外研版（一起）一年级下册Module 2-Unit 2 The toy car is under the bed.-ppt课件-(含教案+视频+素材)-部级优课-(编号：70c37).zip

教学案例 （一）背景 本堂课是外研社版本新标准一年级起点第二册， Module2Unit2 的第二课时，是一节语言复习课， 由一年级英语教师 宋玮在 2017 年 3 月 24 日执教，本次授课我校邀请了西安市外语教 研员白文华老师指导。 本课是一节组内的教研课，我们英语组本次 课程围绕教研主题：如何把语言学习运用到实际生活当中，本节课 的主要内容重点是学习运用方位介词 on, in, under, 能够描述某一场 景中物品的位置，或帮助他人找到物品。本节课难点在于如何把语 言运用到生活场景中，让语言得到实际应用。 （二）主题 本次选择的案例，我主要想通过案例，分析活动设计过程中， 如何让活动更加具有真实性和 可操作性。 能过让活动最终落实有 结果，并且让学生们带着情感去活动练习，也就是我们常常说的 Think with feeling. 我选择了 Practice 练习中的一个活动环节，由小组合作共同设 计我们的美好家园教室为前提，讨论设计完成。注重小组合作的过 程，培养孩子的思维过程，带着感情去思考问题。 教学设计： Practice： 1. Group work. Four in one group. Cut the magazines, design a room for your group. Talk about the room . Talk about the location. 2. Try to make a short passage. Like this: Look! This is my (our) room. The toy bear is on the bed. The kite is under the bed. The book is in the desk. The pencil is on the desk. The dog is on the chair. I(We) like my(our) room. 3.Show your room to the classmates. Talk about your room. 【Purpose: SS will be activated and encouraged to participate in the English tasks by cooperating with partners in order to experience the happiness and cultivate self-confidence in learning English. Ss solve the problem in our daily life.】 （ 教学活动设计通过小组合作形式训练语言表达，一方面培 养了学生团队合作精神，一方面也是将语言运用到孩子们的 实际生活中去，通过设计我们美丽的教室，在活动设计中， 让孩子带着情感去想，去学，去展示，最终展示出孩子们共 同理想的教室。 ） (三)案例实录 教学片段： T: Wow, look! The Mr. crocodile has a clean and beautiful room. Lets design a beautiful room for us . Ok? (由鳄鱼先生房间设计活动，引出我们将要进行的活动。) Ss: Ok! T: Four students in one group. Put the paper and objects on the desk. Talk about what they are. Then Stick them on the paper. ( Show them an example.) T:Follow the steps. Step1: Put the paper on the desk. Step2: Talk about the objects. Whats this? Its a bed. Step3: Stick on the paper. Design a beautiful room. Step 4: Say something about your room. Ask one group show an example. S1: Look! Its a desk. Whats this? S2: Its a book. Whats this? S3: Its a bag. Whats this? S4: Its a pencil case. Whats this? S1: Its a box. Try to introduce the new room. S1: Look! This is our room. S2: The book is on the desk S3: The pencil case is in the bag. S4: The bag is under the desk. S1: The box is under the desk,too. S1 S2 S3 S4: We love our room. T: Understand? Ready? Go! （做小组活动前，将活动要求讲明，并带一小组进行示范，让 全体学生了解活动要求。 ） Ss: Four in one group. Do it together. ( After 58mins) （小组活动，提倡合作学习精神。 ） T: Are you ready? Which group wants to show? Group1, Group2, group 3 show in front of the classroom. （培养自信，让孩子们善于展示自己。 ） （三）分析 课后西安市英语教研员专家白文华老师，就这节课，这一活动 设计和我做了以下分析。 优点：1.整个课堂符合低年级学生的学情特点，整堂课气氛活 跃， 教学活动设计能够吸引学生的兴趣。2.教学资源整合的比较合 理，学过的知识和还未学习的知识能够在课堂有所涉及和预设。3。 教学活动都有一定的情景设计。 4.注重小组活动，团队合作学习。 5.注重情感教育，从小培养良好的习惯和品质。 问题：1.这一活动设计应当注意逻辑性，教学活动安排应当更 有梯度，循序渐进。2.教师的示范要做精准， 将要求摆出来，示范 一定要有示范性。让四人一组活动，先在活动前把要求说清楚，学 生练习时就不会茫然，不知所措。 3.活动设计要注意尽量使用真实 的场景，让孩子体验是身边生活中会发生的事情。比如：四人组设 计组内自己的房间，在现实生活中就不是十分合理，也不够真实， 不如应该换成四人合作给我们的教室装扮一下，设计最美的教室， 等孩子们的作品完成，还可以进行小评选，争取按我们自己的创作 设计布置。让孩子们在学习中，感到自信和快乐。让学生们 Read with feeling. Act with feeling. Think with feeling. 4. 英语语言的教学逐 步从语言技能教学改变为学生思维的培养，人文培养，真正做育人 的工作。 （四）反思和改进 就这一节课中这个教学案例，本人在教研员的指导下和同组 教师的帮助下，我进行了如下反思。 思得：一得顺利完成达到教学目标， 学生们都可以自如的表 达某物的摆放位置。 二得学生学习英语的自信心加强，善于表现展 示自我。三得小组合作探讨学习，促进学生团结协作的精神， 活动 设计也充满了趣味性。四得小组合作共同完成任务，让孩子们充分 的在学中思考，在思考中学习，活动设计让孩子们全方面得到训练。 思失：一失教学活动安排层次要注意有梯度， 知识学习设计活 动应有逻辑性，词不离句，句不离篇。不可以单纯把活动设计拉来 用，要考虑词，句，对话，段落的设计，前后顺序设计要合理。二 失教师的示范性不够到位， 学生活动时会慌乱。比如我这个活动中， 我说完要求后要求四人组活动，可是部分孩子都不知道怎么去做， 或者在组内因为分工而争吵。我发现问题后，马上找了一组进行示 范，效果就好多了。三失活动设计时注意真实的情景设计，如教案 中涉及小组共同设计自己房间不如共同设计大家美丽的教室。并把 设计方案考虑如何落实，让孩子们在任务中获取自豪感。把英语课 最早的从培养学习技能引向锻炼培养学生的思维，人文的培养。 