Whose-coat-is-this教学设计.doc

Whose coat is this?一、教材内容本课的主题是“Clothes”，主要是谈论衣物的所属关系，通过Danny询问它所保管的衣服是谁的，学习Whose coat is this?及应答。二、学情分析本课的教学对象是小学三年级学生，他们活泼好动，善于模仿，求知欲强，好表现，急于得到老师和同学的肯定，同时还具有集体荣誉感。但他们的注意力不够持久，坐不住，容易出现倦怠情绪，需要老师设计灵活多样的教学活动来吸引他们的视线，激发他们的学习兴趣。三、教学目标 1.知识目标：1)学生能听懂、会说、认读、单词whose,coat,shirt.2)学生能听懂、会说、认读句子Whose coat is this? Its my coat./Its Peters.2.能力目标：学生能运用本课所学句型谈论衣物的所属关系。3.情感培养目标：通过游戏活动，培养学生积极参与交流的意识，提高学生自信心。四、教学重难点重点：学生能听懂、会说、认读并运用句型：Whose coat is this? Its my coat./Its Peters.难点：在实际生活中会谈论衣物的所属关系，特别是灵活使用句型Whose coat is this? Its my coat./Its Peters.五、教学方法 情景法、直观演示法、歌曲、游戏活动等 六、教学过程Step IWarming-up1.Greetings.2.Enjoy a song: Lesson 2的活动三。展示活动三的图片，Jenny is wearing a red dress and Danny is wearing a blue cap.3.Look, is this your sweater? No, it isnt. Whose sweater is this?学习whose 【设计意图】总结上一课的重点句型，同时利用最后一句向新课进行过渡，既以旧带新，又渲染了课堂气氛。Step IIPresentation1.Leading-in:3.Look, is this your sweater? No, it isnt. Whose sweater is this?学习whose Is this your coat?学习coat单词，引出whose coat is this?并板书（1）课件出示Li Ming的外套，逐一问学生Is this your coat？学生都回答:No, it isnt.然后问Whose coat is this?Whose coat is this? (呈现本课课题)教学新单词whose。以chant形式Whose coat，Whose coat，Whose coat is this?领读课题（2）Lets watch the video.请学生看CD-ROM，听第一遍录音，回答问题。 (1) PPT显示问题Whose coat is this?学生说出答案后，帮助学生进行人称转换。以chant形式朗读并巩固句型：Whose coat is this?Its my coat.【设计意图】chant朗朗上口，学生喜欢，易于接受。(2) Listen again and repeat, then answer the question.(Recorder)Is this Guo Yangs coat?(3)Listen and imitate,then answer the question.Whose shirt is that?利用图片教学新单词shirt，教师站远强调thatChant形式巩固句型：Whose shirt is that? Its Peters.【设计意图】模仿正确的语音语调，培养纯正的英语发音，并加深对课文的理解和掌握。同时让学生带着问题循序渐进地接受知识，整体感知课文的基础上，学习新单词，在这种特定的情境中，便于学生理解其含义，也使学习变得更容易。(4). Read the text by yourselves and read it in groups.【设计意图】让学生真正走进课文，融入课堂教学。(5)全班分角色给课文配音。Step III:Practice1. Game：(Pair work)活动二。（大风车）2.Group work： A: Whose coat is this? B: Its XXXs. Whose coat is this? C: Its XXXs. Whose coat is this? D: Its XXXs. Whose coat is this? A: Its XXXs. 3.Group work:(拓展练习-“失物招领”尺子、橡皮等。) Find the owner.教师出示手中的物品，然后询问请学生四人一组仿照课文内容进行对话。四个人中选一个人当组长，课前在自己的小组内，收集组员的一些文具放在塑料袋里，课上拿出一件来问Whose .is this?”,其它组员回答“Its.”Eg:A：Whats this?B: Its a A:What colour is it?B:Its A: Oh, its new. Is this your ?B: Yes, its my coat.(用不同颜色标注，区分开来/No, its isntA: Whose is this？B: Its my_. C: Its XXXs. D: Its XXXs.【设计意图】练习的设置由课本走向生活，并且循序渐进，由易而难，符合认知规律，同时将所学知识融入现实生活中，达到学以致用的目的。3. Handwriting game. Copy the letters of Part 3:Ll Mm NnStep IV: Summary请学生自己总结本节所学，教师补充，最后学生齐读本课重点。Step V. Homework:A: Listen and imitate the dialogues, try to act in groups.B: Act out the text for your father and mother.【设计意图】为不同层次的学生设置不同层次的作业，给学生提供了充分的自主选择权，同时也将课内学习延伸到课