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

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