1、1 学校学科英语班级四(13)人数50 左右 课题四上My friend教时1执教日期 一、学习基础分析（教材、学生基础、课程资源等） 教材分析：本节课是基于译林版牛津小学英语四上延伸出的一节作文课。本节课以我的朋友为主题，重在 引导学生以合作的形式思考，讨论问题，探索写作方法。培育学生有效提取信息进行准备表达的能力。进 一步培育学生的理解沟通与表达等英语学科关键能力。 学生基础：学生在学完四年级上册后，对每个单元的核心知识点已经掌握，但是对于每个单元的信息提取 和综合还有待培育，语言综合运用能力还有待引导。本课试图通过一系列教学设计培育学生的有效表达能 力，为今后有效的英语写作打下基础。 教
2、学准备： PPT，songs，material paper，blackboard design 二、关键能力目标三教学决策 语言理解能力（听、读） A 分析信息、概括了解能力通过视频、文本等环节，培育学生提取信息、概括了解 的能力 B 朗读能力能够自如的朗读 my friend 的文本 语言表达能力（说、写） A 真实交流能力能够运用 Unit1-Unit4&Unit8 的核心句式，并且能够 表达 my friend 主题，进行语用输出。 B 语言综合运用能力能够根据板书生成资源进行语用输出，能够结合 my friend 的主题， 展示汇报项目， 培育学生综合语用能力。 2 思维能力&文化品格
3、&学习策略 小组合作能力通过小组合作，组内人员合理分工，根据给定文本写作 规则的发现和学习，进行交流汇报，提高学生准确表达 的能力。 四、教学流程图（决策链） （流程图形式不限） Free talk and leading Enjoy a song Miss Bais friend Write our friend Listen and choose Discuss and write Read and find Know your friends Write Check A: Capitalized B: No mistakes C:Spacebetween words D: Punctua
4、tion Report Think Writing skills On logic On accuracy On topic 2. Writing 1. Before writing 3 五、教学实施 教学步骤教师活动预测学生活动能力达标 Step1 Before writing 1.Free talk and leading T: Hello, boys and girls, nice to see you! You look so nice today! Hi, how are you? I like Do you like What do you like? T: Do you like
5、 English songs? Lets enjoy a song first. Lets enjoy a song. 2.Enjoy a song T:Afterwatching,pleasetellme “Whats the song about?”(PPT)( Is it about food? Is it about animals? So , Its about) T:This is Mary. She has many friends. How is her friend?Her friend is nice. Her friend is(you try) T: So how is
6、 your friend?（引导学生使 用 My friends is句型来阐述，so your friend is Can you try again?） Is your friend a boy (a girl)? Ss: My name is Im fine I like Ss : friend. Ss:Herfriendis /happy/big/little/good. Ss: My friend is Ss: Yes, my friend is a girl. Ss: Hes/Shes Ss: His /Her name is Ss: Yes. My friend is. He/s
7、he isHe/she isHe/she is 借班上课，简单的 交流轻松氛围。 通过歌曲，帮学生 构 建 情境 ， 感 知 friend 主题。 自主梳理关键词汇 通 过 对 Mary s friends 的提问， 培 育学生提取关键信 息进行准确表达的 学科关键能力。 第一次语用输出 自 主 梳理 核 心 句 型。 无序的老师提问引 导 学 生有 序 的 输 出。 4 How old is he/she? And whats his /her name? T: So we know her friend is a Her name is .We can also say Shes. She
8、s nice. T: I Know a lot about your friend. Can you talk about your friend like this? Step 2 Writing 1. Miss Bais friend a. Listen and choose T:All of you have a good friend. Miss Bai also has a good friend too. Do you want to know? Please listen and choose. Which is my friend? (My friend is Su Chang
9、. She is a teacher, too. She is tall and nice. Were good friends.) T: So which is my friend, this boy or this girl? T: Yes, she is my friend. How is she? (Is she fat? Is she short?) b. Discuss and write （出现人物特写） Ss: Yes. Ss: The girl S1: Shes tall and nice. 5 T：Look at her eyes. Are her eyes big? T:
10、Sowhatabouthermouth/ nose/hair/eyes（多找几人说，引导学 生用句型 heris来说。 ）Who can say sth? Who can try?（无所谓几句、如果 学生不会说，先示范 You can say her ears are big.） T:Good!Youcandescribeher appearance very well. Lets write the sentences on the paper. Can you write? Good! You can write like this:Her mouth is big. Lets write
11、. But before writing, lets think(手势)， when we write sentences, what should we pay attention?Workingroupsand discuss. Ss: Her eyes/mouth/ear/ hair SS:YES Ss discuss and think. Ss discuss and say. Ss:句子开头要大写 做中学，教师先示 范，学生再实施， 教师作为检验者， 学生是实践者。 及时检查与反馈学 生的学习情况 1.No, mistakes（拼写、句子结 构、语法） 2.Capitalized.（
12、句子开头要大 写） 3.Space between words.（单词 间距） 4.Punctuation（标点） 6 （出现人物细节图） 进度条 2 分钟 (Her name /His name不 能 用 he name, ok, we must pay attention the sentences structure.) T：Can we write it now? Ready? Go. First,letsreadthesentences together. Look at her sentence, is it good?(Are they good?) （ Did she foll
13、ow the rules? She can write better. Yes we must pay attention to hand writing. She can write well/beautiful. Anyotheridea/advice?Ok,lets read this one.） （手势指向 rules） c. Read and find T: You can write sentences about my friends appearance very well. I also write a passage about my friend. What points
14、 do I write? Please read and discuss in groups. T: Now, did you finish?So what do I write? S: 特征外貌. Ss: Next, you write her age. Ss: Then her feature Ss：Thenherfavorite animals/fruit. Ss: Finally, you write her ability. Ss: OK. 通过教师一系列问 题的引导，学生从 获取信息无序性向 发现文章有序的过 渡。 7 T: Figure(板贴)， （带读）how is she?
