评价机制是，每个小组获得了15分后跟老师一起去学校后面的脑背山照相，并把相片放进班级QQ相册里，作为小学毕业前的留影。给获胜的小组掌声，能够激发了学生上课时竞争的兴趣、调动学生的学习积极性。

Step 11: Homework 1. Read the words and the chant on P53. 2. Read The Cow and The mouse to your parents or friends.

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3. Try: Write a new story with these words. (send it to Miss Bi: 1520655109@qq.com) 【设计意图】让学生沉淀课堂所学的知识，把课堂上小组编写的故事更加完善。并与朋友或父母分享他们的故事。

板书：

Unit 4 Feeling Excited

(Sounds and Letters)

ou mouse mouth ground

ow now

cow

brown cloudy house loud mountain 相关练习：

1）The students listen the story again and circle out all of the words which have the letter “ou”

“ow”.

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Last Sunday was a cloudy day. I went to visit my uncle. My uncle is a farmer.He lives in Zhuhai. His house is at the foot of Naobeimountain in Hengqin. That day when I was on his farm. I heard a loud sound. It was a brown cow. She saw a small mouse running around her house. She was very angry to shake the ground. She wanted to drive away the mouse. “Oh, my dear cow, close your mouth now!”my uncle shouted.2）Test: read and match Look and matchcloudyhousemountainloudsoundmousemouthgroundaround大山老鼠多云房子地，地面大声的围绕声音嘴

3）The students take out the exercise paper, Listen and choose the letters to complete the words.

4）Listen and circle.

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5) Read the words with the sound [au] in groups. cloudymouthroundhouseshoutplaygroundoutsidemouseloudsoundcowbrownhowflowerdownnowgroundoutsouthmountainaroundcountouch

6) 用含有“ou”, “ow”发音的词造句或写一个小故事。

（设计意图：这是个分层家庭作业，学习能力弱的学生可以用含有“ou”, “ow”发音的词造句，学习能力强的学生可以发挥想象力和创造力，编写自己喜爱的小故事，教师可以通过学生的家庭作业了解学生掌握知识的情况。）

Key words: cloudy, how , mouse, loud, sound, ouch, mouth, around, outside, shout, round, count, playground, mountain, ground, now, out, flower, down, brown, south, cow, house，

trousers

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