让智慧做主课堂教学案例江佩蓉.doc

《让智慧做主课堂——柳州市新课改背景下中小学课堂教学改进策略实验研究成果集》之教学案例
Module 9  Unit 1 A Visit to UN.
驾鹤路小学 江佩蓉
一、教学内容
本节课的教学内容是<新标准英语>三年级起点第七册Module 9, Unit 1的内容,所涉及的语言功能是谈论和表达意愿.所运用的主要语言结构是: I want to visit the UN. 本节课是本模块的第一课时.通过本课的学习,学生应能初步应用 I want to…来表达自己的意愿, 并能运用Do you want to…?来询问他人的意愿.而且,根据本节课的特点, 笔者将把本课设计成阅读策略指导课, 通过老师设计的教学活动,达到 “以读促说, 以读促写”的目的.
二. 教学目标
(1)知识、能力目标目标: 掌握句型I want to…/ Do you want to…?的用法.
灵活运用句型 I want to…/ Do you want to…?
(2)过程与方法目标:(略)
(3)情感目标：1、学生应能初步应用 I want to…来表达自己的意愿, 并能运用Do you want to…?来询问他人的意愿. 2、培养学生热爱自己的国家,热爱和平的高尚品质.
三. 学时分配：一个课时
四. 课型描述：新授课
五. 教学过程：
A. Pre-reading activity:
1. Warming up:
Sing the song “Children from China are Chinese…”
2. Free talk and new words and phrases learning:
T: Wow! So many flags. (Ask one of the students) Where are you from?
S1: I am from America.
T: Glad to meet you. (Ask another student) Where are you from?
S2: I am from China.
T: Glad to meet you. You are from China. You are from the People’s Republic of China.
(Read and repeat “the People’s Republic of China”)
T: Yes, you are from all around the world.( Read and repeat “all around the world”)
3. Giving the task:
T: We are from different countries. We all live in one world. And there is an organization to bring all the countries of the world together to work for peace and development. That is UN. The World Children Meeting is going to be held in the UN. Let’s have a visit to UN and tell the world what you will do if you attend the meeting.
4. Have a contest: How much do you know about UN?
1.) What is this logo for?
A. UK       B. HK       C. UN3.UN
2.)Where is the UN building located(坐落于…)? It is located in _________.
A. Washington D.C      B. New York       C. London
3.) Who is the Secretary-General of UN?
A. Kofi A. Annan （科菲.A.安南） B. George Walker Bush (乔治. 沃克.布什)     C. Bill Clinton (比尔.克林顿)
4.)What does this logo stand for(象征着…)? It stands for_______.
A. war (战争)       B. peace (和平)         C. happiness (快乐)
5.) How many members(成员国) are there in the UN?
A. 262      B. 56       C. 191
6.)There are six working languages(工作语言) of the UN. They are________.
A. English, French, Japanese, Russian, Chinese and Spanish;
B. Arabic (阿拉伯语), Chinese, English, French, Russian and Spanish.
C. Arabic, Mexican, English, French, Russian and Spanish.
B. While-reading activity:
1. Lead in:
T: OK. You know a lot about the UN. That’s fantastic. Do you want to have a visit to the UN? Simon’s dad ,Simon and Daming are visiting the UN. Let’s read the passage and get to know what they want to do in the UN.
2. Reading tips:
T: Before you read the passage, I’ve got some reading tips for you:
Reading tips:
(1.) 带着问题阅读.
(2.)阅读时抓住关键词和句, 如以 “What/When/Where/Why/Who”等开头的疑问句.
(3.)根据上下文猜测单词.
(4.)注意识别文中人称代词指代关系.
3. Give students the following questions:
(1)Is the UN building small?   No, it isn’t.
(2)Where are the flags from?   They are from all around the world.
(3) How many flags are there?   There are 191 flags.
(4)What do countries of the UN want to do? 
They want to bring peace to the world.
(5) Do Simon and Daming go inside?  Yes, they do.
(6) What is the present form China to the UN?  It’s a train.
(7) When did China give the present?         It’s in 1974.
(8)Does Daming like the present?            Yes, he does.
(9) Who wants to take a photo?              Daming.
4. Students read the text and find the answers of these questions.
(设计思路: 提供时间让学生 Silent reading, 通过全文,使学生能基本把握文章的大意.在学生阅读时, 播放一段舒缓的轻音乐,有意营造轻松的气氛,向学生暗示学习是轻松和愉快的, 以提高学生阅读的质量.)
3) Students give the answers and then ask them to read the questions and answers together.
(设计思路: 在学生获得了一定的篇章信息后,根据文章体裁(对话),设置一些问题让学生回答,一方面检查学生第一次阅读的效果,另一方面也帮助学生理清文章脉络,弄清文章的内容\日期\涉及的人物等诸要素,进一步理解全文.)
4) Read after the tape, and find “want to”.
(设计思路: 在对文章进行深层理解之前,让学生听录音,实际上是一个调节性的活动.让学生接受多种感官的刺激(由眼的刺激转到耳的刺激),适度减轻疲乏感,有利于继续增加信息的摄入量.)
5) Point and say what they want to do. ( Do the Exercise 3 on Student’s Book P 35.)
(设计思路: 运用转换的手法,通过让学生完成 “同桌看图问答,并连线”的活动,使学生对文章的主体结构有更好的把握,帮助学生形成较系统的知识.)
6) OK. We know what Daming, Simon and his Dad want to do. Now we are going to visit the UN. We need to do some preparation. Act and guess what your partner wants to do for preparation. Maybe you want to read some books about America. Maybe you want to take some photos of China. Maybe you want to bring some Chinese food….
You can guess like this: Do you want to…?
And report like this: He wants to read some books about UN.
Students in pairs, one acts and the other guesses.
(设计思路: 让学生猜猜假如老师到了联合国想要干什么?巧妙地引出Do you want to…?顺利地实现了本课的第二个教学目标.)
7) Now we are in the UN. Here is a letter from a Chinese pupil. He tells us what he wants to do:
I want to…
Hello! My name is Li Ping. I am from the People’s Republic of China.  I am twelve. I’m very pleased to come to the UN. I want to tell the world China is a big and beautiful country, and Chinese food is very nice. We are very happy in China. I want to show some postcards from China. They are about the Great Wall, the Summer Palace, the Changjiang River. I want to bring some Chinese kites and chopsticks too I want to say: We love peace! Welcome to China!

