2019-2020年三年级英语上册 Module 3 Unit 7(8)教案 广州版.doc

2019-2020年三年级英语上册 Module 3 Unit 7(8)教案 广州版Team备课小组Author执笔 Date Module/Topic 模块及话题Module 3Unit 单元7Title 题目Work with the languagePeriod课时1Type of lesson 课型New LessonObjectives：教学目标1.Language knowledge语言知识：Vocabulary: pen, pencil, pencil-case, pencil-sharpener, ruler, rubber, box, bag, desk, chair, table, bed.Sentence pattern: where is the pencil?2.Language skill语言技能：1）The students could match the English words to the corresponding study things.2) The students could pronounce the words correctly. 3) The students could understand the rule of the pronunciation of the vowel “e”3.Affect 情感态度1） The students could name the study things.2） The students are increasingly willing to participate in class to play games.3) The students form the good habit of loving their own study things.4.Learning Strategies学习策略：1）Through direct and interesting strategies, such as beautiful pictures to draw their attraction.2) set vivid English scenes to help students learn and prehend knowledge.Difficulties Analysis教学难点分析：The sentence pattern and some long words are new to the students. So perhaps its a little difficult for them to prehend and memorize. TeachingAids/Media主要教学媒体 电脑多媒体，图片，投影, Flash, English songs. CAITeaching Resource教学资源单词卡片， 教学软件Teaching Procedures 教学过程Teaching activity & Steps of the activity 教学活动及具体的活动操作步骤（明确教学的每一个活动的设计，写清楚活动的具体造作gg步骤。）Learning strategies 学生学习策略（每一个教学活动，所有学生或部分学生的主要学习行为/任务的具体描述。）Purpose设计意图（从为达成目标、解决难点或形成技能等方面做具体的描述。）Warming-upPerformance III. presentationIV. Post-taskV. Homework1.Greetings2. Sing the song “where is the pencil”.3. Presentationand performance4 game5. game6. guessing game7. work with language8. development1. Play the song “where is the pencil”, and ask the students to clap their hands while singing the song “where is the pencil”. (T: whats this (raise the pencil)S: pencil T: first lets sing “where is the pencil”S: )2. Create vivid English scenes such as pictures and objects and sentence patterns to lead in the words and furthermore help students to prehend them.T: whats this (raise the pen)S: pen (stick the picture on the blackboard, read “pen, pen, p-e-n, pen” team1, please; team2; team3; team4; whole class)T: where is the pen? Its on the pencil.(stick the picture on the blackboard, “pencil, pencil, p-e-n-c-i-l, pencil” team1, please; team2; team3, team4; whole class.)T: where is the pencil? Its in the pencil-case.(stick the picture on the blackboard. “ pencil, pencil; case, case; pencil- case, pencil-case; listen, pencil- case, pencil-case, pencil case” T: OK, now, can you? Any volunteers? )S:T: where is the pencil-case? Its on the pencil-sharpener.(show the pencil- sharpener to the students. Stick the picture on the blackboard, pencil, pencil; sharpener, sharpener; pencil-sharpenerT: now, listen! “Pencil-sharpener, pencil-sharpener-pencil-sharpener”. Can you?)S: (pen- pencil-pencil-case_ pencil-sharpener)T: whats this (show the ruler to the students)S: (stick the picture on the blackboard, ruler, ruler, r-u-l-e-r, ruler, team1; team2; team3; team4; whole class.)T: where is the ruler? Its on the rubber.