My home Part B Let’s learn教學實錄與評析

潘靈君+李蔓

該課為新課標人教版小學英語四年級上冊第四單元第二部分內容。本節課為詞匯與句型整合課，執教老師運用“任務驅動”教學法引導學生在故事情境中掌握相關詞匯和句型，并學會運用，從而引發學生愛家庭、愛家人的情感。

一、課前互動，激發學習興趣

（一） Greetings

T：Hello，boys and girls，nice to meet you！

Ss：Nice to meet you，too！

T：Youre so cute and friendly.I love you.Im Miss Pan.Today Im your new teacher.Lets learn together！ Are you ready？

Ss：Yes.

（二） Introduce the rules of PK

T：Today youre going to have a group competition.（展示多維度評價表，如圖1）If you can watch and listen carefully，speak loudly and answer the question actively，you will get a point.Understand？

Ss：Yes.

[＼&Girls＼&Boys＼&＼&＼&＼&＼&＼&＼&]

圖1

【評析】新課伊始，師生互動，營造了輕松活躍的課堂氛圍。執教老師引導學生關注男女生分組比賽的多維度評價表，要求學生專心看、仔細聽、大聲說、積極回答，激發了學生的學習積極性。

二、創設童話情境，助力詞句教學

T：Do you like fairy tales？（課件出示童話故事）

Ss：Yes，we do.

T： I like fairy tales very much，too.Now，I want to share a story with you.（播放繪本故事視頻，師演繹）The snow is heavy，there is a little girl walking on the street.“Could you buy a match？”“Could you buy a match？”But，no one help the little girl. What a poor girl！She needs a sweet home！Lets help her！Come on，follow me and do the action！（師戴上花環，拿出魔法棒）Magic，magic，magic word！（師做手勢，教學助人為樂的“咒語” ）

Ss：Magic，magic，magic word！（生做手勢，跟老師學“咒語” ）

【評析】執教老師播放繪本故事視頻，在導入環節演繹童話故事《賣火柴的小女孩》，創設學生熟知的情景，明確本節課的主線——學生作為小天使，和老師一起幫助賣火柴的小女孩建造一個溫暖的家。在學生熟悉的情境中，執教老師設置驅動任務，讓學生產生幫助賣火柴的小女孩的愿望，并積極投入到學習新知的活動中。

三、任務驅動教學，推動情節發展

（一）舊知遷移，引入新知

T：（課件出示賣火柴的小女孩的旁白：Im so hungry！ Where is food？）Angels.Lets help her！ Magic，magic，magic word！（師做手勢）Look！

Ss：Magic，magic，magic word！（生跟著老師做手勢）

T：Look！Its a fridge！（課件出示冰箱圖）Lets spell the word.

Ss：f-r-i-d-g-e，fridge.（學生書空拼寫單詞）

T：Look，is it tall？What color is it？

Ss：Its blue.

T：Lets open the fridge.（課件呈現打開冰箱的情形）Wow，so much food！What can you see in the fridge？

S1：I see a watermelon and a bread.

S2：I see a cake.

S3：I see an apple.

T：Where is the watermelon？Who can try？Show me your hand！You please.

Ss：Its in the fridge.

T：How about the eggs？Where are the eggs？Please pay attention to the word——eggs.And we should use the word——Theyre.

S1：They are near the watermelon.

T：Youre so clever.The whole class，say it together.

Ss：They are near the watermelon.

T：Lets take the/some... and put them on the table.What will you take for the little match girl？

S1：I want to take some eggs.

S2：I will take the juice for her.

S3：I will take the cake for her.

T：Wow，you are great！（在評價表給學生加分）

【評析】基于學生已經掌握了食物、水果這一類單詞，執教老師先回顧舊知再引入新知，降低了學生學習新知的難度。在教學句型時，執教老師運用舊知“Where is the...”遷移到“Where are the...”，教學過渡自然，使學生易于理解和接受。

（二）促情境發展，體會學習的樂趣

T：（課件出示賣火柴的小女孩的旁白：Yummy！ Im full.Thank you！Im tired now...）Oh，she is tired.What will she do？Can you guess？

S1：Sleep.

S2：Have a rest.

T：So she needs a sofa，right？

Ss：Yes！

T：Lets help her！

Ss：Magic，magic，magic word！

T：（課件出示沙發的圖片）How many sofas do you see？

Ss：I can see two.

