2019-2020年三年级英语下册 Module 3 Unit 3 Lesson 5(1)教案 沪教牛津版.doc

2019-2020年三年级英语下册 Module 3 Unit 3 Lesson 5(1)教案 沪教牛津版教学内容Teaching Contents功能目标Functional Targets语言目标Language Targets情感目标Emotional Targets3B M3U3Period 5Say and act1. Using imperatives to give instructions.2.Asking Wh- questions to find out a persons identity.3.Using nouns to identity people.Structures:Look at the photo.Who is he?What season is it?Do you like Spring?Further aims: Using predicative adjectives to describe conditions.培养学生与人交往的能力，鼓励学生与他人的交流，发表自己的观点教学过程Teaching ProcedurePre-task ActivitiesStep 1 Questions:1. What day is today? 2. Whats the weather like? 3. Wheres my book? 4. Take my pen, Kitty. Step 2 Listening prehension. Step 3 Review. 1. Show students pictures of four seasons. Ask and answer(1)What can you see in spring/summer/autumn/winter?(2)Is it hot / cold / warm / cool?(3)Is it wet / dry?(4)It is hot. We can see shells. What season is it?(5)Do you like spring?(6)Which season do you like best? Why2. Invite students to say the rhyme: Four seasons While-task ActivitiesStep 1 Look at the picture and listen to the tape. Step 2 Talk about the season. Ask: Do you like (season)?Play the dialogue on the cassette while students follow in their books. Students content through listening.Play the dialogue in four parts. Students follow the tape and repeat. Encourage students to say: In spring / summer / autumn / winter, its/ We can see Step 3 Show a photograph and say: Look at the photograph. To elicit: Who is he/she. Then answer: Hes my/Shes myTake out students photograph and introduce the person in the photograph.Students work in pairs. Ask and answer. Step 4 Divide students in pairs. Ask them to act out the dialogue.Post-task ActivitiesStep 1 Listen to the tape and read dialogue. Step 2 According to the dialogue make new ones. eg: S1: Look at this photograph. Who is she?S2: Shes my big sister, Rose.S1: What season is it?S2: It is summer. Its hot. The sun is shining. Rose has her blue sunglasses. S2: She has a nice dress. It is pink.S1: I like summer. Its hot. I like swimming. I like ice-creams. Do you like summer?S2: No, I dont like it. I like autumn. I like kites. It is not hot. It is cool. S1: But in autumn it is dry. The leaves fall. S2: Yes, it is. Step 3 Students write the correct words in the blanks provided.Step 4 Students exchange their work and check answers. 板书设计Blackboard WritingLook at this photo.Who is he?What season is it?Do you like spring?课后作业 Assignments课后反思 Reconsideration1. Listen to the tape and read the dialogue.2. Act out the dialogue. 附送：2019-2020年三年级英语下册 Module 3 Unit 3(1)教学反思 沪教牛津版本节课主要目标是让学生能听说读写单词 weather, spring, summer, autumn, winter, hot, cold , 熟练运用句型Whats the weather like？听懂会说，会读，会写句子：Which season do you like best? I like best. Why? Because its .I can in .在这节课中要求学生掌握有关四季的单词和描述四季的词语及其用于描述天气的句型及其一些与之相应的活动情况的句型：Whats the weather like？What do you usually do? Which season do you like best?根据本课教学内容，我首先通过free talk,引出一年有四个季节，自然导入新课The Seasons，然后用Which is the first season of a year? Which season es after spring?等句型引出 spring, summer, autumn, winter四个季节，接着用 Look and guess的游戏巩固四个季节，同时也用游戏来激发学生的兴趣。然后利用询问季节天气引出句型Whats the weather like today?及其sunny, cloudy, rainy等单词的教授，并通过To be aweather reporter的游戏，复习了刚才所学的单词。然后利用My favourite season is spring, I like spring best.引出句型Which season do you like best? 的教学。最后我以Fill in a form来调查学生的喜好，并综合了所学句型Which season do you like best? Whats the weather like？What do you usually do? 采取“任务型”的教学手段，安排学生以小组为单位开展讨论，通过让学生小组调查，让学生在活动中学习，既能使学生复习新知，又使学生感受到完成任务后的喜悦。也能将课堂气氛推向了高潮。归纳总结是本课的最后一个环节。在这个环节中，我把本课的主要语言知识又再次呈现在学生面前，给学生做了一个简明扼要的归纳，并用一个Chant使学生进一步地了解了本课所学，加强学生的记忆。在本课教学中我始终遵循“多信息、高密度、快节奏、勤反复”的原则展开教学，并且在教学中注意教学的层次性。同时针对本课的教学重点与难点，在教学中采用“看看、说说、唱唱”等多种活动形式，结合现实生活，让学生在活动中学习，引导学生主动参与、主动探索、主动思考、主动实践，以实现学生语言智能、交往智能等多方面能力的综合发展，充分调动其学习的积极性、主动性和创造性。回过头来再看这节课，存在好多遗憾。首先由于本课所教的单词较多，过多机械性的朗读使学生很多时候积极性不高。其次因为时间来不及，课中的小组调查和归纳总结中的Chant未能在课上完成。另外有些细节部分没有处理好，学生的积极性还需要更积极地调动起来，在整个教学过程中显得过于的紧张，使整个教学过程没有达到预期的效果。在本次教学中，我深深体会到教师需要改变教学观念，教学需要艺术，需要机智，需要创新，基于教材又不拘泥于教材，只有这样，才能适应课改大潮。