1、粤人粤人 20112011 课标版小学英语三年级下册课标版小学英语三年级下册 Unit 5 ClothesUnit 5 Clothes 教学设计教学设计 教材：粤人 2011 课标版三年级起点 课题：Unit 5 Clothes 课时：The Second Period . . 教材分析： 本课时是三年级下册第五单元的第二课时，教学目标是学习本单元故事 story，巩固单词和句型，深入学习和运用介词去描述物品的位置，在前面四个 单元学生对一些简单的物品名词、衣服的单复数，be 动词 is，are 的简单用法 等进行了学习，这些单元的学习为本课时学生表达物品的单复数、相应的 be 动 词以及描述
2、物品的位置打下基础。 . . 学情分析： 三年级学生一般年龄都在八至九岁间， 这个年龄阶段学生的特点多为活泼可 爱，回答问题积极，表演欲强，求知欲旺盛，喜欢直观形象思维，在游戏、竞赛 等特别感兴趣。本节课，将采用畅言智慧课堂的平板课堂教学模式授课，在课前 学生通过微课视频的自主学习和第一课时的学习， 学生已初步掌握了方位词和询 问物品位置的句型。在本节课中，重点是通过学习本单元故事 story，巩固单词 和句型，并深入学习运用介词去描述物品的位置。通过回顾课前微课视频片段关 于羊村举行的时装秀，羊羊们的衣服被灰太狼藏起来，同学们帮助羊羊们寻找衣 服,接着帮助本单元的故事主角 Tony 寻找长裤
3、, 说说 Tony 的房间哪里凌乱了, 帮助 Tony 收拾房间, 最后在四人小组中表演新故事，这一条故事主线充分调动 学生的学习积极性，让学生在一个有趣的有意义的故事情节中学习重点知识。 . Teaching Aims: (1) Knowledge Aims: 1. Students are able to read, comprehend and use the sentences of the story. 2. Students are able to ask and describe the location of things. (2) Ability Aims: 1. Stude
4、nts are able to read and act out the story of Unit 5. 2. Students are able to improve their communication abilities. 3. Students are able to improve abilities of English thinking. 4. Students are able to train their team-work abilities. (3) Emotion Aims: Students are able to know that we should keep
5、 tidy and clean. (4) Learning Strategy Aims： 1. Students are able to take part in the activities in class. 2. Students are good at communication with the others. 3. Students are able to widen their vision after studying. (5) Culture Aims: Students are able to know how to keep the room tidy. . Teachi
6、ng Key Points: 1. Students are able to understand the story. 2. Students are able to get the information from the story. 3. Students are able to finish activities. . Teaching Difficult Points: Students are able to understand the story and get the information from it. . Teaching Aids: Exercise sheets
7、, ipad, PPT, learning materials. . Teaching Procedures: Step 1. Warming up 1. Greeting Greet with students. How are you? 2. Rules of group assessment Divide students into 3 groups, if the group is good, that it can get one star. 3. Sing a song: On, in, under. Students listen, sing and do the actions
8、. 【设计意图】 简单亲切的问候， 不但帮助学生迅速进入英语学习的状态， 而且拉近了师生之间的距离。分组评价能激发学生的竞争欲望，调动学生学 习积极性。同时利用朗朗上口的歌谣，活跃课堂气氛。 “On, in, under”这 首歌能唤醒学生对已学单词 on、in、under、between 的记忆，同时用 TPR 教学法带动学生的学习积极性，带给学生愉悦的学习心情。 Step 2. Revision 1. Review the words and the sentence patterns that have learnt in the first period. Watch the mini
9、-lesson, and review the story about “The sheep and the wolf”, guide the students to help the sheep find out the clothes, the aim is to review the words “in, on ,under, between, socks, pants, jacket, skirt” and the sentence patterns “Wheres the? Its (in) the”&“Where are the? Theyre (on) the”.Students
