三年級上冊英語教學設計Lesson 8 It's not a ball 教學設計 1接力版

1、Lesson 8 Its not a ball.教學設計1教材分析本單元圍繞“識別物品的所屬”，使學生學會詢問物品的主人的基本句型“This is Its not ”學情分析學習新詞匯，掌握重點句型，使學生能比較好地解決類似問題，既能提高學生解決問題的能力，又能鞏固所學知識。該部分學習內(nèi)容貼近學生的生活，談論的主題是學生最關心的問題，極易于激發(fā)學生的主動性和學習興趣。培養(yǎng)學生拾金不昧的精神和助人為樂、團結(jié)友愛的品德。教學建議采用Using contest guessing和Role playing的學習策略，利用實物演示、教學圖片或制作多媒體課件來展開課堂Pair work, Group wo

2、rk的口語交際活動，識別物品的所屬，體會指示代詞、一般疑問句的用法。教學目標1. 語言知識目標：1) 能掌握下列詞匯：table egg 2) 能掌握以下句型：This is Its not 2. 情感態(tài)度價值觀目標：通過“識別物品的所屬”的學習，讓學生們學會愛惜自己的學習物品，養(yǎng)成照看好自己的物品的好習慣，發(fā)現(xiàn)不屬于自己的物品，應及時歸還物品的主人。該部分學習內(nèi)容貼近學生的生活，談論的主題是學生最關心的問題，極易于激發(fā)學生的主動性和學習興趣。教學重難點能口頭應用以下句型：This is 教學過程 Warming-up and revision 1. Greeting the Ss. Good

3、 morning! /Hello!/ Hi! .2. Let some Ss show their family photo. Ask: Is this ? Yes, it is. /No, it isnt. 3. Collect some items (pen, ruler, cup, book, pencil) from the students and ask:Whats this?(Help them answer like this: Its a/an )Have them work in pairs to practice the questions. 4. Provide mor

4、e words by showing the students the picture in 1a. T: What can you see in the picture? Collect their answers. Also ask them to finish 1a by themselves. Check their answers. 5. Let Ss read the new words aloud after the teacher. Then try to remember the new words. Presentation1. Pretend that you dont

5、know whose these things are and ask A: “Is this your book?” And lead him/her to answer: “Yes, it is. Its mine.”Have the students ask and answer in pairs. (Maybe when they do this, theyll make mistakes, so the teacher come to them and give them help if necessary.) Then ask them to act their dialogues

6、 out. ListeningT: Now please listen to the three conversations, the first time you only listen. Then I play again. And this time you listen and number the conversations.(Point to the boxes to show where students write the numbers for the conversations. Teacher plays the tape and students listen to i

7、t and finish 1b.)T: Lets check the answers, OK? Ss: (from left to right) T: Thank you. Pair work1. Get the students to work in pairs to practice these conversations.2. Ask them to practice in groups. Walk around the classroom to check pronunciation and intonation. Then call some groups to perform th

8、eir conversations in front of the class. Listening 1. Work on Look and say.T: Please look at the pictures. Can you say their English name? (Teacher asks the students to name each one individually.)S1: This is S2: This is 家庭是幼兒語言活動的重要環(huán)境，為了與家長配合做好幼兒閱讀訓練工作，孩子一入園就召開家長會，給家長提出早期抓好幼兒閱讀的要求。我把幼兒在園里的閱讀活動及閱讀情況

9、及時傳遞給家長，要求孩子回家向家長朗誦兒歌，表演故事。我和家長共同配合，一道訓練，幼兒的閱讀能力提高很快。S3: 課本、報刊雜志中的成語、名言警句等俯首皆是,但學生寫作文運用到文章中的甚少,即使運用也很難做到恰如其分。為什么?還是沒有徹底“記死”的緣故。要解決這個問題,方法很簡單,每天花3-5分鐘左右的時間記一條成語、一則名言警句即可?？梢詫懺诤蠛诎宓摹胺e累專欄”上每日一換,可以在每天課前的3分鐘讓學生輪流講解,也可讓學生個人搜集,每天往筆記本上抄寫,教師定期檢查等等。這樣,一年就可記300多條成語、300多則名言警句,日積月累,終究會成為一筆不小的財富。這些成語典故“貯藏”在學生腦中,自然會

10、出口成章,寫作時便會隨心所欲地“提取”出來,使文章增色添輝。Homework: 要練說，先練膽。說話膽小是幼兒語言發(fā)展的障礙。不少幼兒當眾說話時顯得膽怯：有的結(jié)巴重復，面紅耳赤；有的聲音極低，自講自聽；有的低頭不語，扯衣服，扭身子。總之，說話時外部表現(xiàn)不自然。我抓住練膽這個關鍵，面向全體，偏向差生。一是和幼兒建立和諧的語言交流關系。每當和幼兒講話時，我總是笑臉相迎，聲音親切，動作親昵，消除幼兒畏懼心理，讓他能主動的、無拘無束地和我交談。二是注重培養(yǎng)幼兒敢于當眾說話的習慣。或在課堂教學中，改變過去老師講學生聽的傳統(tǒng)的教學模式，取消了先舉手后發(fā)言的約束，多采取自由討論和談話的形式，給每個幼兒較多的當眾說話的機會，培養(yǎng)幼兒愛說話敢說話的興趣，對一些說話有困難的幼兒，我總是認真地耐心地聽，熱情地幫助和鼓勵他把話說完、說好，增強其說話的勇氣和把話說好的信心。三是要提明確的說話要求，在說話訓練中不斷提高，我要求每個幼兒在說話時要儀態(tài)大方，口齒清楚，聲音響亮，學會用眼神。對說得好的幼兒，即使是某一方面，我都抓住教育，提出表揚，并要其他幼兒模仿。長期堅持，不斷訓練，幼兒說話膽量也