外研版（一起）三上Module 8-Unit 1 This is Sam's book.-教案、教学设计-市级优课-(配套课件编号：f47f6).doc

1、校本研修课例校本研修课例Module8 Unit1教学设计教学设计 教学背景分析教学背景分析 学生情况分析学生情况分析：本模块的学习重点是名词所有格形式, 三年级的学生在二年级下册M9U1 已经初次接触过 Damings home 这样的名词所有格用法， 本节课所涉猎的名词所有格的语 义及其结构对学生来说难度不大,重在学生理解文本的基础上能通过分析物品的特征,判断 物品归属,并能积极运用此结构进行表达和交流。同时，由于平时对孩子们预习习惯的关 注,学生已经能够按照老师的要求完成课前预习活动,这对新课的学习起到良好的辅助作 用。另外学生通过平时每节课中小组活动的设置和操练,已经使小组合作成为一种

2、常态化 的学习方式,孩子们已经具有小组意识和集体观念,能够很好的用英语开展小组活动,这也 为本节课任务活动顺利展开奠定基础。 教学目标教学目标 语言知识目标语言知识目标1.学习并熟练运用目标语句This is Sams book. 2.学习并掌握单词 bring ，并了解 br 及 ing 的发音规律。 3.在具体语境中用 This is Sbs+ n. 和 That is Sbs+ n.完整谈论物 品的归属情况。 4.尝试运用 This is sbs(colour) +n. That is sbs+n. 更具体描述物 品及其归属。 语言技能目标语言技能目标通过本课的学习， 学生能熟练且灵活运

3、用 This is Sbs+ n.谈论物品的 归属情况。 情感态度价值观情感态度价值观通过小组合作完成学习任务,培养学生的集体观念,并鼓励学生能积 极运用英语进行表达和交流。在故事中学习 Lingling 乐于助人的 品 质,学习 Sam 和 Daming 诚实,勇敢面对错误的态度。 教学策略教学策略 巧搭情景引导支架，激活已有知识储备 巧搭探索学习支架，引导学生自主学习 巧搭语言运用支架，促进学生运用语言 巧搭留白延展支架，延伸学生语用空间 教学重难点分析 1.学习、灵活运用词汇 bring； 2.在具体真实情境中，熟练并正确使用所有格This isSbs +n.That is Sbs+n.

4、谈论 物品的归属情况。 3.尝试运用This is Sbs()+ n. 和That is Sbs()+ n. 更具体描述物品及其归属 情况。 一、热身启动（preparation） 1. T:Greeting. Lets say the chant together. 【设计意图】 ：自编 chant 支架：一是对学生已有知识 this is /that is 进行激活，为接下来的游 戏及本课重点新授知识都做了铺垫，降低后续学习难度，保证学生更好的进行口语表达。其 二 chant 中同时出现的学生已学的形容词性物主代词 my/your，他即与本课学习内容“名词所 有格”具有相同的语用意义，同时

5、为后续学生语言表达的丰富性做好储备。 2T: You did a good job. Look, this is my beautiful bag. I bring my schoolbag today. Do you want to know whats in it?( Teacher put hand in it and say “ This is a) Do you want to try? S1: This is a toy horse. T:Yes, and what colour is it?Its for you. S2: This is a green ball. SS: Th

6、at is a green ball. S3: This is a ruler. T: You are clever.And there is another present for you. Whats this? Ss: This is a dog. 【设计意图】 ：通过简单的互动游戏，不仅仅对 this is 句式进行复习，同时也巧妙融合了本课 文本即将出现的几样被描述归属的物品，给学生搭建一个情景支架，在复习基础上，对重点 知识进行渗透。 3.T: Look! This is our friend-Bob. Lets see the story about Bob. Whose hou

7、se is this?Bobs house( stick on the blackboard) Ss: ( Read it) T:Who is in Bobs house now? (Show the picture) Ss:The cat is in Bobs house. T:So this is “The cats house.” Stick it. Listen and repeat. Try to read it by yourself. 【设计意图】 ：通过第一部分的语块支架板贴及尝试说，学生初步感知语境中的名词所有格。 二、课文呈现(presentation) Lead-in:

8、1.T: The cat is naughty, and Bob is very sad. Lets help Bob to go back home. 看看哪个小组能帮 助 Bob 先回到它的 Happy house. Ok? So lets learn Module 8 Unit 1. 让我们一起学习如何 用 This is Sbs +n 句式谈论物品的归属情况。同时我们还要做小侦探，找到物品的正确 主人。 Ok，lets go! Who are they ? Ss: Daming, Sam and Lingling. ( Show the pictures) T: Oh, they ma

