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2019-2020年三年級英語上冊 Module 9 Unit 1(3)教案 外研版（一起） 知識目標： 1．使學生能聽說認讀long jump , high jump ,run a race 和Sports Day等單詞。 2.使學生能理解be going to為“意愿和打算”的意思，能夠聽懂他人的計劃，并表達自己或他人的計劃和打算。 能力目標：在課堂創(chuàng)設(shè)的各項活動中，培養(yǎng)學生的聽、說技能，以及與人交流合作的能力。 情感目標： 1.培養(yǎng)學生的英語學習興趣及自信心，即引導學生在課堂上能有興趣的聽英語、說英語、樂于模仿，敢于開口。 2.培養(yǎng)學生積極鍛煉身體，增強體質(zhì)的意識。 教學重難點 1.能聽說認讀long jump , high jump ,run a race 和Sports Day等單詞。 2.能理解be going to及結(jié)構(gòu)特點，特別是能在句型運用表述中正確進行人稱的轉(zhuǎn)換。 教具準備： 單詞卡、多媒體、句型條、調(diào)查表等。 教學方法 情景法、直觀演示法、多媒體輔助教學法、全身反應(yīng)法等 教學過程 教學環(huán)節(jié)及時間 教師活動 學生活動 對學生學習過程的觀察和考查及設(shè)計意圖 Step1: Warmer. 1. Greetings. Say “hello” to Ss. Say “hello” to teacher. 營造輕松愉悅的教學氛圍。 2. Sing the song: Can you run fast? Sing and do actions. Then introduce the match. T: Wow, group 1 and group2, you’re wonderful. Look, today we will have a petition. e on! Try your best! OK? Sing and do actions after teacher. Try to understandthe match. 復(fù)習曾學習的部分運動類短語：run fast, jump far.讓學生自主演唱，充分調(diào)動積極性。介紹分組競賽機制，激發(fā)學生求勝心和積極性，牢牢抓住學生的注意力。 3. Game: TPR活動. Look and guess . Listen and do . jump run play football play basketball play Ping-Pong … Play the game. Try to say the words and phrases . 幫助學生加深了對短語的記憶，為本課的教學作了知識的鋪墊，構(gòu)建知識表象。 Step2: Presentation. 1. Learn the words. (1)T: It is going to be Sports Day.(Show the picture.)What are you going to do? Show the card, teach: Sports Day S:I am going to…(引導學生用這樣的句型說，并板書句子） (2)T:Guess!What am I going to do?(做動作 long jump) Show the card, teach: long jump T:I am going to do long jump. Show the sentence and write. (3)用同樣的方法教授do high jump (4)學生能說出run時，直接出示race單詞卡片并學習詞組run a race. I am going to run a race. 2. Learn the text.(揭示課題) T: Our friends Sam, Amy, Daming. They will have a Sports Day on Friday. T： shows the picture of the text. Play the puter. Listen to the CD, Listen and answer the questions. (1) What is Sam going to do? Ss: He’s going to do long jump. (2) What is Amy going to do? Ss: He’s going to do high jump. (3) What is Daming going to do? Ss: He’s going to run a race. Listen again ,and answer .(出示圖片) Listen again, then repeat. 角色朗讀。 Look at the TV. Learn the words Sports Day Learn the words and sentence. long jump（火車讀 I am going to do long jump.(分組讀聲調(diào)變化讀） Look and listen then answer. Listen and repeat. 圖片配以歡呼聲使情境更加真實自然。呈現(xiàn)一些參加運動會的情境，讓學生從已有的知識經(jīng)驗出發(fā)，由舊知引出新知，引入運動項目短語。 以小組競賽形式組織課堂，更能激發(fā)學生的學習興趣。 把配套的課文動畫插入幻燈片中，完成播放與跟讀，簡單方便易操作。 每一遍都設(shè)定了相應(yīng)目標，由易到難，層層遞進，培養(yǎng)學生的理解、觀察能力，實施任務(wù)型教學。 使生感受地道地英語，模仿跟讀。 Step3: Practice. 1. Chant. T: Now stand up, let’s chant! Follow me! Run, run, run a race. I’m going to run a race. Long, long, do long jump. I’m going to do long jump. High, high, do high jump. I’m going to do high jump. Sports Day, Sports Day. It’s going to be Sports Day. Ss clap and chant. 概況了本課的新短語、句型，全面、有節(jié)奏感，初步感知輸入——學生模仿——集體輸出這個連續(xù)的過程，實現(xiàn)短時間、高頻率的操練。 2. Game: Happy guessing game. T show some pictures. Someone is going to do something. Let Ss guess. T: What is he/she going to do? Ss guess. Ss:He/She is going to … 緊緊抓住學生好奇、愛猜的特點,讓學生猜猜著名的運動明星打算進行的活動。 Step4: Extension Survey. Show a survey: What are you going to do at the weekend? Show the date of the weekend and some interesting pictures of activity. Make an example at first. Chooses some groups to show. Teacher be a reporter to ask them. Look and listen carefully. Practice in groups. A student be the reporter. Show it. 結(jié)合實際情況，設(shè)計討論周末計劃的真實情境，精美的活動畫面勾起學生對于周末的向往。先由教師擔任記者進行問題的拓展輸出，整合個人回答與集體回答。 Step5: Summary T：Let’s make a good sports plan. Do sports everyday , and we are going to be stronger and stronger! Show the result of the match. Which group catch the Medal Cup? Read it. Ss: We’re the winner. 簡單總結(jié)，提倡每天做運動，提高身體素質(zhì)。通過“Medal Cup”評價總結(jié)，讓生認識到集體目標的實現(xiàn)離不開個人的努力，使生體驗到了成功的樂趣和完成任務(wù)的欣喜。 Step6: Homework Ask your friends what they are going to do at the weekend. Look and read. 符合教學實際，突破了時間空間的限制，使學生將課堂內(nèi)的內(nèi)容延伸到課堂之外。 Writing on the blackboard: Module 9 Unit 1 I’m going to do long jump. On Sports Day Amy is do high jump. he/she is run a race. 附送： 2019-2020年三年級英語上冊 Module 9 Unit 2 I’m going to be a driver教案 外研版 主要教學步驟： I. Warm up: 1. Hello children Do you like singing? Let’s enjoy a song and do the actions. T:You can sing well. A hug for you! Maybe you’re going to be singers! (設(shè)計意圖：通過唱歌引起學生興趣，并復(fù)習有關(guān)職業(yè)的單詞和動作。) 2. TPR T:Let’s do and say quickly. I want to know who is going to be No.1? Ss:I’m going to be No.1! Flash pictures, say and do quickly. (滲透句型：I’m going to be … . 復(fù)習6個職業(yè)詞匯。) II. New lesson: 1.Show a photo about myself. Show a photo about my little sister. T:Can you guess? What’s the meaning of the sentence? 板書I’m going to be a ____.，引導學生認讀一遍，猜猜意思：我將要成為一名教師。 T:Is she a teacher now? (Ss:No, she isn’t.) She is going to be a teacher when she grows up.強調(diào)be going to 句型表示將來。 T: My little sister is going to be a teacher. What about you? 引導學生用I’m going to be a ____.說句子。 T：And you? What are you going to be? 出新句型，板書，引導學生認讀一遍，猜猜意思：你將來想做什么？ Ss: What are you going to be? 引導學生齊問2組，操練句型。 T: Oh, you have good dreams. Our friends are talking about their dreams. Who are they? Look!(板書畫Sam 和Daming的頭像) Let’s ask Sam. 引導學生齊說What are you going to be，Sam? Let’s ask Daming. 引導學生齊說What are you going to be，Daming? Let’s listen. (設(shè)計意圖：通過兩張照片的對比，讓學生感受句子的含義，強調(diào)be going to句型表示將來，以問答的形式引出新句型并操練，在操練中自然地進入課文的學習。) 2. (1)Listen and answer the questions. （兩名學生說答案。） T:Is Sam going to be a driver? Is Daming going to be a doctor? Let’s listen it again. T:You’re right! You have sharp ears! Let’s enjoy a chant: What are you going to be? Sam, Sam? I’m going to be a driver. I’m going to be a driver. What are you going to be? Daming, Daming? I’m going to be a doctor. I’m going to be a doctor. First listen, then say toghther, ask and answer. （設(shè)計意圖：首先整體呈現(xiàn)文本，給學生提出問題，讓學生帶著問題聽課文，找出答案后讓學生再聽一遍判斷答案是否正確，再將句子編成朗朗上口的chant，幫助學生進行機械操練。在這個環(huán)節(jié)里，學生聽了兩遍課文錄音，初步了解了文本大意。） (2)T:Sam is going to be a driver. Is he a driver now? Why?(強調(diào)be going to 句型表示將來。) Who is a driver now? Let’s listen and try to inmitate. (S1:Lingling’s father is a driver. ) （設(shè)計意圖：再提出問題，強調(diào)句型功能，并引導學生聽音模仿。） (3)T:Can you find the sentences with “going to”? Let’s listen and try to inmitate the text again. T:Please circle“going to”.(學生在課文里圈出going to) Can you read the sentences with“going to”?(三名學生找出句子并讀。) （設(shè)計意圖引導學生再次跟讀模仿，通過圈出going to鞏固基礎(chǔ)知識，讓學生對文本的掌握更加扎實。） (4)T:Look at picture two. What’s the matter? (Lingling fells down, she hurts her leg.) Who can e and help? (Ss:A doctor.) T:Can Daming help Lingling now?(Ss:No.) Why?(Ss:Daming isn’t a doctor now.) （設(shè)計意圖：深入分析課文，讓學生充分理解課文情境再次強調(diào)be going to 句型表示將來。。） (5) T:Can you act this text? Let’s read it together. 學生齊讀，然后全班分成三組分角色讀課文。 學生分角色表演課文，展示一組。 (T:A wonderful show! Maybe you’re going to be film stars.) （設(shè)計意圖：首先齊讀，讓學生又熟悉了一遍文本，在班里分組分角色表演，給學生的表演展示做了示范。） 3.T:Daming isn’t a doctor now. He can’t help Lingling. He’s going to help Lingling. Can you match? Ss:Match and read the sentences. （設(shè)計意圖：設(shè)計連線題，介紹職業(yè)功能，讓學生理解職業(yè)的職能，并練習詞組：drive a car, teach English, help people,為學生描述自己的夢想做準備。） 4. T:There are four jobs. I have some pictures in this box. They’re about jobs. Do you want to know? (show a box) Let’s chant and pass the box. Ss:What are you going to be? What are you going to be? …… T:Stop! Ss—S1: What are you going to be? S1 (chooses a picture and show it to classmates.) I’m going to be a ____. T—S1:Are you going to be a ____? S1:Yes. T:Why? S1:No. Ss:What are you going to be? Why? （設(shè)計意圖：設(shè)計傳盒子的游戲，進行趣味操練，并與學生進行交流，當學生抽到一張代表職業(yè)的圖片（如聽診器）時說：I’m going to be a doctor.教師與學生進行交流，詢問將來是否愿意從事這項職業(yè)，進行意義交流。） 5.T:You know many jobs. Let’s read them. (T shows the words and pictures: teacher、bus driver、train driver、taxi driver、doctor、nurse、policeman, 并拓展singer、dancer、runner、basketball player、football player、ping-pong player ……) T—S1、S2:What are you going to be? S1、S2:I’m going to be a ____. T:Do you want to know your friends dream? Ask answer in your group. （設(shè)計意圖：拓展職業(yè)單詞，為學生描述自己的夢想，組內(nèi)交流提供把手。小組活動，滿足學生說的愿望。） 6.T:Everybody has a dream. My friend Lily has a dream too. What is she going to be? Read it by yourself. (Ss read the passage and answer the question.) T:Can Lily run fast? Does she like playing football? Let’s read it together. (Ss read the passage together.) T:Can you say something about yourself? Say it with your partner. T:Who wants to show your dream? （設(shè)計意圖：給出一個小語篇，讓學生以此為把手描述自己的夢想。學生先通過自讀回答問題，齊讀熟悉短文模式，然后把自己的夢想說給同桌聽一聽。將本課時所學知識進行整合，形成語篇，提高學生的口語表達能力。） III.Summary: T:Today we talked about “I’m going to be a ___.”. What are you going to be? Say it together! Ss: I’m going to be a ___. T:Do you want to know what am I going to be? Ask me please. Ss: What are you going to be? T: I’m going to be an excellent teacher! After class,you can ask your friends dream. You can do a sevrey. This is today’s homework. (設(shè)計意圖：小結(jié)時再次創(chuàng)設(shè)情境運用句型，并在運用中總結(jié)。) IV. Homework: Do a sevrey （設(shè)計意圖：課堂活動的延伸，將所學語言運用到真實的情境中。）