Unit 2 In the library-Fun time&Cartoon time-教案、教学设计-市级公开课-新牛津译林版三年级下册英语(配套课件编号：10c99).doc

1、Unit 2 In the library（Fun time&Cartoon time）教案）教案教材简解：本单元 Cartoon time 呈现了一个十分有趣的故事，故事中再现了本单元的句型 Dont. 还渗透了下一单元的句型 Is this your.？学生理解即可。 Fun time 版块是一个“做一做，说一说”的活动，让学生自己动手画简笔画完成标识牌，并用本单元的主要语言进行表达，提高学生听说读写能力和综合语言运用能力。教学目标：1.知识目标（1）能听懂，会读，会说，会拼写单词：shout, eat, drink, run, talk, sleep 等。（2）能听懂，会说祈使句的否定句

2、“Dont”，并理解句型会用“Is this yourbook？”来回答。2.技能目标（1）能灵活运用词汇 Dont.造句。（2）能正确理解文本，能读懂动画中的幽默之处，并能表演课文。3.情感目标懂得文明道德，没有经过别人的同意，不能随意拿别人的东西，这样是不文明不礼貌的。教学重难点：1.能初步听懂，会说，会运用句型 Is this your?2.能读懂动画中的幽默之处。设计理念：“兴趣是最好的老师”无论是低年级还是中高年级都受用，因此，课堂上以学生为活动的主体，关注学生活动，采用“任务型”的教学方法，通过多种形式来完成本节课任务。让学生通过做标志的活动，同桌互相谈论，发散学生思维，激发学生有

3、想说的欲望，达到学以致用的目的，提升学生用语言的能力，并渗透情感教育。教学过程：Step1.Warm up(1)T: Class beginsS: Stand up.T: Good afternoon, class.S: Good afternoon, Miss Meng.T: Nice to meet you.S: Nice to meet you,too.T: Sit down , please.S: Thank you.(2) Free talk.T: (出示一个红色的包)Boys and girls, look at my bag.What colour is it?S: Its re

4、d .T: Look! Whats this?S: Its a cake.T: Would you like a cake?S: Yes,please.T: Look!Whats this?S:Milk.T:Yes!Acarton of milk.Would you like some milk?S:No,thank you.Step2. Revision1.Play a game: Quick responseT: You did better than me. Boys and girls, do you remember the words in storytime? Lets do q

5、uick response. When you see a word or a phrase, read it loudly, whenyou see a picture, please shout“yeah！”.2.T: (PPT,Bobbys cousin 的图片) Look at the little mouse.Who is he? Is heBobby?S: No.T:Its a story about an English book.3.Learn“English.”Letsshareastoryaboutbobbyscousin.Look!Itsbroken.What happe

6、ned?Step3. Presentation1.Watch the cartoon.T: What do you think of Bobbys cousin？Lets watch the cartoon. Mickey is a _boy.A. goodB. bad (坏的)C. naughty(调皮的)T:Yes. He did something wrong, but he is not bad. Hes too young to do right.T: Now, read the book quickly.T: Boys and girls,在图片中圈出 What does Bobb

7、ys cousin(表弟) do?（关注1-2 名弱势群体学生的学习情况。 ）学生学习词组。Step4. Consolidation1.Listen and repeat. 呈现句子“Is this your book？”What does the sentence mean? Can you guess?Choose：A.这是你的书吗？B.这是你的书。Lets match.Bobby 对表弟说了什么呢？Dont shout.Dont eat my cake.Dont drink my milk.Dont run.2.Reading timeWork in groups.T: Do you u

8、nderstand the story? Now lets read the story. Three students in agroup .You can read by yourselves, you can read to your partners, or you can read inroles or you can read together. choose the way you like to read the storyShowing timeT:Can you read the story?Lets do voice over. Whod like to have a t

9、ry?学生表演请三组人/ I like your performance. / Wonderful./Good job./Well done.3.Lets think and choose.How is Bobby now?A. angryB. happyC. SadBobby is angry and sad. Now Tina comes here.She has an idea.Lets helpBobby.Lets make some signs and teach Bobbys cousin.4.Make signs.T: Ill show you how to make a sig

10、n. Please take out your paper ,choose a colourpen, draw the signs first. One minute to do it. Go.学生制作图标T:Have you finished?S: Yes.T: （做好的标志） Look at my sign. It means “ Dont”Yes or No? (故意说错)S: Yes /No.T: Now, please talk about your signs in a group of six.(学生之间互相讨论)T:Well, Id like you six to come t

11、o the front.请学生上来展示Tell us what your sign means.Great./Well done.T: Now I will play the music for you .Please pass your sign to the next. Are youclear?让学生展示交换图标三次。T:This time practice in your groups.组内交流，学生轮流交换图标，当音乐停止时，请介绍自己手中的图标T: Good ,you know the signs well.Polite not to spend money,but more th

12、ananything!对学生进行德育教育。5.Lets sayT: (ppt)Boys and girls,look,the people in the pictures are doing wrong. Lets say“ Dont_” to them.We can say6.Lets write.四人一组制作 a picture book，用上学过的一些标志，并用英语写下来。Step5. Homework1.搜集更多的标志，画一画，并用英语写下来。2.继续完成小组内的绘本制作，讲给你的父母听。板书设计：Unit 2 In the library（Fun time&Cartoon time）

13、shoutDontdrink my milkeat my cakerun教后反思：本节课教学的重点是祈使句 Dont 的用法，无论是课前、课中还是课后，我都通过不同的方式操练句型， 帮助学生理解、 掌握， 并能正确的运用。 课堂上，教师变“教”为“学”，变“牵”为“导”，即突出了以学生为主体，注重人文性的教育新理念。营造学生积极主动、轻松的学习氛围，打开学生的语言思维之路，把学生看做学习的主体、发展的主体，将所学知识运用到生活实际中去是英语教学的出发点。本课虽力求做的最好，但仍应注意以下问题： 1、根据学生的实际与教学的需要，课堂用语应在日常生活中多与补充，体现师生互动，并要求在教学中活学活用。2、在正确引导下，不但提高学生的听、说、读、写的能力，还要帮助学生依旧带新， 学会识记单词能力。 3、 重对学生的过程性评价， 鼓励与纠错并重，有助于在激发学生积极性的基础上，教给学生正确的信息和知识。