.课题 | 三下Unit 8 Colours(Story time) | |||||||||||||||||||||||||||||||||||||||||||||
年级 | 三年级 | 执 教 | 马杭中心小学 黄滢 | |||||||||||||||||||||||||||||||||||||||||||
教学 内容 分析 | 【What】故事内容 本语篇围绕刘涛、杨玲等学生在科技馆观察并讨论变色龙的变色过程展开。故事展现了变色龙的三次变色过程,以图文并茂的方式呈现变色龙变色的原因以及学生们的反应,展示了世界的多彩和奇妙。 【Why】主题意义 本语篇通过语篇标题"A little friend"引发学生的好奇心,借助线索人物﹣﹣饲养员向同学们介绍自己的动物朋友变色龙,自然引出"变色"话题,场景贴近学生生活,便于学生理解。文末的读后问题"What changes colour?"引导学生在第一课时学习的基础上对色彩产生更深的感受,鼓励学生发现和探究世界上更多会变色的事物,从而进一步了解周围事物和环境。 【How】文本结构和语言修辞 本语篇是比较典型的日常交际对话,在Cartoon time的基础上,呈现了更多的颜色词汇,如brown、yellow and red;涉及谈论颜色的句型"What colour is it?""It's …";表达感受的语言"It's cool!" "How come?" "Wow!"。文本结构清晰,内容易于理解,贴近学生生活实际,能调动学生的学习热情,且有现实意义和教育意义。
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课时 学情 分析 | 已有基础:学生在前一课时的学习中已经掌握了颜色相关表达,并能使用What colour is ...? It’s ...来对变色龙进行颜色的问答。 兴趣点:本单元话题为颜色,故事情节有趣且与学生的生活实际密切相关,语言情境较为丰富。学生乐于朗读、表演并分享。 难点:让学生探索发现变色龙颜色变化的原因,归纳分类单词并用颜色相关句型表达。 | |||||||||||||||||||||||||||||||||||||||||||||
课时 教学 目标 | 通过本课时的学习,学生能够: 1. 在看、听、读、说的活动中整体理解语篇内容,梳理不同环境下变色龙的颜色。 2. 在活动中操练并掌握单元核心语言,谈论周围事物的颜色,体会世界的多彩与神奇。 3. 通过寻找和分享身边更多会变色的事物,形成关注并探究颜色奥秘的欲望。 | |||||||||||||||||||||||||||||||||||||||||||||
教学评一致性表单 |
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重 难 点 | 1. 能正确流利朗读核心语言,谈论颜色类词汇,并能探索发现变色龙变色原因。 2. 在日常生活情境中,谈论颜色,懂得分享合作。 3. 基于文本内容探究主题意义,进一步思考本单元 Big question。 | |||||||||||||||||||||||||||||||||||||||||||||
课前 准备 | 1. 学生能对前面cartoon time的内容进行回顾、表演。 2. 学生能在前置性学习单的引导下预习Story time。 | |||||||||||||||||||||||||||||||||||||||||||||
教学环节 | 教师活动 | 学生活动 | 设计意图 | |||||||||||||||||||||||||||||||||||||||||||
Step1 Pre-reading
| 1、Let’s play:I say, you say Do you like balloons? Bobby likes balloons too. 2、Let’s recite If you are Bobby, can you recite cartoon time? Let’s check your homework. Good. So they all like balloons and they have fun in the park. Who are in the park too? 3、Let’s say Where do they want to go ? Why? Because we can see it in the picture. So they go to the Science Museum.
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I say “apple” You say “... ...”
Yes, I do.
课前预习单 Hello, I am Bobby. I see many balloons in the park. The little duck buys a .... This is my sister Tina. She buys a ... .... I want... balloon, ...balloon, ...balloon. We all like colourful balloons.
They’re our friends.
They go to the Science Museum. Because we can see it in the picture. | 感知与注意: 通过游戏,在课程开始,帮助学生复习颜色类词汇,使学生在轻松的环境下快速投入到本课学习。
通过课前预习单引导学生回顾、复习卡通部分的知识,梳理、掌握并表演故事。
通过Who?Where?Why?三个问题为衔接本课时课文内容铺垫。同时,在轻松愉快的氛围中引出文本,为后续语言输出做准备。
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Step 2 While- reading | 1、Let’s guess Who are in the museum? Yes, she is the narrator. Listen,... change What animal friend is it? It’s the chameleon. 2、Let’s know and read Look, this is a chameleon. It’s my little friend. Do you want to know about the chameleon? Here are three steps for you. First, let’s know what colour is it, OK? 3、Let’s ask Now look, what colour is the chameleon? Is it green all the time? 4、Let’s watch What colour does the chameleon have in the video? Let’s watch and finish Task 1 on your learning sheet. 5、Let’s find and check Let’s check. What colour does the chameleon have? Look at my fingers, OK? Are you right? 6、Let’s find The chameleon can change colour. How to ask? Read story again and find the questions. Who can? 7、Let’s repeat Now let’s repeat what questions does the narrator (解说员) ask? Nice. Do you know what does it mean? How about now? What do they mean? It means the chameleon. Now means the colour is different. It changers its colour. So we know what colour is it. Next let’s find how and why does it change colour. 8、Let’s look and say At first, how many times does the chameleon change colour? How do you know? Now look, at first, it’s green. Next, it changes the first time. Then it changes the second time. At last, it changes the third time. So it changes three time. Let’s read: at first, next, then, at last 9、Let’s read, write and say How does the chameleon change? Now, let’s read Picture 2 to 4, finish your learning sheet. At first, P2, what colour is it now? Why does the chameleon change its colour? You can tell me in chinese. It means dangerous. The chameleon wants to protect itself. So it changes into brown. 10、Let’s imagine If you are the chameleon, what can you say?如果你是变色龙,你会说什么? (Then, P3, what colour is it now? Why does the chameleon change its colour? The chameleon is angry. It wants to protect its place. So it changes into yellow and red. If you are the chameleon, what can you say now? At last, P4, what colour is it now? Why does the chameleon change its colour? He is safe. So it changes into green again. If you are the chameleon, what can you say now?) 11、Let’s point and ask Now you can choose one picture to ask and answer. Work in 3. Which group can show? Well done. 12、Let’s say The chameleon can change colour. How do the students react? Can you tell me? What else can you say? How come? Great! Amazing! 13、Let’s imitate Time for reading. Let’s point and imitate. Don’t forget your fingers. Good. 14、Let’s read Here’s a pair work for you. Work in 2, choose one way to read or act the story. You can get more stars ... So we find how and why does it change colour. At last, let’s share what changes colour? |
She is the narrator. change change
chameleon chameleon
Look, this is a chameleon. It’s my little friend.
It’s green.
Watch and tick. 助学单1
The chameleon is ... ...
What colour is it? What colour is it now?
now now What colour is it? What colour is it now?
Three times.
at first, next, then, at last
助学单2
It’s brown.
Because the eagle is coming. dangerous dangerous
Read the chant.
It’s yellow and red. Because it doesn’t want others to come to its place. angry angry
It’s green again. Because another chameleon is leaving. safe safe
Ask and answer in 3.
It’s cool. Wow! How come? Great! Amazing!
Read and act
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获取与梳理: 通过解说员的介绍让学生认识the little friend变色龙,引导学生初步感知和理解文本内容。再紧扣Know,Find, Share几个关键词来引导学生更好地地进入文本的学习。
获取与梳理: 在助学单的帮助下,关注问答句型,关注颜色变化,引导学生说出变色龙变化的身体颜色,强化颜色单词的记忆和口语表达。
获取与梳理: 通过对解说员问题的对比分析,让学生关注本节课的重点句型:What colour is it? What colour is it now?并结合上一课时所习得的颜色词,引导学生在情境中进行语言的理解和输出。在表达中,通过不同层次的任务设计和评价,关注不同能力学生的评价和发展,尊重个体差异。
获取与梳理: 通过观察图2-4,从How? Why?两个方面分析变色龙怎样变色和变色的理由,逐图关注文本,细化图片信息,并编创短诗,让学生对变色龙变色原因更加明晰,科普知识的同时,更加增添趣味。
获取与梳理: 文本结构清晰,内容易于理解,表达感受的语言"It' cool!""How come?" "Wow!",贴近学生生活实际,能调动学生的学习热情,且有现实意义和教育意义。
概括与整合: 引导学生进行文本的表演,在完整的情境中再次感悟语言,运用语言,通过评价方式的呈现来引导学生进行人物情感的正确表达。 | |||||||||||||||||||||||||||||||||||||||||||
Step 3 Post- reading
| 1、Let’s learn What other things can change colour? 2、Let’s think What colourful things are around us? Colourful fruits, colourful animals, colourful plants ... So colours are magical. 3、Let’s group What other words can you group? Can you tell me more words about fruit, animals and plants? Work in 4, finish task 3 on the learning sheet.
Which group can show? Good job. You can group many words. So we can share what changes colour. That’s all for today.
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dragon fruit Arctic fox leaf ... ...
Group other words.
| 拓展与运用: 学生了解生活中更多的事物能变化颜色,关注生活中不同颜色的含义。基于文本内容探究主题意义,进一步思考本单元 Big question。 文末的读后问题"What changes colour?"引导学生在第一课时学习的基础上对色彩产生更深的感受,鼓励学生发现和探究世界上更多会变色的事物,从而进一步了解周围事物和环境。
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Step 4 Homework | 【Must do】 (1) Read or act story time. (2) Finish the Exercise sheet . 【Choose to do】 Find colourful things in our life. |
帮助学生建构基于主题的结构化知识,并鼓励学生在实践中落实综合素养。
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