3 Sounds优质课教学设计

北京师范大学长春附属学校教学设计

授课班级

三年2班

授课教师

宋箫笛

授课时间

2018年3月29日

单元

主题

Unit 3 Sounds 课题

Period 2

【知识和能力目标】

1.Knowledge aims:

Students will be able to learn some useful expressions: (1) ... is coming. (2) It’s a monster! (3) Help!Help! (4) Don’t... 教

学

目

标

学生将学会一些有用的日常用语表达。

2.Ability aims:

Further develop students’ reading, listening and speaking abilities as well as (1)

The ability of working in groups; (2) The ability of communication;

(3) The ability of performing.

学生将不仅提高听说读的能力，还有团队协作、沟通交际以及表演的能力。

【情感态度和价值观】

Students will be able to know that what they hear is not necessarily true;

seeing is believing.

学生将明白“耳听为虚，眼见为实”的道理。

重

点

难

点

(1) ... is coming. (2) It’s a monster! (3) Help!Help! (4) Don’t...

Students present the story freely and experience the joy of performance . 学生自由演绎小故事并能体会其中的乐趣。

1.To design the group work. 设计小组活动，组员合作完成任务。

突破重难2.Combine the mechanical drills with the meaningful drills. 点的 将机械的操练与有意义的操练有机结合。 方法

3.Teacher gives a demonstration first.

老师先做示范。

备课

《义务教育英语课程标准》

参考

《牛津英语三年级下册（教师用书）》

资料

《牛津英语三年级下册（学生用书）》

教学过程

【Pre-task preparation】

1.Warming up (1)Greeting

(2)Sing a song 2.Lead in Guessing riddles

T: I have a friend, it is a kind of animal. Its ears are long. Its tail is short. It likes carrots. What is it?

S: It’s a rabbit.

T: Brilliant! Yes, it’s a rabbit.Okay, next one. It is also an kind of animal. Its tail is a little long. It is brown. It likes bananas. What is it?

S: It’s a monkey.

T: Cool! Next one, would you please look at this picture. Can you guess what it is?

S: It’s an elephant.

T: Awesome! It is an elephant. Who can help me describe this elephant according to these sentence patterns?

S: It is an elephant. Its ears are... Its nose is... Its...is/are...

T: Perfect! Let’s try together. Its ears are... Its nose is... Its...is/are...

【While-task procedures】

1.Listening task

T: Look! One elephant, three rabbits, one monkey and one racoon are standing in a circle. Do you want to know what they are talking about?

S: Yes. T: OK, listen! And then tell me what they are talking about

(Play the tape recorder)

So, what are they talking about? They are talking about...

S: “Gu Dong”

T: Wow, you are good at listening. Now, let’s listen again and tell me what Gu Dong is and what Gu Dong looks like?

(Play the tape recorder again)

T: So, what is Gu Dong?

S: It’s a monster”

T: Good job! What dose Gu Dong look like?

S1: Its mouth is big.

S2: Its eyes are green.

T: (Draw it when the students are describing it.)

How about the other parts? Its arms, its ears, its body, legs and...?

设计意图

To lead the main characters of the story out.

To lay the

groundwork for the linguistic patterns in the story.

To activate students’

interests by the question and listen to the tape recorder with thinking.

Please use your imagination and tell me by using these two To make students do a brain storm.It is not sentence patterns. only for adding fun to

S: It’s a monster. Its... is/are...

T: (Finish drawing the monster, which was described by the the class, but also for students, on the blackboard) Look, is Gu Dong really a monster? teaching the first key sentence:

S: Yes./ No.

“It is a monster! 2.Enjoy the story

T: Let’s enjoy the whole story and tell me is Gu Dong really a Its...is/are...”

monster and what Gu Dong is actually? This story’s name is...

Do the overall S: Gu Dong is coming.

T:What’s the meaning of “Gu Dong is coming”?(Do some perception of the whole story. movements to hint students) Explain the meaning S:

咕咚来了。

of “... is coming.”

T: Okay, let’s watch this story, and you will find the answers.

Watch the video with Is Gu Dong really a monster? thinking S:No, it isn’t. To reveal the truth. T: What is Gu Dong actually? Teach the new word S: It is a kind of fruit. “papaya”. T: Yes, it is a papaya. Papaya. S: Papaya.

T: Well done!

To ask students to 3.Read the story by following the tape recorder

T: Now, let’s read the sentences by following the tape recorder. Try imitate and correct their pronunciation.

to imitate the pronunciation, Okay?

