三年级上册-英语教案-Unit4-Schoolthings-外研剑桥版.doc

1、Unit 4 School things 教案一、 教案背景1.面向学生： 小学三年级学生 2.学科：英语2.课时：43.学生课前准备：A. 掌握句型：How many? What colour? Is it big or small? How much? Do you like? What do you like? Where? What is the wearing? Have you got? What time is it?B. 掌握简单的动词|，颜色|，数量|，价钱|，喜好|，方位|，衣服等词。C. 之前学习的文具单词|，如：pencil|， ruler|， schoolbag|，

2、pencil case|， eraser|， bookD. 本节课的教学对象是小学三年级的学生|，听、说、读以及口语表达能力以达到一定水平。E. 学生对英语学习具有很浓厚的兴趣|，学习的积极性和主动性也很高|，表演的欲望也很强|，能踊跃地参与课堂的每个教学活动。二、 教学课题学习新文具单词：glue|， sharpener|， crayon|， colour pencils|， marker|， bookmark.拓展学习：词汇拓展（blunt|， sharp|， stick|， a bottle of|， useful|， strong|， large|， pretty|， Fashion

3、Show|， grey）句型拓展 （Can you borrow me a sharpener? BecauseThank you for your coming.）借助课件|，激发学生自主阅读的兴趣|，从而培养其自主学习的意识与能力。通过两两对话、小组活动等形式|，培养和提高学生口语交际能力和运用英语进行思维的能力。三、 教材分析这是一节根据课文内容拓展学习的教授单词的新课。拓展自Join in Book 1 Unit 4 School things|，本单元课标要求只是掌握文具单字：pencil|， ruler|， schoolbag|， pencil case|， eraser|， bo

4、ok.句型：How many?但这些知识学生在一年级已经掌握|，为了让学生多学点|，根据本单元内容进行改编拓展|，设计了这节以新文具单词教学为拓展点的新授课。四、 教学方法 本课综合运用自主学习、协作学习等各种策略|，充分发挥信息技术在情景创设、资源提供的优势|，让学生在丰富的学习资源和网络环境的支持下|，通过学习儿歌、竞赛游戏、拓展对话、角色扮演|，使学生在真实的情景中与教师、伙伴充分对话、交流|，活跃思维、拓展视野|，提高语言综合运用能力。五、 教学过程（一）复习部分：1、 复习旧的文具单词。T: Children|， time for class. But somebody gets r

5、eady well. But somebody doesnt. So lets sing a chant and get ready for the class. OK?S: Sing a chat. “Its time for class”设计意图：教师利用歌曲|，边唱边做课前准备|，学生复习了单词的同时|，注意力也提高了|，为后面的新课作好准备。（二） 铺垫部分：1、引出课题： T：(Show and say) Book|， pencil|， school bag|， theyre _. S: School things. T: Yes|， they are school things.

6、(贴出板书) Have you got school things? S: Yes|， I have.2、Free talk:T: What is your favourite school thing? Lets describe it. For example: I am Seabird. I am 26 years old. I am from Foshan. This is my favourite school thing. Its a book. Its a big red book. Red is my favourite colour. Its 7 yuan. Its chea

7、p. But I like it. Do you like my book?Now|， can you show and describe it to your partner?S: In pairs|， show and describe their school things.T: Check.设计意图：从前面的复习单词引入|，到现在的复习相关句型|，教师教学设计层层深入|，为后面的新课作好准备。（三）新课部分：1、自主听读: T：I know your favourite school thing. Guess whats my favourite school thing?S：学生全班

8、试猜。T：No|， no|， no. Now put on your earphones and listen to Listen A|， then you will know it.S: 自由选择以下内容听读。Dialogue A: How many crayons can you see?I can see five crayons.Where is my sharpener?Its on the books.How much is a bottle of glue?3 yuan.Do you like the yellow bookmark?No|， I dont. I like the

9、 red one.What colour is the marker?Its yellow and grey (灰).Have you got some colour pencils?Yes|， I have. Here you are.Dialogue B:A crayon or a colour pencil|，which is better?I think the crayon is better.My pencil is blunt. (钝的)Can you borrow me a sharpener?Yes|， here you are.Listen to me carefully|

10、， and show me your red marker.I want a sharpener.Do you want a big size or a small size?The small size|， please.How colourful! The crayons are colourful. I want a large box.Its a present. Whats in th box? Its a bookmark. I like reading. The bookmark is very useful.Dialogue C: (A chant)这里是隐藏文字：更多热门歌曲

