资源简介

外研版《英语（新标准）》（三年级起始）四年级上册
Module 10 Unit 1 We have a big family dinner.
一、整体设计思路、指导依据说明
新课程标准指出：“基础教育阶段英语课程的总体目标是培养学生的综合语言运用能力。综合语言运用能力的形成建立在学生语言技能、语言知识、情感态度、学习策略和文化意识等素养整体发展的基础上。”我校的办学特色是“重文·健体”，其中“文”指的是文字、文章、文学、文化、文明。落实到英语学科就是写一手漂亮的的英语字；说一口标准流利的英语，有书面表达的兴趣与能力；阅读与赏析英语文学儿童读物；自觉切换中西方文化与本土文化视角；习得礼仪，成为交际生活的文明人。因此本课在设计时以这样的研究方向为指导，在英语教学过程中逐步实现对学生“五文”进行渗透，形成学生“五文”英语学习的思维与能力。
二、教学背景分析
1．教材分析
本课内容选自外研版新标准小学英语（三年级起始）四年级上册第10模块第1单元。本课以春节为话题，旨在学习新年活动、问候。教材创设“We have a big family dinner.”真实情境自然引出春节这个学生们很感兴趣的话题。
2．学情分析
四年级的学生已经初步掌握了节日的问候语，通过本单元的学习，学生能听、说、读、写与春节相关的词汇，学会用“At the Spring Festival, we have...”等句型介绍春节的主要活动，并主动了解更多中外节日，以拓宽视野、提高跨文化交际能力。
三、教学目标分析
1．语言知识与语言技能目标
⑴ 学生能听说认读单词及词组：family, dinner, New Year, the Spring Festival, Chinese, peanuts等。
⑵ 能借助图片和文字理解文本大意，模仿课文语音语调朗读课文。
⑶ 学生能学会表达新年问候及描述过春节时的风俗习惯。
⑷ 学生能够掌握并灵活运用的句型：Happy New Year!
At the Spring Festival, we have ...
2．学习策略目标
能积极与他人合作，共同完成学习任务，能积极运用所学英语进行表达和交流。
3．情感态度与文化意识目标
通过写更多关于春节及中国其他节日，培养学生爱国、爱家的学习氛围，激发学习兴趣。
四、教学重点、难点分析
1．教学重点
能够使用“At the Spring Festival, we ....”的句型来描述春节习俗。
2．教学难点
⑴掌握好Spring Festival的发音。
⑵能够灵活运用句型“At the Spring Festival, we have...”围绕春节的话题进行谈论，学会表达节日问候和描述春节的风俗习惯。
五、教学过程设计
Step 1 Warmer and revision
1. Greetings
2. Say a chant.
T：Boys and girls, let’s chant! Are you ready Let’s go!
We have fish. We have meat. We have soup. Let’s drink drink drink.drink.
We have sweets. We have chicken. We have dumplings. Let’s eat eat eat.
3. Show the title.
T: Wow. A big family dinner. We have a big family dinner. Today, we are going to learn Module 10 Unit 1 We have a big family dinner. Now please turn to Page 56-57.
【设计意图】通过欢乐的chant活跃氛围，同时能复习以前学过的食物，引出重点句，也能为后面巧妙揭题、导入课文，一举多得。
Step 2 Presentation and practice
1. Lead in
Q: When do you have a big family dinner
Teacher ask the students to think.
T: Boys and girls, when do you have a big family dinner
Ss: ….
【设计意图】通过问学生When do you have a big family dinner 能很好复习刚所学的新单词 family, dinner, 也能很好激发学生已知的节日，自然导入新词组the Spring Festival，从而导入到课文学习。
2. Learn the text.
①.Watch and answer
Q: What’s Spring Festival
T: Boys and girls, “What’s Spring Festival ” As a Chinese, we know it, but for Sam and Amy, do they know Let’s look Daming is taking a book to tell them. Now let’s watch and answer how Daming answers “What’s the Spring Festival ”
Ss watch the video and try to find the answer.
【设计意图】让学生带着问题听课文，有目的的听，初步感知文本，然后进行文本学习。在核对答案的过程中引入Chinese New Year，解决生词，操练话轮。
②. Listen and underline
Q: What do we do at the Spring Festival
⑴ Students listen and underline, then answer “At the Spring Festival, we have .”
T: Boys and girls, let’s listen and you can underline the answer on your book.
Ss listen carefully and try to underline the answer.
T: At the Spring Festival, we not only have peanuts and sweets, we also have a lot of delicious food Who can tell us what do you have at the Spring Festival
Ss answer the teacher’s question.
