三年级上册英语教案Unit 1 Is it a monster？ 外研社

1、Is it a monster?【教学内容分析】本课是外研社小学英语新课标三年级起点第一册第8模块的第一单元，课标要求学生在图片和动作的提示下能够听懂简单的故事，并能做简单的角色扮演。课文通过Sam和朋友在室外玩风筝，而风筝的图案吸引了路过的小朋友，他们通过Is it a .? Yes, it is./No, it isn't.来猜测那是什么东西。他们最后认为是Monster，吓得抱头大喊“help”, 这时Sam 从树后面出来，那两个小朋友也看清楚了他们看到的东西是kite，而不是monster.生动形象的多媒体资源为学生提供了比课本更生动更真实更丰富的资源，更容易引起学生的兴趣，因

2、此有助于培养学生观察和判断事物的能力，容易激发与培养学生的想象力，使学生可以在生动活泼的氛围中进行创新思维。 【教学目标分析】1、语言知识目标： (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 isn't.来进行回答。2、语言技能目标：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 isn't.回答。3、德育目标： （1）通过动物单词、句型的学习以及

3、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 isn't.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

4、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、Sing a song: please stand up.2、 Fre

5、e 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? (guide the students to say one is new, and the other is old.)T: (show the word card"new")new,n-n-new.(T makes the students r

6、ead one by one.) T:Listen carefully and guess, what's in the present?(T plays the sound of cat.)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: Let's count together. 1,2,3. There are 4 cats.OK, now I will divide you into 4 g

7、roups, and each cat stands for a group.Let's have a match to see which group can eat the fish, OK?Step 2、 Presentation（25min）T: As we know, on Sams birthday party, Sam receives so many presents! Look!So many presents.(T shows presents on the PPT) Do you want to know whats in the box? If we dont

8、know, we can say " I dont know". (T shows the card “I dont know” ) OK! Now lets guess. Whats in the box? Before we guess, lets learn it together ”Is it a?”(T writes it on the blackboard, and prctices this sentence pattern by reading in indivisual, by pair, by groups.)T: You read it so loud

9、ly. Look, this present is from Daming, can yuou guess whats in the box? Is it a pencil? Is it a ? (guide the Ss to use “Is it a?” to ask.)S1: Is it a pen?T: Yes, it is.(T writes “Yes, it is” on the blackboard.) (T makes Ss guess Daming and Ms Smarts presents.This is easy for them.)T: This present is

10、 from Amy, Can you guess? ( This is a little difficult for them to guess)T:OK. Let's see together.Wow, it's a kite! (T shows the word card and teach the word) T:Look, so many kites, dog kite, cat kite, bird kite andLook, this is a monster kite, (T teaches “monster”) if we see a monster, we s

11、hould cry”help!”T：Now, Lets play a game:magic eyes! Whose has got a magic eyes? Read the word you see, but if you see a monster, you should cry “help!”, clear?T:All of you have a 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

12、-ROM for the first time.)T: Now, listen again, find”Is it? and underline” How many “Is it a?” can you find?Ss:3T: 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?.N

13、ow 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: Let's see what we have learned today. Step5、HomeworkPlay guessing game w

14、ith your friends, using the sentences pattern: Isit a.? Yes, it is./No, it isn't.Blackboard writing: Module 8 unit 1 Is it a monster? Is it a .? Yes, it is. No, it isn't. ×与当今“教师”一称最接近的“老师”概念，最早也要追溯至宋元时期。金代元好问示侄孙伯安诗云：“伯安入小学，颖悟非凡貌，属句有夙性，说字惊老师。”于是看，宋元时期小学教师被称为“老师”有案可稽。清代称主考官也为“老师”，而一般学堂里的

15、先生则称为“教师”或“教习”。可见，“教师”一说是比较晚的事了。如今体会，“教师”的含义比之“老师”一说，具有资历和学识程度上较低一些的差别。辛亥革命后，教师与其他官员一样依法令任命，故又称“教师”为“教员”。宋以后，京师所设小学馆和武学堂中的教师称谓皆称之为“教谕”。至元明清之县学一律循之不变。明朝入选翰林院的进士之师称“教习”。到清末，学堂兴起，各科教师仍沿用“教习”一称。其实“教谕”在明清时还有学官一意，即主管县一级的教育生员。而相应府和州掌管教育生员者则谓“教授”和“学正”。“教授”“学正”和“教谕”的副手一律称“训导”。于民间，特别是汉代以后，对于在“校”或“学”中传授经学者也称为“经师”。在一些特定的讲学场合，比如书院、皇室，也称教师为“院长、西席、讲席”等。“教书先生”恐怕是市井百姓最为熟悉的一种称呼，从最初的门馆、私塾到晚清的学堂，“教书先生”那一行当怎么说也算是让国人景仰甚或敬畏的一种社会职业。只是更早的“先生”概念并非源于教书，最初出现的“先生”一词也并非有传授知识那