Unit 1 These ducks are very naughty!优秀教学设计

新标准英语3A M3 U1教案

These ducks are very naughty. Part two

【教学目标】

知识与技能：1. 能够听懂，会说，认读和运用下列词汇naught dragon boat row lake feed get out. 2. 在复习巩固句型What are these/those? They’re…之上，掌握功能句 people row on this lake. Let’s feed the ducks. These ducks are very naughty. 为表演做准备。

3.

在能运用知识，理解故事之上，能将故事中重点内容表演出来。

【语言技能目标

】

（1）. 能根据听到的词句识别图片或实物。 （2）. 能根据模仿录音说话并作出相应动作。

（3）. 能在老师的引导下，思考问题，理解词语和故事，

（4）. 在能运用知识，理解故事之上，能将故事中重点内容表演出来。

【学习策略目标】

（1）. 培养孩子积极和他人合作，共同完成运用句子部分，拼图部分和表演部分。

（2）. 对所学内容能主动思考，在词语与相应食物之间建立联想。

（3）. 能利用图片及问题进行思考

（4）. 积极运用所学英语进行表达，表演。

【情感目标】

1.

激发学生爱表演、爱生活、爱自然的思想情感。培养学生学习英语的兴趣，善于倾听，愿意与人合作,并能愉快、积极的与他人交流。

2.

培养孩子学会准守规则，切勿乱投喂动物的素质。

【教材分析】

本课第一部分着重学习了what are these/those? They’re…句型。第二部分讲述了由观龙舟为引，最后Sam被鸭子攻击的故事。内容十分生动有趣，是一个非常适合孩子们表演的课文。

知识点上：these/those 的学习在一年级下册module10 有涉及(内容：what are these/those？ These/those are…)，单复数的辨别也一直伴随二年级的学习，并且本课在part 1 已经集中复习了此句型，所以，我将本课part2教学重点设在故事表演上，

不仅巩固了以往的知识，还训练了孩子们的思维，为以后高年级的学习做准备。

【学生分析与教学方法】

三年级上的孩子，活泼好动，爱玩爱演，同时，比一二年级的孩子更容易静下来学习。但由于单词量还有所不足，理解能力和接受能力较弱，所以，在师生互动教学中多以图片和简单的问题引导，从而学习词汇和句型并对故事脉络有一定感知和思考，最后通过学生自主拼图活动，呈现整个故事，培养孩子初步语篇思维能力。在单词和句型教

学中，以由点到面为主，丰富孩子单词拼读语感和句型的运用，为高年级英语学习做铺垫。整堂教学贯穿动作表情模仿，培养学生勇于用肢体和语言表达内心情感的能力。

【教学重，难点】

1. 会读、会认,会表演句子 people row on this lake. Let’s feed the …. These … are very naughty。

2. 表演故事

【教学准备】

图片、CD-ROM、ppt、面包、头像。

【教学过程】

Step1、Warming-up: 1、Greeting，say hello to children.（then, let them to have a dragon boat race, and see who will be the winner.）

2、Say an ask and answer chant. What are these/those? Group1 ask: these, these, these, what are these? Group2 answer: woof, woof, woof, they are dogs. Then. Group2 ask: those, those, those, what are those? Group1 answer: tweet, tweet, tweet, they are birds. 3.

Little magician. What are these/those…. T: what are these/those? (magic voice)ppt. Ss: they’re….

Step2. Presentation. T: what are these? (实物) Ss：they’re…. (point to the dragon boat picture on the blackboard) T: What are those?

Ss:…. PPT.( teach “dragon boat”) boat dragon boat. T/Ss: They’re dragon boat. T: so where are they?(point to the lake on the blackboard.) Then, show the PPT(cake lake) teach “lake”. Then show the PPT : on this lake.(write it down on the blackboard) T: what are they doing?

Let’s watch. (watch a video about dragon boat race.) Listen and teach: “people row on this lake”. Let’s read: row, low, sow. Let students to practise and act. (让孩子们体验表演) (then write it down on the blackboard) T:(take out the picture of Sam’s family on a boat) Look,

who are they?

