Lesson 2优秀公开课教案

粤人2011课标版小学英语三年级下册

Unit 5 Clothes教学设计

珠海市高栏港经济区金洲小学 曾月嫦

教材：粤人2011课标版三年级起点

课题：Unit 5 Clothes 课时：The Second Period Ⅰ. 教材分析：

本课时是三年级下册第五单元的第二课时，教学目标是学习本单元故事story，巩固单词和句型，深入学习和运用介词去描述物品的位置，在前面四个单元学生对一些简单的物品名词、衣服的单复数，be动词is，are的简单用法等进行了学习，这些单元的学习为本课时学生表达物品的单复数、相应的be动词以及描述物品的位置打下基础。

Ⅱ. 学情分析：

三年级学生一般年龄都在八至九岁间，这个年龄阶段学生的特点多为活泼可爱，回答问题积极，表演欲强，求知欲旺盛，喜欢直观形象思维，在游戏、竞赛等特别感兴趣。本节课，将采用畅言智慧课堂的平板课堂教学模式授课，在课前学生通过微课视频的自主学习和第一课时的学习，学生已初步掌握了方位词和询问物品位置的句型。在本节课中，重点是通过学习本单元故事story，巩固单词和句型，并深入学习运用介词去描述物品的位置。通过回顾课前微课视频片段关于羊村举行的时装秀，羊羊们的衣服被灰太狼藏起来，同学们帮助羊羊们寻找衣服,接着帮助本单元的故事主角Tony寻找长裤, 说说Tony的房间哪里凌乱了, 帮助Tony收拾房间, 最后在四人小组中表演新故事，这一条故事主线充分调动学生的学习积极性，让学生在一个有趣的有意义的故事情节中学习重点知识。

Ⅲ. Teaching Aims:

(1)

Knowledge Aims: 1. Students are able to read, comprehend and use the sentences of the story. 2. Students are able to ask and describe the location of things. (2) Ability Aims:

1. Students are able to read and act out the story of Unit 5. 2. Students are able to improve their communication abilities. 3. Students are able to improve abilities of English thinking.

4. Students are able to train their team-work abilities.

(3) Emotion Aims: Students are able to know that we should keep tidy and clean. (4) Learning Strategy Aims：

1. Students are able to take part in the activities in class. 2. Students are good at communication with the others. 3. Students are able to widen their vision after studying. (5) Culture Aims: Students are able to know how to keep the room tidy. Ⅳ. Teaching Key Points: 1. Students are able to understand the story. 2. Students are able to get the information from the story. 3. Students are able to finish activities. Ⅴ. Teaching Difficult Points: Students are able to understand the story and get the information from it. Ⅵ. Teaching Aids:

Exercise sheets, ipad, PPT, learning materials. Ⅶ. Teaching Procedures: Step 1. Warming up 1. Greeting

Greet with students. How are you?

2. Rules of group assessment Divide students into 3 groups, if the group is good, that it can get one star. 3. Sing a song: On, in, under.

Students listen, sing and do the actions.

【设计意图】简单亲切的问候，不但帮助学生迅速进入英语学习的状态，而且拉近了师生之间的距离。分组评价能激发学生的竞争欲望，调动学生学习积极性。同时利用朗朗上口的歌谣，活跃课堂气氛。“On, in, under”这首歌能唤醒学生对已学单词on、in、under、between的记忆，同时用TPR教学法带动学生的学习积极性，带给学生愉悦的学习心情。

Step 2. Revision 1. Review the words and the sentence patterns that have learnt in the first period. Watch the mini-lesson, and review the story about “The sheep and the wolf”, guide the students to help the sheep find out the clothes, the aim is to review the words “in, on ,under, between, socks, pants, jacket, skirt” and the sentence

patterns “Where’s the…?

It’s (in)

the…”&“Where are the…?

They’re (on)

the…”.Students can ask and answer.

