Unit 11 I’m not well优秀公开课教案

成都高新实验小学

《“疑思导学”教学模式的实践研究》

教师子课题研究成果案例表

2015-2016学年度（下）

一、教材分析：

本课选自《北师大版义务教育教科书》（一年级起点）英语三年级下册第十一单元第一课时。教材以儿童喜闻乐见的连环画故事为主线，以听故事、读故事、讲故事、演故事为主要学习活动，为语言学习创设真实有趣的生活情境，力求体现“用英语做事情”的理念。本册中的许多语言知识是能够让学生在实际生活情境中能用到的。本册教材对三年级学生英语能力起到提升加强的作用，将趣味性与生活性很好的融合，使学生能够有兴趣参与各种英语学习活动。

本课包括一个故事性的语篇。语篇主要通过Ken在森林里吃了野果而导致腹痛，然后Mocky带Ken去找医生Uncle Booky帮忙的过程与经历，让学生掌握询问身体状况和回答的表达能力。本单元的重点句型就是“Are you alright?”I’m not well.”/“What’s the matter? /My stomach (head,eye,hand...)hurts.”/How are you today?/I’m better.这些句型的掌握可以让学生很好的运用在情景中，所以本课主要教学目标是在情景中对该知识进行学习、运用和拓展，从而培养学生综合运用语言的能力，

二、学情分析：

本课的教学对象是三年级学生，他们通过两年多的英语学习，已积累了一定的英语基础知识，具备一定的语言表达能力和自主学习的能力。绝大部分孩子对英语感兴趣，乐于参与多种形式的小组活动，具有较强的小组合作能力，特别是情景再现的表达，小朋友们对于表演课文非常感兴趣。

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三、教学目标

1.知识目标：

（1）通过模仿，学生能够用准确的语音语调来流畅的朗读课文。

（2）通过对故事的整体学习，让学生了解故事的内容和掌握重要句型和重点词汇。

如： Are you all right? —I’m not well. What’s the matter? —My stomach hurts. How are you today? —I’m better. （3）通过对句型的掌握，让学生能够分角色进行扮演，练习课文对话。

能力目标：

通过听、说、读的训练，培养学生综合运用语言的能力。

（1）听：通过听看动画，让学生更进一步理解课文，获取关键信息。

（2）说：通过关键信息的提取，让学生能基本复述课文。

（3）读：通过自读、齐读等方式，让学生能较流利的朗读课文。 2.情感目标：

（1）通过不同形式小组练习，更进一步的增强学生之间的沟通和了解。

（2）通过学生课文的学习，学生能习惯性的使用礼貌性的语言。

例如：Thank you,please,etc. 二、教学重难点：

（1）通过课文的学习，学生能够流畅的朗读课文并且熟练的掌握和运用基本句型、词汇。

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(2)通过图片的引导，让学生能够进行对故事的复述。

三、教具准备

多媒体、课件、图片,词条等。

子课题名称

课例名称

模式流程

小学英语中段“疑思练创”教学模式研究

I’m not well. 年

级、学

科

三年级英语

上课教师

尹佳

活动设疑

热身激趣——情景启思

释疑悟读

任务导读

合作体验——拓展促创

迁移应用

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四、教学流程：

教学流程

老师活动

学生活动

Greeting: 1.T:Good morning,class. 2.Are you happy today? smiling,OK? Lead-in:

1.Ss:Good afternoon,Miss Yin. 3.Ss:Smile.

设计意图

1.通过简单的问候让学生正式进入英语课堂2.通过听口令做动作，不仅能够复习他们之前学过的身体部位，还可以引入本节课的新the 单3.Please show me your 2.Ss:Yes,I’m happy... 1.T:Let’s do a game.When I 1.Ss:Ok 活动设疑

say “touch you head”,and

you touch your head.Ok? 2.Ss:Yes. (Ss do the actions)

Yes,I do. like

Ss:We should wash our hands. eating the

We should wash should strawberries. 热身激趣

2.T:Are you ready? 3. T：What are these? T:Touch your head/stomach 3.Ss:These are strawberries.

Do strawberries?

T:Before you do first? you 教学设计

词strawberries,what stomach,为今天的新内容做铺垫。

Presentation 1.Watch the video and answer the questions. T:1.Who are they in the story? T:What does Uncle Booky do? 情景启思

Observe pictures and 释疑悟读

answer questions. T:Picture1:What you or see in can the is Ss:They are Ken,Mocky and

Uncle Booky..

Ss:He is a doctor.

2.通过创设

情境，让学生

Ss:Picture1:I Ken,some can 初步感知本see 课的主题，再picture/The trees are tall short?/Where ken?/Look at Ken,what tress,flowers,and 提出疑问，让green berries…/The trees are 学生带着问very tall./Ken is in the forest./I 题整体感知think it’s bad,because Ken 课文。

didn’t wash the green berries 逐幅讲and his hands.

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is he doing?/Do you

think Ken ate the fruit

from the forest is good Ss:Picture2:He or bad?/Why is bad? T:Picture2:Look happy./He is not his touches 解故事。培养学生仔细观察，捕捉信息的学习品质和开放性的Ken’s face,is he happy?/ 行操练)/Mocky will say “Are 英语思维。在/Look at Ken’s you all right?”/No,he isn’t./His 每组图的讲hands,where does he stomach hurts.(板书hurt，并解中不断地touch?/What will 进行操练) Mocky say?/Is he all 给出任务，让

right?/What’s the matter 学生在一个

Ss:Uncle Booky can help with Ken? Ken,because he is a 个小任务的T:Picture3:Look at the doctor./Uncle Booky will ask 驱动下更好two pictures,tell me who can help Ken?/What will “What’s the matter.”

的理解故事Uncle Booky ask? Ss:Picture4:Uncle Booky says:和表达自己

“Open your 的观点。

T:Picture4:Discuss in mouse,please.”and“Does it pair,what are they hurt?”

talking about?

first picture,can

Ss:Picture5:Uncle Booky will say:“Drink this,please.”

and at stomach.(板书stomach,并进T:Picture5: Look at the “You’re a good boy.”

you

guess what’s this in the

glass?/Look at the Uncle

Booky’s hand,he thumb

up,so discuss in 4,what

will Uncle Booky say to Ss:Picture6:They are in the Ken? T:Picture6:Look at the picture,tell me where are they?/Look at Ken’s face,is he happy today?/Why is Ken

Ken’s house./Ken is happy today,because he is better today.

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happy today?/So, how is Ss:Yes,because Ken is very Ken today brave./Mocky is very nice.He

likes to help others. T:Do you like the story?/Why?

3.让学生跟着视频逐句Practice: Ss:1.Read together. 的跟读故事，鼓励学生模仿人物的表情，动作，语音语调，体会人物的内心感受。然后通过猜对话的游戏来加深他们对课文的理解和记忆。最后让他们做我给的试题卷来检测他们对本节课的掌握程度。

Ss: 拓展促创

T assigns homework 迁移应用

1.Listen to the tape and read the story.★★

2.Try to tell the story to your parents. ★★★★

T:Listen and repeat

2.Talk with partners. the story following the video.And talk with

partners. Ss:Guess the story with Guess what did they pictures. say in the story from

observing the picture of

the story. 任务导读

Ss:Do the text paper--read and I will give them a text choose 合作体验

paper to check whether Ss:I can learn we should wash they understand the our hands and food before story or not. eating./I can learn how to ask ④T:What can you learn “what’s the matter”

and how from this class? to answer./I can learn if we are

not well,we must go to see a

doctor...

让学生在课余能更好的巩固、运用所学内容

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五、板书设计

Assessment:

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2

3

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Unit11 I’m not well.

1.Are you alright?

stomach

I’m not well.

2.What’s the matter?

hurt

My stomach hurts

3.How are you today?.

well

I’m better.

Dose

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