牛津小學(xué)英語(yǔ)4AUnit3語(yǔ)篇教學(xué)

1、牛津小學(xué)英語(yǔ)4A Unit3A Purse Part A教學(xué)過程Step 1. GreetingT: Hello, boys and girls.S: Hello, Miss Zhu.T: Sit down, please.S: Thank you.T: Not at all. (教授禮貌用語(yǔ)：Not at all.)設(shè)計(jì)意圖：語(yǔ)篇教學(xué)的導(dǎo)入主要在于激活學(xué)生已有的知識(shí)經(jīng)驗(yàn)，帶領(lǐng)他們?cè)谠姓J(rèn)知基礎(chǔ)上進(jìn)入語(yǔ)篇教學(xué)。通過課前的師生互動(dòng)交流活動(dòng)，由舊知Thank you.引導(dǎo)其應(yīng)答語(yǔ)Not at all.將語(yǔ)篇中涉及的新授交際用語(yǔ)提前滲透。Step 2. Presentation and drill

2、( Listening and reading ) Before listeningActivity1. Teach the words and phrasesT: Look, we are in the classroom. (課件里出示classroom，由glass引導(dǎo)朗讀，教授in the classroom。) But Helen is not in our classroom. Where is she? Lets guess.（課件里出示地點(diǎn)圖片park, zoo, toy shop, cinema）引導(dǎo)學(xué)生運(yùn)用句型：Shes in the, I think.來猜測(cè)，緊接著呈現(xiàn)其

3、同義句：Perhaps shes in the(教授單詞perhaps,由hat引導(dǎo)分解朗讀。)課件里揭曉答案：Helen is in a toy shop. (Helen手上抱著一只toy bear)T: Look，Helen has a toy bear. There is a toy bear in our classroom. Where is it? (教師事先放在學(xué)生不注意的地方,此時(shí)讓學(xué)生尋找。)S: Its on the bookcase.T: Oh, its over there. (教師配合手勢(shì)語(yǔ)教授over there)T: OK. Lets say a chant: B

4、ear, bear, its a bear. There, there, over there. The bear is over there.設(shè)計(jì)意圖：語(yǔ)篇教學(xué)要注重為學(xué)生創(chuàng)設(shè)良好的語(yǔ)言環(huán)境，借助bear的情景創(chuàng)設(shè)，引導(dǎo)新授詞組over there的教學(xué)。由于there和bear的讀音相近，通過chant的形式，讓學(xué)生在韻律中朗讀，充分感受語(yǔ)言的優(yōu)美。Activity2. Teach the sentenses. T:Whats that over there?S: Its a toy bear.T: Is that your bear? (師隨口問一生)S: No, it isnt. （引

5、導(dǎo)學(xué)生說）Perhaps its ××s.(課件里出示句意)問2、3個(gè)學(xué)生后，師手拿bear問其主人。T: Is this your bear?S: Let me see. Yes, it is.（課件里出示Let me see.齊讀）T: Look, theres a toy dog in our classroom, too. Lets make dialogues. (課件里出示對(duì)話模板)A: Whats that over there?B: Its a A: Is that your?B: No, it isnt. Perhaps its ××s

6、./ Yes, it is.設(shè)計(jì)意圖：語(yǔ)篇教學(xué)講究新舊知識(shí)的“無痕”導(dǎo)入。緊扣本課語(yǔ)篇教學(xué)的主題，將學(xué)生逐步帶入“尋物主人”的情境。在尋找的過程中，由學(xué)生熟知的句型逐步引導(dǎo)至新授句型，為下面的語(yǔ)篇閱讀教學(xué)掃清障礙。While listening and readingActivity1. Watch and chooseT: Lets read a story and choose the answer. 課件里出示Q: Whats the story about? ( ) a. b. Watch the cartoon then try to choose. (在揭曉答案A purse時(shí)，教

7、授并呈現(xiàn)本課課題。)Activity2. Read again and answer the question. 課件里出示Q: Whose purse is it? Is it Nancys? Where is Yang Ling?Read by themselves then try to answer above.設(shè)計(jì)意圖：語(yǔ)篇教學(xué)的切入口，關(guān)鍵在于問題的設(shè)置和導(dǎo)入。為了使語(yǔ)篇教學(xué)更富有挑戰(zhàn)性，教師可以讓學(xué)生帶著問題去閱讀，在閱讀的過程中培養(yǎng)學(xué)生理解語(yǔ)篇的能力，有利于提高學(xué)生的閱讀思維水平。While readingActivity1.課件里出示語(yǔ)篇內(nèi)容，并標(biāo)上升降調(diào)，讓學(xué)生跟讀。 Ti

8、ps: 注意模仿語(yǔ)音語(yǔ)調(diào)，大聲地朗讀。 (1) Read after the screen. (2) Read after the teacher. (3) Read by yourselves.Activity2.你現(xiàn)在能嘗試復(fù)述語(yǔ)篇主要內(nèi)容嗎？ Tips: 當(dāng)我們嘗試復(fù)述語(yǔ)篇內(nèi)容時(shí)，可以借助關(guān)鍵詞等線索回憶主要內(nèi)容。 設(shè)計(jì)意圖：語(yǔ)篇教學(xué)的過程中，要注意培養(yǎng)學(xué)生聽、說、讀、寫基本技能的提升，學(xué)生在模仿正確語(yǔ)音語(yǔ)調(diào)的同時(shí)，也能夠掌握好語(yǔ)言。在此過程中，教師要關(guān)注到每個(gè)學(xué)生的語(yǔ)言面貌，注意不斷糾正錯(cuò)誤的發(fā)音。Step 3. Practice and consolidationActivity1.

9、 讓學(xué)生以四人小組的形式進(jìn)行角色扮演Activity2. 創(chuàng)設(shè)情境：假設(shè)你在校園里發(fā)現(xiàn)一本遺失的storybook，你如何與同學(xué)一起找到它的主人。 參考句型： Whats that over there? Is this your storybook? No, it isnt. Perhaps its ×××s. Wheres ×××? Hes/Shes in the Let me see. Thank you. Not at all.設(shè)計(jì)意圖：語(yǔ)篇教學(xué)的拓展練習(xí)中，通過為學(xué)生創(chuàng)設(shè)課外情境，讓學(xué)生學(xué)會(huì)運(yùn)用本課的知識(shí)點(diǎn)，將所學(xué)語(yǔ)言組織成完整的語(yǔ)篇