Class 3 Textbook p.38－40教学设计第一课时

EEC三年级上册Unit 5 : What’s this?

1．本单元设计意图:本单元学习的主要目的是在理解课文内容的基础上，使学生学会运用What’s this/that?

It’s a/an…

Is this a/an…? Yes, it is. No, it isn’t./ No, it’s not.

进行回答；通过实物、图片等多种教学手段呈现并巩固教学内容，同时让学生学会用英语询问他人某物并可以作出回答，在活动中运用身边实物，将所学运用于日常生活，达到学以致用的目地。

2．本单元学习目标: 语言知识目标：通过复习和学习，让学生熟练掌握关于物品名称的英文单词，并能灵活运用所学单词和句型进行关于物品的询问，根据实际情况做出相应的回答。

语言技能目标：教师创设情境，学生在与实际生活相联系的情境中学语言，培养学生运用所学语言进行交际的能力。

情感态度目标：激发学生学习的主动性，培养他们学习英语的积极兴趣和参与合作的意识，通过学习和交流，

提高学生对所学语言在实际生活中的运用能力。

学习策略目标：培养学生的判断力，观察力，激发学生积极思维，通过情境活动，激发他们学习英语的兴趣，引导全体学生在任务中积极运用所学语言进行表达。

3．学情分析

本课是面向三年级的学生，他们接触英语时间不长，对英语有浓厚的兴趣，实践中他们非常喜欢表演、动作、以及歌曲等形式，并且他们容易受奖励的影响，所以要多鼓励。三年级的学生初学英语单词，让学生用英语描述常见的学习用具词汇及如何确认事物及应答。

4、单元具体设计

根据课时安排我把本单元分

3 课时来完成教学。

The first period：P36

The second period：P37.38 The third period：P39-43

Unit 5 : What’s this?

Period 1 一、Teaching Objectives:

1. Knowledge objectives:

①学生能够正确书写: Mm

②学生能够在图片的提示下，听，说，读，写

: monkey, monster, cap, car

③学生能在老师的引导下理解和运用句型:

What’s that/ this?

It’s a …… .

Is this a /your……?

Yes, it is.

No, it’s not.

What’s this/that?

It’s a /an…

2. Ability objectives:

①.学生能够正确书写“M ”。

②.学生能够听懂这是什么或那是什么的问答，并且能做出肯定回答和否定回答。

③学生能听读“monkey, monster, cap, car”. 3. Difficulties of the lesson ①.学生能够运用学过的句型对各种图片进行问答交流。

②.学生能够对所提出的问题做出肯定回答和否定回答。

二、Teaching methods: Task-based teaching approach, TPR.

三、Teaching aids: 多媒体课件，单词卡片。

四、Teaching Procedures：

Step I : Greeting StepII : Warming up and revision. 1.

T：Look at the learning objectives, read it by yourselves. OK stop here

2.

First , let’s sing the ABC song.

OK then let’s have a chant carefully and answer my question (学生在有节奏的chant中通过动作表演再一次复习this 和that，并由pencil自然的过渡到下一环节) T draws a picture and ask What’s this? [画一支铅笔的橡皮部分]

S1: guess T: No, it isn’t. / Yes, it is.

[画出全部的铅笔]

T: What’s this? Ss: It’s a pencil. (设计意图：通过教师画出铅笔的一部分让学生猜来复习单词，目的给学生想象空间，从而拓展学生的发散思维能力.) T: Follow me

Chant:

this

this

what’s this?

pencil

pencil

It’s a pencil

Drill: one ask one answer 2. ( ppt) Show some words ( ant bear cat bag pencil ). Ss ask and answer.

T: What’s this?

S2: It’s a/an…

T: Very good. Now look at the ppt. StepII : Presentation

1.（PPT）一个图形

T: What’s this? Guess. Ss guess it.

T: No, it isn’t. / Yes, it is.

Close your eyes let’s count one two three together. T: open your eyes T: Who can ask? S1: What’s this?

Ss: It’s a car.

BB: car

Let Ss read and spell it.

c-a-r

car

2. Write the question and the answer on the BB:

What’s this?

It’s a car. T: OK look the BB,I ask you answer then change What’s this?

Ss: It’s a car.

T: Today we are going to learn Unit 5. Write the title and let Ss read together. T: (PPT)

Who can ask?

S1: What’s this? T: Who can read this word?

S2:

cat. T: Who can read this word? Hands up , please.