思效：学生们在语言技能上都掌握了教学目标，知识重点难点也 已经突破掌握。整节课在听，说，读的训练上比较扎实， 学生在训 练中能力有所提高。小组合作比较有序，孩子们在活动中运用语言， 掌握语言。 思改：如果再教这一课，一我首先会在教学活动设计上调整，做 到知识的的梯度上升， 活动设计遵守逻辑性规律。二我会在活动设 计环节中更加注意真实情景的生成，比如原小组合作设计他们共同 的房间就不如设计成小组共同设计我们的教室，在孩子们展示完小 组设计后，还能互相评价，选出可取之处落实在我们现实生活中。 三在教学中注重人本的培养，培的英语语音语调，多让他们听跟读 模养有自信，落落大方的孩子。五适当加入自然拼读法的学习。六 在英语教学中时刻铭记三个 feelings：Read with feeling! Act with feeling! Think with feeling!让英语教学从语言技能的训练变成学生思 维的训练，人文素质的培养。 做有思想的老师，育有思想的新人。 Questions: 1.Wheres the bear? 2.Wheres the kite? 3. Wheres the toy car? Design your classroom! Look at our classroom. The _ is in the _. The _ is on the _. The _ is under the_. We like our classroom. Which one do you like? Keep the classroom clean! Do you like this room? Keep the room clean! Questions: 1.Wheres the bear? 2.Wheres the kite? 3. Wheres the toy car? Design your classroom! Look at our classroom. The _ is in the _. The _ is on the _. The _ is under the_. We like our classroom. Which one do you like? Keep the classroom clean! Do you like this room? Keep the room clean! 1 Module2 Location Provider： Analysis of teaching material: This teaching part is the 4th part of Module 2, New Standard Students Book 2.The function of this part is talking about location. The key content is depicting the location of objects. Theoretical bases of this design: This class is designed to guide SS to talk about the location. During this class, SS will be activated and encouraged to participate in the English tasks by cooperating with partners in order to experience the happiness and cultivate self-confidence in learning English. Vocabulary: where (wheres=where is), in, on, under, toy, hat, bed, bear Sentence Structures: 1. Wheres the toy car? 2. Its in/ on/ under the desk. 3. The toy car is under the bed. Analysis of SS: SS in Grade 1, they have learned the words about location-in/ on/ under before. They can ask and answer the location about one object in the English book . Unit Target 1. Can listen, speak and read the words in the vocabulary correctly. 2. Can use sentence structures correctly. 3. Can ask about location. 4. Master the pronunciation of some words. 5. Can make a short passage with partners fluently and finish the questions. 6. Improve pupils listening, speaking and reading through the activities in the classroom. 7. Help pupils solve the problems and help others. 8. Be willing to participate in English activities and cooperate with others. Unit Focus: 1.Master words about location and sentence structures. 2. Can ask about location. 3. Can master and use the key sentence: The _ is in/ on/ under the _, in our daily life. Unit Difficulties 2 1. Can make a short passage/ dialogue with partners. 2. Can help others and solve the problem. 3. Can use the sentence patterns in our daily life. Hours Arrangement The fourth period The 4th Period Learning points： 1. Learn words: where (wheres=where is), in, on, under, toy, hat, bed, bear 2. Help pupils use structures of “Wheres the _?, “The _is in/ on/ under the _.”. Methods: 1. TPR(T) 2. Communicative Approach (T) 3. Task-based teaching(T) 4. Cooperative learning approach (Ss) Teaching Aids： Pictures, CAI, cards, SS task material Learning Steps I. Warmer/Revision 1. Sing an English song with actions. 【Purpose: Ss sing the song to cheer up and have a revision. 】 （老师利用 module1 学习的歌曲，一方面复习了介词 on, 另一方面调动了孩 子学习英语的兴趣，调动了学习气氛。 ） 2. Duty Report. ( BD: on/ in/ under) （从孩子成长方面考虑，从小培养他们的自信，落落大方的气质，能够用所 学习的知识，自己组织语言，将句子形成段落， 自信的在大家面前展示自 己。在学习过程中不但会说，还会提问，提问也可以增加其他孩子参与的兴 趣，让他们更加仔细的欣赏别人，学习别人的优点。评价孩子时，注意说明 评价原则，让每个孩子心中清楚。 ） 【Purpose: Have a revision about Module2. And cultivate self-confidence in learning English. 】 II. The presentation of the new material 1.Our friend Daming is very sad, he cant find his toys. Where are they? 2. Show three questions: 3 Wheres the bear? Wheres the kite? Wheres the toy car? 【Purpose: Consolidate the key words by the guessing game.】 3. With the questions, Look at the CAI, listen and try to find the answers. 4. Read follow the tape 【Purpose: Practise their listening and reading. Imitate the pronunciation and tone.】 5.Write the key sentence on the BB. 【Purpose: The presentation of the sentence patterns. 】 (以好朋友 Daming 找不到自己玩具，引出本课内容， 让孩子们带着问题， 回到文本的学习中，带着问题，找到问题的答案，解决问题。从学习中获得 快乐。 另一方面回归文本，模仿文本的语音语调，本身就是英语学习的重点， 让每个孩子在基础学习时，就树立良好的语音语调。 ) III. Drills Show a cartoon scene. 1. Task1: Lets sing and dance. Sing the song with actions. ( Extended words: by, make some sentences.) 【Purpose: Consolidate the key words with this song and show them a extended word-by.】 （以卡通动画故事的形式贯穿本课的活动设计，在歌曲中主要复习了主 要的单词 on, in, under,歌曲同时也活跃了课堂气氛。在歌曲学习中， 出现了一个新单词 by, 老师通过 body language， 让孩子们体会单词 的意思，并试着用新词造句。 ） 2. Task 2: Read and do. There are six sentences. According to the sentences, stick the objects with right place in the house. The cat is in the box. The pen is in the bag. 4 The book is on the desk. The toy car is under the bed. The schoolbag is under the desk. 【Purpose: Ss practise to have a good reading and good understanding.】 （主句型的练习，通过读一读，摆一摆的游戏，让孩子们理解句子，复 述句子，完成摆放的任务后，从而获得学习的自信和快乐。 ） 3. Task 3: Design your beautiful classroom. Group work. Four in one group. Cut the magazines, design a room for your group. Talk about the room . Talk about the location. Try to make a short passage. Like this: Look! This is our classroom. The _is on the _. The _is under the _. The _ is in the _. We like our classroom. At last, show your classroom to the classmates. Talk about your room. 【Purpose: SS will be activated and encouraged to participate in the English tasks by cooperating with partners in order to experience the happiness and cultivate self-confidence in learning English. Ss solve the problem in our daily life.】 （ 教学活动设计通过小组合作形式训练语言表达，一方面培养了学生 团队合作精神，一方面也是将语言运用到孩子们的实际生活中去， 通过设计我们美丽的教室，在活动设计中，让孩子带着情感去想， 去学，去展示，最终展示出孩子们共同理想的教室。 ） IV. Practice Lets play a game. Find the difference. There are two pictures, find the difference. Two students in one group, discuss together. Wheres the _? In Picture1, the _ is on the _. In Picture2, the _ is under the _. (Extended words: in front of, behind) 5 【Purpose: Learn and play games. During this game, SS will be activated and encouraged to participate in the English tasks. 】 （最后设计一个孩子们非常喜欢的游戏，考眼力找不同，在游戏中训练 了孩子们的语言表达。在这一环节中我们要求孩子们在同桌合作时， 通过问答对话的形式， 让孩们达到语言实际情景性的训练， 通过交 流，运用语言。 ） V. Consolidation Form a good habit. Keep the room clean. Keep the classroom clean. Tidy the room, we like tidy rooms . We dont like messy rooms. 【Purpose: We should develop the students ability, form a good habit.】 （提倡教育孩子，合理规划房间，教室，让我们身边的教室房间更加干净 整洁，爱我们的家，爱我们的班级，爱我们的学校， 达到情感升华。 ） VI. Homework 1. Talk about your room with the sentence “The _ is on/ in/ under the _.” 2. Read the story-Wheres Bob? 【Purpose: SS can consolidate and practise what they learnt and try to learn English from daily life in more ways.】 VII. Blackboard Design Module 2 Location the toy car? Wheres the bear? the kite? The toy car The bear is under the bed. The kite _ _ The pencil is in the schoolbag. The schoolbag is under the desk. The toy car is under the bed. The book is on the desk. The cat is in the box. The bear is on the chair. VIII. Reflection after Teaching 6