10、 can ask and answer. 【设计意图】通过复习课前微课视频的“喜羊羊和灰太狼”的故事，灰 太狼把羊羊们的衣服藏起来，同学们帮助羊羊们寻找衣服，运用第一课时学 过的单词和主要句型进行问答。学生再次回顾学过的三年级下册 Unit 5 的 重点词汇和句型，做到温故而知新。 2. Sum up the sound /n/ T: Look at the four words “in, on, under, between”, there is a letter “n”. The sound of the letter “n” is /n/. Lets read the chant. In
11、, in, /n/, /n/ On, on, /n/, /n/ Under, under, /n/, /n/ Between, between, /n/, /n/ 【设计意图】in, on, under, between 这四个单词在第一课时已经学习， 这节课归纳总结这四个单词都有字母 n ，都有/n/的发音。语音教学在每节 课都需要渗透的，孩子们了解字母 n 在单词中的发音规律，能根据发音规律 正确拼读简单的单词。 Step 3. Presentation 1. Introduce a boy “Tony” and ask the question “Where are Tonys pant
12、s?”, guide the students to listen to the story and find out the answer. 【设计意图】本环节是给学生创设疑问，让学生在好奇中激发学习的兴 趣，激发学生听故事的欲望寻找答案。 2. Have students talk about the four questions in pairs in one minute. 【设计意图】本环节是训练学生快速阅读故事的能力，尝试在故事中找 出问题的答案。 3. Have students read the story sentence by sentence after the comp
13、uter together, and answer the four questions. For example: 【设计意图】本环节是帮助三年级孩子在故事理解中降低难度，让学生 体验成就感。 Step 4. Practice 1Find out Tonys pants. 1. Have students follow the magnifier and try to find out Tonys pants what they can see through the magnifier. 【设计意图】本环节运用信息技术特制的课件环节，给课堂营造了神秘的 气氛，激发学生浓厚的兴趣寻找答案，学
14、生自然而然集中注意力，在回答中 巩固了本单元的重点句型。 2. Sum up: Tonys room is so messy! 【设计意图】本环节是引出 Tony 的房间凌乱，为下面的练习说出 Tony 的房间哪里凌乱和帮助 Tony 收拾房间做好铺垫。 Step 5. Practice 2Pair work “Lets describe where is messy!” Have students in pairs say out the sentences “(The clock) is (under) the (desk).”, then the teacher ask the indi
15、vidual student to say out the sentences, the teacher circle the places where is messy. 【设计意图】本环节是让学生区分单复数句型的运用，充分巩固本单元 的核心句型和单词。在情境中检测学生听和说的能力。 Step 6. Practice 3Group work “Lets make Tonys room tidy!” 1. Situation: Lets help Tony make the room tidy and clean. (1) The teacher makes a model. (2) Assi
16、gn the task to the groups. a) Stick the pictures on the poster card. b) Write down the composition “Tonys room”. c) Read the composition together in groups. 【设计意图】本环节是在四人小组里合作共同摆放不同物品的位置，学 生通过贴一贴，写一写，读一读的小组合作方式，考察学生对知识的综合运 用，让学生动起来，动手能力、动口能力同时加强同学之间的合作与交流。 在情境中训练学生的动手能力和实际语言运用能力， 检测学生的书写表达能 力。 2. Sh
17、ow time Have some groups to show their compositions. 【设计意图】本环节是让学生上台展示。老师和学生共同批改，多引导 学生指出错误之处。 Step 7. Practice 4Group work “Role play a new story” 1. Listen to the story again and act out a new story in groups. 2. Show timeHave two groups to show their new dialogues. 【设计意图】 本环节是让学生尝试运用所学语言完成有意义的任务。
18、 Step 8. Consolidation 1. Lets make our classroom tidy and clean. Have students make the desk tidy and clean, do with the teacher. 【设计意图】本环节是让学生学以致用，学会收拾自己桌面。 2. Emotional teaching We should keep tidy and clean. 【设计意图】本环节是对学生进行情感教育。 Step 9. Homework 1. Retell the story. 2. Talk about your room with your friends in English. 【设计意图】课后通过写作来巩固本节课的知识。 Step 10. Which group is the best today? 【设计意图】及时总结学生课堂表现，给予优秀小组掌声奖励，激励其 他小组今后更加努力。 . Blackboard Writing:
