外研版（三起）三上Module 7-Unit 2 What's that -ppt课件-(含教案+视频+素材)-省级优课-(编号：c4180).zip

Module 7 Unit 2 Whats that? Glass 2 Grade 3 Ms. Li Whats this? Guessing Game(猜一猜 ) Its a _. Whats this? Guessing Game(猜一猜 ) Its a _. Whats this? Guessing Game(猜一猜 ) Its a schoolbag. Whats this? Guessing Game(猜一猜 ) Its a ball. Whats this? Guessing Game(猜一猜 ) Its a book. 6 9 3 5 12 4 78 炸弹来啦！ 6 9 3 5 12 4 78 炸弹来啦！ 3 5 12 46 789 炸弹来啦！ 3 5 12 46 789 炸弹来啦！ Whats ? Its a dog. that Whats ? Its a cat. that Whats ?Its a dog.this Its a cat. Whats this和Whats that有什么区别呀？ Whats ? that That, that, whats that Book, book, its a book. That, that, whats that Ball, ball, its a ball. That, that, whats that Bag, bag, schoolbag. 听一听，选一选 Hello, boys and girls! Im Tom. Im two. Im Amys brother. (Amy的弟弟） 听一听，排排序 1. 1. 2. 3.4. Guess(猜一猜)Listen(听一听) 创意空间 创意空间 创意空间 Amy Hello, Ms. Li. Im in China. Hello, this is Amy. Im in Dabazha now. 来当Amy的小向导 Wow! Whats that? nanghami melon red date walnut Amy: Hello! You: Hi! Amy: Im Amy. Whats your name?You: Im _. How are you? Amy: Im fine, thank you. Oh! Whats that? You: Its a _. Amy: Thank you! Homework 1. Finish off the exercises on your workbook. 完成情境导学M7U2 2. Read the dialogue fluently and accurately. 熟练朗读课文。 1 课 堂 教 学 设 计 表 课题课题 Module7 Unit2 Whats that? 授课时数授课时数2 课时主备课人主备课人 设计要素设计要素设设 计计 内内 容容 教学教学 内容内容 分析分析 本单元课文内容是通过 Tom 和 Amy 的对话展开的，即 Whats this? Its a .课型为新授课。本单元学习的主要目的是在理解课文内容的基础上，使 学生学会运用 Whats this? Its a .进行问答；询问物品名称是生活当中经 常遇到的，它比较抽象却又能经常在不同的场合用到。本节课重点突出四个 单词 bag/pencil/pen/book.三个句式 Whats this?和 Whats that? Its a主要让学 生通过主动探究，亲身经历和体验等过程，向学生渗透将生活中的具体问题 转化为英语思维的思想, 潜移默化让学生爱学, 激发学习英语的愿望。 教学教学 目标目标 1.语言知识： 能听懂会说会运用句型：“Whats this? Its a ”Whats that? Its a ” 2. 学习新词：pen 、 pencil 、 book 、 bag ， ruler 。 3. 技能知识：能运用所学句型询问并识别物品的名称。 4情感知识：通过体验、参与实践等活动，让学生学会合作学习，体验成功 的喜悦，增强学生学习的积极性和学生的自信心。 教学教学 重点重点 听说认读单词：pen , pencil, school bag, book ,ruler. 教学重、教学重、 难点分析难点分析教学教学 难点难点 运用句型 Whats this ? Its a Whats that? Its.进行相互询问。教 师在讲解时注意 this 和 that 的正确读音和表达及用法。 教学资源教学资源PPT 动画 单词卡片 第一课第一课 时时 教学环节教学环节教教 学学 内内 容容复复 备备 Step 1 Warm up 1. Greeting with each other (How are you?) 2. Guessing Game: The teacher shows the student one part of the some objects, and makes them guess what they are. During this part, the three new words schoolbag, ball and book will be taught. e.g. T: Whats this? (Show them part of a pen on the screen) S: Its a pen. (a chair, a pencil, a schoolbag, a ball, a book) 3. Game: the bomb is coming. The students play the game, and review the new words Step 2 Presentation 1. The teacher asks two students hidden at the back of the classroom. They wear some a dog card and a cat card on their heads. T: Whats that? S1: (Stand up, and bark) T: Oh, its a dog. 2 T: Whats that? S2: (Stand up, and meow) T: Oh, its a cat. T: Whats this? S1: (Come to the front) T: Its a dog. T: Whats that? S2: (Stand still) T: Its a cat. 2. The teacher teaches the student to read that and spell it. 3. The students works in groups and discuss about the difference between whats that and whats this. 4. After discussion, the students say the chant and review the words and sentences. That, that, whats that Book, book, its a book. That, that, whats that Ball, ball, its a book. That, that, whats that Bag, bag, schoolbag. 5. Listening practise: The students listen to the recorder and circle the right one. 1. Whats this? Its a cat. 2. Whats that? Its a cat. 3. Whats that? Its a dog. 4. Whats this? Its a dog. 5. Whats this? Its a bag. 6. Whats that? Its a bag. Step 3 Text1. The teacher introduces Tom to students. 2. The teacher talks about pictures with students.(Whats Tom doing? Why is Tom asking Amy?) 3. Guess what Tom will say to Amy? (Whats this? Whats that?) 4. The students listen to the recorder, and put the pictures in 3 order. 5. The students look at the picture, and guess “Whats that”. 6. The students listen to the recorder, and answer “Whats that?” 7. The students watch the video and read the dialogue loudly. Step 4 Practice 1. The students draw something creative and make others guess “whats that”. The teacher scan their pictures on the screen. 2. The students take Amy around dabazha, and introduces something special in XJ. S1: Hello, Amy. Im Ms. Li. S2: Hi, Ms. Li. How are you. S1: Im fine, thank you. S2: Oh, whats that? S1: Its nang. S2: Oh. Whats that? S1: Its raisin. S2: Thank you. Step 5 Homework 1. Finish the exercises on your workbook. 2. Memorize the new words. 3. Read the dialogue accurately and fluently. 板书设计板书设计 Module 7 Unit 2 Whats that? Whats this? (这个) Whats that?（那个） 教学反思教学反思 本课为本模块第二单元，学生学习远指 Whats that? Its_. 在课 堂的热身环节，教师通过猜图片的游戏让学生复习 Whats this? Its a _.的句型，同时在这个环节教授新单词 schoolbag, book, ball，之后通 过“炸弹来了”的游戏，巩固本模块的重点单词。词汇教授环节条理比较 清楚，强化词汇的方式易吸引学生的注意，但是在实际操作过程中，由于 点触触发器的位置不恰当，导致了游戏环节没有办法按照设定的环节顺利 进行，所以可以考虑更加可靠的游戏方式进行。 在新知教授 Whats that 的过程中，教师设定了一个情景，让学生扮演 小猫和小狗分别站在教室前后方，教师通过提问 “Whats that?” “Whats this”让学生明白 that 和 this 的区别，同时带领学生学习 that 的发音。学生 教室现实的情境中可以很快弄明白 Whats this 和 Whats that 的区别，之后 使用歌谣和听力练习巩固 Whats that， Whats this。教师应该在课堂前更 加明确告知学生如何正确操作 pad， 每道听力题目播放几遍，并给出具体 的实例，这样学生就不容易在课堂上出现操作上的失误，教师也不用再一 4 遍口头陈述听力内容，耽误了课堂时间。 在练习环节中，主要有两项任务：第一展示学生设计的未来物品。第 二让学生担当 Amy 的导游。在任务 1 中，教师仅抽取了 3 幅学生图片让学 生进行描述，教师应该将提问的任务交给其他学生，让其他学生向设计者 提问 “Whats this”或者 “Whats that?”，这样可以生成具有意义的对话。在 任务 2 中，教师设定了四中新疆特产，同时将对话模板呈现给学生，对于 程度中等的学生来说，这样的形式可以便于他们练习巩固，但是对于英语 口头表达很好的学生来说，有些限制学生的发挥，因此，教师可以呈现学 生两种不同的任务，让学生进行选择。由于任务 1 耽误了一点时间，所以 任务 2 中并没有让学生完全展示完，可以节省一些任务 1 的时间，让学生 在任务 2 中有更充分的展示。 教研组长签名教研组长签名 ： 学科组长签名：学科组长签名：