人教PEP版三年级英语上册《Unit3_A_Let’s_talk江西公开课教案》.pdf
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1、教材图片: Unit3 Part A Lets talk 教学设计 教材:人教 PEP小学英语三年级上册P24 单元主题: Look at me! 课型:听说课 授课教师: 江西师范大学附属小学 肖刚 一、教学目标 1. 能理解对话大意,能用正确的语音语调朗读对话。 2. 能在真实情境中运用 “How are you ? I m fine, thank you. ” 来询问别人近况并回答,了 解其他的回答方式 “I m so so. I m good. I m OK. Very well, thanks. ”。 运用“Lets ”向别 人建议一起做某事。 3. 整合新知和旧知,再编创新的对话。
2、 二、重难点 1. 结合拓展的问候语 “I m good. Im OK. Im so so. Very well, thanks.” ,让学生能准确 理解并能恰当使用。 2. 结合“Let s go to school.” 句型,用 “Let s .” 提出建议。 三、教学过程 Step 1: Warm-up/ Lead-in 1. Free talk T: Good morning. S: Good morning. T: Whats your name? S: My name is T: Nice to meet you. T: Nice to meet you, too. 2. Rule
3、s T: In my class, I have some rules need you to understand. Rule1: You may earn stickers if you did a really good job in my class. Rule2: You may earn stars if your group did a really good job. Rule3: I say class. You say yes. ( 练习 T-class, S-yes.) Rule4: How I say class, how you say yes. (变换语音语调并配上
4、节奏、动作练习T-class, S-yes.) (设计意图:给新生第一次上课, 上课前先交待清楚课堂规则, 亮清评价方式很有必要, 让学生知道这节课上该做什么,怎么做;老师说Class时附带不同的动作和语调,学 生用 Yes和同样的动作和语调进行回应。如模仿Zoom 声音说 Class,双手击掌合十, 学生也将用同样的声音和动作回应;用这样新颖的形式容易使学生集中注意力,并能 活跃课堂气氛。 ) 3. 利用自己学校的图片,引出新词school。然后呈现一张美国的学校Lacy School 的 图片,请学生看图,猜测他们在做什么。 4. 询问学生是否想知道图片上老师唱的什么歌曲。师生一起唱“He
5、llo . Hello. How are you! ” 。 (设计意图:根据低段孩子爱唱好动的年龄特征,我将本节课的新知自编成一首歌曲, 以自弹自唱的方式直接呈现,既可以让学生们提前感知本节课的内容,缓解学生刚上 课时的紧张情绪,又能够展示老师的才艺,赢得孩子们的羡慕和尊重,为后续教学活 动的顺利开展奠定基础。 ) Step2: Presentation and practice 1. Show the pictures. T: Look at these pictures. Who is this? (教师分别出示 Mike 和 Chen Jie的头像 );Say “ good mornin
6、g and nice to meet you ” to Mike/Chen Jie. (设计意图:直接出示学生熟悉的人物让学生有亲切感,将人物头像贴在黑板上也是 为后面的板书做准备。) 2. Listen to the radio. (1) Look and answer. Listen and check. T: What are Chen Jie and Mike talking about on the way to school ? Let s listen to the tape. (听课文录音 ) “H ow are you? I m fine,thank you.”. (边板书边
7、重复目标语 ) (设计意图:通过看图片、打招呼、听录音的方式复习旧知,导入新知How are you? I m fine, thank you.的教学,让学生在真实自然的情境中学习和运用语言,感受英语学 习的乐趣。) (2) Let s listen and number. 3. Read books. (1) Read follow the tape. (2) Listen and point. 老师打乱课文顺序读句子,学生指认句子。 (3) Read text together. (设计意图:教学内容源于课本,发展于生活,还应回归于课本,因为教材是学生自 我学习和发展的重要途径,充分利用好
8、教材这个载体,训练和培养孩子的认读能力, 让孩子渐渐地在没有他人帮助的情况下,能够没有任何压力的完成自我朗读的任务; 重视培养孩子跟录音听读的好习惯,对从小养成正确的语音语调有很大帮助;指认句 子的活动也是为学生能顺利地完成下一个“ 排列组合 ” 的任务做铺垫。) 4. Practice “How are you? I m fine, thank you”. (1) Ask and answer one by one. T: How are you? S1: I m fine, thank you. How are you? S2: I m fine, thank you. How are y
9、ou? (2) Ask and answer group by group. (3) 呈现爸爸去哪儿第一季中的萌娃Cindy,石头,Kimi ,Angela,天天,告诉学生他 们见了村长,在相互问候,他们都说了什么,一起来听一听吧。 学生再听一次,根据录音内容,连线。 (4) Guessing game T: When some people ask you “How are you? ”, you may answer “I m fine, thank you; Very well, thanks; I m good, thank you.”But in the USA, can you g
10、uess which one people usually like to answer? S1: I m good, thank you. S2: Very well, thanks. S3: I m fine, thank you. (引导学生练习运用不同答语) T: They usually answer “I m good, thank you. ” in the USA. (5) Sing a song. T: There is a song about “How are you!” . Let s sing it. Song: Hello, hello, hello, hello.
11、 How are you? How are you? I m fine, thank you. I m fine, thank you. How are you! How are you! (两只老虎旋律 ) (设计意图:通过师生问答、生生问答、组与组之间的问答,练习句型How are you? I m fine, thank you. 既练习句型,同时又引出了“How are you? ”的其他不同回答方式, 起到了复习和呈现的双重效果; 再通过 guessing game的形式,练习新的回答方式 “I m good, thank you. ” “very well, thanks. ” 并
12、渗透美国的语言文化,既巩固练习了目标语, 又让学生了解了美国的语言习惯,最后通过歌曲巩固句型;整个教学过程充满趣味, 有效的激发了学生的参与热情。) 5. Learn and practice “Let s go to school.” T: Except they spoke “How are you? I m fine, thank you. ” on the way to school, what else did they say? Let s listen to the tape again. (第二遍听课文录音 ) (1) 教师边重复边进行板书 “Let s go to schoo
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