讓智慧做主課堂教學案例江佩蓉

1、讓智慧做主課堂柳州市新課改背景下中小學課堂教學改進策略實驗研究成果集之教學案例Module 9  Unit 1 A Visit to UN.駕鶴路小學 江佩蓉 一、教學內(nèi)容本節(jié)課的教學內(nèi)容是<新標準英語>三年級起點第七冊Module 9, Unit 1的內(nèi)容,所涉及的語言功能是談論和表達意愿.所運用的主要語言結(jié)構(gòu)是: I want to visit the UN. 本節(jié)課是本模塊的第一課時.通過本課的學習,學生應能初步應用 I want to來表達自己的意愿, 并能運用Do you want to?來詢問他人的意愿.而且,根據(jù)本節(jié)課的特點, 筆者將把本課設計成閱讀策略指導

2、課, 通過老師設計的教學活動,達到 “以讀促說, 以讀促寫”的目的.二. 教學目標(1)知識、能力目標目標: 掌握句型I want to/ Do you want to?的用法.靈活運用句型 I want to/ Do you want to?(2)過程與方法目標:(略)(3)情感目標：1、學生應能初步應用 I want to來表達自己的意愿, 并能運用Do you want to?來詢問他人的意愿. 2、培養(yǎng)學生熱愛自己的國家,熱愛和平的高尚品質(zhì).三. 學時分配：一個課時四. 課型描述：新授課五. 教學過程：A. Pre-reading activity:1. Warming up

3、:Sing the song “Children from China are Chinese”2. Free talk and new words and phrases learning:T: Wow! So many flags. (Ask one of the students) Where are you from?S1: I am from America.T: Glad to meet you. (Ask another student) Where are you from?S2: I am from China.T: Glad to meet you. You are fro

4、m China. You are from the Peoples Republic of China.(Read and repeat “the Peoples Republic of China”)T: Yes, you are from all around the world.( Read and repeat “all around the world”)3. Giving the task:T: We are from different countries. We all live in one world. And there is an organization to bri

5、ng all the countries of the world together to work for peace and development. That is UN. The World Children Meeting is going to be held in the UN. Lets have a visit to UN and tell the world what you will do if you attend the meeting.4. Have a contest: How much do you know about UN?1.) What is this

6、logo for?A. UK       B. HK       C. UN3.UN2.)Where is the UN building located(坐落于)? It is located in _.A. Washington D.C      B. New York       C. London3.) Who is the Secretary-General

7、 of UN?A. Kofi A. Annan （科菲.A.安南） B. George Walker Bush (喬治. 沃克.布什)     C. Bill Clinton (比爾.克林頓)4.)What does this logo stand for(象征著)? It stands for_.A. war (戰(zhàn)爭)       B. peace (和平)         C. happiness (快樂)5.)

8、 How many members(成員國) are there in the UN?A. 262      B. 56       C. 1916.)There are six working languages(工作語言) of the UN. They are_.A. English, French, Japanese, Russian, Chinese and Spanish;B. Arabic (阿拉伯語), Chinese, English, French, Russian

9、 and Spanish.C. Arabic, Mexican, English, French, Russian and Spanish.B. While-reading activity:1. Lead in:T: OK. You know a lot about the UN. Thats fantastic. Do you want to have a visit to the UN? Simons dad ,Simon and Daming are visiting the UN. Lets read the passage and get to know what they wan

10、t to do in the UN.2. Reading tips:T: Before you read the passage, Ive got some reading tips for you:Reading tips:(1.) 帶著問題閱讀.(2.)閱讀時抓住關鍵詞和句, 如以 “What/When/Where/Why/Who”等開頭的疑問句.(3.)根據(jù)上下文猜測單詞.(4.)注意識別文中人稱代詞指代關系.3. Give students the following questions:(1)Is the UN building small?   No, it i

11、snt.(2)Where are the flags from?   They are from all around the world.(3) How many flags are there?   There are 191 flags.(4)What do countries of the UN want to do? They want to bring peace to the world.(5) Do Simon and Daming go inside?  Yes, they do.(6) What is the pr

12、esent form China to the UN?  Its a train.(7) When did China give the present?         Its in 1974.(8)Does Daming like the present?            Yes, he does.(9) Who wants to take a photo?  