11、Have you got a colourful pencil? No|， I havent. Have you got a sharpener? No|， I havent. What have you got? A book mark and glue. A marker and a crayon.Dialogue D: (A chant) 设计意图：在新授知识之前|，让学生先有一个听读的准备|，帮助学生在新课中更好地理解新词词意和加强发音。2、 New words:T：Now children|， can you guess|， what is my favourite school t

12、hing? (师提示用刚听读完的新内容回答)S：尝试用刚听读完的新知识回答。T：（边回答边贴板书）No|， no|， no. Until the last one. 用拼读法带读单词。如：glue. u:一般说来|，“教师”概念之形成经历了十分漫长的历史。杨士勋（唐初学者|，四门博士）春秋谷梁传疏曰：“师者教人以不及|，故谓师为师资也”。这儿的“师资”|，其实就是先秦而后历代对教师的别称之一。韩非子也有云：“今有不才之子师长教之弗为变”其“师长”当然也指教师。这儿的“师资”和“师长”可称为“教师”概念的雏形|，但仍说不上是名副其实的“教师”|，因为“教师”必须要有明确的传授知识的对象和本身明确

13、的职责。设计意图：新课教学的重要环节是老师怎样将新知授给学生，本环节通过竟猜，由学生说出新知识，这也是老师检查学生听读的质量的一个很好的途径。 3、 Group game:T: Now children|， lets have a group game|， I point and you say.S: 抢答得分。设计意图：游戏中巩固新知|，集体抢答|，帮助了一些想开口但又怕说错的同学。4、 Sing songs.T: _ is my favourite shool thing. Have you got? S: Yes|， I have. / No|， I havent.T: What hav

14、e you got?S: _. （回答板书内容）T：Now lets sing a song. “Have you got?”设计意图：将新知融入歌曲中进行教学|，让学生学习起来更有兴趣|，更有信心。歌曲令新知更易上口|，更易掌握。5、 Free talk:T: Use the key points and talk about your school things.S: Talk in pairs.Key points: I have got a Have you got? What colour? Is it big or small? How much? Where? Do you li

15、ke? What do you like?设计意图：这一环节是初步检查学生的对新知的掌握程度|，简单的问答为下面的创设情景对话作好准备。（四）拓展听读部分：1、自主听读: T: Children|， I know glue|， paper|， picture are good friends. I have some stories about them. Its time to listen to “Listen B”. Put on your ear phones and read them loudly.S：自由选择以下内容听读。Story A: My best friends要练说|，

16、先练胆。说话胆小是幼儿语言发展的障碍。不少幼儿当众说话时显得胆怯：有的结巴重复|，面红耳赤|；有的声音极低|，自讲自听|；有的低头不语|，扯衣服|，扭身子。总之|，说话时外部表现不自然。我抓住练胆这个关键|，面向全体|，偏向差生。一是和幼儿建立和谐的语言交流关系。每当和幼儿讲话时|，我总是笑脸相迎|，声音亲切|，动作亲昵|，消除幼儿畏惧心理|，让他能主动的、无拘无束地和我交谈。二是注重培养幼儿敢于当众说话的习惯。或在课堂教学中|，改变过去老师讲学生听的传统的教学模式|，取消了先举手后发言的约束|，多采取自由讨论和谈话的形式|，给每个幼儿较多的当众说话的机会|，培养幼儿爱说话敢说话的兴趣|，对一

17、些说话有困难的幼儿|，我总是认真地耐心地听|，热情地帮助和鼓励他把话说完、说好|，增强其说话的勇气和把话说好的信心。三是要提明确的说话要求|，在说话训练中不断提高|，我要求每个幼儿在说话时要仪态大方|，口齿清楚|，声音响亮|，学会用眼神。对说得好的幼儿|，即使是某一方面|，我都抓住教育|，提出表扬|，并要其他幼儿模仿。长期坚持|，不断训练|，幼儿说话胆量也在不断提高。Hello|， everybody. I am Sue. I am a pupil in Grade 2. I like studying very much. I have many school things. They ar

18、e my best friends. I like glue|， because I can stick my broken book with it. I like my sharpener|， because when the pencils are blunt|， it can help it. I like my colour pencils and crayons|， because they can help me to draw the beautiful pictures. I like my bookmark|， because I like reading. I need

19、it. They are very useful in my life.我国古代的读书人|，从上学之日起|，就日诵不辍|，一般在几年内就能识记几千个汉字|，熟记几百篇文章|，写出的诗文也是字斟句酌|，琅琅上口|，成为满腹经纶的文人。为什么在现代化教学的今天|，我们念了十几年书的高中毕业生甚至大学生|，竟提起作文就头疼|，写不出像样的文章呢?吕叔湘先生早在1978年就尖锐地提出:“中小学语文教学效果差|，中学语文毕业生语文水平低|，十几年上课总时数是9160课时|，语文是2749课时|，恰好是30%|，十年的时间|，二千七百多课时|，用来学本国语文|，却是大多数不过关|，岂非咄咄怪事!”寻根究底

20、|，其主要原因就是腹中无物。特别是写议论文|，初中水平以上的学生都知道议论文的“三要素”是论点、论据、论证|，也通晓议论文的基本结构:提出问题分析问题解决问题|，但真正动起笔来就犯难了。知道“是这样”|，就是讲不出“为什么”。根本原因还是无“米”下“锅”。于是便翻开作文集锦之类的书大段抄起来|，抄人家的名言警句|，抄人家的事例|，不参考作文书就很难写出像样的文章。所以|，词汇贫乏、内容空洞、千篇一律便成了中学生作文的通病。要解决这个问题|，不能单在布局谋篇等写作技方面下功夫|，必须认识到“死记硬背”的重要性|，让学生积累足够的“米”。Story B: Who is NO.1?家庭是幼儿语言活动

21、的重要环境|，为了与家长配合做好幼儿阅读训练工作|，孩子一入园就召开家长会|，给家长提出早期抓好幼儿阅读的要求。我把幼儿在园里的阅读活动及阅读情况及时传递给家长|，要求孩子回家向家长朗诵儿歌|，表演故事。我和家长共同配合|，一道训练|，幼儿的阅读能力提高很快。In the kingdom of the school things|， somebody wants to be NO.1. “Who is NO. 1|， who is the king.” Crayon and colour pencil say: “we are NO. 1. In the kingdom|， we are th

22、e most colourful.” Sharpener say: “I am NO. 1. In the kingdom|， I am sharp(锋利).” Glue says: “I am NO.1. In the kingdom|， I can stick many things.” Bookmark says: “I am NO.1. In the kingdom|， I always lie in a book. I need not do anything.” Marker doesnt say anything. He goes on working hard. Because

23、 he knows everybody has good points and bad points. Story C: School things Fashion ShowLadies and gentlemen|， welcome to the School things Fashion Show. Today the school things will wear the beautiful clothes. Look|， this is Mr.Sharpener. He is strong. He is wearing a blue T-shirt|， blue shorts and

24、red trainers. This is Miss.Colour pencil. She is pretty. She is wearing a pink blouse|， a white skirt and black shoes. This is Mrs.Marker. She is wearing a purple dress and brown shoes. How beautiful! The show is over. Thank you for your coming. Good night!2、 综合运用。 T: Children|， there are three pict

25、ures here. Picture 1 is easy|， the pencil is broken|， the ruler is broken|， what can I do? Well borrow it. Picture 2 is about making a bookmark. Picture 3 is about the present.Now I choose the picture 3 and talk it. Listen to me:Hello|， I am Seabird. I like Childrens Day. This is a present on Childr

26、ens Day. But whats it the box? (摇一摇) I think its a marker. Marker is my favourite school thing. Its long and black. Black is my favourite colour. (Open it) Oh|， its a marker. Super! Now children|， choose one picture and talk about it with your partner. S: Talk and act it out. T: Check.设计意图：老师从中能评估学生

27、本节课学习情况|，同时为学生创设了一个综合运用语言的环境。（五）结束部分：Sing a chant “See you tomorrow”T: Show me your school things (glue|， sharpener|， crayon|， colour pencils|， marker and bookmark.)S: Sing the song and mime the action.这里是隐藏文字：更多热门歌曲 设计意图：利用歌曲结束|，学生学习的积极性再次提升|，利用最后的时间|，复习了本课的重点|，学生再一次回顾知识。6、 教学反思本节课综合运用讲授式、启发引导式、自主学习、协作学习等策略|，在唱歌、合作表演的形式中引导学生自主、协作学习|，不仅进一步激发了学生学习英语的兴趣|，增强学习的自信心|；而且在合作看图说话的活动中|，学生的语言发散性思维及迁移运用英语的能力也得到锻炼|，从而也提高了语言交际的能力。注重学生情感的培养|，课末安排学生边唱边收拾整理自己的学具离开课室|，培养学生爱护文具|，珍惜学习用品的良好习惯。