《2019-2020年三年級英語下冊 Unit 11 Lesson 2(1)教案 北師大版.doc》由會員分享，可在線閱讀，更多相關(guān)《2019-2020年三年級英語下冊 Unit 11 Lesson 2(1)教案 北師大版.doc（5頁珍藏版）》請在裝配圖網(wǎng)上搜索。

2019-2020年三年級英語下冊 Unit 11 Lesson 2(1)教案 北師大版 指導(dǎo)思想與理論依據(jù) 面向全體學(xué)生，注重素質(zhì)教育；整體設(shè)計目標(biāo)，體現(xiàn)靈活開放；突出學(xué)生主體，尊重個體差異；采用活動途徑，倡導(dǎo)體驗參與；注重過程評價，促進學(xué)生發(fā)展，力求做到寓教于樂，寓學(xué)于做,充分體現(xiàn)現(xiàn)代教學(xué)理念。本課中，我以有效的教學(xué)策略，給孩子提供充足的時間和開放的空間，讓學(xué)生通過自主思考，小組合作的形式學(xué)習(xí)語言，順利完成教學(xué)目標(biāo)，真正做到把課堂還給學(xué)生。 教學(xué)背景分析 教學(xué)內(nèi)容分析：本課是二十一世紀(jì)實驗教材北師大版《先鋒英語》三年級下冊第十一單元的第二課時，是在第一課時的基礎(chǔ)上進行的詞匯教學(xué)，本課時教學(xué)內(nèi)容為身體部位的名稱，分為Words to learn和Listen to this及Lets sing.eye,noe,ear,hair在一年級時學(xué)過，stomach在第一課時故事及前面的課程中學(xué)習(xí)過。屬于本課新授詞匯。通過本課時的學(xué)習(xí)，將會為孩子們今后的學(xué)習(xí)奠定基礎(chǔ)。 學(xué)生情況分析：三年級學(xué)生處于中段，樂于在活動中學(xué)，在游戲中習(xí)得英語。他們已有了一定的關(guān)于身體部位的詞匯量并掌握了一些句型結(jié)構(gòu)。本課時是第十一單元的第二課時，孩子們已在第一課時中初步了解了一些常見的形容詞good/ bad /big/small /old/young/tall/short。但句型She/He is a young/an old man/women. It is (not) a fat/thin bear. It is (not) a long/short snake.孩子們還是沒有接觸過，掌握起來有點難度。另外身處遠郊區(qū)縣，缺乏較好的課外學(xué)習(xí)資源及英語學(xué)習(xí)環(huán)境。 教學(xué)方式：通過復(fù)習(xí)、引入、新授、操練、及擴展等教學(xué)活動的設(shè)置與實施，激發(fā)學(xué)生的學(xué)習(xí)興趣，學(xué)生在體驗、參與、合作的氛圍中，理解知識、掌握知識，培養(yǎng)學(xué)生的合作學(xué)習(xí)意識和綜合語言運用能力。 教學(xué)手段：在學(xué)習(xí)過程中，我注意引導(dǎo)學(xué)生主動參與和體驗，利用貼近孩子們生活實際及他們熟悉的老師的照片和動物圖片，小組合作學(xué)習(xí)與交流、歌謠及游戲等形式，以達到深刻體驗和掌握單詞及句型的目的，為后面的交際活動打好基礎(chǔ)。 技術(shù)準(zhǔn)備： 1.課前環(huán)境準(zhǔn)備：以小組的形式就坐，選好組長；在教室的墻上掛一些學(xué)過的形容詞卡片和一些大小、長短不一的圖片或?qū)嵨铩? 2.教具準(zhǔn)備：錄音機、卡片、教學(xué)配套課件 教學(xué)目標(biāo) 知識與技能目標(biāo)： 1.能夠聽說、認(rèn)讀形容詞good/ bad /big/small /old/young/ tall/short/ fat/thin/ long/short, 及名詞man/woman，并能夠在情景中使用這些詞匯簡單描述人或動物的外表特征。 2.能夠運用句型She/He is（not）a young/an old man/women..等在情景中交流。 過程與方法目標(biāo)： 1.通過對故事及學(xué)過的單詞的復(fù)習(xí)，引出本節(jié)課新的教學(xué)內(nèi)容，以檢測學(xué)生的已有知識。 2.在學(xué)習(xí)過程中，引導(dǎo)學(xué)生主動參與和體驗，利用貼近孩子們生活實際及他們熟悉的老師的照片和動物圖片，小組合作學(xué)習(xí)與交流、歌謠及游戲等形式，以達到深刻體驗和掌握句型的目的，從而培養(yǎng)學(xué)生的綜合語言運用能力，為后面的交際活動打好基礎(chǔ)。 情感態(tài)度目標(biāo)： （1）通過學(xué)習(xí)，增加孩子們對動物的外部特征的認(rèn)識。培養(yǎng)孩子們愛護小動物，熱愛大自然等環(huán)保意識。 （2）通過緊密結(jié)合孩子們生活的英語語言運用活動和游戲，讓孩子們感受到學(xué)習(xí)的快樂。 （3）通過學(xué)習(xí)對事物的不同描述方法，培養(yǎng)學(xué)生仔細觀察，用對比的方式，自我歸納語法規(guī)律的能力。 （4）通過小組活動，培養(yǎng)孩子們在合作中學(xué)習(xí)的能力。 教學(xué)重點：幫助學(xué)生理解、認(rèn)讀單詞： fat/thin/ long/short, man/woman. 教學(xué)難點：能夠用本課句型簡單描述人或物的外表特征。 教學(xué)過程 （一）復(fù)習(xí)(Review) 1. 復(fù)習(xí)故事內(nèi)容。 Good morning, everyone. Today, I’ve got some pictures here. Do you want to see? Ok, let’s talk about the pictures. (幻燈出示圖片)(1’) 2. 復(fù)習(xí)學(xué)過的單詞。 Now, let’s read these words and do the actions together, ok? （出示卡片，讓孩子們快速讀出并做動作。） (2) 設(shè)計意圖: 通過孩子們熟悉的人物、故事及利用卡片復(fù)習(xí)學(xué)過的單詞，讓學(xué)生輕松愉快地進入英語學(xué)習(xí)的氛圍，激情引趣,調(diào)動積極性，為學(xué)習(xí)新課做準(zhǔn)備。 （二）新語言呈現(xiàn)與學(xué)習(xí)(Presentation) 1.通過老師的成長經(jīng)歷引出新詞man .Look at this picture. Read after me, please. (man，a young man. He is a young man.) (板書后，帶讀一遍，找兩三個同學(xué)說一說，相鄰的兩個同學(xué)互相說） 2.