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英语课——1AM3U9 May I have a pie？ 叶彦菁，深圳市南山区第二外国语学校（集团）大磡小学 【教学分析】 一、教学内容分析 (1) 本单元是深圳牛津版小学英语教材第一册的第九单元。本单元的主题是 May I have a ...，please? 它的核心词汇是学生日常生活中熟知的快餐食物，要求学生能够 说出有关快餐食物的词汇，而且能够运用简单的英语在购物过程中进行实地交流，使学生 能够通过课堂学习，将所学知识运用到生活真实情景中来。(2) 本课内容分为 Let’s talk, Let’s learn, Let’s act, Ask and answer, Let’s enjoy 五部分。其中Let’s talk 和 Let’s learn 是核心板块，Let’s act 是次 核心板块，Ask and answer和 Let’s enjoy是辅助板块。 二、学习者分析 本单元的授课对象是刚进入一年级的小朋友，他们活泼好动，喜欢做游戏，喜欢表演， 善于模仿，但是注意力不能维持太久。通过两个多月的学习，学生已对英语产生了浓厚的 兴趣，并已掌握了一些常见水果的单词“apple, pear, peach, orange”、数字单词 “one, two, three, four...”和问好句型“Good morning. Goodbye.”，能使用学过的 英语句型进行初步的交际对话及简单描述一些事物。学生通过本单元的学习，在情景中体 验英语的乐趣，以此激发他们的学习积极性，保持他们高涨的学习热情。 三、信息技术与课程融合点分析 该课极大程度上运用了信息技术的便利之处，丰富了学生的学习资源和学习内容的呈 现方式。在与课程内容的融合上，丰富的图片、视频、歌曲等依托信息技术的资源在电脑 和投影上呈现给同学们。 四、教学重难点分析 (1) 教学重点：核心词汇 hamburger, pizza, cake, pie 和核心句型 May I have a ...，please? Here you are. Thank you.。(2) 教学难点：在情境的推进中，熟练地综合运用所学单词和句型以及拓展单词 购买食物，培养喜爱英语、懂得分享食物的思维品质。 【课堂实录】 Step 1: Talking T：Good morning, boys and girls. Today let’s continue to learn Unit 9. Let’s have some fun today. T: First, let’s sing a song together. So in this so we can see many food. For example, this is …(Ss answer together.) T: We can see so many food here. So let’s have a food day today! Wow! Happy school food day! Step 2: Teaching T: First let’s play a bomb game. T: Now let’s play another game. Please read the words and say it. T: This is a chant. First Miss Ye will sing for you. Please listen. (Teacher sings.) Now let’s chant together. (Ss chant together.) T: Look, this is Eddie, Kitty and Alice. They are at Danny’s snack bar. Let’s watch a video and see what happened. T: But before the video Miss Ye have a question for you. (Present the question and explain.) After the video you can tell me the answer. T: Now who can tell me the answer. Kitty wants to eat … (Sx answers) Eddie wants to eat … (Sx answers) Alice wants to eat …(Sx answers) Yes you all did a good job. Here are some stickers for you. T: This time let’s listen and repeat the sentences. (Ss listen and follow together.) Let’s move to scene two. This time I want you to read it in boys and girls. Let’s see who is better. (Ss role reading in boys and girls.) This is scene three. Let’s have a group reading this time. (Ss read in groups.) T: After the dialogues, let’s have a role play. First who wants to try with Miss Ye. (A student come up and practice with teacher.) Now work in pairs. (Ss practice in pairs.) Now who wants to try? (Teacher asks some Ss to present in class.) T: Look, here’s a boy. He is hungry. So he says ... Now let’s learn more food! T: Good for you. Let’s sing a chant and review the words. First, listen to Miss Ye. (T sings) This time Miss Ye wants to hear your voice. Let’s sing together! Step 3: Training T: But Alice wants to eat some fruits. So they go to Miss Fang’s snack bar. Wow, so many food! So Miss Ye wants to have a dialogue with you. Who wants to try with me? (T makes an example with two students.) So now can you try? Let’s work in pairs and practice. T: Now you have so many stickers. Can you show me your stickers? Look, Miss Ye have so many stickers. So I can say ... And I will give you 3 minutes to practice. T: Who can try? Come up here and say your sentences. T: We have so many food here. So we can share food with our friends, our families. Let’s share food with others. T: Class is over. Let’s say goodbye to our friends. And here is the homework for today. Goodbye children. 【课后反思】 本课教学目标基本达到，教学效果也达到理想的状态，同学们踊跃发言，积极举手， 主动参与到课堂中来。一堂好的课在于教师的课前准备和课后的积极反思。本课的课前准 备充分，教具生动有趣，裁剪得当，得到同学们的喜爱，在活动中都积极使用评价方法 （sticker）。同时本课教学过程中大情境完整，以 happy food day 为主线，同学们跟随 Alice, Kitty和 Eddie拜访不同的food bar，并在最后展示自己所获得的贴纸，进行综合 输出。 但也有几个地方需要注意和改正：首先，副板书的黑板并没有发挥其真正的作用。应 该在教师和学生示例时使用副板书，并在黑板上取下对应的食物 sticker递给学生，给学 生提供实际运用语言的条件。第二，情境可以做到更连贯。在课开始时展示一个路径图， 表示这节课会去到这些 bar，给学生一个预设的机会。第三，最后在综合输出环节可以设 置为记者采访区，先是师生示例，教师是采访人学生是被采访人，从而实现情境的完整性 和新颖性，提供给学生不一样的口语输出机会和情境，帮助学生积极应对不同的语言环境。 【专家评析】 可取之处：1. 本节课体现了情境性、交际性和综合性。课堂容量大，交际性强，趣味性浓，学生参与积 极性高，踊跃发言，培养了学生的口语表达能力。2. 在warm-up部分综合地复习了单词，有利于后面学习时对话的完整表达。 3. 教师给予学生的训练和练习时间足够，学生能够游刃有余地进行生生对话。 4. 情境层叠，做到大情境中有小情境，牢牢抓住了学生的兴趣点。 5. 基础知识得到落实，教师反馈及时，教师的示范也很充足。 建议：1. 可在最后的综合输出环节增加单词复数的句子，提供给学生更多的说的可能性和机会。 2. 教师整理课堂纪律的方法可以多样、生动、少机械。 3. 在跟读环节，可邀请部分学生上台模仿原音，并作为小老师带动全班一起模仿。 谢敏琼（教科室主任）