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明师新课堂 黄俐:《 师生合作 》教学设计

明师俱乐部2018-12-08 14:07:05



9月27日,由中国英语教师协会主办,明师国际教育研究院承办,广西教育学会外语教学专业委员会协办的“2016年‘明师新课堂’全国小学英语课堂教学观摩研训活动——新一轮课改背景下的小学英语教与学新模式探究”在广西桂林市开幕。活动汇聚全国一线名师,呈现8堂现场课,堂堂精彩。


在此特别感谢黄俐老师授权明师俱乐部,发布“明师新课堂”之师生合作一课的教学设计,供全国英语老师们探讨。更多精彩课例将陆续发布,敬请期待。

教学设计  

四年级

绘本《 Handa’s surprise 》


作者: 黄俐

衡阳市高新区英语组长,湖南省基础教育研究专家库成员,参与“一二五”规划课题研究并结题。先后荣获衡阳市小学英语教师教学比赛第一名,“拼读入手,提高阅读”教学竞赛荣获第一名,第八届全国小学英语教学观摩培训会暨教学竞赛一等奖。


一、教学内容分析


教学目标

语言知识

1.掌握生词,句子Surprise, set off for, guava, round juicy orange, ripe , spiky-leaved , creamy green avocado, tangy purple passion fruit, tangerines

2.朗读故事,语音正确。


语言技能

1.能在图片提示下听懂故事。     

2.能借助阅读策略读懂故事。

3.能联系上下文补充,创编故事。 

4.能合作表演故事。


语言运用

能运用形容词形容不同的水果并猜测他人的喜好


文化意识

了解非洲,形成多元文化意识


情感态度

1.体会绘本故事阅读地乐趣。

2.积极参与合作学习,敢于表达。

3.明白人生会遇到许多意外,要积极面对,意外或许就会变成惊喜。


学习策略

1.借助图片获取信息。

2.借助上下文合理推理。



教学重难点

1.掌握生词,句子,了解故事大意并能准确流利地朗读

2.能借助阅读策略读懂故事,小组合作创编,表演故事。

3.使用形容词描述水果

4.建立联想,根据上下文合理推理故事情节。



运用任务

给电视片配音,说明电视节目里的人正在做什么


教学项目

语词

Surprise, set off for, soft yellow banana, sweet-smelling guava, round juicy orange, ripe red mango, spiky-leaved pineapple, creamy green avocado, tangy purple passion fruit, tangerines.


结构

Will she like...or...?


语篇课文

Handa put seven delicious fruits in a basket for her friend, Akeyo.
She will be surprised, thought Handa, as she set off for Akeyo's village.
I wonder which fruit she'll like best?
Will she like the soft yellow banana
or the sweet-smelling guava?
Will she like the round juicy orange
or the ripe red mango?
Will she like the spiky-leaved pineapple,
The creamy green avocado
or the tangy purple passion fruit?
"Tangerines!" said Akeyo, "my favorite fruit."
"TANGERINES?" said Handa. "That's a surprise."


教学方法

思维导图,自主阅读,学生中心教学法,多媒体教学,归纳教学法


二、课堂教学过程


教学过程

时间

教学步骤

教学流程

教学目的

教师活动

学生活动

3min

Introduction

*Greetings

*Motivation

*playing a video to arouse the students’ interest for Africa

*Get to know the new teacher

*Watch a video about Africa

For the introduction part,teacher and students will talk a little  about journey. After this short conversation,teacher will naturally lead to a today’s objectives

17min

Pre-reading

*Show the cover of the picture book

*Introduce the characters in the story.

What’s in Handa’s basket?

What will she do?

*Teacher presents keywords to students using word cards

*The story is full of questions. Look at the use of question marks in the story. Can you write your own questions and put a question mark in the correct place?

Before reading the story, look at the title and cover. Predict what the surprise might be. Then, read the blurb on the back cover? does this give any more clues about the surprise?

For the pre-reading part,before reading the book,teacher will make students expect the next page so that students can participate more during while-reading part by checking whether their expectation is right or wrong. Usually it is more casual to present keywords first, and get into the story. I decided, however, to  look through the book first. After going through the book, teacher will present some new keywords that students might not know, and do some drilling with them .

10min

While-reading

*Teacher play the video of the story

*Teacher and the students read the book together.

*Students check their understanding through some quiz.

*Students read the book again by themselves,and with their partner.

In this activity, students actually read the book.At first,students’ job is to check their expectation they made before. After that,teacher and students read the book together to practice reading. Students then go back to their seat and do some quiz through PPT to check students’ understanding of the book. It would be better if they do this activity through worksheet,but due to the time limit,this activity is shortened.Last,each student gets the book,and practice reading to increase their reading fluency.

8min

Post-reading

*Retell the story in the form of a storyboard with captions and speech bubbles for each character / animal.
*Present a thinking map about the story on the blackboard

*Act the story

*Work in group,add some words or signs to complete the thinking map

*Rewrite the story from Handa's point of view. What does she think happened to the original fruit in her basket?
Make a list of vocabulary to describe the animals and / or fruit that appear in the story.

In this activity, students enhance their reading skills by combining with writing. Students have learned and practiced reading about the story. This  time they get a chance to personalize by writing one sentence that they can actually practice in their daily lives, And through sharing their writing with other students, they can also practice speaking and listening.

2min

Closing

Review today’s lesson

Homework

*Write a review of the story, giving your opinions about what you liked / didn't like.
*Try to make a similar story where a child organises a surprise for somebody else, but there is a surprise for them at the end of the story.



观众评价

黄莉老师的课堂中动画配套太棒了,学生学得也容易多了,希望能共享给我们乡村教师


绘本教学很棒!黄老师设计得真不错,层层深入。还有课件真的做得太好了,好棒的团队!


很精彩的一节绘本教学,故事性强,老师板书设计得很好,帮助学生理清了故事的脉络,棒!


用思维导图,解决篇章阅读中出现的长篇对话理解,有助于学生的英语阅读学习,黄老师这节课真的设计很用心,很精彩!


拓展阅读

陈海燕:《批判性思维-听说》教学设计(附课件)

宁静娴:《批判性思维-阅读》教学设计(附课件)

葛靓清:《生生合作》教学设计(附课件)