1、HowHow toto TidyTidy UpUp ToysToys 教学设计教学设计 “HowHow toto TidyTidy UpUp ToysToys”教学设计教学设计 PEPPEP 人教版小学英语人教版小学英语( (三年级下三年级下) ) U Unit4nit4 WhereWhere isis mymy .?(.?(拓展课时拓展课时) ) 授课人：授课人： 授课年级：三年级授课年级：三年级 Teaching ObjectivesAnalysis: 1.1.L Languageanguage Objectives:Objectives: 1）Enable students to und
2、erstand and read these words:toys,cars, balls,dolls,blocks,others. 2）Enable students to understand ,read and use these sentences: How messy/tidy the . are/is! Step1:Sort the. Step2:Name the boxes. Step3: Put.in the boxes. Step4: Put .in,on,under. 2.Thinking2.Thinking AbilityAbility andand LivingLivi
3、ng SkillSkill ObjectivesObjectives ： 1) Enable students to have the ability to tidy up the toys and can express the steps of toys tidying up. 2)Enable students to know the good ways of tidying up other things. 3) To cultivate students logical thinking ability and critical thinking ability during the
4、 process of toys tidying up. 4) To cultivate students practical ability and the ability to organize daily necessities. 3.3. EmotionEmotion andand attitudeattitude ObjectiveObjective Dont make our room messy. We need to tidy up things. Teaching Key and Difficult Points: 1) To master words blocks，doll
5、s and the sentences of4 steps of toys tidying up. 2) To understand and use the sentence:How messy/tidy the.are/is! 3) To understand why we need to tidy up toys by the 4 steps? 4) To know how to tidy up other things. Teaching Steps： StepStep 1 1：WarmWarm upup andand leadlead inin 1.Warm up: Free talk
6、 about “toys” T: What do you see on blackboard? Ss: I see balls./cars/bears. T: They are all toys. T:Do you have toys? What toys do you have? 2. Lead in 1) Guessing game : Peppa and George 2) Watch a video and answer the questions Q1: What toys do they have? Q2: Where are the toys? Is it good? 3) Te
7、ach and Practice: “OMG! How messy the toys are!” (lead ss to read it in strong emotion.) 4)Q3: What should they do? Teach the title “Tidy Up Toys” Step 2: Presentation and Practice 1. Sort the toys. 1) Watch the second part of the video Q1: How do they tidy up their toys? Q2: Is it a good idea to pu
8、t all the toys in one basket?(Purpose：激发 学生的思考和预设,铺垫整理玩具的正确方法。) 2) Watch the last part of the video Q1: Is it a good idea to put all the toys in one basket? Why? （Purpose：学生印证自己的预设是否正确，培养批判性思维品质） If I want a ball, is it easy to find? Maybe the room will messy again. Q2: What should they do? Teach “S
9、ort the toys” 2) Students Sort the toy pictures and learn these words: blocks, cars, balls, dolls, others. (Purpose: 逻辑思维引导下的动手实践， Learning by doing.) 2. Name the box T: We have sorted the toys. Now what do we need? Ss: We need boxes. T: How many boxes do we need? Ss: We need 5 boxes. Learn “Name th
10、e box” and ask some students to name the toy boxes and practice “Its a . box.” 3. Put toys in the boxes. Ask some students to put toys pictures in each box and practice the sentences: I put . in the . box. 4. Put the boxes in the right places. 1) T:What are the right places in our classroom and at h
11、ome? 2) Show my advice of “right places” 5. Review the 4 steps Step 3: Extension 1) Create a situation : Do you want to go to Marys home or Kevins home? 2) Lets Listen:How do others help Kevin? 3) Group work: Lets help Kevin to tidy up toys ,clothes or books. Lead in: Wow, how tidy the toys are! OMG
12、! How tidy the room is! (Purpose: 以整体玩具为范例学习完后，创设情境，布置任务， 迁移至生活中更多需要整理的实物，丰富语言输出，提升语用能力， 实现思维发散。) Step 4: Conclusion : (Let students discuss first) Tidying up is fun. /Tidying up is a good habit. Step 5: Homework Blackboard Design: 设计理念及思路：设计理念及思路： 本课为 pep 三年级下的 unit 4 Where is my car 的拓展课。文本中有一个 叫
13、Mike 的主人公在前面的几课中一直在找自己的东西，问他的同学 Where is my car/boat/? 问他的妈妈 Where is my cap？侧面反映出 Mike 这个小朋友是个 喜欢乱放东西的小孩， 于是我挖掘本课的情感态度目标是让孩子们不要乱扔东西 并养成整理物品的好习惯。在前面的课事中已经让孩子们有了要整理物品的意 识， 那具体应该怎样去整理就是我这节拓展课时要解决的问题。和孩子们生活最 接近的就是整理玩具、书籍、衣物、书包等，考虑到语聊来源应是儿童立场，于 是我选择了孩子们最感兴趣的整理玩具作为切入点， 用孩子们喜欢的小猪佩奇作 为导入，提出玩具需要整理。再通过佩琪错误的整
14、理方法自然导出玩具需要归类 整理的正确方法。 在教给孩子们具体方法也就是 4 步骤后再迁移到生活中更多的 需要整理的更多东西，做到了课内课外关联一体。 在 Extension 环节迁移到真实生活中，不仅给孩子创设了语境，设置了任 务， 为了让语言更真实丰富又增加了一些生活化的语言， 例如 How messy.!What can we do? Lets tidy up 等等。这些语言不是到了最后一下子给孩子的而是 在前面各个教学环节中都有所铺垫。其实大家可以看到，感叹句和整理玩具的 4 步是作为目标语言去重点学习，其他句子如 What can we do， Lets tidy up 等在真实的教
15、学中语境中让孩子有所习得。在整个教学过程中做到了习得学习， 相融相同。 此课为一节综合实践活动课，既然是实践活动课就需要突出实践课的特点， 那就是让孩子 Learning by doing。课堂的主要环节即在讨论整理玩具的 4 步时 几乎都是让孩子们去动手体验和操作， 但是孩子如何动手实践一定是建立在自己 的生活经验和一定思维之上的， 也就是说整理的 4 个步骤除了教给孩子整理收纳 的方法以外，更重要的是培养了孩子的逻辑思维和批判性思维。比如说学生要思 考为什么佩奇整理玩具的方法不够好，怎样才是更合理的方法，步骤是什么？也 就是说整堂课上孩子们活跃的不仅仅是 hands，更活跃的应该是 mind，且层层深 入充满悬念。 总之， 本课设计不仅符合了英语学科核心素养中要求培养学生思维品质的要 求， 同时也顺应了核心素养所倡导的不仅让学生学会学习，也要学会健康生活的 理念。不仅教会了孩子健康生活的具体方法，更将关注育人，实践德育的理念通 过无痕的引导和渗透落到了实处。
