Procedures

Contents

Methods

Purpose

Pre-task preparation

Warming-up

Say something about spring and summer

复习前两课时所学内容，为新课做好准备

While-task procedure

Learn: winter

Brainstorm

Chant

Watch a video and answer questions

Watch a video and answer questions

Say and act

Game:

Pair work

Brainstorm

Ask and answer:

Where is dora?

Can you see somebody who doesn’t like spring?

What season does the snowman like?

Say and act as Dora, Boots and Mr Snowman

Ask and answer:

What do Dora and Boots need if they want to look for winter?

What do you wear in winter?

Where do they go?

Say a chant

Ask and answer:

How does Mr Snowman feel?

What colout is winter?

How is the weather in winter?

Say and act as Mr Snowman

Ask and answer:

What can you see in the South Pole?

Act as Mr Snowman

Choose the right activities in the South Pole

Say as Dora and Boots

Ask and answer:

What do you like eating in the South Pole?

由故事推动语言的学习

激发学生思维，复习旧知

通过有节奏的音乐及朗朗上口的儿歌，激发学生兴趣

通过提问引出重点词汇及句型，帮助学生顺利过渡到语段

通过观看视频，帮助学生了解南极，让学生有更加直观的感受

提高学生认读和阅读能力

复习重点句型

Post-task activities

My diary

Finish the diary: winter in the South Pole

Homework

1.    Read PPT

2.    Finish the “Thinking Map”

课后反思

本课以卡通人物Dora和Boots帮助Mr Snowman为线索，在故事中推动教学。学生通过对话操练和故事表演，学习核心语言，课堂效果良好，但整节课仍反映出一些问题，需要进一步改进：

1.    故事情节虎头蛇尾：故事开始时以三个卡通人物引出话题，情节还较为紧凑，但在故事推动的过程中，故事的情节被慢慢淡化，更多的是以人物对话来展开语言教学，故事缺乏整体性。

2.    主体文本的设计还缺乏合理性，例如，当Dora和Boots帮助Mr Snowman在南极找到冬天后，Mr Snowman应该以一个主人的角色出现在故事中，如果能将Mr Snowman的独白语段该为与Dora和Boots的问答，那么文本的设计也会更将符合情理。以后在设计文本时，应更加注重故事的连贯性和逻辑性，而不是硬把文本拉到一个情境中生搬硬套。