小学英语Lesson 3 What subject do you like best?精品教案

教学环节 

教师活动

学生活动

设计意图

Step1

Lead-in　　 　 　 　
 

T: Let’s begin our class with a game, Brain-storm. Please speak out the words about adjective and subject as quickly as you can.

T: Great. You show me so many words. Look, they become word babies. But they can’t find their homes. They are lost. Can you help them?

T:Wonderful, all of you did good jobs. As a reward, there is a funny story for you. Let’s listen with these two questions:

1.What subject can you hear in the story?

2.Is Tom happy? Why?

T: So, do you think Tom is good at English or math? How about you? What subject are you not good at?

Students speak out the words about  adjective and subject.

Students put the word babies in the correct houses.

Listen to the story and then answer the questions.

S1: I’m not good at Chinese, because it’s....

S2: I’m not good at...

两个轻松活泼的热身游戏——“头脑风暴”、“找房子”，激活学生相关语言储备。

通过一个幽默诙谐的小故事，充分激发和调动学生热情的同时，引出本节课话题，再通过引导学生对故事主人公Tom的谈论过渡到What subject are  you not good at? 这一问题，将本课话题与学生自身紧密联系起来，激发学生真实表达欲望，引导孩子自我审视和评价，为主线任务的话题展开做铺垫

Step 2

Pre-task

T: It’s really funny,isn’t it? Do you want to meet Tom? Look ,this is Tom.

(Show the video of Tom)

Let’s say hello to him. Now let’s play a game with Tom, OK? Let’s listen to him and guess what subject he likes best. Here we go.

(Play the video)

T:Have you got the answer? What subject does he like best? Why? Is he right? Let’s check. Let’s ask Tom together. What subject do you like best? Go! (Have the students ask Tom questions by themselves and play the video to show the answer).

T: All right. From these questions,we know the subject Tom likes and the subject he dislikes and the reasons. So we can conclude it like this.

Can you repeat? Just have a try, go!

Say hello to Tom.

Watch the video and guess with the tips.

Ask Tom the following questions with teacher’s help:

What subject do you like best? Why do you like it best?

What subject don’t you like? Why don’t you like it?

Do the report with the help of the teacher:

Tom likes...

1.在完成“听故事”任务后，学生兴趣点和思维都已经激活，此时介绍故事中的主人公Tom出场。再顺势给学生布置第二个任务：观看Tom自我介绍的视频短片，通过Tom的描述来猜测他最喜欢和不喜欢的科目。让学生带着问题、有目的性的去听材料。通过上一环节的幽默小故事，Tom在孩子们心中已经有了亲切感，并且自带喜剧效果，用他来进行任务的呈现和目标语言的输入，易于孩子们接受并置身于教师创设的情景之中。

2.学生给出答案后引导他们自我检测他们的猜测是否正确。在这里我没有公布答案或者直接让Tom说出答案。而是引导孩子们来提问，Tom来进行回答。一方面可以让学生操练What...Why...这四个问句，另一方面创设一种学生和Tom进行面对面对话的场景，体现语言的运用和交际性。

3.根据Tom给出的信息带领学生一起完成调查表格。最后，再引导学生根据表格信息完成一段相对完整的汇报材料，从而引导学生学习如何开展调查采访和汇报展示——从怎么调查询问、怎么填表记录、怎么汇报，都展示了一个model. 这对培养学生英语学习之外的非智力因素的能力（通过调查采访解决问题，通过绘制表格概括梳理问题、分析问题等）都是极好的培养。

Step3

While-task

T: OK, it’s your time to make your own survey.

First, please interview in your groups. The group leader should ask your group mates one by one. And fill in the form with their information.You have 5 minutes to finish it. Let’s go.

Walk around the classroom and help the students as soon as they need.

Make their own surveys in groups of four.

The group leaders ask questions one by one.

The voice keepers control the discipline.

The recorders fill in the forms.

The reporters complete the report passages.

