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余华的空中课堂词汇教学案例(2010年1月8日教研会示范课):六上 Unit 1 Let’s learn, Let’s play and Good to know

编辑:yhq 发布时间:2013-11-08 11:38:22点击次数:

 

 小学英语空中课堂词汇教学案例设计
    PEP六年级上册Unit 1 How do you go there?
Lesson 4
Part B Let’s learn, Let’s play and Good to know
黄梅县分路镇第一中心小学     
 
一、教学目标:
1知识目标:
能够听、说、认读句型:Stop at a red light. Wait at a yellow light .Go at a green light
能够听、说、读、写单词和短语:waitstoptraffic lightstraffic rules.
了解红灯停、绿灯行、黄灯等一等的基本交通规则。
了解常见的交通规则,如:走右边及Good to know部分的内容,能够辨认常见的交通标志,如:Crosswalk, One way, No entry, No bikes, Turn rightNo left turn
2.能力目标:
能够根据常见的交通标志或英语交通指令做出相应的动作。
能够听、说、读、写四会单词和短语。
3.情感目标:
树立自觉遵守交通规则的观念,自觉维护交通秩序。
二、教学重难点
重点:掌握四会单词和短语:stopwaittraffic lightstraffic rules.
难点:理解动词stopwaitremember和句中at短语的含义以及书写短语traffic light, traffic rule
三、课前准备
1.教师准备兔子舞的音乐和录音机、本课时的空中课堂光碟或录音带、单词卡片,手电筒。
2.教师自制教具模拟红绿灯:即一张挂有红黄绿三张圆形纸的卡片。
、教学媒体设计
    在小学英语词汇教学中,语音、语调是教学重点,情境创设是难点。为了让学生在真实的语境中学到纯正地道的英语,我充分利用空中课堂资源中画面丰富逼真、外教语言纯正地道的优势,进行词汇句型教学。在教学Part B Let′s learn时,我先利用资源中的画面来创设真实情境,让学生身临其境,然后提出话题,让学生带着任务去学习。词汇教学时,要求学生先注意观察教师口型变化、听清音再跟光碟读。遇到难发的音时我适时运用回放键和暂停键,有时中间暂停几次,引导学生进行形式多样的操练,使学生在眼、耳、脑、口、手等部位和同伴合作的协调活动中得以训练,从而有效地掌握新知。为了保证教学流程的顺利进行,我把光碟中Lets learn Good to know部分的内容考下来,插入我制作的课件中,并把Good to know部分的内容进行了改装,补充了汉字注释,确保了学困生的有效学习。
五、教学过程
Step 1:Warm-up
Activity 1: Rabbit dance or Let’s do
T: Before class, let’s have a rabbit dance. Please dance like me, ok? Now ,stand up, turn left and put your hands on the classmate’s shoulders like this. Yes, you are clever.(or Put up your left/right hand/Turn right/left/around, go!)
[设计思路]教师示意全班学生向左转排成长队向前靠拢腾出后面活动空间,后面学生把手搭在前面学生的肩膀上,教师打开多媒体播放兔子舞的音乐,示意学生随着音乐的指令“Left-right-go-turn around-go,go,go”,伸出左、右手、向前移动、向后转身、继续移动等。在教室里学生跟着节奏跳改装后的兔子舞,可操作性强,动中有序,既活跃了英语课堂气氛,又复习left/right/go/turn等词语,为授新热身,也为第六课时做铺垫。如没有兔子舞音乐,可引导学生做举起左右手以及转身等游戏。
Acyivity 2: Free talk
T: How do you go to school?/What about you?
How can I go/get to Jiujiang?/Canada/the USA/…?
[设计思路]师生自由交流,引导学生说出by bike/train/plane/motor/bus and on foot 等短语,复习交通工具,同时为引出下面话题做铺垫。
Step 2:Presentation and practice
1. Lead in and learn “traffic lights”
T: If we go by car, by bus, by motor, by bike or on foot, We must watch/look at(教师播放课件,示意用眼睛观看交通灯画面)…?
[设计思路]教师通过引用第六课时的句子做总结,承上启下,引出话题,同时渗透一些后面即将要学的词句,为后面的教学做铺垫。教师并有意拖长声音,出示光碟交通灯画面或书中交通灯图片,启发学生说出“交通灯”,从而引出该短语。
T: Yes, they are the traffic lights.Look, these are the traffic lights. Now, class, show your finger and write like me.t-r-a-f-f-i-c-traffic-l-i-g-h-t-light-traffic light (老师手指交通灯图片进行介绍,并在四线三格中板书该短语,并引导学生用手指书空,拼读字母,下同)。
T: Now watch Sally’s mouth, listen carefully and read after Sally.
