多元整合, 融合，让英语Project教学精彩纷呈

译林新版一年级英语Project 教学设计

本单元围绕 A poster这一话题展开,Project2 A poster的A板块是A What can you do? Think. (重在让学生能熟练运用I can 句型介绍自己能做的事情,复习动词类词汇,新增加了一个跳绳这个动词,主要复习了第七单元表达我做的句型  I can...)B板块是Make a poster,教材为学生提供了制作海报的过程的图片,但是没有具体的文字的描述,要求学生动手画一画海报, C板块是Show your poster旨在让学生结合自己所学的水果类单词,学习用品单词,动作类等单词,描述自己所制作的海,Project2前面几个单元板块的内容相对独立、形式各不相同，蕴含的语言信息也比较零散，各板块之间缺乏有机联系。要提高Project2单元教学的有效性，需要我们紧扣前几个单元主题，探索一条明确的主线将Project各板块内容进行合理连接，有效整合各板块内容，从而引导学生在情景中有序学习,针对这些我设计了以下

教学过程

Pre-task preparation

课前播放两首歌曲<Put on your shoes><I can>动作歌曲

About me

T:Hello, I’m Amy. I ‘m your new teacher.

Hello/Hi/Good morning./Good afternoon..

Today ,we have a new friend.He is Martin. Let’s say hello to him.

S: Hello/Good morning/Hi, Martin.

T: Do you like Martin.?

S: Yes.

T: Today  Martin has a  new mission. Let’s help him make a poster.

PPT展示海报 教授poster这个单词

T: What is the poster? 教师手里拿一张自己制作的海报 This is a poster.

Ｔ：Let’s enjoy some different posters.欣赏不同的海报

T:　Look at my poster. I can draw.

 I can run.、 I can dance.

S: It’s nice.

T: What about  Martin?

T: Let me ask him. Martin,Martin, What can you do?

T( teach the sentence)

学生模仿问： What can you do?

Let’s sing < I can sing> with Martin.

Let’s go  on to ask Martin.

S: Martin, Martin .What can you do?

Martin: I can skip.

Martin: I can skip. Teach the new word  skip Use the different ways to read the word

教师拿出一根绳子说并且在学生面前跳一下说 I can skip.学生当场也跳一下并且说I can skip.

T:Look, I can skip 1,2,3,4,5 Who can?

S: I can skip 1,2,3,4,5请三个学生跳绳子并且说英语

T: Wow,You can skip well. Now Let’s sing a new song < I can skip>

First let’s read the sentences. Then let’s sing it, OK?

S: Ok.

Skip, skip, I can skip.

Skip, skip, I can skip.

Skip, skip, I can skip.

I can skip, my good friend!

T:I can skip. You can skip. Martin can skip, too. Let’s play a magic game.<Skip,skip,I can skip>

Boys pk Girls

Boys: Skip, skip, I can skip.

T: Dang, dang, dang  A red balloon. Let’s say the rhyme< A red balloon>

Boys&Girls: My good friend, Can you see?

A red balloon On the tree.

Girls: Skip,skip, I can skip.  A green balloon.

Boys：Skip,skip, I can skip. A pink balloon.

Girls: Skip,skip, I can skip.  A blue balloon.

Boys：Skip,skip, I can skip. A yellow balloon.

Ｔ：Look,so many balloons in the sky. Let’s say the rhyme．<Balloon,balloon>

Ss: Balloon,balloon In the sky. Balloon,balloon Up so high.

Ｔ:We know Bigmax get some balloons, so he makes a

balloon poster.

T: Look ,this is a balloon poster from Martin

(播放事先录好的Bigmax的录音内容)

T：It’s　nice．

Martin：Thank you.

T: Who wants to be Martin?(教师让学生戴上大白的头饰)

S１:Look at my poster.

 A yellow balloon.

 A pink balloon.

 A red balloon

 A green balloon

 A blue balloon.

Ss: It’s nice.

S1:Thank you.

T: Martin can make a balloon poster.

 What else can Martin do?　Let’s ask him．

Sｓ：Marin,Martin What can you do?

Martin: I can draw.

       Look, I can draw a banana.

Ss: I can draw a ______/a grape/a peach/a cherry.(根据动画学生一起说)

T: So many fruits, Martin can make a fruit poster.

教师戴着Martin的头饰,模仿Martin 的声音介绍水果海报:

T: Look at my poster.

  This is a banana.　　　　　　　

  This is a cherry.

  This is a peach.

  This is a grape.

Ss: It’s nice.

T: Thank you.

Ask three students to say it.

T: We know Martin can sing, skip and draw.

But now martin is in trouble．（ＰＰＴ展示Bigmax一张哭脸）

T: Look, it’s snowy.

 What does Martin need?播放下雪的场景,同时播放Martin冷得直发抖的动作

 镜头切换到商店,老师戴着Martin的头饰向店员说:

 T: A beanie, please.  

学生扮演大白说

S1/S2/S3: A coat, please/A scarf, please/A sweater, please.

T: Look, This is Martin’s clothes poster.

T: Who wants to say it?

S1：Look at my poster.

   This is a blue sweater.

   This is a red scarf.

   This is a green beanie.

Ss: It’s nice.

S1: Thank you.

(三个学生分别戴着Martin的头饰介绍一下它的服装海报)

T: Martin’s posters are very nice, Lily’s poster is nice,too

Now, let’s see Lily’s poster.

T：Now it’s your turn to show your poster

Homework

Show your poster to your parents

板书设计

Project2 A poster

What can you do?

I can skip.     

教学反思：本节课教学情境的创设以帮助Martin制作海报为主题，引领学生一步一步的帮助Martin寻找制作海报的材料，学生从开始的模仿到后来的动手实践，综合运用所学语言来描述自己喜欢的海报。在活动设计上我借助学生感兴趣的机器人Martin为主线，围绕这一主线开展各种活动，在活动设计上注重创设有效情境，有效的情境不仅可以让学生置身于英语学习的世界里,让学生在轻松、愉快的环境中积极学习,最大限度地激发学生的兴趣,而且可以大大加强语言信息的输入,产生语言内化,充分体现语言的实践性和交际性。译林新版英语教材框架的变革旨在从语言形式主义向语言功能注意转变,倡导新的教学方式,即引导学生用英语做事情,Project的概念可以界定为综合语言实践项目,其中包含两个关键词,综合和语言实践项目,意在通过综合语言复习语言知识,达到学生综合运用语言能力的全面提升,因此Project的教学设计更需要注重对学生综合语言运用能力的培养,而不是仅仅限于语言知识的单一复习与书面巩固。Project单元的板块是展示实践成果的环节，经过前期的教学铺垫和充分的语料准备，在整个教学环节上要为学生开展语言实践搭建交流平台，积极示范引导学生进行综合性语言输出，通过汇报交流展示英语综合实践活动学习成果，更可以通过班级空间展示我们英语综合实践活动学生作品。