新概念英语青少版SBUnit12Lesson3教学设计.doc

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1、【精品文档】如有侵权，请联系网站删除，仅供学习与交流新概念英语青少版SBUnit12Lesson3教学设计.精品文档.新概念英语青少版SB Unit 12Lesson 3教学设计一、整体设计思路、指导依据说明1.以故事为主线，层层设置活动，激发学生的阅读兴趣。本文采用阅读教学，在整体把握文本内容的基础上，层层设计问题和活动，帮助学生理解故事，享受阅读带来的乐趣。 2.善于解读文本，充分挖掘文本信息，拓展文本内容，活跃学生的思维。3.巧用信息技术，利用“微课程”弥补教材中的不足，将书面的阅读转为视频形式，更为直观、形象、具体。4.拨动 “琴弦“，内心升华，体现英语学科的核心素养。英语课程不仅承担

2、着培养学生基本英语素养和发展学生思维能力的任务，它还承担着提高学生综合人文素养的任务。本文我始终围绕“争做文明学生”的主线，教育学生做文明的学生，做文明的厦门人。二、教材分析与学情分析1原教材分析：本课教学内容为新概念青少版入门级B Unit 12 Lesson 3，面向四年级学生。教材的主要句型是祈使句的肯定形式和否定形式。作为每单元的第三课，教材只有文本材料，没有辅助的音频或者视频材料，给教学和学生的学习造成一定的难度。2. 基于原教材的文本再构分析：为了给学生提供丰富的运用新知的语言情境，本人在充分解读教材文本的基础上，从儿童的视角出发，利用信息技术，设计本课的“微课程”，将枯燥的阅读文

3、本转为形象、生动的视频，在图片和视频的辅助下，学生更容易理解课文内容。3学情分析：本课的授课对象是四年级的学生，他们在本单元第1,2课已经学了祈使句的肯定形式和否定形式，因此他们对祈使句并不陌生。三、教学目标1语言知识与语言技能目标 (1)学生能够听、说、读以及仿写表示课堂用语的祈使句； (2)学生能够读懂短文，并以较好的语音语调朗读； (3)学生能够理解课文内容； (4)学生能够运用过去时，在关键词的提示下复述课文。2学习策略目标 (1)通过本课的学习，培养学生读图获取信息、跳读等阅读技巧； (2)学生能够模仿例句制定校园文明标语；3情感态度目标 (1)通过本课的学习，让学生更加热爱美丽的校

4、园；(2)让学生争做“文明小白鹭 ”，争做文明厦门人； 4.语法项目目标：祈使句的肯定句和否定句； 5.学科核心素养：培养学生的想象力以及创造力；四、教学重点、难点分析1.学生能够熟练运用祈使句的肯定句和否定句制作校园文明标签，并拍摄文明短片；五、教学过程StepsActivities & PurposePre-task activitiesStep1: Sing a song: Clap your handStep2: Simon saysT: First, lets play a game, Simon says.If you do wrong, please sit down, OK?S

5、imon says open your book, Simon says close you book, Simon says hide under the desk. Simon says stand up.Ss:Do .T:Simon says jump.T:No Simon says, dont jump.Run.Ss:Do.(The rest,Ditto.)【设计意图】1. 通过一首快慢渐变的歌曲，营造轻松愉悦的课堂氛围，调动学生参与热情。2. 通过Simon says 自然呈现祈使句的肯定句与否定句，自然引出课堂的规则，由此引出课题。While-task activitiesStep

6、1: Lead-inT:Just now Ms Yan told you what you can do in class, such as read, drink , open your book, and what you cant do in the class, such as dont eat ,dont run, dont jump . Just like Ms Yan, today another teacher will tell his students the rules in class, so today well learn lesson 3. Yesterday ,

7、 I asked you to shoot your film of civilizion,right?So today I want you to write civilized signs for your publicity film of civilization for our school.【设计意图】由热身活动的Simon says自然地过渡到课文的学习，直接了当地切入主题，并引出本课的教学任务，体现了任务型教学的驱动性。Step2:Read the picture.T:Now look,whos he?Ss:Answer.T:Right.Teacher, and what do

8、 the students do in class?Ss:Answer.T:Exactly. Read, write on the desk, eat, drink, throw the book.Read these words after me.Ss:Read.T:Can they do these things in class?Ss:AnswerT:Yes, you can do some things, but you cant do some things,too.So before reading , heres one reading tip for you, read the

