当前位置:首页 >> 小学教育 >>

教学设计书


教学设计书
一、学科:英语 二、课例名称:Unit 1big or small. 三、执教教师:Anna 四、指导教师:Rose 五、课型:语音课 六、年级:三 七、教材版本:广东人民出版社《Friends with English》第 2 册教材 八、教学设计 (一) 教学内容: 1.Book two Unit 1 P Sounds and words. (二)教学目标设计 1.知识目标: a)能够正确读出/h/ /?/ /g/ /t/ 的音。 b)能熟练的读出单词: c)能按节奏 Chant. d)能根据所学的发音规律拼读单词。 e)能根据所学的发音规律及以往的学习积累唱会有关语音歌曲。 2.能力目标: a)引导学生积极参加小组活动,促进他们养成动脑、动口和动手的 好习惯,培养自主学习的意识。 b)培养学生的听说能力。

1

3.情感目标: a)进一步提高学生对英语的学习热情及学习兴趣。 b)鼓励学生积极主动参与课堂活动,大胆开口,主动模仿。

(三)教学重点、难点: 1.能够准确读出/h/ /?/ /g/ /t/的发音。 2.学生根据自己已学习的语音知识学习更多的课外单词。

(四)教学策略 本节课的授课对象是小学三年级学生。 三年级学生经过近三年的 英语学习,学生对英语学习有着较浓厚的兴趣,喜欢模仿、读唱表演 但他们正规地学习语音知识也只不过才一年之久, 因此教师要培养他 们自主学习、合作探究的精神。 本课的教学内容是 《开心学英语》小学英语三年级下册第一单 元第三课时 sounds and the words 的内容, 是一节单纯的语音课型。 之 前学生通过字母表的读音基本上了解到一些字母的发音规律。 所以本 节课的重点是启发学生通过仔细读单词, 结合自己以往学习单词的规 律总结出字母组合和及其发音规律,让学生获得成功感,进而提升自 主学习的能力。 本节课借助多媒体,听说,朗诵等方法创设教学情景,以学生为 主体,注重学生语音能力的培养,加以任务型教学,调动学生的学习 积极性,让学生合作、自主、愉快地学习,通过阅读,讨论,演唱等
2

活动,在宽松愉快的心理氛围中达到学习效果。 1、教学方法:本节课采用视听教学法,情景教学法、活动教学 法、游戏教学法和任务型教学法。以“言语交际为中心” ,借助多媒 体提供的多种资源,以听、读和故事为突破口,较好地激发学生的主 观能动性,激发他们的学习热情,提高他们的综合语言素质,进一步 提高课堂教学的有效性。 2、辅助手段: (1)制作多媒体课件来辅助教学,形象、生动、 真实的情景展现,为学生的学习提供了良好的基础。 (2)利用歌曲和 韵律诗让学生把所学的知识进行记忆,加深对知识的理解。 3、教具准备:PPT、多媒体课件、视频、课堂练习

九、教学流程图

3

Warm up!
Sing a song

Presentation
Lead to new lesson Make a model

chant

Learn the new sounds

Look and say out the sound words.

Read more words

Tongue twister

Read a story and circle the words

Read the story and answer

Summary

Homework

十.教学过程:

Step1、Warming up
4

1、Greeting with the Ss. 1)Sing the song of I am happy Ss: Yes.

2)Dialogue T:Are you happy? Ss: Yes, I am [设计意图:轻松的歌曲可以减缓学生课前的紧张情绪,营造和谐的 英语学习氛围。师生对话内容为引入复习内容起到承上启下的作用]

Step2 、Revision
[设计意图:通过图画展示,提问学生里面的人物会说什么,引导学 生回答, 既检查了作业, 也对前一课时的学习内容进行了及时的巩固]