(show the rubber to the students)(stick the picture on the blackboard, rubber, rubber, r-u-b-b-e-r, rubber. T: first, listen, rubber, rubber, rubber. Can you?S)T: where is the rubber? Its in the box.(show the box to the students, and sick the picture on the blackboard . Box box, b-o-x, box. Ks. T: first listen. Box, box, box , box. Now can you?S: )T: where is the box? Its in the bag.(show the bag to the students, and stick the picture to the blackboard. bag, bag, b-a-g, bag. Team1, team2; team3; team4; whole class.)T: where is the bag? Its on the desk. (Show the bag to the students, and stick the picture on the backboard.T: now listen, first. Desk, desk, desk, desk. Now can you S:T: team1; team2; team3; team4, whole class.)T： where is the bag? Its on the chair.(stick the picture on the blackboard, T: Listen, please, chair, chair, chair, chair, now can you?S: T: chair, chair, c-h-a-i-r, chair.)S: T: now lets see two more words. Show the word “bed” to the students, and stick the picture to the blackboard.T: now listen first: Bed, bed, b-e-d, bed Bed, bed, bed, now can you?S: T: train gameT: the last one, “table”(stick the picture on the blackboard)T: now listen first, table, table, table, table, now, can you?S: T:good3. T: now lets play a game. See whats this? (show the bag to the students) You guess whats in it.Show the pencilShow the penShow the rubberShow the rulerShow the pencil-caseShow the pencil-sharpenerShow the boxShow the bag4. T: OK, now lets change the role Show me your pencilShow me your rulerShow me your rubberShow me your penShow me your pencil-caseShow me your bag.5.T: now lets play a game (turn back the pictures, and then take out one of them, ask the students to guess what it is.)T: Next, lets do an exercise. Any volunteers? (how to read, follow her)6. Ask the students to do the exercise of work with language. According to the tape, the match the object to the English word.6. T: I want to ask you some questions, and you please tell me yes or no.Is the pencil on the desk?S: .T: is the pencil in the pencil-caseS: T: is the ruler in the pencil-case?S: T: is the ruler in the bag?S: T: is the rubber in the bag?S: To create a relative active and harmonious class atmosphereTo help students get familiar with the sentence pattern “where is ” through vivid English scenes.Through pictures to help students practice spelling the word.To help students acquire a good mand of the pronunciation of the words.To stimulate students pioneering spirit to lead them to participate in the class more actively.Through repeated practice to help students get familiar with the word.Repeated practice of the sentence pattern “where is ” help the students to form a good English atmosphere.To learn the words.Through this interesting game to help students get familiar with the words. The students would be quite interested in this game.To check whether the students have known the meaning of the words and whether they could give correct actions quickly.Repeated guesses to help them practice saying these words.To attract their attentions.To further practice the simple sentence pattern “is this pencil in ?” and its corresponding answers.Excuse/Worksheet练习（任务）设计copy the words on page64-65 in the exercise bookpreview the dialogue.Evaluation 教学评估这一课主要学习表示学习用具的12个单词， 以及让学生熟悉句型“where is ”和相应的一般疑问句型“is it in/ on ?”