沈文治小学英语名师工作坊2026年优课共荐活动(第十三期)

      本节课巧妙融合了情境体验、思维进阶与情感育人。教师通过肢体演绎、视听互动等多模态手段，将抽象词汇具象化，有效激活了学生的学习体验；同时以“如何关爱他人”这一核心问题贯穿始终，借助层层递进的问题链引导学生从信息提取走向深度思考，不仅培养了语篇分析与逻辑推理能力，更在语言学习中自然渗透“关爱是双向的”这一价值观，实现了工具性与人文性的统一，使课堂既有语言训练的扎实度，又有情感育人的温度。

Part.02

Part.03

Step 1: Lead in

1. Greetings & Enjoy a song

T: Good morning, boys and girls. First time to see you. Let's start our lesson with a song.

(Ss sing and do actions: "I'm hungry, hungry, hungry. Apple crunch crunch...")

2. Free talk & Review feelings

T: Let's get to know each other. How are you?

Ss: I'm great / wonderful / nervous / happy...

T: Look, I'm a little bit hungry and thirsty. (Review words: thirsty, hungry, tired, ill)

3. Make up a gesture

T: Can you give me a proper action for "thirsty/hungry/tired/ill"?

(Ss do actions and say: "What's the matter? I'm thirsty/hungry...")

4. Match and say

T: In our lesson, there is a big picture. Take a look at all those children. Where are they?

 What lesson is it?

Ss: They’re in the playground. It’s a PE lesson.

T: Let’s take a look at this child. She is Liu Jiajia. So start from me. I’m... I need to match. Yes, I’m ill. I want to... What does Liu Jiajia want to do?

S1: I want to have a rest.

T: Great! Let’s show our arms. Say and do the action have a rest. Maybe I want to take a seat.

 All right, boys and girls. We’ve got more children. Can you match the feelings with all these children? And you can use I’m... /I want to... I give you some time and you can talk with your partner.

5.Listen and chant

T: Here is a little chant for all the children who are not feeling very well. Let’s listen to the chant for the first time. Everybody, stand up, use the actions. In this chant, some of the words are rhyming. Yes, seat, eat;drink.think.

6. Big question

T: All of the children don’t feel very well. And things happen like that.See? Today for this lesson. We’re going to find out the answer to the big question. The big question is when people are not feeling very well, how do you take care of others? What can you do? And we’re going to talk about it in Unit 4 Caring about others.

Step 2 Cartoon time

1.Watch and choose:

Q：Who takes care of whom?

T: Today, who takes care of whom? Let's watch the video.

(Ss watch the cartoon and answer: Bobby takes care of Tom.)

T: What's the relationship? Tom is Bobby's little cousin. Bobby is Tom's big cousin.

2. Read and circle: 

Read p34 silently and circle.

T: What's the matter with Tom? Read silently and circle.

(Ss read page 34 and circle: Tom is hot, hungry and thirsty.)

T: How does Bobby take care of Tom? Listen and read.

(Ss read the dialogue and find: Bobby gives water and a cake.)

3. Read and discuss

T: How does Bobby take care of Tom? Discuss in groups.

S1: Tom is hot and thirsty, Bobby gives him some water.

S2: Tom is hungry, Bobby gives him a cake.

S3: Tom wants to play, Bobby plays with him and cleans the toys.

T: Why is Bobby tired? Discuss with your partner.

Ss: Because Bobby takes care of Tom a lot and never has a rest.

4. Look and say

T: Let's act and feel why Bobby is very, very tired. I need a Bobby and a Tom.

(Ss act out the story with props: water, cake, ball...)

T: Oh, what's the matter, Bobby? Are you thirsty? Are you hungry?

Ss: Bobby, you are so tired. Have some cake.

5. Read and match

T: Finish Part A Read and match on your book.

(Ss draw lines: Tom is hot/thirsty → have some water; Tom is hungry → have a cake; Bobby is tired → have a rest.)

T: Does Bobby get a rest? No, because Tom says "No, I want to play."

Step 3 Practice&Sounds in focus

1. Make a guess

T: Tom says "Can I come tomorrow?" What does it mean?

Ss: Tomorrow is Friday. Tom wants to come again.

T: If you are Bobby, what do you want to say?

S1: No, you can't. You're naughty.

S2: Yes, welcome to my home. But you should listen to me.

T: Big ones take care of little ones, and little ones take care of big ones. Love is two-way.

2. Think and say

T: How do you take care of your brother, sister or cousin? Talk to yourself.

S1: I have a little sister. She is thirsty, I give her some water.

S2: I have a big sister. When she is ill, I can give her some medicine.

T: We see, we ask, and we help. But always remember: care about others and care about yourself.

3. Sounds in focus

T: Let's focus on the sound "o". In Unit 4, "o" pronounces /ɒ/ (oh).

Ss: hot, Bobby, tomorrow, o'clock, not...

T: Let's chant: "Tick tock, tick tock, it's nine o'clock..."

4. Summary & Homework

T: Everybody stands up. Let's say what we learn today: We take care of little ones, we take care of big ones.

Homework:

Must do:

1. Read cartoon time fluently.

2. Find more words with letter"o".

Choose to do:

Share what you can do to take care of your family.

Part.04

1. 绘本式教学思维的迁移

周老师对“主图”的运用给了我很大启发。在日常教学中，我们往往容易忽视教材插图的价值。未来在处理教材时，可以尝试以“主图”为锚点，深挖其背后的情境价值，将其作为导入新课、呈现语篇、甚至是情感升华的核心枢纽，而不是仅仅用它来教授几个新单词。

2. 词汇教学应从“静态记忆”转向“动态体验”

传统的词汇课往往是“跟读-抄写-背诵”，学生容易感到枯燥。借鉴周老师的经验，我们可以引入 TPR（全身反应法）和 Chant 等形式。例如在教授情绪类词汇时，让学生自己上台表演，或者通过改编歌曲旋律来记忆，让词汇“活”起来，增加学习的趣味性。

3. 阅读课要敢于设计“问题链”

周老师的教学实录展示了如何通过一系列逻辑关联的问题，引导学生进行深度阅读。在今后的备课中，我需要有意识地设计“主问题”来统领全篇，再用“子问题”作为脚手架，帮助不同层次的学生都能参与到文本的深层解读中。