牛津译林版三年级上册Unit 8 Happy New Year!-Story time-教案、教学设计-市级优课-(配套课件编号：a0b04).docx

1、三年级上册第八单元三年级上册第八单元 第第 1 课时教案课时教案 Teaching contents 教学内容教学内容 Story time Teaching aims and learning objectives 教学目标教学目标 （一）Knowledge aims 知识目标： 1. 能理解并准确朗读词汇：a doll, a ball, a robot,uncle ,that, happy , new , year ,for。 2. 能理解 this 和 that 区别，并能初步使用 Whats this/that?询问物品，并用 Its a.回答。 3.能初步运用句型 This is f

2、or you./Its for .来相互赠与礼物, 并会用 Thank you.表示答谢。 4. 学会新年节日祝福及应答 Happy New Year。 5. 能在 Uncle John 送礼物的情境中，整体感知、理解文本内容。 （二）Skill aims 能力目标 1. 能在 Uncle John 送礼物的情境中，尝试使用新单词、句型交际。 2.能在文本学习的过程中，积极参与情节预测，并通过观察图片、听取录音、阅读文字等方 式尝试用提取信息，并利用信息进行语段表达。 2. 能在文本学习之后，借助图片和关键词尝试进行文本复述。 3. 能在学习的过程中，增强与同伴的交流合作意识。 （三）Mora

3、l aims 情感目标： 1. 在 Uncle John 发新年礼物的过程中，体会到 Mike、Helen 收到礼物时的喜悦感，并模仿 表达，体会的新年的“happy” 。 2. 通过本课的学习，能够了解到西方国家的人们在新年时说的话、做的事以及风俗习惯。 Focus of the lesson and predicted area of difficulty 教学重点和难点教学重点和难点 （一） Teaching important points 教学重点： 1. 能理解并正确朗读词汇：a doll, a ball, a robot,uncle ,that, happy , new , ye

4、ar ,for。 2.能初步理解和运用祝贺新年、送礼物、询问礼物的核心句型及应答。 3. 能初步理解文本信息并尝试根据图片和关键信息进行复述。 （二） Teaching difficult points 教学难点： 1.词汇 this, that 中 th 的正确发音，词汇 doll 和 ball 的区别。 2. 能在一定的语境中，初步感知、理解核心句型，并能根据语境正确使用。 Teaching preparation教学准备：教学准备： ppt，板书, 相关道具。 Teaching procedures 教学过程教学过程 Step 1 Greeting &Pre-reading 1. Gre

5、eting T: Boys and girls, Im so happy to see you again. Do you know“happy”?*happy 【设计意图：从教师自身情绪出发，新授单词 happy，为后续铺垫，并引发学生情绪共鸣。 】 2.Lets watch! A video about “Happy New Year” T: So, Im happy.Andtheyre happy too.Why? T: Why are they so happy? T:Yes, New Year is coming. * New Year They are saying” Happy

6、New Year!”* Happy New Year! In the US, people say it like this, “Happy New Year!”【击掌】 And in the UK, people say,” Happy New Year!”【拥抱】 In Japan, people say,” Happy New Year!”【鞠躬】 In China, people say,” Happy New Year!”【拱手】 T:And today, lets learn Unit 8 -Happy New Year! 【设计意图：1.观看视频，引出新年话题，并让学生直观感受新

7、年时刻人们的欢乐气氛。2. 学习祝福语，同时揭示课题。 】 Step 2 While-reading 1. Talk about the cover T:At New Year, people say “Happy New Year!” And they often give presents to each other. And last year, my present is a big book. Its about . T: Who are they? He is Mike. She is Helen.And this is - Uncle John. *Uncle John T: W

8、hat are they? They are New Year presents. So what are they? And who are the presents for? Do you want to know? Lets read, OK? 【设计意图：1.通过送礼物的习俗了解，引出本课大书，创设情境。2.了解书的封面，熟悉 故事人物和预测故事的主要情节，激发学生阅读兴趣。 】 2. Read together (图片环游) 1）Page 1-Listen and act T: Look, what are they saying? T: Can you read more beau

9、tifully? Lets listen and repeat. T: Wow, you can read very beautifully. Can you act? Who wants to be Mike? Helen? 演 2 组 T: Good job! But why are they so happy to see Uncle John? 【设计意图：1.通过模仿朗读，体会人物的喜悦情绪。2.预测人物如此快乐的原因，为后续 学习铺垫。 】 2）Page 2-Listen and complete T: Oh, look, heres a present. But whose pr

10、esent is this, Mikes or Helens? T: Yes, Uncle John looks at Helen, and Helen looks happier. If youre Uncle John, what will you say to Helen? You can use Chinese. T: Who is right? Lets listen and complete. _ is for _, Helen. * This is for you, Helen. T: What should Helen say? (学生中文猜)Who is right? Let

