Unit 1 The sun is shining.教学内容

Module3 Unit1 The sun is shining. 学科

小学英语

年级

课题

The sun is shining. 课型

阅读教学课

教材出版社

外语教学与研究出版社学时

一课时

新标准英语（三年级起始）六年一期

1. Teaching materials 教材中的书信

Hi, Lingling, How are you? I had a very funny day on Saturday. We had a picnic in the park. I am sendsome photos.

I miss everyone in China.Please write soon. From Daming

教学

内容

Here are the photos. Look!（照片略）

In this photos,the sun is shining, the birds are singing in the trees. We are looking at some duThey look hungry. In this photo,it is raining, we are under a tree. And just look at this, the ducks are eating our picnic. 2. 设计学案：1）听力策略训练，听大明的书信描述他的相片；2）出示相片指导学生描述； 3）创设写寄信、收信、念信场景，提供新的学习材料，训练他们的听、读技能，让学生运用所学词汇和句型教学

目标

1）Be able to describe a scene:

In this picture, the sun is shining. The birds are singing in the trees. 2）Learn to use the present continuous tense. 3）Train the students’ reading and speaking abilities. Use the present continuous tense to describe some pictures；Reading and understanding教学

letter.

重点

课时

安排

Steps 本课教材内容选自新标准英语（三年级起始）第八册第三模块章第一但愿，本单元作一个课时安排Teaching & Learning procedures

T’s activities Ss’

activities Purpose T: Today I’ll divide you into 男女生各派一人上台SBoys Team and Girls Team. Let’s see 比赛，看谁根据其他tep1 Warmiwhich team is better. Are you ready? 学生读的词作较快反First let’s have a match: golden ng up 应。

fingers. Now I’ll choose a volunteer from each team. Who can try? Let’s see who can make quick response. In this match, Boys/ Girls did a good job.

考察学生对已学现在分词，尤是本课将要出现的现在分词的读能力。

1. Look, boys and girls. I’ve got 说相片反面的词语，Ssome photos. Can you say the words on 猜猜是谁的相片。激tep2 Revisiothe back ?

发学习兴趣。

( eating

raining shining

n

riding

drawing

playing ) 2.

Now listen. Some of these photos aren mine, and the others are not mine. Please guess which are my photos? Say the name, please. Can you turn it over?( Oh, good. You’re right. / oh, sorry. It’s not my photo.)What am I doing in this photo ?

复习现在分词和现在分词。为度到语篇的学习做好词汇的初准备。

1.

Look, these are my photos. SWhose photos are these?

Yes, they are tep3 Daming’s. PWhere did he take these photos? re-readWhat did they do in they park? Who can ing

remember? 2. Good memory. Daming and Simon had a picnic in the park, and he took some photos. Now he is sending some photos to Lingling. Let’s have a look.

1.

Listen to the CD-ROM and Sanswer:

tep4 Did Daming have a funny day While-reaon Saturday? What’s he doing now? 2

Read the text by themselves ding

and try to describe Daming’s photos ( Ask some students to describe the photos and the teacher paste the sentences on the blackboard. ) 3.

Read the sentences after the teacher. Teach “shine” and “shining”. Spell these two words, find which letter is missing. Practise these two words in pairs like this:

A: shine--- B: shing. Check a group. 4.

Listen and read after the CD-ROM

根据第二模块学的内容回答问题。

复习旧知，为语篇学习建整体构。

1、整体听，感知课文。

遵循阅读教学的规律进行教学2、细读，尝试描述大

明的片。

自己解决词汇和句型。

1.

Eyesight challenge (CAI): SNow close your book , let’s tep5 Post-rehave an eyesight challenge. I'll see who has got sharp eyes. ading

What can you see in this photo? 2.

Task:

Now boys and girls, take out your photos. Can you describe your photo? Who can try? ( ask two students to describe their photos) Now talk about your photos with your partners. Please work in groups.

Now go back to your seats. Who can try?

(check two groups) Now boys and girls, please take out your pen and write a letter to your friend and send your photo. Write on the back of the photo.You can write it after the model of Daming’s letter or my letter. If you have finished your letter, put it in the postbox.

Let’s see who can receive a letter? Sing the song together.(邮递员发信，收信人读出信的内容) Boys and girls, time is up. Yurui, hand out the letters after class.

Let’s see which team is the Step6 winner. Sum up

主1、运用所学句型描述第一个任务稍容易，多照顾基图片。

薄弱的学生。 2、完成任务：写信，第二个任务回归语篇，真实的描述相片—收信，读用语言，并在此过程中了解书信，描述他人相片。

的结构。

看比赛结果自己总结。

回顾全课，给不同层次的学生鼓励。

自我反思

本课教材以一封信为载体，呈现了并描述了大明的三张相片。其重点是让学生学会运用现在进要特色

时描述图片或相片。在教学中我设计了“写信，描述相片--寄相片—收信—看相片，读信”这样一与

真实的语境和任务，采取师生互动，生生互动的协作式学习，让学生大胆感受并运用语言。我最大创新之处

体会就是如果让学生参与到教学过程中来，给学生留有充足的活动空间，让学生感到自己不是在外的强迫下被动的学习，那么学生的个性与自我学习能力就能得到充分的体现与发展，学生的知识面能得到提高。最值得一提的是：通过这些活动，平时羞于开口的几个同学都有大胆的表现。

存在的问题如能把任务或问题放在视听教学材料前，让学生带者问题或任务去视听，则效果会更好。其次，本与

的文本材料是书信，如能适当强调一下书信的书写则更好。这是我以后教学中应注意并改进的地不

足

1. Make sentences using “is / am / are /

+ ing”

2. Look at pictures and talk about them. Step5.Summary Step6.Homework Describing a scene using “present continuous tense.”