1、Teaching stepsTeachers activitiesPurpose Students background 学情分析学情分析 1. The pupils are in the second term of Grade 3. 2. The pupils have already learned seasons, some basic verbs (e.g. run, swim, sweep, sleep, and eat), and some basis adjectives used to describe appearance. They are supposed to be
2、able to pronounce and understand those words and related sentence patterns (e.g. In spring, I can, and I want to be). Besides, they learned the sounds of letters A to N this term. Teaching objectives 教学目标教学目标 Language: 语言目标语言目标 1. Phonics: The pupils can pronounce the sound of letter S correctly. 2.
3、 Words: The pupils can pronounce the words correctly: Sam, slim, snake, sea, leaves, sandwich, salad. 3. Sentences: The pupils can use the sentences below to answer questions and express themselves: a. I can. b. He wants to be strong. c. In spring/summer/autumn/winter, Sam Reading: 阅读目标阅读目标 1. The p
4、upils are able to understand the story. 2. The pupils are able to read the story fluently. 3. The pupils are able to act out the story. Thinking: 思维目标思维目标 1. The pupils are able to predict the plots according to the texts and pictures. 2. The pupils are able to summarize the story with the help of t
5、he thinking map. 3. The pupils are able to develop their reading skills and thinking ability through illustration viewing, predicting, imaging, comparing, deducing, concluding and summarizing. Idea of teaching design 教学设计教学设计思路思路 By showing todays task: The teacher intends to awaken the pupils prior
6、 knowledge from Grades 1 To arouse students interest by TPR; To develop students thinking ability through guessing, comparing and predicting. While-reading 1. Listen to the story (P2-8), and think: What does Sam do in spring, summer and autumn? 2. Match the pictures to the right seasons. 3. Predict:
7、 Can Sam be strong? 4. Read the story (P10-13) and think: If Sam just takes exercise, can he be strong? What else can Sam do to be strong? 5. Predict: Can Sam be strong this time? 6. Listen to the story (P14-21). 7. Read the story after the teacher with body language. 8. Read all the words that star
8、t with s. 9. Play a game. 10. Read the story in groups. To reduce the difficulty in understanding the plots by dividing the story into three parts; To practice /s/, new words and sentences; Todevelop students thinking ability through illustration viewing, comparing, imaging and predicting. Post-read
9、ing 1. Role play: Students read and act out the story in groups, and then present in front of the class. 2. Summarize the story with the help of the thinking map. 3. Discuss: If you want to be strong, what can you do? Toconsolidate; To develop social skills by group work; Todevelop thinking ability through deducing, concluding and summarizing. Homework 1. Read the story to your family. 2. Write a book report for this book. To practice and review. BlackboardBlackboard DesignDesign
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