S1:

cap

BB:cap Ss : Read cap one

by one

(设计意图：通过替换字母，培养学生读单词的能力和学习英语的兴趣。同时也熟练了“给单词换新衣”这一题型，并拓展了学生的思维。) 3. Look at me 教师指着自己头上戴的帽子问：What’s this? S1 It’s a cap. Then师指着远处的物品问What’s that?

S1:It’s a car. （提前摆一个汽车模型）

（设计意图:通过师生对话表演既引导学生理解this & that的区别，也很好的复习了新授单词，一举两得）

Drill：（PPT）Then Ss ask and answer like this.

S1：What’s this/that?

S2:

It’s a/an…

(进行了情景语言材料的铺垫。) 4. [MONSTER部分图一]

T: What’s this?

Ss: T: Is this a/an…? Ss: Yes, it is./ No, it isn’t. [MONSTER部分图二]

T: It’s a monster.

Ss: m-o-n-s-t-e-r

monster

BB: monster (设计意图：通过逐步激发学生猜测的欲望，从而反复运用目标语言使学生大量的说出可能物体，同时又一次进行了真实的语言再现。) 5.T; Do you like monster? Ss:

T: Do you know monkey?

Ss:

T: Do you like it?

Ss:

StepIII:

Practice

1.师生PK. 师出示动物以及物品图片问What’s this/that?

学生回答It’s a/an…然后交换问答，获胜者赢得神秘礼物（字母Mm）。then teach the letter“Mm”

① Write: Mm ②

Read: Let’s make the “Mm” sound. /m/ /m/ / m/ monkey ↗

↘ monster ↗

↘

meet ↗

↘

my ↗

↘

me ↗

↘

room ↗

↘

come ↗

↘

morning ↗

↘

（设计意图：根据学习字母的正确书写，又通过其发音，自编chant，从而更加熟练/m/。且能够见字母而知音，达到会组合、会拼读目的。）

2.PPT exercise

StepIV: Consolidation. (1) Listen and repeat. (p36) (2) Read the text group by group.

(3) Read the dialogue by roles. T: Let’s come back to our learning objectives

3. 自我评价

（让学生通过自我评价这个环节增强对学习的兴趣）

StepV: Homework （任选一项完成）

A. 用What’s this? 自编两组对话

B. 熟读课文，抄写单词cap/car/ball, 句子

What is this? 五、Blackboard design

Unit 5

What’s this?

A : What’s this?

B: It’s a car/cap. 六、Teaching reflection 本节课是学习“what’s this?”的第一课时，我采用了任务型教学方法设计的几个内容都得到了落实，取得了较好的成效。我在教学过程中发现：任务型教学是一个很好的教学理念。任务型教学注重体现学习过程，强调学生之间以及学生与教师之间的多边互动，力图创设一个自然、真实的语言环境。

在导入新课之前，我设计了两个问题：让学生猜“what’s this? 因为小学生最擅长猜测，而且也喜欢这种活动，不仅活跃了学生的思维，也活跃了课堂气氛。我对学生各种各样的回答给予肯定和鼓励，如“you are very clever！”，“wonderful”，这样自由与和谐的学习氛围为学生提供了创新的环境，能够引起学生的兴趣，激发学生的参与欲望，在共同完成任务的过程中，培养了合作精神，学生既有自主学习又有研究性学习，达到了“以学生为主”的现代教育理念。

Unit 5 : What’s this?

Period 2 一、Teaching Objectives:

1. Knowledge objectives:

①学生能够正确规范书写: N n ，

Oo

②学生能够在图片的提示下，听，说，读，写: nest, ball, desk ,head

③学生能够听懂: okay, sorry ④学生能在老师的引导下理解和运用句型

：Is this a/an…?

Yes, it is.

No, it isn’t./ No, it’s not.

2. Ability objectives:

①. 学生能够正确书写“Nn”。

②. 学生能够正确听说读写“nest, ball, desk, head”

。

③. 学生能够听懂老师说“Here’s your ball. Look at my head.”并能小组之间一问一答。

④. 学生能够正确使用“Is this a/an…?

Yes, it is.

No, it isn’t./ No, it’s not.”

3.

Difficult of the lesson: 1.学生能够运用以下句型对各种图片进行问答交流。Is this a/an…?

Yes, it is.

No, it isn’t./ No, it’s not. 2. 学生能够扮演书中的人物，并且流利的表达：

“Is this a/an…?

Yes, it is.

No, it isn’t./ No, it’s not.”

二、Teaching methods: Task-based teaching approach, Elicitation teaching

三、Teaching aids: pictures, word cards, computer, tape

四、Teaching Procedures：

Step I : Greeting.、

StepII : Warming up

1. Chant:

What’s this? What’s this?

car

car

It’s a car

(What’s this? ×

2

cap , desk, monster, monkey ×

2)

It’s a…

（设计意图：通过轻松愉快的歌谣，让学生对学过的知识进行简单的复习巩固同时也把学生带到轻松学习的语境中。）

3.

Guess:教师指着教室后面墙上贴的地图问

T: Look at that one

What’s that?

Who knows? Hands up, please. S1: say it in Chinese. T: Can you read this word? Who can? Try please. 4.

The ppt show a cap then map

cap→map (培养学生自拼单词的能力。) m m m /m/ /m/ /m/ map map map Ss read map follow the teacher

T: This time who can answer my question ? What’s this?

Ss: It’s a map. T:

OK. All of you are very great. （设计意图：通过让学生自拼单词既培养了学生拼读单词的能力同时也复习了/m/的发音，利用老师对学生的鼓励性语言引出all, 起到了承前启后的作用）

StepIII:

Presentation

1.

T: Look at this PPT What’s this ?

Just now I said all of you are very great.

Show all

T: Who can read this word? Show ball （通过学生自拼单词，进一步培养了学生拼读单词的能力同时也激发了他们学习英语的兴趣）

Ss read it one by one.

b-a-l-l

ball

BB:ball 2 Drill : S1: What’s that?

S2: It’s a ball.

3. T: What’s this? Ss: It’s a ball. T: Is this your ball?

BB: Is this your ball? S1: Yes/No. T: Can you ask me? S1: Is this your ball? T: No, it isn’t.

BB: No, it isn’t. T: Is this your ball?

S2: Yes

BB: Yes, it is. Step IV: Practice 1.Game(传球找到谁是球的真正主人？)

S1: Is this your ball? S2: No, it isn’t. Ss: No. No.

No, it isn’t.

S2: Is this your ball? S3: No, it isn’t. Ss: No. No.

No, it isn’t. S3: Is this your ball? S4: Yes, it is. Ss: Yes. Yes.

Yes, it is. T: Good! Here’s your ball.

BB: Here’s your ball. （设计意图：让学生在轻松活跃的游戏中学会本课的重难点句型,从而理解Here’s your ball的意思）

2. Design deliberately scene, teach them polite expression. (传球不小心砸到学生的头)

T: Look at your head. Sorry. I’m sorry. Are you okay?

BB :head

S1: Yes, I’m okay.

Ss: Are you okay?

S1: Yes, I’m okay. (设计意图：创设情境，让学生能够始终在真实的情境中感知语言并能够运用英语进行交流。) 2.

T: Look at this picture but this bird is not okay, because it doesn’t find her home. Can you help her find her home? S1: There it is . T: Great! The nest is her home. （创设情境, 引入对新单词的学习，加深新授单词的印象）

BB:

Nn

nest Let’s make the “Nn” sound. /n/ /n/ / n/ night ↗

↘ nice ↗

↘

no

↗

↘

name

↗

↘

not ↗

↘

(设计意图: 根据字母的发音，自编chant, 并熟练掌握/n/ 的发音，并能够见字母知其音，会组合，会拼读 ) T: PPT Look at this one Which letter does it like ? Ss: O

T: Write O on the BB,and let Ss read follow me

O

O

O

[ɔ ]

[ɔ ]

[ɔ ]

Who can read ? BB: Oo

ox

ox→fox

↓

box （设计意图: 加字母、变字母的词型学习培养了学生的思维能力，和认知单词的能力）

StepV: Consolidation 1. (1) Listen and repeat. (p37) (2) Read the text group by group.

(3) Read the dialogue in roles. (4) Word fun. Talk together.(P38) (5) Teach how to write the letter “Nn and Oo”

2.T: Let’s come back to our learning objectives StepVI: Homework

1.

读熟课文。

2.

连词成句：① this

cap

a

is (.)

② what

this

is

(?)

③

what

this

is

(?)

