Chapter4 At the school fair（教学设计）-2024-2025学年新思维小学英语3A

执教老师 上课班级 Title 题目 香港朗文Chapter 4 Part C At the school fair Date 日期 Type of lesson 课型 绘本故事阅读课 教学内容分析 本节课内容选自香港朗文教材3A Chapter 4 Part C的故事。本篇故事的主线是Charlie和奶奶积极参加学校义卖会，为无家可归的孩子献爱心。经过了Part A 和E的学习，孩子们了解了学校义卖会的含义，以及在买卖过程中所需要的交际用语，如：How much is/are ...? It’s/They’re ... dollars. May I have ..., please? Here you are.为本节课的故事理解做好了语言知识的铺垫。本篇故事紧扣单元主题school fair, 不仅对单元主题有了很好的阐释，而且有助于学生对举办学校义卖会的意义有更深层次的理解。通过故事内容的挖掘，能培养和发展学生的分析和归纳等批判思维能力、综合运用语言的能力。 教学对象分析 由于我校实际情况，学校未开展过义卖活动，三年级的学生没有亲身经历，对此这个话题会比较陌生，但学生对新鲜事物感兴趣。通过本篇故事的学习，学生能了解到学校义卖会的形式以及意义。通过思维导图的方式，谈论故事图片、理清故事思路，同时也为最后的故事复述减轻障碍，提供帮助。通过自主思考、小组讨究、小组合作完成任务等形式，培养学生的分析、归纳总结等批判思维能力。通过优生帮助带动后进生，鼓励学生大胆表达，提高听说读用的综合运用语言的能力。 Objectives 教学目标 1. Language knowledge语言知识: (1) Students are able to listen, speak, and use the words: sell, buy, school fair, raise money, homeless, each, market, key rings, lovely. (2) Students are able to use the sentences pattern “ How much are the …? They are … dollars each.” “ May I have ..., please? Here you are.” to communicate in the context. 2. Language skill语言技能: (1) Students are able to understand and read out the story. (2) Students are able to answer the questions and also retell the story after discussing with teammates and with the help of teacher and the mind map. 3.Learning ability学习能力: (1) Students are able to guess the meaning of the key words in the context or by the hint of story pictures. (2) Students are able to get wanted information in story-telling and self-reading. (3) Students can develop their cooperative abilities in team work. 4. Thinking quality 思维品质： Students can develop their critical thinking in story reading. 5. Cultural awareness 文化意识: To be a helpful person. Try our best to help those who are in need. Difficulties Analysis 教学重难点 分析 教学重点： (1) Students are able to use the sentences pattern “ How much are the …? They are … dollars each.” “ May I have ..., please? Here you are.” to communicate in the context. (2) Students are able to understand the story, read out the story and answer the questions. 教学难点： (1) Students answer the question how does grandma make a lot of money at the school fair. (2) Students try to retell the story. Teaching Aids/Media 主要教学媒体 PowerPoint, E-book, audio recording, story pictures Teaching Procedures 教学过程 Teaching activity & Steps of the activities 教师的活动 Learning strategies 学生学习活动 Purpose 设计意图 Pre-reading 1. Play a video about the school fair. 2. Free talk. Teacher asks: What do you do at the school fair? 学生看视频，了解学校义卖会，并说一说学校义卖会的活动内容。 课前热身，聚焦本故事的话题school fair，激发学生兴趣。 While-reading 3. Teacher sets a question to lead to the story reading: Look. This is Charlie’s school fair. Grandma sells key rings at the school fair. Why? 4. Teacher shows the different scenes. Scene 1: at home (1) What are they talking about? (2) Play the E-book of picture 1 and talk about picture 1. (3) Think: How does grandma help? 5. Scene 2: at the market Teacher asks students to discuss and guess what Grandma and the man say at the market. (2) Do role play of picture 2 6. Scene 3: at the school fair (1) Teacher asks some questions: Who are they? Where are they? (2) Students discuss in groups and talk about what they say at the school fair. (3) The key rings at the market are 5 dollars each. Grandma sells the key rings at the school fair for 10 dollars each. Why? (4) Why does Grandma sell the key rings for 10 dollars each? 学生思考问题：为什么奶奶会出现在学校义卖会？ 学生在老师的提示下观察不同的故事发生场景。 场景一：在家里 理解新词: sell, raise money, homeless 学生谈论故事图1，和老师一起完成思维导图。 场景二：在市场 通过图片信息，小组谈论、猜测奶奶和男人买卖过程会说什么，自主建构语言。 学生角色扮演场景二的内容，操练本故事的重点语言知识。 场景三：在学校义卖会 学生通过默读旁白文本获取故事信息，了解故事发展。 学生小组讨论、猜测义卖会上他们在说什么，自主建构语言。 打开课本，寻找细节，回答问题：为什么奶奶在义卖会上出售钥匙扣10元。 设疑，吸引学生的注意力，自然地引入到故事的讲述中。 情境导入，通过图片环游的方式呈现3个故事场景（at home, at the market, at the school fair）, 让学生讨论图片，教师提出各种信息差问题，激发学生思考，层层深入讲述故事。 鼓励学生自主建构语言，培养学生的发散思维。 通过角色扮演的形式来操练本故事的重点语言知识，注重指导学生的语音语调。 通过默读、小组讨论等方式推进故事，理清故事主线。充分挖掘故事图片的信息，引导学生总结归纳故事内容。教师通过追问，指出故事主题。 Post-reading 6. Task 1: Listen and read the story. 学生听音频、跟读故事。 通过听音频读故事，回顾整个故事。为接下来的学习任务做好充分铺垫。 7. Task 2: Discuss and answer. (1) How does Grandma make Money? (2)What do you think of Grandma? 以小组为单位讨论问题，结合自主思考，归纳故事信息并回答问题。 学习任务难度逐次增加，培养学生的发散思维、归纳总结等批判思维能力以及综合运用语言的能力。 8. Task 3: Can you retell ? 学生通过思维导图的提示，尝试复述故事。 9. Think: How can we help the homeless, the sick and the poor family? Teacher says: Children, to be a helpful person. Try our best to help those who in need. 学生通过发散思维，说一说如何帮助需要帮助的人。 从“帮助无家可归的人”这个主题，延伸到“帮助所有需要帮助的人”，是本节课的情感教育和升华，体现英语学科核心素养中对学生文化意识的培养。 Homework 1. Listen and read the story. 2. Retell the story to friends. 3. Finish part D. Blackboard Design Chapter 4 At the school fair ( raise money ) ( help ) ( a t home ) ( buy key rings ) ( help the homeless ) ( sell key rings ) ( at the market ) ( make a lot of money ) ( sell key rings ) ( buy key rings ) ( at the school fair ) Teaching content 1 学科网（北京）股份有限公司 $$