Step3 、Presentation
1、 Have kids listen to some sounds. Make them guess: What is this sound? 2、 Help kids answer: It’s the sounds of bell/fish 3、 The teacher answer and say: Let me take you to a zoo and know more animals. [设计意图:通过听到的声音猜物体。让学生感知、体验物体发出的 声音,为学生学习新的语音埋下铺垫,同时通过导语带领同学到动物 园参观引出新课内容。] 2、Telling the Ss that Gogo went to a party with a mask. He met a good friend at the party. Have the Ss guess who it is? S1: Jenny. S2: Tony…. T: You are wrong. He is Mr.Elk.
5

Mr. Elk is an Elk. Do you want to know Mr Elk? Ss: Yes, we do. T: Let’s ask loudly: ”Mr Elk, Mr Elk, what do you like? Ss: Mr Elk, Mr Elk, what do you like? T: Listen to Mr Elk. (Have the Ss listen to the chant.) T: What does Mr Elk like? S: He likes milk and likes to wink. T: Look at these words. Can you find out their houses? Ss: Yes. 3、Have the Ss listen to the chant and find out the words ’home and then read the words by Ss. Then have the Ss to conclude the sounds [lk][?k][sk].Learn them by listening to Tasha . 4、Read the sounds [lk][?k][sk]after T and practice by Ss ( Ss- S row- S pairs). [设计意图:通过让学生感知、体验,自己总结出[lk][?k][sk]在单词中 的发音规律,同时让学生跟着外教从音形方面学发音能让学生感受地 道的英语读音.] 5、 Have the Ss look at the phonetic transcriptions of milk, elk, sink, wink, mask and ask, and read them in groups. Then have some Ss to speak put the words the match the word and the Ps. Read the words by Ss. [设计意图:让学生在以上的训练中进一步提升到能看音标读单词的
6

层次,同时体现成功的喜悦]。 6、Have the Ss chant with action. ( Ss- Ss group –Ss rows) [设计意图:以 chant 的形式让学生熟练所学的语音单词。] 7、Give different words out of the text book and have the Ss try to read the new words. [设计意图:让学生在以上的训练中能从发音规律来自学新单词也能 体现成功的喜悦。] 8、Have the Ss play two games 1) Have the Ss listen to T’s words and stand up to say the sound loudly. T: Desk. Ss row: (Stand up) [sk][sk] 2) Have the Ss to read the words given by T and put the words under the right sound.

lk

nk

sk

7

Check and read the words. [设计意图:让学生在游戏中准确区分本课所学到的字母组合的发音。 也可以让学生学到更多的单词。也有利于激发学生的兴趣,帮助学生 记忆。]

9、Give Ss two tongue twisters to practice the sounds. T: Let’s read the tongue twisters clearly. ( Ss read after T) I think, you think, we all think, for a drink. Frank‘s task is asking for a mask and a desk. T: Let’s read them clearly and quickly. [设计意图:绕口令的训练让学生体现字母组合在句中的发音规律, 也可以引起学生的学习英语的兴趣。] 10 、 Share Gogo’s story, listen and circle about[lk][?k][sk] . T: Why did Frank ask for a mask? Listen ! At the Halloween party, everyone needed to bring a mask. Before the party, Tony and Jenny didn’t have a mask.So Tony went to buy a black mask near the bank. Jenny bought a pink mask. Look! Gogo and his friends were wearing the masks at the party.
8

the right words

They were excited. Jenny was drinking milk at the desk happily. But Tony was crying loudly. He said,“ I lost my mask.” “I think your mask is next to the sink.” Jenny answe red. At last, they found the mask near . They were happy.

1) Listen to Gogo’s story and circle the words. 2) T read the story again, the Ss stand up and read the words twice quickly when listening to the words of lk, nk, sk. 3) Read the story in group and answer the questions. [设计意图:让学生在文段中体验含有 lk, nk, sk 单词的读音,同时 区分读音较容易混淆的单词。] 4) The ending of the whole story. T: Gogo and his friends were very happy at the Halloween party. Do you like parties? Ss: Yes. T: Now, let’s put on our masks and have a party ,too. Let’s go. ( Show a party’s picture and the music.) [设计意图:故事结尾的设计让学生对本课学习的内容有一个整体的 回忆。起到首尾呼应的作用。同时可以引出下一课书 I had a bad day 的学习。]

9

Step3、Summary
T:What did you learn in this class? Ss: We learned the sounds[lk][?k][sk] and the words. [设计意图:通过对知识的小结,帮助学生将本课的信息进行加工、 储存,从而明确教学目标、重点和难点。]

Step4、Homework
1. Read the words and chant after class. 2. Try to write a story about the mask.

