立足文本主题创设活动情境.docx

立足文本主题，创设活动情境
--PEP 3 Unit 5 Dinner’s ready Part A let’s talk
案例设计
松滋市王家桥镇麻水小学 李双双
材料：
Mike: Mom, I’m hungry. What’s for dinner?
Mom: What would you like?
Mike: I’d like some bread and soup, please.
Mom: What would you like for dinner？
Dad: Some fish and vegetables, please.
Mom: Dinner’s ready.
Dad &Mike: Thanks.
课型：
会话课
教学对象：
四年级学生
语言材料编写说明：
1、 教材分析：
本节课的设计是针对《义务教育课程标准实验教科书英语PEP》Book 3 Unit 5 Dinner’s ready. Part A Let’s talk & Let’s survey部分。本课所在的单元主题是谈论有关就餐的话题。话题特点：真实化、生活化。本课是这个单元的第五课时，以会话教学为主，主要学习如何征求和表达就餐，用What would you like (for…), I’d like… .引导学生能整合、运用本单元所有的句型以及自己已知的其他句型进行会话交流。学生在体验、实践、参与、交流与合作中，既了解了同伴的饮食爱好，又培养学生学会表达意愿的意识。
2、 学情分析：
我本节课的授课对象并不是我自己的学生，而是荆州小学四年级学生。他们整体英语水平还不错，对英语有浓厚的兴趣，并具备一定的交际能力，学生已有一些相关的语言知识储备，如食物单词，三年级时学生已学习I’d like….句型，能够进行简单的表达就餐意愿。经过了一年的英语学习，学生有了一定的语言知识积累，掌握了一定的语言技能,他们有能力进行自主学习，合作交流，能积极主动参与课堂学习活动。
3、 教材编写理念：
课程标准关于会话教学的要求：
新一轮基础教育课程改革的总目标之一就是要使学生具有初步的创新精神，实践能力，科学和人文素养以及环境意识，课程实施过程中指导学生主动参与，乐于探究，勤于动手，既培养学生的综合语言运用能力，又培养学生交流与合作意识。
4、 教学理念:
本课的教学中，教师就通过设置不同的语境，让学生在特定的情境中将所学的语言进行综合运用。在教学中注意引导学生利用语言材料进行各种旨在提高语言运用能力的训练和交际，真正突出语用，达到交际的目的。
教学目标:
知识目标：学生能听、说句子What would you like (for dinner)? I’d like…What’s for dinner? Dinner’s ready. 能够听懂、认读dinner, soup, vegetable, ready.
能力目标：学生能听懂、并在情境中运用句子What would you like (for …)? I’d like….征求和表达就餐意愿；能够在情境中恰当运用功能句： What’s for dinner? Dinner’s ready.能够在语境中理解新词dinner, soup, vegetable, ready的意思，并能正确发音。
情感态度、价值观目标：使学生了解同伴的饮食爱好，并渗透科学饮食的思想。
教学重难点:
教学重点：听、说认读What would you like for dinner? I’d like…
教学难点：在情境中运用句子What would you like for dinner? I’d like some… Dinner’s ready. What’s for dinner?
教学准备
PPT课件，词卡，句卡，食物贴纸，餐盘。
教学方法
听说法、情境假设法、任务型教学法
教学流程
Step I Warming-up
1、Greeting
T：Hello, Everyone!
Ss: Hello, Miss Li.
T: Nice to meet you!
Ss: Nice to meet you, too.
2、Let’s sing
T:Are you happy today? (Ss…) Yes, because we have so many friends here. But today many teachers come to our class, let’s sing a song to welcome them. OK?
(Play the video, then Ss Clap their hands and sing a song.)
T: You really sing well. clap for yourself.
3、Class rules
T: Now, I will tell you my class rules. OK? First, be happy, second, speak in English, third, speak loudly. Then I want to divide you into two groups, Boys are Lunch group, girls are Dinner group, Look, here are two plates for the two groups, the boys and the girls. If you did a good job, I will give you a kind of food. At last, let’s see which group has a bigger meal today. Clear?
