Module 8-Unit 1 He works hard.-ppt课件-(含教案+视频+素材)-部级优课-(编号:d096b)-外研版(一起)三年级下册英语.zip

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Module 8Unit1 He works hard. Kitty Lazy pigLazy sheepLazy catLearning task描述他人的性格描述他人的性格特点和学习表现特点和学习表现Is Daming lazy?grandparentsgrandparentgrandparentparentsparentparent son1.What day is it today? 2. Does he work hard ?Its Parents Day.Listen and answer:Parents Day1.What day is it today? 2. Does he work hard ?Listen and answer:Its Parents Day.Yes ,he does.-ard-ardh hardard努力努力地地c cardardS Sardardb bardardf fardardTeam work 1.Read it loudly.(自读课文)2.Question the text.(提出问题)Im _ her work.happy withIm _ his work.happy with1.He works hard .2.His work is good . 动词动词名词名词词性不同词性不同 Read in rolesRetell the storyHe/ She is a _.He /She is _.He / She isnt_.He /She works hard.He/She has _hair.He/She has _eyes.He/She can _._.Who is he /she ?What did we learn today ?我们今天学到了什么?我们今天学到了什么?Homework1. 仿读课文2.介绍Daming的学校表现3.介绍好友的性格特点 和学习表现2017 年全国小学英语听说教学专题研讨会教学设计教学设计课题Module 8 unit 1 He works hard.课型听说课授课教师学校时间年级五年级目标知识目标:知识目标:1. 学生能听、说、读并灵活运用: lazy, hard, speak, parent,Parents Day. 重点词汇。2.学生能听懂、会说、会读目标语句:He isnt naughty. He isnt lazy. He is clever. He works hard . His work is good .技能目标:技能目标:能够听说本课句型,能运用所学句式描述他人的性格特点和学习表现。情感态度:情感态度:学会懂得观察他人的性格特点与学习情况,取长补短。学习策略:学习策略:1.学生运用已有经验、看图预测、理解大意和细节、在语境中猜测词意。2.利用提供的学习资源,通过讨论、合作、交流、练习等形式完成学习任务。3.通过思维导图帮助学生将所学知识结构化,引导学生的理解与表达。教学重点灵活运用所学语言描述他人的性格特点和学习表现。教学难点引导学生对He works hard.和 His work is good.进行比较,理解work 的不同含义。教学方法任务型教学法、小组合作法、思维导图 教学设备互动系统、教学卡片、教学 PPT、拼图评价教学过程教学环节教师活动学生活动设计意图Step 1:Warming up and leading in .1.Greet the students.2.Tell class the goal of todays competition.Jigsaw puzzle.(There is a photo behind the jigsaw 1.Greet the teacher.2.Listen and know.1.通过问候拉近师生距离,活跃课堂气氛,有助于培养学生积极的学习态度。2.使学生了解本课的评价机制为合作猜测拼图后面的人物并带puzzle and let students work hard and try to guess who is it ?)3. Warm-up.Show students the chant and get them to chant together.4. Ask individuals:“Is this boy good?”“Is this girl cute ?” Help them answer with “Yes, he is. Yes, she is.”5. Show students the picture about Activity 1 and tell the students “ Look, I have a cute cat. Wheres she?Who are they?” Ask students to listen and find the answers.6.After listening, ask students: “What does the teacher say to Mum?”3.Listen and chant .Tim is my friend. Hes a good, good boy. Hes tall and thin . Hes a good ,good boy.Lily is my friend.Shes a cute, cute girl.Shes quiet and friendly. Shes a cute , cute girl .4. Try to answer the questions according to the chant.5.Answer the questions:“Wheres she ?” “ Who are they?”6. Answer the question:“What does the teacher say to Mum?”Learn word:lazy.着兴趣进入本课学习。3.用相关歌曲复习形容词既实现热身,又为导入做铺垫。在听读前,教师通过设问引导学生观察图片,并在回答问题的过程中加深对图片以及词的理解。Step 2:Presentation.1.Tell class the goal of todays learning.Just now , we know 1.Get to know todays task presentation.1.