Useful expressions名师教学视频（文字实录）

人教版（PEP）小学英语三年级下册

Useful

expressions

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学

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六安市丰安小学

何存翠

2018年5月

Useful expressions 教学设计

六安市丰安小学 何存翠

一、教学内容：

人教版（PEP）小学英语三年级下册Useful expressions 二、教材分析：

本节课选自人教版（PEP）小学英语三年级下册Useful expressions.教学主题为重点句子的运用，并做出相应的回答。这些话题与学生本身联系密切，学生有话可说。所以在教学设计中，我注意贯彻《新课标》理念，将英语教学与实际生活相结合，运用多种教学手段和教学方法，创设真实的情景，注重语言的大量输入与输出，让学生在真实语言情境中联系和运用本节课的重点句型。

三、学生分析：

本节课的授课对象是三年级学生,他们活泼、好动，求知欲强，喜欢直观形象的思维。如何让他们保持对英语产生兴趣是关键，游戏、歌曲、角色扮演等轻松的学习方法比较适合他们，因此在教学中要关注各个层次的学生，时时尊重他们的主体性，利用多媒体搭建学***台，创造合作交流学习的机会，发挥他们的学习主体性，以达到学以致用的目的。但毕竟他们接触英语的时间很短，有的可能说的不好，有的不敢说，所以教师要采用灵活多样的教学方法，防止过多的机械教授和操练，使他们能够共同参与活动，给他们创设一个愉快、轻松的学习氛围。

四、设计理念：

这些句子之前学生已经接触到，所以学以致用是这节课的任务。首先让大家一起吟唱歌曲Where are you from，让学生在课前能开口说英语，也能拉近与学生的距离感。然后从课件图片、实物等呈现句子。在教学句型的过程中，通过各项活动和游戏环节让学生们在活动中认识、熟读、掌握这些句子，掌握之后，让学生结对活动，加强对句子的运用。让他们更深刻地理解英语在生活中的运用。从易到难，抓住重点，突破难点。在本节课中，首先从学生最爱的爸爸妈妈开始，

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然后通过语言实践和活动把要学的重点句子通过活动贯穿起来，使教学达到预期的目标。

五、教学目标: 1、知识与技能目标：

（1）让学生能听懂、会说本册书的重点句型，能理解并运用句子。

（2）在师生，生生活动中做出正确的回答。

2、过程与方法目标：

（1）培养学生学习英语的兴趣，帮助他们树立学习英语的自信心。

（2）积极参加语言交际活动，培养学生的合作意识。

3、情感态度与价值观目标：在结对活动中锻炼学生的团结合作意识。

六、教学重点、难点：

重点：能听懂、会说句子Do you like......?/ How many......?等并做出相应的回答。

难点：能表达个人的喜恶和对某种动物的描述。

七、教学方法: 直接法、听说法、交际法、TPR、游戏法

八、教学准备：

1、爸爸，妈妈，大象，长颈鹿，桔子，葡萄的图片等。

2、制作的多媒体课件。

九、教学过程：

Step l. Warming-up 1. Make greetings with each other.（师生日常对话）

2. Chant together. (Where are you from ?) 【设计意图】通过与学生用英语打招呼和唱英文歌曲既活跃了气氛，又唤起了学生开口说英语的意识，同时也为本课的教学内容奠定了基础。

Step 2 . Presentation 1.

Let’s chant“ Where are you from ?”

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【设计意图】通过这项活动，让学生在快乐、轻松的氛围中学习和运用语言。

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教学“Is he/she your father/mother?”

T:图片展示Lily’s family: father,mother and lily 接着出现爸爸或妈妈的图片，问：“Is he/she your father/mother?”

顺势引导学生回答：Yes,he/she is. No, he/ she isn’t. T: Good job. 师带读，注意纠正学生的发音，

要求口型到位，发音准确。

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教学“It has a long nose./It has small eyes and big ears.”

(1)T:（过渡：Today,mother and mother will take us to the zoo. Let’s meet some animals.）

(2)T: Let’s guess.What animal it is? “It has a long nose./It has small eyes and big ears.”学生猜测并做相应的回答。

（3）师生活动：

T: What does elephant/giraffe look like? Ss:It has a long nose./It has small eyes and big ears./It’s very tall. 4.

教学“Do you like oranges/grapes?”

（1）T:(过渡：It’s time for us to have a rest. Let’s have some fruits.) （2）由图片切入Do you like oranges/grapes?学生根据具体情况回答“Yes, I do./No, I don’t.”

（3）根据具体的语境，理解“Me, neither.”“Me, too.”的意思。

5. 教学“Where is my pencil box？”

（1）T:It’s time for doing our homework. But where is our pencil box? （2）根据同学们的文具盒摆放位置，引导回答：It’s on/in my desk. （3）T:Your pencil box is on/in desk,so is it in your bag?由此顺势引导学生回答：No, it isn’t. 6. 教学“How many crayons do you have?”

（1）T：The pencil box is on your desk.Please open it and see.How many crayons do you have? （2)师生对话：T: How many crayons do you have?

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Ss: I have...... （3）师生共数。One, Two, Three, Four, Five...... 【设计意图】从学生最熟悉的情景切入，易于接受，易于操练，达到复习旧知、分解难点，打牢基础的目的。 Step3 Practice. 1.

出示图片，师生对话。

T: Is he/she your father/mother? Ss: Yes,he/she is. No, he/she isn’t. 2.

生生结对活动。一人抽取卡片，一人大声地读出，并带领大家一起读。

【设计意图】老师先用图片进行师生对话，既做了示范，又鼓励了学生。生生对话，让学生在具体的情景下，运用目标语言，学以致用。这两项活动不仅锻炼了学生的表达能力，更是让学生在轻松愉快的环境下愿意开口说英语，乐于接受课堂。

Step 4.Summary Evaluate the performance of the students in class. play a game:Let the students stand to the front desk and pick out a note,read it out loud and paste it onto the blackboard. 【设计意图】带学生一起回顾本节课的知识，让学生自己朗读词条并带读，熟悉英语的表达方法。

T: Today we have learned…(引导学生复习所学句子。) Ss: (Say it) T: Great. I am very happy to learn English with you today. All of you have done a good job. Thank you. Class is over. Goodbye. Ss: Bye.

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十、板书设计：

Useful expressions

Is he your father? Is she your mother? Do you like grapes? Where is your pencil box? How many crayons do you have? It has a long nose./It has small eyes and big ears.

十一、My thoughts on the class：

This class, I mainly chatted with my students about sentences . According to the content, teaching aims and the age of the students, I prepared a suitable teaching plan and PPT. First, I chose the song “Where are you from?” as the warming up in order to be close to them. I prepared some activities for teaching the sentences so they could master them more easily. I hope they can freely use these sentences when they speak English. Then we began to learn the next part, practicing. In order to review these sentences I designed a game: Let the students stand to the front desk and pick out a note,read it out loud and paste it onto the blackboard.They were very active when they played the games. I could feel that they were so happy. As English is important for us, I want my students to feel that learning English is interesting not dull and dry.

From this class, I found that some boys and girls were shy and timid as they were afraid of speaking English. I should give them more chances to join the activities next

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time. I believe that in a short time, they will be active and happy in my English class and speak English freely.

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