Unit 3 Is this your pencil -Sound time, Rhyme time, Checkout time & Ticking time-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：80089).docx

1、译林版 3B Unit3 Is this your pencil?(Sound time, Rhyme time Checkout time and ticking time)教学设计一、 教学目标：1. 了解并且掌握“r”作为单词首字母时的发音规律。2. 能够流利朗读小诗“A ruler” ，并且注意到句尾的押韵，初步了解字母组合“oor”的发音规律。3. 能够理解 Checkout time 的图意，正确填写相应的单词。4. 能根据教师制定的规则，通过自我检测、同桌互测等方式，如实、客观地完成 ticking time 的评价内容。二、 教学重难点1. 教学重点：了解并且掌握“r”作为单词

2、首字母时的发音规律；正确完成 Checkout time 中的填空2. 教学难点：了解并且掌握“r”作为单词首字母时的发音规律三、 教学准备: PPT 课件、句型词条、学生每人一张 Task sheet四、 教学步骤Step1 Warm-upT: Hi, boys and girls. Im your new English teacher today. Please callme Ms Cai. Say “Hello” to me, please.Ss: Hello, Mr Cai.T: Hello, How are you today?Ss: Fine, thank you.T: How

3、about you?Ss: Im OK.T(show picture of Tim): Look, who is he?Ss: He is Tim.T: Now, lets listen.(T asks the Ss to listen to the conversation between T and Tim)T: Whats wrong with Tim?S1: He lost his toy.T: Where can he find his toy? Guess.Ss: In the desk./ In the bag./ In the classroom.T: Look, I will

4、 ask to him to go to “Lost and Found”【设计意图】通过教师与 Tim 的对话，得知 Tim 丢失了玩具，从而导出了本节课的场景“在失物招领处” 。Step 2 Presentation1.T: Look, this is Lost and Found(失物招领处)，so , what can yousee at Lost and Found?Ss: Three boxes.T: So, what color are these boxes?Ss: Pink, blue and green.T: Yes, the pink box is for toys, t

5、he blue one is for clothes, and thegreen one is for things for school.T: Guess, whats in the pink/ blue/ green box?Ss give their answers.T: Tim wants to find his toy. Listen!(T shows the hint): It can dance and sing.Ss: Its a robot.T: What color is the robot?S1: Its red.T: Whats in his right hand?S2

6、: Its a rubber.T: Whats in his left hand?S3: Its a ruler.T: Can the robot run?Ss: Yes, he can.(T shows robot, red, rubber, ruler, run in the PPT, and asks the Ss tomake a sentence using these words.)Ss: Look, I made a sentence, follow me to read please.(Ss read the sentence after T)T: Lets read afte

7、r tape(T shows the video of Sound time to Ss, Ss read after it)T: There is an animal, it has two long ears, and its word beginswith letter“r”, too. Whats this?Ss: Rabbit.T: Great. Lets enjoy the rhyme about the rabbit.(T shows the video of phonics, and Ss enjoy it) Play a gameSs say the words begins

8、 with the letter r, and help Tim get therobot. T: Now, Do you know the sound of letter r? Look at the rules,keep silently, and check yourself.(Ss check themselves, and finish Ticking time1)【设计意图】笔者设计了 Tim 在失物招领处寻找机器人的环节，带领学生完成了 Sound time 的学习。之后，学生也欣赏了课外有关字母 r 的小诗。接着是一个游戏环节，旨在锻炼学生运用所学知识朗读陌生单词的能力。最后设

9、置的是 Ticking time1 环节，学生根据教师制定的规则， 对自己的学习成果加以检测， 并且完成自己的任务单。2.T: At Lost and Found, Tim found his robot. How about Mr fuller?What is he looking for?( T gives Ss some hints: Its for study, long and straight)Ss: Its a ruler.T: Now, listen and tell me “Where is the ruler”( T broadcast Rhyme time)T: Wher

10、e is the ruler?S1: Its on the floor.S2: Just beside the door.(T leads the Ss to read “floor”, “door”, pay attention to thepronunciation)T: Lets read rhyme time together.(Ss read after tape)【设计意图】在此环节中，Mr Fuller 在寻找他丢失的尺，学生也学习了有关 ruler 的 Rhyme time。3. T: Look, the kids are here, too. What are they lo

11、oking for? Guess.Ss give their answers.T: The Ss took some photos at Lost and Found, and make them into aphoto wall. Discuss in groups:What are they saying? How toSpell the word in the pictures?(学生小组合作，讨论图中人物的对话以及单词的拼写)T checkT: Look at Picture1. Whats this?S1: c-a-p, cap.T: What are they talking ab

12、out?S2:.(T guides the Ss to give answers to the left pictures in the same way)【设计意图】笔者将 Checkout time 图片和另外三张图片进行整合，以在失物招领处为背景，将它们设置成卡通人物在那里拍的照片，并且设置了开放性问题：他们可能在说什么？请学生小组讨论。此举充分激活了学生的思维，培养了他们的小组合作能力。T: Yang Ling wants to write something for the photos, can you help herto finish it?Ss fill in the bla

13、nks in Checkout time.【设计意图】从上一环节的说一说，过渡到本环节的写的任务。学生的说、写能力都得到了充分的锻炼。T:I see, most of you have finished it. So, please exchange the task sheetwith your deskmates, and check the answers for your deskmates.【设计意图】同桌交换任务单，对照老师给出的正确答案，互相进行批改。学生饶有兴趣完成了此任务，他们不但帮同桌纠正了错误，也及时得到了自己的练习反馈。T:Now, lets finish tickin

14、g time 2.(Ss check their deskmates answers, and finish Ticking time2 in theirpartners task sheet )【设计意图】笔者将书本 Ticking time 中的 I can talk about things forschool 和 I can use “my”and “your”两句话进行了整合，变成 I can use“my”and “your”to talk about things for school. 这样的检测目标更为明确具体，契合本单元的核心句型。Step 3 SummaryT: Look

15、, at Lost and Found, Tim found his.Mr Fuller found his.The kids found their.(省略号处引导学生齐答）T: We may see Lost and Found everywhere. At the airport, transportstation, shopping mall, or even in our classroom. But you have toremember “Keeping personal items properly(妥善保管好个人物品）”Step 4 HomeworkHere comes our homework ：“Try to set up a Lost and Found in yourclass, and use English to communicate”（在班级建立一个失物招领处，并且尝试用英文来进行交流） 。