Is-it-a-monster？教案.doc

Module8 Unit1 Is it a monster? 教学设计 西街小学 薛海棠 【教学内容分析】本课是（外研社）新标准英语（三年级起点）第一册第八模块的第一单元，本课主要学习运用句型Is it a ?对不确定的物体进行猜测，并用Yes, it is. /No, it isnt.分别做肯定或否定回答。教材以连环画的形式呈现出课文的内容与句型：Is it cat/dog/monster/kite?并给出回答No, it isnt . / Yes, it is. 材料生动有趣，能够激发学生的好奇心和兴趣。【学情分析】本课的教学对象是三年级学生，他们刚刚接触英语，对英语的求知欲很强。他们活泼好动，善于模仿，好表现，老师的肯定更能激发他们的学习热情，他们对英语的发音仍需要多模仿，多正音。【教学目标分析】1、知识目标：(1)能听、说、读词汇：or, no, know, kite, new, monster, help.(2）能听懂、能实际运用句型: Is it a .?的语言结构，并会用Yes, it is./ No, it isnt.来进行回答。2、技能目标：通过本模块的学习，学生能用英语对不确定的事物进行猜测，并对别人的猜测进行Yes, it is./ No, it isnt.回答。3、情感目标：（1）通过动物单词、句型的学习以及情境教学，培养学生认真观察周围事物的习惯，主动关心他人，积极与他人进行交往的品质。（2）培养学生对英语学习的兴趣。培养学生的自主学习能力、参与语言交际的能力和团结合作精神。【教学重点和难点】重点：1、掌握以下单词：or, no, know, kite, new, monster, help2、运用Is it a .?来猜测不确定的物品，并用Yes, it is./ No, it isnt.来回答。难点：1、熟练掌握本单元的单词和句型，能在实际生活中灵活运用。2、创设英语情景，使学生正确运用一般疑问句询问物品的名称。【教法和学法】 在教学中，我尽量采用直观教学法入手，抓住学生兴趣。通过制作PPT和光盘辅助教学，创设一系列情景，让学生在具体的情景中学习新单词、新句型，听听、看看、说说、读读。运用于语言交流，使整个教学源于生活，又用于生活，创设了真实的生活场景，使学生学有所用，体验成功的喜悦。我具体采用“任务型教学法”、“活动性教学法”和“情境教学法”来完成教学任务。借助小道具，进行小组对话，全班问答。在会话教学中鼓励学生勇于说，有感情，有条理地说，培养学生口头表达能力。 【课前准备】 CD-ROM、PPT、单词卡片数张、礼物盒、笑脸与哭脸的牌子。【教学过程】Step 1、Warming up （5min）1、Greetings.2、Sing a song: Whats this?3、Free talk T: All of you can sing it very well. So I want to give you a present. Look, there are 2 presents. Can you tell me whats the difference between the 2 presents? (引导学生说 one is new, and the other is old.出示单词卡new并教授。)T:Listen carefully and guess, whats in the present?(教师学猫叫)Ss: cat.T:You are so clever! It is a cat! Miao miao miao Can you guess how many cats are there in the box?Ss: 2.3.T: Lets count together. 1,2,3.There are 4 cats. OK, now I will divide you into 4 groups, and each cat stands for a group.Lets have a match to see which group can eat the fish, OK?(将学生分成4组，每只小猫代表一组，看谁跑得最快以吃到鱼)Step 2、 Presentation（25min）T: As we know, on Sams birthday party, Sam gets so many presents! Look! So many presents.(出示 PPT) Do you want to know whats in the box? If we dont know, we can say I dont know. (出示卡片 “I dont know”教授短语 ) OK! Now lets guess. Whats in the box? Before we guess, lets learn it together” Is it a?”(教师板书“Is it a? 并抽个别学生读)T: You read it so loudly. Look, this present is from Daming, can you guess whats in the box? Is it a pencil? Is it a dog or a pen? (引导学生用 “Is it a?” 来问.教授单词“or”)S1: Is it a pen?T: Yes, it is.(板书 “Yes, it is”) (T makes Ss guess Daming and Ms Smarts presents.)T: This present is from Amy, Can you guess? T:OK. Lets see together. Wow, its a kite! (出示单词卡片并教授“kite”) T:Look, so many kites, dog kite, cat kite, bird kite andLook, this is a monster kite, (T teaches “monster”教授“怪物”) if we see a monster, we should cry”help!”(教授“救命”)T：Now, Lets play a game(游戏): magic eyes! Whose has got magic eyes? Read the word you see, but if you see a monster, you should cry “help!”, clear?T: All of you have magic eyes! Today Sam takes his kite to the park, and an interesting thing happened, lets go to have a look!(T plays the CD-ROM for the first time.)T: Now, listen again, find”Is it?” and answer them. Is it a cat?Is it a dog?Is it a monster?Is it a kite?Ss:.T: Good！Can you read it?T: Now show me your finger, listen and point, and read after the CD-ROM. Pay attention to the pronunciation.Step 3、Practice（8min）T: (show the box)Look, Is it a pen?.Now I put them in the box, I want to ask one student to come here and choose one to guess, using “Is it a?” and the whole class help him to guess out by answering “Yes, it is/ No, it isnt”, clear?Step4、Consolidation( 2min)T: Lets see what we have learned today. Step5、HomeworkPlay guessing game with your friends, using the sentences pattern: Isit a.? Yes, it is./No, it isnt.Blackboard writing: Module 8 unit1 Is it a monster? dog cat Yes, it is Is it a monster ? Kite No, it isnt. 教学反思一、课堂教学的成功之处：1、根据新课标的要求：小学英语教学重在培养学生学习英语的兴趣，结合三年级学生好动、模仿能力强的特点，我充分利用了多媒体的优势资源在复习导入、激趣热身环节时设计了紧密联系学生最喜欢的声效图片，既复习了前面学习的问句的说法及运用现在所学句型，又调动了他们学习英语的兴趣，让学生迅速进入学习状态，良好的开端为后面的教学打下了好的基础。2、本节课教学目标明确，重难点突出，能够借助多媒体课件化解教学重难点，充分发挥了多媒体对教学的辅助作用，如运用学生喜爱的救命的动态图片。3、在整个教学过程中能够关注 学生的学习需要，注重对学生的评价，运用的评价语言较丰富（good, great，wonderful等），课中多处操练活动能帮助学生形成学习策略, 在练习中对语言的操练面广,各层次的学生都有机会发言，兼顾了全体，在Practice这一环节中老师以说唱形式重新演绎重点句型，让学生带着兴趣和新鲜感去说唱比赛，因此