十一、板书设计

Unit6 Lisa was laughing loudly Sounds and the words sk

lk

nk k

10

mask ask

milk elk

sink wink

十二、学生练习 一.Listen and circle the words: At the Halloween party, everyone needed to bring a mask/must. Before going to the party, Tony and Jenny didn’t have a mask/task. So Tony went to buy a black mask near the band/bank. Jenny got a pink/wink mask. Look! Gogo and his friends were wearing the masks at the party. They were excited. Jenny was drinking silk/milk at the desk happily. But Tony was crying loudly. He said, “I lost my mask! ” “ I think/thing your mask is next to the link/sink.” Jenny answered. At last, they found the mask .They were happy. 二、Read and answer: 1.What did everyone need to bring? _________________________ 2.Where did Tony buy a mask? _____________________________ 3.What did Jenny drink before the party? _____________________ 4. Where is Tony’s mask? _________________________________ 三、Homework:
11

1) Read and chant after class. 2) Try to write a new story about the mask.

12


相关文章:
《书的世界》教学设计
《书的世界》教案教学目标: 知识目标:认识本课生字,并积累词语,从而培养学生自主识字的能力。 能力目标: 1.口语交际练习。 2.了解有关书的知识,知道获得书的途径...
二年级上册《书的世界》教学设计
二年级上册《书的世界》教学设计_语文_小学教育_教育专区。《书的世界》教学设计 学习者分析:本课是北师大版小学语文第三册第八单元,学生经过一 年多的学习,已经...
《寄书》教学设计三年级
《寄书》教学设计 东港市新立学校 邢耀丹 2014-12-14 《寄书》教学设计教学目标: 1、能独分析和解决小数加减法的简单应用问题,并能正确处理小数加 法计算过程...
书籍设计教案
书籍设计教案_其它课程_高中教育_教育专区。课题:文化的传播---书籍设计 课时:2课时 课型:设计 授课人:樊昕静 授课对象:高中二年级学生 教学目标:1:知识和技能...
书籍的变迁教案
书籍的变迁教案_政史地_初中教育_教育专区。课题:【教学目的】 书籍的变迁(2 课时 5 月 13 日) 一、让学生对书籍的演变有一个大体的了解。 二、学习以时间...
向你推荐一本书教学设计
人教版四年级下册口语交际 《向你推荐一本书》教学设计教材分析: 《向你推荐一本书》 是人教版九年义务教育六年制小学语文第八 册的一篇口语训练课。 这篇口语...
刘妮妮《我喜爱的书教学设计》
刘妮妮《我喜爱的书教学设计》_其它课程_初中教育_教育专区。我喜爱的书——封面设计 高密市立新中学教材设计思想: 《我喜爱的书》是湘版八年级美术下册第七单元...
《我喜欢书》教案
《我喜欢书》教案_一年级语文_语文_小学教育_教育专区。《爱心树》教学目标: 1. 培养学生喜欢书的情怀; 2. 让学生能够对书进行简单分类; 3. 通过推荐喜欢的...
最大的书教学设计
徜徉于发现,溢情于体验 ——《最大的“书” 》教学设计一、指导思想与理论依据 新《课标》强调语文学习以读为主,并指出:“阅读是学生个性化行为,不应以教师的...
我和书的故事教案
《我和书的故事》教学设计 一、谈话导入: 1、同学们,我们都有许多好朋友,其中书就是我们 生活中必不可少的亲密朋友,今天我们就来说一说写一 写我和书之间的...
更多相关标签: