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英语阅读课课堂详案——《Unit4 In my classroom》 李艳，深圳市南山区文理实验学校（集团）文理二小 【教学内容】 本节课是深圳市 <<Primary English For China>>小学二年级 Book3 Unit 4 In my classroom的第二课时。学生在第一课时，已经学会了 11-20的英语数字，能够用简单的问 句进行日常会话，并对身边的事物用 There be句型进行简单描述。本课教学内容:运用How many… are there?的句型对事物或物品的数量进行提问，学会使用 There be句型进行回答， 并能够把所学句型运用于实际生活中，描述身边的场景。 【教学目标】 1、语言知识目标 1)能够用英语数字描述物品的数量，掌握名词的单复数变化。 2）学生能够流利地用 How many… are there?句式，对物品数量进行提问，并根据数量 用 There is/are…进行回答。 3）学会运用新句型描述身边的场景和事物。 2、语言技能目标 能够在创设的真实情景中描述事物，开展言语交际活动，培养学生实际交际中的综合 运用语言能力和迁移能力。 【课堂实录】 一、活动激趣、固旧引新 1.Sing a song：Ten little Indian boys. And do the number exercise. T: Children, let’s stand up and sing a song : Ten little Indian boys Students sing the song together： One little, two little, three little Indians, four little, five little, six little Indians, seven little ,eight little, nine little Indians, ten little Indians boys. T: Well done! Do you remember the number exercise? S: Yes. T: Let’s do the number exercise to review the number from11-20. (All of the students do the number exercise.) 2.Play a game: Choose a superstar T: Today I’ll choose a superstar. If you have some questions, you can ask the superstar. What’s in the classroom? How do you come to school? Questions What’s in your pencil case? What’s in your school bag? (Choose some students ask some questions to the superstar.) What’s in theclassroom? 【运用所学问句向超级小明星进行提问】 3.Free talk: Work in pair to make a dialogue. T: Now, children. I want you to make some dialogues, First, who can make dialogues with Miss Li. S: I can try. T :Peggy, come to the front, and make dialogues with Miss Li: T: Good morning! P: Good morning! T: How are you? P: Fine, thank you. How are you ? T: Fine，thank you. How do you come to school? P: I walk. How do you come to school? T: I come to school by bus. What’s in your school bag? P: There’s a pencil case. There are many books. What’s in your school bag? T: There are twenty books. Goodbye! P: Bye! 【邀请一位学生与老师进行示范对话，引导学生如何开展生生交际。】 T: It’s your turn to work in pairs and make some dialogues about your daily life. (Students make some dialogues, and then choose two groups to act it out) Eg:S1:Good morning! S2:Good morning! S1: How are you? S2: Fine, thank you. How are you ? S1: Fine，thank you. How do you come to school? S2: I come to school on foot. What’s in your pencil case? S1: There’s a rubber. There are three pencils. S3:Good morning! S4:Good morning! S3: How are you? S4: Fine, thank you. How are you ? S3: Fine，thank you. How do you come to school? S4: I come to school by taxi. S3: What’s in the classroom? S4: There are nine fans. There are two boards. 【选出两组学生进行展示。】 【设计意图】通过歌曲、做字母操、提问小明星问题、生生交际做对话等活动，从而 达到对旧知的积累与运用，同时对新授句型的教授起到承上启下的作用，充分调动学生的 积极性,让学生开口说英语，提高学生的自信心。 二、情景导入，新知学习 1.Describe our classroom.引导学生描述自己的教室。 （Point to our classroom）T:What’s this? S: It’s a classroom. T: The classroom is big. Can you tell me: What’s in the classroom? S1: There’s a computer. S2: There are nine fans. S3: There are many desks. Ss: There are two boards. T: What color are the fans? S: They’re grey. T: What color are the desks? S: They’re green. T: Do you like your classroom? S:Yes, I do. T: Is it pretty? S:Yes, It’s pretty. 2.Guide the students to visit Doraemon’s classroom. 情景创设，展示哆啦A梦的教室图片： T: Today, here comes a new friend. Look. that’s Doraemon. His classroom is wonderful, too. Do you want to have a look? First, let’s watch a video about Doraemon’s classroom, and then answer the questions: What’s in his classroom.? 学生通过视频资料，整体感知文章对话，并回答问题。 S1: There are twelve fans. S2: There are one computer. T: Yes, you’re right. Any else? Let’s go to visit Doraemon’s classroom. PPT展示哆啦A梦的教室图片： T: What can you see? S: I can see TV. T: Yes, you’re right. But, how many TVs are there? S: There’s one big TV. (Write the sentence on the board) 【教授句型:How many…are there? There is…个别点读检查。】 T: Look, children. What are the these? S: They are chairs. T: How many chairs are there? S: There are fourteen chairs. (Write the sentence one the board) 【教授句型：How many…are there? There are…】 引导学生观察图片的颜色，并运用新句型提问并回答： T: What color are they? S: They are blue, green, yellow and red. T: How many blue chairs are there? S: There are six blue chairs. T: How many green chairs are there? S: There are two blue chairs. T: Who can ask the questions: How many…chairs are there? 教师引导学生提问，学生回答，互帮互助，同时发现学生的错误，并及时纠正 S1: How many yellow chairs are there? T: Who can answer? S2: There are four yellow chairs. S3: How many red chairs are there? T: Who can answer? S4: There are three yellow chairs. (Show the pictures about Doraemon’s classroom. And guide the students learn the new sentences: How many…s are there? There is/ are…) 三、操练巩固新知 1.Practice the key structures in pairs. 教师通过 PPT呈现桌子的图片，并让学生 Fill in the blanks： T: Look, children. How many desks are there? Can you fill in the blanks? S: There are fourteen desks. T: Ok, let’s make a competition: Group1&2 ask the question. Group3&4 answer it. Group1&2: How many desks are there? Group3&4: There are fourteen desks. 【通过以小组竞赛提问回答的方式操练重点句型。】 PPT呈现教室窗户的图片以及语言支架，让同桌进行一问一答： S1: How many windows are there? S2: There are fifteen windows. 【两两问答，加强学生的语言运用能力。】 PPT呈现教室黑板图片（一块大黑板和四块小黑板），通过设置两人问答的方式综合运用句型： How many…are there? There is…There are… T: You’re so clever! Doraemon’s classroom also has some chairs. Can you work in pairs and make a dialogue by using the structure : A: How many…s are there? B: There’s…/ There are… S1: How many big boards are there? S2: There’s one big board. How many small boards are there? S1: There are four small boards. 【借助图片让生生进行表达和交流，加深学生对语言的理解、记忆与运用】 2.Using the key structures to describe the objects in the classroom/ schoolbag/ pencil case. 【通过描述身边的事物，加深巩固新句型，把学习和生活实际紧密结合在一起，提供机会给学 生在真实的情景中，利用所学的知识进行对话与交流，达到巩固强化的效果。】 T: Doraemon wants to know about the things in your pencil case and your schoolbag. Can you make dialogues by using of the sentences: How many…s are there in your…? There’s…There are… S1: Hello. Linda! S2: Hi, Chris! S1: Your pencil case is pretty! What’s in your pencil case? S2: There’s a rubber. S1: How many pencils are there in your pencil case? S2: There are three pencils. S1: How many rubbers are there in your pencil case? S2: There are two rubbers. ……. (Students talk about the objects in pairs, and then choose some groups to act it out.) 【设计意图】通过创设教学情境，从而充分调动了学生学习本课的积极性，揭示学习 的主题，并把学生的注意力吸引到课堂上来，有效地将新授句型在此情景中进行教授；通 过采用师生问答，两两交际，小组问答等方式在真实的语言情境中学习语言、运用语言， 进一步巩固新知，并运用所学过句型描述现实中物品，从而激发了学生的学习兴趣，让学 生学会灵活运用新句型，使得课堂气氛高涨，学生参与学习氛围浓厚。 四、拓展听读，综合运用 1.Listen and read：Dialogue1.4.6 T: Do you want to visit some other places? Here are some dialogues and readings. Let’s open your laptop ,listen and read them twice. 学生在教师指令下,打开电脑自学材料 Dialogue1: Kate: Look, this is our classroom. There is a blackboard in the front of the classroom. Pat: Is there a TV in your classroom? Kate:Yes,there is.There’s a big TV in our classroom. Pat: How many desks are there in your classroom? Kate: There are twenty desks. There are some flowers and pictures, too. Pat: Yes, they’re pretty. Dialogue4 Jack: Welcome to my room. Tom: Thank you. Your room is big. Oh, look, There are many robots in your room. How many robots are there? Jack: There’s a big robot. There are two small robots. Do you like robots? Tom: Yes. I like the blue robot. It’s cool. Jack: Me, too. Dialogue6 Betty: Mum, look, that’s a big pet shop. Let’s go and have a look, ok? Mum: Ok , Betty. What’s your favorite pets? Betty: I like the rabbits. The can run and jump. How many rabbits are there , Uncle Wang? Uncle Wang: There are twenty rabbits in our pet shop. There are fourteen white rabbits. There are six grey rabbits. Betty: I like the white rabbits . Mum: Ok! Let’s buy one! (Listen and read the materials.) 