2021-2022年三年级英语上册 Lesson 2 Boy,Girl and Teacher教案 冀教版

2021-2022年三年级英语上册 Lesson 2 Boy,Girl and Teacher教案 冀教版课题：冀教版三年级上册 Lesson 2 Boy Girl and Teacher科目： 英语教学对象： 三年级学生课时： 1提供者：刘杏蕊单位：蠡县李岗村小学 一、教学内容分析（本课是冀教版小学英语三年级上册第一单元第二课。本课主要学习介绍人物的身份，并在第一课的基础上学习Whats his/her name?）教学目标（1、知识目标：使学生能听、说，认读并口头运用单词：teacher ,boy ,girl;能理解并口头运用：Whats his/her name? 2、能力目标：通过学习怎样和别人打招呼，怎样来介绍自己，向他人介绍事物来培养学生的交际能力，锻炼组织语言的能力和运用知识的能力。 3、情感目标：通过本课的学习，让学生知道怎样有礼貌地进行打招呼，如何作简要地介绍，做个有礼貌的好孩子。）三、学习者特征分析（我们是冀教三年级起始版，三年级学生刚刚正式接受英语课的学习，好奇心强、兴趣很浓，但年龄小、注意力集中时间短，没有任何基础。）四、教学策略选择与设计（通过展示图片、分角色表演、创编歌词等活动创设情境激发学生的学习兴趣，在不知不觉中学会并运用所学知识。）五、教学重点及难点（重点：识记单词 boy ,girl，teacher，his，her 难点：认读单词his，her，并把它们应用到This is.和Whats his/her name? 的问答中）六、教学过程（这一部分是该教学设计方案的关键所在，在这一部分，要说明教学的环节及所需的资源支持、具体的活动及其设计意图以及那些需要特别说明的教师引导语）教师活动学生活动设计意图Step 1 Warm-up 用Hello!向学生问好用Hi!向老师问好自然而然创设语境并巩固了第一课的句型Step 2 Reviewing播放歌曲：What is Your Name!；两只老虎并引导学生用两只老虎的旋律演唱What is Your Name?Step 3 Presentation展示图片，播放录音让学生猜一猜图片的意思。教师领读板书：This is . 这是.情境训练：This is a teacher /boy /girl.然后抽查学生掌握的情况。板书：What is your/his/her name? My /His/Her name is .（1）让一个女生到前面来，首先告诉学生her name用于女孩儿，his name用于男孩儿。然后指向一个女孩儿：Whats her name? 告诉大家应回答：Her name is.依照同样步骤，教授Whats his name? His name is.教师领读这两组对话7、引导学生用两只老虎的旋律歌表演今天所学句型分成男女生两组用两只老虎的旋律进行What is Your Name!的歌词演唱先根据图片猜单词的意思，然后跟读单词 2、情景表演：一条龙练习读单词 3、聆听录音，然后根据老师创设的情景介绍、This is .这是.；分组表演This is .这是.4、学生跟读这两组对话，然后按小组练习，并到台前表演。演得好的用掌声鼓励！通过播放歌曲，并创编歌曲满足学生的好奇心，激发学生的学习兴趣。在轻松愉悦的氛围中巩固旧知，并导入新课利用形象直观的图片教授三个新单词。利用情境教学帮助学生理解her his和your的不同，并让学生理解并在交际中使用句型Whats his /her name?来向对方询问第三方的名字。通过歌表演持续激发学生的兴趣，通过掌声树立学生的自信心和让学生体验成就感。Step 4 Summary引导学生总结本节课学习了。然后教师归纳：本节课识记 认读了boy girl teacher his her.学习了“This is .”和”Whats his /her name? His/ Her name is.”学生总结我知道了/学会了。并质疑。 培养学生的归纳总结能力的同时也培养学生的反思习惯。Step 5 Homework做5个单词的单词卡片，选出精美的贴在教师的墙上运用本课句型录像表演，好的颁发登上光荣台。 巩固所学知识，并学以致用。继续激发学生的学习兴趣并调动学生学习的主动性。七、教学评价设计（满分3分。演唱发音准确流利、完整1分；小组配合默契1分；有表情自然表演1分.根据分数，给予鼓掌的次数。满分三次，依次递减。）板书设计（Lesson 2 Boy Girl and Teacher 1、This is .Whats his /her name? His/ Her name is.”） 如板书中含有特殊符号、图片等内容，为方便展示，可将板书以附件或图片形式上传。九教学反思可以从如下角度进行反思（不少于200字）：本节课，学生情绪始终高涨，掌握了重点，突破了难点效果较好也得到了相关老师的课定于认可。（一）成功之处1、注重体验和实践。我从学生的生理和心理特点和实际水平出发，设计了丰富多彩的教学活动，师生问候，创编歌曲，猜一猜、歌表演一条龙等。通过这些活动，激发了学生的积极性和主动性并拉近了学生的实际与英语学习的距离，并让他们感觉到英语不是一门学科，而是鲜活的语言。自然而然的学会运用。2、我使用了多种教学手段，充分利用教学资源。如歌曲、简笔画、教材，教具，师生自身，家长，多媒体等是课堂教学更加直观，充满趣味。3、教学评价贯彻始终。4、注重知识的拓展。在教学中中没有拘泥于教材。如创编歌曲，和课下录像表演作业。课堂上创编歌表演的时候学生们都亢奋了。5、注重培养学生的交际能力。在可理解的和具有实际意义的语言环境中接触英语并学习完整的语言。从而使学生较快的掌握了重点突破了难点。（二）不足之处教学评价形式还比较单一、不够完善。附送：2021-2022年三年级英语上册 Lesson 20 Li Mings Family教案 冀教版教学目标1. Students will be able to aurally understand, orally use and recognize the following vocabulary: China, short, tall2. Students will be able to aurally understand and respond orally to the following sentence: My father/mother is a . He/She is .（tall/short）3. Student will be able to sing the song I love you, you live me.教学重点：Understand, use and recognize the words: China, short, tall教学难点：Understand and respond the sentences: My father/mother is a . He/She is .