（广东）粤人版三下Unit 1 Big or Small-Lesson 1-教案、教学设计--(配套课件编号：a096d).doc

1、Uint1 Big or smallUint1 Big or small 第一课时教学设计书第一课时教学设计书 d Teaching steps Big or small. Period 1 Pre-reading While-reading Step1 Teach big small Step2 let the student use the sentence patterns to describe the animals and the classmates，such as: Its Im Shes Hes. Step1 Listen and watch the story and gu

2、ess the meaning of happy ,sad and learn the words. Step3 Listen and watch the story again and answer two questions. In this way , learn : YoureWere Step5 Practice reading the conversatin aloud. Step 2 learn to describe two or more people: Theyre happy/sad . Step4 Use the magic mirror to practice des

3、cribing the students in the class. Step1 Role play Warm-up Post-reading Homework Step2 Chant Step3 Group work: Put the sentences in the correct places. Daily talk and guessing game. Draw a picture of yourself and your friend and write sentences Recite the conversation. Step 4 Read the passage and ma

4、tch . 2. Teaching content: Conversation and chant. 3. Teaching objectives: 1) Cognitive objective : Students are able to describe the things ,animals and the people are big/small/happy/sad. Students are able to listen, speak , read the words: big small happy sad. 2) Emotional objective: the students

5、 are able to be actively, develop their team work spirit. 3) Intellectual faculty objective: Develop the students abilities of reading, acting ,imagination and writing. 4. Teaching key points: Students are able to describe the things, animals and the people are big/small/happy/sad. Teaching difficul

6、t points: a. 1mIts ShesHesYoureWereTheyre. b. Act out the conversation 5. Teaching strategies. 1) Whole language teaching . Let the students learn the words, understand the sentence throughout the whole dialogues. 2)Task based teaching. Let the students get the information throughout reading and tra

7、in the students the skills of reading. 3) Teaching aids： CAI, pictures and headbands. Arouse students interests throughout watching cartoons , using the pictures and teaching activities. 6.教学过程 Step 1 Warm up Daily talk and guessing game. 在幻灯片上一晃而过的动物，让学生猜。用句子 Its a/an 回答。 【设计意图：拉近师生距离,，通过游戏吸引学生的注意力

8、，激发兴趣，创造 良好的学习氛围。并自然过渡到下一个环节。 】 Step 2 Pre-reading 1) Teach big small Compare an elephant and an ant, present big, small. 2) Use the magic mirror to set up a situation and let the student use the sentence patterns to describe the animals and the classmates，such as: Its big./small. Im big./small. She

9、s big/small. Hes big/small. In this step, the teacher asks one student come to the blackboard and clip his name in the mirror, the students cried out :magic mirror ,magic mirror, one two go! The student in the mirror will be very big or very small. Then the student will describe: Im big./small. Shes

10、 big/small. Hes big/small. 【设计意图：利用直观教学，情景教学，让学生在情景中理解掌握新单词，并运用 以前学过的人称操练，为下一步的阅读作铺垫。 】 Step 3 While-reading 1) Have Ss watch and listen to the conversation for the first time. a. Check the reading by asking the question: Whats the meaning of happy ,sad. b. learn to describe two or more people: They

11、re happy/sad . 【设计意图: 整体教学，通过听让学生获取全文的主要内容，渗透阅读技巧的学 习。同时学习新的语言知识。 】 2) Have Ss watch and listen to the conversation for the second time。 a. Answer questions: Who are big? Who are small. b. learn to describe : Youre Were c. Use the magic mirror to practice : Youre Were Theyre ImShesHe 【设计意图: 再次阅读，帮助学

12、生深层理解语言材料，在情境中操练各种人称，通 过魔镜用英语描述同学。 】 3）Practice reading the conversation aloud. 【设计意图：通过指导朗读，帮助学生内化知识，为其语言输出做准备。 】 Step 4 Post-reading 1) Role play a. The students practice role play in groups of four. b. Show time. 【设计意图：表演对话, 让学生体验到学生的乐趣。在学生表演时，老师上下翻动 幻灯片，屏幕作为这哈哈镜子，呈现相应的人物大小，增加表演的真实性。 】 2） Chant 【

13、设计意图： 让学生在歌谣中复习知识， 在跳、 动中放松肢体， 感受乐趣。 】 3）Group work: Put the sentences in the correct places. a. Group work. b. Check. 【设计意图：小组活动，进一步检查学生对课文的理解并培养学生的合作意识， 】 让学生体验学习的成就感。 】 4）Read the passage and match . 【设计意图：检查学生对新学知识的掌握程度。 】 Step 5 Homework： 1 Draw a picture of yourself and your friend and write sentences: Im.Shes.Hes Were 2 Recite the conversation. 【设计意图：让学生运用所学的知识描述自己与身边的人，培养学生的综合运用语 言的能力。 】 7. 教学检测安排 通过作业反馈，分析学生掌握所学内容的程度。 板书： Unit 1 Big or small Im She big. Hes small. Theyre sad. Youre happy. Were