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視頻標簽：At home
所屬欄目：小學英語優質課視頻
視頻課題：上海牛津英語4A Module 3 Unit 9 At home
教學設計、課堂實錄及教案：上海牛津英語4A Module 3 Unit 9 At home
上海牛津英語4A Module 3 Unit 9 At home
教 學 設 計
一、教材分析
1、教學內容分析
“At home” 是上海版《牛津小學英語》4A Module 3 Unit 9中的內容，是該單元的第一課時，本課以Alice 在奶奶家幫忙做午飯的場景展開，引出核心句型Where is it ? It’s on the table.并且在做飯的過程中使學生身臨其境的體驗、感悟方位介詞（in\on\under\beside）的詞義和用法。本課教學內容貼近生活，是學生能夠理解并喜愛的話題。
2、教學對象分析
本節課的教學對象是小學四年級學生，他們喜好新奇，對于新鮮事物有著濃厚的興趣和探究欲望。有了一定的英語聽、說、讀和口語表達的基礎，學生對英語學習具有濃厚的興趣，學習的積極性和主動性也很高，能進行自主學習和合作學習，踴躍參與課堂的每個教學活動。
3、教學設計理念與模式
教師嘗試在多媒體課件教學環境下，以文本再構與整體設計為指導，以“任務型”教學和“互助合作”教學模式開展本課教學。通過多媒體課件和教學過程中“Let’s make a hamburger.”“Let me help you ,Grandma.”以及“Can you help me?”幫老師找圍巾等這些真實語境的創設，為學生英語運用提供切實可行的情景及交際平臺，以語篇、語境帶動詞句的學習，學生在小組內合作、討論、交際，創造性運用語言，完成任務活動，通過“復現—遞進—滲透—提升”的層層深入進一步提高學生運用語言進行交際的能力，實現課堂中language for use的功能。
4、教學媒體設計
實施英語學科與信息技術的整合，利用多媒體創設故事情境；利用多媒體課件展示教學內容；利用多媒體進行語言訓練與交際，實現語言及相關知識的拓展，提高學習效益。
二、教案設計
Language Focus（教學目標）：
About Language
（認知目標）
1. 復現舊知在師生交流的過程中自然熟練的運用已學句型
2. 初步感知、體驗方位介詞in, on, under, beside的語音、語義及初步的用法。 3. 感知新句型 Where is it? It’s…. Where are they? They are……在真實語境中的
運用。
About Skills
（能力目標）
1.能夠聽懂并理解語篇并且能夠自己運用方位介詞來表達。 2.能夠運用新句型來問方位。
3.能夠在小組中傾聽、體驗、交流、互助。
About Emotions （情感目標）
1.在真實的情境中培養孩子主動幫助家人分擔家務、愛勞動的習慣。
Key points（教學重點）:
1. Go over and learn the words about positions 2. The sentence patterns: Where is it? It’s….
Difficult Points（教學難點）:
1. The sentence patterns: Where is it? It’s… Where are they? They are….. 2. How to use the language in real and natural situation.
Teaching Methods（教學方法）:
1.Task-based Learning 2.Commnicative approach 3. Games and activities
Teaching Flow（教學流程設計）:
復習舊知，創設情境 …….................…
任務驅動，探索新知 …….................…
文本再構，滲透情感 …….................…
Listen and enjoy
Free talk Let’s make a hamburger Set a scene
Listen and answer (Task 1) Listen and match (Task 2)
Can you help me?
Read and complete (Task 3) Say and act（pair work）
Where is Ginger?（A guessing game）
Read a story
Task 1: T or F ( ★ )
Task 2: Fill in the blanks ( ★★ )
Task3: Role play(★★★) Say a rhyme.
Teaching Steps（教學過程）:
教學環節
教學活動
設計思路分析
課件展示
復習舊知
創設情境
1、 Listen and enjoy
Present an English song about food (Apple pie, banana pie. Pizza and cake, pizza and cake. Hamburger, hamburger, hamburger, hamburger. Soup——,soup——！)
Ss listen and sing with it and enjoy it.
2、 Free talk
T: We have so much delicious food from the shop. Here we are in the kitchen. Are you tired? Are you happy? Are you hungry? What would you like? Ss : Yes, I’m tired but I’m happy. And I’m hungry……..
3、Let’s make a hamburger
T: I’m hungry, too. I’d like to have a hamburger. How about making a hamburger? Ok, Let’s make a hamburger. I’d like a hamburger with eggs and tomato. So what do we need? Ss: We need some bread, some meat, some fried eggs and some tomatoes. T: But where are they? Can you find them? Ok. Give me some bread, please. Where is it? Oh, it’s on the plate. On the plate. Give me some meat, please. Where is it? Oh, it’s under the box, under the box. Where is the tomato? Oh, it’s in the bowl, in the bowl. Give me a fried egg, please, where is it? Yes, it’s beside the box.
4、 Set a scene for the following plot After making a hamburger, the teacher and students are very excited and the teacher is a little bit hot, so she takes off her scarf and hides it secretly.
以學生喜愛的韻動感很強、朗朗上口的歌曲來熱身，在復習舊知（表示食物的單詞）的同時起到熱身的作用，也為接下來引出kitchen的情境做鋪墊。
在閑談的真實語境中，在學生原有語量的基礎上，復現unit3中表達自己的感覺和unit8中詢問別人想要什么和表達
自己想要什么。
創設一個做漢堡的情景，結合教學內容對文本進行再構，讓學生身臨其境觀看做漢堡的同時感悟、體驗新授方位介詞的內涵。真正體現“生活即教育”的教學理念。
在緊張的做完漢堡之后老師和學生都很興奮，老師在興奮之余自然的拿下自己脖子上鮮艷的圍巾，悄悄的藏了起來，為下面學生找老師的圍巾這個情境的創設做好了鋪墊。
任務驅動
探索新知 5、 Listen and answer (Task 1)
Alice is hungry, too. Grandma is making food for her. Listen and answer the flowing questions: 1) Where is Grandma?
2) What does Grandma need?
6、Listen and match (Task 2) Listen again and match:
Grandma & Alice on the table the eggs in the box the plate in the kitchen
7、Can you help me?
Where is my scarf?
Ss: Is it on the desk?
Is it in your bag?
Is it under your book? Is it beside the chair?
8、 Read and complete (Task 3)
Grandma and Alice are . Grandma is cooking. She needs The eggs are . The plate is . Alice can Grandma. They are happy. 9、Say and act（pair work）
Ss prepare to act out the dialogue with their patters. Say first in their and then act in front of the blackboard. 10、 Where is Ginger?
（A guessing game） It’s lunch time. But Ginger is not in the kitchen. Where is it?
Alice 也餓了，自然的導入到文本中來，讓學生帶著簡單的任務去聽，然后基于對文本基本的理解回答問題。
在聽第二遍的時候，設置稍難的、更傾向于文本細節的任務，引領學生抓住細節，訓練介詞短語的用法
在真是有效的語境中讓學生運用本節課所學知識幫助老師找圍巾，引出對in\on\under\beside更深層的認識，并在找的過程中體驗幫助別人的樂趣。
在認真聽完兩遍的基礎上，和深入學習in\on\under\beside之后學生有了一定的感知和語量輸入，這時讓孩子們跟錄音朗讀對話，完成讀寫訓練，用層層遞進的方式進行語量的進一步有效輸入。
經過聽說讀寫訓練，新詞、新句在學生的腦海中不斷的復現，此時老師可以鼓勵學生大膽的
進行模仿訓練，“說一說”，“演一演”，“找一找”實現語用目標的初步達成。
教學環節 教學活動 設計思路分析 課件展示
文本再構 滲透情感
11、Read a story It is afternoon. Grandma comes to the bedroom room after lunch. She wants to read a book. But she can’t find her glasses. She is sad. Alice: Let me help you, Grandma. Grandma: Good girl, Alice. I can’t find my glasses.. Alice: Are they on the table? Grandma: No, they aren’t. Are they in the box? Alice: No, they are not in the box. Are they under the book, Grandma? Grandma: No, they aren’t. Are they beside the bag? Alice: No. Oh! I find them. ha-ha; they are on your head. 1）Task 1: T or F ( ★ ) a. Grandma is in the kitchen now. b. The glasses are under the book.. c. The glasses are on Grandma’s head. 2) Task 2: Fill in the blanks ( ★★ ) It is . Grandma is in the . She wants to read a book. But she can’t find her . She is . Alice comes to help. They look for the glasses together. The glasses are not the table. The glasses are not in the . They are Grandma’s head. 3) Task3: Role play (★★★) How is Alice at home? She is a good girl. She is helpful.
教師在了解掌握學生現
有語量的基礎上，通過
對書面文本的整合與再構形成新的話語文本，運用多媒體技術在課件當中創設一個新的情境help Grandma finding her glasses in the living
room，使之成為學生操練、體驗與鞏固的輔助文本。在這個輔助文本中也滲透了Alice 樂于助人的良好品質。
把新構建的輔助文本作為一個閱讀文本來進一步的分層深入。通過由
易到難的任務設置，針對學生的差異性，由學生自己選擇所要完成的任務，體現了“學生主體性原則”。 “文本的構寫基于教材和學生的整體”，文本內容由課本延伸而來，人物還是這兩個人物，主題還是本課的主題，體現了“教材中心”的原則。 這都是為了操練鞏固新授的方位介詞和新句型而服務的。通過話于文本的體驗和感受句型結構，理解句型含義，達到操練鞏固的目的。
12、Say a rhyme.
Helping
We can help make the bed. We can help pick up the toys. We can help feed the cat. We can help wash the dishes.
And we can help eat the ice cream too.
13、Homework
a. Listen and read Student’s Book page 42.
b. Talk about one room in your home.
c. Complete Workbook page 54.
在完成文本的輸入之后自然的引出本節課所要滲透的情感，同時運用生動有趣的chant來呈現，更加能引起學生的興趣。
作業在可操作的范圍內覆蓋聽、說、讀、寫。
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