C第二课时教学设计

三年级下册Unit1 Welcome back to school

B Let’s talk

教学内容:

本部分的内容是A部分Let’s talk的延伸。通过吴一凡介绍Amy和Mr Jones认识,引出Mr Jones与Amy的交谈情景,并呈现核心句型Where are you from? I’m from ….

设计思路:

1.利用教材提供的材料,激活学生已有的生活与学习经验,帮助学生在新学知识与已有知识之间建立联系,如利用教材提供的插图开展头脑风暴活动等,

2.创设生活化的语言情境,让学生在尽量真实的语境中去理解语言、运用语言,达到语言习得的目的。

3.学生在初步理解对话意义的基础上,提供不同层次、形式多样的操练活动。通过对话角色表演活动,让学生进行语言表达的初步体验,使抽象的语言知识形象化、具体化。在产出活动中,设计交际性语用活动,让学生在语言交流活动中把语言知识转化为语言能力。

教学目标、教学重难点分析:

教学目标:

1. 能够听懂、会说句型Where are you from? I’m from ….并能在具体的情景中运用该句型询问他人的国籍或籍贯并

回答。

2. 能够在真实或模拟的情景中运用句型I’m from ….He/She is…等简单介绍自己以及他人。

3. 了解中国和主要英语国家的代表性动物。教学重点: 1.核心句型的学习与运用Where are you from? I’m from …. 教学难点:

1. 在真实情景中运用核心句型Where are you from? I’m from ….

2. 区分he和she的用法

3. Ausralia的读音

教学步骤

Step 1 Warm-up

一、Warming-up

1. Greeting: T: Hello, boys and girls. Nice to meet you. May I have your name? How old are you? I’m from Qingyuan, China. What about you? 2. Talk show. Students have a simple introduction about

themselves.

3. L et’s c hant.

4. Game: Look and say

T: Let’s look and say, which country is it?

1. Ss: Nice to meet you, too. I’m …. I’m…years old. I’m

from … .

2.S1: I’m …. I’m…years old. I’m from … .

S2/S3/S4: …. 3. Students chant together.

4. Ss: China/ the UK/ the USA/Canada 通过教师和学生的自然交流, 创设生活化的语言情境,引导学生更自信,大胆地开口说英语。

朗朗上口的歌谣,既复习旧知,又活跃课堂气氛。

利用课本插图展开头脑风暴,即滚动学生已学旧知,又激发学生的学习兴趣。

Step 2

Presentation

Practice

1. Learn the words: he/she T: Look! Who’s this boy/ girl? 引出:This is ….

He/She is …. .

He/She is from…. . 2. Learn the words: student

从上引出:Zhang Peng is a new student.

3. Choose and introduce. T: Here are some more friends. Can you choose one of them and introduce him? 4.Pair work T: Now, let’s have a try. Try t o introduce your partner. 5. Choose and say.

4.Learn the new pattens: Where are you from? I’m from … .

5.Let’s talk.

a. Listen and choose.

b.Watch and find.

c. Listen and repeat. d.Role play: Act out the dialogue.

.S1: This is … . He/She is …. .He/She is from…. . S2/S3/S4: ….

6.Students work in pair.

7.Students read about Amy and choose the correct words.

8.a.Students listen and choose:Where is Amy from?

b. Students watch and find:

Who are they?

c. Students listen and repeat.

d. Students act out the dialogue with their members.

9. Students make a new dialogue:introduce his/her friend to Mr Jones.

(通过对已知人物的认识,自然引出第三人称he/she

的教学,学生在具体的情境中感知并学习新知。

优秀学生运用已学新知介绍课本人物,既能给其他学生做示范,又能更好地复习课本人物。创设具体情境,同桌相互介绍,学生更好地运用已学语言,面向全体学生,鼓励学生开口说英语。学生在初步理解对话意义的基础上,提供不同层次、形式多样的操练活动。通过对话角色表演活动,让学生进行语言表达的初步体验,使抽象的语言知识形象化、

具体化。学生在语言交流活动中把语言知识转化为语言能力。)

Step 3

Extension 1. Good to know T : Here come some more animal friends. Let’s look who they are.

2. Read and match T: Do you know where are they from? Please read and match them.

3.Choose and say. T: Hello! I’m …. I’m from …. 4.Read and find the cards. T:Can you help the animals and find their name cards.

Students learn about the animal friends: Miss Panda, Mr Eagle, Miss Beaver and Miss Kangaroo.

Students choose the animal

they like and act it out. Students read carefully and choose. 了解并认识不同国家的代表性动物,即复习已学国家,又滚动核心句型。

Step 4 Homework

1.Read and act out the dialogue with your members.

2.Introduce your friend to your parents.

3. Finish the workbook.

通过作业完成反馈并巩固所学内容。

板书设计:

Unit1 Welcome back to school B Let’s talk

Where are you from? I’m from … .

She is a girl . He is a boy . She is …years old. He’s from …

. She’s from … . He’s a new student.