9、 picture. It can help you get some information.(Reading tip1: 读图可以帮助你获取有用的信息哦！）【设计意图】以问题为引领，充分激发学生的知识储备，由此进入新词的学习，阅读前扫清阅读障碍。阅读不仅仅是读文本，读图也是一项非常重要的环节。通过指导，引导学生读图获取信息。Step3: 1st readingT: What can they do in class and what cant they do? How does the teacher say ? Open your book, turn to P72, read and u

10、nderline the teachers orders.(划出老师的口令)1.Please sit down!2.Dont eat in class! Please read!3.Spell white! Please dont shout!4.Dont write on your desk!5.Dont throw your book!6.Sit on your chair!Dont drink in class!7.Dont run!【设计意图】学生是英语阅读知识的建构者，在本活动中，我引导学生整体感知文本，在读文本的过程中找出关键信息，由此引出重点句型的学习。同时，我采用鱼骨图，清晰地

11、将本课的句子总结在鱼骨图中。Step4: Practise the phrases.1.Read them together.2.Listen and pat.3.Running man.【设计意图】该环节为机械操练句型的环节，通过活动帮助学生掌握本课的句型。Step5: 2nd reading.T: Youve already know the teachers orders, but whom does the teacher give these orders?Ss:Answer.(Andy, Jenny, Mark, Joe, Helen)T:Here are the names, r

12、ead after me.Ss:Read.T:This time,take out the paper, read quickly and choose.Read tip 2: Scanning, just find the teachers orders.你们不需要从头开始阅读哦，跳读，只要这些命令词即可。【设计意图】该环节为阅读检测的环节，通过练习，检测学生是否已经理解课文内容。Step6: Read and repeatT:This time, please listen and repeat,try to act.(表演）Ss:Do it.T:So this is our story.

13、Can you give a title to this lesson?Ss:Answer.T: Wonderful. “In class” is great!【设计意图】听音模仿是培养学生良好语言语调的有效手段。通过仿读，加深学生对课文的理解。同时，教师充分挖掘文本，激发学生思维，引导学生在理解课文的基础上为课文添加标题。tep7:Find the grammar.T: So in class, you can do these things, you cant do these things .Look at these two columns, whats the similarity

14、and differences between them?【设计意图】借助清晰的鱼骨图，我引导学生观察，总结和归纳语法规则。Post-task activitiesStep1: Think the reaction of the students.T:Just now we read the teachers orders,but do we know the students reactions?Ss:Answer.T:So the teacher says “Jenny, spell white”, if youre Jenny ,what will you say?S1:Answers.

15、T:But the teacher says “Dont shout!”, so how does Jenny spell white?Ss:Answer.【设计意图】该活动激发学生的思维，深化阅读主题，加深学生对文本的理解。Step2:Enjoy a publicity film of civilization for our school.T:In the class, you should follow these rules and our class will be a civilized class. Our school is very beautiful ,right? But

16、 are you civilized?Lets watch a short video.【设计意图】该活动由课堂文明规则延伸到校园文明规则，拓宽学生的思维，通过展示学生拍摄的文明短片，逐渐引到本课的大任务，为任务的完成做铺垫。Step3:Write your civilized signs for your film.T:This time, take out your ipad and this paper, watch your film again ,and write some civilized signs for it, for example, dont eat in the c

17、lass!Now do it. Ss:Write.【设计意图】由于课堂时间和空间有限，教师事先让学生拍摄文明短片，然后在学习本课后为自己拍摄的文明短片配上英语标签，达到了学以致用的目的，提高了课堂活动的效率。Step4: Emotional education.T:Great! Just as your film said, I believe you will follow these civilized signs.Look,this is our hometown, its so beautiful.This is our school,its so beautiful, too.So

18、love our beautiful hometown,love our beautiful school, so be a civilized student,OK?Ss:Answer.【设计意图】英语课程具有工具性和人文性。本环节在大任务的基础上进行升华，让学生懂得维护校园环境，热爱美丽的校园，热爱美丽的家乡。Assignment1.Finish the exercise paper;2.Show your film to your friends and parents;3.Try to write more rules for our English class;【设计意图】实践类作业，调动学生参与热情。任务作业，延伸课外。