呈现任务,便于学生在任务驱动下开展课文学习,从Step 3:Text-Learning.kittys performance in school .She is lazy .Sotoday we are going to learn how to introduce others characters and learning performance.1.Ask students to watch the video with the question :“Is Daming lazy ?”Then write down : He isnt lazy on the blackboard.2.Show the picture and ask students to think:“Whore going to come to Damings school today ? ” And use the family tree to teach the words parent、parents.3.Assign a task for reading.Ask students to read the passage by themselves and answer questions.4.Ask students to check 1.Watch the video and answer the question.2.Look at the picture , think and learn.3.Read the passage and answer the questions.4.Check the answers with their partners.而为更好地实现任务达成做好准备。1.让学生带着问题听音,初步整体感知课文,了解课文谈论的主题,培养学生快速提取只要信息的阅读能力。2.在教师的引导下,通过读图,引出主题,学习新词,培养学生观察图片并提取信息的能力。通过思维导图帮助学生理解词义。3.让学生自主地去探索与发现问题的答案,使学生印象深刻,这有效地培养了学生自主探究意识。4.交流、探讨核对信息。the answers with their partners.5.Give students 1 minute to think about their own questions .6.Help class to learn the target language.通过学生回答问题及提出问题讲授词汇hard、speak、happy with.呈现板书核心句型:He isnt naughty .He is clever .He works hard.His work is good.And Let students find the differences between “ He works hard .“His work is good.”7.Listen and repeat.8.Make a role play.9.Ask students to retell the passage according to the mind map .5.Think about at least one question.6.Learn the target language and find the differences between “ He works hard .“His work is good.”7.Listen and repeat.8.Do a role play.9.Retell the passage according to the mind map on the blackboard.5.让学生根据文本进行提问并解决问题,培养学生自主学习能力,在这个过程中解决文本的主要内容。6.通过问题牵引,帮助学生梳理文章脉络,提取核心句型,掌握核心词汇。并通过对比让学生理解 work 两个词性的不同之处,尽而突破难点。7.回归语篇,借助原声音像资料再次有感情模仿读课文和自主模仿朗读课文,不仅很好训练了学生的语音语调,而且让学生读出了兴趣,同时为后续语言实践活动铺垫。9.学生借助于黑板的思维导图,在核心语句的支撑下,对课文进行复述,帮助学生再次树立课文,提高口头表达能力。Step 4:Practice.利用软件随机抽取学生姓名或图片,让其它同学描述该学生。Introduce one of your friends or classmates. 小组合作抽取信封中班级学生的名字,组内介绍抽取同学的性格特点。Introduce students.给学生提供平台和真实的语言环境来练习、整理和内化所学的语言知识。Step 5:Consolidation.Final TaskFinding the spy.(找卧底)Each student in one group introduce ones characters and the others work in groups and do a survey.Make a short conclusion.最后任务设计为语言综合运用环节,孩子在这个过程中达到了综合语言训练的目的,而且孩子在真实的情境中进行语言的输出,孩子在好奇、趣味感十足的场景中真实运用和体验目标语句。Step 6:Summary.What have we learnt today?Make a short conclusion.总结部分情感升华,教育学生要学习他人的优点与长处,取长补短。Step 7:Homework.Read the text frequently.Tell the story.Introduce a friends performance.板书设计Module 8 unit1 He works hard . 教学反思本节课以家长会为话题,谈论他人在学校的表现。通过 Damig 的父母参加家长会与 Ms Smart 交流的情境,学习句型进而描述某人性格特点以及在学校的表现。知识的延伸,拓展了许多形容词,在教学设计上我结合学生的心理和生理特点,设计丰富多彩的课堂活动,调动他们学习英语积极性。同时,培养学生善于发现别人身上的优点,取长补短的良好品质。在本节课中我的教学设计中有几大亮点。1.在评价方式上,我采用班级学生根据黑板上拼图提供的线索,找出拼图背后学生的方式,开展评比。这种方式既增加了趣味性又与本课内容相结合 2.在单词讲授方面,通过家庭树以及思维导图的方式对 parent 、parents、hard进行了讲解。并利用互动系统的发声功能,设计地板、黑板发声,从而向学生讲解 speak .3.本课采用任务型教学,通过任务型教学,让学生主动探究,亲身经历和体验,通过问题牵引,过问题牵引,帮助学生梳理文章脉络,提取核心句型,掌握核心词汇。并通过对比让学生自主发现并理解 work 两个词性的不同之处,尽而突破难点。4.利用软件随机抽取班级学生的名字,找其它同学描述,给学生提供平台和真实的语言环境来练习、整理和内化所学的语言知识。 Jigsaw puzzle
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