[设计思路]通过借助“空中课堂”资源,先让学生认真看,并注意Sally老师的口型变化,认真听音,反复跟读。目的是让学生从听觉和视觉来更好的获取知识,加强对知识记忆的牢固程度,要求学生正确模仿语音和语调,从而培养良好的发音习惯。
2. Let’s practice and check
Activity 1 :Let’s talk (Class work/group work/pair work/one by one)
[设计思路]学生跟Sally读准后,通过设置具体的对话场景,引导学生在交际中学习、巩固和运用所学短语,并对该短语的听、说、认读进行检测,小组、对子的对话训练和表演活动保证了充足的师生、生生互动从而照顾了学生全体。下面词句教读和检测同。
①Class work
T: Look at the lights.What lights are they? They are…?
[设计思路]教师出示交通灯图片或手指书中的图片,训练、考察学生看图或看实物说该单词的能力, 教师带出答语的开头部分,然后有意拖长声音,让学生主动接上答语,培养学生用句子回答问题的习惯,使学生在交际中运用所学词句(下同)。另外教师有意开始渗透Look at 句型,为本课作铺垫。
Ss: (They are) (The )traffic lights. 
T: Yes,they are the traffic lights. (教师适时评价修正学生答案) 
T: What is this? It’s…? (教师出示单词卡或课本中短语)
[设计思路]教师出示单词卡片或课本中的短语,训练、考察学生认读单词的能力, 为后面综合测试学生的单词短语认读能力做铺垫;由认图练习过渡到认词练习,符合学生认知发展规律。
Ss: It’s “traffic light”.(引导学生正确说出该句)
②Group work /③Pair work
(在教师跟每个组进行此类示范对话后,进行小组和对子对话活动,并且交换角色)
Group1: Look at the lights.What lights are they?
Group2: (They are) The traffic lights.
Group1: What is this? (一组学生手指单复数形式的单词卡)
Group2: It’s “traffic light”/ “the traffic lights”.
④Act out(教师跟学生一起开火车或在各小组选一对学生表演)
Activity 2: Let’s chant
Traffic, traffic ,traffic lights;look at the traffic lights.
[设计思路]在前面反复渗透 Look at the lights基础上,教师通过chant的形式正式引进Look at the traffic lights的教学内容,通过拍桌子吟唱示范引导学生进行有节奏地操练,激发学生诵读的兴趣,巩固短语的学习。
T: Now look at the traffic lights.(在课堂教学用语中,教师反复运用所学短语,增强学生听的语言环境,并在traffic light的板书前面加上Look at the)How many lights can you see ? One light, two lights, and three lights.(教师带着学生一起数数,故意重读复数,适时在该短语后面用彩笔加“s”,暗示单复数的变化) Look at the traffic lights. What colours are the lights?... On your left, what colour is the light? …On your right, what colour is it? …What about the light in the middle? (教师适时纠正学生的不正确发音,渗透on the/one’s left/ right 短语)
[设计思路]教师播放光碟并手指交通灯的确切位置,如此既帮助学生准确复习和渗透三个方位词短语,为后面的拓展及第六课时的教学内容做铺垫,又通过定位帮助学生准确运用和记住三个颜色词,并适时粘贴和板书三个颜色图片和单词。
3. Lead in and learn “stop/wait/go” and “Stop/Wait/Go at a red/
yellow/green light”
Lead in, learn and practise “stop”and “    Stop at a red light”
T: Well, we have known the traffic lights. Do you know the traffic rules about them?(教师手指the traffic lights示意)Look at the traffic lights.It’s a red light.(教师用电筒照亮红灯卡片,创设真实情境,让学生明白at 短语的含义,下同) What must we do at a red light? Can we go at a red light? (师边用电筒照亮红灯,边做“走”的动作,下同)
T: No, we can’t go. We must stop at a red light.(师边亮红灯,边做“停”的动作)
[设计思路]至此,学生对traffic rules的含义可能还不确定,教师结合学生已有的交通规则常识,马上通过具体提问让学生在具体语境中进一步印证他们的猜测。教师边做“走”的动作边问,并边亮红灯,启发学生说出“停”后停止走动,从而引出单词stop及We must stop at a red light等的教学,在red light前适时板书stop at)
Activity 1: Let’s learn(播放“空中课堂”资源,用暂停键和回放键,让学生听后跟读几遍)
Activity 2:Let’s chant
Go,go,go;
red light, stop;
stop,stop, stop
