牛津深圳版3AUnit4

1、教學(xué)設(shè)計(jì)方案學(xué)校光明新區(qū)實(shí)驗(yàn)學(xué)校班級(jí)三年級(jí)學(xué)科英語課題Unit4 My friends教時(shí)共3課時(shí)一、教學(xué)目標(biāo)：1、詞匯：tall, short ,fat, thin, friend, he, is, my, she, this2、日常用語：Is he/she? Yes, he/she is. No, he/she isnt.二、制定依據(jù)：1.內(nèi)容分析本課是牛津小學(xué)英語3A Unit4 My friends.本部分的核心句型是Is he/she?是一年級(jí)、二年級(jí)內(nèi)容的螺旋上升。三年級(jí)的教學(xué)目標(biāo)是在分清單詞內(nèi)涵的基礎(chǔ)上正確合理使用新單詞，同時(shí)可拓展人物外貌，特點(diǎn)的否定回答，豐富學(xué)生對語言交際的感

2、知。2.學(xué)生實(shí)際班級(jí)學(xué)生共50多人，已經(jīng)學(xué)習(xí)過形容人物外貌的四個(gè)單詞，部分學(xué)生思維活躍，樂于在課堂上表現(xiàn)自己，英語學(xué)習(xí)積極性相對較高。少數(shù)學(xué)生因?yàn)閷W(xué)習(xí)習(xí)慣、家庭環(huán)境、個(gè)性內(nèi)向，英語學(xué)習(xí)上缺乏主動(dòng)性，在課堂上比較沉默。課中應(yīng)設(shè)計(jì)有趣的活動(dòng)激發(fā)學(xué)生的學(xué)習(xí)積極性。3.困難分析 二年級(jí)學(xué)習(xí)的句型是Is he/she.的肯定回答，三年級(jí)該句型的否定回答isnt是重點(diǎn)。學(xué)習(xí)時(shí)讓學(xué)生學(xué)會(huì)根據(jù)實(shí)際情況回答提問，存在一定的難度。教 學(xué) 過 程 (第1課時(shí))教學(xué)環(huán)節(jié)教 師 活 動(dòng)學(xué) 生 活 動(dòng)設(shè)計(jì)意圖Warming up 5minutesPresentation25minutes1. Sing a song<

3、;friend>2. Introduce some famous people by pictures.eg, this is, Hes/Shes3. Ask Ss to guess the celebrity in the pictures that present their appearance apparently.1. Show two pictures of two persons which are covered mostly. Let Ss guess who they are and what they look like, eg,1. Sing song with

4、the video.2. Say out the name of persons, describe some features.3. Answer and say their appearance with words learned.1. Guess the pictures who they are and try to outline the characters.唱歌使課前氣氛活躍起來。通過學(xué)生喜歡的童星來吸引學(xué)生的注意力，同時(shí)也可以讓學(xué)生先了解本課的重點(diǎn)內(nèi)容。學(xué)生都有獵奇心，遮擋住的東西能激發(fā)他們的興趣，學(xué)生參與活動(dòng)的熱情就會(huì)高漲。教學(xué)環(huán)節(jié)教 師 活 動(dòng)學(xué) 生 活 動(dòng)設(shè)計(jì)意圖Who

5、 is this? This isis fat/short.2. Invite two Ss to the front. Measure the height of Ss. And write down the data on blackboard. After that, invite two more Ss to compare and express with the sentences, eg, Im Hes/ Shes3. Four characters in textbook are showed one by one. Ask and describe the appearanc

6、e at the same time, eg,This is / Hes/Shes4. Listen and say. Play the video and ask Ss to do role play.5. Guessing game. One students eyes are covered and listen the sound of the other student to guess who he is.2. Look carefully and compare with two data to find out the answers. Try to use the sente

7、nces to express the difference.3. Describe appearance with sentence patterns.4. Do the role play with the partners. 5. Listen to the sound of other Ss to tell who they are and describe their appearance.學(xué)生通過活動(dòng)嘗試描述其他人的外貌特點(diǎn)，有利于回憶前面學(xué)過的內(nèi)容，使課堂活動(dòng)的操作更易進(jìn)行。學(xué)生對課文的主線人物有進(jìn)一步的了解，鞏固描述外貌的對話。生活中能大膽地進(jìn)行對話。學(xué)生對聽音猜人游戲比較感興

