《牛津小学英语》6A Unit 3 It was there (PartA)教学设计.doc

牛津小学英语6A Unit 3 It was there (PartA)教学设计 宜兴市城北小学 臧科 214200【课题】6A Unit 3 It was there (PartA)【教材简析】本节课的教学内容为牛津小学英语6A Unit 3 It was there (PartA),对话围绕“寻找物品”这一话题展开教学，同时给学生介绍了动词be的过去式was,were。本单元安排的教学情景与学生的生活贴近。从运动会入手，引出寻找物品这一话题，语言的交际性和实用性较强。【目标预设】1.知识与技能目标（1） 能听懂、会说、会读和会拼写单词was, were, excited, moment,ago, just now;(2 ) 能听懂、会说、会读单词a camera, films, ground, Sports Day, running race, exciting;(3 ) 能听懂、会说、会读以下交际用语： It is Sports Day. Can I have them, please? Can you pick them up for me, please?(4 ) 能听懂、会说、会读和会写以下句型： It isnt there now. It was there a moment ago. They arent there now. They were there a moment ago.2.情感目标：培养互帮互助，关爱他人的品质【重点、难点】1、全面完成教学目标中的知识目标2、初步理解一般过去时的时态意义，掌握was, were的用法。3、让学生在真实的情境中学习、理解和运用语言。4、能正确使用excited和exciting。【设计理念】本节课的内容选自牛津小学英语6A Unit3 It was there第一课时。新课程标准强调要从学生的学习兴趣和生活经验出发，倡导体验、实践、参与、合作与交流的学习方式和任务型的教学途径，发展学生的综合语言运用能力。本课围绕“寻找物品”这一话题展开教学，同时给学生介绍了be的过去式。教学情景与学生的生活贴近。多媒体课件的设计应结合学生的实际情况，创设既符合儿童心理特征又很自然的活动情景，让学生在情景中学会交际，在交际中学会语言。【设计思路】本节课以老师的一段自我介绍引出拍照这一话题为课文中出现的内容铺垫。第二环节以猜谜变魔术游戏初步渗透了一般过去时。第三环节根据实际情况，运用实物创设师欲拍照找相机和胶卷的情境，过程中渗透了课文内容相关词组的学习，如：it was there a moment ago; they were here just now.为下文的学习做好铺垫。第四环节以观看课文动画的形式初步感知课文内容，接着将课文分成前言与正文两个部分进行学习，通过听录音回答问题的形式掌握课文的背景内容，正文部分则以学生自学，判断正误的形式来学习，最后以分句跟读，分角色朗读的方式来巩固课文，充分进行读的训练。第五环节课文学完后,将课文内容编成chant的形式，让学生跟后说，接着通过短文的形式再现对话内容，让学习回到整体，也让学生在多种形式中理解、运用知识。最后让学生以老师创设的情景为话题编写对话，不仅是巩固知识的需要，也是为了让语言回归生活。对话由拍照引出，也与本课的开头呼应，使一堂课浑然一体。【教学过程】 Step 1: Warming up:Greetings & Free talk(1)PPT放一段老师自我介绍的录音，学生根据录音内容完成表格。Name: English name : From: Favourite food: Favourite animal: Hobbies: Telephone number : QQ number: 【设计意图】师生互动，从教师提供的听力材料中了解老师的基本情况，满足学生的好奇心，拉近师生距离。其中Hobbies这一栏资料还为后面的课文做了铺垫。(2)T: Excuse me. Do have a rubber?S1: Yes/No T: Can I have it, please?S1: T: Thank you! (故意将橡皮弄丢在地)T: Oh, the rubber is on the ground. Can you pick it up for me, please? (出示单词卡片“pickup”)S1: T: Lets play a game. OK? (将双手藏于身后，玩变魔术游戏)Ss: T: Whats in my hand? (伸出刚握有橡皮的一只手)Ss: T: Oh, wheres the rubber? (做惊讶状) it isnt in my hand now. it was here a moment ago. (出示句型: “it was” “a moment ago”)【设计意图】该环节为课前的热身活动，主要以问候与师生自由交流的形式展开。师生自由交流的过程,贯穿了一个猜谜变魔术游戏，活跃了气氛的同时，也初步渗透了一般过去时。Step 2: 1.创设找相机的情境：（PPT展示书桌，相机的图片）T：boys and girls, look,whats under the desk?Ss: T: Its a camera. (单词“camera”的学习)Ss: T: Oh, wheres the camera now? (鼠标点击，相机消失). It isnt under the desk now.It was there just now (出示卡片：“just now”)T: Wheres my camera? Lets look for it! (出示卡片：“look for”)Ss: 2.创设找胶卷的情景：T: Oh, here it is, its in my bag. look! Now I have a camera, lets take some photos, OK?Ss: OKT: But we also need some films.