三年級上冊英語教案Module 2 Unit 1外研社

1、Module 2Unit 1 Were making a cake. 教材分析Amy跟Sam 建議做蛋糕，爸爸媽媽先后推門進來問他們正在干什么，并請他們保持安靜?？伤麄兟曇籼罅?，父母親不讓他們做，讓他們回房。進房后Amy吹笛，Sam打鼓，吵得父母只好同意他們繼續(xù)做蛋糕。 教學目標【知識目標】1.能聽懂、會說、會認讀單詞：make, cake, idea, instead2.能熟練運用句型：What are you doing? Were making a cake.Please be quite! Im working.【能力目標】能借助圖片、文字和練習對文本有初步了解，能運用現(xiàn)在進行時談論

2、、詢問和描述自己或他人正在做什么?！厩楦心繕恕客ㄟ^一系列趣味活動培養(yǎng)學生積極主動使用語言的情感。 教學重難點【教學重點】熟練運用句型：What are you doing? Were making a cake. Please be quiet.【教學難點】能正確表達正在進行的事情。 課前準備PPT, flash cards, pictures, 教學過程Step 1. Warm- up Free talkT: Class begins, stand up, please. Good morning, class.Ss: Good morning, Ms Ji.T: How are you t

3、oday?Ss: Im fine, thank you. And you?T: Im fine, too.Step 2. Preview1. Play the song “Make a cake”.T: Now, Lets listen to a song. Listen carefully. Whats this?Ss: Its a cake.T: Yes, now read after me. Cake/Ck, cake/c-a k-e/cake.(Show a PPT)Read it together. Make a cake.Step 3. PresentationT: Do you

4、like cakes?Ss: Yes!T: Your friends Amy and Sam like it, too!(出示Amy和Sam的頭飾)T: Look at the screen. Are they happy?Ss: Yes, they are.T: Why? Why they are so happy? What are they doing?(After playing the CD)T: Who got the answer?S1: Make a cake.T: Maybe you can say: Theyre making a cake! (PPT)So Amy and

5、 Sam are happy. Theyre making a cake. Class, is it a good idea for Sam and Amy? Ss: Yes, it is a good idea for Sam and Amy. But is it a good idea for Ms Smart and Mr Smart? (出示頭飾幫助理解)Now listen to the text again, then answer the questions. Q: What is Mr Smart doing?What is Ms Smart doing?A: Mr Smart

6、 / He is reading. Ms Smart / He is working.(PPT shows SB's P6. Picture 5)T: As you know, making a cake is not a good idea for Mr Smart and Ms Smart. Now look! Is Sam / Amy making a cake now?Ss: No, he / she isn't.T: So what are they doing now?Ss: Play the flute / drums.T: I think you can do

7、better. Who can have a try?Ss: Amy is playing the flute. Sam is playing the drums.T: Right, you're very clever! So, Amy is playing the flute, and Sam is playing the drums.要練說，得練看?？磁c說是統(tǒng)一的，看不準就難以說得好。練看，就是訓練幼兒的觀察能力，擴大幼兒的認知范圍，讓幼兒在觀察事物、觀察生活、觀察自然的活動中，積累詞匯、理解詞義、發(fā)展語言。在運用觀察法組織活動時，我著眼觀察于觀察對象的選擇，著力于觀察過程的指導

8、，著重于幼兒觀察能力和語言表達能力的提高。Step 4. Practise同桌之間合作完成書本活動4：What are you doing?We are making a cake/ plane/noodles/kite.:Step 5. SummaryLet a student say what weve learned.“教書先生”恐怕是市井百姓最為熟悉的一種稱呼，從最初的門館、私塾到晚清的學堂，“教書先生”那一行當怎么說也算是讓國人景仰甚或敬畏的一種社會職業(yè)。只是更早的“先生”概念并非源于教書，最初出現(xiàn)的“先生”一詞也并非有傳授知識那般的含義。孟子中的“先生何為出此言也？”；論語中的“有

9、酒食，先生饌”；國策中的“先生坐，何至于此？”等等，均指“先生”為父兄或有學問、有德行的長輩。其實國策中本身就有“先生長者，有德之稱”的說法?？梢姟跋壬敝夥钦嬲摹敖處煛敝?，倒是與當今“先生”的稱呼更接近?？磥?，“先生”之本源含義在于禮貌和尊稱，并非具學問者的專稱。稱“老師”為“先生”的記載，首見于禮記?曲禮，有“從于先生，不越禮而與人言”，其中之“先生”意為“年長、資深之傳授知識者”，與教師、老師之意基本一致。Step 6. Homework1. Copy the new words. 教學反思2. Read the text for 4-5 times.語文課本中的文章都是精選的比較優(yōu)秀的文章,還有不少名家名篇。如果有選擇循序漸進地讓學生背誦一些優(yōu)秀篇目、精彩段落,對提高學生的水平會大有裨益?，F(xiàn)在,不少語文教師在分析課文時,把文章解體的支離破碎,總在文章的技巧方面下功夫。結果教師費勁,學生頭疼。分析完之后,學生收效甚微,沒過幾天便忘的一干二凈。造成這種事倍功半的尷尬局面的關鍵就是對文章讀的不熟。常言道“書讀百遍,其義自見”,如果有目的、有計劃地引導學生反復閱讀課文,或細讀、默