1、教学设计案例 学校：学 设计教师：教学年级：三年级课题名称及课型：Whats his name? 新授课 教材版本：广东版开心学英语课时： （period）第二课时 一、学生分析 本课时的教学对象是刚刚接触英语学习的三年级小学生，他们具有 良好的口头模仿能力，学习兴趣容易调动，但是他们的语言逻辑和 分析能力有待提高。在学习本课前已经对部分字母的语音教学有了 初步的了解。也学习了一些简单的问候语和交际口语。 二、教材分析 本课时所用的教材为广东版开心学英语第一册第 6 单元 Whats his name 的第二个课时 Conversation 的内容，这是一节会话课。课文要 求学生学会用英语向朋
2、友询问姓名。学生在第一课时已经初步掌握 了如何向朋友询问姓名的句型“What is his/her name？”及其答语 “His/Her name is XXX.” 本课是在第一课时基础上更熟练地运用 句型“What is his/her name? His/Her name is XXX。 三、教学目标 教学内容 在这节课中，我确定了 3 个教学任务： （1）学生能够在创设较为真实的情境中运用所学的知识； （2）操练和巩固所学知识； （3）扩展所学知识。 在完成任务后，学生基本上能达到以下目标： （1） 语言知识方面， 掌握 Conversation 的对话内容， 完成 Activity
3、1 和 Activity 3 的内容，能更熟练地运用句型“What is his/her name? His/Her name is XXX。能够有感情地朗读和表演对话。 （2）情感态度方面，能充分调动学生参与活动的积极性，培养学 生的合作精神，使他们在学习过程中掌握知识并获得成功和自信。 （3）语言技能方面，用游戏、表演等环节，让学生在听说读等技 能得到进一步提高。 教学重点：掌握对话中的主要句型“What is his/her name?” 教学难点：能区分“his 与 her”并进行正确运用。 四、教学策略 1）以学生为中心，积极创设较为真实语言交际情境，让学生在互 问、互学、互玩、互演
4、过程中，认识体验感受新知并达到运用。 2）充分发挥儿童的天性，通过游戏、歌曲、观看课件、表演等多 种形式的活动突破重难点。 五、教学过程 一、Warming up 1. Sing a song “Tony, Jenny, Gogo!” Whats his name? His names Tony. Whats her name? Her names Jenny. Whats his name? His names Gogo. Tony, Jenny, Gogo. 2. Play a guessing game Activity 1 on Page 32 1) Divide the class
5、into two groups. 2) Let the students look at the shadows. 3) Let the pupils guess what his/her name is. T: What is his name, (S1s name)?(point to Gogos shadow.) S1: His name is Gogo. 3) The group who guesses more correct names is the winner. Continue with the remaining shadows. (设计意图：通过让学生唱歌和玩猜名字游戏，
6、把学生的学习积极 性调动起来，既达到热身目的，又为下一步呈现新课做好铺垫。) 二、Presentation (Learn Conversation) 1、 Elicit the names of Ben and Lisa by playing the game above.(Let the pupils guess.) T: What is his name? (point to Bens shadow.) S1: His name is XXX. T: No. His name is Ben. T: What is hername? (point to Lisas shadow.) S1:
7、Her name is XXX. T: No. Her name is Lisa. (设计意图：通过玩上面的游戏活动，引出对话的人物，让学生初 步认识对话中的人物。) 2、Watch VCD and know the dialog. (设计意图：通过观看 VCD，了解对话的内容。) 3. Listen, read and act 1) Listen to the tape and answer the following questions. What is his name? What is her name? 2) Read the dialog. Play the tape, and l
8、et the pupils read after the tape. 3) Role play Divide the class into four groups. Assign students the roles: each group will be one of the four roles. Give them a model. Act out the dialogue. (Have a competition) Check the answer. (设计意图：通过听和读的训练，让学生进一步熟悉对话的内容， 让学生分角色进行表演，让学生更进一步地熟悉对话内容，并为学 生自主运用句型打
9、下基础。) 三、Condolidation 1、Practice 1 1）Show them some character cards of Gogo, Jenny, Lisa and Ben. 2) Lean them on the ledge of the board facing the board. 3) Give a model. T: Her name is Lisa. She is a student. S1: Come to choose a card they think matches the sentences and reveal the cards. 4) Check
10、 the answers. (设计意图：为进一步巩固和灵活运用所学的句型，尽可能多地为 学生提供展示自己的机会，尝试成功的喜悦，并培养学生的交际能 力和口语表达能力。) 2、Ask students to show their photos of their family and make a dialog. 1) Give them a model. S1: Hello. This is my family. S2: Who is he ? S1: He is my father. S2: What is his name? S1: His name is XXX. S2: Thank yo
11、u. Bye-bye. S1:Bye. 2) Practice in pairs. 3) Check the answer. (设计意图：让学生用所学句型进行扩展性的训练，培养学生综合运 用语言的能力。) 3、Game Activity 2 on Page 33 1) Divide them into three groups. 2) S1 spins the book around. 3) S2 closes his/ her eyes and points to a place on the game board and identifies the person. 4) S3 decid
12、es if the answer is correct or not. (通过游戏来有效地巩固所学知识。) 4、Play London bridge game 1) Give each student one of the key vocabulary. 2) Blindfold two Ss and tell them to hold their arms up to resemble a bridge. 3) Remaining Ss sing the unit song and walk under the bridge. 4) When the song is over, the br
13、idge well fall and one student should be caught in between the “bridge”Ss arms. 5) The blindfolded Ss guess about the person theyve caught in the bridge by making sentences. e.g. Who is he/she? What is his/ her name? 6) Check the answers. (设计意图：放松课堂，为结束新课作准备。) 四、Sum up 五、Homework Make a survey by as
14、king their relatives or friends。 设计意图：让学生对所学内容加以总结和运用。 六、课后反思 在教学过程中采用英文歌谣、游戏等教学手段寓教于乐，通过听一 听、看一看、猜一猜等活动，运用学生多种感官的结合，有效调动 他们的求知欲，并注重新旧知识间的融合，丰富学生的语言输出。 培养不同层次的学生大胆用英语交际的能力，实现教学目标。在呈 现新的情景对话时， 为学生提供了视频， 使学生有身临其境的感觉， 有利于学生感受新知、正确模仿。在教学重点部分，大量设计了扩 展性练习，通过操练对学生进行在信息的输入。另外，采取“猜人 名”的游戏，将知识操练与游戏适当结合，达到既娱乐又有学习的 目的。 附件： 板书设计 Unit 6What is his name? What is his name? His name is XXX. What is her name? Her name is XXX.
