S1: It’s a balloon.
T:Yes. It’s a balloon.How many balloons?(指着图)
SS:9 balloons.
T: OK..Read after me, How many balloons?
SS: How many balloons?
(带领学生走四步:分解这三个单词→合并→慢读→快读)
T: OK. Look here. One balloon.(画出一个气球) How many balloons?
SS: One balloons.
T:NO.Say “One balloon”。 How many balloons?
SS: One balloon.
T: Yes.You are very clever. One balloon. How many balloons?
SS: One balloon.
T: (又画出一个气球)How many balloons?
SS:Two balloons.
T:Super!
T: Take out the paper. You ,Very good,here,tick. You ,OK, here,tick. (指着张贴着的评价表,边说,边在相应的位置打钩示意) OK?
【设计意图】恰当地与看图解数学问题联系起来,便于学生理解How many。
Step 5──Enjoy the party(2’)
T: Oh, I am very tired.But today is my birthday.(指着张贴着的日历)Let’s listen to music ,happy birthday to you.OK?
T: Happy birthday to you, happy birthday to you, Who can sing?(举手状,示意学生举手)
S1: Happy birthday to you…
【设计意图】这首歌难度不大,有一些同学已经会唱,因此,先给会的同学展示的机会,再就是“扫盲”。不刻板地先教。
Step 6──Enjoy the gifts(5’)
T:They are my gifts.(指着礼单板书区)That’s great!Bears,dogs…rulers…pens…。Oh,my maths is not good. How many bears?How many dogs ?How many rulers?……(数记号个数,思考状)
T: Who can tell me? (举手状,示意学生举手)How many bears?Who can tell me? (举手状,示意学生举手)
S1:7 bears.
T: Wonderful!Very cool! This is for you .(奖励一个气球实物)
T: How many dogs ?(举手状,示意学生举手)(边问边示意数记号个数)
… ?…
【设计意图】对礼单进行整理,请学生数出每样礼品的件数,进一步让学生理解How many表达的意识。
Step 7──Listen to the tape(3’)
T: Today, I invite my friends , Wu Yifan, Mike, Zoom and Zip to join my birthday party. Listen to the tape.
T: Open your book,turn to page 63 . Listen again,repeat.
T:Read after me.
T: Who can read? (举手状,示意学生举手)
S1: ……
【设计意图】先听。然后学生跟录音读,认读课文中的句子。再请人试读。
Step 8──Let's play (5’)
活动一:Show fingers, ask and say(3’)
T: Eyes,eyes,ready see.Look and say,how many fingers? (出示右手的一个手指)
SS:1.
T: How many fingers? (出示右手的二个手指)
SS:2.
(出示右手的3、4、5个手指各问一次,让学生习得,尝试作答)
T:Exchange(教师出示右手的一个手指,示意交换角色,学生问教师答。)
SS: How many fingers?
T:1(出示右手的二个手指)
SS: How many fingers?
T:2
(出示右手的3、4、5个手指让学生各问一次。)
T: OK !You are very clever.Into pairs,pratice.(示意学生分小组练习)
(学生练习)
T: Who can act? (举手状,示意学生举手)Fingers,fingers,ready go. Who can act? (举手状,示意学生举手)Fingers,fingers,ready go.
T: S1,S2.
S1-S2: How many fingers?1. How many fingers?2. How many fingers?3. ……
S3-S4: How many fingers?1. How many fingers?2. How many fingers?3. ……
【设计意图】第一次玩这个游戏,分步来教。
活动二:Look,think ,say and show fingers.(2’)
T:(教师取下头饰)I’m not Sarah.I’m Mr Li.Today isn’t my birthday.If you’re right, you can know my birthday.(扯下日历,露出一组数学题)
T: How many fingers?
S6:……
S7:……
S8:…… ……
T: Ok.You are very clever. My birthday is ……。 (扯下这组数学题,露出教师生日的日历)
【设计意图】恰当地与解答数学问题联系起来,通过求解算式的答案,让学生进一步理解How many。
↘课后延伸(Assignment)
Step 9──Assessment (1’)
T: Look at your this paper. Very good, tick. OK, tick. (指着张贴着的评价表,边说,边在相应的位置打钩示意)
T:How many balloons?Write down.
How many red balloons?Write down.
How many blue balloons?Write down.
【设计意图】首尾呼应。评价的标尺与教学内容紧密贴合,强化了学习内容,并能更好地激励进步。
教学反思:
1.针对三年级学生的年龄特点及本课书的教学内容,我将课堂教学模式确定为“任务型与活动型相结合”的整体教学模式。学生们学的很快乐,也很积极。从热身环节开始时,学生欢乐的心情就开始被调动了,接下来如猜猜看、画气球、学唱生日歌、统计礼单等环节学生都表现得非常快乐。他们善于观察,善于动脑,理解老师的体态语。特别气球实物的奖励,一波一波地推动了教学进程。学习的过程中不时传出欢声笑语,学习氛围及其和谐轻松。收尾余音了了。
2.将美术、数学引入英语教学,增强了兴趣,降低了跨文化理解语言的难度。
3.操练形式多样化,从整体到个体,层层铺开。从老师输入到学生输出中间有一个不可忽视的环节,那就是操练。操练按人数分有集体操练、小组操练、个别操练;按对象分有师生互动、生生互动。教学中体现非常充分。
总之,在活动设计时本着体验学习、合作学习、思维学习的教学理念,以最小资源消耗,换最大教学效益,将语言学习和多种能力的培养渗透到课堂活动和教学任务中,努力为孩子们提供一个不断感知、不断探索、不断提高的成长空间。通过试教,反响很好,这更加坚定了我现在对新课标的理解。