[设计思路]学生读准后,教师引导学生边击掌有节奏地诵读,边做“走”和“停止”的动作,创编的歌谣,从“Go”开始,通过对比动作演示让学生在真实语境中进一步确认”stop”的意义,同时有节奏的歌谣诵读激发了学生的学英语的兴趣,巩固了新知。
Activity 3: Let’s play games (Work between T and the Ss/ in groups/in pairs)
T: Look at the traffic lights. It’s a red light.  (师用手电筒照亮红灯和新知运用“Look at the traffic lights”创设真实情境,)
S1: Stop!
Ss: Stop!Stop!Stop!(教师先和几个学生示范,师引导一学生在教师的情景创设下,说出该交通规则,其他学生跟着附和,并引导学生边说边做相关动作。下同)
[设计思路]教师引导学生边说边做动作。游戏在书中“Let’s play”部分内容基础上,通过用电筒亮灯、新知运用和有节奏地诵读,增添了语境的真实性和语言的节奏性。通过师生、生生互动的游戏比赛活动,激发学生的兴趣,保证了全体学生的参与,进一步加强了组织教学,训练了全体学生说的能力,同时增强学生对该交通规则的记忆,为后面的综合游戏做铺垫。
Activity 4: Let’s read
T: Now, let’s read----
Stop, stop, stop; Stop at a red light (教师有节奏地诵读,引出新句型后,如学生读不好的话,适时暂停,播放光碟或磁带,引导学生跟读学习Stop at a red light,然后再进行有节奏地诵读教读。下同)
[设计思路]通过有节奏地巩固诵读,引出新句型Stop at a red light的学习,为后面对话热身。下同。
Activity 5: Let’s talk(Work between T and the Ss/ in groups/in pairs)
T: Can we go at a red light? (师用手电筒照亮红灯)
Ss: No, we/you can’t.
T: What can we do at a red light?
Ss: We/You must stop (at a red light).
T: What is it?(教师手指单词卡片或书中单词“stop”)
Ss: It’s “stop”.
T: What is it? (教师手指单词卡片或书中短语“stop at a red light.”)
Ss: It’s “stop at a red light”.
[设计思路]在师生示范对话之后,开展生生互动对话。通过对话练习,加强学生对本规则的掌握、培养学生对新词句说和认读的能力。下同。
    Lead in, learn and practise “wait”and “Wait at a yellow light”.
T: If we go by bus, by bike, by motor or on foot, we must stop at a red light.(教师做“走”和“停止”的动作)This is a traffic rule.Now look at the traffic lights. It’s a yellow light. (师用手电筒照亮黄灯) What must we do at a yellow light? Can we go at a yellow light? (师边亮灯,边做“走”的动作)
T: No,we can’t go. We must stop and wait.(教师做“停止”和“等”的动作)If it’s a green light ,we can go.
Activity 1: Let’s learn
﹙播放“空中课堂”资源,用暂停键和回放键,让学生听后跟读几遍,更好地培养好的语音习惯,在适当的时候,教师带读)
Activity 2: Let’s chant
Go,go,go;
red light, stop;
stop,stop, stop
yellow light ,wait;
wait, wait, wait
[设计思路]学生读准后,教师引导学生边击掌有节奏地诵读,边做“走”、“停止”和“等候”的动作,通过滚雪球式的歌谣对比动作演示让学生在真实语境中进一步确认该词的意义。下同。
Activity 3: Let’s play games (Work between T and the Ss/ in boys and girls /in pairs)
T: Look at the traffic lights. It’s a yellow light. (师用手电筒照亮黄灯
S1: Wait!
Ss: Wait! Wait! Wait!(引导学生做“等”的动作)
Activity 4Let’s read(教师适时亮灯,引导学生做动作)
Stop, stop, stop; Stop at a red light.
Wait wait wait; Wait at a yellow light .
Activity 5: Let’s talk(Work between T and the Ss/ in groups/in pairs)
T: Look at the traffic lights. It’s a yellow light. (师用手电筒照亮黄灯)
  Can we go at a yellow light?(师边亮黄灯边做“走”的动作)
Ss: No, we /you can’t.
T: What can we do at a yellow light? (师用手电筒照亮黄灯)
Ss: We/You must stop and wait (at a yellow light).
T: What is it? (教师手指单词卡片或书中单词“wait”)
Ss: It’s “wait”.
T: What is it? (教师手指单词卡片或书中短语“Wait at a yellow light.”)
