英语人教版三年级下册unit 4 A Lets learn.doc

PEP三年级下册 Unit 4 A教学设计案例一、教学内容分析指导思想与理论基础英语课程标准中明确指出，基础教育阶段英语课程的任务之一是：激发和培养学生学习英语的兴趣，使学生树立自信心，养成良好的学习习惯和形成有效的学习策略，发展自主学习的能力和合作精神；使学生掌握一定的英语基础知识和听、说、读、写技能，形成一定的综合语言运用能力。并强调从学生的学习兴趣、生活经验和认知水平出发，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，使语言学习的过程为学生形成积极的情感态度、主动思维和大胆实践、提高跨文化意识和形成自主学习能力的过程。在本节课的设计上，我以对话教学作为这堂课的主线，贯穿课堂始终。一切教学活动都围绕这一主线展开。在设计每一环节的活动时，都采用了适时适度的评价方式，激发了学生的学习兴趣。教学内容本节课是人教版小学英语三年级下册Unit Four Part A Lets learn部分。本节课是一节词汇课，主要内容由一个主句型Where is? Its 为框架，学习on/ in/ under /chair/ desk这五个单词。围绕这一课题，我设计了以下四个部分的学习内容：在实际情景中导入新授知识；设计游戏活动巩固操练；运用TPR全身反应法，让学生在运动中获取知识；4.创设情境，进行拓展。本节课，我注重任务型教学法与情境教学法相结合，让学生直观的理解词义、句意。此外，在评价方法的选择上，我采用了小组评价和个人评价相结合的评价方法，以更好的调动学生的学习热情。教学对象西安市碑林区 文艺路小学 三年级学生教学项目bsaic wordson in under desk chair basic sentencesWhere is ? Its on /in /under教学方法任务型教学法、情景教学法、游戏教学法、合作学习法教学手段利用实物、多媒体课件等辅助教学，充分调动全体学生参与课堂活动，从而提高课堂教学效率。教学目标语 言 知 识能够听、说、认读单词on/in/under/chair/desk能 力能够在图片、实物或情境的帮助下运用句型Where is? Its on/in/under并询问物品位置并回答。教学重点让学生理解介词on/in/under的意思。让学生会在真实情境中运用所学句型询问物品位置并能做出正确回答。教学难点“under”的正确发音。 帮助学生在真实情境中正确运用语言。教具准备图片、实物、多媒体课件二、学习者分析本节课采用借班上课的方式，教授对象是三年级学生，他们刚刚进入英语学习的初级阶段，对英语学习有浓厚的兴趣，主动参与意识强。本节课的教授内容与学生实际生活贴近，学生会乐于参与。为了调动学生参与课堂，我设计了多种评价方式，有个人评价，也有小组评价，并针对学生在课堂上的表现，及时进行表扬，虽然时间有限，但是，我让学生参与评价，不但节约了时间，而且使评价更具有公正性。三、Flow Chart of TeachingStep Two: Warm-up (sing the song of “Hello” )Step One: Free talk (Say hello to the kids)1) Ask the kids name2) Hello do oh do Hello do oh do Hello hello hello, hello my dear.Step Three: Presentation ( teach the new words ) 1) Look for the teachers pencil box. Lead to the new words. Learn to read and use them.Step Four: Practice(Use the objects to practice the words in sentences. ) 1) Put an object on somewhere, ask “Where is?” lead the kids to answer “Its ”2) Pair work to ask and answer.Step Five: Game (Let Ss to put something to somewhere.) Put your pencil in the box.Put your book on the chair.Step Six: Extension( Make the new dialogue )1) Group work to make the dialogue according to the pictures.2) Set homework.四、Teaching processTeachers ActivityStudents ActivityPurpose of DesignStep 1: Warm-up:1) Say hello to the kids. Ask their names. 2）Sing the song of “Hello”. 3) Change the names and sing the song again. Step 2: Lead-in:Put the pencil box on the desk before class begins. Pretending to be looking for the pencil box. Ask the Ss for help. Lead in the new words “on / desk”.Step 3: Presentation:1）Teach the new words on /desk. Stick the cards on the board. Lead Ss to read and practice. 2）Watch the PPT. Ask questions: Where is. 3) Teach the new words “in /under /chair”. Stick the cards on the board. Lead Ss to read and practice. Check the Ss their pronunciation. 4）Practice with pairs, groups.Step 4: Practice 1) Game: Hide and find. Hide an object to let the Ss ask and guess where it is.2) Lets do. Ask Ss to put their foot under the chair. Put the hand on the chair. Put the arm in the desk. Put the hand under the desk.3) Ask Ss to put the pencil box on their head. / Put the finger in the hand. /Put the hands under the leg. Step 4: Extension:Show Ss the picture of the room and the picture of the forest. Discuss with their group members where to put the right things. step 5: Homework:Set homework:1) Read the text on Page 38 for 5 times and act it out with your desk mate. 2) Try to tell the story to your parents. When you are in trouble, you can use Chinese.Say hello to the teacher. Answer the questions.Follow the teacher to sing it.Call the classmates names and sing the song. The student be called should stand up.Help the teacher to look for the pencil box. Learn the words by listening and saying. Watch the PPT and answer the questions. Learn the words by listening and saying. Practice with partners or in groups.Hide a pencil ,ruler or something else. Let partners to guess.Do the action with the rhythm.Follow the teacher to do the action.Choose the picture they like and stick the objects to the right places. Remember the homework. 跟学生做初步了解及互动，让彼此熟悉，为上课做好铺垫。用愉快、轻松的歌曲打招呼，消除学生的陌生感和紧张情绪，拉近与老师的距离。进一步在歌曲中加入学生的名字，使学生感觉亲切，有趣。使课堂气氛活跃起来。如果学生对老师感到陌生，无法进入状态，可以考虑多唱几遍，直到学生状态较为轻松、愉悦。在真实的语用情境中导出本节课重点单词， “ on ”，让学生更直观的理解。预设学生已经知道并会说“on the desk”，如果此处学生对“on the desk”表达有困难，老师可以自己大声说出答案，给学生强烈的直观印象。出示物品和单词卡片，把新授单词放进词组和句子里，采取从单人练习、小组练习到整体练习。让学生在整体句子里把握单词的读音和意思。老师先示范游戏，请学生猜。之后让小组合作进行游戏。老师通过这一活动检测学生对重点句型的掌握程度。学生通过游戏活动，在实物帮助下运用句型，感受在实际情景中句子的语用功能。TPR 全身反应法，让学生在学习一段时间后，一边活动放松一边学习英语。如果学生不能跟随节奏做动作，老师可以放慢速度，让学生一句一句理解之后再做动作。此处设计是为了给学生一个模拟的真实环境，让学生根据自己意愿布置环境。在活动中运用所学语言知识。在学生活动过程中，走进各组巡视，帮助有困难的学生正确使用语言知识。课后操练，加深记忆。运用所学知识讲故事，提高会话能力。Blackboard DesigningUnit four: A Where is ? on desk. ( picture )Its in the under chair. (picture ) 评价方式本节课我采用了多种评价方式，激发学生的学习兴趣，有效地提高了课堂效率。 口头表扬。当学生表现出色，老师会给予及时的表扬，如：Very good!excellent! Well done! 等等，当学生克服困难，再次表现出色