小学英语语篇教学单元设计主题研讨活动.ppt

小 学 英 语 语 篇 教 学 单 元 设 计 主题研讨活动,古松学校系列化校本教研活动模式的实践研究(一),古松学校 2010.12.21,2A M2 Unit 2 Thats my family,Oxford English,单 元 设 计,一、学情分析 二、教材分析 三、单元目标分析 四、课时划分与单课目标的设定 五、再构文本的设定及在单元教学中的运用,一、学情分析,经过一年多的英语学习有一定词汇量。 对英语学习有一定的兴趣和好奇心。 初步养成了英语学习的日常习惯。 大部分学生来自外来务工人员家庭，家庭辅导力不足，口语带有浓重的乡音色彩，英语学习的渠道完 全来自于课堂教学。 学生原有的能整合到本单元的知识。, 学生原有的能整合到本单元的知识,词汇方面,grandfather, grandmother, father,mother,brother,sister,me fat thin tall short big small,句型方面,This is . Who is he/she? Hes (Shes) . What can she do?He/She can I like/love,一、学情分析,二、教材分析,单元教学内容 单元教学任务分析,单元教学内容,Look and say,Look and learn,Ask and answer,Letters,Listen and enjoy,young old,Is that a boy/girl? Yes./No. Is he/she? Yes./No.,Ii (insect) Jj (jar),Rhyme: My family,Whos she ? Shes Sally. Is she your sister? Yes, shes my sister. Whos he ?Hes Jim. Is he your brother? No, he isnt. Hes my friend.,本单元形容词young ，old 的教学，承接了1A中介绍朋友的fat, thin. tall short这些形容词，为介绍家庭成员以及其他人物提供了更多的语言知识，教材巧妙地将另外一些描述人物的形容词设计在学生感兴趣的儿歌中, 如：kind, dear, nice, sweet等，对所学的新旧知识进行了整合，既拓展了知识，又激发了学生兴趣，同时培养了学生正确的语音语调。,牛津英语2A M 2 Unit 2 的教学主题是Thats my family,主要是延续了1A的介绍家庭成员的语言知识, 并在此基础上展开一般疑问句的教学.学生通过学习Look and say, 能听懂Is he/she ?并用Yes ,he/she is. No, he/she isnt.作出正确的应答。此句型在日常对话中经常用到，教师应创设多种多样的生活原型和游戏，激发学生的学习兴趣，让学生充分运用，从而达到交流的目的。,单元教学任务分析,三、单元目标分析,1、能正确认读、规范书写字母Ii、Jj。 2、能正确认读形容词:young、old,并能用所学过的形容词对家庭成员的体貌特征进行简单的描述。,3、在语境中能比较熟练的运用句型Is he/she?询问家庭成员的基本信息，并能用Yes, he/she is.(No,he/she isnt.)根据特征做出判断。 4、在语境中,通过对家庭成员的描述,培养学生热爱家庭,善于表达自己对家庭成员爱的情感。,四、课时划分与单课目标的设定,根据教材和学生实际情况,分析和设定了本单元的教学目标后,我们预设3课时来完成教学任务.,Topic: Peters family,在获取相关信息的过程中，促使学生热爱家人并善于表达自己的感情。,Topic: Kittys family,在获取相关信息的过程中，促使学生热爱家人并善于表达自己的感情。,1.采用听说、问答活动，了解相应的信息。 2.通过问答、创造儿歌等形式巩固所学的语言知识。,Topic: My family,在获取相关信息的过程中，促使学生热爱家人并善于表达自己的感情。,1.采用听说、问答，了解相应的信息。 2.通过阅读练习形式巩固所学的语言知识。,五、再构文本的设定,再构文本一 Hi! Im Peter. This is my family. There are six people, my father, my mother, my grandfather, my grandmother, my sister and me. My father is young. My mother is nice. My grandfather is old. My grandmother is kind. My sister, Sally is short and thin. I am tall and young. I love my family. They love me too.,人物外貌特征,五、再构文本的设定,2. 再构文本二,K: This is my family. There are three people. This is my father. P: Is he tall? K: Yes, he is. Hes young and tall. P: What can he do? K: He can ride a bicycle. This is my mother. P: Is she fat? K: No, she isnt. Shes thin and kind. P: What can she do? K: She can sing and dance. This is me. I am eight. P: Youre nice and short. What can you do? K: I can write and draw. I can swim too. P: Oh! Its a sweet family.,人物外貌特征和能力,五、再构文本的设定,3. 再构文本三,This is my family. There are four people, my father, mother, grandfather and me. My father is young and tall. He can swim. My mother is nice and dear. She can sing well. My grandfather is old and kind. He can draw well. Im eight. Im sweet and small. I can skip a rope. My dog, Sam can run fast. Oh, its a sweet family. I love it.,人物外貌特征和能力,五、再构文本的特点,文本一,文本二,文本三,主题 family,主题统一 知识递进 结构反复,Is that a _? Yes./No. Is he/she_? Yes./No.,boy/girl,用P20Ask and answer中的文本引出Kitty和Peter,初步感知句型Is he/she?,Family tree,S: Who is he/she? P: He/She is my _.,用已学句型Whos he/she? He/She is作为辅助文本复习家庭成员，并引出文本一中的第一个语段。