13、60;           Daming.4. Students read the text and find the answers of these questions.(設計思路: 提供時間讓學生 Silent reading, 通過全文,使學生能基本把握文章的大意.在學生閱讀時, 播放一段舒緩的輕音樂,有意營造輕松的氣氛,向?qū)W生暗示學習是輕松和愉快的, 以提高學生閱讀的質(zhì)量.)3) Students give the answers and then ask them to read t

14、he questions and answers together.(設計思路: 在學生獲得了一定的篇章信息后,根據(jù)文章體裁(對話),設置一些問題讓學生回答,一方面檢查學生第一次閱讀的效果,另一方面也幫助學生理清文章脈絡,弄清文章的內(nèi)容日期涉及的人物等諸要素,進一步理解全文.)4) Read after the tape, and find “want to”.(設計思路: 在對文章進行深層理解之前,讓學生聽錄音,實際上是一個調(diào)節(jié)性的活動.讓學生接受多種感官的刺激(由眼的刺激轉(zhuǎn)到耳的刺激),適度減輕疲乏感,有利于繼續(xù)增加信息的攝入量.)5) Point and say what they wa

15、nt to do. ( Do the Exercise 3 on Students Book P 35.)(設計思路: 運用轉(zhuǎn)換的手法,通過讓學生完成 “同桌看圖問答,并連線”的活動,使學生對文章的主體結(jié)構(gòu)有更好的把握,幫助學生形成較系統(tǒng)的知識.)6) OK. We know what Daming, Simon and his Dad want to do. Now we are going to visit the UN. We need to do some preparation. Act and guess what your partner wants to do for prep

16、aration. Maybe you want to read some books about America. Maybe you want to take some photos of China. Maybe you want to bring some Chinese food.You can guess like this: Do you want to?And report like this: He wants to read some books about UN.Students in pairs, one acts and the other guesses.(設計思路:

17、 讓學生猜猜假如老師到了聯(lián)合國想要干什么?巧妙地引出Do you want to?順利地實現(xiàn)了本課的第二個教學目標.)7) Now we are in the UN. Here is a letter from a Chinese pupil. He tells us what he wants to do:I want toHello! My name is Li Ping. I am from the Peoples Republic of China.  I am twelve. Im very pleased to come to the UN. I want to tell

18、 the world China is a big and beautiful country, and Chinese food is very nice. We are very happy in China. I want to show some postcards from China. They are about the Great Wall, the Summer Palace, the Changjiang River. I want to bring some Chinese kites and chopsticks too. I want to say: We love

19、peace! Welcome to China! I want toHello! My name is_. Im from_. Im _. Im pleased to come to the UN. I want to_. I want to_. I want to_. _._.(設計思路: 這封信的設計和整個教學任務的設計相呼應,而且又給學生提供了一次閱讀的機會,獨具匠心.)8) You are from different countries of the world. Now in groups tell your partners what you want to do if

20、 you attend the World Childrens Meeting. You should at least say one sentence.9) Students discuss in groups and finish their speech format.(設計思路: 閱讀的主要目的之一就是能夠促進學生的寫作能力.通過讓學生寫 “到聯(lián)合國大會的發(fā)言稿”這一形式, 讓學生能運用本課所學的句型進行筆頭的練習,達到 “以讀促寫”的目的;同時,這種形式的寫作為學生創(chuàng)造了思維拓展的空間,能力強的學生能暢所欲言,表達他心中大意愿,能力弱一些的學生只要通過仿寫就能完成自己的 “發(fā)言稿”

21、,有利與培養(yǎng)他們的自信心.)C. Postreading activity:Students finish the speech format and make the speech.(設計思路: 讓學生上臺代表自己國家的小朋友在聯(lián)合國大會上發(fā)言,既運用了本課所學的句型, 又與課前設置的任務相呼應, 還培養(yǎng)了學生的表達能力, 為他們的能力提供了展示的平臺, 真正讓他們嘗到了 “我能行!”的滋味.)Homework:a. Finish the Activity Book on P34-35.b. Write a short passage about what you want to do if you go to visit the UN六. 板書設計： I want to Do you want to _?Hello! My name is_. Im from_. Im _. Im pleased to come to the UN. I want to_. I want to_. I want to_. 七. 教學反思：基礎教育階段英語課程的