出示一位老師的照片，讓學(xué)生鞏固練習(xí)a young man. I’ve got another picture. Look, is he a man? Is he a young man? 3. 出示另一位老師的照片，讓學(xué)生鞏固練習(xí)an old man. How about he? Is he a man? Is he a young man? (板書后，帶讀一遍，找兩三個同學(xué)說一說，相對的兩個同學(xué)互相說） 4.出示本班班主任的照片，教學(xué)women. Very good. Now I’d like you to meet a very good friend of us, can you guess who she is? Look, who is she? (She is our teacher.)Yes, she’s our teacher, Miss Yun. Is she a girl? (Yes, she is.) Yes, I agree with you. But she is married. She’s a woman now. We should call her Mrs. Yun. But if you call her Miss Yun, she would be very very happy. (Explain girl and woman, Mrs. and Miss.) Ok, read after me: “woman, a woman, a young woman. She is a young woman.” (板書后，帶讀一遍，找兩三個同學(xué)說一說，相鄰的兩個同學(xué)互相說） 5. 出示一位老教師的照片，讓學(xué)生鞏固練習(xí)an old woman. Look at this one, please. Can Is she a young woman? (No, she is an old woman.) (板書后，帶讀一遍，找兩三個同學(xué)說一說，相對的兩個同學(xué)互相說） 6. 教師舉例：“My father is a young man. My grandfather is an old man. My mother is a young woman. My grandmother is an old man.” Can you try to say? （先找學(xué)生說，后小組說） 7. 通過對比兩只胖瘦有明顯差別的熊引出新詞fat/thin. Now look at these two bears. It’s a big bear. And it’s a fat bear. That one is a thin bear. 8. 對比兩條長短有明顯差別的蛇引出新詞long/short. Now lets look at these two snakes. It’s a long snake. That’s a short snake. 9. 利用課件進一步鞏固練習(xí)本課單詞。 Watch the video and read following it. Then point at each word and read to each other. 設(shè)計意圖：通過老師的成長經(jīng)歷引出新詞a young man，接著引出an old man, a young women, an old women,幫助學(xué)生充分感知并能夠明確區(qū)分man和 woman, young 和old,逐步學(xué)會用形容詞形容名詞。通過對老師的不同稱呼向孩子們介紹中西方文化背景的不同。通過對比兩只胖瘦有明顯差別的熊引出新詞fat/thin,對比兩條長短有明顯差別的蛇引出新詞long/short. 通過讓學(xué)生邊做動作邊說，加強對新出現(xiàn)詞匯的理解和記憶，并引導(dǎo)學(xué)生理解、運用。 （三）語言操練 (Practice) 10.TPR活動： tall/short, fat/thin, big/small, long/short… (老師發(fā)出口令，并出示卡片，學(xué)生跟讀并做動作。做得快的正確的將卡片發(fā)給他。) (3) 11. Listen to this. 聽音標(biāo)號，然后核對答案。（小組全對的，紅旗漲一格）(5) 設(shè)計意圖：通過TPR活動等各種練習(xí)形式及小組活動，進一步鞏固所學(xué)句型及單詞，并激發(fā)學(xué)生的學(xué)習(xí)興趣，在活動中培養(yǎng)孩子們的協(xié)作精神，并及時掌握孩子們的學(xué)習(xí)情況。培養(yǎng)學(xué)生的觀察能力、識圖能力和學(xué)生的聽力技能。 （四）語言運用(Produce) 12. Who can say more things or sentences about we have learned in the classroom or in our life? (5’) 13. Listen and sing a song. (3’) Play the tape, have them listen to it carefully. Then read the words together. Play the tape again, have them try to sing the song. 14. Play a game: I’ll say a word, you should do the opposite action. If you are wrong, you sit down. Let’s see who is the winner. 15.告訴孩子們fat/thin在東、西方文化中的差異，了解西方國家的文化習(xí)俗。(1’) 設(shè)計意圖： 與同學(xué)們生活實際相聯(lián)系，不僅為語言操練提供素材，而且有助于培養(yǎng)孩子們的觀察能力和想象能力。 （五）課堂小結(jié)及作業(yè)(Class closing and homework） 16. Say more sentences about the things or the person in your family with these new words we’ve learned today. (1’) 設(shè)計意圖：回家繼續(xù)鞏固新知。 附送： 2019-2020年三年級英語下冊 Unit 11 Lesson 3(1)教案 北師大版 1.Review Student Book page 52 ?Have the children return to the top of page 52. Show your copy of the page. Point to each label in turn. Ask, “What’s this?” Elicit, “It’s Peter’s (arm).” ?Repeat for all the labels in the picture. ?Put the children into pairs. Have one child point to a label and ask, “What’s this?” The other child should answer, “It’s Peter’s (foot).” ?When all the body parts have been covered, the children change roles. ?Have the children in each pair take turns asking and answering the questions. 2.Talk together Student Book page 54 ?Have the children turn to page 54. Draw their attention to the top of the page. Show your copy of the page. Point to the picture. Ask the children what they think Bobby is asking Mocky. Try to elicit, “How are you today?” ?Ask the children what they think Mocky’s answer is. Elicit, “I’m not well.” ?Now present the question, What’s the matter? Explain the meaning of the question and write it on the board. Have the children repeat the question after you. ?Point to Mocky and ask, “What’s the matter?” Try to elicit, “Mocky’s head hurts.” ?Tell the children that you are going to read what Mocky and Bobby are saying. Point to the first line. Explain that Bobby is speaking. Read the words and have the children repeat the sentence after you. ?Repeat the procedure for the rest of the dialog. ?Now point to the list of names of body parts. Point to each word in turn and read it aloud. Have the children repeat each word after you. ?Have the children repeat the dialog, substituting the different body parts. ?Divide the class into two groups, and have the children repeat the dialog in a role??play (one group is Mocky, the other Bobby), using all substitutions. Then have the groups change roles. 3.Listen and number Student Book page 54 ?Have the children open their books at page 54. Show your copy of the page. Point to the first picture and ask the children the following questions: “Who’s this?” (elicit, “It’s Ken.”); “How is he today?” (elicit, “He’s not well. His leg hurts.”) ?Repeat for the other pictures. ?Explain to the children that they will hear a sentence on the tape, and they must match it to the correct picture. Play the tape. Have the children point to the matching picture. ?Play the tape again, stopping after each sentence. This time the children need to write the correct sentence number next to the matching picture. ?Have the children repeat the sentences in a class drill. “How is (Ann)?” “Ann’s not well. Her (head) hurts.” 4.Read, trace, and match Student Book page 55 ?Have the children turn to page 55. Show your copy of the page. Explain that you want them to match the name of each body part to the correct place (and corresponding number) on the picture of Wang Ling’s body. ?Point to the word head. Read the word aloud. Have the children point to the correct part of Wang Ling’s body. Then have them read out the corresponding number (head, one). ?Have the children draw a line from the label head to the correct number, one. Check that the children do this correctly. ?Repeat the procedure for the remaining body parts. ?At the end of the activity, review the answers in a class drill (head, one; hair, two; and so on).