Ss: It’s “Wait at a yellow light”.
Lead in, learn and practise “Go” and “Go at a green light”
T: If we go by bus, by bike, by motor or on foot, we must look at the traffic lights. We must stop at a red light, and wait at a yellow light. (教师做“走”、“停止”和“等候”的动作)One traffic rule, two traffic rules.(教师通过手指两个短语数数来加强对“traffic rules”的渗透,从而进一步提供traffic rules的语言环境,让学生在真实语境中猜测、印证该短语的意义。) Then, when can we go? Can we go at a green light?
T: Yes, we can go at a green light. (师边亮绿灯边做“走”的动作)
Activity 1: Let’s learn
﹙播放“空中课堂”资源,用暂停键和回放键,让学生听后跟读几遍,更好地培养好的语音习惯,在适当的时候,教师带读)
Activity2:Let’s chant(教师适时亮灯,引导学生做动作)
Green light ,go;
go,go,go;
red light, stop;
stop,stop, stop
yellow light ,wait;
wait, wait, wait
Activity 3:Let’s play games (Work between T and the Ss/)
T: Look at the traffic lights.It’s a green light. (师用手电筒照亮绿灯)
S1: Go!
Ss: Go! Go! Go !(引导学生做“走”的动作)
Activity 3: Let’s read(教师适时亮灯,引导学生做动作)
Go,go,go; go at a green light.
Stop, stop, stop; stop at a red light.
Wait,wait,wait; wait at a yellow light.
Go,go,go; go at a green light.
Activity 4: Let’s talk(Work between T and the Ss/ in groups/in pairs)
T: When can we go?/Can we go at a green light?/What can we do at a green light?(师亮绿灯,做动作)
Ss: We /You can go at a green light./Yes, you/ we can./We/You can go at a green light.
4. Lead in and learn “the traffic rules” and “remember the traffic lights!”
T: If we go by bus, by bike, by motor or on foot, we must look at the traffic lights.We must stop at a red light, and wait at a yellow light and we can go at a green light. (教师做“走”、“停止”和“等候”的动作) One traffic rule, two traffic rules, three traffic rules.(教师手指板书引导学生数交通规则数目,故意重读复数,用彩笔板书,暗示单复数的变化)Do you know the traffic rules? (师板书该短语)Do you remember the traffic rules? (教师手指脑袋,然后在the trafficrules前面板书Remember)What are the traffic rules?
T: What does “the traffic rule” mean?/ What’s the meaning?
T: Yes ,it’s “交通规则”.How to spell it?(引导学生书空,方法同上)
Activity 1: Let’s learn
Activity 2: Let’s chant
Traffic, traffic, traffic lights;
Look at the traffic lights.
traffic, traffic, traffic rules;
please remember the traffic rules!
[设计思路]通过又一个滚雪球式的歌谣诵读,进一步巩固所学新词句,强化情感目标教育。
Activity 3:Let’s talk (Class work/group work/pair work/one by one)
T: Do you know/remember the traffic rules?(教师手指交通灯)
Ss: Yes.
T: What are the traffic rules?/What must /can we do at a red/yellow/green light?
Ss: We /You must/can stop/wait/go at a red/yellow/green light.
Step3 :Let’s check
T: Do you remember the traffic rules? Let’s play games, and see who has remembered the traffic rules.
[设计思路]过渡语承上启下,同时提供真实语境,让学生进一步感知和确认remember的含义。
