以故事为主线的英语任务型教学.docx

1、以故事为主线的英语任务型教学以故事为主线的英语任务型教学-What would you like课堂实录【主题性概述】一、教学分析本节课的核心任务是让学生通过学习，能正确地说出餐具的名称并在生活中帮妈妈做力所能及的家务活。四年级的孩子虽然已经是中高年级的学生了，但是他们对轻松活跃的英语课堂学习仍然保持着浓厚的兴趣，喜新好奇、善于模仿、喜欢表现自己是这班孩子的特点；经过一年多的英语学习，他们已具备初步的英语听、说、读技能，具有一定的学习方法，形成了良好的学习习惯，他们的英语学习策略多用听、说、唱、演、模仿等。本节课的教学内容是餐具：knife, plate, fork, spoon and ch

2、opsticks和句型Can I help? Yes. Pass me the , please. 这些都与学生的生活息息相关，所以教学设计的主线也就源于生活，与此同时，我们又加入了一些孩子们比较感兴趣的故事因素，因此孩子们学习的兴趣非常高，课堂中的故事学习、故事表演和实战演练非常有效地结合起来，使学生的语言学习与他们的生活实际紧紧地联系在一起，很好地培养了学生的语言综合运用能力。二、教学策略采用“任务型”的教学方法： 1、故事引入：森林之王tiger饿了，要吃东西了。它的小随从rabbit只好尽心地服侍他，帮他安排食物、递餐具等等，tiger吃完以后还要洗餐具，只是倒霉的rabbit不小心把

3、所有的餐具掉到水里了。2、设计任务：鼓励孩子们都乐于助人，想办法帮rabbit 把掉到水里的餐具捡起来。3、游戏贯穿：由于几个餐具的单词发音都比较难把握，所以我设计了形式多样的游戏帮助学生学习。游戏包括：猜拳、夹番茄和扔dice等。4、实站演习：设计了Macdonald 快餐店扮演服务员和顾客的任务，让学生联系以前所学的知识，结合今天的新内容，培养他们的语言综合运用能力。在教学中，我充分应用多媒体教学设备，制作一个故事导入、游戏巩固、实战演练的多媒体课件，给学生直观的视觉和听觉感受，用以激发学生的学习兴趣，并通过各种任务的设计，培养学生分析问题、解决问题的能力和助人为乐的情操。【课堂实录】在上

4、课之前，老师把课室的一角布置成麦当劳餐厅，为最后的语言交际活动做好充分的准备。Step 1 Leading inT: Hello, boys and girls. Do you like animals?Ss: Yes.T: What animal do you like?Ss give their answers.T: Ok! Please listen and guess whats this.(CAI)Listen to the sound of the tiger. ( The Ss give their answers)T: Yes, its a tiger. Look, whats

5、 this? (Look at the shadow of a rabbit)Ss: Its a rabbit.T: Yes. Youre very excellent. Today I will tell you a story about the tiger and the rabbit.通过老虎的声音和兔子的阴影让学生猜出故事的主角，能非常有效地调动学生的好奇心，他们急切地想知道他们之间究竟发生了什么故事。Step 2 Presentation1. The students watch the CAI（多媒体演示动画故事）( In a forest, there is a tiger a

6、nd a rabbit) T: Im hungry.R: Tiger, can I help?T: Yes, Id like some food.R: Follow me. Please.(before a house-enter the house-they see many tableware on the table: fork, knife, chopsticks, spoon and plate)(The tiger follows the rabbit. They come to a house. They see many tableware fork, knife, chops

7、ticks, spoon and plate, but they can not see the food.)T: Oh, no food.R: Let me go inside.(The rabbit goes into the house, she sees many foods on the table: cake, soup, vegetable, hamburger)R: Wow, so many foods.T: Rabbit. Can I help?R: Yes, pass me a knife, please. T: Knife? Knife? Oh, here you are

8、. Knife!( The rabbit uses the knife to cut the cake)T: Rabbit. Can I help?R: Yes, pass me a plate, please.T: Plate? Plate? Oh, here is a plate.(The rabbit put the cake on the plate)T: Rabbit. Can I help?R: Yes, pass me a fork, please.T: Fork, fork, here you are, fork.( The rabbit uses the fork to ea

9、t the cake.)R: Tiger.T: Can I help?R: Yes, pass me the spoon, please.T: Spoon, spoon, here is the spoon.( The rabbit uses the spoon to eat soup)T: Hi, rabbit.R: Pass me the chopsticks, please.T: Chopsticks, chopsticks, here you are. Chopsticks.( The rabbit uses the chopsticks to eat vegetables. The

10、tiger hears the sound and runs into the house. The tiger is very angry. The rabbit is scared.)R: Tiger, can I help?T: Yes, Give me s spoon.R: Spoon. T: Pass me a fork and a knife.R: A fork and a knife.T: Pass me the chopsticks.R: Chopsticks.T: Wash the plate.R: Ok.(The rabbit wants to wash the table

11、ware. But she falls down and all the things are in the pool now. There are five lighting spots in the pool with the letters: k, s, f, p, c.)R: Oh, my god.The CAI stops. 故事围绕聪明的兔子和凶猛的老虎而展开，一波三折，引人入胜。最重要的是在故事情节的设置中，不断地出现课文的新单词和新句型，先让学生认识单词和句型的音和义（图）。Step 3 Drills and words learning1. Learn : knife(1)

12、watch the CAI(2) Take out the knife. Look, this is a “knife”.(3) Correct their pronunciation.(猜拳)(4) Knife, knife, cut with the knife. Knife, knife, pass me a knife. (5) Now I am tiger and youre rabbit. “Teach pass me a knife.”通过游戏猜拳巩固knife的发音，并通过角色扮演进行句型的教学，摆脱了以往教师说，学生跟读的呆板教学方式。2. Learn: plate.(1)

13、watch the CAI(2) T: Hello, rabbit. Can I help?Ss: Yes, pass me the plate, please.(3) Plate, plate, wash the plate.(4) Now, I am rabbit. And youre a tiger. (Hello, rabbit. Can I help?)把plate放在Wash the plate.当中，为接下来的chant（韵律诗）学习做好铺垫。3. Learn: fork(1) watch CAI(2) Ask two students to act as tiger and r

14、abbit.(3) Teach fork. Fork, fork, give me a fork.(4) Pair work, act out the story.有了前面的学习做铺垫，在这一节当中，教师鼓励学生在看完故事后直接模仿和表演，这也是有意识地培养学生良好的学习习惯。4. Learn: spoon. （1） watch CAI（2） T takes out the spoon. This is a spoon. （3） Pass me the spoon, please.（4） Pair work and act out the story.继续鼓励学生创新表演故事。5. Learn

15、: chopsticks(1) watch the CAI. (2) I can use the chopsticks.(3) Correct the pronunciation.(4) Game: Use the chopsticks.(T: Come here, please. Use the chopsticks to pick up the tomatoes, please. And put the tomatoes on the plate. Lets say “ use the chopsticks” together.Play the game the whole class.D

16、o you want how to play the game? Now lets play the game in groups. When I say “ one two begin” You begin to pick up the tomatoes. When I say “ stop” , you must stop. Are you ready? Go.Count the number. And who is the winner.)由于chopsticks 的发音是难点，因此通过这个游戏来突破难点能寓教于乐，也能给紧张的学习注入轻松愉快的气氛，另外通过小组活动能增强小组间的凝聚力

17、。6. Play a game: diceNow lets play a game. I have a dice. Whats this? ( Ss say out the new words.)T goes to a group. “I think itll be chopsticks. What do you think? Ok, when I say 1 2 begin you say out your words. Throw the dice. Oh, yeah, chopsticks. Oh, no fork. Now stop. Do you want to play the g

18、ame?Play the game in groups.在学习完所有的句型和单词以后，用一个游戏来进行复习和巩固，能加深印象和提高学习的效果。7. Show the word forms.(1) Show the word form.(2) Ask the children to pass the word card to the teacher.T: Who can help me?Ss: Can I help?T: Yes, pass me the . Please.8. Guess what s in the water.(1) Look, whats in the water? （每一

19、个单词都有第一个字母帮助提示）(2) Ss say out the words.在解决了音和义的基础上，进行“形”的识记。9. Help the rabbit get the things from the water.(1) watch CAI Tortoise: Hello, Rabbit. Can I help?R: Yes, pass me the spoon, please.Tor: OK, here you are.R: Thank you.Tor: Youre welcome.(2) Act like the tortoise and the rabbit.(3) Make a

20、model. Ss: Hello, rabbit. Can I help?R: Yes, pass me the fork, please. Ss: Here you are. R: Thank you. Ss: Youre welcome.(4) Practice in pairs. Pairs work.(5) Act out the story.通过扮演小乌龟，帮助小兔子找回掉到水里的餐具，既巩固了字形，也培养了学生乐于助人的品质。10. Learn the chant.(1) Now the rabbit get all the things. What are they?(2)The

21、y are very happy. Lets see. They are chanting.(3) Listen to the chant.Pass me the fork.Give a spoon.Wash the plate. Use the chopsticks.Cut with a knife.(4) Follow the chant.(5) Say the chant.Step 4 Development(1) The rabbit is very happy. He goes to Macdonalds. Do you want to go?(2) Now I am a waitr

22、ess. (food and tableware)Hello. Can I help?Yes, pass me the please.(3) Who want to try? Ask eight students to act as the waiter or waitress. Others act as the customers. (4) Turn on the music.在课堂的最后一部分，由于孩子们的帮助，小兔子拿回了餐具，它非常开心，于是它邀请孩子们和它一起到麦当劳餐厅，这样场景就很自然地过渡到餐厅，学生可以结合以前的知识进行买和卖的语言综合训练，同时孩子们还通过卖出和买到体会到成功的喜悦，课堂就在孩子们的笑声中结束