1、1 Unit 3Animals (Period 3) 教学设计教学设计 I、Teaching materials 1. Book 1, Unit 3, P23Alphabet. 2. Book 1, Unit 3, P23 Look,trace and write. 3. Book 1, Unit 3, P23 Listen and chant. II、Teaching mind-map III、Teaching objectives 1. Knowledge objectives: Sing a songTo review letters and sounds. Presentation P
2、ractice Design a test-based game. Practice in pairs, teams. Play games. Listen and circle.Production Homework Watch the video and chant together. Select the winners. Trace “G H I” in the horn-book. Come into a place and express what we see. Conclude the sounds and write the letters. Summarize what w
3、e have learned. Who are the winners Find out more words that sounds /g/ /h/ /ai/. . Summary Pick up apples. ExtensionZoo rules and some sayings. Who are the winners 2 -To help students to learn “Gg”, “Hh”, “Ii” of listening, speaking, reading and writing letters and their correct pronunciation of /g
4、/, /h/, /ai/. -To help students to master words: girl, hat and ice cream. 2. Ability objectives: -To develop studentsabilities of listening, speaking, reading and writing. -To improve studentsabilities of pronunciation. -To let students read more words that sounds /g/, /h/, /ai/. 3. Learning objecti
5、ves: -To help students write the letters correctly. -To help students read the words with easy ways. 4. Moral objectives: -To improve studentsabilities of communication. -To help students understand some sayings. -To encourage students to join in the cooperation. 5. Culture objectives: -To draw the
6、studentsinterests in English and experience success. -To appreciate the beauty of foreign language. -To know some rules in the zoo. IV、Teaching key points & Teaching difficult points 1. Teaching key points: -To help students know the pronunciation of /g/,/h/,/ai/. -To help students read and write le
7、tters “Gg, Hh, Ii”. 3 2. Teaching difficult points: -To help students read more words that sounds /g/, /h/, /ai/. -To help students master the manners of pronunciation. V 、Teaching aids: PPT, video, cards, stickers. VI、Approaches: Situation teaching method, task-based activities, Collaborative learn
8、ing approach, Self-study and cooperation study methods. VII、Teaching Procedures Step 1 Organization 1. Greeting. 2. Sing a song. 设计意图:让学生唱字母语音歌, 激发学生学习兴趣,轻松地投入到 课堂中,同时,让其复习其中字母 的发音,为本课的学习做铺垫,打 开英语学习的创造性思维。 Step 2 Presentation 1. Design a test-based game. T: Children, where are the animals? 4 They ar
9、e in the zoo. Do you want to go there? Today, we will go to the zoo with Grace. 设计意图:通过介绍 Grace 引出故事主线,设计创造性的闯关游戏,吸引孩子 们的兴趣,并积极参与到课堂活动中,提前感知教学内容,不断拓展学生的创 新思维。 2. The first test. T: We come to a beautiful place. Agoose and a goat get a gift in the grass. Can you find out the same sounds? What sounds
10、/g/? Guide students read the words to find out the pronunciation and learn the letter Gg. 设计意图:来到一个地方,看到一个 场景,通过本单元句型 Whats this? Its a/an. Is it a/an.? 提问复习以前单词(事物),引导学生总结出字母 Gg 的 发音规律/g/,利用真实情景加深学生对字母发音的理解,有助于发展思维的深 刻性。 T: Lets chant. Write with me. 设计意图:通过小组、火车、chant 等 5 形式操练字母以及发音,在韵律中感知 发音规律。接着