(tall/short)Sing the song: I love you, you love me.教具准备：Audiotape/Multimedia CD教学过程：Class Opening and reviewGreeting and reviewGreet the class with any phrases the students have learned.Play the audiotape for The family in our house and sing it along with the students.Talk a bit about family. Ask questions such as : Is a brother a boy or a girl?Lesson Hook Tell the students that today they will meet Li Mings family. They will also meet Dannys family and learn a new song about families!New Concepts 1. Meet Li Mings family. Introduce the new sentences structures: We live in . This is my . Im a . My father/mother is a . Teach the new words teacher, doctor and student. For example, ask the students to recall and say the name of the person who helps them if they hurt(doctor). Explain what a doctor does and that Li Mings mother is a doctor. Ask if anyone has a doctor in the family. Discuss teacher(Li Mings father) and student(Li Ming). Link the concept of student with school. Ask the students to say the words a few times with you.Ask the students questions about the story. Encourage them to make observations about the story from the pictures. Use English where you can, using gestures and the pictures to make yourself understood. Encourage the students to answer in English when they can. For example: Where does Li Mings family live? Who is in Li Mings family? How many people? What work do his father and mother do? What work does Li Ming do?2. Lets do it!Ask the students to open their books to page 52. Take some time to talk about the pictures. You can ask questions such as How many people are in Li Mings family? What is his fathers/mothers name? What does his father do? What about his mother? When you are sure the students have a good understanding of Li Mings family, ask them to take out their paper, pencils and crayons. They can draw a picture of their own family. Be sure to mingle and talk about the pictures being created by the students. You can collet these pictures and post them around the classroom when the avtivity is pleted.3. Tall or short?Introduce new concepts: tall, short. pare pictures, objects and drawings you make on the blackboard to demonstrate short/tall. For example, pick two students, one short and one tall, to e to the front of the class and lead the class as follows: T: Short/Tall. Short/Tall. Say it, please. C: Short/Tall. T: IS he/she short or tall? C: He/She is .4. Lets sing!Song: I love you, you love meAsk the students to listen to the audiotape of the song as the students follow in the student book. Point to the pictures as you say short, tall with the class. Play the audiotape. Ask questions about the pictures such as: Is Li Mings father tall or short? Is Li Mings mother tall or short? Let the students sing the song together.Check for understandingClass Closing Sing the song I love you, you love me.