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创智云课堂案例:Unit 1 The four seasons P1 Animals in different seasons (谭逸文)


发布日期: 2021-06-25 浏览次数:

创智云课堂案例

Oxford English 2B Module 3 Things around us

Unit 1     The four seasons

P1     Animals in different seasons

谭逸文

【背景】

基础教育阶段英语课程的总体目标是:培养学生的综合语言运用能力。综合语言运用能力的形成建立在学生语言技能、语言知识、情感态度、学习策略和文化意识等素养整体发展的基础上的。文化意识是得体运用语言的保证。情感态度是影响学生学习和发展的重要因素。学习策略是提高学习效率、发展自主学习能力的保证

语言的学习注重语用性。因此,英语教学中,应该充分利用教材本身和合理开发教材资源,给学生提供大量有效的运用英语的机会,创设一定的语言环境和提供必要的背景知识,培养学生用英语思维的良好习惯。《英语课程标准》以学生能用英语做事情的描述方式设定各级目标要求,强调学生的综合语言运用能力。语言实践活动和形式要求尽可能接近现实生活中的语言使用的实际情况。因此,教师创设的语境要能结合学生实际生活环境。

教学设计

《牛津英语》2B Module 3的教学主题是Things around us。围绕主题的三个单元分别是The four seasons、RulesMy clothes2AM2U1P1主题为Animals in different seasons,本单元围绕房间里的物品展开学习活动。本单元学习中,要求学生掌握核心单词: autumn,winter,cool,cold,能使用句式:I like(doing)…in/on…引导学生学会正确、熟练运用词汇和句型表达自己在不同的季节,不同地点喜欢做的事情,从学生生活体验出发,学习用英语表达不同的季节,并能初步描述自己所喜欢的季节并感受和体会到生活的乐趣。。为突破本堂课的重、难点,根据小学生好奇、好胜、好动、模仿力强、表现欲旺盛等生理和心理特点,我创设了动物们来到森林感受森林里不同的四季景象为情境,主要采取了以任务型教学模式为主,以活动,合作为主线,让学生在老师的指导下,通过感知、体验、实践、参与和合作、游戏感悟等多法并用地方式组织教学,从而改变传统的教学模式,促进语言实际运用能力的提高。兴趣是学生最好的老师,小学低年级英语更注重趣味教学,在课堂上适当运用全身反应法、游戏法,激发学生学习英语的兴趣,进而促使学生由兴趣发展到产生要学好它的志趣,培养学生对英语运用的实践能力。

【课例】(教学片段及分析)

Pre-task preparation

1.  Revision

1-1 Enjoy a chant

T:Let’s enjoy a chant about sounds of animals.

S: Ok.

教学策略:学生倾听欣赏儿歌,营造英语学习的欢乐氛围,活跃课堂气氛。

1-2 Ask and answer

T: Do you like animals? I like animals too. Look at the forest, some animals are hiding in it. Can you guess? What animal is it?

S: It’s a hippo.

T: Can you guess what kind of animal it is?

S: It’s a giraffe.

T: What about this one?

S: It’s a lion.

T: What about last one?

S: It’s a zebra.

T: Girls, can you read these animals? Boys, are you ready?

S: Yes.

教学策略:让学生在所创设的森林情境中复习之前所学习过的动物类单词,积极愉快地投入到英语学习中来,从而自然引出本课动物主人公们。

2.  Elicit

2-1  Look and say

S: Look, where are they?

T: They are in the zoo.

S: Are they happy?

T: No.

T: Who is coming?

S: The penguin.

T: What will it say? Let's listen to it.

S: Ok.

T: What can animals experience in the forest?

S: Seasons.

教学策略:在多媒体的帮助下学生通过直观形象的方式了解本课的主题seasons,既为下面的故事教学作了充分的准备,又把学生的思考热情和发言欲望进一步提升。

2-2 Watch a video

T: Let’s watch the video and follow the animals.

T: After we watch the video, where are they now?

S: They are in the forest.

T: Let’s listen to them.

教学策略:观看视频后让学生更好地了解到故事的开端,从而投入到课堂学习之中。

While-task procedure

1.  Dialogue 1:

1-1 Listen to dialogue1 and answer the Qs

T: Look ,the birds are singing in the sky. There are a lot of flowers on the grass. What a beautiful forest it is! Let’s listen to the penguin.

S:Ok.

T: What’s the season now?

S: Spring.

T: How do we feel in spring?

S: Warm.

T: Spring is nice and warm.

T: What does the giraffe like dong in spring?

S: It likes running and smelling flowers in spring.

教学策略:根据图片季节特征让学生倾听长颈鹿与企鹅之间的对话,让学生带着问题去思考回答问题,自然引出单词spring、warm的教学。

1-2 Listen again and tick what giraffe really likes doing.

T: Let’s listen to the giraffe again. Please take out your pad and choose the right pictures.

S: Ok.

教学策略:再次倾听长颈鹿的话语,学生能在平台上选择,确认学生是否能掌握所学句型I like …表达自己喜欢做的事。

1-3 Fill in the blanks

T: Could you try to be the giraffe? Can you complete the sentence?

S: Ok.

1-4 Say a rhyme

T: Here ‘s a rhyme about spring. Please listen to me. Practice by yourselves.

S: Ok.

教学策略:老师示范儿歌朗读,学生自行操练表演相关春天的歌词。

2.  Dialogue2

2-1 Look at the picture and answer

T: Look, the sun is shining in the sky. How does the zebra feel? Let’s listen to it.

S: It is hot.

T: What does the zebra like doing?

S: It likes swimming.

T: Guess what the season is it now?

S: Summer.

