Story time第二课时教学设计

3B

Unit 7 On the farm教学设计

江都区龙川小学

周小燕

一、教学内容：

译林小学英语三下Unit 7 On the farm

二、教学目标：

1.能听懂、会说、会读交际用语：Welcome to … What are these/those?They’re …Are these/those …? Yes, they are./No, they aren’t 2.能听懂、会说、会读词汇：they’re=they are, pig, cow, chicken, duck 3.能听懂、会说、会读、会写词汇：farm, they, pig, apple, those 4.能熟练朗读对话或表演对话。

三、教学重点：目标1、2、3

四、教学难点：

1.句型：What are these/those? Are these/those …?的语调和用法。

2.词汇：farm, they, those, chicken, apple, pear的读音；a和an用法的区别；名词复数形式。

五、教学准备：

动物头饰，水果、动物卡片，PPT、学生学案

六、教学过程：

Step1 Before class Listen and Sing a song:Old Mac Donald had a farm Step 2. Warming up

1.

Free talk. T:Hello,boys and girls. 2.

Learn to say:Welcome to …

（请学生先听懂“欢迎来到我的课堂”并进行回答，然后学会自己说“欢迎来到我的班级”，向上课老师、听课教师说）

3.

Lead-in and learn T: Boys and girls,we sang a song before class.We were very happy. We saw a lot of animals there.Right?（PPT出现农场画面) They were on the farm. Learn ‘on the farm’. Step 3. Presentation and practice 1.

Learn : What are these/those?

And

‘pigs/cows/ducks/chickens’

(1)What are these?They’re pigs. (2) Are these pigs?No, What are these?They’re cows. (3) What are those?They’re …s.

Are those …?Yes./No. (同步出现动物卡，结合句型学习生词。)

2. Let’s say.A chant

These,these. What are these? Pigs,pigs. They’re pigs.

Those,those. What are those?

Cows,cows. They’re cows.

Step 4.Text-learning 1.Task 1 : Let’s listen！ Who is on the farm too? (谁也在农场？) 2.Task 2 : Listen and tick：What’s on the farm?

（听一听，勾一勾：农场上有什么呢？）:

Task 3 :

Let’s watch:

(欣赏动画，将农场上的动植物摆在正确的位置。)

A. pigs B. cows C. apples D. pears 4.Task 4 : Let’s follow.（跟读）

☆

注意语音语调

☆

要读出感情哦

5.Task 5 : Let’s read. （让我们读吧！）分角色朗读。

6.Task 6 : Farm show! (农场秀！)（发挥想象创编并表演，说得越多越好哦！）

T：It’s great fun to visit a farm. Liu Tao and Mike have great fun on the farm. It’s great fun to have a farm,too. 30 years later, you’re grown up. Someone may have a wonderful farm. Would you please show your friends around your farm? Make a dialogue in groups. A model: A (farmer): Look! I have a farm! Look! They’re pigs!/They’re cows! Welcome to my farm, Mr …! B: Oh, thank you! My good friend, Mr/Miss …

A: Nice to see you! B: Nice to see you! What are these? A: They’re … They’re lovely! Would you like a …? B: Yes, please. Thank you! I like… What are those? A: They’re …s. They’re sweet. Would you like … ? B: Yes, please. It’s yummy! A: Do you like my farm? B: Yes. It’s great! A: Welcome to my farm next time!

B: Thank you. Bye-bye! A: Goodbye! Step 5. Ticking time Ticking time I can talk about things on a farm. I can act things on a farm.

Step 6. Homework 1.

Read Story time for 5 times.

2.Make your performance better.

(把你们的表演排练地更好。)

3.Visit a farm if it’s possible. (如果有机会，在假期和家人一起参观一个农场,体验乐趣。)

板书：

Unit 7 On the farm --What are these/those?

--They’re …s.

--Are these/those …s?

--Yes./No,they’re …s.

★★★

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3B Unit7 On the farm 说课稿

江都区龙川小学 周小燕

一、说教材

本课是《译林版小学英语》三年级下册Unit7 On the farm 的第一课时，教学内容为Story time部分，故事围绕“参观农场”展开，通过Mike参观农场时，向刘涛及刘涛爷爷提问的情景，引出一些有关农场的词汇及对近处、远处物体提问的句型。

从本单元起，教材开始涉及“名词复数”，这也是小学阶段英语较难掌握的语法之一。

二、说教学目标

1、知识目标：

(1)通过学习Story time, 能听懂、会说、会读与农场相关的单词。

(2)能在真实的情境中熟练运用以下句型及其答语：

What are these/those?

