Whose-coat-is-this教學設計.doc

Whose coat is this?一、教材內容本課的主題是“Clothes”，主要是談論衣物的所屬關系，通過Danny詢問它所保管的衣服是誰的，學習Whose coat is this?及應答。二、學情分析本課的教學對象是小學三年級學生，他們活潑好動，善于模仿，求知欲強，好表現(xiàn)，急于得到老師和同學的肯定，同時還具有集體榮譽感。但他們的注意力不夠持久，坐不住，容易出現(xiàn)倦怠情緒，需要老師設計靈活多樣的教學活動來吸引他們的視線，激發(fā)他們的學習興趣。三、教學目標 1.知識目標：1)學生能聽懂、會說、認讀、單詞whose,coat,shirt.2)學生能聽懂、會說、認讀句子Whose coat is this? Its my coat./Its Peters.2.能力目標：學生能運用本課所學句型談論衣物的所屬關系。3.情感培養(yǎng)目標：通過游戲活動，培養(yǎng)學生積極參與交流的意識，提高學生自信心。四、教學重難點重點：學生能聽懂、會說、認讀并運用句型：Whose coat is this? Its my coat./Its Peters.難點：在實際生活中會談論衣物的所屬關系，特別是靈活使用句型Whose coat is this? Its my coat./Its Peters.五、教學方法 情景法、直觀演示法、歌曲、游戲活動等 六、教學過程Step IWarming-up1.Greetings.2.Enjoy a song: Lesson 2的活動三。展示活動三的圖片，Jenny is wearing a red dress and Danny is wearing a blue cap.3.Look, is this your sweater? No, it isnt. Whose sweater is this?學習whose 【設計意圖】總結上一課的重點句型，同時利用最后一句向新課進行過渡，既以舊帶新，又渲染了課堂氣氛。Step IIPresentation1.Leading-in:3.Look, is this your sweater? No, it isnt. Whose sweater is this?學習whose Is this your coat?學習coat單詞，引出whose coat is this?并板書（1）課件出示Li Ming的外套，逐一問學生Is this your coat？學生都回答:No, it isnt.然后問Whose coat is this?Whose coat is this? (呈現(xiàn)本課課題)教學新單詞whose。以chant形式Whose coat，Whose coat，Whose coat is this?領讀課題（2）Lets watch the video.請學生看CD-ROM，聽第一遍錄音，回答問題。 (1) PPT顯示問題Whose coat is this?學生說出答案后，幫助學生進行人稱轉換。以chant形式朗讀并鞏固句型：Whose coat is this?Its my coat.【設計意圖】chant朗朗上口，學生喜歡，易于接受。(2) Listen again and repeat, then answer the question.(Recorder)Is this Guo Yangs coat?(3)Listen and imitate,then answer the question.Whose shirt is that?利用圖片教學新單詞shirt，教師站遠強調thatChant形式鞏固句型：Whose shirt is that? Its Peters.【設計意圖】模仿正確的語音語調，培養(yǎng)純正的英語發(fā)音，并加深對課文的理解和掌握。同時讓學生帶著問題循序漸進地接受知識，整體感知課文的基礎上，學習新單詞，在這種特定的情境中，便于學生理解其含義，也使學習變得更容易。(4). Read the text by yourselves and read it in groups.【設計意圖】讓學生真正走進課文，融入課堂教學。(5)全班分角色給課文配音。Step III:Practice1. Game：(Pair work)活動二。（大風車）2.Group work： A: Whose coat is this? B: Its XXXs. Whose coat is this? C: Its XXXs. Whose coat is this? D: Its XXXs. Whose coat is this? A: Its XXXs. 3.Group work:(拓展練習-“失物招領”尺子、橡皮等。) Find the owner.教師出示手中的物品，然后詢問請學生四人一組仿照課文內容進行對話。四個人中選一個人當組長，課前在自己的小組內，收集組員的一些文具放在塑料袋里，課上拿出一件來問Whose .is this?”,其它組員回答“Its.”Eg:A：Whats this?B: Its a A:What colour is it?B:Its A: Oh, its new. Is this your ?B: Yes, its my coat.(用不同顏色標注，區(qū)分開來/No, its isntA: Whose is this？B: Its my_. C: Its XXXs. D: Its XXXs.【設計意圖】練習的設置由課本走向生活，并且循序漸進，由易而難，符合認知規(guī)律，同時將所學知識融入現(xiàn)實生活中，達到學以致用的目的。3. Handwriting game. Copy the letters of Part 3:Ll Mm NnStep IV: Summary請學生自己總結本節(jié)所學，教師補充，最后學生齊讀本課重點。Step V. Homework:A: Listen and imitate the dialogues, try to act in groups.B: Act out the text for your father and mother.【設計意圖】為不同層次的學生設置不同層次的作業(yè)，給學生提供了充分的自主選擇權，同時也將課內學習延伸到課