【设计意图】通过复习课前微课视频的“喜羊羊和灰太狼”的故事，灰太狼把羊羊们的衣服藏起来，同学们帮助羊羊们寻找衣服，运用第一课时学过的单词和主要句型进行问答。学生再次回顾学过的三年级下册Unit 5的重点词汇和句型，做到温故而知新。

2. Sum up the sound /n/

T: Look at the four words “in, on, under, between”, there is a letter “n”. The sound of the letter “n” is /n/. Let’s read the chant.

In, in, /n/, /n/

On, on, /n/, /n/

Under, under, /n/, /n/

Between, between, /n/, /n/

【设计意图】in, on, under, between这四个单词在第一课时已经学习，这节课归纳总结这四个单词都有字母n ，都有/n/的发音。语音教学在每节课都需要渗透的，孩子们了解字母n在单词中的发音规律，能根据发音规律正确拼读简单的单词。

Step 3. Presentation

1. Introduce a boy “Tony” and ask the question “Where are Tony’s pants?”, guide the students to listen to the story and find out the answer. 【设计意图】本环节是给学生创设疑问，让学生在好奇中激发学习的兴趣，激发学生听故事的欲望寻找答案。

2. Have students talk about the four questions in pairs in one minute.

【设计意图】本环节是训练学生快速阅读故事的能力，尝试在故事中找出问题的答案。

3. Have students read the story sentence by sentence after the computer together, and answer the four questions.

For example:

【设计意图】本环节是帮助三年级孩子在故事理解中降低难度，让学生体验成就感。

Step 4. Practice 1——Find out Tony’s pants.

1. Have students follow the magnifier and try to find out Tony’s pants what they can see through the magnifier.

【设计意图】本环节运用信息技术特制的课件环节，给课堂营造了神秘的气氛，激发学生浓厚的兴趣寻找答案，学生自然而然集中注意力，在回答中巩固了本单元的重点句型。

2. Sum up: Tony’s room is so messy!

【设计意图】本环节是引出Tony的房间凌乱，为下面的练习说出Tony的房间哪里凌乱和帮助Tony收拾房间做好铺垫。

Step 5. Practice 2——Pair work “Let’s describe where is messy!”

Have students in pairs say out the sentences “(The clock) is (under) the (desk).”, then the teacher ask the individual student to say out the sentences, the teacher circle the places where is messy.

【设计意图】本环节是让学生区分单复数句型的运用，充分巩固本单元的核心句型和单词。在情境中检测学生听和说的能力。

Step 6. Practice 3——Group work “Let’s make Tony’s room tidy!”

1.

Situation: Let’s help Tony make the room tidy and clean.

(1)

The teacher makes a model. (2)

Assign the task to the groups. a)

Stick the pictures on the poster card. b)

Write down the composition “Tony’s room”. c)

Read the composition together in groups.

【设计意图】本环节是在四人小组里合作共同摆放不同物品的位置，学生通过贴一贴，写一写，读一读的小组合作方式，考察学生对知识的综合运用，让学生动起来，动手能力、动口能力同时加强同学之间的合作与交流。在情境中训练学生的动手能力和实际语言运用能力，检测学生的书写表达能力。

2. Show time ——Have some groups to show their

compositions.

【设计意图】本环节是让学生上台展示。老师和学生共同批改，多引导

学生指出错误之处。

Step 7. Practice 4——Group work “Role play a new story”

1.

Listen to the story again and act out a new story in groups.

2.

Show time——Have two groups to show their new dialogues. 【设计意图】本环节是让学生尝试运用所学语言完成有意义的任务。

Step 8. Consolidation 1.

Let’s make our classroom tidy and clean.

Have students make the desk tidy and clean, do with the teacher.

【设计意图】本环节是让学生学以致用，学会收拾自己桌面。

2.

Emotional teaching—— We should keep tidy and clean. 【设计意图】本环节是对学生进行情感教育。

Step 9. Homework 1. Retell the story.

2. Talk about your room with your friends in English.

【设计意图】课后通过写作来巩固本节课的知识。

Step 10. Which group is the best today?

【设计意图】及时总结学生课堂表现，给予优秀小组掌声奖励，激励其他小组今后更加努力。

Ⅷ. Blackboard Writing: