Its mine! 教学设计

标签：小学三年级英语教案,三年级下册英语教案,http://www.jiaoshi66.com Its mine! 教学设计,

Its mine! 教学设计

    一、教学目标
    1.知识目标
    句型:Its mine / yours / hers / his / Lingling’s.
    新单词:matter, wear, line, argue.
    2.能力目标:说明物品所属关系。
    3.情感目标:让学生感悟到生活中应该处处充满友爱,不应该有争吵。
    二、教具
    多媒体课件、自制的衣服模型。
    三、教学过程
    Step Ⅰ Talking with students
    1.T: Hello, boys and girls. You’re very nice today. Look at my sweater. I washed it yesterday, so its very clean now. (问一个衣服干净的学生) Your school uniform is very clean. Did you wash it yesterday?
    S1: Yes, I did.
    T: Oh, I like you.
    2.让同桌两人互相问一问。
    A: Did you wash your school uniform yesterday?
    B: Yes, I did. / No, I didn’t.
    3.T: If your school uniform isn’t clean, please wash it tomorrow. OK?
    (设计说明:在上课初始,看似教师与学生很随意的谈话,其实已经解决了本课的新单词clean,并为学习Did you wash Lingling’s T-shirt? No, I didn’t. Ms Smart washed them做好了准备。)
    Step Ⅱ Presentation
    1.T: Would you like to see a cartoon film? Today, I’ll show a film to you. Please look and listen.
    多媒体课件播放flash 动画: 棒棒英语中的Its mine. What’s the matter?
    Two mice are arguing for a sausage.
    Mouse 1: 这是我的。Its mine.
    Mouse 2: 不,这不是你的。No, It isn’t yours.
    Jimmy: 怎么了?What’s the matter?
    2.T: Please look and listen again and tell me what they said.
    3.T: What did he say?
    S1: Its mine. (回答正确的学生可以作为小老师教其他学生读)
    S2: No, it isn’t yours. (教读的方法同上)
    S3: What’s the matter? (教读的方法同上)
    (设计说明:小学生特别喜欢动画flash,用多媒体播放动画,能激发学生学习英语的兴趣;而且flash内容贴近课文内容,语言环境真实,直接进入本课的学习,让学生从整体上感知了新的语言现象。)
    3.教师用两个手指的碰撞表示argue。
    T: Look at them, they are arguing. Lets say “Don’t argue” to them together.
    Ss: Don’t argue.
    Step Ⅲ Practise “It’s mine. It’s yours. ”
    1.T: (指着自己的书) Look. It’s my book. It’s mine. (指着一名学生的书) It isn’t mine. It’s your book. Its yours.
    2.与另外两名学生做同样的练习。
    T: Its mine. It’s yours.
    Ss: Its mine. It’s yours.
    3.让同桌做类似的练习,学生要指着自己和同桌的书或其他的物品进行表达。
    A: Hi, ... . It’s mine. It’s yours.
    B: Hi, ... . It’s mine. It’s yours.
    4.展示他们的对话。
    Step Ⅳ Learn and practise “hers, his and Ling lings”
    1.走到学生们中间,拿起一本女生的书。
    T: Please look at the book. Whose book is this?
    Ss: It’s her book.
    T: Yes, it’s hers. It’s Amys.
    2.再拿起一本男生的书。
    T: Please look at this book. Whose book is this?
    Ss: It’s his book.
    T: Yes, it’s his. Its Peters.
    3.做相似的两个练习。
    4.同桌练习,鼓励学生指着物品来表达。
    A: Whose book is that?
    B: It’s hers. It’s his. It’s ...s.
    (设计说明:从学生们各自的生活背景出发,创设真实的情境,让学生投入到情境中习得语言,而且充分利用教室里的实物,这种情景创设简单、方便。最初的习得由老师和学生进行对话,而后由同桌进行操练,让学生们能够全员参与到说英语中。)
    Step Ⅴ Play a game: Can you remember?
    1.出示衣服卡片。
    T: I have got some cards. Look! What’s this?
    Ss: It’s T-shirt / dress / skirt / trousers / coat / cap.
    2.教师将一张卡片夹到书里,让学生猜。
    T: I’ll put one card into the book, please guess what’s in the book. Let’s start. What’s in the book?
    Ss: T-shirt / dress / skirt / trousers / coat / cap.
    T: Yes, you’re right. Its yours. (学生猜得正确,将卡片送给学生) / Sorry, you’re wrong. It isn’t yours. (学生猜得不正确,表示遗憾)
    Ss: Oh, Its mine.(帮助学生回答)
    3.做同样的练习,直到将六张卡片都发到学生手中。
    4.T: Please remember who has got cards.
    T: (把六张卡片收上来) Whose T-shirt / dress / skirt / trousers / coat / cap ... is this?
    Ss: Its ...s. It’s hers / his.
    (设计说明:课本的第三部分是让学生使用课本上的图片T-shirt, dress, skirt, trousers, coat, cap练习mine, yours, hers, his。怎样能吸引学生学习呢?我根据授课内容和学生的年龄特点,设计了游戏“你还记得吗”。为学生设置了信息差,在游戏中进行了练习,使教学变得轻松愉快,并达到事半功倍的效果。)
    Step Ⅵ Play a game: Do you know?
    游戏前,教师收集几个学生的铅笔盒。
    T: Whose pencil-box is this?
    Ss: Its hers / his / ...s.
    T: Sorry, you’re wrong. / Yes, you’re right. Its yours.
    Step Ⅶ Text
    1.教师出示三张红色的T-shirt 卡片。
    T: Look.What are they?
    Ss: They are red T-shirts.
    2.教师将两件T-shirts横排贴在黑板上,然后在黑板上画上衣架,绳子和太阳。
    T: (手指卡片)Look at the two T-shirts. Ms Smart washed them. They are hanging outside.
    教师边画线边教读on the line。
    在黑板下面一点,贴上另一件T-shirt。
    T: (手指卡片)Look at the T-shirt. Ms Smart didn’t wash it. Its clean. So Sam wants to wear it. And Amy wants to wear it, too. They are arguing.
    3.T: Do you know whose T-shirt it is? Please listen to the tape and answer the questions.
    放课文录音,学生仔细听。
    4.检查学生听的情况。
    T: Whose T-shirt is it?
    S1: It’s Amy’s.
    S2: It’s Sam’s.
    S3: It’s Lingling’s.
    5.再放录音,提示学生跟读,然后分角色表演。
    T: Please listen and read. Then let’s read in roles.
    (设计说明:我利用了T-shirt卡片,将它们贴在黑板上,并且运用了简笔画,将课文主要内容形象直观地展现在学生的面前。然后给予学生听的任务,带着问题听录音。课文的细节问题解决了,学生们在练习听力的同时,也会体会到成功的快乐。)

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