4、Revision
Now let’s play a game. We will see a lot of food. If you like fish, stand up and say “fish, fish, I’d like fish. OK? ”1、2 go!
[设计意图：课前歌谣缓解课前紧张情绪，拉近师生关系；设置小组比赛活动，激发学生学习兴趣；利用游戏以旧引新,自然过渡。]
Step II Presentation and Practice
1、What would you like?句型呈现
When the picture of vegetables and soup come out, T says“ I’d like vegetables and soup.”(教师带读单词，并关注元音音标的发音，分组读，点名读，并奖励。)
T: I’d like vegetables and soup. (幻灯片呈现句型) What about you?
S1: I’d like fish and rice.
T: What would you like? (幻灯片呈现句型)
S2: I’d like bread and milk. (S3、 S4)(师点评：I’d like bread and milk, too, we can have dinner together.)
(T reads sentences, Ss follow. Then T asks, Ss answer, Boys ask, Girls answer…)
[设计意图：通过I’d like……句型自然引出What would you like?,并使学生初步感知语言。同时也呈现了新单词vegetables and soup,并渗透语音教学。]
2、Role-play
T: Look at the picture, do you know what time it is? (幻灯片呈现)
Ss: It’s six o’clock.
T: Yeah, it’s six o’clock in the afternoon. It’s time for dinner. (带读dinner，for dinner)
T: I’m hungry now. Do you want to know what I would like for dinner? Please ask me.
S1: What would you like for dinner?
T: I’d like fish and rice. What would you like for dinner?
S1: I’d like vegetables and soup. (师点评：I think you will be strong in the future)
(Zoom is hungry, Zip is hungry, too. 教师分别模仿Zoom和Zip的声音，并请学生到讲台前来问。)
3、Game（幻灯片呈现）
Daddy and mommy are hungry. Who can act as mom? Who can act as Dad? (You smile is lovely, I like you. Can you?) Who can act as a child help daddy and mommy get the food and pass it to daddy and mommy. Let’s ask dad first. Daddy, daddy, what would you like for dinner? 1,2,go!(两组)
[设计意图：利用不同的活动形式操练句型，使学生能够在语境中应用语言，同时通过不同形式的角色扮演增加学习的趣味性。]
4、What’s for dinner句型呈现
Mike is hungry，his mom is cooking dinner. Let’s go to Mike’s home and have a look.（幻灯片呈现）Oh, it’s time for dinner, but what’s for dinner,(操练What’s for dinner) can you guess?（幻灯片呈现）
5、Guessing game(Dinner’s ready.)
T：What’s this?
Ss: Bread……
T: Yeah, bread is ready. (vegetables, fish, soup)
T: OK, dinner’s ready. (分组、两人、波浪式操练)
[设计意图：利用猜一猜的游戏形式，避免枯燥乏味的呈现。]
6、Let’s talk
First, watch a video about Mike’s dinner, and find out “what would Mike like for dinner?”
T: What would Mike like for dinner?
S1: Soup and vegetables. (奖励并点评：You are clever.)
Then, read after tape. Each sentence for twice.
Next, read together.
7、Role-play
T: Now I am dad, Lunch group is Mike, Dinner Group is Mom. (读的好的组加分，然后交换。)
T: Three in groups, role-play it, then I will ask three groups to show us.
（学生扮演对话，师下去指导）
[设计意图：先看动画回答问题，再跟读对话，然后齐读，最后角色扮演，使学生逐步熟悉语言，为下一步学生的语言输出作铺垫。]
Step III Production
T：Just now I know you are good at role-play. Can you make a story and role-play it. Let’s have a try. Xiao Huihui is hungry, what would he like for dinner? Please look at the picture. Who can make a story with me. (You are confident, I think you can.一名学生上台) I’m mom, you are Xiao Huihui.
