本案例中教师使用的哪些教学策略值得借鉴？

Unit 6 At the mall第二课时教学设计.doc

Unit 6 At the mall第二课时教学设计

广东省深圳市南山区南山小学：陈虹

1. 《At the mall》是深圳市义务教育课程英语标准实验教科书 Primary English For China第七册（四年级第一学期）的第6单元，是后半册书的开篇，与Unit 7 Eating out及unit 8 Shopping for food联系紧密，同属户外活动这一大主题，同时又呼应unit 1所学的序数词用法，既承上又启下。

2. 按内容的相关性及顺承性将课文的各个部分稍作调整，分配到4个课时完成：

   课时	课型	教材内容分配	学习重点	跨越式听读资源选择
   1	单词教学为主的听说课型	A部分	mall, a bank, a gift shop, a toy shop, a camera shop, a pet shop, toilets, a fast food restaurant； It’s on the first/ second… floor.	Words Readings 1
   		H部分	Culture shock about the floor plan
   2	单词教学与综合运用相结合的综合课型	B2、B3部分	Where’s the …? It’s on the … floor. It’s beside/ between the …and …	rhythms
   		F部分
   3	新词及新句用法练习为主的听说课型	B1部分	Where are the …? I can see one. It’s above/ below /beside /between the …and … There’s another one above/ …	Dialogue 7/8 Readings 1/6/7
   		G部分
   4	故事学习为主的阅读课型	C、D部分	Please don’t eat fast food at the shopping mall. It's not good for you.	Readings 2

3. 课时安排说明：因B2比B1与A部分的顺延关系更强更自然，且B1除了4个介词之外还有一个难点：another，故将B2前移，第二课时在复习A部分以及二年级所学介词的基础上重点只学beside, between两个新词，降低难度。E部分的语音教学与本课内容没什么关联，且此种分散式语音教学效果不大，故省去这部分内容。

• 知识与技能：

1. 会读会说beside, between两个单词，能流利朗读B2部分课文，并仿照课文对这一部分的图片进行对话。

I want to …. Where’s the …?

It’s on the … floor.

It’s beside/ between the …and …

2. 能正确完成B3的填空。

3. 能运用新学方位介词帮他人对事物进行更准确的定位，并完成F部分的floor plan

• 学习策略：

通过唱英语歌曲学习单词

1. 教师准备：PPT课件、handouts of a gap-filling song（homework）, the floor plan of a mall

2. 学生准备：前一课时的作业

• 因为学生需要时间充分消化上一课时的内容，第二课时不宜安排太多新的东西，故分配较多时间复习，只安排学习两个新词，将重点放在新词加入后对话的拓展和丰富上面，即A和B2部分内容的结合。

• 四年级的孩子稚气未脱，歌曲、游戏仍旧是他们最喜欢的学习方式。

歌曲、游戏教学法、TPR（全身反应法）、图示教学法、交际教学法

Step I. Revision and Warm-up (10min)

1. Review the phrases learnt in the last lesson with flash cards, ask Ss to spell ‘bank’, ‘toilet’ and ‘gift’.(注意点学生拼读时先叫好学生，再叫能力弱一点的学生拼同样的单词，体现层次)

Then ask a student who does homework A to read aloud his/her work in front of the class.

2. Pair work: role-play A and B. A is a new student in Class 1, Grade 1, B is helping him around our school (PPT 提供school floor plan and key words for dialogue：)

A: Is there a … in our school?

B: Yes, there is.

A: Where is the …,please?

B: It’s on the … floor.

【设计意图：巩固单词记忆后，创设情境布置任务，既是对上一课时作业的反馈又是利用真实环境运用所学，同时对话设计渗透B2部分内容，为掌握新知做好铺垫】

Step II. Sing and do: learn the prepositions (10min)

1．Ss自主听读rhythms 资源（including the chant in Part G），重点听Where is the cat?

2．Fill in the blanks of the song：

Where is the cat? Is he ____ the hat, ____ the hat, ____ the hat? Oh where is the cat?

Where is the cat? Is he ____ the chair, ____ the chair, ____ the chair? Oh where is the cat?

Where is the cat? Is he ____ the trees, ____ the trees, ____ the trees? Oh where is the cat?

Where is the cat? Is he ____the tree, ____ the tree, ___ the tree? Oh where is the cat?

Where is the cat? Is he ____ the car, ____ the car, ____ the car? Oh where is the cat?

Where is the cat? Is he ____the chair, ____ the chair, ___ the chair? Oh where is the cat?

（answer: in, on, between, beside, above, under）

【设计意图：funny song激趣的同时复习旧介词学习新介词，轻松高效，填词巩固词义记忆。】

3．T-Ss QA (利用真实环境)to check the understanding of in, on, under, beside, between, above (板书单词beside, between及它们的图示)

4．Memory tip (say and act) :

in (putting a finger in the mouth)

On (putting a hand on the head)

Under (putting a hand under the chin)

Between (putting the forefinger between eyes)

Beside (putting the forefinger beside right ear)

【设计意图：结合动作记单词，学生会感兴趣，让每个单词有个一符号般的固定手势，有助于记忆。】

5．TPR to practice using the words ‘beside’ and ‘between’ T-Ss

T: (Ask S1 to the front and stand beside the TV set) Where is S1?

Ss: He/ She is beside the TV.

T: (Ask S2 to stand beside S1) Where is S2?

Ss: He/ She is beside S1.

T: (to S3) Now S3 , stand between the TV and S1. (to Ss) Now where is S1?

Ss: He/ She is between S3 and S2

T: (Ask two more Ss to the front)…

Pair work: talk about the classmates’ locations… is beside …. … is between … and …

【设计意图：在真实情境中运用单词，学了就用。】

Step III. Presentation and practice (12min)

1．Listen and learn to read the text of B2

2．Do the gap-filling in B3. Ask Ss to do it individually and then compare in pairs.

3．Play a game of information gap (课本F部分)

【设计意图：利用信息沟进行有意义交际，让学生运用所学去得到自己想要的信息】

Step IV. Communication (8min)

1．自主阅读资源（Dialogues）

2．Pair work: a dialogue at information desk.

Excuse me.

Hello. Can I help you?

Yes, please.

I want to …. Is there a …in the shopping mall?

Yes, there is.

Where is it?

It’s on the …floor. It’s beside/between ….

Thank you.

【设计意图：创设商场服务台情境，扮演顾客与工作人员的角色，对文中片段式对话进行拓展，注重对话的完整性，体现层次和梯度。】

3．Summary and homework:

Choice A: 填写Where is the cat?的歌词（配插图）。

Where is the cat? Is he ____ the hat, ____ the hat, __________? Oh where is the cat?

Where is the cat? Is he ____ the chair, __________, __________? Oh where is the cat?

Where is the cat? Is he ____ the trees, __________, __________? Oh where is the cat?

Where is the cat? Is he ____the tree, __________, __________? Oh ______ is the cat?

Where is the cat? Is he ____ the car, __________, __________? Oh ____________?

Where is the cat? Is he ____the chair, __________, __________ ? Oh ____________?

Choice B: 仿照歌曲Where is the cat?，运用本课单词创编一首新歌。

【设计意图：分层作业，照顾暂差生。填词作业既帮助巩固单词、词组，又新颖有趣，让学生都喜欢做作业】