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視頻課題：小學英語外研版四年級下冊Review Module Unit1 The very hungry caterpillar廣東省 - 茂名
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小學英語外研版四年級下冊Review Module Unit1 The very hungry caterpillar廣東省 - 茂名
Review Module Unit 1
--The very hungry caterpillar. 教學設計
一、教學理念
在課堂上為學生提供充分的英語活動機會，真正確立學生的主體地位，讓學生的思維從猜測到通過實際操練得到印證，學生經歷知識的發生、發展與結果，獲得豐富的英語活動經驗。 二、學生分析
本課的教學對象是四年級的孩子，學生的年齡為10歲左右。他們好奇心強，熱衷表揚，自尊心強，有較強的模仿能力，但有些害羞。他們學習英語的熱情較高，但缺乏有效的展示途徑。有一定的英語基礎。 三、教材分析
本課是繪本故事The very hungry caterpillar. By Eric Carle. 本課學習安排在學生學習了1-12的數詞、一些水果和食物單詞、三四個說星期幾的單詞，幾個動詞過去式，還有一般過去時態之后。起著溫故知新的橋梁性作用，是前面知識的拓展與延伸，領略這個繪本故事的內容，一是可是拓寬學生的知識面，二是可以學以致用，解決一些實際問題。 四、教學目標
（一）、知識與技能
1.聽、說、理解單詞 apple, pear, plum, strawberry, orange及其復
數形式。聽、說、理解單詞a lot of, egg, caterpillar, cocoon, butterfly.
2.聽、說、理解句子On…(表示星期的單詞) he ate through…(表示食
物的詞語). But he was still hungry.
3.初步培養學生在情景中運用所學句型來介紹一些實際情況的能力。 （二）、過程與方法
充分參與英語活動，感受英語活動帶來的樂趣。 （三）、情感態度與價值觀
通過英語交際，體會學習英語帶來的快樂，培養學生友好合作的精神和
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良好的社交能力。 五、教學重點
（一）、會聽、說、理解單詞 apple, pear, plum, strawberry, orange及其復數形式。聽、說、理解單詞a lot of, egg, caterpillar, cocoon, butterfly.
（二）、會聽、說、理解句子On…(表示星期的單詞) he ate through…(表示食物的詞語). But he was still hungry. 六、教學難點
（一）、靈活運用所學句型。 （二）、掌握單詞的發音。 七、教學策略
本課主要采用任務型教學法來突出重點和難點。讓學生帶著任務去學習。
通過游戲，激發學生的學習興趣；通過體驗、實踐、參與、合作的學習方式，發展他們的語言綜合運用能力。
在教學中，我采用了CAI，card, 微課輔助教學，其形象性和直觀性使得課堂教學生動活潑、豐富多彩，這有利于激發學生的學習積極性。 八、教學準備
CAI, cards, paper,微課. 九、教學過程 （一）、熱身
T: Good morning, boys and girls. Ss: Good morning, T. T: How are you? Ss: I’m fine.
T: Ok, let’s sing a song.
（說這句話的同時點擊CAI播放，和學生一起唱歌，邊拍手邊唱。） （二）、新課引入和呈現
1、 T: Oh, sweet voice. What’s this?
(說話時出示“葉子上睡著卵”的圖片。引出單詞“egg”。帶讀兩三次，
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貼大圖于黑板。)
T: In the night of the moon, a little egg lay on the leaf. On Sunday morning the warm sun came up and pop! （肢體語言，夸張） What happened?（驚訝） (教師引入課文，配上肢體語言：睡覺，伸懶腰。)I have a wonderful video for you. Let’s get into round one. Who can watch the video carefully(雙手在眼睛處圍城圈圈)，you can get one step(手指指到評價體系走一步。)Let’s begin.(點擊CAI，轉換至動畫片。)
2、 T：(播放至毛毛蟲孵化出來，肚子咕咕叫的時候停止播放)What happened?(盡量鼓勵學生自己說，中文也可以)The egg turned into a…？（說不出來，教師提供幫助，并運用肢體語言，做爬動的樣子） Ss: 毛毛蟲
T: Yes, out of the egg came a caterpillar.(出示caterpillar卡片，教讀，然后把caterpillar 圖片貼在黑板上。) T: What colour is the caterpillar? Ss\S1：red, green, yellow
T: So cool.(表揚學生，注意肢體語言)
T: He looks small or big? Ss: small. (肢體語言表揚) T: Was he hungry? Ss: Yes. (肢體語言表揚)
T: He was a tiny and very hungry caterpillar. (hungry重讀，注意肢體語言)解釋：tiny means small
T:(拿出太陽卡圖)The very hungry caterpillar.跟讀，注意肢體語言。 “太陽圖”貼在黑板上。
T: The caterpillar can make magic. Do you know what happened at last? Let’s enjoy the video. (點擊CAI，繼續欣賞，看完整個動畫，停止) T: At last, he turned into a… ?(肢體語言，飛的動作)
Ss: 蝴蝶
T: At last, he turned into a beautiful butterfly. (肢體語言，飛的
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動作)
3、T:(肢體語言,出示小毛毛蟲,分配給小組的時候要指明小組的角色)Mm，I have two small caterpillar. G1 andG2，you are the green one. G3 andG4，you are the yellow one. Just now, all of you watch the video very carefully, so all of you can get one step first. At last, let’s see who can turn into a beautiful butterfly.