They’re…

Are these/those…? Yes./ No. 2、技能目标：

通过学习Story time, 能正确理解并朗读对话内容，在教师的引导和帮助下尝试朗读对话、表演对话。

3、情感目标：

培养学生热爱动植物、关心大自然，共享美好生活的情感。

三、说教学重难点

能区分these 和those, 并能根据物品位置的远近正确问答。

四、说教法学法

通过启发式教学和任务型教学途径，鼓励学生拓展思维，把对话内容和生活实际联系起来，使其更好地掌握和使用对话内容。

在突破教学重难点these, those的远近区别上，我采用了美术绘画中近实远虚的方法，使用ppt让图片产生模糊到清晰，再由清晰到模糊，从而展现出远近的效果，在教学中充分利用好多媒体工具，突破难点。

五、说教学过程：

Step1 Before class Listen and Sing a song:Old Mac Donald had a farm Step 2. Warming up

1.

Free talk. T:Hello,boys and girls. 2.

Learn to say:Welcome to …

（请学生先听懂“欢迎来到我的课堂”并进行回答，然后学会自己说“欢迎来到我的班级”，向上课老师、听课教师说）

3.

Lead-in and learn T: Boys and girls,we sang a song before class.We were very happy. We saw a lot of animals there.Right?（PPT出现农场画面) They were on the farm. Learn ‘on the farm’. Step 3. Presentation and practice 2.

Learn : What are these/those?

And

‘pigs/cows/ducks/chickens’

(1)What are these?They’re pigs. (2) Are these pigs?No, What are these?They’re cows. (3) What are those?They’re …s.

Are those …?Yes./No.

(同步出现动物卡，结合句型学习生词。)

2. Let’s say.A chant

These,these. What are these? Pigs,pigs. They’re pigs.

Those,those. What are those?

Cows,cows. They’re cows.

Step 4.Text-learning 1.Task 1 : Let’s listen！ Who is on the farm too? (谁也在农场？) 2.Task 2 : Listen and tick：What’s on the farm? （听一听，勾一勾：农场上有什么呢？）:

Task 3 :

Let’s watch:

(欣赏动画，将农场上的动植物摆在正确的位置。)

A. pigs B. cows C. apples D. pears 4.Task 4 : Let’s follow.（跟读）

☆

注意语音语调

☆

要读出感情哦

5.Task 5 : Let’s read. （让我们读吧！）分角色朗读。

6.Task 6 : Farm show! (农场秀！)（发挥想象创编并表演，说得越多越好哦！）

T：It’s great fun to visit a farm. Liu Tao and Mike have great fun on the farm. It’s great fun to have a farm,too. 30 years later, you’re grown up. Someone may have a wonderful farm. Would you please show your friends around your farm? Make a dialogue in groups. A model: A (farmer): Look! I have a farm! Look! They’re pigs!/They’re cows! Welcome to my farm, Mr …! B: Oh, thank you! My good friend, Mr/Miss …

A: Nice to see you!

B: Nice to see you! What are these? A: They’re … They’re lovely! Would you like a …? B: Yes, please. Thank you! I like… What are those? A: They’re …s. They’re sweet. Would you like … ? B: Yes, please. It’s yummy! A: Do you like my farm? B: Yes. It’s great! A: Welcome to my farm next time! B: Thank you. Bye-bye! A: Goodbye! Step 5. Ticking time Ticking time I can talk about things on a farm. I can act things on a farm.

Step 6. Homework 1.

Read Story time for 5 times.

2.Make your performance better.

(把你们的表演排练地更好。)

3.Visit a farm if it’s possible. (如果有机会，在假期和家人一起参观一个农场,体验乐趣。)

★★★

★★

3B Unit7 On the farm

教学反思

江都区龙川小学 周小燕

本单元是学生比较感兴趣的内容，因为涉及到农场上水果和动物的对话，有浓厚的生活气息，但是一些单词的学习难度还是挺大的，有复数的词汇，有短语式单词，这样就要求老师要精心设计，才能让学生易于接受。这节课主要讲述句型Welcome to„

What are these/those? They’re„

Are these/those…? Yes, they are. / No, they ’re…为了让学生们感受生活，体会英语在生活中运用，我采取了情境教学法，小组合作学习法来学习。

本课我通过创设情景，利用游戏、儿歌、编对话、看卡通片等方式，引导学生对单词和句型进行探究性学习，让学生通过主动探索、发现和体验，学会对信息的收集、分析和判断，从而培养学生的创新精神和实践能力。

QQ农场的游戏猜一猜What’s on the farm？的句子框架下，进行单词的教学，遵循先易后难的顺序来进行的，而且在教学一些词组类单词时，可以采用分层次的教学方法进行，这样可以减轻学生的学习难度。

角色扮演是小学英语教学课堂上比较常用的一种学习方式，它可以培养学生的口头表达能力、想象力和合作能力。学生们用丰

富的表情和动作，学生们个个兴趣盎然，完全融入到角色中来体会语言、运用语言，课堂的气氛相当活跃。

总而言之，促进学生的全面发展，需要选取学生熟悉的日常事物、活动，运用各种直观教学手段，创设生活情景，精心设计生活化的教学活动，让英语走进生活，把课堂与生活紧密联系起来，让生活课堂化，让课堂生活化。

让学生积极参与、主动探究，大胆实践，合作创新，充分发挥学生的主体地位，培养和发展他们的综合语言运用能力，营造一个充满活力的英语课堂。