9、de so mess on the floor! What you can see on the floor? S1：I can see Ss:I can see a too. T:( Stick them on the blackboard) 【设计意图】 ：通过图片支架，学生大概感知一下故事发生的背景，他们会猜测课文内容，也 会引发他们主动思考，从而带着他们这种好奇心和求知欲进行进一步的课文学习。 New teaching： T: So many things on the floor. What happened ? (late) T: Lets open our book. 打开书找找

10、看，这些物品都属于谁。完成练习题目。 Then talk in your groups. First, check the answer. Point and say “Sams book” Damings book. Now lets discuss in groups. T:Whose book? Ss: Sams book. T:This is Sams book. ( Write on the blackboard) Listen and repeat the sentences. And look at these sentences. whats the same part? S:

11、 This is Sams white book. T:You can put it into the schoolbag. What about others? I need one group S1: This is Sams pen. Ss: That is Sams pen. S2: This is Damings 【设计意图 1】 ：借助图表支架的任务单，给学生搭建自主探究性学习的平台。同时，通过自 主学习后的小组合作的方式，既达到了学生相互学习的目的，同时又为学困生提供交流互助 的平台，从而保证了有效时间内学生口语表达的效益最大化。 【设计意图 2】 ：此部分还运用了板书中的读音支

12、架，通过点读让学生模仿跟读注意重读及语 调，帮助学生更好理解语义的同时为学生口语表达的流畅度及准确度奠定的基础。 T: Talk with your partners. Point and say. Look, this is As red pen. S1: This isAs S2: This is Bs The others: Thats T: You are so clever. You help Daming and Sam. They are happy. But look at Ms Smart. Is she happy? What does she say? Listen an

13、d answer . Listen again. 【设计意图】 ：充分使用教材图片资源支架，关注人物情感，引出新知“bring” T: Is Ms smart happy? What does she say? Ss: No, she is not happy. She says “ You cant bring toys to school.” T:Yes, you cant bring toys to school. You cant bring sweets to school. Try to read this word? Brown brother Br pronounces “br

14、”and look at these words “ing” pronounces They are together. How to read?(点读笔听音跟读) 【设计意图】 ：我校特色语音教学给学生提供了自主探究读音规律。通过教师所提供的四个单 词，以旧带新的来自主学习新单词，汲取已有知识进行转换，提高了学生的学习能力。 Now you are Ms Smart. Try to say the sentence S: “You cant bring toys to school, Lingling!” T:What can you bring to school? Ss:I can br

15、ing to school. Chant: S1: This isAs red pen. S2: This is Bs blue pen. Together: We can bring to school. We can bring to school. 【设计意图】 ：自编歌谣支架的搭建，让学生更进一步的熟悉 bring 在具体语境中的使用，进 而让学生体会韵律加节奏下的英语口语表达之美。 T：We can bring so many things. But we cant bring toys to school. Smart is angry. But are they Lings to

16、ys? S: No. They are not Linglings toys. T:Yes ,they are not Linglings toys. Ss: Listen and repeat. T: What about the schoolbags?Are they Linglings schoolbags? So we can say S : They are not Linglings schoolbags./books/ T: Who bring toys to school? What can we learn from our friend? Listen and repeat

17、. Ss: Sam and Daming are honest 【设计意图】 ：层层递进的问题支架，引导学生关注情感态度目标。 三、巩固操练(practice) T: I think you are honest too. This time, try to read by yourself.注意你的语音语调。 1、自读（点读） 【设计意图】 ：给学生充分朗读的时间，在提高口语的同时，在真实文本语境中体会名词所有 格的使用。 2、Try to read and act.学生分角色朗读，表演。 3、提炼课文重点语句 How many stars can you get? If you can f

18、inish all of them, you can get four stars. If you can read it loudly and fluently, you can get five stars. 【设计意图】 ：搭建评价支架，建立评价标准，学生可以自我评价。 4、Practice You did a good job. Now, its our fun time. Guess! Whose nose? Whose ears? 四、任务完成(production) T: Now look, there are something. They are yours. I dont

19、know whose are they. let me guess. This iss red pen. Am I right? You can use these sentences to guess in your groups. Lets go. 【设计意图】 真实情境支架，从学生身边熟悉的物品入手，给学生搭建语用平台。同时应 用了留白延伸性支架，给学生更大空间从自身能力出发，体会英语在实际生活中的应用。 五、总结作业(Summary and homework) T: Now lets look at the blackboard, can you talk about these things. Ss: That is s T: What did we learn today? 教师引导学生总结本课所学目标语句、词语及用法。今天我们学 习了什么呢？ Ss：Summary 布置分层作业，学生自主选做。 A.套餐： 模仿跟读课文 2 遍 B.套餐： 模仿跟读课文 2 遍；小组合作排练剧本。 C 套餐： 一起作业网跟读模仿，录制上传个人录音，自由创编课本剧。