1、Unit3 Where is my car? 教学设计教学设计 一、教材分析： 第三单元以“Where is my car?”这一话题为纲，主要学习了句型：Where is? Is it? 为功能句 型展开的的教学活动。学习了介词 in,on,under 的用法。本部分的教学功能为通过活泼、幽默、风趣 的小故事，使学生在 A、B 两部分学习的基础上，为学习能力较强的学生提供语言拓展内容，已达到 分层次教学的目的。将本节课的定位为故事阅读课。 二、学情分析。 三年级的孩子刚刚开始学习英语，没有太多的语言积累，但是本单元的话题是学生比较熟悉和感 兴趣的，且接近学生的生活，学生喜爱并且善于模仿、表演
2、，但是他们有意注意的时间较短，经历容 易分散。所以在教学过程中老师应注重营造愉悦、欢快的学习氛围，运用多种游戏、活动增强学生参 与的广度和深度，使他们在亲身体验中进行有效学习，保持他们学习的欲望和兴趣，让他们在玩中体 验、 玩中创造， 同时在教学中注意潜移默化地渗透阅读课的教学策略和学习方法， 培养他们热爱生活、 乐于合作的情感教育。 三、教学目标 (一)知识目标： 1. 能够全面参与本课时主要单词： in,on ,under,behind 并能达到听、 说、 认读。 能理解单词 hide and seek 的含义。 2.能听懂、会说句型 Lets play hide and seek. (二
3、)能力目标： 1.能在图片和情境的帮助下理解故事，并能用正确的语音语调朗读故事。 2. 根据故事的情景进行角色表演； 3. 能在语境中初步运用主句型来交流信息。 （三）情感态度、文化意义、学习策略 1培养学生热爱生活、快乐生活、善于合作的意识。 2.能够建立单词音、义、行之间的联系，整体学习单词。 四、教学重点 1. 理解故事意义，并能用正确的语音语调朗读故事； 2. 能灵活运用主句型来交流信息。 五、教学难点： 1.培养学生利用音标直拼单词的能力。 2.在语篇中运用单词，并能表演故事。 六、教具准备： 1.相应的单词卡片和头饰。 2.课件、录音带 七、评价： 采取多种形式的过程性评价。 八、
4、教学过程： Step1. Warm up 课前热身，观看 Hide and seek 动画片 T:Hello, boys and girls. Do you like watching cartoons? S:Yes or no? T:So, before our class, Lets watch a cartoon. Its about Peppa pig and her little brother. They are playing a game. After watching the cartoon you should tell me the name of the cartoon
5、. (设计意图：观看动画片粉红猪小妹，将学生带入到英语学习的氛围中来，给他们在课前就创造一个 轻松愉快的学习氛围。而且，此动画的主题正好是 Hide and seek. 此话题和本节课教授内容主题紧 扣。 而且此游戏也是学生喜欢玩的游戏， 都不陌生。 让学生在观看动画的过程中， 感受 Hide and seek 的意思。) Step2. Pre-reading 1. 承上，引出 Hide and seek 并教授。 T: Wow! An interesting story! Just now you watched the cartoon. Can you tell me the name o
6、f the cartoon? Who can tell me? T:Yes, hide and seek. Do you know the meaning of hide and seek? You can speak in Chinese. Ss: 捉迷藏。 T：Wow! Great! You got it. (设计意图：运用生动有趣的动画片，吸引学生的注意力和兴趣，同时通过动画片，让学生根据内容， 猜词测意。) 2. 教读生词： hide seek hide and seek 的连读 How to read this word? Hide hide hide Follow me pleas
7、e. /h/-/ai/-/d/ hide (手指数音 节读) How to read this word? seek seek seek Follow me please. /s/-/i:/-/k/ seek (手指数音节 读) （设计意图： 运用模仿学习法， 让学生感受自然拼读法的魅力。 培养学生见词能读， 听音能写的能力） Hide and seek 的连读。 How to read together? We should read just like this: Hide and seek! Please read just like this! Wow! You read so wel
8、l! Give me a five! （设计意图：培养学生重读、连读、弱读的能力。感受英语语言抑扬顿挫的优美。） Step3. In-reading 1.Hide and seek is an interesting game. Do you like this game? As we all known that every game has its own rules. So ,can you say some rules about hide and seek? You can speak in Chinese! Wow! You know so much! I sum it up in
9、to three steps: Step1: You must find out one person to be the one to seek for others. Step2:Other people must find a good place to hide themselves well. Step3: If the seeker find the people,he will be the winner. And if he cant find, he will lose the game. And they will change. 2.Our friends Zip and
10、 Zoom are playing hide and seek,too. Look! (设计意图：本故事是一个游戏，所以在学习故事以前，学生应该先知道游戏规则，才能在学习的过 程中，知道到了哪一步是什么样的环境，明确什么样的语境下用什么样的语言。) 3.1） Step1：Preparation （1）. 快速浏览课文，找出游戏中，谁在藏，谁在找？ （2）Zip and Zoom are playing hide and seek. What does Zip say when she invites Zoom to play this game? Listen carefully. What
11、does Zip say? Oh! You got it! Great! Can you try to read the sentences? What tone should we read? Like this or like this? （设计意图：英语是一门语言，而且是一门外语，如果没有听力的输入，我们是没 法输出地道的口语的，也就无从交际了。所以，给学生问题后，让学生带着问题去听，找到答案。记 得一位专家说过：学习英语的首要就是：让学生先闭口听，再开口说。） Step2：Hide （1）T: And in this step, its time to hide. What does
12、Zoom say when Zip is hiding? Please open your books and read the story and try to find our the answer. T: Have you got the answer? (呈现答案 教读:ready.) ready ready Are you ready? (找学生读) T: How to read this one(Yes)? What tone should we read? Why?（为什么这个 yes 要读出这种音调？） (设计意图：学习语言的目的是为交际。计较必须有一定的语境，有说话人的心情和
13、感情在里面，所 以此处注重学生语音语调的培养与指导，一个简单的“yes”,到底该读出什么样的语音语调？才能反映 出 Zip 当时的心情？) T： lets listen carefully! T: Can you try to imitate? （设计意图：在上一步老师循循善诱，学生理解的基础上，再听一遍录音，看看是不是如学生所说的 语音语调？让学生通过模仿地道的语音语调，提高口语水平。） Step3：seek T: In this step, Zoom will seek for Zip. Where does Zoom seek? What does he say? 教读讲解:behind
14、. Whats the meaning? Look! The frog is the box. Step4. Post-reading 1. Lets enjoy the story. 2. Lets listen and imitate. Please pay attention to the pronunciation and intonation. 3. Well, boys and girls, do you know how to read a story? When we read a story, we should pay attention to the five point
15、s. (设计意图：对学生阅读方法和学习策略进行指导) 4. Please read by yourself Pay attention to the voice, intonation, speed,strong and weakforms, and the liaison. You should read it correctly,fluently and affectionately. 5. Please read the story in pairs. Then well act it out. Please read in pairs and pay attention to the
16、intonation and read it affectionately. Three minutes later, I will ask you to perform it. 6. Lets play. Well,boys and girls. Is this game interesting? Do you want to play this game? Look! The four words are very naughty, they want to play game with you. Can you challenge yourself? Now, I will give you a modal. 7. Sum up: What you have learnt in this class? Happy time flies. Can you tell me what have you learnt today? Chinese may me OK! 8.Homework. Tell this story to your friends. Choose a story that you like and make a small English book.
