Lesson 3 Who Is Singing?ppt课件配套教案内容

Lesson 3 Who is singing?

1、

学生分析

在此之前学生已经学习过现在进行时，并且基本能够应用现在进行时，再加上学生还掌握了一些表示动作的动词和短语。这些知识都为学生对本课的学习和理解奠定了基础。 2、

教材分析

本节课是本册书第一单元的第三课“Who is singing?”

。本课将进一步通过文本的学习加强巩固对于现在进行时的灵活应用，容量适中，难度适宜，易于学生学习。

教学目标

1、

知识与技能目标

（1）学生能够听懂、会说、认读和书写以下单词man, woman ,baby ,cry ,talk ,sleep （2）学生能够熟练运用现在进行时“Who is ...ing? The man/woman/baby is ...ing.”对人物正在发生的动作进行问答。

2、情感态度目标

培养学生与他人友好相处、热爱家人，朋友以及生活的良好品

3、学习策略

通过创设情境，帮助学生在情境中理解词汇和文本，引导学生在情境中应用语言，逐渐培养学生语言的综合应用能力

教学重难点

学生能够熟练应用“Who is crying? He/She is crying.”句型的正确表达和应用。

教学准备

照片，多媒体

教学过程

Step1.class opening and review 1. Greeting 2. Let the whole class to sing the song “The family in our house”. By singing this song let the students review the vocabulary of family members. Besides it can activate the atmosphere. 3. Play a game “Simon says”: The directions contain: Sleep! Don’t sleep! All boys draw! All girls point! Sing a song! Look out the window. Let the students review the verb and verb phrases learned in the last class by playing the game “Simon says”. It can also help them have a further understanding of the word “boy and girl”. Prepare them for learning the new word “man, woman and baby”. step2. New concepts and practice Part one: man, woman and baby 1. Show the picture and teach the new word “man, woman and baby”

Put up the pictures of man, woman and the baby on the blackboard. Give each picture a name: Tim, Kate and Lily and appropriate age. Write down father, mother and daughter under

corresponding pictures. Guide the students have a dialogue as following: T: This is Tim. Who is this? S: Tim. T: Is he a father? S: Yes. T: How old is he? S: He is 30 years old. T: Yes! Very good! He is 30 years old. He is a man. And then lead to the word: woman, baby in the same way. The pictures are vivid. Let the students take part in the learning activities using a variety of senses. Speed up the absorption of learning material and enhance their ability to use the language. After the students read the words for several times, let them practice the words through “flash cards”

“high, low voice”. 2. Listen to the first part and read after it. Let the students imitate the standard pronunciation. 3. Play a guessing game: give them some pictures, let the students practice the sentence pattern “Who is this? This is ____.” For example: A: Who is this? B: This is a man. A: No. Who is this? B: This is a baby.

attention but also develop their reading ability. 4. Let the students look at the picture again and practice the sentence pattern “who is __? It is ___.” in pairs. In their pair work, they can communicate with each other, help each other. The Ss can have much more chances to listen and speak English. Encourage the Ss asking help for their partners or teacher. According to their speaking, the Ss give their partner an evaluation. Step3. Class closing 1. Sum up: let the Ss say what they have learnt in this lesson and what problems they have and discuss how to solve them. The teacher will give them some help, if they need. 2. Homework: let the students read the part two in roles and act it out in the next lesson. Blackboard design: Lesson 3 Who I s Singing? (Picture) (Picture)(Picture) Who is _____? man woman baby It is _____. 教学反思：俗话说，教学有类，教无定法。英语学科的学科特点对英语教师的各项素质必须紧跟时代，要比其他学科老师更加地了解和亲近学生。作为一门外来语，没有母语学习的先天性优势。因此，老师对学生的影响非常重要。作为传统教学教出来的80后的我们，

似乎老一套的教学方式已经不受现在00后学生的待见。学生们生活在这样一个信息高速发展的时代，他们的所见所闻，远不是我们那时候所能够比拟的。教学方法的改进，同时也要求教师具备拓宽各种知识渠道的能力。在对这些现状有所感受和理解之后，我也一直对自己的教学方式和方法反思不断改进，不断进步。

理论知识的学习，最终要回到实际的教学活动中,否则就是纸上谈兵。我们常常迫于教学进度的压力或者教学成绩的压力，忽略了对学生知识能力学习的最初目的。后来我才发觉这两样不是相互矛盾的，一味的灌输知识而忽略学生对英语语言及背后文化的了解。学生的学习也是苍白的,没有色彩，一些学生表现出对英语极度的不感兴趣或者不能取到很好的成绩。兴趣是最好的老师，之前在低年级教学中，设置一些课堂游戏或者采取一些课堂评比竞争机制。这种方式能够短时间的让学生对英语产生兴，然而学习英语是一项长期工程，有时候也难免枯燥无味。对小学生而言，其中的辛苦也不言而喻。如何能让他们保持对英语学习的持续性兴趣？作为一个英语老师，这是我们必须要面对和解决的实际问题。任何一种语言的背后，都有其文化底蕴。对这些知识的挖掘和展示，与我们课本教学的有机结合，能够让学生在学习知识的同时，对这门语言学科产生一种继续解读的动力。