④

your

here

is

ball

(.) 五、Blackboard design

Unit 5

What’s this? A: Is this a /an

_____ ? B: Yes , it is . No, it isn’t . 六、Teaching reflection 一节课下来，教学目标基本完成，通过各项教学活动，学生掌握了重点词汇和句型，能够用所学知识进行交际练习，听、说能力得到了有效锻炼。

需要改进之处有以下几点：

第一、课堂气氛不如平常活跃，部分学生胆怯、害羞，需要教师再调动学生的积极性。

第二、口语交际时可以采用多种结对方式，如小组结对、男女生结对、学生自由结对等，让学生联系后再发言。

第三、进行听力练习时，过程稍显仓促，部分学生未能听出答案，应在核对答案前再播放一遍录音，尽量让学生听懂。

优点：游戏活动达到预设的效果。PPT采用了我们之前学过的字母代表单词，学生比较熟悉，而且图片都是孩子们喜欢的动画人物，气氛特别活跃。

Unit 5 : What’s this?

Period 3 一、Teaching Objectives:

1. Knowledge objectives:

①Students can listen、speak、read and write: Mm, Nn, Oo

②Students can listen、speak and read: ball, cap, car, desk, monster, monkey, nest, ox, sorry, okay

③Students can listen and speak : Look at my head. Put up/down your hand. ④

Key structures：Is this a/an…?

Yes, it is.

No, it isn’t./ No, it’s not.

What’s this/that?

It’s a/an…

2. Ability objectives:

By the end of the lesson, the students should be able to: 1. Listen to the tape, then Ss find out answers from the tape. 2. Get to know the meaning of three-skill words in spoken and forms, and pronounce them clearly. 3. Get to know Mm Nn Oo in spoken and written forms, and pronounce them clearly.”

4.Use structures like “Is this a/an…?

Yes, it is.

No, it isn’t./ No, it’s not. What’s this/that?

It’s a/an…”to communicate. 3.

Focus of the lesson: 1. Understand the dialogue as a whole. 2. Get to know Mm Nn Oo in spoken and written forms, and pronounce them clearly. 4. Predicted area of difficulty: 1. Ss can ask and answer“

Is this a/an…?

Yes, it is.

No, it isn’t./ No, it’s not.

What’s this/that?

It’s a/an…”

2. The pronunciation and the meaning of “head, hand”. 3.学生能在恰当的情境下正确运用“Are you okay? Yes, I’m okay . Sorry.”

二、Teaching methods: Task-based teaching approach, TPR, Elicitation teaching

三、Teaching aids: pictures, word cards, computer, tape

四、Teaching Procedures：

Step I : Greeting. StepII: Revision 1.

T : First look at the revision objectives ,read it by yourselves. T: OK

Let’s sing ABC song together T:

Use cards review letters from Aa to Oo （打乱顺序）

（设计意图：通过两种不同的方式来复习字母，同时也把学生带到轻松愉悦的

英语学习环境中）

2.

T: Let’s play a game. Do you like it? Choose the number please.

（

设计意图: 砸金蛋的游戏环节，让学生在轻松的环境中复习了本单元的重点词汇和要掌握的字母，提高了英语学习的趣味性。）

3.

我的舞台我做主

A： What’s this ? B: It’s a/an______. A: What’s that? B: It’s a/an _____. A: Is it a ______? B: Yes, it is ./ No, it isn’t.

（设计意图：在上一个游戏环节的基础上，让学生进行句型的操练，从而达到词不离句的目的）

4.

开启智慧树

（设计意图：此环节更进一步的提高了学生综合运用语言的能力，从而也拓展了学生的创造性思维，在游戏中感知语言的魅力，通过奖励智慧果更加调动了学生学习的积极性。）

5.

T: Let’s have a short rest. Put up

put up

put up your hand Put down

put down

put down your hand Ss: Say and do follow the teacher BB:

Put up your hand.

Put down your hand. （设计意图：通过一边说一边做来学习句子，加深了对所学句子的印象，从而也锻炼了学生的听说能力）

6. OK，All of you are very great. Let’s come back to our revision objectives.

StepIII: Production 1. Listen to the tape. (1).Check up. A. Listen and number the picture. (P39) B. Listen and check T (True) or F (False). P40 Listen and number the pictures. C. Join the Beat.(P41) 2. Sounds and Letters.(P42)

A. Listen and trace.

B. Chant together. 3. Have Fun.(Look, think, and role-play.) p43 StepIV. Homework

五、Blackboard design

六、Teaching reflection