Unit 2 Daming flies a kite in the park.特级教师教学实录

外研版《新标准英语》(三年级起点)三年级下册

Module 8 Unit2 Daming flies a kite in the park教学设计

泉州市丰泽区崇德实验小学

林小珍

一、教学目标

语言能力：

1.

能听懂并会说：

lake,tree, park,snow等词组和Where is the...? it is in /on/behind/under...”描述人或物的位置。

What does he/she/Daming do in spring? He/She ...等句型描述人物在不同时间段做的事情。

2.

能听懂并会用

reading, singing, collecting等词组和what’ s your hobby? My hobby is…？/ I like.../It’s…等句型谈论自己和他人的兴趣爱好并简单说明原因。

2.能根据不同的情境,运用所学进行交流,发言等。

学习能力：

1.能积极参与小组活动,提升合作学习能力。

2.能在语境中分析、归纳关于动词的第三人称单数形式的表达方法，并能在实际生活中运用。

思维品质: 1.能借助思维导图,对方位介词进行一定的归纳和说明

2.通过谈论培养学生的发散思维和提取信息的能力

文化品格

1.积极参与课堂,乐于表达、乐于交流、乐于分享

2.培养良好的方向感:

二、教学重点

1学会并运用...in/on/under/behind..进行人或物位置的描述

2.乐于参与课堂,乐于表达,乐于文流

三、教学难点

用“Where is the ...?”

It’s in/on/under/behind...句型来询问并描述任务或者物品的位置。

2动词的第三人称单数形式的表达方法。

四、教具准备:多媒体课件、思维导图、单词卡片。

五、教学过程

Step 1 warm-up and review 1.

Greetings T: Class begins. Good morning, boys and girls. S: Good morning, Miss Lin. 2.

I do you say(看谁反应快）. T: Now look at my hand and finger carefully. And tell me what position it is. T: Who wants to be a volunteer?

3. listen and do. T: Now you should do the action that I want you to do. 教师展示ppt中的几个句子，学生按照指令做出相对应的动作

设计意图：通过师生间候以及

游戏间的互动，营造轻松和谐的课堂气氛,拉近师生间的距离,活跃课堂气氛。

Step 2 presentation(新课呈现）

1.教师课件出示dog\cat\monkey的图片，并提出问题。

Where is the dog? Where is the cat? Where is the monkey?, 引导学生用：It’s in/on/under/behind...进行猜测。

T: Now let’s turn to 47 and look at part 1. Here is a dog, a cat and a monkey. So Where is the dog? Where is the cat? Where is the monkey? 设计意图：让学生运用上节课学过的知识进行猜测，能有效地巩固所学知识。

2.学习: Listen, point and say (1)T: Now we are going to watch a video. let's see who is right? 课件呈现问题,学生带着自己的猜测观看动画。

Where is the dog？

Where is the cat? Where is the monkey? (2)看完动画之后教师课件出示以下内容。

T:

S1. The dog is____. S2. The cat is____. S3. The monkey is____. 依次找学生回答。在学生回答问题的过程中,学lake,(通过单词cake进行迁移,引导学生尝试读单词)其中under the tree/ behind the tree因为学生已经学过

under和教师在教授了tree之后,可以引导学生尝试描述。

设计意图:通过以旧引新,鼓励学生自己去发现,尝试表达。

（3）listen and repeat, try to imitate. T: Let’s watch the video again, and repeat it sentence by sentence. Try to imitate. 3.

学习: Watch and answer (1)

T: The dog is in the lake. The cat is under the tree. The monkey is behind the tree. So what about Daming? (2)

T: Where is Daming in spring/summer/autumn/winter? 那么Daming一年四季会在哪里呢？

课件出示问题：

Where is Daming in spring/summer/autumn/winter? 设计意图：针对文本提出问题，让学生带着问题走进课文内容。

（2）看完动画之后，教师主图讲解

T: Let’s watch another video. After that, I hope you can get the answer. T: Where is Daming in spring? 当学生说出“in the lake”的时候，给以肯定，然后用语气提示需要用完整的句子：

He is in the park.

以同样的方式讲解Where is Daming in summer/autumn/winter?

4.

学习：watch and answer T: I want you to watch the video again. And this time, you should tell me what does Daming do in spring/summer/autumn/winter?

课件出示问题：

what does Daming do in spring/summer/autumn/winter?

设计意图：针对文本提出问题，让学生带着问题走进课文内容。

（2）看完动画之后，教师主图讲解

T: What does Daming do in spring? 当学生说出“fly a kite”的时候，给以肯定，然后用语气提示“fly or flies”? 出示句子;

In spring, Daming flies a kite in the park.(卡片出示fly和flies,让学生观察词形的变化。) 并强调说:“

We fly kites. But Daming flies a kite.”(引导学生前面学过的动词的第三人称单数形式) (3)T: What does Daming do in summer? T: He swim in the lake. or He swims in the lake. (通过教师的语气提示,学生再次巩动词第三人称单数形式)得出正确答案后,找学生单个读,注意swim加上-s后的发音。

(4)T: Look! What does Daming do in autumn? 出示图片之后,首先用单词卡片教读

go fishing,然后让学生尝试描述。

In autumn, Daming _______under the tree. 注意go和goes的变化。

(5)T: What about winter? let's see。

数师用动作表示walk,帮助学生理解,然后用单词卡片教读walk, 找学生一个个起来读

T: So, in winter, Daming___in the snow. 教师用卡片引导学生说出完整的句子,注意

walks的发音。

5.

Watch and repeat. Then act it out. Step3 Practise练习

1.

Look, ask and answer.教师出示课本中Part3的图片,让学生两人一组进行问答练习。

T: Let’s turn to 48, and look at part 3. I want you to work in pairs.

For example: -- Where is the apple? --It’s on the chair. 2.教师引导学生用身边的文具设置情景进行问答练习。

Eg: -- Where is the book? --it's on the chair. Step4 Consolidation and extension T: Daming does many thing in spring, autumn, summer, and winter.What about you? What do you do in spring/autumn/ summer/winter? 教师课件出示学生学过的词汇单词，如

play football\ go skating\ go fishing\ swim等，让学生两人一组进行如下形式的交流。

S1：

What do you do in summer? S2: I go swimming in summer. 然后进行四人一组的练习，如：

S1：

What do you do in summer?

S2: I go swimming in summer. S1：

What does S2 do in summer. 设计意图：通过活动的分层次推进，既锻炼了学生的交际能力，听力理解能力，还有效地巩固了动词的第三人称单数形式

Step 5 Homework 1.

Describe what your family do in spring/summer/autumn/winter. 描述自己家人在四季的活动，没人至少说两个句子，如：

My father /mother/brother...in spring/summer/autumn/winter. 2.Read the text 3 times. 课文读三遍。

板书设计

Module 8 Unit 2 Daming flies a kite in the park.

flies a kite

in the park.

He/she/Daming

swims

in the lake.

goes fishing

under the tree.

walks

behind the tree.