Lesson 8ppt课件课堂实录

人教版（精通）英语三年级上册

Unit2 This is my pencil.

Lesson8

辽阳市辽阳县刘二堡镇河北小学

高峰

2016.9.

人教版（精通）英语三年级上册Unit2 This is my pencil. Lesson8 辽阳县刘二堡镇河北小学

高峰

2016.9. 一、教学目标

1.知识目标: 能够正确听、说、认:pen和pencil。

能够正确运用句子:Nice to meet you.和Nice to meet you, too. 能够运用以前学过的book\bag和本节课学习的pen、pencil，进行Let’s do 练习。

2.技能目标: 能够用Nice to meet you.和Nice to meet you,too.句型, 表示见到你很高兴。

正确认读pen、pencil 3.情感目标：用所学语言能够在见面时进行自我介绍，

对英语学习产生浓厚兴趣。

二、教材分析：本课是三年级上册第二单元第二课，学生在已学句型Glad to meet you.的基础上继续学习交际用语Nice to meet you.和与学生学习生活密切相关的单词pen、pencil。

三、学情分析

1.学生是刚刚开始接触英语的三年级学生, 他们对英语学习有着非常浓厚的兴趣。

2.他们已经掌握了book，

bag单词的听读认。

3.已经对Glad to meet you. 的用法非常熟悉。

4.对于talking的呈现形式非常好奇。

四、重点难点

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重点:1. 能够正确听、说、认:pen和pencil。

2. 能够正确运用句子:Nice to meet you.和Nice to meet you, too. 难点: 熟练掌握第一次见面时的自我介绍句型

五、教学准备：PPT, 图片，实物，奖励粘贴。

六、教学流程

Step1 Warm- up 1.

Sing a song What’s your name?活跃气氛

2.

Greetings & Free talk 拉近师生距离，复习旧知。

(1)Greetings T：Hello, boys and girls. (Ss: Hello, teacher!) (2)Free talk

(拿着名签)My name is Wendy. Glad to meet you, boys and girls. (挥手致意) (Ss: Glad to meet you, Wendy.) T：Hello, boy. What’s your name? (Hello, Wendy. My name is A.) Glad to meet you, A. （与学生握手）(A: Glad to meet you, too.) T：Hello, girl. What’s your name? (Hello, Wendy. My name is B.) Glad to meet you, B. （与学生握手）This is A.（用介绍的手势）

A: Glad to meet you, B. （让A与B握手。）

B: Glad to meet you, too. A. T：Hello, girl. What’s your name? (Hello, Wendy. My name is C.) Glad to meet you, C. (指着另一位同学)Who’s this? 你能把你的朋友介绍给我吗？（示意C用介绍的手势）C: This is D. T：Nice to meet you, D.

D: Nice to meet you, too. Wendy.

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Step2 Presentation 1. (1)复习导入

T：I have something here. Look, boys and girls. (拿着书包) What’s this? (Ss: BAG) 让学生多次读。Guess, What’s in the bag? Take out the book, let the Ss say the word: BOOK. 让学生多次读,复习单词。

(2)新授单词New words：PEN，PENCIL Let the Ss guess: What’s in the bag? Take out the pen, and show the picture and word.（示范拼读，带读，纠音。）

Take out the pencil, let the Ss watch the picture(PPT:铅笔，图下pen)ask the Ss : Is this a pen? (让学生仔细观察图与词是否对应，当学生发现是铅笔时，教授单词PENCIL,呈现对比记忆)。让学生继续说说生活中知道和使用过的文具，为后课学习做准备。

(3)操练单词

Now, look! This is my pen. Please you show me your pen. Just like this: pen, pen, pen.(举起手中的钢笔。) Then show me your pencil and chant: pencil, pencil, pencil. show me your book: book, book, book. OK, let’s play a game. The game is I Say U Do. The rule is when I say:

show me your book. You do like this: book, book, book. Are you clear? Let, 2-3Ss come to the front and play this game. 用两只老虎的旋律Chant:

Show me your pen. Show me your pen. Pen, pen, pen. Pen, pen, pen

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Show me your pencil. Show me your pencil. Pencil, pencil, pencil. Pencil , pencil, pencil. Show me your bag. Show me your bag. Bag, bag, bag, Bag , bag, bag Show me your book. Show me your book. Book, book, book. Book , book, book 2.呈现新句型

(1) 介绍背景

(Show the picture: Peter，Gao Wei and Yang Ming) Look! (Point to Peter) Who’s this BOY? Ss: This is Peter. Say sth to him. OK? Ss: Hello! Hi! Good morning! Glad to meet you. Peter. (Point to Gao Wei). Who’s this BOY? Ss: This is Gao Wei .Say sth to him. OK? (Hello! Hi! Good morning! Glad to meet you. Gao Wei) T: This is Yang Ming. He is our new friend. Watch their POSE and Guess: What are they talking about? (让学生猜一猜内容) Then play the flash and answer the questions. 1.What does Yang Ming say? 2.What does Peter say?(生回答，核对答案，出示课文内容，呈现新句型) You can also say: Nice to meet you. (Write it) Read it. （运用新句型打招呼）Say to me. Nice to meet you. --- Nice to meet you, too. (2)操练课文

Open your books. Now, who wants to act Peter? Gao Wei? I’m Yang Ming.

Let’s read in groups.

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Step3 practice

1.师邀请学生对对话进行演示. 2. Pairs in group to exercise. (创设情境,让学生在真实的情境中交流,巩固新知。

I’m a new student. I don't know anyone in my new class So can you let me know your friends? Who can? 3. Invite to student and perform it.

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教学反思

小学英语是一门特殊的语言学科，要掌握好这门语言，不但要有习得这门语言的自然环境，而且要结合学生的心理特点及语言的社会性等特点进行教学。在本课英语教学中，我创设宽松的课堂环境，开展形式多样的活动，恰当运用信息技术，有效激发学生学习英语的兴趣，提高他们运用英语的能力。

本课的教学主要是交际用语的理解和使用，因此我运用大量的肢体语言帮助学生理解和掌握目标语言，针对学生初学英语，有着强烈的好奇心和表现欲的特点，我设计了猜一猜，我说你做和表演对话等活动，充分满足学生的心理需求，让学生在活动中运用目标语言，在乐中学，达到寓教于乐的效果。当然，每堂课都或多或少会有不完美的地方，比如我的课堂用语不够简练，对学生的评价缺乏针对性，希望在今后的教学中多积累经验，继续改进。

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