I want to…
Hello! My name is______. I’m from_______. I’m ______. I’m pleased to come to the UN. I want to__________. I want to__________. I want to__________. ________________________._________________________________.

(设计思路: 这封信的设计和整个教学任务的设计相呼应,而且又给学生提供了一次阅读的机会,独具匠心.)
8) You are from different countries of the world. Now in groups tell your partners what you want to do if you attend the World Children’s Meeting. You should at least say one sentence.
9) Students discuss in groups and finish their speech format.
(设计思路: 阅读的主要目的之一就是能够促进学生的写作能力.通过让学生写 “到联合国大会的发言稿”这一形式, 让学生能运用本课所学的句型进行笔头的练习,达到 “以读促写”的目的;同时,这种形式的写作为学生创造了思维拓展的空间,能力强的学生能畅所欲言,表达他心中大意愿,能力弱一些的学生只要通过仿写就能完成自己的 “发言稿”,有利与培养他们的自信心.)
C. Post–reading activity:
Students finish the speech format and make the speech.
(设计思路: 让学生上台代表自己国家的小朋友在联合国大会上发言,既运用了本课所学的句型, 又与课前设置的任务相呼应, 还培养了学生的表达能力, 为他们的能力提供了展示的平台, 真正让他们尝到了 “我能行!”的滋味.)
Homework:
a. Finish the Activity Book on P34-35.
b. Write a short passage about what you want to do if you go to visit the UN

六. 板书设计：
I want to… Do you want to _________?
Hello! My name is______. I’m from_______. I’m ______. I’m pleased to come to the UN. I want to__________. I want to__________. I want to__________.

七. 教学反思：
基础教育阶段英语课程的任务是通过各种教学活动，激发和培养学生学习英语的兴趣，养成良好的学习习惯和形成有效的学习策略，发展自主学习的能力与合作创新的精神，培养学生综合运用英语的能力。
本堂课是遵循以上原则，并结合小学英语课程标准的要求而设计的。课堂教学以“I want to… Do you want to _________?”为主题，以与每位学生密切相关的“介绍China”为主线贯穿始终。我在课堂上为学生营造了一个轻松有趣的学习氛围，促使学生积极主动地学习英语，并将所学的知识自然有效地运用于生活实际，收到了“现学现用、学用结合”的成效。
    当代教育主张“开放式课堂教学”，注重培养创新型人才。基于这一理念，我在教学过程中依据教学要求、结合教学内容有意识地充实了丰富有趣、针对性强的开放性游戏活动，使孩子们在“乐中学、学中乐”。比如，句型“I want to… Do you want to _________？ ”是本课的教学重点及难点，我在教学中分别采用了“熟读课文，按课文回答问题”、“看短文填空”、“模拟主人翁介绍中国”等等活动，有效地提高了学习的趣味性，增强了学生的成就感。另外，在孩子们基本掌握三个句型之后，我鼓励他们自编、自导、自演对话，让所学的知识得到升华，并把升华后的知识转变成为真实交际的能力。培养学生的爱国情操。
    这堂课的施教情况来看，我深深感受到教师具备良好的语言素质和教学组织能力以及富有创新精神的重要性；同时，我也感受到创设和谐的朋友式的师生关系的必要性。在新课程标准改革的大潮中，身为一名稚嫩的小学英语教师，我愿虚心地向同行们学习，以新课程标准的理念积极地去探索、大胆地去尝试、勇敢地去实践！