Project 2 A magic clock-Part A &B-教案、教学设计-县级公开课-新牛津译林版三年级下册英语(配套课件编号：a0f46).doc

1、1译林版英语三译林版英语三下下 Project 2 Amagic clock 教学设计教学设计Type of the lessonProjectTeaching aims and learning objectives1. 能听懂、 会说 58 单元的农场动物类、 水果类的单词、数词以及介词等。2. 能听懂、会读、会说 58 单元日常用语：Whats the time? Its Its timefor What are these/those? They are Are these ? Yes, they are. No, they are How old are you？Im. Whos h

2、e/she?He/She is 。3. 能读懂魔法钟的制作步骤，并能根据步骤正确制作出自己的魔法钟。4. 能初步运用 58 单元词汇和日常用语结合魔法钟进行游戏。学情分析：学情分析：三年级是小学生学习英语的基础阶段， 这一阶段的重要任务在于激发并保持学生学习英语的兴趣。经过一年的英语学习，学生已经初步地了解了一些相关的简单的英语知识，能够自由的通过简单句进行对话交流了。因此，在设计课堂教学活动时一定要根据学生的情况，采用灵活多样的教学方法来吸引学生的注意，努力营造玩中学、学中玩的教学情境。课堂上尽量以鼓励表扬为主，鼓励学生开口说英语，让他们尝试成功的喜悦。Focus of the lesson

3、 and predicted area of difficulty教学重点：能在老师的帮助下有序归纳 58 单元重点词汇与句型。教学难点：能正确地理解并运用日常用语内容，在老师的引导和帮助下尝试运用语言进行交际、解决问题。Teaching proceduresBefore class, sing a song “the pigs on the farm”Step 1 Free TalkT: Hello, ImAmy.Ss: Hello, Im T: Whats this? / What are these?Ss:.2T: Nice to meet you.Ss: Nice to meet yo

4、u.【设计意图】用学生身边的文具进行对话，既复习了所学的句型【设计意图】用学生身边的文具进行对话，既复习了所学的句型 WhatWhats sthis/that?this/that? WhatWhat areare these/those?these/those? 及其回答，也为下一步的呈现做了铺垫及其回答，也为下一步的呈现做了铺垫。Step 2 DrillT: Look, Whats this? Its a magic school. Lets go! Wow, there are four doors.Which one can you choose?S: Open the yellow/.

5、 door, please.【设计意图】通过【设计意图】通过 magicmagic schoolschool 里的里的 magicmagic doordoor 引出下面几个有关引出下面几个有关 magimagic c的内容。并且正好把的内容。并且正好把 projectproject 里里 openopen thethe door,door, please.please.作了一定的铺垫与训作了一定的铺垫与训练。让学生能够更好的理解其意思和如何在下面内容里展示。练。让学生能够更好的理解其意思和如何在下面内容里展示。Step 3 Magic earsT: Lets go. Oh, we are on

6、 the farm now. So Ill give you a task magic ears. Usethe sentences “Whats this/that? What are these/those?” to guess.【设计意图【设计意图】 通过听动物的声音来猜测是什么动物通过听动物的声音来猜测是什么动物， 并且通过在图片里的远并且通过在图片里的远近来猜测用什么句型近来猜测用什么句型， 并且还要自己思考该用单复数句型并且还要自己思考该用单复数句型， 这样让学生更有一种这样让学生更有一种挑战自我的意识。挑战自我的意识。Step 4 Magic eyesT: Good. Oh, w

7、e come back. Which door can you choose? Now Ill show yousome numbers. Look at them and try to remember them quickly. (PPT 呈现课件)T: What are they?S1: .T: Good. Please choose one or two numbers and make up dialogues with them.For example, how old are you? (将问句与学生的答句板书)S1: Im nine.T:Are you clear?S: Yes

8、.(学生组内进行对话创编)【设计意图】通过【设计意图】通过 magicmagic eyes,eyes,来训练学生的快速记忆数字的能力，由记来训练学生的快速记忆数字的能力，由记3忆一个单词，到同时记忆两个单词，甚至还有可能是三个单词，慢慢的进行挑忆一个单词，到同时记忆两个单词，甚至还有可能是三个单词，慢慢的进行挑战的升级，让学生进行自我挑战与他人竞争的能力与意识。战的升级，让学生进行自我挑战与他人竞争的能力与意识。Step 5 Magic timeT: Oh, we come back. Which door can you choose? Wow, Look carefully, canyou