Ss: Sam, Ms. Smart, and Amy. T: today, Sam, Ms. Smart and Amy row on this lake too. (stick the picture on the blackboard over the lake.) T：

what do they see?

PPT. listen the voice of ducks. And let Ss to guess. Ss: ducks. T: yes, you’re very clever. They’re ducks (stick the picture of ducks on the blackboard.) And what’s this? PPT.(there’s a piece of bread in Amy’s hand.) Teach “bread” with real bread. T: they’re ducks and this is bread. So,

what dose Sam suggest?

T: oh, Mum let’s kill the ducks, yes or no?(做动作) Ss： no. So, what dose Sam suggest? Ss:…喂鸭子. Feet feed feed the ducks let’s feed the ducks. Practise and do the action. Pick some children to show the action “let’s feed the ducks”. (write it down on the blackboard) T：let’s feed …（真正的喂某位学生）。

Let’s feed…, who can try it?

Ss: let’s feed….(让孩子们体验表演) Show the PPT. and let Ss to say together.（拓展运用）

Ss: let’s feed the dog, bird, panda, elephant. T: but, look. PPT. What happen to Sam?

Ss: Sam被鸭子攻击了。

T: so How are these ducks? T: Are these ducks quiet(学过)? Are these ducks cute? Ss:…. T:(揭晓答案) these ducks are very naughty. Teach “naughty”

“very naughty”

“these ducks are very naughty ” (让孩子们体验表演) （拓展运用）

PPT : these...cats, dogs, boys...are very naughty. Group work: These … are very naughty. Then (write it down on the blackboard) T:now, children, let’s listen and find out what’s the meaning of “get out”? Ss:(watch and listen)…. Step 3 conclusion Chant: row row row a dragon boat.

People row on this lake Bread bread feed the ducks They’re naughty but cute.

Step 4 Retelling the story（仅仅是主线的复述）. T: so, children. Please, look at the blackboard. What are those? Ss: they’re dragon boats. T/Ss: people row on this lake. And Sam, Ms. Smart, Amy row on this lake too. They see the ducks. So, let’s feed the ducks. But these ducks are very naughty. T: so Sam says:? Ss: Get out! Get out! Step 5: make the whole story in right order. Group work Please make the story in right order. (让孩子们自主拼图，合成完整故事) T: let’s check the answer. Then, listen and watch. Step 6 Reading and Imitating

Listen and imitate. Step 7 acting it out. Act the adapted story. Step 8 Emotion education Watch the video. T: is it right to feed animals freely in public? Ss:no…

T: why? Ss:…. Step 8 Homework 1.

Perform the story at home. 2.

What will happen after the story?

三、Blackboard design. M3 U1 These ducks are very naughty

row feed

very naughty lake

教学反思：

这堂课的脉络以很朴素的方式（热身复习旧知，兴趣引入新知，运用自主拼读新词和新词发散拼读其他词，并引导孩子思考课文主线图片，形成环环相扣的思路，最后通过拼图由孩子们自主拼出课文故事，玩演故事）为主，主要亮点是注重孩子们用英语拼，用英语表演，用英语思考（如在各种短语教学做动作，造句，看图拼图思考），最后升华到对乱扔乱喂现象的讨论，培养孩子的人文素质。缺点是：在改编课文的方面。这堂课前，孩子们就已经掌握了旧知，what are these, what are those. Let’s….课文的前半段Amy和妈妈的对话也是在复习所学习过的这两个知识点，并引出了dragon boat 和 row on this lake新知，但这些内容与后面Ms. Smart 一家游湖，喂鸭子并被调皮鸭子攻击没有太大的联系，反而是使整个课文语言点复杂难懂。在我自己的班上，孩子们以前的知识掌握的很好，也熟悉我快节奏的讲授，但在别的班讲课时，很多班级不能在一节课之内跟上节奏熟练掌握。所以我应该将前半段dragon boat的部分放入part1教学。

part2部分应该创编教材-----以天气很好，所以let’s row a boat直接进入课文主线，这也符合平时的语言交流，（我们平时讲话就是喜欢说：“今天天气好/我无聊了，我们去玩吧…。）再将后面对话进行整合后，孩子们应该更容易掌握，思维也更连续。