Activity 1: Listen and do
T says the traffic lights, the Ss do as the traffic rules
[设计思路]全班师生互动,为后面抢答热身。
Activity 2 :Listen and say(Who is the quickest?)
One says the traffic lights, the quickest says the traffic rules.
Red light means---
Yellow means---
Green means---
[设计思路]教师先示范一次,让学生抢答,其他学生评价,给该小组计分。小组抢答竞赛活动旨在激趣、培养学生集体荣誉感、考查学生的听说能力以及瞬间反应和记忆能力(下同),同时在具体语境中渗透第六课时的新词mean,为第六课时作铺垫。
Activity 3:Look and say (Who is the quickest?)
Play the game of “What’s missing”
[设计思路]教师先逐个出示所有单词卡片,以开火车的形式,让学生认读几遍,然后收藏1-2张卡片,再让学生迅速看清手中的单词卡片,然后让学生竞猜哪一张或两张不见了,个别学生回答后,师不置可否,以便让更多学生参与竞猜。然后再出示,让学生认读出来,对学生的猜测予以评判,给小组计分。开火车的形式逐个点学生认读,旨在照顾学生全体。
T: What is it/this?
S1/2/3/4…: ….
T: What is/are missing?(可以先藏一张,然后再藏2张,有坡度地进行)
S1: ….
T: Maybe.
S2/3/4: ….
T: What is it/this?(教师出示被收藏的卡片,指名回答)
S1:…
T: Who is right?
Activity 4: Look and match
Stop                  Wait                  Go   
At a green light        at a red light         at a yellow light
Activity 5:Read and write
Look at (        ). (       ) at a red light (        ) at a yellow light (       ) at a green light
Remember (                )!
[设计思路]设计游戏,从听、说、认读、写、义等方面巩固和检测新知,活动四、五在学生做完之后,要展示学生作业,开展师生共评,生生互评活动,实现全民参与,目的是激发学生我要学英语的欲望.
Step 4:Let’s wrap up
T: From the games, I can see you have known or remembered the traffic rules.So, if we go by car, by bus, by bike/motor or on foot, we must watch the traffic lights(师在Look at 下面板书watch) and remember the traffic rules.(在Remember the traffic rules后加上感叹号) By the way(顺便问一句),what does “remember” mean?
Activity 1: Let’s chant
Traffic, traffic, traffic lights;
we must watch the traffic lights;
traffic, traffic,traffic rules;
we must remember the traffic rules!
[设计思路]总结语和歌谣为本话题收尾,同时进一步强化情感教育;用watch代替look at,为下一节课做铺垫;询问remember 词义,关注学困生。
Step 5: Extension
T: We know the traffic lights and their traffic rules . Do you know other traffic signs and their traffic rules? Let’s look at some traffic signs.
Activity 1: Look, read,and match(Part C Good to know)
(制成课件,先让学生利用已有知识先猜,核对后逐一出示汉语。)
Activity2: Discussion
T: Do you know any other traffic rules? Can we go or drive on the left side of the road in China?
T: Yes,we must go or drive on our right side of the road.
[设计思路]拓展本节课内容,扩大学生视野,激发学生求知欲,渗透相关句型内容,为下节课做铺垫。
Step6: Assessment and Homework
1. Assessment
Sum up the prizes for every group and Assess the Ss’ performance.
2. Homework
⑴ Copy the 4-skilled words on the Exercise-book,five times a word or phrases.
⑵ Tell your parents or your friends the traffic lights and the traffic rules in English.
⑶ Learn some information about other traffic rules or signs if possible.(如有可能,了解其他交通规则或符号)
 
Writing design
 

 

 
 
 
 
 
 
 
 
 
 
 
 
 

 


Stop at a red light.
 
 
 
Look at/Watch
the traffic lights .           Wait at a yellow light.             Rememmber                 
the traffic rules!
 
 
  
Go at a green light.
 
注:the traffic lightsStopWaitthe traffic rules等划线部分在四线三格上板书;red yellow green分别用相应的颜色笔板书,“○”处分别贴上相应颜色的彩纸,代表交通灯。
 
教学反思:
一、对使用“空中课堂”的反思
     《小学英语空中课堂》的教与学是分离的,学生如果只是被动的“看”课,而不是积极有效的参与和互动,就无法被卷入到学习的过程中,成为学习的真正主体,所以要充分发挥教师的桥梁作用,使学生的语言能力得到发展。本节课,我全程使用《小学英语空中课堂》教学模式,提出话题引导学生观看《空中课堂》,并根据学生对语言的认知规律,对《小学英语空中课堂》中的教学程序进行了分解,首先用耳朵听Sally老师的发音,用眼睛观看她的嘴形,然后找出发音的特点,并模仿,跟读,为培养学生良好的语音、语调和学习习惯与方法奠定了基础。
二、对课堂教学活动的反思
本节课具有话题的线索性、语境的真实性、语言的交际性、活动的节奏性、趣味性和坡度性、新知的渗透性、板书设计的合理性等特点。
1.话题的线索性。本节课充分体现了教材的编写思路:以话题为纲(从引导学生了解交通灯到了解交通规则到要求学生记住和遵守交通规则,然后加以拓展,让学生了解一些其他交通常识),以交际功能和语言结构为主线,逐步引导学生运用英语完成有实际意义的语言任务。
2.语境的真实性。为了突破难点、让学生身临其境地感知和学习新知,我利用空中课堂中交通灯画面创设情境话题、在词汇教学中反复利用手电筒照亮交通灯、从“go”入手的滚雪球式的歌谣中肢体语言的动作对比演示和通过教师课堂教学用语和肢体语言对每一条交通规则的反复诠释(如:Look at the traffic lights. Can we go at a red light? Do you remember the traffic rules? )、单词卡片等创设真实情景引导学生进行形式多样的感知和操练、检测活动(如:情境小对话、游戏比赛、歌谣诵读、检测反馈),有效地保证了学生正常自如地交流和学习。
3.语言的交际性。词汇教学如果脱离交际是比较枯燥无味的,也是没有生命力的。因此,为了提高词汇教学的教学效率,在每一个新知教学环节中,我都设计了一个师生、生生互动的情景小对话和游戏比赛活动,有效地关注了学生全体,让学生在交流运用中自然地掌握新知。
4.活动的节奏性、趣味性和坡度性。为了活跃课堂,增添英语语言氛围,激发学生的兴趣,在热身活动中,我设计了一个 “兔子舞”游戏。为了避免跳“兔子舞”影响课堂秩序,我让学生跟着我在位上随着音乐的指令“Left-right-go-turn around-go,go,go”,伸出左右手,慢慢向前移动或转身。改装后的兔子舞,不仅保留了原有的节奏感、增添了英语氛围,使学生在听力运用中有效地复习了Left,right,go等单词,为本单元的授课内容做好了热身,而且动而有序,让人耳目一新。游戏一做完,立刻营造了课堂气氛,充分调动了学生们学习英语的积极性。在新知教学中,为了降低学生对语言学习的焦虑度,我采用全班操练、小组操练、小组开火车操练等多种形式,教学评价贯穿课堂教学始终,对学生课堂表现进行及时的评价,为学生创造一种民主、宽松、和谐的学习环境。同时,将书中的游戏活动分解到各个词汇教学中,在玩What’s missing 游戏时先收藏一张卡片进而收藏两张,此外,我采用了两个滚雪球式的歌谣诵读,这些都有效地关注了教学坡度,为后面的综合游戏检测活动做好充足的铺垫,使本节课的教学目标水到渠成。
5.新知的渗透性。我利用本单元相关语句作为课堂教学用语,对本课以及后面的教学内容进行了适时、反复的渗透,既为本节课提供了充足的语言环境,又为后面新知作好了充足的铺垫。
本节课的教学使我受益匪浅,同时又明白自己还有很多不足之处:
1.在引导学生玩交通灯游戏时,由于我自己示范不到位,学生不能充分使用手电筒来创设情景,学生表演不自然
2.在做What’s missing 游戏时,教师操作不熟练、语言不到位,故而使这一活动的语言交际性没有得到体现。
一堂课虽然只有四十分钟,一下子就过去了,但我觉得自己才是受益匪浅的﹗真的﹗通过课堂实践和评委的点评,让我知道了自己还有做的不够的地方。在后段教学时,我一定会克服自己的缺点,弥补不足之处,发挥我的优势,努力做到更好更棒更优秀﹗
 
 
 
 

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