及其回答。 主要通过图片和实物向学生展示单词， 并通过抽读， 拼读， 小组朗读， 整体朗读， 开火车等形式让学生掌握正确的发音。 通过形式多样的活动来操练单词。 而部分单词如：pencil, pen, ruler, rubber学生在低年级的口语阶段有所接触， 因此导入比较简单。 不过因为这一课的单词比较多， 要反复操练让学生熟悉。Designing on the board:板书 Unit 7 wheres My Pencil 4 3 2 1Pen pencil pencil-case pencil-sharpenerRuler rubber box bagDesk chair table bed附送：2019-2020年三年级英语上册 Module 3 Unit 7教案 广州版一 简介本次任务活动的主题是 Wheres the .? Its in/on和介词 “in ,on”二 学生分析 我所任教的三年级学生都处在910岁间，他们思想活跃，接受力强。学生对即将学习的内容已经具备一定的水平，而且在第三册已经接触“where is the?” 句型，能进行交流操作。三 教材分析 Unit 7 是本教材精选的，学生最需要了解，最感兴趣，最易学会的，最有价值，与生活最为密切的。在本册书的知识点中占有重要地位。教学目标1、知识目标：使学生掌握小范围内物体之间位置关系的表示方法。2、能力目标：培养学生在实际生活中运用陈述、疑问等句式描述 物体的位置。3、情感目标：通过多媒体教学手段充分调动学生的积极性，激发学生学习英语的兴趣，建立良好的师生关系。教学重点 How to use “in, on”教学难点 The usage of “in the box” and “in my box” 四 教 学 过 程 导入：warmingup(1) Greetings: Ask and answer Hello! How are you? I am fine. Thanks.(2) Songs: ( how are you)(3) Free talk:The teacher looks at the platform.T: oh, dear. Wheres my pencil? Where is my ruler? . and students say after teacher: pen, pencil, ruler,. 复习：Revision T: look, I have a new bedroom. There are many things here. Oh , whats this? Whats this in English? Is it a .?S: Its a 或 No, it isnt.T: Yes, you are right. 回忆复习前面学过的单词 “pen, pencil, desk, book” 和句式 “Its” “Theyre”为新课讲授作铺垫。 利用实物由学过的单词 “in” “on” 引出它们所表示的位置关系，示范时由浅入深，只反复演示一个介词，只出现单数形式，待学生消化理解后再引出另一个介词及复数形式。学生间问答，在实践中运用所学的知识。在学生熟练掌握 “in” “on” 用法后引入 “under” “behind” “near”。突破难点，将定冠词换为形容词性物主代词。Ask the students to answer my questions: Whats your name? How are you? How old are you? Whats this? s this a box? Are these pens or pencils? Is this your pen?Step2 呈现Presentation Hold up a pen and say:“ This is a pen. Wheres the pen? Its on the book.” Repeat with “ the pencil”, “ the pens” and “ the pencils” Wheres the pencil? Its on the desk. Wherere the pens? Theyre in the book. Wherere the pencils? Theyre in the box. Step3 练习 Practice1. Show the pictures. Call out the students to ask and answer. Put the clock in/ under/ behind/ on/ near the box.Show some pictures and practice “under”, “behind” and “near”.2.Use objects to teach “ball”, “floor”, “photo”, “wall” and “door”.3.Practice “Wheres my photo? Its on her desk.”4.Look around the room, then ask and answer.Play gamesStep4 Homework通过问答交流使学生进入语言情景。利用实物演示使学生直观地感受到物体所处的位置。引入新课时充分发挥先入为主的作用，直接用定冠词 “the” 修饰名词，学生容易接受。理解必须联系实际，在学生对 “in” “on” 的用法初步了解后到实践中消化吸收。利用多媒体形象、生动地演示出 in, on, under, behind 和 near 所表示的方位。新单词引入利用实物，提高学生的兴趣，降低教学难度。在练习中巩固提高，将难点化整为零。充分发挥学生的主体作用，使他们做学习的主人。板书设计 Unit 7 Wheres my pencil?Wheres my pencil?Its in/on the pencil-case.Is it on/in the?No, it isnt.Yes, it is. Here it is.课后记通过本节课的学习，学生基本掌握了 “in” 、“on”的用法，并能够运用 “Where is?” 和“Its”进行简单对话。教学过程中，大量实物和多媒体的运用及学生们的独立操作和表演激发了学生极大的学习热情，培养了学生学习英语的兴趣，发挥了学生的主体作用，充分体现了学生是学习的主人。第37课的设计和实施重点突出以知识为基础，侧重培养和提高学生能力的原则。新英语课程改革的重点就是要改变英语课程过分重视语法和词汇知识的讲解与传授，忽视对学生实际语言运用能力的培养的倾向。我从学生的学习兴趣、生活经验和认知水平出发，让学生在教师的指导下，通过感知、体验、实践、参与和合作等方式，实现本节课的目标，感受成功。积极的学习情感，宽松、民主、和谐的教学氛围对学习效果具有巨大的影响。尊重每一个学生，积极鼓励他们在学习中的尝试，保护他们的自尊心和积极性；特别关注性格内向或学习有困难的学生，尽可能多地为他们创造语言实践的机会。例如：本节课中，练习两个介词所表示的位置关系时，在集体反复操练后，鼓励平时英语基础不太好的学生到前面利用实物（如，笔、书、盒子、椅子等）摆出位置关系，然后由他叫同学回答，使其获得成功的体验，增强学好英语的自信心。