4、T: Children, do you remember what did the caterpillar eat on Monday to Friday? Now let’s get into round two. I’ll give you half a minute. Please read the books from page4 to 11 quickly. Then tell me the answer. (點擊CAI，放音樂，巡視指導看書)
5、T :Ok, stop here.(CAI轉換)What did the caterpillar eat on Monday? Who can tell me?(1-2個學生說)
T:Let me see/Let’s have a look. （CAI轉換看答案）Yes or no? You are right. One step for you.(獎勵回答正確的學生) Read after me: one apple.(貼大圖，帶讀至大圖貼完畢，大概2-3次。)（轉換貼句子圖片，分詞組讀2-3次，讀完做“吃東西的樣子”，說“Yummy, delicious, tasty, good, great, wonderful”，表情夸張，表揚表情到位的學生。）On Monday he ate through one apple.
T:Was he still hungry? Ss: Yes!
T:(貼句子大圖，分詞組帶讀2-3次，肢體語言摸肚子，很餓)But he was still hungry.
T: En, sweet voice. One step for each group.(獎勵每組一步) 6、CAI轉換，T: What did the caterpillar eat on Tuesday?(1-2學生說) T: Let me see/Let’s have a look. （CAI轉換看答案）Yes or no? You are right. One step for you.(獎勵回答正確的學生) Read after me: two pears (貼大圖，帶讀至大圖貼完畢，大概2-3次。)（轉換貼句子圖片，分詞組讀2-3次，讀完做“吃東西的樣子”，說“Yummy, delicious, tasty, good, great,
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wonderful”，表情夸張，表揚表情到位的學生。）On Tuesday he ate through two pears.
T:Was he still hungry? Ss: Yes!
T:(替換單詞大圖，分詞組帶讀2-3次，肢體語言，低頭失望的樣子很餓)But he was still hungry.
T: En, you are reading well. One step for each group.(獎勵每組一步)
7、CAI轉換，T: D o you know what about on Wednesday?(1-2學生說，不會說的給予提示：three…)
T: Let me see/Let’s have a look. （CAI轉換看答案） Yes or no? You are right. One step for you.(獎勵回答正確的學生) Read after me: three plums (貼大圖，帶讀至大圖貼完畢，大概2-3次。)（轉換貼句子圖片，分詞組讀2-3次，讀完做“吃東西的樣子”，說“Yummy, delicious, tasty, good, great, wonderful”，表情夸張，表揚表情到位的學生。）On Wednesday he ate through three plums.
T:Was he still hungry? Ss: Yes!
T:(替換單詞大圖，分詞組帶讀2-3次，肢體語言，雙手叉腰有點生氣)But he was still hungry.
T: Wow, read better now. One step for each group again.(獎勵每組一步)
8、CAI轉換，T: What about on Thursday? Who can tell me?(1-2學生說) T: Let me see/Let’s have a look. （CAI轉換看答案）Yes or no? You are right. One step for you.(獎勵回答正確的學生) Read after me: four strawberries (貼大圖，帶讀至大圖貼完畢，大概2-3次。)（轉換貼句子圖片，分詞組讀2-3次，讀完做“吃東西的樣子”，說“Yummy, delicious, tasty, good, great, wonderful”，表情夸張，表揚表情到位的學生。）On Thursdays he ate through four strawberries.
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T:(替換單詞大圖，手指句子) But…. Ss: he was still hungry.
T: (分詞組帶讀2-3次，肢體語言，雙手叉腰,跺腳，有非常生氣)But he was still hungry.