11、,教师示范书写,观察 图片了解字母 Gg 的书写笔顺,学生通 过自己描写 4 个,初步掌握字母书写, 教师评价反馈书写情况,从而加深学生对发音的理解,培养学生书写字母的准 确性。 T: Grace has some trouble. Can you help her? Which one sounds /g/? 设计意图:利用三个小问题帮助 Grace 顺利通关,激发学生兴趣,在体验中巩 固新知。分析并解决问题有利于提高学 生英语思维的灵活性。 3.The second test. T: We come to a house.Ahen with a hat rides a horse in a
12、 house. Whats the same sounds?What sounds /h/? Guide students read the words to find out the pronunciation and learn the letter Hh. 设计意图:来到一个房子,看到一个 场景,利用本单元句型 Whats this?Its a/an. Is it a/an.? 提问复习以前单词 (事物),引导学生总结出字母 Hh 的发音规律/h/。利用真实情景加深学生对字 6 母发音的理解,有助于发展学生思维品质的深刻性。 T: Lets chant. Write with me. 设
13、计意图:通过小组、火车、chant 等 形式操练字母以及发音,在韵律中感知 发音规律。接着,教师示范书写,观察 图片了解字母 Hh 的书写笔顺,学生通 过自己描写 4 个,初步掌握字母书写,教师评价反馈书写情况,从而加深学生 对发音的理解,培养学生书写字母的准确性。 T: Grace cant go over the river. Lets help her. 设计意图:通过为 Grace 过河搭桥认读/h/ 的发音单词,巩固新知。分析并解决问题 有利于提高学生英语思维品质的灵活性。 4.The third test. T: we come to an island. Grace eats i
14、ce cream and ice on the island. What sounds /ai/? Guide students read the words to find out the pronunciation and learn the letter Ii. 设计意图:来到一个小岛,看到一个场 7 景,利用本单元句型提问复习以前单词 (事物),引导学生总结出字母 Ii 的发 音规律/ai/。利用真实情景加深学生对字母发音的理解,有助于发展学生思维品 质的深刻性。 T: Lets chant. Write with me. 设计意图:通过小组、火车、chant 等形 式操练字母以及发音
15、,在韵律中感知发音 规律。接着,教师示范书写,观察图片了 解字母 Ii 的书写笔顺,学生通过自己描写 4 个,初步掌握字母书写,教师评价 反馈书写情况,从而加深学生对发音的理解,培养学生书写字母的准确性。 T: Can you find? 设计意图:此环节让学生认读关于 i 的 发音单词,加深学生对字母 Ii 的认知。 分析并解决问题有利于提高学生英语思维的灵活性。 Step 3 Practice and Production. 1. Listen and circle. T: Grace doesnt have a ticket. Lets help her. 设计意图:通过让学生听录音完成
16、语篇练习,圈出相关单词,整体感知字母以 及发音,与生活联系,培养他们的英语思维能力和和综合语言运用能力。 8 2. Lets chant. 3. Pick up apples. 设计意图:通过教材 chant,增加趣味性,让学生在韵律中加深对字母发音的感 知与理解。再配以混合三个字母的“摘苹果”练习,巩固拓展教材,延伸知识,提 高学生思维品质的广阔性,形成整体语言运用能力。 4. Zoo rules. 设计意图:闯关成功后,顺利参观动物园, 拓展一些动物园规则,对学生进行文化渗透 帮组学生树立正确的文明礼仪等道德意识, 树立正确的情感态度和道德态度。 Step 4 Summary 1. Sum
17、marize the letters, sounds and words. 2. Share some sayings. 设计意图:总结与归纳新知,与学生分享几 句名言,丰富学生课外知识,提高小学生英语 思維的广阔性。在核心素养下,在小学英语教 学中培养学生的思维品质,能够通过具有拓展意义的英语教学,提高学生思维 的广阔性,从而培养学生用英语进行多元思维的能力。 3. Who are the winners? T: Look,( point to the assessment on the blackboard) Who are the winners? 9 设计意图:充分运用评价机制,有利于
18、老师驾驭课堂,鼓励学生积极参与课堂 活动,培养学生对英语浓厚的学习兴趣,提高课堂教学效率,使学生感受习得 知识的快感和享受成功的乐趣。 Step 5 Homework 1. Trace “G H I “ in the horn-book. 2. Find out more words that sounds /g/ /h/ /ai/. 设计意图:临摹字帖,练习书写,收集更多相关的发音单词,积累知识,有效 延伸,培养学生学习的自主性。 VIII、Layout: IX、Exercises for the class 10 Unit 3Animals Class_Name_ 1.Trace and
19、write. 2. Listen and circle. A: Hello, I am( Grace / Jenny ). B: Hi, I am( Harry / Tony ). A: Whats this? B: Its an( ice cream / ivy ). A: Mmmmm! I like ice cream. B: Me too! 本课时检测安排: 1、本课时通过适量的听、说、读、写的训练检测学生是否掌握课文内容,以保 证课堂效率。 11 2、完成本课时的教学后,将采用以下两种方式来检测学生本课时字母、发音和 单词的掌握程度: (1)在课堂上,教师根据学生的反应和训练效果,反馈学生对本课字母、发音 和单词的掌握情况。 (2)通过检查学生的课后作业,检测学生是否充分掌握本课知识。