S: Okay!

4.Enjoy the story by acting (Teach the skills of acting)

T: I believe that you have a good pronunciation now.

Do you know what’s the meaning of “acting”?

S: 演。

T: Yes, so when you are acting, you should pay attention to these Teach students some difficult sentences three things. The first one is your pronunciation.

For example, “

Help! Help! Gu Dong is coming.”

No any

and teach them how to act. pronunciation mistakes. Right?

S: Yes.

T: This is good. The second one is your emotion. If you can add the

correct emotions, like this “Help! Help! Gu Dong is coming.” It is

better. The third one is the movement. If you can add some

movements, like this “Help! Help! Gu Dong is coming.” It is the

best. Can you understand?

S: Yes.

T: Can you do it?

S: Yes.

T: Great, I trust you. Now, let’s act this story step by step.

Picture 1, this rabbit says...?

S1: Listen, what can you hear?

T: Your pronunciation is perfect, but if you can add some emotions and

movements, it would be better. Please pay attention to the rabbit, is it

happy?

S: No, it isn’t.

T: It’s...

S: Scared.

T: Everybody, show me the scared emotion.

S: (Show their feelings)

T: How about the movements? Maybe your bodies lose control. Shake,

shake. Let’s say the sentence together.

S: Listen, what can you hear?

T: Great, so impressive. And then this rabbit answers...?

S2: I can hear Gu Dong. (Act with some emotions and movements.)

To give students a demonstration.

To enable students act better by pouring their emotions and movements.

To ask students do not forget the emotion and movements when they are performing.

T: Let’s do it together.

S: I can hear Gu Dong. (Act with some emotions and movements.)

T: Gorgeous. Keep going.

S: Help! Help! Gu Dong is coming.

T:(Put the key sentence card on the blackboard) What’s the meaning of “Help! Help!”?

S: 救命！救命！

T: Right! Who can act this line? You please.

S: Help! Help! Gu Dong is coming. (Act with some emotions and movements.)

T: How impressive your performance is. Everybody please stand up and act it together. T: That’s it! Let’s move to next picture. The rabbits, monkey and racoon are running to the elephant. The elephant is very curious, he says... S: What’s Gu Dong? T: Yes, who can act it? S: What’s Gu Dong? (Act with some emotions and movements.) T: I believe that you can do better next time. / I’m proud of you! /

Impressive! / Amazing! / Outstanding! T: Next who can act “It’s a monster”/ “Its mouth is big” / “Its eyes are green”? S: “It’s a monster”/ “Its mouth is big” / “Its eyes are green”

T: Unbelievable! / Try to add some movements, and you will do better next time. / Fantastic! T: Look! Finally, they find that Gu Dong is not a monster, it is a... S: Papaya. T: So, the elephant says... S: Don’t worry. Look! T: What’s the meaning of “Don’t worry.”

S1: 不要害怕。

T:Well, it is nearly. Think carefully. You please. S2: 不要担心。

T: Brilliant! Yes, it means不要担心。Who can act it? S: Don’t worry. Look! (Act with some emotions and movements.) T: Marvelous! 5.Read the lines in role as they like

T: This time let’s read the lines in role as you like. Even you can act it out on your seats. OK?

S: Okay.

【Post-task activities】

1. Practise acting the story

T: Now, it’s time to practise acting this story with your friends. I want to give you some learning tips:

Step1: Find your friends and make a team.

Step2: Assign the roles and come to the front to take the head wears.

Step3: Practise, adjust and create for 5 minutes.

Step4: Show yourself! don’t be shy, just try.

Step5: Evaluation and reflection. T: Can you do it?

S: Yes.

T: Great, I trust you! Now, three, two, one, go!

(During their practicing time, teacher goes to help some groups ) 2. Show time

T: Let’s be a good audience. / Don’t be nervous. / Relax.

(Give some points for the excellent groups and do the reflection) 3.Emotional sublimation

T: After we learned this story, we know that sometimes you hear may be not true. In fact, seeing is believing.

S: Seeing is believing.

【Homework】

T: Today’s homework, you get a chance to be the scriptwriter. You can give the animals more lines as you like. Just write them on your text books. Am I clear?

S: Yes.

T: Great, okay, class is over! See you next class.

S: Goodbye Olivia.

To make sure that they have learned all the key points and be familiar with this story.

Students will be able to present the story freely and experience the joy of performance .

To do an emotional sublimation.

To improve students’ writing ability.

板书设计: