英语人教版三年级下册A Naughty Spider.doc

课题A Naughty Spider课时第4课时学情分析本节课的主要教学对象是三年级的学生，学生性格活跃，有一年学习英语的基础，语言学习习惯良好，有较强的表达欲望，吸收知识能力强。但是由于平时课堂表演的训练较少，所以对于表演这方面需要教师做好示范和引导。教学目标1. 能够在图片和教师的帮助下理解对话大意；能够在语境中理解生词cap，toy box及情境语Have a good time!的意思，并能准确发音。2. 能够按照正确的语音、语调及意群朗读对话，并能进行角色表演。3. 能够在语境中运用Is it in/on/under/? Yes, it is./ No, it isnt.确认并回答物品的位置。教学重难点重点：1. Is it? 问句的连读，及在情境中的运用。难点：情境语Have a good time!的意思，和准确的发音。教学准备小蜘蛛、练习纸、教具、PPT教学流程及设计意图教学步骤设计意图 Warming-up & Revision 1 歌曲激趣，复习介词 对话引入，拉近师生距离T: Good morning boys and girls, first lets enjoy a song. Have a good time and be happy. 蜘蛛扮演，复习已学知识 T: （CAI出示歌曲中的蜘蛛（如图所示），Look, I am a spider. Do you want to be a spider? Show me your hands, lets be a spider.（教师带领学生扮演蜘蛛。）Hello, I am a big spider.(T用手势做出big spider的样子。)Hello, I am a small spider.(T用手势做出small spider的样子。)What about you?（T请学生来演一演）S1:I am a _ spider.T: Is it a _spider?(教师渗透本课的重点句型Is it?的发音及意思)S2: I am a _ spider.T: Is it a _spider?(教师渗透本课的重点句型Is it?的发音及意思)T: Look at me, and do after me.（教师带领学生表演）I am a strong spider.I can run. Run, run, run. Look I am on the desk.Ss follow the T.T: Look at me, and do after me.I am a funny spider.I can dance. Dance, dance, dance. Look I am in the bag.Ss follow the T.两人对演，带入蜘蛛角色T: Okay，work in pairs and show your spider to your partner.Ss work in pairs.T asks two Ss to show the spiders.独白听力，进入本课情境T：OK, Thanks. What about this spider? Lets listen and tell me, what kind of spider it is?（教师播放听力录音。）Ss：NaughtyT教授naughty，分小组跟读，理解词义。完成标题。A Naughty Spider。教师借助Free Talk，和学生拉近距离，引出歌曲欣赏，复习介词on、in、under。在热身和复习环节，教师采用扮演spider，在复习形容词、动词的同时，加强了方位介词在语境中的感知更增加了复习环节的趣味性和竞争性，有助于提高学生的学习积极性，达到warming up 的效果。听spider的独白，交代spider的顽皮的性格和角色，为下文故事发展作铺垫 Presentation and practice1.1 理解大意，引入课文主线。T: （承接话题）Listen, Mikes mother receive a message from Miss White, lets read it together.Ss read the message together.T: Do you know? What does “go camping mean”? Please tell me, A or B.Ss read the pictures and choose the right picture.1.2 深入情境，引入答句教学T: OK, Mike is looking at a piece of paper.（T出示课本插图） What is on the paper? Lets zoom in and see. Oh, its a camping list.Please read and after me. ”camping list”Ss read and follow.1.2.1 肯定答句的教学T: Look, a bag! Is it on the bed?Ss: Yes.T: You should say, ”Yes, it is.”Read after me, “Yes, it is.”（第一全体教读）Ss read after the teacher.T: A net! Is it by the bed?Ss: Yes.T: You should say, ”Yes, it is.”Boys, read it.Boy students read the sentence.T: Girls, read it.Girl students read it.（第二次分男女生操练）T check the camping list with Ss and practice （第三次在情境中操练肯定答句）1.2.2否定答句的感知。T: What about the spider? Is it in the glass?Ss: NoT: You should say, “No, it isnt.”Ss read after the teacher.（第一全体教读）1.3 趣味听力，创设寻找情景T：（CAI出示房间图片）The spider is very naughty. It goes everywhere, lets listen and circle the places.（CAI出示句子和选项供选择。）Ss: Listen and circle.1.2.1 校对听力，操练重点句型T check the answers with SsT: Is it on the computer?Ss: No, it isnt.T: is it on the door?Ss: Yes, it is.(T在校对过程中不停渗透问句，强化答句在情境中的运用)1.3寻找蜘蛛，学习关键句型 T: (CAI 出现Mike房间的图片。)Wow The spider is very naughty. And Mike is looking for the spider in his room. And he asks(T 播放录音) Is it on the desk?Ss listen and repeat.(T播放重点问句的录音，让学生仔细听，注意模仿连读、升调等。)T: (T 播放录音) Is it on the desk?并提示学生注意Is it的连读，和desk的升调。（请35位学生站起来读，读的好的学生，鼓励他们当little teacher，带领全班读。）T：(T 播放录音) Is it on the desk?采用little train的方式进行小组读。Ss read one by one.T: Ok, is it on the desk? Lets see. (T点击PPT上面的问号，点击之后出现哭脸)Ss: No, it isnt.(学生根据提示做出正确回答)在真实情境中操练语言(CAI出示Is it _the desk?)T: OK. Who wants to be Mike? And ask, is it_the desk.Ss: according to the question mark think and ask.T 根据学生的提问点开问点，学生根据实际作答。T: Who wants to be Mike?Ss ask more questions according to the hints.T 根据学生的提问点开问点，学生根据实际作答。Toy box的呈现及操练T: Good, it is a box, but it is a _box, (CAI出示boy)can you read, T-O-Y?Ss: think and read.T: Miss Chan has a toy box, too. Is it on the desk?Ss: No, it isnt.T: Is it under the desk?Ss: Yes, it is.T: Its a toy box. I have many toys in the box. Look.Ss: rabbit!T: No, its a toy rabbit. Look!Ss: A toy giraffe.（T展示玩具盒里面的玩具操练强化toy）2.1 初听文本，勾选正确答案T: Now，boys and girls. Is the spider in the glass?Ss: Yes, it is.T: But, where is the camping cap? Lets watch the video and tick.Ss: watch and tick.T check the answers with the Ss.2.2 初读文本，整体感知文章T plays the video.Ss watch and read along.2.3 逐句跟读，模仿语音语调T在处理重点句型时，提醒学生注意连读和升降调。2.4 表演对话，加深内容理解2.4.1 师生合演，示范表演内容 T: I am Mike, and you are mum. Lets act.（T饰演Mike，示范表演内容）2.4.2 生生表演，实践表演内容Ss work in pairs and act the dialogue.（学生2人合作表演对话）2.4.3 生生范演，展示表演内容T请23组学生上台表演对话2.5 借力资源，理解情境语言T: Thanks, mums says have a good time.(CAI出示图片)Have a good time?Ss: No.T: (CAI出示图片)Have a good time?Ss: Yes.T: Thats “ Have a good time!”(T做出欢乐的动作)Ss: do the action and say这里对新单词“going camping”的进行意思上的处理，能使学生更好地理解故事主线。 通过对教材图片的解读，引出Mike的 野营清单。在校对物品的过程中，教授答句。教师带领这学生校对野营清单，前四个物品都是感知、操练、运用Yes，it is.的过程。然而，到了spider这里，就是教授答句No, it isnt.的过程。听力的内容是Mike询问妈妈spider的位置，spider听到后逃走的过程。既训练了学生读图的阅读能力，同时也训练了学生听取关键信息的听力能力。听力之后，教师运用重点句型进行校对：“Is it?”不停的渗透问句，学生需要用“Yes，it is.”或 “No, it isnt.”来回答。以期达到，既渗透问句，有强化了答句的效果。Is it?是本课的重点句型，Is it的连读也是本课的难点。教师在这里让学生通过以下步骤来完成：1）仔细听，全班仿读。2)点拨连读，学生示范读。3）再次点拨，学生个别读。分三步走，把重点句型以及连读练熟，练透。将问句的介词部分挖空和给提示的方式，让学生在情境中操练问句，与此同时，教师的在问句操练之后，点开问号，后面会出现一些否定的提示，旨在让学生操练：“No，it isnt.”Toy box的处理方法：1）给学生提示单词：让学生对知识进行正迁移。2）拿出toy box的实物，让学生理解意思。3）拿出里面的toys,进行简单的操练。让学生带着问题观看课文的视频，训练学生获取关键信息的能力。合口读，整体感知文本。加强整体篇章的输入。逐句跟读，标出句子的升降调。重点句子重点点拨、重点跟读。教师饰演Mike，表现Mike寻找帽子的过程和表情，为接下来学生的表演做好示范。教师通过图片的区别，帮助学生理解情境语言：“Have a good time”的意思。 Consolidation1. 延续主线，拓展主要情境T：Everything is ready. Its time to go camping!Ss sing the song with the teacher.2. 拓展语言，丰富输出表达21 复习已知，拓展语言内容T: Wow its so beautiful outside! And the spider says: Wow! A tall tree! What else will the spider say?Ss thi