(单词 “films”的学习)Look, the films are on the sofa.(PPT展示图片：沙发，胶卷)T: Oh, where are the films? (鼠标点击，胶卷消失). They were on the sofa just now (出示句型：they were )can you look for the films?Ss: T: look, the films are on the ground. Let me pick them up! Boys and girls, we have a camera and films, we can take some photos on Sports Day (单词：“Sports Day”学习) Ss: 【设计意图】本环节根据实际情况，运用实物创设师欲拍照找相机和胶卷的情境，过程中渗透了课文内容相关词组的学习，如：it was there a moment ago; they were here just now.为下文的学习做好铺垫,在生帮助找到相机与胶卷之后，表示感谢，充分体现师生互助，礼貌相待的情感意图。Step 3: Practice1.观看课文动画，初步感知课文T: Today is Sports Day. The twins Su Hai and Su Yang want to take some photos lets see what happened on them, OK?Ss: Great!2.听课文前言录音，回答问题理解该部分Q1: What are Su Hai and Su Yang doing?Q2: What does Su Hai want to do?Q3: What is she looking for?3.学生观看A部分卡通 Judge Tor F(exercise on Page 23)4.精读正文部分，完成表格 (该部分以学生自学阅读课文为主，并找出文中的相关答案。阅读过程中插有一段轻音乐，让学生在轻松的氛围中愉悦地学习。除此之外过程中通过PPT呈现阅读技巧小提示，让学生更好地掌握英语课文的阅读技巧。从而达到“授之以渔”的教学目标！)whatcamerafilmsTimeA moment agonowJust nownowwhereIt was in Su Hais bagIt is in Su Yangs bagThey were in Su Yangs bagThey are on the ground 教授单词ground，方法：联系playground掌握单词读音；根据情境理解意思。4. 分段跟读对话，分角色朗读对话【设计意图】 课文学习过程中分为初步感知，分段理解，朗读操练这三个部分。以观看课文动画的形式初步感知课文内容，形式生动更好地激发学生投入到课文的学习中；接着将课文分成前言与正文两个部分进行学习，通过听录音回答问题的形式掌握课文的背景内容，正文部分则以学生自学，判断正误的形式来学习，以此培养学生的自主学习意识；最后以分句跟读，分角色朗读的方式来巩固课文，充分进行读的训练！Step 4: Consolidation:1.Chant Camera, cameraWheres the camera?Bag, bag。Its in Su Yangs bag.Films, filmsWherere the films?Ground, ground。Theyre on the ground.2.整体感知课文，完成相应练习。It is _ _. All the students are very _. Su Hai and Su Yang are on the_.Theyre watching the _ _.Su Hai is looking for her camera. The camera _ in Su Hais bag _ _ _.But its _ _now. Su Hai wants to _ the films. But they _ in Su Yangs bag now. They find the films _ _ _.And Su Yang can _ them up for Su Hai. Now they can take photos.3.根据创设的情景编写对话 T:Taking photos is interesting and exciting.Do you like taking photos?(Yes.)Now lets go and take photos.Oh,no.I cant find my cameraNow can you make a dialogue about my lost camera.课件显示文字：Miss Zang likes taking photos.Its fine today.We want to go taking photos with her.Students:Hurry up,Miss Zang.Lets go to take photos.Miss Zang:I see.But I cant find my camera.It was in the desk just now.【设计意图】课文学完后,将课文内容编成chant的形式，让学生跟后说，活跃气氛的同时也激发了学生的学习热情，接着通过短文的形式再现对话内容，让学习回到整体，也让学生在多种形式中理解、运用知识。最后让学生以老师创设的情景为话题编写对话，不仅是巩固知识的需要，也是为了让语言回归生活。对话由拍照引出，也与本课的开头呼应，使一堂课浑然一体。Step 5: Homework:1.Try to read the dialogue as fluently as you can.