T:Well done, children. Now , what about Friday? 9、CAI轉換，T: What about Friday?(1-2學生說)
T: Let me see/Let’s have a look. （CAI轉換看答案）Yes or no? You are right. One step for you.(獎勵回答正確的學生) Read after me: five oranges (說five的時候，手語示意，語氣夸張，貼大圖，帶讀至大圖貼完畢，大概2-3次。)（轉換貼句子圖片，分詞組讀2-3次，讀完做“吃東西的樣子”，說“Yummy, delicious, tasty, good, great, wonderful”，表情夸張，表揚表情到位的學生。）On Friday he ate through five oranges.
T:(替換單詞大圖，手指句子) But…. Ss: he was still hungry.
T: (分詞組帶讀2-3次，肢體語言，雙手叉腰,跺腳，有非常生氣)But he was still hungry.
T:Well done, children. Now , what about Saturday?
10、CAI轉換，T: Do you remember what about Saturday?(1-2學生說) T: Let’s see together.(轉換CAI ,出現所有食物圖片，每次點擊消失一個，消失一個教師讀一個，直到全部吃完，出現毛毛蟲吃的所有的食物) Wow, he ate through…(夸張的表情)
Ss: lots of food(根據CAI的內容來回答)
T: Very good . One step for everyone.(獎勵回答正確的學生) Read after me: lots of food (手語示意，語氣夸張，貼大圖，帶讀至大圖貼完畢，大概2-3次。)（轉換貼句子圖片，分詞組讀2-3次，讀完做“吃東西的樣子”，說“Yummy, delicious, tasty, good, great, wonderful”，表情夸張，表揚表情到位的學生。）On Saturday he ate through lots of food.
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T: On Saturday he ate through lots of food. What happened that night? Ss:睡覺了，好飽，肚子痛…
T: Yes, that night he had a stomachache.(分詞組帶讀2-3次，肢體語言，捂著獨自蹲下來，很難受的樣子)
T:What about Sunday?
11、CAI轉換，T: What about Sunday? CAI轉換，大家看圖回答。Ss: 樹葉
T: Yes, one nice green leaf. Read after me: one nice green leaf (手語示意，語氣夸張，貼大圖，帶讀至大圖貼完畢，大概2-3次。)（轉換貼句子圖片，分詞組讀2-3次，讀完做“吃東西的樣子”，說“Yummy, delicious, tasty, good, great, wonderful”，表情夸張，表揚表情到位的學生。）On Sunday he ate through one nice green leaf.
T:(肢體語言，從上往下摸肚子) He ate through one nice green leaf, and after that he felt much better.(分詞組，帶讀2-3次)
12、T:（肢體語言，提示看黑板上的毛毛蟲大圖）Boys and girls. Look at the caterpillar.
T: Was he hungry? Ss: No!
T: Yes, he wasn’t hungry any more. T: Was he small? Ss: No!
T: Yes, he wasn’t a little caterpillar any more. Little means small T: He was a…(肢體語言提示“大”和“胖”) Ss: big, fat caterpillar
T:(肢體語言) He was a big, fat caterpillar.(帶讀一兩次)
13、T:（肢體語言）He built a house, called cocoon.(肢體語言，在胸前夾緊手臂，出示cocoon大圖，帶讀2-3次，貼在黑板上，繼續講故事)Round himself. He stayed inside for more than two weeks.(肢體語言，表示兩周多) Then he nibbled a hole in the cocoon, (肢體語言，從繭的后面拉出蝴蝶)pushed his
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way out and, he was a beautiful…(展示蝴蝶，讓學生自己說結果，中英文都可以—蝴蝶\butterfly)
Ss: butterfly
T: Wonderful.(分詞組帶讀句子)He was a beautiful butterfly.(展示蝴蝶大圖，貼在黑板上) （三）、鞏固、拓展
1、OK, you did a good job.(肢體語言)One step for each group.(獎勵每組走一步) Let’s get into round three.(CAI轉換) Open this book,(肢體語言，揮一揮學生的書)turn to page two. Listen to the story.(肢體語言)Then make a list of food.(肢體語言)（CAI轉換至聽音，教師巡視至結束）
2、T: Finish it. Now, let’s see how to make the list of food. (CAI轉換，微課呈現，教師巡視。)
T: Now, take out your paper.(肢體語言，出示表格紙)I’ll give you 2mins. Please finish it.(CAI轉換，音樂響起，教師巡視指導。)
T:Stop here.(CAI 轉換，肢體語言示意看黑板)Show yourself. Who can retell the story according to the list of food?(You, came here….please believe me. I can help you. Don’t worry.（用不同語言鼓勵學生，注意眼神的期待等等)
師生互動，學生將表格移至幻燈片，老師問學生答。適當給予幫助。 T: You are brave. Cool!(肢體語言：擊掌鼓勵)Two steps for you.(獎勵)
3、T:Let’s check your answer.(CAI轉換)
T : What did the caterpillar eat on Monday\on Tuesday? S1: On Monday\Tuesday he ate through one apple\two pears. T: On Wednesday he ate through three plums.(反復問答至到周日。) 4、T: Oh, this round you are the winners.(雙手大拇指鼓勵，很吃驚的樣子)One step for everyone. Now, let’s get into round four.(CAI轉換)Come
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on, baby. It’s your show time. Before your show, let’s enjoy a vodie, how to act it out. Let’s begin.
