新概念英语青少版SB Unit 12Lesson 3教学设计.doc

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1、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

2、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

3、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：

4、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?Simon says open your book, Simon says close you book, Simon

5、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 activitiesStep1: Lead-inT:Just now Ms Yan told you what you can do in cla

6、ss, 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 , I asked you to shoot your film of civilizion,right?So toda

7、y 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 the students do in class?Ss:Answer.T:Exactly. Read, write

8、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 picture. It can help you get some information.(Reading tip

9、1: 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 underline the teachers orders.(划出老师的口令)1.Please sit down!2.D

10、ont 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，清晰地将本课的句子总结在鱼骨图中。Step4: Practise the phrases.1.Read them toge

11、ther.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, read after me.Ss:Read.T:This time,take out the paper, read

12、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.Can you give a title to this lesson?Ss:Answer.T: Wonderful

13、. “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 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

14、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.T:But the teacher says “Dont shout!”, so how does Jenny sp

15、ell 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 are you civilized?Lets watch a short video.【设计意图】该活动由课堂文明

16、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 class!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

17、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 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。