11、s listen._, Uncle John. T: Will Helen like the present? 【设计意图：1.让学生猜测第一份礼物属于谁，提醒学生仔细观察图片。2.让学生猜测在特 定语境中可能发生的对话，并用听力检测，不仅突出了语言点，强调了语言的功能，同时还 训练了学生的听力。3.情节预测性问题设置了悬念，激发阅读兴趣。 】 3）Page 3-Guess and chant T: Well done! Lets go on reading. Look, Mike is asking,” whats this?”*Whats this? Can you guess like

12、this? Its a. . Remember Helen is a girl.一起问几个学生 T:Agood try, can you come here to check the answer.邀请学生揭示答案 Look, whats this? Yes, its a doll. * doll*Its a doll. T: What will Mike say? Lets listen. “How nice!” T: Now, lets chant! T: Will Mike get a present? 【设计意图：1. 在突出人物性别的前提下，让学生猜礼物可能是什么，不仅制造了悬念，

13、拓展了学生的思路， 更是扎实而有意义地训练了目标语。 2.看图识词 doll,在情境中学习词汇， 并强化学生的拼读能力。3.让学生回顾如何赞美的表达，进行有效地复习巩固。4.用 chant 的形式，帮助学生巩固强化重点句型的习得。 】 4）Page 4-Think and say T: Oh, yes, Mike gets a present too. Can you guess what they say? Can you discuss? T: Yes, this is for you, Mike. Thank you.请 2 组表演。 T: Who is right? Lets read

14、.”This is for you, Mike. Thank you.” T: Will Mike like the present? 【设计意图：1.根据图片信息和已学句型，让学生学以致用，自行补上两人的对话，体现 学习能力的提升。2.以 2 人表演的形式展示所学，让语言的运用更加真实。 】 5）Page 5-Discuss and say T: Oh, Mike likes the present. But what is the present? Look, I have the same present in the bag. Who wants to touch it? Lets a

15、sk together.让 3 个学生摸一摸球，最后一个人说出答案。 T: Oh, look, its a ball. *ball *Its a ball. T: Guess, what does Helen ask? (学生猜测) Lets listen. Whats _? Whats that? Look, in this picture, Mike asks “Whats this?”And in this picture, Helen asks, ”Whats that?” Why? T: Good. In picture 3, Mike and Helen are very clos

16、e. we use “this”这个. In picture 5, Mike and Helen are very far, so we use “that 那个”. * that* Whats that? T: Excellent! Now, read after me. This, this, whats this? Doll, doll, its a doll. That, that, whats that? Ball, ball, its a ball. T: Who else can get the present? 【设计意图：1.以摸实物的方式，猜测礼物是什么，愈发激发了学生的学

17、习兴趣。2.在情境 中学习生词 ball 和 that,充分借助图片信息，帮助学生理解词汇。3.让学生自行观察和讨论， 得出 this 和 that 区别。 】 6）Page 6-Look and sing T: Oh, who can get the gift. Its -Tim. T: Whats this? Yes, its a robot. * robot. T: So Uncle John says,” Its a robot. Its for Tim.”* Its for Tim. T: Now, lets sing! Whats this? Whats this? Its a r

18、obot. Its a robot. Its for Tim. Its for Tim. How nice! How nice! 【设计意图：1.通过撕掉遮盖物的方式，揭示答案，在情境中学习生词 robot 和句型 Its for .2.通过两只老虎的伴奏，学习目标语，让学生印象深刻。 】 2. Wrap-up (重温故事情节) 1） Read by themselves T: Oh, its the ending. Do you like the story? Now.its your turn to read it. Pay attention, keep quiet. 2）Remembe

19、r and say T: What gifts are they? Do you remember? S: This is for s Its a . 3）Lets make a book. T: Now, can you try to make the book by yourselves? S: 【设计意图：1.让学生用默读的形式自读、通读全文，促进其语言知识的内化。2.用人物头 像等图片，在黑板上构建思维导图，理清故事脉络。3.让学生根据完成图片书，再次复习 课本关键信息。 】 Step 3 After reading 1. Reading time 1） Read together T

20、: Now, lets check the answer. Lets read together.Are they right? 2） Imitate together T: Can you read more beautifully?Lets try to imitate. T: Now lets read one by one. 3)Dub together T: Why dont we dub one by one? Lets try. 【设计意图：1.通过齐读，检测做书环节的答案。2 模仿录音朗读，修正学生发音。3.通过 开火车形式的读和配音，提升学生读的能力。 】 2.Thinkin

21、g time T: Look, Tim is coming. Guess, what do Helen and Tim say? S: Whats this? Its a robot. Its for you. T: Who do you like best? S: I like Uncle John best. T: If you want to be loved by others, dont forget to prepare some gifts this New Year! 【设计意图：1.创设新情境，检测学生新授目标语掌握程度、及知识的迁移能力。 】 Step 4 Homework 1.Recite Story time after class. 2. Try to make a gift as a New Year gift,give it to your father and mother.