译林版3B《Unit3 Is this your pencil》优秀教学设计 - 图文

Content Topic School 三下Unit 3 Is this your pencil? (Period 1) Is this your pencil? Date Students Teacher 一、教学目标 1．围绕话题Is this your pencil?，学生在开放的语境中能够主动输出与教室有关的单词及课堂有关的活动，并能主动建构、理解和运用Story time部分教学的句式结构。 2．提高听说读的能力，学生能够具备良好的语音、语调，感受到英语的语言美。 3．学生在学习过程中，具备大胆、自信地进行对话的良好学习品质，以培养学生口语交际的能力。 二、目标制定依据 1．教材分析： 本单元为译林版三下Unit 3 Is this your pencil?，主要是围绕“Is this your pencil?”来展开话题。本单元Story time部分的学习内容多数在牛津小学英语1B中有所涉及，Cartoon time部分的内容在译林版三上 Unit 2有所涉及。因此，本单元的知识对学生们来说，学习难度不是很大。教师要引导学生通过本课的学习，能够运用文中的重点句型（疑问句）来询问别人。 本单元可分为六个课时进行教学。第一课时的主要教学内容为Story time部分，主要是结合语篇进行词汇和祈使句句式的教学。第二课时主要教学内容为Fun time和Checkout time部分，教学重点为巩固Story time中的词汇和祈使句句式。第三课时主要教学内容Cartoon time，教学重点为继续巩固本单元的疑问句句式。第四课时为Sound time 和Rhyme time教学。第五课时是利用听、说、读、写多种方式综合复习本单元的学习内容，完成Ticking time部分。第六课时是练习课。 本节课为第一课时，阅读课。文中涉及的重点句式是疑问句。学生在一年级已经初步接触疑问句句式，因此学生在学本课时内容时会轻松应对。我将本节课的重点放在了对疑问句句式结构的理解和灵活运用上。让学生在开放的语境中主动建构、理解和运用Story time部分教学的句式结构。三年级阅读教学着重培养学生的听、说、演的能力，使学生养成大胆、大声地读和说的良好英语学习习惯。教材中的图片为学生的阅读提供了视觉线索，为学生进行猜测、理解文意提供了基础。

2．学情分析： 本班共有45位学生，由于寒假刚结束，学生们的学习状态还有待调整，师生与生生间的默契度要慢慢建立。课堂上会有一部分学生随意讲话、做小动作的现象，这需要教师在课堂教学中采用多种教学手段，激发不同层次的学生参与课堂的热情，使他们有事可干。课堂上教师要加强对学生的良好学习习惯的培养，特别是听课习惯和书写习惯的培养。 Teaching Procedure Procedure Teacher’s activity 1. Say a rhyme. 2. Free talk. Warmer 3. Present the topic: ? Unit 3 Is this your pencil?? Read the topic. Learner’s activity Purpose 通过free talk环节，创设学习英语的氛围，激起学生的旧知，揭示本单元主题。 1.T: Look! What?s this? Ss: It?s a book. T：Is this an English book? Talk and say. Ss: Yes T: What?s that? Ss: It?s a book, too. T: Is that an English book? Ss: No. Pre-reading 2. Show the picture Work in pairs 借助文中的主情景图直观呈现学习内容，引起学生强烈的视觉感受，从特殊疑问句引入到一般疑问句，激发学生说的兴趣，自然进入课文的学习。 同桌之间、师生之间操练句型Is this/that a/an...? Yes, it is. No, it isn?t. 1. Watch and listen. Let the students try to remember the activities they heard. While- reading Watch and say. Teach: pencil case, pen, crayon, ruler, rubber, pencil action. 2. Ask the students to do the 通过看卡通快速地帮助学生记忆动画中的活动，并通过听听、做做、说说等活动及时巩固疑问句句式，新授单词。

Listen and do. 通过让学生自读，引导学生找出本课的重点句型，并根据所提取的句型进行文本叙述，促进学生语言运用能力的形成。 学生通过再次看动画，模仿语音和语调，让学生感受到英语的语言美。 丰富话语系统，促进学生进行课文复述时，有新的资源生成，从而激发学生更好地进行语段输出。 3. Ask the students to read the text and talk about the main sentences. Then answer the question. Read after the computer. (1). What is Mike looking for? (2). Did he find out at last? 5. Listen and read the text Retell the text in groups. together. Try to imitate the pronunciation and intonation. 6. Work in groups. Retell the Act and envaluate. text according to the design on the blackboard. 1. Work in groups . Post- reading a dialogue. Talk about their families 创设情境，让学生选择一个场景综合使用本课重点句型进行说的练习。 巩固所学内容，延伸课堂教学。 2. Choose a scene to make and write the passages. 1. Listen to the tape, read the story and the words. Assignment 2. Perform the dialogue after school. Design . Unit 3 Is this your pencil? Is this/that a/an/your/his/her...? schoolbag pen pencil pencil case Yes, it is. No, it isn?t. crayon rubber ruler

Content Topic School 三下Unit 3 Is this your pencil? (Period 2) Is this your pencil? Date Students Teacher Teaching Procedure Procedure Teacher’s activity 1. Warming up Greeting and free talk T: Good morning, class. Ss: Good morning, Miss Li. T: Hello/Hi!/ How are you? S: Hello/Hi/ Fine, thank you. T: What?s this/that? S:It?s a pen, pencil, crayon, ruler, rubber, pencil case... T: Is this your/ his/ her...? S: Yes it is/ No, it isn?t. 2. Present the topic: ?Is this your pencil?? Revision 1. Game time a. Guess time T: Look, I have a new schoolbag. Please guess, What?s in it? 2.T: Now, let?s play another game.-magic eyes.（快速闪现图片） Pre-reading S: pen, pencil... c. Spell time 3. Review story time T: Mike?s friends are very helpful. They look for his pencil for Mike.Let?s read the story time. 1）read after the tape 2）act out T: Yang Ling is very nice. I hope everyone can be helpful Play the game. 通过游戏的方式，激发学生强烈的学习兴趣，复习上次课所学内容，自然进入课文的学习。 呈现所有文具在一起的图片和相应的词汇，练习拼读。 Listen and do. Learner’s activity Say together. Purpose 通过free talk环节，创设学习英语的氛围，激起学生的旧知，揭示本单元主题。 Warmer