1.通过调查采访这一环节，使学生在任务的驱动下开展小组合作学习，充分调动学生运用目标语言，学生在进行组内完成任务的过程，就是语言内化的过程，使学生从感知到参与，从语言输入到语言内化，体现在“做中学、用中学”的任务型教学理念。（此处可实现知识目标和技能目标1、2）

2.同时，这个环节中学生用语言交流的都是真实的想法，体现了英语学科的工具性。

3.最后，小组合作可以极大的提升学习效率，并能培养学生的团队协作能力，组织协调能力，以及收集、整合、归纳信息等核心素养的要求。（此处可实现技能目标3）

Step 4

Post-task　

T: Time’s up, it’s time for your reports. Everybody, Pay attention please. During the report, I have another task for all the  listeners. First, Take out this task sheet. There is a statistical table. When you listen, you should finish the statistics . For example, When you hear someone likes Chinese best. Please draw a tick here. When you hear someone doesn’t like math, please draw a cross here. At last, we’ll count which subject has the most ticks or the crosses. OK, let’s begin our reports. Which group would like to be the first?

All right. All of you did great jobs. Now can you count what subject we like best and what subject we like least in our class?

The reporter of each group comes to the front to do the report one by one.

The others in the seats should draw ticks or crosses in the table with the information they hear.

Conclude by counting the ticks and crosses.

1.检验While-task 环节小组合作的任务达成情况。

2.语言产出，训练学生的口语表达能力。

3.在“听力统计”的任务驱动下，全班学生必须要认真仔细听清楚每一个汇报员所做的汇报，引导学生去关注台上的同学所说的具体内容，训练了学生的听力能力。（此处可实现教学技能目标1）

4.同时，台上的同学与台下的同学之间产生了“信息差”，增加了语用的真实性，体现 英语学科的交际功能。

5.把任务型合作的面从小组扩大到了全班。为后面引发孩子的思考提供讨论的素材

6.有意识地培养学生尊重他人，注意倾听，共享观点的良好习惯和修养（此处可实现情感目标1）

7.教给学生通过统计等方法来解决问题分析问题的能力（此处可实现技能目标3）

Step5

Assessment

T: What do you think of this result?

T: What are you going to do next?

T: But how can we learn them well?

T:Yes, now we know we should....and so on.

So, from this class, do you want to say something to Tom? Can you give him some advice?

(Show the photo of Tom on the PPT, have students say some advice to Tom.)

S1：Every subject is useful.

S2: Each subject is important for us.

S3:We should learn every subject well!

S4: We should practice English every day.

S5: We should work hard

S6:We should..

S1: Tom, you should practice English every day,then your English will be better.

S2:Tom, please do more exercise, then your math will be better.

S3:....

1.语言产出的第二个环节，语言表达的面从“汇报员”拓展到全班，训练学生口语表达能力。 （此处可实现技能目标2）

2.经过汇报和统计，可以得出孩子们最喜欢的学科和最不喜欢的学科。由此可以顺势引导孩子们理解偏科是不利于自身学习发展的，从而培养学生有全面发展的意识。鉴于此，从对调查结果的讨论入手针对学生们的偏爱学科和薄弱学科，对孩子进行积极的学习态度和情感的引导。（此处可实现情感目标3）

3.通过What are you going to do next?how can we learn them well?这一设问，引导孩子自我审视、思辩的思维品质，培养其自我查找问题、解决问题的能力。（此处可实现情感目标2）

4. 经过前面几个设问的层层启发和铺垫，最终将视角引回到Tom的问题上，让学生们站在Tom的角度，针对他的“学习问题”提出意见和建议，让学生学会帮助他人解决问题，培养人际交往能力，体现英语学科的工具性和交际性（此处可实现技能目标4）。

Step6

Homework

T: Great. My dear kids, today you did great jobs. You give so much good advice to Tom. So for today’s homework, just design a bell schedule for Tom. If you do this, I’m sure that he must be happy and thankful for it. OK, so much for this class. See you next time.

针对Tom的情况，结合刚刚孩子们对Tom提出的建议，为Tom设计一份课程计划表，让课中的生成延续到作业，从口头输出过度到书面表达。