T：Where are the sofas？

Ss：They are on the floor.

T：（課件出示賣火柴的小女孩的旁白：Im tired，I want to sleep.）She needs a bed now.Help her，can you？

Ss：Yes，we can.Magic，magic，magic word！

T：（課件出示床的圖片）Look my mouth！——Bed.e-e-[e]，b-e-d，bed.Can you try these words？（標紅元音字母）

Ss：Bet，best，desk.

T：What color is the sofa？Is it big？Is it beautiful？

Ss：Its orange and beautiful.

T：Wow，you are so clever！ （在評價表給學生加分）

【評析】本節課學習的單詞有“Sofa，Bed”，每當賣火柴的小女孩需要幫助時，學生只要念出咒語“Magic，magic，magic word”，就能夠幫助她，而該情境始終貫穿于新知教學的全過程。學生通過學習新詞、操練新句型，幫助賣火柴的小女孩添置了不同的家具，推動了故事情節的發展和情境的衍生，在故事情境不斷得到豐富的同時，也體會到了幫助他人的樂趣。

（三）新知再現，鞏固提升

T：Oh，who know this one？（課件出示電話機圖片）

Ss：Phone.

T：Thats wonderful！ In this word，ph sounds [f] ，one sounds [??n].Follow me and spell.

Ss：p-h-o-n-e，phone.

T：Look at the picture，where is the phone now？

Ss：Its on the table.

T：You can speak loudly and cleanly，so Ill give a point for girls.（在評價表給學生加分）

T：Do you know this one？

Ss：Its an iphone！

T：Youre so fashion.I have got an iphone，and maybe youve got one.（學生的回答突破了教學預設，執教老師抓住課堂生成進行補充性反饋）Look，how many phones do you see？（課件出示3部電話機圖片）

Ss：I see three.

T：Good job！Where are the phones？

Ss：They are on the table.

T：Is his answer good，very good or wonderful？

Ss：Wonderful！

T：He can speak fluently.（在評價表給學生加分）

【評析】執教老師在教學新詞過程中滲透語音教學，引導學生區分單詞的單數和復數，突破學習難點，同時指導學生正確運用重點句型“Where are the...”，有利于學生在連貫的情景中學習新詞和操練新句型，提高聽說能力。

四、分層操練，鞏固新知

T：Just now we have learn many new words. Read together，each word for twice.（手指向黑板）

Ss：Fridge，table，sofa，bed，phone.

T：Youve known so many words，now lets play a game.Do you like games？endprint

Ss：Yes！ Let me try.

T：We are going to play a game——sharp eyes. If you know the word，you can stand up quickly and read loudly，ready？（課件出示“火眼金睛”游戲）

Ss：Yes.Lets go！

T：All of you have done a good job（在評價表給學生加分）. Im so proud of you. Heres chant. First，please listen to me，and then its your turn.（師拍手，生跟讀）

Ss：Where are the phones？Theyre on the table.Where are the beds？Theyre near the sofa.Where are the keys，theyre on the fridge.（生起立拍手，齊說童謠，師走下講臺與學生互動）

T：Look，this is a broken home of the Little Match Girl.But toady you help her a lot，so she has a beautiful home now.（課件顯示電話鈴響起）Boys and girls，lets answer the phone.（課件出示賣火柴的小女孩的旁白：Wow，Im so happy.Youre kind angels，thank you so much！）Thank you，kind angles，big hands for yourselves.

【評析】執教老師引導學生再次復習學過的單詞和句型，設計了豐富的分層游戲，增加了課堂教學的感染力，提高了學生的語言應用能力。

五、深入解析文本，促進課文教學

T：Just now you help The Little Match Girl to build a warm and beautiful home，thats really good！Right？

Ss：Yes.

T：How about Zhang Pengs home？Lets go and see.Now please open your books，and turn to page 42.

生打開課本。

T：Please listen to a dialogue carefully and think about this question：Where are the keys？（播放課文錄音）

Ss：Theyre on the fridge.

T：You got it，now please listen and follow the video.（播放課文錄音）

Ss：（生跟錄音讀課文）Mum，where are my keys？

...

T：You can read loudly（在評價表給學生加分）.This time，please read the text by yourself and finish this paper.

