一、案例背景：教学时间：2009年6月2日教学内容：上海版牛津教材2BModule4Unit2Mother’sDay教学片断：WhatcanIdoforFather?Ican…forFather.教学(while-task)执教教师：吴愈华课例分析：本节课是结合父亲节快要到来的时机，以送父亲节礼物为教学主线，让学生充分感受到父爱的伟大，从夸夸自己的父亲，到送父亲物质上的礼物，生成到情感境界的礼物，让学生在整个课堂中有所学，有所感，有所悟。教学对象：上海市宝山区第一中心小学二年级学生教材内容：上海牛津版教材的第四单元的第二课的主题为Mother’sDay，基于教材提供的这一主题，结合本课“Lookandlearn”和“Lookandsay”模块中的内容，本节课重构了以“GiftsforFather”为教学话题，迎合父亲节而展开的父亲节为父亲送礼物的教学内容。二、案例片段：片段目的：语言知识与技能：语境中理解、学习和运用句型Ican…forFather.语言文化和情感：语言感受与表达中让学生感受到伟大的父爱，激发学生对父亲的感激，对父亲的崇敬之心，对于父爱不仅是物质的回报，更是情感上的回报。语段1：AndonFather’sDay,remembertogiveyourfatherabighugandsay‘Iloveyou.’.BecauseFatherissuper.Fatherisgreat.(Amovie)T:IwasbornwithFather’ssmile.WhenIwasalittlebaby.Fatherislikeateacher.Heteachesmehowtowalk.IgrowupwithFather’shelp.Moreover,heislikeafriend.SometimesFatherisveryfunny.Ilikeplayingwithhim.Fatherissuper.Hecandomanythingsforus.Heworkshardforourfamilies.Heworksandworks.Heishappywhenwearehappy.Heneverfeelstired.Oneday,heisgettingolder.Lookathishands.They用一段视频引入父亲的艰辛和伟大，学生边看边听教师的叙述。学生带着自己的疑问观看视频资料，在教师动人的叙述下，学生逐步生成了对父爱的理解,逐步在脑海里形成自己情感上的反馈，学生看完视频后，精神上给父亲的礼物：WhatcanIdoforfather.arehurt.Butheisstillworking.Heisstillworkingforthefamily.Andnow,Ihavegrownup.WhatcanIdoforFather?IwanttodosomethingforFather.Iwanthimtobehappyandhealthyinthefuture.T:Fatherhelpsmealot.SowhatcanIdoforFather?WealsocandoalotforFather,too.屏幕上出现问题：WhatcanIdoforfather?T:WhatcanIdoforFather?Youcansay:Daddy,daddy,abighugforyou..Icandosomethingforyou.Iloveyou.Youcandiscusswithyourdeskmate.S1:Daddy,daddy,abighugforyou.Icansingasongforyou.Iloveyou..老师先自己做范例，学生通过pairwork的相互讨论进行思考，图片帮助提示。学生个别反馈交流.T:AChinesesongoranEnglishsong?S1:AnEnglishsongT:Ithinkyoucansingverywell.Anyoneelse?S2:Daddy,daddy,abighugforyou.Icanmakeacardforyou.Iloveyou.追问问题，体现师生间的互动T:Agoodidea.Youcandrawmanybeautifulpicturesonit.And？S3:Daddy,daddy,abighugforyou.Icangiveacarnationforyou.Iloveyou.T:Acarnation.That’sgreat.Pleasesay‘Icangiveacarnationtoyou.’Soon.T:Youaregoodchildren.YoucandomanythingsforFather.Ithinkyourfatherswillbeveryhappytoseethat.教师归纳,学生利用图片反馈出的回答.课堂中教师有效的指出学生的语法错误，加以补充.语段2：Inmyheart,Ithinkmyfatherisahero.Ilovehimverymuch.Doyouloveyourfather?(Yes.)EveryonehasFather.Sometimes,Fatherisnaughty.Heisjustlikeachild.Look,thislionisalsoafather.Heisbraveandstrong.Heisthekingoftheforest.Thisfatherisverythin.ButIthinkhisshouldersareverypowerful.ThisisJackyChen.Heisalsoafather.Heisasuperstar.Butheiskindlikeafriend.ThisisLiuXiang’sfather.Furthermore,heislikeateacher.Fatherislikeabigtreeinthefamily.SometimesFatherisverylovelylikeaTeddyBear.Igrowupwith屏幕上出现许多父子的照片，有卡通的、真人的,充分让学生感受到父亲的不同形象，为下面的语言输出做了很好的铺垫和预设.Father’shand.It’sbiglikeanumbrella.IgrowupwithFather’shug.It’swarmlikethesun.Fathercandoeverythingf...