【设计意图】通过听课文录音，划线找出重点句型，然后核对答案。在这个过程中学习重点句型At the Spring Festival, we have….及重点词汇peanut，做到随文识词、识句，然后创设At the Spring Festival, we have....让学生来练习重点句型同时又复习了一遍We have a big family dinner.
③. Learn “Happy New Year!”
T: What do we say at the Spring Festival
Ss: ...
T: You can say “Happy New Year!” well. Let’s try to say a chant.
Ss say the chant.
T: Can we say “Happy New Year!” now Why When is the Spring Festival
【设计意图】通过What do we say at the Spring Festival 来学习Happy New Year! 然后通过chant检验学生学习情况。再通过问学生Can we say “Happy New Year!” now 让学生知道现在不是春节，要等春节时才说Happy New Year!此时再追加问学生When is the Spring Festival 对文本进行补充，而不是仅限于文本，以本教本。
3. Read the text.
①. Listen and imitate.
T: Boys and girls, please point to the text and read. Remember to pay attention to your pronunciation intonation and tone.
Ss listen to the text and imitate.
【设计意图】让学生听音、模仿跟读课文，感受纯正的语音语调，有助于培养学生的语感。
②.Read in pairs.
T: Now let’s read in groups and remember to help each other.
Ss read the text in groups.
【设计意图】通过同桌互助读课文朗读课文，让学生体验人物情感，感知文本的趣味性，是进一步内化语言的过程。
③.Watch and dub.
T: Now let’s watch and dub. Can you
Ss watch the video and dub.
【设计意图】通过看课文视频来配音，可以让学生体验人物角色，同时也能检验学生对文本的掌握情况。
4. Summary.
T: Now let’s review what we have learned today.
Ss read what we have learned about the Spring Festival.
【设计意图】通过复习板书帮助学生梳理文本信息，加深对文本的理解，拓展活动做准备。
Step 3 Production。
1. What else do we do at the Spring Festival
Q: What else do we do at the Spring Festival
T: We have learned “What’s the Spring Festival ” What else do we do at the Spring Festival
Ss think about it.
【设计意图】通过这个问题，利用云图的帮助，让学生通过他们的体验，试着说出其他活动，也是对What’s the Spring Festival 跟What do we do at the Spring Festival 的一个内容补充。
2. Play a game—Set off fireworks.
T: Boys and girls, let’s play a game. Set off fireworks.
Ss describe the pictures.
T: Good job. But I think fireworks are dangerous and pollute the air, we can use electric firework,OK
【设计意图】将春节的习俗以放鞭炮的形式吸引学生，对所学知识进行复习，让学生有兴趣、大胆开口说出来。
3.Where do people celebrate the Spring Festival
T：Boys and girls,we know the Spring Festival is the Chinese New Year. It’s celebrated in China. Is it only celebrated in China Let’s have a look.
Ss watch the video and know the Spring Festival is not only celebrated in China, but also in may other countries.
【设计意图】通过世界各地的中国人跟外国人都在过春节让学生体验到过春节不仅是中国一个国家，而是很多国家都有过，让学生能为中华文化感到自豪，然后传承中国文化，
4.Let’s talk.
T: Boys and girls, the foreigners not only like the Spring Festival, they also want to know more festivals in China. Can you introduce them Let’s try to talk more festivals in China. But how to talk, let’s watch a video.
Ss watch a video then try to talk more festivals in China.
【设计意图】鼓励学生将所学知识用英语表达出来，用英语介绍春节，然后通过视频示范说更多中国的节日，鼓励学生自己尝试说说更多节日，将所学知识迁移。
5. Let’s write
T: Let’s make a lantern. Write down your favourite festival.
Ss write down their favourite festival.
【设计意图】先通过说更多节日，再让学生书写，让学生扎实巩固今天所学内容，体现英语课程的工具性。
6. Emotional education.
Remember! We are Chinese. No matter where we are. Let’s inherit our culture!
7. Summary
六、评价设计
1．评价内容：根据学生课堂表现进行口头评价。
2．评价方法：学生在完成书写后可以得到红包奖励。
七、板书设计
PAGE

展开更多......

收起↑