教学策略:老师根据斑马的表情提出相关问题,让学生倾听斑马于企鹅之间的对话自主去提取信息,引出单词summer、hot的教学。

2-2 According to the pictures of zebra likes doing in summer to complete the sentences

T: Look at the zebra, What does it like dong in summer?

S: It likes swimming in summer. It likes eating ice cream in summer.

T: Who wants to act as the zebra?

S: Me.

教学策略:屏幕出示相关斑马在夏天所做的事,学生操练句型I like…in…

2-3 Complete the rhyme on your own

T: Can you make a new chant about summer?

S: Yes.

教学策略:熟练运用所学有关夏天的单词以及新学句型完成儿歌的朗读展示。

3.  Dialogue3

3-1. Listen to the sound of the wind and judge how is the weather and what is the season

T: Listen, what can you hear?

S: The wind.

T: Yes, we can hear the loud wind. What season is it? Let’s listen to the lion and the penguin.

S: Autumn.

教学策略:让学生仔细听一听刮风的声音,猜一猜是什么季节,激发他们的学习兴趣。通过多种形式的连读,使学生熟练认读单词autumn、cool。

3-2 Answer the Qs

T: Does the lion like autumn?

S: Yes.

T: Many leaves fell to the ground. How is the autumn?

S: It is cool.

T: What does the lion like doing in autumn?

S: It likes flying a kite and riding a bicycle in autumn.

教学策略:根据屏幕所出示的图片扮演狮子练说句子。

3-3 Fill in the blanks

T: Can you fill in the blanks about autumn?

S: Yes.

教学策略:完成单词填空,学生熟练掌握秋天的季节特征。

3-4 Make a new chant

T: Lion likes dong different things in autumn. Can you make a new chant?

S: Yes.

教学策略:学生活用新学知识,围绕秋天的季节特征以及狮子所喜爱做的事制作相关的儿歌。

4.  Dialogue 4

4-1 Listen to the recording

T: What animals are they?

S: They are penguin and hippo.

T: What are they talking about? Let’s listen to them.

T: What season is it?

S: It’s winter.

T: How do you feel in winter

S: Cold.

教学策略:老师根据情境图片在课堂中先提出问题,使学生注意力集中,有目的地听,主动地思考,从而学习单词winter、cold。

4-2 Fill in the blanks

T: Can you fill in the blanks and introduce winter?

S: Yes.

教学策略:练习由词到句,由句到文,由易到难,复习冬天的季节特征。

4-3 Observe what hippo likes doing in winter

T: Look ,what does the hippo like doing in winter?

S: It likes skating on the ice. It likes making snowmen.

教学策略:观察河马在冬天所喜欢做的事,操练本课重点句型,激发学生兴趣。

4-4 Pair work

T: The hippo likes winter very much. It can do many things in winter. Let’s work in pairs. I will give you one minute to prepare it.

教学策略:以学生为主体,两人一组扮演河马和企鹅进行对话,进一步巩固所学内容。

4-5 Finish the dialogue in pairs

T: Let’s listen to the recording again, What can animals do?

S:Ok.

教学策略:学生自主完成文本内容进行填空,在活动中学习,在学习中获益。

Post-task activities

1.  Revision

1-1 Look and match

T: How many seasons are there in a year?  How do we feel about the seasons?

Please match the pictures with the words.

教学策略:学生在连线题中巩固本节课所学核心单词。

1-2 Read and act

T: Look at these animals, are they happy now?

S: Yes.

T: Can you act out one of the roles of the animals? Take out your worksheet and finish the task1. If you can read correctly , you can get 1 star. If you can read fluently , you can get 2 stars. If you can read nicely , you can get 3 stars. Now start.

教学策略:学生能够通过听对话,分角色正确朗读对话操练所学内容,并进行集体评价。

1-3 Try to say

T: Animals have their favourite seasons. What’s your favourite season? Can you introduce your favourite season?

教学策略:通过讨论学生最爱的季节,提高学生的参与热情,使学生积极地投入到学习中去,主动地参与教学活动。

【教后反思】

2BM3U1单元主题为The four seasons,基于课标研读教材,以教材进行单元整体设计,从而我划分课时话题,层层递进地让学生掌握核心单词和句型。在本堂课的教学中,我根据学生的心理特点、接受能力及教学内容采用灵活多样的教学方法,来激发学生心中兴趣。如:结合有特征性的季节图片、卡通动物等色彩丰富的多媒体,多次使用活动形式的云课堂Aischool平台技术来吸引学生的眼球。在本课时的教学中,我还根据知识掌握的重点,由扶到放,设计了卡通动物们对于季节的谈论对话有效地激发学生的学习兴趣,加深对所学单词与句型的理解。在备课时,我注重教学方法的灵活性,力求呈现新知形式多样、自然,而且具有生活化。我在教授cool这个单词时,先让学生听一听平板播放的风呼啸的声音,感受风吹在身上的感受,学生能马上体会到coldcool的区别。而后屏幕上展现有所空缺的字母单词并出示之前所学过的单词zoo\room\noodles,然后通过手指做出o的形状,让学生完成字母填空很快拼读出单词。学生在基于云平台Aischool设计的练习活动中提高了学习兴趣,课堂气氛非常活跃。不同的单词不同的出示方法,不仅让学生感受到语言学习的真实性,更让学生能够在现实的语言环境中感受到英语的乐趣。对于二年级的学生而言,我结合他们的年龄特点设计了一些富有趣味性的操练形式,不断地渗透穿插。我利用已学儿歌的模式,让学生把学到的有关季节的、感觉的和有关天气的单词灵活运用在儿歌中,播放插入在媒体中的伴奏音乐,让学生做到边练、边用、边表达想法,从而使整个教学过程变成近乎实际的交际活动。通过这次单元教学整体设计活动,让我深刻体会到多样化的云平台技术支持下多媒体教学方法能有效促进学生积极主动去学习。