15、T: Appearance(板贴)， （带读）what doesshelike?Whatabouther eyesmouthearshair? T:Favorite (板贴)（带读）Yes,I write her favorite animals/fruit T: Ability(板贴)（带读）so what can she do ? T: Great, you know a lot from this passage. First I write my friends name, age. What do I write, next? (ppt 划线 name age)(此处板书， 画流程
16、图) T: Now lets read it together. My good friend My friend is Su Chang. Shes thirty-three. She is tall and nice. Her eyes and mouth are big. Her hair is long. She likes monkeys. Theyre cute. She likes apples and mangoes. She can dance very well. d. Know your friends S: name appearance likes can 1.锻炼学
17、生的口 语表达能力。 2.有意识地培养 学生提取信息 的能力。 （根据 学生表达的内 容，及时检测 学 生 听 的 质 量） 3.根据My friend 的四个 维度内容进行 提问，引导学 生从无序选择 到有序的表达 输出。 以 Bobby 为做 my friend 范例。为书 写 my friend 创设 情境。 8 T: Excellent！You know my friend very well. What about your friends? Can you say sth about your friends like this(指向板书)? Practice by yoursel
18、f. （走到学生当中，指导 2 个学生，2 个学 生汇报） T: Ok, so who is his friend? How is his friend?（注意收集学生的生 成性资源） What does he like? What can he do? (根据四个维度的内容，对学生进行提问。) 3.Write a passage about“my friend” T: Well, big hands to you. You can talk about your friends very well.This time can you write a passage about your fr
19、iend like Miss Bai? (Wait) Today lets write about our friend together. Hes also Sams friend. Who is he? T: Lets write in a group.（用手指小组 Ss: Ss:A/B/C/D S1:We write our friends name、 age and feature. S2:Wewriteourfriends appearance S3: We write his favorite animal/ fruit. 第二次语用输出 首 先 确定 写 的 内 容，让学生根据自
20、 己的能力选择不同 难易度的任务 9 学生） student A, youll writestudent B, youllwritestudentC,youll writestudent D, youll write Make sure, whos ABCD in your group. a. Think Nowt, Ill give you one minute to think about your part. Think what to write? b. Write Now take out this sheet, write your part down from A to D. T
21、ime is limited, so you must be quick. Whos A? Are you ready? Now As turnBs turn Cs turnDs turn c. Check Read by yourself and check your writing.（手拍书写规则，Pay attention to the writing rules.） d. Report. S4: We should write what can he do Ss: 小组讨论评分 S: 句子开头 Ss: Read together. 老师根据学生意见 进行修改，再次朗 读学改过的作文，
22、让学生再进行打分 （评价） 1.No, mistakes（拼写、句子 结构、语法） 2.Capitalized. （句子开头要大 写） 3.Space between words. （单词 间距） 4.Punctuation（标点） 10 Lets report. Whod like to show yourwriting?Whichgroup?Yes, come here. T：You can speak very well, lets check their writing. T: If you have ten scores. How many scores（分数） can you gi
23、ve?And why？Discuss in groups. 5-6 （nice try） 7-8 （well down） 9-10 （excellent） T: Why do you give this score? T: (OK, lets help them. How to modify?.)（如果学生找不出问题所在， 老师用笔指读，带着学生找问题） T: Lets read together. T: Now, this time, how many scores can you give? Discuss and choose. T: OK, this time most of your
24、 groups all give them nice to ten scores. You think its a good writing, right? What makes a good writing? Discuss in group. Ss: Goodbye, Miss Bai 11 So, a good writing should(让学生说 出文章的规范)( It should on topic ,read. It should on logic, we should write in order.) Todays homework, try to write a passag
25、e about your friend. Hope you can write very well. Dont forget these writing skills. Im so glad to have a good time with you. Goodbye, class. Homework Try to write a passage about your friend by yourself. 12 板书设计 My friend Name Appearance Ability Favorite Age figure Writing skills On topic On accuracy On logic Punctuation Space between words No mistakes Capitalized