學生完成課堂練習（如圖2）

[True or false

a） The phone is under the table. （ ）

b） The bed is near the door. （ ）

c） The books are on the sofa. （ ）＼&]

圖2

T： Most of you can find the right answer，congratulations.Now lets do the pair work. Please look at the picture in page 42. Then ask and answer in pairs. First，Ill show you an example. Im A，who is B？（舉例示范）

S1：Let me try！

T：S1，where are the keys？

S1：Theyre on the table.

T：Wonderful. Boys and girls，do you understand？One minute for you to do the pair works.

學生兩人一組，完成看圖對話。

S1：Where is/are the...？

S2：Its/they are in/on/under/near...

【評析】執教老師在解讀課文時，引導學生開展聽音答題、聽音跟讀、默讀完成練習、看圖問答等活動。學生通過4個有層次的練習，提高了英語口語交際能力。

六、拓展練習，升華情感

T ：（課件展示家里的照片）Look，this is my home，its pink and white. The fridge is near the sofa. The books are on the shelf. The Kitty is on the sofa. My home is small，but its beautiful. Do you agree？

Ss：Yes.

T：How about your home？Please work in pairs，discuss and finish this paper.（見圖3）Talk about your lovely home，and then share in the class.endprint

[Look，this is my dream home.

Its ________. In the room，it has ______ （beds，phones，chairs...）The_______（desks，tables，phones...）are _______ （in/on/under/near）the _______（floor，door，window...）

I love my home.＼&]

圖3

T：Times up.Who can try？

S1：Let me try！ （生上臺展示）Look，this is my lovely home. Its big and beautiful. Its white and blue. The book is near the window. I love my home.

T：Good job！ Your spoken English is quiet good！ （在評價表給學生加分）

S2：Look，this is my home. Its small but beautiful.Its pink and white. The tables are on the floor.

T：They can speak loudly and clearly？What do you think of them？

Ss：Wonderful！

T：Boys and girls，do you love your home？

Ss：Yes，I do.

T：Of course we love our homes. It says“East or west，home is the best.”I hope you can love your home，enjoy your life.

T：Lets count together. Let me see who is the winner today.

Ss：I，2，3...The winner is girls.（師生共同計算評分表里男生、女生的分數）

T：Congratulations.Time flies，its time to say goodbye to you. Goodbye，boys and girls.

Ss：Goodbye，teacher.

【評析】執教老師展示自己家里的照片，拉近了師生之間的距離。學生以小組合作的形式展開討論，運用本節課所學詞句描述自己的家，還完成了小練筆任務。這樣的練習題綜合性較強，有利于培養學生綜合運用語言的能力，提升英文寫作素養。

【總評】

一、創設故事情景，貼近學生生活實際

本課教學依據學生的認知水平，借用童話故事《賣火柴的小女孩》的情節創設學習情境，營造了愉悅的學習氛圍。開課伊始，執教老師播放《賣火柴的小女孩》繪本故事視頻，創設情境，明晰本課的教學主線，在學生熟悉的情境中設置學習任務。在新知學習中，這一主線始終貫穿學生學習的過程。

執教老師讓學生以小天使的身份幫助賣火柴的小女孩，培養了學生的責任意識，促使學生快速進入學習情境，同時將任務驅動置于情境中，進一步激發了學生的學習動力。

二、注重知識遷移，降低學習新知的難度

執教老師在新知教學中融入大量的舊知識，新舊知識交替呈現，增加了課堂教學的容量。本課教材定位為詞匯課，但執教老師考慮到學生的學習基礎與能力水平，以及知識內容的深度和廣度，最終將本節課定位為詞匯和句型整合課。執教老師在教學新知時，不斷引用學生學過的句型，如“Where is the...”“ What colour is...”“ Is it tall/big”“ How many...can you see” ，引導學生學習新知。同時，通過語言的大量輸入交替呈現舊知，喚起學生對舊知的回憶，降低了學生學習新知的難度，有效地突破了“名詞復數的特殊疑問句”這一學習難點。

三、創新評價維度，有效激勵學生

評價表和小組競爭機制是對“攀登英語”評價機制的沿用，執教老師通過制作評價表和介紹競爭加分機制，讓學生進行比賽，借助評價表上的圖標鼓勵學生認真聽、認真看，積極回答問題，有效開展合作學習，提高了教學效率。

（該課例榮獲2016年全國信息技術與學科融合教學大賽二等獎）

（責編 歐孔群）endprint