5、CAI 轉換至微課，播放，巡視至結束。
6、T: OK. I’ll give you 3mins to act out the story in the group. Everyone can choose a different role. Let’s begin.(CAI轉換，音樂響起，學生練習，教師巡視指導至音樂結束)
T: Which group can act out with me?(肢體語言，鼓勵學生參與，挑選一組展示)
7、T: You are very awesome!(肢體語言，非常給力) （四）、小結課文
T: Let’s recall the life of the caterpillar.(小結課文，指著黑板) T: First, he was an…. Ss: egg
T: Then, he turned into a…. Ss: caterpillar
T: Yes. Next, he ate through… Ss: one apple, two pears, three plums, four strawberries…(說完食物名稱)
T:At last, he turned into a beautiful… Ss: butterfly
(小結課文，肢體語言指示步驟，教師可以適當提示) （五）、情感教育
T: The caterpillar’s persistence brought new life. What about others? Please watch the video.(CAI轉換至情感教育，自動播放至結束，結束后CAI 再次轉換，ppt呈現此次課的主題，教師念出主題) （六）、評價
T: Now, let’s see who can turn into a beautiful butterfly.(肢體語言，指向評價體系)Oh, the green caterpillar was faster. So the green caterpillar turned into a beautiful butterfly.(肢體語言，飛起來，把毛毛蟲變成蝴蝶)
T: Congratulations! Hurry!(和學生一起歡呼)
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（七）、家庭作業
T: Now let’s look at your funny homework.(CAI轉換至作業圖片，讀一遍作業) （八）、結束新課
T: hat’s all for today. Class is over. Goodbye, everyone! Ss: Googbye. 十、板書設計
The very hungry caterpillar.
圖片板書： 文字板書：
板書+評價方案：AB兩組（兩只 On Sunday he ate through 毛毛蟲）比賽，看哪個組最快走 one nice green leaf.
到頂點 ，變成蝴蝶。 But he was still hungry. 說明：左圖為繪本故事的“板書+評價方案”。將繪本的主要內容做成手工卡片，并按照毛毛蟲的生長發育過程和所吃食物來拼圖，拼成一只吃得胖胖的毛毛蟲。再根據故事描述內容毛毛蟲又發育成繭，最后破繭成蝶。全班同學分為AB兩組（每組都是一只小毛毛蟲）比賽，看哪個組能通過自己的努力，最先變成蝴蝶（最快到達頂點意味著最先破繭成蝶）。評價結束時，學生可以用已學知識表達評價方案的內容。E.g. Group A walks steps. Group B walks steps. Group is the winner. And so on.
右圖是繪本故事的文字板書設計。文字板書了主要句型，并對關鍵詞（橫線上的詞語）進行替換。讓學生在欣賞繪本的同時領略英文的文字魅力，并復習舊知，輔助學生復述故事。
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整個板書可以概括故事大意，對了解毛毛蟲的一生有一目了然的作用。在回歸繪本故事進行總結時，學生可以根據這個板書設計說出繪本的主要內容。
“圖片板書”和“文字板書”均為照片處理而來，真實有效。 十一、教學評價
注重學生語言運用能力的培養，突出語言的真實性和實用性。以不同方式最大限度地激發學生的學習熱情，使小學生在“玩”中學會用英語進行交際，讓學習者的交際能力在完成任務型的教學活動中得到提高。
但在整個教學過程中，如何使學習與游戲、活動實現完美有機的結合，還有優化的空間。 十二、教學反思
本課我采用了任務型教學，創設的任務都得到了落實，取得了較好的成效。本課通過觀察或者猜測來描述毛毛蟲的食物，這就是互動，也是任務。這些任務有一定的現實性和真實性，能夠引起學生的興趣、激發學生的參與欲望。每一個參與者在執行任務的過程中，都擔當一定的角色，都要提供掌握的信息，在共同完成任務的過程中，培養了合作精神。學生既有自主學習，又有合作學習和研究型學習。本課中的拓展部分實現了知識與能力運用的整合。本課在培養學生的創造能力上尚有值得改進的地方。
視頻來源：優質課網 www.jixiangsibao.com
