1、第 1 页共 2 页 小学英语小学英语 三年级下册三年级下册 粤人粤人 20112011 课标版三年级起点课标版三年级起点 Unit5 Clothes (Story)Unit5 Clothes (Story) Part 1 Teaching material analysis This period is from Book2Unit 5 story. This is the second period. The topic is about clothes. Students are to learn the ways of asking and describing the locatio
2、n of things. This period is useful in students daily life. Part 2 Teaching aims 1. Knowledge Aims (1) Students are able to read the story correctly. (2) Students are able to know about the ways of asking and describing the location of things by using “Where is/are_? Its/ Theyre_”. (3)Students are ab
3、le to read and understand the new words: morning, class, open, please. 2. Ability Aims （1）Students are able to understand the story by its pictures and videos. （2）Students are able to read the story correctly and role play the story confidently through listening , reading, repeating and role playing
4、 in groups. （3）Students are able to ask about and describe the location of things 3. Emotion Aims (1)Students know they should keep their rooms tidy. (2)Students know it is wrong to be late for school. 4.Learning Strategies (1) Students are able to understand the story through observing and analyzin
5、g pictures. (2) Students are able to understand the story by the mind-map. Part 3 Teaching key points and difficult point： 1. Key points: (1) Students are able to understand the story. (2) Students are able to read the story and role play the story. 2. Difficult point: (1) Students know how to talk
6、about the location of things. Part 4 Students analysis and teaching methods Students are about 9 years old. They are curious and active. They have learned the new words and structure in the first period. They can get information from the story by themselves. In this class, I mainly use story teachin
7、g method, task-base language approach, communicative teaching to involve our students in learning English. Part5Teaching aids PPT, videos, work sheet. Part 6Teaching procedure 第 2 页共 2 页 Part 7 Blackboard Design 教学过程 设计意图 时间 Step 1 Pre-reading 1. Chant. 2. Magic eyes 3. Look and guess. Before class:
8、 Chant and games can activate students interest and previous knowledge. 5 Step 2. While-reading 1. Look and say. 2. Task1: Watch and answer. Is Tony late for school? 3. Task2: Watch again and answer: Tony looks for (寻找) his _, _ and _ at home. 4. Task 3: Read and answer. (1)Wheres my book? (2) Where
9、 are my pencils? (3)Where are my socks? 5.Task4: Think and say. Where are Tonys pants? 6. Task 5: Lets read. 7.Task 6: Role play in groups and have a presentation. 8. Task 7 : Read and choose. 1. Stimulating students interest of reading and learning the story through guessing. 2 .Asking different qu
10、estions to help Ss understand the story. 3. Ss can grasp the ways of reading and how to find out the key information by answering the questions. 4. Reading and role playing help Ss pay attention to the pronunciation, intonation and emotion of the characters. 5. Read and choose is to check whether th
11、e students understand the story . Its also a good feedback of the learning effect of the story. 26 Step 4. Post-reading Task8：Think and say. Task9：Fill in the blanks. This part is a good way to improve students comprehensive language application ability. 8 Step 6. Homework 1. Act out the story with your partners. 2. Clean your room and keep it tidy. 3. Introduce your room. Its not only a feedback of the learning effect but also a continuous learning after class. 1