9、 remember these numbers?S: three six nine twelve.T: Great, look, Wow, its a clock. Can you make a dialogue with your partner?Use “What time is it, please? Its . oclock, its time for.”(学生组内进行对话创编)【设计意图】通过数字的呈现，自然而然过渡到闹钟的呈现，从而进【设计意图】通过数字的呈现，自然而然过渡到闹钟的呈现，从而进行行magicmagic timetime 活动的开展。用闹钟里的图片来复习句型活动的开展

10、。用闹钟里的图片来复习句型“What time is it, please?Its . oclock, its time for.”。Step 6Magic mirrorT: Good. Oh, we come back. Which door can you choose? Now use them tolook at this magic mirror. What can you see in the mirror?S1:Aman.T: Whos the man?S2: Hes Yang Lings uncle.T: What can you see now?S3:Awoman.T: Wh

11、os she?S4: Shes Yang Lings aunt.T: Good. And is this a woman now?S5: No, this is a girl.T: Whos she?S6: Shes Yang Ling.T: Who can you see now?S7:Aboy.T: Whos the boy?S8: Maybe hes Yang Lings friend.(通过 PPT 课件将四个人完整呈现于“魔镜”中）T: Good. Now can you talk about the picture in the mirror?(学生成对进行操练)T: When w

12、ere talking about the people, we can say S: Whos he/she? He/She is (老师板书句型)4【设计意图】用【设计意图】用 magicmagic mirrormirror 的形式来复现句型的形式来复现句型 WhoWhos s he/she?he/she? He/SheHe/Sheisis ，在猜测游戏里开展活动，并且在活动中，自然而然的使用重点句型。，在猜测游戏里开展活动，并且在活动中，自然而然的使用重点句型。Step 7 Magic clockT: Good. Wnow well have a magic clock. Look, i

13、s this a clock? (将魔钟模型贴到黑板上)S: Yes./No.T: Not yet. How to make a magic clock? Lets read the instructions. Step one,draw twelve pictures. Have you finished?S: Yes.T: Oh, I havent finished. Can you help me?S: Yes.T: Show the pictures. Lets ask and answer quickly. Wheres the apple?S: Its behind the bas

14、ket.T: Whos the old man?S: Hes my grandpa.T: Who can ask the question?S3: Wheres the pencil case?T: Its on the table.(老师问，学生答；学生问，老师答；或学生个体问，集体回答，多种形式穿插起来，快速复习 12 幅画，并把图片贴到黑板上)T: Now lets cut the twelve doors. (老师做示范) Do you understand?S: Yes.T: Have you cut the doors?S: Yes.T: Now stick the doors o

15、n. Lets listen and stick. Listen to my order and stickthe correct doors on. Door 12S: (找出 12 号门，贴到钟面正确的位置上)S1: Door 6.S: (找出 6 号门，贴到钟面正确的位置上)S2: Door 8.S: (找出 8 号门，贴到钟面正确的位置上)5(老师或学生给出指令，将 12 个门都在钟面上贴好)T: Good. Now cut out the hand. Can you find it?S: Yes. (开始剪时针)T: Good. Now pin the hand on and pin

16、 on a rubber. (做示范)S: (跟着老师一起做)【设计意图】最后的【设计意图】最后的 magicmagic clockclock 部分，刚好在呈现了上面四个任务之后部分，刚好在呈现了上面四个任务之后出现了一个完整的闹钟出现了一个完整的闹钟， 从而达到最后一个部分的呈现从而达到最后一个部分的呈现， 最后通过学生积极参与最后通过学生积极参与活动所得的活动所得的 doordoor 的小卡片，从而粘到黑板的钟面上。学生能听到数字知道自己的小卡片，从而粘到黑板的钟面上。学生能听到数字知道自己该怎么做，从而达到运用的目的。该怎么做，从而达到运用的目的。Step 8 Play the magi

17、c clockT: Now show your clocks to each other. Now lets play the magic clock. Whatsthe time?S1: Its five oclock.T: Oh, its five oclock. Heres the door. What can you say?S1: Open the door, please.T: Good. (老师根据图片内容提问)S : (根据图片内容回答)T: Good. Play the clock in pairs.Teaching aids 教学准备（含板书设计）教学准备（含板书设计）教学准备: 卡片、剪刀、胶水等板书设计：Project 2Amagic clockMagic clockWhat is this?Its a What are they?They are How old is he/she?He/She is How old are you?Im What time is it?Its Whos he/she?He/She is