S1: Mom, I’m hungry. What’s for dinner?
T: Mutton.
S1：No, they are my friends.
T: What would you like for dinner.
S1: I’d like fish and soup.
T: Dinner’s ready.
S1: Thanks, mom.
I think you can make many funny stories. Now two or three in pairs.1,2 go！
[设计意图：采用创编故事的形式，培养学生的创新思维以及综合语言运用的能力。活动形式以小组活动为主，学生乐于参与，还能互助学习。]
Step IV Assessment
OK! You really have a big meal. Let’s count. How many dishes do you have?. (Dinner Group) has a bigger meal, You can enjoy it this evening. Would you like to invite me to have dinner with you? (Lunch group) also has a great meal, you can enjoy it this noon. Would you like to invite me to have lunch with me?
[设计意图：课堂评价是对学生学习成果的肯定，有利于保持学生英语学习兴趣。]
Step VI Homework
Now choose your homework, then I will decide which group to have dinner with.
Dinner group is the winner, you can choose it first.
Oh, Congratulation to (Lunch group). They have no homework, I will have lunch with them because they have more time.
Thank you for you all. You really did a good job today.
[设计意图：通过有趣的选择作业活动，让家庭作业不在成为学生学习的负担。]
板书设计

Unit 5 Dinner’s ready

What would you like for dinner?
I’d like vegetables and soup.

教学反思
本课教学内容为PEP（三年级起点）四上Unit 5 Dinner’s ready! Part A let’s talk, 是对话教学。在设计时，我始终立足文本主题晚餐吃什么，创设活动情境，开展竞赛、角色扮演、创编对话等活动。通过掌握重难点语言知识和基础对话，让学生有机会在情境运用已学到的语言材料，发展学生综合语言运用的能力。学生在体验、实践、参与、交流与合作中，既了解了同伴的饮食爱好，又培养学生的合作学习能力。
1、紧扣主题巧设竞赛
我本节课的授课对象并不是我自己的学生，而是荆州小学四年级学生。首先我向学生介绍了课堂规则，保证教学过程顺利进行；然后结合会话主题，设置情境，激发学生学习积极性。我首先男生和女生分为Dinner Group和Lunch Group，并且给每个小组一个塑料餐盘，如果课堂表现好，可以给予食物贴纸奖励，最后看那个小组能够吃一顿大餐，并且在最后的评价阶段，公布了竞赛结果，并且问学生愿意邀请老师一起吃晚餐吗，然后让优胜先选择作业，根据学生作业选择的结果，教师再公布和哪个小组一起吃晚餐。竞赛活动贯穿整个教学活动，并且紧密联系会话主题，对教师的教与学生的学都有促进作用。
2、趣味操练巩固语言
我本节课操练形式多样，并且为学生提供不同语境，通过各种不同梯度的游戏和活动来操练和巩固新学的语言，使学生熟练掌握目标语言。操练多采取先全班、再大组、再双人或个人的形式，主要是考虑到慢生读知识的掌握水平，先让学生在全班或大组操练中尽量参与、大胆开口，然后再双人或个人操练帮助教师了解学生的知识掌握程度和语音语调问题，并适时调整教学措施及手段。
3、巧设情境运用语言
我本节课的能力目标是学生能听懂、并在情境中运用句子What would you like (for dinner)? I’d like… What’s for dinner? Dinner’s ready.在学生能够听说读，并且能够角色扮演的基础上，我设计了创编故事活动，并给予学生相应的图片情境，让学生发挥想象力，小组为单位应用所学语言自主创编故事。在学生创编之前教师先和一名学生作创编对话的示范。在创编故事的过程中学生会应用已有旧知识，并且会主动向教师和同学请教未知的语言知识，激发了学生主动学习的意识，培养学生的创新思维及综合语言运用的能力。
本节课中教师的指令语言及课堂用语如果更加简洁易懂，教学效果会更佳。