8、趣，能促使學(xué)生在玩中學(xué)。practice5minutesConsolidation5 minutesHomework1 minute1. Draw one picture of friend. Ask Ss to stress the feathers of person.2. Make Ss discuss about the picture they paint in group to foster the ability to communicate. Invite two students who are different in height and build to make a

9、comparison, eg, S1: Hello, Im This isHes/Shes (adj)S2: 1. Listen and read after the tape.2. Copy the main words.Draw a picture and try to introduce friend with sentences.畫畫是調(diào)節(jié)學(xué)習(xí)氛圍的潤滑劑，通過此項(xiàng)活動(dòng)使學(xué)生在放松的同時(shí)也能緊跟老師思路。學(xué)生通過不同活動(dòng)的操練對本課的重點(diǎn)句型已有一定的了解，鞏固練習(xí)幫助學(xué)生自然應(yīng)用到生活中去。Board design Unit4 My friends thinfatshorttallT

10、his is Hes/Shes my friend.Hes/Shes 教 學(xué) 過 程 (第2課時(shí))教學(xué)環(huán)節(jié)教 師 活 動(dòng)學(xué) 生 活 動(dòng)設(shè)計(jì)意圖Warming up 3 minutePresentation25 minutes1. Sing a song to help Ss relax themselves before class.2. Show cards of different characters to review the adj.1. Draw and say. Show some Ss paintings on the screen which can encourage Ss

11、 to present their paintings. And invite Ss to introduce their friends as much as possible.2. Guessing game. T draws profiles of Alice and Peter on the blackboard. And invite one student to do what T does, eg,Is he/she ?Yes, he/she is. No, he/she isnt.3. T presents some pictures of people and invites

12、 Ss to describe and talk about more.4. Play the video. Encourage Ss to follow the tape. Is he/she (name)?Yes, he/she is. No, he/she isnt.5. Do the game. Ss stand in a circle to guess who they are on their backs.6. Who they are. T describes one student to let student guess by different questions.1. S

13、ing the song.2. Review the adj.1. Show and say. Try to talk about their friends as much as possible.2. Draw profiles. Guess who they are. 3. Show the pictures to all Ss and make a new conversation with partners.4. Listen and act. Ss try to do role play.5. Ask and answer. Group work with sentence pat

14、terns.歌曲內(nèi)容讓學(xué)生提前意識(shí)到前面學(xué)過的知識(shí)，有助于銜接本堂課的新內(nèi)容。鼓勵(lì)學(xué)生積極參與課堂活動(dòng)，展示自我。課堂游戲?qū)W(xué)生的吸引力很大，通過此活動(dòng)，學(xué)生可以愉快地學(xué)習(xí)。Practice5minutesConsolidation5minutesHomework1 minute1. Memory game. Present some pictures of characters in book to let Ss remember the order.2. Finish the chart on the screen to choose two of people and make a co

15、nversation.T invites Ss to introduce their friends to all Ss.Listen and read after the tape.Copy the main words.1. Ask and answer.2. Tick the chart and make a dialogue.Board design Unit4 My friends Is he/she (name)? Yes, he/she is. No, he/she isnt.教 學(xué) 過 程 （第3課時(shí)）教學(xué)環(huán)節(jié)教 師 活 動(dòng)學(xué) 生 活 動(dòng)設(shè)計(jì)意圖Warming up 3 min

16、uteFree talk3minutesPresentation25 minutesSing the song in Listen and enjoy with different adj.Look at the picture in the culture corner.1. Present the alphabets (G, H) on the screen to let Ss read after T. And let Ss read the chant in the Learn the letters.2. T writes two alphabets on the screen to require Ss to pay attention to the writing order.Adapt the song with different adj.Guess why Mrs Wang isnt happy.Read the alphabets.Lets learnpractice歌曲改編對學(xué)生有更高的要求，趣味性較強(qiáng)，促使學(xué)生積極參與。Cons