Lesson 3 Who Is Singing?优质课教案推荐

Lesson 3 Who is singing？

一、教学目标：

1. 知识目标：要求学生能听，说，读，写单词baby，

man ，woman;

2. 能力目标：学生能听，说，读，写句型Who is this? This is a man.

能够理解并表演第三部分：Who is ...?

3. 情感目标：通过和Li Ming, Jenny, Danny在火车上的活动，增强学生观察力，增加生活情趣，更加热爱生活。

4.教学重点：

学生能听，说，读，写单词：

man, woman, baby 句型：Who is ___? It’s ____.

教学难点：本课的难点在于对课文的理解和句型的灵活运用。

5.教学用具：录音机、教学卡片、实物等。

二、教学设计：

（一）Class Opening and Review

1. Greetings：

2.Play a game：Simon Says

（设计意图：Simon Says的游戏复习所学动词或动词短语，也可以猜词。（看卡片做动作）也可利用其它游戏或歌曲复习所学动词或动词短语，主要是与前一节课衔接。）

（二）New Concepts

1. Professor show pictures, words: man, woman, baby Teachers' demonstration images is used to describe.

This is Tim. He is a father.

How old is he? He is ____ years old.

He is a man.

According to the above method of study, let the students describe the woman and the baby.

（设计意图：根据第一部分教学内容，充分利用直观教具和多媒体创造各种语言情景，让学生利用各种感观参与英语学习的实践活动，加快对语言材料的吸收和运用，提高学生运用语言的能力。）（“用放退”中的“用”）

Consolidate new words through the game.

Can describe, the teacher let the students guess the words. Such as:He is a father.How old is he? He is ____ years old.He is a ….

2. Teacher voice lessons. Give students some CARDS, let the students to imitate the text is described. And then let the students to imitate Li Ming describe your family. We can let the students draw a picture family, and then introduced. The teacher had better give a demonstration. （设计意图：学生利用自己家庭的实际情况描述，使英语更贴近生活，更便于学生之间运用。）

3.Review the sentence patterns:

She/He is ___ing. Create a scene, when the review is ongoing. Add ing blackboard writing students verb phrases, and read.

（设计意图：增加本课需要掌握的动词短语：sing cry talk sleep）

4. Transformation problem:

What is he doing?

What is she doing?

What are they doing?

Guide the student to make the right answer.

5.Cooperative learning group, practice the sentence pattern. May four to five people a group, two students dialogues, other students performing actions. The language of the comprehensive practice what they have learned.

（设计意图：合作操练以巩固知识为主，也可让学生拓展练习。）

6.Group work to read the text, this paper puts forward don't understand the place, help each other to solve.

（设计意图：锻炼学生阅读能力，使学生学会用多种学习方式学习，增强学习策略方式。）

7.Read the text aloud role. Role-play. Can let students use text dialogue performance.

（设计意图：根据学生能力，可进行情景小表演，分组或其他形式。）

（三）Class Closing：Evaluate the groups of students, encourage

（四）Homework：1.Activity book 2.Sing a song for your group. （五）板书设计：

三、课后反思：

孩子们的参与程度很高，对于现在进行时掌握的也很好，孩子们在课文分角色朗读方面取得了很大的进步，这让我很欣慰，尤其是sitting running swimming 的变化形式掌握的较牢固，从孩子们的预习完成情况来看，预习还是对于新知识的学***的帮助。但是我认为有一些还是需要改进的地方。