,Hi! Im Peter.This is my family. There are six people, my father, my mother, my grandfather, my grandmother, my sister and me.,_, _ Who is _?,My is old. My is old.,My is young. My is young.,young,old,_, _ My _ is _.,Old/Young,通过文本，让学生在对比中感知单词young old。,old/young,old/young,Old/Young,old/young,old/young,利用节奏明快的chant，使所学单词、句子多次反复，帮助学生在语段的诵读过程中不经意的重复使用，记忆所学内容。,Are you old? _. Are you young? _. Is _ old? _. Is _ young? _. Is _ old? _. Is _ young? _. _. _.,he,he,he,he,Are you old? _. Are you young? _. Is _ old? _. Is _ young? _. Is _ old? _. Is _ young? _. _. _.,she,she,she,she,利用节奏明快的chant，使所学单词、句子、结构再次反复，在帮助学生巩固所学内容的同时，进一步培养学生的学习兴趣和热情。,Yes/No,My father is young. My mother is nice. My grandfather is old. My grandmother is kind. My sister, Sally is short and thin. I am tall and young.,Look at the flowers. How nice! Look at my mother. Shes nice too.,利用主文本引出单词nice kind,同时通过辅助文本，结合图片，使学生能更好地感知理解这两个形容词，同时丰富对人物外貌描述的语言。,Kind, kind. _ is kind.,其中此辅助文本利用学生对已知的nice 的理解，进行知识的迁移，帮助学生灵活运用语言。,My father is young. My mother is nice. My grandfather is old. My grandmother is kind. My sister,Sally is short and thin.I am tall and young. I love my family. They love me too.,Hi! Im Peter.This is my family.There are six people, my father, my mother, my grandfather, my grandmother,my sister and me.,在语境中整体感知文本，将学生已学的相关知识内容予以复现，形成一个相对丰厚的语言学习材料，促进学生对所学形容词的进一步理解，增进情感体验。,五、再构文本在单元教学过程中的运用,第一教时 第二教时 第三教时,Peters family,Pre-task,Sing a song,用学生喜欢的歌曲复习家庭成员。,Enjoy the rhyme,用Listen and enjoy中的儿歌初步感知形容词kind,nice,dear,sweet。,Shes my mummy, Kind and dear. Hes my daddy, Big and tall. Shes my sister, Thin and nice. Hes my brother, Sweet and small.,Peters family,While-task,Guessing game.,用P20Ask and answer中的文本引出Kitty和Peter,初步感知句型Is he/she?,Talk about Peters family member,用文本中的第二个语段，让学生在语境中学习感知形容词young old kind nice,并用新句型Is he/she?Yes./No.进行操练。,Introduce Peters family member,用已学句型Whos he/she? He/She is复习家庭成员，并引出文本一中的第一个语段。,Chant,利用节奏明快的chant，使所学单词、句子、结构多次反复，帮助学生在语段的诵读过程中不经意的重复使用，记忆所学内容，并有利于培养学生的语音和语感。,Are you old? No. Are you young? Yes. Is he old? No. Is he young? Yes. Is he old? Yes. Is he young? No. No. No.,Peters family,Post-task,Make Peters family album,通过对话文本转化为描述文本，帮助学生复现、理解、运用语言，在学生喜欢的活动中，激发学生的学习热情，提高学生学习的主动性。,Listen and enjoy the whole passage,在语境中整体感知文本，将学生已学的相关知识内容予以复现，形成一个相对丰厚的语言学习材料，促进学生对所学形容词的进一步理解，增进情感体验。,A: This is my father. B: Is he(young/old)? A: Yes./No. B: Is he(tall/short)? A: Yes./No.,This is my father. He is _(young/old). He is _(tall/short).,Pre-task,Sing a song,用学生喜欢的歌曲复习家庭成员。,Enjoy the rhyme,用Listen and enjoy中的儿歌进一步感知形容词dear,sweet,kind,nice。,Enjoy the tongue twister,用P21中的绕口令感知字母Ii, Jj在单词中发音。,Kittys family,Harry has a jar. Harry has a jar. Harry has an insect, An insect in a jar.,While-task,Introduce Peters family album,利用Peter的家庭相册复习反馈第一课时的所学内容，引出文本二Kittys family。,Listen and tick,用文本二，让学生在语境中进一步理解形容词young old kind nice sweet,用句型Is he/she?比较熟练地询问他人信息，并用Yes,he/she is.(No,he/she isnt.)进行完整回答。,Talk about Kittys family member,通过听，完成表格，初步感知文本二。,Kittys family,Chant,在第一课时chant的基础上，对句型Is he/she?的完整回答Yes,he/she is.(No,he/she isnt.)进行操练巩固。,Are you old? No. Are you young? Yes. Is he old? No, he isnt. Is he young? Yes, he is. Is he old? Yes, he is. Is he young? No, he isnt.,Post-task,通过阅读、理解、提炼，形成P19关于Kitty家庭的儿歌，文字精简、句型重复，激发学生语言创新能力。,Read the whole