【设计意图】提供完整的和综合性强的阅读材料，让学生开展拓展听读，将新旧知呈 现在不同的语境中，让学生感知和理解，拓宽学生的知识面，并为语言的输出做准备。1. Extention T: Now, Children, I have prepared some pictures to share with you. Let’s have a look. (PPT 呈现图片) T：First , let’s look at this picture. Can you tell me: what’s in the picture? S1: There is a tree. S2. There are many apples. … T: Everyone wants to share your ideas with Miss Li, but I will invite one student to make a dialogue with me. Who can have a try? 邀请学生与老师进行看图说话，引导学生开展对话： T: Hello ,Nemo S: Hello, Miss Li. T: What can you see in the pictures? S: I can see a big tree. I can see many apples. T: How many apples are there on the tree? S: There are eighteen apples. T: What color are apples? S: They are red.. T: How many girls are there? S: There are four girls.. T: Do you like the apple tree? S: Yes. It’s pretty. 【设计意图】引导学生通过观察图片，把新旧知识联系起来综合运用，培养学生组织 语言，灵活的、创造性的运用语言的综合能力。 T: Nemo is excellent .Now, it’s your turn. Here are some pictures for you: a classroom, a fruit shop, a school bag, a zoo .Cooperate and choose one of pictures to make dialogues in pairs. 学生选择图片进行谈论： Picture1 A:Hello,Sally. B:Hello, Mark! A: What’s this? B: It’s a classroom. A: What can you see? B: I can see many chairs. A: How many chairs are there? B: There are twelve chairs. A: What do you like ? B:I like the flowers. They’re pretty. … Picture2 S1:Hello,Sally. S2:Hello, Mark! S1: What can you see? S2: I can see a fruit shop. S1: How many apples are there? S2: There are fifteen apples. S1: How many pears are there? S2: There are nineteen pears. S1: What do you like ? S2:I like bananas and oranges.. … Picture3 S1:Hello,Sally. S2:Hello, Mark! S1: What can you see? S2: I can see a schoolbag. S1: How many pens are there? S2: There are three pens. S1: How many rulers are there? S2: There are eight rulers. S1: What do you like ? S2:I like the pencil case. It’s yellow. It’s pretty. Picture4 A:Hello,Nimo. B:Hello,Jenny! A: What can you see? B: I can see lions. A: How many lions are there? B: There are three lions. A: What do you like ? B:I like the lion. It’s brown. It can run and jump. … 【设计意图】通过提供四幅现实生活中不同场景的图片，即教室，水果店，书包，动 物园，让学生选择其中一幅图片进行谈论，将新句型、旧句型、拓展句型三者有机结合在 真实的语言环境中，让学生运用所学知识点开展真实的言语交际活动，引导全班学生自主 表达和协作交流，从而达到语言的整体运用和灵活表达。 五、小结、布置作业 Draw a picture of a classroom, and describe your favourite classroom. 【设计意图】通过让学生制作手工画的教室，并用所学句型进行描述，从而提高学生 完成作业的积极性，并有效地复习巩固本课学习内容。 【专家评析】 1、本节课坚持以“言语交际为中心”，通过 Talking、Teaching、Training三个环节， 充分体现了“以生为本”，激发和提升了学生学习英语的兴趣，教师通过不同操练方式， 有效地达到了教学目标。 2、本节课充分体现了小学英语教学中的情景性及趣味性原则，通过设计一个学生熟悉 的卡通人物------哆啦A梦的情景，带领大家参观了他的神奇教室，并对他的教室进行了描 述，从而充分调动了学生学习本课的积极性，快速把学生的注意力吸引到课堂上，能够通 过师生问答，两两交际，小组问答等方式在真实的语言情境中学习语言、运用语言，进一 步巩固新知，激发了学生的学习兴趣，使课堂气氛高涨。 3、教师通过给学生提供相关阅读资源，让学生开展自主听读学习，初步培养了学生利 用网络资源进行自学的能力，同时为学生的语言积累奠定了基础，为语言的输出做好了准 备。 4、本节课还遵循英语教学的层次性原则，从简单的复习说，旧知的滚动复习；到新知 识的情景学习；再到拓展听读的语言积累，注重语言交际的层次和梯度，通过提供四幅不 同场景的图片，即教室，水果店，书包，动物园，把复习，新授，拓展综合在一个具体的 语言环境中，让学生可以进行真实的交际，达到了复习巩固的效果，扩大语言的输出，有 效提高了学生综合运用语言的能力。 建议： 1、在小组合作交流时，教师应给予学生足够的时间参与活动，注意引导学生如何开展 对话，对于不同层次的学生可以给出不同的目的，提高学生参与的积极性。 2、在学生做出汇报交流时，教师可以引导学生怎样去听别人的对话，找出表现好的地 方加以肯定，并及时发现出错，让其他学生帮其纠正，从而能够更好的让全体学生参与合 作学习。 3、由于学生处于低年段，教师可以进一步从听读和模仿的步骤和方法，引导学生开展 拓展资源的学习，如：怎样听读？应该如何模仿读？对于基础较弱的学生，可以只要求他 掌握书本的基本句型，降低学习难度；另外在自主听读以后可以适当进行简单的提问检测。 （北京师范大学博士 马宁）